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UNIVERSITY OF PRETORIA

SCHOOL FOR ENGINEERING, BUILT ENVIRONMENT AND INFORMATION TECHNOLOGY

DEPARTMENT MECHANICAL AND AERONAUTICAL ENGINEERING

IMPACT OF ENGINEERING ACTIVITY AND GROUP WORK

STUDY GUIDE

Mrs Nicola Kotzé Mr Karl Grimsehl

Date of last revision: July 2015

Copyright reserved

MIA320 Study Guide 2

TABLE OF CONTENTS

1 EDUCATIONAL APPROACH: WHAT IS THE IMPORTANCE OF THIS MODULE ...................... 4

2 MODULE OBJECTIVES ..................................................................................................... 5

2.1. Theoretical Outcomes ..................................................................................................... 5

2.2. Practical Outcomes ......................................................................................................... 5

2.3. ECSA Outcomes ............................................................................................................... 5

3 LECTURERS AND CONSULTING HOURS ............................................................................ 6

3.1. Lecturers .......................................................................................................................... 6

3.2. Teaching Assistants ......................................................................................................... 6

3.3. Consulting hours.............................................................................................................. 6

4 STUDY MATERIAL ........................................................................................................... 7

5 LEARNING ACTIVITIES ..................................................................................................... 8

5.1. Contact Time and Learning (2-1-0, as per Regulations & Study, Part 1, 2008)............... 8

5.2. Distribution of lectures during the course of the semester ........................................... 8

5.2.1. Semester Project (ELO8) ................................................................................................. 8

5.2.2. Theoretical Study (ELO7) ................................................................................................. 9

5.3. Lectures ........................................................................................................................... 9

5.4. Lecture Venues .............................................................................................................. 10

6 RULES OF ASSESSMENT ................................................................................................ 11

6.1. Requirements to Pass .................................................................................................... 11

6.2. Determination of the Final Mark .................................................................................. 12

6.3. Determination of the Semester Mark ........................................................................... 12

6.4. Determination of the Exam Mark ................................................................................. 13

6.5. Class Tests and Semester Tests ..................................................................................... 13

7 DEPARTMENTAL STUDY GUIDE ..................................................................................... 14

8 STUDY COMPONENTS ................................................................................................... 15

8.1. Module Composition (ELO7) – Impact of Engineering Theoretical Study .................... 15

8.1.1. STUDY THEME 1: Engineering and society ..................................................................... 16

8.1.2. STUDY THEME 2: Engineering and the Environment ..................................................... 17

8.1.3. STUDY THEME 3: Engineering on a personal, cultural and social level ........................... 18

8.1.4. STUDY THEME 4: Occupational Health and Safety Act .................................................... 19

8.1.5. ELO7 Test/Exam Rubric .................................................................................................. 19

8.2. Module Composition (ELO8) – Group work .................................................................. 20

8.2.1. Report Submission ......................................................................................................... 20

8.2.4. Important Due Dates that must be met ......................................................................... 22

8.2.5. Project Protocol ............................................................................................................. 23

8.2.5.1. Work Breakdown Structure ............................................................................................ 23


8.2.6. Groupwork Interaction Form.......................................................................................... 24

8.2.7. Project Data Pack ........................................................................................................... 24

8.2.7.1. The group report: ........................................................................................................... 24

8.2.7.2. Group Logbook ............................................................................................................... 25

8.2.7.3. Individual discipline specific engineering report ............................................................. 25

8.2.7.4. Peer assessment form .................................................................................................... 26

8.2.7.5. Group and individual assessment rubrics’ ...................................................................... 26

8.2.7.6. Compact disk .................................................................................................................. 26

8.2.8. Oral Exam ....................................................................................................................... 27

8.2.9. Objectives of the Oral ..................................................................................................... 27


1 EDUCATIONAL APPROACH: WHAT IS THE IMPORTANCE OF THIS MODULE

When most engineers enter into industry, their knowledge of design theory in their

specific field is sound. Depending on which discipline of engineering the student chose

to specialise in, that student slots into a predefined role. The design Mechanical

Engineer on a Greenfields plant or the heavy current Electrical Engineer at a power

station or perhaps the process control Chemical Engineer at a refinery to name but a

few.

The student, who is now the Engineer, is fully capable of fulfilling his/her role in the

work place. However, two major issues arise quite quickly. The first being the Engineer’s

ability to understand the influence of his/her work on the surroundings, whether it be

the environment, the housing complex next door or even the work colleague in the next

cubicle.

The second major issue is the Engineer’s ability to work in a team. Not a team consisting

of only Industrial Engineers or Mining Engineers. A team consisting of all disciplines of

Engineering necessary to fulfil their role in the work place, a multidisciplinary team who

understands the role of the various disciplines of engineering and is able to

communicate soundly between one another.

This module has been specially designed to provide the student with the tools to

circumvent these two major issues. It has been divided up into two sections, with a

theory section and a practical section. The theory section will deal with engineering and

society, environmental issues, work place considerations as well as occupational and

public health and safety.

The practical section will deal with multidisciplinary group work whereby the students

will gain some knowledge in effective team work, systems engineering and

communications skills. Students will form part of multidisciplinary groups whereby, as

teams, they will complete a pre-determined multidisciplinary project.

Although each section will be managed in a different way, the information gathered in

the theory will spill over into the practical section and vice versa. It is the student’s

responsibility and duty to master this module as it will only serve to assist him/her in

the future.


2 MODULE OBJECTIVES

2.1. Theoretical Outcomes

a. An understanding of how technology can impact society with regards to the history

of Engineering, modern day Engineering, philosophy and risk.

b. An introduction to the Occupational Health and Safety Act of South Africa and the

application thereof.

c. The impact on Engineering on the physical environment with respect to Air

Pollution, Water Pollution, Water Quality Control and Solid Waste.

d. The personal, social, cultural values and requirements of those affected by

engineering, where it is in the work place or in society.

e. An understanding of the Standards Bureau of South Africa.

2.2. Practical Outcomes

a. The student works on a multi-disciplinary group project whereby:

i. The student acquires a working knowledge of his/her co-workers’

discipline/s.

ii. The student is exposed to a systems approach.

iii. The student is able to communicate across disciplinary boundaries.

b. The student works on a discipline specific portion of the multi-disciplinary group

project, as an individual and with other engineers whereby:

i. He/She can identify and focus on objectives specific to his/her discipline

whilst acknowledging the impact of his/her technical input on his/her co-

workers/the environment/society.

ii. He/She can work strategically towards the success of the project.

iii. He/She executes tasks effectively.

iv. He/She delivers completed work on time.

v. He/She can make individual contribution to team activity.

vi. He/She performs critical functions within the project that no other person

can perform.

vii. He/She enhances work of fellow team members.

viii. He/She benefits from support of team members.

ix. He/She communicates effectively with team members.

2.3. ECSA Outcomes

This course specifically deals with ECSA Exit Level Outcome 7 and ECSA Exit Level

Outcome 8. Please refer to the departmental study guide (see section 7) for additional

information in this regard.


3 LECTURERS AND CONSULTING HOURS

3.1. Lecturers

3.2. Teaching Assistants

3.3. Consulting hours

Consultation hours of the Lecturers and Teaching Assistants will be displayed on their

office doors and/or on Click-Up. These hours indicate when the Lecturers and Teaching

Assistants are on Campus and available for consultation. Students are requested to

please make an appointment so as to ensure that the Lecturers and teaching assistants

are in their offices.

Students are welcome to make special arrangements to see the lecturers at times

outside of their consulting hours if it is necessary. It is important not to wait until just

before a test or exam to clarify any problems. There will be no extraordinary consulting

hours during test and exam time.

Lecturers Office Telephone No. E-mail Address

Mrs Nicola Kotzé Eng 3 R6-83 (012) 420 2446 [email protected]

Mr Karl Grimsehl Eng 1 R10-27 (012) 420 2254 [email protected]

Teaching Assistants Office E-mail Address Group Supervision

Marco Alfama Eng CDIO Lab [email protected] Group allocations

and administration

Wesley Reid Eng 3 R6-77 [email protected] 1 – 14

Justin Marsberg Eng 3 R6-77 [email protected] 15 – 28

Franscois Mulock-

Houwer

Eng 3 R6-69 [email protected]

29 – 42

Andrew Hall Eng 3 R6-74 [email protected] 43 – 56

Ansuya Rungasamy Eng 3 R6-80 [email protected] 57 – 70

Mostafa Mahdavi Eng 3 R6-78 [email protected] 71 – 84

Abu Bashir Eng 3 R6-99 [email protected] 85 – 98

Rainah Kombo Eng 3 R6-98 [email protected] 99 – 112

Adeola Shote Eng 3 R6-76 [email protected] 113 - 126

mailto:[email protected]













4 STUDY MATERIAL

The following textbook is prescribed:

The Impact of Engineering on Society – A Multidisciplinary Approach 2nd Edition

Compiled by Nicola Kotzé

Pearson Custom Publishing

ISBN 978-1-7843-438-80

Any notes on study material not covered in the textbooks will be made available in

electronic format on Click-Up. These lectures will also be part of the syllabus.

Lecture slides will also be made available on Click-Up. Please note that these lecture

slides do not cover all the work discussed in class and students should take down their

own supplementary notes during lectures.

Problem solutions covered in detail during the lectures will not be made available again

at a later stage.


5 LEARNING ACTIVITIES

5.1. Contact Time and Learning (2-1-0, as per Regulations & Study, Part 1, 2008)

Number of lectures a week: 2 lectures, 50 minutes per lecture

Number of tutorials a week: 1 lectures, 50 minutes per lecture

This module carries a weighting of 8 credits, indicating that on average a student

should spend a minimum of 80 hours to master the required skills (including time for

preparation for tests and examinations). This means that on average you should

devote some 6.2 hours of study/group work time per week to this module. The

scheduled contact time is approximately 2.5 hours per week, which means that

another 3.7 hours per week of own study/group work time should be devoted to the

module.

5.2. Distribution of lectures during the course of the semester

The module is in essence, split into two distinct areas, namely the Semester Project

(ELO8) and the Theoretical Study (ELO7). These two areas are presented in parallel

whereby each Monday lecture will be dedicated to group work and Thursday’s lectures

(besides those indicated in 5.2.1 below) will be dedicated to theory.

5.2.1. Semester Project (ELO8)

The semester project will take place from 20 July 2015 up to and including 28

September 2015. During this time, the students will be given the opportunity to

work in a multidisciplinary group during all of Monday contact sessions, the 23

July session as well as the one of the lectures during 30 July and 6 August

sessions. Students will be allocated to a group and each group will have an

assigned supervisor and predetermined project topic.

The Lecturers will from time to time present work pertaining to the semester

project during this time; however these presentations will only take

approximately 20 minutes per lecture. It is therefore critical to the success of the

semester projects that all group members attend all lecture/tutorial periods as

they will be given the opportunity to work on their semester project and interact

with their supervisors.

The final due date for the project submission is 26 October 2015. The Oral Exam

will take place on 6 November 2015. Details pertaining to the semester project

can be found in section 8.2.


5.2.2. Theoretical Study (ELO7)

The theoretical study of the course will take place throughout the semester

during either one or both of the Thursday contact sessions. The Lecturers will

present course material, based on the prescribed textbook.

Students are expected to attend all three lectures. Class notes will be made

available on ClickUP. The theoretical study will be assessed via two ClickUP Class

Tests, 1 written semester test and 1 written exam. All tests/exams will be in the

form of multiple choice questions. Details pertaining to the theoretical study can

be found in section 8.1.

5.3. Lectures

Lecture and Tutorial attendance and participation in discussions are compulsory.

Random role call will be taken as it is in the student’s best interests to attend class and

gain the maximum time to work on the module as a group.

Since the contents of each lecture follow on those of previous lectures, it is in

students’ own interest to study the material covered on a regular basis and not to miss

a lecture. However, should a student not be able to attend a certain lecture for

whatever reason, the onus is on him / her to obtain the study material and catch up on

the work. No individual lectures will be presented. Any material will rarely be

repeated in a following lecture.

Students MUST sit with their groups during the group work sessions. This will give the

students the opportunity to maximise their time in a multidisciplinary environment. It

will also give the students the opportunity to work on their project during class.

Students are expected to prepare for lectures. Since a large volume of work needs to

be covered, it is not possible to lecture every aspect in the finest detail. Students

should therefore read the textbook thoroughly and already know beforehand what the

next lecture is about in order to identify anything that is unclear. The lecturer may

also assign some sections of the textbooks and lecture notes / hand-outs for self-study.

These sections will be part of the syllabus, but will not be discussed in the class.


5.4. Lecture Venues

The following venue arrangements are applicable for the semester:

Groups 1 – 70: AE du Toit 10h30 to 11h20 Mondays

AE du Toit 11h30 to 13h20 Thursdays

Groups 71 – 126: Eng 3-7 10h30 to 11h20 Mondays

Roos Hall 11h30 to 13h20 Thursdays

The lecturers will alternate as necessary between the lecture venues. Students will

not move between lecture venues.

PLEASE NOTE THAT THE FIRST LECTURE ON 20 JULY 2015 WILL ONLY TAKE PLACE IN

AE DU TOIT. ROLE CALL WILL BE TAKEN DURING THIS LECTURE.


6 RULES OF ASSESSMENT

Refer to the exam regulations in the Yearbooks of the Faculty of Engineering, Built

Environment and Information Technology.

6.1. Requirements to Pass

In order to pass this module a student must:

Meet the pass criteria for ECSA ELO 7

AND

Meet the pass criteria for ECSA ELO 8

The student will only pass the course if BOTH of the ELO’s is achieved. Should a

student only pass one ELO, the student will be required to redo the ENTIRE course in

order to pass.

Pass Criteria for ELO 7

Obtain a subminimum of 40% for the ELO7 semester mark (which consists of

class tests and a semester test)

Obtain a subminimum of 40% for the ELO7 written exam (which is the written

exam)

Obtain a subminimum of 50% for the ELO7 final mark (average of the ELO7

semester mark and ELO7 written exam)

Obtain a satisfactory for the ELO 7 Test/Exam Rubric (See section 8.1)

Pass Criteria for ELO 8

Obtain a subminimum of 50% for the ELO8 semester report (both the group

report and the individual report)

Obtain a subminimum of 50% for the ELO8 Oral exam

Obtain a satisfactory on all ELO 8 Assessment Rubrics (See section 8.2)

INLCUDING THE PEER ASSESSMENT.


6.2. Determination of the Final Mark

The final mark is compiled as follows:

Evaluation method Contribution Total

Semester Mark 50%

20% ELO 7

30% ELO 8

50%

Exam 50%

20% ELO 7

30% ELO 8

50%

TOTAL 100%

Students must take note of pass criteria as described in section 6.1.

6.3. Determination of the Semester Mark

The semester mark will be determined as shown in the table below:

Evaluation method Number of Contribution of ea. Total

ELO 7 Class Tests 2 5% 10%

ELO 7 Semester Tests 1 30% 30%

ELO 8 Group Report

Group assessment

Individual assessment

1 60%

36%

24%

60%

TOTAL 100%

NOTE:

STUDENTS MUST HAVE A MINIMUM AVERAGE OF 40% FOR ELO 7 I.E. CONTRIBUTE A

MINIMUM OF 16% TOWARDS TO SEMESTER MARK IN ORDER TO GET EXAM

ENTRANCE,

AND

STUDENTS MUST HAVE A MINIMUM AVERAGE OF 50% FOR ELO 8 I.E. CONTRIBUTE A

MINIMUM OF 30% TOWARDS TO SEMESTER MARK IN ORDER TO GET EXAM

ENTRANCE.


6.4. Determination of the Exam Mark

The exam mark will be determined as shown in the table below:

Evaluation method Number of Contribution of ea. Total

ELO 7 Exam 1 40% 40%

ELO 8 Oral

Group assessment

Peer assessment

1 60%

42%

18%

60%

TOTAL 100%

6.5. Class Tests and Semester Tests

Two class tests will be written during the semester.

It is the student’s responsibility to ensure they take the test by the prescribed

deadline. No late entries will be accepted, no matter what the circumstance of the

student. The class tests will provide the student with an example of what to expect in

the semester test/exam. Each test must be completed within the specified time frame.

The tests will be completed on ClickUP.

One semester test will be written during the semester, in the week of 12 October to 16

October 2015. The duration of the test will be 90 minutes. Syllabi of the test will be

announced during the lecture week preceding the test week. The semester test will be

closed-book.

Memoranda for the semester test will be made available in electronic format and will

not be discussed during lectures.


7 DEPARTMENTAL STUDY GUIDE

This study guide is a crucial part of the general study guide of the Department. In the study

guide of the Department, information is given on the mission and vision of the department,

general administration and regulations (professionalism and integrity, course related

information and formal communication, workshop use and safety, plagiarism, class

representative duties, sick test and sick exam guidelines, vacation work, appeal process and

adjustment of marks, university regulations, frequently asked questions), ECSA outcomes

and ECSA exit level outcomes, ECSA knowledge area, CDIO, new curriculum and assessment

of cognitive levels. It is expected that you are familiar with the content of the

Departmental Study Guide. It is available in English and Afrikaans on the Department’s

website.

English:

http://www.up.ac.za/media/shared/120/Noticeboard/Study%20Guides/departmentalstudy

guide_eng_2015.zp40263.pdf

Afrikaans:

http://www.up.ac.za/media/shared/120/Noticeboard/Study%20Guides/departementele_st

udiegids_afr_2015.zp40261.pdf

Take note of the specific instructions in the above study guide on:

a. Safety

b. Plagiarism

c. What to do if you were sick (very important)

d. Appeal process on the adjustment of marks

http://www.up.ac.za/media/shared/120/Noticeboard/Study%20Guides/departmentalstudyguide_eng_2015.zp40263.pdf

http://www.up.ac.za/media/shared/120/Noticeboard/Study%20Guides/departmentalstudyguide_eng_2015.zp40263.pdf

http://www.up.ac.za/media/shared/120/Noticeboard/Study%20Guides/departementele_studiegids_afr_2015.zp40261.pdf

http://www.up.ac.za/media/shared/120/Noticeboard/Study%20Guides/departementele_studiegids_afr_2015.zp40261.pdf


8 STUDY COMPONENTS

8.1. Module Composition (ELO7) – Impact of Engineering Theoretical Study

This section of the module is comprised of the following study themes:

Theme Number Of

Lecturers

Lecturer

1. Engineering and society 3 Mr Karl Grimsehl

2. Engineering and the environment 7 Mrs Nicola Kotze

3. Personal, social, cultural values and

requirements of those affected by

engineering activity

4 Mr Karl Grimsehl

4. Health and Safety 2 Mr Karl Grimsehl

Fundamental concepts:

For each study unit, fundamental concepts have been identified. The student must be able to

explain each of these concepts properly and illustrate them where applicable.

Learning outcomes:

For each study unit, clear learning outcomes have been identified. These outcomes form the

basis of the assessment of ELO 7. While studying the learning outcomes, it is critical that the

student note the cognitive domain in which each of these outcomes must be mastered.


8.1.1. STUDY THEME 1: Engineering and society

Sub-Theme Source Description

Engineering in history and the modern era (1 lecture)

Kotzé Chapter 1

The technological formulation of human society

The scientific revolution and the rise of capitalism

The industrial revolution

Innovators and steam power

The spread of industrialization

Case study: The Panama canal

Kotzé Chapter 2

The automobile industry and changes in production

Engineering and infrastructure

From early flight to the space program

Electronic industry and development of computers

Modern manufacturing

System theory and system engineering

Taylor scientific management

Innovation, development and technology transfer (1 lecture)

Kotzé Chapter 4

The innovation process

Invention

Innovation

Design

R&D

Effects of trends and cycles

Essential interactions and driving forces

Social context of innovation

Consumer rights, product liability

Kotzé Chapter 5 Economic definition of development

Social implications of under development

Development of underdevelopment

Foreign aid and debt crisis

Broader definition of development

Range of technologies

Technology transfer

Global engineering practice

SABS Standards (1 lecture)

Class notes Guest lecture


Explore the impact of technology on society

Learning outcomes:

1. Understand the importance of the impact of engineering and technology on society.

2. Act accordingly

Self-study:

Read through Kotzé chapters 1, 2, 4 and 5


8.1.2. STUDY THEME 2: Engineering and the Environment


Mathematical Growth (1 lectures)

Kotzé Chapter 10

Exponential Growth

Resource Consumption

Population Growth

Human Population Growth

Air Pollution (2 lectures)

Kotzé Chapter 14

Emissions

Pollutants

Pollutions in Megacities

Motor Vehicles emissions

Sources

Point Source Gaussian Plume Model

Water Pollution (2 lectures)

Kotzé Chapter 12

Pollutants

Groundwater

Aquifers

Hydraulic Gradients

Darcy’s Law

Contaminant Transport

Control of Groundwater Plumes

Water Quality Control (1 lectures)

Kotzé Chapter 13

Wastewater systems

Water Treatment Systems

Hazardous Wastes

Land disposal

Solid Waste (1 lectures)

Kotzé Chapter 15

Types

Waste Management

Source Reduction

Recycling

Materials Recovery

Waste-to-Energy

Landfills


Explore the impact of technology on the environment

Learning outcomes:

1. Understand the importance of the impact of engineering and technology on the

environment

2. Act accordingly

Self-study:

Pre-Read through Kotzé chapters 10, 12-15 to prepare for class


8.1.3. STUDY THEME 3: Engineering on a personal, cultural and social level


Philosophy of engineering (1 lecture)

Kotzé Chapter 6

What is philosophy

Branches of philosophy

Discovery in science

How do we know? – Epistemology

Free will and determinism

Sociological insights (1 lecture)

Kotzé Chapter 3

Sociological imagination

Social stratification

Gender differentiation

Racial and ethical differentiation

Consumerism and advertising

The social importance of work

What motivates engineers

Social power

Redefining engineering

Risk (1 Lecture)

Kotzé Chapter 8

Global Warming

Impacts on Society

Costs

Kotzé Chapter 11

Perspective on Risk

Perception of Risk

Risk Assessment and Characterization

Hazard Identification

Ethics and professionalism (1 lecture)

Kotzé Chapter 7

Ethics and social responsibilities

Codes of Ethics

Ethics and the role of the expert

What is professional

The characteristics of modern professionals

Engineering associations


Explore the personal, social cultural values and requirements of those affected by engineering

activities.

Learning outcomes:

1. Understand the importance of the personal, social, and cultural requirements of those

affected by engineering activities.

2. Understand the importance of the personal, social and cultural values of those affected

by the engineering activities.

3. Act accordingly

Self-study:

Read through Kotzé chapters 3, 5 & 6


8.1.4. STUDY THEME 4: Occupational Health and Safety Act


Occupational health

and safety act

(2 lectures)

Class Notes

Kotzé Part 4

Guest lecture


Understand and know how to apply the occupational health and safety act.

Learning outcomes:

1. The student must be able to apply his knowledge of the OHSA to a realistic/real life situation.

Self-study:

www.labour.gov.za

8.1.5. ELO7 Test/Exam Rubric

The following Rubric is to be applied for a semester test/exam in conjunction with the

formal memorandum of the test/exam. In order for the student to pass ELO7, he/she

will need to achieve a minimum of

2 Yes’s for the Rubric AS WELL AS a minimum of 50% for the test/exam

Assessment Criteria Reference Yes No

Does the student show an understanding of the impact of

technology on Society?

i.e.: Is the student able to reflect on the importance of local

and global projects on the progression of society?

Section 1

Can the student use his/her knowledge of Occupational

Health and Public Safety and apply this knowledge to a

realistic scenario/real life situation?

i.e.: Can the student apply the OHSA to a case study?

Section 2

Is the student aware of the impact of Engineering Work on

the Physical Environment?

i.e.: Is the student able to mitigate negative effects of

Engineering activity on the physical environment?

Section 3

Can the student identify the interpersonal effect of

Engineering Activity on a personal, social and cultural level?

i.e.: Can the student identify possible conflicts within a

workforce/local community due to Engineering activity?

Section 4

http://www.labour.gov.za/


8.2. Module Composition (ELO8) – Group work

Students have been randomly grouped into multidisciplinary groups and must

complete a paper project. The project topic will be given to each group. Each group

will share a Teaching Assistant with 13 other groups and must use the Teaching

Assistant to guide them through the project. The lecturers will be available at all times

to provide additional guidance to all groups as necessary.

The students will need to submit a protocol to their Teaching Assistant. Within the

protocol, the group will need to explain in their own words what their project is about

and provide a work breakdown structure indicating which group member is

responsible for specific tasks. It is critical that the groups complete this task as soon as

possible as it is the foundation of project.

Over and above this, groups will be require to keep a logbook documenting all the

group activities during the semester as well as individual group work interaction forms

documenting how each group member interacted with each other.

At the end of the semester the groups will present their work in the form of a project

data pack (semester mark) and oral presentation (exam).

8.2.1. Report Submission

Groups will be given an opportunity to submit their reports from as early as 28

September 2015. Any groups that do so will receive a weighted bonus score for the

early submission. The final submission date is 26 October 2015.

Students must please note that the bonus score CAN NOT BE USED TO HELP YOU

PASS. i.e. if you achieve a mark lower than 50% for your group report/individual

report, the bonus score will not be used to increase your mark to a pass mark.

The weighted bonus mark schedule is as follows:

Submission Date Bonus Score

28 September 2015 15% (weighted)

12 October 2015 10% (weighted)

19 October 2015 5% (weighted)

26 October 2015 0%


8.2.2. “Firing” a group member

Individual group members can be fired by their colleagues. Please note that this

will lead to that group member failing the module.

A group member can only be fired if:

a) The group member received two written warnings (a written warning must

be delivered to the student in person in the presence of a lecturer) stating

the reason of the warning, with proof i.e. missed deadlines.

b) On his/her 3rd offence the student can be asked by the group to attend a

disciplinary hearing – a lecturer/Teaching Assistant must be present at this

hearing.

Please note that the availability of this tool is not to be taken lightly. Firing a group

member would mean that that person FAILS the module automatically. However,

experience has shown that some students choose to ignore deadlines etc. at the

detriment of the group.

This tool is to be used with maturity, honesty and professionalism.

8.2.3. Study Themes

Four study themes will be discussed randomly throughout the semester and will

provide the students with the tools and templates to complete the semester

project.

Theme Source

1. Systems engineering and sound

engineering practice.

Class Notes

2. Working in a team and presenting

your work.

Kotzé Chapters 16, 17

3. Technical report writing Kotzé Chapters 18, 19, 20, 21

4. Basic Project management Class Notes


8.2.4. Important Due Dates that must be met

ACTIVITY RESPONSIBILITY DUE DATE

1 Students to confirm their group number and

group topic on ClickUP and arrange first

meeting. The Project Manager/Leader should

be appointed immediately.

Individual Members BEFORE 20 July 2015

2 Groups meet their project Teaching Assistant

(TA) and clarify their group topic.

Project Group 20 July 2015

3 Submit Project protocol with work break down

structure to TA for approval

Project Group

End of Class 27 July

2015

4 Each group member must have completed

their research for their part of the project

Individuals 10 August 2015

5 All necessary interaction between group

members must have taken place by now i.e.

given each other the necessary information so

that you can complete your individual

technical work

Individuals 31 August 2015

6 Group to finalise compilation of consolidated

group report

Project Manager/Project

Group

14 September 2015

7 Groups can submit their reports to their TA for

a bonus score. NOTE: The bonus score

CANNOT be used to help you pass the project.

Project Group 28 September 2015

8 LAST DAY for project data pack submission. Project Manager/ Project

Group

26 October 2015

9 Oral Exam. Project Group/Individual 6 November 2015


8.2.5. Project Protocol

The protocol is the agreement between the group and the Teaching Assistant

[Lecturer] regarding the scope of work. Once the protocol has been accepted by

both parties, it cannot be altered unless a formal paper trail is in place and

signed off by the Teaching Assistant.

The protocol must be a one page document stating the project topic, the scope

of the project, its’ objectives, user requirements and deliverables. It was also

contain the work break down structure of the project.

Details regarding the format of this document will be discussed during the

introductory lecture.

The protocol must be filed in the log book

8.2.5.1. Work Breakdown Structure

The work breakdown structure will consist of a project schedule and a

responsibility matrix

The project schedule should be in the form of a detailed Gantt chart.

The responsibility Matrix must clearly highlight the role of each team

member as per the systems engineering principles (i.e. Project leader,

lead design engineer etc.). It is the responsibility of each team member to

clearly incorporate his role and responsibilities in the scope of the

project.


8.2.6. Groupwork Interaction Form

The group work interaction form will be discussed during Class. The format of

the document can be found in Appendix A.

This document must be filed in the logbook

8.2.7. Project Data Pack

The final project data pack must consist of the following

1) The group report.

2) The group log book.

3) All the group members “Discipline specific engineering report”

4) All the group members “Group work interaction form”

5) All the necessary assessment rubrics’

6) A Compact disk of the complete data pack.

8.2.7.1. The group report:

The group report is a formal technical report and should clearly and

professionally communicate the project to the reader.

The group report will be assessed using the “Group assessment rubric” in

appendix C.

Report Parameters

1. English ONLY

2. 10-15 Pages

3. Bound

4. Plagiarism will not be tolerated

5. Formal TECHNICAL Report

6. Referencing as per the Vancouver convention

7. 3rd Person ONLY

8. Font: Arial or Calibri

9. Heading Text Font Size: 14 or 12

10. Body Text Font Size: 12

11. 1.15 Line spacing


8.2.7.2. Group Logbook

Students are required to manage the progress of their project utilising a

group logbook. The purpose of the logbook is to record decision making and

group communication throughout the duration of the semester and to

demonstrate the group’s ability to keep a paper trail. Communication is the

key to the success of the group project.

The group logbook should contain:

1. All students’ names and student numbers on the cover of the book.

2. A copy of the project protocol as submitted at the beginning of the

semester

3. A copy of the work breakdown structure as submitted at the beginning of

the semester

4. Minutes of meetings,

5. Notes and comments of all key decisions made,

6. Any changes in topic/scope (signed off by lecturer),

7. Any other relevant information.

8. The logbook must be an A4 book.

9. The logbook must be submitted with the hard copy of the report.

8.2.7.3. Individual discipline specific engineering report

Each student must write a report summarizing al the engineering activities

that he/she performed (in accordance to the “Responsibility Matrix”) for the

project.

Examples of “engineering activities” include: calculations, designs,

simulations, summary of literature reviewed, layouts etc etc.

Examples of non-“engineering activities” are: Compilation or editing of

reports, posters or presentations, general management and non-project

related logistics.

This document must showcase the student’s skill in his own engineering field.

Report Parameters

1. English ONLY

2. 10-15 Pages

3. Bound

4. Plagiarism will not be tolerated


5. Referencing as per the Vancouver convention

6. 3rd Person ONLY

7. Font: Arial or Calibri

8. Heading Text Font Size: 14 or 12

9. Body Text Font Size: 12

10. 1.15 Line spacing

8.2.7.4. Peer assessment form

Each student must complete the “PEER ASSESSMENT FORM” in appendix B

using the “PEER ASSESSMENT RUBRICS” in appendix C. This is where the

student scores himself in terms of his/her contribution to the semester

project as well as each and every other peer in the group.

Please note Peer Assessment Forms should be handed in at the Oral exam. A

sliding scale per group will be used to determine the result of the rubric. The

mark you were awarded in the Oral Exam will be considered as your

benchmark score.

Your Peer assessment mark will be calculated as follows:

8.2.7.5. Group and individual assessment rubrics’

To ease assessment, please include:

One copy of the rubric “PROJECT REPORT RUBRIC – GROUP

ASSESSMENT” with the title box already completed.

For each group member a copy of the rubric “PROJECT REPORT RUBRIC –

INDIVIDUAL ASSESSMENT” with the title boxes already completed in your

data pack.

8.2.7.6. Compact disk

A soft copy backup of the project data pack.


8.2.8. Oral Exam

Each group must produce PowerPoint type presentation to an examination

team. The team will consist of internal lecturers from the University of Pretoria

as well as external industry representatives.

The presentation will be assessed using the rubric “ORAL RUBRIC”. Students are

to study this rubric in detail in order to comprehend how they will be assessed in

the exam.

The presentation will take place during exams and the time and venue of this

presentation will be communicated closer to the end of the semester.

8.2.9. Objectives of the Oral

1. Presentation aids will graphically communicate the work completed by the

group.

2. Oral will verbally communicate the work completed by the group.

a. Each student must be able to answer technical discipline specific

questions posed to them by the examination team.

b. Each student should be able to show an understanding of the other

disciplines of Engineering with which he came into contact.


APPENDIX A: Groupwork Interaction Form Page no ___ of ____

UNIVERSITY OF PRETORIA IMPACT OF ENGINEERING – MIA 320

GROUPWORK INTERACTION SHEET

Student: Student number: Project name: Group number:

Discipline:

Interaction with external consultants or stakeholders

Name of activity Name of Contact Date of initial contact

Information received

Example: Obtain bolts prices

Acorn Fasteners 02 May 2013 M4 Stainless not in stock, replaced with M4 galvanized

EXPAND AS NEEDED

Interaction with other team members

Name of activity Name of Contact Date of Information supplied / received

Brief description of Information exchanged

Example: Design intercooler

Sarah Johnston (Chemical)

5 May 2013 Discussed the working fluid R 410 refrigerant was chosen

Design intercooler Johannes Smith (Industrial) And Thabo v.d.Merwe (Mechanical)

12 May 2013 Discussed the mounting of the intercooler

10x M4 Galvanized bolts. PCD = 20mm

EXPAND AS NEEDED

__________________________

Signature of student


APPENDIX B: Peer Assessment Form Please use the peer assessment rubrics in appendix C to score yourself and your fellow group members out of 100

Name of Student Submitting Peer

Assessment:

Student Number:

Group Number:

Self-Score ( /100):

Peer’s Name Peer’s Student Number Peer’s Score ( /100)

1

2

3

4

5

6

7

8

9

10

11

12


APPENDIX C: Assessment Rubrics for the Semester Project

Three rubrics will be used to assess the semester project. Students are to study these rubrics

thoroughly to understand what is expected of them. The rubrics clearly state how marks will be

allocated to the semester project.


GROUP REPORT RUBRIC – GROUP ASSESSMENT

Group Number:

Criteria Description Poor

0%-39% 1

Borderline 40%-49%

2

Satisfactory 50%-59%

3

Good 60%-69%

4

Very good 70%-74%

5

Excellent 75% and higher

6

Points Earned (/120)

Satisfac-tory?

Report content quality

The quality of the problem solution is assessed. The results as presented in the report are compared to the Project Protocol where the problem definition was stated.

0 - 12 The report content is poor. The problem statement is not addressed at an acceptable level. There is clear evidence that insufficient effort was put into the project.

12 – 15 The project report content is mediocre. The problem statement has been addressed but poorly. It is clear that the group did not put sufficient evidence into the project.

15 – 18 The project report content is adequate, neither good nor bad. The problem statement has been addressed adequately. All obvious facets of the report are not present.

18 – 21 The project report content is good. The problem statement has been addressed adequately. All obvious facets of the report are present.

21 – 23 The project report content is very good. The problem statement has been addressed very well. All obvious facets of the report are present.

23 - 30 The project report content is very good. The problem statement has been addressed very well. Both the obvious and obscure facets of the report are present.

Systems Engineering

Evidence of the use of the Systems Engineering process is assessed.

0 - 8 There is no evidence that a systems engineering approach has been used. The principles of systems engineering has been ignored.

8 – 10 There is little evidence that a systems engineering approach has been used. The group does not show an understanding of system engineering principles.

10 – 12 There is some evidence that a systems engineering approach has been used. The group show a simple understanding of systems engineering.

12 – 14 There is evidence that a systems engineering approach has been used. The group shows a good understanding of the system engineering principles.

14 – 15 There is good evidence that a systems engineering approach has been used. The group shows a good understanding of the system engineering principles.

15 – 20 The group has effectively used a systems engineering approach to complete the project. The group has shown an exceptional understanding of the system engineering principles.


Multidisciplinary Teamwork

This criterion deals with the groups’ ability to implement a multidisciplinary project effectively.

0 – 12 Some multidisciplinary facets (excluding some of those where there is no expert within the group) have been addressed.

12 – 15 At least four multidisciplinary facets (excluding some of those where there is no expert within the group) have been addressed adequately.

15 – 18 All multidisciplinary facets (excluding some of those where there is no expert within the group) have been addressed well.

18 – 21 All multidisciplinary facets, including some of those where there is no expert within the group (such an Environmental considerations and Public Safety), has been addressed well.

21 – 23 All multidisciplinary facets, including some of those where there is no expert within the group (such an Environmental considerations and Public Safety), has been addressed very well.

23 – 30 All multidisciplinary facets, including all of those where there is no expert within the group (such an Environmental considerations and Public Safety), has been addressed exceptionally.

Referencing

Ability to reference in accordance with the requirements of the Vancouver Convention.

0 – 4 None to minimal evidence of referencing in accordance to the Vancouver Convention.

4 – 5 Poor evidence of referencing in accordance to the Vancouver Convention.

5 - 6 Adequate evidence of referencing in accordance to the Vancouver Convention.

6 - 7 Substantial evidence of referencing in accordance to the Vancouver Convention.

7 – 7.5 Good evidence of referencing in accordance to the Vancouver Convention.

7.5 - 10 Exceptional evidence of the required referencing for the Vancouver Convention.

Ability to adhere to plagiarism policy.

0 – 4 Major evidence of plagiarism.

4 – 5 Substantive evidence of plagiarism.

5 – 6 Some evidence of plagiarism.

6 – 7 Little evidence of intended plagiarism.

7 -7.5 Very little evidence of intended plagiarism.

7.5 – 10 No evidence of plagiarism.

Editing and Communication Skills

Ability to meet the requirements for spelling, typing grammar, sentence construction and punctuation. Continuity of report when considering different disciplines of Engineering.

0 – 4 Major errors in spelling, typing, grammar, sentence construction and punctuation. Report very disjointed, does not make sense.

4 - 5 Frequent errors in spelling, typing, grammar, sentence construction and punctuation. Report disjointed, does not flow well, obvious discontinuity between different discipline contributions.

5 – 6 Problematic spelling, typing, grammar, sentence construction and punctuation. Report somewhat disjointed, flow between paragraphs/ subsections poor.

6 – 7 Minor spelling, typing, grammar, sentence construction and punctuation errors. Report flows well, continuity between different disciplines acceptable.

7 – 7.5 Accurate spelling, typing, grammar, sentence construction and punctuation. Report flows very well. Good communication between different engineering disciplines evident.

7.5 - 10 Outstanding spelling, typing, grammar, sentence construction and punctuation. Report layout outstanding. Clear with good continuity. Good communication reflected in report.


Ability to present the assignment in accordance with the required format with regard to technical care (e.g. cover page; declaration of own work; font size; line spacing; table of contents; list of references and structure).

1 - 4 Poor evidence of meeting the minimum technical care requirements.

4 – 5 Very limited evidence of meeting the minimum technical care requirements.

5 - 6 Limited evidence of meeting the minimum technical care requirements.

6 - 7 Adequate evidence of meeting most of the minimum technical care requirements.

7 – 7.5 Evidence of meeting all the minimum technical care requirements.

7.5 - 10 Evidence of excelling in meeting the minimum technical care requirements.

Score (/120)

/120

Total towards semester mark (max 36%)


PROJECT REPORT RUBRIC – INDIVIDUAL ASSESSMENT

Student Name:

Student Number:

Group Number:


0%-39% 1

Borderline 40%-49%

2

Satisfactory 50%-59%

3

Good 60%-69%

4

Very good 70%-74%

5

Excellent 75% and higher

6

Points Earned (/80)

Satisfactory?

The student’s individual contribution to the project is assessed with respect to content.

Using the “discipline specific engineering report”: Assess the students’ ability to address the problem statement specific to his/her discipline of engineering.

0 – 18 Information is inappropriate and does not indicate comprehension/ understanding of the problem. Unable to apply any discipline specific knowledge.

18 - 20 Little information is appropriate and indicates limited comprehension/ understanding of the problem. Unable to apply sufficient discipline specific knowledge.

20 - 22 Some information is appropriate and indicates some comprehension/ understanding of the problem. Able to apply some discipline specific knowledge.

22 - 24 Most information is appropriate and indicates a fairly clear comprehension/ understanding of the problem. Able to apply an appropriate amount of discipline specific knowledge.

24 - 25 All information is appropriate and indicates a clear comprehension/ understanding of the problem. Able to apply any clear, appropriate discipline specific knowledge.

25 - 30 Additional information is presented and indicates an integrated comprehension/ understanding of the problem. Able to apply any discipline specific knowledge.

Using the “discipline specific engineering report” and the “group work interaction form”: Assess the students’ ability to think critically when considering other disciplines of engineering.

0 –1 8 No integration or synthesis with other disciplines of engineering. No conclusions and recommendations. None to minimal integration of theory and practice.

18 - 20 Poor integration or synthesis with other disciplines of engineering. Poor conclusions and recommendations. Poor integration of theory and practice.

20 - 22 Little integration or synthesis with other disciplines of engineering. Vague conclusions and recommendations. Vague integration of theory and practice.

22 - 24 Relevant integration or synthesis with other disciplines of engineering. Relevant conclusions and recommendations. Adequate integration of theory and practice.

24 - 25 Little integration or synthesis with other disciplines of engineering. Vague conclusions and recommendations. Vague integration of theory and practice.

25 - 30 Outstanding integration or synthesis with other disciplines of engineering. Thought provoking conclusions and recommendations. Excellent integration of theory and practice.


The student’s individual contribution to the project is assessed with respect to time management.

Using the “discipline specific engineering report,” “group work interaction form” and “group logbook”: Assess the student’s individual contribution to the project with respect to time management

0 – 4 Evidence that the student did not completed tasks by the set deadlines and that the group had to adjust deadlines or group responsibilities because of this person’s inadequate time management.

4 – 5 Evidence that the student rarely completed tasks by the set deadlines and that the group had to adjust deadlines or group responsibilities because of this person’s inadequate time management.

5 – 6 Evidence that the student tended to procrastinate or hold the group back, but met most his/her deadlines. The group had to at times adjust deadlines or work responsibilities because of this person’s procrastination.

6 – 7 Evidence that the student usually utilised time well throughout the project/task to meet his/her deadlines. Rarely procrastinated. Group did not have to adjust deadlines or work responsibilities because of this person’s time management.

7 – 7.5 Evidence that the student always utilised his/her time well throughout the project/task to ensure deadlines were met. Group did not have to adjust deadlines or work responsibilities because of this person’s time management.

7.5 – 10 Evidence that the student always utilised his/her time well throughout the project/task to ensure deadlines were met. Also evidence that the student championed the progress of the group and ensured that all deadlines were met. Group did not have to adjust deadlines or work responsibilities because of this person’s time management.

The student’s individual contribution to the project is assessed with respect to his/her ability to communicate

Using the “discipline specific engineering report,” “group work interaction form” and “group logbook”: Assess the student’s individual contribution to the project with respect to the students’ ability to communicate.

0 – 4 It is not possible to determine the student’s discipline of engineering from his/her method of communication. There are no entries from the student in the group logbook.

4 – 5 The student’s study direction is vague... The student communicate does not communicate on a professional level. There is no evidence of multidisciplinary communication skills. There are one or two entries in the logbook from the student.

5 – 6 It is somewhat clear from the student’s ability to communicate what his/her discipline of engineering is. The student does not communicate professionally. There is very little evidence that the student is able to communicate across engineering disciplines. The

6 – 7 It is clear from the student’s ability to communicate what his/her discipline of engineering is. The student, to a certain degree, is able to communicate professionally and across engineering disciplines. The student used the logbook – all the required entries

7 – 7.5 It is clear from the student’s ability to communicate what his/her discipline of engineering is. The student communicates professionally and is able to communicate across engineering disciplines. The

7.5 – 10 It is clear from the student’s ability to communicate what his/her discipline of engineering is. The student communicates professionally. The student has exceptional multidisciplinary communication skills. The student


student made some notes in the group logbook.

are there. student used the logbook– all the required entries are there.

used the logbook – all the required entries are there.

Score (/80) /80

Total towards semester mark (max 24%)


ORAL RUBRIC

Group Number:


1

Below average

2

Satisfactory

3

Above average

4

Exceptional

5

Points Earned (/100)

Satisfactory?

Presentation of group

This criterion deals with the groups’ oral presentation; verbal and non-verbal behavior in communicating with the examination team; self-confidence, enthusiasm, professionalism, dress and time management.

0 – 4 Poor verbal communication; inappropriate non-verbal behaviour with no/ very little eye contact with the examination team. No confidence, enthusiasm or professionalism. Many disturbing mannerisms. Poor time management.

4 - 8 Unclear verbal communication; poor non-verbal behaviour with little eye contact with the examination team. Little/no confidence, enthusiasm or professionalism. Some disturbing mannerisms. Problems with time management.

8 - 12 Average communication skills; acceptable non-verbal behaviour with some eye contact with the examination team. Some confidence, enthusiasm and professionalism. Few disturbing mannerisms. Reasonable time management.

12 - 16 Good communication skills; appropriate non-verbal behaviour with good eye contact with the examination team. Confidence, enthusiasm and professionalism to a great extent. Minimum disturbing mannerisms. Good time management.

16 - 20 Exceptional communication skills; proper and appropriate verbal behaviour with eye contact with the examination team. Fully confident, enthusiastic and professional. No disturbing mannerisms. Excellent time management.

Use of media

This criterion deals with the ability to present subject matter creatively by using appropriate and quality media.

0 – 8 No degree of media usage skill; no media or media inappropriate/ of bad quality.

8 - 16 Limited degree of media usage skill; little media – not fully appropriate/ of poor quality.

16 - 24 Some degree of media usage skill, partially appropriate media; quality of media acceptable.

24 - 32 Well-skilled in the use of media; media is appropriate and of good quality.

32 - 40 Exceptional skill in the use of media; media is excellent, creative appropriate and of exceptional quality.

Contents of presentation

This criterion deals with the ability to synthesise/ integrate various sources of information and present it visually and aurally.

0 - 8 Poor ability to present the project and integrate information on the topic in a logical and coherent manner.

8 - 16 Limited ability to present the project and integrate information on the project in a logical and coherent manner.

16 - 24 Good ability to present the project and integrate information on the project in a logical and coherent manner.

24 - 32 Very good ability to present the project and integrate information on the project in a logical and coherent manner.

32 - 40 Exceptional ability to present the project and integrate information on the project in a logical and coherent manner.


Score (/100) /100

Total towards exam mark (42% max)


PEER ASSESSMENT RUBRIC Criteria Description Low Performance

1

At or Below Average

2

Satisfactory

3

Exemplary Performance

4

Points Earned

Role

Contribution

The level at which the student contributed to the Project Report within his/her group with respect his/her predefined role. Student met deadlines as set out by group.

1 – 10

Rarely provided useful ideas when participating in the group. Refused/Sometimes refused to participate or reflected a negative attitude. Other team members had to assist with his/her role in the project. Did not meet deadlines.

11 - 20

The team member contributed to the group report but it was not in line with the quality of the report. Sometimes provided useful ideas when participating in the group. Missed deadlines sometimes.

21 – 30

The team member contributed to

the group report sufficiently, in line

with the team vision/mission.

Usually provided useful ideas when

participating in the group. A strong

team member who did what was

required and sometimes more.

Only missed one or two deadlines.

31 – 40

The team member went above and

beyond, contributed to more roles

than necessary. Always provided

useful ideas in the group. A definite

leader who contributed a lot of

effort.

Did not miss any deadlines.

Oral

contribution

The level at which the student contributed to the Presentation within his/her group.

1 – 5

The team member did not

contribute to the

Presentation sufficiently

6 – 10

An unsatisfactory team member who did what was required for the oral preparation with minimal effort.

11 – 15

A satisfactory team member who did what was required for the oral preparation.

16 – 20

A team member who contributed

more than necessary to the oral

preparation.

Report editing

and

referencing

(Quality of

work)

The level of quality demonstrated in the student’s work.

1 – 5

Provided work that usually

had to be checked/redone

by others to ensure quality;

did not reference in

accordance to the

Vancouver convention

6 – 10

Provided work that

occasionally had to be

checked/redone by other

group members to ensure

quality; Team member edited

his/her contribution poorly,

referencing was ok.

11 – 15

Provided work that was regarded

by other team members as

quality/acceptable. Provided a

meaningful contribution to the

group. Referencing was completed

at an acceptable level.

16 – 20

Provided work that was regarded

by other team members as

exemplary, of the highest quality

and value adding to the outcomes

of the group. Team member also

took it upon his/herself to

complete the overall edit of the

Report.

Ability to

work with

individuals

The level of collaboration shown by the student when

1 - 5 The team member rarely listened or respected other team members’ ideas. Took

6 - 10 The team member occasionally listened and respected other team

11 - 15 The team member usually listened and respected other team members’ ideas. Took

16 – 20 Always listened and respected the other team members’ ideas. The team member always took


and the group working with other group members

no responsibility for others’ learning and development with respect to multidisciplinary learning. Did not engage as a team player.

members’ ideas. The team member sometimes took responsibility for others learning and development; Sometimes engaged as a team player in achieving group goals and tasks.

responsibility for others learning and development most of the time; the team member engaged as a team player in achieving group goals and tasks.

responsibility for others learning and development; Always engaged as a team player in achieving group goals and tasks.

Score /100

Total towards Mark (max 9%)

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