MEng Bristol

Year 1 (2020/21)
Fluids 1 in 2020/21
Description
An introduction to the fundamental behaviour of fluids and basic analysis techniques
required by the engineers. This includes the study of fluid statics; basic concepts
such as Eulerian and Lagrangian approaches; the qualitative assessment of flow
behaviour such as turbulence and separation; similarity and dimensional analysis;
quasi-one-dimensional approximations such as Bernoulli's equation and cross-
stream variations; control volume analysis in simple flow situations and the basics of
2D potential flow theory.
Intended learning outcomes

On successful completion of the unit, the student will:
• have gained a qualitative feel for the way fluids behave, particularly gases;
• possess a knowledge of the continuity and momentum equations of fluid flow,

and should be able to apply them to a variety of situations of interest to engineers;
• have an understanding of the strengths and weaknesses of mathematical models,

and, the role of assumptions in modelling
Teaching details
24 lectures and 2 lab classes of 3 hours each
Assessment Details
80% Examination (2 hours)
20% lab classes (2 classes, 1 online assessment)
3 online tests (no credits but must pass).
Reading and References
 Massey, B., “Mechanics of Fluids” 2011, 9th ed., Routledge. ISBN:

0415602602
 White, F., “Fluid Mechanics” 2015, 8th ed., McGraw-Hill. ISBN: 0073398276
 Anderson, J.D, “Fundamentals of Aerodynamics” 2011, 5th ed., McGraw-Hill.
ISBN: 0071289089
Application of Electronics in 2020/21
Description
An introduction to the application of analogue and digital electronic systems for
non-electrical engineering students. The aim is to develop students' high-level
knowledge and skills to enable them to be effective specifiers and users of
analogue and digital subsystems, electrical/electronic sensors and actuators. It also
provides a basic understanding of electrical power. The unit consists of lectures,
example classes, and labs. Students will gain theoretical as well as hands-on
experience of both analogue and digital aspects of electronics.
Upon successful completion of this unit, students will be able to:
1. list the basic functions and elements of electrical and electronic systems
2. explain terms such as range, resolution, accuracy, precision, linearity and
sensitivity
3. describe the role of sensors and the interface between typical sensors and
electronic instruments
4. describe the characteristics of electric sources
5. describe the DC and AC electrical voltage and current
6. describe the characteristics of resistors, capacitors and inductors
7. explain the concept of weak signal amplification and the key specifications
of signal amplifiers
8. have a knowledge of different types of amplifiers
9. carry out simple calculations relating to amplifiers
10. describe typical filter characteristics in terms of amplitude response
11. design simple networks using resistors and reactive components to form
analogue filters
12. describe and apply binary arithmetic
13. describe and apply Boolean algebra for the design of digital circuits
14. apply Pulse Width Modulation to control motors, servers or other electronic
devices
15. select the appropriate ADC/DAC converters for an application.
16. understand sampling and aliasing effect
17. compare Analogue and Digital Filtering
18. compare various processors such CPUs, DSPs and GPUs
Teaching details
Lectures and Laboratory classes
Assessment Details
Two quizzes on Analogue laboratory activities, 2*7.5% (ILOs 2,3, 7, 8, 9)
One quiz on Digital laboratory activities, 15% (ILOs 12-14)
Exam (2 hours), 70% (All ILOs)
 Electrical and Electronic Systems, Neil Storey, Pearson/Prentice Hall,
2004.ISBN 978-0-13-093046-0two
Engineering Mathematics 1 in 2020/21

Description
Description There are five main sections: Algebra (vectors, complex numbers,
matrices as transformations, solving equations using matrices, eigenvalues and
eigenvectors); Analysis (Sequences, series, functions, curve sketching, introduction
to Fourier series, introduction to numerical analysis); Calculus (differentiation and
integration of functions of one variable, Taylor series, numerical root finding,
introduction to partial differentiation); Differential Equations (concepts, separation
of variables, linear first and second-order equations, systems, numerical solutions);
and Probability (basic concepts, events, random variables, empirical discrete and
continuous distributions).
Aims: The principal aim of this faculty-wide unit is to bring students entering the
Faculty of Engineering up to a common standard in mathematics. The unit
contains the well-recognised elements of classical engineering mathematics, which
universally underpin the formation of the professional engineer.
1. To gain familiarity with the basic mathematics needed for engineering
degree programmes.
2. To be able to manipulate and solve mathematical problems involving
algebraic and analytic concepts such as matrices, vectors, complex numbers,
differentials, integrals, and sequences.
3. To be able to link such algebraic and analytical concepts to geometric
concepts in the form of graphs.
4. To gain a basic understanding of how data is represented and manipulated
in computations deterministically and using the laws of probability applied
to a single random variable.
5. To understand the relevance of these concepts to representation and
solution of engineering problems.
Teaching details
Lectures.
There are also additional but optional walk-in support classes (3 hours per week) in
which postgraduate students offer ad-hoc support to students on an individual
basis
Assessment Details
1.5-hour Midsessional Exam: 20% (Learning Outcomes 1-3, 5) 3-hour Summer
Exam: 80% (Learning Outcomes 1-5)
Hand in by week 17 feedback will be given in week 20
 Modern Engineering Mathematics (4th edition)
 Glyn James et. al. Pearson Aug 2007, Paperback, 1128 pages ISBN:
9780132391443 �34.99
Other textbooks which students may find useful are:
 Mathematical Techniques: an Introduction for the Engineering, Physical and
Mathematical Sciences
 Jordan D W and Smith P. OUP, �163;15. ISBN: 0198562675
 Engineering Mathematics (5th edition)
 K A Stroud & D J Booth. Palgrave, �24.99
 Mathematics in Engineering and Science
 L R Mustoe and M D J Barry. John Wiley and Sons. 1998. Covers
almost all of the syllabus and especially the background material.
Dynamics 1 in 2020/21
Description
By the end of the course, students should be able to:
 describe the basic principles of dynamics, using them in calculations;
 understand quantities such as force, momentum and energy
 describe the effect of forces and moments acting on particles and bodies
 estimate the velocity and acceleration of particles and points on a body.
 relate the motion of parts in a machine using the principles of kinematics.
 describe the basic laws of friction, using them in calculations
 describe the operation of, and perform calculations on, machine elements such as bolts, gears, gearboxes,
clutches, disk brakes, band brakes
 perform static and dynamic balancing calculations for rotating machinery
 estimate the primary and secondary out-of-balance forces in reciprocating machinery
The Dynamics unit presents the fundamental theory associated with dynamics and its application to the machine
elements most commonly encountered in mechanical engineering. Physical principles such as force, momentum,
energy and friction are introduced and applied to situations as diverse as the orbit of spacecraft and the analysis of
mechanical mechanisms. The design and analysis of common machine elements from first principles is studied and
includes, for example: clutches, brakes, gears and gearboxes. Two laboratory sessions are included in the course: one
to measure the moment of inertia of a connecting rod, the other to dynamically balance a rotor.
Aims:
The Dynamics unit provides students with the basic analysis tools and design knowledge necessary to understand
the behaviour of simple dynamic systems and common machine elements.

 describe the basic principles of dynamics, using them in calculations;
 describe quantities such as force, momentum and energy
 describe the effect of forces and moments acting on particles and bodies
 Estimate the velocity and acceleration of particles and points on a body.
 Relate the motion of parts in a machine using the principles of kinematics.
 describe the basic laws of friction, using them in calculations
 describe the operation of, and perform calculations on, machine elements such as bolts, gears, gearboxes,
clutches, disk brakes, band brakes
 perform static and dynamic balancing calculations for rotating machinery
 estimate the primary and secondary out-of-balance forces in reciprocating machinery
Teaching details
The course is presented in a series of illustrated lectures twice a week, nominally for 24 weeks, during which the course
material is explained and key points of interest highlighted. Students will be given lecture handouts that contain copies
of the slides presented during the lectures. The information in these handouts covers all the course material, but
students will often need to add additional notes and refer to the recommended texts. The course also includes two
compulsory laboratory exercises. In addition to attending lectures students are expected to undertake private study.
This should include reviewing the lecture material, attempting the problem sheets and reading the relevant sections of
the recommended books. Periodically some or all of a lecture slot will be devoted to answering student questions
arising from the course material or problem sheets. All teaching materials, including full worked solutions to the
problem sheets, are available on Blackboard.
Assessment Details
This course is assessed by one 3-hour written examination at the end of the year worth 70 % of the overall mark, two
laboratories worth 5% each and a mid-sessional exam worth 20%. The examinations cover all learning objectives. The
assessment of the laboratories is by means of a question sheet which must be completed during the laboratory and
handed in at the end. A complete laboratory report is not required.

 Bedford, A. & Fowler, W., Engineering Mechanics: Statics. (2008), 5th ed., Pearson Education. ISBN-10:
9810679394. ISBN-13: 9781408216071. Classmark: TA350 BED
 Meriam, J. & Kraige, L.G., Engineering Mechanics: Dynamics. (2012), 7th ed., Wiley & Sons. ISBN-10:
1118083458. ISBN-13: 9781118083451. Classmark: TA350 MER – Recommended for Dynamics 1&4
 Ryder, G. & Bennett, M.D., Mechanics of Machines. (1990), 2nd ed., Macmillan. ISBN-10: 0333536967. ISBN-
13: 9780831130305. Classmark: TJ145 RYD
 Shingley, J. & Uicker, J.J., Theory of Machines & Mechanisms. (1995), 2nd ed., McGraw-Hill. ISBN-10:
0071135650. ISBN-13: 9780071135658. Classmark: TJ145 SHI
 Hannah, J. & Stephens, R., Mechanics of Machines: Elementary Theory & Examples. (1984), 4th ed.,
Butterworth-Heinemann. ISBN-10: 0713134712. ISBN-13: 9780713134711. Classmark: TJ145 HAN
 Morrison, J. & Crossland, B., An Introduction to the Mechanics of Machines. (1970), 1st ed., Longmans. ISBN-
10: 0582447313. ISBN-13: 9780582447318. Classmark: TJ170 MOR
 Hebborn, J., Mechanics 1. (2001), 1st ed., Heinemann. ISBN: 9780435510749
 Hebborn, J., Mechanics 2. (2001), 1st ed., Heinemann. ISBN: 9780435510756
Thermodynamics I in 2020/21
Description
Introduces first and second laws of thermodynamics to engines, machines and plant components (e.g cylinders and
pistons, throttles, turbines, compressors, Otto, Diesel and gas cycles).
Aims:
To provide an understanding of terms (e.g. “reversible”, “control volume”, “enthalpy”), principles (1st/ 2nd law),
and use of principles in analysis of equipment and machines.
A full syllabus is available on the Blackboard site for the unit

Intended learning outcomes are linked to the six major categories of cognitive domain in Bloom’s taxonomy, and to
the serial numbers for ILO’s specified by an accrediting body ( I. Mech. E. , AHEP3/ OSV5)
Successful students should be able to:
ILO 1: List the important definitions and laws of thermodynamics (knowledge, exam, OSV5-SM1b)
ILO 2: Explain the derivations of key equations and corollaries - internal energy as the first corollary of the first
law, the four forms of moving boundary work, the steady-flow energy equation, the first three corollaries of the
second law (comprehension, exam, OSV5-SM1b)
ILO 3: Use the concept of entropy to execute calculations giving the maximum possible efficiency of engine cycles
(application, exam, OSV5-SM2i)
ILO 4: Interpret problems related to piston-cylinders, compressors, turbines and engines, said problems having
aspects previously unseen in tutorial questions or past examinations (comprehension, exam, OSV5-EA1b, EA2)
ILO 5: Infer and list the assumptions and physical principles pertinent to ILO4 (Knowledge, comprehension, exam,
OSV5-EA1B, EA2)
ILO 6: Construct diagrams showing plant and thermodynamics paths pertinent to ILO 4 (synthesis, exam, OSV5-
EA2)
ILO 7: Execute calculations to get estimates of heat addition, work addition, cycle efficiency pertinent to ILO 4
(application, exam, OSV5-SM2i, EA1b, EA2)
ILO 8: Carry out, on working machinery, measurements of thermodynamic and mechanical properties appropriate
to the evaluation of efficiency (application, laboratory, OSV5-P3)
Teaching details
 22 lectures (50 minutes)
 5 example sheets to be completed in the students own time
 Coursework through 4 assessed quiz type questions, issued approximately one per fortnight via Blackboard
 Coursework through Laboratory exercise (single-cylinder engines)
Assessment Details
 Two hour written exam (90%)
 coursework assessment (10%)

 Laboratory descriptions are available on Blackboard as a Powerpoint file and should be reviewed before
students attend the laboratory.
 Rogers, G. & Mayhew, Y., Engineering Thermodynamics: Work & Heat Transfer. (1992), 4th ed., Longman
Scientific & Technical. ISBN-10: 0582045665. ISBN-13: 9780582045668. Classmark: TJ265 ROG
 Borgnaake, C & Sonntag, E., Fundamentals of Thermodynamics. (2013), 8th ed., Wiley-Blackwell. ISBN-10:
1118321774. ISBN-13: 9781118321775. Classmark: TJ265 BOR
Computer-based Modelling 1 in 2020/21
Description
Computer-based Modelling 1 introduces the use of computer programming, specifically within the Matlab
environment to model engineering systems. The first four sessions introduce the basic concepts of programming in
Matlab, including loops, conditional statements, matrices manipulation, function definition and plotting. In the
remaining six sessions, students are required to complete a computer-based project to model an engineering
problem.
Aims:
To understand how to design, develop and implement a computer model of an engineering system using the Matlab
programming package and build confidence in writing computer code.
By the end of the course the student should be able to:
1. Computation: Use Matlab to perform arithmetical operations and solve basic mathematical problems
(matrices manipulation)
2. Visualisation: Display computational results graphically using the Matlab programming package
3. Programming: Write functional code using a step-by-step organised process to accomplish specific tasks
and model an engineering system (relational and logical operators, conditional statements, and loop
structures)
4. Find information needed with the online help (looking up for existing functions or features, reviewing
functionality)
5. Apply problem solving techniques (top-down analysis)
6. Use precise, accurate, written language and technical tools such as flow charts, pseudocode to describe a
program
Teaching details
1-hour introductory lecture and laboratory classes (1 per teaching week).
Assessment Details
Formative Matlab online introductory tutorial (ILO 1-3)
Formative Intermediate project: Matlab code (ILO 1-5)
Final project (100%): Matlab code + report (ILO 1-6)
Intended learning outcomes are assessed several times but at different levels of complexity.
 Hunt, B.R., A Guide to MATLAB: for Beginners & Experienced Users, 2006, 2nd ed., Cambridge University
Press. ISBN-10: 0521615658. ISBN-13: 97805521615655. Classmark: QA297 HUN
 Hahn, B.D. & Valentine, D.T., Essential MATLAB for Engineers & Scientists. 2013, 5th ed., Academic Press.
ISBN-10: 0123946131.ISBN-13: 9780123943989. Classmark: QA297 HAH
 In addition, Matlab on-line help is extensively used
Design & Manufacture 1 in 2020/21

Description
This unit provides students with a broad overview of design and manufacture,
introducing them to systematic methods to develop product designs as well as the
constraints and opportunities common manufacturing processes place on design
creativity. Throughout the unit, students will develop their engineering communication
skillset using technical reports, concept sketches, CAD, engineering drawings and
schematics.
The aims of this first-year course are to:

 Introduce the role of design methods in engineering;
 Introduce graphical communication in design through an understanding and
application of sketches, engineering drawings, CAD and schematic diagrams;
 Introduce principles and capabilities of the common manufacturing processes;
 Introduce design for manufacture and assembly best practice guidelines;
 Improve verbal communication through familiarisation with engineering terms;
 Give students the broadest possible practical exposure to practical manufacture,
assembly, metrology techniques so that they may understand the real-world
implications of their design decisions.

1. Recognise (for Knowledge) and describe (comprehension/ understanding) the

function of common parts, fasteners and mechanisms. [P2]
2. Identify (problem working) a set of requirements for a product or system
and distil (synthesis) these requirements into a Product Design Specification. [D1,
D2, D3b]
3. Recognise (comprehension/understanding) the constraints posed by common
manufacturing processes and design (creativity) parts that are compatible with
these constraints. [P1]
4. Generate (creativity) and systematically assess (evaluation) concept designs with
respect to a Product Design Specification. [D5]
5. Articulate (Communication) concepts and detailed designs using, as appropriate,
written reports, sketches, CAD, engineering drawings and schematic diagrams.
[D6, G1]
Teaching details
This unit will be delivered using a blended learning approach incorporating a
combination of traditional lectures, seminars, and practical classes as well as a range of
self-directed PC/online exercises. These will be delivered in 2 x 3-hour sessions each
teaching week.
Assessment Details
Formative assessment using weekly quizzes, games and practical exercises.
Mandatory ‘must-pass’ practical training sessions will run throughout the year.
Summative assessment using a single coursework assignment. The coursework

assignment focuses on the development of a product. Students will need to submit a
group report together with a portfolio of diagrams and schematics.

Engineering Drawing
 McMahon, C. A & Browne, J., CADCAM: Principles, Practice & Manufacturing

Management. (1998), 2nd ed., Addison-Wesley. ISBN-10: 0201178192. ISBN-13:
9780201178197. Classmark: TS155.6 MAC
 Simmons, C. & Maguire, D.E., Manual of Engineering Drawing: Technical Product
Specification. (2008), 2nd ed., Butterworth-Heinemann. ISBN-10: 0750651202.
ISBN-13: 9780750689854. Classmark: T353 SIM.
 Parker, M. & Dennis, L.J., Engineering Drawing Fundamentals. (1992), Stanley
Thornes. ISBN-10: 0748715592. ISBN-13: 9780748715596. Classmark: T353
PAR
Manufacturing Processes
 Black, R., Design and Manufacture: An Integrated Approach. (1996), Macmillan. ISBN-
10: 0333609158. ISBN-13: 9780333609149. Classmark: TS171.4 BLA.
 Swift, K.G. & Booker, J.D., Process Selection: from Design to Manufacture. (2003) 2nd
ed., Butterworth-Heinemann. ISBN-10: 0080474004. ISBN-13:
9780750654371. Classmark: TS183.3 SWI. – Core text for years 1-3
 Schey, J.A., Introduction to Manufacturing Processes. (2000) 3rd ed., McGraw-Hill.
ISBN-10: 0071169113. ISBN-13: 9780070311367. Classmark: TS183SCH.
 Kalpakjian, S. & Schmid, S.R., Manufacturing Processes for Engineering Materials.
(2008), 5th ed., Pearson Education. ISBN-10: 0132272717. ISBN-13:
9780132272711. Classmark: TS183 KAL.
Design for Manufacture and Assembly
 Black, R., Design and Manufacture: An Integrated Approach. (1996), Macmillan. ISBN-
10: 0333609158. ISBN-13: 9780333609149. Classmark: TS171.4 BLA.
 Boothroyd, G., Dewhurst, P. & Knight, W.A., Product Design for Manufacture &
Assembly. (2011) CRC Press. ISBN-10: 1420089277. ISBN-13: 9781420089271.
Classmark: TS171.4 BOO.
 Bralla, J.G., Design for Manufacturability Handbook. (1999), 2nd ed., McGraw-Hill,
ISBN-10: 007007139x. ISBN-13: 9780070071391.Classmark: TS176 DES.
 Cross, N. Engineering Design Methods: Strategies for Product Design. (2000) 3rd ed.,
Wiley. ISBN-10: 0471872504. ISBN-13: 9780470519264. Classmark: TA174
CRO.
 Dieter, G.E., Engineering Design: A Materials and Processing Approach. (2012) 5th ed.,
McGraw-Hill, ISBN-10: 0071326251. ISBN-13:9780071326254. Classmark:
TA174 DIE.
 Otto, K.N. & Wood, K.L., Product Design: Techniques in Reverse Engineering & New
Product development. (2001), Prentice-Hall, ISBN-10: 0130212717. ISBN-13:
9780130212719. Classmark: TS171 OTT. – Core text for years 1-3
 Pahl, G. & Beitz, W. Engineering Design: A Systematic Approach. (2006) 3rd ed.,
London Springer. ISBN-10: 1846283183. ISBN-13: 9781846283185. Classmark:
TA174 PAH.
 Pugh, S., Total Design: Integrated Methods for Successful Product Engineering, (1991),
Addison-Wesley, ISBN-10: 0201416395. ISBN-13: 9780201416398 Classmark:
TA174 PUG.
 Swift, K.G. & Booker, J.D., Process Selection: from Design to Manufacture, (2003) 2nd
ed., Butterworth-Heinemann, ISBN-10: 0080474004. ISBN-13: 9780750654371.
Classmark: TS183.3 SWI.
 Ullman, D.G., The Mechanical Design Process. (2010) 4th ed., McGraw-Hill, ISBN-
10: 0071267964. ISBN-13: 9780071267960. Classmark: TS171 ULL.
Materials 1 in 2020/21
Description
Properties of Materials is concerned with two main questions: how do we choose the best material for a given
application given their properties and why do different materials exhibit different properties? Materials selection is
approached via the Ashby approach. This uses a graphical approach to selection with simple mechanical models to
derive material indices (measures of merit). Different properties are first approached in terms of basic definitions,
then how engineers can select the best material under different conditions using property data charts. Only then is
the materials science presented.
Mechanics of Materials covers the basic principles of stress analysis, structural behaviour and interpretation of
force systems. At the end of the course, successful students will be able to explain how structural engineering relates
to science, mathematics and human needs; understand the basic principles of force systems, equilibrium and elastic
analysis, and how these may be applied to the design of engineering structures; be able to solve simple problems in
structures and stress analysis and know how to devise mathematical models of simple structural problems.
By the end of the course students should be able to:
1. Derive and use material indices for material selection in stiffness, strength and fracture limited applications;
2. Express the key principles of material structure for several classes of material and how this translates to
stereotypical properties;
3. Provide specific definitions of material properties;
4. Use mechanical test data to obtain accurate values for material properties;
5. Apply the basic principles of force systems, equilibrium and elastic analysis to the design of engineering
structures;
6. Solve elementary problems in structures and stress analysis;
7. Devise mathematical models of simple structural problems.
8. Able to correctly calculate key values for lab-based structures based on experimental measurements.
Teaching details
Properties of Materials:
 Students receive 1 lecture per week for new material, problem solving, tutorial solutions. Extensive written
handouts are provided to support the lectures. The lectures will be additionally supported by a series of
example sheets to improve student understanding.
 Properties laboratory: includes hands-on mechanical testing in small groups and calculation of properties.
Mechanics of Materials:
 1 hour per week of lectures and examples.
 All materials available on-line. All notes written by the lecturer during the lectures are scanned and
provided via the course page.
 Mechanics laboratory: Small group hands on testing of common structures.
Assessment Details
 Exam paper (80%) (learning outcomes 1-3,5-7)
 Properties laboratory (10%) (learning outcome 4).
 Mechanics laboratory (10%) (learning outcomes 8)
Interactive blackboard sessions before and after the lab are mandatory if marks are to be awarded.
Materials : engineering, science, Butterworth- TA403.6 ASH &

Ashby, M.F. 9780081023761 2019
processing and design Heinemann eBook
Ashby, MF and Butterworth- TA403 ASH &

Engineering materials 1 9780080966656 2012
Jones, D Heinemann eBook

Materials Selection in Mechanical Butterworth-

Ashby, M.F. 9781856176637 2011 TA403.6 ASH
Design Heinemann
Beer, F. Mechanics of Materials McGraw-Hill 9780073398235 2014 TA405 BEE
An Introduction to the Mechanics

Archer, A.R. McGraw-Hill 9780070134416 1978 TA350 INT
of Solids
A First Course in Continuum QA808.2 GON &

Gonzalez, O. CUP 9780521886802 2008
Mechanics eBook
Introduction to Continuum QA808.2 NAI &

Nair, S. CUP 9781139129473 2009
Mechanics eBook
Academic English for Engineers: critical thinking in

2020/21
Description
This unit is designed for international students with English as a foreign language, who have met the University's
minimum English language entry requirements for Engineering and wish to develop their competence in English for
specific academic purposes.
Students will develop their ability to:
 analyse an essay question, develop an outline and write an essay
 propose a thesis (stance) and create a logical argument to support it
 read and evaluate relevant source texts to use as support in an essay
 develop their ability to apply critical thinking
 understand academic style and vocabulary
 write with written fluency and accuracy
 speak with spoken fluency and accuracy
 present ideas orally
At the end of the unit, students will be able to:
1. Write an essay as appropriate to level C
2. Analyse information from reading
3. Synthesise, reference and cite information from sources
4. Construct and present an argument
5. Support an argument appropriately
6. Describe and analyse data
7. Plan, produce and present a poster orally
Teaching details
This unit comprises 20 hours of teaching between weeks 15 and 21. As this is a 10-credit unit, you are expected to
study for a total of 100 hours. This will include set pre- and post-session tasks as well as guided independent
interactive online study.
Teaching and Learning will focus on the development of the student as an independent and critical thinker, capable
of setting goals and implementing strategies, resulting from a heightened awareness of the written communication
skills required. The students will be given practice in the planning and writing of such texts and will receive
formative feedback to them to reflect more effectively on their written skills. The importance of independent and
critical thinking will be developed through class discussion and reading tasks.
Students will be encouraged to ‘notice’, and attempt to use, the features of the target texts (vocabulary, grammar and
style) and the ways in which texts are organised and presented.
Assessment Details
Summative essay (1000 words) 60% (ILOs 1-6)
Poster presentation (max. 15 mins.) 40% (ILOs 2-7)
Materials provided by the Centre
Year 2 (2020/21)
Professional Engineering in 2020/21
Description
The unit will focus on the fundamental skills required for Engineering Practice. Using a blended learning approach
that combines knowledge from theory and practice, lectures and workshops will explore the processes used to
manage projects, work in teams and control the quality of work completed/delivered in an industrial context.
Upon completion, students should have awareness and understanding of the following four topics:
1. working in teams to achieve engineering objectives, including communication and presentation techniques;
2. project planning & management processes, including project cost estimation and scheduling;
3. the identification, assessment and management of operational and technical risks;
4. factors that contribute towards the overall success of businesses in the engineering sector, including
innovation, entrepreneurship and customer satisfaction.
5. planning self-learning and performance improvement, as the foundation for lifelong learning and
continuous professional development (CPD).
Teaching details
The unit is delivered through workshops and lectures.
Assessment Details
 Individual Personal Development Plan (20%): students are required to reflect on their professional
engagement experience through the Faculty’s Industrial Mentoring Scheme.
 Team Project (60%): students will work in teams in a simulation of a commercial tendering process to
produce and submit a competitive project proposal (a pro-forma will be provided).
 e-Assessment (20%): This assessment will be time-bounded and is a Must Pass requirement of the unit.
For the completion of the team project the following reference will be essential:
Cleden, D. (2011). ‘Bid Writing for Project Managers’. Gower.
For completion of the unit pre-reading of sections of the following references will be required:
Campbell, D. and Craig, T. (2005). Organisation and the Business Environment. 2nd Edition. Elsevier
Chelsom, J.V., Payne, C.P. and Reavill, L.R.P. (2005) Management for Engineers, Scientists and Technologists. 2nd
Edition. John Wiley & Sons Ltd, West Sussex
Engineering Mathematics 2 in 2020/21

Description
This is the second of the two units that cover the basic mathematics requirements of engineering degree
programmes. It comprises four elements: Vector Calculus, Applied Statistics, and Linear Systems & Partial
Differential Equations.
Unit aims: To enhance and develop the student's understanding of and ability to use the language of mathematics in
engineering problems.
On successful completion of this unit, students will:
1. understand basic principles of vector calculus
2. be able to apply vector calculus methods to problems in engineering
3. understand and apply transform methods to engineering problems
4. be able to classify simple partial differential equations, and understand the different qualitative behaviour
of their solutions
5. be able to apply elementary techniques to solve simple partial differential equations
6. appreciate the importance of the real world of applied statistics
7. be able to formulate hypothesis tests, and understand their use for making inferences and obtaining
confidence intervals,
8. use applied statistics techniques such as goodness of fit, correlation and regression for simple data and
models
Teaching details
Lectures.
There are also additional but optional walk-in support classes (3 hours per week) in which postgraduate students
offer ad-hoc support to students on an individual basis
Assessment Details
3-hour written exam (100%, all learning outcomes)
Advanced Modern Engineering Mathematics (4th edition), G James et al. Prentice Hall, 2010. This textbook covers
the entire unit apart from some detail in statistics (see below).
Advanced Engineering Mathematics (10th Edition) E Kreyszig, John Wiley & Sons. This book is aimed at the more
advanced end of this course but gives simple explanations and contains all the maths you are likely to need for the
rest of your University career and beyond.
Other textbooks which students may find useful are:
Probability and Statistics for Engineers and Scientists (9th Edition). Ronald. E. Walpole et al, Pearson, 2011.
Recommended as covering the requirements in applied statistics, though many other textbooks available in the
libraries will do likewise.
Modern Engineering Mathematics (4th edition) Glyn James et al, Prentice Hall 2010.
Useful for applied statistics, and for revision of key concepts from EMAT10100.
Thermofluids 2 in 2020/21
Description
This course aims to equip students with the skills and the knowledge necessary to solve problems in
thermodynamics and fluid mechanics. In fluid mechanics, the framework of the subject is set out to provide a secure
base from which several fundamental fluid flows and concepts can be explored. The general approach is to enable
students to develop further skills in the future. For thermodynamics, the unit will provide students with knowledge
and understanding of the operation and analysis of basic thermodynamic machines and systems, such as turbines,
refrigerators, steam cycles, air conditioning and combustion, based upon a thorough knowledge of the first and
second laws of thermodynamics. It also provides an appreciation of the importance of the basic modes of heat
transfer and the ability to analyse simple heat transfer problems (including simple heat-exchanger design) in an
engineering context.
Aims:
The course will generalise the simple methods for thermodynamics and fluid mechanics already possessed by the
students, and allow them to model engineering systems. The simplifications necessary to make the equations
tractable and the methods that can be used subsequently will be covered. An important aspect of the element is the
appreciation of the limitations that result from these simplifications. Theory will be applied to the selection and
sizing of equipment, and to determining the forces imposed by fluid flows on structures.
1. Recognise and describe the basic frameworks of thermofluids and the characteristics of different types of
fluid and energy flows;
2. Describe the relationships between different types of flow and energy transfer ( the associated assumptions
and fundamental science are important);
3. Explain the limitations of the different approaches to calculating flows;
4. Analyse engineering problems, such as sizing equipment or identifying fluid forces, by making simplifying
assumptions and selecting suitable calculation approaches .
5. Implement calculation procedures
6. Interpret and report data collected in the laboratory
Teaching details
 A series of two one-hour lectures for 24 weeks. Support for this will be provided through examples classes
where individual consultation will be available, plus demonstration of solutions on the board. At the end of
the lectures for each topic, students should have consolidated and enhanced the lecture material by
background reading and review of the lecture, and by course work. Revision lectures are given in term 3.
 Students are strongly recommended to work at the examples sheets throughout the year and supplement
the lecture material by independent study of texts.
 The handouts for each lecture will usually include: objectives and contents of the lecture, necessary
equations, nomenclature, and relevant pages in the course text. Copies of difficult diagrams are also given
to students. Students are expected to make their own notes, and supplement these from the recommended
course text.
 Two laboratory investigations will be assessed through the completion of reports.
Assessment Details
Three-hour written examination (90%) (LOs 1-5); coursework comprising 2 laboratory reports and exercises (10%)
(LO6)
The laboratory investigations are compulsory. After the laboratory exercises students will be required to submit a
piece of written work.
 Massey, B. & Ward-Smith, A.J., Mechanics of Fluids, (2012), 9th ed., London Spon. ISBN-10: 0415602600.
ISBN-13: 9780415602600. Classmark: TA357 MAS. – Core Text for Thermofluids
 White, F., Fluid Mechanics, (2016), 8th ed., McGraw-Hill. ISBN-10: 9814720178. ISBN-13: 9789814720175.
Classmark: TA357 WHI
 Alexandrou, A., Principles of Fluid Mechanics, (2001), Prentice Hall. ISBN-10: 013801762x. ISBN-13:
9780138017620. Classmark: TA357 ALE
 Rogers, G. & Mayhew, Y., Thermodynamic & Transport Properties of Fluids. (1994), 5th ed., Wiley-Blackwell.
ISBN-10: 0631197036. ISBN-13: 9780631197034. Classmark; Pamphlet
 Rogers, G. & Mayhew, Y., Engineering Thermodynamics: Work and Heat Transfer, (1992), 4th ed., Longman
Scientific & Technical. ISBN-10: 0582045665. ISBN-13: 9780582045668. Claamark: TJ265 ROG. – Core
Text for Thermofluids
 Cengel, Y.A. & Boles, M., Thermodynamics: An Engineering Approach. (2008), 6th ed., McGraw-Hill. ISBN-10:
0073305375. ISBN-13: 9780073305370. Classmark: TJ265 CEN.
Copies of lecture materials and coursework can be found on the Blackboard site
Materials Engineering 2 in 2020/21

Description
This course is split into two main sections: properties of materials and mechanics of materials.
Mechanics of Materials: presents the advanced principles of elastic analysis in three dimensions, and applies these
concepts to idealised problems based on simple engineering structures. Specific topics covered include
1. Three-dimensional stress and strain transformations
2. Tensorial characteristics of stress and strain
3. Yield criteria
4. Thin walled cylinders
5. Thick walled cylinders
6. Energy methods
7. Airy stress function approach
8. Application to other failure modes
9. An introduction to experimental measurement of strain
Properties of Materials: This section covers the sustainability of materials, advanced material selection strategies
and the processing of metals and polymers (composites). Specific objectives of the course are
1. Teach several advanced material selection strategies used when there are conflicting objectives and multiple
constraints.
2. Teach the use of phase diagrams, time-temperature diagrams and cooling diagrams in predicting metal
properties.
3. Provide a solid foundation for understanding polymer processing and composite design.
4. Provide techniques to evaluate the sustainability of materials, including long term sourcing of components
and environmental impact.
1. Derive material indices for selection and provide sensible material choices under open ended scenarios.
2. Demonstrate an ability to evaluate common processing routes for materials and diagnose failures arising
from inappropriate processing.
3. Identify key issues affecting the sustainability of materials and how we might mitigate any problems.
4. Able to solve a wide range of problems in Mechanics of Materials by using suitable theoretical methods.
5. Able to demonstrate the modelling skills needed to simplify complex mechanics of materials problems
such that efficient analysis may be carried out.
6. Able to specify the assumptions made in modelling and the likely accuracy of calculated results.
Teaching details
Properties of Materials:
 Students receive 1 lecture per week for new material, problem solving, tutorial solutions and support for
the material selection exercise. Extensive written handouts are provided to support the lectures.
Mechanics of Materials:
 Lectures and example classes, typically 1 hour per week
 Multiple tutorial sheets
Assessment Details
Material Selection Coursework (10%) (learning outcome 1)
Exam paper (90%) (learning outcomes 2-6)
Materials : engineering, science, Butterworth- TA403.6 ASH

Ashby, M.F. 9780081023761 2019
processing and design Heinemann & eBook


Materials Selection in Mechanical Butterworth-

Ashby, M.F. 9781856176637 2011 TA403.6 ASH
Design Heinemann
Beer, F. Mechanics of Materials McGraw-Hill 9780073398235 2014 TA405 BEE
An Introduction to the Mechanics of

Archer, A.R. McGraw-Hill 9780070134416 1978 TA350 INT
Solids
Schaum's Outline of Theory and Oversize

Mase, G.E. McGraw-Hill 9780070406636 1970
Problems of Continuum Mechanics QA808.2 MAS
Barber, J.E. Intermediate Mechanics of materials Springer 9789400702943 2010 TA405 BAR
Dowling, N. Mechanical Behaviour of Materials Prentice Hall 9780273764557 2012 TA404.8 DOW
Elementary Engineering Fracture

Broek, D. Kluwer 9789024725809 1982 TA409 BRO
Mechanics
Modelling 2 in 2020/21
Description
Computing-based Modelling:
During the first seven laboratory sessions, students will be required to undertake a computer-based project, during
which they will develop a model of a either an engineering/scientific or rules-based system in the Matlab environment.
Examples of these have included stream functions, the diffusion of ideal gases, parametric models or the development
of a chess engine. Supporting notes are provided. These projects will be assessed during the eighth session. During
the final laboratory, students will be given a brief overview of the Simulink package.
Physical Modelling:
This part of the unit will enable students to model and physically realise engineering systems, evaluate design
alternatives, manufacture working prototypes and assess their performance. This is achieved through two design and
build projects.
Aims:
To extend the students knowledge of scientific computing via Matlab and Simulink. To increase their ability and
confidence in the development of programs to model physical systems.
Physical Modelling:
To provide students with foundation skills in developing (conceiving, designing and building) engineering systems to
meet a specification and analysing performance for existing systems and critically appraising their performance
through presentations, demonstrations and written reports. These activities together broaden the students'
understanding of the design, development and test process and in particular, provide hands-on experience to realise
their designs.
 Students will be able to develop simple Matlab and Simulink-based models of a range of engineering
systems.
Physical Modelling:
At the end of this part of the unit, students will be able to:
 Understand the processes involved to develop engineering systems to meet to a specification;
 Select appropriate standard components and provide reasoning for their choice;
 Using basic hand tools and standard materials to manufacture their designs;
 To assess performance of engineering systems in relation to a specification;
 Be proficient in the interpretation of engineering drawings;
 Experience a range of problem-solving opportunities and work in teams;
 Disseminate technical material proficiently in both written and oral form.
Teaching details
 1 hour lectures followed by 8 x 3 hour laboratory sessions.

Physical Modelling:
 1 hour lecture and 1 x 3 hour lab.
 Design and Make Project (DMP) Build Phase 5 x7 hours of build classes and 1x3 hour presentations.
 Amphibious Vehicle Build 3 x 3 hour design/build classes and 1x3 hour demonstration session.
Assessment Details
 Project assessment (60%).
Physical Modelling:
 DMP Build Phase presentation and build assessment (20%)
 Amphibious Vehicle Build demonstration and build quality (20%)
Total = 10 credits
 Hunt, B.R., Lipsman, R.L. & Rosenberg, J.M., A Guide to MATLAB for Beginners & Experienced
Users. (2006), 2nd ed., Cambridge University Press. ISBN-10: 0521615658. ISBN-13: 9780521615655.
Classmark: QA297 HUN.
Physical Modelling:
 No texts are needed, this aspect of the course being adequately supported by handouts.
Dynamics and Control 2 in 2020/21

Description
The Systems and Control Engineering course introduces students to the basic methods of Automatic Control
engineering, i.e. for continuous-time single-input/single-output linear systems, and to the methods of modelling
associated plant dynamics. The Vibrations course is designed to teach basic vibration phenomena, such as how
vibration is caused, how it is measured, and what its consequences are. The single degree of freedom mass-spring-
damper system is analysed, both in free vibration and with various forms of excitation. The importance of resonance
and force transmission is stressed. Students should gain an understanding of natural frequencies and how these
relate to free and forced vibration, together with vibration transmission. They will also learn about multi-degree of
freedom systems in free and forced vibration and how to apply numerical methods of solution. The laboratory class
illustrates aspects of the course, especially resonance and damping and the behaviour of systems with two degrees of
freedom.
Aims:
Systems & Control Engineering:
To introduce students to the basic methodologies of modelling dynamic systems and controlling them. The
methodology of using Laplace transforms to derive transfer functions is applied to learn how to design controllers
for single-input-single-output dynamic systems.
Vibrations:
This course is designed to teach basic vibration phenomena, such as how vibration is caused, how it is measured,
and what its consequences are. The single degree of freedom mass-spring-damper system is analysed, both in free
vibration and with various forms of excitation. The importance of resonance and force transmission is stressed. The
laboratory class illustrates aspects of the course, especially resonance and damping, and the behaviour of systems
with two degrees of freedom.
By the end of the course students should be able to:
 Derive equations to model the dynamics of one and two degree of freedom (DOF) systems.
 Use Laplace Transforms to derive system transfer functions
 Classify and implement control strategies for single-input-single-output linear systems
Vibrations:
 Identify and characterise natural frequencies and analyse how they relate to free and forced vibration,
together with vibration transmission.
 Classify and derive equations to model multi-DOF systems in free and forced vibration and apply
numerical methods of solution.
Teaching details
Students receive one 1-hour lecture each week over 24 weeks. The course lectures are supported by use of
MATLAB/SIMULINK computer simulations of dynamic systems. There is a practical laboratory experiment using
3-DOF helicopters.
Vibrations:
Students receive one 1-hour lecture each week over 24 weeks. In addition, there is a 2-hour laboratory class.
Assessment Details
There is a 3-hour written examination, 4 questions from 6 (90%). In the written examination, 2 questions from 3 are
from the Systems & Control Engineering course (LOs 1-3) and 2 questions from 3 are from the Vibrations course
(LOs 4-5). During the Systems & Control Engineering course, marks for one piece of laboratory work are
incorporated into the end of year unit assessment (5%) (LO 3). During the Vibrations course, marks for laboratory
work are incorporated into the end of year unit assessment (5%) (LO 4).
 Hargreaves, M., Engineering Systems: Modelling & Control. (1996), 1st ed., Longmans. ISBN-10: 0582234190.
ISBN-13: 9780582234192. Classmark: TA168 HAR
 Dorf, R.C. & Bishop, R.H., Modern Control Systems. (2011), 12th ed., Pearson. ISBN-10: 0131383108. ISBN-
13: 9780131383104. Classmark: TJ213 DOR
 Meirovitch, L., Fundamentals of Vibrations. (2001), McGraw-Hill. ISBN-10: 0070413452. ISBN-13:
9780070413450. Classmark: TA355 MEI
 Thomson, W., The Theory of Vibration with Applications. (1998), 4th ed., CRC Press. ISBN-10: 0748743804.
ISBN-13: 9780748743803. Classmark: TA355 THO
Design and Manufacture 2 in 2020/21

Description
In this unit, students will learn core skills required to effectively design solutions to
engineering problems. Taking a project-based format, students are supported by
lecture and tutorial sessions while they work through a variety of realistic engineering
problems and activities, each faced by engineers daily. Through the course, they will
learn processes and use tools that allow them to treat the problems set as would an
industry engineer, will produce and iterate designs using a variety of methods, and
evaluate and communicate designs and their performance.
Specifically, students will develop skills and gain experience in:
 Analysing design problems and generating technical and non-technical
information through a variety of methods
 Using real-world engineering process and tools to develop high performing
machines and products
 Using processes and knowledge from other units and applying them in a
design context
 Communicating ideas, designs, and technical information effectively
Making decisions and working effectively with incomplete information in uncertain
environments.
1. Identify (problem working) and develop (synthesis) required information using
appropriate methods, including technical analyses, estimation, and research
2. Recognise (comprehension) the constraints imposed by manufacturing
processes and design (synthesis) components for manufacture
3. Select and use engineering tools/processes (application) to develop designs
and their process of manufacture (creativity/synthesis)
4. Appraise (evaluation) design performance with respect to multiple criteria and
develop design improvements and optimisations
5. Identify the impact of design decisions (problem working) and justify
(communication) rationale for those made
6. Articulate (communication) technical design information using a variety of
methods demonstrating best practice
Teaching details
The unit will have a blended learning approach incorporating a combination of
lectures, seminars, and practical classes, as well as several self-directed exercises.
These will be delivered in 1 x 3hour teaching blocks per week.
Assessment Details
100% coursework.
The project will be assessed through a single coursework assignment, evidencing
skills developed throughout the unit on a single design problem. Students will need
to submit a group work portfolio including report and diagrams.
This coursework is supported through in-class exercises and quizzes.
Mandatory must-pass assessments will run throughout the year, in which students
will demonstrate skills in each of the areas taught.
Mechatronics: a
Prentice TJ163.12
Bolton, W. multidisciplinary 9780273742869 2011
Hall BOL
approach
Electromechanical
Systems, Electric CRC TK7881.15
Lyshevski, S. 9780849322754 1999
Machines and Applied Press LYS
Mechatronics
CADCAM: principles,
McMahon, practice and Addison- TS155.6
9780201178197 1998
C. manufacturing Wesley MAC
management
Budynas,
Shigley's Mechanical McGraw-
R.G.and 9780071328401 2011 TJ230 SHI
Engineering Design Hill
Nisbett, J.K.
Total Design: integrated
Addison- TA174
Pugh, S. methods for successful 9780201416398 1991
Wesley PUG
product engineering
Childs, P. Mechanical Design Arnold 9780340692363 1998 TS171 CHI
Engineering Design McGraw- TA174
Polak, P. 9780077072490 1991
Elements Hill POL
Process Selection: from design to
Swift, K. Butterworth 9780750654371 2003 TS183.3 SWI
manufacture
Ulrich, K. T. &
Product Design and Development McGraw-Hill 9780071086950 2012 TS171 ULR
Eppinger, S.D.
Engineering Design: a materials

Dieter, G.E. McGraw-Hill 9780071326254 2012 TA174 DIE
and processing approach
Year 3 (2020/21)
Individual Research Project in 2020/21
Description
The aim of the individual research project is for students to develop the skills required to solve real, open-ended
problems, to plan and organise work, and effectively communicate results. In addition, the study will allow students
to focus on a particular area and implement some of the knowledge gained on the course. The projects are wide-
ranging and often multidisciplinary. Projects may be scientific and involve the study of certain phenomena, or
perhaps technology or product-orientated with a design emphasis, or maybe on a topic related to systems and
management.
Aims:
The aim of the project is to enable the student to develop the skills necessary to tackle substantial, extended
problems. The objectives are that the student should be able to:
 apply the knowledge and skills that they have acquired over their course;
 demonstrate that they are capable of developing their knowledge and skills when tackling a new problem;
 develop the means (e.g. new apparatus or computer code) by which a problem may be tackled;
 make substantial progress when faced with a technical challenge within the resources available to them;
 plan and organise their work and co-ordinate it with that of other members of the University;
 plan and pace their work and manage their time effectively;
 present their work clearly in written and oral forms.
 Understand aspects of professional practice related to their work, including health and safety, risk,
environmental issues, commercial economic and social context.
 Learn how to plan and execute a project and work to a budget (LO1a).
 Learn how to synthesise, interpret and apply research literature and experimental data (LO1b).
 Learn to write a detailed and structured technical report (LO2).
 Advance knowledge in the subject area of the project (LO3).
 Develop research, technical and practical skills in an area relevant to the project (LO4).
 Learn to communicate technical results via presentation (LO5).
 Carry out assessments relating to health, safety and environmental risk (LO6).
 Describe and explain the commercial, economic and social context of engineering processes (LO7).
Teaching details
Each student is allocated an academic supervisor at the beginning of the year. He or she is responsible for advising
the student on how they might progress with the project. The content and methods of the project are negotiated
between the student and the supervisor. A project specification that will be a broad outline of aim, objectives,
methods of the project should be completed within the first three weeks. This form must be signed by both the
supervisor and the student. Over the course of the year it is recommended that the student and his or her supervisor
should meet regularly to assess progress and plan future work. Toward the end of semester 1 there will be a formal
progress meeting between the student and supervisor and a further form will be completed that will summarise the
main discussion points/requirements/ problems/change of work plan with respect to the project. This review
document must be signed by the student. Part way through the second semester there will be a mid-project review
and feedback session between the student and one of their assessors. This is also an opportunity for the student to
prepare and give a short presentation. The aim of this session is to provide further feedback and assistance to the
student. These documents will be required for the end of project assessment. It is expected that a draft copy of the
technical report be produced before Easter so that the supervisor can give detailed feedback on its content.
Projects are usually paired so that two students will be studying different aspects of the same problem. Students are
encouraged to support one another, but they will be assessed individually and they must ensure that they produce
distinct bodies of work at the end of the project. Supervisors will advise students on this.
In addition to meetings with supervisors, a supportive lecture programme is also given in the first semester. This
covers using library resources, project management, health and safety, team working, rapid prototyping, report
writing and presentation skills.
Assessment Details
The assessment is based on a final project consisting of a written report (75%), followed by an Viva (20%) and
considers the satisfactory completion of other assignments (Project Specification - 1%, Mid Sessional Review 2%,
Poster - 2%) throughout the year.
Guidance on the preparation of the technical report and the web site or poster will be given in supporting lectures.
Specified by project supervisor
Systems and Control Engineering 3 in 2020/21

Description
This unit delivers a broad range of methods for students to analyse and evaluate the stability and performance of
feedback controlled closed-loop systems. It also equips the students with the necessary knowledge to master
controller design. Systems modelling and identification from experimental data are also covered during the course.
Aims:
The aim of this course is to provide students with the ability to analyse, evaluate and create feedback closed-loop
controllers using techniques in all different domains: continuous time, frequency, Laplace and discrete time.
On successful engagement with the unit the participants should be able to:
 Apply stability tests such as Routh and Nyquist criteria.
 Analise stability and performance using Nyquist and Bode plots.
 Evaluate the robustness of a controller by calculating stability margins using Nyquist and Bode plots.
 Estimate the closed-loop step response of a system from Roots Loci graphs and Bode plots.
 Develop system’s parameter estimation from experimental Nyquist and Bode plots.
 Design feedback controllers for a given specification using design techniques such as Bode plots in the
frequency domain or Roots Loci in the Laplace domain.
 Manipulate discrete data sequences using the Z-transform.
 Design discrete time controllers using the indirect method.
Teaching details
22 hours of lectures
2h laboratory session.
1h week office hours.
Control demonstrators available for students to use
Assessment Details
Formative assessment using tests on Blackboard.
Formative assessment during laboratory session.
Summative assessment (100% of credits) by a 2 hour examination in May/June, candidates to answer 3 questions
out of 4.
 Dorf, R. & Bishop, R.H., Modern Control Systems, (2011), 12th ed., Pearson Prentice-Hall. ISBN-10:
0131383108. ISBN-13: 9780131383104. Classmark: TJ213 DOR
 Ogata, K., Modern Control Engineering. (2010), 5th ed., Pearson Prentice-Hall. ISBN-10: 0137133375. ISBN-
13: 9780137133376.
 Goodwin, G.C., Graebe, S.F. & Salgado, M.E., Control System Design. (2001), Pearson Prentice-Hall. ISBN-
10: 0139586539. Classmark: TJ213 GOO
 Dutton, K., Thompson, S. & Barraclough, B., The Art of Control Engineering. (1997), 1st ed., Addison-Wesley.
ISBN-10: 0201175452. Classmark: TJ213 DUT
Vibrations 3 in 2020/21
Description
In this course, we will analyse the vibration behaviour of bars, beams and plates, in which the mass and stiffness are
continuously distributed, rather than concentrated in discrete elements. The course covers analytical methods to
determine natural frequencies, mode shapes and stresses in vibrating systems, and provides an introduction to
numerical methods for solving more complex systems. It also covers the use of experimental testing to measure
modal properties.
Aims:
The aim of this course is to examine and explain the vibrational behaviour of bars, beams and plates, in which the
mass and stiffness are continuously distributed. Algebraic, numerical and experimental techniques will be examined.
By the end of this course, students will know how to do the following:
(1) Calculate the natural frequencies and determine the vibration mode shapes of bars, beams and plates.
(2) Allow for the various boundary conditions, which occur in practice, and understand how these may be
compromised.
(3) Calculate natural frequencies using the Rayleigh-Ritz numerical technique.
(4) Derive and use FE matricies for vibration analysis.
(5) Extract modal properties from experimental data.
Teaching details
Students receive a 1-hour lecture each week over 21 weeks. Examples of similar standard to examination questions
are provided. Students are expected to work through these examples and previous years' examination papers in their
own time. This will help to inform them of their real understanding of the subject.
Assessment Details
There is a 2-hour written paper in January which counts for 100%. Students will be asked to answer 3 questions
from a selection of 4.
 Thomson, W.T. & Dahleh, M.D., The Theory of Vibration with Applications. (1997), 5th ed., Pearson Prentice-
Hall. ISBN-10: 013651068x. ISBN-13: 9780139153495. Classmark: TA355 THO. – Core Text.
 Meirovitch, L., Fundamentals of Vibrations. (2001), McGraw-Hill. ISBN-10: 0071181741. ISBN-13:
9780071181747. Classmark: TA355 MEI.
Heat Transfer in 2020/21

Description
Heat Transfer is an advanced course which adopts a rigorous mathematical approach
to the formulation and analysis of complex engineering problems in conduction,
convection and radiation heat transfer. Students will be given an introduction to the
Navier-Stokes, Continuity and Energy Equations, with emphasis placed on
identifying the physical principles involved and the using relevant simplifications to
find engineering solutions. Both analytic and computer-based solutions are explored.
These studies are supplemented by a piece of coursework on the use of a
computational software to solve a typical engineering problem, plus a wide range of
worked examples, and problem sheets.
 Correctly identify the physics behind a particular heat transfer problem, and
explain relevant assumptions, which can be applied to simply a given
problem.
 Solve the simplified equations for a range of one and two dimensional
problems in conduction/convection heat transfer, including:
o Conduction in Cartesian, cylindrical or spherical coordinates with a range of
boundary conditions
o Heat transfer from extended surfaces (fins)
o Convection in laminar flows over flat plates
o Convection in laminar flows through ducts or pipes
o Convection in high speed or turbulent flows
o Simplify and solve equations for thermal radiation.
Teaching details
There are 2 hours of lectures per week over 11 weeks, a 2 hour written
examination at the end of the year, and a piece of coursework which students are
advised to spend no more than 10 hours working on.
 A substantial hand-out of printed notes is provided, covering all the topics
in the course
 Solutions to worked examples are done in class and made available on
Blackboard
 Worked solutions to past examination papers are provided for self-study
 MATLAB and Excel simulations of numerical heat transfer problems are
provided
A feedback session is held after submission of coursework to clarify common
errors and highlight good practice.
Assessment Details
2 hour written examination (90%)
Coursework involving use of computational software (10%)
 Rogers, G. &Mayhew, Y., Engineering Thermodynamics: Work &Heat
Transfer. (1992), 4th ed., Longman Scientific &Technical. ISBN:
0582045665. Classmark: TJ265 ROG – Core text for Thermofluids
 Incropera, F. &DeWitt, D., Fundamentals of Heat &Mass Transfer. (2007),
6th ed., Wiley &Sons. ISBN: 0471457280. Classmark: TJ260 INC
– Recommended
 Eckert, E.R.G. &Drake, R.M., Analysis of Heat &Mass Transfer. (1987),
McGraw Hill. ISBN: 0891165533. Classmark: QC320 ECK
 Holman, J., Heat Transfer. (2010), 10th ed., McGraw Hill. ISBN:
0071267697. Classmark: QC320 HOL.
 Chapman, A., Heat Transfer. (1984), 4th ed., Maxwell Macmillan
International Editions. ISBN: 0029460808. Classmark: QC320 CHA
Fluids 3 in 2020/21
Description
In this course, we will focus on understanding physical aspects of fluid mechanics,
starting by deriving the Navier-Stokes equations, and learn how these can be
simplified depending on the problem. We will look at how to solve these equations
numerically and will make use of a software package to look at real-world
applications. The course will also provide an introduction to the topic of
turbulence and its modelling.
ILO 1: List the important definitions and principles of fluid mechanics;
ILO 2: Explain the derivations of key equations (conservation equations for mass,
momentum and energy), and interpret the physical interpretation of the various
terms and how modelling assumptions can be used to simplify the models to fit the
application;
ILO 3: Implement a numerical discretisation of the governing equations in a
software code, to set up and execute numerical simulations. Use the concepts of
turbulence to calculate flow properties and the energy cascade;
ILO 4: Explain and interpret problems related to internal and external flows,
including boundary layers and shear layers;
ILO 5: Infer and list the assumptions and physical principles pertinent to ILO2
and ILO4;
ILO 6: Plan, design and organise numerical simulations cases to solve a fluid
mechanics problem;
ILO 7: Execute calculations to get estimates of fluid mechanics properties
pertinent to ILO2 and ILO4;
ILO 8: Critically evaluate the solutions of the numerical simulations, leading to
improved problem analysis and design, as well as to perceive the limitations to
numerical results.
Teaching details
14 hours of Lectures, 8 hours of computer labs
Assessment Details
50% coursework: 50% examination
 'Numerical Computation of Internal and External Flows' by C.Hirsch
 'Fundamentals of Computational Fluid Dynamics' by H.Lomax, T.H.Pulliam
 'Fluid Mechanics' by P.K.Kundu, I.M.Cohen, D.R.Dowling
 'Turbulent Flows' by S.B.Pope
 'Turbulence: An Introduction for Scientists and Engineers' by P.A.Davidson
 'An Album of Fluid Motion' by Van Dyke
 'Principles of Fluid Mechanics' by A.Alexandrou
 'Fundamentals of Aerodynamics' by J.D.Anderson
Finite Element Analysis in 2020/21

Description
Finite Element Analysis (FEA) is the principle method of numerical analysis used
by mechanical engineers to ensure their designs are fit for purpose. The FEA unit
is divided into two components: Practical FEA and Theory of FEA. The Practical
FEA component is run as a computing class using commercial FEA software. The
students are first given some self-taught exercises to gain familiarity with the
software and two exercises, one formative and one summative. The Theory of
FEA component is a lectured course that gives students an insight into the
underlying principles of FEA. The course begins with the analysis of pin-jointed
structures using an FEA approach and then considers the application of FEA to
stress analysis of continuous structures. The course includes element stiffness
matrix formulation and also introduces dynamic and nonlinear simulations.
On completion of the unit the student should be able to:
 Recall: that FEA is fundamentally about spatial discretisation to obtain an
approximate solution to a boundary value problem (EX); that the basic FE
calculation is concerned with the formulation and solution of linear
simultaneous differential equations (EX); the main elements (pre-processor,
solver, post-processor) of a commercial FEA programme (EX & CW); the
salient information required in an input file for an FEA solver such as mesh,
material properties, loading conditions, required outputs etc. (EX & CW);
how to identify key parts (e.g. nodes, elements, boundary conditions, applied
forces) of an FE model from a suitable visual representation (EX & CW);
the definition of terms validation and convergence in the context of FEA;
the nature of shape functions and stress/strain fields in constant strain
elements (EX); the terms parent element, natural coordinates, physical
coordinates and tangent stiffness matrix (EX).
 Explain: the purpose of performing FEA in the context of the mechanical
engineering design process (EX & CW); the concepts of global and local
stiffness matrices and that the former embodies the physical principles of
compatibility & equilibrium (EX); the difference between plane stress and
plane strain (EX + CW); the principle of energy-based derivation of element
stiffness matrices, its extension to higher-order isoparametric elements and
the need for numerical integration via, e.g., Gauss quadrature (EX);
principles of good and bad meshing practice (EX & CW); the difference
between time- and frequency-domain methods for dynamic FEA (EX); the
need for stability criteria when performing time-domain dynamic FEA (EX);
the main methods for solving nonlinear problems using FEA (EX); why
many real situations require nonlinear FEA and the main sources of
nonlinearity (EX).
 Apply their knowledge to: derive the stiffness matrix of a bar element from
first principles; assemble an appropriate global matrix equation for simple
bar and beam structures (EX); solve the global matrix equation to determine
unknown displacements, reaction forces and loads within elements (EX);
perform a convergence study using commercial FEA software (CW); derive
the element stiffness matrix for simple elements using energy methods (EX);
select appropriate plane stress and plane strain boundary conditions in 2D
FEA (EX & CW); identify vibration modes and forced responses via
frequency-domain analysis (EX); analyse transient problems using time-
domain analysis (EX); solve simple nonlinear problems iteratively by
calculating an appropriate tangent stiffness matrix (EX); identify appropriate
boundary conditions to apply in an FEA analysis of a given structure and
state the associated mathematical constraints, e.g. symmetry about y-axis
requires no displacement of nodes in x direction on that axis (EX & CW);
identify an appropriate model system with analytical solutions against which
FEA data can be validated (EX & CW).
 Combine and apply the principles of FEA to unfamiliar situations by:
formulating element and global stiffness matrices in other applications, e.g.
heat flow, electrical conductance (EX); determining the most appropriate
form of FEA and identifying appropriate validation cases for a specified
problem (EX & CW).
 Justify the validity of FEA results by: applying appropriate, physically-
justifiable analytical models to obtain approximate solutions (EX & CW);
performing convergence studies (EX & CW); forming a compelling and
convincing argument to support their FEA results.
Key: EX= Assessed by exam
CW= Assessed by coursework
Teaching details
The unit will be delivered through a combination of 11 x 1-hour lectures (1 per
teaching week) and 11 x 1-hour computer classes (1 per teaching week). All lecture
notes, together with additional material including example sheets and simple FE
examples written in Matlab is provided through Blackboard. For the computer
classes students will be provided with a structured set of exercises leading into the
two pieces of coursework.
Assessment Details
EX. 1.5 hour exam (50%)
CW1. Coursework assessment (formative)
CW2. Coursework assessment (summative) (50%)
Coursework Deadlines: Will be in the 6th teaching week (CW 1) and in the 12th
teaching week (CW 2). Formative feedback on CW 1 will be provided in the 9th
teaching week.
Fagan, M.J., Finite Element Analysis: Theory & Practice. (1992), 1st ed., Pearson
Prentice Hall. ISBN-10: 0582022479. ISBN-13: 9780582022478. Classmark:
TA347.F5 FAG
 Mottram, J.T. & Shaw, C.T., Using Finite Elements in Mechanical Design.
(1996), McGraw-Hill. ISBN-10: 0077090934. ISBN-13: 9780077090937.
Classmark: TA347.F5 MOT – Years 3&4
 Cook, R.D., Finite Element Modeling for Stress Analysis. (1995), 1st ed.,
Wiley-Blackwell. ISBN-10: 0471107743. ISBN-13: 9780471107743.
Classmark: TA347.F5 COO
 Buchanan, G.W., Schaum’s Outline of Finite Element Analysis. (1995), 1st
ed., McGraw-Hill Education. ISBN-10: 0070087148. ISBN-13:
9780070087149. Classmark: TA347.F5 BUC
Failure of Materials in 2020/21

Description
Failure of Materials and Structures is divided into two equal components.
First the failure of un-cracked bodies is considered, where the classes of failure
mechanisms are defined and examined in detail. This section compares brittle and
ductile failure, plastic instability, probability based failure criteria, failure in
composites and failure criteria in complex stress conditions. All these fracture and
failure mechanisms are relevant to many practical engineering components.
The second set of lectures on fracture mechanics considers the failure of materials
that contain pre-existing cracks. The fundamental concept of the stress intensity
factor is introduced and discussed both under linear elastic and elastic -plastic
conditions. Its measurement and application to fracture and fatigue problems is
defined as the pre-eminent quantity in fracture mechanics. Fracture mechanics is
presented within a framework of structural integrity assessments, with a particular
focus on real-life problems.
Aims:
The objective of this course is to understand:
 The difference between material failure and structural failure
 The impact of state of stress on material failure
 The philosophy and application of fracture mechanics.
 The importance of the stress intensity factor and its relation to the fracture
toughness of materials.
On completion of the course the student should be able to:
 Predict material failure for any combination of applied stresses.
 Estimate failure conditions of a structure
 Determine the stress intensity factor for simple components of simple
geometry
 Predict the likelihood of failure of a structure containing a defect
Teaching details
Students receive a 2-hour lecture each week for 11 weeks. Notes will be handed
out as appropriate and note taking will also be required. Example questions will be
given out; some examples will be solved during the lectures and the lecturer will
state times and dates following the lecture course when he/she will be available to
discuss any further problems.
Assessment Details
The lecture course will be assessed by a 2 hour written examination.
 Dowling, N.E., Mechanical Behavior of Materials: Engineering Methods for
Deformation, Fracture & Fatigue. (2013), 4th ed., Pearson. ISBN-10:
0273764551. ISBN-13: 9780273764557.
 Broek, D., Elementary Engineering Fracture Mechanics. (1986), 4th ed., Kluwer
Academic. ISBN-10: 9024725801. ISBN-13: 9789024725809.
Product Design in 2020/21

Description
The course comprises a series of lectures supported by case studies and examples
that describe design methods used in Product Design. Case studies are typically
taken from the automotive industry and aerospace industry. Design Methods are
described for the following areas: The design process; product architecture;
product specification; conceptual design; design for ergonomics; design for
aesthetics; design for manufacture; design for the environment and design for
reliability.
The objectives of the course are to:
 Introduce the requirements, standards and industrial models of new product
development
 Enable a working knowledge of methods, tools and techniques used in
product design and development to be gained
 Enable an understanding of how design methods can be applied to case
studies such as from the automotive industry
 Enable an understanding of a wide-range of product design goals including
ergonomics, aesthetics and eco-design
By the end of the course, the students should be able to:
 Explain the phases and stages of the design process
 Explain the factors that influence product architecture
 Explain the main principles of designing for ergonomics and aesthetics
 Use tools for estimating the reliability of products
 Use tools for estimating the environmental impact of products
 Explain the main principles for designing for manufacture and assembly
Teaching details
There will be approximately 18 hours of lectures and approximately 2 hours of
examples classes.
Assessment Details
2 hour examination paper (100%)
Cross, Engineering Design TA174
Wiley 9780470519264 2008
N. Methods CRO
Ulrich, Product Design and TS171
McGraw-Hill 9780071086950 2012
K.T. Development ULR
Materials and
Ashby, Butterworth- TA170
sustainable 9780081001769 2015
M. Heinemann ASH
development
TS173
Booker, Designing Capable Butterworth-
9780750650762 2001 BOO &
J.D. and Reliable Products Heinemann
eBook
Mechatronics 3 in 2020/21
Description
Mechatronics is an interdisciplinary subject combining software, electrical and
electronic and mechanical engineering. The focus of this unit is on design
principles for mechatronic systems. Machine theory and control theory, which are
typically covered in courses on mechatronics, are prerequisites for this Unit as they
are covered elsewhere in the Mechanical Engineering programmes. The aim of the
Unit is to develop a methodological approach to designing a mechatronic system.
The course is divided into five parts, Fundamentals, Acquiring Information,
Processing Information, Generating Action and Supplying Energy. Each part is
supported by four lectures covering the specific skills required to transform a
specification into a design via appropriate model equations. There is
broad/shallow coverage of electrical and electronic subjects rather than
narrow/deep coverage which would be of less general value to a Mechanical
Engineering cohort. The emphasis is on getting the main abstract design criteria
correct through an awareness of key principles.
Students will
 be able to produce a preliminary design for a simple mechatronic system
given a set of requirements or a specification.
 be able correctly to specify and select components for a mechatronic
system.
 be able to formulate appropriate mathematical models of a mechatronic
system to predict and evaluate its performance.
 be able to analyse simple circuit diagrams and describe their function.
 be able to design analogue and digital circuits to process electronic signals.
 be able to design simple digital controllers using discrete logic or software.
Teaching details
Course material is delivered using blended learning techniques over twenty 50
minute sessions, two per week.
All students attend one 3-hour lab practical session in mechatronic system design.
The lab is not assessed.
Assessment Details
2-hour written exam 100%
 Bolton, W., Mechatronics: A Multidisciplinary Approach: Electronic Control Systems
in Mechanical & Electrical Engineering. (2011), 5th ed., Pearson Prentice Hall.
ISBN-10: 0273742868. ISBN-13: 9780273742869.
 Onwubolu, G.C., Mechatronics Principles & Applications. (2005), Elsevier
Butterworth-Heinemann. ISBN-10: 0750663790. ISBN-13: 9780750663793.
Year 4 (2020/21)
Power Generation for the 22nd Century in 2021/22
Description
The structure of this course is designed to cover a matrix of power generation
methods including conventional fossil based systems, nuclear as well as
emphasising the renewable options. Specifically it will focus on generic power
generation processes (thermal via heat engines to mechanical and then electrical,
renewable technologies, including wind, wave, tide, geothermal and direct solar
conversion). The course will also put the power generation industry into a modern
context (social-political as well as environmental pressures).
AtAt the end of the course the student will be able to: 1. Compare the different
and established forms of power generation and rank these in terms of efficiency,
cost, and environmental impact. 2. Use engineering principles when faced with a
new form of power generation to quantify its merits. 3. Identify the multi-faceted
problems and challenges faced by the power generation industry, list possible
solutions and calculate their cost saving and energy efficiency
Teaching details
24 lectures
Assessment Details
2 hour examination (3 questions out of 4)
 Boeker, E., Environmental Physics. (2011), 3rd ed., Wiley & Sons. ISBN-10:
0470666765. ISBN-13: 9780470666760. - Good underlying Physics but
not essential.
 Boyle, G., Energy' Systems & Sustainability: Power for a Sustainable Future. (2012),
2nd ed., Oxford University Press. ISBN-10: 0199593744. ISBN-13:
9780199593743. – Classic; covers all course content.
 Ristinen, R.A. & Kraushaar, J.P., Energy & the Environment. (2006), 2nd ed.,
Wiley & Sons. ISBN-10: 0471739898. ISBN-13: 9780471739890. – More
details, good but not essential.
 Andrews, J. & Jelly, N., Energy Science: Principle, Technologies & Impacts. (2013),
2nd ed., Oxford University Press. ISBN-10: 0199592373. ISBN-13:
9780199592371. – Nice modern book.
Ultrasonic Non-Destructive Testing in 2020/21
Description
Ultrasonic methods are among the most important tools for Non-Destructive
Testing (NDT) of engineering components and structures. The material in this unit
covers the underlying science of ultrasonic and acoustic wave propagation in elastic
media, and the application of this science to NDT. The mathematical equations
that govern the propagation of ultrasonic waves are introduced and used as a
foundation to develop the techniques used in modelling ultrasonic wave
propagation in practical situations. Signal processing techniques for analysing
ultrasonic data to elicit structural information (e.g. thickness, speed of sound,
attenuation) are also covered in the course. Assessment is via two pieces of
coursework covering experimental data analysis and inspection system design. The
course is taught through a combination of weekly illustrated lectures and
computing classes to support the coursework.
On completion of the unit, the student should be able to:
 Recall (implicitly assessed in CW1 & CW2): why there is a need for NDT;
the main methods of NDT and their basic principles; the general features of
the wave equation; the general characteristics of waves and definitions of
terms such as frequency, period, wavelength, wavenumber, dispersion, phase
velocity & group velocity; that two ultrasonic wave modes (shear and
longitudinal) exist in solids; that in bounded solids (e.g. plates) guided waves
exist; that reflection and refraction take place at interfaces; the general
principles of ultrasonic NDT using bulk and guided waves; that modelling
ultrasonic phenomena is computationally challenging and that many
approaches involing different levels of approximation exist such as ray
tracing, Huygens' modelling and finite element methods.
 Explain (implicitly assessed in CW1 & CW2): how the wave equation can
be derived for 1D elastic waves; the concept of linear superposition and its
application to waves; how a propagating wave can be described using
complex exponential notation; why two wave modes are possible in elastic
solids; what boundary conditions must be satisfied at interfaces between
media; the concept of acoustic impedance and transmission/reflection
coefficients for waves normally incident on a boundary; Snell’s law for
obliquely incident waves on a boundary; the equivalence between time- and
frequency-domain representations of waves; the basic principles of
Huygens’ modelling; how an ultrasonic array can be used to image the
interior of a component.
 Apply (implicitly assessed in CW1 & CW2) their knowledge: of ultrasonic
wave propagation phenomena and signal processing to analyse experimental
ultrasonic signals to extract data relevant to NDT; simulate the ultrasonic
field from both monolithic and array transducers, the latter under different
focusing/steering conditions; simulate raw ultrasonic array data from an
array applied to a simple system.
 Combine (implicitly assessed in CW1 & CW2) and apply the principles
taught to: develop protocols for automated experimental data analysis;
develop different imaging algorithms for ultrasonic array data.
 Evaluate: the performance of different imaging algorithms by defining and
using metrics appropriate to the relevant NDT requirements (CW2)
Teaching details
The unit will be delivered through a combination of 11 x 1-hour lectures (1 per
teaching week in TB1) and 11 x 1-hour computer classes (1 per teaching week in
TB1). All lecture notes, together with additional material is provided through
Blackboard. The lectures will include demonstrations of state-of-the-art ultrasonic
equipment, ranging from single-channel pulse-echo systems to array imaging
systems. For the computer classes students will be provided with a structured set
of exercises leading into the two assessed pieces of work. The first few computer
classes will introduce the basics of ultrasonic simulation using Matlab and will
include time for informal feedback to be given at the end of Week 4 on the
students’ progress up to that point. CW1 will be submitted at the end of Week 6
and CW2 at the end of Week 12. Formative feedback from CW1 will be provided
before the end of Week 9.
Assessment Details
Coursework as follows:
CW1. Analysis of experimental ultrasonic data indicating how, e.g., thickness,
velocity and attenuation may be deduced in the time and frequency domains -
report required (40%)
CW2. Design and modelling of an ultrasonic array to satisfy a given inspection
specification - report required (60%)
 Graff, K.F., Wave Motion in Elastic Solids. (1991), Dover Publications Inc.
ISBN-10: 0486667456. ISBN-13: 9780486667454.
 Krautkramer, J. & Krautkramer, H., Ultrasonic Testing of Materials. (1990), 4th
ed., Springer-Verlag. ISBN-10: 0387512314. ISBN-13: 9780387512310.
 Brekhovskikh, L.M. & Godin, O.A., Acoustics of Layered Media 1: Plane &
Quasi-Plane Waves. (1998), 2nd ed., Springer. ISBN-10: 3540647244. ISBN-
13: 9783540647249.
 Rose, J.L., Ultrasonic Waves in Solid Media. (1999), Cambridge University
Press. ISBN-10: 0521548896. ISBN-13: 9780521548892.
Structural Integrity 1 in 2020/21

Description
This course aims to expand students’ knowledge of materials failure, to which they
have between exposed in their second and third years, so that they can assess the
integrity of engineering components. Damage tolerance of components in elastic
and elastic-plastic regimes will be examined and experimental and numerical
methods to obtain fracture parameters are explained. This unit will prepare the
students in ‘hard’ technical skills as well as ‘soft’ skills such as teamwork, self-
management and project management. Examples of engineering failures will be
discussed from both technical and non-technical viewpoints (i.e. their root cause
due to breakdown in communication and misinterpretation of rules). The concept
of "fitness for service (FFS)" is introduced and FFS codes in different industries
such as oil and gas and nuclear are reviewed.
The aims of this course are to:
1. Introduce the concepts of fracture mechanics and structural integrity
assessments, in theory and application. Industrial assessment codes such as
R6 and BS7910 will be introduced.
2. Explain the standard and recent experimental methods through which the
fracture parameters are measured. For example measurement of fracture
toughness and resistance curves using standards such as ASTM E399 and
ASTM 1820 will be introduced.
3. Enable students to apply fitness for service codes to industrial cases studies
(e.g. Pressure vessels, piping, wind turbines, bridges and aerospace
components)
4. Give students an appreciation of the role of NDT in ensuring integrity, and
how it links to structural integrity assessment.
5. Give the students examples of industrial accidents in which the breakdown
of team work (e.g. lack of communications) was the main cause.
1. Explain the theoretical background associated with parameters used in
structural integrity (such as stress intensity factor and energy release rate)
2. Use the associated standards and codes and the results of experiments
performed based on them to calculate the parameters to which they have
been introduced in learning outcome 1
3. Use the standard codes of practice for assessing the structural integrity of
components in safety sensitive industries (such as pressure vessels and pipes
containing defects)
4. Use the parameters introduced in learning outcome 1 and measured in
learning outcome 2 to assess the integrity of simple structures using the
standard codes of practice from learning outcome 3
Contribute to a task within a team that is using codes of practice to assess simple
structures in class.
Teaching details
Students receive 2 hours of lectures per week for the new material, problem
solving and tutorial solutions. Written hand-outs (PowerPoints) are provided to
support the lectures. Relevant standards will be available to them as part of course
material. The lectures will be delivered by H.Coules and Professor Hadley, Royal
Academy of Engineering Visiting Professor in Structural Integrity, TWI (The
Welding Institute). Industrial case studies will be delivered by Professor Hadley
with an emphasis on the role of soft skills (e.g. teamwork) employed to carry out
all the tasks (technical and managerial) in the case studies.
Assessment Details
2 hour exam (100%)
 Anderson, T.L., Fracture Mechanics: Fundamentals & Applications. (2005), 3rd
ed., Taylor & Francis. ISBN-10: 0849316561. ISBN-13: 9780849316562.
 Knott, J.F., Fundamentals of Fracture Mechanics. (1976), 1st ed., Butterworth-
Heinemann. ISBN-10: 0408705299. ISBN-13: 9780408707893.
 Hertzberg, R.W., Vinci, R.P. & Hertzberg, J.L., Deformation & Fracture
Mechanics of Engineering Materials. (2013), 5th ed., Wiley & Sons. ISBN-10:
0470527803. ISBN-13: 9780470527801.
 Dowling, N.E., Mechanical 'Behaviour' of Materials. (2013), 4th ed., Pearson
Education. ISBN-10: 0273764551. ISBN-13: 9780273764557.
Manufacturing Systems in 2020/21

Description
This unit provides a broad range of skills for students to analyse complex value adding systems such as
manufacturing and service provision systems by identifying their key elements and performance metrics,
determining the effect of potential changes to the system and recommending changes that would result in
sustainable and significant improvements.
On successful engagement with the unit the participants should be able to:
Identify (knowledge) the key elements in a value generating system and select (knowledge) appropriate performance
indicators and use these for assessing (evaluation) the functional properties of the system. [EL2, SM6m, EL7m]
Select (knowledge) the appropriate modelling technique to improve (synthesis) a given aspect of performance in a
manufacturing system considering uncertainties, risk, quality issues and constraints [SM5m, P7, P8, P10m]
Create (synthesis) the required models and validate (evaluation) them [EA4b, EA6m]
Apply (application) simulation analysis (analysis) methods to the models to measure (evaluation) performance
and investigate (analysis) the behaviour of the system and interpret (comprehension) the results [D4, D6, D8m]
Teaching details
22 hours of lectures with interactive elements in computer labs
11 hours of e-learning content comprising videos on threshold concepts and short quizzes with formative feedback
Assessment Details
Formative assessment using weekly quizzes on Blackboard.
Summative assessment using a single coursework assignment. The coursework assignment would require
students to submit three models of manufacturing systems (A linear or integer programming model, a discrete
events simulation model using general tools such as MATLAB and a discrete events or agent based simulation
model using dedicated software packages such as SIMIO or ANYLOGIC) and a 2000 word discussion on the
results generated from solving or simulating the models. The assignment will be handed out in Week 13 and
students can start in Week 14 and progress continuously through the teaching block.
 Kelton, W.D., Smith, J.S. & Sturrock, D.T., Simio' & Simulation: Modeling, Analysis, Applications:
Economy. (2014), 3rd ed., CreateSpace Independent Publishing Platform. ISBN-10: 149361620x. ISBN-13:
9781493616206. - Recommended
Supporting references:
 Brandimarte, P. & Villa, A., Advanced Models for Manufacturing Systems Management (Mathematical
Modeling). (1995), 1st ed., CRC Press. ISBN-10: 0849383323. ISBN-13: 9780849383328.
 Taha, H.A., Operations Research: An Introduction. (2017), 10th ed., Pearson. ISBN-10: 1292165545. ISBN-13:
9781292165547.
 Pooch, U.W. & Wall, J.A., Discrete Event Simulation: A Practical Approach (Computer Science &
Engineering). (1993), 1st ed., CRC Press. ISBN-10: 0849371740. ISBN-13: 9780849371745.
 Borshchev, A., The Big Book of Simulation Modeling: Multimethod Modeling with 'AnyLogic' 6. (2013), AnyLogic
North America. ISBN-10: 0989573176. ISBN-13: 9780989573177.
Biomechanics in 2020/21
Description
Biomechanics is the analysis of living systems using the principles of mechanics. It is an area of science and not to
be confused with biomedical engineering (engineering medical products) or biomimetics (nature inspired
engineering). The Unit is designed to give mechanical engineers an introduction to some key skills and principles in
the life sciences. Benefits arise both from diversification of knowledge and being able to set engineering in a broader
context. It is particularly relevant to students who do not want to pursue a career in the traditional areas of
engineering design and manufacture. Work is organised around two themes, terrestrial locomotion in animals and
bio-thermofluid mechanics in humans. These are discussed in the context of energetics, scaling, actuation and
performance. A high standard of English language is required to obtain full benefit from the exercises in critical
analysis and writing.
Students will:
 develop skills in critical analysis of scientific literature and science writing.
 acquire an insight into the fundamental principles of living systems and some of the parallels and contrasts
between naturally evolved and engineered systems.
 gain familiarity with the key principles of animal locomotion and some major areas of biology, their
associated experimental techniques and terminology.
 be able to formulate hypotheses and design experiments to understand the control and optimisation of
animal movement.
 be able to perform calculations to answer questions about thermoregulation and cardio-respiratory
mechanics in humans.
Teaching details
Eight three-hour sessions which include workshops, discussions, seminars and tutorials.
Assessment Details
2-hour written exam (100 %)
 Nigg, B.M. & Herzog, W., Biomechanics of the Musculoskeletal System. (2007), 3rd ed., Wiley-Blackwell. ISBN-
10: 0470017678. ISBN-13: 9780470017678.
 Winter, D.A., Biomechanics & Motor Control of Human Movement. (2009), 4th ed., Wiley & Sons. ISBN-10:
0470398183. ISBN-13: 9780470398180.
 Alexander, R.M., Principles of Animal Locomotion. (2003), Princeton University Press. ISBN-10: 0691126348.
ISBN-13: 9780691126340.
 Schmidt-Nielsen, K., Scaling: Why Animal Size is so Important. (2008), 2st ed., Cambridge University Press.
ISBN-10: 0521319870. ISBN-13: 9780521319874.
 McMahon, T.A., Muscles, Reflexes & Locomotion. (1984), Princeton University Press. ISBN-10: 069102376x.
ISBN-13: 9780691023762.
 Biewener, A.A., Animal Locomotion. (2003), Oxford University Press. ISBN-10: 019850022x. ISBN-13:
9780198500223. – Core Text
 McGeown, J., Master Medicine: Physiology: A Clinical Core Text of Human Physiology with Self-Assessment. (2007),
3rd ed., Churchill Livingstone. ISBN-10: 0443102929. ISBN-13: 9780443102929
Engineering for International Development in 2020/21
Description
The unit aims (a) to enable students to understand the global issues and wider
context that inform development engineering and (b) to equip them to improve
the lives of people in developing countries.
Students learn what engineers do to aid human development and evaluate the
impact that they have. The specifics of development engineering are taught
alongside an exposition of global problems in development. The content is based
around five themes of Food, Health, Infrastructure, Inequality and Disaster drawn
from the Istanbul Programme of Action for Least Developed Countries
(IPALDC).
Lectures will cover the following global development issues and address the role of
engineers:
• Water scarcity • Water and sanitation • Appropriate engineering • Engineers,
society and environment • Disaster risk reduction
These will be supported by a programme of seminars/workshops which may vary
from year to year. Example topics include:
• Business led water supply in developing countries • Community led total
sanitation • Technology and information transfer • Cleaning up the dirtiest river in
the world • Building wastewater treatment system in refugee camps
The unit places an emphasis on structural and technical problems, with students
taking a critical view on issues such as: the role of the UN, IMF and other interest
groups; the setting of development targets; data availability, collection and validity;
methodologies and evaluation of outcomes. Students are expected to conduct self-
directed research on these issues to enhance their learning.
On completion, successful students should be able to:
1. Explain the complexity of development in developing countries.
2. Analyse the global issues of food, health, infrastructure, inequality, disaster etc. and their interaction with
development.
3. Identify appropriate engineering solutions to problems, whilst also considering the social, financial, political and
environmental implications.
4. Critically evaluate the impact that engineering has had and can have on the lives of people in developing
countries.
5. Propose the directions that will achieve the greatest impact in terms of development, in particular, suggesting a
role for the engineer which will best employ their skills-set.
Teaching details
Lectures, seminars/workshops, independent study
Assessment Details
2 hour exam
1. Black, M., No-nonsense guide to International Development, New Internationalist Publications Ltd, 2007, ISBN
1904456634
2. Black, M., No-nonsense guide to Water, Verso Books, 2004, ISBN 1844675092
3. Schumacher, E.F., Small is Beautiful: Economics as if people mattered, 25 years later …with Commentaries,
Hartley and Marks Publishers, 1999, ISBN 0881791695
4. Worldwatch Institute, State of the world 2011: Innovations that nourish the planet, Routledge, 2011, ISBN
1849713529
5. Smtih, C., Design with the other 90 Per Cent: Cities, Cooper-Hewitt Museum, 2011, ISBN 0910503834
Sustainable Systems in 2020/21

Description
This multidisciplinary unit is designed to prepare students to be able to provide
creative innovation which will really make a difference in the sustainability of
engineered products and services. The rigour of systems thinking applied to the
provision of sustainability helps to deliver tangible benefits. The need for this
course is well made in "Educating Engineers for 21st Century", RAEng (June
2007). Topics covered include: What is sustainability and how engineers deal with
it. The relevance of systems to sustainability, metrics and measures for
sustainability: enabling evidence-based decision making. Systems Architectures,
models and tools. Natural systems, environmental economics, and qualitative
research techniques. A wide range of case examples are used to provide a practical
context. The sustainability equivalent of a business game is used to develop skills
and reinforce learning, as well helping to create an exciting and enjoyable learning
environment.
Aims:
1. To develop a deep understanding of sustainability and sustainable
development problems and an advanced ability to investigate and frame
them using systems thinking techniques;
2. To deploy rigorous systems thinking processes to integrate the people and
physical issues that are the essence of sustainable performance;
3. To engage with examples of the major changes in industrial and economic
systems that are needed to meet the sustainability challenges;
4. To establish a performance regime that will measure improvement in
sustainability and learning to be fed back;
5. To develop the creative thinking processes which, allied with a deep
understanding of needs and performance measurement principles, are
required to plan/design substantial improvements in performance of a
system.
On completion of this course, successful students will be able to:
1. Demonstrate a thorough understanding of the key challenges inherent in
changing complex systems to become more sustainable;
2. Select and establish a measurement regime for a specified complex
sustainability problem which is new to them;
3. Select, develop and apply an appropriate systems architectural framework
for the specified complex problem;
4. Establish an implementation process that will recognise unintended
consequences and provide opportunities for significant improvement in
systems performance through synergy;
5. Demonstrate creative and innovative thinking in their approach to systems
design.
Teaching details
Lectures
Seminars
Game
Assessment Details
Assignment Report 100%
1. Royal Academy of Engineering, (2007) 'Creating Systems that
Work' http://www.raeng.org.uk/news/publications/list/reports/Creating_
Systems_that_work.pdf
2. Benyus J, (2002) 'Biomimicry' HarperCollins Publishers ISBN:
9780060533229
3. Meadows D, (2004) 'Limits to growth – 30 year update' Routledge, ISBN:
9781844071449
4. Anderson R,(1998) 'Mid-Course Correction: Toward a Sustainable
Enterprise: the Interface Model', The Peregrinzilla Press, ISBN:
9780964595354
5. Blockley D & Godfrey P, (2000) 'Doing it Differently, Systems for
Rethinking Construction' Thomas Telford, ISBN:9780727727480
6. Senge P, 'The Fifth Discipline: The Art and Practice of the Learning
Organization' (2006) Random House, ISBN:9781905211203
Innovation, Entrepreneurship and Enterprise in 2021/22

Description
The world of work is changing rapidly; new technologies are creating not only new
companies but new ways of working. Small companies are disrupting established
businesses and permanent jobs in many sectors are being discarded in favour of
flexible contractors and freelancers. Even established old companies are furiously
trying to innovate new products, services, and markets to keep up and avoid being
disrupted out of business.
To succeed in this emerging economy, you’ll need to not only embrace technology
but be enterprising and entrepreneurial in your behaviour to spot and seize
opportunities for yourself and for the companies you’ll work for. Entrepreneurial
thinking is not just the preserve of Silicon Valley, it’s a way of searching for and
executing on business ideas that is relevant to anyone trying to create value for
themselves and others.
The aim of this unit is to develop your understanding, abilities and skills in all aspects
that are essential to set up or be part of a successful entrepreneurial venture.
You will work in a team, with mentor advice, to develop a business plan and give a
presentation to potential investors. You will need to generate a business idea that is
sustainable in both senses of the word; firstly, it is economically viable for the
ongoing future and, secondly, the impact of the business to the planet’s resources
has been thought through and mitigated.
We’re also interested in how your idea developed; and one part of the assessment specifically asks you to document
the process through which your team and idea developed.
The broadest view of entrepreneurship is taken in the unit - the entrepreneurial venture could take one of several
forms, for example:
•A commercial start-up company which is solely economic growth/profit oriented
•An initiative concerned with social entrepreneurship or a not-for-profit enterprise which combines economic
sustainability with some form of social impact
Lectures and workshops will cover examples and latest thinking in several generic areas related to entrepreneurship.
However, groups will be expected to identify and engage with a wider range of material, both of an academic and
business nature, as required by their particular venture.
Upon successful completion of this unit, students will have, as part of working in a team on an entrepreneurial
venture:
1. Developed their ability to design an innovative technology-based product, process or system as the basis
for a successful entrepreneurial venture to satisfy a new customer or market need;
2. Knowledge and understanding of a range of management and business practices from outside engineering
and the ability to apply them effectively in an entrepreneurial venture, taking into account a range of
industrial and commercial constraints;
3. An ability to apply relevant theories and concepts from management science in a reliable manner, taking
into account their limitations, to support decision making in a new entrepreneurial business;
4. The ability to identify, understand and evaluate both technological and commercial risks associated with a
new entrepreneurial business and put in place appropriate management and mitigation measures;
5. The ability to identify and extract commercial, business and reference information pertinent to the
entrepreneurial venture and analyse this with computer software, where appropriate;
6. Developed their skills in team working, critical self reflection, internal negotiation of team rewards and
action planning as a basis for taking the business forward;
7. An understanding of the importance of and ability to produce a professional presentation, executive
summary and detailed business plan report for potential investors to consider.
Teaching details
Lectures
Group meetings
Workshops
Assessment Details
Business Plan Assessment (70%) [ILOs 1-7]; Presentation (30%) [ILOs 1, 2, 5, 7]
 The lean startup: how constant innovation to creates radically successful businesses - Eric Ries, 2011
 Value proposition design - Alexander Osterwalder, Yves Pigneur, Gregory Bernarda, Alan Smith, 2014
 Business model generation: a handbook for visionaries, game changers, and challengers - Alexander
Osterwalder, Yves Pigneur, dawsonera, 2010
 The innovator's method: bringing the lean startup into your organization - Nathan Furr, Jeff Dyer,
BusinessNews Publishing Ltd, dawsonera, date of publication not identified
 The new business road test: what entrepreneurs and executives should do before launching a lean start-up -
John W. Mullins, dawsonera, 2013
 Blue ocean strategy: how to create uncontested market space and make the competition irrelevant - W.
Chan Kim, Renée Mauborgne, c2005

MEng Bristol

Cargado por

Información del documento

Título original

Derechos de autor

Formatos disponibles

Compartir este documento

Compartir o incrustar documentos

Opciones para compartir

¿Le pareció útil este documento?

¿Este contenido es inapropiado?

Copyright:

Formatos disponibles

MEng Bristol

Cargado por

Copyright:

Formatos disponibles

Year 1 (2020/21)

Intended learning outcomes

• possess a knowledge of the continuity and momentum equations of fluid flow,

• have an understanding of the strengths and weaknesses of mathematical models,

20% lab classes (2 classes, 1 online assessment)

3 online tests (no credits but must pass).

Reading and References

 Massey, B., “Mechanics of Fluids” 2011, 9th ed., Routledge. ISBN:

Engineering Mathematics 1 in 2020/21

 describe the basic principles of dynamics, using them in calculations;

 understand quantities such as force, momentum and energy

 estimate the velocity and acceleration of particles and points on a body.

 relate the motion of parts in a machine using the principles of kinematics.

 describe the basic laws of friction, using them in calculations

 perform static and dynamic balancing calculations for rotating machinery

 estimate the primary and secondary out-of-balance forces in reciprocating machinery

Intended learning outcomes

 describe the basic principles of dynamics, using them in calculations;

 describe quantities such as force, momentum and energy

 Estimate the velocity and acceleration of particles and points on a body.

 Relate the motion of parts in a machine using the principles of kinematics.

 describe the basic laws of friction, using them in calculations

 perform static and dynamic balancing calculations for rotating machinery

 estimate the primary and secondary out-of-balance forces in reciprocating machinery

Reading and References

 Hebborn, J., Mechanics 1. (2001), 1st ed., Heinemann. ISBN: 9780435510749

 Hebborn, J., Mechanics 2. (2001), 1st ed., Heinemann. ISBN: 9780435510756

A full syllabus is available on the Blackboard site for the unit

Intended learning outcomes

Successful students should be able to:

 5 example sheets to be completed in the students own time

 Coursework through Laboratory exercise (single-cylinder engines)

 coursework assessment (10%)

Reading and References

Computer-based Modelling 1 in 2020/21

Intended learning outcomes

By the end of the course the student should be able to:

5. Apply problem solving techniques (top-down analysis)

1-hour introductory lecture and laboratory classes (1 per teaching week).

Formative Matlab online introductory tutorial (ILO 1-3)

Formative Intermediate project: Matlab code (ILO 1-5)

Final project (100%): Matlab code + report (ILO 1-6)

Reading and References

 In addition, Matlab on-line help is extensively used

Design & Manufacture 1 in 2020/21

The aims of this first-year course are to:

Intended learning outcomes

1. Recognise (for Knowledge) and describe (comprehension/ understanding) the

Summative assessment using a single coursework assignment. The coursework

Reading and References

 McMahon, C. A & Browne, J., CADCAM: Principles, Practice & Manufacturing

Design for Manufacture and Assembly

Materials : engineering, science, Butterworth- TA403.6 ASH &

Ashby, MF and Butterworth- TA403 ASH &

Ashby, MF and Butterworth- TA403 ASH &

Materials Selection in Mechanical Butterworth-

Beer, F. Mechanics of Materials McGraw-Hill 9780073398235 2014 TA405 BEE

An Introduction to the Mechanics

A First Course in Continuum QA808.2 GON &

Introduction to Continuum QA808.2 NAI &

Academic English for Engineers: critical thinking in

Engineering Mathematics 2 in 2020/21

Materials Engineering 2 in 2020/21

Summative assessment using a single coursework assignment. The coursework