Bachelor's Degree in Industrial Design Engineering and Product Development

Objectives

The main aim of this module is to teach students how to represent three-dimensional reality in two dimensions and to understand it, as well as how to use colour as a fundamental element in the creation of forms and sensations. 

The analysis of colour and form is an extremely important subject, as the more tools you acquire in this subject, the easier it will be for you to tackle the subsequent graphic design modules, given that freehand drawing and its various graphic expressions—whether outlined or infographic—form the cornerstones of any design exercise. 

Any student who fully grasps the graphic subjects finds it easier to progress through the rest of the course, as they possess a richer and more expressive visual language. 

The very act of creating any work of art requires intellectual effort. The process of ideation and its subsequent realisation as an artistic object is, in part, an attempt at communication. The creator, in giving form to the object, is constructing a message. The meaning contained within a work of art is, to a certain extent, a mystery to the recipient of that message. To uncover it, the recipient must ‘deconstruct’ or decode the elements that make up the message. They need to interpret the artwork and, to do so, must answer a series of questions: how was it made? Why does it have this shape and not another? What does it mean? This process is, in essence, the analysis of forms. 

Any work of art worth its salt must be governed by an indispensable principle: internal coherence. To achieve this, the creator must strike a balance between what they wish to express, the manner of expressing it, and the form that such expression must take. This is what we call artistic synthesis: harmony between meaning, expression and composition. 

The central objective will be the combination of different tools in a coherent work that fulfils the conditions set out above—aesthetics and the creation of space—using media appropriate to artistic expression. 

Prerequisites

None

Competencies

1. Practical knowledge of visual language.

2. Developing the ability to perceive the environment.

3. Understanding the basic elements of space (lines and planes) and how they interrelate to create more complex elements (structures) as a preliminary step to design.

4. Understand the principles of colour, basic theories of harmony and colour relationships, and their applications in relation to light and pigments.

Learning outcomes

KNOWLEDGE AND CONTENT

RK1 Understands the graphic and visual language and the tools of expression and representation in order to communicate and test designs. The tools mentioned will offer a broad scope for the fluid communication of concepts and designs. These tools encompass all the classic tools of artistic drawing, technical drawing and standardisation, preliminary models, scale models, as well as computer-aided graphic and industrial design.

SKILLS AND ABILITIES

RS1 Takes a holistic view of the various dimensions that come together in products: aesthetic, semiotic, functional, typological and technological, in order to make ideas tangible and bring product design concepts to life.

RS2 Applies their knowledge to product design solutions by using drawing tools and specialised software to determine the most appropriate way to communicate their work to third parties, whether or not they are experts in the field, using conceptual or visual skills to communicate ideas and concepts in a clear and effective manner, whilst selecting the most appropriate media and content.

COMPETENCIES

RC1 Possesses the ability to create new products and services, drawing on engineering knowledge of the materials that make up the technological environment as a source of value, and the relationship between emotion and product to create the optimal experience in the product-human-society interaction and to respond to society’s demand for products, concepts and services. This involves the ability to analyse, synthesise and make appropriate decisions in order to identify and resolve problems or practical cases based on given specifications.

Description of the content

Perception of the environment.

Form: Basic elements of form.

Visual and artistic language.

Colour and chromatic harmonies. 


Light and colour.

Surface and volume.

Representational techniques.

Artistic techniques.

Analytical drawing. 

FORM


Basic elements of art: Point, line.


Form and colour: Analysis of the old masters


Form and colour: modular grids.

The module. Composition and enlargement.

Grids and systems.

Shape and balance. 

COLOUR


Introduction to colour Colour harmonies

Colour wheel


Value


Tone Value Scales

Saturation


Colour harmonies II. 

SURFACE AND VOLUME


Surface and Volume


Representation of objects: Analytical drawing.

Material and process.

Representation of volume, Form and Colour workshop.


Grid systems and transformations.


Analytical drawing.

Different stages from sketch to final drawing


Representation of colour and light.


Analytical drawing. Basic compositions.


Artistic techniques:

Graphite in various shades


coloured pencils, pen and ink/calligraphy,

watercolours, acrylics and brushwork


Engraving and printing using mixed media


Mobiles/wire, acetate and card



Assessments: 

These involve student-teacher interaction not only for the final assessment of the module,
but, above all, throughout the continuous assessment process. 
The format of the assessment tests may include practical case studies and, above all, drawing workshops and/or models to be created using the techniques studied in face-to-face sessions.


The course coordinator will provide details of the types of assessment to be undertaken prior to the assessments taking place.

Training activities

AP2. Interactive classes

AP3. Workshops/Laboratories

AP4. Project development and problem-solving

AP5. Independent study, case studies, problem-solving and literature review.

AP6. Tutoring

AP7. Knowledge assessments

Assessment system and criteria

Assessment will be continuous and will include mechanisms for students to make up for any knowledge and skills not acquired during the period in which the module is taught. 

General ordinary assessment


40% First assessment


50% Second assessment


10% Final exam/Class participation/Weekly drawing

The percentage for each part of the module is approximate


20–40% Colour module


30–40% Shape module


30–40% Surface and Volume module


Active, inquisitive, responsible and respectful participation; this percentage may increase depending on overall behaviour, with failure to use the space and time appropriately putting the student’s pass in the course at risk.


-During the lesson, if the lecturer repeatedly draws attention to a student’s misbehaviour and the student persists in their disruptive behaviour, they will be expelled from the lesson, resulting in a ‘mark of absence’ for that session.

Assignments must be submitted by the relevant deadline; under no circumstances will work submitted after the deadline be accepted, except in justified cases. As this is a practical subject, class sessions are workshop-based, and students are required to work on the practical exercises set. To pass the course, students must submit a portfolio containing 100 per cent of the exercises completed correctly, all freehand sketches, the weekly sketchbook (A5), and achieve an average mark of at least 5 out of 10.

Students who have not submitted all the exercises, or who, having submitted them, have not achieved an average of 5 marks, must sit the standard/supplementary examination set by the university. The exam will cover the entire syllabus of the module, provided that students have complied with the provisions of the Student Assessment Regulations.

-REGULAR examination session for students who have not passed via continuous assessment. ALL practical assignments must be submitted, and a PRACTICAL EXAMINATION will be held, in which students will be set a design exercise similar in nature to those proposed during the course, to be completed within TWO hours. Students must attend the exam with the necessary materials to be able to carry out any exercise of this nature.

-EXTRAORDINARY EXAMINATION SESSION: All students without exception who have NOT passed the module through continuous assessment or in the ordinary examination session may sit the FINAL EXAMINATION in the extraordinary examination session, following the same procedure as for the ordinary examination session.

In both examinations, students will be required to submit 100 per cent of the practical exercises correctly, applying the concepts explained in class, along with their sketches and weekly sketchbook; and, if necessary, additional practical work may be required.

ALL assigned exercises must be submitted with complete headers (without these, they will NOT be accepted nor can they be passed). A HIGH standard of execution and graphic content is required.

If the attendance rate falls below 70 per cent, the continuous assessment will be forfeited.

Objectives

Physics forms the basis of a large number of the technical subjects covered throughout any engineering degree programme.

In this module, and throughout the course, we will establish the fundamental principles of physics, illustrating them with a variety of examples of their applications, with the aim of establishing a logical sequence between the laws of physics and their applications.

The aim is therefore to develop students’ ability to analyse any physics problem related to engineering in a logical and straightforward manner, applying the basic principles they have learnt to solve such problems.

Prerequisites

No prerequisites have been set.

Competencies

COMPETENCIES Order CIN 311/2009

KNOWLEDGE AND CONTENT

C3 Knowledge of basic and technological subjects, enabling students to learn new methods and theories, and equipping them with the flexibility to adapt to new situations.

C13 Understanding and mastery of the basic concepts relating to the general laws of mechanics, thermodynamics, fields and waves, and electromagnetism, and their application to solving engineering problems.

Learning Outcomes

KNOWLEDGE AND CONTENT

RK1 Understands and has a firm grasp of the basic concepts relating to the general laws of mechanics, thermodynamics, fields and waves, and electromagnetism, and their application to solving engineering problems.

SKILLS AND ABILITIES

RFS1 Has a firm grasp of the fundamentals of basic scientific and technical subjects necessary for solving problems that may arise in engineering within Industrial Design and Product Development.

RS1 Solves problems by demonstrating initiative, decision-making, creativity and critical thinking, and is able to communicate and convey knowledge, skills and competences in the field of Industrial Engineering.

COMPETENCIES

RC1 Links mechanical problems to the physical phenomena that explain them in order to describe them in detail.

Description of the course content

Modules into which the course is divided.

1. Vector quantities.

2. Kinematics and dynamics of a particle.

3. Particle statics. Equilibrium of forces.

4. Work and energy.

5. Equilibrium of a rigid body. Geometry of masses. Centres of gravity. Statics.

6. Dynamics of rigid bodies. Moments of inertia.

7. Deformable solids. Elasticity.

8. Deformable solids. Introduction to the strength of materials.

9. Fluid mechanics.

10. Principles of thermodynamics. Heat transfer.

11. Wave motion.

12. Electrostatic fields.

13. Magnetic fields.

Teaching activities

AP 1. Lectures

AP2. Interactive classes

AP3. Workshops/Laboratories

AP4. Project development and problem-solving

AP5. Independent study, case studies, problem-solving and literature review.

AP6. Tutoring

AP7. Knowledge assessments

Assessment system and criteria

Without prejudice to any other requirements that may be specified in the relevant course syllabus, as a general rule, failure to attend more than 60 per cent of the course’s teaching activities—which require the student’s physical or virtual presence—will result in the loss of the right to continuous assessment during the standard examination period. In this case, the examination to be held during the official period set by the University shall be the sole assessment criterion, with the weighting specified in the course syllabus.

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To pass this module through continuous assessment, students must:

1. Have completed the laboratory practicals.

2. Have sat the continuous assessment examinations.

3. Achieve a mark of five points or higher by adding together the percentages set out below:

Laboratory practicals: 20 per cent of the final mark

Exams: 80%

Divided into two four-month terms. In each term, students must sit two assessment tests, the content of which will be specified in due course prior to the tests. The percentage contribution to the final mark is set out in the course timetable.

4. If this mark is not five or more out of ten, the student must sit a final exam, which will be predominantly practical and cover the content of the entire course.

This exam will account for 100% of the mark. Students will have two opportunities to sit this exam: one during the regular examination period and another during the supplementary examination period, if necessary.

The module may be passed either through continuous assessment or through a final examination (in the event that the student has not passed via continuous assessment).

CONTINUOUS ASSESSMENT:

The final mark for continuous assessment will be based on the marks obtained in the tests, questionnaires, seminars and laboratory practicals carried out during the course. The weightings are set out in the Timetable.

REGULAR EXAMINATION PERIOD

In the ordinary examination session, the entire syllabus of the module will be assessed, with the final mark being that obtained in the examination (weighting 100%). The examination will cover all the course content.

If students have passed either the first or second term, they may be exempt from that part.

SUPPLEMENTARY EXAMINATION PERIOD:

In the supplementary examination, the entire syllabus of the module will be assessed, with the final mark being that obtained in the examination (accounting for 100%). The examination will cover all course content.

Objectives

The aim of this module is to provide the necessary mathematical foundations to enable graduates in Industrial Design and Product Development to interpret, select, evaluate and create new concepts, theories, applications and technological developments relating to Industrial Design and Product Development.

Prerequisites

No prerequisites have been set

Competencies

COMPETENCIES Order CIN 311/2009

KNOWLEDGE AND CONTENT

C3 Knowledge of basic and technological subjects, enabling students to learn new methods and theories, and equipping them with the flexibility to adapt to new situations.

SKILLS AND ABILITIES

C12 Ability to solve mathematical problems that may arise in engineering. Ability to apply knowledge of: linear algebra; geometry; differential geometry; differential and integral calculus; differential and partial differential equations; numerical methods; numerical algorithms; statistics and optimisation.

Learning outcomes

KNOWLEDGE AND CONTENT

RK2 Is able to apply knowledge of: linear algebra, geometry, differential geometry, differential and integral calculus, differential equations, numerical methods and numerical algorithms.

SKILLS AND ABILITIES

RFS1 Has a firm grasp of the fundamentals of basic scientific and technical subjects, necessary for solving problems that may arise in engineering within Industrial Design and Product Development.

COMPETENCES

RK2 Possesses applied knowledge of: linear algebra, geometry, differential geometry, differential and integral calculus, differential equations, numerical methods, numerical algorithms; statistics and optimisation for solving the mathematical problems that may arise in engineering.

Course content

Derivation of functions of one and several variables. Integration of functions of one variable. Matrices. Vector spaces. Linear applications. Algebraic structures. ODE (ordinary differential equations). Sequences. Series.

Teaching activities

AP1. Lectures

AP2. Interactive classes

AP3. Workshops/Laboratories

AP4. Project work and problem-solving

AP5. Independent study, case studies, problem-solving and literature review.

AP6. Tutoring

AP7. Knowledge assessments

Assessment system and criteria

Assessment system and criteria:

Without prejudice to any other requirements that may be specified in the relevant course syllabus, as a general rule, failure to attend more than 60 per cent of the course’s teaching activities—which require the student’s physical or virtual presence—will result in the loss of the right to continuous assessment during the standard examination period. In this case, the examination to be held during the official period set by the University shall be the sole assessment criterion, with the weighting specified in the course syllabus.

The assessment process will consist of verifying and evaluating the student’s acquisition of the learning outcomes. To this end, the following assessment activities will be used to determine the extent to which each of the listed learning outcomes has been mastered, and these will consist of:

- Carrying out a project through problem-solving activities, assignments, small-group presentations and the preparation of case studies.

- Written examinations covering the content covered in the classroom-based learning activities.

The results obtained by students in the modules will be graded according to the following numerical scale from 0 to 10, expressed to one decimal place, to which the corresponding qualitative grade may be added:

a. 0–4.9: Fail (SS).

b. 5.0–6.9: Pass (AP).

c. 7.0–8.9: Good (NT).

d. 9.0–10: Distinction (SB).

The distinction ‘Honours’ shall be awarded to students who have obtained a mark of 9.0 or higher. The number of students awarded this distinction may not exceed five per cent of those enrolled on the course in the relevant academic year, unless the number of enrolled students is fewer than 20, in which case only one ‘First Class Honours’ may be awarded.

CONTINUOUS ASSESSMENT

Four mid-term examinations will be held, two in each term, in which students’ competencies will be assessed in a way that reflects the learning activities undertaken. In addition, a series of assessments (assignments, questionnaires, activities, projects) will be set throughout the two terms to be completed individually and/or in groups.

The final mark for continuous assessment will be calculated by applying the percentage weights to all the continuous assessment tasks carried out during the academic year, as set out in the timetable. The marks for the four mid-term exams will account for 80% (4 mid-term exams × 20 per cent each) of the continuous assessment mark, whilst the mark for the assessments (assignments, questionnaires, activities, project) will account for 20 per cent (4 assessments × 5 per cent each).

The module may be passed BY CONTINUOUS ASSESSMENT if a mark of 5 out of 10 or higher is achieved. Students who pass by continuous assessment will not sit the exam in the ordinary examination session.

JUNE REGULAR EXAM SESSION:

This examination, which will assess students’ competencies in line with the learning activities undertaken, will consist of two parts, one for each of the two terms: the first part covering mid-term exams 1 and 2 of the first four-month term, and the second part covering mid-term exams 3 and 4 of the second four-month term.

Students who have failed on the basis of continuous assessment but who have a mark of four or above in either of the two four-month terms may choose to sit the entire exam or only one part of the exam (one of the two four-month terms) if they wish to retain the continuous assessment mark obtained in the other part (the other of the two terms). Students who have failed due to continuous assessment and who do not have a mark of four or above in either of the two terms must sit the full examination for the module, and the mark recorded in the academic transcript will be that obtained in the examination, as continuous assessment will not be taken into account.

Under no circumstances will any part of the course be exempted for the July sitting; if a student fails in the ordinary sitting, the entire course remains outstanding for the supplementary sitting.

JULY EXTRAORDINARY EXAMINATION PERIOD:

A single examination covering the entire syllabus will be held, in which students’ competencies will be assessed in a manner that reflects the learning activities undertaken. The mark for this examination will be the one recorded in the academic records

Timetable

Click on this link to view the detailed timetable in Excel

Bibliography

Core:

1. Guervós Sánchez, Esther; García Nicolás, Begoña; González Rosales, Alfredo

Introduction to Calculus

García-Maroto Editores. 2008.

ISBN: 9788493629984

2. Esther Guervós Sánchez, Ana Pastor Regidor

Fundamentals of Mathematics: Theoretical Concepts and Solved Problems

Bellisco. 2005.

ISBN: 84-96486-14-1

Supplementary:

3. Pedro de Mingo

Calculus

Bellisco. 2009.

ISBN: 8796486370

4. by Pedro Mingo

Mathematics

Bellisco. 2009.

ISBN: 84-95279-90-8

Objectives

The most significant features of the course in Metric Technical Drawing are its educational nature and the body of knowledge it provides, designed to develop a mental framework which, together with Mathematics and Physics, enables students to approach the study of the degree programme’s technology-related subjects with a solid foundation. Furthermore, it provides students with the basic knowledge to define any geometric element, or interpret any representation of it, in accordance with existing standards and using the drafting tools employed in industry.

Through this course, students will be able to:

- Build a knowledge base founded on spatial concepts and constructions.

- Enhance their reasoning skills.

- Improve their spatial visualisation skills.

- Facilitate the calculation of areas and volumes of all types of solids.

- Be introduced to the procedures of projective geometry for the subsequent study of conic sections and surfaces.

Prerequisites

None required.

Competencies

COMPETENCIES Order CIN 311/2009

KNOWLEDGE AND CONTENT

C3 Knowledge of basic and technological subjects, enabling students to learn new methods and theories, and equipping them with the flexibility to adapt to new situations.

SKILLS AND ABILITIES

C6 Ability to handle specifications, regulations and mandatory standards.

COMPETENCIES

C16 Spatial awareness and knowledge of graphic representation techniques, both through traditional methods of metric and descriptive geometry, and through computer-aided design applications.

Learning outcomes

KNOWLEDGE AND CONTENT

RK4 Knowledge of graphic representation techniques using traditional methods of metric geometry and descriptive geometry, as well as computer-aided design applications, to correctly produce, read, interpret and implement industrial technical drawings in a standardised, clear and precise manner, based on graphic representation systems as tools for spatial thinking.

SKILLS AND ABILITIES

RFS1 Has a firm grasp of the fundamentals of basic scientific and technical subjects necessary for solving problems that may arise in engineering within Industrial Design and Product Development.

RS2 Uses systems of graphical representation, as well as the conventions and standards commonly used in industrial design engineering, to draw, on the appropriate medium, using both traditional methods of metric geometry and descriptive geometry, as well as computer-aided design applications, to produce manufacturing drawings, incorporating the technical information required for subsequent manufacture.

Description of the content

Graphical representation systems in engineering

Geometric constructions on a plane

Spatial geometry

Descriptive geometry

Standardisation

Computer-Aided Design (CAD)

1. Introduction to graphical representation in engineering and technical drawing.

- Geometric constructions on a plane.

- Introduction to representation systems.

- Elements of Descriptive Geometry.

BLOCK A: DIEDRIC SYSTEM.

2. DIEDRIC SYSTEM:

- Point.

- Line.

- Plane.

- Intersections.

- Projections.

- Parallelism and perpendicularity.

- Distance.

- Polyhedra.

- Prisms.

BLOCK B: STANDARDISATION AND VISUALISATION (Conventional representation of isolated parts with ideal geometry)

3. STANDARDISATION.

- Standardised formats.

- Scales.

- Standardised views.

- Projection methods.

- Sections.

- Dimensioning.

4. AXONOMETRIC PROJECTION.

5. HORSE-SHOE PERSPECTIVE.

6. CONICAL PERSPECTIVE.

BLOCK C: COMPUTER-AIDED DRAWING.

7. COMPUTER-AIDED DRAWING: AutoCAD software.

Training activities

AP1. Lectures

AP2. Interactive classes

AP3. Workshops/Laboratories

AP4. Project development and problem-solving

AP5. Independent study, case studies, problem-solving and literature review.

AP6. Tutoring

AP7. Knowledge assessments

Assessment system and criteria

Without prejudice to any other requirements that may be specified in the relevant course syllabus, as a general rule, failure to attend more than 60 per cent of the course’s teaching activities—which require the student’s physical or virtual presence—will result in the loss of the right to continuous assessment during the standard examination period. In this case, the examination to be held during the official period set by the University shall be the sole assessment criterion, with the weighting specified in the course syllabus.

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Students will be assessed on the basis of:

Completion of practical work, the preparation of reports on the work carried out, the dedication and interest shown whilst undertaking it, as well as written tests relating to the experimental work.

Solving set problems, submission and presentation of group projects. Preparation of case studies.

Practical examinations covering the content covered in the classroom-based learning activities.

Assessment Methods

The format of the assessment tests may include multiple-choice questions, short-answer questions, essay questions, problem-solving tasks, practical case studies, laboratory tests or workshops, or the design of prototypes, products or models, to be completed in writing or orally. Where applicable, the course coordinator will provide details of the assessment format to be used prior to the assessments taking place.

Students’ results in the modules will be graded according to the following numerical scale from 0 to 10, expressed to one decimal place, to which the corresponding qualitative grade may be added:

a. 0–4.9: Fail (SS).

b. 5.0–6.9: Pass (AP).

c. 7.0–8.9: Good (NT).

d. 9.0–10: Very Good (SB).

The distinction ‘Honours’ shall be awarded to students who have obtained a mark of 9.0 or higher. The number of students awarded this distinction may not exceed five per cent of those enrolled on the course in the relevant academic year, unless the number of enrolled students is fewer than 20, in which case only one ‘First Class Honours’ may be awarded.

Assessment systems

SE1 Practical activities MINIMUM 25% MAXIMUM 30%

SE2 Final knowledge assessments MINIMUM 40% MAXIMUM 50%

SE3 Laboratory notebooks MINIMUM 30% MAXIMUM 40%

CONTINUOUS ASSESSMENT:

To calculate the student’s mark for continuous assessment, each block will be weighted as follows:

40% BLOCK A: DIHEDRAL SYSTEM:

15% FIRST DIHEDRAL MID-TERM EXAM.

20% SECOND DIHEDRAL MID-TERM.

5% SUBMISSION OF EXERCISES.

40% SECTION B: NORMALISATION AND VISUALISATION.

15% FIRST NORMALISATION MID-TERM EXAM.

20% SECOND MID-TERM EXAM ON STANDARDISATION.

5% SUBMISSION OF EXERCISES.

20% BLOCK C: COMPUTER-AIDED DRAWING.

15% AutoCAD ASSESSMENT.

5% SUBMISSION OF ASSIGNMENTS.

In order to calculate an average across the different modules and pass via continuous assessment, students must achieve a mark of at least 3.5 in each module.

If the mark obtained through this procedure is 5 or above, the student will have passed the module through continuous assessment.

REGULAR EXAMINATION PERIOD:

In the ordinary examination period, students have the following options:

A. They may retain the marks for the modules in which they have achieved a mark of 5 or above through continuous assessment and sit an examination in the subject(s) of the modules in which they have achieved a mark below 5. In order to average the marks across the different modules and pass in the ordinary examination period, students must obtain at least 3.5 in each module.

B. Sit an examination for the entire subject; in this case, no minimum mark applies to any of the blocks in order to pass the subject.

To calculate the mark for the ordinary examination session, each block will be weighted as follows:

40% BLOCK A: DIEDRIC SYSTEM.

40% SECTION B: STANDARDISATION AND VISUALISATION.

20% SECTION C: COMPUTER-AIDED DRAWING.

EXTRA SESSION:

In the ordinary examination session, students have the following options:

A. They may retain the marks for those Modules in which they have achieved a mark of 5 or above in the continuous assessment and sit the examination for the subject(s) in the Modules in which they have achieved a mark below 5. In order to average the marks across the different Blocks and pass in the ordinary examination session, students must obtain at least a 3.5 in each of the Blocks.

B. Sit an examination for the entire subject; in this case, no minimum mark is required in any of the blocks to pass the subject.

To calculate the mark for the supplementary examination, each block will be weighted as follows:

40% BLOCK A: DIHEDRAL SYSTEM.

40% SECTION B: STANDARDISATION AND VISUALISATION.

20% SECTION C: COMPUTER-AIDED REPRESENTATION.

Timetable

Click on this link to view the detailed timetable in Excel

Objectives

To understand the origins and development of the profession, both as an academic subject and as a potential source of inspiration for design projects.

To explore the evolution of the discipline in a broadly chronological order, analysing the various theories and movements that have emerged from the Industrial Revolution to the present day.

To gain an understanding of each period, with an emphasis on the development of these movements in the countries where they have flourished most and been most influential.

To familiarise oneself with the most important theorists, designers and works of each period.

To understand the history of art.

Prerequisites

None

Learning outcomes

1: To understand the origins and evolution of the profession, both as an academic discipline and as a potential source of inspiration for design projects.

2: To understand the evolution of the discipline in a roughly chronological order, analysing the different theories and movements that have emerged from the Industrial Revolution to the present day.

3: To gain an understanding of each period, with an emphasis on the development of these movements in the countries where they have been most prominent and influential.

4: To be familiar with the most important theorists, designers and works of each period.

Learning outcomes

KNOWLEDGE AND CONTENT

RK2 Understands the Fundamentals and Supporting Techniques of Design: Methodology of Industrial Design Engineering; Design thinking, Ergonomics, Anthropometry and Biomechanics; Fundamental Elements of Graphic Design; History of Design; Strategic and Operational Marketing, enabling students to make and justify decisions, communicate effectively and draw conclusions in the field of industrial design engineering in order to achieve optimal designs.

SKILLS AND COMPETENCIES

RS1 Takes a holistic view of the various dimensions that converge in products: aesthetic, semiotic, functional, typological and technological, in order to make ideas tangible and bring product design concepts to life.

RS2 Applies their knowledge to product design solutions by using drawing tools and specialised software to determine the most appropriate way to communicate their work to third parties, whether or not they are experts in the field, using conceptual or visual skills to communicate ideas and concepts in a flexible and effective manner, whilst selecting the most appropriate media and content.

RS4 Identifies specific opportunities based on an analysis of users’ actual needs, signals and trends, transforming them into new solutions that deliver value in a sustainable and systematic manner.

RS5 Possesses the tools, skills and knowledge necessary to transform relevant problems or opportunities into solutions that add value for users, businesses and society.

COMPETENCIES

RC1 Possesses the ability to create new products and services, drawing on engineering knowledge of the materials that make up the technological environment as a source of value, and the relationship between emotion and product to create the optimal experience in the product-human-society interaction and to respond to society’s demand for products, concepts and services. This involves the ability to analyse, synthesise and make appropriate decisions in order to identify and resolve problems or practical cases based on given specifications.

Course content description

Aesthetic ideas and their evolution.

History of design.

Aesthetics and functionality.

Analysis of aesthetic ideas and categories and their evolution

Products and cultural diversity.

Training activities

AP1 – Lecture sessions

Lecture-based sessions in which the theoretical content of the module is presented by lecturers who are experts in the field, enabling the topics to be contextualised and addressed from a comprehensive perspective. 

AP4: Preparation of assignments or projects and problem-solving

This is a teacher-guided activity in which students must complete an assignment or project within a set timeframe to address real-world complex situations or problems through the planning, design and implementation of a series of interrelated and coordinated activities, based on the development and application of acquired knowledge and the effective use of resources. In addition, the teacher may organise the presentation of results and conclusions through an oral presentation.

AP5. Independent study, case studies or problem-solving, and literature reviews.

Individual or group learning activities based on the course materials, case studies, problems and recommended reading for the modules. This includes reading and reviewing texts to deepen and broaden knowledge in the various fields of study, as well as activities complementary to such reading, such as comparing authors or critiquing articles. It also involves solving cases, problems and/or challenges deliberately designed to enable students to carry out an in-depth and comprehensive analysis of a real or hypothetical situation, with the aim of understanding it, interpreting it, resolving it, generating hypotheses, comparing data, reflecting, expanding their knowledge, diagnosing it and, on occasions, practising possible alternative solutions.

AP6. – Tutoring 

Sessions in which the teacher guides and advises students throughout their learning process. The teacher addresses theoretical or practical queries, monitors the approaches adopted by students in the course and provides meaningful feedback. The lecturer is available at scheduled times, which are communicated to the students, and students may attend voluntarily, according to their needs. 

AP7. – Knowledge assessments 

An assessable learning activity designed to objectively determine the knowledge acquired by each student in a specific subject. It includes different formats (continuous and final assessment). In other words, it allows for the continuous assessment of the acquisition of learning outcomes throughout the duration of the course, as well as a comprehensive final assessment. Furthermore, it involves calculating the time spent by both the teacher and the student on carrying out this type of activity in class.

Assessment system and criteria

Without prejudice to any other requirements that may be set out in the relevant course syllabus, as a general rule, failure to attend more than 60 per cent of the course’s teaching activities—which require the student’s physical or virtual presence—will result in the loss of the right to continuous assessment during the standard assessment period. In this case, the examination to be held during the official period established by the University shall be the sole assessment criterion, with the weighting specified in the course syllabus.

Assessment systems

SE1 Practical activities MINIMUM 10% MAXIMUM 50%

SE2 Final knowledge assessments MINIMUM 40% MAXIMUM 70%

SE4 Portfolio MINIMUM 10% MAXIMUM 40%

SE1. Practical activities (case studies, problem-solving and challenges, project work, oral presentations, debates, etc.)

Assessment of the level of achievement of the learning outcomes (in terms of knowledge, skills and attitude) attained through the completion of individual and group practical activities (case studies, problem-solving and challenges, project work, oral presentations, debates, etc.) based on assessment rubrics and observation tools previously designed and published by the lecturer.

All practical activities utilise resources provided by the virtual campus, which enables real-time interaction between students and the lecturer. Furthermore, this platform allows assignments and/or exercises to be submitted via a dedicated inbox, facilitating the use of anti-plagiarism software. Furthermore, for each submission, students must attach a sworn statement or declaration of responsibility in which they guarantee the authenticity and authorship of the documentation/files submitted for assessment.

Lecturers are allocated time to mark the submitted work and will ask follow-up questions, as well as engage with students to verify the attainment of learning outcomes, the development and authorship of each piece of work and/or exercise. Finally, face-to-face assessment activities involve student-teacher interaction not only for the final assessment of the subject, but also for continuous assessment.

SE2. – Final knowledge assessments

Objective knowledge assessments. These may be written or oral, essay-based, short-answer or multiple-choice, etc.

SE4. – Portfolio

Evidence of the student’s learning (in terms of knowledge, performance or output), compiled in a dossier, folder or portfolio throughout the course, is assessed with the aim of explaining and reflecting on the learning that has taken place.

The course is passed on an annual basis through continuous assessment or by sitting the supplementary examination session organised by the university for this purpose. The continuous assessment system consists of three mid-term exams, each accounting for 25 per cent of the total mark. The final mid-term exam corresponds to the regular February examination.

The remaining 25 per cent corresponds to the assignments set during the course.

Students who do not pass the course on a continuous assessment basis must sit the resit examinations set by the university. This resit examination will cover the entire syllabus of the course, and none of the marks obtained during the course will be taken into account.

Objectives

To provide an introduction to engineering-specific English, particularly within the field of engineering, at a starting level of B1 and a target level of B2. To familiarise students with and expand their English vocabulary, particularly technical vocabulary related to their degree programme. To familiarise students with potential situations and texts related to engineering, with the aim of developing their comprehension and expression skills (both oral and written).

Learning Outcomes

KNOWLEDGE AND CONTENT

RK17 Understands the elements necessary to communicate and comprehend the English language. Through the development of reading and listening comprehension, as well as oral and written expression.

SKILLS

RC14 Handles negotiations in professional settings by employing strategies of verbal courtesy and argumentation to add value to teams.

RC15 Acquires the necessary linguistic skills in technical English to read and write engineering documentation.

RODS Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-disciplinary perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere.

Course description

The content of this module is designed to enable students to acquire the skills in reading comprehension, listening comprehension, oral production and written production that will allow them to function effectively in a professional context in English.

The course will cover a combination of basic English language skills, including the study and refinement of language use in various everyday contexts, and technical English, involving the study of vocabulary and concepts specific to different fields of specialisation.

Contents:

Unit 1 Systems

Vocabulary / Technology

1.1: Safety equipment • telecoms

1.2: Telecoms • satellites

1.3: Instruction verbs • marine • mechanics

Grammar / Discourse

1.1: Cohesion

1.2: Relative pronouns

1.3: Present simple • imperative

Unit 2 Processes

Vocabulary / Technology

2.1: Applications of plastics

2.2: Process verbs

2.3: Process verbs, related nouns • gerunds

Grammar / Discourse

2.1: ‘will’ for predictions

2.2: Present simple passive

2.3: Phrases used to refer to a visual

Unit 3 Events

Vocabulary / Technology

3.1: Aerospace • mechanics

3.2: Spacecraft LAS system

3.3: Noun suffixes • semi-technical vocabulary

Grammar / Discourse

3.1: Present perfect v past simple • First and second conditional

3.2: Time clauses

3.3: Sequence markers

Unit 4 Careers

Vocabulary / Technology

4.1: Terms used in a CV

4.2: Semi-technical vocabulary • biomedical

4.3: Employment

Grammar / Discourse

4.1: Present continuous for present and future • going to

4.2: Comparative • conjunctions

4.3: Present perfect v past simple • for, since, ago

Unit 5 Safety

Vocabulary / Technology

5.1: Control and warning systems

5.2: Maintenance • automotive

5.3: Navigation • air traffic

Grammar / Discourse

5.1: Discussion markers

5.2: Active and passive modals

5.3: unless • present participle

Unit 6 Planning

Vocabulary / Technology

6.1: Deadlines • energy • environment

6.2: Nouns expressing actions • causal suffixes • fuel processing

6.3: Energy • power generation

Grammar / Discourse

6.1: Future modals

6.2: due to, owing to, because (of), as a result of, caused by

6.3: Section markers in a talk

Learning activities

AP2. – Dynamic lessons

Classroom activities with a practical and applied focus, in which students undertake an in-depth study of a specific subject. These activities encourage students to engage in reflective and inquisitive participation. Depending on the objective, they may be used, amongst other things, to:

• Contextualising, explaining and clarifying key content to ensure the successful acquisition of the competences for each subject. A critical approach is encouraged through reflection and the discovery of relationships between various concepts.

• Presenting problems, case studies, challenges, projects or research questions.

• Reviewing practical scenarios.

• Oral presentations: presenting the results and conclusions of a research project; analysing and resolving case studies, results and problem-solving or challenges; presenting a project; presenting a prototype, etc.

• Debates: structured discussions in which different opinions and viewpoints on a specific topic are presented and shared. Opinions must be properly substantiated, based on empirical data, studies, theories, etc., which enable the establishment of criteria for participation, the search for and presentation of information and data, in order to foster a dynamic and engaging dialogue.

AP4: -Preparation of assignments or projects and resolution of challenges

This is a teacher-guided activity in which students must carry out a project or assignment within a set timeframe to address real-life complex situations or problems through the planning, design and implementation of a series of interrelated and coordinated activities, based on the development and application of acquired learning and the effective use of resources. In addition, the teacher may organise the presentation of results and conclusions through an oral presentation.

AP5. Independent study, case studies or problem-solving, and literature reviews.

Individual or group learning activities based on the course materials, case studies, problems and recommended reading for the modules. This includes reading and reviewing texts to deepen and broaden knowledge in the various fields of study, as well as activities complementary to such reading, such as comparing authors or critiquing articles. It also involves solving cases, problems and/or challenges deliberately designed to enable students to carry out an in-depth and comprehensive analysis of a real or hypothetical situation, with the aim of understanding it, interpreting it, resolving it, generating hypotheses, comparing data, reflecting, expanding their knowledge, diagnosing it and, on occasions, practising possible alternative solutions.

AP6. – Tutoring 

Sessions in which the teacher guides and advises students throughout their learning process. The teacher addresses theoretical or practical queries, monitors the approaches adopted by students in the module and provides meaningful feedback. The lecturer is available at scheduled times, which are communicated to the students, and students may attend voluntarily, according to their needs. 

AP7. – Knowledge assessments 

An assessable learning activity designed to objectively determine the knowledge acquired by each student in a specific subject. It includes different forms of assessment (continuous and final). In other words, it allows for the continuous assessment of the achievement of learning outcomes throughout the duration of the course, as well as a comprehensive final assessment. Furthermore, it involves calculating the time spent by the teacher and student on carrying out this type of activity in class.

Assessment system and criteria

Without prejudice to any other requirements that may be set out in the relevant course syllabus, as a general rule, failure to attend more than 60 per cent of the course’s teaching activities—which require the student’s physical or virtual presence—will result in the loss of the right to sit the continuous assessment during the standard examination period. In this case, the examination to be held during the official period set by the University will be the sole assessment criterion, with the weighting specified in the course syllabus.

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The assessment process will consist of verifying and evaluating the student’s achievement of the learning outcomes. To this end, the following assessment activities will be used to determine the extent to which each of the listed competences has been mastered, and these will consist of:

SE1.- Practical activities (case studies, problem-solving and challenges, project work, oral presentations, debates, etc.)

Assessment of the level of achievement of the learning outcomes (in terms of knowledge, skills and attitude) attained through the completion of individual and group practical activities (case studies, problem-solving and challenges, project work, oral presentations, debates, etc.) based on assessment rubrics and observation tools previously designed and published by the lecturer.

All practical activities utilise resources provided by the virtual campus, which enables real-time interaction between students and the lecturer. Furthermore, this platform allows for the submission of assignments and/or exercises via a dedicated inbox, facilitating the use of anti-plagiarism software. Furthermore, for each submission, students must attach a sworn statement or declaration of responsibility in which they guarantee the authenticity and authorship of the documentation/files submitted for assessment.

Lecturers are allocated time to mark the submitted work and will ask follow-up questions, as well as engage with students to verify the attainment of learning outcomes, the development and authorship of each piece of work and/or exercise. Finally, face-to-face assessment activities involve student-teacher interaction not only for the final assessment of the subject, but also for continuous assessment.

SE2. – Final knowledge assessments

Objective knowledge tests. These may be written or oral, essay-based, short-answer or multiple-choice, etc.

1. CONTINUOUS ASSESSMENT

Two written assessments and one oral assessment, both at the end of the academic term. The continuous assessment scheme is supplemented by each student’s classwork and the teacher’s assessment.

1 written test throughout the academic year.

a. A first mid-term exam: 30%

b. A second mid-term test: 30%

f. An oral examination (a presentation on a topic of the student’s choice related to engineering) at the end of the academic term: 20%

The topic of the oral presentation will be agreed in advance with the lecturer.

g. Coursera course: 10%

h. Class participation and attitude: 10%

Each of the mid-term assessments will consist of exercises in:

Listening

Vocabulary/Terminology

Reading Comprehension

Grammar or Linguistic Structures (Grammar)

Writing

The dates of these tests will be announced in advance by the teacher. They will take place in the usual classroom, unless the teacher specifies otherwise at the time.

IMPORTANT

1) It is compulsory to sit ALL the assessment tests scheduled during the continuous assessment period. It follows that any student who fails to sit any of the mid-term tests, WILL LOSE THE RIGHT TO CONTINUOUS ASSESSMENT AND WILL BE REQUIRED TO SIT THE REGULAR EXAMINATION COVERING 100 PER CENT OF THE COURSE, subject to the assessment criteria set out for that examination session.

2) If a minimum mark of 5 has been achieved in the oral presentation assessment as part of the continuous assessment, this mark will be retained for the ordinary and/or supplementary examination sessions.

3) The mark for the written examination will not be carried over in either case.

4) The final mark will be calculated according to the percentages mentioned above. The continuous assessment may be failed if the result of the calculation, when combined with the other assessments, is below 5. In this case, the student would have to sit the course examination in the January ordinary examination period, with the mark counting for 75 per cent (if they have a mark of at least 5 in the oral component of the continuous assessment and decide to carry it over to June) or for 100 per cent of the course mark.

5) If the mark for any of the skills (Listening, Vocabulary, Reading, Grammar) is below 3.5 at the end of the academic year, no average can be calculated. In this case, the final mark will be a maximum of 3. It follows from this that, if any skill remains unmarked – either because the student did not complete it (in the case of the written exam) or because they did not sit the exam (in the case of the written and/or oral exam) – no average will be calculated from the other skills, and the final mark will be a maximum of 3.

6) Students with a final average mark of 5 or above in continuous assessment will pass the module through the continuous assessment system.

7) Students must have an attendance rate of 70 per cent to be eligible for this assessment option.

2. REGULAR EXAMINATION PERIOD WITHOUT CONTINUOUS ASSESSMENT AND SUPPLEMENTARY EXAMINATION PERIOD

2.1 Exams:

Students who are to be assessed on 100 per cent of the course content must sit the ordinary examination in February or the supplementary examination in June and/or July. The assessment criteria in this case will be as follows:

Written exam: 75%

Oral examination: 25%

The written examination will cover the same skills as those outlined above for students on the continuous assessment scheme.

The oral examination will consist of an individual presentation, as specified by the lecturer in due course, on engineering topics covered throughout the course. Details regarding the format of the presentation will be provided during the academic year.

If the mark for any of the skills (Listening, Vocabulary, Reading, Grammar, Writing) is below 3.5, it cannot be included in the average. In this case, the final mark will be a maximum of 3. It follows that if any skill is left unmarked – either because the student did not complete it (in the case of the written exam) or because they did not sit the exam (in the case of the written and/or oral exam) – no average will be calculated from the other skills, and the final mark will be a maximum of 3.

If a minimum mark of 5 has been obtained in the oral examination, this mark will be retained for the supplementary examination, if necessary, should the student so request.

It is the student’s responsibility to find out about classrooms, dates and times.

Type of examination

2.1.1 Written exam

The written exam will consist of questions on listening comprehension, vocabulary, reading comprehension and grammar.

The mark for the written exam will not be carried over to the resit session under any circumstances.

2.1.2 Oral exam

This may be conducted individually or in pairs, as indicated at the time. It will consist of an oral presentation or a dialogue on a given topic related to engineering. Each student will prepare their dialogue or presentation in advance, following the guidelines provided in class or via the course portal.

On the day of the written exam, information regarding the dates, times and classrooms for the oral exams will be provided at the latest. Students will be asked to book a slot at the date and time that suits them best from those set by the Faculty of Applied Languages. The oral exams may be recorded.

Timetable

Click on this link to view the detailed timetable in Excel

Reading list

Core:

1. Bonamy, David

Technical English, 2nd Edition, Level 3. Coursebook and eBook.

Pearson. 2022.

ISBN: 978-129242448

2. Jacques, Chris

Technical English, 2nd Edition, Level 3. Workbook.

Pearson. 2022.

ISBN: 978-129242452

Supplementary:

3.- Murphy, Raymond

English Grammar in Use (B1–B2). Fifth edition. Book with answers.

C.U.P. 2019.

ISBN: 9781108457651

4. Swan, Michael

Practical English Usage: 4th ed.

Oxford University Press. 2016.

ISBN: 978-0-1942-02

Objectives

The module ‘Communication for Success’ is taught during the first-year term and is worth 3 credits. This module aims to equip students with the necessary tools to communicate successfully in spoken English within a professional and academic context. To this end, it will explore in depth the correct use of spoken language (accuracy, coherence and appropriateness, lexical accuracy, vocabulary, and pronunciation, prosody), non-verbal language (gestures, posture, eye contact, etc.), as well as other aspects relating to cultural differences and sociolinguistics.

Prerequisites

Not applicable

Learning Outcomes

COMPETENCIES Order CIN 311/2009

COMPETENCIES

C4 Ability to solve problems with initiative, decision-making, creativity and critical thinking, and to communicate and convey knowledge, skills and competences in the field of Industrial Engineering.

C10 Ability to work in a multilingual and multidisciplinary environment.

Learning Outcomes

KNOWLEDGE AND CONTENT

RK17 Understands the elements necessary to communicate in and understand the English language, through the development of reading and listening comprehension, as well as oral and written expression.

COMPETENCIES

RC14 Handles negotiations in professional settings by employing strategies of verbal courtesy and reasoning to add value to teams.

RODS Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-disciplinary perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere.

Course content description

The course will cover a combination of English language content, focusing on the study and refinement of language use in a communicative context, and technical-academic English, with a focus on vocabulary and concepts specific to the following areas of specialisation:

Unit 1 – Business

Unit 2 – Behavioural Science

Unit 3 – Developmental Psychology

Unit 4 – Science – How do the laws of science affect our lives?

Unit 5 – Nutritional Science – How has science changed the food we eat?

Unit 6 – Education – Is one path to success better than another?

Unit 7 – Anthropology – How can accidental discoveries affect our lives?

Unit 8 – Engineering – What are the consequences of progress?

Learning activities

AP2 – Interactive lessons

Classroom activities with a practical and applied focus, in which students undertake an in-depth study of a specific subject. They encourage students to engage in reflective and inquisitive participation. Depending on the objective, they may be used, amongst other things, to:

• Contextualising, explaining and clarifying key content to ensure the successful acquisition of the competences required for each subject. A critical approach is encouraged through reflection and the discovery of relationships between various concepts.

• Presenting problems, case studies, challenges, projects or research questions.

• Reviewing practical scenarios.

• Oral presentations: presenting research findings and conclusions; analysing and resolving case studies, results and problem-solving or challenges; presenting a project; presenting a prototype, etc.

• Debates: structured discussions in which different opinions and viewpoints on a specific topic are presented and shared. Opinions must be properly substantiated, based on empirical data, studies, theories, etc., which enable the establishment of criteria for participation, the search for and presentation of information and data, in order to foster a dynamic and engaging dialogue.

AP4- : Preparation of assignments or projects and resolution of challenges

This is a teacher-guided activity in which students must carry out an assignment or project within a set timeframe to address real-life complex situations or problems through the planning, design and implementation of a series of interrelated and coordinated activities, based on the development and application of acquired learning and the effective use of resources. In addition, the teacher may organise the presentation of results and conclusions through an oral presentation.

AP5. Independent study, case studies or problem-solving, and literature reviews.

Individual or group learning activities based on the course materials, case studies, problems and recommended reading for the modules. This includes reading and reviewing texts to deepen and broaden knowledge in the various fields of study, as well as activities complementary to such reading, such as comparing authors or critiquing articles. It also involves solving cases, problems and/or challenges deliberately designed to enable students to carry out an in-depth and comprehensive analysis of a real or hypothetical situation, with the aim of understanding it, interpreting it, resolving it, generating hypotheses, comparing data, reflecting, expanding their knowledge, diagnosing it and, on occasions, practising possible alternative solutions.

AP6. – Tutoring 

Sessions in which the teacher guides and advises students throughout their learning process. The teacher addresses theoretical or practical queries, monitors the approaches adopted by students in the module and provides meaningful feedback. The lecturer is available at scheduled times, which are communicated to the students, and students may attend voluntarily, according to their needs. 

AP7. – Knowledge assessments 

An assessable learning activity designed to objectively determine the knowledge acquired by each student in a specific subject. It includes different forms of assessment (continuous and final). In other words, it allows for the continuous assessment of the acquisition of learning outcomes throughout the duration of the course, as well as a comprehensive final assessment. Furthermore, it involves calculating the time spent by the teacher and student on carrying out this type of activity in class.

Assessment system and criteria

Without prejudice to any other requirements that may be set out in the relevant course syllabus, as a general rule, failure to attend more than 60 per cent of the course’s teaching activities—which require the student’s physical or virtual presence—will result in the loss of the right to sit the continuous assessment during the standard examination period. In this case, the examination to be held during the official period set by the University will be the sole assessment criterion, with the weighting specified in the course syllabus.

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SE1. Practical activities (case studies, problem-solving and challenges, project work, oral presentations, debates, etc.)

Assessment of the level of achievement of the learning outcomes (in terms of knowledge, skills and attitude) attained through the completion of individual and group practical activities (case studies, problem-solving and challenges, project work, oral presentations, debates, etc.) based on assessment rubrics and observation tools previously designed and published by the lecturer.

All practical activities utilise resources provided by the virtual campus, which enables real-time interaction between students and the lecturer. Furthermore, this platform allows assignments and/or exercises to be submitted via a designated inbox, facilitating the use of anti-plagiarism software. Furthermore, for each submission, students must attach a sworn statement or declaration of responsibility in which they guarantee the authenticity and authorship of the documentation/files submitted for assessment.

Lecturers are allocated time to mark the submitted work and will ask follow-up questions, as well as engage with students to verify the achievement of learning outcomes, the development and authorship of each piece of work and/or exercise. Finally, face-to-face assessment activities involve student-teacher interaction not only for the final assessment of the subject, but also for continuous assessment.

SE2. – Final knowledge assessments

Objective knowledge assessments. These may be written or oral, open-ended, short-answer or multiple-choice, etc.

SE4. – Portfolio

Evidence of the student’s learning (in terms of knowledge, performance or output) collected in a dossier, folder or portfolio throughout the course is assessed, with the aim of explaining and reflecting on the learning that has taken place.

SE1 Practical activities MINIMUM 30% MAXIMUM 50%

SE2 Final knowledge assessments MINIMUM 40% MAXIMUM 75%

SE4 Portfolio MINIMUM 10% MAXIMUM 20%

The assessment process will be carried out with the aim of achieving the learning outcomes set out in the course description.

The assessments carried out will primarily evaluate two language skills (listening comprehension and oral expression).

To assess these skills, the following tests will be set:

• Vocabulary exercises (applied to oral presentation).

• Preparation and delivery of presentations on topics relating to the workplace and academia.

• Listening comprehension tests.

• Speaking tests.

CONTINUOUS ASSESSMENT

Students will be assessed through continuous assessment, as follows:

Mid-term test 1 (listening and vocabulary tests) (Total 25%):

Final exam (listening and vocabulary tests) (25 per cent):

Oral presentations (40%) (If a student passes the oral test with a minimum mark of 5 in class, this mark will be carried forward to the main examination session)

Completion of the UAX Skill School course: 10%

IMPORTANT:

Should a student have not sat any of the mid-term tests or fail them, the final exam in the ordinary examination session will account for 100% of the mark. In this case, students will be assessed as follows:

Listening comprehension and vocabulary test 50%

Oral presentation 50%

Once all continuous assessment tests have been completed, if the overall average mark in any of these tests is below 2.5, no average will be calculated. In this case, the final mark will be a maximum of 3 and, therefore, the student must sit the corresponding ordinary examination session.

FINAL EXAM: REGULAR EXAM SESSION WITHOUT CONTINUOUS ASSESSMENT AND/OR SUPPLEMENTARY EXAM SESSION.

Students will be assessed as follows:

Listening comprehension and vocabulary test 50%

Oral presentation 50%

Timetable

Click on this link to view the detailed timetable in Excel

Objectives

The module ‘Creativity and Basic Design’ provides students with a theoretical foundation that will enable them to apply the principles and laws of composition and design in a practical and rational manner when creating industrial design products.

The main objective of the module is for students to recognise and accept that creativity is not an innate human trait, but rather something that can be developed, practised and learnt as just another methodology within the design process, in the same way as sketching or three-dimensional modelling. To this end, various processes for stimulating creativity and their potential applications to a design project will be demonstrated. The link to other project-based modules is key to students’ proper understanding of the different processes for stimulating creativity.

Prerequisites

Students must have completed the following modules:

• Technical Drawing.

• Analysis of Colour and Form.

Competencies

This module forms part of the ‘Product Design and Development’ course. The main competences related to the course that students will acquire are as follows:

1: Acquisition of knowledge and skills to combine:

- aesthetic, relating to form,

- functional aspects, relating to use,

- constructional, relating to manufacture,

- logistical, relating to the distribution and disposal

of those objects that can be manufactured industrially.

2: Be able to communicate and adequately express the progress of their work to third parties, whether or not they are experts in the field. To this end, they must possess qualities such as the ability to summarise, the skill to structure their communication, and the capacity to defend their ideas and give public presentations.

3: To stimulate creativity.

4: Develop critical thinking skills, which will help them to select and discern, using sound judgement and arguments, possible solutions or alternatives to a ‘design problem’.

5: Acquire management and decision-making skills that will equip them to:

• Decision-making.

• Teamwork.

• Leadership.

• Initiative and entrepreneurial spirit.

6: Acquire knowledge of tools for expression and representation in order to communicate and test designs. These tools will offer a broad scope for the fluid communication of concepts and designs. These tools encompass all the traditional methods of artistic drawing, technical drawing and standardisation, pre-prototypes, models, etc. Within the most up-to-date disciplines of expression, graduates must be proficient in computer-aided modelling tools, rapid prototyping techniques, etc.

7: Acquires the ability to observe and evaluate different solutions to design problems.

Learning outcomes

This module forms part of the subject ‘Product Design and Development’. The main learning outcomes related to the subject are as follows:

1. Design and redesign of products that can be manufactured industrially, combining:

- aesthetic aspects, relating to form,

- functional aspects, relating to use,

- constructional aspects relating to manufacturing

- logistical aspects, relating to the distribution and disposal of items that can be manufactured industrially.

2. Possesses the capacity for original creation, to respond to society’s demand for products, concepts and services. To this end, the graduate must possess the ability to synthesise, enabling them to combine conceptual thinking with tangible, formal solutions.

3. They are able to communicate and adequately express the progress of their work to third parties, whether or not they are experts in the field. To this end, they must possess qualities such as the ability to synthesise information, the skill to structure their communication, and the capacity to defend their ideas and present them publicly.

4. They possess creativity.

5. They possess critical thinking skills, enabling them to select and discern, using sound judgement and reasoning, possible solutions or alternatives to a ‘design problem’.

6. Possesses management and decision-making skills that will equip them to

• decision-making.

• teamwork.

• Leadership.

• initiative and an entrepreneurial spirit.

7. The ability to observe and evaluate different solutions to design problems.

8. Proficiency in tools for expression and representation in order to communicate and test designs. These tools encompass all the traditional methods of artistic drawing, technical drawing and standardisation, pre-models, scale models, etc. Within the most up-to-date disciplines of expression, graduates must be proficient in computer-aided modelling tools, rapid prototyping techniques, etc.

Description of the course content

A. PRESENTATION TECHNIQUES:

1. Basic theory.

2. Ideation.

3. Explanatory drawing.

4. Surfaces and textures.

5. Light.

6. Context.

B. TWO-DIMENSIONAL AND THREE-DIMENSIONAL DESIGN

1. Three-dimensional form.

2. The elements of three-dimensional design

4. Variations in design elements

3. Three-dimensional structure

5. Variations in structure

4. Three-dimensional texture

C. APPLIED DESIGN

1. Introduction to basic and industrial design: concepts.

2. Creativity techniques.

Learning activities

The learning activities to be carried out to ensure that students acquire the intended competences during this module and are able to achieve the expected outcomes of the work undertaken will be:

Type 1: Classroom presentations on concepts related to the modules comprising each subject and problem-solving exercises that enable students to learn how to tackle these concepts, as well as other face-to-face group sessions such as discussion classes, group discussions, etc.

Type 2: Laboratory activities of increasing difficulty, enabling students to gradually develop the ability to solve problems independently.

Type 3: Carrying out work in small groups outside the classroom.

Type 4: Independent study, report writing, practical work, etc., carried out by individual students or groups of students.

Type 5: Assessment tests.

Assessment system and criteria

Without prejudice to any other requirements that may be specified in the relevant course syllabus, as a general rule, failure to attend more than 60 per cent of the course’s teaching activities—which require the student’s physical or virtual presence—will result in the loss of the right to continuous assessment during the standard examination period. In this case, the examination to be held during the official period set by the University shall be the sole assessment criterion, with the weighting specified in the course syllabus.

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In order to indicate the relative weighting of the assessment activities described, these can be categorised into two types:

Type B: Reports on the progress of laboratory practicals to assess the acquisition of the skills developed.

Type C: Problem-solving, completing assignments, drafting reports, and presenting and defending case studies or projects (individually or in small groups).

CONTINUOUS ASSESSMENT:

33.33% BLOCK A: PRESENTATION TECHNIQUES.

33.33% BLOCK B: TWO- AND THREE-DIMENSIONAL DESIGN.

33.33% SECTION C: APPLIED DESIGN

In order to have marks averaged across the different areas and pass via continuous assessment, students must achieve a mark of at least 3.5 in each area.

If the mark obtained through this procedure is 5 or above, the student will have passed the module in the ordinary assessment period.

REGULAR EXAMINATION PERIOD:

In the ordinary examination period, the marks for those blocks in which the student has obtained a mark of 5 or above during the academic year will be retained, and the student will have to sit an examination in the subject(s) from the blocks in which they obtained a mark below 5. In order to calculate an average across the different subject areas and pass via continuous assessment, students must achieve at least a 3.5 in each subject area.

Students who have not been able to pass through continuous assessment may sit the EXAM in the ordinary examination period, provided they have complied with the provisions of the Student Assessment Regulations.

A practical examination will be held; for this purpose, students will be required to complete exercises similar in nature to those set during the course, to be carried out within the three-hour duration of the examination. For this reason, students must bring the necessary materials to the examination to be able to complete any exercise of this nature.

To calculate the mark for the supplementary examination, each part will be weighted as follows:

33.33% SECTION A: PRESENTATION TECHNIQUES.

33.33% SECTION B: TWO- AND THREE-DIMENSIONAL DESIGN.

33.33% SECTION C: APPLIED DESIGN.

EXTRAORDINARY EXAMINATION SESSION:

In the resit session, the marks for those sections in which the student has achieved a mark of 5 or above during the academic year will be retained, and the student will be required to sit an examination in the subject(s) within the sections for which they have achieved a mark below 5. In order to calculate an average across the different subject areas and pass via continuous assessment, students must achieve at least a 3.5 in each subject area.

A practical examination will be held; for this, students will be asked to complete exercises similar in nature to those set during the academic year, to be carried out within the three-hour duration of the examination. For this reason, students must bring the necessary materials to the examination to be able to complete any such exercises.

To calculate the mark for the resit, each section will be weighted as follows:

33.33% SECTION A: PRESENTATION TECHNIQUES.

33.33% SECTION B: THREE-DIMENSIONAL DESIGN.

33.33% SECTION C: APPLIED DESIGN.

Timetable

Click on this link to view the detailed timetable in Excel

Objectives

• To build a foundation of knowledge and skills based on the optimised use of IT resources and tools designed for academic, educational and professional purposes.

• To foster information and knowledge management skills.

• To establish a useful foundation for management and learning based on independent research using IT tools.

• The ability to apply general knowledge of office automation and new information technologies in current practice and in future professional contexts.

Prerequisites

No prerequisites have been established

Competencies

COMPETENCIES Order CIN 311/2009

KNOWLEDGE AND CONTENT

C3 Knowledge of basic and technological subjects, enabling students to learn new methods and theories, and equipping them with the flexibility to adapt to new situations.

C14 Basic knowledge of the use and programming of computers, operating systems, databases and software applications in engineering.

Learning Outcomes

KNOWLEDGE AND CONTENT

RFK2 Possesses the foundations to begin exploring, organising and analysing data in order to extract knowledge from it and make predictions with the aim of identifying new business areas which, aided by this type of decision-support technology, may lead to innovative products and services that enhance the competitiveness of businesses.

RK3 Basic knowledge of the use and programming of computers, operating systems, databases and software applications relevant to engineering.

SKILLS AND ABILITIES

RFS1 Has a firm grasp of the fundamentals of basic scientific and technical subjects, necessary for solving problems that may arise in engineering within Industrial Design and Product Development.

COMPETENCIES

RC3 Links the resources offered by programming languages with the requirements expressed in natural language to develop simple programmes.

Description of the content

Computer Architecture

Programming

Operating systems

Classes and objects

Control statements. Exceptions

Arrays

Files

Information systems, data analysis and retrieval, etc. Document

Documents. Document layout using applications and

creation of templates and styles. Data entry, handling, organisation and

filters on data. Types of charts, options and features of

data charts. Creation and configuration of a

. Integration and manipulation of digital images.

Training activities

AP1. – Lectures

Lectures in which the theoretical content of the module is presented by lecturers who are experts in the subject, enabling the topics to be contextualised and addressed from a comprehensive perspective. 

AP2. – Interactive classes

Classroom activities with a practical and applied focus, providing an in-depth study of a specific subject. They encourage reflective and inquisitive participation from students. Depending on the objective, they may be used, amongst other things, to:

• Contextualising, explaining and clarifying key content to ensure the successful acquisition of the competences for each course. A critical approach is encouraged through reflection and the discovery of relationships between various concepts.

• Presenting problems, case studies, challenges, projects or research questions.

• Reviewing practical scenarios.

• Oral presentations: presenting research findings and conclusions; analysing and resolving case studies, results and problem-solving or challenges; presenting a project; presenting a prototype, etc.

• Debates: structured discussions in which different opinions and viewpoints on a specific topic are presented and shared. Opinions must be properly substantiated, based on empirical data, studies, theories, etc., which enable the establishment of criteria for participation, the search for, and the presentation of information and data, in order to foster a dynamic and engaging dialogue.

AP3 – Workshop and/or laboratory activities

Guided practical activities in which students learn by doing, with the aim of acquiring instrumental and practical skills and abilities relating to a specific subject area.

AP4: Development of assignments or projects and problem-solving

This is a teacher-guided activity in which students must carry out a piece of work or a project within a set timeframe to address real-life complex situations or problems through the planning, design and implementation of a series of interrelated and coordinated activities, based on the development and application of acquired learning and the effective use of resources. In addition, the teacher may organise the presentation of results and conclusions through an oral presentation.

AP5. Independent study, case studies or problem-solving, and literature reviews.

Individual or group learning activities based on the course materials, case studies, problems and recommended reading for the modules. This includes reading and reviewing texts to deepen and broaden knowledge in the various fields of study, as well as activities complementary to such reading, such as comparing authors or critiquing articles. It also involves solving cases, problems and/or challenges deliberately designed to enable students to carry out an in-depth and comprehensive analysis of a real or hypothetical situation, with the aim of understanding it, interpreting it, resolving it, generating hypotheses, comparing data, reflecting, expanding their knowledge, diagnosing it and, on occasions, practising possible alternative solutions.

AP6. – Tutoring 

Sessions in which the teacher guides and advises students throughout their learning process. The teacher addresses theoretical or practical queries, monitors the approaches adopted by students in the module and provides meaningful feedback. The lecturer is available at scheduled times, which are communicated to the students, and students may attend voluntarily, according to their needs. 

AP7. – Knowledge assessments 

An assessable learning activity designed to objectively determine the knowledge acquired by each student in a specific subject. It includes different forms of assessment (continuous and final). In other words, it allows for the continuous assessment of the acquisition of learning outcomes throughout the duration of the course, as well as a comprehensive final assessment. Furthermore, it involves calculating the time spent by both the teacher and the student on carrying out this type of activity in class.

Assessment system and criteria

Without prejudice to any other requirements that may be set out in the relevant course syllabus, as a general rule, failure to attend more than 60 per cent of the course’s teaching activities—which require the student’s physical or virtual presence—will result in the loss of the right to sit the continuous assessment during the standard examination period. In this case, the examination to be held during the official period set by the University will be the sole assessment criterion, with the weighting specified in the course syllabus.

----

SE1. Practical activities (case studies, problem-solving and challenges, project work, oral presentations, debates, etc.)

Assessment of the level of achievement of the learning outcomes (in terms of knowledge, skills and attitude) attained through the completion of individual and group practical activities (case studies, problem-solving and challenges, project work, oral presentations, debates, etc.) based on assessment rubrics and observation tools previously designed and published by the lecturer.

All practical activities utilise resources provided by the virtual campus, which enables real-time interaction between students and the lecturer. Furthermore, this platform allows for the submission of assignments and/or exercises via a dedicated inbox, facilitating the use of anti-plagiarism software. Furthermore, for each submission, students must attach a sworn statement or declaration of responsibility in which they guarantee the authenticity and authorship of the documentation/files submitted for assessment.

Lecturers are allocated time to mark the submitted work and will ask follow-up questions, as well as engage with students to verify the attainment of learning outcomes and the development and authorship of each piece of work and/or exercise. Finally, face-to-face assessment activities involve student-teacher interaction not only for the final assessment of the module/subject, but also for continuous assessment.

SE2. – Final knowledge assessments

Objective knowledge assessments. These may be written or oral, essay-based, short-answer or multiple-choice, etc.

SE3. – Laboratory practical workbook

This assesses scientific and procedural knowledge. In the laboratory workbook, students record all relevant data from their research work in real time: questions, hypotheses, objectives, methods and materials, results and conclusions. Completing the workbook enables students not only to gather information about their research but also about their learning process.

SE4. – Portfolio

Evidence of the student’s learning (in terms of knowledge, performance or output) is assessed; this evidence is compiled in a dossier, folder or portfolio throughout the course with the aim of explaining and reflecting on the learning that has taken place.

Assessment systems

SE1 Practical activities MINIMUM 25% MAXIMUM 35%

SE2 Final knowledge assessments MINIMUM 40% MAXIMUM 60%

AS3 Laboratory notebooks MINIMUM 15% MAXIMUM 30%

Continuous assessment

For the continuous assessment of the Computer Science module, various computer-based exercises and practical case studies will be carried out; a class attendance rate of over 60 per cent will be required; and the following practical examinations will be held (for which a minimum mark of 4 is required):

- Applied Computing, 50% (25%+25%)

- Programming concepts: 50% (20%+30%)

Students who meet the attendance and minimum mark requirements will have the percentages indicated for each part applied to their marks, and their final course mark will be calculated accordingly. Students who ultimately achieve a mark of 5 or above in the continuous assessment will have passed the course and will not be required to sit the final exam in the ordinary examination session.

Ordinary Examination

Students who have not passed the course will be required to sit the final exam in the ordinary examination session, for which there are two options:

- Students who have met the continuous assessment requirements but have not passed the course may sit an exam in June for only one of the course components (Basic Computing or Programming, in which they must achieve a minimum mark of 4), so that, by reapplying the relevant weightings together with the mark for the resat part, they may achieve a final pass (a mark of 5 or above) in the ordinary examination session.

- Students who do not fall into the above category will have to sit an exam covering the entire syllabus of the module during the ordinary examination period.

Extraordinary Examination

In the supplementary examination session, students must be examined on the entire syllabus of the module.

Timetable

Click on this link to view the detailed timetable in Excel

Objectives

Materials Science and Engineering is a module taught in the second year of the Bachelor’s degree in Industrial Design and Product Development. Its aim is to provide students with the theoretical and practical knowledge required to study and evaluate the composition and internal structure of materials, as well as the relationship between these characteristics and their properties and applications. The course will therefore cover aspects relating to the identification of the microstructure, properties, applications and in-service behaviour of metallic materials, polymers and plastics, ceramic materials and composites. It will also foster students’ ability to work independently. This is an essential module for the development of students’ professional profile in the field of engineering and design.

Prerequisites

No prerequisites have been established

Competencies

COMPETENCIES Order CIN 311/2009

KNOWLEDGE AND CONTENT

C3 Knowledge of basic and technological subjects, enabling students to learn new methods and theories, and equipping them with the flexibility to adapt to new situations.

C20 Knowledge of the fundamentals of science, technology and materials chemistry. Understanding the relationship between microstructure, synthesis or processing, and the properties of materials.

SKILLS AND COMPETENCES

C6 Ability to handle specifications, regulations and mandatory standards.

C8 Ability to apply quality principles and methods.

COMPETENCIES

C36 Knowledge and skills for the application of materials engineering.

Learning outcomes

KNOWLEDGE AND CONTENT

RK8 Understands the scientific fundamentals of materials science, technology and chemistry, and the relationship between microstructure, synthesis or processing and the properties of materials, for subsequent application to the selection of materials.

SKILLS AND ABILITIES

RFS2 Selects existing or emerging industrial technologies, manufacturing processes and materials that add value to the proposed products, taking into account optimisation, sustainable production and economic viability.

COMPETENCIES

RC6 Selects materials for the design of components and products to meet specifications and processing requirements by applying the appropriate methodology.

Description of the content

The content focuses on three main modules:

BLOCK 1

Topic 1. Introduction to Materials Science and Engineering.

Topic 2. Crystalline structure. Crystalline defects.

Topic 3. Properties of materials. Alloys. Phase diagrams.

SECTION 2

Topic 4. Ferritic Alloys.

Topic 5. Non-ferrous alloys.

Topic 6. Polymeric, ceramic and composite materials.

BLOCK 3: PRACTICAL SESSIONS

Training activities

AP1. Lecture sessions

Lecture-based sessions in which the theoretical content of the module is presented by lecturers who are experts in the field, enabling the topics to be contextualised and addressed from a comprehensive perspective. 

AP2. Interactive classes

Classroom activities with a practical and applied focus, in which an in-depth study of a specific subject is carried out. They encourage reflective and inquisitive participation from students. Depending on the objective, they may be used, amongst other things, to:

• Contextualising, explaining and clarifying key content to ensure the successful acquisition of the competences for each course. A critical approach is encouraged through reflection and the discovery of relationships between various concepts.

• Presenting problems, case studies, challenges, projects or research questions.

• Reviewing practical scenarios.

• Oral presentations: presenting research findings and conclusions; analysing and resolving case studies, results and problem-solving or challenges; presenting a project; presenting a prototype, etc.

• Debates: structured discussions in which different opinions and viewpoints on a specific topic are presented and shared. Opinions must be properly substantiated, based on empirical data, studies, theories, etc., which enable the establishment of criteria for participation, the search for and presentation of information and data, in order to foster a dynamic and engaging dialogue.

AP3 – Workshop and/or laboratory activities

Guided practical activities in which students learn by doing, with the aim of acquiring instrumental and practical skills and abilities relating to a specific subject area.

AP4: Development of assignments or projects and problem-solving

This is a teacher-guided activity in which students must carry out a piece of work or a project within a set timeframe to address real-life complex situations or problems through the planning, design and implementation of a series of interrelated and coordinated activities, based on the development and application of acquired learning and the effective use of resources. In addition, the teacher may organise the presentation of results and conclusions through an oral presentation.

AP5. Independent study, case studies or problem-solving, and literature reviews.

Individual or group learning activities based on the course materials, case studies, problems and recommended reading for the modules. This includes reading and reviewing texts to deepen and broaden knowledge in the various fields of study, as well as activities complementary to such reading, such as comparing authors or critiquing articles. It also involves solving cases, problems and/or challenges deliberately designed to enable students to carry out an in-depth and comprehensive analysis of a real or hypothetical situation, with the aim of understanding it, interpreting it, resolving it, generating hypotheses, comparing data, reflecting, expanding their knowledge, diagnosing it and, on occasions, practising possible alternative solutions.

AP6. – Tutoring 

Sessions in which the teacher guides and advises students throughout their learning process. The teacher addresses theoretical or practical queries, monitors the approaches adopted by students in the module and provides meaningful feedback. The lecturer is available at scheduled times, which are communicated to the students, and students may attend voluntarily, according to their needs. 

AP7. – Knowledge assessments 

An assessable learning activity designed to objectively determine the knowledge acquired by each student in a specific subject. It includes different forms of assessment (continuous and final). In other words, it allows for the continuous assessment of the acquisition of learning outcomes throughout the duration of the course, as well as a comprehensive final assessment. Furthermore, it involves calculating the time spent by both the teacher and the student on carrying out this type of activity in class.

Assessment system and criteria

SE1.- Practical activities (case studies, problem-solving and challenges, project work, oral presentations, debates, etc.)

Assessment of the level of achievement of learning outcomes (in terms of knowledge, skills and attitude) attained through the completion of individual and group practical activities (case studies, problem-solving and challenges, project work, oral presentations, debates, etc.) based on assessment rubrics and observation tools previously designed and published by the lecturer.

All practical activities utilise resources provided by the virtual campus, which enables real-time interaction between students and the lecturer. Furthermore, this platform allows assignments and/or exercises to be submitted via a designated inbox, facilitating the use of anti-plagiarism software. Furthermore, for each submission, students must attach a sworn statement or declaration of responsibility in which they guarantee the authenticity and authorship of the documentation/files submitted for assessment.

Lecturers are allocated time to mark the submitted work and will ask follow-up questions, as well as engage with students to verify the achievement of learning outcomes, the development and authorship of each piece of work and/or exercise. Finally, face-to-face assessment activities involve student-teacher interaction not only for the final assessment of the module/subject, but also for continuous assessment.

SE2. – Final knowledge assessments

Objective knowledge assessments. These may be written or oral, essay-based, short-answer or multiple-choice, etc.

SE3. – Laboratory practical workbook

This assesses scientific and procedural knowledge. In the laboratory workbook, students record all relevant data from their research work in real time: questions, hypotheses, objectives, methods and materials, results and conclusions. Completing the workbook enables students not only to gather information about their research but also about their learning process.

CONTINUOUS ASSESSMENT

The assessment process will be carried out taking into account the various competences. To this end, the following assessment activities will be used to determine the extent to which each of the listed competences has been mastered:

• Assessment of reports on various practical case studies set for students to solve by applying the knowledge acquired in the different subjects.

• Completion of laboratory practicals, submission of detailed reports, participation and performance in the laboratory, and an assessment examination.

• Oral and written tests designed to assess the learning process, in order of increasing difficulty, which progressively assess the competences the student has acquired as the course progresses.

• Written examinations that comprehensively assess the skills, knowledge and competences acquired by the student.

Students may pass through continuous assessment, for which it is compulsory to undertake the practical sessions; marks will be awarded based on the following criteria:

Theoretical component: 75 per cent.

First mid-term exam: 37.5 per cent.

Second mid-term exam: 37.5 per cent.

The module will be passed on the basis of the mid-term exams if the weighted average is above 5 (provided that the mark for each mid-term exam is higher than 3.5). If the mark for any one mid-term exam is below 3.5 and the overall average is less than 5, the module will be regarded as failed and the student must sit the ordinary resit to pass.

Laboratory sessions: 25%:

- Practical examination: 15%

- Practical report: 10%

The student’s final mark will be the weighted average of the continuous assessment and the mark for the practical laboratory course.

To pass via continuous assessment, students must achieve a minimum mark of 3.5 in any of the assessed components.

In the final examination for the ordinary examination session, students are assessed on the entire course (questions and exercises from the theoretical syllabus, seminar assignments and laboratory practicals); the practicals mark is only retained if the practicals have been passed.

REGULAR EXAMINATION SESSION (100%)

Students who fail the continuous assessment will have to pass the module by sitting a final examination covering the entire syllabus: lectures, seminars and practicals. If they have passed the practicals assessment, their practicals mark will be retained and they will not have to sit this part of the final examination.

SESSION EXAM (100%)

During the ordinary examination period, an exam will be held covering the content of the entire module: lectures, seminars and practical sessions. If the student has passed the practical assessment, their practical mark will be retained and they will not be required to sit this part of the final exam.

Objectives

To understand the basic concepts, principles and techniques of statistics.

To apply statistical techniques to problem-solving.

To become familiar with the terminology specific to statistics.

To analyse the relationships between statistics and other branches of science and technology

Prerequisites

Differential and integral calculus

Competencies

COMPETENCIES Order CIN 311/2009

KNOWLEDGE AND CONTENT

C3 Knowledge of basic and technological subjects, enabling students to learn new methods and theories, and equipping them with the flexibility to adapt to new situations.

SKILLS AND ABILITIES

C12 Ability to solve mathematical problems that may arise in engineering. Ability to apply knowledge of: linear algebra; geometry; differential geometry; differential and integral calculus; differential and partial differential equations; numerical methods; numerical algorithms; statistics and optimisation.

COMPETENCIES

C4 Ability to solve problems with initiative, decision-making and creativity, using critical reasoning, and to communicate and convey knowledge, skills and competences in the field of Industrial Engineering.

Learning Outcomes

KNOWLEDGE AND CONTENT

RFK2 Possesses the foundations to begin exploring, organising and analysing data in order to extract knowledge from it and make predictions with the aim of identifying new business areas which, aided by this type of decision-support technology, may lead to innovative products and services that enhance the competitiveness of businesses.

RK2 Possesses applied knowledge of: linear algebra, geometry, differential geometry, differential and integral calculus, differential equations, numerical methods, numerical algorithms; statistics and optimisation for solving the mathematical problems that may arise in engineering.

SKILLS AND COMPETENCIES

RFS1 Has a firm grasp of the fundamentals of basic scientific and technical subjects necessary for solving problems that may arise in engineering within the fields of Industrial Design and Product Development.

COMPETENCIES

RC2 Uses the appropriate mathematical methods to solve every type of problem that may arise in industrial design engineering, for decision-making, communication and drawing conclusions in the field of engineering

Course description

Probability theory.

One-dimensional random variables

Parametric estimation. Regression and correlation. Sampling. Analysis of variance. Confidence intervals. Hypothesis testing. Introduction to multivariate analysis.

ANOVA

Hypothesis testing.

Computer applications related to statistics.

Training activities

AP1. – Lectures

Lectures in which the theoretical content of the module is presented by lecturers who are experts in the subject, enabling the topics to be contextualised and addressed from a comprehensive perspective. 

AP2. – Interactive classes

Classroom activities with a practical and applied focus, in which an in-depth study of a specific subject is carried out. These encourage reflective and inquisitive participation from students. Depending on the objective, they may be used, amongst other things, to:

• Contextualising, explaining and clarifying key content to ensure the successful acquisition of the competences for each course. A critical approach is encouraged through reflection and the discovery of relationships between various concepts.

• Presenting problems, case studies, challenges, projects or research questions.

• Reviewing practical scenarios.

• Oral presentations: presenting research findings and conclusions; analysing and resolving case studies, results and problem-solving or challenges; presenting a project; presenting a prototype, etc.

• Debates: structured discussions in which different opinions and viewpoints on a specific topic are exchanged and debated. Opinions must be properly substantiated, based on empirical data, studies, theories, etc., which enable the establishment of criteria for participation, the search for, and the presentation of information and data, in order to foster a dynamic and engaging dialogue.

AP3 – Workshop and/or laboratory activities

Guided practical activities in which students learn by doing, with the aim of acquiring instrumental and practical skills and abilities relating to a specific subject area.

AP4: Development of assignments or projects and problem-solving

This is a teacher-guided activity in which students must carry out a piece of work or a project within a set timeframe to address real-life complex situations or problems through the planning, design and implementation of a series of interrelated and coordinated activities, based on the development and application of acquired learning and the effective use of resources. In addition, the teacher may organise the presentation of results and conclusions through an oral presentation.

AP5. Independent study, case studies or problem-solving, and literature reviews.

Individual or group learning activities based on the course materials, case studies, problems and recommended reading for the modules. This includes reading and reviewing texts to deepen and broaden knowledge in the various fields of study, as well as activities complementary to such reading, such as comparing authors or critiquing articles. It also involves solving cases, problems and/or challenges deliberately designed to enable students to carry out an in-depth and comprehensive analysis of a real or hypothetical situation, with the aim of understanding it, interpreting it, resolving it, generating hypotheses, comparing data, reflecting, expanding their knowledge, diagnosing it and, on occasions, practising possible alternative solutions.

AP6. – Tutoring 

Sessions in which the teacher guides and advises students throughout their learning process. The teacher addresses theoretical or practical queries, monitors the approaches adopted by students in the module and provides meaningful feedback. The lecturer is available at scheduled times, which are communicated to the students, and students may attend voluntarily, according to their needs. 

AP7. – Knowledge assessments 

An assessable learning activity designed to objectively determine the knowledge acquired by each student in a specific subject. It includes different forms of assessment (continuous and final). In other words, it allows for the continuous assessment of the acquisition of learning outcomes throughout the duration of the course, as well as a comprehensive final assessment. Furthermore, it involves calculating the time spent by both the teacher and the student on carrying out this type of activity in class.

Assessment system and criteria

The assessment process will consist of verifying and evaluating the student’s achievement of the learning outcomes. To this end, the following assessment activities will be used to determine the degree to which each of the listed competences has been mastered, and these will consist of:

SE1. Practical activities (case studies, problem-solving and challenges, project work, oral presentations, debates, etc.)

Assessment of the level of achievement of the learning outcomes (in terms of knowledge, skills and attitude) attained through the completion of individual and group practical activities (case studies, problem-solving and challenges, project work, oral presentations, debates, etc.) based on assessment rubrics and observation tools previously designed and published by the lecturer.

All practical activities utilise resources provided by the virtual campus, which enables real-time interaction between students and the lecturer. Furthermore, this platform allows for the submission of assignments and/or exercises via a dedicated inbox, facilitating the use of anti-plagiarism software. Furthermore, for each submission, students must attach a sworn statement or declaration of responsibility in which they guarantee the authenticity and authorship of the documentation/files submitted for assessment.

Lecturers are allocated time to mark the submitted work and will ask follow-up questions, as well as engage with students to verify the achievement of learning outcomes, the development and authorship of each piece of work and/or exercise. Finally, face-to-face assessment activities involve student-teacher interaction not only for the final assessment of the subject, but also for continuous assessment.

SE2. – Final knowledge assessments

Objective knowledge assessments. These may be written or oral, essay-based, short-answer or multiple-choice, etc.

SE3. – Laboratory practical workbook

This assesses scientific and procedural knowledge. In the laboratory workbook, students record all relevant data from their research work in real time: questions, hypotheses, objectives, methods and materials, results and conclusions. Completing the workbook enables students not only to gather information about their research but also about their learning process.

The format of the assessment tests may include multiple-choice questions, short-answer questions, essay-style questions, problem-solving tasks, case studies, laboratory tests or workshops, or the design of prototypes, products or models, to be completed in written or oral form. Where applicable, the coordinator will provide details of the type of assessment to be undertaken prior to the assessments taking place.

REGULAR EXAMINATION SESSION

Two written theoretical and practical assessments will be held during the term. In order to pass the module through continuous assessment (without sitting the official examination in the ordinary examination session), students must meet three requirements:

1. Achieve a mark of 5 or above in both assessments.

2. Complete the required practical work.

3. Attend classes regularly (attendance of over 70 per cent).

If the student meets the three requirements set out above, the final mark for the module will be calculated as follows:

1. The results of the written theoretical and practical tests, each carrying a weighting of 45 per cent.

2. The practical work carried out, accounting for 10%.

If the student fails to meet at least one of the three requirements, they will sit an examination covering the entire syllabus on the official date set for the final examination in the ordinary examination session. In this case, the final mark will be that obtained in the examination during the ordinary examination session.

EXTRAORDINARY EXAMINATION SESSION

Only the mark from the examination in the extraordinary examination period will be taken into account.

Timetable

Click on this link to view the detailed timetable in Excel

Objectives

Proficiency in tools for generating 3D models and creating designs.

Development of a general understanding of the computer systems integrated into the process of

design and development of a product.

Students will acquire the technical knowledge required for the correct creation, interpretation,

basic analysis and optimisation of a design from the perspective of model generation

and drawings for development and manufacture, with the aim of meeting the requirements of the

application.

PREREQUISITES

Knowledge of the following subjects: Technical Drawing and Computer-Aided Design.

SKILLS

Proficiency in using computer software enabling the candidate to work with a

CAD programme.

Knowledge of and proficiency in using a computer programme for the graphical representation of the design, as well as

the formal documentation of the analysis and graphical representation of the project.

Knowledge and proficiency in using current tools specifically designed for 2D and 3D representation.

Ability to identify and resolve mechanical design problems based on specifications provided by

the client, and translating these into a design drawing.

Teamwork

LEARNING OUTCOMES

1. Proficiency in 2D and 3D CAD systems. Proficiency in a computer-aided design tool for the graphical representation of the design, as well as the formal documentation of the analysis and graphical representation of the project.

2. Production of detailed product drawings using CAD systems.

3. Creation of virtual product models.

4. Creation of realistic aesthetic renderings of the designed products and their intended environment.

5. Solving mechanical design problems based on specifications provided by the client, and translating these into a design drawing.

6. Proficiency in CAD/CAM systems.

7. Generating computer-generated imagery in the fields of material modelling, lighting and rendering.

8. Effectively communicating the added value of the designed product through photorealistic renders.

9. The ability to work independently on any project, adapting to the constant software updates that

occur in the market.

Course content

Introduction to Fusion 360:

• Familiarisation with the user interface and basic commands.

• Configuring the workspace and managing projects in the cloud.

• Navigating and customising the environment.

Basic 3D Modelling:

• Creating 2D sketches and using geometric constraints.

• Extrusion, revolution and basic solid modelling operations.

• Using modification tools such as fillet, chamfer and shell.

Parametric and Direct Modelling:

• Parameter-based design and the importance of relationships in designs.

• Modifying models using direct modelling techniques.

Surfaces and Shape Modelling:

• Creating and editing complex surfaces.

• Using T-Splines for modelling organic shapes.

Assemblies and Motion:

• Creating and managing assemblies.

• Defining relationships between components and simulating motion.

Generating Technical Drawings:

• Creating detailed drawings from 3D models.

• Annotations, dimensions and exploded views.

Rendering and Visualisation:

• Configuring materials, lighting and cameras for realistic renderings.

• Exporting images and videos for presentations.

3D Printing and Rapid Prototyping:

• Preparing models for 3D printing.

• Exporting STL files

Assessment system and criteria

In implementing this section, technical instruction IT059 (Regulations for undergraduate degree programmes) of the Quality Management System has been taken into account.

The learning activities to be carried out to ensure that students acquire the intended competences during this module and are able to achieve the expected outcomes of the work undertaken will be

Type 1: Classroom presentation of concepts related to the subjects comprising each

subject and problem-solving exercises that enable students to understand how to tackle these issues, as well as other

face-to-face group sessions such as discussion classes, group discussions, etc.

Type 2: Laboratory activities of increasing difficulty that enable students to gradually acquire the

ability to solve problems independently.

Type 3: Carrying out group work in small groups outside the classroom.

Type 4: Independent study, report writing, practical work, etc., carried out

carried out independently by a student or group of students.

Type 5: Assessment tests.

Practical activities 70%

Practical work 40%

Final project 30%

Final knowledge tests 30%

First mid-term exam 15%

Second mid-term exam 15%

Assessment will be continuous and will include opportunities for students to make up for any knowledge and skills not acquired during the course.

To pass the module, students must achieve a mark of 5 or above, and no lower than 3, in each component.

In the REGULAR EXAM SESSION, students may choose to sit examinations only for those sections in which they do not meet the above requirements.

In the EXTRAORDINARY EXAMINATION SESSION, students must sit an examination covering the entire syllabus.

The format of the assessment tests may include multiple-choice questions, short-answer questions, essay questions, problem-solving tasks, case studies, laboratory tests or workshops, or the design of prototypes, products or models, to be completed in writing or orally. Where applicable, the coordinator will provide details of the assessment format prior to the examinations taking place.

Timetable

Click on this link to view the detailed timetable in Excel

Aims

The aim of this module is to provide students with the knowledge required to produce and interpret technical drawings specific to engineering, with an emphasis on the technical drawing of mechanical parts and assemblies. To this end, and as specific objectives, throughout the course, students will...

- Develop their ability to visualise ideal geometric shapes and mentally relate them to one another.

- Learn the elements of standardisation and the principles of representation commonly used in engineering.

- Acquire the skills required to produce graphical representations, ranging from quick sketches to detailed manufacturing drawings.

- Understand the role of graphic expression within the broader context of technical communication in engineering.

- Understand the difference between the ideal and actual geometry of objects.

- They will practise the skills acquired as a means of realising and communicating their own spatial creativity.

Prerequisites

No prerequisites have been set.

Competencies

COMPETENCIES Order CIN 311/2009

KNOWLEDGE AND CONTENT

C6 Ability to deal with specifications, regulations and mandatory standards.

COMPETENCIES

C16 Spatial awareness and knowledge of graphic representation techniques, both through traditional methods of metric geometry and descriptive geometry, and through computer-aided design applications.

C30 Knowledge and skills to apply graphic engineering techniques.

Learning outcomes

KNOWLEDGE AND CONTENT

RK4 Knowledge of graphic representation techniques using traditional methods of metric geometry and descriptive geometry, as well as computer-aided design applications, to correctly produce, read, interpret and implement industrial technical drawings in a standardised, clear and precise manner, based on graphic representation systems as tools for spatial thinking.

SKILLS AND ABILITIES

RS2 Uses graphic representation systems, as well as the conventions and standards commonly used in industrial design engineering, to draw and on the appropriate medium, using both traditional methods of metric geometry and descriptive geometry, as well as computer-aided design applications, to produce manufacturing drawings, incorporating the technical information required for subsequent manufacture.

COMPETENCIES

RFC3 Possesses the principles of engineering design and analysis, as well as the scientific methodology for solving engineering problems in industrial design and product development, enabling them to innovate in the field of industrial design in real-world situations.

Course content

Standardisation in industry and industrial draughting

Assembly drawings, exploded perspective views and dimensioned exploded views

Threaded joints

Shafts and axles. Keys and splines. Bearings. Gears

Welding: types of joints, representation and designation

Surface conditions

Dimensional tolerances and fits. Geometric tolerances.

1. Standardisation in industry and in technical drawing. Standard paper sizes and the presentation of graphic elements on drawing sheets.

2. General arrangement drawings, exploded perspective views and dimensioned exploded views.

3. Manufacturing processes.

4. Threaded joints. Elements of a thread. Profiles, representation and dimensioning.

5. Shafts. Keyways and splines.

6. Bearings. Types, assembly and fixing.

7. Lubrication. Sealing rings.

8. Gears: calculation, types, representation and dimensioning.

9. Tension, compression and torsion springs.

10. Welding: types of joints, representation and designation.

11. Dimensional tolerances and fits. Geometric tolerances. Surface finishes.

Learning activities

The learning activities designed to enable students to acquire the intended competences throughout this module and to achieve the expected outcomes of the work undertaken will be:

AP1. – Lectures

Lectures in which the theoretical content of the module is presented by lecturers who are experts in the subject, enabling the topics to be contextualised and addressed from a comprehensive perspective. 

AP2. Interactive classes

Classroom activities with a practical and applied focus, in which students undertake an in-depth study of a specific subject. These encourage reflective and inquisitive participation from students. Depending on the objective, they may be used, amongst other things, to:

• Contextualising, explaining and clarifying key content to ensure the successful acquisition of the competences for each module. A critical approach is encouraged through reflection and the discovery of relationships between various concepts.

• Presenting problems, case studies, challenges, projects or research questions.

• Reviewing practical scenarios.

• Oral presentations: presenting research findings and conclusions; analysing and resolving case studies, results and problem-solving or challenges; presenting a project; presenting a prototype, etc.

• Debates: structured discussions in which different opinions and viewpoints on a specific topic are presented and shared. Opinions must be properly substantiated, based on empirical data, studies, theories, etc., which enable the establishment of criteria for participation, the search for, and the presentation of information and data, in order to foster a dynamic and engaging dialogue.

AP3 – Workshop and/or laboratory activities

Guided practical activities in which students learn by doing, with the aim of acquiring instrumental and practical skills and abilities relating to a specific topic.

AP4: Development of assignments or projects and problem-solving

This is a teacher-guided activity in which students must carry out a piece of work or a project within a set timeframe to address real-life complex situations or problems through the planning, design and implementation of a series of interrelated and coordinated activities, based on the development and application of acquired learning and the effective use of resources. In addition, the teacher may organise the presentation of results and conclusions through an oral presentation.

AP5. Independent study, case studies or problem-solving, and literature reviews.

Individual or group learning activities based on the course materials, case studies, problems and recommended reading for the modules. This includes reading and reviewing texts to deepen and broaden knowledge in the various fields of study, as well as activities complementary to such reading, such as comparing authors or critiquing articles. It also involves solving cases, problems and/or challenges deliberately designed to enable students to carry out an in-depth and comprehensive analysis of a real or hypothetical situation, with the aim of understanding it, interpreting it, resolving it, generating hypotheses, comparing data, reflecting, expanding their knowledge, diagnosing it and, on occasions, practising possible alternative solutions.

AP6. – Tutoring 

Sessions in which the teacher guides and advises students throughout their learning process. The teacher addresses theoretical or practical queries, monitors the approaches adopted by students in the module and provides meaningful feedback. The lecturer is available at scheduled times, which are communicated to the students, and students may attend voluntarily, according to their needs. 

AP7. – Knowledge assessments 

An assessable learning activity designed to objectively determine the knowledge acquired by each student in a particular subject. It includes different forms of assessment (continuous and final). In other words, it allows for the continuous assessment of the acquisition of learning outcomes throughout the duration of the subject, as well as a summary final assessment. Furthermore, it involves calculating the time spent by both the teacher and the student on carrying out this type of activity in class.

Assessment system and criteria

Without prejudice to any other requirements that may be specified in the relevant course syllabus, as a general rule, failure to attend more than 60 per cent of the course’s teaching activities—which require the student’s physical or virtual presence—will result in the loss of the right to continuous assessment during the standard assessment period. In this case, the examination to be held during the official period set by the University will be the sole assessment criterion, with the weighting specified in the course syllabus.

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To obtain the credits corresponding to the modules, students must have passed the relevant examinations or assessment tests.

The level of learning achieved by students will be expressed as numerical marks.

Students’ results in courses will be graded according to the following numerical scale from 0 to 10, expressed to one decimal place, to which the corresponding qualitative grade may be added:

a. 0–4.9: Fail (SS).

b. 5.0–6.9: Pass (AP).

c. 7.0–8.9: Good (NT).

d. 9.0–10: Distinction (SB).

The distinction of ‘Honours’ shall be awarded to students who have obtained a mark of 9.0 or higher. The number of students awarded this distinction may not exceed five per cent of those enrolled on the course in the relevant academic year, unless the number of enrolled students is fewer than 20, in which case only one ‘First Class Honours’ may be awarded.

SE1.- Practical activities (case studies, problem-solving and challenges, project work, oral presentations, debates, etc.)

Assessment of the level of achievement of the learning outcomes (in terms of knowledge, skills and attitude) attained through the completion of individual and group practical activities (case studies, problem-solving and challenges, project work, oral presentations, debates, etc.) based on assessment rubrics and observation tools previously designed and published by the lecturer.

All practical activities utilise resources provided by the virtual campus, which enables synchronous interaction between students and the lecturer. Furthermore, this platform allows for the submission of assignments and/or exercises via a designated inbox, facilitating the use of anti-plagiarism software. Furthermore, for each submission, students must attach a sworn statement or declaration of responsibility in which they guarantee the authenticity and authorship of the documentation/files submitted for assessment.

Lecturers are allocated time to mark the submitted work and will ask follow-up questions, as well as engage with students to verify the attainment of learning outcomes, the development and authorship of each piece of work and/or exercise. Finally, face-to-face assessment activities involve student-teacher interaction not only for the final assessment of the module/subject, but also for continuous assessment.

SE2. – Final knowledge assessments

Objective knowledge assessments. These may be written or oral, essay-based, short-answer or multiple-choice, etc.

SE3. – Laboratory practical workbook

This assesses scientific and procedural knowledge. In the laboratory workbook, students record all relevant data from their research work in real time: questions, hypotheses, objectives, methods and materials, results and conclusions. Completing the workbook enables students not only to gather information about their research but also about their learning process.

Assessment systems

SE1 Practical activities MINIMUM 25% MAXIMUM 30%

SE2 Final knowledge tests MINIMUM 40% MAXIMUM 50%

SE3 Laboratory notebooks MINIMUM 30% MAXIMUM 40%

• Assessment will be continuous and will include mechanisms for students to make up for any knowledge and skills not acquired during the course period.

Assessment Criteria:

1). Continuous Assessment:

A). Theoretical/Practical Component

Test 1: 25%

Test 2: 25%

Test 3: 25%

Test 4: 25%

Minimum mark for each test: 3

Classwork/exercises:

The average mark obtained will count towards an extra 1 mark on top of the weighted mark for the tests

The mark obtained from the tests and in-class exercises will account for 100 per cent of the total mark for the module

2) Regular Assessment Period:

Students who do not pass the course through continuous assessment will sit a final examination covering the theoretical and practical aspects of the course, which will account for 100 per cent of the final mark.

3) Supplementary sitting:

Students who do not pass the course through continuous assessment will sit a final examination covering the theoretical and practical aspects of the course, which will account for 100 per cent of the final mark.

Objectives

Design Methodology provides a range of techniques aimed at honing the designer’s creative abilities. It is intended to provide the design specialist with criteria, structure and common sense in their professional activities throughout the various stages of the design process.

Prerequisites

No prerequisites have been set.

Competencies

The Design Methodology module forms part of the subject ‘Methodological Techniques in Support of Design’. The following learning outcomes are envisaged for this subject:

1: To understand the working methodology that provides criteria, structure and common sense to the professional activities of the industrial design specialist.

2: To understand the techniques aimed at refining the designer’s creative ability.

3: To understand the process of perception, as well as the tools related to perception.

4: To understand the tools required for problem-solving.

5: To acquire knowledge enabling students to observe and make judgements about different solutions to design problems.

6: To understand human behaviour in relation to the material environment surrounding them.

7: Understand the ethical and environmental commitments involved in practising the profession.

Learning outcomes

KNOWLEDGE AND CONTENT

RK2 Understands the Fundamentals and Techniques Supporting Design: Methodology of Industrial Design Engineering; Design thinking, Ergonomics, Anthropometry and Biomechanics; Fundamental Elements of Graphic Design; History of Design; Strategic and Operational Marketing, enabling students to make and justify decisions, communicate effectively and draw conclusions in the field of industrial design engineering in order to achieve optimal designs.

SKILLS AND COMPETENCIES

RS1 Takes a holistic view of the various dimensions that converge in products: aesthetic, semiotic, functional, typological and technological, in order to make ideas tangible and bring product design concepts to life.

RS3 Applies the fundamentals of social innovation and user-centred design through user analysis in industrial design engineering projects to support the professional development of the industrial design engineer.

RS4 Identifies current and future opportunities for the various stakeholders (users, clients, suppliers) in order to define the specifications for new products and services or to launch new businesses.

RS5 Possesses the tools, skills and knowledge necessary to transform relevant problems or opportunities into solutions that add value for users, businesses and society.

COMPETENCIES

RC1 Possesses the ability to create new products and services, drawing on engineering knowledge of the materials that make up the technological environment as a source of value, the relationship between emotion and the product to create the optimal experience in the product-human-society interaction and to respond to society’s demand for products, concepts and services. This involves the ability to analyse, synthesise and make appropriate decisions in order to identify and resolve problems or practical cases based on given specifications.

RC3 Possesses the principles of engineering design and analysis, as well as the scientific methodology for solving engineering problems in industrial design and product development, enabling them to innovate in the field of industrial design in real-world situations.

RODS Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-disciplinary perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere.

Course content description

Design methodology.

Methodological tools: Agile methodologies

Creativity techniques applied to the methodological

in design engineering: Design Thinking, Visual Thinking.

Double Diamond

Collaborative UX methodologies

Techniques to support the design process

1. General concepts. Description of the nature of design in engineering. Areas of design. Methodology as a strategy in product design.

2. The creative process. Agile methodologies.

3. Problem analysis techniques.

3.1 – Interviews and questionnaires.

3.2 – Visual and functional inconsistencies.

3.3.- Literature review.

3.4- Usage requirements.

4. – Solution-finding techniques.

4.1 – Mental unblocking.

4.2 – Brainstorming.

4.3. Synectics.

4.4 – Controlled creation of form.

4.5. Functional analysis.

4.6. – Morphological charts.

5. – Evaluation techniques.

5.5.- Economic analysis and single-criterion evaluation.

5.6. Multi-criteria decision-making.

6. Reliability techniques.

6.1.- Preliminary risk analysis.

6.2.- Failure modes and effects analysis.

Training activities

The training activities to be carried out to ensure that students acquire the intended competences during this module and are able to achieve the expected outcomes of the work undertaken will be:

AP1. Lectures

Lectures in which the theoretical content of the module is presented by lecturers who are experts in the subject, enabling the topics to be contextualised and addressed from a comprehensive perspective. 

AP2.- Interactive classes

Classroom activities with a practical and applied focus, in which students undertake an in-depth study of a specific subject. These activities encourage reflective and inquisitive participation from students. Depending on the objective, they may be used, amongst other things, to:

• Contextualising, explaining and clarifying key content to ensure the successful acquisition of the competences for each module. A critical approach is encouraged through reflection and the discovery of relationships between various concepts.

• Presenting problems, case studies, challenges, projects or research questions.

• Reviewing practical scenarios.

• Oral presentations: presenting the results and conclusions of a research project; analysing and resolving case studies, results and problem-solving or challenges; presenting a project; presenting a prototype, etc.

• Debates: structured discussions in which different opinions and viewpoints on a specific topic are presented and shared. Opinions must be properly substantiated, based on empirical data, studies, theories, etc., which enable the establishment of criteria for participation, the search for and presentation of information and data, in order to foster a dynamic and engaging dialogue.

AP4: -Preparation of assignments or projects and resolution of challenges

This is a teacher-guided activity in which students must carry out a project or assignment within a set timeframe to address real-life complex situations or problems through the planning, design and implementation of a series of interrelated and coordinated activities, based on the development and application of acquired learning and the effective use of resources. In addition, the teacher may organise the presentation of results and conclusions through an oral presentation.

AP5. Independent study, case studies or problem-solving, and literature reviews.

Individual or group learning activities based on the course materials, case studies, problems and recommended reading for the modules. This includes reading and reviewing texts to deepen and broaden knowledge in the various fields of study, as well as activities complementary to such reading, such as comparing authors or critiquing articles. It also involves solving cases, problems and/or challenges deliberately designed to enable students to carry out an in-depth and comprehensive analysis of a real or hypothetical situation, with the aim of understanding it, interpreting it, resolving it, generating hypotheses, comparing data, reflecting, expanding their knowledge, diagnosing it and, on occasions, practising possible alternative solutions.

AP6. – Tutoring 

Sessions in which the teacher guides and advises students throughout their learning process. The teacher addresses theoretical or practical queries, monitors the approaches adopted by students in the module and provides meaningful feedback. The lecturer is available at scheduled times, which are communicated to the students, and students may attend voluntarily, depending on their needs. 

AP7. – Knowledge assessments 

An assessable learning activity designed to objectively determine the knowledge acquired by each student in a specific subject. It includes different forms of assessment (continuous and final). In other words, it allows for the continuous assessment of the acquisition of learning outcomes throughout the duration of the course, as well as a comprehensive final assessment. Furthermore, it involves calculating the time spent by both the teacher and the student on carrying out this type of activity in class.

Assessment system and criteria

Without prejudice to any other requirements that may be specified in the relevant course syllabus, as a general rule, failure to attend more than 60 per cent of the course’s teaching activities—which require the student’s physical or virtual presence—will result in the loss of the right to continuous assessment during the standard assessment period. In this case, the examination to be held during the official period set by the University will be the sole assessment criterion, with the weighting specified in the course syllabus.

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The assessment process will consist of verifying and evaluating the student’s achievement of the learning outcomes. To this end, the following assessment activities will be used to determine the extent to which each of the listed competences has been mastered, and these will consist of:

SE1.- Practical activities (case studies, problem-solving and challenges, project work, oral presentations, debates, etc.)

Assessment of the level of achievement of the learning outcomes (in terms of knowledge, skills and attitude) attained through the completion of individual and group practical activities (case studies, problem-solving and challenges, project work, oral presentations, debates, etc.) based on assessment rubrics and observation tools previously designed and published by the lecturer.

All practical activities utilise resources provided by the virtual campus, which enables real-time interaction between students and the lecturer. Furthermore, this platform allows for the submission of assignments and/or exercises via a dedicated inbox, facilitating the use of anti-plagiarism software. Furthermore, for each submission, students must attach a sworn statement or declaration of responsibility in which they guarantee the authenticity and authorship of the documentation/files submitted for assessment.

Lecturers are allocated time to mark the submitted work and will ask follow-up questions, as well as engage with students to verify the attainment of learning outcomes, the development and authorship of each piece of work and/or exercise. Finally, face-to-face assessment activities involve student-teacher interaction not only for the final assessment of the subject, but also for continuous assessment.

SE2. – Final knowledge assessments

Objective knowledge assessments. These may be written or oral, essay-based, short-answer or multiple-choice, etc.

SE4. – Portfolio

Evidence of the student’s learning (in terms of knowledge, performance or output) collected in a dossier, folder or portfolio throughout the course is assessed, with the aim of explaining and reflecting on the learning that has taken place.

Assessment systems

SE1 Practical activities MINIMUM 20% MAXIMUM 40%

SE2 Final knowledge assessments MINIMUM 30% MAXIMUM 50%

SE4 Portfolio MINIMUM 20% MAXIMUM 40%

Continuous Assessment

Throughout the course, students’ progress will be monitored in the following areas:

40% THEORETICAL SECTION: To assess this part of the module, two mid-term exams will be held, weighted as follows:

20% corresponds to the first mid-term exam.

20% corresponds to the second mid-term exam.

For these percentages to apply, students must sit all the theory examinations.

The final examination will include a theoretical component for those students who have failed the THEORETICAL SECTION.

60% PRACTICAL SECTION: Throughout the course syllabus, students will undertake several practical exercises and a project involving the practical application of the techniques explained in class.

30% 3D Cardio Project

20% Practical assignments (challenges)

10% Class participation and submission of in-class exercises

Exercises must be submitted by the relevant deadline. Under no circumstances will work submitted after the deadline be accepted, except in justified cases.

TO PASS THE COURSE, STUDENTS MUST ACHIEVE 5 OUT OF 10 POINTS AND OBTAIN AT LEAST 3.5 POINTS IN EACH OF THE ASSESSMENT AREAS.

Students who have not been able to pass the course through CONTINUOUS ASSESSMENT may sit the REGULAR and SUPPLEMENTARY EXAMS, provided they have complied with the provisions of the Student Assessment Regulations.

If a student fails the module in the continuous assessment, any student who has achieved a mark of 5 out of 10 or higher in any of the AREAS will be exempt from that AREA for the ordinary or extraordinary examination sessions.

In the ordinary and extraordinary examination sessions, students who fail the PRACTICAL AREA must improve their practical assignments and project, taking into account the feedback provided, and resubmit them to be eligible for a pass in that area on the day of the THEORETICAL AREA examination.

Objectives

To understand the concept of a business, its environment and the role of the entrepreneur in economic activity.

To analyse the organisational structure of businesses and the main models of business leadership and management.

To identify the functions of business management, recognising the importance of planning, organisation, leadership and control in decision-making.

To understand the fundamentals of people management and human resource management as a strategic element of the organisation.

Apply basic techniques of planning, scheduling and control for the efficient management of organisations.

To analyse business risk and use tools that facilitate decision-making in different organisational contexts.

To understand the fundamental principles of financial management, evaluating investment and financing alternatives using basic profitability and cost criteria.

Understand the fundamentals of operations management, production capacity management and business logistics.

Identify the main tools of marketing, market research and the management of marketing variables for the design of commercial strategies.

Integrate the knowledge acquired to analyse business problems and propose well-founded solutions that contribute to improving competitiveness and creating value within organisations.

Course description

The Business Administration module is a comprehensive exploration of the business world, structured into two main thematic blocks comprising a total of twelve teaching units.

This curriculum is designed to provide students with a thorough understanding of the various aspects involved in the management and operation of modern businesses.

First Block: Teaching Units 1 to 6 (Part I) (1st Mid-Term Exam)

This block focuses on the Concept and Management of the Organisation, as well as the field of Human Resources. Through these units, students gain a solid understanding of the fundamentals of organisations, including their definition, types, and the importance of an appropriate organisational structure. The roles of business management are studied in detail, with an emphasis on strategic decision-making, planning and the importance of effective leadership.

1- The business, the entrepreneur and their environment

2 – Management, strategies and growth

3 – Designing the organisational structure and communication

4 – People management and human behaviour at work

5 – Risk and decision-making

6- Practical techniques for planning, scheduling and control

Second Block: Teaching Units 7 to 12 (2nd Mid-Term Exam)

The second block explores Financial Management, Operations Management and Marketing in greater depth. These units are designed to provide practical and theoretical knowledge of financial management, operational strategies and marketing techniques, both traditional and digital. Students learn to apply financial concepts to decision-making, to optimise operations to improve efficiency, and to design effective marketing strategies that drive growth and competitiveness in the market.

7- Introduction to financial decision-making

8 – Investment Selection and the Analysis of Investment Returns

9 – Selection of sources of finance and analysis of their cost

10. Introduction to production decisions, the human factor, production capacity and logistics

11. Introduction to marketing decisions, market research and marketing variables

12. Risk and business valuation

Assessment system and criteria

1. Continuous assessment (2 mid-term exams 60% and 1 Business Plan and other assignments 40%): 100% of the total mark for the module

- Two multiple-choice exams, each comprising 20 questions with four possible answers; correct answers count as 100 per cent and incorrect answers deduct

25 per cent from the mark for that question; the first will cover (LUs 1–6) and take place approximately in mid-April, and the second will cover

(Lecture Units 7–12) around mid-May (Weighting of the 1st and 2nd mid-term exams: 20 per cent and 40 per cent); a minimum mark of 4 is required to be included in the average with the other mid-term exam.

Practical assignments (TRAB) (40 per cent): These include the preparation and presentation of a Business Plan, as well as the other practical assignments set during the course. Assignments may be carried out individually or in groups of up to five students, as determined by the lecturer. A specific guide will be provided for the Business Plan to ensure it is prepared correctly, and the expected submission date will be at the end of May.

Completion and successful completion of all practical assignments is compulsory in order to pass the module through continuous assessment.

In the assessment of the practical assignments, the following aspects will be taken into account in addition to the final result:

Attendance and active participation in the work sessions.

Commitment and collaboration in individual and group assignments.

The quality, rigour and completion of the assigned tasks.

The ability to work as part of a team.

Attitude, interest and participation in class.

Respect for fellow students, teaching staff and the normal conduct of teaching activities.

Appropriate behaviour and adherence to classroom rules.

Requirements for passing the continuous assessment

A minimum mark of 4.0 out of 10 must be obtained in each of the two mid-term exams in order for them to be weighted alongside the other assessed activities.

It will not be possible to pass the module through continuous assessment if both mid-term exams are failed (a mark below 5.0 in both), even if the weighted average of all assessed activities is 5.0 or higher.

If a mark of less than 4.0 is obtained in either of the two mid-term exams, the module cannot be passed through continuous assessment, regardless of the mark obtained in the other assessed activities.

Provided these requirements are met, the final mark will be calculated by applying the weighting established for each assessment method.

If, in either of the two mid-term examinations, a student achieves a mark lower than 5 but equal to or higher than 4, the lecturer may require the student to complete a short handwritten assignment on the general concepts of the section that has not been passed.

2. Ordinary final examination: 100 per cent of the total mark for the module

- Students who have not passed the continuous assessment with a minimum mark of 5, or who have not submitted the business plan

must sit the final exam, which covers the entire syllabus (LUs 1–12).

3. Resit examination: 100% of the course mark

- Students who have not passed the ordinary final exam must sit a supplementary final exam covering (Units 1–12)

Objectives

The primary aim of the module is to equip students with the basic theoretical and practical knowledge required for big data analysis. Furthermore, it aims to introduce students to the applications of data analysis within the field of Industrial Design and Product Development Engineering.

Prerequisites

Basic knowledge of calculus and statistics.

Competencies

COMPETENCIES Order CIN 311/2009

KNOWLEDGE AND CONTENT

C3 Knowledge of basic and technological subjects, enabling students to learn new methods and theories, and equipping them with the flexibility to adapt to new situations.

C14 Basic knowledge of the use and programming of computers, operating systems, databases and software with applications in engineering.

C5 Knowledge required to carry out measurements, calculations, assessments, valuations, expert reports, studies, reports, work plans and other similar tasks.

SKILLS AND ABILITIES

C8 Ability to apply quality principles and methods

C12 Ability to solve mathematical problems that may arise in engineering. Ability to apply knowledge of: linear algebra; geometry; differential geometry; differential and integral calculus; differential and partial differential equations; numerical methods; numerical algorithms; statistics and optimisation

COMPETENCIES

C1 Ability to draft, sign off on and carry out projects in the field of industrial engineering which are aimed at, in accordance with the knowledge acquired as set out in section 5 of this order, the construction, refurbishment, repair, maintenance, demolition, manufacture, installation, assembly or operation of: structures, mechanical equipment, energy systems, electrical and electronic systems, industrial facilities and plants, and manufacturing and automation processes.

C4 Ability to solve problems through initiative, decision-making and creativity, to think critically, and to communicate and convey knowledge, skills and competences in the field of Industrial Engineering.

Learning outcomes

KNOWLEDGE AND CONTENT

RFK2 Possesses the foundations to begin exploring, organising and analysing data in order to extract knowledge from it and make predictions with the aim of identifying new business areas which, aided by this type of decision-support technology, may lead to innovative products and services that enhance the competitiveness of companies.

RK3 Identifies the commands available in programming systems, the input and output parameters, and the correlation between them for application in complex routines.

RK20 Is familiar with the most common IT tools for word processing, using spreadsheets with macros, creating presentations, project planning, and the analysis and processing of complex datasets.

SKILLS AND ABILITIES

RFS3 Applies appropriate methodologies and techniques for design innovation, maintaining a strategic and innovative vision throughout the product design project development process.

RS7 Manages information and documentation relating to product development projects in a comprehensive and future-proof manner, expanding available knowledge from an innovation perspective to produce project documentation, propose alternatives, justify proposals and draw conclusions.

RS15 Applies theories on the analysis and processing of complex data sets to extract relevant information, organise data to establish strategies, and analyse trends.

Course content

MS Excel: Basic concepts, templates, visualisation, use of formulas and introduction to macros

Basic concepts of data analysis: mode, quartiles, histograms.

Hypothesis testing: Student’s t-test, chi-square test

Simple regression and ANOVA

Multiple regression

Logistic regression

Survival analysis

Data optimisation

Predictive models

Training activities

AP1. – Lecture sessions

Lecture-based sessions in which the theoretical content of the module is presented by lecturers who are experts in the subject, enabling the topics to be contextualised and addressed from a comprehensive perspective. 

AP2. – Interactive classes

Classroom activities with a practical and applied focus, in which an in-depth study of a specific subject is carried out. They encourage reflective and inquisitive participation from students. Depending on the objective, they may be used, amongst other things, to:

• Contextualising, explaining and clarifying key content to ensure the successful acquisition of the competences for each course. A critical approach is encouraged through reflection and the discovery of relationships between various concepts.

• Presenting problems, case studies, challenges, projects or research questions.

• Reviewing practical scenarios.

• Oral presentations: presenting research findings and conclusions; analysing and resolving case studies, results and problem-solving or challenges; presenting a project; presenting a prototype, etc.

• Debates: structured discussions in which different opinions and viewpoints on a specific topic are presented and shared. Opinions must be properly substantiated, based on empirical data, studies, theories, etc., which enable the establishment of criteria for participation, the search for, and the presentation of information and data, in order to foster a dynamic and engaging dialogue.

AP3 – Workshop and/or laboratory activities

Guided practical activities in which students learn by doing, with the aim of acquiring instrumental and practical skills and abilities relating to a specific subject area.

AP4: -Preparation of assignments or projects and problem-solving

This is a teacher-guided activity in which students must carry out a piece of work or a project within a set timeframe to address real-life complex situations or problems through the planning, design and implementation of a series of interrelated and coordinated activities, based on the development and application of acquired learning and the effective use of resources. In addition, the teacher may organise the presentation of results and conclusions through an oral presentation.

AP5. Independent study, case studies or problem-solving, and literature reviews.

Individual or group learning activities based on the course materials, case studies, problems and recommended reading for the modules. This includes reading and reviewing texts to deepen and broaden knowledge in the various fields of study, as well as activities complementary to such reading, such as comparing authors or critiquing articles. It also involves solving cases, problems and/or challenges deliberately designed to enable students to carry out an in-depth and comprehensive analysis of a real or hypothetical situation, with the aim of understanding it, interpreting it, resolving it, generating hypotheses, comparing data, reflecting, expanding their knowledge, diagnosing it and, on occasions, practising possible alternative solutions.

AP6. – Tutoring 

Sessions in which the teacher guides and advises students throughout their learning process. The teacher addresses theoretical or practical queries, monitors the approaches adopted by students in the module and provides meaningful feedback. The lecturer is available at scheduled times, which are communicated to the students, and students may attend voluntarily, according to their needs. 

AP7. – Knowledge assessments 

An assessable learning activity designed to objectively determine the knowledge acquired by each student in a specific subject. It includes different forms of assessment (continuous and final). In other words, it allows for the continuous assessment of the acquisition of learning outcomes throughout the duration of the course, as well as a comprehensive final assessment. Furthermore, it involves calculating the time spent by both the teacher and the student on carrying out this type of activity in class.

Assessment system and criteria

Without prejudice to any other requirements that may be set out in the relevant course syllabus, as a general rule, failure to attend more than 60 per cent of the course’s teaching activities—which require the student’s physical or virtual presence—will result in the loss of the right to sit the continuous assessment during the standard examination period. In this case, the examination to be held during the official period set by the University will be the sole assessment criterion, with the weighting specified in the course syllabus.

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The assessment process will consist of verifying and evaluating the student’s achievement of the learning outcomes. To this end, the following assessment activities will be used to determine the extent to which each of the listed competences has been mastered, and these will consist of:

SE2.- Final knowledge assessments

Objective knowledge tests. These may be written or oral, essay-based, short-answer or multiple-choice, etc.

Two mid-term exams will be held during the four-month term, each accounting for 40 per cent of the final course mark. A practical assignment will be set, accounting for 20 per cent of the total course mark.

In order to pass the module for the academic year, students must achieve a mark of 4 or above in each mid-term exam, and a weighted average of 5 or above out of 10; otherwise, their mark for the academic year will be NP (not presented).

If a student fails to pass the course, they must sit the ordinary examination, which will cover the parts of the subject in which they failed; the mark obtained in this examination will be the final mark for the course in the ordinary examination session. If a student fails to pass the course during the term and also fails in the ordinary examination session, they must sit the extraordinary examination session, which will cover the entire syllabus; the mark obtained in this examination will be the final mark for the course in the extraordinary examination session.

Timetable

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