08/05/20

WORKSHOP ON THE IMPLEMENTATION OF

COMPLEX ENGINEERING PROBLEM SOLVING (WP)
AND COMPLEX ENGINEERING ACTIVITIES (EA)

1
 08/05/20

FULL CQI
7 CYCLE Programme heart of
CQI process
Educational
Objective OBE
instituted CQI PEO
• Describe the Actions PO setting and Assessment
Methods
T&L activities
process and
significance CQI
CO setting
and T&L
PO
assessment
of CQI in the actions activities
methods
programme CO
CQI
planning actions
assessment
methods

Data Analysis
every Data Analysis
semester, every
year, full semester
cycle Data Analysis

8 LEARNING OUTCOMES

At the end of the workshop, participants are able to;

1. Have the insight into the requirements of WP and EA
defined by the IEA;
2. Map the courses of a programme to fulfil the
requirements of WA defined by the IEA; and
3. Design a course/courses that address WP and EA.
4. Contribute to CQI process in the effort of improving
learning process and achievement of the learning
outcomes of the students

4
 08/05/20

9 TERMINOLOGIES

WP (P) •Complex Problem Solving

•Complex Engineering
EA (A) Activities

WA=PO •Graduate Attributes ((a)-(l))

WK (K) •Knowledge Profile

5
 08/05/20

WA
PROFESSIONAL
ENGINEERING GRADUATES
are expected to work with
Complex Engineering
Problems

Complex Engineering Problems

(Engineer)
Requires in-depth knowledge
that allows a fundamentals-
based first principles analytical
approach

Complex Engineering
Activities or Projects

7
 08/05/20

WA = Requires in-depth
knowledge that allows a
fundamentals-based first
principles analytical approach

• WK1- natural sciences

• WK2 – mathematics
• WK3 – engineering
fundamentals
• WK4 – specialist
knowledge
• WK5 – engineering
design
• WK6 – engineering
practice
• WK7 – comprehension
• WK8 – research
literature

PROFESSIONAL
ENGINEERING GRADUATES -
Complex Engineering
Problems
GRADUATE ATTRIBUTES (Keywords) WA-WK’s WP/EA
1. Engineering Knowledge WK1-WK4 WP
2. Problem Analysis WK1-WK4 WP
3. Design/Development of Solutions WK5 WP
4. Investigation WK8 WP
5. Modern Tool Usage WK6 WP
6. The Engineer and Society WK7 WP
7. Environment and Sustainability WK7 WP
8. Ethics WK7
9. Individual and Team work
10. Communication EA
11. Project Management and Finance
12. Life Long Learning

8

WA Graduate Attributes
Apply mathematics, natural science, engineering
WA1 -
fundamentals and engineering specialization to
Engineering
the solution of complex engineering problems
Knowledge
(WK1, WK2, WK3, WK4)
Identify, formulate, research literature & analyse
WA2 - Problem complex engineering problems using first
Analysis principles of mathematics, natural sciences and
engineering sciences (WK1, WK2, WK3, WK4)
Design solutions for complex engineering
WA3 -Design/ problems and design systems, components or
Development of processes with appropriate consideration for
Solutions public health and safety, cultural, societal, and
environmental considerations. (WK5)
Conduct investigations of complex problems
WA4 -
using research-based knowledge and research
Investigation
methods (WK8)
Create, select and apply modern engineering
WA5 - Modern
and IT tools including prediction and modelling to
Tool Usage
complex engineering problems (WK6)
Apply reasoning to assess societal, health, safety,
WA6 - The legal and cultural issues and the consequent
Engineer and responsibilities relevant to professional
Society engineering practice and solutions to complex
engineering problems (WK7)
Mar2019BAETE Graduate Attributes (Section 4.8)
Apply knowledge of mathematics, natural science,
(a) -
engineering fundamentals and an engineering
Engineering
specialization as specified in K1 to K4 respectively to the
Knowledge
solution of complex engineering problems
Identify, formulate, research literature & analyse complex
(b) - Problem engineering problems reaching substantiated
Analysis conclusions using first principles of mathematics, natural
sciences and engineering sciences (K1, K2, K3, K4)
Design solutions for complex engineering problems and
(c) -Design/
design systems, components or processes with
Development
appropriate consideration for public health and safety,
of Solutions
cultural, societal, and environmental considerations (K5)
Conduct investigations of complex problems using
research-based knowledge (K8) and research methods
(d) –
including design of experiments, analysis and
Investigation
interpretation of data, and synthesis of information to
provide valid conclusions
Create, select and apply appropriate techniques,
(e) - Modern resources, and modern engineering and IT tools including
Tool Usage prediction and modelling to complex engineering
problems, with an understanding of the limitations (K6)
Apply reasoning informed by contextual knowledge to
(f) - The assess societal, health, safety, legal and cultural issues
Engineer and and the consequent responsibilities relevant to
Society professional engineering practice and solutions to
complex engineering problems (K7)
08/05/20
WA Graduate Attributes
WA7 - Understand and evaluate the sustainability and
Environment and impact of professional engineering work in the
Sustainability solution of complex engineering problems. (WK7)
Apply ethical principles and commit to
WA8 - Ethics professional ethics and responsibilities and norms
of engineering practice. (WK7)
Function effectively as an individual, member or
WA9 - Individual
leader in diverse teams and in multi-disciplinary
and Team work
settings
Communicate effectively on complex
engineering activities with the engineering
WA10 -
community and with society able to
Communication
comprehend, write, present, give and receive
instructions
Demonstrate knowledge and understanding of
WA11 - Project engineering management principles and
Management economic decision-making, apply to own work,
and Finance as a member and leader in a team, manage
projects and in multidisciplinary environments
WA12 - Lifelong Recognize the need, prepare and engage in
learning independent and life-long learning
Mar2019BAETE Graduate Attributes (Section 4.8)
(g) - Understand and evaluate the sustainability
Environment and impact of professional engineering work in
and the solution of complex engineering problems
Sustainability in societal and environmental contexts. (K7)
Apply ethical principles and commit to
(h) – Ethics professional ethics and responsibilities and
norms of engineering practice. (K7)
Function effectively as an individual, and as a
(i) - Individual
member or leader in diverse teams and in
and Team work
multi-disciplinary settings
Communicate effectively on complex
engineering activities with the engineering
community and with society at large, such as
(j) -
being able to comprehend and write effective
Communication
reports and design documentation, make
effective presentations, and give and receive
clear instructions
Demonstrate knowledge and understanding of
engineering management principles and
(k) - Project
economic decision-making and apply these to
Management
one’s own work, as a member and leader in a
and Finance
team, to manage projects and in
multidisciplinary environments
Recognize the need for, and have the
(l) - Lifelong preparation and ability to engage in
learning independent and life-long learning in the
broadest context of technological change.
10
 08/05/20

WK1/K1
21 Natural
WK8/K8 Sciences WK2/K2
Research
Mathematics
Literature

WK3/K3
WK7/K7
Comprehension WK Engineering
Fundamentals

WK6/K6 WK4/K4
Engineering Specialist
Practice WK5/K5 Knowledge
Engineering
Design
BAETE Manual 2019, 2nd ed, Table 4.1

11
 08/05/20

WK & PO RELATIONSHIP PO1 - ENGINEERING

WK1 Theory-based KNOWLEDGE
Analysis of
natural sciences PO1 - ENGINEERING PO2 - PROBLEM
problems &
WK2 Conceptually-based KNOWLEDGE ANALYSIS
Synthesis of
mathematics PO3 - DESIGN
solutions
WK3 Theory-based PO4 - INVESTIGATION
engineering PO5 - MODERN TOOLS
fundamentals PO2 - PROBLEM
ANALYSIS PO6 - ENGINEERS &
WK4 Forefront specialist
SOCIETY
knowledge for
PO7 - ENVIRONMENT &
practice
SUSTAINABILITY
WK5 Engineering design PO3 - DESIGN PO8 - ETHICS
WK6 Engineering practice
PO5 - MODERN TOOLS
(technology) PO9 - TEAMWORK
WK7 Comprehension of PO6 - ENGINEERS & PO10 - COMMUNICATION
engineering in SOCIETY PO11 - PROJECT Required
society PO7 - ENVIRONMENT & MANAGEMENT & in
SUSTAINABILITY FINANCE workplace
PO8 - ETHICS PO12 - LIFELONG
WK8 Research literature PO4 - INVESTIGATION LEARNING

WK / Knowledge Profile - CHARACTERISTIC

COMPLEX WP / Complex Problems - CHARACTERISTIC

A systematic, theory-based in-depth engineering knowledge at

PROBLEMS
WK1

Natural Sciences understanding of the natural sciences the level of one or more of WK3,
Depth of
WP1

applicable to the discipline WK4, WK5, WK6 or WK8 which allows

Conceptually-based mathematics,
have Knowledge
a fundamental based, first principles
analytical approach
numerical analysis, statistics and formal
characteristic
WK2

Mathematics aspects of computer and information wide-ranging or conflicting

Conflicting
WP2

science to support analysis and

modelling applicable to the discipline
of WP1 and requirement
technical, engineering and other
issues

Engineering
A systematic, theory-based formulation some or all of no obvious solution and require
WK3

of engineering fundamentals required Depth of abstract thinking, originality in

WP3

fundamentals
in the engineering discipline WP2 to WP7 analysis analysis to formulate suitable
models
Engineering specialist knowledge that (EAC Manual 2017,
provides theoretical frameworks and Familiarity of
WP4

Specialist bodies of knowledge for the accepted B-5) infrequently encountered issues
WK4

issues
knowledge practice areas in the engineering
discipline; much is at the forefront of
POs WK WP Extent of outside problems encompassed by
WP5

the discipline. applicable standards and codes of practice for

WK1- codes professional engineering
Engineering Knowledge that supports engineering PO1 – EK X
WK4
WK5

Extent of diverse groups of stakeholders with

WP7 WP6

design design in a practice area

stakeholder widely varying needs
Knowledge of engineering practice WK1-
Engineering PO2 – PA X
WK6

practice
(technology) in the practice areas in WK4 Interdepen- high level problems including many
the engineering discipline dence component parts or sub-problems
Comprehension of the role of PO3 –
WK5 X
engineering in society and identified Design
issues in engineering practice in the
discipline: ethics and the professional PO4 – I WK8 X
WK7

Comprehension
responsibility of an engineer to public
PO5 – MT WK6 X
7 POs ~ WP
safety; the impacts of engineering
activity: economic, social, cultural,
environmental and sustainability
PO6 – ES WK7 X
Engagement with selected knowledge
Research
WK8

in the research literature of the

literature
discipline PO7 – EvS WK7 X

12
 08/05/20

Kul Sharif Mosque (White Mosque)

Kazan Kremlin, Russia, 16th century
(rebuilt
25 1996-2005), [shh2018]

Activity

1. Can we address all

WK1- WK8 in 1 course?
2. Provide TWO (2)
examples on how to
address WK5 - WK8.

13
 08/05/20

COMPLEX ENGINEERING PROBLEMS -

(WP1/P1 & some OR ALL of WP2/P2 -

WP2/P2
Range of
conflicting
requirements
WP3/P3
WP7/P7
Interdepen- Depth of
analysis
dence
required
WP7/P7)

WP1/P1
Depth of
WP6/P6 knowledge
Extent of
required
stakeholder
WP4/P4
involvement Familiarity
and level of of issues
conflicting
requirements WP5/P5
Extent of
applicable
codes

BAETE MANUAL 2019, 2nd ed. (TABLE 4.2) – COMPLEX

KEYWORD
ENGINEERING PROBLEMS (P1-P7) CHARACTERISTICS
P1 cannot be resolved without in-depth engineering knowledge at the
Depth of knowledge
level of one or more of K3, K4, K5, K6 or K8 which allows a fundamental
required
based, first principles analytical approach
Range of conflicting P2 involve wide-ranging or conflicting technical, engineering and other
requirements issues
Depth of analysis P3 have no obvious solution and require abstract thinking, originality in
required analysis to formulate suitable

Familiarity of issues P4 involve infrequently encountered issues

Extent of applicable P5 are outside problems encompassed by standards and codes of

codes practice for professional engineering
Extent of stakeholder
involvement & P6 diverse groups of stakeholders with widely varying needs
conflicting
requirements

Interdependence P7 high level problems including many component parts or sub-problems

14
 08/05/20

Cannot be resolved without in-depth

Depth of engineering knowledge at the level of one
29
WP1 knowledge or more of WK3, WK4, WK5, WK6 or WK8
required which allows a fundamentals-based, first
principles analytical approach.
MUST HAVE

WK8
Research Literature
WK6
Engineering Practice
WK5
Engineering Design
WK4, WK3
Specialist Knowledge,
Engineering Fundamentals

1st Principles =
30 the fundamental The required theoretical knowledge

WP1 concepts/
assumptions on
to solve problem/develop the
design.
which a theory,
In–Depth
system, or
Knowledge = For example,
method is based.
knowledge • Apply detailed theoretical
gained from knowledge working from 1st
courses/ In engineering, Principles to establish a workable
learning 1st Principles start mathematical or theoretical
activities directly at the model
beyond the level of
• Apply some standard formulae or
introductory established laws
theoretical models mixed by
instructional of chemistry,
exposure to similar problems
level physics and
mathematics. 30

15
 08/05/20

Range of
Involve wide-ranging or conflicting
31 WP2 conflicting
technical, engineering and other issues.
requirements

What
constraints
are placed to What
resolve the conflicting How the constraints were identified
problem? demands in • they may have been part of the
the developing brief,
a design? • they may have only become
apparent once they started
addressing the problem, or
• the brief may have implied or only
referenced to them loosely.

Depth of Have no obvious solution and require

32 WP3 analysis abstract thinking, originality in analysis to
required formulate suitable models.

What are Approach to the development of solution/design

guidance/ • How was the problem defined?
constraints • Students may have been given clear boundaries
given to and specific details of what they had to do, or
develop the they may have had to define some or all of the
solution/ boundaries to the problem themselves and work
design? with limited information to decide how the work
should be carried out
Multiple • The problem may have been the one that they
solutions regularly encountered but with slight case-specific
variations.

16
 08/05/20

Familiarity of
33 WP4 issues
Involve infrequently encountered issues

The problem is a:
• New problem not previously or only rarely
encountered.
To what extent • Familiar problem with either:
is this problem • Clearly defined methods and/or practices
routinely used to resolve.
encountered • Some (or many) unique issues that made
and resolved resolution difficulty level increases.
using well-
understood
practices?

Extent of Are outside problems encompassed by

34 WP5 applicable standards and codes of practice for
codes professional engineering

How to analyse/ investigate or develop a solution/

design by either:
How do • Applying engineering skill to address some parts of
existing the problem that were not clearly prescribed by
standards, standards, codes or practices.
codes dictate • Having to develop own criteria (in a manner
the solution? consistent with good engineering practice)
because the problem was so ill-defined that it did
not fall within any specific standards, codes or
codified engineering practices.

17
 08/05/20

Extent of stakeholder
Involve diverse groups of
involvement and level
35 WP6 of conflicting
stakeholders with widely varying
needs.
requirements

Are there conflicting requirements? If so, how did you

interact with affected stakeholders to resolve the
conflicts?
• Who are your stakeholders?
How do • What are their interests or requirements ?
stakeholder • The extent these interests or requirements
interests and conflicted and/or placed constraints on the
requirements problem
impact on the • How do you manage your stakeholders to resolve
problem? conflicts, meet their requirements or reach
satisfactory compromises ?

Are high level problems including

36 WP7 Interdependence many component parts or sub-
problems.

The problem is able to be broken

down into smaller components or
sub-problems, not physically but
mathematically

18
 08/05/20

CHECKLIST
INTERNAL AUDIT AND MODERATION
 PROGRAMME
OUTCOMES WP X
MEASURED ARE Depth of
WK X
PO1 – PO7 WP1
Knowledge
 WP1 EVIDENT IN WK1 Natural Sciences
ALL PO1 – PO7 PO X Conflicting
WP2
 CHECK FOR WK2 Mathematics requirement
WP2 – WP7 PO1 EK Engineering
WK3 WP3 Depth of analysis
 CHECK FOR
fundamentals
WK3 – WK8 PO2 PA Familiarity of
Specialist WP4
 REVIEW THE WK4 issues
QUESTIONS DES knowledge
PO3 Extent of
CRITICALLY IGN Engineering WP5
WK5 applicable codes
 IDENTIFY PO4 I design
DIFFICULTY
PO5 MT Engineering Extent of
LEVELS AND WK6 WP6
practice stakeholder
COMPLEXITY PO6 ES
CHARACTERIS- WK7 Comprehension WP7 Interdependence
TICS
PO7 EvS
Research
 REPORT YOUR WK8
literature
FINDINGS

38

An illustration on how design

constraints can be applied

19
 08/05/20

39 TYPICAL DESIGN PROCESS

1 Define the
problem

5 Test and 2 Gather

implement
solution ENGINEERING information
DESIGN
PROCESS

4 Analyse 3 Generate
and select multiple
a solution solutions

STEP 1 - DEFINE THE PROBLEM

40

Range of conflicting
WP2
requirements

20
 08/05/20

Range of conflicting
WP2
STEP 2 – GATHER INFORMATION requirements
WP4 Familiarity of issues
41 (Search for Information & Record the Results)
Extent of stakeholder
WP6 involvement and level of
 What are the existing solutions to the problem? conflicting requirements

 What is wrong with the way the problem is currently being solved?
 What is right with the way the problem is currently being solved?
 What companies manufacture the existing solution to the problem?
 What are the economic factors governing the solution?
 How much will people pay for a solution to the problem?
 What other factors are important to the problem solution (such as
safety, aesthetics, environment issues, and colour)?
Sources of information: e-book, journal, technical handbook
Engineer’s logbook: Record the results

STEP 3 - GENERATE MULTIPLE SOLUTIONS

42

WP3 Depth of analysis

The importance of teamwork – creative solutions to

technical problems are not solved by individuals but by
a team of people from different technical background
bringing different perspective to the problem
Strategies for generating creative solutions –
brainstorming is a technique of generating many ideas
& sketch-storming is the visual creation and recording
of ideas

21
 08/05/20

STEP
43
4 – ANALYSE AND SELECT A SOLUTION

 Analysis of design solutions – design problem is

unique & requires different types of analysis
Functional analysis Depth of
WP1
knowledge
Ergonomics
WP3 Depth of analysis
Product safety and liability
Extent of
WP5
Economic and market analysis applicable codes

Strength, mechanical, thermal analysis

 Decision process

STEP 5 - TEST AND IMPLEMENT SOLUTION

44

 Prototyping
 Documenting the solution – engineering
drawing, written communication, oral
communication, scheduling and planning
WP1 Depth of knowledge

Extent of applicable
WP5
codes

22
 08/05/20

45

Discussion #1

SAFETY HELMET – is this a complex problem?

46
Carrying child pillion riders on motorcycles has become a norm in Malaysia. Usually the parents
ferry their children to school, take them for leisure rides and many take long trip journey. In
Malaysia, the motorcycle fatal crashes warrant a major concern.

The statistical data on road crashes involving motorcyclist from 2005-2007 in Malaysia shows
that there were 25% of children below 16 years old rode as pillion riders that were involved in
road crashes (MROADS, 2011). In 2008, according to the Malaysian Institute of Road Safety
Research (MIROS, 2011), road crashes in Malaysia have killed 410 lives of children aged
between one and 15 years old and another 2,797 children suffered serious and light injuries.

Affordable safety helmets for the child riders are limited. The minimum size available in the
market here is 57cm in diameter, which will not fit comfortably and suitably for children of small
and medium body built, who are younger than 7 years old. This results in riders riding and
ignoring the safety, exposing these pillion riders to probable danger of serious head injury.

Students are now expected to design and develop an engineering solution (product) to
protect the child rider’s head. It is must be affordable.

23
 08/05/20

A must-have characteristic
47
Cannot be resolved without in-depth engineering
Depth of
knowledge at the level of one or more of WK3, WK4,
WP1 knowledge
WK5, WK6 or WK8 which allows a fundamentals-
required
based, first principles analytical approach.

A systematic theory-based formulation

of engineering fundamentals required
WK1 Theory-based natural sciences in the MECHANICAL engineering
discipline.
WK2 Conceptually-based mathematics
• Engineering specialist knowledge that
WK3 Theory-based engineering fundamentals provides theoretical frameworks and
bodies of knowledge for the accepted
WK4 Forefront specialist knowledge for practice practice areas in the Mechanical
engineering discipline.
WK5 Engineering design • This can be obtained from courses that
define Mechanical Engineering.
WK6 Engineering practice (technology)
WK7 Comprehension of engineering in society • Knowledge that supports engineering
design in a practice area.
WK8 Research literature • Design methodologies, design codes,
etc.

A must-have characteristic
48
Cannot be resolved without in-depth engineering
Depth of
knowledge at the level of one or more of WK3, WK4,
WP1 knowledge
WK5, WK6 or WK8 which allows a fundamentals-
required
based, first principles analytical approach.

WK1 Theory-based natural sciences

WK2 Conceptually-based mathematics
Simulation software and equipment
WK3 Theory-based engineering fundamentals
for the Mechanical discipline
WK4 Forefront specialist knowledge for practice
WK5 Engineering design
Engagement with selected
WK6 Engineering practice (technology) knowledge in the research literature
WK7 Comprehension of engineering in society of the Mechanical discipline

WK8 Research literature

24
 08/05/20

How does the illustrated example fulfill

49 the following characteristics?
WP1 Depth of knowledge required

WP2 Range of conflicting requirements

WP3 Depth of analysis required

WP4 Familiarity of issues

WP5 Extent of applicable codes

Extent of stakeholder involvement

WP6 and level of conflicting
requirements

WP7 Interdependence

50 B
R
E
A
K

T
I
M
E
Zermatt [shh2018]

25
 08/05/20

51
WA10: COMMUNICATION ~ COMPLEX
ENGINEERING ACTIVITIES
COMMUNICATE
report,
effectively on
complex prototype,
WRITTEN
engineering drawings
activities with the
engineering
community and
with society, able
WA10 ENGINEERING
ACTIVITIES
to comprehend,
write, present, give
and receive
VERBAL presentation,
instructions viva
(some OR ALL of EA1/A1-EA5/A5)

ENCOUNTERED DURING IDP

& INDUSTRIAL TRAINING
COMPLEX ENGINEERING

CAN BE REASONABLY

EA1/A1
EA5/A5
Range of
Familiarity resources
ACTIVITIES –

EA4/A4 EA2/A2
Consequences
to society & the Level of
environment interactions

EA3/A3
Innovation

26
 08/05/20

BAETE MANUAL 2019, 2nd ed. (TABLE 4.3) – COMPLEX

KEYWORD
ENGINEERING ACTIVITIES (A1-A5) CHARACTERISTICS
A1 involve the use of diverse resources (and for this
Range of resources purpose resources includes people, money, equipment,
materials, information and technologies)
A2 require resolution of significant problems arising from
Level of interactions interactions between wide-ranging or conflicting
technical, engineering or other issues
A3 involve creative use of engineering principles and
Innovation
research-based knowledge in novel ways

Consequences to A4 have significant consequences in a range of

society and the contexts, characterized by difficulty of prediction and
environment mitigation

A5 can extend beyond previous experiences by

Familiarity of issues
applying principles-based approaches

Involve the use of diverse resources (and

Range of for this purpose resources includes people,
54 EA1 resources money, equipment, materials, information
and technologies).

What Develop plans (including budgets) to

resources schedule availability of resources for
were Negotiate allocation when required to meet
available to adequate project timelines and financial
help you resources eg commitments.
carry out this personnel,
engineering funding,
Report work progress against
activity? equipment,
schedule – work-flow plans, budgets,
authorisations
overall project performance
to undertake
objectives and provide projections
work materials
on work completion to target times
and budget

27
 08/05/20

Require resolution of significant problems

Level of arising from interactions between wide
55
EA2 interactions ranging or conflicting technical,
engineering or other issues.

What are the

engineering
Prior to commencing the work
issues or other
to ensure all the engineering
issues that What issues are resolved or
could impact unforeseen scheduled to be resolved to
on engineering engineering meet project plan targets, i.e.,
matters related issues arose identify the potential risks with
to the project - during the the respective proposed
the expected execution of solution.
outset of the the project ?
project ?

Involve creative use of engineering

56
EA3 Innovation principles and research-based knowledge
in novel ways

What new How do the proposed approach

techniques, improve the efficiency, effectiveness or
materials or quality of work? Such as ROI, quality,
processes can economy and sustainability.
be utilised in
the project,
feasibility study
(technical & What are the creative solutions and out
economy), of the box thought processes
literature undertaken/happened to promote
review ? innovation ?

28
 08/05/20

Consequences
Have significant consequences in a
to society and
57
EA4 the
range of contexts, characterised by
difficulty of prediction and mitigation.
environment

What are the impacts of

the engineering solution
Who is affected and how?
on the society and
environment?

Can extend beyond previous experiences

58
EA5 Familiarity by applying principles-based
approaches.

To what The experience is a:

extent is the
previous a. New experience which is not previously or
only rarely encountered.
experiences
routinely b. Familiar experience with either:
encountered • Clearly defined approaches and/or
and resolved practices used to resolve.
using well- • Some (or many) unique issues that made
understood communication difficulty level increases.
practices?

29
 08/05/20

INTERNAL AUDIT AND MODERATION

59

CHECKLIST
PO X A X
 PROGRAMME OUTCOME
MEASURED IS WA10 WA10 COMM Range of
EA1
 CHECK FOR EA1-EA5 resources
 CHECK THE WRITTEN Level of
EVIDENCES AGAINST THE EA2
interactions
RUBRICS
 CHECK THE RUBRICS EA3 Innovation
AGAINST THE EXPECTED Consequences
ORAL PRESENTATIONS

RUBRIC
EA4 to society and
 IDENTIFY THE COMPLEX
ENGINEERING ACTIVITIES
the environment
CHARACTERISTICS EA5 Familiarity
 REPORT YOUR FINDING
DESIGN

60

Discussion #2

30
 08/05/20

STEP 1 - DEFINE THE PROBLEM

61 WP?
Problem Statement
 It was observed that a number of unauthorised vehicles enter the campus
without valid car stickers. The security guards check for the unauthorised
vehicles for valid stickers at the entrance throughout the day which is a
potential health and safety hazard at workplace. At times, the entrance to
the campus experiences high volume of traffic. Design an access system to
address the above issues with minimum cost implication to the university.
Performance Criteria
1. The design must be low cost, utilising existing infrastructures whenever
possible
2. The design must be able to reduce the risk of health and safety hazard to
the security guards
3. The design must not build up the traffic at the entrance of the campus

STEP 2 – GATHER INFORMATION

62 (Search for Information & Record the Results) WP?
EA?
 The team of students gathered information on the existing solutions
to the problem which include touch card and wide range RFID
access system, number plate recognition system, and others. They
interviewed the security guards, the Security Department which
issues the car stickers and few of the manufacturers of various
access systems.
 From the interview with the Security Department, the team asked
the permission to access the existing CCTV system if needed.
 The information gathered at this stage also allowed the team to
chart the project plan (Gantt Chart), identify risks and resources
needed for the project, and so on.

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STEP 3 - GENERATE MULTIPLE SOLUTIONS

63 WP?
 The team discussed the various types of access systems, the EA?
technical and non-technical requirements.
 The touch card access system was found to be taking more time
per car entry while the wide range RFID access system required
lesser time. The team also considered the use of Number Plate
Recognition system which requires the same amount time or less as
per the wide range RFID access system. This consideration is an
important performance criterion (no. 3).
 The team also worked out the pricing of the abovementioned
systems as part of the requirement of performance criterion (no. 2).
The number plate recognition system was found to be cheapest
among the various solutions as it could utilise the existing CCTV
system though required more extensive programming.

STEP
64 4 – ANALYSE AND SELECT A SOLUTION WP?
 The team selects the most suitable solution based on the following analyses:
1. Functionality analysis
Both wide range RFID access system and number plate recognition system need
the least time per car entry thus would minimise the traffic at the entry to the
campus.
2. Economic analysis
Touch card and wide range RFID would require a car reader to be installed and
issuance of access cards while number plate recognition system could utilise the
existing CCTV system.
3. Health and safety
All mentioned solutions would improve the health and safety hazard of the
workplace.
 Based on the above analyses, the team decided on number plate recognition system
which requires the application of engineering knowledge of digital signal/image
processing, programming, embedded system, instrumentation, storage and matching
of information in the database, among others.

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STEP 5 - TEST AND IMPLEMENT SOLUTION

65

This step includes prototyping and documenting the

solution such as engineering drawing, written
communication, scheduling and planning, etc. and
presentation to the faculty members or public.

WA10 on Communication – Complex

Engineering Activities

Security
Department
66

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How does the illustrated example fulfill

67
the following characteristics?
Involve the use of diverse resources
Range of (and for this purpose resources includes
EA1 resources people, money, equipment, materials,
information and technologies).
Require resolution of significant
Level of problems arising from interactions
EA2 interactions between wide ranging or conflicting
technical, engineering or other issues.
Involve creative use of engineering
EA3 Innovation principles and research-based
knowledge in novel.
Consequences
Have significant consequences in a
to society and
EA4 the
range of contexts, characterised by
difficulty of prediction and mitigation.
environment
Can extend beyond previous
EA5 Familiarity experiences by applying principles-
based approaches.

Kul Sharif Mosque (White Mosque)

Kazan Kremlin, Russia, 16th century
(rebuilt
68 1996-2005), [shh2018]

CLOSURE &
REFLECTION

1. Can we address all

WP1-WP7 in 1 course?
2. Provide an example on
how to address each of
the WP1-WP7 and EA1-
EA5?

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COURSES FOR IMPLEMENTING COMPLEX

69
ENGINEERING PROBLEMS
 Industry-based Integrated Design Project
 Employed Problem-Based Learning teaching method
 Provides students opportunity to apply their skills and knowledge toward developing a
robust understanding of what it means to be an engineer
 Supports students to make transition from classroom-based activities to professional
communities of practices
 Working with a supervisor from the industry in a type of collaboration, students are
challenged with a real-world problem.
 Final Year Project
 Commonly known as research project
 Best means of introducing an investigative research-oriented approach to engineering
studies and sourcing of knowledge externally from the real-world
 Involves review of open research literature which challenges students to interpret new
information, perform critical analysis, form personal opinions and judgements, and learn
independently
 Open research literature is one of the assessments that employs constructivist technique.

COURSES FOR IMPLEMENTING COMPLEX

70
ENGINEERING PROBLEMS
 Industry Training or Work-based Learning
 Provides opportunities for students to engage in experiential education, integrating
theory with work experience
 Provides students with knowledge base and skills to help them translate isolated and
abstract concepts into practical applications of that knowledge.
 Laboratory experiences
 Important elements in engineering education, bridging the gaps between engineering
theories and real practices through cultivation of hands-on skills
 Open-ended approach - the problem may have multiple solutions and there is no
obvious solution. Being a subset of problem-based learning, open-ended laboratory
focuses on student’s ability to design experiments, identify the variables or results or
information to be collected and identify the appropriate instruments for the assigned
problem. This approach suits the need to produce engineering graduates that are self-
directed, reflective, demonstrate ability to integrate knowledge, think critically, practice
life-long learning and work collaborative with others.

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USE OF FINAL EXAMINATION FOR

71
COMPLEX PROBLEM SOLVING
 Many believe that examination is not suitable to assess complex engineering problem
solving skills and it must involve activities, especially integrated activities and
discussions, such as case study (Phang et al., 2018).

 Example of final examination question (Phang et al., 2018):

Sungai Melana is a small river flowing through several residential areas in Skudai, Johor Bahru. You
are a consultant appointed to propose a river restoration action plan for a part of Sungai Melana,
beginning from the upstream at Taman Teratai until the midstream at Taman Universiti.

Your proposal should include action plans to accomplish the following objectives:

1. Improving the water quality of Sungai Melan to Class II and III

2. Prevention of direct solid waste discharge into the river system
3. Creating suitable habitats for the propagation aquatic life
4. Adding property and aesthetic value to residents living along the river

Your answers should be written to address each of these items separately.

COMPLEX
COMPLEX PROBLEM SOLVING (WP) KNOWLEDGE PROFILE
ACTIVITIES
PO1

PO2

PO3 WK5
PO4 WK8

PO5 WK6

PO6 WK7

PO7 WK7

PO8 WK7

WP1 WP2 WP3 WP4 WP5 WP6 WP7 EA1 EA2 EA3 EA4 EA5
CONFLICTING REQUIREMENT

WK1

WK2

WK3

WK4
WK1
WK2

WK3

WK4

72
EXTEND OF STAKEHOLDERS
COURSE CODE

COURSE NAME

SOCIETY & ENVIRONMENT

RANGE OF CONFLICTING

DEPTH OF KNOWLEDGE
LEVEL OF INTERACTIONS
RANGE OF RESOURCES
EXTENSIVE APPLICABLE
FAMILIARITY OF ISSUES

FAMILIARITY OF ISSUES
CONSEQUENCES TO
DEPTH OF ANALYSIS

INTERDEPENDENCE
INVOLVEMENT &

ENGINEERING DESIGN
RESEARCH LITERATURE
REQUIREMENT

NATURAL SCIENCES

NATURAL SCIENCES

NO PO
INNOVATION

COMPREHENSION

COMPREHENSION

COMPREHENSION
REQUIRED

FUNDAMENTAL

FUNDAMENTAL
ENGINEERING

ENGINEERING

ENGINEERING
MATHEMATIC

MATHEMATIC
CODES

KNOWLEDGE

KNOWLEDGE
SPEACIALIST

SPEACIALIST

PRACTICE
WK3

WK4

WK5

WK6

WK8
FINAL YEAR PROJECT I

PO2, PO4, PO5, PO8,

PO9,PO10, PO12

1
SAMPLE
CO-PO-WK-WP-EA
MATRIX
INTEGRATED DESIGN PROJECT

PO8, PO9, PO10, PO11, PO12

PO1, PO2, PO3, PO5, PO7,

Which PO model?
(IDP)

Courses addressed all WP/EA/WK?

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73

Sharing Further Info

74 RUBRICS DESIGN – DESCRIPTORS FOR

WP/EA CHARACTERISTICS

The existing rubrics practiced by the institutions of higher

learning in assessing programme outcomes can be
enhanced by the following suggested descriptors to
highlight the significance of complex engineering
problems or complex engineering activities.
Depending on the nature of the problems or activities,
some of these descriptors could be used.

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 08/05/20

WP CHAR Rubrics Design KNOWLEDGE 1 2 3 4 5

Depth of Analyse the problem using specified Use 2 WKs but do
Use 2 WKs with
acceptable
Knowledge knowledge profile not elaborate
elaboration
WK3 - EF
WP1 WK4 - SK 3 4 >4
Evaluate the problem under such Evaluate 2
WK5 - ED Evaluate 1
circumstance towards providing an circumstances with
WK6 - EP circumstance
acceptable
effective solution only
WK8 – RL justification

Compare the conflicting technical,

engineering and other issues arising to Compare 2 issues Compare 2 issues
Only 1 issue

Weightage
solve the problem with acceptable with acceptable
Conflicting discussion discussion
WP2 require- 3 >3
ments Assess the conflicting requirements and Assess but no
Assess with 1 Assess with 2
proposal
provide a satisfactory proposal towards proposal proposal
solving the problem.
Conceptualise 1
Develop 1
formula used
formula used and
Develop the formulae/procedures to but do not
Conceptualise 1 elaborate the
solve the problem using suitable models. elaborate the
formula used model
model
Depth of
WP3 analysis Justify the 1
2 3
Justify the 1
Justify creativity towards the Justify the 1 creative
creative
creative development
achievement of the development used
development used and
formulae/procedures but do not
elaborate the
elaborate the
model
model

WP CHAR Rubrics Design KNOWLEDGE 1 2 3 4 5

Compare and
Differentiate the infrequently Compare the Differentiate 2 issues
differentiate 2
encountered issues in problem solving basis. and propose
issues
Familiarity
WP4 of issues Select an Select 2 approaches
3 >3
Select formulae/procedures to resolve the Select 2
approach to to resolve and justify
infrequently encountered issues approaches to
resolve.
resolve

Develop solution using standards and Use at least 2 and

codes of practice for professional Use at least 1 Use at least 2
include practising
Extent of engineering guide
WP5 applicable Justify using at Justify using at
3 >3
Justify professional engineering Justify using 2
codes least 1 least 2
Weightage

experiences to resolve the problem experiences and

experience experiences
select at least 1
solving
Compare the Compare and Differentiate 2
Differentiate the diverse groups of basis. differentiate 2 groups and propose
Extent of stakeholders with widely varying needs. groups 1 solution
Select a
WP6 stake- Select stakeholder interests and stakeholder Select 2
3 >3
holder requirements that give impact on the and discuss stakeholders and Select 2 stakeholders
impact. compare and justify impacts.
problem
impacts.

Use 2 sub Use 2 sub problems

Use 2 sub
Analyse high level problems including problems but and differentiate
problems with
many component parts or sub-problems. do not
acceptable
elaborate
Interde- elaboration
WP7 pendence 3 >3
Propose 2
Propose problem broken down into Propose 1 components with
Propose 2
smaller components or sub-problems. component acceptable
components
only justification

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EA CHAR Rubrics Design 1 2 3 4 5

Elaborate functions and association with Associate with 1
different resources such as people, Associate with 1 resource with
money, equipment, materials, resource but do acceptable
not elaborate elaboration
Range of information and technologies
EA1 resources 2 3 >3
Justify the involvement of these resources Justify on 1 Justify on 1 resource
in fulfilling the requirements of a resource only with acceptable
successful design project. justification

Adapt significant problems arising from

interactions between wide-ranging or Associate with 1
conflicting technical, engineering or level of Adapt 1 level of

Weightage
Level of other issues interaction interaction

EA2 interac- 2 3 >3

tions Justify the solutions achieved arising from Discuss on the 1 Justify the 1 level of
the level of interactions involving wide- level of interaction
ranging or conflicting technical, interaction
engineering or other issues.

Conceptualise 1 Advocate 1
creative principle creative
Advocate creative use of engineering Conceptualise 1
used principle used
principles and research-based creative principle
but do not elaborate and elaborate
knowledge in novel ways used
the novelty the novelty
Innova-
EA3 tion Justify the 1
2 3
Justify creativity towards the Justify the 1 creative creative
Justify the 1
principle used principle used
achievement of the novelty (eg. creative principle
but do not elaborate and elaborate
patent/copyright/etc) used
research based research based
knowledge knowledge

EA Characteristics Rubrics Design : WRITING 1 2 3 4 5

Organise significant consequences
Organise and
in a range of contexts,
Organise and characterise 1
characterized by difficulty of
characterise 1 difficult context
prediction and mitigation
Consequences to context
EA4 society and the 2 3 >3
environment Exemplify significant consequences
Justify the Justify the
in a range of contexts,
consequences difficulty and
characterized by difficulty of
consequences
prediction and mitigation
Weightage

Organise by
applying 1
principles-
Organise by based
Organise resolution beyond previous applying 1 approach
experiences routinely encountered. principles- beyond
based previous
approach. experience.
EA5 Familiarity of issues 2 3 >3

Justify the Justify the

Exemplify experiences to resolve the approach approach
engineering activities during during
resolution resolution
beyond
previous
experience

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79 REFERENCES
 Accreditation Manual 2019, 2nd edition, Board of Accreditation for Engineering and Technical
Education, Institution of Engineers Bangladesh
 EAC Manual 2017, Board of Engineers Malaysia
 CEAB (2015). A guide to outcomes-based criteria (Draft). Ottawa, Ontario: Canadian
Engineering Accreditation Board.
 IEA Graduate Attributes and Professional Competency Profiles, Version 3: 21 June 2013
 25 Years of the Washington Accord, International Engineering Alliance, June 2014
 M. Young and J. Muller (2014), Knowledge, Expertise and the Professions, Florence Production
Ltd, Stoodleigh, Devon, UK
 Phang, Fatin & Anuar, Aznah & Abdul-Aziz, Azmahani & Mohd-Yusof, Khairiyah & Helmi, Syed
& Ahmad, Yusof. (2018). Perception of Complex Engineering Problem Solving Among
Engineerıng Educators. 215-224. 10.1007/978-3-319-60937-9_17.
 Requirements for Accreditation of Engineering Education Programmes, Engineers New
Zealand, Version 3.1, 2017

POINTS FOR CLARIFICATIONS

 sitihawabthamzah@gmail.com
 liewcp@tarc.edu.my

80

Wadi Rum, Jordan [shh2019]

40