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NEF1103 – Engineering and the Community Assignment 3

Assignment 3 – Team Project Report Engineers without Borders 2015 Project

1.0 Assignment Description

Reignite Action for Development (RAfD) is focused on empowering rural African communities to break out of the poverty cycle. The Engineers without Borders (EWB) Challenge is an Australasian design program that provides first-year university students with the opportunity to learn about design, sustainable development, teamwork, and communication, while contributing towards real international development projects [1].

In 2015, EWB has partnered with RAfD and identified a range of areas for growth within the district of Bambui in Cameroon. The recent construction of a new university is causing rapid urbanization in the rural Bambui community and increasing the pressure on the existing water supply, sanitation, water management, and available housing facilities. They are now inviting students to use their problem solving and design skills to develop innovative and appropriate project solutions to make a real contribution towards the sustainable development of the rural Bambui community. You will be required to work in teams of 4 to 5 on the identified projects areas. More information could be located on http://www.ewbchallenge.org/reignite [2]. Nine design areas have been identified by EWB and RAfD. Several project ideas are being suggested for each design area [3, 4]. Your team is required to identify a design area and choose one of the suggested projects with a sustainability focus and work towards designing a solution to that problem. Please refer to the EWB website for more detailed information about each project, design requirements, as well as other supporting resources. Your design proposal satisfying all the EWB design considerations and reporting requirements should be documented in a team report and submitted by Friday, Week 11. After your work is assessed and reviewed this semester, you may be given the opportunity to continue working on this EWB project during the first six weeks of Semester 2 in NEF1204. Two high quality reports detailing exceptional quality work will be officially sent to the EWB competition to compete against the work of other students’ from other Universities. If your team’s report scores highly, you will move onto the regional and then national showcases, where you will have the opportunity to present your reports to members of the EWB. 2.0 Deliverable On the completion of this problem, your team will have produced a single hardcopy team report. The report should be about 5000 words, word processed with correct spelling, grammar, and referencing employed. The report is due Friday, Week 11. Individuals must indicate which sections they were responsible for in the team report by marking their initials in the Contents Page next to their section(s) and indicate the overall editor(s). Your report must be word processed in standard report format [5]. Paraphrase, i.e. use your own words. Do not copy or cut and paste information from sources. This is plagiarism [5]. Provide in-text references for every source of information. Provide a Reference List at the end of your report [5]. The following marking scheme will be used when assessing your team reports:

File name: Assignment 3 - Engineers without Borders Project.doc Created by: NEF1103 Development Team Date last modified: 9 January 2015

NEF1103 – Engineering and the Community Assignment 3

Table 1. Marking scheme to be used by your workshop instructors Criteria Clarification Marks

Structure Format of the report 5 Presentation/Layout The quality of physical presentation. Legibility & layout 10 Summary/Intro/Conclusion The scope and quality of information in the Summary, Introduction and Conclusion 5 Language Spelling, grammar, and attention to editing and proof reading 20

Application of technical knowledge to the specified problem

Students to explain how their design criteria were developed to suit the specific needs of the community

20 Each team to compare design options against their design criteria and determine a preferred option The final design solution proposed is technically sound. Appreciation for engineer’s role in the global society.

Sustainable development and design context in the decision making process

Students outline the environmental benefits and impacts of the proposal in a form that the community can readily understand.

20

Students outline the economic benefits and impacts of the proposal in a form that the community can readily understand. Students outline the social benefits and impacts of the proposal in a form that the community can readily understand. Demonstrate how they have attempted to use locally available materials for the proposed design.

Teamwork skills and participation Outline the role of each member. Reflect on the team process and roles. 10 Referencing The accuracy of references and in-text referencing 10

3.0 Timeline This assignment has the following activities and deadlines. You are to commence this assignment once the introductory session ends and hand over your findings to your tutors within the time specified in the table below. The dates are as follows:

Table 2. Assignment Timeline Activity/Deliverable Due

Assignment 3 Introduction Lecture & Workshop Sessions in Week 7 Report Friday, Week 11.

4.0 Desired Learning Outcomes The learning outcomes defined for a particular assignment indicate the skills and attributes expected to be acquired by students at the successful completion of that assignment. On successful completion of this assignment, you will be expected to:

5.0 References

[1] D. Dowling, A. Carew, A and R. Hadgraft, Engineering Your Future: an Australasian Guide, 2nd ed. Milton, Australia, John Wiley & Sons Australia, 2013.

Assig nment Learning Outcomes 1 Recognise the professional responsibilities of engineers as well as ethical and sustainability issues in engineering practice. 2 Understand strategies for practising sustainable engineering and how to evaluate a solution in terms of environmental, social

and economic costs and benefits. 3 Describe the engineering method as well as the activities that constitute this problem-solving process and apply the method

to an identified problem. 4 Identify and plan the various stages of a project and utilize project-management processes to manage a project. 5 Communicate effectively with others orally and in writing on a range of engineering-related topics using appropriate

language. 6 Work individually and with others, as both a team member and leader in both formal and informal teams, to complete tasks.

File name: Assignment 3 - Engineers without Borders Project.doc Created by: NEF1103 Development Team Date last modified: 9 January 2015

NEF1103 – Engineering and the Community Assignment 3

[2] Engineers without Borders Australia (EWB). (2015, 9 January). Reignite Action for Development. Available: http://www.ewbchallenge.org/reignite

[3] Reignite EWB Challenge - Design Brief, Engineers without Borders Australia (EWB), Melbourne, VIC, 2015.

[4] Reignite EWB Challenge Outline, Engineers without Borders Australia (EWB), Melbourne, VIC, 2015.

[5] Handbook of communication skills for first year students in the College of Engineering and Science, 10th ed., Victoria Univ., Melbourne, VIC, 2013.

6.0 Review Criteria The following review criteria will be used when assessing your submissions: Levels

Level 1 Very Poor Level 2

Poor Level 3

Satisfactory Level 4 Good

Level 5 Very Good

St ru

ct ur

e

1 Marks 2 Marks 3 Marks 4 Marks 5 Marks

No obvious structure. No title page. No summary. No

table of contents.

No Introduction, Conclusion and References sections.

No consideration to Word limit

Some structure. Title page present. No summary.

Table of contents inaccurate.

No Introduction, Conclusion and References

sections.

No consideration to Word limit

Adequate structure. Title page present.

Only two of the Summary, Introduction, Conclusion and

References sections.

Table of contents accurate

Word limit met

Good structure. Title page present.

Only three of the Summary, Introduction,

Conclusion and References sections in the report.

Table of contents accurate and detailed

Word limit met

Excellent structure. Title page professional.

All Summary, Introduction, Conclusion and References sections present in the

report.

Table of contents accurate and detailed.

List of Figures and Tables included

Word limit met

P re

se nt

at io

n/ L

ay ou

t

0-2 Marks 3-4 Marks 5-6 Marks 7-8 Marks 9-10 Marks

Very poorly presented. No clear margins. Text not

justified.

No spacing or inconsistent spacing between paragraphs.

No line spacing.

Inconsistencies in font size/style. Pages not

numbered.

Very long paragraphs/sentences.

Lots of empty space between

sections.

Headings and sub-headings not labeled and distinguished. Figure and table captions not

labeled at all.

Poorly presented. Margins set but text not justified.

Inconsistent spacing between paragraphs.

Inconsistent line spacing.

Inconsistencies in font size/style. Pages

numbered.

Long paragraphs/sentences.

Lots of empty space

between sections.

Some headings and sub- headings labeled and

distinguished. Some figures and tables captioned

Adequately presented. Margins set and text justified.

Inconsistent spacing between paragraphs in some places. Inconsistent line spacing at

some places.

Consistent font size/style. Pages numbered.

Appropriate length of paragraphs/sentences.

Appropriate spacing between

some sections

Most headings and sub-headings very well labeled and

distinguished.

Most figures and tables captioned

Well presented. Margins set and text justified.

Consistent spacing between paragraphs at most places. Consistent

line spacing at most places.

Consistent font size/style. Pages numbered.

Appropriate length of paragraphs/sentences

Appropriate spacing

between most sections

All headings and sub- headings very well labeled

and distinguished.

All figures and tables captioned

Very well presented. Looks professional. Margins set and text justified.

Consistent spacing throughout the report between paragraphs and

sentences

Consistent font size/style. Pages numbered.

Appropriate length of paragraphs/sentences.

Appropriate spacing throughout the

report

All headings and sub-headings very well labeled and distinguished.

All figures and tables captioned

Su m

m ar

y/ In

tr o/

C

on cl

us io

n

1 Marks 2 Marks 3 Marks 4 Marks 5 Marks

A very poor attempt at Summary, Introduction and

Conclusion.

The Summary, Introduction and Conclusion address very few of the points outlined in

Level 5

Some attempt at writing the Summary, Introduction and Conclusion. But, not to an appropriate level.

The Summary, Introduction and

Conclusion address few of the points outlined in

Level 5

Adequate Summary, Introduction and Conclusion

sections.

They address some of the points outlined in Level 5

Good Summary, Introduction and

Conclusion sections.

They address most of the points outlined in Level 5

Summary includes the purpose, scope, research methods, main arguments, and

conclusions drawn.

Introduction includes the background information, purpose and scope.

Conclusion includes the purpose, the main investigated points, achievements,

results, and recommendations

L an

gu ag

e

0-4 Marks 5-8 Marks 9-12 Marks 13-16 Marks 17-20 Marks The written language is very

poor and cannot be understood.

Full of grammatical and spelling errors.

No attention to punctuation

Written so that it can be understood

Many grammatical and spelling errors.

No attention to

punctuation.

Written well

Few grammatical errors and no spelling errors.

Some attention to punctuation

Written very well

No grammatical and spelling errors.

Detailed attention to

punctuation.

Written very clearly and precisely

No grammatical and spelling errors. Appropriate use of vocabulary.

Detailed attention to punctuation.

File name: Assignment 3 - Engineers without Borders Project.doc Created by: NEF1103 Development Team Date last modified: 9 January 2015

NEF1103 – Engineering and the Community Assignment 3

A pp

lic at

io n

of te

ch ni

ca l k

no w

le dg

e 0-4 Marks 5-8 Marks 9-12 Marks 13-16 Marks 17-20 Marks

Very little or no attempt to explain how their design criteria was developed

Very little or no attempt to compare design options.

Very little or no attempt to

use basic science and engineering fundamentals in

the design process.

Some attempt made to explain how their design criteria were developed.

Poor documentation.

Some attempt to compare different design solutions.

Some attempt made to use

basic science and engineering fundamentals.

Satisfactory attempt made in explaining how their design

criteria were developed.

Meets the needs of the community.

Some comparison of design

options using well-defined and logical criteria with some

consideration of the appropriateness of the solution

for the local context. Reasonable documentation.

Some understanding of basic

science and engineering fundamentals displayed.

Some application of

fundamentals in a logical and mostly relevant manner.

Good explanation made in explaining how the design criteria were developed.

Good documentation. Meets the needs of the

community.

Good comparison of design options using well- defined and logical criteria that take into consideration the appropriateness of the

solution for the local context. Good rational for

final design. Good documentation.

Good understanding of

basic science and engineering fundamentals

displayed. Application of

fundamentals in a logical and mostly relevant

manner.

Detailed explanation of how the design criteria were developed. Good

documentation. Improves the lives of the people in the community.

Detailed comparison of design options using well-defined and logical criteria

that take into consideration the appropriateness of the solution for the

local context.

Excellent rational for final design. Good documentation.

High understanding of basic science and

engineering fundamentals displayed.

Excellent application of fundamentals in a logical and highly relevant manner.

0-4 Marks 5-8 Marks 9-12 Marks 13-16 Marks 17-20 Marks

Su st

ai na

bl e

D ev

el op

m en

t a nd

D es

ig n

Very little to no demonstration of the

engineers role in the design project.

Some understanding and appreciation for the engineer’s role in the

design project.

Good understanding and appreciation for the engineer’s

role in the design project.

Clear understanding and appreciation for the engineer’s role in the

design project and some recommendations on how

the project team would interact with the other

stakeholders.

Clear understanding and appreciation for the engineer’s role in the design

project and clear recommendations on how the project team would interact

with the other stakeholders.

No consideration for the design’s environmental

context.

Some reference to the design’s environmental context but little/no

connection made to the design.

Description of the design’s environmental context. Some

connections made to the design.

Good description of the design’s environmental

context. Relevant connections made to the design

Detailed description of the design’s environmental context.

Outstanding and relevant connections made to the design.

No consideration for the design’s economic context.

Some reference to the design’s economic context but little/no connection

made to the design.

Description of the design’s economic context. Some

connections made to the design.

Good description of the design’s economic context.

Relevant connections made to the design.

Detailed description of the design’s economic context. Outstanding and

relevant connections made to the design

No consideration for the design’s social context

Some reference to the

design’s social context but little/no connection made

to the design.

Description of the design’s social context. Some

connections made to the design.

Good description of the design’s social context. Relevant connections made to the design.

Detailed description of the design’s social context. Outstanding and relevant

connections made to the design.

Very little or no mention of using locally available

materials for the proposed design.

Mentions using locally available material.

Information not very detailed.

Good description of the local materials used.

Good description of the local materials used. When

local material is unavailable, some

explanation is given to explain how the material

would be sourced and transported to the remote

location.

Detailed description of the local materials used.

Detailed explanation is given as to how materials and resources will be obtained and transported to the remote location

in a manner that minimises negative impacts.

0-2 Marks 3-4 Marks 5-6 Marks 7-8 Marks 9-10 Marks

T ea

m w

or k

&

P ar

ti ci

pa ti

on

No mention of the role of each team member.

Only student initials on the

Contents Page.

Brief explanation of the Role of each member.

Student initials on the

Contents Page.

Good explanation of the role of each team member.

Student initials on the Contents

Page.

Good explanation of the role of each team member.

Some discussion of the how the team worked

together including challenges and successes.

Detailed description of the role of each team member.

Detailed discussion of the teamwork

process including challenges and successes.

R ef

er en

ci ng

0-2 Marks 3-4 Marks 5-6 Marks 7-8 Marks 9-10 Marks

No references

No paraphrasing. No in-text references.

Few references. Incorrect use.

Incorrectly formatted as

per the style guide.

No paraphrasing. No in- text references.

Few references. Appropriately used.

Correctly formatted as per the

style guide.

Good attempt at paraphrasing with some in-text references.

Sufficient references. Appropriately used.

Correctly formatted as per

the style guide.

Very good paraphrasing with sufficient in-text

references.

Sufficient references. Effectively used.

Correctly formatted as per the style guide.

Sophisticated paraphrasing with effective in-text references.

File name: Assignment 3 - Engineers without Borders Project.doc Created by: NEF1103 Development Team Date last modified: 9 January 2015