Higher Diploma in Mechanical Engineering

Mechanical Engineering Programme Board

Higher Diploma in Mechanical Engineering (EG114701, EG314701, EG524701))

Volume B2 - Module Syllabuses 0 0

ENGINEERING DISCIPLINE

Mechanical Engineering

Programme Board

DEFINITIVE PROGRAMME DOCUMENT

for

Higher Diploma

in

Mechanical Engineering

(Programme Code: EG114701, EG314701, EG524701)

Volume B2

Module Syllabuses

Version 1

November 2015




TABLE OF CONTENTS

Page

1. Curriculum Summaries

1.1 Table 1 - Curriculum Summaries for Full-time Mode ................................................ i

1.2 Table 2 - Curriculum Summaries for Part-time Mode ............................................. iii

2. Module Syllabuses

Language Modules

1 LAN3100 E&C: Workplace Interaction............................................................... 1

2 LAN3103 E&C: Workplace Correspondence ...................................................... 6

3 LAN4101 E&C: Promotional Materials ............................................................ 10

4 LAN4107 E&C: Reports .................................................................................... 14

5 LAN4108 E&C: Persuasive Presentations ......................................................... 18

6 LAN3003 職業中文傳意: 普通話對話與匯報 ............................................... 23

7 LAN4003 職業中文傳意: 普通話報告與紀實文書 ....................................... 27

Whole Person Development Modules

8 SDD4001 WPD: Self-efficacy Enhancement .... Error! Bookmark not defined.

9 SDD4002 WPD: Global Vision ......................... Error! Bookmark not defined.

10 SDD4003 WPD: SMART in Action .................. Error! Bookmark not defined.

11 SDD4004 WPD: Integrated Career DevelopmentError! Bookmark not defined.

Generic IT Module

12 ITE3002 IT Essentials - Technical ................................................................... 48

Vocational Modules

13 MEC2101 Practical Training for ME I ............................................................... 58

14 MEC2102 Practical Training for ME II ............................................................. 60

15 ENG3302 Engineering Drawing ........................................................................ 63

16 MEC3051 Instrumentation & Measurement ...................................................... 66

17 MEC3054 Occupational Safety and Health ....................................................... 69

18 MEC3103 Environmental Awareness ................................................................. 72

19 MEC3124 Computer Aided Drafting ................................................................. 75




20 MEC3125 Mathematics for Mechanical Engineering ........................................ 78

21 MEC3126 Mechanical Engineering Principles .................................................. 81

22 MEC3127 Statics & Dynamics .......................................................................... 84

23 MEC3128 Basic Electricity & Electronics ......................................................... 87

24 MEC3129 Electrical Principles .......................................................................... 90

25 MEC4053 Project Management ......................................................................... 93

26 MEC4102 Fluid Mechanics ................................................................................ 96

27 MEC4103 Advanced Mathematics for Mechanical Engineering ....................... 99

28 MEC4105 Electrical Technology ..................................................................... 102

29 MEC4107 Control and Automation ................................................................. 105

30 MEC4109 Dynamics ........................................................................................ 108

31 MEC4110 Strength of Materials ...................................................................... 111

32 MEC4111 Mechanical Engineering Design ..................................................... 114

33 MEC4123 Application of Materials ................................................................. 117

34 MEC4124 Thermodynamics & Heat Transfer ................................................. 120

35# ENG4200 Advanced Engineering Mathematics .............................................. 124

36# ENG4300 Environmental Engineering ............................................................ 127

37# MEC4161 Product Testing Technology ........................................................... 130

38# MEC4163 Applied Thermo Fluids ................................................................... 133

39# MEC4165 Marine Engineering Knowledge ..................................................... 136

40# MEC4169 Product Design Engineering ........................................................... 139

41# MEC4171 Engineering Management ............................................................... 142

42# MEC4173 Automation ..................................................................................... 145

43# MEC4175 Timepiece Technology Studies A ................................................... 149

44# MEC4176 Timepiece Technology Studies B ................................................... 153

45# MEC4177 Quality Management ...................................................................... 156

46# MEC4178 Marketing and Retailing ................................................................. 160

47# MEC4179 Computer Aided Design with 3D modelling .................................. 163

48 MEC4190 Industrial Attachment ...................................................................... 166

49 MEC4191 Industry Based Student Project ....................................................... 170

# Elective module



Volume B2 - Module Syllabuses i i

Table 1.1 Curriculum Summaries (Full Time)

Module Contact Hours

Sel

f-st

udy H

ours

Ass

essm

ent

Hours

NL

H

QF

Cre

dit

s

QF

Lev

el

Assessment

(%)

Code Title Lect Tut

Lab

/

WS Sub-t

ota

l

CA EA

Semester 1

LAN3100 English & Communication:

Workplace Interaction 18 8 26 34 60 6 3 40% 60%

SDD4001 WPD: Self-efficacy Enhancement 4 16 26 34 60 6 4 40% 60%

ITE3002 IT Essentials - Technical 26 26 39 65 6 3 50% 50%

ENG3302 Engineering Drawing 9 4 13 26 44 70 7 3 50% 50%

MEC2101 Practical Training for ME I 26 26 14 40 4 2 60% 40%

MEC3054 Occupational Safety and Health 22 4 26 34 60 6 3 50% 50%

MEC3103 Environmental Awareness 18 6 2 26 34 60 6 3 50% 50%

MEC3124 CAD 26 26 34 60 6 3 50% 50%

MEC3125 Mathematics for Mechanical

Engineering 26 13 39 59 2 100 10 3 50% 50%

MEC3126 Mechanical Engineering Principles 26 13 39 59 2 100 10 3 50% 50%

MEC3128 Basic Electricity & Electronics 13 9 4 26 32 2 60 6 3 50% 50%

Sub-total: 312 735 73

Semester 2

LAN3003 Vocational Chinese Communication

I: Putonghua Conversation & Reports 18 8 26 34 60 6 3 50% 50%


Workplace Correspondence 18 8 26 34 60 6 3 40% 60%

SDD4003 WPD: SMART in Action 4 9 13 17 30 3 4 50% 50%

MEC2102 Practical Training for ME II 26 26 4 30 3 2 50% 50%

MEC3127 Statics & Dynamics 24 9 6 39 59 2 100 10 3 50% 50%

MEC3129 Electrical Principles 13 9 4 26 32 2 60 6 3 50% 50%

MEC4102 Fluid Mechanics 24 9 6 39 59 2 100 10 4 50% 50%

MEC4103 Advanced Mathematics for

Mechanical Engineering 18 8 26 42 2 70 7 4 50% 50%

MEC4123 Application of Materials 22 11 6 39 59 2 100 10 4 50% 50%

MEC4124 Thermodynamics & Heat Transfer 24 9 6 39 59 2 100 10 4 50% 50%

Sub-total: 299 710 71

Semester 3


Persuasive Presentations 18 8 26 64 90 9 4 40% 60%

SDD4002 WPD: Global Vision 4 9 13 17 30 3 4 40% 60%


MEC3051 Instrumentation & Measurement 13 9 4 26 32 2 60 6 3 50% 50%

MEC4053 Project Management 16 4 6 26 44 70 7 4 50% 50%

MEC4105 Electrical Technology 24 9 6 39 59 2 100 10 4 50% 50%

MEC4107 Control and Automation 24 9 6 39 59 2 100 10 4 50% 50%

Sub-total: 195 480 48



Volume B2 - Module Syllabuses ii ii


Sel

f-st

udy H

ours

Ass

essm

ent

Hours

NL

H

QF

Cre

dit

s

QF

Lev

el

Assessment

(%)

Code Title Lect Tut

Lab

/

WS Sub-t

ota

l

CA EA

Semester 4


Promotional Materials 27 12 39 61 100 10 4 40% 60%

SDD4004 WPD: Integrated Career

Development 5 8 13 17 30 3 4 40% 60%


III: Putonghua Presentations

Administrative & Technical Text

Writing

22 4 26 64 90 9 4 50% 50%

MEC4110 Strength of Materials 24 9 6 39 59 2 100 10 4 50% 50%

MEC4109 Dynamics 24 9 6 39 59 2 100 10 4 50% 50%

Elective Module 1* 52 85 3 140 14 4


Enrichment Module 26 34 60 6 3

Sub-total: 286 760 76

Semester 5

LAN4107 English & Communication: Reports 18 8 26 64 90 9 4 40% 60%

MEC4111 Mechanical Engineering Design 20 12 20 52 88 140 14 4 60% 40%

MEC4190 Industrial Attachment 91 9 100 10 4 60% 40%

MEC4191 Industrial Based Student Project 117 363 480 48 4 60% 40%

Sub-total: 286 810 81

Grand Total: 1378 3495 349



Volume B2 - Module Syllabuses iii iii

Table 1.2 Curriculum Summaries (Part Time)


Sel

f-st

udy H

ours

Ass

essm

ent

Hours

NL

H

QF

Cre

dit

s

QF

Lev

el

Assessment

(%)

Code Title Lect Tut

Lab

/

WS Sub-t

ota

l

CA EA

Semester 1


Workplace Interaction 12 6 18 42 60 6 3 40% 60%


I: Putonghua Conversation & Reports 12 6 18 42 60 6 3 50% 50%

MEC3054 Occupational Safety and Health 22 4 26 34 60 6 3 50% 50%

MEC3125 Mathematics for Mechanical

Engineering 26 13 39 59 2 100 10 3 50% 50%

ENG3302 Engineering Drawing 9 4 13 26 44 70 7 3 50% 50%

Sub-total: 127 350 35

Semester 2

ITE3002 IT Essentials - Technical 18 18 42 60 6 3 50% 50%


Workplace Correspondence 12 6 18 42 60 6 3 40% 60%

SDD4001 WPD: Self-efficacy Enhancement 2 16 18 42 60 6 4 40% 60%

MEC3126 Mechanical Engineering Principles 26 13 39 59 2 100 10 3 50% 50%

MEC3128 Basic Electricity & Electronics 13 9 4 26 32 2 60 6 3 50% 50%

MEC3124 CAD 26 26 34 60 6 3 50% 50%

Sub-total: 145 400 40

Semester 3


Persuasive Presentations 12 6 18 72 90 9 4 40% 60%

SDD4003 WPD: SMART in Action 2 7 9 21 30 3 4 50% 50%

MEC3129 Electrical Principles 13 9 4 26 32 2 60 6 3 50% 50%

MEC3051 Instrumentation & Measurement 13 9 4 26 32 2 60 6 3 50% 50%

Sub-total: 79 240 24

Semester 4

MEC4123 Application of Materials 22 11 6 39 59 2 100 10 4 50% 50%

MEC2101 Practical Training for ME I 26 26 14 40 4 2 60% 40%

MEC3127 Statics & Dynamics 24 9 6 39 59 2 100 10 3 50% 50%

MEC3103 Environmental Awareness 18 6 2 26 34 60 6 3 50% 50%

MEC4105 Electrical Technology 24 9 6 39 59 2 100 10 4 50% 50%

Sub-total: 169 400 40

Semester 5

MEC4053 Project Management 16 4 6 26 44 70 7 4 50% 50%


MEC4124 Thermodynamics & Heat Transfer 24 9 6 39 59 2 100 10 4 50% 50%



Volume B2 - Module Syllabuses iv iv


Sel

f-st

udy H

ours

Ass

essm

ent

Hours

NL

H

QF

Cre

dit

s

QF

Lev

el

Assessment

(%)

Code Title Lect Tut

Lab

/

WS Sub-t

ota

l

CA EA

MEC4102 Fluid Mechanics 24 9 6 39 59 2 100 10 4 50% 50%

Sub-total: 156 330 33

Semester 6


Promotional Materials 18 9 27 73 100 10 4 40% 60%


III: Putonghua Presentations

Administrative & Technical Text

Writing

14 4 18 72 90 9 4 50% 50%

SDD4002 WPD: Global Vision 2 7 9 21 30 3 4 40% 60%

MEC4103 Advanced Mathematics for

Mechanical Engineering 18 8 26 42 2 70 7 4 50% 50%

MEC4109 Dynamics 24 9 6 39 59 2 100 10 4 50% 50%

Sub-total 119 390 39

Semester 7

LAN4107 English & Communication: Reports 12 6 18 72 90 9 4 40% 60%

SDD4004 WPD: Integrated Career

Development 3 6 9 21 30 3 4 40% 60%

MEC4107 Control and Automation 24 9 6 39 59 2 100 10 4 50% 50%

MEC4110 Strength of Materials 24 9 6 39 59 2 100 10 4 50% 50%

MEC4111 Mechanical Engineering Design 20 12 20 52 88 140 14 4 60% 40%


Semester 8

Enrichment Module 26 34 60 6 3





Semester 9

MEC4190 Industrial Attachment 91 9 100 10 4 60% 40%



Grand Total: 1251 3490 349




Module Syllabus

Module Title English and Communication: Workplace Interaction

Module Code LAN3100

QF Credits 6

QF Level 3

Notional Learning Hours 60

Contact Hours: 26

(Tutorial: 18; Laboratory: 8)

Self-study Hours: 34

Assessment Hours: 0

(Outside Contact and Self-study hours)

The contact hours indicated is for students following a full-time study mode. For adult learners

following a part-time study module, the contact hours will be adjusted based on the general

conversion factor of 1 QF Credit being equivalent to 2 Contact Hours. The conversion between

Credit and Contact Hours may vary among modules depending on their QF Level and nature.

Module Aim:

This module aims to enable students to participate, at a sufficient level of comprehension and

clarity, in oral interactions of increasing length, relating to a wide range of largely familiar

workplace contexts, and expressed in increasingly complex language*, in order to understand

and communicate, effectively and with some confidence, predictable information, ideas,

related explanations, discussion/argument, and evaluation when handling suggestions, offers,

preference and persuasion.

*Reference should be made to the Common European Framework of Reference for Languages Level

B1+/B2 for the relevant language proficiency underpinning this competency.




Module Intended Learning Outcome:

On completion of the module, students are expected to be able to handle suggestions, offers,

preference and persuasion in oral interactions involving predictable information, ideas,

related explanations, discussion/argument, and evaluation. This should be evidenced by

students’ ability to:

participate effectively in discussions/ meetings/ negotiations/ with colleagues/ clients on

workplace topics/issues.

make and respond to suggestions, offers, preference and persuasion by giving opinions with

justification appropriately.

initiate and handle interruptions and clarifications effectively.

demonstrate a reasonable level of accuracy in using increasingly complex grammatical

structures involving a wide variety of verb forms, tenses, modals and discourse markers.

Learning and Teaching Strategies:

Learning and teaching activities are devised to align with the intended learning outcome and

thus to help students attain the Unit of Competency at this level. A learner-centred approach

is adopted and students are given ample opportunities to use the target language to carry out

various communication tasks set in trade-specific contexts through engaging in a wide range

of activities such as pair work, group discussions, and role plays. Grammar learning is also

incorporated in trade contexts.

Trade-specific authentic materials and simulated workplace situations are adopted to

contextualise the learning and teaching of the four language skills, grammar and vocabulary.

To foster learner autonomy, students are encouraged to continue language learning beyond the

classroom and build up a stronger sense of ownership of their learning. Students have to

participate in self-initiated language activities, work independently on e-learning, and keep

records of such work and progress throughout. Students’ progress and achievements are

regularly monitored and assessed.

There is a close collaboration with disciplines to develop a whole-campus approach to

language learning support and a language-across-the-curriculum approach to learning and

teaching. Reading across the curriculum using discipline-specific texts and journals is to be

reinforced. Cross-curricular collaboration in building up students’ terminology and raising

students’ awareness of the need for continuous improvement of linguistic proficiency in their

trade modules is to be worked out.




Assessment Scheme:

Continuous Assessment (CA) 40%

End of Module Assessment (EA) 60%

Total 100%

Continuous Assessment will be set as part of assessment for learning. Students will complete

various tasks such as reading/viewing records, language practice and online language tasks. They

will be assessed during the learning process, with continuous feedback given by the teacher. An End

of Module Assessment will be administered to assess students’ attainment of the Unit of Competency

at this level.

Assessment Guidelines:

1. The assessment interactions could be recorded for verification purposes.

2. The assessments could be conducted face-to-face, or as if on the telephone or in a video

teleconference.

3. An individual may be assessed on an actual exchange or in a simulated activity conducted with

(a) peer(s) or, if absolutely necessary, (a) teacher(s)/ assessor(s).

4. As the initiator of a topic or giver of a piece of information is, by definition, psychologically

and linguistically better prepared than his/her interlocutor(s), assessors could ensure that,

before the assessment interactions, all parties in them are given instructions/stimuli that relate

to a mix of both common and individual information so that they have an equal opportunity to

deliver and respond to both known and unknown information.




Key Content Area:

The following Unit of Competency is adopted from the Specification of Generic (Foundation)

Competencies under the Qualifications Framework.

Unit of Competency Performance Criteria

GCEN303A-2

Handle suggestions,

offers, preference and

persuasion in oral

interactions involving

predictable

information, ideas,

related explanations,

discussion/argument,

and evaluation

(Listening and

speaking)

1. The purpose of the interaction is communicated/ understood

through identification of the context and subject, and of the

initiator’s communicative intent.

2. The message of the interaction is communicated/ understood

through identification of the gist, main ideas and specific details.

3. Specific information/ideas in the interaction are communicated

and/or identified/extracted appropriately.

4. Communicative functions are handled appropriately.

5. Development of the interaction is achieved through appropriate

responses and contributions.

6. Turns are taken according to the conventions of the interaction type.

7. Clarification is sought and given when necessary to help

communication.

8. The language used is appropriate to the task.

9. Non-verbal signals are used appropriately.

Range

Speech should be fairly fluent when expressing simple, familiar

ideas and language, but more hesitant with more complex and

unfamiliar content/language.

Speech may include some grammatical errors, but these should not

interfere with meaning or impose interpersonal strain on a

sympathetic listener.

Articulation, intonation, stress and rhythm should be fairly well

controlled when expressing simple, familiar ideas and language, but

less controlled with more complex and unfamiliar content and

language.

The exchange should be sufficient for each speaker.

The register should suit the audience and purpose.

Non-verbal signals may include facial expressions, other body

language, and active listening articulations.




Language Features

a growing range of vocabulary

increasingly complex grammatical structures:

o simple/compound/complex sentences

o positive/negative/interrogative/imperative forms

o a wide range of verb forms/tenses/modals/discourse markers

(e.g. conjunctions, sequence words, etc)

o complex constructions (e.g. conditionals, comparison,

concession, etc)

o a small range of alternative constructions that reflect variations

in register

Textbooks:

In–house teaching and learning materials

References:

1. Clarke S., Powell M., Sharma P. (2009). In Company: Intermediate. Macmillan Publishers

Limited.

2. Stephens, B. (2011). Meetings in English. Macmillan.

3. Yule, G. (2009). Oxford Practice Grammar (Advanced). Oxford: Oxford University Press.

Creation/Revision Record:

Version Date Revised by

1 Dec., 2010 Carol Sze Pui Shan

2 Jan., 2011 Carol Sze Pui Shan

3 March, 2011 Carol Sze Pui Shan

4 March, 2014 Mabel Wong Chau Ping




Module Syllabus

Module Title English and Communication: Workplace Correspondence

Module Code LAN3103

QF Credits 6

QF Level 3


Contact Hours: 26



Assessment Hours: 0






Module Aim:

This module aims to enable students to understand and respond, with reasonable clarity, to

incoming workplace written correspondence involving predictable information, ideas, related

explanations, discussion/argument, and evaluation relating to a wide range of largely familiar

workplace contexts, and expressed in increasingly complex language*, in order to

communicate effectively and with some confidence when handling problems.


B1+/B2 for the relevant language proficiency underpinning this competency.





On completion of the module, students are expected to be able to handle problems in

incoming written correspondence involving predictable information, ideas, related

explanations, discussion/argument, and evaluation. This should be evidenced by students’

ability to:

read for main ideas and extract relevant information from workplace documents for handling

specific problems.

handle problems such as complaints from colleagues and customers by explaining causes of

problems, empathising with the reader, offering advice and evaluating solutions to problems.

deal with acceptance and refusal of responsibilities in different workplace situations.

adopt a diplomatic tone and express goodwill.

demonstrate a reasonable level of accuracy in using increasingly complex grammatical

structures involving a wide variety of verb forms, tenses, modals and discourse markers.










To foster learner autonomy, students are encouraged to continue language learning beyond the

classroom and build up a stronger sense of ownership of their learning. Students have to

participate in self-initiated language activities, work independently on e-learning, and keep

records of such work and progress throughout. Students’ progress and achievements are

regularly monitored and assessed.










Assessment Scheme:



Total 100%





at this level.


1. As the focus of this competency is on writing, reading should be seen as facilitating input.

2. Input texts should be selected at an appropriate level of difficulty for the task.

Key Content Area:




GCEN306A-3

Handle problems in

incoming written

correspondence

involving predictable

information, ideas,


discussion/ argument,

and evaluation

(Reading and Writing)

1. The purpose of incoming correspondence is understood

through identification of the writer, context and subject.

2. The message of incoming correspondence is understood

through identification of the main ideas and specific

details.

3. Information/ideas that are appropriate to the purpose and

message are given in the response.

4. Appropriate expressions of goodwill are given.

5. An appropriate format is used.

6. The response is organised appropriately.

7. A polite tone is used.


9. Tasks are performed in a timely manner.




Range

The writing may include some grammatical, spelling or

punctuation mistakes, but these should not interfere with

meaning or impose strain on a sympathetic reader.

Language Features


increasingly complex grammatical structures:



o a wide variety of verb forms/tenses/ modals/discourse

markers (e.g. conjunctions, sequence words, etc)


concession, etc)

o a small range of alternative constructions that reflect

variations in register

Textbooks:


References:

1. Clarke S., Powell M., Sharma P. (2009). In Company: Intermediate. Macmillan Publishers

Limited.

2. Guffey, M. E. (2010). Essentials of business communication (8th ed.). Mason, OH:

South-Western Cengage Learning.

3. Emmerson, P. (2013). Email English (2nd ed.). Macmillan.











Module Syllabus

Module Title English and Communication: Promotional Materials

Module Code LAN4101

QF Credits 10

QF Level 4


Contact Hours: 39



Assessment Hours: 0






Module Aim:

This module aims to enable students to demonstrate reasonable clarity in writing extended

texts relating to a wide range of both familiar and some new workplace contexts, and

expressed in complex language*, in order to communicate, effectively and with confidence,

information, ideas, related explanations, discussion/argument, and evaluation when

conveying persuasion and emotion.


B2/B2+ for the relevant language proficiency underpinning this competency.





On completion of the module, students are expected to be able to express persuasion and

emotion when presenting information, ideas, related explanations, discussion/argument, and

evaluation in written form. This should be evidenced by students’ ability to:

express persuasion and emotion effectively when promoting products/services/projects/events

handle information effectively when promoting oneself in work-related contexts

discuss readers’ specific problems/needs in proposals.

present tactful explanations and discussion/argument with subtlety and sensitivity when

proposing response(s)/solution(s).

write persuasively through suitable and sensitive evaluation of information and the

conclusions drawn from it.

adopt an appropriate register and style for different types of persuasive writing.

demonstrate a reasonable level of accuracy in using complex grammatical structures involving

all verb forms, tenses, modals and discourse markers and a growing range of alternative

constructions that reflect variations in register.










To facilitate the development of learner autonomy required at QF Level 4, students are

encouraged to take charge of their own learning and develop a capacity for critical reflection.

Students are expected to take the initiative to draw up their own independent learning plan,

identify learning targets, monitor learning progress and assess learning outcomes. They

have to participate in a variety of self-initiated language activities, work independently on

e-learning and other extended language learning tasks, and constantly reflect on their

language learning experience.










Assessment Scheme:



Total 100%





at this level.


Input or rubrics for the task can include written or aural texts, or simple instructions.

Key Content Area:




GCEN407A-3

Express persuasion and

emotion when

presenting information,

ideas, related

explanations,

discussion/ argument,

and evaluation in

written form

(Writing)

1. Appropriate information/ideas are communicated with a clear

purpose and message.

2. The information/ideas are organised logically.

3. The text is structured appropriately.

4. Communicative functions are handled appropriately.



7. An appropriate register is used.

8. If graphic representations play an essential part in the text, they

should be incorporated appropriately, both linguistically and

physically.

Range

The writing should demonstrate control of commonly used

grammatical structures and vocabulary, but there may be mistakes in

grammar, spelling or punctuation with more advanced language.

However, these should not impose any strain on the reader.




Language Features


complex grammatical structures:



o all verb forms/tenses/modals/discourse markers (e.g.

conjunctions, sequence words, etc)


concession , etc)

a growing range of alternative constructions to reflect variations in

register

Textbooks:


References:

1.

2.

Clarke, S., Powell, M., Sharma, P. (2010). In Company: Upper Intermediate, Oxford:

Macmillan Publishers Limited.

Krizan, A. C., Merrier, P., Logan, J. & Williams, K. (2011). Business communication (8th

ed.). Cincinnati, OH: South-Western Thomas Learning.

3. Johnson-Sheesan, R. (2008). Writing Proposals (2nd ed.). New York: Pearson/Longman.











Module Syllabus

Module Title English and Communication: Reports

Module Code LAN4107

QF Credits 9

QF Level 4


Contact Hours: 26



Assessment Hours: 0






Module Aim:

This module aims to enable students to demonstrate reasonable clarity in writing extended

texts relating to a wide range of both familiar and some new workplace contexts, and

expressed in complex language*, in order to communicate, effectively and with confidence,

information, ideas, related explanations, discussion/argument, and evaluation when

conveying suggestions.







On completion of the module, students are expected to be able to express suggestions when

presenting information, ideas, related explanations, discussion/argument, and evaluation in

written form. This should be evidenced by students’ ability to:

state the background and establish the purpose of a report precisely.

analyse, synthesise and evaluate information in the findings and discussion sections critically.

express suggestions and recommendations persuasively, stating their resulting benefits through

appropriate and tactful explanation and argument.

draw conclusions logically from findings through appropriate and sensitive evaluation of

information.

demonstrate a reasonable level of accuracy in using complex grammatical structures involving




Learning and teaching activities are devised to align with the intended learning

outcome and thus to help students attain the Unit of Competency at this level. A

learner-centred approach is adopted and students are given ample opportunities to use

the target language to carry out various communication tasks set in trade-specific

contexts through engaging in a wide range of activities such as pair work, group

discussions, and role plays. Grammar learning is also incorporated in trade contexts.


contextualise the learning and teaching of the four language skills, grammar and

vocabulary.


encouraged to take charge of their own learning and develop a capacity for critical

reflection. Students are expected to take the initiative to draw up their own

independent learning plan, identify learning targets, monitor learning progress and

assess learning outcomes. They have to participate in a variety of self-initiated

language activities, work independently on e-learning and other extended language

learning tasks, and constantly reflect on their language learning experience.


language learning support and a language-across-the-curriculum approach to learning

and teaching. Reading across the curriculum using discipline-specific texts and

journals is to be reinforced. Cross-curricular collaboration in building up students’

terminology and raising students’ awareness of the need for continuous improvement

of linguistic proficiency in their trade modules is to be worked out.




Assessment Scheme:



Total 100%





at this level.


Input or rubrics for the task can include written or aural texts, or simple instructions.

Key Content Area:




GCEN407A-2

Express suggestions

when presenting

information, ideas,



and evaluation in

written form

(Writing)

1. Appropriate information/ ideas are communicated with a clear



3. The text is structured appropriately.



6. An appropriate register is used.

7. If graphic representations play an essential part in the text, they

should be incorporated appropriately, both linguistically and

physically.

Range

The writing should demonstrate control of commonly used grammatical

structures and vocabulary, but there may be mistakes in grammar,

spelling or punctuation with more advanced language. However, these

should not impose any strain on the reader.




Language Features




o positive/ negative/ interrogative/ imperative forms

o all verb forms/ tenses/ modals/ discourse markers (e.g.



concession, etc)

o a growing range of alternative constructions that reflect


a linguistic repertoire that demonstrates subtlety, tact and sensitivity

Textbooks: In–house teaching and learning materials

References:

1. Clarke S., Powell M., Sharma P. (2010). In Company: Upper intermediate. Macmillan

Publishers Limited.

2. Bowden J. (2011). Writing a Report – how to prepare, write and present really effective

reports. (9th ed.) How to Books Limited.











Module Syllabus

Module Title English and Communication: Persuasive Presentations

Module Code LAN4108

QF Credits 9

QF Level 4


Contact Hours: 26



Assessment Hours: 0






Module Aim:

This module aims to enable students to demonstrate reasonable clarity in presenting extended

spoken texts relating to a wide range of both familiar and some new contexts, and expressed

in complex language*, in order to communicate, effectively and with some confidence,

information, ideas, related explanations, discussion/ argument, and evaluation when

conveying compliments, persuasion and emotion.







On completion of the module, students are expected to be able to express compliments,

persuasion and emotion in oral presentations of information, ideas, related explanations,

discussion/argument, and evaluation. This should be evidenced by students’ ability to:

1. discuss audiences’ specific problem(s)/need(s).

2. express compliments and emotion, and use persuasive language with tact and subtlety.

3. express sensitive evaluation of the resulting anticipated benefits of the proposed

recommendations.

4. speak persuasively and confidently through appropriate and tactful explanations and

discussion/argument when proposing a solution/an idea.

5. demonstrate a reasonable level of accuracy in using complex grammatical structures involving













encouraged to take charge of their own learning and develop a capacity for critical reflection.

Students are expected to take the initiative to draw up their own independent learning plan,

identify learning targets, monitor learning progress and assess learning outcomes. They

have to participate in a variety of self-initiated language activities, work independently on

e-learning and other extended language learning tasks, and constantly reflect on their

language learning experience.










Assessment Scheme:



Total 100%





at this level.


1. The assessment presentation could be recorded for verification purposes.

2. The assessment could be conducted face-to-face, or as if on the telephone or in a video

teleconference.

3. An individual may be assessed on an actual presentation or in a simulated activity conducted

with (a) peer(s) or, if absolutely necessary, (a) teacher(s)/assessor(s).




Key Content Area:




GCEN404A-3

Express compliments,

persuasion, and

emotion in oral

presentations of

information, ideas,



and evaluation

(Speaking)

1. Appropriate information/ideas are communicated with a clear



3. The presentation is structured appropriately, usually with an

introduction, message and conclusion.

4. Communicative functions are handled appropriately


6. The spoken delivery (pace and volume) is appropriate to the task.

7. Non-verbal signals are used appropriately.

8. If audio-visual aids and/or realia play an essential part in the

presentation, they should be incorporated appropriately into the

delivery, both linguistically and physically.

Range

Speech should be fairly fluent.

Speech may include some grammatical errors, but these should not

interfere with meaning or impose interpersonal strain on a

sympathetic listener.

Articulation, intonation, stress and rhythm should be fairly well

controlled.

The register should suit the audience and purpose.

Non-verbal signals may include facial expressions, other body

language, and active listening articulations.

The physical handling of audio-visual aids and/or realia may

include pointing to graphics, demonstrating the use or

characteristics of objects, and manipulating equipment.




Language Features





o all verb forms/tenses/modals/discourse markers (e.g.



concession, etc)

o a growing range of alternative constructions that reflect


a linguistic repertoire that demonstrates subtlety, tact and sensitivity

Textbooks:


References:

1. Clarke S., Powell M., Sharma P. (2010). In Company: Upper Intermediate. Macmillan

Publishers Limited.

2. Williams E. (2013) Presentations in English (11th ed.). Macmillan Publishers Limited.











課程大綱

科目名稱

職業中文傳意：普通話對話與匯報

Vocational Chinese Communication : Putonghua Conversation and

Reports

科目編號 LAN3003

資歷學分 6

資歷架構級別第三級

學時 60 小時

授課時數*： 26 小時

(導修 18 小時；語言實驗室 8 小時)

自修時數： 34 小時

評估時數： 0 小時

(授課及自修時間以外)

*所示授課時數適用於全日制上課模式。至於兼讀制，在一般情況下，所修讀單元的一個資歷學分，可以換算為兩個

授課小時。不過，實際的換算可因應不同單元的資歷級別及性質而調整。

單元目標：

1. 培養學生的普通話表達與溝通能力，使他們能在熟悉的情況下，一般工作與社交領域

內，就多種不同的話題進行對話與匯報，以配合將來的工作需要。

2. 培養學生的自學能力，使他們掌握終身學習的方法。

單元學習成果：

完成本單元，學生能在一般的工作情景中：

1. 就多種不同的話題，熟練地以普通話進行對話。

2. 就多種不同的話題，熟練地以普通話進行匯報。

3. 以陳述、比較、建議等語言功能，成段落的話語，完成預設的溝通目標。

4. 針對情景與說話對象，適當運用與調整說話策略。

教學策略：本單元以能力為本，採用真實材料，並模擬真實情景，以增強教學效果。

設置延伸學習，採用多元學習模式，讓學生在課堂以外，透過各式各樣的活動學習普

通話，例如：網上學習、參與語文及文化活動等。

鼓勵學生養成應用資訊科技自學的習慣。

強調跨學科語言學習，為學生營造真實的語言學習環境。




評估方式：

持續評核 (CA) 50%

單元總評核 (EA) 50%

總計 100%

評核指引：

1. 評核方式多樣化，包括說話評核、習作和網上練習等。

2. 評核能力時以能否達到溝通目的為最高準則，而非單純以學生在語音、詞匯或語法上

所犯錯誤的多寡來評定。

3. 評核遵循效度、信度與可操作性等基本考核原則。

4. 評核以表現標準為依據，並收集足夠證據以反映被評者的能力。

5. 評核內容與形式應盡量接近真實生活情景或工作要求。

課程內容：

本課程參考香港資歷架構通用(基礎)能力，中文能力單元標準說明而設計：

能力單元能力元素表現標準

GCCH305A(P)

能就多種不同

的話題進行對

話（普）

1. 能就多種不同的話題

進行對話

應用範圍：

情景：可設定在一般

的工作場所或社交

場合

話題：多種不同的對

話話題包括但不限

於下列例子，如：談

論大眾話題、向同事

(下屬或上司) 介紹

工作計劃、職責、目

標、工作程序等

對話形式：面對面或

電話對話

其他學習內容：包括

各種形式的聆聽練

習與語言知識

1.1 溝通目標

必須達到預設的溝通目標

1.2 語言功能

必須完成預設的語言功能，例如陳

述、比較、推介等。

1.3 語言特徵

1.3.1 語篇類型

能夠進行以段落為單位的對話

1.3.2 語音面貌

錯誤或缺陷較少，不影響溝通

發音、吐字基本清晰，語氣、語調、

語速適當

1.3.3 組織結構

話語結構完整，前後連貫

1.3.4 詞匯與語法

準確地運用不同的詞匯及句子結構




1.4 說話策略

認真聆聽

用適當的語氣和得體的措辭來表達

不同意見。

針對情景與說話對象，適當運用與調

整說話策略，例如通過停頓、讚美、

肯定與提問等，來增強表達效果。

得體地運用身體語言，例如點頭、眼

神接觸等。

應用範圍：

每段對話不少於三分鐘


GCCH307A(P)

能就多種不同的話題進行報告（普）

1. 能準備口頭報告：發言大綱、多媒體簡報與答問準備

2. 面對一人或多人進

行報告

應用範圍：

情景：可設定在一般

的工作場所

話題：多種不同的報

告話題，如：產品或

服務推介報告、個人

或公司工作總結報

告等

其他學習內容：包括

各種形式的聆聽練

習與語言知識

1.1 確定報告目的

1.2 確定聽眾

1.3 蒐集資料

1.4 準備講稿

1.5 擬定口頭報告提綱

1.6 準備輔助材料，例如多媒體簡報、透明膠

片、模型、圖片、表格等。

1.7 預計聽者的提問

2.1 溝通目標


2.2 語言功能

必須完成預設的語言功能，例如陳

述、比較、推介、建議等

2.3 語言特徵

2.3.1 語篇類型

能夠進行以段落為單位的報告

2.3.2 語音面貌

錯誤或缺陷較少，不影響溝通

發音吐字基本清晰，語氣、語調、語

速適當。




2.3.3 組織結構

話語結構完整，包括介紹、主體、結

論三部份，且前後連貫。

2.3.4 詞匯與語法

準確地運用不同的詞匯及句子結構

2.4 說話策略

根據情景，適當運用與調整說話策

略，例如通過停頓、讚美、肯定與提

問等，來增強表達效果。

用適當的語氣和得體的措辭來表達

不同意見。

善用多媒體簡報

控制緊張的情緒，例如做深呼吸、停

頓或減慢語速。

控制聲音，包括音量、音高、發音、

吐字等方面。

得體地運用身體語言，例如點頭、微

笑、眼神接觸、手勢等。

認真聆聽聽者的提問，並作出回答。

應用範圍：

每次報告不少於三分鐘

教材:

由語文學科中文項目發展小組開發參考書目:

1. 中國社會科學院語言研究所詞典編輯室編 (2012)。《現代漢語詞典》(第 6 版)。北京：

商務印書館。

2. 三聯書店編 (2012)。《簡化字總表檢字(增訂版)》。香港：三聯書店(香港)有限公司。

3. 邵敬敏編 (2012)。《現代漢語通論精編》。上海：上海教育出版社。



1 Jan 2011 Qiu Xiaoyan, Lo Hau Yee

2 Jan 2012 Lo Hau Yee

3 Mar 2014 Lo Hau Yee

4 May 2015 Lo Hau Yee




課程大綱

科目名稱職業中文傳意：普通話報告與紀實文書

Vocational Chinese Communication : Putonghua Presentations,

Administrative and Technical Text Writing

科目編號 LAN4003

資歷學分 9

資歷架構級別第四級

學時 90 小時

授課時數*： 26 小時

(導修 22 小時；語言實驗室 4 小時)

自修時數： 64 小時

評估時數： 0 小時

(授課及自修時間以外)

*所示授課時數適用於全日制上課模式。至於兼讀制，在一般情況下，所修讀單元的一個資歷學分，可以換算為兩個

授課小時。不過，實際的換算可因應不同單元的資歷級別及性質而調整。

單元目標：

1. 培養學生的普通話表達及中文寫作能力，使他們在比較新的情況下，各種專業領域內，進

行專題報告及寫作專業事務紀實文書，以配合將來的工作需要。

2. 培養學生的自學能力，使他們掌握終身學習的方法。

單元學習成果：完成本單元，學生能在不同專業的工作情景中：

1. 以成段落的話語作分析、論證、辯護，並恰當運用報告技巧，熟練地以普通話進行報告。

2. 整理、分析資料，並針對問題，運用恰當的言辭作出合理的解釋，提出具體的建議，或推

介可行的方案。

3. 針對情景與寫作對象，靈活運用與調整寫作策略，達到預設的寫作目的。

4. 撰寫主旨明確、剪裁恰當、文理連貫的事務紀實文書。




教學策略：本單元以能力為本，採用真實材料，並模擬真實情景，以增強教學效果。

設置延伸學習，採用多元學習模式，讓學生在課堂以外，透過各式各樣的活動學習普

通話，例如：網上學習、參與語文及文化活動等。

鼓勵學生養成應用資訊科技自學的習慣。

強調跨學科語言學習，為學生營造真實的語言學習環境。

評估方式：

持續評核(CA) 50%

單元總評核 (EA) 50%

總計 100%

評核指引：

1. 評核方式多樣化，包括說話評核、筆試、習作、網上練習等。

2. 評核能力時以能否達到溝通目的為最高準則，而非單純以學生在語音、詞匯、錯別字或

語法上所犯錯誤的多寡來評定。

3. 評核遵循效度、信度與可操作性等基本考核原則。

4. 評核以表現標準為依據，並收集足夠證據以反映被評者的能力。

5. 評核內容與形式應盡量接近真實生活情景或工作要求。

課程內容︰本課程參考香港資歷架構通用(基礎)能力，中文能力單元標準說明而設計：


GCCH407A(P)

能進行各種專題報告（普）

1. 能準備各種專題報告

2. 能進行各種專題報告

應用範圍：

情景：可設定在特定的工

作場所

話題：各種專題報告的話

題如：業務報告、專題調

查報告、產品推介報告等

1.1 確定報告目的

1.2 確定聽眾

1.3 蒐集資料

1.4 準備講稿

1.5 擬定口頭報告提綱

1.6 準備可視輔助物，例如多媒體演

示、透明膠片、模型、圖片、表格

等

1.7 預計聽者的提問，並作出適當的準

備




報告形式：面對一人或多

人進行報告

其他學習內容：包括各種

形式的聆聽練習與語文知

識

2.1 溝通目標


2.2 語言功能

必須完成預設的語言功能，例

如分析、論證，以及辯護等。

2.3 語言特徵

語篇類型

能夠穩定地維持以段落為單

位的報告

語音面貌

錯誤或缺陷偶有出現，完全

不影響溝通。

發音吐字清晰，語氣、語調、

語速自然。

組織結構

話語結構完整，層次分明，

前後連貫

介紹主題

主體闡述、論證要點

結論加強中心論題

詞匯與語法

準確地運用不同的詞匯及複

雜的句子結構。

2.4 報告策略

根據情景，適當使用與調整

說話策略，例如通過停頓、

讚美、肯定與提問等，來增

強表達效果。

用適當的語氣和得體的措辭

來表達不同意見。

利用可視輔助物

控制緊張的情緒，例如做深

呼吸、進行停頓、放緩語速。

控制聲音，包括音量、音高、

發音、吐字等方面。

得體地運用身體語言，例如

點頭、微笑、眼神接觸、手

勢等。

認真聆聽聽者的提問，並作

出適當的回答。

應用範圍：

每次報告不少於四分鐘





GCCH413A

能寫作各種專業事務紀實文書

1. 能準備寫作各種專業事務

紀實文書 2. 能寫作各種專業事務紀實

文書應用範圍：

情景：可設定在特定的工

作場所

專業：指學習的專科領

域，如：商業管理、物流、

酒店等；也指工作情景中

涉及的不同行業，如：鐘

錶、美容、印刷等

寫作文書：各種專業事務

文書，如：業務報告、實

習報告、專題調查報告、

工作匯報、計劃書、建議

書等

其他學習內容：閱讀理

解、語文及文化知識

1.1 確定寫作目標

1.2 確定讀者身分

1.3 搜集相關資料

1.4 擬定合適大綱

2.1 內容細節

清楚交代具體細節，如：時間、

地點、人物、事件等及相關資

訊的來源。

清楚交代寫作背景或原因，如

個人或所屬單位的情況、立

場、調查或實習的目標等。

清楚交代事件中主次、因果、

條件等關係。

為個人或所屬社群所提出的論

點或建議，提供適當論證和理

據、說明及解釋等。

就既定的問題或報告目標加以

申述或回應。

根據情景要求作適當的總結或

相關的建議。

2.2 語文表達與運用

主旨明確，文理連貫，條理分

明，銜接得宜。

詞語運用配合情景，語法正

確，能靈活運用幾種常見修辭

手法，如：引用、排比等，語

氣風格配合溝通目標。

標點符號適當，標題配合主

旨，條目清晰明確，序號編排

得當，格式符合標準。




2.3 寫作策略

仔細審題，認真寫作，善於運

用自評或朋輩互改等方法反覆

修改，並配合觀察、情景分析

及聯想、創意等進行撰寫。

配合情景適當剪裁篇幅

校對稿件文字格式、遣詞用

語、修辭風格的錯誤。

利用恰當的版面處理（封面、

圖表、釘裝）以增強形象效果。

教材: 由語文學科中文項目發展小組開發參考書目: 1. 中國社會科學院語言研究所詞典編輯室編(2012)。《現代漢語詞典》(第 6 版)。北京：

商務印書館。

2. 李錦昌(2008)。《商業傳意與應用文大全》。香港：商務印書館（香港）有限公司。

3. 邵敬敏編(2012)。《現代漢語通論精編》。上海：上海教育出版社。



1 Jan 2011 Qiu Xiaoyan, Lo Hau Yee

2 Jan 2012 Lo Hau Yee

3 Mar 2014 Lo Hau Yee

4 May 2015 Lo Hau Yee




Module Syllabus

Module Title Whole Person Development: Self-efficacy Enhancement

Module Code SDD4001

QF Credits 6

QF Level 4

Notional Learning

Hours * 60

Contact Hours: 26 hrs

Self-study Hours: 34 hrs

Assessment Hours: 0 hr

(Outside Contact/Self-study Hours)

Exemption Criteria

Exemption will be granted for students who fulfill either of the

following exemption criteria (1) or (2):

(1) Academic Criteria

a pass in WPD3200S or

a pass in WPD4063 & WPD4041 or

a pass in WPD4063 & WPD4082 or

a pass in a comparable module/learning programme

(2) Work Experience

a pass in the assessment for module exemption, plus two

years full-time work experience acquired after meeting

HD Minimum Entrance requirement

*The contact hours indicated is for students following a full-time study mode. For students following a part-time study mode,

the contact hours will be adjusted based on the general conversion factor of 1 QF Credit being equivalent to 2 Contact Hours.

The conversion between QF Credit and Contact Hours may vary among modules depending on their QF level and nature.

Module Aims:

Enable students to enhance positive self-efficacy and personal outcome expectations which would

drive them to actualize personal goals and sustain lifelong learning.

Module Intended Learning Outcomes:

On completion of the module, students are expected to be able to:

1. design a personal development plan in order to enhance self-defined competencies based on

strengths and weaknesses; and

2. identify the lifelong learning skills acquired through the evaluation of the learning process.





1. A student-centered learning and teaching approach will be adopted to facilitate students’

advancement in self-understanding, emotional regulation and positive thoughts, and the pursuit of

healthy lifestyle.

2. Students will be given opportunities to integrate the learning attributes through the participation in

different activities such as interactive workshop activities, group discussion and healthy lifestyles

programmes.

3. Students will be encouraged to extend their learning experiences beyond workshops so as to

enrich personal growth and development. Students have to participate in activities which

improve learning and performance, self-confidence and promote healthy lifestyle. Students need

to work independently on self-reflection exercises, keep learning records and work on extended

learning tasks related to module contents.

4. Students will be encouraged to keep track of their learning and application in their daily lives.

The products of student’s works will be collected as artifacts for demonstrating the competency

and will be contributing to their personalized career portfolio for graduation.

Assessment Scheme:

Continuous Assessment : Workshop Exercises 40%

End of Module Assessment: Personal Development Plan 60%

Total: 100%

Continuous assessment is used to check the students’ learning and to monitor the progress of teaching.

A mixed mode of assessment components is adopted to collect a composite score which will be

expressed in the form of grade. The grading criteria are:

70 or above Pass with Merit

40-69 Pass

0-39 Fail

Key Content Area:

The following Units of Competency (UoCs) are created to guide the delivery of the whole module

in order to achieve the intended learning outcomes.

UoC#1: SWPD401 Identify strengths and weaknesses for the planning of personal

goals and enhancement of self-efficacy

UoC#2: SWPD402 Set a feasible and self-directed personal development plan

according to self-defined development needs




Unit of

Competency

Elements of

Competency

Performance criteria

SWPD401

Identify strengths

and weaknesses for

the planning of

personal goals and

enhancement of

self-efficacy

1. Apply self-analysis

strategies to identify

strengths and

weaknesses

1.1 Identify personal strengths, weaknesses,

competencies and interests in different

aspects through self-analysis

Range: Topics may include but not limited to

self-understanding, personal development

questionnaire, healthy lifestyle programme

and self enhancement activities.

1.2 Explain the impact of identified strengths

and weaknesses on the achievement of

personal goals


understand the importance of setting the

personal goals based on identified strengths

and weaknesses.

Unit of

Competency

Elements of

Competency


SWPD402

Set a feasible and

self-directed

personal

development plan

according to

self-defined

development needs

1. Apply goal setting

principles in setting

a feasible personal

development plan

1.1 Translate the areas for improvement into

development needs


emotional regulation, positive thoughts, time

management and decision making.

1.2 Derive a personal development plan with

goal setting principles for achieving the

identified development needs


criteria of an effective personal development

plan: setting of personal goals and action

plan.

1.3 Demonstrate the application of the personal

development plan


the use of portfolio / e-portfolio to achieve

the identified personal goals, e.g. leadership

training programme.

1.4 Reflect the effectiveness of personal

development plan for achievement of

personal goals


ways to make evaluation, review the plan for

further improvement.




References:

1.

2.

3.

Marsha, S. and Sandra, F. (2009). Organizing Your Day: Time Management Techniques

That Will Work for You. Revell.

水淼 (2010)《20 幾歲，就定位：打造通往未來的許可證！》。好的文化

Stewart, I. D., Mihaly, C., & Jeanne, N. (2011). Applied Positive Psychology: Improving

Everyday Life, Health, Schools, Work, and Society (Applied Psychology Series). New York:

Psychology Press.

4. Mind Tools Limited. (1996 – 2011.). Essential Skills for an Excellent Career.

Retrieved January 6, 2011, from http://www.mindtools.com

5. Monica, A. F. (2010). Excel At Life. Retrieved January 6, 2011, from

http://www.excelatlife.com/self-efficacy.htm.

Revision Record:

Version Date Revised By

1 January 2011 CHOI Wing Ki, Julia

2 October 2011 CHOI Wing Ki, Julia

3 February 2014 HAU Chung Ling, Jennifer

4 September 2015 WU Wai Man, Mavis

4.1 October 2015 WU Wai Man, Mavis

http://www.mindtools.com/

http://www.excelatlife.com/self-efficacy.htm




Module Syllabus

Module Title Whole Person Development: Global Vision

Module Code SDD4002

QF Credits 3

QF Level 4

Notional Learning Hours * 30





Exemption Criteria






(4) Work Experience


years full-time work experience acquired after meeting HD

Minimum Entrance requirement




Module Aims:

Enable students to broaden global horizons and enhance sense of responsibility of a global citizen in

maintaining a balanced and sustainable career development in various contexts.



1. apply critical thinking skills to analyze global issues in environmental, social, and economic

aspects; and

2. make recommendations to analyzed global issues relevant to the trade of study.


1. Having developed the understanding towards their trade of study and acquired essential

interpersonal skills, students will be encouraged to extend the learned attributes to develop global

perspectives through a wide range of activities such as group discussion and case study on




specific topics related to environmental, social, and economic aspects, to facilitate the students’

advancement in critical thinking skills and balanced life cultivation in this module.

2. Students will be encouraged to extend their learning experiences beyond workshops so as to

enrich personal growth and global vision. Students have to make recommendations to resolve a

social issue either in environmental, social or economic aspect.




Assessment Scheme:

Continuous Assessment : Presentation Proposal 40%

End of Module Assessment: Group Presentation 60%

Total: 100%





40-69 Pass

0-39 Fail

Indicative Contents: The following Units of Competency (UoCs) are created to guide the delivery of the whole module

in order to achieve the mentioned objectives.

UoC#1:SWPD403 Apply critical thinking skills and strategies to analyze global

issues from different perspectives

Unit of Competency Elements of

Competency


SWPD403

Apply critical thinking

skills and strategies to

analyze global issues

from different

perspectives

1. Use appropriate

strategies to discuss

global issues in

various contexts

1.1 Evaluate global issues in relation to the

role and responsibility of self in family,

society and nation.

Range: Topics may include but not

limited to analyze contemporary issues

regarding the connection between self,

society and the global world

1.2 Apply a range of critical thinking skills

in discussion on various global issues.





limited to global, environmental and

cultural diversity issues; case studies

and discussions of current issues;

critical thinking model and application

through the discussion of current issues.

2. Make appropriate

recommendations to

the trade in response

to various global

issues

2.1 Make flexible use of critical thinking

skills and trade knowledge to suggest

solutions to global issues.


limited to inclusive society, globalization

and culture at work.

2.2 Justify the solutions with logical

reasoning skills under various

perspectives.


limited to logical reasoning and critical

thinking through case studies of global

issues as well as daily life situation

and/or workplace.

References: 1. Caroseli, M.(2010).The Critical Thinking Tool Kit : Spark Your Team's Creativity with 35 Problem

Solving Activities. New York : AMACOM Books

2. Kaye, S.M. (2009). Critical Thinking: A Beginner's Guide. Oxford : Oneworld Publications.

3. Pieterse, N. J. (2009). Globalization and Culture. US: Rowman & Littlefield Publishers.

Revision Record:


1 January 2011 CHENG Ming Wai, Zoe

2 October 2011 CHENG Ming Wai, Zoe







Module Syllabus

Module Title Whole Person Development: SMART in Action

Module Code SDD4003

QF Credits 3

QF Level 4






Exemption Criteria




a pass in WPD4052 or



(6) Work Experience







Module Aims:

Enable students to take responsibility for their decisions and behaviors by engaging them to use a

range of SWPD attributes and values in a real-life situation.



1. show collaboration and involvement through various forms of review; and

2. apply problem solving skills for anticipating and resolving barriers throughout the project.

Learning and Teaching Strategies

1. A student-centered learning and teaching approach will be adopted to facilitate the students’

advancement in communication, teamwork and problem solving perspectives.




2. Students will be given opportunities to integrate the learning attributes through participating in a

self-defined group project which would make some impacts to the community.




Assessment Scheme:

Continuous Assessment : Workshop Exercise 50%

End of Module Assessment: Project 50%

Total: 100%





40-69 Pass

0-39 Fail

Indicative Contents: The following Units of Competency (UoCs) are created to guide the delivery of the whole

module in order to achieve the mentioned objectives.

UoC#1: SWPD404 Facilitate effective communication and teamwork to complete

tasks in various contexts

UoC#2: SWPD405 Apply problem solving principles and strategies to anticipate

and resolve problems in various contexts

Unit of

Competency

Elements of Competency Performance criteria

SWPD404

Facilitate effective

communication and

teamwork to

complete tasks in

various contexts

1. Select appropriate

communication and

teamwork strategies to

specific target audience

or context

1.1 Adapt personal communication and

teamwork style to suit different contexts


limited to interaction style of different

roles in a team, dynamics in a team, case

studies and role plays in different

scenarios related to interpersonal

communication and teamwork.

1.2 Manage the progress of team tasks with

effective communication and teamwork




strategies


limited to the characteristics of an

effective team, the motivation strategies

to keep the team growing, and the

strategies to monitor team progress.

1.3 Generate appropriate responses and

positive attitude to other’s opinions,

ideas and feelings with respect


limited to empathic understanding,

effective communication in teamwork

context.

1.4 Evaluate and improve the team’s

performance


limited to appropriate feedback skills

and peer evaluation skills

Unit of

Competency

Elements of Competency Performance criteria

SWPD405

Apply problem

solving principles

and strategies to

anticipate and

resolve problems in

various contexts

1. Analyze problems in

various situations with

problem solving

principles

1.1 Identify potential problems critical to a

situation


limited to conflict management and

problem solving skills.

2. Apply appropriate

strategies to resolve

different problems in

various contexts

2.1 Apply problem solving strategies to

resolve familiar and / or unfamiliar

issues


limited to creative problem solving and

project management skills.

References:

1.

2.

Belbin, M. R. (2010). Management Teams: Why They Succeed or Fail (3rd Ed.). Butterworth

Heinemann.

Buzzle.com (2000-2011). Intelligent Life on the Web. Retrieved January 6, 2011, from

http://www.buzzle.com/articles/developing-effective-team-communication-skills.html.

http://www.buzzle.com/articles/developing-effective-team-communication-skills.html




3. O' Berry, Denise (2005 - 2011). Team Building Tips. Retrieved January 6, 2011, from

http://www.teambuildingtips.com/.

4. Mind Tools Limited (1996-2011). Essential Skills for an Excellent Career. Retrieved January 6,

2011, from http://www.mindtools.com.

Revision Record:


1 January 2011 CHAN Po Lung, Prosper

2 October 2011 MAN Ka Yin, Kathleen




http://www.teambuildingtips.com/

http://www.mindtools.com/




Module Syllabus

Module Title Whole Person Development: Integrated Career Development

Module Code SDD4004

QF Credits 3

QF Level 4






Exemption Criteria






a pass in WPD4074 or


(8) Work Experience







Module Aims:

Enable students to maximize employability and enhance work preparedness through the integration of

trade-specific knowledge by Academic Discipline, written communication by Language Centre and

career readiness enhancement by Student Development Discipline.



1. formulate and revise career goals with consideration of personal and social factors; and

2. apply career-related strategies and skills to pursue career goals.




Learning and Teaching Strategies

4. This module adopts an inter-disciplinary approach. The Student Development Office works in

collaboration with Language Centre and the Teaching Department in supporting students’ career

development. The Language Centre will strengthen students’ career-related written

communication skills, while the Industrial Attachment Preparation provided by Teaching

Department focuses on trade related development.

5. This career module will be supporting students’ career readiness in terms of proper attitudes and

job hunting skills. Depending on Programmes’ needs, this module will be scheduled before or

after the Industrial Attachment to facilitate students’ learning and career development.

6. A student-centered learning and teaching approach will be adopted where students are encouraged

to extend their learning experiences beyond workshops according to their individual goals and

aspirations. Co-curricular activities related to career development, work attitude, career image

and ethics, work etiquette, industry trend, career in China’s Mainland, and Career Clinic will be

organized to help students better extend their learning experiences beyond the classroom.

7. The module is delivered through different activities such as interactive workshop activities,

assessment tool, group discussion and mock interview.




Assessment Scheme:

Continuous Assessment : Career Plan 40%

End of Module Assessment: Mock Interview and Portfolio 60%

Total: 100%





40-69 Pass

0-39 Fail




Indicative Contents:

Unit of

Competency

Elements of

Competency Performance criteria

SWPD406

Apply career

planning strategies

to formulate and

revise career plan

1. Relate one’s career

aspiration to career

planning

1.1 Identify one’s career interests and life roles

for career planning


exploration of career interest, work value

and personal ability and their interlinking

effects on career planning;

interrelationships among life roles in

different lifespan development.

1.2 Identify one’s needs and responsibilities for

making career choices


consider the importance of constructing

career choices and designing further study

plans for personal development, and

cultivation of responsibilities in career

planning.

2. Formulate and revise

individual career

plan

2.1 Formulate tentative career and life goals with

action plan


setting tentative career goals and life goals,

and the related action plan in pursuit of those

goals.

2.2 Employ strategies to make constant review

for a flexible and practical career plan


getting the action plan on trial, collection of

feedback from various channels (e.g. from

significant others), and self-reflection on the

outcome of the action plan.

Unit of

Competency

Elements of

Competency Performance criteria

SWPD407

Prepare with

career-related skills

and strategies for

job application in various work contexts

application in

various work

contexts

1. Acquire a range of

job hunting tactics

1.1 Incorporate the job hunting tactics into

individual action plan for career planning

and development


building career portfolio and equipping with

interview tactics.

1.2 Apply job hunting skills and demonstrate

professional work image for employment





mock interview for job hunting or for further

study.

1.3 Demonstrate positive work attitude,

appropriate repertoire of work ethics, and

professional work image.


work passion, resilience to career barriers

(e.g. adjustment difficulties in the

workplace),good working habits (e.g. habit

of punctuality and proper manner towards

colleagues), range of standards in different

vocations/workplace, the social courtesies

standard, basic legal knowledge for the

workplace and workplace/business etiquette.

2. Exhibit positive

attitude and ethical

standard in career

preparation process

2.1 Employ appropriate moral principles to suit

the work contexts


case discussions and mock interview.

2.2 Identify areas for self improvement through

reflection on past interview and review

individual career plan, and demonstrate

proactive attitude in career preparation

process


the consolidation and reflection of

workplace experience, learning points from

the attachment, consolidation of experiences

learnt with respect to personal career and

life plan, evaluation of own performance,

areas of and plan for improvement.

References:

1.

2.

3.

Brown, D. (2011). Career Information, Career Counseling and Career

Development (10th Ed.). Prentice Hall.

Dubrin, A. J. (2010). Human Relations for Career and Personal Success: Concepts,

Applications, and Skills (9th Ed.). Pearson Prentice Hall.

水淼 (2010) 【20 幾歲，就定位：打造通往未來的許可證！】。好的文化。






1 January 2011 TANG Shiu Wai, Arthur

2 October 2011 LAM Hiu Jong, Celine







Module Syllabus

Module Title Information Technology Essentials – Technical

Module Code ITE3002

QF Credits 6

QF Level 3

Notional Learning

Hours 65

Contact Hours: Lab/Workshop: 26




Exemption Criteria

Exemption will be granted for students who get Level 3 or above

in the Information and Communication Technology (ICT) subject

of the Hong Kong Diploma of Secondary Education (HKDSE)

Examination; or Grade E or above in HKALE Computer Studies

or Grade E or above in HKASLE Computer Applications; or

passed in these three modules: Information Technology

Applications (B), Computer Systems and Communication

Fundamentals, and Multimedia Website Design Practices for

holders of Foundation Diploma (Level 3) award

Module Rationale/Aims:

The module aims to:

1. strengthen students’ generic IT knowledge and skills in office automation, building small

wireless/wired computer networks and effective presentation and communication in order to

enhance workplace productivity; and

2. develop students’ ability and proper attitude in using Internet services effectively, safely, legally

and ethically in workplace and daily life.






1. select and use appropriate tools and software to maintain information security of an information

system when using the Internet;

2. produce documents integrated with other different sources of data and documents using common

office automation application software;

3. set up a wireless/wired Small-Office Home-Office (SOHO) network according to given

requirements;

4. select and use standard computer applications to access Internet services; and 5. build a website with interactive and multimedia features according to given requirements.


This module will be delivered in a computer laboratory.

Practical examples are given to students to facilitate their learning.

Hands-on and task-based approaches are used to encourage students to attain the practical skills

and knowledge.

Exercises and work relevant to the programme are given to students to facilitate them to apply

the skills they learn in this module in their vocational modules of the programme.

Assessment Scheme:



Total 100%

Key Content Areas:

The following Units of Competency (UoCs) from the Specification of Generic (Foundation)

Competencies under the Qualifications Framework are adopted as the references for the delivery of

the module in order to achieve the intended learning outcomes.

UoC#1: GCIT301A Demonstrate knowledge and skills of maintaining information

security when using the Internet.

UoC#2: GCIT314A Demonstrate integrated use of common office automation application

software

UoC#3: GCIT304A Build a Small-Office Home-Office (SOHO) using network

components.

UoC#4: GCIT316A Operate Internet services with computer applications.

UoC#5: GCIT315A Produce an interactive website to meet user requirements.




Unit of

Competency

Elements of Competency Performance Criteria

GCIT301A

Demonstrate

knowledge and

skills of

maintaining

information

security when

using the

Internet

1. Carry out simple risk

analysis before using the

Internet

1.1 Identify the assets associated with an

information system

Range: Topics may include but are not

limited to different classification of assets.

Physical assets such as computer facilities

and software; Logical assets such as data,

information, and their date of validity.

1.2 Identify common threats to an information

system


limited to technological and people-related

threats; structured and unstructured threats

1.3 Identify vulnerabilities to an information

system


limited to weakness of the system, lack of

controls and lack of risk prevention

1.4 Prioritise the risks associated with the

above factors


limited to prioritisation of the risks based

on value of assets, scales of threats and

levels of vulnerability

2. Identify common threats

to an information

system when using the

Internet

2.1 Identify the technological threats to an

information system

Range: Threats may include but are not

limited to risks associated with virus and

worm attack, Trojan and spyware attack

and blockage of Internet connection

2.2 Identify the people-related threats to an

information system

Range: Threats may include but are not

limited to unauthorised access, attacks

from hackers and script kiddies


measures to ensure

confidentiality of

information when using

the Internet

3.1 Select appropriate tools, software and

equipment to safeguard the information

system

Range: Measures may include but are not

limited to encryption, decryption, VPN,

tunnel, NAT, encapsulation, e-Cert and

SSL, and various security protocols at

different layers of OSI


measures to secure the

information system


equipment to safeguard the information

system from unauthorised access




from unauthorised

access when using the

Internet

Range: Security measures may include but

are not limited to NAT, passwords

authentication, logoff, shutdown, physical

security, anti-virus/Trojan software,

anti-spyware, firewall and system patch


measures to ensure the

availability of the

information system

when using the Internet


equipment to safeguard the availability of

the information system

Range: Measures may include but are not

limited to the use of firewall, IDS,

backup/restoration techniques to/from

secondary storage media, anti-virus,

uninterruptible power supply unit and

surge protector

6. Install and operate a

firewall before using the

Internet

Range: Personal

firewall, SOHO firewall

6.1 Identify the protected and unprotected

areas of a firewall


limited to internal, DMZ and external

network of a firewall

6.2 Install and configure the firewall to protect

an information system


limited to the use of DHCP server, static

and dynamic IP address, virtual server,

VPN, cables connection and cable

adaptors

6.3 Apply measures to prevent unauthorized

access from the external network


limited to configuring or setting rules for

applications, NAT, preventing DOS

attacks and DDoS attacks

6.4 Apply measures to prevent unauthorized

access from the internal network/host


limited to applying rules for packet

filtering, NAT and rules for applications

6.5 Troubleshoot the firewall settings with

commands

Range: Commands may include but are not

limited to PING and NETSTAT

6.6 Administrate the firewall settings to meet

user requirements


limited to applying rules for packet

filtering, rules for applications; applying




audit and enabling audit trails


measures to prevent

virus attack

7.1 Ensure the information system is under

virus protection


limited to system files scan and email scan

7.2 Update virus signature regularly


limited to manual and automatic signature

update

7.3 Upgrade virus protection software

regularly


limited to manual and automatic virus

engine upgrade

7.4 Ensure the system patch files are

up-to-date

7.5 Identify and select appropriate patch and

perform system update to eliminate system

vulnerabilities

Unit of

Competency


GCIT314A

Demonstrate

integrated use of

common office

automation

application

software

1. Share information

among different office

automation applications

Range: Distinguish

between embedded

objects and linked

objects when inserting

objects

1.1 Merge a main word processing document

with different data source documents


limited to the use of a main document to

produce a letter for multiple recipients by

merging with a database file or a

spreadsheet

1.2 Insert and format spreadsheet data/graph(s)

into a word processing document

1.3 Insert and format spreadsheet data/graph(s)

into a presentation

1.4 Insert and format tables of a word

processing document into a presentation

1.5 Convert the presentation contents into a

word processing document

1.6 Produce a database table by importing

spreadsheet data


limited to linking a spreadsheet to a

database

2. Save and print files to 2.1 Save the output file in an appropriate




meet user requirements format for exchange

2.2 Preview, adjust and modify settings to

meet user requirements

2.3 Print the output file in a suitable hardcopy

medium that is familiar to the target

audience


limited to mailing label and pre-printed

letter

Unit of

Competency


GCIT304A

Build a

Small-Office

Home-Office

(SOHO) using

network

components

1. Demonstrate an

understanding of LAN

and WAN

1.1 Identify and select appropriate types of

LANs to meet user requirements


limited to Ethernet, fast Ethernet, Gigibit

Ethernet; peer-to-peer networks and,

client-server networks

1.2 Identify and select appropriate

communication services and media of WAN

to meet user requirements


limited to ATM, lease lines, Frame Relay;

ADSL, cable modem and fibre optics

2. Select appropriate

network components to


2.1 Identify and select the off-the-shelf

network devices with suitable features

Range: Devices may include but are not

limited to ADSL and broadband router,

network printer, modem, hub, switch,

firewall and wireless access point

2.2 Identify and select a suitable network

topology that matches the selected

network components

Range: Topology may include but is not

limited to star, bus and ring

3. Install and configure

network devices and

servers

3.1 Install and configure the network devices

for network resources sharing

3.2 Configure and enable firewall features of

the network devices to protect the network

Range: topics may include but are not

limited to setting up of firewall protection

and port-mapping

3.3 Identify and select suitable services for the

network , setup and configure the servers




to enable resources sharing

Range: Services may include but are not

limited to ftp, web, mail, DNS and DHCP

3.4 Configure the wireless access point and

adaptor to provide network access


limited to ad-hoc or infrastructure

connections

3.5 Configure the wireless access point and

adaptor to enable security features


limited to WEP, MAC filter and

encryption

4. Use SOHO network

effectively

4.1 Connect to the Internet and share

resources within the SOHO network

4.2 Manage network resources to meet user

requirements


limited to the user account management,

file management, printer management,

disk management, application program

management and remote access control

management

Unit of

Competency


GCIT316A

Operate Internet

services with

computer

applications

1. Demonstrate an

understanding of

functions and usages of

Internet services

1.1 Identify and select appropriate Internet

services to meet user requirements


limited to FTP services, webcasting

services, Internet Phone services, video

conference services, blogs, web-hosting,

web/electronic album and virtual drives

2. Use software to access

Internet services

effectively

2.1 Set up and configure client software to



limited to browsers, media player software

and voice/Internet Phone client software

2.2 Subscribe to the appropriate Internet

services


limited to adding of user ID and

passwords, personal details, selection of

user groups and privilege




2.3 Login/logout Internet services with

appropriate authentication steps


limited to user name, user account number,

password or other information

2.4 Operate Internet services to access, acquire

and exchange information


limited to the download and upload of

information, viewing video,

communication via interactive text and

whiteboard, the use of voicemail and

administrate account

3. Maintain information

security effectively

when using the Internet

services

3.1 Apply appropriate measures to ensure

confidentiality of information when using

Internet services

3.2 Apply appropriate measures to prevent

unauthorised access when using Internet

services

Unit of

Competency


GCIT315A

Produce an

interactive

website to meet

user requirements

1. Demonstrate knowledge

and skills in planning an

interactive website

1.1 Identify the purpose of the website to meet

user requirements


limited to target audience, purpose,

content and information, constrains and

limitations

1.2 Identify and select an appropriate method

to produce an interactive website


limited to using HTML or website

authoring tools

1.3 Produce sitemap draft to assist planning of

the website


limited to the default page, menus,

hierarchy, links between web pages, site

guides, contact information and FAQ

pages

2. Produce an interactive

website according to the

user requirements

2.1 Use appropriate tools to produce a website

with interactive features


limited to text formatting, the use of

hyperlinks, Cascading Style Sheet, frames,

forms and tables; interactive media and




typography, hit counter, search functions,

on-line product catalogue, membership

registration and login

2.2 Insert appropriate graphics, images,

animation and sound from libraries to

enhance the website


limited to the use of colour, background

images, animation and background music

3. Manipulate audio in

enhancing web pages

effectively

3.1 Select, modify or produce digitized audio

files to meet the design requirements


limited to direct capture, analog and

digital conversion, sampling frequency

implications

3.2 Adjust and convert audio files to

appropriate formats


limited to mixing, trimming, combining

and converting file formats

4. Manipulate video in

enhancing web pages

effectively

4.1 Select, modify or produce digitized video

files to meet the design requirements


limited to direct capture by digital video

and digital camera, analog and digital

conversion, video aspect ratio, video and

audio synchronisation, the use of

streaming format

4.2 Adjust and convert video files to

appropriate formats


limited to trimming, combining, adding

transitions, subtitles and narrative

5. Manipulate animation and

graphics in enhancing

web pages effectively

5.1 Select, modify or produce animated

entities with appropriate software to meet

the design requirements

5.2 Select, modify or produce graphics with

appropriate software to meet the design

requirements

6. Test and maintain the

website

6.1 Preview and test the website

6.2 Publish the website by uploading files to

appropriate locations

6.3 Modify and update the website to meet

user requirements




Requirements for Supporting Tools:

Students should have access to a personal computer with appropriate peripherals, Internet access and

application software.

Textbooks:

In-house learning and teaching materials.

References:

1. Whitman, M. & Mattord, H. (2008). Management of Information Security. Thomson Learning.

2. Story, Laura. (2010). Microsoft Office 2010: Fundamentals. Course Technology.

3. O’Leary, Timothy & O’Leary Linda. (2010). Microsoft Office 2010: A Case Approach,

Introductory. McGraw-Hill College.

4. Moulton, Pete. (2003). SOHO Networking: a Guide to Installing a Small-Office / Home-Office

Network. Upper Saddle River, N.J.: Prentice Hall PTR.

5. Shelly, Gary B., Napier, H. Albert., & Rivers, Ollie. (2010). Discovering the Internet: Complete

Concepts and Techniques. Cengage Learning.

6. Garrand, Timothy. (2006). Writing for Multimedia and The Web: A Practical Guide to Content

Development for Interactive Media. Boston: Elsevier/Focal Press.

7. Bell, Mark R. (2009). Build a Website for Free. Indianapolis, Ind.: Que.



1 Nov. 2010 LM Li

2 Feb. 2011 LM Li

3 Jan. 2012 LM Li

4 Oct 2012 LM Li

5 Feb 2013 Wilson Cho

6 Feb 2014 CHUI Wai Chun, Emily

6.1 Aug 2015 Freddy Wong




Module Syllabus

Module Title Practical Training for ME I

Module Code MEC2101

Credit Value 4

QF Level 2


Contact Hours*: 26 hrs




Module Intended Learning Outcomes: On completion of the module, students are expected to be able to:

1. perform tasks and follow safety requirements in the workshop;

2. select basic raw materials and apply appropriate hand tools for producing mechanical

engineering components in the workshop;

3. apply the knowledge of technical drawing in engineering practices.

Learning Contents and Indicative Curriculum Hours:

Learning Contents

Indicative Curriculum

Hours

1. Workshop safety

Materials handling

Machine safety

Environment

People

2 hours

2. Mechanical (Basic)

Selection of materials, Basic measurement & Mark-off, Drilling,

Reaming, Tapping, Dieing, Bar-sawing & Sheet cutting m/c,

Sheet Metal Works & Fabrication.

18 hours

3. Shop drawing interpretation

Comprehend assembly drawings

Identify component drawings.

6 hours




Mapping of Learning Contents with Module Intended Learning Outcomes:

Learning Contents

Module Intended Learning Outcomes

1 2 3

1 Workshop safety

2 Mechanical (Basic)

3 Shop drawing interpretation


Guided workshop and instructor’s demonstration are the most appropriate methods for

achieving the intended learning outcomes. Practical examples should be presented

throughout the course.

Use of diagrams or photographs for illustration to enhance learning and practice

Assessment Plan:



Total 100%

Continuous assessment is used to check the students’ learning and to monitor the progress of teaching

while the End of Module Assessment is used to evaluate the students’ learned practical skills in

accordance with ILOs. A mixed mode of assessment components is adopted to collect a composite

score which will be expressed in the form of grade. The grading criteria are:

40 or above Pass 0 - 39 Fail

References:

NIL



1[First creation] 20 Sept., 2011 Kwong Chi Kin

2 12 May., 2012 Kwong Chi Kin

3 21 June., 2012 Kwong Chi Kin

4 24 June., 2013 Kwong Chi Kin




Module Syllabus

Module Title Practical Training for ME II

Module Code MEC2102

Credit Value 6

QF Level 2











1. perform tasks in a workshop following safety requirements;

2. identify basic raw material, hand tools, cutting tools and machines for producing mechanical

engineering components in a workshop;

3. apply the hydraulics knowledge in maintenance of the mechanical systems; 4. acquire hands-on experience in varies cable termination & electrical installation of lighting circuit

5. identify the cables colour code and understand how electrical installation can comply with Code

of Practice for the Electricity (Wiring) Regulations





Learning Contents

Indicative Curriculum Hours

1. Mechanical (Basic)

Lathe works

Vertical milling machine works

13 hours

2. Hydraulics

Hydraulic circuit and element appreciation

Oil pumps types and construction

Hydraulic motor and cylinders maintenance and servicing

Basic fault diagnosis on industrial hydraulic equipment

13 hours

3. Electrical (Basic)

Electrical safety, electrical wiring regulations and practices

Use of electrical instrumentation

Soldering and desoldering techniques,

Electronic construction techniques and practices,

Joining cables

26 hours


Learning Contents


1 2 3 4 5

1 Mechanical (Basic)

2 Hydraulics

3 Electrical (Basic)



achieving the intended learning outcomes. More practical examples from the industry

should be presented throughout the course

Appropriate multi-media material should be used as a complement for hands-on practices

Use of diagrams and photographs for illustration to enhance learning and practice




Assessment Plan:



Total Pass / Fail




40 or above Pass

0 - 39 Fail

Textbooks:

1. Relevant manuals and instruction books

2. Relevant Code of Practices

References: Creation/Revision Record:


1 First Creation 06 Oct., 2011 KWOK CHUNG TIM

2 25 Mar 2013 KWOK CHUNG TIM

3 23 April 2013 KWOK CHUNG TIM

4 25 Jun 2013 KWOK CHUNG TIM




Module Syllabus

Module Title Engineering Drawing

Module Code ENG3302

Credit Value 7

QF Level 3



(Lecture: 9; Tutorial: 4; Lab/Workshop: 13)






1. interpret and construct the conventional representation of engineering features, common

engineering abbreviations, dimensions and standard tolerance symbols in accordance with

International Standards.

2. present an object or product with drawing by orthographic projection, sectional views and/or

assembly drawing.

3. illustrate the pictorial representation of an object by isometric projection, oblique projection

and/or free hand sketching.

4. identify and employ appropriate limits and fits and surface texture symbols in drawings.





Learning Contents Indicative

Curriculum Hours

1 Introduction to Engineering Drawing

Types of Drawing & Drawing Instruments

Conventional Representation of Engineering Features

Common Engineering Abbreviation

Dimensioning

Standard Tolerance Symbols

3 hrs

2 Orthographic Projection

First Angle and Third Angle Projection

Hidden Details

Sectional Views

Assembly Drawing

14 hrs

3 Pictorial Representation and Sketching

Isometric Projection

Oblique Projection

Free Hand Sketching

6 hrs

4 Specification of Limits & Fits and Surface Finish

Needs for Tolerance

Selection of Limits and Fits

Specification of Surface Texture

Specification of Machining Processes and Roughness Numbers

3 hrs


Learning Contents


1 2 3 4

1 Introduction to Engineering Drawing

2 Orthographic Projection

3 Pictorial Representation and Sketching

4 Specification of Limits & Fits and

Surface Finish




Learning & Teaching Strategies:

The teaching and learning processes should be designed to meet the objectives.

Standard for engineering drawing practice in this module is referred to the latest International

Standards.

Class work, assignments and end of module assessment at suitable intervals throughout the year

are employed to monitor the progress of the students.

Assessment Plan:

Continuous Assessment(CA) 50%


Total 100%

Textbooks: None

References:

1. Basant Agrawal, C M Agrawal (2014), Engineering drawing, McGraw Hill Education, 2nd ed.

2. Colin H. Simmons, Neil Phelps (2012), Manual of engineering drawing,

Elsevier/Butterworth-Heinemann, 4th ed.

3. Albert W. Boundy (2012), Engineering drawing, McGraw-Hill Australia, 8th ed.


Version Date Revised

First Creation 26 Sept., 2011 Leung Man Cheong

2nd Version 07 Dec., 2011 Leung Man Cheong

3rd Version 12 June 2015 Lee Man Shun




Module Syllabus

Module Title Instrumentation and Measurement

Module Code MEC3051

Credit Value 6

QF Level 3



(Lecture: 13; Tutorial:9; Lab/Workshop: 4)


Assessment Hours: 2 hrs


Pre-requisite(s) Nil

Co-requisite(s) Nil

Anti-requisite Nil


1. select and explain measuring system and practices with the measurement devices according to

industrial standards;

2. perform measurements by applying appropriate experimental techniques and instrumentation

practices;

3. distinguish types of experimental errors in engineering instrumentation and measurement.






Curriculum Hours

Principles of measuring system and instrument

basic principles of measuring systems and instruments for

measuring common parameters

practising and calibrating with instruments

experimental errors: random error and systematic error

10 hours

Mechanical and electrical measurement

Measurement of displacement, force, motion, temperature,

humidity, AC and DC signal sources, voltage, current and

resistance

10 hours

Basic oscilloscope controls and operating techniques

Performance term

Waveform measurements

Phase, time and frequency

6 hours


Learning Contents


1 2 3

1 Principles of measuring system and

instrument

2 Mechanical and electrical

measurement

3 Basic oscilloscope controls and operating techniques


include examples taken from mechanical engineering to illustrate the theory and principle

and develop understanding

use systemic approach to solve problems in worked examples

provide tutorial questions for self-learning

schedule tess to monitor the progress of students

use of diagrams and photographs for illustration to enhance learning and analysis

provide links and websites of relevant topics for self-learning




Assessment Plan:



Total 100%

References:

1. Nakra B. C., (2010). Instrumentation, Measurement and Analysis, 3rd Edition. Tata

McGraw Hill.

2. Ghosh Arun K., (2009). Introduction to Measurements and Instrumentation. PHI

Learning.



1 3 Oct., 2011 SHEW Yun Wan

2 18 Sept., 2012 LAW Sun Ming

3 22 Jun., 2015 LAW Sun Ming




Module Syllabus

Module Title Occupational Safety and Health

Module Code MEC3054

Credit Value 6

QF Level 3









1. Understand on safety background, observe and implement legal requirements on OSH in

commercial, industrial premises and construction sites.

2. Apply the safety management techniques and carry out risk assessment, make conclusion and

suggestion, suggest and explain accident investigation and prevention strategies.

3. Identify the potential hazards related to operations and actives with consideration of relevant

safety and health ordinances and regulations; etc.

4. Identify the specific hazards related to construction site and suggest preventive and protective

measures.





Learning Contents


Mandatory Basic Safety Training

Under Section 6BA(2) of the Factories and Industrial Undertakings Ordinance 8 hours

Construction Site Safety:

- Construction Site (Safety) Regulations;

- Specific safety requirements on site formation and excavation,

confined space, working at height and others.

- Code of practice & Guidance Notes

8 hours

Safety Management and Techniques:

- Occupational health and safety management system; roles of

safety supervisor, safety officer and safety auditor; safety policy

and plan, safety committee; safety training, inspection, audit and

monitoring.

- Risk assessment and accident investigation techniques.

5 hours

Occupational Health Practice:

- Classification of prescribed occupational diseases; dust control

and respiratory protection; noise assessment and control

measures; manual lifting and ergonomics.

5 hours


Learning Contents


1 2 3 4

1 Mandatory Basic Safety Training

2 Construction Safety

3 Safety Management

4 Occupational Health Practice


Teaching and learning strategies for this module should adopt real life examples as the

teaching materials to illustrate the topics being delivered. Case study should be given to the

students allowing them to practise the taught materials and better understand the concepts;

The teaching/learning process is designed to meet the learning outcomes.

Suitable audio-visual and practical examples from industry will be introduced throughout

the module.

Supplementary materials are provided under notional study folder for students’ self-

learning.




Assessment Plan:



Total 100%

Textbooks:

1. Learning and teaching package developed by module team.

References:

1. DOJ, Factories and Industrial Undertakings Ordinance and Regulations, CAP 59, Laws of

Hong Kong, Department of Justice, Hong Kong SAR.

2. DOJ, Occupational Safety and Health Ordinance and Regulations, CAP 509, Laws of Hong

Kong, Department of Justice, Hong Kong SAR.

3. LD, Applicable and Appropriate Codes of Practices and Guides, Labour Department, Hong

Kong SAR.

4. Poon, SW, Tang, SL, Wong, KW (2008) Management and Economics of Construction Safety

in Hong Kong, HKU Press.

5. Rowlinson, S (2010) Hong Kong Construction – Safety Management and the Law, 2nd edition,

Thomson/Sweet and Maxwell.



1 21 September, 2011 Mr. To Ching Nok

2 19 December 2011 Mr. Leung Kwok Ki, Ken

3 19 April 2012 Mr. WONG Chun Fai

4 9 July, 2012 Mr. To Ching Nok




Module Syllabus

Module Title Environmental Awareness

Module Code MEC3103

Credit Value 6

QF Level 3









1. Differentiate air, noise, water and solid waste disposal pollutions caused by relevant

industrial/ commercial activities and related environmental legislations in Hong Kong.

2. Study and analyse the environment impact on sustainable development and green building.

3. Analyse the importance of environmental management system to industrial/ commercial

organization for managing their environmental performance.





Learning Contents


Hours

Pollutions on environment

General concept on air, noise, water and solid waste disposal

pollutions

Pollutions impact on society

8 hours

Legislation and Control Scheme on environmental issue

General approaches on pollutions control and management

Legal framework relevant to air, noise, water and solid waste

8 hours

Environmental Management System (EMS)

Basic structure and major elements of generic EMS;

certification, ISO 14000 series of standard

Generic EMS cycle: environmental policy, aspects identification,

target setting, monitoring, review, continuous improvement.

Training, communication and documentation.

5 hours

Sustainable Development and Green Building

Introduction on Sustainable Development and the impact to the

communities

Briefly introduce new technology and the appreciation on green

building

5 hours


Learning Contents Module Intended Learning Outcomes

1 2 3

1 Pollutions on environment

2 Legislation and Control Scheme on environmental issue

3 Environmental Management System

(EMS)

4 Sustainable Development and Green

Building





Teaching and learning strategies for this module should adopt real life examples as the

teaching materials to illustrate the topics being delivered. Case study should be given to the

students allowing them to practise the taught materials and better understand the concepts.

Supplementary materials are provided under notional study folder in the Moodle for

students’ self-learning.

Suitable audio-visual and practical examples from industry will be introduced throughout

the module.

Assessment Plan:



Total 100%

Textbooks:

1. Learning and teaching package developed by module team.

References:

1. Law in Hong Kong:

Air Pollution Control Ordinance and subsidiary regulations

Noise Control Ordinance and subsidiary regulations

Water Pollution Control Ordinance and subsidiary regulations

Waste Disposal Ordinance and subsidiary regulations

Environmental Impact Assessment Ordinance and subsidiary regulations

2. Generic ISO 14001 EMS Templates, User Manual, EPD, HKSAR, 2005 or latest edition.

3. Masters, Gilbert M. (2008 or latest edition). Introduction to Environmental Engineering

and Science. New Jersey: Pearson.

4. Harrison, Roy M. (2001 or latest edition). Pollution Causes, Effects and Control.

Cambridge: RSC.



1 [First Creation] 28 Sept., 2011 Miss Nga-chiu Tam

2 7 May 2012 Mr. SUN Ping Fong

3 7 January 2013 Mr. SUN Ping Fong

4 20 June 2013 Mr. SUN Ping Fong

5 9 July 2015 Mr. SUN Ping Fong




Module Syllabus

Module Title Computer Aided Drafting

Module Code MEC3124

Credit Value 6

QF Level 3







Anti-requisite(s) Computer Aided Drafting (Mechanical Drawing)

ENG3303 (Enrichment Module)

Module Intended Learning Outcomes: On completion of the module, students are expected to be able to: 1. describe units, function keys, coordinate systems and create basic objects, using different data

input techniques;

2. create and manage layers and line types and obtain geometric information from the objects in the

drawing;

3. create standard library of basic engineering design by using blocks and applying attributes to

text and border entities;

4. solve given drafting problems in mechanical engineering by using orthographic projection and

assembly techniques.






Curriculum Hours

1. Introduction to computer aided drafting

Units, function keys and co-ordinate system

Drawing commands

Editing commands

Text styles and using different data input techniques, object snaps,

object snap tracking, polar tracking, and polar snap

Ordinate dimensions, geometric dimensions and tolerances

13 hours

2. Orthographic projection and assembly

First angle and third angle projection

Section view hatch patterns

Blocks and attributes

Layers and layout viewports

Building the assembly drawing, balloons and bill of materials

Plotting drawings

13 hours


Learning Contents


1 2 3 4

1 Introduction to computer aided

drafting

2 Orthographic projection and assembly



achieving the intended learning outcomes. More practical examples from the industry

should be presented throughout the course

Appropriate multi-media material should be used as a complement for hands-on practices

Use of diagrams and photographs for illustration to enhance learning and practice Reinforce students’ computer aided drafting knowledge by encouraging them to attend the

National Vocational Qualifications test (Mechanical Drawing) intermediate level




Assessment Plan:



Total 100%


AutoCAD software

Textbooks:

1. AutoCAD quick reference guide, Ralph Grabowski

References:

1. AutoCAD 2014 beginning and intermediate, Hamad, Munir M.

2. Tutorial guide to AutoCAD 2014, Lockhart, Shawna D.

3. AutoCAD 2014 for dummies, Fane, Bill.


Version Date Created/Revised by

1 14 August 2014 CHOW KIN FU

2 16 June 2015 CHOW KIN FU

http://webpac.vtc.edu.hk/search~S1?/XAutoCAD&searchscope=1&SORT=D/XAutoCAD&searchscope=1&SORT=D&SUBKEY=AutoCAD/1%2C966%2C966%2CB/frameset&FF=XAutoCAD&searchscope=1&SORT=D&6%2C6%2C

http://webpac.vtc.edu.hk/search~S1/?searchtype=t&searcharg=Tutorial+guide+to+AutoCAD+2014&searchscope=1&sortdropdown=-&SORT=DZ&extended=0&SUBMIT=Search&searchlimits=&searchorigarg=XAutoCAD%26SORT%3DDZ

http://webpac.vtc.edu.hk/search~S1?/XAutoCAD&searchscope=1&SORT=DZ/XAutoCAD&searchscope=1&SORT=DZ&SUBKEY=AutoCAD/1%2C964%2C964%2CB/frameset&FF=XAutoCAD&searchscope=1&SORT=DZ&7%2C7%2C




Module Syllabus

Module Title Mathematics for Mechanical Engineering

Module Code MEC3125

Credit Value 10

QF Level 3







Anti-requisite(s) Enrichment module “Mathematical Methods for Science

(ITE4901)”

Exemption Criteria Students with Grade E or above in HKALE Pure Mathematics or equivalent will be exempted from this module.



1. apply vector to engineering problems

2. solve given engineering mathematical problems using the properties of exponential and

logarithmic functions;

3. solve problems on the rate of change by demonstrating an understanding of calculus of one

variable

4. explain the nature of an integral and use the integral function in engineering applications

5. apply calculus in solving practical problems





Learning Contents Indicative Curriculum Hours

Vectors

definition and notations of vectors

magnitude of vectors

introduction to some special vectors (e.g. identical vectors,

negative vectors, zero vectors and unit vectors)

representation of 2-D and 3-D vectors in rectangular coordinate

system

definition and properties of scalar product

applications of scalar product

definition and properties of cross product

applications of cross product

8 hours

Exponential & Logarithmic functions

law of rational indices

definition and properties of exponential functions

solving problems of exponential functions

definition and properties of logarithmic functions

solving problems of logarithmic equations

real life applications exponential and logarithmic functions

4 hours

Differential Calculus

intuitive concept of the limit of a function

concept of differentiation from first principle

fundamental differential formulae

addition rule, product rule, quotient rule and chain rule

second derivatives

implicit differentiation and parametric differentiation

11 hours

Integral Calculus

concept and basic techniques of integral calculus;

standard Indefinite integrals

concept of definite integral

properties of definite integral

integration by substitution, partial fraction and by parts

8 hours

Application of Calculus in Mechanical Engineering

applications of differentiation: rate, speed, acceleration, slope,

maxima and minima problems

applications of integration: area, volume

8 hours





Learning Contents


1 2 3 4 5

1 Vectors

2 Exponential & Logarithmic functions

3 Differential Calculus

4 Integral Calculus

5 Application of Calculus in Mechanical

Engineering


Lectures will form the major portion of the delivery of the module for mass lectures

Tutorials will be used to enhance the learning and develop skills

Lectures will be the most appropriate method to introduce the basic principles and

practices of operations being taught in the module.

Assignments and in-class exercises will be given to students allowing them to practice the

taught methods and decision-making techniques.

Students should be guided to relate the activities to the application of mathematical

principles.

Interaction between peers and tutor/students should be encouraged.

Appropriate use of calculators and other multi-media may be sought to enhance teaching

and learning where appropriate. Assessment Plan:



Total 100%

Textbooks:

1. Learning materials provided by module team.

References:

1. O'Neil P.V. (2010) Elements of advanced engineering mathematics, Stamford, Conn.:

Cengage Learning.

2. Gangwar, H. S. (2010) A textbook of engineering mathematics I, New Delhi: New Age

International.

3.

4.

John Bird (2014) Engineering mathematics, Routledge, Seventh edition

Dennis G. Zill, Warren S. Wright (2014), Advanced engineering mathematics, Jones &

Bartlett Learning, Fifth edition.


Version Date Revised by 1 13 June 2014 Lee Man Shun

2 12 June 2015 Lee Man Shun




Module Syllabus

Module Title Mechanical Engineering Principles

Module Code MEC3126

Credit Value 10

QF Level 3



(Lecture: 26; Tutorial: 13)



(Outside Contact/ Self-study Hours)



1. apply fundamental engineering units and carry out unit conversion;

2. solve engineering problems by applying the basic theories of kinematics;

3. solve engineering problems by using law of conservation of energy;

4. solve fundamental thermodynamics and fluid mechanics problems with the use of basic

principles of fluid.





Learning Contents


1. Units and Measurements

Fundamental concepts of SI Unit

Units of common physical quantities

Conversion of units

Significant figures

Mass, forces, weight

4 hours

2. Mechanics

Basic theories of kinematics

Displacement, velocity and acceleration as vectors

Uniform acceleration motion

Motion under gravity

Applications in solving projectile problems

Force& motion

Newton’s Second Law

Momentum and impulse

14 hours

3. Law of conservation of energy

Work done and Power

Potential energy, kinetic energy, internal energy, work and

different forms of energy and their transformation

Law of conservation of energy

10 hours

4. Thermo Fluids

3 phases of matter,

Temperature and thermometer

Heat and internal energy

Nature and properties of fluids, flowrate

Pressure and force

Gas pressure, atmospheric pressure

11 hours


Learning Contents


1 2 3 4

1 Units and Measurements

2 Mechanics

3 Law of conservation of energy

4 Thermo Fluids




Learning and Teaching Strategies: Include examples taken from mechanical engineering to illustrate the theory and principle


Use systematic approach to solve problems in worked examples

Provide tutorial questions for self-learning

Schedule tests to monitor the progress of students

Use of diagrams and photographs for illustration to enhance learning and analysis

Provide links and websites of relevant topics for self-learning

Laboratory work will be arranged to highlight the principles and clarify concepts.

Assessment Plan:

Continuous Assessment (CA) 50 %

End of Module Assessment (EA) 50 %

Total 100 %

Textbooks: 1. Learning and teaching package developed by module team.

References: 1. Bolton, W. Mechanical Science. Blackwell Science 2006.

2. Ogrodnik, Peter J. Fundamental Engineering Mechanics 1997.

3. Plum, David &Downie, Martin. A Foundation Course in Statics and Dynamics. Addison

Welsey Longman 1997.

4. John Hannah and M.J. Hillier. Mechanical Engineering Science, Longman, 1999.

5. R.C Hibbeler. Engineering Mechanics: Statics & Dynamics. Thirteenth edition 2012.



1 15 Aug, 2015 Ki Ka Ko

2

3




Module Syllabus

Module Title Statics & Dynamics

Module Code MEC3127

Credit Value 10

QF Level 3








1. solve engineering problems by applying the basic theories of statics and the concept of force

equilibrium;

2. to apply the laws of frictions to solve engineering problems;

3. evaluate velocity ratio, mechanical advantage and efficiency in the application of simple

machines;

4. solve engineering problems with angular motion by applying the basic theories of dynamics.





Learning Contents


1. Statics

Forces as vectors, polygon of forces Forces and moment equilibrium Free body diagrams Newton’s First Law and Third Law, Simply supported beam, cantilever, with concentrated load and

uniform distributed load

14 hours

2. Friction

Type of friction Coefficient of friction Laws of friction

6 hours

3. Simple Machines

Velocity ratio and Mechanical advantage

Efficiency of simple machines

8 hours

4. Angular motion

Angular displacement, velocity and acceleration

Torque and Moment of inertia

Work Done by a Torque

Kinetic energy and power

Centrifugal force

11 hours


Learning Contents


1 2 3 4

1 Statics

2 Friction

3 Simple Machine

4 Angular motion











Laboratory work will be arranged to highlight the principles and clarify concepts.

Assessment Plan:



Total 100%

Textbooks: 1. Learning and teaching package developed by module team.

References: 1. Bolton, W. Mechanical Science. Blackwell Science 2006.

2. Ogrodnik, Peter J. Fundamental Engineering Mechanics 1997.

3. Plum, David &Downie, Martin. A Foundation Course in Statics and Dynamics. Addison

Welsey Longman 1997.

4. John Hannah and M.J. Hillier. Mechanical Engineering Science, Longman,1999.

5. R.C Hibbeler. Engineering Mechanics: Statics & Dynamics. Thirteenth edition 2012.



1 15June, 2015 To Ching Nok

2

3




Module Syllabus

Module Title Basic Electricity & Electronics

Module Code MEC3128

Credit Value 6

QF Level 3







Module Intended Learning Outcomes: On completion of the module, students are expected to be able to: 1. Identify the basic direct current (DC) quantities and explain their physical meanings in

given scenarios;

2. Apply the basic DC circuit theories and select appropriate principles and laws to solve

electrical engineering problems;

3. Identify the operation and characteristics of basic semiconductor devices and operational

amplifier.




Learning Contents and Indicative Contact Hours:

Learning Contents Indicative Contact Hours

A Basic concepts of electricity:

Concepts of electric charge, current, electromotive force and

potential difference;

Fundamental concepts of arrow convention for electric potential

difference;

Concept of resistance and resistivity;

Resistors in series and parallel. Equivalent resistance calculation.

6 hrs

B DC circuit theory:

Ohm’s Law; power dissipation in simple d.c. circuits;

Kirchhoff’s law; Thevenin’s Theorem; maximum power transfer;

Capacitance in DC circuit: relation of charge and capacitance; types

of capacitor, characteristics and applications.

10 hrs

C Diode, transistors and operation amplifier:

P-N junction in diode; basic characteristics and application of

junction diode;

Types of bipolar junction transistor, basic characteristics and

application in bipolar transistor as switch or amplifier;

Concepts and characteristics of an ideal operation amplifier;

inverting amplifier and non-inverting amplifier.

10 hrs


Learning Contents


1 2 3

A Basic concepts of electricity

B DC circuit theory

C Diode, transistors and operation amplifier





Formal lectures will focus on concepts of fundamental physics, and tutorial will be held for

applications of the scientific principles in solving engineering problems.

Simple experiments will be carried out in laboratories to demonstrate and/or verify the

engineering science theory.

Assignments and quizzes on specific concepts and knowledge under this module will be

held at suitable intervals throughout the semester to monitor the progress of the students.

Assessment Plan:



Total 100%

Textbooks: Learning and teaching package developed by module team.

References:

1. Edward Hughes, (2012). Electrical and Electronic Technology, 11th Edition. Prentice Hall.

2. A.H. Robbins & W. C. Miller, (2013). Circuit Analysis: Theory and Practice. 5th Edition. Delmar

3. R. L. Boylestad, (2014). Introductory Circuit Analysis, 12th Edition. Prentice Hall.



First Creation 5 July, 2015 Leung Kwok Cheung




Module Syllabus

Module Title Electrical Principles

Module Code MEC3129

Credit Value 6

QF Level 3







Module Intended Learning Outcomes: On completion of the module, students are expected to be able to: 1. Relate the concepts of electromagnetism to basic engineering science and real life applications;

2. Identify the basic alternating current (AC) quantities and explain their physical meanings in

given scenarios;

3. Apply the phasor and complex algebra to solve the problems of the single-phase AC electrical

circuits consisting of RLC components.





Learning Contents Indicative Contact Hours

A Electromagnetism and electromagnetic induction:

Concepts of Magnetic flux, flux density;

Definition of mmf, field strength, permeability and B/H curves;

Electromagnetic induction, Faraday’s Law and applications, Lenz’s

Law, magnetic field and force produced by current;

Inductance in DC circuit: induced emf; types of inductor, characteristics

and applications.

Basic transformer construction and characteristics, relations between

turn ratio, voltage ratio and current ratio.

6 hrs

B AC quantities and phasor representation:

Definitions of terms of AC sine waves: frequency, period, amplitude,

peak value and peak to peak value;

Equations of basic sinusoidal waveform; angular velocity; average and

RMS values;

Rectification circuit;

Concept of phasor; phasor representations of reactance and impedance;

application of phasor to solve problems for AC electrical circuits

consisting of RLC components;

Power: apparent, reactive and active, power factor.

10 hrs

C Complex algebra for AC circuit and applications:

Complex algebraic operations of addition, subtraction, multiplication

and division in polar and rectangular coordinate systems;

Application of complex algebra to solve problems for AC electrical

circuits consisting of RLC components;

10 hrs


Learning Contents


1 2 3

A Electromagnetism and electromagnetic

induction

B AC quantities and phasor representation

C Complex algebra for AC circuit and

applications:





Formal lectures will focus on concepts of fundamental physics, and tutorial will be held for

applications of the scientific principles in solving engineering problems.

Simple experiments will be carried out in laboratories to demonstrate and/or verify the

engineering science theory.

Assignments and quizzes on specific concepts and knowledge under this module will be

held at suitable intervals throughout the semester to monitor the progress of the students.

Assessment Plan:



Total 100%

Textbooks:

Learning and teaching package developed by module team. References:

1. Edward Hughes, (2012). Electrical and Electronic Technology, 11th Edition. Prentice Hall.

2. A.H. Robbins & W. C. Miller, (2013). Circuit Analysis: Theory and Practice. 5th Edition.

Delmar.

3. R. L. Boylestad, (2014). Introductory Circuit Analysis, 12th Edition. Prentice Hall.



First Creation 5 July, 2015 Leung Kwok Cheung




Module Syllabus

Module Title Project Management

Module Code MEC4053

Credit Value 7

QF Level 4








1. Examine the importance and discuss the requirements of project management and identify the

appropriate organizational structures, roles and responsibilities of project manager and project

team in an industrial context.

2. Identify the criticality of quality management in project activities.

3. Evaluate project feasibility by applying investment appraisal techniques.

4. Apply programming techniques and software package to analyse project activities.






Project management: systems and procedures

Definition of project and project management; the roles of

project manager and project team; identification of the major

project stages and potential pitfalls; project administration

includes document control, performance analysis, project

termination and reporting.

4 hours

Project organization: structures and teams

Organization structures theory; staff-line organization, pure

project organization, matrix management, structure selection;

work breakdown structure; responsibility allocation matrix;

managing the team.

3 hours

Project quality management

Definition of quality; quality planning, quality control and

quality assurance; requirements of quality standards, e.g.

ISO9000.

4 hours

Project investment appraisal

Consideration of investment appraisal, e.g. use of discount cash

flow (DCF) and net present value (NPV), payback period, and

break-even analysis.

5 hours

Project network and scheduling

Relationship between schedules; use of programming techniques

such as Gantt Charts, CPM/PERT; use of software package.

10 hours


Learning Contents


1 2 3 4

1 Project management: systems and

procedures

2 Project organization: structures and

teams

3 Project quality management

4 Project investment appraisal

5 Project network and scheduling




Learning and Teaching Strategies: Practical examples will be adopted where possible to illustrate the principles of project

management in an industry context.

Individual coursework will be assigned during tutorials to evaluate students’ understanding

the project management concepts and techniques learned in lectures.

Appropriate software package will be used to demonstrate project control and reporting

techniques during workshops.

Assessment Plan:



Total 100%


(a) Project management software (e.g. Microsoft Project).

References: 1. Mantel, S.J. Jr. et al (5th edition). Project Management in Practice. John Wiley.

2. Maylor, H. (4th edition). Project Management. Prentice Hall.

3.

4.

5.

6.

Kerzner, H. (11th edition). Project Management: A System Approach to Planning,

Scheduling and Controlling. Wiley.

Nicholas, J.M. (1st edition). Managing Business & Engineering Projects: Concepts &

Implementation. Prentice Hall.

BS EN ISO 9000:2005. Quality Management Systems – Fundamentals and vocabulary.

BS EN ISO 9001:2008. Quality Management Systems – Requirements.



1 26 Sept., 2011 Mr. TSANG Yuk Sze, Jimmy

2 12 April 2013 Mr. TSANG Yuk Sze, Jimmy

3 24 June 2015 Mr. TSANG Yuk-Sze, Jimmy




Module Syllabus

Module Title Fluid Mechanics

Module Code MEC4102

Credit Value 10

QF Level 4








1. determine fluid pressure in engineering systems using hydrostatics principles

2. analyze various types of fluid flows and apply the principles of fluids dynamics

3. analyze piping systems, interpret and use pump and system curves





Learning Contents


Hours

1. Hydrostatics:

Density, Archimedes principle, equilibrium of floating bodies,

Pressure, properties of static pressure, atmospheric pressure, absolute

and gauge pressure, vacuum, Variation of fluid pressure with depth.;

Total force due to liquid on immersed plane surfaces horizontal or

vertical. Centre of pressure

16 hours

2. Fluids dynamics:

Viscosity, Reynolds number, laminar and turbulent flows,

Continuity Equation, Bernoulli equation for an ideal flow

Venturi, orifice, coefficient of discharge

10 hours

3. Pump and pipe flows:

Introduction to turbomachinery

Pipe friction, pipe fitting loss, centrifugal pump head, pump and system

curves, operating point, hydraulic and mechanical power, pump

efficiency

13 hours


Learning Contents


1 2 3

1 Hydrostatics

2 Fluids dynamics

3 Pump and pipe flows


Use systemic approach to solve problems in worked examples

Include examples taken from mechanical engineering environment to illustrate the theory

and principle

Use of diagrams, photographs, models and real engineering components for illustration to

enhance learning and analysis





Assessment Plan:



Total 100%

Textbooks:

1. Learning and teaching materials developed by module team.

References:

1. J.F. Douglas/J.M. Gasiorek/J.A. Swaffield/ Lynne B. Jack. Fluid Mechanics. Prentice

Hall, 2011.

2. Fluid Mechanics. Frank M. White. 4th edition 2013.



1 [First Creation] 20 Sept., 2011 Kwong Chi Kin

2 [Second Creation] 8 June, 2015 Kwong Chi Kin




Module Syllabus

Module Title Advanced Mathematics for Mechanical Engineering

Module Code MEC4103

Credit Value 7

QF Level 4







Anti-requisite(s) Enrichment module “Advanced Mathematics with Applications”

(ENG4203)

Module Intended Learning Outcomes: On completion of the module, students are expected to be able to: 1. use matrix to find the solution of given systems of equations.

2. apply the technique of integral calculus to determine the centre of gravity, moment of area and

moment of inertia of some typical engineering structures

3. apply the ordinary differential equations to solve mechanical engineering problems and apply

Laplace transform to solve problems related to control engineering





Learning Contents

Indicative

Curriculum Hours

1. Matrix

Manipulation, addition, subtraction and multiplication

Determinant, inverse and application to solve system of

equations

8 hours

2. Application of calculus

First moment of area, Center of gravity

Second moment of area, Polar moment of area, moment of inertia

Parallel and perpendicular axis theorem

6 hours

3. Ordinary Differential Equations

First order: homogenous linear equation, e.g. Newton’s law of

cooling

Second order: homogenous linear equation, general solution e.g.

Mass spring free vibration system, with and without damping

8 hours

4. Laplace Transforms

Introduction of Laplace transform and Inverse transform,

Transform using partial fractions to solve engineering problems

4 hours


Learning Contents


1 2 3

1 Matrix

2 Application of calculus

3 Ordinary Differential Equations

4 Laplace Transforms


Mathematical ideas are developed by relating to actual engineering examples rather than

by using formal proof.

Emphasis is placed on techniques and applications, rather than a rigorous, abstract

treatment.






Assessment Plan:



Total 100%

Textbooks:

1. Learning and teaching materials developed by module team.

References:

1. Croft , A. & Davison,R. (2008) Mathematics for Engineers: A Modern Interactive

Approach, 3rd Ed., Pearson.

2. G. Jame. Et. Al. (2008) Modern Engineering Mathematics, Prentice Hall.

3. Chan, C.K., Chan, C.W. and Hung, K.F. (2008) Basic Engineering Mathematics,

McGrawHill.

4. Stroud, K.A. (2007) Engineering Mathematics, Industrial Press.



1 [First Creation] 20 Sept., 2011 LO Ka Wah

2 8 June, 2015 LAW Sun Ming




Module Syllabus

Module Title Electrical Technology

Module Code MEC4105

Credit Value 10

QF Level 4








1. analyse the performance of single phase transformer and calculate the loss and efficiency with

basic electrical theory ;

2. to compare the star and delta configuration and calculate the current and power of three phase

network by applying the three phase circuit theory;

3. differentiate the characteristics of different types of DC motors

4. differentiate various types of AC induction motor starting methods and their torque /speed

characteristics ;

5. select suitable type of motor to match with the load requirement.





Learning Contents


1. Single Phase Transformer

Single phase transformers basic theory,

Different types of transformers,

Losses and efficiency, voltage, current and impedance transfer.

8 hours

2. Three Phase Networks

Advantages of three phase supply, three phase three wire

balanced star and delta loads systems:

Calculation of currents and power. Three phase three wire

unbalanced delta system and three phase four wire unbalanced

star system: calculation of currents and power.

8 hours

3. Industrial Motors & Drives

DC machines: construction, armature windings, armature

voltage, torque, magnetization curve, shunt motor, series motor,

starter, speed control.

Induction motors: classification, direct on line starting,

star-delta starting, transformer starting, rotor resistance starting,

torque-slip characteristics and applications.

14 hours

4. Electro-mechanical systems integration

Steady state load characteristics; power and speed range,

speed/torque relationship, inertia effect on time to reach steady

state speed,

Selection of types and characteristics of motor to match with

load requirement.

9 hours


Learning Contents


1 2 3 4 5

1 Single Phase Transformer

2 Three Phase Networks

3 Industrial Motors & Drives

4 Electro-Mechanical Systems Integration


Include examples taken from electrical engineering to illustrate the theory and principle



Provide tutorial questions for self learning

Schedule tests and in class work to monitor the progress of students


Provide links and websites of relevant topics for self learning




Assessment Plan:



Total 100%

References:

1. Sen P. C., Principles of Electrical Machines and Power Electronics, John Wiley & Sons

2. Robbins A.H., Miller W.C., Circuit Analysis – Theory and Practice, 4th ed., Delmar, 2007

3. Dale R. Patrick, Stephen W. Fardo, Electrical Distribution Systems, 2nd ed., The

Fairmount Press, Inc., 2009



1[First Creation] 10 Oct., 2011 Ir. Ho Hung Cheung

2 20 June., 2013 Ir. Ho Hung Cheung




Module Syllabus

Module Title Control and Automation

Module Code MEC4107

Credit Value 10

QF Level 4









1. identify the characteristics of dynamic systems and present them diagrammatically and

mathematically;

2. analyze mathematical models to control dynamic systems in different engineering contexts;

3. distinguish and evaluate different types of control actions in given engineering scenarios; and

4. intrepret and explain the application of automatic control in engineering components and

systems.





Learning Contents

Indicative

Curriculum Hours

Introduction to Control Systems

open-loop and closed-loop system concepts, constituents, block

diagrams, transfer functions and design examples

9 hours

Mathematical and System Modelling

mechanical systems modelling and use of differential equations to

represent elements of physical systems in various applications

first order systems and second order systems, their time response

behaviour under step input

16 hours

Types of control actions

on-off, proportional, integral and derivative controls

application of 3-term controllers

8 hours

Automation components and Systems

transducers, controllers, actuators, servo-mechanisms, governors,

control systems of propulsion plants and auxiliary machinery

6 hours


Learning Contents


1 2 3 4

1 Introduction to Control Systems

2 Mathematical and System Modelling

3 Types of control actions

4 Automation components and Systems


include examples taken from mechanical engineering to illustrate the theory and principle


use systemic approach to solve problems in worked examples

provide tutorial questions for self learning

schedule tests and in class work to monitor the progress of students

use of diagrams and photographs for illustration to enhance learning and analysis

provide links and websites of relevant topics for self learning




Assessment Plan:



Total 100%

Textbooks:

1. Dorf Richard C. & Bishop Robert H., (2010). Modern Control Systems - 12th Edition.

Prentice Hall.

2. Ogata K., (2009). Modern Control Engineering - 5th Edition. Prentice Hall.

References:

1. Nise Norman S., (2010). Control Systems Engineering - 6th Edition. Wiely.

2. Bolton W., (2008). Mechatronics: Electronic Control Systems in Mechanical and

Electrical Engineering – 4th Edition. Pearson Education..



1 6 Oct., 2011 SHEW Yun Wan

2. 22 Jun., 2015 LAW Sun Ming




Module Syllabus

Module Title Dynamics

Module Code MEC4109

Credit Value 10

QF Level 4








1. Determine the power and energy transmitted in frictional drive systems with the application of

law of friction.

2. Evaluate the importance of gear systems in terms of gear ratio and efficiency.

3. Apply techniques in analyzing balancing system on single and two plane balancing.

4. Analyze the free, damped and forced vibration of single degree of freedom system.





Learning Contents

Indicative

Curriculum Hours

1. Frictional drives systems

Belt

Band brake

Clutch.

10 hours

2. Gear system

Gear ratio, gear train, efficiency.

Epicyclic gear

9 hours

3. Balancing of rotor

Moment and force diagram

Single plane and two plane balancing

6 hours

4. Vibration

Simple Harmonic Motion

Spring mass system

Frequency, period

Relationship between displacement, velocity and acceleration

Simple pendulum

Free damped vibration

Viscous damping, damping ratio, damped frequency

14 hours


Learning Contents


1 2 3 4

1 Frictional drive systems

2 Gear system

3 Balancing of rotor

4 Vibration


Include examples taken from mechanical engineering to illustrate the theory and principle










Assessment Plan:


End of Module Assessment (EA) 50 %

Total 100%

Textbooks:

References:

1. Cleghorn, W.L. (2010) Mechanics of Machines. Oxford. Creation/Revision Record:


1 10 Oct., 2011 YAM Wing Wa

2 18 Jun, 2015 YAM Wing Wa




Module Syllabus

Module Title Strength of Materials

Module Code MEC4110

Credit Value 10

QF Level 4








1. Evaluate the relationship between stress and strain of a simple structure.

2. Analyze stress due to bending on beams with the use of shearing force diagrams, bending

moment diagrams and simple bending theory.

3. Analyze stress due to torsion on shafts with the use of torsion theory and evaluate the power

transmission of shafts.

4. Evaluate the stress distributions of thin cylinders by using thin cylinder theory.

5. Evaluate the relationship between loading and beam deflection by using Macaulay’s method.





Learning Contents

Indicative

Curriculum Hours

1. Stress and strain

Direct stress and strain. Modulus of elasticity.

Shear stress and strain. Modulus of rigidity.

Factor of safety.

Stress due to bending on beams.

Stress due to torsion on beams.

12 hours

2. Shearing force and bending moment diagrams

Cantilevers and simply supported beams with concentrated or

uniformly distributed loads.

Second moment of area of shaft and beam.

10 hours

3. Power transmitted by shafts

Polar moment of area.

Hollow and solid shaft.

6 hours

4. Thin cylinder

Circumferential and longitudinal stress in thin cylindrical shells

subject to internal pressure.

Dimensional changes due to internal pressure.

6 hours

5. Deflection of beam

Beam deflection by using Macaulay’s method. 5 hours


Learning Contents


1 2 3 4 5

1 Stress and Strain

2 Shearing force & bending moment diagrams

3 Power Transmitted by shafts

4 Thin Cylinder

5 Deflection of Beam





Include examples taken from mechanical engineering to illustrate the theory and principle







Assessment Plan:



Total 100%

Textbooks:

References:

1. Hibbeler, R.C. (2011). Statics and Mechanics of Materials. Pearson Prentice Hall.

2. Beers F.P. (2009). Mechanics of Materials, McGraw Hill.



1 10 Oct., 2011 YAM Wing Wa

2 20 June., 2013 YAM Wing Wa

3 18 June, 2015 YAM Wing Wa




Module Syllabus

Module Title Mechanical Engineering Design

Module Code MEC4111

Credit Value 14

QF Level 4







Anti-requisite(s) Enrichment module “Engineering Design Fundamentals”

(ENG3407)


On completion of the module, students are expected to be able to: 1. apply a systematic approach on engineering design;

2. select appropriate manufacture processes and materials for mechanical parts in accordance with

part properties and geometries;

3. apply design guidelines in machining and assembly for engineering parts;

4. select suitable standard mechanical elements and joining methods in mechanical assembly;

5. apply suitable dimensions and tolerances according to a given design specification;

6. evaluate certification procedure in engineering design with consideration of relevant

international standards.






Curriculum Hours

1. Design for manufacture

General engineering design process.

Materials and manufacturing process selection.

Design for machining.

Design for assembly – for manual and automatic assembly.

16 hours

2. Standard mechanical elements

Power transmission – gears, lead screw, and couplers.

Rolling element bearings – Types and characteristics, loading,

and life analysis.

Springs – materials and types.

14 hours

3. Joining methods

Welding and brazing.

Thread fasteners – power screw, bolts, nuts, and washers.

Rivets and snap fasteners.

Adhesive bonding.

12 hours

4. Dimension and tolerance

Limit and fits, geometric tolerance, recommended dimensional

tolerance.

5 hours

5. Standards, certification and handbooks

Certification –Testing and standards, international certification

procedure.

Design for safety - human factor, safety standards for consumer

and industrial products, product liability.

Mechanical design handbooks.

5 hours


Learning Contents


1 2 3 4 5 6

1 Design for manufacture

2 Standard mechanical elements

3 Joining methods

4 Dimension and tolerance

5 Standards, certification and handbooks





The teaching/learning process is designed to meet the principal objectives; assignments are used

as appropriate method for achieving a significant portion of these objective.

Case studies will be conducted to enhance student understanding of the mechanical design

element in daily life. Suitable-visual and practical examples from industries should be

introduced throughout the module delivery.

Assessment Plan:



Total 100%

Textbooks:

1. Ullman, D.G. (2009). The Mechanical Design Process (4th Edition). McGraw-Hill. 2. Mott, R.L. (2014). Machine Elements in Mechanical Design (5th Edition). Prentice

Hall References:

1. Hamrock, B.J, Jacobson, B., and Schmid, S.R. (2013). Fundamentals of Machines

elements. McGraw-Hill. Creation/Revision Record:


1 12th October 2011 Tang Hon Ping

2 6th December 2011 Tang Hon Ping

3 20th June 2013 Tang Hon Ping

4 22th June 2015 Leung Ki Tak




Module Syllabus

Module Title Application of Materials

Module Code MEC4123

Credit Value 10

QF Level 4





Assessment Hours: 2 hr(s)




1. Identify different types of material used in engineering field and select the appropriate

material for engineering products.

2. Analyze the mechanical properties of the materials by using suitable test method.

3. Apply suitable treatment method to enhance the material properties.

4. Evaluate the causes and prevention of failure of engineering materials and realize the

new materials development.






1. Introduction of Engineering Materials

Classification of engineering materials

General properties of materials

Materials selection for different applications

3 hours

2. Mechanical Properties of Materials

Stress-strain relation, Elastic limits, Poisson ratio, Yield strength,

Tensile strength, Hardness, Toughness, Ductility, Elastic

Modulus, Strength-to-weight ratio

Typical materials testing:

Tensile test, Hardness tests, Impact tests, Bending test, NDT

16 hours

3. Materials processing

Heat treatment for metal, strengthening, case hardening,

tempering, annealing, normalizing

Cold work

Ceramic fabrication

Polymer fabrication

9 hours

4. Mechanical failure of materials

Causes of Failure:

- Brittle fracture and ductile fracture

- Ductile – Brittle transition

- Metal fatigue, Creep, Corrosion

Failure analysis of materials

Prevention of failure

8 hours

5. New Materials development

Introduction of smart and modern materials and its application,

application of SMA material, nanotechnology in our daily life

The application of composite and engineering ceramic

materials

3 hours


Learning Contents


1 2 3 4

1 Introduction of Engineering Materials

2 Mechanical Properties of Materials

3 Materials Processing

4 Mechanical Failure of Materials

5 New Materials Development





The teaching strategies should adopt a simple and practical approach. Teaching should be

focused on students’ understanding and application of the knowledge of the module contexts.

Laboratory sessions will be conducted to enhance students’ understanding of the subject matter

Include examples taken from mechanical engineering to illustrate the theories and principles

and develop understanding.

The teaching/learning process is designed to meet the learning outcomes.

Suitable audio-visual and practical examples from industry should be introduced throughout the

module.

Assessment Plan:



Total 100%

Textbooks:

1. William F. Smith, Javad Hashemi (2011). Foundations of Materials Science and Engineering,

5th Edition, McGraw-Hill.

References:

1. William D. Callister, (2015) Materials Science and Engineering: An Introduction, Wiley.

2. Kenneth G. Budinski, (2010) Engineering Materials: Properties and Selection (9th Edition),

Pearson.

3. Donald R. Askeland, Pradeep P. Fulay, Wendelin J. Wright, (2010) The Science &

Engineering of Materials, CL-Engineering.



First Creation 15 Jun 2015 May Tam




Module Syllabus

Module Title Thermodynamics & Heat Transfer

Module Code MEC4124

Credit Value 10

QF Level 4



(Lecture: 24; Tutorial:9; Lab/Workshop: 6)





1. analyze of heat and work transfer in thermodynamic processes by applying basic knowledge

of First Law of Thermodynamics in engineering systems;

2. investigate the formation and properties of steam and estimate state variables of various

applications;

3. apply the ideal gas law to investigate the behavior of gases.

4. apply heat transfer mechanism and governing equations to solve practical engineering

problems and to evaluate the performance of typical heat exchangers





Learning Contents


1. Law of Thermodynamics

Properties, states, open and closed systems

Flow and non-flow processes

First Law of Thermodynamics

Introduction to Second Law of Thermodynamics

Engineering application in the processes

8 hours

2. Compressed liquid water, steam and two-phase systems

Use of steam tables

Saturation temperature and pressure, formation of steam

Saturated liquid and vapour, wet vapour and dryness fraction,

and superheated steam

Specific internal energy and specific enthalpy changes

Engineering application in heat addition, heat rejection,

compression and expansion

10 hours

3. Ideal Gas Laws

Ideal gas equation

Boyle's , Charles' laws and combined gas law

Relationships between pressure, temperature and volume.

Change in internal energy and enthalpy, specific heats (Cp and

Cv) and specific heat ratio

Combination of polytropic law and the ideal gas equation

Engineering application in air compressor

8 hours

4. Heat Transfer

Conduction, Fourier and Newton equations.

Convection, natural and forced convection, Newton's law of

cooling

Radiation, Stefan-Boltzmann law

Heat Exchanger, parallel and counter flow, heat capacity,

logarithmic mean temperature difference, effectiveness and NTU.

13 hours





Learning Contents


1 2 3 4

1 Law of Thermodynamics

2 Compressed liquid water, steam

and two-phase systems

3 Gas Laws

4 Heat Transfer





Schedule tests and in class work to monitor the progress of students

Arrange laboratory sessions and demonstration to enhance the understanding of basic

theory






Assessment Plan:



Total 100%

References: 1. Whalley, P.B. (1992). Basic Engineering Thermodynamics, Oxford Science Publications

2 Yunus, A Cengel & Turner, Robert H. (2008). Fundamentals of Thermal-Fluid Sciences,

McGraw Hill

3 Learning and teaching material developed by module team



1 [First Creation] 15 June 2015 Dr. FUNG Ka Shuen

2




Module Syllabus

Module Title Advanced Engineering Mathematics

Module Code ENG4200

Credit Value 14

QF Level 4







Pre-requisite(s) Passed in CON4303 and CON4304; or MEC4103; or ENG4202


1. apply series to function approximation;

2. use Fourier transforms and z-transform to solve engineering problems;

3. solve non-linear equations and estimate the solution of systems of ordinary differential equations

by using various numerical methods;

4. use partial derivatives to solve the optimization problems in engineering;

5. apply the knowledge of vector calculus to interpret Maxwell’s equations, Laplace’s equations

and harmonic function;

6. use multiple integration in the solution of engineering problems.





Learning Contents


1. Series

Convergent and Geometric Series

Test for a Divergent Series

Positive Term Series: comparison, limit comparison and ratio

test

Alternating Series: alternating series test, absolute convergence,

conditionally convergent theorem and error in sum

approximations

Interval of Convergence

Differentiation and Integration of Power Series

Taylor Series and Polynomials

Binomial Series

Manipulation of Power Series: addition, subtraction,

composition, multiplication and division of power series

6 hours

2. Transforms

Z-Transform, operational theorems and their use in solving

difference equations of order one and two.

Fourier Transform and its applications

10 hours

3. Numerical Analysis

Zeroes of functions, Bisection method, Newton’s method.

Error consideration and ill-conditioned systems

10 hours

4. Partial Derivatives

Functions of two variables, tangent approximation and

optimization

Chain Rule, Gradient and Directional Derivatives

6 hours

5. Vector Calculus

Scalar and Vector fields and their associated Grad, Div and

Curl.

Elementary calculus rules for Grad, Div and Curl.

Scalar potential of a conservative vector field.

Applications, e.g., Maxwell’s equations, Laplace’s Equations and

Harmonic Function

10 hours

6. Multiple Integrals

Double Integrals, Vector Fields and Line Integrals

Triple Integrals

Green’s Theorem, Divergence Theorem and Stokes’ Theorem

10 hours





Learning Contents


1 2 3 4 5 6

1 Series

2 Transforms

3 Numerical Analysis

4 Partial Derivatives

5 Vector Calculus

6 Multiple Integrals


The teaching strategies will adopt a simple and practical approach with an aim to develop

the engineering sense of student.

Practical engineering application in daily life and physical meanings of the quantities and

theories will be given in order to foster the understanding of the students.

Graphical presentations and software tools will be used wherever applicable to explain the

more difficult concept of theories.

Homework problems and self-learning tutorial questions will provide a focus for students’

self-study.

Assessment Plan:



Total 100%

References:

1. MIT Open Courseware, “Mathematics: Introduction to Numerical Analysis”,

“Mathematics: Fourier Analysis - Theory and Applications”, “Mathematics: Calculus of

Several Variables” and “Mathematics: Multivariable Calculus”

2. Croft, A., Davison, R., and Hargreaves, M., Engineering Mathematics, 3rd Edition, Pearson

Prentice Hall.

3. Erwin Kreyszig, Advanced Engineering Mathematics, 9th Edition, Wiley International Edition.



1 7 Oct, 2011 Lam TS

2 17 Nov, 2011 Lam TS

3 14 Dec, 2011 Lam TS




Module Syllabus

Module Title Environmental Engineering

Module Code ENG4300

Credit Value 14

QF Level 4







Module Intended Learning Outcomes: On completion of the module, students are expected to be able to: 1. Design water treatment, water supply, water distribution system;

2. Design wastewater treatment system;

3. Estimate the air pollution dispersion and select appropriate air quality control measures; and

4. Evaluate environmental noise impact and select appropriate noise control measures.





Learning Contents

Indicative

Curriculum Hours

Design of Water Treatment System

Understand the water quality requirement and local standard

Acquire the knowledge of individual water treatment units including

screening, flocculation and coagulation, sedimentation, filtration,

disinfection, softening and aeration

Design of some simple water treatment units

Design of Water Supply and Distribution System

Understand the water consumption, water supply and distribution

system

Design and Construct water supply and distribution system

Understand local practices

15 hours

Design of Wastewater Treatment System

Understand the sewerage system and required local standard

Study of individual wastewater treatment units such as grit removal,

sedimentation, activated sludge process, sludge treatment and disposal

Design of some simple wastewater treatment units

11 hours

Air Pollution Dispersion and Air Quality Control Measures

Acquire the knowledge of air pollution and local regulations.

Class of air pollutants, indoor air pollution sources

Understand the influence of meteorological phenomena on air quality.

Air pollution impacts on health, safety, society and

economy

Investigate the engineering systems and control principles for air

pollution control

13 hours

Environmental Noise impact and Noise Control Measures

Acquire the knowledge of noise pollution and local regulations.

Predict the noise levels generated by road traffic and construction sites.

Investigate engineering methods and principles for noise pollution

control

Sound absorption for acoustical materials, noise insulation

Use of noise barrier

13 hours


Learning Contents


1 2 3 4

1 Design of Water Treatment, Water

Supply and Distribution System

2 Design of Wastewater Treatment System

3 Air Pollution Dispersion and Air Quality

Control Measures

4 Environmental Noise impact and Noise

Control Measures




Learning and Teaching Strategies: The module is delivered through a series of lectures, tutorials and practical sessions

including laboratory classes and site visits.

Lecture classes are used to deliver formal material to a group of student. The lectures will

deliver the concept and knowledge of the topic area

Tutorial sessions will be used to discuss coursework exercises as well as to monitor the

progress. Practical sessions in terms of laboratory experiments and site visits to water

treatment or wastewater treatment are designed to reinforce learning.

WebCT will be used as the teaching and learning platform to enhance communication and

to provide additional support to students.

Assessment Plan:



Total 100%

Textbooks: Nil References: 1. Masters, G.M. (2008). Introduction to Environmental Engineering and Science, 3rd ed.

USA: Prentice Hall.

2. Clesceri & Greenberg et al. (2005). Standard Methods for the Examination of Water and

Waste, 21st ed. USA: APHA, AWWA, WEF.

3. Davis, M. L. & Cornwall, D. A. (2008). Introduction to Environmental Engineering, 4th

ed. USA: McGraw-Hill.

4. Nathanson, J.A. (2003). Basic Environmental Technology – Water Supply, Waste

Management and Pollution Control, 4th ed. USA: Prentice Hall.

5. Never, N. (2008). Air pollution Control Engineering, 2nd Ed. USA: McGraw-Hill.

6. Smith, B.J., Peters, R.J. & Owen, S. (1996). Acoustics and Noise Control, 2nd ed.

Longman.



1 Nov 2011 Gigi Ho




Module Syllabus

Module Title Product Testing Technology

Module Code MEC4161

Credit Value 14

QF Level 4







Anti-requisite(s) Enrichment module “Introduction to Testing & Certification”

(ENG3403)



1. select toy products based on the product safety and analyze typical toys to identify the common

hazards and corresponding test requirements and methods in accordance with international

standards, codes and guidelines;

2. select electrical products based on the product safety and analyze typical electrical products to

identify the common hazards and corresponding test requirements and methods in accordance

with international standards, codes and guidelines;

3. explain the basic concepts and knowledge of quality and quality control;

4. apply acceptance sampling techniques;

5. identify the requirements of quality system in an accredited laboratory;

6. identify the need and sources of measurement uncertainties and interpret test results incorporated

with measurement uncertainty.





Learning Contents


Product Safety and essentials of toy testing

Factors affecting the decision-making process of consumers on

selecting toy products based on the product safety, EU directives

Scope

Test requirements

Testing methods

13

Product Safety and Essentials of electrical products testing

Factors affecting the decision-making process of consumers on

selecting electrical products based on the product safety, EU

directives

Scope

Test requirements

Testing methods

13

Quality Control:

quality control and quality assurance systems

internal and external quality control

total quality management, quality circle

7

Acceptance Sampling:

advantages and limitations of sampling

single sample collection, multiple sample collection

sampling plan

6

Introduction to Laboratory Quality System and Hong Kong

Accreditation Services:

ISO/IEC 17025, quality policy, quality manual, technical manual,

document control, internal audits

HOKLAS; HKCAS; HKIAS

7

Fundamentals of Measurement Uncertainties 6


Learning Contents


1 2 3 4 5 6

1 Essentials of toy testing

2 Essentials of electrical products testing

3 Quality Control

4 Acceptance Sampling

5 Introduction to Laboratory Quality System

and Hong Kong Accreditation Services

6 Fundamentals of Measurement Uncertainties





This module will involve real life examples of specific trades to elaborate the contents. Students

will be encouraged to continue learning beyond the classroom. Graphical presentations will be

used, wherever applicable. Laboratory work will be arranged to highlight the principles and

clarify specific concepts.

Assessment Plan:



Total 100%

Textbooks:

Lecture notes

References:

1. Relevant International Standards

2. Relevant product testing standards/directives published by BSI

3. Amitava Mitra, Fundamentals of Quality Control and Improvement, Macmilan, latest

edition

4. ISO/IEC 17025, General requirements for the competence of testing and calibration

laboratories, latest version

5. JCGM 100, latest version



1 17 Dec., 2011 Leung Man Fai

2 11 Jun., 2015 Chan Ming Hang, Fung Wan Chung,

Leung Man Fai




Module Syllabus

Module Title Applied Thermo Fluids

Module Code MEC4163

Credit Value 14

QF Level 4







Pre-requisite(s) A pass in Engineering Thermodynamics (MEC4122)


1. determine the characteristics of different heat engine cycles by constructing the PV diagrams,

and applying the thermodynamic principles

2. determine the balancing condition of multi cylinder in-line internal combustion engine with a

given firing order

3. determine the air fuel ratio and analyse the combustion products of common fossil fuel

4. compare the characteristics of different lubricants and select suitable types of lubricant for

machineries with the knowledge of viscosity grade and index

5. determine the efficiency of a basic Rankine cycle using steam tables

6. determine the thermal efficiency and the backwork ratio of a Brayton cycle

7. determine the performance of the vapour refrigeration system with the use of P-h diagram

8. analyze air-conditioning process with the use of psychrometric chart





Learning Contents


Hours

1. Internal Combustion Engines

Principles and cycles of operation. Indicator diagrams. Mean

effective pressure. Work done,

Torque, Power, Efficiency. Specific fuel consumption

firing order

engine balancing

14 hours

2. Fuels and Combustion

Types of fuel, Calorifc value

Chemical equations for complete combustion, Air fuel ratio.

Excess air, Analysis of combustion products

6 hours

3. Lubricants

Functions and characteristics

Viscosity and temperature

Viscosity grade, Multi grade , Viscosity Index

6 hours

4. Vapour power systems

Rankine Cycle

superheater, reheater and regenerative cycle

6 hours

5. Gas Power System

Brayton Cycle, compressor, combustion chamber and turbine 7 hours

6. Refrigeration systems

vapour refrigeration system

Heat pump system

6 hours

7. Psychrometric applications

Psychrometric chart analysis

Air-conditioning processes

7 hours


Learning Contents


1 2 3 4 5 6 7 8

1 Internal Combustion Engines

2 Fuels and Combustion

3 Lubricants

4 Vapour power systems

5 Gas Power System

6 Refrigeration systems

7 Psychrometric applications







and principle




Assessment Plan:



Total 100%

Textbooks: 1. Learning and teaching materials developed by module team.

References: 1. Yunus A Cengel / Robert H. Turner. Fundamentals of Thermal-Fluid Sciences. McGraw

Hill. (latest edition)

2. M.M.EI-Wakil. Powerplant Technology. McGraw Hill. (latest edition)

3. Michael J. Moran/Howard N. Shapiro. Fundamentals of engineering thermodynamics.

Wiley (2004).

4. McQuiston/Parker/Spitler. Heating, ventilating, and air conditioning analysis and design.

Wiley. (2005)



1 [First Creation] 20 Sept., 2011 YEUNG Wing Cheung

2 20 June, 2013 YEUNG Wing Cheung

3 20Aug, 2015 YEUNG Wing Cheung




Module Syllabus

Module Title Marine Engineering Knowledge

Module Code MEC4165

Credit Value 14

QF Level 4







Module Intended Learning Outcomes: On completion of the module, students are expected to be able to: 1. maintain a safe engineering watch with the knowledge of watch keeping and safety practices on

a sea going vessel

2. apply the mechanical knowledge of the principles, operation and maintenance of the main and

auxiliary machinery in the engine room and the skills to analyse problems, carry out operations

and fault findings

3. apply the marine engineering knowledge on the design and operation and maintenance of

cargo-handling equipment and deck machineries

4. apply the marine engineering knowledge on operation and maintenance of the propulsion system

on a sea going vessel

5. identify maintenance requirements and practice of electrical machineries on a sea going vessel

6. apply knowledge on the principles of Naval Architecture to solve problems on a sea going ship

7. analyse the trim, stability and stress problems with the use of the criteria for maintaining ship

stability and stress conditions within safety limits





Learning Contents


1. Engineering Watchkeeping Safety

Safety and Emergency Procedures

Fire Prevention

Safety Precautions

Duties of Watch-keeping

Safe Working Practices

13 hours

2. Marine Power Plants

Ship Power Installations

Auxiliary Machineries

Circulating Systems

Control Systems

Cargo-handling Equipment and Deck Machineries

13 hours

3. Propulsion and Electric Power

Propulsion System

Electric Power Generation

High-voltage Installations

Electrical Machineries

Unmanned Machinery Space (UMS)

13 hours

4. Basic Ship Knowledge

Ship Construction

Trim and Stability

Maintenance and Repair

13 hours


Learning Contents


1 2 3 4 5 6 7

1 Engineering Watchkeeping Safety

2 Marine Power Plants

3 Propulsion and Electric Power

4 Basic Ship Knowledge

Learning and Teaching Strategies: The content should be based on the examination syllabus specified by the Certificates of

Competency and Licences for Marine Engineer Officers Determinations

Include examples taken from the sea going vessel to illustrate the theory and principle






Assessment Plan:



Total 100%

Textbooks: 1. Learning and teaching materials developed by module team.

References: 1. Cowley, The Running and Maintenance of Marine Machinery, Institute of Marine

Engineers

2. Donald E. Dickie, Crane Handbook, Butterworths

Safety Standards for Cableways, Cranes, Derricks, Hoists, Hooks, Jacks, and Slings,

The American Society of Mechanical Engineers (ASME) Creation/Revision Record:


1 [First Creation] 20 Sept., 2011 YEUNG Wing Cheung

2 20 May., 2013 NG Siu Kwan




Module Syllabus

Module Title Product Design Engineering

Module Code MEC4169

Credit Value 14

QF Level 4







Anti-requisite(s) Enrichment module “Engineering Design Fundamental

(ENG3407)”



1. identify new product design opportunity through investigation and analysis on the product life

cycle, user needs and relevant technology development;

2. formulate product design specification for product design engineering;

3. apply appropriate methods to generate creative design concepts;

4. evaluate design concepts base on selected criteria / product design specifications;

5. design product base on user needs, manufacturing, assembly, safety and environmental

considerations.






Curriculum Hours

1. Introduction to the product design, development and engineering

process

Product Planning: product life cycle, (OEM) Original Equipment

Manufacturing, (ODM) Original Design Manufacture, the product

planning process and (OBM) Own Brand Management.

Problem solving and design; the iterative nature of the design process;

defining design problems, the product design process.

8 hours

2. Investigation/and analysis on user needs, technology development and

formulation of Product Design Specifications:

Techniques to study / investigate user needs and behaviours

Applying Quality Function Deployment (QFD) method to define

Product Design Specifications(PDS)

12 hours

3. Conceptual design and techniques

The creative process

Creative concept generation techniques

Analysing product functions

12 hours

4. Concept testing and evaluation

Concept evaluation method and application

Simulation and testing of design concepts using digital or physical

model, Rapid Prototyping

12 hours

5. Detail design

Design for Manufacturing and Assembly

Design for safety, national standards

Sustainable product development Life Cycle Analysis in design

8 hours


Learning Contents


1 2 3 4 5

1 Introduction to the product design,

development and engineering process

2

Investigation/and analysis on user needs,

technology development and formulation

of Product Design Specifications:

3 Conceptual design and techniques

4 Concept testing and evaluation

5 Detail design




Learning and Teaching Strategies: Lectures and laboratory works form the major elements of teaching and learning.

Case studies and practical examples will be used wherever appropriate throughout the

module.

The End of Module Assessment (EA) will be in the form of a mini-project. Students are

required to integrate the knowledge/skill learnt in the classroom, and apply it to undertake

relevant self-study and non-classroom activities throughout the EA project implementation

period.

Assessment Plan:


End of Module Assessment (EA – mini project) 50 %

Total 100%

Textbooks: TLP materials will support the module References: 1. Dym, Clive L., Patrick L. (2014), Engineering Design: A Project Based Introduction, John

Wiley & Sons, INC.

2. David G. Ullman, (2015) The Mechanical Design Process, McGraw Hill

3. Ulrich, K.T. and Eppinger, S.D. (2011), Product Design and Development (5th ed.),

McGraw-Hill/Irwin



1 [First Creation] Dec 2011 Anthony KC Lam

1st Revision June 2015 Anthony KC Lam




Module Syllabus

Module Title Engineering Management

Module Code MEC4171

Credit Value 14

QF Level 4







Module Intended Learning Outcomes: On completion of the module, students are expected to be able to: 1. Formulate the decision making problem and select an appropriate management science tool to

solve it.

2. Plan the appropriate method for assuring product quality.

3. Design the work measurement process to improve the productivity in production.

4. Design the production management strategy plan using engineering management technology.

5. Plan the production operations using appropriate techniques.

6. Design the suitable inventory system for different production environment.





Learning Contents


Decision Making Using Engineering Management Technology

The origins of engineering, nature of engineering profession, and

the types of engineers

Management jobs and functions

Definition of engineering management and the expectation of

managerial responsibilities in engineering

Five-step process of management science to solve problems

Decision making using linear programming

Decision making under risk using expected value and decision

trees

15 hours

Managing Production Operations

Assuring product quality – importance of quality, quality cost,

statistics of quality, process control charts and sampling

inspection

Productivity – definition, work measurement, basic time-study

method and work sampling

11 hours

Production Management and Manufacturing Systems

Management functions, strategies, tactics and operations

Types of Manufacturing systems

Layout of Manufacturing systems

6 hours

Production Planning and Control

Forecasting methods: weighted moving average, time series and

exponential smoothing.

Hierarchy and techniques on of production planning: Decisions

on capacity planning and aggregate planning, Material

Requirements Planning (MRP).

Master production schedule, Shop floor production planning,

scheduling and control.

Various methods of simple production line balancing.

15 hours

Materials Management

Inventory control techniques, types of inventory, ABC analysis,

EOQ, reorder point and safety stock.

5 hours


Learning Contents


1 2 3 4 5 6

1 Decision Making using engineering

management technology

2 Managing Production Operations

3 Production Management and

Manufacturing Systems

4 Production Planning and Control

5 Materials Management





Lectures are conducted to introduce concepts of covered topics and to elaborate important

and difficult areas, providing a meaningful framework and a focus for text readings.

Tutorial exercises are used to facilitate in learning of the principles and concepts introduced

in lectures through various activities, such as group discussion, case studies, or

presentations.

Through assignments, students will have opportunities to develop a deeper understanding of

the concepts in applying to real world situations.

Assessment Plan:



Total 100%

Textbooks:

1. Daniel L. Babcock, Managing Engineering and Technology – An Introduction to

Management for Engineers, Prentice Hall International, Inc.

2. Bernard W. Taylor, Introduction to Management Science, Pearson Education International.

3. Roberta (Robin) Russell & Bernard W. Taylor, Operations Management: Quality &

Competitiveness in a Global Environment, John Wiley & Sons

4. Roger G. Schroeder, Operations Management: Contemporary Concepts & Cases,

McGraw-Hill.

References:

1. Mark M. Davis and Janelle Heineke, Operations Management: Integrating Manufacturing

and Services, McGraw-Hill.

2. Dale H. Besterfield, Quality Control, Prentice-Hall International, Inc.

3. Jay Heizer and Barry Render, Production and Operations Management: Strategic and

Tactical Decisions, Prentice-Hall International, Inc.

4. R.G. Askin and C.R. Standridge, Modeling and Analysis of Manufacturing Systems,

John-Wiley.



1 [First Creation] 3 Oct., 2011 WONG Chi Ming

2 5 Dec., 2011 WONG Chi Ming




Module Syllabus

Module Title Automation

Module Code MEC4173

Credit Value 14

QF Level 4









1. Design electro-pneumatic circuit to perform sequential motion control

2. Apply Programmable Logic Controller for sequential motion control

3. Evaluate system performance of automated material handling system

4. Select suitable sensors for collecting required information

5. Design simple mechanisms to perform required functions

6. Select suitable actuators to perform required functions

7. Integrate automation hardware with controller to execute a defined automatic process





Learning Contents


A. Fluid Power Systems And Its Components

Symbolic representation of hydraulic and pneumatic components

Pumps, accumulators, reservoir, filtration

Pipes and hoses, hydraulic fluid tanks, safety valves, directional

control valves, air conditioning units

Linear and rotary actuators

4 hours

B. Electro-pneumatic Circuits

Switches, sensors and relays

Schematic circuit diagram

Electric ladder diagram

Wiring diagram

10 hours

C. Programmable Logic Controller

Architecture of a PLC

Programming of PLC using basic instructions

Interfacing of PLC and PLC networks

I/O wiring diagram

8 hours

D. Automated Material Handling System

Conveyors, robots, transporters

AGV, ASRS, FMC

Material handling simulation

Throughput, bottleneck

4 hours

E. Power Supply Sources

Battery,

AC-DC power supply rectification

Power filtering

4 hours

F. Sensors

Proximity, position, light, force, temperature

Digital and analogue signal

Conditioning parameters: resolution, range, gain, code width

Analogue signal processing

Analogue-to-digital conversion

6 hours

G. Actuators And Mechanism

Electric motors

Energy converters

Gears, cranks, belts, chains and other common mechanisms

6 hours

H. Computational Controller

Controller architecture

Hardware interfacing with power supplies, signal conditioning

devices, sensors, actuators/energy converters

I/O programming to perform specific functions

10 hours





Learning Contents


1 2 3 4 5 6 7

1 Fluid power systems and its components

2 Electro-pneumatic circuits

3 Programmable Logic Controller

4 Automated material handling system

5 Power supply sources

6 Sensors

7 Actuators and mechanism

8 Computational controller


Assignments, experiments and tutorial exercises including some case studies, tests, practical

demonstration are used as the most appropriate method for achieving the intended learning

outcomes.

Suitable audio-visual and practical examples from industry should be introduced throughout

the module.

Assessment Plan:



Total 100%


(a) A set of fluid power components, PLC and related accessories

(b) Simulation software for fluid power and material handling systems

(c) A set of educational micro-controller system, related hardware components and accessories

(d) Micro-controller programme development software




Textbooks:

1. Parr Andrew (2011). Hydraulics and Pneumatics, 3rd edition. Butterworth-Heinemann.

2. Bolton W (2008). Mechatronics – Electronic Control Systems in Mechanical Engineering,

4th edition. Pearson Education.

References: 1. Bolton W (2009). Programmable Logic Controllers, 5th edition. Newnes.

2. Alciatore D (2011). Introduction to Mechatronics and Measurement Systems

Programmable Logic Controllers. McGraw Higher Education.



1 7 Oct., 2011 Ning Tsz Fung

2 7 Dec., 2011 Ning Tsz Fung




Module Syllabus

Module Title Timepiece Technology Studies A

Module Code MEC4175

Credit Value 14

QF Level 4







Co-requisite Timepiece Technology Studies B (MEC4176)



1. explain the concept of horology and identify different types of timepieces and movements;

2. select proper timepiece exterior parts according to their characteristics, specifications,

materials, other technical and quality requirements for in timepiece design, production and

assembly;

3. employ proper manufacturing processes by identifying the processing characteristics for the

manufacture of typical timepiece and movement components;

4. apply advanced manufacturing technologies to enhance precision and efficiency of production

of critical components of timepiece and movement parts.

5. analyze the structures and functioning units of quartz movements so as to apply proper

maintenance, timing and testing techniques for quartz timepiece servicing;





Learning Contents

Indicative Contact

Hours

1 Introduction to Horology

The concept of time

Horological science

Differentiation of Timepiece Movements and Modules

4 hrs

2 Characteristics of Timepiece Exterior Parts

Dial, hands, crown, bracelet/strap, case and its accessories

Characteristics and specifications

Encasing, limits and fits

Materials and surface finishing

Reconditioning techniques

Exterior parts and complete watch testing

8 hrs

3 Manufacturing Technologies for Timepiece Components

General manufacturing processes

Machining operations

Metal forming and sheet metal works

Joining and assembly methods

8 hrs

4 CNC machining and Non-conventional Manufacturing

Technologies for Timepieces Components

Multi-axis CNC machining

CAD/CAM applications

Other non-conventional manufacturing technologies:

e.g., electrical discharge machining (EDM) / laser materials

processing / rapid prototyping / manufacturing automation

16 hrs

5 Study of Quartz Movements and Timepieces

Basic structure and modules

Working principles and functions of modules

Servicing techniques of quartz movements

Functional checks, timing and testing

16 hrs





Learning Contents


1 2 3 4 5

1 Introduction to Horology

2 Characteristics of Timepiece Exterior

Parts

3 Manufacturing Technologies for

Timepiece Components

4 CNC machining and

Non-conventional Manufacturing

Technologies for Timepiece

Components

5 Study of Quartz Movements and

Timepieces


Lectures will be carried out to introduce and explain the basic principles of various timepiece

and manufacturing technologies in this module.

Workshop practices will be provided to enhance students’ understanding of relevant timepiece

and manufacturing technologies and to practice relevant techniques being taught.

Scheduled test, in-class exercises and assignment will be given to students to monitor their

learning progress.

Assessment Plan:



Total 100%




References:

1. C. Reymondin, G. Monnier, D. Jeanneret et al, The Theory of Horology’, Swiss Federation of

Technical College, 1999.

2. A. Glasmeier, Manufacturing time : global competition in the watch industry, 1795-2000,

Guilford Press, 2000

3. H. Fried, The Swiss Watch Repairer’s Manual, Echo Point Books & Media, 2013.

4. F. Gerrard, Watch Repairing, Cleaning and Adjusting – A Practical Handbook, Spencer Press,

2008.

5. H. Kelly, Watch Repair for Beginners: An Illustrated How-to-Guide for the Beginner Watch

Repairer, Skyhorse Pub., 2012.

6. M. Groover, Fundaments of Modern Manufacturing: Materials, Processes and Systems,

Prentice Hall, 1996.

7. S. Kalpakjian, Manufacturing Engineering and Technology, 6th Edition, Pearson Education,

2014.

8. A. Kamrani and E. Nasr, Rapid Prototyping: Theory and Practice, Springer, 2006.

9. N. Dahotre, Laser Fabrication and Machining of Materials, Springer, 2008.

10. I. Zeid, CAD/CAM Theory and Practice, McGraw Hill, 1998.



First Creation 9 Dec., 2013 Dr. CHENG Chi Ho

2nd Version 22 Jun., 2015 Dr. CHENG Chi Ho




Module Syllabus

Module Title Timepiece Technology Studies B

Module Code MEC4176

Credit Value 14

QF Level 4







Co-requisite Timepiece Technology Studies A (MEC4175)



1. analyze the mechanical structures, functioning units and mechanisms of basic mechanical

movements during timepiece servicing;

2. apply skills in dismantling, assembling, maintenance, timing and testing of basic mechanical

movements for timepiece servicing;

3. analyse various defects and faults being found and apply proper watch-making techniques for

mechanical timepiece reconditioning and repairing;

4. explain the principles and mechanisms of various complicated movements and latest

development of mechanical timepiece technologies.





Learning Contents

Indicative Contact Hours

1 Study of Mechanical Movements and Timepieces

Framework of basic mechanical movements

Motion works and basic functions

Winding and Setting mechanism

Driving force mechanism

Power transmission mechanism

Escapement

Regulating mechanism

Tribology

16 hrs

2 Servicing of Mechanical Movements and Timepieces

Identification of mechanical components and modules

Dismantling and assembling techniques

Servicing – cleaning, oiling, timing, time-adjustment

Basic testing and quality control

Practice on basic mechanical movements and timepieces

24 hrs

3 Fault Analysis and Isochronism of Mechanical Movement

Common faults findings

Latent defects

Isochronism checks and standards

Repairing and reconditioning techniques

4 hrs

4 Introduction to Complicated Movements and Latest Timepiece

Technologies

Complicated movement mechanisms:

Self-winding / Calendar / Chronograph / Striking / Tourbillon

Latest development of mechanical timepiece technologies

8 hrs


Learning Contents


1 2 3 4

1 Study of Mechanical Movements and

Timepieces

2 Servicing of Mechanical Movements and

Timepieces

3 Fault Analysis and Isochronism of

Mechanical Movement

4 Complicated Movements and Latest

Timepiece Technologies





Workshop practices with real samples of timepiece and movement components will be the most

appropriate and effective approach to introduce and explain the principles of various timepiece

mechanisms and technologies to students. It is also effective for students to learn and practice

their servicing skills and fault analysis techniques in the realistic and well-equipped

watch-making workshops.

Scheduled test, assignment, in-class practices and case study reporting exercises will be given to

students to monitor their learning progress.

Assessment Plan:



Total 100%

References:

1. C. Reymondin, G. Monnier, D. Jeanneret et al, The Theory of Horology’, Swiss Federation of

Technical College, 1999.

2. A. Glasmeier, Manufacturing time: global competition in the watch industry, 1795-2000,

Guilford Press, 2000

3. G. Daniels, Watchmaking, Philip Wilson Publishers, 2011.

4. H. Fried, The Swiss Watch Repairer’s Manual, Echo Point Books & Media, 2013.

5. T. Swike, Beginner Watchmaking: How to Build Your Very First Watch, CreatSpace

Independent Publishing Platform, 2010.

6. F. Gerrard, Watch Repairing, Cleaning and Adjusting – A Practical Handbook, Spencer Press,

2008.

7. H. Kelly, Watch Repair for Beginners: An Illustrated How-to-Guide for the Beginner Watch

Repairer, Skyhorse Pub., 2012.



First Creation 9 Dec., 2013 Dr. CHENG Chi Ho

2nd Version 22 Jun., 2015 Dr. CHENG Chi Ho




Module Syllabus

Module Title Quality Management

Module Code MEC4177

Credit Value 14

QF Level 4



(Lecture: 19.5; Tutorial: 19.5; Lab/Workshop: 13)




Co-requisite(s) Marketing and Retailing (MEC4178)


1. understand the principles of quality management, the philosophy of total quality management in continuously improving the quality of product and the organizational behaviour and quality culture for implementing TQM in an organisation

2. apply the principles and techniques of TQM to improve efficiency and effectiveness in an organisation .

3. explain the ISO9000 quality system in its implications of requirements, system documentation and processes for acquiring ISO9000 certification.





Learning Contents


1. Introduction to Quality Management

Definitions of Quality, Objectives and Roles of Quality Management

in Organization,

Concept of Total Quality Management (TQM), Principles and its

Key Elements

Benefits of TQM,

Total Customer Management.

8 hours

2. Organizational Behaviour and Quality Culture

Introduction to Human Behaviour in Organization and

Organizational Culture, Culture Comparison, their Effects to TQM

Organizational Structure related to TQM,

Top Management Commitment,

Importance of Education and Training to TQM.

4 hours

3. Concepts of Quality Improvement and Determination the Needs

Concepts of Continuous Improvement, Zero Defects

Philip Crosby’s 14 Steps Quality Improvement Process,

Juran Trilogy, Juran’s 10 Steps to Quality Improvement,

Deming’s 14 Points for Management,

Determination the Needs for Implementation of TQM: the Cost of

Quality, Best Practice Benchmarking.

16 hours

4. Implementation of TQM

Mechanisms used for Implementing TQM: Communications,

Co-ordination and Commitment

Tools and Techniques:

Kaizen, 5-S, 7 Tools, Quality Circle

Reliability and Six Sigma, SPC, AQL, Control charts

16 hours

5. Quality Management System

Introduction to Quality Management System:ISO9000

Explanation and Implications of ISO9000 requirements and its

System Documentation,

Implementation and Certification Process of ISO9000

Maintenance of ISO9000 through Internal System Audits

Hong Kong Accreditation Service: HKQAA

Accreditation Criteria and Process

Important World-class to Local Quality Awards: Malcolm Baldrige

National Quality Award (MBNQA), European Quality Award,

Deming Prize, Hong Kong Quality Awards for Industry: Quality,

Hong Kong Management Association (HKMA) Quality Award,

8 hours





Learning Contents


1 2 3

1. Introduction to Quality Management

2. Organizational Behaviour and

Quality Culture

3. Concepts of Quality Improvement

and Determination the Needs

4. Implementation of TQM

5. Quality Management System


Lectures will be the most appropriate method to introduce the basic principles and practices of operations in the module.

Students will be provided by well-grounded QM principles, models and frameworks, which will give them comprehensive insights to understand the important issues in planning strategic QM

Assignment/ case studies will be given to students to enable them to gain tactical guidelines as to how to manage QMS in an organization.

Suitable audio-visual and practical example from industry/business areas should be introduced throughout the module.

Examination will be given for the module.

Assessment Plan:



Total 100%




Textbooks:

1. Dale, B. G., Van Der Wiele, T., & Van Iwaarden, J., Managing Quality, Wiley-Blackwell,

2013.

2. Dahlgaard, Jens J. & Kristensen, Kai & Kanji, Ghoal K., Fundamentals of Total Quality

Management, Routledge, 2005.

References:

1. Besterfield, Dale H. & Besterfield-Michna, Carol & Besterfield, Glen & Besterfield-Sacre,

Mary, Total Quality Improvement. Fourth Edition, Prentice Hall, 2013.

2. Hoyle, David, ISO 9000 Quality Systems Handbook. Sixth Edition, Taylor & Francis, 2009.

3. Besterfield, Dale H., Quality Improvement. Ninth Edition, Pearson, 2012.



1 9 Dec., 2013 Kwai Chun Wah

2 5 July, 2015 Kwai Chun Wah




Module Syllabus

Module Title Marketing and Retailing

Module Code MEC4178

Credit Value 14

QF Level 4


Contact Hours*: 52 hrs. (Lecture: 39; Tutorial: 13; Lab/Workshop: 0)

Self-study Hours: 85 hrs.

Assessment Hours: 3 hrs.




1. Identify the basic concepts and theories of marketing in order to create a marketing strategy to fulfil the customer satisfactions.

2. Evaluate the process of market targeting including segmentation, targeting and positioning of a particular product to target selected customer groups.

3. Use marketing mix (4P) – Product, Price, Place and Promotion in marketing management of a product or service.

4. Identify the importance of the concepts of retailing to design a retailing strategy to meet the customer’s demands.

5. Create an operational plan in order to manage a retail store.

6. Illustrate the importance of communication with the customer in a promotion plan in order to sustain the loyalty of the customers.





Learning Contents


Hours

A. Marketing Concepts and Theories:

The Marketing Management Philosophies.

Core Marketing Concept – Needs, Wants and Demand; value and

satisfaction;

International Marketing;

Marketing environments;

Ethics in Marketing.

6 hours

B. Market Targeting:

Four Market Segmentations, Effective Segmentation;

Marketing Targeting;

Positioning for Competitive Advantage, Positioning Strategies.

4 hours

C. Marketing Mix (4P) – Product, Price, Place and Promotion.

Product Life Cycle, Packaging and Branding Strategies:

Pricing Strategies – Price Policy, Factors for Price Setting;

Distribution Channels – Channel Design decision, Use of

Marketing Intermediaries. Channels Management.

Promotion: Advertising strategies, Advertising objectives and

budgets, Sales Promotion, Major promotion tools, Personal

Selling, Direct Marketing, On-line marketing, Public Relations.

16 hours

D. Retailing Principles and Theories:

Functions of Retails in Distribution;

Challenges for Retailers;

The Relationship between retailers and suppliers;

The Specific Characteristics of Retailing;

Retailing principles; Valued Oriented Retailed Strategies;

Concepts of value and Relationship.

12 hours

E. Managing a Retail’s store:

Daily Operation of the Retail stores;

Shop Maintenance;

Shop Safety;

Customer’s Services;

Marketing Practices.

8 hours

F. Communicating with the Customer.

Retail Image;

Customer’s complaints;

Customer Loyalty;

Promotional Strategies.

6 hours





Learning Contents


1 2 3 4 5 6

A Marketing Concepts and Theories

B Market Targeting

C Marketing Mix – 4P

D Retailing Concepts and Theories

E Managing a Business Retails

F Communicating with the Customer


Lectures will be the conducted to introduce the basic principles and practice of Marketing and

Retailing in the module.

Suitable audio-visual and practical examples from business will be introduced throughout the

course

Case Study will be carried out in order to apply the marketing and Retailing techniques in the

business operations..

Examination and test will be conducted for this module

Assessment Plan:



Total 100%

Textbooks:

1. Kotler, P and Keller, K., (2012), Marketing Management, Pearson Education International, 14th

Edition.

2. Berman, B., and Evans, J., (2013), Retail Management - A Strategic Approach, Prentice Hall,

12th Edition.

References:

1. Perreault, W., Cannon, J., and McCarthy, E., (2014), Basic Marketing – A Marketing Strategy

Planning Approach, McGraw-Hill Irwin, 19th Edition.

2. Peter, J., and Donnelly, J., (2013), A Preface to Marketing Management, McGraw-Hill Irwin,

13th Edition.

3. Levy, M., and Weitz, B., (2004), Retail Management, McGraw Hill, 5th Editon.



First Creation 23th June, 2015 Wu Hon Chiu




Module Syllabus

Module Title Computer Aided Design with 3D modelling

Module Code MEC4179

Credit Value 14

QF Level 4









1. apply appropriate 3D parametric CAD modelling tools to streamline the product design

process.

2. select the most appropriate computer aided evaluation tools to verify and improve a design.

3. take the needs of fabrication & production into consideration in the design stage.





Learning Contents

Indicative

Curriculum Hours

1. Wireframe Modelling

use of constraint-based sketching

creation and modification of spline curves

3 hours

2. 3D Geometry Modelling

modelling strategy

creation of feature-based solid models

form design with advanced surface modelling

26 hours

3. Design for fabrication & production

product assembly methods such as screw fastening and lip

features facilitating manufacturing such as draft and fillet

4 hours

4. Assembly Modelling

definition of assembly structure

use of Mates for component placement and mechanism design

use of Layout Sketches to control the relationship between parts in a

Top-down design

10 hours

5. 2D Drawing Generation

generation of assembly drawings and part drawings from 3D models

detailing assembly drawings and part drawings

2 hours

6. Parametric Modelling

capture design intent with parent/child relationships and external

references

design change with Model Tree

3 hours

7. Design analysis and evaluation

Computer aided analysis tools such as mass properties and

demoldability checking

Computer aided simulation tools such as mechanism simulation

4 hours





Learning Contents


1 2 3

1 Wireframe Modelling

2 3D Geometry Modelling

3 Design for fabrication & production

4 Assembly Modelling

5 2D Drawing Generation

6 Parametric Modelling

7 Design analysis and evaluation



achieving the intended learning outcomes.

Integrated exercises for realising a design task should be used to show how the CAD tools

assist in a typical design process.

Assessment Plan:



Total 100%


(a) 3D CAD software

References:

1. Matt Lombard (2013) SolidWorks 2013 Bible. Wiley



1 23 July, 2014 LEUNG KI TAK




Module Syllabus

Module Title Industrial Attachment

Module Code MEC4190

Credit Value 10

QF Level 4



(Coaching and Student Support Activities (Note))




Exemption Criteria Generally Nil. Special cases will be considered individually for

relevant trade specific work experience acquired

Note: Coaching and student support activities may include, among others, pre-attachment orientation,

workshop, seminars, talks by employers and alumni, visits by module lecturers during attachment, post

attachment presentation and self reflection sessions.



1. relate learnt knowledge and technical/professional skills to practice in a real industrial,

commercial or organizational environment and apply their own trade specific knowledge

developed to solve workplace problems in engineering related industry;

2. handle assigned tasks in the workplace with correct work attitude and appropriate key skills,

such as interpersonal skills and teamwork skills, management skills, logical thinking, problem

solving skills and communication skills as well as occupational safety and health and

environmental awareness;

3. identify their own strengths and weaknesses (in relation to working in a workplace) through

reflection on real experience gained in the attachment;

4. develop a personal development plan.





Learning Contents


1. Orientation and Student Support Activities

Statement of Understanding among the participating organizations or

companies, IVE/VTC and the students

Concept of key skills

Workplace safety, environmental concerns, insurance coverage,

professional expectations, legalities, ethics, and confidentiality

matters

Job description and work/attachment schedules

Various procedures: leave application, discipline, grievance,

feedback, local or Mainland China travel, etc

Roles of trainees, tutors and industry mentors

Background of the organizations or companies

Workplace/Business etiquette

Importance of working in teams

Correct work attitude

Possible continuation to Industry-Based Student Project (IBSP)

91 hours

2. Attachment Experience

Personalized learning/training plan

Proposal for possible continuation to Industry-Based Student Project

(IBSP)

Workplace visit(s) by tutors/industrial attachment coordinator

Completion of the attachment as specified in the attachment

schedule(s)

Feedback / comments of industry mentors

3. Reflection Report

Student log sheet: record of work/activities, progress and learning

points

Characteristics of the assigned operational unit

Practices at the workplace

Appreciation of a real engineering industry working environment

Learning points from the attachment, relation with learnt

knowledge and technical/professional skills in Engineering

Discipline

Reflection and evaluation of own performance, strengths and

weaknesses, areas of and plan for improvement.

Note#: The exact curriculum hour of industry attachment (91 hours) depends on the nature of industrial

attachment and the location of the industry. The learning contents are described in general terms working in an

engineering related workplace.





Learning Contents


1 2 3 4

1 Orientation and Student Support Activities

2 Attachment Experience

3 Reflection Report


Each student should practise at a workplace in an engineering field related to the

programme of study for a reasonable length of time, such as a minimum of 90 hours, in

order to gain the practical work experience in a real industrial, commercial or

organizational environment.

Orientation will be held before work placement for students to understand the objectives,

the process, and the issues in relation to the workplace.

Tutors/workplace attachment coordinators will visit the students during the placement

period at their workplace to examine the well-being of the students, monitor standards of

performance, identify learning needs and receive feedback from students and mentors for

the sake of maximising student learning.

Reflection Report will be submitted at the end/after the placement for students to share and

consolidate their work experience.

In case of insufficient jobs under a real industrial, commercial or organizational

environment for placing all students, or students are considered not ready for such

placement, measures will be taken to arrange in-house placements in various Operation

Units of VTC to offer a simulated environment with quality work contents for students.

Industrial attachment may lead to a continuation to the module of Industry-Based Student

Project(IBSP) if suitable project topics come up between the attached company and the

Department.

Guideline for IA and IBSP should be read in conjunction with this syllabus




Assessment Plan:



Total 100%

Students are required to achieve satisfactory performance in all of the following components to

pass this module:

Complete the workshop(s)/ seminar(s) arranged by department with satisfactory attendance

Complete the work attachment (90 hours) arranged by the Department concerned

Write up a reflection report to demonstrate progress of learning in the attachment period

Students who are unable to complete the module for various reasons, or who fail to reach a

satisfactory standard in any component above, are deemed to fail the module.

References:

1. Guideline for Industrial Attachment (IA) and Industry-Based Student Project (IBSP)

2. Relevant staff/employee/trainee handbooks of the participating organizations or companies



1 12, Mar 2012 TANG Wai Yin

2 5, Jun 2012 YEUNG Wing Cheung

3 13, July 2015 YEUNG Wing Cheung




Module Syllabus

Module Title Industry-Based Student Project

Module Code MEC4191

Credit Value 48

QF Level 4



(Work Attachment , Coaching and Student Support

Activities (Note))




Exemption Criteria Generally Nil. Special cases will be considered individually for

relevant course related project works completed

Note: Coaching and student support activities include, among others, pre-attachment orientation, visits by

project supervisors during attachment, andproject presentations.



1. integrate and apply knowledge and skills learned in the programme and experience gained from

industrial attachment to solve engineering problems through different stages of development,

including, as applicable, literature and information search, design, installation, testing,

commissioning, evaluation and maintenance with exposure to current developments in the

engineering related industry;

2. implement relevant aspects of project management, such as scheduling, user requirements,

costing, documentation, project supervision and coordination;

3. perform project tasks individually and as a team member to solve encountered problems with

due reflection on safety, energy and environmental issues wherever appropriate; and

4. produce formal written reports and give oral presentations explaining the project work.





Learning Contents


1. Research and Planning

An information gathering exercise, which could include:

literature survey;

survey of existing equipment/services; and

survey of user needs

Development of a project plan and work schedule taking into

considerations the workplace conditions, as applicable;

Familiarization with the assessment scheme, project deliverables,

environmental & safety issues, and confidentiality matters; and

Identification of problems to be solved by knowledge-based

engineering solutions and experience gained from Industrial

Attachment.

117 hours

2. Project Implementation

Development of theoretical and engineering solutions to specific

problems

Carrying out design work on system / hardware / software

Building/ installing / testing of system / hardware / software

Performing experimental or investigative work or system operation

Critically appraising findings/work

Providing a cost analysis of development and/or production

Proper documentation throughout the process

Carrying out the following works:

Project supervision

Project management

Project coordination

Works requested by the employer

3. Project Reporting

Maintaining student log book: record of work/activities, progress

and learning points

Producing a formal written project report/portfolio detailing the

works and including the followings:

Characteristics and practice of the assigned operational unit

Evaluation of the engineering problems

Detailed activity plan to meet objectives / learning outcomes

and monitor progress

Application of technology for solving engineering design /

installation / operation / maintenance problems in a competent

and creative manner

Discussion of result, achievement of learning outcomes,

conclusion and recommendation for further development

Giving oral presentations explaining the project work





Learning Contents


1 2 3 4

1 Research and Planning

2 Project Implementation

3 Project Reporting


Students will be assigned on industry-based student project (IBSP) and will work under the real

environment in engineering field.

Students will start their projects at the beginning of the second semester of the final year of study

and carry them full-time throughout the whole semester. In this way, both students and

employers (who take on the students) would have extensive period of time dedicated to the

projects.

Project groups will normally be formed with one/two students per group. On a need basis,

Project Supervisor can put more project groups to work together on a large-scale project.

The project work will be highly student-centered, in that students will gain knowledge through

their own research and application of findings to solving problems associated with the work in a

creative manner. They will be under the similar work pressure as the employees of the company

and will be required to take certain level of responsibility for their projects.

The nature of industry-based projects can vary from small to medium sized projects or work

attachment as long as the project work is relevant to their programme of studies. To support the

student, the Project Supervisor will act as a mentor and guide the student throughout the project.

In case of insufficient projects under a real industrial, commercial or organizational

environment for placing all students, or students are considered not ready for such engagement,

in-house industry-based projects would be deemed as necessary. The department will provide

similar work environment to the students, who undertake in-house projects, and the project titles

will be closely related to the current trend of developments in the engineering industry.

In undertaking the project, students will be encouraged to try new ideas and an open laboratory

policy will be adopted to give them greater opportunity to try these ideas. Each group of project

students will be required to have regular meetings with their Project Supervisors to discuss

about the progress and problems associated with the project work. Students on industry-based

projects are welcome to bring back their work in industry and make use of facilities available in

the department. The technical staff of the department will support all activities inside

laboratories and act as a valuable source of practical knowledge and advice.

To add further benefit to the students, project titles should be related to both their fields of study

and current applications in the engineering industry. For industry-based projects, the Project

Supervisor must be satisfied that the work is relevant, student has adequate supervision and that

the marks from the Second Project Assessor in industry have fairly and accurately reflected the

standard of work and students’ effort.




Briefing session will be held before the industry-based project for students to understand the

objectives, the process, and the issues in relation to the project.

Confidentiality, copyright, intellectual property rights, licensing Issues matters and insurance

coverage must be well identified in advance.

Ideally, Industry-Based Student Project (IBSP) should be conducted at the same company as the

module of Industrial Attachment (IA) if suitable project topics come up between the company

and the Department.

Additional requirements will be supplemented to students for different programme areas if

appropriate to suit for their trade specific nature.

A Guideline for Industry-Based Student Project (IBSP) should be read in conjunction with this

syllabus.

Assessment Plan:



Total 100%

For obtaining a pass in this module, students have to pass 2 CA components: engineering

competence and soft skills, and all 3 EA components. Students who are unable to complete the

module for various reasons, or who fail to reach a satisfactory standard in any component above,

are deemed to fail the module.

Each student will be required to maintain a project log of activities, which includes the project

plan and details of work undertaken, including results obtained. As part of this log, students will

be required to produce an appraisal of their work.

The Programme Leader will ensure that a Second Project Assessor will be appointed in each

project. For industry-based project, the Second Project Assessor will be nominated from

industry. For in-house industry-based projects, the Programme Leader will secure a Second

Project Assessor who will, preferably, be industry based professional from the trade area

covered with the project.

The Project Supervisor and the Second Project Assessor will work together for the allocation of

the project marks.

Presentations will be delivered by the students at mid-term and at the conclusion of their project

work.

A Project Moderator will be responsible for ensuring common and consistent approach in

project management, operation and assessment.




References:

1. Guideline for Industrial Attachment (IA) and Industry-Based Student Project (IBSP)

2. Taught materials of other modules in the course

3. Book and Design Manuals

4. Vendors’ application manuals

5. Internet and Library



1 12, Mar 2012 TANG Wai Yin

2 5, Jun 2012 YEUNG Wing Cheung

3 13, July 2015 YEUNG Wing Cheung

Higher Diploma in Mechanical Engineering

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