MECH ENG 4140 - Sports Engineering III

North Terrace Campus - Semester 2 - 2017

Sports equipment and facilities are an integral part of sportive activity and society. Sophisticated and innovative design of sports equipment and exercise machines enhances the performance of athletes. The huge manufacturing and sales numbers have an impact on the environment. This course introduces the fundamental concepts of 1) aero- and fluid dynamics for sports equipment design, 2) the design of sports facilities and stadia, 3) eco- and sustainable design of sports equipment. Aero- and fluid dynamics includes sports equipment like balls, apparel, and equipment for aeronautical, water, and transportation sports. Sports facilities design includes exercise machines, management and maintenance, as well as safety, structural and energy issues of stadium design. Ecodesign of sports equipment addresses the ecological impact of equipment manufacturing and disposal on the environment and provides solutions for sustainable design.

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Course Details

Course Code	MECH ENG 4140
Course	Sports Engineering III
Coordinating Unit	School of Mechanical Engineering
Term	Semester 2
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 4 hours per week + laboratory classes
Available for Study Abroad and Exchange	Y
Assumed Knowledge	MECH ENG 2019, MECH ENG 2102, MECH ENG 2002, MECH ENG 3101, MECH ENG 3108, MECH ENG 3107
Assessment	assignments, final exam, compulsory laboratory experiments

Course Staff

Course Coordinator: Professor Paul Medwell

Course Timetable

The full timetable of all activities for this course can be accessed from .

Course Learning Outcomes

On successful completion of this course students will be able to:

1	Have a good understanding of the aero- and fluid dynamics of sports equipment;
2	Understand the concepts of designing helmets, racing and swim suits, equipment for transportation sports, aeronautical sports equipment, boats and oars;
3	Understand the principles of sports facilities and stadium design;
4	Understand the principles of eco- and sustainable design;
5	Be capable of designing exercise equipment;
6	Be able to calculate aero- and fluid dynamic properties of equipment;
7	Understand principles of management and maintenance of sports facilities;
8	Understand the principles of holistic innovation of sports equipment and facilities;
9	Be capable of customising sports equipment for elite athletes; and
10	Have had experience with testing of sports equipment.

The above course learning outcomes are aligned with the Engineers Australia .
The course is designed to develop the following Elements of Competency: 1.1 1.2 1.3 1.4 1.5 1.6 2.1 2.2 2.3 2.4 3.1 3.2 3.3 3.4 3.5 3.6

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Deep discipline knowledge informed and infused by cutting edge research, scaffolded throughout their program of studies acquired from personal interaction with research active educators, from year 1 accredited or validated against national or international standards (for relevant programs)	1-4, 7, 8
Critical thinking and problem solving steeped in research methods and rigor based on empirical evidence and the scientific approach to knowledge development demonstrated through appropriate and relevant assessment	2-5, 7-10
Teamwork and communication skills developed from, with, and via the SGDE honed through assessment and practice throughout the program of studies encouraged and valued in all aspects of learning	2-4, 9, 10
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	1, 2, 5 ,7 ,8 ,10
Intercultural and ethical competency adept at operating in other cultures comfortable with different nationalities and social contexts able to determine and contribute to desirable social outcomes demonstrated by study abroad or with an understanding of indigenous knowledges	4, 5, 7-9
Self-awareness and emotional intelligence a capacity for self-reflection and a willingness to engage in self-appraisal open to objective and constructive feedback from supervisors and peers able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate	4, 5, 8-10

Learning Resources

Required Resources

In addition to the resources provided by the 成人大片’s Library service, access to the following texts will be highly beneficial throughout this course:

Grimshaw, P. N., Lees, A., Fowler, N., and Burden, A. (2007) Instant notes in Sport and Exercise Biomechanics. Taylor and Francis, London. ISBN – 1 8599 6284 X.

Hong, Y., editor (2002) International Research in Sports Biomechanics. Routledge Publishers, New York. ISBN – 0415262302.

Subic, A. J. and Haake, S. J., editors (2000) The Engineering of Sport: research, development and innovation. Blackwell Scientific, Oxford, UK. ISBN – 0-632-055634.

Payton, C. and Bartlett, R. (2007) Biomechanical Evaluation of Movement in sport and exercise. Routledge. ISBN 978-0-415-43469-0

Kreighbaum and Smith (1996) Sports and Fitness equipment design. Human Kinetics Publishers. ISBN 0-87322-695-X

Nørstrud H.: Sport Aerodynamics. Springer, Berlin, 2008.

John G et al.: Stadia, a design and development guide; 4th ed., Architectural Press/Elsevier, Oxford, 2007.

Recommended Resources

Please see the learning area for this course.

Online Learning

Please see the learning area for this course.
Learning & Teaching Activities
Learning & Teaching Modes

This course will primarily involve combined lectures and tutorials.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

In addition to lectures and tutorials, students are expected to spend an appropriate amount of time acquiring knowledge pertinent to the course, working on assessments and tutorials, and preparing for and attending examinations.

Learning Activities Summary
Introduction and Overview
- Overview of sports aero- and fluid dynamics
- Overview of sports facilities
Sports Aero- and Fluid Dynamics
Topics will be selected from the following:
- Sport Balls – aerodynamic properties (golf, cricket, baseball, tennis, soccer, rugby)
- Transportation Sports – aerodynamic properties and equipment design (bicycles, racing wheelchairs, bobsleigh, motor sports, ski jumping)
- Apparel – aerodynamic properties and equipment design (helmets, shoes, racing suits, ski boots)
- Aeronautical sports – aerodynamic properties and equipment design (parachutes, paragliders, sports aircraft)
- Biomechanics of swimming
- Swim suits – fluid dynamic properties and equipment design
- Oars – fluid dynamic properties and equipment design
- Boats and yachts – fluid dynamic properties, equipment design and biomechanics
Sports Facilities
Topics will be selected from the following:
- Design of gyms
- Design and biomechanics of exercise machines
- Stadium design (principles, standards, safety, energy, earthquake-proof design, wind-proof design, and case reports)
- Management and maintenance of sports facilities
- Ball management systems
Eco-Design and Sustainable Design in Sports
Topics will be selected from the following:
- Principles of sustainable design
- Principles of eco-design
- Life cycle assessment
- Case reports of equipment design
- Toxicology and environmental impact of rubber (infill of artificial turf, rubber tracks)
- Application of software for eco- and sustainable design
Review
Specific Course Requirements

To be advised.

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assessment Task	Weighting (%)	Individual/ Group	Formative/ Summative	Due (week)*	Hurdle criteria	Learning outcomes
Assignment(s)	10	Individual	Summative	TBA
Laboratory(s)	10	Individual	Summative	TBA
Group Project	30	Group	Summative	TBA
Exam	50	Individual	Summative	TBA
Total	100

* The specific due date for each assessment task will be available on MyUni.

This assessment breakdown complies with the University's Assessment for Coursework Programs Policy.

Assessment Related Requirements

Attendance at laboratory sessions (to be advised) is mandatory.

Assessment Detail

Details of the assessment tasks will be provided.

Submission

All assessable material will need to be submitted by the nominated due dates (to be advised). Late submissions will incur a penalty of 10% per day.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through .

Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.

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Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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