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group_project_hnd_assignment_2012-13.docx (
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HND/HNC ASSIGNMENT SPECIFICATION |
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Student name: |
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Student P number: |
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Programme: |
HND Electronics |
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Module: |
Group Project |
Module Level (4 or 5): |
5 |
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Module code: |
M2X8520 |
Contribution to OverallModule Assessment (%): |
100 |
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Lecturer: |
M Vanstone |
Internal Verifier: |
P Kear |
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Assignment Title: |
Remote Controlled Buggy |
Assignment No (x of x): |
1 of 1 |
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Hand Out Date: |
10/10/12 |
Submission deadline: |
May 2013 |
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Referencing: |
In the main body of your submission you must give credit to authors on whose research your work is based. Append to your submission a reference list that indicates the books, articles, etc. that you have read or quoted in order to complete this assignment (e.g. for books: surname of author and initials, year of publication, title of book, edition, publisher: place of publication). |
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Disclosure:
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I declare that this assignment is all my own work and that I have acknowledged all materials used from the published or unpublished works of other people. All references have been duly cited. |
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Student’s Signature: |
Assignments will not be accepted without a signature here |
Date: |
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Turnitin: Lecturer to tick to indicate if an electronic version of the assignment must be submitted to Turnitin. Note: the Turnitin version is the primary submission and acts as a receipt for the student. Both electronic and paper versions MUST be submitted by the same deadline. No grades will be released until both submissions are received. Late submission of either the electronic or paper version will result in a late penalty grade. Penalties for late submission: Up to one week late, maximum grade of a PASS. Over one week late, Refer. Only Year Tutors and the Programme Director may grant an extension. |
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NO |
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Learning Outcomes tested (from module syllabus) |
Assessment Criteria To achieve each outcome a student must demonstrate the ability to: |
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1 Plan a project as part of a team and verbally present the design and development concepts and implementation stages. |
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2 Document a design and development programme from initial concept to final realisation, including references to the project specification, research, implementation and achievements etc. |
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3 Implement the design and development, as part of a team, and demonstrate its operation and also demonstrate an ability to produce the design on time and within budget. |
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· Please submit the assignment parts in a suitable report folder– not in polypockets.
· This form (ALL PAGES) MUST be at the front of the paper submission. Assignments will not be accepted without this form as it is a requirement that you sign the disclosure regarding referencing convention.
· DO NOT put this form into Turnitin or it will match many similarities with other students’ submissions.
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TASK DESCRIPTION |
(Lecturer – please insert task(s) / questions / what the student must do, here)
Assignment Requirements:
You are required, as part of a small team, to design a remote controlled buggy that can be made to move forwards, backwards and from side to side. The basic buggy and motors are provided. Your task is to design a remote control transmitter, receiver and motor drive circuitry that is to be used to control the buggy.
You will be required:
1. To present your initial work at an Interim viva. This will take the form of a verbal presentation where each student will contribute to a progress report introducing the project, describing the overall project plan and assessing the progress of the project. The assessment will be aimed at the visual and verbal communication skills of the student. Also, a group mark will be given for group cohesiveness and efficiency. NB: You will be required to produce your own personal project plan which is to be derived from the overall plan. THIS IS TO BE SUBMITTED AT THE INTERIM VIVA.
A total of 30% of total marks will be given for this assessment. 20% will be given for individual contribution, 5% will be given for the level of group cohesiveness and professionalism. NB: all members of the group will get the same mark for this part of the assessment. A further 5% will be allocated to the Project Plan.
2. To present an individual Project Report for assessment.40% of the marks will be for an individual project report, submitted in advance of the final viva and indicating your own personal contribution to the project.
3. To attend a Final Viva: Final Viva where you will present, as part of a group, your buggy and discuss its design and development. Your buggy, if sufficiently complete, will then attempt to traverse a pre-defined course to demonstrate its overall ability. Extra credit will be given for buggies achieving this stage.
25% will be allocated for individual’s personal contribution (assessed at Viva).
5% will be allocated, as a common mark, for the completed project.
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GUIDANCE FOR Students IN THE COMPLETION OF TASKS |
(Lecturer – please insert guidance for students here. Please link the task(s) to the five common assessment criteria overleaf)
You will be required, as a group, to research the relevant background theory to remote control and motor control. Each student will be required to take an equal part in the research and to disseminate that knowledge to the other members of the group.
You will be required to present your project plan and progress at an Interim viva, here your planning, presentation and communications skills will be assessed. Your group working qualities will also be assessed as part of the Interim viva.
You will be required to design and implement a suitable solution to the problem and present your results within an individual Project Report and a group presentation ( Final Viva).
Further advice and guidance is given below:
The method of communication is for your team to decide. You may use ultra sonic, radio or infra red to convey the signals; each has its own advantages and disadvantages. For radio based applications your circuitry must be exempt from government legislation regarding radio/wireless transmission and use acceptable channel frequencies.
The buggy will have to be sufficiently controllable such that it can traverse the course shown below. Those buggies that are completed by the end of the project will be entered into a race, against the clock, where the fastest time to complete the course will win.
Buggies that are not complete will not necessarily mean that the student(s) will fail. This is a multi-faceted project and significant marks are allocated to other criteria, as specified in the assessment sheets provided.
In traversing the course the buggy must come to rest, temporarily, within a pre-defined area indicated, by the numbered squares shown. The course will allow for line-of-sight communication between controller and buggy. You may need to purchase some parts, however, you will be limited to £20 per person
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GRADING criteria and Student FEEDBACK |
This section details the assessment criteria. The extent to which these are demonstrated by you determines your grade. The weightings available for each criterion are shown. Lecturers will use the space provided to comment on the achievement of the task(s), including those areas in which you have performed well and areas that would benefit from development/improvement.
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Common Assessment Criteria Applied |
Percentage weighting |
Grade awarded |
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1. Research-informed Literature Extent of research and/or own reading, selection of credible sources, application of appropriate referencing conventions. |
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Background research, demonstrated within report Planning, demonstrated within the Project Plan
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5 |
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5 |
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2. Knowledge and Understanding of Subject Extent of knowledge and understanding of concepts and underlying principles associated with the discipline. |
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Assessed within sections 4 and 5 below
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3. Analysis Analysis, evaluation and synthesis; logic, argument and judgement; analytical reflection; organisation of ideas and evidence |
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Suitability of analysis used within the report, drawing conclusions, presentation of results etc
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5 |
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4. Practical Application and Deployment Deployment of methods, materials, tools and techniques; application of concepts; formulation of innovative and creative solutions to solve problems. |
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This assessment will include technical achievement, demonstration of final product and project progression and development,
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45 |
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5. Skills for Professional Practice Attributes in professional practice: individual and collaborative working; deployment of appropriate media; presentation and organisation. |
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Verbal Communication skills, presentation skills and group working skills. These will be assessed at various parts of the project assessment.
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40 |
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*Assignment Result (Assessment grades are subject to ratification at the Exam Board. These comments and grades are to give feedback on module work and are for guidance only until they are confirmed. ) |
Late Submission Penalties (tick if appropriate) |
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Up to one-week late |
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Over one week late |
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COMMON ASSESSMENT AND GRADING CRITERIA |
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OUTRIGHT FAIL |
UNSATISFACTORY |
SATISFACTORY |
GOOD |
VERY GOOD |
EXCELLENT |
EXCEPTIONAL |
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Assessment Criteria |
REFER (equivalent to 0-29% |
REFER (equivalent to 30-39%* |
PASS (equivalent to 40-49%) |
PASS (equivalent to 50-59%) |
MERIT (equivalent to 60-69% |
DISTINCTION (equivalent to 70-79% |
DISTINCTION (equivalent to 80-100% |
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1. Research-informed Literature Extent of research and/or own reading, selection of credible sources, application of appropriate referencing conventions |
Little or no evidence of reading. Views and findings unsupported and non-authoritative. Referencing conventions largely ignored. |
Poor evidence of reading and/or of reliance on inappropriate sources, and/or indiscriminate use of sources. Referencing conventions used inconsistently. |
References to a limited range of mostly relevant sources. Some omissions and minor errors. Referencing conventions evident though not always applied consistently. |
Inclusion of a range of research-informed literature, including sources retrieved independently. Referencing conventions mostly consistently applied. |
Inclusion of a wide range of research-informed literature, including sources retrieved independently. Selection of relevant and credible sources. Very good use of referencing conventions, consistently applied. |
A comprehensive range of research informed literature embedded in the work. Excellent selection of relevant and credible sources. High-level referencing skills, consistently applied. |
Outstanding knowledge of research-informed literature embedded in the work. Outstanding selection of relevant and credible sources. High-level referencing skills consistently and professionally applied. |
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2. Knowledge and Understanding of Subject Extent of knowledge and understanding of concepts and underlying principles associated with the discipline. |
Major gaps in knowledge and understanding of material at this level. Substantial inaccuracies. |
Gaps in knowledge, with only superficial understanding. Some significant inaccuracies. |
Evidence of basic knowledge and understanding of the relevant concepts and underlying principles. |
Knowledge is accurate with a good understanding of the field of study. |
Knowledge is extensive. Exhibits understanding of the breadth and depth of established views. |
Excellent knowledge and understanding of the main concepts and key theories. Clear awareness of challenges to established views and the limitations of the knowledge base. |
Highly detailed knowledge and understanding of the main theories/concepts, and a critical awareness of the ambiguities and limitations of knowledge. |
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3. Analysis Analysis, evaluation and synthesis; logic, argument and judgement; analytical reflection; organisation of ideas and evidence |
Unsubstantiated generalisations, made without use of any credible evidence. Lack of logic, leading to unsupportable/ missing conclusions. Lack of any attempt to analyse, synthesise or evaluate. |
Some evidence of analytical intellectual skills, but for the most part descriptive. Ideas/findings sometimes illogical and contradictory. Generalised statements made with scant evidence. Conclusions lack relevance. |
Evidence of some logical, analytical thinking and some attempts to synthesise, albeit with some weaknesses. Some evidence to support findings/ views, but evidence not consistently interpreted. Some relevant conclusions and recommendations, where relevant |
Evidence of some logical, analytical thinking and synthesis. Can analyse new and/or abstract data and situations without guidance. An emerging awareness of different stances and ability to use evidence to support the argument. Valid conclusions and recommendations, where relevant |
Sound, logical, analytical thinking; synthesis and evaluation. Ability to devise and sustain persuasive arguments, and to review the reliability, validity & significance of evidence. Ability to communicate ideas and evidence accurately and convincingly. Sound, convincing conclusions / recommendations. |
Thoroughly logical work, supported by evaluated evidence. High quality analysis, developed independently or through effective collaboration. Ability to investigate contradictory information and identify reasons for contradictions. Strong, persuasive, conclusions, justifiable recommendations. |
Exceptional work; judiciously selected and evaluated evidence. Very high quality analysis, developed independently or through effective collaboration. Ability to investigate contradictory information and identify reasons for contradictions. Highly persuasive conclusions |
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4. Practical Application and Deployment Effective deployment of appropriate methods, materials, tools and techniques; extent of skill demonstrated in the application of concepts to a variety of processes and/or contexts; formulation of innovative and creative solutions to solve problems. |
Limited or no use of methods, materials, tools and/or techniques. Little or no appreciation of the context of the application. |
Rudimentary application of methods, materials, tools and/or techniques but without consideration and competence. Flawed appreciation of the context of the application.
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An adequate awareness and mostly appropriate application of well established methods, materials, tools and/or techniques. Basic appreciation of the context of the application.
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A good and appropriate application of standard methods, materials, tools and/or techniques. Good appreciation of the context of the application, with some use of examples, where relevant.
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A very good application of a range of methods, materials, tools and/or techniques. Very good consideration of the context of the application, with perceptive use of examples, where relevant. Evidence of some innovation and creativity. |
An advanced application of a range of methods, materials, tools and/or techniques. The context of the application is well considered, with extensive use of relevant examples. Application and deployment extend beyond established conventions. Innovation and creativity evident throughout. |
Outstanding levels of application and deployment skills. Assimilation and development of cutting edge processes and techniques. |
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5. Skills for Professional Practice Demonstrates attributes expected in professional practice including: individual initiative and collaborative working; deployment of appropriate media to communicate (including written and oral); clarity and effectiveness in presentation and organisation. |
Communication media is inappropriate or misapplied. Little or no evidence of autonomy in the completion of tasks. Work is poorly structured and/or largely incoherent. |
Media is poorly designed and/or not suitable for the audience. Poor independent or collaborative initiative. Work lacks structure, organisation, and/or coherence |
Can communicate in a suitable format but with some room for improvement. Can work as part of a team, but with limited involvement in group activities. Work lacks coherence in places and could be better structured. |
Can communicate effectively in a suitable format, but may have minor errors. Can work effectively as part of a team, with clear contribution to group activities. Mostly coherent work and is in a suitable structure. |
Can communicate well, confidently and consistently in a suitable format. Can work very well as part of a team, with very good contribution to group activities. Work is coherent and fluent and is well structured and organised. |
Can communicate professionally and, confidently in a suitable format. Can work professionally within a team, showing leadership skills as appropriate, managing conflict and meeting obligations. Work is coherent, very fluent and is presented professionally. |
Can communicate with an exceptionally high level of professionalism. Can work exceptionally well and professionally within a team, showing advanced leadership skills. Work is exceptionally coherent, very fluent and is presented professionally. |
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Student Self Evaluation Form |
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Student name: |
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Student P number: |
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Programme: |
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Year of programme |
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Assignment Title: |
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This section repeats in brief the common assessment criteria detailed on previous pages. The extent to which these are demonstrated by you determines your grade. Using these criteria, tick the box that best indicates the level of achievement you feel you have achieved with regard to each of them.
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Common Assessment Criteria Applied |
Level of Achievement |
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REFER |
PASS |
MERIT |
DISTINCTION |
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OUTRIGHT FAIL |
UNSATISFACTORY |
SATISFACTORY |
GOOD |
VERY GOOD |
EXCELLENT |
EXCEPTIONAL |
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1. Research-informed Literature |
0-29% |
30-39% |
40-49% |
50-59% |
60-69% |
70-79% |
80-100% |
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2. Knowledge and Understanding of Subject |
0-29% |
30-39% |
40-49% |
50-59% |
60-69% |
70-79% |
80-100% |
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3. Analysis
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0-29% |
30-39% |
40-49% |
50-59% |
60-69% |
70-79% |
80-100% |
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4. Practical Application and Deployment
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0-29% |
30-39% |
40-49% |
50-59% |
60-69% |
70-79% |
80-100% |
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5. Skills for Professional Practice
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0-29% |
30-39% |
40-49% |
50-59% |
60-69% |
70-79% |
80-100% |
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PLEASE COMMENT ON AREAS IN WHICH YOU FEEL THAT YOU HAVE PERFORMED WELL |
PLEASE COMMENT ON AREAS you feel that you need TO DEVELOP |
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Student’s Name |
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Date |
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Student’s Signature |
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