2012/13 Energy and Building Services Engineering

You must satisfy the General Entrance Requirements for admission to a first degree course and hold GCSE passes in English Language and Mathematics at grade C or above (or equivalent).

A level
A minimum of 270 UCAS Tariff Points to include grades BC in GCE A level, in Mathematics and a Science (one from Chemistry, Biology, Physics, Design Technology, Engineering, Environmental Science).

Irish Leaving Certificate
A minimum of 270 UCAS Tariff Points from 5 or 6 higher level subjects to include grades BBCCC in Mathematics and two other subjects from Economics, Technology, Geography, Physics, Chemistry, Biology, Construction and Engineering.

BTEC National Diploma
Successful completion of BTEC National Diploma in Construction or Building Services related course with D, M, M profile to include Distinctions in Applied Mathematics and Merit in any two from Structural Mechanics, Building Services and Environmental Science. If offering alternative modules please contact the Faculty Office.

Higher National Diploma
Successful completion of HND with 2D, 3M, 1P OR 1D, 5M including maths (excluding common skills modules) from final year for Year 2 entry.

Foundation Degree
Successful completion of Foundation Degree in Building Services and Renewable Energies with an average of 60% or above for year 2 entry and successful copletion for year 1 entry.

Full-time. Four years (including placement year).

The Energy & Building Services Engineering programmes provide graduates with an in-depth knowledge of building services engineering and energy including environmental systems relevant to the built environment. Building Regulations, the UK’s Climate Change Act and the EU Energy Performance of Buildings Directive (EPBD) mean that the energy efficiency of both new and existing buildings must be improved. By 2016 all new dwellings must be ‘net zero carbon’, and all non-domestic buildings ‘net zero carbon’ by 2010 according to the 2010 EPBD revisions. There is also a need to reduce the energy consumption in existing buildings if the UK is to reduce carbon emissions to 20% of the 1990 level.

You will have high levels of competencies in the design and sizing of heating and cooling systems for buildings, electrical and energy supply and use, and water supply and disposal both in buildings and complete systems. You will be aware of the legislative drivers that affect the built environment and the need for a radical and sustainable approach to building services if the environmental impact of existing and new buildings is to be dramatically reduced. Renewable Energy systems are an increasing focus for the delivery of zero carbon energy and you will have competences in the utilisation and building/site integration of these technologies.

A number of themes run through the programmes and provide a developmental continuum. The main themes are Energy, Building Services, Engineering Principles, Sustainability and Management.

The main focus of the structure of the programmes are seen as follows:
Level 4: Fundamental knowledge and science
Level 5: Engineering solutions from the science
Placement: Initial exposure to putting engineering knowledge into practice
Level 6: Innovation, Management and Design

Year 1
This year gives an essential raft of design-supporting elements. Engineering and scientific theory is central to the content and delivery of modules such as Electrical and Environmental Engineering Science, Energy Mechanics and Comfort, while the tools to facilitate a detailed Design are introduced in Engineering Mathematics, Building Environmental Design and Building Elements. Theory is supplemented by an introduction to the design of elements of heating, electrical, sanitation and building systems. Written and oral communications are emphasized, also using the student-centred personal development system. Software packages introduced to the students include Hevacomp and IES-VE as well as AutoCAD and AutoCAD REVIT.

Year 2
This is a technically based year containing a combination of engineering theory, analytical content and elemental design in the core subjects of Thermal Plant and Systems, Public Health Engineering, Thermophysics and Controls and modules related to fire protection and intelligent buildings. Appreciation of the application of sustainable development is grounded in aspects of water and wastewater studies and Engineer and the Environment, while Health and Safety features in the Fire module, all providing a backdrop and synergy for a holistic approach to design. Lighting and Acoustics module introduces daylighting and this is augmented with a introduction to daylight simulation modelling.

Year 3
The Industrial Placement Year is an integral part of the course. This year has been found to enhance the awareness of energy, environmental, building services and design, the need to attend to health and safety matters, and the essential need to consider the ‘prudent use of natural resources’, especially energy conservation and renewal. Benefits include access to working with other professionals in the design environment, teamwork in activities such as Design, Installation, and Survey are normally accrued in this year.

Year 4
This year brings several aspects of design-related studies together, notably in the context of good practice in sustainability engineering and with design in mind. Elemental design is continued in HVAC and Energy Systems, the re-named Sustainability Engineering and Energy Systems & Management, but students are expected to demonstrate a greater use of independent study, appreciation of the context of studies and ability to synthesise information to provide balanced judgements. Design Evaluation module provides an environment in which you are subjected to design evaluation activities to ensure that building services engineering systems and designs are fit for purpose. The module is based around an existing building with a substantial building services requirement. You are required to review the existing system design through design investigation, site measurements and monitoring and post-occupancy evaluation, report upon the findings and re-engineer the building services through a conceptual approach, embracing the issues that affect the modern building services industry.

Applicants who have successfully completed studies equivalent in content and level to the Year 1 modules are considered for direct entry into Year 2. Students may transfer to the programme on good academic standing from other courses in the School or University on condition that they meet the entry requirements of the course.

BEng students can progress to level 6 of the MEng programme if they achieve a overall average mark of 60% or above in all level 5 modules.

The Energy Institute and the Chartered Institution of Building Services Engineers re-accredited the programme in 2011. Graduates meet the academic requirements for corporate membership of these institutions, and may obtain Chartered Engineer status after at least four years professional practice and further study of a recognised Masters course.

Embarking upon a career in Energy and Building services can open a wide variety of career choices. A career path may have a mechanical, electrical or public health engineering of a building. You will be responsible for making a building habitable. You will work with architects, structural engineers and quantity surveyors in the design and construction of buildings. You will also have a growing role in the deployment of renewable energy systems and, sustainability and energy efficiency in buildings. You will be playing a key role in delivering the low carbon environment which will aid in combating climate change, fossil fuel depletion and reductions to fuel poverty.

The career development depends on the choice of specialisation and professional qualifications gained from appropriate professional body. Opportunities also exist to continue studies through the PhD research programmes in energy, infrastructure and sustainability issues.

This course is linked with MEng Energy and Building Services Engineering. They share a common 1st and 2nd year. Good grades through 1st and 2nd year may allow for transfer to the MEng.

In Years 1 and 2 the emphasis are based upon knowledge acquisition and understanding using formal lectures, tutorials, laboratories and coursework. As students progress through level 4 into level 5, more student centred teaching strategy is employed to encourage students to focus on autonomous learning through individual reading, research, laboratory experimentation and design. There are mixture of individual and groupwork so that personal and inter-personal skills are developed.

Teaching methods include lectures, tutorials, practical work carried out in the laboratory and field, directed reading, individual and group design work, case studies, seminars, studio work, design/problem solving assignments, and IT based resources and research project.

Assessment is designed to incorporate diagnostic, formative and summative approaches. A wide range of assessment methods are utilised at different levels of the course linking teaching and learning strategies to ensure an appropriate level of rigour. The assessment methods include examination, coursework, essay, individual project and group project, case studies, site visit, seminar presentations, engineering laboratory report, computer simulation exercise, portfolio, problem solving, poster, class test, peer assessment, oral test, multiple choice questions, literature reviews, design and dissertation.

Faculty Office
Jordanstown campus
Tel: +44 (0) 28 9036 6521
Email: adbe@ulster.ac.uk

Course Director
Dr Jayanta Mondol
Tel: 028 9036 8037
Email: jd.mondol@ulster.ac.uk

• Chartered Institution of Building Services Engineers
• Faculty webpage
• School webpage