Syllabus for Independent Project in Materials Engineering

Självständigt arbete i teknisk fysik med materialvetenskap

  • 15 credits
  • Course code: 1TM000
  • Education cycle: First cycle
  • Main field(s) of study and in-depth level: Technology G2E

    Explanation of codes

    The code indicates the education cycle and in-depth level of the course in relation to other courses within the same main field of study according to the requirements for general degrees:

    First cycle
    G1N: has only upper-secondary level entry requirements
    G1F: has less than 60 credits in first-cycle course/s as entry requirements
    G1E: contains specially designed degree project for Higher Education Diploma
    G2F: has at least 60 credits in first-cycle course/s as entry requirements
    G2E: has at least 60 credits in first-cycle course/s as entry requirements, contains degree project for Bachelor of Arts/Bachelor of Science
    GXX: in-depth level of the course cannot be classified.

    Second cycle
    A1N: has only first-cycle course/s as entry requirements
    A1F: has second-cycle course/s as entry requirements
    A1E: contains degree project for Master of Arts/Master of Science (60 credits)
    A2E: contains degree project for Master of Arts/Master of Science (120 credits)
    AXX: in-depth level of the course cannot be classified.

  • Grading system: Fail (U), Pass (G)
  • Established: 2009-08-24
  • Established by:
  • Revised: 2018-08-30
  • Revised by: The Faculty Board of Science and Technology
  • Applies from: week 30, 2019
  • Entry requirements:
  • Responsible department: Department of Materials Science and Engineering

Learning outcomes

On completion of the course, the student should be able to:

  • work and communicate within actual projects according to a preliminary plan employing a systematic approach,
  • search and acquire the knowledge necessary to conduct a project,
  • plan engineering projects based on their goals, a methodology, a timeline and a budget,
  • organise systematically and report, both orally and in writing, the results of a project, presenting them to an academic as well as non-academic audience,
  • define the importance of sustainable development and discuss the importance of various roles in a groupwork, including leadership and diversity in a project work,
  • provide constructive critique to oral and written presentations of peers.


The course includes a series of lectures, seminars and group activities which develop tools that eventually support the implementation of a larger engineering project conducted by students on behalf of industrial partners, including a pre-study, planning, execution and final delivery of results. The course starts with a smaller project aimed at training students to work in project form. The aforementioned tools provide students with basic competence on how to plan and execute projects, with a focus on communication, collaboration, project management and presentation techniques. Knowledge in specific technological domains enter the course either as pre-knowledge or as areas which students are expected to develop during the course as part of their specific industrial projects.


The course is conducted to a larger extent as a project where at least six students form a project team. Teaching consists of lectures, laboratory sessions, seminars and group tutorials. Invited speakers present industrial projects.


In order to pass the course, students are required to actively take part in the planning and execution of the project, as well as to participate in all other mandatory moments. Project execution is followed up and evaluated at specific milestones, where students present to the teachers (and to peer groups) the progress achieved in the project, how this follows the timeline planned, as well as how students act in order to address possible delays. The examination also includes oral and written presentations of the project, including individual reflections in writing. Students are also required to conduct an active opposition of another team's project work. 
If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the disability coordinator of the university.

Reading list

The reading list is missing. For further information, please contact the responsible department.