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B.Sc. JS Handbook 2012/13

Honours degree programme in

Engineering with Management B.Sc. (Ing.)

Junior Sophister Handbook

2012/2013

Department of Mechanical & Manufacturing Engineering

Faculty of Engineering & Systems Sciences

Trinity College Dublin

“Funded by the Irish Government under the national development Plan 2007-2013 and aided by the European Social Fund (ESF) under the Human Capital Investment

Operational Programme 2007 - 2013.”


1 Introduction

The third year of the B.Sc. course is designed to integrate the fundamental engineering and management tools that you have developed in the first two years. You will be asked to view things and develop solutions involving two or more distinct areas in both individual and team based work.

Modules

The third year sees the introduction of several subjects that will challenge your ability to master non‐technical topics. These are the skills that most often challenge engineers in their professional lives.

Table 1. No. of lectures, tutorials, and laboratories

Module Lectures Tutorials Labs

3MEMS1 Manufacturing Technology II 33 22

3MEMS3 Engineering Design 22 0 22

3MEMS5 Project & Operations Management 33 11 0

3MEMS6 Human Resource Management 44 22 0

ST3005 Information Systems 33

ST3007 Multivariate Linear Analysis & Applied

Forecasting

22 11

3B3 Mechanics of Solids 33 11 1

3B4 Engineering Materials 33 11 1

3B5 Mechanics of Machines 33 11 1

3B6 Mechatronics 33 11 1

3E2 Numerical Methods 33 11


1.2 Dates of semesters and examinations

Teaching Semesters: Semester 1 (Michaelmas Term) 12 weeks Monday, 24th September to Friday 14th December 2012 Semester 2 (Hilary Term) 12 weeks Monday, 14th January to Friday 5th April 2013.

Examinations: Annual Examinations commence Monday 29th April 2013 and finish at the latest on Friday

24th May 2013.

1Detailed examination timetables will be posted later in the year.

1.3 Lecture/tutorial/laboratory timetables

Lecturers assume that you carry out a significant amount of personal study and expect you to be able to understand aspects of the subject not explicitly covered in lectures, tutorials, and laboratories.

The timetable for lectures, tutorials, and laboratories is attached at the end of this handbook. The assignment of students to the numbered laboratory groups will take place after registration. Every effort has been made to create a schedule that leaves significant blocks of time available to you to facilitate library and study time. There is an average of 30 scheduled hours per week. The expectation is that you will spend at least an additional 15 hours/week carrying out personal study (e.g. reading, problem sets, projects, lab reports).


2 Details of Junior Sophistor Courses

COURSE TITLE: Manufacturing Technology II

Lecturer: Prof. John Monaghan. Prof. Rocco Lupoi

CODE: 3MEMS1

LEVEL: Junior Sophister CREDITS: 5 PREREQUISITES: None

Semester 2: 11 weeks LECTURE/WEEK: 2

TOTAL: 33

TUTORIALS/WEEK: 1

TOTAL: 22

AIMS/OBJECTIVES

The objective of the Technology section of this course is to develop in students the capability to

understand, analyse, design, and/or select the tooling, forming machinery and processes necessary

for the production of metallic and polymer components. The focus will be on enabling students to

understand the underlying material science and mathematical theories that underpin the

production of components with particular emphasis on: – the identification of product defects; the

safe deign of forming tooling and the selection of forming equipment; the optimum and efficient use

of materials and energy and the selection of appropriate manufacturing processes with particular

emphasis on safety, both personal and environmental.

SYLLABUS

Factors affecting the selection of appropriate tooling, equipment and the processes required for the manufacture of metal and polymer components, with particular emphasis on the influence of material properties on tool design and press selection and product quality.

Derivation of the underlying mathematical expressions associated with an analysis of the bulk and sheet metal forming processes, including Extrusion, Forging, and the Deep Drawing of sheet components.

The operating principals and main applications of thermo‐electrical processes such as Electro Discharge Machining (EDM) Electro‐Chemical Machining (ECM) for the machining high strength materials and the production of complex geometries.

An analysis of the mechanics of polymer processing with an emphasis on extrusion, sheet forming and injection moulding.

Mechanics, technology and optimisation of grinding processes.

Metrology and measurement of surface texture. The accuracy and applications of different methods.


RECOMMENDED TEXT(S)

Principles of Industrial Metalworking Processes, Rowe (Arnold: ISBN – 0‐7131‐3381‐3)

Manufacturing Science, A. Ghosh & A.K.Mallik (Ellis Horwood: ISBN ‐0‐470‐20312‐9)

Fundamentals of Modern Manufacturing, M. P. Groover (Prentice Hall: ISBN – 0‐471‐40051‐3)

OTHER RELEVANT TEXT(S)

Manufacturing Engineering and Technology, S. Kalpakjian & S.R.Schmid, (Pearson/Prentice Hall, ISBN 0‐

13‐148965‐8)

Applied Elasto‐Plasticy of Solids, T.Z.Blazynski, (Macmillian Press London – ISBN 0‐333‐34545‐2)

LEARNING OUTCOMES

Relevant PA/PO

Sample assessment

identify the main material properties required of the workpiece and the tooling and the forming process parameters influencing the manufacture of defect free components made of strain‐rate sensitive and non‐strain‐rate materials

2a, 2b, b5, c2, d4

exam 2006 Q1(i); 2006 Q4(ii); Tutorial Sessions

use appropriate yield criteria, material properties and realistic friction and boundary conditions to derive suitable mathematical expression for the evaluation of workpiece and tool stresses and the forming loads to ensure the manufacture of safe, defect free components under safe working conditions and in an environmental friendly manner.

exam 2006 Q3(i); 2006 Q4(i);

Tutorial Sessions

design forming sequences that optimise production rates yet minimises the use/waste of expensive or scarce materials and the energy required to manufacture a component.

2c, 5c, 6c, 6d, 4d

exam 2006 Q1(ii), (iii); 2006 Q3(ii).

use the material covered in this course in conjunction with a laboratory exercise (Extrusion or Forging) to obtain

2e, 3e, 4e, 2b, 2f, 5f,

6f

2006 Extrusion Laboratory assignment


appropriate data, analyse and discuss that data, and present it in a professional engineering report

critically assess the suitability of using EDM and ECM for the production of complex geometries in difficult to machine materials, to understand the safety and environmental issues associated with such processes and the particular factors that affect the quality and safety of the finished component.

2b,5b,5d,6d exam 2006 Q2; 2005 Q1

calculate the appropriate process parameters associated with polymer extrusion processes including, blow moulding and wire coating.

understand the grading systems for grinding wheels, and select the correct wheel for a given application.

5a, 5b exam 2006 Q7b

understand the relationships between machine settings, workpiece properties, coolants, dressing and product quality

5a, 5b exam 2006 Q7

analyse grinding processes using equivalent chip thickness.

5a, 5b exam 2006 Q8

optimise grinding processes for product quality and for cost.

6a, 6b, 6c exam 2006 Q7a) Q8

understand the importance of metrology in an engineering and manufacturing framework, and apply concepts to deal with measurement uncertainty and manufacturing errors.

1a,b,c; 2b; 4a,b,c; 5a;

6d exam 2006 Q5

understand how errors of form can adversely impact on machine performance and how steps can be taken to reduce errors.

2a,b,c; 4b,c; 5a,b,c

familiarisation with different techniques and instruments to measure form of mechanical parts, and to understand their limitations.

2a; 5a,b; 6b exam 2006 Q6a

practice using measuring instruments in tutorial classes and laboratory demonstrations.

2a,e,f; 5a,e Tutorial class

how to specify, obtain and measure linear and geometrical tolerances.

2a,b,c,f; 4a,b,c,f; 5a,b,c

exam 2006 Q6a

how to specify, obtain and measure surface texture.

2a,c; 4a,b,c; 5a,b,c,f

exam 2006 Q6


TEACHING STRATEGIES

This course is taught using a combination of lectures, structures tutorial sessions. During the tutorial

sessions the students work alone to develop their capability for independent thought, which should

contribute to lifelong learning, while the group work will build up their ability to cooperate and work as

a member of a team. The tutorial sessions are overseen by a Teaching Assistant.

ASSESSMENT MODE(S)

Written examinations and Laboratory Experiments


COURSE TITLE: Design II

Lecturer: Prof. Garry Lyons

CODE: 3MEMS3

LEVEL: Junior Sophister CREDITS: 10 PREREQUISITES: None

SEMESTERS: 1 & 2

DURATION (WEEKS): 22

LECTURE/WEEK: 2

TOTAL: 44

LABS/WEEK: 1 hour

TOTAL: 22

AIMS/OBJECTIVES Students having completed 2MEMS3 have a basic understanding of design techniques and have undertaken at least one significant design exercise. The Design II course expands on this by giving an understanding of the use of standard components in a design. Lectures on computer aided process planning (CAPP) are included in order to demonstrate to the student the path from CAD to CAPP and to make some effort to show the link to computer integrated manufacture (CIM). A module on Re‐design/Re‐engineering is used to inform the student of these techniques much used for design improvement.

To allow the students to investigate their own creativity whilst focussing their knowledge of engineering sciences and technologies on design problems

To empower the student to develop practical, well analysed designs.

To ensure the student develops an understanding of Finite and Infinite life standard components. The relevant mathematics and mechanics that govern their functioning, the interactions that occur between them and the regulatory issues that control their use.

To have the students see the benefits and problems associated with teamwork during a major re‐design exercise on a commercial product.

To ensure the student sees the purpose and relevance of Standards (national & international) to commercial designs

SYLLABUS Design Module

Introduction to Anthropometrics & Ergonomics

Detail design & the Bill of Materials

Case studies

Standard Components, their role in, and there incorporation into the designed object

The machine design of standard components (shafts, gears, drive belts, springs etc)

Finite life components and Hertzian stresses

Parts classification & coding. Part clustering techniques (manual and computer based).

Computer based parts recognition/ decomposition techniques.

Computer automated manufacture strategies (CAPP).

The Re‐design technique.


RECOMMENDED TEXT(S) Full notes are given for the course. No Text is specifically recommended.

OTHER RELEVANT TEXT(S) Product design : techniques in reverse engineering and new product development, Kevin N. Otto, Kristin L. Wood. Prentice Hall, London. 2001. ISBN 0‐13‐021271‐7

CAD CAM: Principles, Practice and Manufacturing Management, Chris McMahon & Jimmie Brown, Addison Wesley Longman Ltd., England. 1998. ISBN 0‐201‐17819‐2

LEARNING OUTCOMES

On successful completion of this course students will be able to understand and use techniques for:

Group based thought generation processes

Embodiment design

Costing

the function in design of Standards & other regulatory issues

have the ability to make calculations for the correct selection of Standard Components in a design.

encode components on the basis of their manufacturing &/or design attributes

form ‘Part Families’ on the basis of parts coding using clustering algorithms.

use algorithmic methods to divide groups of machines into GT cells for the optimum manufacture of parts.

understand and use feature based solid modelling and shape recognition as a tool for CAPP and calculate part shape decomposition graphs for computer automated manufacturing.

Understand and use Re‐design techniques for product improvement by:

re‐conceptualisation and ‘black box’ design of the product.

using product strip‐down to complete a BOM whilst simultaneously analysing each components degree of ‘design function fulfilment’.

assessing the quality of design for manufacture & assembly (DFMA) during the strip‐down process.

using the ‘remove and operate’ process to evaluate the technical fulfilment level of individual components.

performing analysis of the technical aspects of the design based on relevant scientific & mathematical techniques


bringing all the foregoing together, completing the re‐design process by developing an improved product & ‘selling’ the product to a ‘customer group’.

assessing a design from an ethical perspective

ASSESSMENT MODE(S) The course marks are derived primarily from continuous assessment.

The design module has various within‐class exercises which are graded.

An ‘Open book’ exam is held on either, Statistical Techniques in Design or Standard Components or CAPP issues.

The class is broken into teams of ~4 members with one democratically chosen to be team leader. Each team is presented with a commercial product which must be subjected to the re‐design process. This exercise is marked by a mixture of group & individual interviews, team based presentations (45mins) and finally a team‐based design portfolio is completed. The work, both written and oral is graded by an ‘expert’ assessment group (~4) for clarity of communication, project planning, overall management and quality of engineering design.

Students are again formed into teams to research some major engineering failure. An oral presentation by these teams on the ‘engineering ethics’ of the occurrence is marked.

TEACHING STRATEGIES Lectures are punctuated by short exercises, peer‐to‐peer discussion & generalized question‐&‐answer sessions on current topics. The drive is always to foster that aspect of thought – divergent thinking ‐ which is so essential to the design engineer and so different from the convergent thinking processes used for solving engineering science problems. As these students also study business methods they are at all times encouraged to relate their re‐design/reverse engineering work to the market place and to the realities which attend it.


COURSE TITLE: Project & Operations Management CODE: 3MEMS5

LECTURER: Prof. Kevin O’Kelly

LEVEL: Junior Sophister CREDITS: 5

TERMS: Semester 1 Duration (weeks): 11

LECTURE/WEEK: 3

TOTAL HOURS: 33

TUTORIALS/WEEK: 1

TOTAL HOURS: 11

MODULE AIMS & OBJECTIVES

This course provides a general introduction to operations management of manufacturing

systems. It will explore strategies for operating and optimising the production of products in

different varieties and volumes with limited resources and in competitive environments. The

impacts of design decisions on manufacturing performance and the physical organisation of

plants are explored through various DFM and plant layout strategies.

Formal project management methods will be introduced reflecting the growing use of

continuous improvement through project management.

SYLLABUS

Materials Requirements Planning

Just in Time Manufacturing

Flexible Manufacturing Systems

Capacity Planning

Production Activity Control and the Master Production Schedule

Management by project

Project Life Cycle

Elements of Project Management – cost, time, work

Project Assessment

Project Planning

Project Control

Risk Management

Applied project management: factory layouts

Process based layouts

Product based layouts

Case study

ASSOCIATED LABORATORY/PROJECT PROGRAMME

Case study (group) Project Management Assignment


LEARNING OUTCOMES

Upon completion of this module, students will (be able to):

Learning outcomes for Operations Management

describe manufacturing planning and control strategies (e.g. MRP, MRP II, JIT)

construct a materials requirement plan from a bill of materials and master schedule using finite and infinite capacity

assess the influence of costs on a plan

link DFM and layout strategies with production planning and control

identify the key differences between product and process layouts

identify and quantify key metrics for creating manufacturing cells

apply contemporary techniques to layout design

understand the role of purchasing in a manufacturing company

Learning outcomes for Project Management

define objectives and deliverables in a project environment

understand the role of project management in contemporary business practice

write a project proposal including preliminary budgets and project controls

apply planning methods including resource, time and cost planning

understand the importance of risk assessment in developing alternate plans and emergency procedures

be able to use graphical methods for presenting project schedules and plans

be able to utilize contemporary techniques and technology for project management.

apply course material to a project using MS Project software

TEACHING STRATEGIES

The course is taught using a combination of lectures, assignments, and tutorials. The bulk of the course material (notes, tutorials) are provided as handouts. There is a group based tutorial project developing skills in computer‐based Project Management.

ASSESSMENT

Written Exam (80%), Practical work (20%)

REQUIRED/RECOMMENDED TEXTS

The core text book for the operation management part of the course is:

Slack, Chambers, Harland and Johnston Operations Management, 3rd Ed., Pitman, 2003.

Other good general texts are:

Heizer and Render. Production and Operations Management, 3rd or later Edition, Allyn and Bacon,

2002.

Vollman, Berry and Whybark, Manufacturing Planning and Control Systems, 4th Edition, McGraw

Hill, 1997

The core text is an important base, but most topics will be supplemented with specialist readings

which are listed under the headings.


COURSE TITLE: Human Resource Management CODE: 3MEMS6

LECTURER: Prof. Tom Fahey CREDITS: 10

TERMS: Semesters 1 & 2 Duration (weeks): 22

LECTURE/WEEK: 2

TOTAL HOURS: 44

TUTORIALS/WEEK: 1

TOTAL HOURS: 22


To provide a practical understanding of the main concepts and processes used in effective management of people.

To provide students with an understanding the legal and social framework on which the employment relationship is based. To introduce students to modern people management techniques.

SYLLABUS

Overview of Human Resource Management (HRM). Economic and social environment

Overview of the legal framework, employment law in Ireland and managing effectively within the legal framework.

Leadership and management.

Conflict management, Trade Unions and dispute resolution processes.

Recruitment , selection, training & development

Performance Management and reward management.

Motivating Theory and application.

Career management.

Teamwork

Introduction to Management skills:‐Decision Making Processes, Meeting Management, Delegation, and Problem Solving Processes.

Change Management

LEARNING OUTCOMES

Upon completion of this module, students will (be able to):

Understand the social, historical and economic environment in which business operates and the evolution of people management processes.

Know and understand the history, role and modus operandi of trade unions in industrial relations.

Understand the basic theories of motivation.

Have a basic knowledge and understanding of the legal framework in Ireland and the main statutes governing employment practices.

Know the state support systems and processes in place to promote and assist with good industrial relations.


Understand the difference between management and leadership and the components of both concepts.

TEACHING STRATEGIES

Lectures and discussion.

ASSESSMENT

Examination at year end – 60% and individual projects – 40%


COURSE TITLE: Information Systems CODE: ST3005

LECTURERS: Prof. Geraldine Langan ([email protected])

LEVEL: Junior Sophister Credits: 5 PREREQUISITES: None

TERMS: Semester 2

Duration (weeks): 12

LECTURE/WEEK: 3

TOTAL: 33

AIMS/OBJECTIVES

The objective of this course is to introduce students to information systems in business and examines how management information and decision support systems can support improved organisational performance. Information security and control surrounding these systems and aspects of ethical use of IT are also covered.

SYLLABUS

Specific topics addressed in this module include:

Business Processes, Transactions and Information

Introduction to telecommunications and network systems.

Emerging Technology

Data Warehousing

Decision Support Systems

Business Intelligence

Digital Markets/Digital Goods

Introduction to Information Systems Security

Information Technology and Ethics

LEARNING OUTCOMES

When students have successfully completed this module they should:

Understand and describe how organisations survive in today’s business environment

Evaluate Information systems in business

Understand the need for computerised support of managerial decision making

Describe the business intelligence (BI) concepts and relate them to Decision Support Systems

Identify the ethical, social, and political issues that are raised by information systems.

Assess the business value of information systems security and control.

ASSESSMENT

There will be one assignment worth 20% of the course. The final exam will be a two‐hour exam at the end of Trinity term.


BIBLIOGRAPHY

1. Lecture slides

2. Management Information Systems: Managing the Digital Firm, 11th ed; Laudon & Laudon; Pearson Prentiss Hall, 2010.

3. Additional reading to follow

WEBSITE

jsbusiness.webexone.com/


COURSE TITLE: Multivariate Linear Analysis and Applied

Forecasting

CODE: ST3007

LECTURERS: Prof. Rozenn Dahyot (Multivariate Linear Analysis)

Prof. Brett Holding (Applied Forecasting)

LEVEL: Junior Sophister CREDITS: 5 PREREQUISITES: Basic Statistics

and Mathematics

TERMS: Semester 1 Duration (weeks): 11

LECTURE/WEEK: 2

TOTAL HOURS: 22

LABS/WEEK: 1

TOTAL HOURS: 11


This module is divided into two parts – Applied Forecasting (AF) and Multivariate Linear Analysis (MLA). Each module runs for 12 weeks. In the first semester several methods of forecasting will be examined, including exponential smoothing and its Holt‐Winters extension, auto‐regression, moving average, and further regression based methods that take into account seasonal trends of lagged variables. The module will be practical, and will involve every student in extensive analysis of case study material for a variety of time series data. In the second semester classical multivariate techniques of discriminant analysis, principal

component analysis, clustering and logistic regression are examined. There is a strong emphasis on

the use and interpretation of these techniques. More modern techniques, some of which address

the same issues, are covered in the SS module Data Mining.

SYLLABUS

Exploratory Data Analysis;

Classical multivariate techniques: discriminant analysis, principal component analysis,

clustering and logistic regression;

Introduction to forecasting; auto‐regressive models, data transformations, seasonality,

exponential smoothing, performance measures.

Use of transformations and differences.


LEARNING OUTCOMES

When students have successfully completed this module they should be able to:

Define and describe the different patterns that can be found in times series and propose the methods that can be used for their analysis.

Program, analyse and select the best model for forecasting.

Define and describe various classical dimension reduction techniques for multivariate data.

Implement clustering and/or classification algorithms and assess and compare the results.

Interpret output of data analysis performed by a computer statistics package.

ASSESSMENT

Assessment is based on compulsory module assignments, worth 30% of the final mark, and a 3 hour examination worth 70%. The assignment marks will be divided equally, with 15% from each module. The examination paper will consist of two sections corresponding to the two modules, with 3 questions per section. Students will be required to complete 2 questions from each section.

BIBLIOGRAPHY

Forecasting ‐ Methods and Applications, S. Makridakis, S. C. Wheelwright and R. J. Hyndman, Wiley

Introduction to Multivariate Analysis, C. Chatfield and A. Collins, Chapman & Hall

WEBSITE

http://www.scss.tcd.ie/Rozenn.Dahyot/ http://www.scss.tcd.ie/Brett.Houlding/


Course Title: 3B3 Mechanics of Solids Code: ME3B3 Level: Junior Sophister Credits: 5 Lecturer(s): Prof. Henry Rice ([email protected] )

Prof. Tim Persoons ([email protected] )

Module Organisation The module runs for 12 weeks of the academic year and comprises three lectures per week. A tutorial is given every week. Total contact time is 44 hours.

Semester Start Week

End Week

Lectures per week

Lectures total

Tutorials per week

Tutorials total

2 1 12 3 33 1 11

Total Contact Hours: 44

Module Description This is a module on the fundamentals of stress analysis which is a central subject in the mechanical engineering discipline. Students learn how to determine the stresses and strains in typical mechanical components, such as beams and pressure vessels, as well as in structures under combined loads of torsion and bending. Buckling and stability of structures is also introduced and experimental strain measurement is covered by lectures and laboratory sessions. In addition to the development of modelling skills, the analysis also relies on mathematical techniques commonly used in advanced engineering such as solution of differential equations, Laplace transform and eigenvalue analysis. The subject also introduces computing as a tool for the solution of more complex structural problems. This module completes the essential requirements of a mechanical engineer in the mechanics area. It builds on earlier introductory (but fundamental and applied) modules in mechanics, mathematics and numerical methods. It provides a basis for advanced modules in solid mechanics, fluid mechanics, vibration and bioengineering. It is essential that a module such as this is completed before commercial software particularly finite element software is used in independent project work which will be done in the fourth year. Learning Outcomes On successful completion of this module, students will (be able to):

Understand the fundamentals of stress/strain analysis and be able to apply them with confidence to simple structures;


Abstract a physical problem and reformulate it in a frame (a differential equation, eigenvalue problem for example) for which he/she has developed the mathematical tools;

Develop free‐body diagrams which form the basis of many formulations in mechanics. This latter activity is the implementation of Newton's third law which is at the centre of deep understanding of mechanics.

Module Content

Relationships between Stress and Strain An understanding of axial and shearing stress and strain and the relationships

between them are developed.

Two Dimensional Stress Analysis Multi‐axial stress stress/strain analysis is introduced and the concept of principal loads and simple failure mechanisms. The use of traditional mohr circle and computer based tensor methods are also introduced. The application to strain gauge methods is then developed.

Energy Methods Energy approaches based on the concept of virtual work and the theorems of Castigliano are now developed and shown to be often a useful alternative to direct force equilibrium modelling.

Torsion of circular and general Thin Sections Torsional deflection analysis of circular sections is introduced in the context of a special case of shear loading. A variety of problems in shaft design are considered with an extension of the analysis to tapered sections and non‐circular thin walled sections where an energy based method is developed.

Advanced Beam Theory Beam theory developed from fundamental equations to study a variety of loadings

and solution approaches. Direct integration methods are used with appropriate development of the mathematics of discontinuous functions. Various strategies are developed to analyse statically indeterminate problems and finally analysis of shear stress distributions are introduced.

Buckling of Struts Beam theory is used to derive governing differential equations of buckling which are

then solved using laplace techniques which have been developed in earlier courses. Various end loadings, eccentricity and some simple structures are analysed.

Analysis of Composites Various beam problems using composite material cross‐sections are considered and

design constraints for these types of problems are explored. Lab/Assignments Strain Gauges: The performance of a strain gauge rosette mounted on a simply support beam is studied. This allows the student to draw directly from beam theory, strain gauge and experimental techniques. Beam Analysis Assignment: A Matlab model of a beam with complex loading is formulated and solved with post‐processing of the results


Teaching Strategies Lectures: The teaching strategy follows a single well established text book. This subject has been well developed for teaching at this level so student accessibility and consistency of notation is easily established. Tutorials: Tutorials follow a series of question sheets. The solutions for these are available on the web and are released gradually as the module progresses. The tutorials are given to class groupings and are informal. No assessment of tutorial performance is noted. Assessment Modes This module is assessed by a two‐hour written examination and laboratory experiments. Recommended Texts Gere and Timoshenko, Mechanics of Materials 3rd Ed ITP 1990 Laboratories

Strain Gauges ___________________________________________________________________

Module Title: 3B4 Mechanical Engineering Materials Code: ME3B4 Level: Junior Sophister Credits: 5 Lecturer(s): Associate Prof. Kevin O’Kelly ([email protected]) Module Organisation The module runs for 12 weeks of the academic year and comprises three lectures per week. A tutorial is given every week. Total contact time is 44 hours.

Semester Start Week

End Week

Lectures per week

Lectures total

Tutorials per week

Tutorials total

1 1 12 3 33 1 11

Module description, aims and contribution to programme


This module introduces the student to essential concepts in the selection and use of engineering materials. This includes a study of the mechanical properties of materials and their structure at the atomic and microscopic scales, as well as other important properties such as price and availability. Material processing is also discussed, allowing the student to obtain an overview of the various considerations necessary when selecting materials as part of the design process. Failure modes are described, including short‐term and long‐term types of failure, which are related to their underlying causes such as cracks and dislocations. Ethical issues are discussed relating to material recycling and safe design procedures. This is a key module in the study of mechanical engineering, which builds on work established in the second year curriculum. Learning outcomes On completion of this module the student will be able to:

describe and conduct tests to measure mechanical properties, making use of data collection and analysis systems;

perform calculations relating deformation under load to atomic structure and microstructure;

predict the failure loads and times for simple structures, appreciate how these predictions can be made for complex engineering components and how they can be used to ensure safe life in conjunction with maintenance;

describe the assumptions and approximations that must be made in predicting deformation and failure and the likely errors that will arise as a result;

describe the microstructures and phases that will occur in material alloys in general and in steels and aluminium alloys in particular;

predict how microstructure will be affected by alloy composition and thermo‐mechanical treatment;

describe the structure and processing of some typical engineering ceramic materials; to compare the mechanical properties of these materials to those of metals, explaining under what circumstances ceramics might be used in industry and to predict the probability of failure of a ceramic structure using a Weibull analysis;

describe the structure, processing and mechanical properties of polymers and composites; to compare the mechanical properties of these materials with those of metals and to explain under what circumstances these materials might be used in industry; to estimate the mechanical properties of a composite material knowing the properties of its constituents;

appreciate the considerations involved in materials selection: to use a systematic approach to the selection of the optimum material for a given application, including considerations of material price and availability;

explain the importance of sustainable technology as applied to materials selection and use, including recycling and maintenance scheduling;

be aware of the importance of preventing failure in engineering components, especially its social and ethical consequences;

work as part of a team to solve a problem in materials selection and failure prediction.


Module content

price and availability of materials: environmental factors: sustainability and recycling;

elastic and plastic deformation: stiffness and strength;

fracture: toughness;

fatigue, creep and wear;

phase diagrams: phase changes;

metallic alloys;

ceramic materials;

polymers;

composites;

structure/property relationships;

case studies in materials selection and design. Teaching strategies This module is taught using a combination of lectures, laboratory classes and tutorial sessions. The tutorial sessions are overseen by a Teaching Assistant ‐ during these sessions, students are encouraged to work in groups to develop their communication and teamwork skills. Assessment This module is assessed by means of a formal two‐hour written examination at the end of the second semester and with laboratory experiments (with logbook and formal written reports). Examination questions are designed to test students’ ability to use the knowledge gained in lectures to solve practical problems, bringing together different aspects of the module and of other modules, such as mechanics of solids and manufacturing technology. Recommended text

Engineering Materials Books 1 and 2, Ashby and Jones, Pergamon

Selection and Use of Engineering Materials, Crane and Charles

Introduction to Engineering Materials, John

Materials Science and Engineering, Callister

The New Science of Strong Materials, Gordon Laboratories

Lead Creep


Module Title: 3B5 Mechanics of Machines Code: ME3B5 Level: Junior Sophister Credits: 5 Lecturer(s): Assistant Prof. Ciaran Simms ([email protected]) Module Organisation The module runs for 12 weeks of the academic year and comprises three lectures per week. A tutorial is given every week. Total contact time is 44 hours.

Semester Start Week

End Week

Lectures per week

Lectures total

Tutorials per week

Tutorials total

1 1 12 3 33 1 11


Module Description This is a module on the application of fundamental mechanics to realistic machine configurations. This includes engines, whole body vehicles, linkages and friction devices. The analysis provides the link between conceptual design resulting in motion and the generation of internal forces resulting in stresses. Prior to this these subjects are studied separately. Further modelling skills are developed together with the use of vector and matrix algebra in the synthesis of solutions. The subject also introduces computing as a tool for the solution of more complex robotics/linkage problems. This module completes the essential requirements of a Mechanical Engineer in the machine dynamics area and prepares the students for project work which is focused on machine design. This subject also provides a good basis for study in robotics and some aspects of bio‐mechanics/engineering. It builds on earlier introductory (but fundamental and applied) modules in mechanics, mathematics and programming. Learning Outcomes On successful completion of this module, students will (be able to):

outline a practical methodology in the application of mechanics and vector analysis to real machine configurations. This learning in abstraction is complementary to other modules being taken by the student at this point;

use vector mathematics and other academic subject matter in an applied situation for the first time;

analyse common elements in machine design;

apply and develop computer programmes to implement matrix analysis which models the forces being generated in a linkage system

Module Syllabus


Review of Mechanics Fundamentals of rigid body mechanics are reviewed starting with Newton's laws and

with a particular emphasis on vector analysis. Fundamental equations and concepts in mechanics are few however correct implementation can only be achieved once deep understanding is developed.

Balancing Rotating and reciprocating engine balance is analysed. The utility of vector analysis for

automotive engineering is firmly established. In addition, practical balancing solutions are analysed.

Vibration This applies single degree of freedom theory to vibration transmission and isolation

problems. The theory which has been developed in the previous year is revisited. In practice trouble shooting these types of problems is common and some case studies are explored.

Friction Screw friction and clutch plate friction are analysed with reference to some common

designs assuming simple Coulomb friction models.

Kinematics The theory of kinematics with particular emphasis on relative motion is analysed. The

role of matrix and vector algebra is emphasised with attendant computer modelling using a matlab environment.

Linkages Kinetic analysis is now added to the kinematic models and some common three and

four bar linkages are analysed. Laboratories/Assignments Identification of Material properties using vibration tests: Natural frequencies of bar specimens of bending and torsion modes of vibration are measured and compared with simple formulae to determine Young’s modulus and Shear Modulus and Poisson’s ratio. Such properties will have been measured directly by the students earlier in the programme using static tests. A main objective in this lab apart from introducing basic modal testing is to illustrate the detailed use of error analysis in the experimental procedure. (In this case the student sees that this is an excellent method to measure moduli but a poor way to measure Poisson's ratio). Development of a computer model for a 4 bar linkage analysis: A Matlab program is developed to implement the matrix algebra associated with a four bar linkage and returns component motions and loadings for given driver motions. The students formulate and run their own code based on a skeleton program. Teaching Strategies Lectures: The teaching strategy does not follow a single text book, as interpretation of the essential elements of this subject tend to vary widely among teaching institutions. This is because of the bridging nature of the subject. This presents some extra challenges to the student which mirrors the challenge of bringing fundamental concepts into the design


forum. Computing implementations using Matlab routines are also incorporated into the lectures. Tutorials: Tutorials follow a series of question sheets. The solutions for these are available on the web and are released gradually as the module progresses. The tutorials are given to class groupings and are informal. No assessment of tutorial performance is noted. Assessment Modes The assessment is by a two‐hour written examination which is held at the end of the year term and an extended Matlab/Working Model project during the year. The written examination carries 75% of the total marks, the project 10% and the laboratory is integrated into a single continuous assessment mark which accounts for 15% of the mark reported in each third year subject. Recommended Texts

Kinematics and Dynamics of Machines, CE Wilson and J.P. Sadler (Pearson Prentice Hall)

Dynamics , JL Meriam (Wiley)

Mechanics of Machines , B Crossland and J Morrison (Longmans)

Mechanics of Machines , J Hannah and RC Stephens (Arnold)

Theory of Machines and Mechanisms , JE Shigley and JJ Uicker (McGraw Hill) Laboratories

Vibrations


Module Title: 3B6 Mechatronics (Instrumentation and Control) Code: ME3B6 Level: Junior Sophister Credits: 5 Lecturer(s): Assistant Prof. Dermot Geraghty ([email protected]) Module Organisation The module runs for 12 weeks of the academic year and comprises three lectures per week. A tutorial is given every week. Total contact time is 44 hours.

Semester Start Week

End Week

Lectures per week

Lectures total

Tutorials per week

Tutorials total

1 1 12 3 33 1 11


Module Description This module introduces the student to various systems of continuous control of electrical, electronic, mechanical and combined systems. First and Second order systems are studied, with extensions to higher order systems using approximate methods and computer modelling (using Matlab). Aspects of control systems which are discussed include stability, steady state error and frequency response. Techniques covered include transfer functions, block diagram algebra, the root‐locus method and frequency response design methods. Learning Outcomes On successful completion of this module, students will (be able to):

Develop the transfer function for any electro‐mechanical system;

Use the Laplace Transform to transform between the time domain and frequency domain and find the time domain responses of 1st and 2nd order systems to standard test inputs e.g. the step input;

Use s‐plane analysis to determine the performance characteristics of systems e.g. settling time, peak time, find lines of constant damping;

Draw a block diagram for a control system starting with a schematic of the system and find the overall transfer function for the system;

Determine if a system is stable, marginally stable or unstable using a Routh table or using Matlab;

Find the steady state error in a system due to a standard test input e.g. a step input. Understand how to reduce or remove this error. Understand steady‐state error behaviour of P, PI and PID controlled systems;

Use the root‐locus as a means of assessing the performance of a system including its stability and its behaviour;

Use the root locus as a design tool to alter the response of a control system/ plant by introducing a compensator;


Apply frequency response methods to the analysis of control systems including stability analysis;

Use Matlab Control Systems Toolbox to analyze control systems and design. Module content

Introduction to control systems;

Brief review of the Laplace Transform and its application in the design of control systems;

Transfer functions;

Time response of 1st and 2nd order systems;

Modelling in the frequency domain;

Block diagram algebra;

Stability and the Routh‐Hurwitz criterion;

Steady state errors;

Root locus techniques – analysis and design of compensators;

Frequency response techniques; Bode plots and Nyquist criterion;

Use of Matlab and Control Systems Toolbox in Analysis and Design of Control Systems. Module Notes Some module notes will be posted on the module website. Details will be supplied as the lectures progress. Teaching Strategies The module is taught using a combination of lectures, laboratories and tutorials. During the tutorials the students work in groups, thereby encouraging teamwork and cooperation. The tutorials are overseen by a Teaching Assistant. The use of Matlab (Control Systems Toolbox) as a design tool for control systems is introduced via a combination of lecture demonstrations and tutorial sessions based on ‘Control Tutorials for Matlab and Simulink’ which is a HTML based teaching tool for Control systems and introduces the student to many typical problems and alternative approaches to solving these problems. Assessment Modes This Module will be assessed by a two‐hour written examination and laboratory experiments. The examination questions test the student’s ability to use the techniques explained in the lectures and to apply them to the analysis and design of control systems. Recommended Texts The module will use the following text: Control Systems Engineering by Norman S Nise, Wiley, 3rd or 4th Edition These texts are also useful: Modern Control Systems by Richard C. Dorf and Robert H. Bishop, 9th Edition, Prentice‐Hall Modern Control Engineering by Katsuhiko Ogata, 4th Edition, Prentice‐Hall Laboratories

Process control


Module Title: 3E2 Numerical Methods Code: ME3E2 Level: Junior Sophister Credits: 5 Lecturer(s): Assistant Prof. Ciaran Simms ([email protected]) and Assistant Prof.

Tim Persoons ([email protected]) Module Organisation The module runs for 12 weeks of the academic year and comprises three lectures per week. A tutorial is given every week. Total contact time is 44 hours.

Semester Start Week

End Week

Lectures per week

Lectures total

Tutorials per week

Tutorials total

2 1 12 3 33 1 11


Module Description This is a module on the application of mathematical methods to gain approximate solutions to real world problems in Civil and Mechanical and Biomedical Engineering. This module demonstrates why there is frequently a need for numerical solutions to real‐world problems, and introduces the high level programming environments of Excel and Matlab to code basic solutions to problems experienced in Civil and Mechanical and Biomedical Engineering. The Mathematics which underpin this module has been covered in previous Mathematics modules, and the physical problems solved are typically taken from accompanying Civil and Mechanical and Biomedical Engineering core subjects, and this module therefore provides a link between pure Mathematics and the Engineering applications students will encounter in research and industry. Learning Outcomes On successful completion of this module, students will (be able to): understand the need for numerical solutions to engineering problems

understand how numerical methods incur errors

use Matlab and Excel to code basic solution methods for Civil & Mechanical and Biomedical Engineering problems

perform basic statistical analysis

use the Taylor Series as a basis for error estimation in numerical techniques

find numerical solutions to systems of linear and nonlinear algebraic equations

perform 1‐Dimensional nonlinear optimization

perform multidimensional linear optimization


program basic curve fitting techniques

perform numerical integration and differentiation

find numerical solutions to partial and ordinary differential equations

understand the basis of, and apply, the linear finite element method to basic engineering problems

Module Syllabus

The need for numerical methods

Machine representation of numbers and associated errors

Review of the Taylor Series

Roots of non‐linear equations

Roots of systems of linear equations

One dimensional nonlinear optimization

Multidimensional linear optimization

Curve fitting and basic statistics

Numerical integration

Numerical differentiation

Solutions to differential equations

The linear finite element method Lab/Assignments Where practical, each topic is covered in two podium lectures, one demonstration lecture showing the techniques implemented in Excel or Matlab, and one computer based tutorial which students submit for grading. Teaching Strategies Lectures: The teaching strategy attempts to mainly follow a single text book for the core material, to assist in student revision. Examples from the lecturer’s research experience are frequently introduced to demonstrate the need for the methods covered. Tutorials: there are weekly tutorials using either Excel or Matlab to implement each numerical method. These tutorials are taught by teaching assistants who are recruited from the postgraduate student body in the School of Engineering. Assessment Modes The assessment is by a 2 hour examination which is held at the end of the Trinity term and by grading of a random selection of 6 of the 11 submitted assignments done on a weekly basis. The written examination carries 70% of the total marks and the 6 graded assignments together carry 30% of the marks.


Recommended Texts Matlab primer

Introduction to Matlab 7, by DM Etter, DC Kunkicky & H Moore, Pearson Prentice Hall, 2005.

Matlab for Engineers, Biran & Breiner, Addison Wesley, 1995.

The Matlab Handbook, Enander, et al., Addison Wesley, 1996. Numerical Methods

Numerical Methods for Engineers by Steven Chapra & Raymond Canale, McGraw Hill, 5th Edition 2006.

Numerical Methods with Matlab – Recktenwald, Prentice Hall,2000

Numerical Methods using Matlab – Mathews & Fink, Prentice Hall, 1999


3 Regulations and Assessment

3.2.1 College Regulations

The complete set of regulations is set out in the University Calendar. Copies are held in the College Library, Enquiries Office, and all academic and administrative offices. A copy can be purchased in the Library Shop. Some of the more relevant sections are summarised in the following sections. Extracts of the Examinations Regulations of the Calendar are included in Section 5.

3.2.1.1.1 Attendance, non‐satisfactory attendance & course work

Please note the following extract for the university calendar: “For professional reasons, lecture

and tutorial attendance in all years is compulsory in … the School of Engineering.” Attendance at

practical classes is also compulsory.

All students must fulfil the requirements of the school with regard to attendance and course work. Students whose attendance or work is unsatisfactory in any year may be refused permission to take all or part of the annual examinations for that year. Where specific attendance requirements are not stated, students are non‐satisfactory if they miss more than a third of a required course in any semester.

At the end of the teaching semester, students who have not satisfied the department or school requirements may be turned to the Senior Lecturer’s Office as non‐satisfactory for that semester. In accordance with the regulations laid down by the University Council non‐satisfactory students may be refused permission to take their annual examinations and may be required by the Senior Lecturer to repeat their year.

Further details on the academic regulations concerning attendance, non‐satisfactory attendance and course work are given in the University Calendar, 2009/2010, pages H5 and H6. See also section 5 below.

Please note that you must attend the particular tutorial and laboratory sessions to which you have been assigned. Students cannot swap sessions because of the complexity of the timetable, the large numbers in the year and the limited accommodation available.

3.2.1.1.2 Collaboration, Individual Work, and Plagiarism

Much of the work you will do during your college and professional life will require collaboration with other engineers and people from other disciplines. You will find that much of the laboratory and project work is designed to encourage this through group‐based work. Whether the group submits a single report or whether each group member submits an individual report, teamwork and collaboration is a critical part of the work and how it is assessed. So, what is plagiarism?

Plagiarism, simply put, is the act of presenting the work of others as your own without acknowledgement. The last two words are crucially important. The advancement of


knowledge in any field relies heavily on the work of peers and previous workers. Formal acknowledgement of their contribution not only gives them due credit for their work but adds to the strength of your results and arguments. The regulations governing plagiarism are presented in the Calendar 2009/2010 pages H17 – H18 and you should read them. In summary, plagiarism can arise from actions such as:

Copying another student’s work.

Enlisting another person or persons to complete an assignment on the student’s behalf.

Quoting directly, without acknowledgement, from books, articles, or other sources, either in printed, recorded or electronic format.

Paraphrasing, without acknowledgement, the writings of others.

3.2.2 B.Sc. Course Regulations

The following sections relate specifically to the B.Sc. course.

3.2.2.1.1 Assignment deadlines

Many B.Sc .courses include an element of continuous assessment. Different departments have their own rules on continuous assessment and homework. You should make sure you are familiar with these rules and that you understand them. The Department of Mechanical and Manufacturing Engineering rules are summarised below:

1. The lecturer must notify the students of:

the deadline where and how the assignment is to be handed in the penalties for late submission the procedure for granting permission for late submissions. Otherwise the default rules, as set out below, will apply.

2. The deadline for all continuous assessment work will be 5pm on the day specified. 3. The work must be handed in to the Department secretary who will stamp it with the

date and time and record the submission in a log. The submission must be clearly labelled and must show the student’s name, the assignment title, the course number, and the lecturer’s name.

4. Penalties for late submission are as follows: Material submitted late will be marked

down 20% of the mark that would otherwise have been awarded for each day (or part thereof) that it is late. Work submitted after 5pm of the fifth day after the deadline will receive a mark of zero.

5. Extensions are normally granted if you can present a good reason for not being able

to submit on time. If you need an extension, you should speak to your tutor, not your lecturer. Lecturers will normally grant an extension following a letter from a tutor. Keep in mind that valid reasons are those that could not have been foreseen.


6. Sometimes, where there is a general problem, a Lecturer may award an extension to the entire class. This will be posted (and optionally e‐mailed to all students). Penalties will apply as stated above from the revised deadline.

EXAMINATION RULES New details on examination rules will soon follow 4.1 Publication of Results

Examination results are published on the Department Notice board in Parsons Building. The examination results of candidates are published on the notice board in order of the candidates’ student numbers. Candidates’ names are not listed. Anyone seeking a candidates’ result must have their student number. Tutors can also be contacted regarding your examination results.

4.2 Re‐checking/Re‐marking of Examination Scripts

Extract from the University Calendar, 2011/2012, page H11:

45 Regulations for re‐check/re‐marking of examinations scripts

i) All students have a right to discuss their examination and assessment performance with the appropriate members of staff as arranged for by head of department. This right is basic to the educational process.

ii) Students’ examination performance cannot be discussed with them until after the publication of examination results.

iii) To obtain access to the breakdown of their results students should make a request through their tutor.

iv) Having received information about their results and having discussed these and their performance with the head of department and the appropriate staff, students may ask that their results be reconsidered if they have reason to believe:

(a) that the grade is incorrect because of an error in calculation of results,

(b) that the examination paper specific to the student’s course contained questions on subjects which were part of the course prescribed for the examination, or

(c) that bias was shown by an examiner in marking the script.

v) In the case of (a) above, the request should be made through the student’s tutor to head of department.


vi) In the case of (b) and/or (c) above, the request should be made through the student’s tutor to the Senior Lecturer. In submitting such a case for reconsideration of results, students should state under which of (iv) (b) and /or (c) the request is being made.

vii) Once an examination result has been published it cannot be amended without the permission of the Senior Lecturer.

4.3 Academic Appeals

Summary of the University Calendar, 2011/2012 page H11‐H12:

Students may appeal against an academic decision made on them (e.g. an examination result)

where a student’s case

i) is not adequately covered by the ordinary regulations of the College, or

ii) is based on a claim that the regulations of the College were not properly applied in the applicant’s case, or

iii) represents an ad misericordiam appeal (compassion).

Appeals may be made to the Faculty’s Academic appeals Committee and subsequently to the College’s Academic Appeals Committee.

Those considering making an appeal should consult their tutor in the first instance. See the

University Calendar, page H10 for further information.

GUIDELINES AND REGULATIONS FOR B.A.I. STUDENTS UNDERTAKING

INTERNATIONAL STUDIES

This document provides guidelines and regulations for students who spend their Junior Sophister year of

the B.A.I. programme at an approved foreign host University. Agreements are currently in place with INSA

Lyon (France) and Karlsruhe University (Germany).

Students must obtain permission to spend their JS year at another University from the International

Student Coordinator of the Department responsible for the B.A.I. stream in which they intend to specialise.

These applications will then be reviewed by the Director of Teaching and Learning (Undergraduate) and the

Head of School for final approval. At present, these coordinators are as follows:

Department of Civil, Structural and Environmental Engineering: Dr Sara Pavia

Department of Computer Science: Ms Mary Sharp

Department of Electronic and Electrical Engineering: Dr Anthony Quinn

Department of Mechanical and Manufacturing Engineering: Professor Henry Rice Students must obtain at least a II.1 in their SF year in order to be given permission to spend their JS year

abroad and must have appropriate language competency for their host University.


Each student must undertake courses that have a combined rating of at least 45 ECTS of which at least 40

ECTS must be in approved technically based engineering modules. Each student must get their module

choices approved by their International Student Coordinator.

Students should be aware that some host Universities (typically in Germany) do not return marks using a

centralised administrative system. In such cases, students need to take responsibility for obtaining their

marks for each subject directly from their lecturers on official College letterhead. These must then be

returned to their International Student Coordinator as quickly as possible.

Students must complete the year at the host University and have no entitlement to take supplemental

exams at TCD. Students should be aware that some host Universities do not have supplemental exams or

may not allow students to sit supplementals if their attendance or performance has been poor.

Students are advised to monitor the course information at their host University very frequently.

Assessment of modules taken in the overseas university will be weighted in the calculation of the final

degree results as if the modules had been taken in this university.

MARKING SCHEMES

Firstly, the grades obtained are converted into TCD equivalents as follows:

INSA (Lyon)

ECTS mark returned TCD equivalent

A 80%

B 65%

C 60%

D 55%

E 45%

Fx 30%

F 20%

Karlsruhe University

The marks obtained from Karlsruhe are based on the German system which grades subjects from 1.0 (very

good) to 5.0 (NOT adequate). Grades are converted into TCD equivalents using the following formula:

TCDMARK = (5 – KarlsruheMARK) / 4 * 100

Pass Criteria

In order to pass the JS year, students must:


acquire 45 credits for modules at the host University, of which 40 credits must be in approved technical engineering modules;

each student must submit an interim and a final report on their experience to their International Student Coordinator to acquire an additional 15 credits giving a total of 60 credits for the year.


4 Health & Safety

Safety in the Department

Dear Student,

The Department of Mechanical & Manufacturing Engineering operates a ‘safe

working environment’ policy and we take all practical precautions to ensure that hazards or

accidents do not occur. We maintain safety whilst giving you the student very open access to

the departmental facilities. Thus safety is also your personal responsibility and it is your duty

to work in a safe manner when within the department. By adopting safe practices you

ensure both your own safety and the safety of others.

Please read the Safety Document on the Departmental website:

http://www.mme.tcd.ie/ and comply with the instructions given within. Failure to behave

in a safe manner may result in your being refused the use of departmental facilities.

Professor Dermot Geraghty

Departmental Safety Officer


5 College Map


6 Student Disability Services

If you have a disability or a specific learning disability (such as dyslexia) you may

want to register with Student Disability Services.

Do you know what supports are available to you in College if you have a disability or

a specific learning disability? Further information on our services can be found at

www.tcd.ie/disability

Declan Reilly and Alison Doyle are the Disability Officer for the Engineering Faculty.

You can make an appointment with a member of the Disability Service by:

phoning 01 8963111

emailing: [email protected]

texting: 086 3442322

The disability Service holds drop‐in sessions during the academic year. Details are given below: Office Hours Monday – Thursday: 9:15 – 5:15 Drop in – or appointments may be made during these times Friday : By appointment only


7 New Student Information System (SITS)

NEW STUDENT INFORMATION SYSTEM (SITS) – ACCESS VIA my.tcd.ie The way that you do things in College is changing – New student information system for 2012/2013 The way that you do things in College is changing – including how you have just registered for the year. The College has recognised that some of the administrative processes in College were becoming somewhat outdated (such as queueing in the rain to register or trying to get a letter to prove that you are a student) and has invested in a brand new student information system which is accessible to all staff and students via the web portal my.tcd.ie This means that, from 2012/2013 onwards, all communications from College will be sent to you via your online portal which will give you access to an ‘intray’ of your messages. You will also be able to view your timetables online, both for your teaching and for your examinations. All fee invoices/payments, student levies and commencement fees will be issued online and all payments will be carried out online. You will be able to view your personal details in the new system – some sections of which you will be able to edit yourself. Up until now, all examination results were published online by the Examinations Office at http://www.tcd.ie/vpcao/examinations.php – in future, it is planned that your results will also be communicated to you via the online portal. Future plans for the new system include online module registration and ongoing provision of module assessment results. As this is a brand new way of doing things in Trinity, full user helpline facilities, including emergency contact details, will be available from when you register to guide you through these new processes and to answer any queries that you may have.


8 Student Supports

8.1 Academic Concerns: Sources of Assistance

other students in the class; the course lecturer; Engineering class representatives; your personal tutor (or any other tutor if you cannot find yours), or the Senior

Tutor; Head of Department, Head of School or Director of Teaching and Learning (Undergraduate),

Associate Prof. Dermot O’Dwyer ([email protected]); Students’ Union Education Officer ([email protected])

Skills for Study Campus (S4SC)

Skills4studycampus (S4SC) is a fully interactive e-learning resource, which helps students to develop study skills and is suitable for students on all courses and in any year of study. Published by Palgrave Macmillan, core skills are developed through personalized interactive activities, tests and assessments. Utilised by HEIs in UK and in ROI includes UCC and UCD. In 2011 – 2012 piloted to all JF students in School of Nursing and Midwifery, Social Work and Social Policy, Drama and Theatre Studies, TAP, Mature and disability students. Feedback from staff has been very encouraging. Fully embedded by School of Nursing (course handbook, skills module) and end of year analysis of academic performance indicates positive correlation with S4SC usage / module completion. Study skills can be provided ‘anytime, anywhere’, fully accessible to students living outside of Dublin, or who commute long distances, have family or work commitments, extensive off campus placements, or heavy timetables. Due to the large number of students it is not possible to provide this via the Blackboard Learn; DS will fund access to S4SC for all TCD undergraduate students and academic staff for AY 2012 – 2013. Login will continue to be provided via the link on www.tcd.ie/local, additional links should be added on Student Homepage, Orientation website and the new student portal my.tcd.ie. A key factor is engagement and support from academic staff and embedding of resource within course materials. DS proposes to present S4SC to all Directors of Undergraduate Teaching and Learning at the beginning of the next academic year. The first module ‘Getting ready for academic study’ is a free open resource. It is suggested that a link is added to the registration email issued to all prospective students via GeneSIS. This will identify this resource at the point of pre-entry so that students have already been familiarised with its structure and content. http://www.skills4studycampus.com/StudentLogin.aspx


8.2 Personal Concerns: Sources of Assistance

S2S offers trained Peer Supporters if you want to talk confidentially to another student or just to meet a friendly face for a coffee and a chat. Peer Supporters are there to assist with everything from giving you the space to talk about things to helping you access resources and services in the College. You can email directly to request a meet-up with a Peer Supporter or can pop in to the Parlour to talk directly to one of our volunteers and arrange a meeting. S2S is supported by the Senior Tutor's Office and the Student Counselling Service. Contact details are: http://student2student.tcd.ie , E-mail: [email protected] , Phone: + 353 1 896 2438

your tutor (or any other tutor if you cannot find yours), or the Senior Tutor; Student Counselling Service, 3rd Floor, 7/9 South Leinster Street, Trinity

College, Dublin 2 (Near the National Gallery). email: [email protected]; tel: (01) 896 1407 Niteline (Thursdays to Sundays during term only, 9pm - 2.30am) at 1800 793

793; Student Health Service, House 47 Medical Director: Dr David McGrath 896 1556; Doctor: Dr David Thomas 896 1556; Health Promotion Officer, Ms Martina Mullin 896 1556; Physiotherapist: Ms Karita Cullen 896 1591;

Welfare Officer, Students’ Union, House 6, College; email: [email protected]; Chaplains, House 27, College: Paddy Gleeson (Roman Catholic) 896 1260; Darren McCallig (Church of Ireland) 896 1402;

Julian Hamilton (Methodist and Presbyterian) 896 1901; Peter Sexton (Roman Catholic) 896 1260; Email: [email protected] Website: www.tcd.ie/chaplaincy

Any student, member of staff or other person with whom you feel able to discuss your concerns;

Disability Service – Room 2054, Arts Building. Tel: 8963111. Email: [email protected] Web: http://www.tcd.ie/disability/ Office is open 8.00 – 5.00.

NOTE: IF YOU HAVE A CONCERN OF ANY SORT, PLEASE TALK TO SOMEONE STRAIGHT AWAY

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