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.

Assessment Proportions

• 30% group lab report
• 70% examination, 2 hours

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 Lancaster University. 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. Lancaster University 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

Course Description

The module aims to prepare students for holding positions of responsibility in the engineering profession by developing knowledge of consultancy and applied project management techniques. This includes developing understanding of technologies such as AI and the role they have in engineering organisations and wider society. For a significant part of the module, students will work in teams on a consultancy project, delivering experiential learning by solving real-world problems. Students will have the opportunity to reflect, articulating how the experiences will modify their future behaviour thereby contributing to continuing professional development (CPD).

Educational Aims

Upon successful completion of this module students will be able to…

1. use generative AI tools to support the generation of ideas, project planning, and communication in engineering consultancy, and evaluate the effectiveness, limitations and ethical implications of these methods across technical and non-technical contexts (M4, M8, M17);
2. develop effective solutions in response to industrially defined engineering problems, and critically evaluate the environmental and societal impact of the proposed solutions (M5, M7);
3. apply consultancy and management techniques to deliver an engineering project for a client (M15);
4. demonstrate working together with others as part of an effective team (M16)
5. communicate effectively using industry standard outputs, including technical writing and presenting (M17);
6. reflect on experiential learning activities to determine future actions, contributing to continuing professional development (CPD) (M18).

In the above context, this module primarily assesses against the following learning outcomes for the Accreditation of Higher Education Programmes (AHEP, Fourth edition) as set by Engineering Council: M4, M5, M7, M8, M15, M16, M17, M18 (see www.engc.org.uk/ahep for details of these codes).

Outline Syllabus

During the preparatory part of this module, students will be introduced to the concepts of experiential learning, problem-based learning and engineering consultancy. This module explores the role of engineering consultancy in various industries, focusing on the skills, methodologies, and practices involved in providing consultancy to solve engineering-related problems. Students will further explore how technologies such as AI are influencing leadership, consultancy, ethical decision-making, sustainability, project management and delivery. Students will learn about embracing AI for project execution whilst understanding user responsibilities within established ethical frameworks. Students will gain an understanding of reflection and reflective writing alongside its role in lifelong learning. The following part of the module provides students with the opportunity via experiential learning to work in teams to apply their knowledge and skills in a real-world context: students will embark on a team consultancy project. These will employ authentic problem-based learning (aPBL) pedagogy approaches, which will help support students to develop relevant skills for graduate level employment. Where possible, projects will be derived from industry networks, proposed and supported by an external sponsor, with an internal academic supervisor(s). Students will gain an understanding of industry needs, business requirements, stakeholder management and effective communication with clients. Students will apply knowledge from the earlier part of the module as well as other parts of their programme (including from ‘ENGR6003 Engineering Management and Entrepreneurship’) along with technical subject-specific knowhow and skills. Students will produce a written report and give a presentation on the work completed, before undertaking an individual written reflection.

Assessment Proportions

• 70% Group Report, ~10,000 words
• 15% Group Presentation
• 15% Individual Reflection, ~1000 words

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

Course Description

The module aims to deepen skills in mechatronics and control engineering, focusing on system modelling, instrumentation, and interfacing and integration. Applications include e.g. industrial automation, robotics, and smart manufacturing. Students will analyse the dynamic behaviour of advanced mechatronic and control systems in time and frequency domains using a range of mathematical techniques. The module introduces the function and operation of common sensors and signal conditioning. Through hands-on use of computational tools, students will gain practical experience in system interfacing. Emphasis is placed on designing and implementing these components within closed-loop control systems for real-world applications. Hence, automation strategies including PID control and, where appropriate, more advanced methods like Model Predictive Control (MPC) will be required.

Educational Aims

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

1. analyse dynamic mechatronic systems by applying appropriate approaches, such as the formulation of control system models (including transfer functions), time-series and frequency response analysis, and control engineering (M1, M2, M3);
2. condition signals from common types of sensors, design techniques for noise and error reduction, and evaluate the impact of emerging data security and encryption (M1, M2, M3);
3. analyse and design appropriate interface hardware, resolving issues such as signal amplitude and level shifting (M3, M5, M6, M12);
4. evaluate the impact of emerging interfacing technologies, and explain the underlying principles of both standard and advanced digital and analogue interfacing (M1, M2, M3);
5. propose interfacing and integrating solutions for a range of practical engineering applications, justifying the selection and design of suitable algorithms (M3, M5, M6, M12);
6. design hierarchical architectures to define modelling and control objectives within practical constraints, using case studies such as design optimisation, manufacturing process optimisation, fault diagnosis, and prognosis (M5, M6).

In the above context, this module primarily assesses against the following learning outcomes for the Accreditation of Higher Education Programmes (AHEP, Fourth edition) as set by Engineering Council: M1, M2, M3, M5, M6, M12 (see www.engc.org.uk/ahep for details of these codes).

Outline Syllabus

This module develops advanced concepts in mechatronics and control engineering, with a particular emphasis on system modelling, instrumentation, and the interfacing and integration of components within complex engineering systems. Applications include, for example, industrial automation, robotics, and smart manufacturing.

The syllabus covers the dynamic modelling of mechatronic systems in both time and frequency domains, using a range of mathematical techniques, such as differential equations, transfer functions, and pole-zero analysis. Lagrangian mechanics and linearisation techniques (inc., Jacobian-based, feedback linearisation) for control systems (e.g., robotic manipulators and automated guided vehicles) are seamlessly involved. These techniques support the analysis and design of feedback control systems. The instrumentation component introduces a range of sensor technologies and their underlying physical operating principles.

Topics include resistance-based sensors (e.g. strain gauges, thermistors), thermo-electric sensors, high-impedance devices such as piezoelectric and capacitive transducers, acoustic sensors, and magnetic and electromagnetic measurement systems. The selection and application of appropriate sensors for specific tasks is addressed. Interfaces and integration topics include the practical and theoretical aspects of connecting system components. This includes system integration requirements, analogue and digital signal conditioning, D/A and A/D conversion, I/O multiplexing, user interface considerations, and electromagnetic compatibility (EMC). Methods for reducing noise and minimising error in sensor signals are also examined.

A central theme throughout the module is the design and implementation of these elements within closed-loop control systems. Hence, module will explore industrial automation techniques where appropriate, including classical methods such as Proportional-Integral-Derivative (PID) control, as well as more advanced strategies like Model Predictive Control (MPC).

Assessment Proportions

There will be a 2-hour exam assessing AHEP4 learning outcomes M1, M2, M3, M5 and M6, focusing primarily on the modelling, control and instrumentation syllabus. The coursework will be based on the interface laboratory work, assessed by means of a group report, albeit with an individual component focusing on a critical analysis of the design approach and self-reflection. The report is expected to take 20 hours of effort and will encompass all aspects of the interface content, and will primarily assess against M3, M5, M6 and M12.

• 30% Group Report
• 20% Individual Critical Reflection
• 50% Exam

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

Course Description

This module will introduce the fundamental concepts underpinning nuclear fusion and the engineering challenges associated with its implementation as a power source. The overall ethos of the module is to consider fusion as a part of the energy landscape and how it fits within the framework of environmental, social, and economic sustainability. Students will be provided with a systems overview of fusion and learn how small changes in one part of the system can have substantial implications elsewhere. This will require them to develop research skills, to synthesise what they have learned to form a coherent argument and to articulate that in writing. This module is being offered as fusion is becoming a more substantial part of the nuclear landscape in the UK and the development of specialists with training in this area is a focus of government policy.

Educational Aims

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

1. demonstrate knowledge of the background of fusion devices, and identify and critically evaluate the different approaches to exploiting fusion for electricity generation (M1, M3);
2. apply electromagnetism and superconductivity theory to fusion devices (M1);
3. evaluate engineering approaches to plasma sustainment in Magnetic Confinement Fusion (MCF), and identify and describe major systems in MCF and Inertial Confinement Fusion (ICF) reactors (M1);
4. critique the tritium fuel cycle (M1, M3, M13);
5. balance the interdependency of subsystems in complex infrastructure projects (M5);
6. investigate and define any constraints including environmental and sustainability limitations; ethical, health, safety, security and risk issues; intellectual property; codes of practice and standards (M4, M5, M7, M8)
7. demonstrate knowledge and understanding of the commercial, economic and social context of nuclear technology by consideration of its lifecycle (M4, M5, M7, M8).

In the above context, this module primarily assesses against the following learning outcomes for the Accreditation of Higher Education Programmes (AHEP, Fourth edition) as set by Engineering Council: M1, M3, M4, M5, M7, M8, M13 (see www.engc.org.uk/ahep for details of these codes).?

Outline Syllabus

The students will examine the benefits and drawbacks of the different fusion reactions and how to evaluate these based on different factors, including ease of achieving ignition of a fusion plasma, resource availability, proliferation, economics and public acceptability. Following this, the students will gain a grounding in electromagnetism and superconductivity and how these are employed to confine a fusion plasma. We will then explore the practicalities of magnetic confinement fusion (MCF) and inertial confinement fusion (ICF). Within MCF, the module will explore the differences between stellarators and tokamaks, as well as how modifying the aspect ratio of the plasma modifies confinement. Different approaches to achieving ICF, using both lasers and projectiles, will be discussed.

The module will then explore a key defining feature of fusion, which is tritium, covering what it is, how it formed in nature, its future availability, how to work with it and how we may go about generating it. Further, other materials issues associated with the high temperatures and neutron fluxes present in a fusion reactor are also described in detail. The production of radioactive waste will be discussed as well as the impact this may have no public acceptability. A key feature of the fusion, is the evolving policy framework surrounding it, including the regulatory framework. Therefore, the module will include and overview of the hazards that are present on a fusion reactor and approaches to mitigating these.

Assessment Proportions

The coursework will consist of a 2000-word essay that covers an aspect of fusion. The students will be given a choice of two subjects to address. In the essay the students will be encouraged to examine the technological as well as societal, environmental, ethical and financial implications of the technology they are discussing, thereby focusing on AHEPs M4, M5, M7, M8.

• 30% Essay
• 70% Exam

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

Course Description

The development or enhancement of materials through alloying or processing is critical to extending component performance, life, sustainability and safety. This module will develop knowledge and understanding of advanced materials that is relevant to industries such as automotive, aerospace, construction and energy. The module aims to do this by examining the materials science paradigm of relating component performance with materials properties, processing history and material microstructure. Students will learn how to apply their combined knowledge to appraise both historic developments in materials and to design new alloys to improve product performance and life, understanding the impact upon both cost and sustainability.

Educational Aims

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

1. develop and justify solutions for real world materials design problems (M2);
2. research the literature to develop a critique of materials design strategies (M4);
3. assess the implications of materials design on environmental and ethical responsibilities of the engineer (M7, M8);
4. exercise informed material selection in engineering design (M13);
5. use and apply engineering judgement to present a concise technical argument and communicate conclusions to expert and non-expert audiences (M17);
6. plan and record self-learning and development as the foundation for lifelong learning/CPD (M18).

In the above context, this module primarily assesses against the following learning outcomes for the Accreditation of Higher Education Programmes (AHEP, Fourth edition) as set by Engineering Council: M2, M4, M7, M8, M13, M17, M18 (see www.engc.org.uk/ahep for details of these codes).?

Outline Syllabus

This module will develop a detailed understanding of the selection, use and design of advanced materials for challenging applications such as in the aerospace, automotive, energy and construction industries. Through synthesising detailed knowledge of the relationships between material microstructure, processing and performance, students will learn how to critically evaluate and optimise advanced materials for performance, cost and sustainability.

Assessment Proportions

The coursework activity is the production and delivery of a presentation, based on student-led research of a current topic in materials design within a pre-selected industry. It delivers key skills at level 7 and valuable opportunities for students to develop their presentation skills on an individual basis. The module will also require students to reflect on the development of their presentation skills. Feedback will be used to submit a self-reflective statement on how their presentation skills have developed in this module and what they need to work on to improve, as part of a record of CPD. The self-reflective statement is a pass / fail assessment. Content will also be assessed via examination.

• 20% Individual Report
• 10% Individual Presentation
• Pass/Fail CPD Self-Reflection
• 70% Exam

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

Course Description

This module aims to enhance students’ knowledge and understanding of electric vehicles, focusing on key concepts relevant to transportation systems, such as energy management, power electronics, and control systems. It deepens students' understanding of power electronics by demonstrating real-world energy conversion processes, including efficient power management, inverter operations, and motor drive control. The module also expands their knowledge of electrical machines through practical applications in motor control, torque management, and integrating electric drivetrains for optimal performance. Additionally, it builds expertise in battery systems by covering battery management, energy storage, charging dynamics, and thermal management—essential for maximising performance and longevity. Students will also gain insights into energy storage systems, enabling them to analyse electric vehicle-to-grid interactions for sustainable energy management and grid stability.

Educational Aims

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

1. analyse the function, behaviour, modulation schemes, and controllers for a range of advanced power electronic converters and electrical machines (M2);
2. apply mechanical and electrical modelling to optimise propulsion systems of electric vehicles and design the required cooling capacity for the battery addressing associated health, safety, environmental considerations, and compliance with industry standard (M5, M6);
3. design and develop algorithms for an industrial microcontroller to modulate and control advanced power electronic converters powering the electric vehicle's drive system, and fine-tune the code to meet specified performance requirements (M4, M6, M12);
4. use practical laboratory and workshop sessions to enhance skills and deepen understanding of electrical machines, power electronic converters, and battery systems (M12);
5. conduct a literature review to develop appropriate control schemes for selected electrical systems (M4);
6. critically evaluate the environmental and ethical implications of energy systems, including electric vehicles; communicate design decisions effectively; and assess the effectiveness of applied methods and solutions. (M7, M8, M17).

In the above context, this module primarily assesses against the following learning outcomes for the Accreditation of Higher Education Programmes (AHEP, Fourth edition) as set by Engineering Council: M2, M4, M5, M6, M7, M8, M12, M17 (see www.engc.org.uk/ahep for details of these codes).

Outline Syllabus

This course will cover the key technologies used in electric vehicles focusing on four key sections: 1) Advanced Power Converters: Advanced DC/DC converters and Advanced DC/AC inverters In this part, students will understand and evaluate the efficient energy management, conversion and controlling power between the battery, motor, and charging systems. Student will design and optimise systems for improved performance, energy efficiency, and reliability. 2) Drive control: Induction motor control, Permanent Magnet Synch. Motor Control, Switched Reluctance motors (SRM), and SRM control This section focuses on the precise management of electric motor performance. It ensures efficient power delivery, improves vehicle dynamics, and enhances overall energy efficiency. Understanding drive control enables students to design and optimise systems for better acceleration, braking, and stability, which are critical for the functionality and safety of electric vehicles. 3) EV battery chargers and controllers: Mechanical modelling of EVs, EV battery sizing, EV Battery Chargers (rectifiers), Battery Management Systems, Battery Cooling and safety, Wireless Charging This section focuses on understanding the efficient management of battery charging processes and power distribution in electric vehicles. This knowledge helps students design systems that ensure optimal charging, battery longevity, and energy efficiency. Mastery of these concepts is essential for advancing technology in the electric vehicle sector and supporting sustainable transportation solutions. 4) EV/Grid Integration: Grid to Vehicle and Vehicle to Grid operation of EVs, and EV/Grid integration standards This section helps students to understand how electric vehicles interact with the power grid and it covers concepts like vehicle-to-grid (V2G) technology, which allows EVs to act as energy storage, contributing to grid resilience. Mastery of these concepts is key for developing sustainable and efficient energy systems in the future.

Assessment Proportions

A considerable part of the syllabus is dedicated to mathematical content, with a focus on modelling power electronic converters, controlling electrical machines, analysing the mechanical systems of electric vehicles, and designing battery systems along with their cooling requirements. This material is well-suited for individual assessment via an in-person examination, aimed at evaluating students' proficiency in applying core concepts, performing precise analyses of real-world control systems, and demonstrating logical reasoning within these domains. This examination will be conducted in person over a duration of 2 hours. It is intended to evaluate the accomplishment of learning outcomes M2, M5, M6, M7, M8, and M17. The coursework is assessed through a combination of group and individual reports. It is designed to demonstrate students' proficiency in executing engineering tasks, developing suitable modulation schemes and control algorithms, and conducting research to support these activities. The group report evaluates teamwork and collaborative problem-solving, while the individual report focuses on critical reflection and personal contribution. Together, the two components of the coursework are designed to assess achievement of learning outcomes M2, M4, M5, M6, M7, M8, M12, and M17.

• 25% Group Report
• 25% Individual Report
• 50% Written Exam

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

Course Description

This course will focus on embedded hardware development for low-power Internet of Things (IoT) using embedded C and ARM Assembly programming on the STM32 microcontroller. The purpose of this course is to introduce the students to advanced methods of designing embedded systems on ARM-Cortex microcontrollers (MCUs), specifically for IoT purposes. This includes for example, interfacing with digital and analogue sensors and using Bluetooth wireless communication module. Students will be working with low-level MCU configuration using bare metal programming to configure and apply timers, interrupts, analogue-to-digital-conversion, serial communication, as well as wireless communication with IoT relevant technologies such as for example BLE. Students will work with Keil IDE software as an industry standard development tool and learn how to use its capabilities for debugging and programming of the ARM based microcontrollers. If needed, the students learn also how to use high-level programming, such as using HAL libraries for more complicated IoT applications. The ARM Cortex M4 microcontroller is an advanced and powerful device of the ARM Cortex family of microcontrollers and has sold in billions of units worldwide for different embedded systems used in healthcare, intelligent transportation, wearable electronics, and precision agriculture. This device is commonly used for high performance applications such as internet of things (IoT), machine learning and data processing at the edge level, and high-speed digital signal processing. Also, the board chosen for this module belongs to STM32 microcontroller family which are widely used in various industrial and commercial applications. Through this module the students will be equipped with knowledge, programming skills, and toolset, to work with a wide range of microcontrollers belong to this family. They will also learn how to use the state-of-the-art web-based compilers and libraries developed by ARM for high level programming needed to connect to cloud and edge devices in IoT applications.

Educational Aims

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

1. combine coding, hardware architecture and programming principles to provide functionality to ARM microcontroller boards and ARM Cortex M cores (M2, M12, M16);
2. justify design specifications from the requirements given by the customer and choose system components, integrate them into a system, and design a working code to interface with and control a system in a real environment (M2, M4, M5, M6);
3. evaluate and mitigate power and memory constraints when designing embedded systems (M3, M12);
4. assess the benefits an integrated software development environment, and debugger tools used for embedded system design (M3);
5. justify the use of microcontrollers in modern technology and IoT applications (M5, M6);
6. select and use appropriate design and debugging strategies, to ensure system efficiency and code optimisation, for effective microcontroller engineering within collaborative team environments (M5, M6, M12, M16).

In the above context, this module primarily assesses against the following learning outcomes for the Accreditation of Higher Education Programmes (AHEP, Fourth edition) as set by Engineering Council: M2, M3, M4, M5, M6, M12, M16 (see www.engc.org.uk/ahep for details of these codes).

Outline Syllabus

This module provides an in-depth exploration of embedded system design with a focus on the development of Internet of Things (IoT) applications. It introduces students to the fundamental hardware and software components, tools, and protocols required to engineer modern, efficient embedded solutions. A key emphasis is placed on developing practical, hands-on experience alongside theoretical knowledge to support students’ progression into embedded systems engineering careers. Students will begin by building a foundational understanding of microprocessor architecture and the ARM Cortex-M platform, which forms the basis of a high-performance microcontroller board used throughout the course. Early sessions cover instruction set architecture, memory systems, and data processing using ARM assembly language and embedded C programming. As the module progresses, students engage with more complex aspects of system development including peripheral interfacing and bare-metal programming. Key topics include working with General Purpose Input/Output (GPIO), timers, Pulse Width Modulation (PWM), Analog-to-Digital Converters (ADC), serial communication interfaces, and Bluetooth Low Energy (BLE) modules. These components are introduced both through lectures and guided practical sessions. Students will develop confidence using integrated development environments (IDEs) and toolchains specific to the ARM ecosystem. They will also explore appropriate platform for high-level IoT application development. Throughout the module, students complete a series of progressively challenging worksheets and labs that reinforce concepts and build toward a final design project. The module promotes critical thinking and creative problem-solving through real-world embedded systems challenges.

Assessment Proportions

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 the performance of an experimental embedded system and an end of year written exam. The coursework report will include a short reflective piece concerning teamwork during the laboratory classes. The aim of the exam is to evaluate the students’ ability to apply concepts, accurately solve problems, and demonstrate logical reasoning for these topics. Formative feedback is embedded throughout via in-lab check-ins, peer discussion, case study PowerPoint presentation, and diagnostic quizzes. The coursework consolidates the learning of various aspects of the module by design and integration of the hardware and software for an embedded system application using ARM Cortex M micro. This will be based on the laboratory work carried out during the module and is assessed by means of a group comprehensive report and demonstration.

• 30% Individual Report
• 70% Exam

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

Course Description

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 the performance of an experimental embedded system and an end of year written exam. The coursework report will include a short reflective piece concerning teamwork during the laboratory classes. The aim of the exam is to evaluate the students’ ability to apply concepts, accurately solve problems, and demonstrate logical reasoning for these topics. Formative feedback is embedded throughout via in-lab check-ins, peer discussion, case study PowerPoint presentation, and diagnostic quizzes. The coursework consolidates the learning of various aspects of the module by design and integration of the hardware and software for an embedded system application using ARM Cortex M micro. This will be based on the laboratory work carried out during the module and is assessed by means of a group comprehensive report and demonstration.

Educational Aims

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

1. demonstrate a comprehensive understanding of the scientific and engineering principles underpinning hydrogen production, storage, and fuel cell technologies (M5, M6);
2. apply a systems-based approach to analyse and design hydrogen energy solutions, integrating knowledge from multiple engineering disciplines (M4, M6);
3. critically evaluate the environmental, ethical, legal, and social implications of deploying hydrogen and fuel cell technologies in real-world applications (M5, M17);
4. use quantitative and computational methods to solve complex problems related to hydrogen processes and fuel cell performance and to identify and mitigate risks and environmental issues (M7, M9);
5. apply relevant industry standards, safety regulations, and professional codes of practice in the analysis and design of hydrogen energy systems (M8, M17);
6. communicate technical information effectively, both orally and in writing, to technical and non-technical audiences using appropriate formats and conventions (M12);
7. collaborate effectively in team-based projects, showing initiative, leadership, and professional responsibility where appropriate (M16).

In the above context, this module primarily assesses against the following learning outcomes for the Accreditation of Higher Education Programmes (AHEP, Fourth edition) as set by Engineering Council: M4, M5, M6, M7, M8, M9, M12, M16, M17 (see www.engc.org.uk/ahep for details of these codes).

Outline Syllabus

The module will analyse the challenge and opportunities related to hydrogen as an energy carrier and the end user device (fuel cell).

• Hydrogen as energy vector/carrier, energetic properties of hydrogen
• Methods of hydrogen production
• The production of hydrogen from renewable sources
• Hydrogen storage and transportation
• Principle of fuel cell technology
• Fuel cell introduction: electrochemistry, thermodynamics and energy analysis tools
• Applications of fuel cells and hydrogen
• Low temperature fuel cells, materials, designs, fuels, and systems
• High temperature fuel cells, materials, designs, fuels, and systems
• Hydrogen and fuel cell safety issues
• Environmental analysis, market introduction, economy, and policy frameworks

Assessment Proportions

Lab report assesses AHEPs M5, M6, M8, M12, M16, M17. Students need to apply fundamental knowledge and communicate effectively, working individually and in a team. The report will promote critical thinking, consideration of ethics and professional skills. Group presentation assesses AHEPs M5, M6, M12, M16. 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. The group report also assesses M5, M6, M12, M16, but also assesses M4, M7, M9, M17. 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.

• 50% Group Report
• 25% Individual Lab Report
• 25% Group Presentation

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

Course Description

This module aims to extend students’ knowledge of transport phenomena and thermodynamics into electrochemical engineering thus providing better employment prospects in important industrial areas such as fuel cells, batteries, nuclear fuel processing, etc. This module will also give students the opportunity to develop their problem-solving skills in the general field of engineering. They will be able to develop their technique for the expression of engineering problems in mathematical terms and using these tools analyse novel problems. They will also have the opportunity to develop practical skill relating to process investigations. Students will be able to develop their ability to discuss the results of technical analyses, draw appropriate conclusions and make relevant engineering recommendations. This module provides students with the opportunity to build on their knowledge and understanding of the reaction and transport processes fundamental to chemical engineering by apply it to electrochemical systems. The module considers three key aspects of electrochemical engineering: electrochemical reactions, electrochemical cell design and applications of electrochemical engineering.

Educational Aims

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

1. explain and implement the equations describing the thermodynamics of, and mass transport in, dilute and concentrated electrolytes, and to assess their applicability in specific cases (M1, M13);
2. develop and implement equations for production and transport of heat in electrochemical systems, and explain the temperature dependence of electrode potentials, electrode kinetics and mass transport properties (M1, M2);
3. construct and implement models for current distribution in electrochemical reactors (M1, M2);
4. create mathematical models of electrochemical systems, based on the continuity and transport equations for relevant variables, and specify appropriate boundary conditions (M4, M5);
5. develop and discuss important aspects and problems in modelling, design and use of some realistic systems (e.g. PEM fuel cells, electrochemical batch reactors), and to evaluate results from simulations (M4, M6, M7);
6. solve problems of moderate mathematical/numerical level of complexity and validate results using appropriate experimentation and communicate the results to a wide audience (M12, M13).

In the above context, this module primarily assesses against the following learning outcomes for the Accreditation of Higher Education Programmes (AHEP, Fourth edition) as set by Engineering Council: M1, M2, M4, M5, M6, M7, M12, M13 (see www.engc.org.uk/ahep for details of these codes). Note: Note LO M implies C as well.

Outline Syllabus

The course considers three aspects of electrochemical engineering:

• Electrochemical reactions: Cell potentials and free energy, half reactions and their addition, rates of electrochemical reactions and over potential, transport processes.
• Electrochemical reactor design: Electrochemical cell components and electrolyte flow paths, electron and ion paths.
• Applications of electrochemical technology: electrosynthesis (sustainable / clean synthesis); electrochemical machining; electrochemical energy conversion and storage (fuel cells, batteries, supercapacitors, solar cells); environmental protection (sensors, contaminant removal, water purification); biomedical application (in vivo sensors, in vitro diagnostics), and corrosion.

Assessment Proportions

Examination: 1x 2-hour conventional written paper to assess the students core knowledge of electrochemical engineering. Individual report on laboratory work: Report designed to act as a focus for the students' study of the subject in the context of the practical application of the core material delivered in the lectures and workshops.

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

Course Description

This module aims to introduce the engineering aspects and basic concepts and tools for the analysis of interfacial and colloidal properties, behaviours, and interactions. Furthermore, the introduction to advanced topics like microfluidics and explaining principles of micron-scale fluid mechanics, key components in microfluidic devices and fabrication techniques, and review applications of microfluidics in various emerging fields. The overall aim of this module is to develop a broad background in colloids, interfaces, and microfluidics and a good understanding of applications in a wide range of Engineering processes. This module is designed to bring interdisciplinary perspectives, preparing students to apply acquired knowledge in their future academic or industrial careers. Students will gain the ability to think critically and analytically about engineering problems at interfaces. They will develop problem-solving skills and engineering judgment by creating and designing solutions in advanced areas like microfluidics – an area of increasing importance in real-world engineering. In summary, the module’s general aim is to produce graduates who can integrate knowledge of interfacial phenomena with broader engineering principles, and design solutions in advanced areas like microfluidics. These areas have attracted increasing attention recently to meet ‘real-world’ engineering needs, and graduates should be able to communicate and justify their technical decisions in a professional context.

Educational Aims

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

1. appropriately apply nomenclature, concepts, and tools of interfacial phenomena and engineering, colloids, and microfluidics (M1);
2. outline the differences between surface-dominated and bulk-dominated regimes and their influence on material behaviour (M1, M2);
3. describe the use of surface-active materials, soft matter, and colloidal systems in household, industrial, and environmental applications (M2, M7);
4. evaluate the emerging field of microfluidics and its applications in engineering and science (M2, M4, M5, M7, M12);
5. apply fundamental engineering concepts (thermodynamics, fluid mechanics, mass transfer, reaction engineering) to analysing complex problems related to interfacial and microfluidic systems (M1, M2);
6. apply problem-solving skills to address real-world engineering situations involving colloids or microfluidics, considering health, safety, sustainability, and ethical issues as appropriate (M5, M7, M13);
7. communicate well-justified conclusions and technical information effectively to both expert and non-expert audiences, in oral and written forms (M17).

In the above context, this module primarily assesses against the following learning outcomes for the Accreditation of Higher Education Programmes (AHEP, Fourth edition) as set by Engineering Council: M1, M2, M4, M5, M7, M12, M13, M17 (see www.engc.org.uk/ahep for details of these codes).

Outline Syllabus

This module will cover the following key topics:

• Interfacial and Surface Tension, Adhesion and capillarity: Concepts of surface and interfacial energies and tensions, Contact angle and Young's equation, Kinetics of capillary flows.
• Mesoscale Phenomena in Soft Matter and Applications:?Wetting, patterning of soft material by self–organization and other techniques.
• Colloid Chemistry: Classification and preparation of colloidal materials, theory and control of colloid stability.
• Surfactants, dispersions and polymer solutions, Emulsions and Foams
• Rheology of colloidal dispersions: Characterisation techniques relevant to colloidal systems.
• Microfluidics: Fundamentals of microfluidics explaining principles of micron-scale fluid mechanics, key components in microfluidic devices – hydrodynamics, diffusion, mixing and phoretic transports, and several fabrication techniques. Applications in interdisciplinary fields of engineering, chemistry, and biotechnology – diagnostics, particle separation, and physiology to decipher blood flow, to name a few.

Assessment Proportions

The assessment methods are designed to evaluate both subject-specific knowledge and transferable skills, in alignment with the learning outcomes. Formal examination at the end of the term will test students’ understanding of fundamental concepts and their ability to apply theory to problems across all major topics. Coursework is in two parts: an individual written report and an oral presentation. For the report, students investigate an interfacial or microfluidic engineering topic in depth – this assesses their analytical skills, independent research, and ability to formulate well-supported conclusions in writing. For the presentation, students present the same topic to their peers and instructors, assessing their ability to communicate technical information clearly and confidently. This mix of assessment methods ensures students can demonstrate achievement of the module learning outcomes in knowledge, analysis, problem-solving, and communication. Students must pass the module overall, and the diverse assessment strategy supports different learning styles while maintaining academic rigor.

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

Course Description

This module will provide students with the knowledge of biomaterials necessary to be employed in the applications of tissue engineering/regenerative medicine with the ultimate aim of clinical applications. This module will explore the range of materials, both synthetic and natural, that can be used as implants in the human body from a bioengineering and biomaterials science perspective. This course will highlight the biomaterials properties of implant materials (including dental materials) and will give an overview of possible host responses to the implant materials. Additionally, both physical and chemical routes to reduce the host response will be discussed. Students will also go through case studies of hard and soft tissue implants and learn selection criteria for identifying suitable materials. Finally, the course will highlight the use of specific designs and role of engineers in successfully exploitation of these materials in clinical applications.

Educational Aims

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

describe the functional biological properties of natural tissues and their functions, as well as the principles of biomaterials for tissue engineering, drug delivery and antimicrobial applications and analyse the suitability of ceramic, polymeric and metallic biomaterials (M1, M2, M3);explain how a biomaterial interacts with a biological system and hence justify the use of biomaterials based on their fundamental properties (M1, M2, M3, M5);critically analyse biomaterials in the context of their application and effectively communicate the justification of their selection (M3, M4, M5, M17);discuss the ethical implications of the use of biomaterials (M8).

In the above context, this module primarily assesses against the following learning outcomes for the Accreditation of Higher Education Programmes (AHEP, Fourth edition) as set by Engineering Council: M1, M2, M3, M4, M5, M8, M17 (see www.engc.org.uk/ahep for details of these codes).

Outline Syllabus

This module will explore the range of materials, both synthetic and natural, that can be used as implants in the human body from a bioengineering and biomaterials science perspective. This course will highlight the biomaterials properties of implant materials (including dental materials) and will give an overview of possible host responses to the implant materials. Additionally, both physical and chemical routes to reduce the host response will be discussed. Students will also go through case studies of hard and soft tissue implants and learn selection criteria for identifying suitable materials. Finally, the course will highlight the use of specific designs and role of engineers in successfully exploitation of these materials in clinical applications.

Assessment Proportions

The coursework will be in the form of a presentation and report on a specific biomaterial, its properties and biomedical applications. The presentation should last 10 minutes with 10 extra minutes for discussion and questions. Marks will be awarded for the quality of the presentation slides and for the delivery of the presentation and answering questions after the presentation. Whilst the topic for the presentation and report may be similar, the focus of the report will be on the critical evaluation of the literature and the ethical implications of the biomaterials use (assessing M4 and M8) An examination will take place at the end of the semester on general principles of biomaterials and tissue engineering and specific biomaterials and their applications.

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

Course Description

This module aims to introduce key concepts and recent advances in machine learning (ML), intelligent control, and modern control theory, emphasizing their expanding role in engineering and many areas of modern life. Applications will span areas such as industrial automation, robotics, smart manufacturing, predictive maintenance, design optimization, and digital twin. The module aims to contrast data-driven approaches – such as statistical modelling and ML, including least squares, supervised and unsupervised learning, reinforcement learning, and deep neural networks – with traditional engineering methods based on physical equations. It aims to highlight control theory’s focus on predictability, stability, and robustness, which are vital for safety-critical systems and often involve model identification. In contrast, ML offers powerful tools for modelling complex, high-dimensional systems where conventional models may be difficult to derive. The module also aims to develop an appreciation of the constraints under which industrial applications of control and ML operate, including ethical concerns, and to introduce relevant computational tools for their design.

Educational Aims

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

1. apply statistical tools for data analysis, model estimation, and control system design, considering uncertainty, and discuss recent research developments in these areas (M1, M2, M3);
2. analyse and design model-based optimal control systems that address multiple, and potentially conflicting, objectives such as performance and robustness (M3, M5, M6);
3. evaluate the impact of emerging machine learning technologies, and explain the underlying principles of both standard and advanced deep learning algorithms (M1, M2, M3);
4. propose machine learning solutions for a range of engineering applications, justifying the selection and design of suitable algorithms (M3, M5, M6);
5. design hierarchical architectures to define modelling and automation objectives within practical constraints, using case studies such as design optimisation, manufacturing process optimisation, fault diagnosis, and prognosis (M5, M6);
6. identify and critically analyse ethical concerns associated with the application of machine learning in engineering contexts (M8).

In the above context, this module primarily assesses against the following learning outcomes for the Accreditation of Higher Education Programmes (AHEP, Fourth edition) as set by Engineering Council: M1, M2, M3, M5, M6, M8 (see www.engc.org.uk/ahep for details of these codes).

Outline Syllabus

The module develops key concepts in machine learning, intelligent control, and modern control theory, with diverse applications across, for example, industrial automation, robotics, smart manufacturing, predictive maintenance, design optimization, and digital twin. Control theory focuses on the predictability, stability, and robustness of control systems, crucial for safety-critical applications, and often involving statistical model identification from data. Machine Learning (ML) addresses complex, high-dimensional systems where traditional models may be difficult to derive. Starting from the well-known proportional-integral control algorithm, essential concepts in digital control are introduced using straightforward algebra and block diagrams, covering topics such as hierarchical architectures, state-space models, controllability, state variable feedback, pole assignment, linear quadratic optimal control, and stochastic system identification. ML topics include, for example, classification/regression, supervised learning, unsupervised learning, reinforcement learning, deep neural networks, convolution neural networks, recurrent neural networks, and generative adversarial networks. There will be a focus throughout the module on how to design and implement the above methods for real-world engineering applications (for example using MATLAB and Python).

Assessment Proportions

A significant proportion of the syllabus has a relatively high mathematical content (especially statistical modelling and modern control), 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. There will be a 2-hour exam assessing this element. The exam will assess AHEP4 learning outcomes M1, M2, M3, M5 and M6, focusing primarily on the control syllabus. The coursework will be based on the ML laboratory work, assessed by means of a group report, albeit with an individual component focusing on a critical analysis of the design approach and ethical considerations. The report will encompass all aspects of the ML content, but will primarily focus on assessing against M3, M5, M6 and M8 (the ability of students to Identify and analyse ethical concerns around ML will be explicitly included in the coursework).

• 30% Group Report
• 20% Individual Critical Reflection
• 50% Exam

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

Course Description

This module will provide an in-depth understanding of the operational conditions inside the fuel system (i.e. the whole assembly) in a fission reactor. It will begin by giving an overview of the different fuel materials and their applications in the various generations of reactors. The module will explore reactor physics governing the performance of these fuels during operation. The extreme environment found in a fission reactor has a significant impact on the fuel materials themselves, through processes such as introduction of fission products, radiation damage and oxidation/corrosion due to interactions with coolants. Therefore, the module will explore the interactions between the changing physical nature of the fuel materials and its performance.

Educational Aims

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

1. identify different nuclear fuel assembly materials and their principal applications as well as outlining their advantages and disadvantages (M13);
2. use advanced concepts in reactor physics and ability to solve the neutron transport and reactor equations for idealised and more realistic geometries (M1, M2);
3. predict how the chemical nature of the fission products and fuel materials dictates their speciation and the impact of this on microstructural nature of the fuels (M3, M9);
4. develop a risk management process to monitor and mitigate against radiation contributions to the degradation of fuel properties and speciation of fission products (M9);
5. evaluate and adopt appropriate measures to mitigate safety and security issues associated with a nuclear fuel assembly (M9, M10);
6. assess the interdependency of subsystems in complex infrastructure projects and justify the design decisions made (M6).

In the above context, this module primarily assesses against the following learning outcomes for the Accreditation of Higher Education Programmes (AHEP, Fourth edition) as set by Engineering Council: M1, M2, M3, M6, M9, M10, M13 (see www.engc.org.uk/ahep for details of these codes).

Outline Syllabus

This module will provide an in-depth understanding of the operational conditions inside the fuel system (i.e. the whole assembly) in a fission reactor. The module will begin by giving an overview of the different fuel materials and their applications in reactors, i.e. oxide fuels for PWRs, UN for fast reactors and TRISO particles. The module will then explore reactor physics governing the performance of these fuels during operation; basic concepts such as neutron current density, partial neutron current, diffusion will be introduced and developed to enable definition of the neutron diffusion and reactor equations and their solution for idealised and real reactor geometries. The module will explore important thermal effects such as Doppler broadening of neutron capture cross sections, spectral hardening softening and density changes in the material as well as how the evolving isotopic nature of the fuel affects performance, i.e. neutron poisoning by 135Xe. This evolving isotopic nature of the fuel has a significant impact on the structural integrity of the fuel itself as the fission of uranium results in the introduction of fission products with vastly different chemistries. Therefore, this module will detail how fission products are incorporated into different reactor fuels, how they can diffuse through the matrix and what impact these processes have on the properties of the fuel. A further important phenomenon that will be explored is radiation damage, both that due to neutron irradiation as well as fission fragments, and how this contributes to fission product speciation. The module will explore the interaction of the fuel assembly with different coolants. For example, the oxidation/corrosion of zircalloy cladding with water and the corrosion of fuel materials in the event of failure of the clad. Finally, the module will discuss how the compounding nature of these factors impacts the safe operation of the overall reactor and steps that are taken to ensure successful operation (i.e. chromium doping to improve fission gas retention in the fuel).? This will be synthesised to lead onto a discussion about the how these factors can lead to accidents and what the necessary mitigations that can be put in place, both physical and regulatory. In this module we will examine the progression of nuclear accidents and how they impact the fuel components and how operators responded. Finally, we will explore the safe management of nuclear material to ensure its security.

Assessment Proportions

The coursework will be a lab report where the students will be expected to present a 6-page document in the form of a publication, i.e. dual column, abstract, references etc. The main objective of this is to give the students the experience of performing a research style project that pertains to advanced nuclear engineering, an experience many will not have had at this stage in the programme. The short page limit (which will include references) will help them develop the ability to be concise and focus on conveying the key messages. The coursework will examine the learning outcomes M3, M9, M13. The exam will last two hours and will examine the learning outcomes M1, M2, M3, M6, M9, M10 and M13.

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

Course Description

The aim of this module is to introduce students to the fundamentals of a range of renewable energy sources and the analysis and design of the engineering systems for their conversion into electricity or other useful forms, and to discuss and analyses technical, economic, environmental and ethical aspects associated with the exploitation of renewable energy sources. The renewable energy sector continues to grow globally, and the skills provided by this module to new engineers are a strong asset for employability in this vibrant sector. The course focuses particularly on most aspects of wind, tidal, hydraulic energy and, to some extent, photovoltaic energy, with many of the discussed principles applicable to several other renewable or sustainable energy forms. The module also aims at introducing students to the analysis of hydrogen generation, storage and usage, with emphasis on its production by means of renewable energy sources. To provide a comprehensive preparation in most aspects of renewable energy engineering, the module also aims at enabling students to learn about the integration of wind and photovoltaic electricity into macroscale grids, accounting for the intermittency of this energy generation.

Educational Aims

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

1. assess wind, tidal, hydraulic, and photovoltaic energy systems, including resource assessment, system design, machinery functionality and energy conversion efficiency (M2, M3, M4, M5, M6);
2. critically evaluate the energy transmission chain and the technical and economic challenges of integrating renewable systems into macroscale grids (M2, M4, M5, M6);
3. implement advanced engineering models for the aeromechanical analysis and design of machinery converting wind, tidal, and hydraulic energy into electricity (M2, M4, M13);
4. conduct energy production assessments, cost evaluations, and environmental impact analyses, including levelized cost of electricity estimations (M4, M5, M6, M7);
5. apply engineering management principles, including commercial and change management (M15);
6. critically evaluate modelling approaches and code/software used in industrial energy analysis (M3, M13);
7. synthesise conversion and storage solutions for diverse energy sources and scenarios, including the generation of hydrogen by renewables, its storage and use as an energy vector (M2, M5, M13).

In the above context, this module primarily assesses against the following learning outcomes for the Accreditation of Higher Education Programmes (AHEP, Fourth edition) as set by Engineering Council: M2, M3, M4, M5, M6, M7, M13, M15 (see www.engc.org.uk/ahep for details of these codes).

Outline Syllabus

• Energy demand, generation and storage; energy economics and energy mix; energy transitions and politics; energy security.
• Renewable Energy: sources and potential, economic, environmental and ethical aspects.
• Wind Energy: resource assessment: frequency distribution functions, atmospheric boundary layer and wind shear, atmospheric turbulence; wind turbine types and layout; wind turbine aerodynamics and performance analysis: kinematics of rotating reference frames, blade element momentum theory; controls: variable-pitch, variable-speed and yaw control; losses: ageing, blade erosion, wind farm layout and rotor/wake interaction; generators; aeromechanical turbine design; calculation of annual energy production; cost analyses.
• Tidal Energy: generation of tides and analysis of multi-scale variability; resource assessment; tidal turbine types and layout; tidal turbine hydrodynamics; power control; cavitation; hydromechanical turbine design; calculation of energy yield for given tidal cycles; cost analysis.
• Hydropower: resource assessment: geodetic, piezometric and total head; turbine hydrodynamics: Euler turbomachinery equations, stator and rotor frame and velocity triangle, hydraulic efficiency and other losses; power control; turbine choice in relation to grid demands; relationship between turbine layout and characteristics of available resource; hydromechanical turbine design; cost analysis.
• Photovoltaic energy: resource assessment, panel types and efficiency, annual energy production analysis, cost analysis.
• Integration of wind and photovoltaic energy in macroscale grids.
• Hydrogen economy: approaches to hydrogen generation and cost analysis; transport and usage of hydrogen.

Assessment Proportions

A significant proportion of the syllabus has a high mathematical content, e.g. the analysis and design of wind, tidal current and hydraulic turbines, related electrotechnical features and grid integration, best assessed with an in-person exam. This is best suited to evaluate the students’ ability to apply concepts, correctly solve problems, and demonstrate logical reasoning in the context of these topics. There will be a 2-hour exam. The exam will assess the AHEP LOs M2, M3, M4, M5, M6, M13, focusing primarily on technological aspects. Two elements of coursework (CW), are implemented in this module, namely a) a group project, assessed by means of a group report, albeit with an individual component, and b) an individual project assessed by means of an individual report. The group CW focuses on an integrated approach to wind energy power plant design and analysis, covering aspects including resource assessment, layout design, annual energy yield, operation and maintenance cost analyses, and life-long levelized cost of energy. In addition to assessing aspects of M2-M4 complementary to those assessed with the exam, the group CW aims at assessing AHEP LOs M5, M6, M7 and M15. The individual project focuses on longer time-scale (multi-decade) and wider space-scale (from national to intercontinental) analyses of renewable energy systems, and their integration in the energy mix, including also elements of the hydrogen economy. Focusing on large-scale environmental, economic and societal aspects, the individual CW aims assesses AHEP LO M7 (Evaluate the environmental and societal impact of solutions to complex problems and minimise adverse impacts). Equally importantly, the individual CW assesses aspects of M2, M3, M5, M13 complementary to those assessed with the exam and/or the group CW.

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

Course Description

This module aims to give students not on the nuclear engineering programme key knowledge of nuclear fuel processing and open up significant employment prospects in the nuclear industry. It will expose students to a complex aspect of engineering which continues to be highly controversial. This exposure will help students to develop their skills in dealing with controversy in their professional lives. Students will be encouraged to develop their critical thinking approach and objective analysis of complex technical problems. This module also aims to develop the students' knowledge and understanding of key aspects of the underlying engineering science relating to the production of nuclear fuels and the conversion of nuclear energy. The unique hazards associated with handling the materials in the manufacturing train such as criticality, radioactive exposure and chemical toxicity and flammability will be highlighted together with methods for their safe management. Students will be able to study advanced material balancing methods suited to the special requirements of nuclear materials including methods of reconciliation and active material accountancy. Students will develop their knowledge of uranium fuels manufacture, the civil/military controversy and attempts to circumvent it. Students will be introduced to alternative manufacturing routes and fuels such as the thorium cycle. Students will extend their knowledge of heat transfer with particular reference to the design of nuclear reactors and the complex boiling processes occurring in their geometries.

Educational Aims

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

1. construct, solve and reconcile material balances relevant to radioactive material accounting, and analyse boiling heat transfer problems in nuclear reactors (M1, M5);
2. design a selection of unit operations relevant to the nuclear fuel manufacturing process with due regard for the material and criticality hazards and their management (M1, M5, M7, M8);
3. demonstrate understanding of various nuclear fuels, their manufacturing processes, and their connection to civil-military controversies (M7, M8, M15, M17);
4. perform design and rating calculations for boiling heat transfer from nuclear fuel pins in relevant geometric configurations (M1);
5. demonstrate understanding of security risks and mitigation strategies related to nuclear materials, including reagents used in fuel manufacturing and reprocessing, and waste streams arising from disposal (M10);
6. objectively analyse and interpret information in a controversial field of engineering (M5, M7, M8, M15, M17)

In the above context, this module primarily assesses against the following learning outcomes for the Accreditation of Higher Education Programmes (AHEP, Fourth edition) as set by Engineering Council: M1, M5, M7, M8, M10, M15, M17 (see www.engc.org.uk/ahep for details of these codes).

Outline Syllabus

Students will have the opportunity to develop their knowledge of material and energy balances through the application of the concepts to radioactive materials. The concept of activity balances will be introduced and developed. Students will develop their knowledge of material balance reconciliation methods as key tools in active material accounting processes. The phenomenon of criticality will be introduced together with the other hazards, toxic and radioactive, associated with handling the chemical involved in fuel manufacture. The scale and geometric constraints imposed on process equipment by the criticality hazard will be discussed. Students will develop their understanding of the uranium fuel manufacturing process from its winning from the ore body through extraction, concentration and refining to final manufacture into fuel pellets. The fundamental scientific and engineering principles underpinning the unit operations for fuel engineering will be exposed. Students will be introduced to alternative fuel cycles which seek to avoid the civil/military controversy such as the thorium cycle and alternative uranium-based fuels. The depth of students’ knowledge of heat transfer will be increased through the consideration of heat exchange within a nuclear reactor with a particular focus on boiling heat transfer in the complex geometries present between fuel and moderator pins. Heat transfer through the various stages from subcooled through nucleate to film and burnout will be considered. Typical heat transfer issues associated with boiler fittings such as ferrules, welds and return bends will be considered with design approaches to eliminate operational problems.

Assessment Proportions

Examination: 1x 2-hour conventional written paper to assess the students core knowledge of nuclear engineering concepts. Coursework: A group report on an open-ended topic (e.g. should the UK reengage with reprocessing? What should be the strategy for the management of the UK’s plutonium stockpile? Which of the proposed SMR designs currently in Generic Design Assessment should the UK take forward and why? What is the projected lifetime of the Earth’s uranium resource?) initiated during the delivery of the module designed to encourage study beyond the core lecture materials and assess the student’s ability to apply their knowledge to analyse novel problems and synthesise solutions. Students will be able to demonstrate their engineering judgement though their use of assumptions, approximations and solution methods.

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

Course Description

This module aims to enhance students’ knowledge and understanding of energy systems across multiple scales, from large-scale power networks to local microgrids, while deepening their comprehension of sustainable energy transitions and climate change mitigation through detailed analysis of technology transitions and Energy Return on Energy Invested (EROEI) concepts. It strengthens expertise in power engineering fundamentals through practical applications such as transmission line calculations, power factor analysis, and network operations, and develops proficiency in energy policy, energy systems modelling, and optimisation, with a particular focus on microgrid design, Levelized Cost of Energy (LCOE) analysis, and the use of industry-standard tools. The module also builds a comprehensive understanding of power network operation, including system stability, power flow and fault analysis, and generation commitment, enabling students to analyse and optimise modern, complex power delivery systems. Overall, it prepares students for careers in the rapidly evolving energy sector by integrating traditional power engineering with emerging sustainable energy technologies and provides essential knowledge for addressing global energy transition and sustainability challenges.

Educational Aims

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

1. analyse large-scale energy systems and evaluate their role in sustainable energy transitions and climate change mitigation (M2, M3, M6, M7).
2. design and optimize microgrid systems using industry-standard tools, incorporating technical, economic, and environmental considerations (M3, M5);
3. apply power system analysis techniques to evaluate transmission line parameters, power flow, and system stability in electrical networks (M2, M4);
4. develop and implement optimization strategies for both grid-connected and standalone energy systems, considering multiple parameters and operational constraints (M4, M5);
5. use practical software tools and modelling techniques to enhance understanding of power system behaviour and energy system design and assess how these tools can be used in an engineering management process (M3, M15, M18);
6. implement energy system design principles incorporating both technical and economic aspects (M5, M7).

In the above context, this module primarily assesses against the following learning outcomes for the Accreditation of Higher Education Programmes (AHEP, Fourth edition) as set by Engineering Council: M2, M3, M4, M5, M6, M7, M15, M18 (see www.engc.org.uk/ahep for details of these codes).

Outline Syllabus

This comprehensive module explores both large and small-scale energy systems, power engineering fundamentals, and power network operations, structured into four key modules: Block 1: Large Scale Energy Systems The course begins with an examination of sustainable energy transitions and technology pathways, analysing climate change impacts and carbon emission reduction strategies. Students will explore Energy Return on Energy Invested (EROEI) analysis as a critical metric for evaluating emerging energy technologies and their viability in transitioning energy systems. Block 2: Small Scale Energy Systems This section focuses on practical microgrid design and implementation, teaching students to perform Levelized Cost of Energy (LCOE) calculations and apply energy economics principles to system modelling. Students will learn multi-parameter optimization techniques for both off-grid and grid-connected systems, gaining hands-on experience with industry software simulations. Block 3: Framing Power Engineering Problems In this part of the course the student transition from bigger-picture understanding to hands-on framing and then solving of power systems problems. Core engineering principles are covered including active and reactive power concepts, single transmission line calculations, and power factor correction. Students will learn to determine transmission line parameters and create appropriate models for analysis. Both DC and AC distribution networks are examined alongside load characteristics and demand analysis. Block 4: Solving Power Networks The final section addresses power system generation and delivery at network scale, including frequency control and regulation techniques. Students will explore the generation commitment problem and various system optimization techniques. Power system stability analysis is taught alongside fault analysis and protection systems. Labs: Throughout the module, theoretical concepts are complemented by practical computer-based modelling exercises using Python, HOMER, and other power system simulation software. Students complete weekly coding and modelling assignments, developing skills in energy system design, power network analysis, and sustainable energy planning that prepare them for careers in power engineering and energy management.

Assessment Proportions

The assessment strategy is designed to evaluate both theoretical understanding and practical application capabilities. A 2-hour examination tests students' proficiency in applying core concepts, analysing complex energy systems, and demonstrating their understanding of the energy-economy-climate nexus. This examination assesses achievement of learning outcomes related to theoretical understanding and analytical skills. The coursework component consists of simulation exercises culminating in a final report. This assessment demonstrates students' ability to execute complex energy system analyses using real-world data, develop appropriate optimization strategies, conduct comprehensive literature reviews, and produce policy-oriented documentation. The format of an executive report encourages students to balance engineering decisions with economic and environmental factors, emphasizing practical application of microgrid design principles.

• 50% Individual Report
• 50% Exam

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

Course Description

In this module students will cover advanced RF components and techniques, focussing on impedance matching, RF filters, and RF amplifiers at high frequencies. The course will focus on the use of transmission lines to replace discrete circuit components. In the latter part of the course the module will cover RF measurements and will cover spectrum and network analysis theory and practice. The course knowledge is built by microwave simulations, linking practicals to the course material leading to building and measuring a microstrip filter. Students completing this course will have developed experience in the design of RF components. The course provides and overview on the use of transmission lines and stubs in RF circuit design. It also teaching how to design filters and amplifiers for specific application requirements.

Educational Aims

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

1. design RF circuits using analytical techniques and computational design software including filters and amplifiers as well as impedance matching networks (M1);
2. assess and apply appropriate computational and analytical techniques to model complex RF problems, discussing the limitations of the techniques employed (M3);
3. critically evaluate technical literature and other sources of information to investigate an application of high frequency electronics (M4).
4. evaluate RF circuits using measurement techniques including network analysis (M12);
5. communicate effectively on complex applications of high frequency electronics with technical audiences (M17);
6. plan and record self-learning and development on an application of high frequency electronics as the foundation for lifelong learning/CPD (M18).

In the above context, this module primarily assesses against the following learning outcomes for the Accreditation of Higher Education Programmes (AHEP, Fourth edition) as set by Engineering Council: M1, M3, M4, M12, M17, M18 (see www.engc.org.uk/ahep for details of these codes).

Outline Syllabus

In this module students advanced RF components and techniques, focussing on impedance matching, RF filters, and RF amplifiers at high frequencies. The course will focus on the use of transmission lines to replace discrete circuit components. In the latter part of the course the module will cover RF measurements and will cover spectrum and network analysis theory and practice.

Assessment Proportions

The assessment will be a 2 hour in-person exam worth 50%. The students will do a design exercise in the last few weeks bringing together everything they have learned to design an RF amplifier with associated filters. This will be worth 40% of the mark for this module and will be handed in on the last week of the module. Students also do an independent study of an application of RF engineering and present it. A CPD record is required to show their plan, execution and reflection on the learning process and this is an AHEP LO. The students will do a PowerPoint presentation of their topic and will hand in the CPD record on the last day of the module.

NATS6201: Teaching, Outreach and Public Engagement

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

Course Description

This course will help address the national problem of lack of STEM teachers and lack of science understanding among the wider population. In addition, the outreach activities should help promoting STEM and Lancaster university to potential students. It will also raise the profile of Lancaster as one of the first university offering such a course as a cross departmental course. Students will learn how to produce an asynchronous activity (e.g. video, podcast, popular science article, teaching material pack, etc) as well as well as deliver a synchronous activity (a lesson in school, outreach activity for young people or a public lecture). They will learn to understand their audience and balance the goals of education, entertainment and inspiration. Skills will be directly relevant to students wishing to go onto teaching or outreach as will be transferable to many careers which value communicating advanced topics.

Educational Aims

Upon successful completion of this module students will be able to…

1. Discuss key themes in the theory and practice of education and engagement.
2. Engage with a range of media (e.g. oral, written, digital, etc).
3. Understand audience, EDI, and devise appropriate ways to communicate a principle or concept in science.
4. Plan and organise a classroom or engagement activity.
5. Critically evaluate and reflect on a classroom or engagement activity.

Outline Syllabus

This module will give students the knowledge to entertain and inspire children and the general public in STEM. For those choosing it, it is also an introduction to teaching. This is an optional module with 100% coursework. The module includes: the importance of understanding your audience, EDI, the balance of education, inspiration and entertainment, presenting science to a general audience, an introduction to pedagogy, inspiring school pupils in STEM, and using traditional and new media for science communication. The students are required to deliver one synchronous activity and asynchronous activity. Students may choose to deliver these activities from across multiple disciplines which could stem from beyond their traditional degree boundaries. The synchronous activity will be one of the following: delivering a lesson at school, engaging with children at a large outreach event or delivering a public lecture. Examples of asynchronous activity include a video, podcast, popular science article or teaching pack. Students will gather evidence to reflect on their activities and consider what they learnt and what changes they would have made.

Assessment Proportions

Assessment via ongoing essays, asynchronous activity, portfolio and reflective essay. The entire coursework should be submitted before the examination period.

• 20% ongoing essays (2 essays, 10% each)
• 30% asynchronous activity (video, podcast, popular science article, teaching pack)
• 20% portfolio
• 30% reflective essay