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Students should be able to follow and appreciate the key concepts underpinning quantum algorithmic information processing, including the encoding, transformation and measurement of quantum state. They will be able to write programs using specialist libraries that create quantum circuit layouts. They will be able to understand the fundamental difference between quantum and classical computing.

This module introduces the principles of quantum technologies with a strong emphasis on their engineering aspects, while also covering the foundations of quantum mechanics necessary for you to build strong understanding of Quantum Engineering. You will develop a comprehensive understanding of the physical principles, mathematical formalism, and practical implementation of quantum systems. The module explores key quantum phenomena, including superposition, entanglement, and state measurement, alongside their implications for quantum information and computation.

You will study different qubit implementations, including photonic, superconducting, ion-trap, and solid-state qubits such as nitrogen-vacancy centres in diamond. The module will also cover quantum cryptography, detailing key protocols such as BB84 and modern quantum communication schemes. Additionally, you will examine the role of quantum materials in enabling quantum technologies, including single-photon sources, detectors, and single-electron transistors.

Through this module, you will gain both theoretical and practical insights into the development and application of quantum technologies.

In this module, we explore some key concepts and ‘ways of knowing’ which are central to taking a research perspective on language use, learning and teaching: the nature of theory, data, ‘truth’, idealisation, modelling, and falsification. We study rationales for applied linguistics and language classroom research, and a range of research approaches which have been adopted for this, including systematic observation, ethnography, teaching experiments, and action research. We consider a number of specific research techniques (e.g. interview, questionnaire design, discourse analysis). We study the structure of research papers and provide opportunities for reading and discussing the research literature.

In this module, we explore some key concepts and ‘ways of knowing’ which are central to taking a research perspective on language use, learning and teaching: the nature of theory, data, ‘truth’, idealisation, modelling, and falsification. We study rationales for applied linguistics and language classroom research, and a range of research approaches which have been adopted for this, including systematic observation, ethnography, teaching experiments, and action research. We consider a number of specific research techniques (e.g. interview, questionnaire design, discourse analysis). We study the structure of research papers and provide opportunities for reading and discussing the research literature.

This module builds upon the technical content of the other first year modules and develops skills needed for the professional application of Robotic Engineering principles. The ability to solve new challenges through innovation and through application of scientific methods and technical analysis is the heart of Robotic Engineering. Future Robotic Engineers will face enormously important and diverse challenges that are difficult to anticipate, and will need to be able to develop their skillset throughout their career. The first part of this module introduces the professional context of Robotic Engineering and starts the individual process of identifying and developing relevant skills through reflective practice. The second part of this module develops skills concerning the application of engineering analysis to practical Robotic systems. In particular, the ability to frame engineering problems so that relatively simple analysis, practical insight and intuition can be used to generate innovative solutions is developed through a serious of case studies.

This fifteen credit module will introduce you to the theoretical, logistic, technical and legislative issues that have to be addressed if the theory and practice of archaeology are to be successfully applied in the investigation of sites underwater - these techniques are relevant to any form of scientific diving. Case studies will be used to demonstrate the logistical aspects of excavation strategy, as well as the equipment and techniques necessary for search, survey, excavation, sampling and recording underwater. The course includes introductory practical sessions on diving. Non-divers can participate on an equal footing to divers through the main, assessed activities, related to planning of diving projects and an understanding of the theoretical application of diving skills and current HSE regulations as applied to maritime archaeology. This module is designed to underpin practical training and fieldwork, thereby complementing the more thematic approach explored in the first semester module Maritime Archaeology. Assessment involves designing a diving project, which will be presented as a group and a formative exam on diving theory and legislation.

Practical components will allow hands on development of skills act as supplementary and will take place in pool sessions for a total of approximately 18 hours as well as a weekend of sheltered open water dives to complete the BSAC Ocean Diver diving qualification for those who wish to do so. No pre-existing diving qualification is required for this module.

This fifteen credit module will introduce you to the theoretical, logistic, technical and legislative issues that have to be addressed if the theory and practice of archaeology are to be successfully applied in the investigation of sites underwater - these techniques are relevant to any form of scientific diving. Case studies will be used to demonstrate the logistical aspects of excavation strategy, as well as the equipment and techniques necessary for search, survey, excavation, sampling and recording underwater. The course includes introductory practical sessions on diving. Non-divers can participate on an equal footing to divers through the main, assessed activities, related to planning of diving projects and an understanding of the theoretical application of diving skills and current HSE regulations as applied to maritime archaeology. This module is designed to underpin practical training and fieldwork, thereby complementing the more thematic approach explored in the first semester module Maritime Archaeology. Assessment involves designing a diving project, which will be presented as a group and a formative exam on diving theory and legislation.

Practical components will allow hands on development of skills act as supplementary and will take place in pool sessions for a total of approximately 18 hours as well as a weekend of sheltered open water dives to complete the BSAC Ocean Diver diving qualification for those who wish to do so. No pre-existing diving qualification is required for this module.

This is a structured module, partly delivered by self-study and partly by lectures, designed for MMath students in their fourth year.

A semigroup is a non-empty set on which is defined an associative binary operation. Unlike a group, a semigroup needn't contain an identity element nor inverses for each element. For example, the natural numbers N with the operation of addition + is a semigroup as is the set T(X) of all maps from a set X to itself with operation of composition of maps. As another example consider the set of all nxn matrices with real coefficients with the binary operation of matrix multiplication. We already know that matrix multiplication is associative and this set forms a semigroup.

In some respects we can think of a semigroup as an abstraction of a group but on the other hand it is sometimes useful to compare the theory of semigroups with that of rings (the 'multiplicative part' of a ring is just a semigroup) and many of the historical developments in the theory of semigroups owe much to these two theories. However recent work has highlighted strong connections with, for example, many aspects of theoretical computer science (automata theory, theory of codes and formal language theory) as well as with other areas of mathematics such as the theory of ordered structures and (partial) symmetries.

This is a structured module, partly delivered by self-study and partly by lectures, designed for MMath students in their fourth year.

A semigroup is a non-empty set on which is defined an associative binary operation. Unlike a group, a semigroup needn't contain an identity element nor inverses for each element. For example, the natural numbers N with the operation of addition + is a semigroup as is the set T(X) of all maps from a set X to itself with operation of composition of maps. As another example consider the set of all nxn matrices with real coefficients with the binary operation of matrix multiplication. We already know that matrix multiplication is associative and this set forms a semigroup.

In some respects we can think of a semigroup as an abstraction of a group but on the other hand it is sometimes useful to compare the theory of semigroups with that of rings (the 'multiplicative part' of a ring is just a semigroup) and many of the historical developments in the theory of semigroups owe much to these two theories. However recent work has highlighted strong connections with, for example, many aspects of theoretical computer science (automata theory, theory of codes and formal language theory) as well as with other areas of mathematics such as the theory of ordered structures and (partial) symmetries.

This is a structured module, partly delivered by self-study and partly by lectures, designed for MMath students in their fourth year.

A semigroup is a non-empty set on which is defined an associative binary operation. Unlike a group, a semigroup needn't contain an identity element nor inverses for each element. For example, the natural numbers N with the operation of addition + is a semigroup as is the set T(X) of all maps from a set X to itself with operation of composition of maps. As another example consider the set of all nxn matrices with real coefficients with the binary operation of matrix multiplication. We already know that matrix multiplication is associative and this set forms a semigroup.

In some respects we can think of a semigroup as an abstraction of a group but on the other hand it is sometimes useful to compare the theory of semigroups with that of rings (the 'multiplicative part' of a ring is just a semigroup) and many of the historical developments in the theory of semigroups owe much to these two theories. However recent work has highlighted strong connections with, for example, many aspects of theoretical computer science (automata theory, theory of codes and formal language theory) as well as with other areas of mathematics such as the theory of ordered structures and (partial) symmetries.