缅北轮奸

ENGR4001: Engineering Science

• Terms Taught: Michaelmas
• US Credits: 5 US Semester credits
• ECTS Credits: 10 ECTS
• Pre-requisites: A Level / high school equivalent maths, physics, subject to agreement of School of Engineering

Course Description

This module aims to provide students with a comprehensive foundation in the fundamental principles of engineering science and to develop an understanding of how these principles govern the behaviour of structures, components, devices, and processes. It builds knowledge of energy transfer, transformation, and conservation across a range of engineering systems, while fostering an appreciation of units, measurements, and typical parameter values encountered in professional practice. The module also cultivates practical laboratory skills, including experimental design, measurement techniques, and data analysis, and contextualises engineering within broader societal and ethical frameworks. In addition, it nurtures critical thinking and analytical reasoning through engagement with complex engineering problems, promotes the effective communication of technical information in a variety of formats, and establishes awareness of health, safety, wellbeing, and sustainability considerations.

Educational Aims

Upon successful completion of this module, students will be able to:

1. Apply knowledge of engineering science to engineering principles across all disciplines and develop a plan to facilitate independent learning as part of CPD.
2. Apply fundamental engineering relationships to derive functionality and behaviour of components, devices, processes and systems.
3. Use practical laboratory and workshop skills to investigate real-world problems.
4. Select and evaluate technical literature and other sources of information to address complex problems.
5. Communicate technical information effectively to expert and non-expert audiences through various formats including documents, presentations and verbal explanations.
6. Evaluate engineering solutions in the context of health, safety and wellbeing considerations.

Outline Syllabus

This module provides a comprehensive introduction to the fundamental concepts and principles that underpin mechanical, electrical and chemical science pertinent to all engineering disciplines.

The mechanical component begins with statics and dynamics of rigid bodies, covering force systems, equilibrium, friction, and motion analysis. Students will learn principles of stress and strain, including axial loading, torsion, and bending.

The electrical component introduces circuit analysis using Kirchhoff's laws and other circuit theorems. Students will learn about passive components (resistors, capacitors, inductors) and their behaviour in DC and AC circuits. The section covers electrical measurements, power concepts, and basic electronic devices. Additionally, students will explore electromagnetic principles and their engineering applications.

The chemical component explores atomic structure, chemical bonding, and periodic table relationships. It covers stoichiometry, reaction rates, and chemical equilibrium with engineering applications. Mass and energy balances are introduced as foundational tools. Material properties are examined in relation to their molecular structure, with emphasis on common engineering materials.

Throughout the module, unifying concepts such as conservation laws, system modelling, and problem-solving methodologies are emphasised. Laboratory work reinforces theoretical principles and develops practical skills. The labs (running over several weeks with the cohort split into 4-6 groups each week) are designed to integrate knowledge across disciplines. Students will conduct experiments, collect and analyse data, and present findings in a structured unified lab report that demonstrates their understanding of engineering science principles.

Assessment Proportions

This module is one of the cornerstone modules in all undergraduate Engineering programmes, providing the fundamental scientific understanding that underpins all engineering disciplines. It is designed to give students a broad understanding of the physical principles that govern engineering systems across mechanical, electrical and chemical domains. The knowledge provided in this module directly supports other first-year modules and is essential preparation for more specialized study at FHEQ level 5 and above.

The techniques introduced in this module and ENGR4004 will be of specific direct use in ENGR5002, ENGR5003, ENGR5004, ENGR5006, ENGR5010, ENG5012 and so content is aligned with these modules. It will also set the basics for most of the other 2nd and 3rd year modules.

The module is to be delivered through three 1-hour lectures per week, in a format wherein engineering theory is presented alongside worked examples demonstrating real engineering applications. These lectures systematically introduce fundamental concepts from mechanical, electrical and chemical engineering, with emphasis on how these interact in practice.

A key aspect of the module is the practical laboratory work, delivered in 1.5-hour sessions every two weeks. These sessions run with 4-6 groups of students per week (depending on cohort size), allowing students to physically observe and test the engineering principles discussed in lectures, while rotating across experimental stations. These labs develop essential practical competencies that students will require for more independent project work in subsequent years, while also allowing them to demonstrate understanding through hands-on application and simulate group dynamics. Over the term, the lab sessions add up to 7.5 hours per individual.

Weekly 1-hour workshops provide structured problem-solving opportunities, where students actively work through exercises with support from academic staff or GTAs. These sessions are crucial for embedding theoretical knowledge through application. Small group tutorials (rotated every 3 weeks) offer more personalized guidance and deeper discussion of concepts. These two items add up to 1.5 hours per week per individual, on average.

The assessment strategy is designed to evaluate both theoretical understanding and practical application of engineering principles. The examination component is a comprehensive final examination that assesses theoretical knowledge across all three engineering disciplines (mechanical, electrical and chemical). A self-assessed mid-semester formative progress test supports this assessment and provides experience of exams and encourages students to reflect on their learning. The progress test also incorporates a significant reflective question regarding the independent learning techniques the students will employ as part of their continuous professional development.

A unified lab report integrates learning across the three disciplines, requiring multiple questions per discipline that relate directly to the laboratory work.

Written or verbal feedback will be provided for all assessments, enabling students to track their progress and identify areas for improvement. This comprehensive approach ensures students develop both theoretical knowledge and practical competence in fundamental engineering principles, preparing them for more specialized study and enhancing their employability through transferable analytical and practical skills.

ENGR4002: Engineering Skills

• Terms Taught: Michaelmas
• US Credits: 5 US Semester Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: A Level/ high school equivalent maths, physics, subject to agreement of the School of Engineering.

Course Description

This module aims to provide knowledge and skills to enable students to understand the engineering context of their studies, think and argue critically, and plan and organise their own work efficiently. By developing problem-solving skills across a range of applications in science and engineering, this module also aims to allow students to develop key transferable skills.

Educational Aims

Upon successful completion of this module, students will be able to:

1. Use formal design tools to generate solutions to design problems and communicate those solutions effectively.
2. Use computational programming techniques in order to solve complex problems related to real life applications.
3. Critically evaluate engineering designs in terms of function, manufacture and life cycle.
4. Select and apply appropriate manufacturing techniques to realise their designs and understand the limitations of the methods employed.
5. Function effectively as a member of a team.

Outline Syllabus

This module will introduce students to the formal design process and encourage creativity without bias and enable the appraisal and evaluation of designs in terms of their functionality, manufacture and life cycle. The module teaches digital skills, those pertinent to design and manufacturing and programming skills that underpin data handling, instrumentation and control.

The module starts with an introduction to the formal design process, following with requirement capture and specification and how to approach design optimisation. Skills in engineering models, sketching and computer aided design are developed in lectures and reinforced and supported in practical sessions. Principles of detailed design and tolerances are also covered.

The syllabus includes an overview of the perspective of different approaches to design, that consider more than direct functionality, and that includes sustainability and ease of manufacturing. Manufacturing processes are introduced; focus is mainly linked to how to select a process to match the shape of part required and the material needed – giving real world examples. Skills are developed in basic manufacturing methods, in which the students need to demonstrate competency if they are to use these processes to support their project work in subsequent years.

Digital manufacturing is covered in detail, not only in the skills needed to convert design information into manufacturing instructions (for CNC milling, 2D cutting and 3D printing) but also relating this to important aspects of quality control and metrology. Lab classes are developed to put these skills into action.

Programming lectures deliver an introduction to C, or equivalent, and programming interfaces and aids. Examples are shown and developed for control, data handling, arrays and interfacing with sensors and actuators. Practical classes support students in coding for set problems.

Assessment Proportions

The aim is to develop the student’s familiarity with the physical manifestation of engineering principles through lectures and practical work. This is particularly important for the development (and assessment) of skills and competency so that students can work more independently on their projects in subsequent years.

This module is to be delivered through two 1-hour lectures per week, in a fairly traditional format wherein theory is presented alongside worked examples demonstrating real engineering applications. A mixture of group and individual coursework exercises is the most suitable means by which learning outcomes and competency can be demonstrated and assessed.

The key aspect of the module is the practical classes, delivered in predominantly 90-minute sessions. Four supervised sessions support and help embed the understanding and utilisation of digital tools to support the design process alongside a further five supervised sessions concerning programming skills. Two longer practical sessions are dedicated to hands-on skills development in metrology and manufacturing.

Preparations for the assessments requires significant management of group working and independent study. Written or verbal feedback will be given for all assessments.

ENGR4003: Fundamental Engineering Mathematics

• Terms Taught: Michaelmas
• US Credits: 5 US Semester Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: A Level / high school equivalent maths, physics, subject to agreement of School of Engineering

Course Description

This module aims to provide knowledge and skills in the application of fundamental concepts in mathematics that underpin all of engineering. The module will develop students’ problem-solving abilities through examples and practice calculations. Furthermore, it will increase the students’ confidence and competence in the solution of complex engineering problems and hence enhance their employability by providing both analytical and numerical tools used in many engineering sectors.

Educational Aims

Upon successful completion of this module, students will be able to:

1. Use basic mathematical principles and notations proficiently in the analysis and solution of engineering problems.
2. Implement numerical techniques used in calculus and the solution of differential equations.
3. Apply appropriate analytical and computational techniques to model engineering systems.

Outline Syllabus

This module will cover a number of fundamental mathematical techniques used in Engineering. This will start with a revision of basic maths and algebraic manipulation, polynomials, partial fractions and functions to ensure all students start the module with a common basis. Complex numbers as used in engineering will be covered to support the teaching of electronics and resonant phenomena in other modules. This will cover the most used forms of complex numbers, that is the cartesian, polar and exponential forms of complex numbers.

Calculus and the solution of differential equations is key to most of engineering analysis. To this end, a significant proportion of the module will be devoted to these topics. This will include differentiation, including differentiation as a limit, the chain rule, product rule, logarithmic differentiation and implicit differentiation. Also, integration, especially Riemann integration, integrals of standard functions, and techniques of integration using partial fractions, by part, trigonometric identities, and the approximation of integrals using Simpsons and the trapezoidal rule. Also included are important engineering applications of integration including multiple integrals, mean values and RMS, moments and second moments of area, moments of inertia, centroids and volumes of revolution.

A number of methods to solve ordinary differential equations (ODEs) will be taught. These include initial and boundary value problems, solving first order ODE by direct integration, separable first order differential equations, first order inhomogeneous ODEs, use of integrating factor, approximation of ODEs. The solution of second order ODEs will also be covered including their relation to first order ODEs, solving homogeneous and inhomogeneous second order ODEs, and the approximation of second and higher order ODEs. Numerical solutions of initial value problems will be demonstrated using Euler and Runge-Kutta methods, as well as techniques for the solution of boundary value problems.

Supporting PC-based labs will introduce programming software, e.g. MATLAB, to help visualise mathematical solutions, process data sets and consolidate the learning of analytical and numerical techniques that can be applied throughout their degree and future careers.

Assessment Proportions

This module is one of the most fundamental modules in all undergraduate Engineering programmes. This module aims to provide the fundamental analytical and computational tools required in Level 5 and above. It is an opportunity for students to develop their mathematical literacy in the context of the needs of Engineering. Specifically, the techniques introduced in this module and ENGR4006 will be of specific direct use in ENGR5002, ENGR5003, ENGR5004, ENGR5007 and ENGR5016 and so content is aligned with these modules. It will also support modules in parallel such as ENGR4001 Engineering Science, especially for complex numbers.

This module is to be delivered through 1-hour lectures per week in a fairly traditional format wherein mathematical theory is presented alongside worked examples demonstrating engineering applications. They will also have weekly 90-minute small class (<15 students) workshops supported by an academic or GTA. These sessions will encourage students to actively go through the problems and seek support where needed. These sessions will be further supported by MASH. The techniques developed in these sessions will be assessed by exam at the end of the mofule. There will be a progress test midway through the module in order to give the students practice taking exams and to provide feedback as to their development.

One key aspect of this module is the introduction of the use of programming software (e.g. MATLAB) alongside the development of the analytical tools used in the module. This will consist of practical PC-based 90-minute workshops every other week. While this element is not assessed here (it is assessed in ENGR4006), it is introduced so that students can acquire digital skills in this area, important for employability. It will help students visualise the mathematical concepts, deepening understanding, whilst showing them how to solve problems that go beyond what is possible with analytical techniques.

ENGR4004: Engineering Thermofluids

• Terms Taught: Lent / Summer
• US Credits: 5 US Semester Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: A Level / high school equivalent maths, physics, subject to agreement with School of Engineering

Course Description

This module aims to provide students with a comprehensive foundation in the fundamental principles of thermofluids and to develop an understanding of how thermodynamics, heat transfer, and fluid mechanics are applied to the analysis and design of engineering systems and processes. It strengthens analytical skills through the use of mathematical methods to evaluate energy transformations, heat transfer mechanisms, and fluid flow in thermofluid systems. The module also cultivates practical laboratory skills through hands-on thermofluid experiments, encompassing measurement techniques, data analysis, and clear data presentation, while fostering teamwork and effective communication through collaborative laboratory work.

Educational Aims

Upon successful completion of this module, students will be able to:

1. Apply fundamental thermodynamics, heat transfer, and fluid mechanics principles to demonstrate their relevance to engineering applications.
2. Analyse engineering systems using thermofluid principles.
3. Measure and investigate thermofluid behaviours and parameters using practical laboratory skills.
4. Present experimental results clearly and accurately in written and graphical forms, adhering to technical standards.
5. Collaborate effectively in teams to perform thermofluid experiments, demonstrating communication and coordination skills.

Outline Syllabus

This module introduces fundamental principles and concepts in thermodynamics, fluid mechanics, and heat transfer.

The foundations of thermodynamics are explored through energy, work, and heat, emphasising real-world processes. It also contains laws of thermodynamics and thermodynamic cycles, enabling them to evaluate system performance and efficiency. In parallel, students are introduced to the fundamentals of heat transfer, covering conduction, convection, and radiation, and later applying this understanding to heat exchanger design. Fluid mechanics is introduced through the properties of fluids, pressure measurement, and hydrostatics, then extended to dynamic flow systems, continuity and momentum equations, and flow visualisation techniques. Weekly workshops and hands-on lab sessions complement lectures, supporting students’ development of practical skills in measurement, analysis, and critical evaluation. Students will reflect on their progression toward graduate attributes such as critical thinking, interdisciplinary problem solving, and professional communication, preparing them for advanced modules and real-world engineering challenges.

The laboratory work will consist of 4 lab sessions (running over 4 weeks with the cohort split into 6 groups each week, each session lasting 1.5 hours), which are designed to integrate thermodynamics, heat transfer, and fluid mechanics concepts. Students will conduct experiments, collect and analyse data, and present findings in a structured, unified poster demonstrating their understanding of engineering thermofluids principles.?The structured build-up of concepts ensures students develop confidence and competence in core principles of engineering and thermofluids.

Assessment Proportions

This module covers the core principles of the undergraduate Engineering programmes, providing the fundamentals of thermofluids that underpin all engineering disciplines. It is designed to provide a broad understanding of the systems governing thermodynamics, heat transfer and fluid mechanics. The knowledge provided in this module directly supports first-year modules and stands as an essential preparation for FHEQ level 5 and above. The content introduced in this module will set the basics for most Year II and III modules and is directly relevant to the content in ENGR5002 and ENGR5003.

This module will be delivered through 3x 1-hour lecturesper week in a traditional format. In these lectures, engineering theory will be presented alongside worked examples demonstrating real engineering applications.

The lab sessions will run over 4 weeks with 6 groups of students per week in 1.5-hour sessions, allowing students to observe and test the engineering principles discussed in lectures. These labs develop essential practical competencies that students will require for more independent project work in subsequent years, while also allowing them to demonstrate understanding through hands-on application and simulate group dynamics.

Weekly 1-hour workshops provide structured problem-solving opportunities, where students actively work through exercises with support from academic staff. These sessions are crucial for embedding theoretical knowledge through application.

The summative assessment strategy for the module is below:

• Laboratory books: This will teach students essential skills for scientific practice, foster good habits, and prepare them for challenges in research and professional settings. These lessons extend beyond the lab, influencing their personal and professional development.
• The group assessment: Summary and analysis of lab work, will develop key skills such as teamwork, scientific communication, critical thinking, and professionalism. It also helps students engage more deeply with their lab work, foster collaboration, and prepare them for future academic and professional challenges.
• Final examination: This will evaluate the fundamental concepts covered in the module, comprehensively assessing all elements of thermodynamics, heat transfer and fluid mechanics. This will ensure students develop the necessary knowledge and competence required for their specialised study, enhancing their employability through transferable analytical and practical skills.

ENGR4005: Engineering Systems

• Terms Taught: Lent / Summer
• US Credits: 5 US Semester credits
• ECTS Credits: 10 ECTS
• Pre-requisites: A Level / high school equivalent maths, physics, subject to agreement of School of Engineering

Course Description

This module aims to provide knowledge and skills to enable students to understand the engineering context of their studies, think and argue critically, and plan and organise their own work efficiently. By developing problem-solving skills across a range of applications in science and engineering, particularly addressed to chemical processes and electronic instrumentation, this module also aims to allow students to develop key transferable skills.

Educational Aims

Upon successful completion of this module, students will be able to:

1. Use formal analytical or design techniques to generate solutions to relevant engineering problems, understand the limitations of the methods employed and communicate those solutions effectively.
2. Use analytical, experimental or computational techniques, along with data from technical literature, to solve complex problems related to real life applications.
3. Function effectively as a member of a team.

Outline Syllabus

This module builds on the engineering principles and skills taught in Semester 1 to introduce students to their application into real-world problems, focused on the design and implementation of industry relevant systems. The syllabus is made of two streams, one covering the technology of basic electronic instrumentation including sensor technology, amplifiers, and the fundamental “front-end” circuits. Students will learn how to design, build and test practical circuits that are key components of analogue systems, such as amplifiers and active filters. The second stream focuses on systems within the field of chemical engineering where essential concepts including batch, semi-batch, and continuous processes, as well as purge and recycle streams are fundamental. This section includes material balance and phase equilibrium calculations for steady-state (time-invariant) operations.?This module provides hands-on practical exercises and research workshops to prepare students for the delivery of a group project to put into practice the principles and methods learnt and tackle a complex engineering problem.

Assessment Proportions

The aim is to develop the student’s familiarity with the application of engineering principles and skills for the design of engineering systems through lectures and practical work. This is particularly important for the development (and assessment) of skills and competency so that students can work more independently on their projects in subsequent years.

This module is to be delivered through 2x 1-hour lectures, with additional drop-in sessions (approx. 1-hour per week) in a traditional format where theory is presented alongside worked examples demonstrating real engineering applications.

The key aspect of the module is the practical classes, delivered in predominantly 90-minute sessions and a longer 2 hr session. In the electronic stream, lab sessions will be designed to reinforce the learning of the theoretical principles, understand non-ideal response and limitations of real electronic circuits, and practice on their building and test to interface a sensor. In the Chemical Engineering stream, lab sessions will involve Team Based Learning (TBL) where students answer questions in teams in class and receive immediate feedback

A combination of end of semester examination and coursework is the most suitable means by which learning outcomes and competency can be demonstrated and assessed. The coursework assessment will include a circuit simulation exercise and independent research as part of a larger group project.

Preparations for the assessments requires significant management of group working and independent study. Written or verbal feedback will be given for all assessments.

ENGR4006: Applied Engineering Mathematics

• Terms Taught: Lent / Summer
• US Credits: 5 US Semester Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: A Level / high school equivalent maths, physics, subject to agreement of School of Engineering

Course Description

This module aims to introduce students to the essential mathematical tools used across the engineering disciplines and to develop a strong understanding of the mathematical foundations underpinning core engineering concepts. It explores the origin of key formulae and mathematical relationships that form the basis of engineering analysis, while reinforcing understanding through the application of mathematical principles to real-world engineering problems. The module also develops mathematical problem-solving skills through worked examples and practice calculations, and builds competence in laboratory- and computer-based tools for capturing, solving, and visualising mathematical problems. In doing so, students gain experience in generating and analysing data, trends, and statistics, alongside learning basic programming techniques for implementing mathematical algorithms.

Educational Aims

Upon successful completion of this module, students will be able to:

1. Apply an understanding of basic mathematical principles to engineering problems.
2. Select and apply appropriate computational and analytical techniques to model engineering systems.
3. Analyse and model complex problems to reach substantiated conclusions using first principles of mathematics.
4. Design solutions to real-world problems using the engineering mathematics toolbox.
5. Demonstrate basic problem-solving skills.
6. Present their work in a clear and coherent manner.

Outline Syllabus

This module introduces key numerical and analytical concepts relevant to the engineering disciplines providing a foundation for all engineering programmes. Students will consolidate their skills in the use of:

• Vectors – cross and dot products and examples in engineering
• Coordinates and transformations – cylindrical and spherical
• Matrices – including electrical and mechanical examples
• Statistics – probability and approximations
• Double integration and approximations
• Fourier Analysis
• Laplace Transformations

Tools including MATLAB and Excel will be introduced to both solve mathematical problems, apply mathematical principles to data sets to generate curves, statistics and trends. Basic programming will be taught to implement mathematical algorithms commonly used in the engineering disciplines. Supporting laboratories will involve tasks associated with the visualisation of mathematical solutions and the processing of data sets. The understanding of basic transforms, including those of Laplace and Fourier, will be applied to a range of engineering disciplines.

Assessment Proportions

Lectures - delivered through 3x 1-hour lectures a week in a fairly traditional format wherein mathematical theory is presented alongside worked examples demonstrating engineering applications.

Laboratories - Supporting laboratories will involve tasks associated with the visualisation of mathematical solutions, the processing of data sets and the use of programming techniques to implement solutions on an embedded processor or personal computer.

Workshops - They will also have weekly 90-minute small class (<15 students) workshops supported by an academic or GTA. These sessions will encourage students to actively go through the problems and seek support where needed.

ENGR5001: Control and Robotics

• Terms Taught: Full Year
• US Credits: 5 US Semester credits
• ECTS Credits: 10 ECTS
• Pre-requisites: 1 year of (ChemEng/EEE/MechEng/MXEng/NuclEng), subject to agreement of the School of Engineering 

Course Description

This module aims to introduce key concepts in control engineering and system dynamics, using examples of their application to automation and control challenges across the engineering discipline. It also equips students with the technical knowledge needed for a team-based, interdisciplinary laboratory project, covering topics such as instrumentation, microcontrollers, programming, and hardware-software integration. Students will gain hands-on experience in designing, testing, and refining a mobile robotic system to complete a specified task, such as using sensor data, actuators and simple control systems to navigate an obstacle course.

Educational Aims

Upon successful completion of this module, students will be able to:

1. Develop and analyse models for simple mechanical, electric and electromechanical systems, and discuss the assumptions necessary to develop these models;
2. Analyse feedback systems using Transfer Functions and block diagrams, and design controllers to meet conflicting control objectives;
3. Recognise the importance of securing industrial control systems against cyberattacks, demonstrating a basic awareness of potential vulnerabilities and mitigation strategies;
4. Design, refine and implement an electro-mechanical system, such as a mobile robot, using a systems-level approach, via research, modelling, and logical selection of components and coding/control strategies, to meet functional requirements and other needs, such as maintainability and safety;
5. Communicate efficiently on technical matters, both verbally within the team and through written reports that detail the conception, design, and performance of the system;
6. Effectively organize and contribute to a small engineering team, and demonstrate the importance of embracing equality, diversity and inclusion for the team to work productively.

Outline Syllabus

The module explores the fundamentals of control engineering, alongside a hands-on robotics laboratory project. Control engineering involves using feedback to ensure systems operate reliably and efficiently, with control algorithms that automatically adjust inputs based on the system’s measured output. For the project work, student teams will program a mobile robot tasked with, for example, completing an assault course using on-board sensor data and simple control algorithms.

The syllabus has two parts. The first part covers the dynamic response of systems and control system design. Regarding dynamic systems, topics covered include: mechanistic and graphical modelling for generalised 1st and 2nd order systems; time constants, damping, natural frequency and steady state gain; time and frequency responses, including Bode diagrams; general linear differential equation model, Transfer Functions (using the differential operator) and stability. Control system topics include open and closed loop control; analysis of feedback using block diagrams; proportional, derivative, velocity and integral action; and industry standard PID control. Finally, the importance of securing industrial control systems against cyberattack will be considered.

The second part takes the form of a laboratory robot project that encourages guided independent teamwork. The project involves the design, construction, and testing of a functional electro-mechanical machine. Students can apply the control, electronic, mechanical, and coding skills acquired in this and other modules to the problem set. Selected elements of software and hardware engineering, as directly focused on the requirements of the project, will be introduced. These include microcontroller programming principles and a brief overview of the development cycle. Laboratory classes to manufacture the electro-mechanical machine according to specifications will follow. These require the assembly of working sensors, conditioning circuitry and mechanical subsystems, and the integration of these and the control boards into a complete working system.

Assessment Proportions

The first semester focuses on control engineering, together with an induction to the robot project. Teaching in the first semester is primarily based on technical lectures, supported by guided study and some structured laboratory classes, including use of MATLAB/Simulink for control system design. Formative feedback on this part of the module will be provided via self-marked exercises in selected lectures. The robot project runs through the second semester and is centred around both timetabled practical classes and guided independent teamwork. On-going formative feedback on the robot project will be provided via academic supervision of the practical classes.

The system dynamics and control aspects of the syllabus have a high mathematical content, conducive to individual assessment via in-person examination, i.e. to evaluate the student’s ability to apply concepts, accurately solve problems, and demonstrate logical reasoning for these topics. This part encompasses half of the module content and will be assessed entirely by 2-hour exam.

The robot project in the second semester will be entirely assessed by coursework. This will include an in-laboratory assessment of project execution (including project management, build quality, task completion, successful control, etc.), group laboratory report, and individual critical reflections. The coursework will assess against all the learning outcomes.

ENGR5002: Fluid Mechanics and Mass Transfer

• Terms Taught: Michaelmas
• US Credits: 5 US Semester credits
• ECTS Credits: 10 ECTS
• Pre-requisites: 1 year of (ChemEng/EEE/MechEng/MXEng.NuclEng), subject to agreement of School of Engineering 

Course Description

The first semester focuses on control engineering, together with an induction to the robot project. Teaching in the first semester is primarily based on technical lectures, supported by guided study and some structured laboratory classes, including use of MATLAB/Simulink for control system design. Formative feedback on this part of the module will be provided via self-marked exercises in selected lectures. The robot project runs through the second semester and is centred around both timetabled practical classes and guided independent teamwork. On-going formative feedback on the robot project will be provided via academic supervision of the practical classes.

The system dynamics and control aspects of the syllabus have a high mathematical content, conducive to individual assessment via in-person examination, i.e. to evaluate the student’s ability to apply concepts, accurately solve problems, and demonstrate logical reasoning for these topics. This part encompasses half of the module content and will be assessed entirely by 2-hour exam.

The robot project in the second semester will be entirely assessed by coursework. This will include an in-laboratory assessment of project execution (including project management, build quality, task completion, successful control, etc.), group laboratory report, and individual critical reflections. The coursework will assess against all the learning outcomes.

Educational Aims

Upon successful completion of this module, students will be able to:

1. Apply and interpret key terms, principles and equations associated with fluid statics, dynamics and mass transfer to analyse and solve engineering problems;
2. Use the steady-flow momentum equation to evaluate situations involving fluid flow, calculate forces on submerged bodies and determine pressure drops caused by friction in pipes;
3. Describe and apply the principle of fluid machinery and core equations;
4. Evaluate and execute Computational Fluid Dynamics simulations to solve engineering problems and assess the validity of results;
5. Discuss and apply relevant non-dimensional numbers relevant in fluid dynamics and mass transfer problems, calculate diffusion coefficients, steady-state mass transfer rates, and mass transfer coefficients (M1, M2, M3);?
6. Develop evidence-based arguments, summarise findings, draw conclusions from laboratory work and present results using technical writing language.

Outline Syllabus

Fluid mechanics and mass transfer are fundamental disciplines that every engineer should master, as they govern the movement of fluids and the transport of mass, energy, and momentum across a wide range of applications. This module establishes a strong foundation in fluid mechanics, exploring the nature of fluids as a continuum medium and introducing fundamental properties, such as density and viscosity. The module explores how fluids behave at rest (fluid statics) and in motion (fluid dynamics) while also introducing the basics of fluid machinery. Additionally, the module introduces the principles of mass transfer, which govern the movement of species within and between phases, such as molecular diffusion, convective mass transfer, and interfacial transport. The concepts covered in this module are crucial for a broad range of engineering applications, such as hydraulic systems, automotive and aerospace design, energy production, manufacturing processes and industrial reactors.

Assessment Proportions

The module is delivered through 38 hours of in-person lectures, 6 hours of lab sessions and online asynchronous directed learning:

• The purpose of in-person lectures is to introduce the core concept of the field, illustrate real-world applications and demonstrate worked examples.
• Lab sessions introduce students to both Computational Fluid Dynamics (CFD) and experimental fluid mechanics using a pump rig, reinforcing their understanding while developing essential technical, problem-solving and analytical skills. These activities follow a “learning by doing” strategy, which enhances teaching effectiveness by engaging students in active experimentation and analysis and provides a diverse learning experience.
• Online asynchronous directed learning consists of pre-reading, recorded lectures, and guided tasks that allow students to review key prerequisite concepts at their own pace.

The module employs a mix of both formative and summative assessment feedback throughout the semester.

Formative activities:?

• Exercises and problems will be provided to the students, and the solutions will be discussed in class.
• Team-based learning activities will be conducted during the semester to monitor student learning, provide immediate feedback, encourage student-to-student learning and enhance student attendance throughout the semester.??
• Typical exam-style questions and solutions will be provided in class and online to offer a structured and reassuring opportunity for students to practice and receive quick feedback, helping them gain peace of mind regarding their learning progress and exam preparedness.?
• Office hours give students immediate in-person opportunities to clarify concepts and receive verbal feedback.?

Summative activities:

• Lab-based group report assessment.
• An end of module examination.??

ENGR5003: Thermodynamics and Heat Transfer

• Terms Taught: Michaelmas
• US Credits: 5 US Semester credits
• ECTS Credits: 10 ECTS
• Pre-requisites: 1 year of (ChemEng/EEE/MechEng/MXEng/NuclEng), subject to agreement of the School of Engineering

Course Description

The course is to provide students with a comprehensive understanding of energy exchange mechanisms in engineering systems, focusing on heat and work transfer across different states and phases of matter. The course aims to deliver basic concepts of systems, states, properties, thermal conductivity, heat transfer coefficient, 1st and 2nd laws of thermodynamics, heat transfer analysis and heat exchanger design involving heat conduction, convection and radiation, and essential methods for thermodynamic analysis as well as heat transfer intensification for energy systems and processes. The module will also introduce the concepts of chemical potential, fugacity and activity and their role in both phase and chemical equilibria. Binary interactions will be discussed as an underlying explanation for non-ideal behaviour of pure substances and mixtures. The course also aims to include fundamentals and applications of thermodynamics and heat transfer and more importantly to develop integrated methodology/vision for energy conversion systems, HVAC, chemical separation and renewable energy technologies, bridging theoretical knowledge with practical engineering solutions.

Educational Aims

Upon successful completion of this module, students will be able to:

1. Explain the basic concepts of thermodynamics and heat transfer, including energy, entropy, exergy, chemical potential, fugacity, activity and heat exchange mechanisms;
2. Apply the First and Second Laws of Thermodynamics to analyse energy systems and perform calculations for ideal and real fluids, including gas and steam systems and evaluate and design thermodynamic cycles such as refrigeration, heat pump, and power generation cycles using energy, entropy, and exergy analysis;
3. Analyse and calculate heat transfer processes, including conduction, convection, and radiation, in various geometries and under diverse conditions, and design and evaluate the performance of heat exchangers using principles such as thermal resistance, heat intensification, and key dimensionless numbers (e.g., Prandtl, Reynolds, and Nusselt);
4. Apply knowledge to advanced energy systems, HVAC, and renewable energy technologies, demonstrating an understanding of their practical applications and limitations.

Outline Syllabus

Thermodynamics and heat-transfer deals with energy exchange for substances in the form of heat and work across different states or phases such as solids, liquids and gas as well as properties such as density, viscosity and thermal conductivity. In particular, thermodynamics will cover basic concepts, the 1st and 2nd laws of thermodynamics, measurements and calculation of thermodynamic properties for ideal and real fluids, gas/ steam and refrigeration/ heat pump cycles, and thermodynamic analysis for processes and systems based on energy, entropy and exergy equations. Heat transfer will introduce thermal conduction in different geometries, heat convection in diverse conditions, thermal radiation, and heat exchangers, covering key concepts like thermal resistance, heat intensification, and crucial dimensionless numbers. The module will also discuss advanced and practical energy conversion systems, industrial air conditioning systems, and renewable energy technologies to increase the interpretation of knowledge in thermodynamics and heat transfer for practical purposes.

ENGR5004: Engineering Mechanics

• Terms Taught: Lent / Summer
• US Credits: 5 US Semester credits
• ECTS Credits: 10 ECTS
• Pre-requisites: 1 year of ChemEng/EEE/MechEng/MXEng/NuclEng, subject to agreement of the School of Engineering

Course Description

The module aims to develop students' understanding of the physical behaviour of structural components and their design, with reference to stress and deformations, and to provide mathematical and physical models for the analysis and design of statically indeterminate structures. The module will equip students with knowledge and understanding of the engineering principles of dynamics and the ability to analyse forces arising in a range of engineering components when undergoing planar motion; both underpin engineering design. More generally, the module aims to use examples of such analysis to help develop students’ ability to analyse engineering problems, and to create and design solutions to meet ‘real-world’ engineering needs.

Educational Aims

Upon successful completion of this module, students will be able to:

1. Carry out stress and strain transformation and maximum shear stress calculations;
2. Use differential relationships among bending load, shearing load and cross-section deflection and rotation for the mechanical analysis of beams and shafts;
3. Calculate the deflections and the rotations of statically indeterminate beams and shafts, integrate the governing differential equations, Mohr's theorems and compatibility principles, and analyse the stability of structures at risk of buckling;
4. Use the principles of kinematics to analyse the motion of a particle, and use the principles of kinetics to determine and solve the equations of motion of a rigid body;
5. Use energy principles to determine dynamic forces in simple rotating machinery and understand the concept of static and dynamic imbalance;
6. Adopt whole system solution approaches to mechanical design, e.g. design systems with given strength, rigidity and stability specifications, fulfilling safety and other requirements.

Outline Syllabus

This module provides students with a thorough understanding of the foundational principles of engineering statics and dynamics, preparing them to analyse and design advanced engineering systems. Content is broadly divided into two themes, with topics covered including, for example:

• Statics: static indeterminacy of structures subjected to complex loading; stress fields with centrifugal loads; equations of elastic curves; stress and deformation with combined loads; shear stress field in beam cross sections; deflections, strain and stress in statically indeterminate structures subject to axial, bending, and shear loads; differential relationships among bending load, shear load, and deflections in loaded beams; buckling.
• Dynamics: rectilinear and curvilinear motion; relative motion and translating axes; kinetics of a particle; kinetics equations of relative motion; planar kinematics of a rigid body; absolute and relative motion; instantaneous centres; equations of motion; general planar motion of a rigid body; energy methods; moment of inertia; balance of rotating masses; and extension of kinetics to 3D motion.

Assessment Proportions

The module learning material is delivered through 40 hours of in-person lectures and guided or supervised tutorials (problem-solving sessions), and 4 hours of lab demonstrations, both of which are for illustrating the use of finite element analysis software for mechanical analysis and design. The purpose of the lab sessions is to illustrate strengths and limitations of the fundamental theory and methods taught in the module by comparing solutions of analytical methods for selected problems, and to better illustrate links between the module and real-world applications. The lectures of the two key components, Statics and Dynamics, run in parallel with 2 hours of lectures of each part.

Summary of lectures (44 hours):?

• 1x 2-hour Statics lecture per week.
• 1x 2-hour Dynamics lecture per week.

Assessment:

The syllabus has a high mathematical content, e.g. differential equations and vector algebra, best assessed with a progress test and in-person 2-hour exam. These methods are best suited to evaluate the students’ ability to apply concepts, correctly solve problems, and demonstrate logical reasoning in the context of these topics.

A progress test will take place throughout the module in order to strengthen student engagement with learning throughout the module delivery.

ENGR5005: Digital Electronics and Software

• Terms Taught: Michaelmas
• US Credits: 5 US Semester Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: 1 year of (ChemEng/EEE/MechEng/MXEng/NuclEng), subject to agreement of School of Engineering

Course Description

This module aims to equip students with the skills and understanding needed to design and implement digital circuits, from fundamental CMOS inverter design and its impact on noise margins to the integration of logic elements within complete datapaths. Through hands-on experience with VHDL, Verilog, and FPGA-based development, students will gain practical insight into modern digital design workflows. The module also seeks to strengthen critical thinking and problem-solving abilities in engineering contexts, encourage the application of design skills to real-world problems, and develop students’ confidence in communicating technical ideas clearly and effectively.

Educational Aims

Upon successful completion of this module, students will be able to:

1. Evaluate and simplify logic circuits (model complex problems) using paper-based methods by selecting and applying appropriate computational and analytical techniques, discussing the limitations of the techniques employed;
2. Design logic circuits using an integrated or systems approach, represent them in VHDL, and solve complex problems related to digital electronics in various commercial applications;
3. Analyse and mitigate security vulnerabilities in digital design practices using a proportionate, holistic approach, including hardware attack defences and secure VHDL coding practices;
4. Apply quality management systems and practices in lab-based design and debugging, for example using an industrial grade Integrated Development Environment (IDE), fostering continuous improvement in solving complex problems;
5. Demonstrate an understanding of engineering management principles, project planning, and intellectual property considerations in the development and commercialisation of digital electronic systems;
6. Develop and document a structured approach to self-learning and professional development, demonstrating awareness of industry advancements and the need for continuous skills enhancement in digital electronics.

Outline Syllabus

This module explores the principles and techniques of digital system design, emphasising VHDL and Verilog programming. Students will learn about fundamental logic elements (gates, flip-flops, registers) and their interconnection into datapaths. Topics include logic design flows, CMOS inverter design, noise margins, and memory structures from a datapath perspective. The practical component emphasises simulation, synthesis, and implementation on FPGAs, enabling students to design and test both combinational and sequential circuits. By the end of this module, students will have a solid foundation to tackle advanced topics in integrated circuit engineering.

Assessment Proportions

This module adopts a blended, practice-focused approach to develop students’ digital electronics and embedded systems skills. Aligned with programme-wide strategies, the teaching design integrates foundational theory with active, hands-on learning to foster deep understanding and the ability to solve complex engineering problems.

Learning is delivered through a structured sequence of lectures and laboratories. Weekly lectures (22 hours, 2-hours per week) provide the conceptual basis—covering topics from logic gates and flip-flops to datapaths and VHDL/Verilog. These sessions are closely aligned with weekly 2-hour labs that enable students to apply their learning immediately using physical logic circuit kits and FPGA-based development tools. This integrated structure ensures constructive alignment between intended learning outcomes and delivery.

Assessment is also tightly coupled with learning activities. Formative feedback is embedded within lab sessions where students receive real-time guidance as they build and test designs. Students will be expected to keep a lab book. Invigilated Moodle-based quizzes are interleaved within practical sessions to assess comprehension of foundational concepts and practical application, while a final exam evaluates students’ ability to synthesise and apply these concepts. Assessments promote higher-order thinking and are scaffolded to ensure accessibility and inclusivity, supported by a rich question bank to accommodate diverse student strengths and learning styles.

ENGR5006: Electrical Circuits and Analogue Electronics

• Terms Taught: Michaelmas
• US Credits: 5 US Semester Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: 1 year of (ChemEng/EEE/MechEng/MXEng/NuclEng), subject to agreement of School of Engineering

Course Description

The module aims to equip students of a general understanding of fundamental circuit theory and analogue electronics to be widely applied in more advanced modules and for future development of their career. Through laboratory work they will learn how to assess project requirements, define the workflow, select components and device, produce working layout and calibrate circuit performance on the basis of measurements.?

Educational Aims

Upon successful completion of this module, students will be able to:

1. Analyse analogue circuits in the time and frequency domains;?
2. Analyse BJT-based circuits;
3. Describe the underlying mechanisms, issues and parasitics related to electronic circuits operation and reliability;
4. Create and design solutions to meet real-world engineering needs, with planning and control for successful completion of an analogue electronic project in the laboratory;
5. Communicate efficiently on technical matters, both verbally within the team and through written reports that detail the conception, design, and performance of the system;
6. Effectively organize and contribute to a small engineering team, and demonstrate the importance of embracing equality, diversity and inclusion for the team to work productively and safely.

Outline Syllabus

The module develops the fundamentals of electrical circuit, in particular resistors, capacitors and inductors as circuit components. Laplace transforms are used in the analysis of the response of first-order RL and RC circuits, the natural and step responses of RLC circuits, and for sinusoidal steady-state analysis. Phasor analysis of AC circuits is developed.?

The module also includes the introduction to PN junctions, diodes, diodes circuit, Bipolar Junction Transistors (BJT), main BJT amplifier configurations and bias techniques, and simple MOS circuits. The module includes use of circuit simulators, e.g. LTSpice or KiCAD, and use of typical electronic and electrical measurement equipment.?

Assessment Proportions

The module develops problem-solving skills by exploring electrical components such as resistors, capacitors, and inductors. Students will analyse AC/DC circuits, transient responses, and sinusoidal steady states using software tools like MATLAB or LTSpice. The module also builds on power concepts, including reactive power and power factor correction, equipping students to design efficient circuits, evaluate real-world systems, and apply advanced mathematical techniques like the Laplace Transform. These skills are essential for pursuing careers in electronics, power systems, telecommunications, and related engineering fields.

The module aims to introduce fundamentals of electrical circuits, circuit analysis and analogue components and circuits.

In particular, the PN junction will be introduced in support to the learning of diode and BJT working mechanism. Different diode circuits and their application will be discussed. BJT amplifier configurations including common emitter, base and collector, differential amplifier, cascode, will be discussed with emphasis on bias and small signal models. Active filters will be considered in the module due to their importance in analogue circuits. Amplifier stability will be discussed with the aid of Bode diagrams.

The module aims to equip students of a general understanding of fundamental circuit theory and analogue electronics to be widely applied in more advanced modules and for future development of their career. Through laboratory work they will learn how to assess project requirements, define the workflow, select components and device, produce working layout and calibrate circuit performance based on measurements.?

The first group of lectures will focus on fundamentals of electrical circuit, the second group of lectures on fundamentals of analogue electronics. A summative assessment based on laboratory sessions on analysis and test of an analogue circuit will be set toward the end of the term. Formative feedback will be delivered during the laboratory sessions in the timetabled laboratory session.?

The individual coursework will assess against all the learning outcomes.? It will consist of the application of MATLAB for the design of simple circuit and LT spice (or KiCad) for verifying the validity of the design and describe the impact of the variation of different circuit parameters to the nominal specifications.?

ENGR5007: Electromagnetism and Communications

• Terms Taught: Michaelmas
• US Credits: 5 US Semester Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: 1 year of (ChemEng/EEE/MechEng/MXEng/NuclEng), subject to agreement of School of Engineering

Course Description

This module aims to give students and understanding of the physics background to electronics, and to apply this to the communications industry. The course will introduce students to electric and magnetic fields and their impact on circuit theory. The course will cover how to apply these principles to circuit calculations and lead to design of communications hardware. The students will learn how to use standard electromagnetic design software and use this to build and test an antenna in the lab.

Educational Aims

Upon successful completion of this module, students will be able to:

1. Apply a comprehensive knowledge of electromagnetism to the solution of complex problems in communications;
2. Formulate and analyse complex electromagnetic problems to reach substantiated conclusions;
3. Select and apply appropriate computational and analytical techniques to model and design complex electromagnetic systems;
4. Use practical laboratory skills to measure RF antennas and understand deviation from design;
5. Summarise findings and draw conclusions from laboratory work and RF simulations;
6. Identify and analyse ethical issues related to the design and application of electromagnetic and communication systems, and make informed decisions guided by relevant professional codes of conduct.

Outline Syllabus

In this module students will study the fundamentals of electronic and electrical engineering from first principles, relating electric and magnetic fields to voltage, current, capacitance and inductance, these are then applied to real-world applications in communications. This module will cover transmission lines and antennas, frequency domain analysis, basic modulation schemes, components of heterodyne radio and Electromagnetic compatibility (EMC).

Assessment Proportions

The course starts with lectures and tutorials teaching students how to apply electromagnetic theory to electronic circuits. Each week will alternate between tutorial sessions and computational/measurement laboratories. In the lab students will use electromagnetic simulation software to visualise and design electric and magnetic devices, leading to the design of a patch antenna. In the last week students will build and measure their patch antenna.

The assessment will be a 2-hour exam in-person closed book exam.?Coursework will be a written up report based on the following headings: analytical design, simulation set-up, optimisation, final design and measurement & analysis.?

ENGR5008: Nuclear Engineering

• Terms Taught: Michaelmas
• US Credits: 5 US Semester Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: 1 year of (ChemEng/EEE/MechEng/MXEng/NuclEng), subject to agreement of School of Engineering

Course Description

This module aims to provide students on the Nuclear Engineering programme a solid foundation in nuclear engineering and nuclear chemistry. To provide historical and industrial context and the fundamentals of nuclear fission power generation, including reactor design and fuel processing.

It also aims to introduce fundamental issues in the nuclear context that are generic to the wider engineering degree schemes. In this regard, the nuclear industry is often considered a chemical engineering industry that happens to deal with nuclear materials, as the oil industry tends to deal with organic materials. Students will learn general issues associated with the production and use of nuclear fuel, including safety requirements.

Furthermore, it also aims to introduce fundamental concepts in nuclear engineering and to provide a historical context to the subject. To introduce fundamentals of radioactivity, the fission process and reactor design. To provide the generic chemistry background in a nuclear context, with a focus on uranium and its compounds.

Educational Aims

Upon successful completion of this module, students will be able to:

1. Communicate fundamental nuclear engineering concepts and define keywords, and discuss historical aspects that have influenced nuclear engineering;
2. Explain the fundamentals of radioactivity and describe the fission process, including the concepts of criticality and control, and hence analyse a range of reactor designs;
3. Explain and communicate uranium processing in the context of its lifecycle and related nuclear and chemical concepts;
4. Demonstrate awareness of the complexity of the societal and security issues concerning nuclear materials and related technologies and describe relevant UK laws and approaches to mitigate the security risks.
5. Discuss safety and quality control in an industrial context;
6. Plan and record self-learning and development as the foundation for lifelong learning.

Outline Syllabus

The syllabus is based on two complementary subject areas, nuclear engineering and nuclear chemistry, as follows.

Nuclear engineering. Introduction to essential concepts and definitions. Historical aspects: Roentgen, the Curies, Otto Hahn, the Fermi pile, Heisenberg, Manhattan project, Enrichment issues, Klaus Fuchs and the UK programme, the influence of accidents. Radioactivity fundamentals. Neutrons: properties and processes, reaction modes, cross-section, 1/v and related resonances. Important reactions i.e. boron, uranium and hydrogen. The fission process: energy economics, mass fragment distribution, energy dependence of cross section, neutron multiplicity, thermal, above threshold and fast fission. Criticality and control: mass, moderation and geometry, s-curve and feedback mechanisms. The four- and six-factor formulae. The generic nuclear reactor. Reactor designs: Captain Rickover, Pile 1 and 2, Magnox etc. Shielding physics.

Nuclear chemistry. Electronic structure: orbitals, electron transitions, valency. Bonding and structure: ionic and covalent bonding, dative covalent bonding, physical bonds, metal ligand interactions, oxidation and reduction. Uranium and its compounds: actinide chemistry, oxides and fluorides of uranium. Uranyl nitrate. Working with chemicals: COSHH and COMAH. Nuclear fuel manufacture: solvent extraction, ion exchange, ore to ore concentrate, ore concentrate to UO3, UO3 to UF4, Magnox fuel, UF6 production, enrichment, UO2 production, AGR fuel production and other fuels, including discussion of the importance of quality control in fuel production. Nuclear fuel reprocessing: pros and cons of reprocessing, reactor to receipt, PUREX process, decladding and dissolution, off gas treatment, conditioning, chemical separation, separation of U, Pu and fission products.

Assessment Proportions

Two summative progress tests, one focusing on the Nuclear Engineering aspects of the module syllabus, one focussing on the Nuclear Chemistry aspects of the module syllabus. Supported by formative exercises during problems classes. Each progress test will last 30 minutes and each will carry a weighting of 15% of the module mark. One of the progress tests will include a reflective question about CPD.

1 x 2-hour exam, covering the whole module syllabus, runs at module end. This will carry a weighing of 70% of the module mark.

ENGR5009: Chemical Engineering Practice

• Terms Taught: Michaelmas
• US Credits: 5 US Semester Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: 1 year of (ChemEng/EEE/MechEng/MXEng/NuclEng), subject to agreement of School of Engineering

Course Description

This module aims to provide students with a comprehensive understanding of fundamental chemical engineering principles and their practical application to a range of unit operations, fostering the ability to engage with core concepts in a laboratory setting. It also develops proficiency in operating laboratory and semi-technical scale equipment safely and effectively, while embedding a strong awareness of safety, health, and environmental considerations to promote responsible laboratory practices.

The module encourages students to cultivate analytical skills through engineering data evaluation and presentation, incorporating statistical methods and clear graphical representations to address errors and uncertainty. Additionally, it aims to enhance professional and transferable skills by guiding students to maintain detailed laboratory record books, produce technical reports that adhere to prescribed guidelines, and deliver presentations to summarise and defend scientific work in peer forums. The module also fosters an understanding of procedural standards governing process equipment operation and promotes professional interaction through effective teamwork and collaboration with peers.

Overall, it equips students with the knowledge, technical expertise, and professional competencies needed for practical and professional applications in chemical engineering.

Educational Aims

Upon successful completion of this module, students will be able to:

1. Apply fundamental chemical engineering principles and their application to unit operations;
2. Evaluate risk, safety, and health issues associated with the conduct of laboratory and semi-technical scale practical from sources of technical and legal guidance;
3. Operate laboratory and semi-technical scale equipment, adhering to standard operation procedures;
4. Analyse engineering data, accounting for errors and uncertainty using statistical methods and graphical representations to draw conclusions and make recommendations;
5. Maintain a laboratory notebook to record experiments, results, observations, and calculations systematically;
6. Present a summary of scientific work in a concise presentation and defend findings in a peer forum demonstrating professional interaction with team members and peers.

Outline Syllabus

This lab-based module allows students to practice their fundamental chemical engineering principles and their application to unit operations. Students will learn about laboratory health and safety before commencing work in a laboratory or on semi-technical scale equipment. They will learn about chemical engineering experimental design, data collection, and gain hands-on experience in experimenting with unit operation equipment at the lab scale. Students will develop their professional skills through teamwork and by keeping a personal laboratory book. They will also develop their skills in report preparation in a scientific format and presentation skills in front of their peers.

Assessment Proportions

This module includes a mixture of active, collaborative, and reflective learning to develop students’ chemical engineering skills and professional competencies. This also aligns with the programme aims to prepare students for industry and research. The teaching methods include hands-on laboratory work and collaborative tasks to foster teamwork.

Prelab tests: This will prepare students for the lab with the necessary knowledge and skills, ensuring safety, efficiency, and a deeper understanding of the experiment. They teach critical thinking, preparation, and the ability to connect theory to practice, fostering a proactive and responsible approach to laboratory work.

Laboratory books: This will teach students essential skills for scientific practice, foster good habits, and prepare them for challenges in research and professional settings. Students will also write a paragraph for their reflection of the lab practice in their lab books for their continuous professional development. These lessons extend beyond the lab, influencing their personal and professional development.

The group presentation: This will develop key skills such as teamwork, scientific communication, critical thinking, and professionalism. It also helps students engage more deeply with their lab work, foster collaboration, and prepare them for future academic and professional challenges.

The group report: This will promote collaboration, critical thinking, and professional skills. It teaches teamwork, scientific writing, and the ability to synthesise and analyse data collectively. It also prepares students for real-world collaborative environments and fosters valuable interpersonal and technical skills. The group assessment incorporates peer review to assess individual contributions to group work ensuring fair evaluation of student participation and effort.

ENGR5010: Power Engineering

• Terms Taught: Lent / Summer
• US Credits: 5 US Semester credits
• ECTS Credits: 10 ECTS
• Pre-requisites: 1 year of (ChemEng/EEE/MechEng/MXEng/NuclEng), subject to agreement of School of Engineering

Course Description

This module aims to equip students with numerical, simulation, and practical skills, particularly in electrical machines and power electronic converters, to address a wide range of engineering problems, based on application examples in power engineering. It will also provide students with the skills to model and analyse power systems. Students will develop their ability to create and design solutions for real-world engineering challenges, including renewable energy systems, electric vehicles, and industrial actuators.

Furthermore, students will enhance their ability to think critically, evaluate engineering trade-offs, and effectively organise and plan their work. By the end of the module, they will be able to analyse key aspects related to power generation and conversion processes.

Educational Aims

Upon successful completion of this module, students will be able to:

1. Perform calculations to predict the steady-state performance of a range of DC and AC machines;?
2. Discuss the operation of a range of electrical motors and power systems, and model power electronic converters;?
3. Develop risk management systems, for example in relation to the security and resilience of electricity networks;?
4. Analyse the operation of renewable energy generation systems and variable speed drives;
5. Demonstrate practical skills and computer modelling skills in power engineering applications;?
6. Summarise findings and draw conclusions from laboratory work and reflect on the self-learning involved.

Outline Syllabus

The syllabus is based on two complementary subject areas, as follows:

Power Engineering Science covers foundational concepts such as rotational mechanics, magnetic fields, and electromagnetic induction, along with detailed studies on DC and AC machines. Students will learn about different types of DC motors and generators, including their torque and voltage equations, torque/speed characteristics, and methods for controlling speed and torque. Introducing three-phase circuits, the course also explores AC machines, focusing on synchronous generators and power generation, and induction machine torque/speed characteristics along with their starting and control methods.

Power Engineering Applications introduces students to electricity systems including traditional and smart grids, and the associated power utilisation and electrical safety. It also covers power electronic converters, control of DC machines, and renewable energy systems including solar and wind power. Students will also study the basic operations of electric vehicles, and explore industrial actuators including steppers, servomotors, and variable speed drives.

Students will also have hands-on laboratory sessions to improve their understanding and skills of the delivered topics.

Assessment Proportions

The module is scheduled to run in the second semester. The first part of the lectures will focus on power engineering science, and the second part of lectures on its applications. Tutorial questions will be provided and uploaded on Moodle, allowing students to solve and discuss each topic. Office hours will be scheduled to answer student queries. One-on-one or small group discussions will be encouraged to provide targeted support and address individual learning needs. Lab sessions will be conducted for power engineering applications, offering both hands-on experience and the development of computer modelling skills.

Formative online tests will provide regular checkpoints for students to assess their understanding and receive timely feedback on their progress.

Lab sessions will be conducted in the second half of the module, focusing on power engineering applications and offering both hands-on experience and the development of computer modelling skills. Formative feedback will be delivered during the timetabled sessions. Summative assessment of practical work will be through lab reports, which will be marked with written feedback.

Exam: A compulsory end-of-term examination that covers all topics discussed throughout the module. This assessment method is chosen to allow students to demonstrate their comprehensive understanding of the course materials and their ability to apply knowledge to solve power engineering problems.

Practical: The four practical sessions are crucial for developing practical skills and for applying theoretical knowledge to real-world engineering challenges. Formative feedback during these labs helps students correct their methods and deepen their understanding of power engineering applications. Assessment will be based on one final individual report that evaluates students' hands-on skills and computer modelling skills in power engineering applications and their ability to analyse experimental data.

ENGR5011: Machine Design

• Terms Taught: Lent / Summer
• US Credits: 5 US Semester Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: 1 year of (ChemEng/EEE/MechEng/MXEng/NuclEng), subject to agreement of School of Engineering

Course Description

Mechanical engineering design often involves items that move and rotate. This module aims to develop students’ skills in analysing some commonly occurring machine elements. Discovering how these devices work and support/transmit force and load, leading to better decision making in their selection and use as a machine component, either individually or as part of a more complex assembly.

Educational Aims

Upon successful completion of this module, students will be able to:

1. Analyse the geometry of contacts between bodies and estimate stresses and loads between bodies at such contacts;
2. Apply calculations on a variety of machine elements including estimating load capacity and lifetime;
3. Design a solution to a complex problem that meets business and customer needs with consideration of health and safety, environmental and commercial matters;
4. Appraise the environmental and societal impact associated with machine elements through the entire life cycle;
5. Function effectively as a member of a team and evaluate the effectiveness of own and others team performance;
6. Communicate effectively on complex engineering matters with technical and non-technical audiences.

Outline Syllabus

Machines and mechanisms that move all have fundamental components that allow them to perform their task. This module introduces some of the underlying components and the scientific understanding behind their design to allow machine designers to select, arrange and communicate the appropriate components. Topics covered include bearings, gears, shafts, couplings and threaded fasteners along with understanding science of contact stress, tribology friction and wear, power transmission and efficiency, component tolerance and lifecycle understanding to lead to safer and effective design choices. Key skills in understanding technical literature and graphical communication of design are also covered.

Assessment Proportions

The module is divided into topic areas breaking the overall content down into smaller digestible chunks. A set of workshops (approximately weekly) are interweaved with the theory and lecture material where interactive software is used to allow the students to submit answers before formative feedback is presented through a worked solution.

Several example sheets (approximately weekly) are set for each topic area allowing the students significant opportunity for self-study. Example classes are hosted throughout the module to provide further formative feedback and work through any issues the students may have. A final examples class is at the end of module to run through past exam papers.

Design is a theme which runs throughout the programme and this module will further develop design and CAD skills with regular formative feedback through lab-based workshops where students complete several design exercises culminating in the group design exercise. Students will be drawing information from several of the covered topic areas, earlier prerequisites, and completing additional research to create a sustainable solution. Each group exercise will be for one of several different real-world operational scenarios allowing peer to peer learning but distinct application.

Summative assessment and feedback is via the group coursework. Feedback is provided on the presentation and report where peer review and is used alongside summative academic assessment.

Individual assessment is via a two-hour closed-book examination focussed on the scientific understanding.

ENGR5012: Engineering Materials

• Terms Taught: Lent / Summer
• US Credits: 5 US Semester credits
• ECTS Credits: 10 ECTS
• Pre-requisites: 1 year of (ChemEng/EEE/MechEng/MXEng/NuclEng), subject to agreement of School of Engineering

Course Description

The module aims to introduce the fundamental theories of key properties of different types of engineering materials (metals, polymers, and ceramics) and their applications in real-world engineering analysis and design with consideration of the microstructure of materials, manufacturing process of materials, working conditions and sustainability. It also emphasises on implementation of techniques for safety and stress analysis, failure analysis, material selection, quality/risk management and detailed design for products and system.

Educational Aims

Upon successful completion of this module, students will be able to:

1. Assess solid engineering materials using fundamental concepts of materials science;
2. Evaluate the influence of structure-property relationships in engineering materials on material behaviours, with an emphasis on deformation and failure mechanisms; and apply these principal concepts in manufacturing process;
3. Analyse engineering components under complex service loadings and identify failure modes, apply fracture mechanics, and propose solutions to improve quality and reduce risks;
4. Interpret data from common materials characterization techniques and apply this to material performance assessment;
5. Exercise informed materials selection in engineering design using systematic methods, considering multiple criteria, including mechanical properties, and environmental impact;
6. Evaluate the environmental impact of materials selection decisions according to UN Sustainable Development Goals, including carbon footprint during production, use, and end-of-life phase.

Outline Syllabus

The module introduces the fundamentals of engineering materials, which are widely used in real-world applications. It systematically covers atomic bonding and packing; the origins of the elastic modulus; elastic and plastic deformation mechanisms in crystalline materials; defects and crystalline imperfections; strengthening mechanisms in crystalline materials; Fe-C system and non-equilibrium phase transformations; amorphous materials and composites.

Additionally, it introduces advanced theories and techniques of mechanical analysis and material/component selection for mechanical design. The topics encompass combined loadings, yield criteria, safety factor, stress concentrations, brittle failure model, fatigue and creep at elevated temperature, environmental degradation, environmental impacts, surface roughness and wear, material testing methods, advanced/emerging materials, and quality/risk management.

Assessment Proportions

The module includes a total of 43 hours of lectures and workshops, comprising 33 hours of lectures delivered at 3 hours per week, and 10 hours of workshops delivered at 1 hour per week.

For the assessment of the module, an individual coursework report (around 1200 words) will evaluate the students' ability to analyse materials engineering problems in depth, apply theoretical concepts to practical situations, and exercise critical thinking in materials selection and analysis. The coursework allows students to evaluate the environmental sustainability in materials engineering.

In additional, a two-hour examination will assess students' breadth of knowledge across the module content. The exam will include both calculation-based and descriptive questions, testing students' understanding of core materials engineering principles, ability to solve technical problems, and comprehension of material behaviour and selection processes.

ENGR5013: Electronics Materials and Manufacturing

• Terms Taught: Lent / Summer
• US Credits: 5 US Semester Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: 1 year of (ChemEng/EEE/MechEng/MXEng/NuclEng), subject to agreement of School of Engineering

Course Description

The module aims to equip students with the knowledge of cost, reliability and performance trade-offs and assembly methods for a range electronic systems and associated environmental specifications (consumer, aerospace, high temperature etc.) Students will gain an insight into state-of-the-art fabrication facilities and day to day assembly methods used across the industry.

Educational Aims

Upon successful completion of this module, students will be able to:

1. Identify and calculate electrical properties of PN junctions, transistor gain and transconductance parameters from the material properties;
2. Interpret basic electronic material properties and their use in electronic components and interfaces;
3. Layout and optimise an electronic board for reliability, performance or power consumption, an communicate the design features and performance characteristics effectively;
4. Characterise an assembled circuit board;
5. Discuss environmental impacts against EMC / EMI specifications and robustness against application defined test requirements;
6. Compare the fabrication and manufacturing methods used for electronics manufacture across a range of industrial sectors.

Outline Syllabus

In this module introductory material around basic passive electronic components will be extended into active silicon devices including transistors and diodes. Here silicon as a core material will be introduced in the context of its mechanical and electrical properties associated with different crystal orientations, basic solid state theory including doping, minority and majority carries, depletion regions, forward and reverse bias and scaling effects. The function of basic components including diodes, bipolar and MOS devices will be covered in detail together with fabrication methods for high speed and high-density chips. Manufacturing techniques for hybrid structures including ceramics, die attach, surface mount and chip level packaging will be covered together with emerging materials used in interface components including photovoltaics and III-V structures. Back-end processes including EMC/EMI qualification, test, screening and certification will draw on industry relevant examples.

Assessment Proportions

Weekly workshops that focus on an introduction of the engineering sciences associated with silicon will involve formative assessment based on students own review of their work against a set of released solutions. Further summative assessment will involve a report and demonstration for individual students including the design of an assembly (likely PCB but possibly screen printed if sponsorship can be obtained through industrial links) that will feature passives and at least two different active components, as well as the characterisation of a fabricated board against noise, temperature, EMI and power specifications. The final summative assessment (exam) will be worth 70%.

ENGR5014: Nuclear Decommissioning and Disposal

• Terms Taught: Lent / Summer
• US Credits: 5 US Semester Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: 1 year of (ChemEng/EEE/MechEng/MXEng/NuclEng), subject to agreement of School of Engineering

Course Description

To give students an insight into the multi-billion pound global nuclear decommissioning industry. This course follows the typical decommissioning lifecycle process from initial characterisation through to the final survey via concerns such as wider energy and transport considerations. The course will introduce the legislative constraints imposed on industry and provide experience in balancing aspirations relating to the technical, economic and legal aspects of design justification. The students will further learn technical skills such as the ability to design shielding for various radiological situations utilising appropriate Monte Carlo software, alongside inventory modelling software to predict the future environment.

Educational Aims

Upon successful completion of this module, students will be able to:

• Employ modelling techniques (i.e. neutronics and inventory codes) to understand the environment in reactor during decommissioning or in a Geological Disposal Facility;
• Describe the processes and project management of the decommissioning of a nuclear facility;
• Critique the selection and design of sites for complex infrastructure related to decommissioning and disposal;
• Justify selection appropriate approaches for decommissioning of components of a nuclear facility;
• Undertake experimentation within a radiological laboratory setting, whilst respecting appropriate safety protocols, such as the writing of valid risk assessments.

Outline Syllabus

This module will explore the decommissioning of nuclear facilities and the ultimate disposal of radioactive material. It will cover subjects including an introduction to the nuclear decommissioning market and related organisations, facility characterisation and final survey, the planning and costing of decommissioning projects, radiation issues and the effects on humans, relevant aspects of health and safety, shielding, the use of Monte Carlo code in decommissioning, worker and environmental protection, demolition techniques and technologies, the use of robotics and automation in decommissioning, waste decontamination, packaging, transport and disposal, illustrative case studies of international nuclear decommissioning projects, regulation of decommissioning and disposal, land remediation, wasteforms, neutronics, some radiological instrumentation used in the nuclear industry, some of the financial considerations in the decommissioning industry, managing criticality, inventory codes, In introduction to the planned Geological Disposal Facility (GDF), and the ethical, economic, societal, environmental and safety implications of long-term nuclear waste storage.

The module also includes practical work in various laboratories culminating in a report written to concern this work. The content of these sessions concerns the use of a Monte Carlo code to predict shielding efficacy, practical sessions using radiological sources, detectors and shielding (lead) to validate the Monte Carlo results, and inventory codes to aid disposal planning

Assessment Proportions

The aim of the assessment is to provide an opportunity for students to show both their theoretical skills within an exam environment and practical skill within a laboratory.

The course features 20 hours of lecture material, 12 hours of lab work, and 4 hours of tutorials, and other such revision sessions. The lectures will feature a mixture of theoretical and more practical content, and a 2-hour exam.

There will be three lab sessions concerning techniques used within the industry. The first is in the use of Monte Carlo software in order to design shielding to protect workers and the environment. Secondly the students will learn to use an inventory modelling tool which can be used to determine the radionuclides present in any scenario after a period of time. The final lab session involves the use of appropriate instrumentation to measure neutron flux within the neutron facility in the engineering department at 缅北轮奸. All of these three lab sessions will be assessed via a single lab report detailing how they have used the tools provided.

ENGR5015: Chemical Engineering Design

• Terms Taught: Lent/Summer
• US Credits: 5
• ECTS Credits: 10 ECTS
• Pre-requisites: 1 year of (ChemEng/EEE/MechEng/MXEng/NuclEng), subject to agreement of School of Engineering

Course Description

This design-based module will reinforce principles of mass transfer, mass and energy balances. It will introduce distillation as a separation process based on the principles of mass transfer and lead to the design of a specific unit of process equipment, with a focus on distillation.

Educational Aims

Upon successful completion of this module, students will be able to:

1. Apply knowledge of mass transfer, mass and energy balances and vapour-liquid equilibrium to design a distillation column and related processes and equipment to give a complete plant;
2. Conduct a formal, iterative design process to make substantiated design decisions, incorporating creativity and rigorous analysis, for a new and unfamiliar situation with incomplete and contradictory information;
3. Take a systems approach to design appreciating complexity, interaction and integration and develop a design basis for a set of requirements (based on customer needs, safety and security) and identify constraints; and ensure fitness for purpose (including maintenance, reliability and security);
4. Work in a team to create and design solution to meet real world chemical engineering needs and think and argue critically and plan and organise their work;
5. Critically analyse competing processes and select the most appropriate and use this knowledge to study differing solutions to engineering problems.

Outline Syllabus

The curriculum will introduce students to the principles of Chemical Engineering design by providing them with the fundamental knowledge to design a piece of Chemical Engineering process equipment and the opportunity to apply this knowledge to realise this design by working in teams. The module will build on previous knowledge of material balances, vapour-liquid equilibrium and mass transfer. Students will be taught distillation, a very important separation process in the chemical industry. The focus will be the McCabe-Thiele method, which involves understanding of mass balances, q-lines, reflux ratio, stage efficiencies and overall and Murphee efficiencies to determine number of stages. This will be complemented by the use of modern computer-based simulation techniques such as ASPEN. This will be followed by detailed design of the column internals and the column itself and ancillary equipment (e.g. pumps, valves, etc.). In addition, students will gain competence in other important areas including Legislation, Codes and Standards; professional presentation of their designs using) Block diagrams and process flowsheets and Piping and Instrumentation Diagrams (P&ID), and equipment costing.

Assessment Proportions

Teaching will be performed to all students as a cohort in lectures. This will allow learning of the fundamental material. Application of the knowledge will occur in groups where students will be divided into groups of three or four to work on and write a report on the design of a distillation column. Students will have the opportunity to ask questions in Workshops.

The assessment will take place in two parts:

Group Report: Students need to apply fundamental knowledge and communicate effectively, work individually and in a team. The group lab report will promote collaboration, critical thinking, and professional skills. It teaches teamwork, scientific writing, and the ability to synthesise and analyse data collectively. It also prepares students for real-world collaborative environments and fosters valuable interpersonal and technical skills.

Group Presentation: Same as for Group Report. Presenting a piece of their work to their peers will develop key skills such as teamwork, scientific communication, critical thinking, and professionalism. It also helps students engage more deeply with their lab work, foster collaboration, and prepare them for future academic and professional challenges.

ENGR5016: Chemical Reaction Engineering

• Terms Taught: Lent/Summer
• US Credits: 5
• ECTS Credits: 10 ECTS
• Pre-requisites: 1 year of (ChemEng/EEE/MechEng/MXEng/NuclEng), subject to agreement of School of Engineering

Course Description

This module aims to help students to develop an understanding of the basic principles of chemical engineering with respect to chemical reaction in homogeneous systems; enhance their problem solving skills; they will be able to develop their analytical skills, improving their ability to extract useful "information" from "data"; they will learn how to synthesise the information gained into new knowledge and designs; communicate their conclusions to both an expert and non-expert audience; and to apply this knowledge to real world situations.

Educational Aims

Upon successful completion of this module, students will be able to:

1. Formulate and solve a range of problems in the field of homogeneous reaction engineering;
2. Apply mathematical analysis to define key parameters in the formulation of problems;
3. Interpret the fundamentals of basic reaction engineering principles to construct design of experiments, equipment and processes, considering the environmental and societal impact of the solution;
4. Identify batch and continuous operation and the criteria for selection of each;
5. Plan and manage time and workloads effectively;
6. Evaluate and determine the chemical reactor size and operation.

Outline Syllabus

This module provides the students fundamental skills on formulate rate laws of chemical reaction engineering, covering key concepts and practical applications essential for designing and analysing reactors. Students will explore reaction kinetics, including simple integer and non-integer order reaction rates, and gain an understanding of how to classify reactions based on their characteristics. The course delves into ideal reactor systems such as batch and continuous reactors, with a focus on graphical interpretation of design equations and the principles of reactor sizing. Through the study of homogeneous reactions, students will examine systems of continuous reactors, including those arranged in series, parallel, or with recycle streams.

Emphasis is placed on the analysis of multiple reactions, exploring crucial concepts such as conversion, selectivity, and yield. Students will learn to design and evaluate reactors for various reaction systems, including series, parallel, independent, and mixed reactions, integrating energy balance considerations for isothermal and adiabatic reactors. Practical applications are further extended to continuous reactors.

The module addresses non-ideal reactor behaviours, offering insights into the complexities of real-world systems. Students will study advanced topics, such as the pseudo-steady-state hypothesis (PSSH), as well as main differences of homogeneous and heterogeneous catalysis, equipping them with a comprehensive understanding of the reaction engineering principles and their applications.

Assessment Proportions

The module employs a balanced assessment approach comprising a progress test, two-hour end-of- term examination and an individual coursework project. This strategy reflects the module's dual emphasis on assessing practical applications of chemical reactors with homogeneous reactions.

The progress test covers the fundamentals delivered in the first five weeks of the module, and the examination evaluates students' grasp of fundamental principles and analytical problem-solving capabilities, assessing all outcomes, but focusing on learning outcomes related to analysis. The coursework projects complement this by evaluating practical competence and application skills. The project focuses on chemical reactors design and modelling using computational tools and software packages. The coursework allows students to demonstrate their ability to solve reaction engineering problems using industry-standard tools whilst developing essential professional skills in analysis, design, and technical communication.

This assessment strategy ensures comprehensive evaluation of all learning outcomes while maintaining academic rigour and professional relevance, reflecting the practical and theoretical demands of modern chemical engineering practice.

ENGR5017: Particle Technology & Separation Processes

• Terms Taught: Lent/Summer
• US Credits: 5 US Semester Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: 1 year of (ChemEng/EEE/MechEng/MXEng/NuclEng), subject to agreement of School of Engineering.

Course Description

The module aims to introduce advanced concepts in mass transfer, particle technology, and separation processes, highlighting their significance in the field. It will explain the fundamental principles behind these concepts and provide a solid foundation for confidently designing and selecting processes that involve reactants and products of various physical forms. Additionally, it will emphasise the importance of understanding health, safety, and environmental considerations when working with particulates.

Overall, it is designed to help students develop essential skills in a critical area of chemical engineering. It will enhance their understanding of how to ensure their designs and process selections aligning with economic constraints, as well as current health, safety, and environmental regulations. Furthermore, the module aims to improve problem-solving, design, and analysis skills, enabling students to apply their knowledge to real-world situations and communicate their conclusions effectively to both expert and lay audiences.

Educational Aims

Upon successful completion of this module, students will be able to:

1. Apply the design methodologies of separation units, appreciate the methods of protection and safety, and apply risk management processes and health, safety and environmental considerations;?
2. Evaluate the performance of the powder characterization techniques and powder interactions with fluids specify appropriate data required for further processing and to ensure quality of the final product;?
3. Make decision on the appropriate methods for preparing desired products supported by the governing principles behind their operation;?
4. Analyse common industrial processes to select and adapt them to satisfy unfamiliar scenarios, given the objectives and compromises that must be made;??
5. Create and design solutions to meet real world chemical engineering needs.?

Outline Syllabus

This module introduces students to the fundamentals of particle technology and separation processes. It covers key concepts and practical applications that are essential for industrial use of these processes. Students will learn about: (i) the importance of characterising and processing particulate solids, (ii) the motion of particles in a fluid, (iii) the design of packed beds and fluidized beds along with their applications, (iv) health, safety, and environmental aspects of working with particulates, and (v) separation processes for particulate materials, which include liquid/solid processes (sedimentation, filtration, centrifugation, flocculation, membranes), gas/solid processes (filtration, cyclones, electrostatic fields), and solid/solid processes (magnetic and electric fields). Additionally, the module will focus on advanced mass transfer and fundamentals of separation processes, including: (i) interphase equilibria and general mass transfer theory (e.g., film theories, individual and overall mass transfer coefficients), (ii) the design of gas absorption columns (including gas-liquid equilibria, counter-current and co-current flow operations, minimum liquid-gas ratios for absorbers, the number of plates using the absorption factor, and the number of transfer units and internals), and (iii) liquid-liquid extraction and solid-liquid extraction (i.e. covering applications and equipment sizing, single-stage and multiple-stage contacts, totally and partially immiscible systems, and batch and continuous column or battery contactor design).

Assessment Proportions

The module is scheduled to run during the second semester of the academic year. The first five weeks will focus on lectures about particle technology, while the remaining weeks will be dedicated to lectures on separation processes. All teaching sessions will take place in the lecture room, except for one computer laboratory session, allowing for an effective combination of theoretical instruction and practical application. Lectures will be supplemented with worked examples and formative coursework exercises that challenge students to apply the knowledge and technical skills they have gained. These exercises will be assessed during subsequent teaching sessions, providing students with regular feedback on their progress. This approach promotes active learning and helps students develop problem-solving skills in a supportive environment. The assessment strategy incorporates both coursework and examinations to evaluate various aspects of student learning.

Summative assessment is divided into two components: examinations and coursework. The coursework consists of a project primarily focused on the design and modelling of process units relevant to the learning outcomes. This project aims to assess students’ practical skills in applying design methodologies related to separation units and particle technology to solve chemical engineering problems. The end-of-semester examination will evaluate students' theoretical understanding as well as their analytical problem-solving abilities. The higher weighting given to the analytical problem-solving component ensures a comprehensive assessment of all learning outcomes, reflecting the module's dual emphasis on a strong theoretical foundation and practical application.

ENGR6003: Engineering Management and Entrepreneurship

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10 ECTS
• Pre-requisites: 2 years of (ChemEng/EEE/MechEng/MXEng/NuclEng), subject to agreement of School of Engineering.

Course Description

To expose students to a rich mixture of experiential learning opportunities that develop a wide range of transferable skills in the context of engineering project management, entrepreneurship and innovation. Focusing on the development and use of business plans, scheduling techniques, marketing strategies and effective communication in interdisciplinary teams.

Educational Aims

Upon successful completion of this module, students will be able to:

1. Apply project scheduling and resource management techniques, and record plans for professional development in project management.
2. Construct and communicate a business plan;
3. Evaluate team dynamics and the requirements for entrepreneurial activity using appropriate terminology in developing business projects;
4. Analyse relevant aspects of company finance, uncertainty in business ventures, quality management and relevant markets;
5. Analyse frameworks for marketing and the structure of a business plan;
6. Demonstrate inclusive and ethical engineering management practice and promote the responsibilities, benefits and importance of equality, diversity and inclusion in a commercial context.

Outline Syllabus

This module covers elements of engineering management including scheduling, project risk management, quality management and cost and resource management, as well as entrepreneurial topics including business model generation, market segmentation, and communication of business proposals.

The development of a group business proposal will be the focus of the module, drawing on management theory introduced in lectures and entrepreneurial workshops featuring presentations, pitches and shared industry insights from external speakers. Students will explore their business development using creativity, entrepreneurship, and innovation, focusing on idea generation, business start-ups, and venture planning.

With an emphasis on ethical engineering and Equality, Diversity, and Inclusion (EDI), this module aims to prepare students to hold positions of responsibility in their future career.

Assessment Proportions

This module is a core module for all Engineering programmes for both BEng and MEng students.

Assessment is on a group basis and consists of a brief, interactive, presentation of a new business proposal (product, process or service offering) developed by the team during the module, supplemented by a Business Model Canvas and Elevator Pitches, finalised by submission of a report containing a succinct and convincing plan for the business plus a project and quality management report.

The rationale for the assessment by presentation is to test the ability of the students to work as a team in compiling and delivering an oral presentation of a business concept in a clear and convincing manner. This requires both understanding and skill and is a task that they will encounter in their future careers as professional engineers.

A written plan will test their knowledge and skills in producing a report which addresses the key issues surrounding a new venture in a concise format, which may be required both in established businesses and in the case of a completely new venture.

The project management report assesses students’ application of theory and how they have managed the development of the business proposal. Within this, individual reflection paragraphs will detail each group member’s contributions to the project and how they intend to develop their professional skills in this area.

Delivered via 2 x 1-hour lectures and 1 x 2-hour workshop per week, with final presentations being delivered within a 4-hour block. Lectures will cover engineering management theory supported by relevant examples and case studies. Workshops will feature presentations, pitches and shared industry insights from external speakers, plus allow time for students to explore and develop their business proposals. It is designed as an experiential learning opportunity, potentially culminating in pitching their business ideas to a judging panel, with the winning team invited to enter the Engineers in Business Fellowships (EIBF) student competition, where possible. 缅北轮奸 have a long-standing relationship with EIBF and previous students have been finalists and have been awarded funding to support developing their business ideas further.

ENGR6004: Computer Aided Engineering

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: 2 years of (ChemEng/EEE/MechEng/MXEng/NuclEng), subject to agreement of School of Engineering.

Course Description

This module aims to instruct students on how to create robust numerical simulations using industrially relevant engineering software. The module aims to provide a practical foundation for understanding the underlying theory and its implementation within structural Finite Element Analysis (FEA) and Computational Fluid Mechanics (CFD) software so that students can make informed and justified decisions when developing their simulation strategies. The module will also emphasise validation and verification of the simulations to ensure that the conclusions students derive therefrom are reliable and fit for purpose.

Educational Aims

Upon successful completion of this module, students will be able to:

1. Describe the uses of computer aided engineering tools in industry;
2. Explain the role of numerical simulation within the design process, its applicability, potential and limitations in modern engineering and how it is included in their CPD plans;
3. Use a range of appropriate numerical methods to solve diverse engineering problems;
4. Compare and implement discretisation strategies and boundary conditions based on appropriate engineering science;
5. Critically evaluate the validity and limitations of the numerical strategy used and its implementation ensuring it meets codes of good practice and industry standards;
6. Extract and review the output of the computed solution and make competent engineering decisions based on evidence.

Outline Syllabus

Practical lab-based module to give students hands-on experience in implementing numerical methods (specifically Finite Element Analysis (FEA) and Computational Fluid Mechanics (CFD)) for generating data to make informed engineering design decisions. Lecture content will focus on contextualising simulation within the design process, providing the theoretical basis on which to make, justify and assess competent simulation strategies. Computer-based labs using industrially relevant commercial software will build on and implement theory and provide practical guidance on meshing strategies, applying boundary conditions, extracting pertinent data and validating the simulation and its outputs.

The module will commence with an overview of the computer aided design process explaining how designs evolve from conceptual designs, to design evaluation through analysis and simulation, to design optimisation, and then to production. It will be shown how computer aided engineering tools, such as product data management, manufacturing simulation and analysis software, can be used to mitigate security risks, to increase productivity and to evaluate and manage risks due to incomplete information when creating designs.

This will lead directly to the use of FEA techniques, first by developing the rationale and theory behind FEA, then to the practicalities of implementing design modelling techniques using software. This will focus on assessing structural integrity of a design to ensure that it is fit for purpose. Meshing strategies and boundary conditions will be explained and their implications demonstrated. The robustness of the simulation itself will be assessed through verification and validation processes. Students will also be expected to produce a reflective piece on how they plan to improve their simulation competence as part of their continued professional development.

Following this will be investigations into the use of CFD. The theory will build on prior fluid mechanics knowledge to show how the Navier-Stokes equation is adapted for CFD in the modelling of complex turbulent flows. Implementation in software will demonstrate the implications of mesh selection and parameter setting. Practical techniques for assessing the simulation such as convergence studies will be explained, as will methods for data extraction and presentation to ensure students have all the necessary simulation skills for their future careers.

Assessment Proportions

This module is a core module on the Mechanical Engineering programme for both BEng and MEng students. These students will have taken ENGR5002 Fluid Mechanics and Mass Transfer and ENGR5004 Engineering Mechanics (as well as ENGR5003 Thermodynamics and Heat Transfer and ENGR5012 Engineering Materials), all of which are core. As such, it can be reasonably expected that student should be able to understand and quantify the science behind the behaviour of structures and fluids to a sufficient level. That said, most of the necessary theory in the implementation of the main equations in the software tools will be developed in this module so that it is self-contained, but follows logically from the prior modules. It is positioned early in the year so that students can take advantage of their learning during their major projects in both their 3rd and 4th year. It will also help support later core modules such as ENGR7006 Advanced Materials in Design.

This module is designed to directly address some of the programme learning outcomes, especially in regards to apply appropriate mathematical methodologies and principles of mechanical engineering science to model and analyse engineering scenarios; and to discuss the limitations of the techniques employed; as well as demonstrating key graduate attributes and professional skills such as dealing with risk and security management.

Teaching will be very practical with a couple of lectures each week to explain key concepts before direct implementation and demonstration in computer-based labs. In these labs students will be able to assess the implications of the techniques discussed in lectures directly. This also allows for direct formative feedback through support and discussion in the labs. Assessment will largely be coursework based to allow students to demonstrate their ability to implement appropriate numerical strategies, including meshing, applying boundary conditions, extracting pertinent outputs, validating the simulation and communicating the conclusions based on the evidence. The simulations will be conducted and report submitted in pairs to mitigate most technical issues experienced by students and to allow a greater depth of discussion by encouraging peer-learning.

ENGR6005: Mechatronic Systems and Automation

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: 2 years of (ChemEng/EEE/MechEng/MXEng/NuclEng), subject to agreement of School of Engineering

Course Description

The integration of mechanical engineering with electronics and intelligent computer control provides greater flexibility and increased functionality, it has become ubiquitous in a connected technology driven society. You will learn about the various building blocks: digital and analogue sensors and measurement systems; drive and actuation systems; and microprocessor systems together with the integration and software architecture necessary to ensure successful design. Automation is considered in the more general sense along with challenging themes in sustainability, safety, ethics and the responsibilities advanced technologies have. Robotics is used as a case study and there is a significant coursework exercise where students will demonstrate their skills in interfacing, programming and task planning by writing control code for a complex machine undergoing specific parallel tasks.

Educational Aims

Upon successful completion of this module, students will be able to:

1. Design mechatronic systems with a holistic view with consideration to application with existing and emerging technologies;
2. Design, structure and program a complex mechatronic system;
3. Identify and analyse ethical concerns within automation and advanced technologies and make reasoned ethical choices informed by professional codes of conduct;
4. Use engineering knowledge and understanding to apply technical and practical skills;
5. Plan, organise and write up practical work, and implement software solutions taking account of critical constraints.

Outline Syllabus

This module will contain the following content:

• Introduction to mechatronic, robotic and smart intelligent systems.
• Components and circuit design of hydraulic and pneumatic drive systems. Benefits and disadvantages of digital fluid power systems, in comparison with electric drives.
• PLC programming including ladder logic and function block programming.
• Fuzzy Logic and AI.
• Overview of instrumentation and signal conditioning. Resistance based sensors and physical operating principles. Thermo-electric sensors. Analogue to digital conversion. Magnetic and electromagnetic measurement. High impedance sensors such as piezoelectric and capacitance transducers. Acoustic sensors.
• Embedded systems: Fundamentals of computer architectures, memory hierarchy. Internal parallel and serial busses and interfacing of mapped hardware devices. Interrupt architectures, mechanisms and software.
• Concurrent systems: real time scheduling, synchronisation and inter-task communication. Real time operating systems and data communication.
• Practical implementations of hardware, software and protocols. Software and hardware engineering, including a brief introduction to the development cycle.
• Sustainability, security and ethics within technology development.

Assessment Proportions

Theoretical material will be delivered through a series of lectures with regular example classes and workshops to reinforce the material and ensure understanding.

A set of prescribed labs will complement the theory with application examples, culminating in a significant instrumentation and software design exercise that enables a complex machine to conduct specified tasks in parallel.

ENGR6006: High Frequency Circuit Engineering and Communications

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: 2 years of (ChemEng/EEE/MechEng/MXEng/NuclEng), subject to agreement of School of Engineering.

Course Description

This module aims to familiarise the students with the principles of modern information transfer and the most recent telecommunication system, both optical and wireless; and to improve their analytical, computational, and practical skills.??It will build upon the fundamental principles of electromagnetism and communication taught in 2nd year to provide knowledge of high frequency electronic circuits and systems that are the fundamental blocks of communication systems both wireless and optical. It aims to equip students with the fundamental skills to design analogue and RF circuits for communications. The module aims at the understanding and application of information theory, including the physical propagation of signals, electromagnetism, and signal analysis, and different modulation schemes for communications. This includes an appreciation of vulnerability of wireless systems and methods to increase their security. The students will be introduced to the theory and design of the main types of antennas and their properties.?

Educational Aims

Upon successful completion of this module, students will be able to:

1. Apply a comprehensive knowledge of low-level RF systems and optoelectronics components to the solution of complex problems in communications;?
2. Explain the fundamentals of radio waves for telecommunications, wireless systems, transmitters and receivers, including antennas, and carry out calculations on radio transmission antennas and coding and justify design choices;?
3. Select and apply appropriate computational and analytical techniques to model and design complex high frequency components-based systems;?
4. Use practical laboratory skills to test high frequency analogue circuits and understand deviation from design;?
5. Assess the vulnerability of wireless systems, and design methods to increase their security;?
6. Evaluate regulatory approaches for wireless systems.?

Outline Syllabus

Students will study a range of RF circuits, and high frequency systems and components that find application in modern wired and wireless communications. The module includes the most important antenna configurations, principles of information theory, modulation and access techniques (QAM, OFDM), and security of wireless networks. A section on optical communication technology where the fundamental blocks of an optical communication link will be covered. The students will practice designing and testing of analogue circuits.?

Assessment Proportions

Lectures will start with the RF engineering elements to progress into communication channels, antennas, modulation schemes, and optical communication links. The typical week will include two lectures and one tutorial session or lab session in support of students’ learning to be followed by independent study. A total of 21 lectures, 5 x 2hr tutorials and 2 lab sessions are planned, including a practical session in the electronics lab and one computer-based session.

Summative assessment will consist of an examination (70%) and coursework (30%), split into a laboratory report and a reflective piece on network security and regulatory bodies. A significant proportion of the syllabus will be assessed via the 2-hour in-person examination to evaluate the student’s ability to apply concepts and methods to the design of specific components aimed at accurately solving problems and meeting system specifications.

ENGR6007: Process Dynamics and Control

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: 2 years of (ChemEng/EEE/MechEng/MXEng/NuclEng), subject to agreement of School of Engineering.

Course Description

This module aims to develop students' understanding and practical skills in process dynamics, control, and computational methods in chemical engineering. The module integrates theoretical principles with practical applications through computational process simulation and control system design. It equips students with analytical skills for modelling dynamic systems and designing effective control strategies for chemical processes. Students will gain proficiency with industry-standard software to solve complex engineering problems, while developing critical awareness of the assumptions and limitations in process modelling. The module seeks to enhance students' abilities to analyse and solve problems involving linear and nonlinear systems, differential equations, and optimisation techniques relevant to chemical engineering applications, preparing them for careers where simulation and control are increasingly interconnected.

Educational Aims

Upon successful completion of this module, students will be able to:

1. Solve complex chemical engineering problems using computational methods, including linear/nonlinear equations, differential equations, and optimisation problems;
2. Compare and apply appropriate regression techniques and optimisation methods to analyse process data and improve system performance, considering practical constraints and limitations;
3. Develop and analyse mathematical models for chemical engineering systems, including first and second-order dynamic systems, demonstrating understanding of their limitations and assumptions;
4. Analyse system dynamics and design feedback control systems in both time and frequency domains, using transfer functions, block diagrams, and stability analysis;
5. Demonstrate competent engineering judgment in dealing with complex systems, showing awareness of technical, economic, and safety considerations;
6. Use industry-standard software packages to simulate and analyse steady-state and dynamic chemical processes.

Outline Syllabus

This module introduces students to the fundamental principles and practical applications of process modelling, dynamics, and control in chemical engineering. The course is structured around two complementary themes: computational process simulation and control system design.

The simulation component equips students with essential tools for solving complex chemical engineering problems using modern computational methods. Students will gain hands-on experience with industry-standard software packages (such as Aspen Plus) and scientific computing platforms (like MATLAB) to solve practical challenges including equilibrium calculations, reactor design, and transport processes. Topics covered include linear and nonlinear equation solving, differential equations, regression analysis, and optimisation techniques applied to real chemical engineering systems.

The control systems component develops a thorough understanding of dynamic system behaviour and feedback control principles. Starting with fundamental concepts of first and second-order system responses, students’ progress through transfer functions, block diagrams, and stability analysis. The course emphasises practical applications of feedback control, including Bode diagram analysis and controller design techniques.

The module is delivered through a combination of lectures and practical computer laboratory sessions. The first part focuses on process modelling and dynamics in the initial weeks, while the remaining weeks are allocated to process control concepts. In both components, students engage with self-study exercises that require computational software and programming skills using appropriate scripting languages. These exercises provide opportunities for students to apply theoretical knowledge to practical engineering problems, developing both subject-specific expertise and transferable skills in problem-solving, critical analysis, and technical communication.

Throughout the module, students will develop essential skills in both theoretical analysis and practical implementation, preparing them for the challenges of modern process engineering where simulation and control are increasingly intertwined.

Assessment Proportions

The module is designed to run during the first half of the academic year, with an integrated approach to learning, teaching, and assessment. The first five weeks focus on process modelling and dynamics, while the remaining weeks are dedicated to process control lectures. All teaching sessions are held in a computer laboratory, enabling an effective blend of theoretical instruction and practical implementation.

Lectures are supported by self-study exercises that require students to apply computational software and programming skills using appropriate scripting languages. These exercises are evaluated during subsequent taught sessions, providing students with regular formative feedback on their progress. This approach encourages active learning and allows students to develop problem-solving skills in a supportive environment.

The assessment strategy employs both coursework and examination to evaluate different aspects of student learning. Summative assessment is divided equally between two components: coursework and examination. The coursework consists of a project focusing mainly on the modelling/dynamics component. This project is designed to assess students' practical skills in applying computational methods to solve chemical engineering problems.

The examination evaluates students' theoretical understanding and analytical problem-solving capabilities with particular focus on the control part. This balanced assessment approach ensures comprehensive evaluation of all learning outcomes while reflecting the module's dual emphasis on theoretical foundation and practical application.

ENGR6008: Nuclear Monitoring and Protection

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: 2 years of (ChemEng/EEE/MechEng/MXEng/NuclEng), subject to agreement of School of Engineering.

Course Description

This module provides an introduction to nuclear instrumentation fundamentals and applications. This includes a review of radiation detection modalities including data analysis and interpretation. Students will be able to distinguish between the detection and measurement of energy. Furthermore, they will be able to quantify parameters such as count level, energy spectra and dose. A thorough discussion and review will be done on safety issues associated with nuclear instrumentation.

Educational Aims

Upon successful completion of this module, students will be able to:

1. Discuss the principal radiation detection modalities in use throughout the world and have an appreciation of where current research trends are taking the field;
2. Set up selected detector systems and interpret their data with awareness of key statistical issues, and discuss the trade-off between energy resolution and detection efficiency;
3. Demonstrate awareness of the safety issues associated with the use of nuclear instrumentation;
4. Design basic shielding and articulate how radiation relates to actual dose received;
5. Assess and develop solutions to mitigate security risks within the nuclear industry;
6. Demonstrate an inclusive approach to engineering by recognising and supporting the principles and value of equality, diversity, and inclusion in professional practice.

Outline Syllabus

This module is to provide students with a knowledge of the common nuclear instrumentation systems they might encounter in industry, medicine and research. Further, the students are given the ability to design an entire radiation detection system dependent on the scenario and are introduced to the mathematical analysis required to convert the output they might encounter from their set-up to the real-life radiological data they are really interested in e.g. radiological dose is measured in Sieverts, not Amps.

To examine the fundamentals of instrumentation; to introduce key issues relating to nuclear applications, including the justification for dedicated instrumentation; and to provide an indication of where current research is taking this area forward.

Assessment Proportions

Lectures - delivered as 3x 1-hour lectures per week in a fairly traditional format wherein theory is presented alongside worked examples demonstrating engineering applications.

Laboratories - Supporting laboratories will involve tasks associated with setting up of equipment to allow the detection of radiation.

Workshops – covering solutions to problems and past exam papers.

Assessment strategy – coursework done via a mid-term progress test and lab session. Formal exam at the end of the year.

ENGR6009: Dynamic Systems

• Terms Taught: Lent/Summer
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: 2 years of (ChemEng/EEE/MechEng/MXEng/NuclEng), subject to agreement of School of Engineering.

Course Description

The aim of this module is to familiarize students with a range of mechanical systems and to develop an understanding of how their mechanical designs can be analysed and developed to satisfy various dynamic specifications in the context of mechanical and robotic systems.?It also aims to equip students with the technical knowledge of vibratory motion of simple (one degree of freedom) and complex (multiple degrees of freedom) mechanical systems, and their design, with reference to dynamic deformation, velocity and acceleration. Students will be able to analyse quantitatively the behaviour of oscillatory systems with one or more degrees of freedom. The module also considers the mechanics of robotic and automatic manipulators in this context, their use in manufacturing, and their operation.?

Educational Aims

Upon successful completion of this module, students will be able to:

1. Analyse the natural frequency, resonance and damping in relation to vibrating systems, and the corresponding mode shapes for such systems;?
2. Mount a machine so that force transformation can be managed and controlled, and apply the principles of vibration isolation design;??
3. Explain how vibration is measured and critically evaluate the techniques used;
4. Evaluate the factors which determine the performance and stability of mechatronic systems, and set out the scheme design of a machine/system incorporating the principles derived from this;?
5. Design and evaluate solutions to meet real world mechanical engineering needs, analyse competing designs and select the most appropriate, evaluating and mitigating the risks associated with real world design;
6. Understand and apply relevant formal system design tools as part of a collaborative project.

Outline Syllabus

This module provides students with practical competences in dynamics and industrial mechatronic design. It is focussed on the dynamic modelling of mechanical and mechatronic systems in the time and frequency domain using a range of mathematical techniques, including free and forced, damped and undamped, and vibrations of single-degree-of-freedom systems; vibration isolation and measurement; resonance and dynamical amplification factors. Regarding vibrations of complex mechanical systems, the syllabus includes the formation of equations of motion for two and more degrees of freedom; vibrations as an eigenvalue problem via stiffness matrices; modes of vibration as eigenvectors of eigen-matrices; mode orthogonality; and Rayleigh's quotient. The module also covers dynamic modelling of mechatronic systems in the time and frequency domain; mathematical techniques that are developed to allow the analysis of 3D dynamics leading to mechanical/mechatronic machine components; kinematics and load analysis; concepts of precision location and guidance of moving parts; design with flexural elements; kinematic design; and causes of errors in machine systems that are developed and integrated into the design process.

Assessment Proportions

The course features 30 hours of lecture material, 10 hours compulsory tutorials, and 4 hours of project review. The lectures will feature a mixture of theoretical and more practical content and design examples.

The assessments of the module require students to attend a 2-hour written exam and submit a group design project report. The assessments are to provide an opportunity for students to show both their theoretical skills within an exam environment and practical design skills through the group project.

The design project will concern the design and analysis of a dynamic system (e.g. a vibration isolation system). The required investigation includes background/literature review, design/materials selection, design specifications and calculations to meet industrial standards and market potential, with cost and environmental impact analyses. Students will need to include a section on the nature of the collaboration and the tools used, and hence their effectiveness as team members.

ENGR6010: Power Electronics and Applications

• Terms Taught: Lent/Summer
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: 2 years of (ChemEng/EEE/MechEng/MXEng/NuclEng), subject to agreement of School of Engineering.

Course Description

This module aims to provide students with comprehensive knowledge and understanding of power electronics and applications. It develops understanding of scientific principles and methodology of power semiconductor devices, power electronic converters, inverters and dc/ac machines. It teaches application design with these devices and components including, control, use of gate drivers and transformers. It provides knowledge applicable to high power electronic converters in the electric power utility industry.

Educational Aims

Upon successful completion of this module, students will be able to:

1. Describe the operation and limitations of differing power electronic switching components and be able to select as appropriate for a new system design;
2. Analyse and design single-phase, three-phase, controlled and uncontrolled rectifiers, power electronic converters and inverters;
3. Create induction motor drive applications including speed control by varying stator frequency and voltage, variable frequency drives, and synchronous machine applications including use of sinusoidal waveforms and trapezoidal waveforms;
4. Analyse and design power electronics and choice of generators for green energy production, for example wind turbines, considering the societal and environmental impact of the solution;
5. Describe electric utility applications including HVDC transmission, static VAR compensators, interconnection of renewable energy sources and energy storage systems to the utility grid;
6. Undertake design calculations for transformers and magnetic circuits.

Outline Syllabus

Students will learn about power electronic switching devices and their applications in single-phase and three-phase converters and inverters. They will learn to select and design different power electronic converters including uncontrolled rectifiers, controlled thyristor converters, DC/DC converters and DC/AC inverters and their applications in DC motor drives and AC motor drives. They will be able to design control systems and gate drivers for power electronic devices including pulse-width-modulated (PWM) inverters, selection of switching frequency and frequency modulation ratio, PWM with bipolar voltage switching, and PWM with unipolar voltage switching. They will learn how to analyse power electronic circuits and to undertake design calculations for switching losses, snubbers and snubber circuit protection for single-phase and three-phase thyristor circuits. They will also learn how to analyse the operation and characteristics of volt–amp reactive (VAR) compensators and apply the compensation techniques for implementing the compensation by switching power electronics for controlling power flow. They will learn to design with medium and high frequency transformers as required for isolated power converters. They will be able to apply converters and inverters to the operation of motors and generators in industrial situations and for the generation of green energy. They will learn to analyse and design wind turbine power electronics including partial-rated and full-scale power converters and turbine- and farm-level controls, and photovoltaic (PV) power electronics including typical stages of the solar PV inverters, power converter topologies for small- to large-scale PV power plants, and control strategies for maximum power point tracking.

Assessment Proportions

The first half of module will focus on lectures and tutorials about power electronic switching components and different power converters while the second half will be dedicated to lectures and tutorials on applications of power electronics converters. Overall, 22-hour lectures, 12-hour tutorials and 6-hour in-person labs will be arranged, totalling 40 contact hours.

The examination aims to test students’ understanding of concepts and their ability to apply knowledge to solve problems. This will be supported by mid-module formative progress tests. The simulation-based coursework and report assessment is based on the technical report on the design and simulation of multiple power electronic circuits. The coursework assessment includes a range of skills, from use of simulation software, electronic circuit theories, and critical review of literature.

ENGR6011: Product Design

• Terms Taught: Lent/Summer
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: 2 years of (ChemEng/EEE/MechEng/MXEng/NuclEng), subject to agreement of School of Engineering.

Course Description

This module aims to develop students’ ability to think creatively and apply a range of systems engineering tools to aid product design. Students will be equipped with a structured understanding of the product design process, from user requirements through to concept development, prototyping and evaluation. Encompassing human factors and user centred design, students will develop creative solutions to real-world engineering problems.

Educational Aims

Upon successful completion of this module, students will be able to:

1. Describe the differences between systems and design thinking approaches to propose holistic product design solutions;
2. Formulate and analyse stakeholder and system design requirements;
3. Construct and interpret functional models to propose coherent and measurable design requirements;
4. Evaluate and apply quality management principles, to support risk management and continuous improvement in engineering projects;
5. Integrate lifecycle thinking into system design and development, to minimise environmental and societal impact;
6. Critically evaluate human factors (ergonomics, anthropometrics, etc.) as a major determinant of successful product design.

Outline Syllabus

This module will introduce students to creative thinking, design thinking and systems engineering, pushing them to realise highly innovative solutions to complex engineering problems. Covering requirements capture and analysis, functional modelling, approaches to design, concept development and detailed design, the key underlying themes include full life-cycle design, human factors and sustainability.

The delivery of this module is designed to introduce tools and methodologies in lectures, that then transition into active learning workshops where students explore how the tools can be applied effectively. As the module progresses, students will build a toolkit of strategies enabling them to competently approach product design with confidence in their future academic and professional practice.

Decolonisation has influenced the content of this module, specifically considering the benefits of diversity and diversity of lived experiences. These will be explored within the application of design and systems thinking tools, highlighting the importance of the role it plays within the products we design. Students will also explore the impact of historical and ongoing discrimination, considering colonialism, racism and sexism when interrogating several product design case studies within the module.

By the end of this module, students will be able to reflect on graduate attributes in several areas, including subject specialist knowledge, experience and skills for graduate level opportunities, and inclusive and socially responsible engineering practice.

Assessment Proportions

Structurally, there will be 4-hour block sessions per week comprising of lecture and workshop combined, delivering concept material and allowing space/time to put into practice the tools/theories/methodologies learned. The module is designed to foster creativity through design thinking methodologies, whilst using a structured approach of systems engineering tools to develop highly innovative and human centred design solutions. Encouraging students to ideate outside of their comfort zone in a supported environment aims to elicit elevated creativity which can be harnessed throughout the remainder of their degrees.

This approach to teaching draws on active learning principles, ensuring students capitalise on the taught element in an efficient and effective manner. Strategies will be included to ensure delivery, facilitation and subsequent ideation by students is inclusive to the whole cohort. It is envisaged that whilst the 4-hour block of teaching will be timetabled, the format week by week will adapt to the content being covered and, in some weeks, will allow for time to apply the learning to the group coursework.

Assessment is via a group report that collates the outcome of the tools/techniques undertaken throughout the course of the module, applied to a specific design challenge, plus an exam that tests the individual understanding of the module content to ensure all students achieve all learning outcomes.

ENGR6012: Digital Signal Processing

• Terms Taught: Lent/Summer
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: 2 years of (ChemEng/EEE/MechEng/MXEng/NuclEng), subject to agreement of School of Engineering.

Course Description

This module aims to develop a deep understanding of the theoretical foundations and practical implementation of digital signal processing (DSP) systems, with a particular focus on embedded applications. It explores the mathematical tools and signal analysis techniques essential for processing discrete-time signals, including sampling, convolution, Fourier analysis, and z-transforms.

The module also aims to provide students with hands-on experience in designing, implementing, and optimising DSP algorithms using both high-level simulation tools (e.g., MATLAB) and embedded platforms, such as ARM Cortex microcontrollers and FPGAs. Through this dual-platform approach, students will engage in critical comparisons of software- and hardware-based DSP solutions, considering real-time performance, fixed-point constraints, and system-level trade-offs.

By the end of the module, students will gain not only subject-specific knowledge in DSP theory and embedded systems but also transferable skills in programming, problem-solving, system evaluation, and the use of industry-standard development and simulation tools. The module encourages professional practice, independent learning, and critical analysis as core components of applied engineering education.

Educational Aims

Upon successful completion of this module, students will be able to:

1. Apply the key principles of sampling continuous time signals and advanced digital signal processing, including time and frequency domain analysis and filtering, and design algorithms suitable for implementation on both FPGA and ARM Cortex platforms;
2. Apply Fourier transforms, z-transforms and the principles of convolution to the analysis of signals and linear time-invariant systems;
3. Critically analyse, design and implement finite impulse response and infinite impulse response filters;
4. Describe the high-level architecture of embedded processing systems used for DSP applications;
5. Develop and optimise DSP algorithms for real-time embedded execution using fixed-point arithmetic on ARM Cortex microcontrollers, evaluating performance trade-offs such as precision, latency, and energy efficiency;
6. Use simulation and profiling tools (e.g., CMSIS-DSP, Keil, MATLAB, ModelSim/Quartus) to verify, and critically analyse DSP algorithm performance on embedded platforms;
7. Demonstrate professional practice and safe use of embedded system hardware and software tools for DSP applications..

Outline Syllabus

The key themes of this module are

• Signals and their basic properties as well as analysis of discrete-time signals and systems, sampling theory, and linear time-invariant systems.
• Time domain processing of discrete signals such as convolution and correlation.
• Transform techniques to represent signals and system s in frequency domain such as Discrete Fourier Transform (DFT), Fast Fourier Transform (FFT), and z-transforms.
• Digital filter design by covering topics such as FIR and IIR filter characteristics, their design techniques, and stability analysis using analytical techniques.
• Convolution.
• Implementation of filter design and DSP algorithms in MATLAB (practical element).
• Practical implementation of DSP algorithms on real-time embedded execution using fixed-point arithmetic on ARM Cortex microcontrollers and/or FPGA.

Assessment Proportions

This module adopts a blended and constructively aligned approach to support students in developing both theoretical and practical expertise in digital signal processing (DSP) for embedded systems. Weekly delivery consists of two one-hour sessions focused on foundational DSP theory and one two-hour lab block devoted to hands-on problem-solving, implementation, and applied experimentation using ARM Cortex microcontrollers and FPGAs.

Teaching integrates simulation tools such as MATLAB with industry-standard hardware development environments (Keil uVision, ModelSim), providing an inclusive learning experience that spans software and hardware domains. Concepts such as filter design, spectral analysis, and fixed-point arithmetic are introduced through problem-based learning tasks, allowing students to engage with real-world DSP challenges from diverse application areas, including audio processing and communications.

Assessment is constructively aligned with the module learning outcomes and scaffolded to support progression. It combines a comprehensive laboratory report assessing understanding and technical documentation as well as practical implementation and demonstrations to evaluate real-time DSP system performance and an end of year written exam which is used to assess breadth and depth of the theoretical underpinnings of the module with particular emphasis on problem solving and critical thinking. Formative feedback is embedded throughout via in-lab check-ins, peer discussion, simulation-based verification tasks, and diagnostic quizzes.

ENGR6013: Sustainable Process Engineering

• Terms Taught: Lent/Summer
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: 2 years of (ChemEng/EEE/MechEng/MXEng/NuclEng), subject to agreement of School of Engineering.

Course Description

This module aims to develop students’ detailed skills in a key area of chemical engineering, with particular emphasis on sustainability in process engineering. It encourages students to recognise how design decisions and process selections must comply with economic constraints as well as current health, safety, and environmental regulations. The module also cultivates critical thinking and objective analysis of complex technical problems, while enhancing problem-solving, design, and analytical skills through the application of chemical engineering knowledge to real-world situations.

Educational Aims

Upon successful completion of this module, students will be able to:

1. Describe the fundamentals of processes integrating heat, mass and momentum transfers (humidification process, cooling towers, driers, evaporators, multi-component distillation) and integrating sustainability principles into chemical engineering practices;
2. Explain how the principles of mass and energy balances and other process parameters are interrelated and combined in the design of processes and equipment to create a chemical plant;
3. Integrate circular economy principles into chemical engineering and analyse the environmental impact of chemical processes using life cycle assessment;
4. Critically analyse competing processes and select the most appropriate process;
5. Create and design solutions to meet real-world chemical engineering needs;
6. Apply the principles of effective management of health and safety (including appropriate legislation).

Outline Syllabus

This module is designed to offer an in-depth understanding of advanced chemical engineering fundamentals, specifically focusing on the application of simultaneous momentum, heat, and mass transfer in the design process. It also aims to develop proficiency in the common tools used for designing chemical engineering equipment, such as humidifiers, cooling towers, evaporators, dryers, and systems for complex separations (e.g., multi-component distillation). The module emphasises integrating sustainability principles into chemical engineering practices, covering topics such as sustainable process design, energy efficiency, environmental impact assessment, and the incorporation of circular economy concepts within the context of chemical engineering.

The following topics will be covered in the module:

• Simultaneous heat and mass transfer – e.g. humidification terms, basic definition; wet-bulb temperature; adiabatic saturation temperature; Lewis relation; humidity data for the air-water system: temperature-humidity chart; enthalpy-humidity chart; mixing of two streams of humid gas; addition of liquid or vapour to a gas; determination of humidity; methods for humidification and dehumidification.
• Cooling towers – e.g. types of cooling towers; heat and mass balances; equilibrium and operating lines; stage calculations; heat and mass transfer coefficients; operation of cooling towers.
• Drying – e.g. moisture-solid relationships; mass and enthalpy balances; types of moisture; drying rate curves; constant drying rate period; critical moisture content; fall rate periods; movement of moisture within a solid; through drying; total drying time; drying equipment.
• Evaporators and evaporation – e.g. types of evaporators and operation methods; calculation method for single-effect evaporators; calculation method for multiple-effect evaporators; improving efficiency in the evaporation process.
• Multicomponent distillation – e.g. equilibrium flash distillation; bubble and dew points; classical method; tray efficiency; Lewis method; enthalpy-composition method; FUG Method: Fenske equation; Underwood equation; Gilliland correlation; FUG method – optimum feed location; Rigorous methods – MESH equations.
• Sustainability – e.g. fundamentals of sustainability and its relevance to chemical engineering; environmental impact of chemical processes using life cycle assessment (LCA); energy-efficient and resource-optimised processes; integration of circular economy principles into chemical engineering.

Assessment Proportions

33 hours of lectures at a pace of 3 hours per week – 2 lectures will be delivered on advanced process transfers, and 1 lecture will be delivered on sustainability-related topics each week. Additional online sessions can be arranged as needed, based on requirements.

A formative progress test on advanced process transfers and a coursework component on sustainability in process engineering is scheduled for this module.

ENGR6014: Applied Reaction Engineering

• Terms Taught: Lent/Summer
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: 2 years of (ChemEng/EEE/MechEng/MXEng/NuclEng), subject to agreement of School of Engineering

Course Description

This module aims to develop students' comprehensive understanding and practical skills in reactors and bioreactors for heterogeneous systems, helping to analyse and design effective reactors for chemical processes. Students will gain proficiency in applying computational methods and modern software tools to solve complex reaction engineering problems, ranging from homogeneous to heterogeneous reactions, while considering transport phenomena and non-isothermal operations under real flow conditions. The module seeks to enhance students' ability to model, analyse, and solve problems involving differential equations and optimisation within the context of chemical and biochemical reaction engineering. Through hands-on engagement with industry-standard simulation software and computational tools, students will acquire practical experience in professional chemical engineering practices. A key objective is to foster an understanding of the fundamental relationships between various factors that affect catalyst design in real-world environments. This includes developing a critical awareness of the assumptions and limitations involved in such modelling and its application to reaction engineering design.

The module will foster critical thinking and help students develop structured arguments grounded in theoretical principles and empirical evidence. Additionally, students will acquire essential skills in planning and organising technical work, focusing on systematic approaches to problem-solving.

By applying advanced methods to complex chemical engineering problems, students will refine their communication skills in a challenging area: presenting intricate engineering calculations in a way that is accessible to other engineers who may not have specific knowledge of reaction engineering, allowing for independent verification of results. Studying this module provides students with the opportunity to gain a comprehensive understanding of the reaction engineering theme. They will learn how catalytic, and bio-reactions enhance the industry's capacity to manufacture valuable products for society. Furthermore, students will develop their analytical skills, improving their ability to extract useful information from data using both laboratory and numerical methods. They will also learn to synthesise the knowledge gained into new insights and designs, thereby developing their engineering judgment and independent critical thinking.

Educational Aims

Upon successful completion of this module, students will be able to:

1. Describe the characteristics of multi-phase reactions and reactors in general and catalytic reactors in particular;
2. Synthesise appropriate reaction models and mathematical descriptions of the processes involved;
3. Formulate suitable design methods from (bio)catalytic process descriptions and synthesise effective solution methods;
4. Integrate the fundamentals of this unit with broader chemical engineering principles for the design of experiments, equipment and processes;
5. Present advanced and complex engineering calculations in an effective manner that are sufficient to facilitate not only the communication of challenging concepts but also the independent verification of the results presented;
6. Select, justify and choose appropriate computational methods.?

Outline Syllabus

This module introduces students to advanced principles and practical applications of reactors and reaction engineering. It covers a range of topics, including homogeneous, catalytic, and enzymatic heterogeneous chemical and biochemical reactions. The course prepares students for the challenges of modern reaction engineering, where fundamental concepts and numerical methods are increasingly intertwined. ?

Students will first study the kinetics of "idealised" catalysis and enzymes in homogeneous systems. They will then be introduced to heterogeneous reactions and the additional concepts needed to describe and interpret their behaviour. Key topics will include the role of mass and energy transfer, pressure, and (bio)catalyst deactivation in heterogeneous multiphase systems of real flow, along with relevant kinetic models. Through the exploration of established industrially significant catalytic and bioprocesses, students will learn how these core concepts are applied in the design of heterogeneous and bioreactors.?

Through a series of case studies in clean chemical synthesis, environmental protection, and the manufacture of fine and commodity chemicals, the generation of process development equations for process modelling is developed by numerical methods including using MATLAB, Excel, and computational fluid dynamics (CFD) and performance analysed and optimised.?

The course introduces the student to practical tools for the analysis of catalytic processes, kinetics (Michaelis-Menten equation), cells and cell culturing, key biotechnological concepts, and kinetics of microbial activity and the application of mathematical models to clarify the concepts of bioreactor design.

Assessment Proportions

The first six weeks of the module will focus on lectures about catalytic reaction engineering while the remaining weeks will be dedicated to lectures on bioreaction engineering. Half of the teaching sessions will take place in the lecture room equally with the second half of lectures to be given in a computer laboratory, allowing for an effective combination of theoretical instructions and practical applications. Lectures will be supplemented with worked examples and formative coursework exercises that challenge students to apply the knowledge and technical skills they have gained. These exercises will be assessed during subsequent teaching sessions, providing students with regular feedback on their progress. This approach promotes active learning and helps students develop problem-solving skills in a supportive environment. The assessment strategy incorporates both coursework and examinations to evaluate various aspects of student learning.

Summative assessment is divided into two components: examinations and coursework. The coursework consists of two projects primarily focused on the design and modelling of process units relevant to the learning outcomes. The examination will evaluate students' theoretical understanding as well as their analytical problem-solving abilities. The higher weighting given to the analytical problem-solving component ensures a comprehensive assessment of all learning outcomes, reflecting the module's dual emphasis on a strong theoretical foundation and practical applications.

ENGR6015: Nuclear Medicine

• Terms Taught: Lent/Summer
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: 2 years of (ChemEng/EEE/MechEng/MXEng/NuclEng), subject to agreement of School of Engineering.

Course Description

The aim of this module is to introduce students to the concept of radiobiological effects and to review the main aspects of nuclear medicine and medical instruments. These include x-rays, magnetic resonance imaging, ultrasound. An in-depth study of nuclear techniques including external beam radiotherapy, internal radiotherapy, brachytherapy, neutron and proton therapy. The module will also cover the underlying physics and engineering concepts such as electromagnetism.

Educational Aims

Upon successful completion of this module, students will be able to:

1. Distinguish the difference between ‘radiotherapy’ and ‘radiology’ and identify an appropriate method for the treatment of a given medical condition, and be able to describe where current research trends are taking the field;
2. Explain the principal parts of key nuclear medical systems such as LINACs, source deployment facilities, PET scanners etc. describe other medical imaging and treatment techniques such as magnetic resonance imaging and ultrasound;
3. Assess and select accelerator technology for medical applications;
4. Identify specific isotopes and explain how their properties relate to their common uses such as Tc 99m for use in PET etc.;
5. Outline health and safety and environmental considerations in a nuclear context, including radiation protection and historical context e.g. impact of nuclear weapons on the environment, and discuss the essential role that nuclear techniques fulfil in medicine;
6. Adopt an inclusive approach to engineering practice, make reasoned ethical choices informed by professional codes of conduct, and recognise the responsibilities, benefits and importance of supporting equality, diversity and inclusion.

Outline Syllabus

This module will introduce students to the nuclear engineering systems used in medical applications throughout the world. Students will study the role that nuclear techniques are used in medicine and make informed choices for the best course of treatment. Students will study the effect of radiation on human tissue. Research and explain a range of medical physics and engineering techniques and instruments including magnetic resonance imaging and ultrasound. Explain key parts of nuclear medicine including generators, PET scanners etc. Provide an overview of the main nuclear techniques used for treatment including external beam therapy, internal radiotherapeutic methods, brachytherapy, neutron therapy and proton therapy. Be able to identify an appropriate method for the treatment of a given medical condition.

Assessment Proportions

Lectures - delivered through 3x 1-hour lectures a week in a fairly traditional format wherein theory is presented alongside worked examples demonstrating engineering applications.

Coursework – A coursework that uses simulation techniques to investigate nuclear medicine.

Laboratories - Supporting computational laboratories will involve tasks associated with the visualisation of nuclear medicine computational techniques.

Workshops – covering solutions to problems and past exam papers.

ENGR7003: Industrial Consultancy

• Terms Taught: Full Year
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: Bachelor level or equivalent in (ChemEng/EEE/MechEng/MXEng/NuclEng), subject to agreement of School of Engineering

ENGR7004: Mechatronics and Control Engineering

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: Bachelor level or equivalent in (ChemEng/EEE/MechEng/MXEng/NuclEng), subject to agreement of School of Engineering

ENGR7005: Nuclear Fusion

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: Bachelor level or equivalent in (ChemEng/EEE/MechEng/MXEng/NuclEng), subject to agreement of School of Engineering

ENGR7006: Advanced Materials in Design

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: Bachelor level or equivalent in (ChemEng/EEE/MechEng/MXEng/NuclEng), subject to agreement of School of Engineering

ENGR7007: Electric Vehicles

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: Bachelor level or equivalent in (ChemEng/EEE/MechEng/MXEng/NuclEng), subject to agreement of School of Engineering

ENGR7008: Advanced Embedded Systems

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: Bachelor level or equivalent in (ChemEng/EEE/MechEng/MXEng/NuclEng), subject to agreement of School of Engineering

ENGR7009: Hydrogen Technologies and Fuel Cells

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: Bachelor level or equivalent in (ChemEng/EEE/MechEng/MXEng/NuclEng), subject to agreement of School of Engineering

ENGR7010: Electrochemical Engineering

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: Bachelor level or equivalent in (ChemEng/EEE/MechEng/MXEng/NuclEng), subject to agreement of School of Engineering

ENGR7011: Interfacial Phenomena and Microfluidics

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: Bachelor level or equivalent in (ChemEng/EEE/MechEng/MXEng/NuclEng), subject to agreement of School of Engineering

ENGR7012: Biomaterials and Tissue Engineering

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: Bachelor level or equivalent in (ChemEng/EEE/MechEng/MXEng/NuclEng), subject to agreement of School of Engineering

ENGR7013: Control and Machine Learning

• Terms Taught: Lent/Summer
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: Bachelor level or equivalent in (ChemEng/EEE/MechEng/MXEng/NuclEng), subject to agreement of School of Engineering

ENGR7014: Advanced Nuclear Engineering

• Terms Taught: Lent/Summer
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: Bachelor level or equivalent in (ChemEng/EEE/MechEng/MXEng/NuclEng), subject to agreement of School of Engineering

ENGR7015: Renewable Energy Systems

• Terms Taught: Lent/Summer
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: Bachelor level or equivalent in (ChemEng/EEE/MechEng/MXEng/NuclEng), subject to agreement of School of Engineering

ENGR7016: Nuclear Fuels Engineering

• Terms Taught: Lent/Summer
• US Credits: 5
• ECTS Credits: 10  
• Pre-requisites: Bachelor level or equivalent in (ChemEng/EEE/MechEng/MXEng/NuclEng), subject to agreement of School of Engineering

ENGR7017: Electrical Power Systems

• Terms Taught: Lent/Summer
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: Bachelor level or equivalent in (ChemEng/EEE/MechEng/MXEng/NuclEng), subject to agreement of School of Engineering

ENGR7018: Advanced RF Engineering

• Terms Taught: Lent/Summer
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: Bachelor level or equivalent in (ChemEng/EEE/MechEng/MXEng/NuclEng), subject to agreement of School of Engineering

NATS6201: Teaching, Outreach and Public Engagement

• Terms Taught: Lent/Summer
• US Credits: 5 US Semester Credits 
• ECTS Credits: 10 ECTS Credits
• Pre-requisites: None