Automated door closer.

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Assessment Number 2
Assessment Type (and weighting) Report (50%)
Assessment Name Design Proposal
Assessment Submission Date 2019/02/24

 

Learning Outcomes Assessed:

LO1:  Demonstrate a wide knowledge and comprehensive understanding of design processes and methodologies and the ability to apply and adapt them.

LO3:  Manage the design process and evaluate outcomes.
LO5:  Demonstrate an understanding of the of use appropriate codes of practice and industry standards.

 

Assessment Brief – Automated door closer.

Wheelchair users can struggle in buildings where there are door closers fitted to internal / external doors. It would be ideal if a mechanism could be designed to allow the wheelchair user to remotely open the doors and close them. You must design a mechanism that couldbe retrofitted to a standard door closer with minimal or no physical modification to the door closer itself, enabling easy fitting of the mechanism. The mechanism should be remotely controlled and drive the door closer in reverse to open the door and then be remotely triggered to allow the closer to perform its original function when the wheelchair user has passed through the door.

 

Standard parts must be used and specified where normally applicable.

 

The design process should include the following:

 

  • Research in all areas needed to come to conclusions andoutcomes as to what to include in the design.
  • Initial sketch-work to develop the idea
  • An explanation of fitting and operation
  • A finished and complete detail design of modelled in SolidWorks. All parts that can be bought off the shelf should be specified. All material bar, tube etc. sections should be specified. Any specially designed bespoke parts should be finished and have clear methods of attachment etc. All hardware (screws, nuts, washers etc. should be specified. A bill of materials and parts list should be produced with all these specifications included. All SolidWorks generated part and assembly drawings should be included. Any calculations particular to the mechanism used should be included.

 

Make sure you cite clearly any external reference sources (research section) that you may use and include a list of references following the Harvard referencing style.

 

 

 

 

 

 

 

 

 

 

 

 

Specific Assessment Criteria:

 

Elements of Assessment for all Journals Weight
Content – Clarity, identification & comments; %
Research and research outcomes 20
Sketch-work 10
Explanation of use 10
Feasibility and detail of SolidWorks design with written justification/description of operation and use. SolidWorks assembly and bespoke part drawings 40
Bill of materials and parts list 10
Conclusions and recommendations 5
Format
Correct report format used, clarity of layout, standard of spelling and grammar, quality of referencing and citation (Harvard). 5
100

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Marking Scheme

 

Work of Exceptional Quality (70% – 100)

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

 

 

Work of Very Good Quality (60-69%)

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

 

 

Work of Good Quality (50-59%)

Some of the relevant information/skills accurately deployed. Adequate grasp of theoretical, conceptual, analytical and practical elements. Fair integration of theory, practice and information in relation to the objectives of the assessment. Some evidence of originality and creativity as appropriate to the subject.

 

 

Work of Satisfactory Quality (40-49%)

The intended learning outcomes are achieved at the threshold standard. Basic deployment of information/ skills. Some grasp of theoretical, conceptual, analytical and practical elements. Some integration of theory, practice and information in relation to the objectives of the assessment. Limited evidence of originality and creativity as appropriate to the subject and the level of the award.

 

 

Fail (0-39%) 

Little evidence of the information, skills, theoretical, conceptual, analytical, creative or practical elements relevant to the assessment. Mainly irrelevant and/or incorrect information provided. Scant evidence of understanding of the requirements of the assessment.

 

 

 

General Assessment Guidelines for Written Assessments Level HE5
% Relevance Knowledge Argument/Analysis Structure Presentation Written English Research/Referencing
Class I
(ExceptionalQuality)
85-100%

 

 

 

 

Directly relevant to title.

Expertly addresses the assumptions of the title and/or the requirements of the brief.

Demonstrates an exceptional knowledge/understanding of theory and practice for this level through the identification and critical analysis of the most important issues and themes. Makes exceptional use of appropriate arguments and/or theoretical models. Demonstrates some distinctive or independent thinking. Presents an exceptional critical analysis of the material resulting in clear, logical and original conclusions. Coherently articulated and logically structured. An appropriate format is used. The presentational style & layout is correct for the type of assignment.

Effective inclusion of figures, tables, plates (FTP).

An exceptionally well written answer with standard spelling and grammar.

Style is clear, resourceful and academic.

 

Sources accurately cited in the text. A wide range of contemporary and relevant references cited in the reference list in the correct style.
Class I
(ExcellentQuality)
70-84%

 

 

 

Directly relevant to title.

Addresses the assumptions of the title and/or the requirements of the brief.

Demonstrates an excellent knowledge/understanding of theory and practice for this level through the identification and analysis of the most important issues and themes. Makes creative use of appropriate arguments and/or theoretical models.

Presents an excellent analysis of the material resulting in clear, logical conclusions.

Coherently articulated and logically structured.

An appropriate format is used.

The presentational style & layout is correct for the type of assignment.

Effective inclusion of figures, tables, plates (FTP).

An excellently written
answer with standard spelling and grammar.Style is clear, resourceful and academic. 
Sources accurately cited in the text. A range of contemporary and relevant references cited in the reference list in the correct style.
Class II/i
(Very Good Quality)
60-69% Directly relevant to title.

Addresses most of the assumptions of the title and/or the requirements of the brief.

Demonstrates a very good knowledge/understanding of theory and practice for this level through the identification and analysis of key issues. Uses sound arguments or theoretical models. Presents a clear and valid analysis of the material in the main with clear, logical conclusions. Logically constructed in the main. An appropriate format is used. The presentational style & layout is correct for the type of assignment.

Effective inclusion of FTP.

A very well written answer with standard spelling and grammar. Style is clear and academic.

 

Sources accurately cited in the text and a range of appropriate references cited in reference list in the correct style.
Class II/ii
(Good Quality)
 

50-59%

Generally addresses the title/brief, but sometimes considers irrelevant issues. Demonstrates a good knowledge/understanding of theory and practice for this level through the identification and analysis of some key issues. Presents largely coherent arguments. Evidence of attempted analysis, with some descriptive or narrative passages. Conclusions are fairly clear and logical. For the most part coherently articulated and logically structured. An acceptable format is used. The presentational style & layout is correct for the type of assignment.

Inclusion of FTP but lacks selectivity.

Competently written with minor lapses in spelling and grammar. Style is readable and academic in the main.

 

Most sources accurately cited in the text and an appropriate reference list is provided which is largely in the correct style.
Class III
(Satisfactory Quality)
40-49% Some degree of irrelevance to the title/brief.

 

Superficial consideration of the issues.

Demonstrates an adequate knowledge/understanding of theory and practice for this level. An attempt is made to analyse key issues. Presents basic arguments, but focus and consistency lacking in places. Issues are vaguely stated. Descriptive or narrative passages evident which lack clear purpose. Conclusions are not always clear or logical. Adequate attempt at articulation and logical structure.

An acceptable format is used.

The presentational style & layout is largely correct for the type of assignment.

Inappropriate use of FTP or not used where clearly needed to aid understanding.

Generally competently written although intermittent lapses in grammar and spelling pose obstacles for the reader. Style limits communication and is non-academic in a number of places. Some relevant sources cited.

Some weaknesses in referencing technique.

Borderline

Fail

 

35-39%

Significant degree of irrelevance to the title/ brief. Onlymost obvious issues are addressed at a superficial level and in unchallenging terms. Demonstrates weaknesses in knowledge of theory and practice for this level, with poor understanding of key issues. Limited argument, which is descriptive or narrative in style with little evidence of analysis. Conclusions are neither clear nor logical. Poorly structured.

Lack of articulation.

Format deficient.

For the type of assignment the presentational style &/or layout is lacking.

FTP ignored in text or not used where clearly needed.

Deficiencies in spelling and grammar makes reading difficult. Simplistic or repetitious style impairs clarity.

Style is non-academic.

Limited sources and weak referencing.
Fail  

<34%

Relevance to the title/brief is intermittent or missing.

The topic is reduced to its vaguest and least challenging terms.

Demonstrates a lack of basic knowledge of either theory or practice for this level, with little evidence of understanding. Inadequate arguments and no analysis.

Conclusions are sparse.

Unstructured.

Lack of articulation. Format deficient

For the type of assignment the presentational style &/or layout is lacking.

FTP as above.

Poorly written with numerous deficiencies in grammar, spelling and expression.

Style is non-academic.

An absence of academic sources and poor referencing technique.

 

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