Engineering Science paper
Guidance Notes
TENSILE TESTER KIT ES6
© TecQuipment Ltd 2012 Do not reproduce or transmit this document in any form or by any means, electronic or mechanical, including photocopy, recording or any information storage and retrieval system without the express permission of TecQuipment Limited.
TecQuipment allows you to print and photocopy this document only for use with the Engineering Science Kits.
TecQuipment has taken care to make the contents of this manual accurate and up to date. However, if you find any errors, please let us know so we can rectify the problem.
TecQuipment supply a Packing Contents List (PCL) with the equipment. Carefully check the contents of the package(s) against the list. If any items are missing or damaged, contact TecQuipment or the local agent.
DB/1012
Guidance Notes Page 1 of 22
ES6 Guidance
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Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
The ES6 Kit – What is it and what can it do? . . . . . . . . . . . . . . . . . . . . 6
List of Experiments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
General Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
The Work Panel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Using the Tensile Tester . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Specimens . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Accurate Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Other Things You May Need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Notation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Stress (σ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Strain (ε) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Elastic Deformation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Actual and Nominal Strain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Plastic Deformation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Elongation and Percentage Elongation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
Guidance Notes Page 3 of 22
Guidance Notes Page 4 of 22
ES6 GuidanceIntroduction
Introduction These Guidance Notes introduce you to the theory for a set of experiments in an engineering science topic. You fit different parts of your kit to a Work Panel to do an experiment. Figure 1 shows a typical experiment.
Figure 1 A Typical Experiment
Each kit can do one or more experiments and each experiment has Worksheets that tell you how to do the experiment. You must use the Worksheets with the Guidance Notes as they:
• Introduce the parts in the kit, and list the experiments that it can do.
• Give you important information you need to do the experiments or complete your Worksheet.
Work Panel
Part of your Kit
Guidance Notes Page 5 of 22 22
ES6 GuidanceThe ES6 Kit – What is it and what can it do?
The ES6 Kit – What is it and what can it do? Understanding the strength of materials and how they react to applied loads is very important to scientists and engineers. This kit includes a tensile testing machine that allows you to do tests on several common materials.
The tensile test is a destructive test that adds an increasing axial (tensile) load or force to a material specimen, while measuring its elongation. The tests help you to find the yield strength, tensile strength and elongation (an indication of ductility).
The kit comes in a plastic box with a lid and contains all the parts you need to do the experiments shown in Table 1. Refer to the Parts List in your kit to see what parts are included.
Your tutor may decide to ask you to do all the experiments or just a few. You must be sure what you need to do.
List of Experiments
Table 1 List of Experiments
Experiment
Does my teacher need me to do this experiment?
Have I got the Worksheet?
Tensile Test – Steel Specimen
Tensile Test – Aluminium Specimen
Tensile Test – Duralumin Specimen
Tensile Test – PVC Specimen
Guidance Notes Page 6 of 22
ES6 GuidanceGeneral Notes
General Notes
The Work Panel
Figure 2 The Work Panel Mounted in Two Typical ways (Portrait and Landscape)
The Work Panel mounts on its Supports in different ways as needed by each experiment. The Worksheets show you which way TecQuipment recommends you to fit the Supports but you may find an alternative that fits better on your desk. To change how the Supports hold the Work Panel, ask your Teacher or a classmate to help you hold the Work Panel while you change the Supports around. However you mount the Work Panel, you must always use two Thumbscrews and Thumbnuts to hold each Support to the Work Panel.
Supports
Thumbscrews
Guidance Notes Page 7 of 22 22
ES6 GuidanceGeneral Notes
Using the Tensile Tester
Figure 3 Front View of the Tensile Tester
The Tensile Tester is simple to use. Two chucks hold a specimen (see “Specimens” on page 11). The Load Nut at the top of the tester pulls the top chuck upwards, pulling the specimen up by 1 mm per complete turn. The Load Nut has a small notch and a scale divided into ten increments that helps you to see how far you have turned the control on each turn (each increment shows an upward pull of 0.1 mm).
The bottom chuck connects to the two large springs. A Dial Indicator measures the deflection of the springs as you apply force. The springs obey Hooke’s Law, so the measurement from the Dial Indicator helps to show force.
The Top Plate works with a vertical scale to help you to remember how many turns you have done with the Force Control (one turn = 1 mm).
Load Nut
Dial Indicator
Springs
Load Nut Scale
Top Chuck
Bottom Chuck
Vertical Scale
Top Plate
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ES6 GuidanceGeneral Notes
Fitting or Removing a Specimen
Figure 4 Remove the Safety Guard and Use the Hexagon Tool (supplied)
To fit a new specimen or remove a broken specimen, remove the Safety Guard and use the Hexagon Tool to undo the specimen fixings and refit them on the new specimen.
When fitting a new specimen, you may need to turn the Load Nut a few turns for the specimen to fit correctly.
Refit the Safety Guard.
Guidance Notes Page 9 of 22 22
ES6 GuidanceGeneral Notes
Setting the Dial Indicator to Zero
Figure 5 Turn the Outer Bezel
When you fit a new specimen, carefully turn the force control clockwise until the Dial Indicator just starts to show a movement and the notch of the Force Control points to one of the ten marks of its circular scale. Now turn the outer bezel of the dial indicator so that its pointer aligns with the 0 (zero) value.
Measuring Extension and Force
Extension (mm) = Number of Turns of Force Control (mm) – Dial Indicator Reading (mm)
For example – if you have turned the control three complete turns and the Dial Indicator reading is 2.83 mm, then the extension = 3.00 – 2.83 = 0.17 mm.
The Dial Indicator also gives an indication of the force applied to the specimen. The springs have a combined spring rate of 100 N/mm. The Dial Indicator gives a direct reading of the change in spring length, so each mm it changes by is equal to a change of force of one hundred Newton.
Force (N) = Dial Indicator reading (mm) x 100
For example – assuming you have correctly set the Dial Indicator to zero and it reads 2.83 mm after you apply the force, then the force is 283 N.
CAUTION
Never try to test specimens other than those supplied by TecQuipment. You could break the tester.
Do not apply loads of greater than 1000 N.
WARNING Always fit the safety guard before testing a specimen.
Never use the tester without correctly fitting the safety guard.
Guidance Notes Page 10 of 22
ES6 GuidanceGeneral Notes
Specimens
To test a particular material, it must be prepared in the form of a specimen. In real applications, specimens may be cut from a sample of a real part. For the tests with this kit, the specimens are specially made from different materials:
• A basic aluminium alloy
• Duralumin – a high specification aluminium alloy
• Mild steel – a basic steel alloy
• PVC (polyvinyl chloride) – a common thermoplastic
Duralumin and aluminium are very similar, so to help you, TecQuipment have put a small notch in the aluminium specimens. The steel specimens are heavier than the others and you can use a magnet (not supplied) to confirm they are made of steel. The PVC specimens are lighter in weight than the others and have a non metallic colour (usually black).
TecQuipment make the specimens to fit in the machine. Each specimen has a large flat area at each end connected by a thin section. The machine holds the flat areas and stretches the thin section. This thin section is the ‘gauge length’.
For your calculations, you will need to accurately measure the dimensions of your test specimens using the Dial Caliper supplied. Figure 6 shows the nominal dimensions for reference. To help easily compare results, all specimens have the same nominal dimensions.
Figure 6 Nominal Specimen Dimensions
NOTE The PVC specimens may have a thin plastic film stuck to them, to help protect their surface from scratches. Remove this film before testing.
(Gauge length)
Notch (only in aluminium specimen)
Guidance Notes Page 11 of 22 22
ES6 GuidanceGeneral Notes
Accurate Results
For best results:
• Do not rush your experiment.
• Double-check each reading.
• Repeat the experiment if you are not sure of your results.
Do not expect your results to be exactly as shown in the theory. Theory always shows ‘perfect’ or ‘ideal’ results, based on perfect scientific conditions. Your ‘actual’ results will be slightly different to theory, based on the accuracy of the equipment and how carefully you
do your experiment.
You may learn more about your experiments by making and finding mistakes than getting things right first time!
Guidance Notes Page 12 of 22
ES6 GuidanceGeneral Notes
Other Things You May Need
These are things that are not in the Kit but you may need to complete your experiments. You should already have these things as part of your normal student equipment (pencil case) or your teacher may supply them:
Table 2 Other Things you May Need
Part Image
Pencil
Guidance Notes Page 13 of 22 22
ES6 GuidanceGeneral Notes
Guidance Notes Page 14 of 22
ES6 GuidanceTheory
Theory
Notation
Table 3 Notation
Symbol Meaning Units
Α Area m2
F Force N
σ Stress N/m2 or Pa
ε Strain –
Guidance Notes Page 15 of 22 22
ES6 GuidanceTheory
Stress (σ)
Shown by Equation 1, this is the force applied to a material over a known area.
(1)
Figure 7 Force and Area
Compressive stress is where the material is compressed. It usually has a negative value. Tensile stress is where the material is stretched. It usually has a positive value.
For the specimens in the kit, the area is the cross-sectional area of the thinnest part of the specimen along the gauge length, so:
(2)
Units of stress are usually N/m2 or Pa. Alternative divisions of these units are N/mm2 and megapascals (MPa).
1 MPa = 1 N/mm2
NOTE In reality, as a specimen stretches, its cross-sectional area decreases, which has a reciprocal affect on the stress. It is normal in tensile tests to assume a constant cross-sectional area.
σ ForceArea acted on by the force —————————————————————=
Ar ea
A
Force F
Force F
σ FA —=
Guidance Notes Page 16 of 22
ES6 GuidanceTheory
Strain (ε)
Shown by Equation 3, this is the change in length (distortion caused by stress) of a material over its original length.
(3)
Figure 8 Change in Length
(4)
Because strain is the ratio of two distances, it is dimensionless (it has no units). However, since measured strain is usually very small it is often shown in the form of ‘microstrain’ (με) = strain x 10-6.
Compressive strain is where the material has compressed. It usually has a negative value. Tensile strain is where the material has stretched. It usually has a positive value.
ε Change in LengthOriginal Length ——————————————-=
Force F
Force F
Original length L
Change in length l
ε lL —=
Guidance Notes Page 17 of 22 22
ES6 GuidanceTheory
Elastic Deformation
When you apply a force to a material it will stretch (change its length). If the material is perfectly elastic, then when you remove the force, the material will return to its original length and shape. Because the stress and strain directly relate to force and change in length, we can also say that as the stress increases, so does the strain.
For most engineering materials with a moderate stress, the stress and the strain are proportional, ie an increase in stress give a corresponding increase in strain. Materials that follow this relationship are said to obey Hooke’s Law.
Figure 9 Stress Against Strain
The ability of a material to resist strain for a given stress is called its stiffness. The stiffness of a material is given by its Young’s Modulus (E) named after the English Physicist Thomas Young. It is simply the ratio of stress to strain, or in other words the gradient of the stress strain graph. Stiffness should not be confused with strength, a material can be stiff but weak and vice versa. Common Engineering materials like Aluminium alloys have very similar stiffness’s but their strengths can vary hugely dependant on what the pure aluminium is mixed with and how the material is processed.
Actual and Nominal Strain
For most materials, strains in the elastic region for most materials are extremely small. For the size specimens we use in the ES6 machine they are in the order of microns (one micron equals one thousandth of a millimetre or one millionth of a metre) to find the actual strain an expensive, accurate and delicate device called an extensometer is used. This attaches directly across the gauge length of the specimen measuring only the amount the specimen stretches (and nothing else). Since most tensile testing machines (and the ES6 Machine) measure the strain via the chucks and the body of the machine the amount of movement in the machine itself is also included in the measurements. This of course does not affect the stress measurement, only the strain. To avoid confusion this total strain is referred to as the nominal strain. We cannot use the nominal strain to find accurate results for the Young’s modulus, but we can use the gradient of the Stress and Nominal strain plot to be a useful comparison of the stiffness of a number of different materials.
Plastic Deformation
Most materials behave perfectly elastically up to a certain stress. After this stress they no longer obey Hooke’s Law. That is to say that if we remove the load after this point the material does not return to its original length and shape. At this point the material is said to have ‘yielded’. The value of stress at this point is called the Yield Stress. After this point there is often only a relatively small increase in stress with a
Stress ( )�
Strain ( )�
Gradient = =� �/ E
Guidance Notes Page 18 of 22
ES6 GuidanceTheory
corresponding large increase in strain. This is called plastic deformation. The plastic deformation continues until eventually the material breaks. The maximum stress before the material breaks is called the tensile strength or ultimate tensile strength.
Figure 10 Stress and Strain Chart
Most engineering materials have both elastic and plastic characteristics. Materials which stretch very little once they have yielded (if they do at all) tend to be called brittle, whilst ones that stretch a lot tend to be called ductile. Examples of brittle materials are bricks, concrete and cast iron. Examples of ductile materials include mild steel, aluminium and most thermoplastics.
Typical Charts
Figure 11 Typical Aluminium and Steel Charts
Figures 11 and 12 show typical charts for tests on different materials. They may be of simple force against extension or more usually, stress against strain. Aluminium alloys normally produce charts with a clear yield
NOTE Do not confuse the terms ‘plastic’, ‘plasticity’ or ‘plastic region’ with the word ‘plastic’ used to describe the specimen material type (for example – metal or plastic specimens).
S tr
e s s
Strain
Elastic Region
Plastic Region
Yield PointYield
Stress
Tensile Strength
Snap
Load or
Stress
Extension or Strain
Elastic Region
Plastic Region
Yield Point Load or Stress
Extension or Strain
Elastic Region
Plastic Region
Yield Point
Aluminium Alloys Mild Steel
Guidance Notes Page 19 of 22 22
ES6 GuidanceTheory
point and a non-linear plastic region. Steel and other iron-based metals can give an extended yield point before entering the plastic region (determined by the way the steel is processed – cold drawn or heat treated). Most thermoplastic materials are very ductile and reach a maximum tensile strength at the yield point, then drop slightly and continue stretching with lower force in the plastic region.
Figure 12 Typical ThermoPlastic Chart
Extension or Strain
Elastic Region
Plastic Region
Yield Point
Plastics
Load or
Stress
Guidance Notes Page 20 of 22
ES6 GuidanceTheory
Elongation and Percentage Elongation
Figure 13 Elongation
Elongation is a simple value, often stated as an indication of ductility. You find it by subtracting the final length of the gauge length of a test specimen (after it has broken) by its original gauge length. You will need to carefully push the two pieces back together at the fracture point to measure the final length. The vertical scale on back of the tester should also give a reasonable indication of the elongation after fracture if you turn the force control back until the two pieces meet at the fracture.
The elongation is the difference between the final length and the original length.
To calculate the value as a percentage:
Worked example:
Length of test section before test = 31 mm Length after test = 33 mm Elongation = 33-31 = 2 mm. %Elongation = [(33-31)/31] x 100 = 6.45%
Original Gauge Length
Final Gauge Length
Elongation
Fracture
Elongation Final Length – Original Length=
%Elongation Final Length – Original LengthOriginal Length ————————————————————————– 100×=
Guidance Notes Page 21 of 22 22
ES6 GuidanceTheory
Guidance Notes Page 22 of 22
Introduction
The ES6 Kit – What is it and what can it do?
List of Experiments
General Notes
The Work Panel
Using the Tensile Tester
Specimens
Accurate Results
Other Things You May Need
Theory
Notation
Stress (s)
Strain (e)
Elastic Deformation
Actual and Nominal Strain
Plastic Deformation
Elongation and Percentage Elongation
Module Learning Outcomes
1. Apply force vectors in the analysis of the system of forces acting on a particle in static mechanics.
2. Use knowledge of system of forces and material properties in the analysis and design of structures.
3. Solve kinematic problems involving uniform motion.
4. Apply appropriate engineering methods and principles in the analysis of engineering processes in a practical and experimental setting.
Required Task
You are required to:
1. Attend all practical sessions and submit complete laboratory work book
2. Write a 2000-word Laboratory report (worth 40% )
You are required to complete and write a Lab report that demonstrates the following:
1. An understanding of the engineering principles
2. Clear structure with an introduction, main body and conclusion.
3. Accurate referencing using the CU Harvard referencing guide.
4. Ability to carry out an experiment, data acquisition and processing.
5. Apply a relevant formula (e) to compare your experimental results with theoretical calculation
Tips for writing your Lab report
• Download and read the lab sheets before attending the lab sessions.
• Complete the laboratory exercises, with the help of a demonstrator at the time allocated in the module’s scheme of work.
• Take comprehensive notes during the lab sessions to help when writing your final report.
• Submit your report through Moodle; this must be done in advance of the deadline to avoid a penalty.
• The deadline to submit your report is 08/06/2018.
Assignment Brief
Background
Energy is a fundamental concept in the studies of the physical sciences (and, as a consequence, of the engineering practices). Although difficult to formulate in words, energy is deeply rooted in the studies of Dynamics as the quantification of the potential for motion associated with a force (or a system of forces). There are countless examples illustrating how energy changes from one form into another, yet obeying a basic principle, which establishes equivalence between the forms. In other words, energy is not created nor lost, but conserved. The proposed experiment provides means for illustrating the principle of conservation of energy and how phenomena pertaining to physical sciences can be modelled with this principle.
Requirement
1. Plot the “force versus extension” curve for a spring extended under the effect of hanging weights. The figure must include a title and the axes must be properly labelled.
2. From your data determine:
a) The spring constant.
b) Determine the energy stored in the spring, as it is deformed.
c) Calculate the potential energy associated with the “weight drop” procedure.
d) Compare the results for the elastic potential energy with the ones for the gravitational potential energy.
e) Elaborate an analysis of the experiment under the principle of conservation of energy.
3. Following the instructions for carrying out your experiment, answer the following question: upon dropping the weight and letting it hit the table, the weight hanger bounces back upwards, but does not hit the table a second time. Why?
Guidance notes and considerations
1. Suggested form for reports:
a. Cover: A special cover page should be provided for each laboratory report. It should show the course code, experiment title, and student ID.
b. The report should also include table of content, list of figures and tables with page numbers.
c. Summary/Abstract: This should contain the summary of all your work highlighting the aims and outcome of experimental findings and results. It provides, in brief sentences, an overview of the whole document.
d. Introduction: Give a statement of the Objectives of the lab experiment, its industrial application and benefits to engineering and design.
e. Theory: This section will need more information than is available in the laboratory hand-out. Entire background theory should be explained here; all equations and sample calculations should be accurately detailed here. Always use SI units and include them in each equation. Be sure to attain yourself to the relevant topics associated with your practice, though.
f. Equipment and Procedure: Report on the material used, kind of testing apparatus, and principal features of the test. Each report should be structured so that the reader will understand how the experiment was performed, what the results are, and what they mean. This will often require you to restate or repeat certain information which appeared in the laboratory hand-out. However, you should provide an account of the procedures for setting up and carrying the experiment, for data analysis, data collection and data representation, and not simply insert the instructions for operating the kit (or devices) deployed in your experiment.
g. Experimental Results: The main purpose of the Results section is to report and analyse data from the lab. State the principal findings and refer to tables or diagrams (if any) where details may be found. Sometimes the best way to show experimental results is with a figure which contains a plot of the data. Include a suitable chart title. Make sure to label the horizontal and vertical axis and identity the units. Identify and label all critical points
h. Discussion: Compare your results with those given in lecture or other references. Give reasons for discrepancies if serious differences appear to exist. Compare the different forms of energy associated with the experiment, experimental procedures, machine parts, etc. Comment on the theoretical principles guiding the practice. Mention possible limitations of the experiment/resources.
i. Conclusion and Recommendation: Summarise the key findings of your practice. Be concise, effective and attain yourself to the results of your experiment. Provide recommendations, if associated to your findings or stemming from them.
j. Appendix: Schematic sketches (or photos) of special apparatus and tables can be put in an appendix if you wish. This is also a good place for sample calculations. In general, do not include all computations, merely one complete set. Always include the data sheets you used to collect data during the laboratory session. It is recommended that you make a copy or PDF of the data sheets before handing in the original data sheet with the report.
Note: A report template that will serve as guidance will be made available on Moodle.
Useful sources:
www.sciencedirect.com
MOODLE UPLOAD INSTRUCTIONS
1. MAX 20 MB FILE SIZE Each assignment file should be uploaded to Moodle WELL before the submission deadline time.
2. IF MOODLE IS NOT WORKING If Moodle is not working or you have difficulties uploading your files, please try again later as Moodle should become operational again within 24-48 hours. You can email the teachers if you experience Moodle problems – but just please upload your files to Moodle in the normal way when it becomes operational again-before deadline. You are allowed to resubmit your assignment until final deadline.
3. NON-SUBMISSIONS Non-submissions will be deemed absent (AB), will receive a “0” mark, but this will not prevent your entitlement to a free resit at the next assessment opportunity, with the module mark being capped at 40% maximum.
SUBMISSION INSTRUCTIONS:
1. BACK UP You are strongly advised to keep your own personal back up copies of all files in a separate and safe location in case of loss.
2. STRUCTURE & LAYOUT Written report should have a logical structure, be page numbered, contain a contents page (indexed to page numbers), a conclusion and a reference list. It should be checked for accurate English grammar, spelling and punctuation.
3. VIRUS CHECK Please virus check your file prior to uploading to Moodle.
4. REFERENCES All material used in your report should be fully cited in your text and be fully listed in your reference list. If you read an original work by one author (primary reference e.g. Smith 2005) in another work (secondary reference e.g. Jones 2009), then both sources must be cited and acknowledged in your reference – for example: a. Smith (Jones 2009) states .……..OR b. Smith’s study in 2005 (cited in Jones 2009) states .…….…..OR c. Jones (2009), in reporting Smith’s 2005 study, states .…..……
5. HARVARD REFERENCING Your reference list should be correctly presented using the CU Harvard (alphabetical) system of referencing. Accuracy and full correct presentation of references is important – please see the CU guidelines on Moodle.
6. ASSIGNMENT ASSISTANCE Assignment assistance and guidance will be provided by relevant tutor. You can also email your tutor to request for further support if the need arise.
7. Turnitin SUBMISSION and avoiding plagiarism: Submit your individual report via the Moodle Turnitin submission link. Coventry University College are very strict on plagiarism, so for your own sake you must ensure that your submission is entirely your own work. cite ALL references and DO NOT COPY OR PLAGIARISE ANY OTHER STUDENTS WORK OR AUTHORS WORDS OR FROM THE INTERNET. You are advised to submit a DRAFT copy of your submission to TURNITIN in order to check and avoid submitting any sections which may contain “plagiarism” or “poor academic practice” or “collusion” (please refer to further “plagiarism avoidance” guidance below).
8. Plagiarism avoidance:
Recommended Referencing Practice – Citations and Quotations
In order to avoid submitting any sections which may contain “plagiarism” or “poor academic practice” or “collusion” it is important that students should adopt the following referencing practice:
CITATIONS: Include an in-text citation (author and year of publication) and give the correct reference at the end of the work for any sources used or referred to or paraphrased in the work but not directly quoted.
QUOTATIONS: Mark up any directly quoted text using “quotation marks” (this enables Turnitin to identify “quoted” sections), add an in-text reference (author, year of publication and page number) and include the correctly formatted reference at the end of the work; Examples of “plagiarism” or “poor academic practice” or “collusion”: a. Excessive and inappropriate use of quotations.
e.g. Where the assessment learning objectives require a student to explain an argument but the student simply copies an explanation from another source, correctly annotating the work as a quotation. b. Quoted sections that are not correctly annotated as quotations (using quotation marks, which will allow Turnitin to identify quoted sections), but where there is an attempt to cite and reference the source. e.g. If a student includes separate paragraphs in the format “In 2005 Smith found evidence that…” and then copies the rest of the paragraph directly from the cited source.
c. Copying material from another source without indicating it is a quotation (indicated by using quotation marks, which will allow Turnitin to identify quoted sections). d. Omitting from the reference list and/or bibliography at the end of a submission any sources that a student has used to help formulate their own answer, even if the actual submission is written in the student’s own words. e. The use of substantial sections of text that have been previously written by others, but with no clear indication that the text is not the student’s own work. f. Copied sections of text from elsewhere without the source and extent of the copied section being clearly indicated in the text of the assignment.
g. Directly copied sections, such as several complete paragraphs, without in-text acknowledgement of the sources used.
h. Collusion e.g. two or more students with similar or identical work, or with large sections of work that are similar or identical in their individual submissions. This can apply to submissions from students studying at the same or different institutions regardless of the dates of submission. There is an exception to where students are legitimately working together on the same project.
*******DO NOT COPY ANOTHER STUDENTS WORK OR PLAGIARISE*******
FEEDBACK: FEEDBACK will be provided as follows: 1. Verbal Feedback on the quality of work submitted & improvement suggestions.
2. Written Structured Feedback via moodle detailing specific suggestions to help improve individual performance.
SOLAR: The official CUC communication advising your final module marks will be posted on SOLAR during the exam board after your taught module.
WHEN YOU ARE NOTIFIED OF YOUR RESULTS ON SOLAR, PLEASE CHECK YOUR MODULE MARKS AND ADVISE YOUR PROGRAMME MANAGER AND THE MODULE LEADER IF YOU BELIEVE ANY MARK IS MISSING OR WRONG. You are advised to notify us within 10 day from the notification on SOLAR.
Submission Guidelines
The assignment should be written in
· Arial 12.
· Double Spaced.
· Justified.
· There should be a title page with the institution name, your student number, the name of the module, the title of the assignment and which number the assignment is (1 of 2) and word count.
· In the footer should be the page number, your name and student number
· What you need to submit: 1 X ELECTRONIC COPY of your report (via Moodle) using provided link (Turnitin link),
Late Submission
If you are not able to complete your coursework on time the ONLY way to receive an extension is to apply at the Customer Service Desk on the ground floor. You will need to provide third party evidence to support your reasoning for requiring an extension.
Your tutor can NOT approve an extension, if you have not completed the official forms your work will count as not submitted and receive zero.
Plagiarism
Please refer to the Plagiarism booklet found on Moodle
Criteria for Assessment
0-39%
40-49%
50-59%
60-69%
70-100%
Academic Rigor
Lacking Harvard referencing of various sources. Fails to achieve module outcomes.
Misspellings, multiple grammatical errors. Some reference but not sufficient use of academic sources. Attempt at Harvard referencing of various sources.
Good piece of work. Some effective Harvard referencing of various sources used. Achieves modules outcomes. Good focus on academic papers.
Very good piece of work. Only a few errors. Very good evidence of independent research undertaken with largely effective Harvard referencing. Well research academic sources.
Excellent piece of work, with a few or no errors. Achieved all module outcomes. Evidence of very good individual research with very effective Harvard referencing.
Content and Depth of Knowledge
Limited knowledge and understanding of well-established theories. Incorrect application to practical scenarios. Not making sense.
Reasonable knowledge and understanding of well-established theories. Some areas of depth. Little or no application in practical scenarios.
Good knowledge and understanding of theories, accurate application in practical scenarios.
Very good knowledge and understanding of key areas with detailed and accurate application in practical scenarios. Different views and perspectives shown.
Excellent knowledge and understanding, exploring and analysing key areas. Very good analysis of key areas and broadened subject.
Critical Analysis and Evaluation
Insufficient or limited ability of problem analysis, solving. Poor expression of ideas.
Some analysis with reasonable depth. Some discussion but insufficient detail. Limited ability of problem analysis/problem solving.
Competent problem analysis/problem solving. Original and retrospective thinking. Good evaluation of key points.
Explores and critically analyses key areas. Justified personal opinions/ideas. Very good recommendations, plans for improvement.
Outstanding ability of problem solving. Original, retrospective thinking. Excellent critical analysis and reflections. Original ideas supported with comprehensive research. Pertinent recommendations.
Presentation and Organisation
Poor structure, accuracy in expression. Very weak academic skills. Organisation and layout not clear. Evidence of lack of understanding of content. Misspellings.
Lacks clearly defined structure. English is acceptable but with misunderstandings, errors in punctuation, grammar, spelling. Weak academic skills.
Appropriate academic and/or technical language. Acceptable structure/accuracy in expression. Acceptable level of academic skills.
Good structure. Very easy to follow. Mainly accurate expressions. Good academic skills. Very good academic and/or technical language, well written.
Exploration that may exceed the brief, Very good academic skills. Presentation is clear, the purpose is defined in a detailed, logical format. Very well structured.
Version 1.0
Page 10 of 10
Author: José Rodolpho de Oliveira Leo
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