Aeronautical Engineering Handbook

PROGRAMME HANDBOOK
BEng (Hons) in Aeronautical Engineering
2014
Programme Handbook: [BEng(Hons) in Aeronautical Engineering]
Date: [August 2013] DRAFT DRAFT DRAFT DRAFT DRAFT DRAFT EXAMPLE
By Professor Clive Chirwa
Contents
Welcome Statement .......................................................................................................................... 3
Introduction ...................................................................................................................................... 4
1.
Programme specification ....................................................................................................... 37
2.
Programme calendar ............................................................................................................... 4
3.
Communications...................................................................................................................... 6
4.
Support for students .............................................................................................................. 12
5.
Health, safety and welfare ..................................................................................................... 16
6.
Programme committee and student representation .............................................................. 17
7.
Learning resources ................................................................................................................ 19
8.
Careers, professional body membership and employability opportunities ............................. 31
9.
Prizes, scholarships and bursaries .......................................................................................... 34
10.
Student societies ........................................................................ Error! Bookmark not defined.

Welcome Statement
Welcome to the School of Engineering and the 2014 Academic Year. You have
embarked upon a programme of study designed to educate, stimulate and challenge
you in line with the University Motto Knowledge & Service. The Copperbelt
University and its staff will support and encourage you to reach your goals and
potential on the programme. But, remember, ultimately it is up to you to achieve
them.
The vision of the school is to create excellent opportunities for its students through
the provision of currently relevant programmes, working alongside industry and
professional bodies.
The School of Engineering has a strong track record of providing effective courses of
study and is consistently developing its portfolio of programmes.
It is my pleasure to welcome you to this stage of your education and I trust that you
will find your experience here at the Copperbelt University both rewarding and
enjoyable.
Dean of the School of Engineering

1.0 Introduction
Welcome to the 2014 academic year. This Programme Handbook is designed to
ensure that you can find key information about your programme of study. It should
be read in conjunction with information contained in the Student handbook from the
Dean of Students Office as well as the University policies, procedures and
regulations that are accessible via the following links:
Programme (Student) Handbook: http//www.cbu.edu.zm/schools
Students Portal: http//www.cbu.edu.zm/cbureg
Library: http//www.cbu.edu.zm/index.php/support-departments/the-university-library
Your programme Leader is Lt Colonel Lillian Muwina.
Your programme of study is delivered by Course Tutors in the School of
Mathematics & Natural Sciences for Level 1 and within the Department of
Mechanical Engineering in the School of Engineering for Level 2 to Level 5.
2.0
Programme calendar
2.1 Student Programme Dates 2014
The Term dates set out below apply to most programmes taught at the
University.
It should be noted that there may be variations in programme dates for
some courses.
2.2 Term dates
Term 1 Starts Monday 5th May 2014 and ends Friday 11the July 2014
(10 weeks)
Term 2 Starts Monday 28th July 2014 and ends Friday 3rd October 2014
(10 weeks)
Term 3 Starts Monday 20th October 2014 and ends Friday 26th
December 2014 (10 weeks)

2.3 University recesses

The University closure dates are given in the calendar below.
Students are advised to consult the Programme Calendar to map up the
exact dates that fall under recesses.
2.4 Programme Calendar 2014:
TERM 1
st
Mon 21 April 2014
Mon 27 April to 2
May 2014
th
Arrival of New Students/Registration & Orientation
nd
th
Mon 5 May 2014
Arrival of Returning Students/Registration

Week 1 Classes Begin
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
10
Week 8
11
12
13
Week 9
th
Week 10 Summative Assessments
th
Holidays Begin for two weeks
Mon 7 July 2014

Sat 12 July 2014
TERM 2
14
th
Mon 28 July 2014
Week 1 Classes Resume
15
Week 2
16
Week 3
17
Week 4
18
Week 5
19
Week 6
20
Week 7
21
Week 8
22
23
24
Week 9
th
Mon 29 Sept 2014

th
Sat 4 Oct 2014

Holidays Begin for two weeks
TERM 3
25
th
Mon 20 Oct 2014
Week 1 Classes Resume
26
Week 2
27
Week 3
28
Week 4

29
Week 5
30
Week 6
31
Week 7
32
Week 8
33
34
38
39
40
41
42
Week 9
Mon 22
nd
Dec 2014
Study Break
th
Sessional Examinations begin
Mon 29 Dec 2014

Mon 12 Jan 2015
th
Fri 30 Jan 2015
Long Vacations begin
th
Deferred Examinations begin
Sat 31 Jan 2015

Wed 4 Feb 2015
th
Fri 6 Feb 2015
44
Mon 16 Feb 2015
th
th
Fri 20 Feb 2015

rd
46
Tue 3 Mar 2015
47
th
3.0
Sessional Examinations end
st
43
45
th
Thus 12 Mar 2015
Deferred Examinations end

Board of Examiners meetings begin
Board of Examiners meetings end
Senate Examinations Committee Meeting
Publication of results
Communications
Good communication between staff and students is important to make sure
everything runs smoothly and to fix things quickly and effectively when they
dont. Good communication on a one-to-one basis is also important to make
sure individual student needs are addressed and met.
Communication to individual students is usually through e-mail (please note
that we will only use your University email address). In some cases letters
may be sent to your term-time address. The notice boards located around
the Department Office area will also contain important information and you
should check these regularly.
Some Course Tutors may post announcements through the school webPage.
It is important therefore that you familiarise yourself with how to access this
electronic information. You will find that general information about the
programme may sometimes be communicated to students in the module
sessions.
3.1 A list of key contacts for your Programme of Study is provided below
The offices of the staff involved in this programme are mainly located in The
Mechanical/Electrical Engineering Block.
The main point where students will be able to gain support and guidance from
the departmental administration staff is in the Programme Leaders Office.

This office also provides a facility for the handing in of coursework, general
inquiries and academic advice.
Other offices important to students and their locations are:
Accommodation Student Centre in Mingling Centre area
Finance Bursars office
Student Services Student Centre in Mingling Centre area
Library Library Block
Student Union Mingling Centre
The academic office under the Registrars Department handles all matters
concerned with applications to join programmes, enrolment, fees, grants,
loans and the distribution of Degrees, Diplomas and other awards of the
University. Information on opening hours of the University support and central
student services can be found via the Universitys web site www.cbu.ac.zm.
The following is a list of staff that have particular responsibilities for the
programme covered by this handbook:
Name
Designation
Office
Phone
Email
Charles Mhango
Dean of School
Dean
095-5-884514
cmhango@cbu.ac.zm
LUWAYA EDWIN
Head of Department
Mechanical
096 6 412213
luwayae@cbu.ac.zm
MWABA COSTER
Lecturer
Mechanical
0955806367
cmwaba@cbu.ac.zm
CHAMA SHADRECK
Lecturer
DVC
097920082
schama@cbu.ac.zm
BANDA FLOYD
Lecturer
SB
0966926533
MUKULA ERICK.B
Lecturer
SB
0977450701
mukula@cbu.ac.zm
KUCHEBA ALBERT. M.
Lecturer
Deans
Office
0977473176
amkucheba@cbu.ac.zm
NJOVU ELASTON.C.
Lecturer
Mechanical
095-5-950192
enjovu@cbu.ac.zm
SIWALE LENNOX
Lecturer
mechanical
097-7-663346
Zimba.siw@gmail.com
SIAME K.K
Lecturer
Mechanical
095-5-543000
KASHINGA RUDOLF
Lecturer
Mechanical
097 7 331135
BOWA CHILALA K.
Lecturer
Mechanical
Lt. Col. LILIAN MUWINA
Lecturer
Mechanical
Capt. Charles KAHANJI
Lecturer
Mechanical
Musonda Kabaso
Lecturer
SB
0966507269
0964476876
rudolph.kashinga@cbu.ac.zm
Kakoma.bowa@cbu.ac.zm
Lilian.muwina@cbu.ac.zm
charles.kahanji@cbu.ac.zm

Mambwe Gilbert
Technician
Mechanical
0955801929
Mutale Stephen
Technician
Mechanical
0966944451
gnmambwe@cbu.ac.zm
Contact details for other University personnel may be obtained from the
Registrars Office at Riverside Campus Tel: +260 212 223015 or from the
University website.
3.2 Expected response time e.g. to e-mails or voicemails
Our School of Engineering and indeed the Department of Mechanical
Engineering has a policy which sets a 48 hour time limit (two working days) for
staff to respond to your emails with an initial acknowledgement, so this is what
you can expect. If you feel you are frequently getting responses much later
than this, raise your concern with the tutor in question. If the problem persists,
raise your concern with your programme leader, or the Dean of the School on
Tel: +260 212 224008 and e-mail: deanse@cbu.ac.zm.
However, please understand that a tutor cannot be expected to respond
during weekends, holidays, during their own holidays, when on sick leave, or
away on business, or on days when the University is on recess. Also, some
tutors work part-time for the university and this will sometimes affect the time it
takes for them to respond.
In order to make a timely response more likely, please make your email
requests short and to the point. Think carefully about what exactly you are
asking of your tutor, so they stand a better chance of responding promptly and
helpfully.
3.3 Contacting Staff
If you wish to see a member of staff outside of class, then you may do so by
going to their office. Wherever possible, staff will try to deal with your query
straight away. However, due to other scheduled demands (including teaching
preparation and marking), they may ask you to come back at an appointed
time. If they are not in, it is advisable to contact the staff member by email or
voicemail. Alternatively, you can leave a written message for them at the
Departmental Office. However, such messages may take a day or two to
reach the staff member.
Staff may make time available each week for drop in enquiries and these
times are usually displayed outside their offices. In order to avoid
disappointment and wasted time you are advised to adhere to these drop in
sessions when attempting to see a member of staff. Alternatively you may
wish to arrange an appointment with a member of staff from the Department if
the query is not specific.
3.4 Students Username and Password

New students are normally issued with their username and password at
the time they arrive at the University during registration. If the service is
not available, the username and password will be issued during your
induction period in the School of Mathematics and Natural Sciences at
Level 1.
Continuing students will retain their existing username and password.
Your tutors and programme leader will only use your university email
address when corresponding with you by email.
You must keep your login credentials secret and not give them to
anybody else. Nobody must use your login other than you. This is to
protect your safety and privacy, and to protect the Universitys systems.
Your @cbu.ac.zm email address
If your network username is
Use this username to access
webmail at:
Your email address will be:
mulengaphiri
http://webmail.cbu.ac.zm
mulengaphiri@cbu.ac.zm
IMPORTANT
We rely on contacting you through your University webmail

account - so we ask all staff and students to check their
webmail email account at least once per week
and to carry out official email communications using cbu.ac.zm
email addresses ONLY. See below.
Why is this rule necessary?
First, it is for your safety. People can pretend to be you easily just by getting a
hotmail account or similar and claiming to be you. They might do it for fun, or
might have a more sinister and malicious reason to impersonate you.
Second, because we need to contact you easily, sometimes on very
important matters. We can address an email to you from the University
system very easily, but we cant keep track of your other email addresses
reliably. If you dont check your University email regularly, you might just be
inconvenienced (like travelling in for a class that has had to be cancelled or
relocated) or you could suffer badly as a result (for example, you might miss
an important notification about your assessment).
The webmail system may also include a calendar and task list that are well
worth exploring. They can help you manage your work and your time.
If you cannot access your University webmail email account within 2 weeks of
registration, contact the Help Desk or approach your Course Tutor for help. If
you are still unable to access your University webmail account after 4 weeks
from registration having tried to resolve the problem with the Course Tutor or
the Help Desk staff, you MUST speak to your Programme Leader who must
take the case up for you.
Can I forward my University emails onto another email address that I
regularly use?
Yes, this is possible and it will save you checking more than 1 email account.
However, your privacy is important to us and we can only recommend you
using the University account in ALL communications relating to University
matters.
N.B: You should be aware that a strict policy regarding e-mail abuse is in
force at the University and anyone found sending offensive or defamatory
messages will face disciplinary action up to and including expulsion (in
addition to any criminal or civil action which may be pursued by affected
parties).
Notifying us of a change to your address or other details
You must inform the Department or the Deans Office of any change of name,
title, address or telephone numbers or if you become aware of anything
regarding your programme or personal details that is recorded incorrectly.
The name you give on the registration form is the one that will appear on your
award certificate - you are advised to check it is correct. It is vital that you use
your full name if that is what you want to appear on your certificate. Once a
certificate is issued it will not be possible to reissue one in a different name.

3.5 Location and opening times of relevant local offices and specialist
resources
The location and opening times (Term time) of relevant offices are
detailed below:
Office
Location
Phone No. Opening Hours

Monday Friday
Dean of the School of Engineering
Engineering
224008
08.00 17.00
Dean of the School of Mathematics &

Natural Sciences
Monday Friday
Natural science 228214
08.00 17.00
Monday Friday
Head of Mechanical Engineering
Engineering
224008
Dean of Students
DOS Offices
220552
08.00 17.00
Monday Friday
08.00 17.00
Monday Friday
Academic Offices
Central Admin
Student Union
COBUSU
Offices
225761
08.00 17.00
All week
08.00 23.00
Monday Friday
Learning Support and Development:

Library
Computing services
CBU Clinic
Sports Centre
Central Admin
Central Admin
223972
229108
COBUSU
Offices
222206
Student Centre
09.00-22.00
Saturday
09.00-17.00
Monday Sunday:
24 Hours
All week
08.0 23.00

3.6 Programme & Course Information

Information regarding your programme of study will be available and posted in
a number of ways including: notice boards that are located within the
Mechanical Engineering Department. Information is also made available via
internet.
Timetables, showing the appropriate room numbers and facilities for each
course are issued to students and displayed at the beginning of each term on
the BEng (Hons) in Mechanical Engineering notice board located within the
Mechanical Engineering Department.
4 Support for students

4.1 Personal Tutoring
Your programme of study is delivered by Course Tutors. A Personal Tutor
may be allocated to you at the start of your course.
Induction: When you first join the Copperbelt University as a student, you will
be provided with an induction programme. A number of the activities
associated with this programme will take place during your first week with the
University and are designed to familiarise you with the University and provide
essential information to ease the uncertainty of being in a new environment.
Induction will also provide you with the opportunity to meet with programme
staff.
Programme Support: Programme staff are keen to help to make the time
you spend with them as academically stimulating and rewarding as possible.
Programme staff have a well deserved reputation for being approachable and
being interested in their students progress. They also know from experience
that students can, through no fault of their own, face difficulties that may
hinder their capacity to perform to the best of their ability. It is their aim to
make sure they do everything to help such students achieve their potential
despite these difficulties. They will work with students to tackle these
difficulties and make sure that such difficulties are taken into account in
relation to assessments. They provide a range of support mechanisms for our
students including the following:
Pastoral Support and Guidance: Your Personal Tutor is responsible

for ensuring that any personal problems that may affect your ability to
study are given due consideration and that you are given appropriate
advice. We strongly advise that you keep your Personal Tutor informed
of any problems you may be having. Your Personal Tutor will normally
indicate which times of the week he/she is available for consultation.

Academic Support and Guidance: Both your Personal Tutor and

Programme Leader deal with student academic queries or problems
that relate to the requirements of the programme over and above those
of individual courses. These staff will support you in the fulfilment of the
course requirements for your programme.
Course Tutors: These are members of academic staff responsible for

the day-to-day management of a particular course. Course Tutors
organise the course teaching structure, plan and collate course
assessments, ensure that all students taking the course are aware of
attendance and assessment requirements of the course, ensure that
attendance registers are maintained, and act as the identified
individuals who you can consult if you experience academic problems
in the course.
Departmental Office: This is situated in the Mechanical Engineering

Block where staff are available to assist with administrative matters.
For example, they will issue and receive mitigating circumstances
envelopes, and log assignments that are submitted via the assignment
post box next to the reception area. The Department Office staff can
also pass on written messages to tutors and deal with other
administrative enquiries.
Student Liaison Officer for newcomers: The Student Liaison Officer
for our School of Engineering is Mr Rudolph Kashinga, a graduate of
the university/school and his/her experience has given him/her a good
insight into the various issues and challenges that first year (Level 2)
students who enter the school have to deal with. If you have any
questions or concerns while you are studying at the University, please
contact your Student Liaison Officer who is here to support you.
Mr Rudolph Kashinga will offer confidential advice and support on a

wide range of issues including:
i)
Finding relevant information by sign-posting other services:

Counselling, Disability, Accommodation, Spiritual and more. If you
are unsure who to approach or where to go, for any of the
services listed, please ask Mr Rudolph Kashinga.
ii)
Developing your skills for independent learning.
iii)
Actively listening and talking through any problems affecting your

studies in a confidential and non-judgemental environment.
Liaising with academic and other university staff where required.
iv)
Part-time/Evening students receive the same support and

guidance as full-time students. However, you may also have a
work-based supervisor or manager who monitors your study
activities and builds it into a work-based programme of personal
development and support.

If you wish to contact Mr Rudolph Kashinga, it is possible to; drop in,

arrange an appointment time, (if you would like to secure a slot),
telephone or email. Mr Rudolph Kashingas contact details are as
follows:
Direct Tel: 0977331135
Email:
Rudolph.kashinga@cbu.ac.zm
Room:
Assistant Deans Office
4.2 Students with Disabilities, Learning Difficulties or Specific Needs
The Copperbelt University welcomes students with disabilities and/or
additional support requirement and will make every effort to support their
needs.
We will help you to develop strategies, discover skills and
independence by a multi-team, student-centred approach. We encourage you
to work with us to achieve your full potential.
We have contacts with local and national external bodies concerned with
inclusion, disability awareness and disability provision. Advice is provided by
the University Disability Service in the Dean of Students Office on an
individual, strictly confidential basis.
Assessment for students with disabilities
The University is keen to support students who have difficulties in
undertaking the normal methods of assessment. A statement to this
effect is provided in the Regulations on the Assessment and
Examination of Students guide published by the University.
There are Disability Officers available in the Dean of Students Office to
give support and guidance to students with additional needs in the
preparation for and during assessment times.
4.3 Support for International Students

The Copperbelt University welcomes international students. The School of
Engineering in particular with its wide range of Honours Degree Programmes
recognisable around the world gives the ultimate in learning experience. The
University as a whole has Welfare Officers providing specialist support and
guidance for the Universitys international students on a wide range of
issues from extending your student visa to personal and welfare matters
impacting on your studies.
4.4 Support for Part-Time or Evening Students

If you are a part-time or evening student, you can follow the programme in the
same way as full-time students. Part-time students receive essentially the
same support through the same systems as full-time students, but there are
some additional arrangements you need to be aware of.
The fact that part-time or evening students course selection is affected by

domestic and work commitments means that we sometimes have to be more
flexible in relation to the normal ordering of courses. If you experience
problems in relation to this, please contact your Programme Leader.
If you experience personal problems which interfere with your academic work,
you should also talk to your Programme Leader or Personal Tutor, who will
help you resolve any difficulties.
Please note that there is a Student Adviser, a member of the Student
Services team, based in the Dean of Students office. The adviser can provide
you with a wide range of information and support. Alternatively, you may wish
to contact our School Student Liaison Officer as stated above.
4.5 Programme Attendance
You are responsible for attending all learning and teaching sessions
associated with your programme of study. You should notify your Course
Tutor in advance if you expect to be absent from timetabled classes. Prior
permission must be obtained from your Programme Leader for planned
absences for two or more days during term time.
.
You may be contacted by Department staff if an explanation for unsatisfactory
attendance is required. We will endeavour to help you if your absence is due
to mitigating circumstances.
Your attendance will be monitored electronically and in the event that you are
absent, without notification, an email will be sent to your University email
account. Please note that every absent email you receive will be logged
against your student attendance profile. Therefore, in cases where you
believe an absence email has been sent to you in error; please raise this with
the individual course tutors. They will then be able to amend the mark if it is
appropriate to do so.
NB: It is your responsibility to ensure that any absence emails that are sent to
your University email account are dealt with. Attendance information may be
discussed with employers/sponsors (where agreement has been given) or at
Exam/Progression Boards so your attendance record is extremely important.
Where there is no valid reason for unsatisfactory attendance, a student may
be issued with a formal written warning. Furthermore, a formal report on a
students attendance may be made available to the students sponsor,
including an employer and government department.
A student who fails to respond to warnings about their attendance may be
required to enter into a formal Attendance Agreement. Such students may be
withdrawn from their programme if they breach the terms of their Attendance
Agreement.

5 Health, safety and welfare

The Zambia Health and Safety at Work Act makes it the responsibility of each
individual to prevent harm taking place to themselves and to others within a work
place. In other words, everyone is liable for each others health and safety and can
be prosecuted for causing injury or harm, not only to others but also to themselves.
Students are expected to adhere to the requirements of the Health and Safety at
Work Act at all time when they are performing tasks and are present within
University laboratories or workshops. They are required to wear appropriate safety
clothing and use all necessary protective equipment when performing tasks.
5.1 Use of Computers
General guidance on the safe use of computers will be given to you as
appropriate at induction and you should at all times follow this guidance. In
particular you must:
Not use the computers for longer than 90 minutes at a time without a
15 minute complete break from the screen;
You should preferably plan your work to enable you to have shorter
sessions such as 30 minutes followed by 5 minutes of change or 60
minutes followed by 10 minutes of change;
You should plan your work so that you do not use the computer when
your eye sight is strained. Always have a break.
5.2 Personal Protective Equipment (PPE)

To comply with Personal Protective Equipment (PPE) regulations all students
enrolled on the course must provide themselves with a pair of Safety
Boots/Shoes and an Overall/work suits. Students will not be allowed within a
workshop without such clothing being worn. All other necessary safety
equipment will be provided by the University and must be used by the student
when operating machinery and other equipment.
All activities performed in a workshop or laboratory must be done using the
correct procedures and where necessary accompanied by the completion of an
appropriate risk assessment form, duly signed by an appropriate responsible
member of staff.
Students that do not present themselves at workshop classes with this

PPE will not be permitted to enter the workshop. Staff who supervise
such classes and technicians will enforce this requirement strictly.

The School will provide adequate supplies of disposable gloves, ear

plugs, safety glasses / goggles, Hi Vis waistcoats and safety helmets
(for the large scale laboratory) in addition to suitable forms of sanitising
spray (or similar) for the glasses / goggles and helmets. Again, staff will
enforce the appropriate safety PPE for the workshop being used.
Notices will be displayed outside each affected area indicating the

minimum PPE to be worn within that area.
5.3 Student Welfare

If you have something on your mind that is worrying you or causing you
concern it is often better to talk to someone about it. You may choose to talk
to a friend, a relation, the Students Union Representative or a member of
staff - one of your lecturers or tutors. However, if you feel the need to speak
to someone who is not involved in your personal life or academic work, you
can arrange to see an experienced University Counsellor located in the Dean
of Students Office.
The University Chaplains and Pastoral Assistance are also available to offer
pastoral support to all students. Details of their drop-ins sessions and contacts
may be obtained from the Student Union Offices or from the Dean of Student
Office.
6.0 Programme committee and student representation

For the programme, formal discussions and liaison with associated parties are
done through the Programme Committee that is answerable to the Departmental
Board and then the School Board of Studies. This committee comprises the
Programme Leader, Course Tutors, representatives from Learning Support and
Development and Student Support (School Liaison Officer) plus Student
Representatives of the student cohort. The committee sits during the academic
year and discusses and monitors the programme and makes recommendations
regarding the content and operation of the programme. The proceedings of the
Programme Committee are reported to the Departmental Board and later to the
School Board of Studies. This committee sits once per term.

6.1 Programme Committee

In relation to the management of the programme, you will be represented
by your years elected Student Representative(s) on the Aeronautical
Engineering Programmes Committee, the body responsible for planning
and monitoring the operation of the academic courses.
School of Engineering
Board of Studies
Quality Assurance &
Enhancement Board
Departmental
Board
Programme
Committee
Programme
Quality Assurance (QA)
Sub-Committee
Programme
Curriculum Development
Sub-Committee
Programme
Examination & Assessment
Board
oard
Figure 1: School Academic Boards
6.2 Programme Committee Student Representation

Matters raised by student representatives are always an item of business
on the Programme Committee agenda. Minutes are available in the
school of Engineering. Information on what we are doing about issues
raised by students may be found in these minutes and from Student
Representatives and Programme Leaders. Elections of representatives
are held by secret ballot early in Term One.
All students have the opportunity to contribute to the monitoring and
enhancement of their Programme of study. You can approach your
Course tutor, Programme Leader/Personal Tutor, Head of Department or
the Dean of the School on an informal level to discuss issues. The
Programme Committee is also an important forum at which elected

Student Representatives can speak on behalf of their peers. Student
representatives are requested to convene student meetings where issues
for the Programme Committee meetings can be raised and discussed. All
Student class representatives receive some training from the Dean of
Students.
7.0
Teaching and Learning

7.1
Teaching and Learning Methods
A variety of teaching and learning methods are employed throughout the

programme in order to ensure the acquisition and development of
appropriate concepts, knowledge and skills. Some of these you will
experience during formally timetabled classes with a Course tutor. Others
you may adopt personally to facilitate your own learning.
It is important to realise that the time spent with a tutor during formally
timetabled classes is only a small part of the learning time identified for a
course. In addition to the contact time with lecturers, a significant amount of
personal study should be undertaken. This personal study time should be
spent, for example, engaging in general background reading, preparing for
seminar activities, working on assignments or revising for examinations.
Early in your studies guidance will be provided as to how you can make best
use of this time. As you progress through your programme however, this
guidance will become less structured and prescriptive.
The methods described below are the ones most commonly employed by
tutors during your time in the classroom. However, individual course tutors
are free to introduce techniques that they view as especially suitable in aiding
learning in their specialist area.
Lectures: Lectures play an important part throughout the programme and
will feature in a number of courses. They involve the dissemination of
theoretical and empirical information by a lecturer and provide a basic
framework that students can build upon through their reading and through
other classroom activities.
Practical Sessions: Tutor-led practical sessions in laboratories and studios
are a key aspect of this programme. These may comprise demonstrations by
staff members, hands-on practical activities or project work. These activities
help develop subject specific practical skills; specifically, the ability to:
effectively deploy the methods and tools used in the development of a
product, solve practical problems by making and testing prototypes; and
make effective use of specialist software.
Seminars: Seminars involve groups of students who meet with a tutor to

discuss further reading, issues and problems arising from lecture material, or
to undertake case studies or problem-solving exercises. It is common for
further reading on a particular topic to be assigned, and one student may be
required to present an oral synopsis to provide a basis for discussion.
Seminars play an important part in encouraging students to think critically
about the subject, to analyse theory and information in a systematic fashion,
and to enhance understanding of conceptual issues.
Workshops: Workshops are also employed in some modules and may
involve the development of skills, e.g. research methods, the application of
statistics, presentations etc, as well as problem solving through the
evaluation of case-study material. Workshop sessions are also an important
element of the preparation for the work placement period. General assistance
with assignment work may be offered in workshops, and they play an
important part in increasing students confidence in dealing with the subject
matter.
Tutorials: These are usually individually based but may be shared with
students who are studying a similar area/issue. Students should prepare for
tutorials, which are usually associated with an assignment, by bringing any
plans for discussion.
Informal Group Study Sessions: Students are encouraged to hold informal
group sessions in locations that are conducive. Study rooms found around
the Campus can also be booked for meetings and/or presentation practice.
Private Study: In addition to class contact time, you are expected to engage
in private study equivalent to about 60 hours of 'effort' per 12 credit course.
This personal study time should be spent, for example, engaging in general
background reading, preparing for seminar activities or working on
assignments. Guidance will be provided as to how you can make best use of
this time.
The Dissertation is based on an investigation designed, implemented and
interpreted by each student. For this course you are expected to arrange
individual meetings with your allocated supervisor. A comprehensive guide is
available for students undertaking the research project.
7.2
The Learning Process and You
Your contribution
Your contribution is vital to the success of the course, for you and your peers.
Many of the activities you will undertake will involve you in working with other
students, in pairs, subgroups or as a whole class or cohort group. These
activities succeed because of the range of ideas, experiences, knowledge
and motivation that students bring to them. We therefore ask for and require
your fullest constructive co-operation and active participation. Some further
points are:
Engage fully in activities, even if at first sight they do not seem particularly
relevant. Often the significance is not apparent at the outset, and can only
emerge if the group approaches the activities positively.
Reflect upon your experiences on the programme, identifying your own
contribution and those of others. Keep a log book/reflective journal in which
you can record your reflections, even if your programme does not require you
to.
You will often be exposed to views and ideas that challenge your own. We
ask that you respect the views of others and be prepared to listen to them,
consider them, and analyse them objectively.
Avoid racist, sexist or ageist remarks and other offensive language or
behaviour.
As a secular institution the University expects its students and staff to display
tolerance and respect toward each other regardless of their religious beliefs
including those who have no religious beliefs.
7.3 Study skills, communication skills and use of English
If you have not recently undertaken academic work of the type required by
your programme, your study could be a particular challenge for you.
Depending on your subject specialism, you might be unfamiliar with the
demands of writing extended essays or discursive dissertations. You will
receive study skills support throughout the programme from your tutors as
you develop and as you undertake activities. An Open University set book
(Northedge, 2005) is very readable and helpful. The library is also available
to help you.
The library gives advice on Study Skills on basic writing skills, essay writing,
report writing, presentation skills, study skills and preparing a dissertation.
7.4
Information Literacy
The University is committed to helping you graduate as an information

literate person. This means that you will be able to identify, locate and
retrieve standard (subject) and other material in printed and electronic form,
using appropriate resources. You will be able to synthesise and present
retrieved materials in ways appropriate to the task in hand. Throughout your
programme, you will be given every opportunity to develop your skills in this
area, through workshops, seminars, tutorials and self-directed learning.
7.5
Course Assessment and Methods
Assessment serves several functions. The obvious and primary function is to

evaluate student achievement. However, assessment also serves to help you
organise and develop your learning. Feedback from assessment serves an
important educational function and can help you develop your skills and
understanding of your own strengths and weaknesses.

Essay: For a number of courses, students will be required to produce a

coursework essay or essays. Essays assess understanding of the thrust of
the question set, whether you have introduced and appreciate the relevance
of appropriate material to the topic in hand and understand its implications,
whether you can analyse and evaluate information and whether you can
communicate your ideas clearly. Coursework essays are typically set to
assess the learning outcomes related to understanding key concepts,
demonstrating critical evaluations, and demonstrating the capacity to think
independently. The required length of coursework essays can vary
depending upon the purpose of the assignment for which the work is
assessed. You will be given guidance by the lecturing staff on any specific
requirements.
Reports: A number of courses require the student to write reports, which are
sometimes based on a given case-study. These reports identify published
background research and rationale for their study, the way in which the study
was carried out, and the results and analysis of information. Usually, a
standard format is used to aid clear, precise and unambiguous expression.
Students are given explicit guidance on the format required for the report.
Presentations: Students are required to make oral presentations (e.g. from
notes or from an essay, using presentational aids where appropriate) in a
number of courses. Some courses may specify such a presentation as part
of their assessment, whilst seminar presentations in other courses may not
be part of the formal assessment.
Project Work: Many courses make use of project work for assessment.
Project work may be undertaken by individuals or groups of students working
together. Project briefs may be set by the tutor, an external company or by
students themselves, depending on the requirements of the course. Live
project work is a key feature of this programme, with some project briefs
being set by external companies, addressing real-life problems and issues.
Some of the products developed as a result of these live projects may end up
to market. In the final year project, or dissertation, the student is expected to
design and conduct an investigation into a selected topic area, setting their
own aims and objectives, and critically appraising the outcomes.
Examination: Some courses will require you to sit an examination. In an
examination you are given a range of questions from which you are required
to answer a set number within a given time. This type of examination is
known as Closed Book. Some examinations may be Open Book. In open
book exams you are allowed to bring books and other material into the exam
room; you will be tested on your understanding of material rather than on
your memory. Other examinations may be based around a case study.
The assessment methods for each course are identified in the course
specification given out at the beginning of the teaching period. The course
specification also provide information on assignment submission dates and
will allow you to plan your work load effectively.
7.6 ASSESSMENT
The courses are coded for convenient reference, as are the methods used to
assess student performance in each course.
All courses follow the same principles for marking and feedback.
Assignments are normally issued according to a schedule that will be given
to you by your tutor.
Important information on assessment regulations and other information on
assessment (including marking criteria and definitions of grade descriptions)
are contained herein.
Please ensure that you read and understand this information. It will be
assumed that you are familiar with the Assessment Regulations for the
Undergraduate Course of Study.
7.6.1
Assessment Strategy
The assessment strategy for the programme is designed to ensure that

students achieve the overall aims and learning outcomes of the
programme, as well as the learning outcomes for individual courses.
The mix of assessment methods which allows students to develop their
intellectual capabilities, as well as key transferable skills can be found
under The Learning & Teaching Strategy.
7.6.2
Assessment Criteria
Specific criteria within courses will vary from assignment to assignment

and will be made clear to you before you embark on any task. In
addition to these course specific criteria, there are a set of general
assessment criteria for the Modular Programme Scheme, which will also
apply. The following sections give detail on these points:
Students are usually awarded both a mark and a grade for assessed
work. Grades correspond to the following mark ranges:
GRADE
A
B
C
D
E
F
RANGE
70%
60% - 69%
50% - 59%
40% - 49%
35% - 39%
35%
HONOURS CLASSIFICATION
I
First Class
II.i
Second Class: Two-One
II.ii
Second Class: Two-Two
III
Third Class
Borderline Fail
Fail
Fail
Fail
GRADE DEFINITION
Exceptional Quality
Very Good Quality
Good Quality
Satisfactory Quality
Borderline Fail
Fail

The simplified definitions of the criteria are:

Grade A
Work of Exceptional Quality
Virtually all of the relevant information/skills accurately deployed.

Excellent and exceptional grasp of theoretical, conceptual, analytical
and practical elements. Very effective integration of theory, practice
and information, in relation to the objectives of the assessment.
Substantial evidence of originality and creativity as appropriate to the
subject.
Grade B
Work of Very Good Quality
Most of the relevant information/skills accurately deployed. Very good

grasp of theoretical, conceptual, analytical, practical elements. Effective
integration of theory, practice and information, in relation to the
objectives of the assessment. Significant evidence of originality and
creativity as appropriate to a subject.
Grade C
Work of Good Quality
Some of the relevant information/skills accurately deployed.

Reasonable to good grasp of theoretical, conceptual, analytical and
practical elements. Fair integration of theory, practice and information,
in relation to the objectives of the assessment. Some evidence of
originality and creativity as appropriate to the subject.
Grade D
Work of Satisfactory Quality
Some omissions in the deployment of information/skills. Adequate

grasp of theoretical, conceptual, analytical and practical elements.
Limited integration of theory, practice and information, in relation to the
objectives of the assessment. Limited evidence of originality and
creativity as appropriate to the subject.
Grade E
Borderline Fail
Deficiencies or omissions in information, skills, theoretical, conceptual,

practical elements. Limited integration of these in relation to the
assessed works objectives. Some relevant content and marginal
evidence of skills, knowledge or creativity, which could, in the light of
overall performance, constitute the basis for a pass Class in the
examiners judgement.
Grade F
Fail
Little evidence of the information, skills, theoretical, conceptual,

analytical, creative or practical elements relevant to the assessment.
Mainly irrelevant and/or incorrect information provided. Scant evidence
of understanding of the requirements of the assessment.
7.6.3
Guidelines for the Preparation and Submission of

Assignments
Assignments should be word-processed in Arial 12 point font, be

double-spaced, on A4 size paper. Writing should be fully justified
and with each page being numbered in the footer, numbering to
be centred.
There should be a title page detailing the programme, course

title, assignment title, student number, marking tutor and date of
submission. Do not put your name on the assignment. It is
good practice to put your student number in the top left hand side
of the header of each page, and the date of submission in the top
right. Blind marking is fairer.
The word count for any piece of work can vary according to the
nature of the assignment. The course tutor will give specific upper
and lower limits for the word count.
All written work must be referenced using the Harvard System,

full details of which are available from the Library in the Mingling
Centre.
Unless otherwise notified by your course tutor, hard copies of

assignments should be placed with a white general cover sheet,
in the Assignment Post-box next to the Head of Department
Office.
Please note that all assignments are date stamped by the Head of
Department Office once they have been taken out of the post-box. It is
this date stamp which is taken into account (rather than the date stamp
which students make themselves on the general cover sheet).
Electronic copies of assignments will usually be accepted once the
Turn-it-in depository has been set up. Please ask your Programme
Leader for more information.
Submission of assessments may be done on or before the published
submission date. Assignments not available at this time will be
considered late. In the case of exceptional and unforeseen
circumstances, an extension (up to 5 days) to the assessment hand-in
date may be granted by the Programme Leader. Please note that
extensions must be requested prior to the hand in date and evidence of
your circumstances may be requested by your Programme Leader.
Requests for extensions for periods longer than 5 days must be made
using the Mitigating Circumstances procedures.

Penalties for late submission of coursework are:

Up to 5 calendar days late: 10 marks subtracted but if the assignment
would normally gain a pass mark, then the final mark to be no lower
than the pass mark for the assignment.
Up to 10 calendar days late: 20 marks subtracted but if the assignment
would normally gain a pass mark, then the final mark to be no lower
than the pass mark for the assignment.
More than 10 calendar days late: 0 marks awarded.
It is your responsibility to ensure that the assignment is submitted to the
marking tutor. No responsibility will be taken for assignments left with
colleagues, given to friends to hand in, left on desks or slid under staff
room doors.
YOU SHOULD ALWAYS ENSURE YOU KEEP A COPY OF ANY
ASSIGNMENT SUBMITTED BY WHATEVER METHOD
7.6.4
Procedures for Examinations
Examinations are normally held during the final week of the academic
year (Please consult the academic calendar). Resit/Deferred
examinations are normally held at a chosen time (Please consult your
Course Tutor). Examination timetables are posted on the University
Web pages and on notice boards well in advance of the exam period.
It is your responsibility to note the dates of any examination,
phase tests, including resit/deferred examinations and ensure that
you are available to take them.
Please note that we do not accept holiday bookings, weddings or
funerals as legitimate reasons for missing an examination. Please note
that:
Examinations take a variety of forms. Ensure you check the

format of your examination in advance.
It is important that you prepare fully for examinations. Revision

slots are indicated on your academic calendar. Failure to attend
these and other timetabled sessions will seriously jeopardise
your success in examinations.
You will need to check the room location and equipment

requirements in advance. Please ensure that you reach the
examination room at least 15 minutes prior to the timetabled
start.

If you require any special examination arrangements to be

made, please ensure that your Course Tutor and the Head of
Departmenty Office are made aware of these well in advance.
7.7 Mitigating Circumstances for Poor Performance in Student

Assessment
Sometimes circumstances happen outside your control that may affect your
performance or your ability to submit assessments or sit examinations. It is
important that you read the procedures for submitting requests for
consideration of mitigating circumstances.
7.8
Moderation of Marks
There is a robust system of moderation in place for ensuring the quality and
consistency of marking both within courses and between them. For each
assignment submitted the identified marking tutor first marks the scripts. A
sample equating to approximately the square root of the coursee cohort (e.g.
5 scripts selected from a cohort of 25 students) is selected, representative of
the range of marks awarded. A second tutor then marks this sample. The two
sets of marks are then compared and, if in close agreement, a final
moderated mark determined. If the two sets of marks are significantly
different then further action is agreed which may require the whole cohort of
scripts being remarked.
A similar sample of assignment scripts is made available to the external
examiner for further moderation. In most cases this sample would be the
same as that which had been internally moderated. However, where time is
limited internal and external moderation may have to occur in tandem. In this
case, two samples would be selected, one for internal moderation and one
for external moderation. The external examiners comments are taken into
account at the relevant programme examination board at which time any
further adjustment of the assignment marks is agreed.
7.9
Feedback on Assessments
The Programme team will aim to mark your work within 15 working days.
Please be patient when awaiting feedback for marked work; we pride
ourselves on the thoroughness of our marking and this is therefore a timeconsuming activity.
When your marked work is returned to you it will be accompanied by written
and, where possible, verbal feedback which will help you to understand the
rationale for the mark achieved, and also help you improve your performance
in future assignments.
If you have failed the assessment, this feedback will be especially important,
as you will have to rectify any shortcomings if you are given a referral
assignment. The referral assignment may be different from the original,

failed assignment.
7.10 Referencing
In any coursework assessment it is essential you clarify your sources of
information in the appropriate manner.
It is important that you cite sources throughout the main body of text whether
or not they are directly quoted. At the end of the assignment, you should
then provide a complete reference list of all materials referred to in the text.
Your reference list should only refer to sources explicitly referred to in the
text. Harvard Style is usually preferred in referencing.
Your Personal Tutor and/or Course Tutors will be happy to provide
clarification and explanation. It is your responsibility to ensure that all
references used in the text of your coursework are properly referenced and
acknowledged.
7.11 Use of Unfair Means
The University has a responsibility to ensure that the standards of its awards
are maintained and that its qualifications are not achieved through the use of
unfair means. The regulations on the Use of Unfair Means in Assessment
cover not only students who deliberately set out to cheat, e.g. by taking
unauthorised material into exams, but also those who do not follow normal
academic rules, e.g. by acknowledging the ideas of others through proper
referencing.
Unfair means includes plagiarism (giving the impression that you have
written or thought something when you have borrowed it from someone
else), collusion (working collaboratively with another student and then
submitting the work as all your own work), and cheating in examinations.
You should familiarise yourself at the earliest opportunity with the Universitys
Unfair Means Regulations which are available from the Registrars Office.
If you need to complete Refer/Defer work you need to consult your
Programme Leader. Alternatively, where the referral/deferral is an exam
there will be a standard file attached, advising which exam session the resit
exam will take place and a reminder that you should consult the exam
timetable.
The Awards Ceremonies usually take place at a specified period in the
Academic Calendar Year. Invitations to the ceremonies will be sent to
finalists begin a month prior to the occasion.

7.12 The meaning of defer and refer in assessment board decisions

Assessment Boards will often use these words to describe the outcome of a
student who has not passed a course, but who is not yet being prevented
from having further attempts. In outline:
A refer (or referral) means one further and final attempt will be
given, to be submitted by the deadline for the next Assessment Board
(or, exceptionally, by whatever other date the board specifies). The
referred assessment component(s) will be capped at 40% but
components that have passed will be unaffected.
A defer (or deferral) means the student can submit by the deadline
for the next Assessment Board (or by whatever date the board
specifies) without penalty, as if for the first time. Usually this is because
they have had mitigating circumstances accepted.
A re-defer is used to denote the extension of a defer period, usually
because a students mitigating circumstances have demonstrated (by
evidence as necessary) to the Mitigating Circumstances
Recommendation Committees satisfaction, to be ongoing.
A re-refer is used to denote the extension of a refer period, usually
because a students mitigating circumstances have demonstrated (by
new, contemporary evidence as necessary) to the Mitigating
Circumstances Recommendation Committees satisfaction, to be
ongoing.
7.13 The meaning of Retake and Repeat in assessment board
decisions
Retake means retake all of the courses assessment, including those parts
that you have passed, by a date that will be specified. The maximum mark
you can get on all these items is then 40% i.e. all the marks are capped at
40%. However, you do not have to re-attend the courses classes. The retake
assessment must be submitted by the deadline for the next Assessment
Board (or, exceptionally, by whatever other date the board specifies).
Repeat means retake all of the courses assessment, including those parts
that you have passed, and attend the course again (which will involve
payment). The maximum mark you can get on all these items is then 40%
i.e. all the marks are capped at 40%.
7.14 Appeals
The Universitys regulations set out a number of grounds on which you can
ask for a review of an assessment decision. These include:
illness or some other factor which affected your performance but which you
were unwilling or unable to divulge before the Assessment Board made its
decision;
a material administrative error, the assessments were not conducted in
accordance with the Universitys regulations, or some other irregularity;
the decision of an Assessment Board about the use of unfair means or the
consequent academic action is unreasonably severe.
The grounds do not include questioning the academic judgment of an
Assessment Board.
You can request a review of an Assessment Board decision by writing to the
Secretary to the Senate (in the Quality Assurance and Enhancement Unit),
giving reasons and including supporting evidence within 14 days of
publication of the Assessment Boards decision.
If you would like advice on the Appeals procedure you may wish to contact
your Student Liaison Officer or the Students Union. The Students Union is
situated in the Mingling Centre.
7.15
Learning Resources
There are a variety of learning resources available to you, some of which may
be accessed without restriction; others require technician, tutor or special
training support. Computing facilities may be accessed throughout the
University for general computing purposes. Specialist engineering software
may only be available in certain areas or rooms. Generally, it is not necessary
for you to provide your own computing hardware or specialist software.
However, it may be beneficial to you to have your own computing facilities,
equipped with the usual basic office software, as this will assist you in
completing coursework and reports when away from the university. It is not
necessary to buy special engineering software such as CAD, analysis, control
or mathematical packages. The programme and the facilities are so arranged
that all work and studies can be completed using university equipment.
7.15.1 Specific Resources
The School has extensive laboratory equipment for Aeronautical,
Mechanical, Electrical and civil engineering work. These machines are
supported by laboratory technician staff who will facilitate students while
undertaking experiments. For more details on specific resources consult
your course tutors.
7.15.2 Additional equipment you need to purchase
As part of your programme you would be expected to purchase the
following:
drawing equipment ( adjustable set squares, pencils, pens, scale rule);

quality scientific calculator
paper and files to hold your notes, pens, clip board;

core books for each course recommended that you purchase latest
edition;
safety boots for field and lab work and site visits;
high visibility vest;
waterproof coat for field work.
7.15.3 Technician Support

Technician support is available and can be booked, especially when
conducting Level 4 to Level 5 Projects.
8 Careers, professional body membership and employability

opportunities
8.1
Personal Development Planning and Professional Skills
The kinds of jobs that most graduates want to enter require a range of
qualities and skills that take time, support and good planning to develop.
These include people skills, problem solving, project work and selfmanagement. Such skills cannot be suddenly acquired in isolation or at the
last minute. In the past, many graduates felt disappointed that they had not
been better prepared for work when they left university. It has now been
recognised that students need structured opportunities to think about and
plan towards their future.
Personal Development Planning is
A structured and supported process undertaken by an individual to reflect
upon their own learning, performance and/or achievement and to plan for
their personal, educational and career development.
PDP is all about:
Reflection
Planning
Recording
Doing
Reviewing
These activities can result in improved understanding, improved performance

and together are a powerful and motivating force for learning and
improvement and success.
Personal Development Planning (PDP) consists of structured opportunities
for you to become:
more aware of yourself

more aware of how to learn

more aware of how to improve personal performance
better able to cope with the transition to your chosen career
When undertaken in supported and structured ways, PDP gives you a much
deeper understanding of the learning process and your own learning. You
develop the ability to evaluate your own performance, rather than being
reliant upon the views of others. PDP puts you in charge.
The advantages of taking a personal development approach to your learning
are:
a clearer focus to your learning;

more control over your personal motivation and the ability to
direct this to achieve your goals;
developing essential skills in self-management;
greater independence and confidence about yourself as a
learner;
more enjoyment and less stress from your learning as you
become more consciously skilled;
more awareness of how to apply your learning to new
problems and contexts;
reflective, strategic, analytical and creative thinking skills that
strengthen academic performance.
Continuous professional development is expected within many professions.

It is now quite usual for employers to ask candidates at job interviews and
appraisals, about the steps they have taken to identify and address their own
development needs.
The benefits of a PDP approach to your professional life include:
gaining strategies for improving personal performance;

gaining a much better sense of the kind of life and work you
want;
developing confidence in the choices you make;
developing confidence in the skills, qualities and attributes
you bring to the career of your choice;
being in a better position to compete for jobs;
being better able to discuss your skills and competencies
with employers;
developing the positive attitudes, creative thinking and
problem-solving approaches associated with successful
professional life.
At the Copperbelt University we are committed to helping you achieve your

full potential. For this reason, the School of Engineering has developed and
implemented a Personal Development Planning Framework for all students
studying in the school. This involves Personal Development Planning
activities and opportunities being embedded into your Programme curriculum

at every stage/level.
Throughout your programme you will be encouraged to reflect on the
development of your academic and professional skills, and make
recommendations for self-improvement as a result of this. This ability to
appraise your performance and set targets will be developed throughout the
programme in all of the modules and specifically in the Project Module.
The programme offered in the Department of Mechanical Engineering aims at
preparing students for a career in an engineering profession. A graduate
should be able to put scientific and technical knowledge to practical use in
industry, academia or in service institutions.
It is the intention of the Copperbelt University to have some form of
professional accreditation of all programmes and therefore the programme
team delivering this programme will be seeking professional accreditation with
the EIZ at the earliest opportunity. The aims and learning outcomes for the
programme are those adopted from EIZ accreditation criteria.
8.2 Professional Body or Professional/Subject Association
Accreditation
Regardless of accreditation status, you will be encouraged to become a
student member of the EIZ. This will allow you to take part in local
Institution activities e.g. attending technical meetings and seminars,
student competitions and other social events.
The benefits of becoming an active member are numerous:
you will learn more about the Institutions and their role in society;
you have access to their library facilities and other services;
you will receive a copy of their journal;
you will meet prospective employers;
you will meet practising engineers and other professionals;
you will meet other students.
Student membership is a first step on your professional career. All

students qualify for student membership with the EIZ for small fee.
The local EIZ CBU Student Chapter is housed within the school of
Engineering where you can access information about membership and
different available programmes to Full Membership.

8.3 Opportunities to Enhance Employability

As stated above, you are encouraged to become a student member of the
EIZ as this will enhance your employment prospects and help self
promotion when applying for a position in industry. Once employed in
industry you will be able to upgrade your membership and, given further
study or professional training, you would be in a position to become an
engineer with Chartered/Registered status, commanding credibility and
respect among your peers.
This programme also allows you to establish a Personal Development
Plan (PDP) which can be extended and adapted to an industrial PDP
within your profession and chosen company. This will enable you to
maintain a log of development, reflect on progress and assess future
requirements for career development.
During your studies, you may also compete in regional or national
competitions against other students from other universities; these are
important for your development and give you an insight into the challenges
of the day, current technology, problem solution processes and allow
liaison with other student cohorts and attitudes.
The work of professional bodies is also important to industry. They
develop and monitor standards within the industry. They also work with
the government of the day to develop a whole host of issues ranging from
technical standards such as Building Regulations through to issues related
to health & safety and the sustainability agenda. They are also the voice of
industry and work hard to ensure that the industrys interests are
considered at a national level. The professional bodies also undertake
research. Accreditation activities are also performed in relation to
validating programmes that are run at Universities.
9 Prizes, scholarships and bursaries

There are Schools prizes that can be awarded at all levels of study for
students that have performed well within the programme. At final year, high
performing students may also be awarded one of the professional bodies
awards for student excellence.
PRIZES
FINAL YEAR
Best Overall student (Based on best Degree Classification) (1)
Best Individual Project (1)
Best Improved Student (1)
Best Performing student in a Programme (7)
YEAR 4 Best overall performing student

YEAR 3 Best overall performing student
Additional information for scholarships or bursaries and eligibility criteria is
available by the following link: http://www.cbu.ac.zm.
10 Student Societies
The Copperbelt University Students Union has a range of clubs and societies
which you can join. The school of engineering for instance has Copperbelt
University Electrical society, Civil Engineering Society, and several religious
societies. Recruitment to such clubs and societies is held during the
enrolment/registration days in the first two weeks of the first term. Further
information on such clubs and societies can be obtained from the Student
Union.

PROGRAMME SPECIFICATION

11.0 Programme specification

Programme Title: BEng (Hons) in Aeronautical Engineering
Awarding Institution:
Copperbelt University
Teaching Institution:
Copperbelt University
School and/or
Centre/Institute:
Professional accreditation
Final award(s):
Professional
body
EIZ
Professional body URL

www.eiz.zm
Status of
graduates
MEIZ
BEng(Honours) in Aeronautical Engineering (360 Credits)
Interim award(s)
Exit or Fallback award(s)
BEng (Ordinary) in Aeronautical Engineering (300 credits)

Diploma in Aeronautical Engineering (240 credits)
Certificate in Aeronautical Engineering (180 credits)
Programme title(s)
BEng (Honours) in Aeronautical Engineering
Country Code
42
University Programme
Code(s)
Quality Assurance (QA)
Benchmark Statement(s)
90
Other internal and external

reference points
Zambia Standards for Professional Engineering

Competences (EIZ)
The Quality Assurance (QA) subject benchmark
statements are those defined by the Engineering Council
as the academic standards expected of graduates with an
engineering BEng (Hons) or Masters degree.
QA Academic Infrastructure, including the Framework for
Higher Education Qualifications and the Code of Practice.
Zambia Quality Code for Higher Education.
Copperbelt University awards framework.
Language of study
English
Mode of study and normal

period of study
BEng (Hons)
Full Time 5 years
Part Time/Evening 6 years (with possible exemptions
for prior learning at Level 2)

Admissions criteria
Full time/ Part Time:
Subject to satisfactory entry points:
DIRECT ENTRY ROUTE:
- 5 credits or better including Mathematics, Science and English.
- International equivalent qualification.
- Possible transfer from a 3 yr programme with Diploma to BEng (Hons).
2 + 3 ROUTE:
- 5 passes or better including Mathematics, Science and English.
- Technician
- College Certificate in technical subjects
DIRECT ENTRY
ROUTE
LEVEL 1
132 Credits
BEng (Hons)
(360 Credits)
LEVEL 2
132 Credits
2 + 3 ENTRY
ROUTE
Award Classification:
BEng (Hons) = 360 Credits
BEng (Ordinary) = 300 Credits
Diploma = 240 Credits
Certificate = 180 Credits
LEVEL 3
120 Credits
LEVEL 3D
108 Credits
LEVEL 4
120 Credits
LEVEL 5
120 Credits
BEng (Ordinary)
(300 Credits min)
DIPLOMA (240
Credits min)
Advanced Diploma
(240 Credits min)
Advanced Certificate
(180 Credits min)
Additional admissions matters

Non-standard and mature student entry to Part-Time/Evening or Full-Time:
- Certificate (HND/C) will be considered for direct entry to Level 3 given good results in
all Level 3 courses.
- Engineering related work experience and interview (essential for those applying with
non-standard entry routes qualifications).

Interviews or informal discussions may be used for Part Time entry students to assess
suitability or entry point onto the programme.
Include English Language requirements for international students specified as a minimum
IELTS score of 6.0 (or equivalent).
The first year of the programme will be in the School of Mathematics & Natural Sciences and
the four remaining years of the programme will be in the School of Engineering for Direct
Entry Route. For the 2+3 Entry Route students will register with the School of Engineering at
Level 1 until Level 5. This may have some common threads to Departments offering BEng
(Hons) Mechanical Engineering, BEng (Hons) Civil Engineering, BEng(Hons) Construction
and not forgetting programmes like BEng (Hons) Aeronautical and BEng (Hons)
Mechatronics; hence, given exceptional academic performance at Level 2 and into Level 3,
students may have the opportunity to be counselled for transfer to the Diploma qualification.
If the Diploma is with exceptional grades or good credits, students will be given a chance to
enter the BEng (Hons) route at Level 3 mode of study. Thereafter, students are offered
another option of carrying on to MEng (Masters in Engineering) at Level 6 for an extra 12
months (Consult Masters Programme Handbook The entry qualification will be BEng
(Hons) First, Two-one and Two-Two Classes).
Fitness to practise declaration
Not applicable
Aims of the programme
This BEng (Hons) in Aeronautical Engineering (PT/FT) mode of study is one of the three
engineering routes within an integrated Masters/BEng (Hons) programme of study. The
broad aims of this programme are to:
Educate and develop prospective Aeronautical engineers to the academic
requirements (Zambia Standards for Professional Engineering Competences) leading
towards Registered/Chartered Engineer status with the Engineering Institute of
Zambia (EIZ).
Prepare prospective engineers for meaningful professional employment in the
Aeronautical Engineering sector of industry.
Prepare prospective engineers for a fruitful and responsible life in society and their
community.
Complete a programme of professional development planning and training (DPD).
Provide an integrated programme to achieve delivery efficiency and integration of
subject matter. Hence, this Aeronautical Engineering Programme integrates at some
point with all the other programmes at BEng(Hons) on the way to Masters Degree
(option) upon successful completion of the Honours Degree.
Achieve subject specialisation as you progress through the course so that Level 5 is a
combination of Core and route specific courses. There are Electives too on the
programme.
The principal aims of the programme are that it will produce graduates that are:
- motivated to practice engineering
- enthusiastic, articulate, questioning and open-minded
- recognised nationally and internationally as highly competent engineering graduates
- aware of the financial, moral, legal, economic, environmental and cultural constraints in
which they operate
- aware of current management practices
- committed to and prepared for lifelong learning
In doing so, the programme aims to:
- establish the relevance of engineering to real world problems
- use design as an integrative element in the whole of the degree
- incorporate health and safety, environmental issues and sustainability
- ensure content matches the needs and developments in modern industry and society
- encourage reflection on learning experiences
- develop modelling and analytical skills and the application of those skills
- involve breadth and depth of coverage to meet the needs of industry and society in
technical, management and business topics
- encourage and develop a process of Personal Development Planning (PDP)
Distinctive features of the programme
- A purpose-designed route ready for accreditation with EIZ for routes towards
satisfying REng registration.
- The programme would automatically be recognised in Africa, Europe, USA, Australia
and the Far East. The entire first year cohort joins the EIZ as Affiliate members.
- The Individual Year Project is recognised and supported by the EIZ & Eng RB Council
of Zambia.
- Project-based learning (PBL) at every stage, either in groups or as individuals, linked
to PDP.
- Hands-on Project type modules at all levels of the programme for assimilation and
integration of topics and material.
- Industrial visits.
- Open access and skills development in quality CAD, Analysis, Optimisation, CAM and
CAE software.
- Opportunity to participate in the SAE Formula Student world challenge
- Individual and group Industrial live projects.
Programme learning outcomes
CBU School of Engineering General Learning Outcomes (Based on UK Spec.):
On completion (coding in brackets) of this programme you will:

Understanding & Knowledge

- demonstrate knowledge and understanding of facts, concepts and theories and
underpinning mathematics and science. (UK1)
- have an appreciation of the wider multidisciplinary engineering context and its
underlying principles (UK2)
- appreciate the social, environmental, ethical, economic and commercial
considerations affecting the exercise of their engineering judgement (UK3)
Intellectual Ability
- apply quantitative science and engineering tools to analyse problems (IA1)
- be able to demonstrate creative and innovative ability in the synthesis of solutions and
in formulating design (IA2)
- be able to comprehend the broad picture and thus work with an appropriate level of
detail (IA3)
Practical Skills
- possess practical engineering skills acquired through, for example, work carried out in
laboratories and workshops, in industry through supervised work experience, in
individual and group project work, in design work and in the development and use of
computer software in design, analysis and control (PS1)
- demonstrate group working and participation skills in a major project (PS2)
General Transferable Skills
- have developed transferable skills that will be of value in a wide range of situations
(GTS1)
- exemplify, by the QCA Higher Level Key Skills and include problem solving,
communication, and working with others, as well as the effective use of general IT
facilities and information retrieval skills (GTS2)
- develop PDP and self learning skills. (GTS3)
(See General Outcomes mapping matrix below)
CBU School of Engineering Specific Learning Outcomes (Based on UK Spec):
Underpinning Science & Mathematics and Associate Disciplines
- have a comprehensive understanding of the scientific principles of Aeronautical and
related engineering disciplines. (USM1)
- have a comprehensive knowledge and understanding of mathematical and computer
models relevant to the Aeronautical and related engineering disciplines, and an
appreciation of their limitations. (USM2)
- have an understanding of concepts from a range of areas including some outside
engineering, and the ability to apply them effectively in engineering projects. (USM3)
- have an awareness of developing technologies related to Aeronautical engineering.
(USM4)
Engineering Analysis
- have the ability to use fundamental knowledge to investigate new and emerging
technologies. (EA1)
- have the ability to extract data pertinent to an unfamiliar problem, and apply its
solution using computer based engineering tools when appropriate. (EA2)
- have the ability to apply mathematical and computer-based models for solving
problems in engineering, and the ability to assess the limitations of particular cases.
(EA3)
- have an understanding of and ability to apply a systems approach to engineering
problems. (EA4)
Design
- have a wide knowledge and comprehensive understanding of design processes and
methodologies and the ability to apply and adapt them in unfamiliar situations. (D1)
- understand customer and user needs and the importance of considerations such as
aesthetics. (D2)
- identify and manage cost drivers. (D3)
- have the ability to generate innovative designs for products, systems, components or
processes to fulfil new needs. (D4)
- ensure fitness for purpose for all aspects of the problem including production,
operation, maintenance and disposal. (D5)
- manage the design process and evaluate outcomes. (D6)
Economic, social and environmental context
- have the ability to make general evaluations of commercial risks through some
understanding of the basis of such risks. (ES1)
- have extensive knowledge and understanding of management and business
practices, and their limitations, and how these may be applied appropriately to
strategic and tactical issues. (ES2)
- have an Understanding of the requirement for engineering activities to promote
sustainable development. (ES3)
- have an awareness of the framework of relevant legal requirements governing
engineering activities, including personnel, health, safety, and risk (including
environmental risk) issues. (ES4)
- have an understanding of the need for a high level of professional and ethical conduct
in engineering. (ES5)
Engineering Practice
- have a thorough understanding of current practice and its limitations and some
appreciation of likely new developments. (EP1)
- have an extensive knowledge and understanding of a wide range of engineering
materials and components. (EP2)
- have an understanding of contexts in which engineering knowledge can be applied
(e.g. operations and management, technology, development, etc). (EP3)
understand the use of technical literature and other information sources. (EP4)
have an awareness of nature of intellectual property and contractual issues. (EP5)
have an understanding of appropriate codes of practice and industry standards. (EP6)
have an awareness of quality issues. (EP7)
have the ability to apply engineering techniques taking account of a range of
commercial and industrial constraints. (EP8)
(See Specific Learning Outcomes mapping matrix below)

Programme structure
DIRECT ENTRY ROUTE:
This 5 year Full Time and 6year Part Time (Evening) route requires 360 credits to be
established for the award of BEng (Hons) in Aeronautical Engineering; 120 credits at Level
3, 120 credits at Level 4 and 120 credits at Level 5.
Part time/Evening students study from 80 Credits-worth up to similar to Full Time creditsworth of courses per year, thus, taking a minimum of 5 to 6 years to complete the route.
2 + 3 ENTRY ROUTE:
This 5 year Full Time and 6 year Part Time (Evening) route requires:
a) students who have completed Level 1 (L1) with an overall average year mark 65%
after achieving 132 credits will join the Direct Route Students at Level 2 (L2) to BEng
(Hons) Degree in Civil Engineering;
b) The rest of the student cohort who have completed Level 1 (L1) with an overall
average year mark 65% after achieving 132 credits will continue on the 2+3 Route
to Level 3D through Level 2 (L2);
c) Students who have achieved a total of 240 credits, 132 at Level 2 (L2) and 108 at
Level 3D (L3D) will be awarded a Diploma. If the Diploma overall mark is above 50%,
such students will be given an option to join the Direct Route to BEng (Hons) at Level
3 (L3).
All courses are either Core or Elective and have either 24 credit value for Standard Course
(Full) or 12 credit value for Non-Standard Course (Half). The programme has one double full
course, the Individual Final Year Project, that has 48 credit value and is required for the
assimilation and integration of all learned topics and materials. BEng Honours Degree
cannot be awarded without passing the Individual Final Year Project.

DELIVERY METHOD:
This programme requires you to attend particular classes or events at particular times and in
particular locations ((FD) Formal Delivery).
NB: FD includes (i) Lectures; (ii) Tutorials; (iii) Laboratory work = 1/term.
Assume For Standard (Full): 3 hrs/week lecture and tutorial = 90 hrs/year
Assume for non-standard (Half): 2 hrs/week lecture and tutorial = 60 hrs/year
or
This programme is delivered by flexible and distributed learning (FDL) methods, which do
not require you to attend particular classes or events at particular times, in particular
locations. In such circumstances hours will not be indicated.
Course
Code
Course Title
Core/
Elective
(C/E)
Credit
Hrs/
Week
Pre-Requisite
LEVEL 2 (YEAR 2)
MA210
Engineering Mathematics 1
24
EE220
Electrical & Electronics Principles 1
24
EG230
Applied Mechanics
24
EG244
Material Science
12
EG233
Engineering Applications
12
CS211
Applied Computing
12
ED241
Engineering Design Principles
12
EE231
Electrical Measurements and Instruments
12
132
19
TOTAL
LEVEL 3 (YEAR 3)
MA310
Engineering Mathematics II
24
MA210
EE320
Electrical & Electronics Principles II
24
EE220
ED311
Mechanical Engineering Design II
12
ED241
EM321
Fluid Mechanics
12
EM351
Theory of Machines & Vibrations
12
EM341
Thermodynamics I
12
EM330
Mechanics of Materials I
24
120
17
TOTAL

EM244
LEVEL 4 (YEAR 4)
EA410
Aerodynamics & Mechanics of Flight
24
EA411
Introduction to Modelling & Simulation
12
EA421
Composite Materials I
12
EA430
Aircraft Structures
24
EA431
Aero-Elasticity
12
EA441
Aircraft Design
12
EA450
Introduction to Aerospace Propulsion
24
120
16
TOTAL
EM330
LEVEL 5 (YEAR 5)
EG500
Group Design Project
24
EM500
Individual Final Year Project
48
MG531
Management Studies
12
ELECTIVES (CHOOSE THREE COURSES)

EA531
Computational Flight Dynamics
12
EA551
Propulsion & Turbomachinery
12
EA511
Aircraft Control Systems Engineering
12
EA561
Composite Materials II
12
120
17
TOTAL
2 + 3 ENTRY ROUTE TO BEng (Hons) Degree
LEVEL 1 (2+3 ROUTE TO BEng (Hons) DEGREE)

Course
Code
Course Title
DMA110
Foundation Mathematics
DPH110
Physics
DCS111
Computer Technology
DED111
Engineering Design I
DLA111
Communication Skills
DEM110
Mechanical Science I
DEE110
Electrical Fundamentals
TOTAL
Core/
Elective
(C/E)
Credit
Hrs/
Week
c
c
c
c
c
c
c
24
24
12
12
12
24
24
132
4
4
4
2
2
4
4
22

Pre-Requisite
LEVEL 2 (2+3 ROUTE TO BEng (Hons) DEGREE)

Course
Code
Course Title
DMA211
Engineering Mathematics
DEA230
Aircraft Structures
DEA250
Aircraft Propulsion
DEA211
Avionics & Instrumentation
DEA231
Aircraft Design I
DEA221
Aerodynamics
DEA240
Aircraft Performance
DEA251
Aircraft Systems
Core/
Elective
(C/E)
TOTAL
Credit
Hrs/
Week
12
24
24
12
12
24
12
12
132
2
4
4
2
2
4
2
2
22
Pre-Requisite
LEVEL 3D (2+3 ROUTE TO BEng (Hons) DEGREE)

Course
Code
Course Title
Core/
Elective
(C/E)
DEA300
Individual Project
DEA330
Aircraft Design II
DEA361
Airline Operations & Management
DEA341
Aircraft Maintenance Practices A & B
DEG351
Health, Safety and Risk Assessment in

Engineering
Engineering with management &
Entrepreneurship
DEG331
TOTAL
Credit
Hrs/
Week
24
24
12
12
12
4
4
2
2
2
12
108
18
Pre-Requisite
DEA231
DELIVERY METHOD FOR 2+3 ROUTE:

This programme requires you to attend particular classes or events at particular times and in
particular locations ((FD) Formal Delivery).
NB: FD includes (i) Lectures; (ii) Tutorials; (iii) Laboratory work = 2/term.
Assume For Standard : 4 hrs/week lecture and tutorial = 120 hrs/year
Assume for non-standard: 2 hrs/week lecture and tutorial = 60 hrs/year
and
is delivered by flexible and distributed learning (FDL) methods, which do not require you to
attend particular classes or events at particular times, in particular locations. In such
circumstances hours will not be indicated.

Learning and teaching strategies

The diverse nature of this engineering programme necessitates the use of a variety of
teaching and learning methods in order to ensure the acquisition and development of
appropriate concepts, knowledge and skills. Many of these methods will be experienced
during formal timetabled classes. Other methods, which are also demanded by professional
body accreditation requirements, will be experienced through opportunities to develop
creativity and innovative skills. This is predominantly achieved through open-ended project
and design, make and test activity, where application, assimilation and integration of course
material are realised. As projects, design activity and assimilation is extremely important and
time dependent, all final year project courses on Honours Programmes are 48 credit value
and run over three terms. Also, as you progress through the programme, your studies will
become less structured and more open-ended in nature.
Learning Activities (Contact Time per Year)
DIRECT ENTRY ROUTE: BEng (Hons) Degree
Scheduled learning and

teaching activities
Guided independent
study
Placement/study abroad
Programme Year
1
2
3
4
(L 1) (L2 ) (L 3) (L 4)
582
522
492
5
(L 5)
522
1138
1198
1228
1198
1720
1720
1720
1720
TOTAL HOURS/YEAR
CONTACT TIME CALCULATIONS:

Level or year total time needed = (Total time x 30 weeks) + Laboratory
e.g. Level 2
= ( 19 x 30) + (4 hrs x 3 lab/year) = 582
GUIDED INDEPENDENT STUDY TIME:
Total Level or year time based on QA of 200 hrs/course = (200 hrs x No. of courses) +
(independent time 40 x labs)
contact Time
e.g. Level 2
= ( 200 x 8) + (40 hrs x 3 lab/year) 582 = 1138 hrs

2 + 3 ENTRY ROUTE TO BEng (Hons) Degree

Programme Year
1
2
3
4
(L 1) (L 2) (L3D) (L3)
684
684
564
522
5
(L 4)
492
6
(L5)
522
Guided independent
study
Placement/study abroad
1036
1036
1156
1198
1228
1198
TOTAL HOURS/YEAR
1720
1720
1720
1720
1720
1720
Scheduled learning and

teaching activities
Assessment strategy
The assessment strategy for the programme is designed to ensure that the overall aims and
learning outcomes of the programme are assessed and achieved. To accomplish this, a
range of assessment methods are used and are applied depending upon the learning
outcome in question and the type of course content being assessed. Assessment and
feedback may be Formative or Summative.
In line with the Copperbelt University Curriculum Framework, Summative Assessment (that
leading to assignment/project mark, course grade and hence to overall performance
classification) constitutes a maximum of two pieces of assessed work per 24 credit course.
You must achieve a pass in all elements of assessment for each course. Summative
Assessment may consist of:
-
Project, Assignment and/or Design reports

Examinations
Module Portfolios
Presentations

Assessment methods
DIRECT ENTRY TO BEng (Hons)
1
(L 1)
2
(L 2)
Programme Year
3
4
5
(L 3)
(L 4)
(L5)
Written exams
-%
60%
60%
60%
60%
Coursework
-%
40%
40%
40%
40%
Practical exams
-%
0%
0%
0%
0%
TOTAL
-%
100%
100%
100%
100%
6
(L5)
2+3 ENTRY ROUTE TO BEng (Hons)

Programme Year
3
4
5
(L 3D) (L 3)
(L4)
1
(L 1)
2
(L 2)
Written exams
50%
50%
50%
60%
60%
60%
Coursework
50%
50%
50%
40%
40%
40%
Practical exams
0%
0%
0%
0%
0%
0%
100%
100%
100%
100%
100%
100%
TOTAL
Assessment regulations
- Assessment Regulations for Undergraduate Programmes
Direct Route BEng (Hons)
The mark awarded will be made up, where specified, of the weighted average of the
examination and coursework assessment marks. You must achieve a mark of 40% or above
in all assessments to show that you have achieved the Learning Outcomes for each course
and achieved an overall average of 40%t to pass a course.
2 + 3 Entry Route to BEng (Hons)

The mark awarded will be made up, where specified, of the weighted average of the
examination and coursework assessment marks. You must achieve a mark of 50% or above
in all assessments to show that you have achieved the Learning Outcomes for each course
and achieved an overall average of 50% to pass a course. Then you can transfer to BEng
(Hons) and the assessment regulations will be similar to Direct Entry students.
Grade bands and classifications
Grade Description
Work of
exceptional quality
High
Middle
Low
80+
75-79
70-74
Hons Degree
Classification
i
I
i
Work of very good

quality
High
Middle
Low
67-69
64-66
60-63
ii.i
ii.i
ii.i
Work of good
quality
High
Middle
Low
57-59
54-56
50-53
ii.ii
ii.ii
ii.ii
Work of
satisfactory quality
High
Middle
Low
47-49
44-46
40-43
iii
iii
iii
Fail
Below 40
Honours Classification
(i) A student will normally be awarded the honours classification resulting from application of
the following algorithm:
Rule School of Engineering (New Honours CBU Rules based on ACM20)
BEng(Hons) classification is calculated by taking a final weighted average of the marks
from courses worth a total of 240 credits at Levels III, IV and V combined, including the
marks from courses worth no more than 48 credits at least at Level III (weighted 15
percent), marks from courses worth at least 72 credits at Level IV (weighted 25 percent)
and marks from courses worth at least 120 credits at Level V (weighted 60 percent),
which represent the best marks achieved by a student at those Levels.
(ii) Where a student has marks available for less than 120 credits at Level V, the student will
be normally awarded the Ordinary classification.
Upgrading to the honours classification will not normally be available to students for
whom there are marks available for fewer than 120 credits at Level 5, unless explicitly
approved.
(iii) Where a student has marks available for less than 60 credits at Level V, the student will
be normally awarded the Advanced Diploma classification.
Upgrading to the Ordinary classification will not normally be available to students for
whom there are marks available for fewer than 60 credits at Level 5, unless explicitly
approved.
(iv) Where a student has no Credits available at Level V, the student will be normally
awarded the Advanced Certificate classification ONLY if the student attempted the Level V.
Upgrading to the Diploma classification will not be available.
Role of external examiners
External examiners are appointed for all programmes of study. They oversee the
assessment process and their duties include: approving assessment tasks, reviewing
assessment marks, attending assessment boards and reporting to the University on the
assessment process.
Support for student learning
The programme is managed by a programme leader

Induction programme introduces the student to the University and their programme
Each student has a personal tutor, responsible for support and guidance
Personal Development Planning (PDP) integrated into all programmes
Feedback on formative and summative assessments
A Student Centre providing a one-stop shop for information and advice
University support services include housing, counselling, financial advice, careers and
disability
A Chaplaincy
Library and IT services
Student Liaison Officers attached to the School
The Students Union advice services

Programme Handbook which provide information about the programme and

University regulations
The opportunity to develop skills for employment
English language support for International students
Specialist teaching facilities/resources
Support from professional bodies by student membership of EIZ
Methods for evaluating and enhancing the quality of learning opportunities
Programme committees with student representation

Module evaluations by students
Students surveys
Annual quality monitoring and action planning through Programme Quality
Enhancement Plans (PQEPs), Data Analysis Report (DARs) Subject Annual Self
Evaluation Report (SASERs), School Quality Enhancement Plans (FQEPs),
University Quality Enhancement Plan (UQEP)
Peer review/observation of teaching
Professional development programme for staff
External examiner reports
Other sources of information

Student portal: www.cbu.ac.zm/studentportal
Students Union www.cbu.ac.zm/studentunioin
Programme handbook www.cbu.ac.zm/handbooks
Courses Database www.cbu.ac.zm/coursedatabase
External examiners reports www.cbu.ac.zm/schoolengineering/externalexaminares
Document control
Author(s)
Prof Clive Chirwa (DRAFT)
Approved by:
Date approved:
Effective from:
2014/15
Document History:
Revision: 0

School of Engineering (Based on UKSpec General Learning Outcomes Map BEng (Hons) in Aeronautical Engineering
Course title
Course
Code
Status
C/E
Engineering Mathematics 1
Electrical & Electronics Principles 1
Applied Mechanics
Material Science
Engineering Applications
Applied Computing
Engineering Design Principles
Electrical Measurements and Instruments
MA210
EE220
EG230
EG244
EG233
CS211
ED241
EE231
C
C
C
C
C
C
C
C
Engineering Mathematics II
Electrical & Electronics Principles II
Mechanical Engineering Design II
Fluid Mechanics
Theory of Machines & Vibrations
Thermodynamics I
MA310
EE320
ED311
EM321
EM351
EM341
EM330
C
C
C
C
C
C
C
Aerodynamics & Mechanics of Flight

Introduction to Modelling & Simulation
Aircraft Structures
Aero-Elasticity
Aircraft Design
Introduction to Aerospace Propulsion
EA410
EA411
EA421
EA430
EA431
EA441
EA450
C
C
C
C
C
C
C
Group Design Project

Individual Final Year Project
Management Studies
Computational Flight Dynamics
Propulsion & Turbomachinery
Aircraft Control Systems Engineering
Composite Materials II
EG500
EM500
MG531
EA531
EA551
EA511
EA561
C
C
C
E
E
E
E
UK1
UK2
UK3
Level 2 (Year 2)
Level 3 (Year 3)
Level 4 (Year 4)
Level 5 (Year 5)
d developed; a assessed; t - taught
53
IA1
IA2
IA3
PS1
PS2
GTS1
GTS2
GTS3
School of Engineering (Based on UKSpec Learning Outcomes Map) BEng (Hons) in Aeronautical Engineering
A comprehensive understanding of the scientific principles of mechanical and related

engineering disciplines
A comprehensive knowledge and understanding of mathematical and computer models
relevant to the mechanical and related engineering disciplines, and an appreciation of
their limitations.
An understanding of concepts from a range of areas including some outside engineering,
and the ability to apply them effectively in engineering projects.
An awareness of developing technologies related to mechanical engineering.
USM3
USM4
Ability to use fundamental knowledge to investigate new and emerging technologies.
Ability to extract data pertinent to an unfamiliar problem, and apply its solution using
computer based engineering tools when appropriate
EA1
EA2
Ability to apply mathematical and computer-based models for solving problems in

engineering, and the ability to assess the limitations of particular cases.
EA3
Understanding of and ability to apply a systems approach to engineering problems
EA4
Design
Wide knowledge and comprehensive understanding of design processes and
methodologies and the ability to apply and adapt them in unfamiliar situations
D1
Understand customer and user needs and the importance of considerations such as
aesthetics
D2
54
EM330
EM341
Theory of Machines &

Vibrations
Thermodynamics I
Fluid Mechanics
EM321
EM351
Mechanical Engineering
Design II
ED311
EE320
MA310
CS211
USM2
EE231
Applied Computing
EG233
USM 1
Engineering Design
Principles
Electrical Meas. and
Instruments
Engineering
Mathematics II
Electrical & Electronics
Principles II
Engineering
Applications
EG244
ED241
Material Science
EG230
EE220
CBU SE
(UKSp)
Code
MA210
Learning Outcome
Engineering
Mathematics 1
BEng (Hons) in Aeronautical Engineering Courses
Electrical & Electronics

Principles 1
Applied Mechanics
D3
Ability to generate an innovative design for products, systems, components or processes

to fulfil new needs.
D4
Ensure fitness for purpose for all aspects of the problem including production, operation,
maintenance and disposal
D5
Manage the design process and evaluate outcomes
D6

The ability to make general evaluations of commercial risks through some understanding
of the basis of such risks
ES1
Extensive knowledge and understanding of management and business practices, and their
limitations, and how these may be applied appropriately to strategic and tactical issues.
ES2
Understanding of the requirement for engineering activities to promote sustainable

development
Awareness of the framework of relevant legal requirements governing engineering
activities, including personnel, health, safety, and risk (including environmental risk)
issues.
Understanding of the need for a high level of professional and ethical conduct in
engineering
ES3
ES4
ES5
A thorough understanding of current practice and its limitations and some appreciation of
likely new developments
Extensive knowledge and understanding of a wide range of engineering materials and
components
Understanding of contexts in which engineering knowledge can be applied (e.g.
operations and management, technology, development, etc)
EP1
EP2
EP3
Understanding use of technical literature and other information sources
EP4
Awareness of nature of intellectual property and contractual issues
EP5
Understanding of appropriate codes of practice and industry standards
EP6
Awareness of quality issues
EP7
Ability to apply engineering techniques taking account of a range of commercial and

industrial constraints
EP8
55
EM330
EM341
EM351
EM321
ED311
EE320
MA310
EE231
ED241
CS211
EG233
EG244
EG230
EE220
MA210
Identify and manage cost drivers
EA511
EA561
EA511
EA561
Aircraft Control
Systems Engineering
Composite Materials
II
EA551
EA551
Propulsion &
Turbomachinery
EA531
EA531
Computational Flight
Dynamics
MG531
MG531
Management Studies
EA500
EA500
Individual Final Year

Project
EG500
EG500
Group design Project
EA450
EA450
Introduction to
Aerospace
Propulsion
EA441
EA441
Aircraft Design
EA431
EA431
Aero-Elasticity
EA430
EA430
Aircraft Structures
EA421
EA421
Intro to Modelling &

Simulation
EA411
EA411
Aerodynamics &
Mechanics of Flight
CBU SE
(UKSp)
Code
EA410
Learning Outcome
EA410
BEng (Hons) in Aeronautical Engineering Courses

A comprehensive understanding of the scientific principles of mechanical and related
engineering disciplines
A comprehensive knowledge and understanding of mathematical and computer models
relevant to the mechanical and related engineering disciplines, and an appreciation of
their limitations.
An understanding of concepts from a range of areas including some outside engineering,
and the ability to apply them effectively in engineering projects.
An awareness of developing technologies related to mechanical engineering.
USM 1
USM2
USM3
USM4
Ability to use fundamental knowledge to investigate new and emerging technologies.
Ability to extract data pertinent to an unfamiliar problem, and apply its solution using
computer based engineering tools when appropriate
EA1
EA2
Ability to apply mathematical and computer-based models for solving problems in

engineering, and the ability to assess the limitations of particular cases.
EA3
Understanding of and ability to apply a systems approach to engineering problems
EA4
Design
Wide knowledge and comprehensive understanding of design processes and
methodologies and the ability to apply and adapt them in unfamiliar situations
D1
Understand customer and user needs and the importance of considerations such as
aesthetics
D2
56
Identify and manage cost drivers
D3
Ability to generate an innovative design for products, systems, components or processes

to fulfil new needs.
D4
Ensure fitness for purpose for all aspects of the problem including production, operation,
maintenance and disposal
D5
Manage the design process and evaluate outcomes
D6

The ability to make general evaluations of commercial risks through some understanding
of the basis of such risks
ES1
Extensive knowledge and understanding of management and business practices, and their
limitations, and how these may be applied appropriately to strategic and tactical issues.
ES2
Understanding of the requirement for engineering activities to promote sustainable

development
Awareness of the framework of relevant legal requirements governing engineering
activities, including personnel, health, safety, and risk (including environmental risk)
issues.
Understanding of the need for a high level of professional and ethical conduct in
engineering
ES3
ES4
ES5
A thorough understanding of current practice and its limitations and some appreciation of
likely new developments
Extensive knowledge and understanding of a wide range of engineering materials and
components
Understanding of contexts in which engineering knowledge can be applied (e.g.
operations and management, technology, development, etc)
EP1
EP2
EP3
Understanding use of technical literature and other information sources
EP4
Awareness of nature of intellectual property and contractual issues
EP5
Understanding of appropriate codes of practice and industry standards
EP6
Awareness of quality issues
EP7
Ability to apply engineering techniques taking account of a range of commercial and

industrial constraints
EP8
57
Value
Material Science
EG244
Employability
Communication
Team Work
Organisation & Planning
Numerical Interpretation
Problem Solving
Flexibility & Adaptability
Action Planning
Self Awareness
Initiative
Personal Impact & Confidence
Internationalisation
International content or international comparative approach
Preparation for international profession
Foreign language or cross-cultural communication
Preparation for internationally recognised qualification
Environmental Sustainability & Awareness
Globalisation & the global context
58
Aero-Elasticity
Aircraft Design
Intro to Aerospace
Propulsion
EA431
EA441
EA450
EG500
Group design
Project
Aircraft Structures
EA430
EA421
Intro to Modelling &

Simulation
Composite Materials
I
EA411
EA410
EM330
EM341
Theory of Machines
& Vibrations
Thermodynamics I
Mechanics of
Materials I
Aerodynamics &
Mechanics of Flight
Fluid Mechanics
EM321
EM351
Mechanical Eng
Design II
Electrical &
Electronics
Principles II
EE320
ED311
Engineering
Mathematics II
Engineering Design
Electrical Meas.
and Instruments
MA310
EE231
ED241
CS211
Engineering
Applications
Applied Computing
Applied Mechanics
EG230
EG233
Electrical &
Electronics
EE220
Engineering
Mathematics 1

Courses
MA210
CBU Values Map BEng(Hons) in Aeronautical Engineering
Consumer culture and the free m arket

Carbon reduction
Systems, control mechanisms and environments
Energy, consumption, waste and technology
Business impact and business practices on the environm ent
Instrumentation and stewardship
Social, Public & Ethical Responsibility
Professional standards and practice
Ethics
Political or social judgement
Cultural or moral issues
59
EA561
Aircraft Control
Systems
Engineering
Composite Materials
II
EA511
Computational
Flight Dynamics
EA531
Propulsion &
Turbomachinery
Management
Studies
MG531
EA551
Individual Final Year

Project
Value
EA500

Courses
Employability
Communication
Team Work
Organisation & Planning
Numerical Interpretation
Problem Solving
Flexibility & Adaptability
Action Planning
Self Awareness
Initiative
Personal Impact & Confidence
Internationalisation
International content or international comparative approach
Preparation for international profession
Foreign language or cross-cultural communication
Preparation for internationally recognised qualification
Environmental Sustainability & Awareness
Globalisation & the global context
Consumer culture and the free m arket
Carbon reduction
Systems, control mechanisms and environments
Energy, consumption, waste and technology
Business impact and business practices on the environm ent
Instrumentation and stewardship
Social, Public & Ethical Responsibility
Professional standards and practice
Ethics
Political or social judgement
Cultural or moral issues
60

Aeronautical Engineering Handbook

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Aeronautical Engineering Handbook

Uploaded by

Copyright:

Available Formats

PROGRAMME HANDBOOK

BEng (Hons) in Aeronautical Engineering

Programme specification ....................................................................................................... 37

Programme calendar ............................................................................................................... 4

Support for students .............................................................................................................. 12

Health, safety and welfare ..................................................................................................... 16

Programme committee and student representation .............................................................. 17

Learning resources ................................................................................................................ 19

Careers, professional body membership and employability opportunities ............................. 31

Prizes, scholarships and bursaries .......................................................................................... 34

Student societies ........................................................................ Error! Bookmark not defined.

Programme Handbook: [BEng(Hons) in Aeronautical Engineering]

Programme Handbook: [BEng(Hons) in Aeronautical Engineering]

Programme Handbook: [BEng(Hons) in Aeronautical Engineering]

2.3 University recesses

Mon 21 April 2014

Arrival of New Students/Registration & Orientation

Mon 5 May 2014

Arrival of Returning Students/Registration

Week 10 Summative Assessments

Holidays Begin for two weeks

Mon 7 July 2014

Mon 28 July 2014

Week 1 Classes Resume

Mon 29 Sept 2014

Sat 4 Oct 2014

Week 10 Summative Assessments

Mon 20 Oct 2014

Week 1 Classes Resume

Programme Handbook: [BEng(Hons) in Aeronautical Engineering]

Sessional Examinations begin

Mon 29 Dec 2014

Fri 30 Jan 2015

Long Vacations begin

Deferred Examinations begin

Sat 31 Jan 2015

Fri 6 Feb 2015

Mon 16 Feb 2015

Fri 20 Feb 2015

Tue 3 Mar 2015

Sessional Examinations end

Week 10 Summative Assessments

Thus 12 Mar 2015

Deferred Examinations end

Programme Handbook: [BEng(Hons) in Aeronautical Engineering]

Lt. Col. LILIAN MUWINA

Capt. Charles KAHANJI

Programme Handbook: [BEng(Hons) in Aeronautical Engineering]

3.4 Students Username and Password

We rely on contacting you through your University webmail

Programme Handbook: [BEng(Hons) in Aeronautical Engineering]

Phone No. Opening Hours

Dean of the School of Engineering

Dean of the School of Mathematics &

Head of Mechanical Engineering

Learning Support and Development:

Programme Handbook: [BEng(Hons) in Aeronautical Engineering]

3.6 Programme & Course Information

4 Support for students

Pastoral Support and Guidance: Your Personal Tutor is responsible

Programme Handbook: [BEng(Hons) in Aeronautical Engineering]

Academic Support and Guidance: Both your Personal Tutor and

Course Tutors: These are members of academic staff responsible for

Departmental Office: This is situated in the Mechanical Engineering