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The student will gain insight on major aerodynamic features associated with vehicle and race car aerodynamics, including aerodynamics of overall car, aerodynamics of major devices, test facilities and experimental methods, test setup, etc. The most important aspects of race car aerodynamics will be covered.

Equivalent pre-requisites to those listed must be approved by the Module Leader. Exchange Students must consult the Module Leader before registering for this module.

The student will gain insight on major aerodynamic features associated with vehicle and race car aerodynamics, including aerodynamics of overall car, aerodynamics of major devices, test facilities and experimental methods, test setup, etc. The most important aspects of race car aerodynamics will be covered.

Equivalent pre-requisites to those listed must be approved by the Module Leader. Exchange Students must consult the Module Leader before registering for this module.

Focus: Design of a hill-climb race car using CFD:

In the Group Design Project (GDP) you will design an entire hill-climb race car by means of CFD analysis, with the primary goal of improving its performance over the baseline car provided to you in form of a CAD model. The group project is a learning experience that enables you to apply your engineering and scientific knowledge to develop specific race car designs.

Working in a group you will negotiate with your 'client', in this case the coordinator, develop your team working, plan your project, present your work through meetings with your supervisor and assessors, report writing and oral presentations. At all times, you will monitor your progress as a team to ensure you are achieving the objectives set while ensuring quality of output.

You should consult the coordinator for full details regarding conducting the project, meetings, forms required and important deadline dates.

Focus: Design of a hill-climb race car using CFD:

In the Group Design Project (GDP) you will design an entire hill-climb race car by means of CFD analysis, with the primary goal of improving its performance over the baseline car provided to you in form of a CAD model. The group project is a learning experience that enables you to apply your engineering and scientific knowledge to develop specific race car designs.

Working in a group you will negotiate with your 'client', in this case the coordinator, develop your team working, plan your project, present your work through meetings with your supervisor and assessors, report writing and oral presentations. At all times, you will monitor your progress as a team to ensure you are achieving the objectives set while ensuring quality of output.

You should consult the coordinator for full details regarding conducting the project, meetings, forms required and important deadline dates.

This module connects the recent Black Lives Matter protests in the US and UK to histories of slavery, resistance and racism, allowing students to explore the beginnings of slavery, and the history of the institution, how enslaved people resisted slavery, and the struggles for emancipation. As the module progresses, we will focus on the racism that has persisted after slavery. We will also consider the contexts of the Black Lives Matter movement and ongoing struggles and debates about racism, equality, and inclusion. As well as looking at these major themes, there will be opportunities to explore the lives and words of some of the people who lived through these struggles: from enslaved people and freedom fighters in the nineteenth century, to the civil rights activists, writers and protestors of the twentieth century and beyond.

This module connects the recent Black Lives Matter protests in the US and UK to histories of slavery, resistance and racism, allowing students to explore the beginnings of slavery, and the history of the institution, how enslaved people resisted slavery, and the struggles for emancipation. As the module progresses, we will focus on the racism that has persisted after slavery. We will also consider the contexts of the Black Lives Matter movement and ongoing struggles and debates about racism, equality, and inclusion. As well as looking at these major themes, there will be opportunities to explore the lives and words of some of the people who lived through these struggles: from enslaved people and freedom fighters in the nineteenth century, to the civil rights activists, writers and protestors of the twentieth century and beyond.

Between the late eighteenth and early twentieth centuries a powerful new idea emerged in the West: race. According to this ideology, human beings could be divided into biological groups - ‘races’ - determining both moral character and intellectual ability. Ideas of race were particularly powerful in the United States: white Americans constantly proclaimed their own racial superiority in order to justify racial slavery, the removal of American Indians from their homelands, and the segregation and disenfranchisement of African Americans. Whites, however, did not have a monopoly on racial thought; African American intellectuals had their own ideas about race, celebrating African history and championing black culture. This module will trace the development of racial thought in the United States between the American Revolution and World War I, examining the relationship between culture, politics, and society. Throughout the module we will also look at ideas of class and gender and consider their relationship to the concept of race. Why were working-class northerners seen as especially racist by contemporaries? And how did the lynching of black men help to subordinate white women?

Part 1 will focus on the United States between the Revolution and the Civil War. We will examine the ways in which ideas of race influenced the development of racial slavery, the treatment American Indians, and the framing of the Constitution. We will discuss the use of race by both defenders of slavery and their abolitionist counterparts and look at the ways in which racial ideas were employed by working-class, “blackface” minstrels. Finally, we will consider the fascination of some whites with African American sacred music (the “spirituals”).

Between the late eighteenth and early twentieth centuries a powerful new idea emerged in the West: race. According to this ideology, human beings could be divided into biological groups - ‘races’ - determining both moral character and intellectual ability. Ideas of race were particularly powerful in the United States: white Americans constantly proclaimed their own racial superiority in order to justify racial slavery, the removal of American Indians from their homelands, and the segregation and disenfranchisement of African Americans. Whites, however, did not have a monopoly on racial thought; African American intellectuals had their own ideas about race, celebrating African history and championing black culture. This module will trace the development of racial thought in the United States between the American Revolution and World War I, examining the relationship between culture, politics, and society. Throughout the module we will also look at ideas of class and gender and consider their relationship to the concept of race. Why were working-class northerners seen as especially racist by contemporaries? And how did the lynching of black men help to subordinate white women?

Part 1 will focus on the United States between the Revolution and the Civil War. We will examine the ways in which ideas of race influenced the development of racial slavery, the treatment American Indians, and the framing of the Constitution. We will discuss the use of race by both defenders of slavery and their abolitionist counterparts and look at the ways in which racial ideas were employed by working-class, “blackface” minstrels. Finally, we will consider the fascination of some whites with African American sacred music (the “spirituals”).

Between the late eighteenth and early twentieth centuries a powerful new idea emerged in the West: race. According to this ideology, human beings could be divided into biological groups - ‘races’ - determining both moral character and intellectual ability. Ideas of race were particularly powerful in the United States: white Americans constantly proclaimed their own racial superiority in order to justify racial slavery, the removal of American Indians from their homelands, and the segregation and disenfranchisement of African Americans. Whites, however, did not have a monopoly on racial thought; African American intellectuals had their own ideas about race, celebrating African history and championing black culture. This module will trace the development of racial thought in the United States between the American Revolution and World War I, examining the relationship between culture, politics, and society. Throughout the module we will also look at ideas of class and gender and consider their relationship to the concept of race. Why were working-class northerners seen as especially racist by contemporaries? And how did the lynching of black men help to subordinate white women?

Part 1 will focus on the United States between the Revolution and the Civil War. We will examine the ways in which ideas of race influenced the development of racial slavery, the treatment American Indians, and the framing of the Constitution. We will discuss the use of race by both defenders of slavery and their abolitionist counterparts and look at the ways in which racial ideas were employed by working-class, “blackface” minstrels. Finally, we will consider the fascination of some whites with African American sacred music (the “spirituals”).

Between the late eighteenth and early twentieth centuries a powerful new idea emerged in the West: race. According to this ideology, human beings could be divided into biological groups - ‘races’ - determining both moral character and intellectual ability. Ideas of race were particularly powerful in the United States: white Americans constantly proclaimed their own racial superiority in order to justify racial slavery, the removal of American Indians from their homelands, and the segregation and disenfranchisement of African Americans. Whites, however, did not have a monopoly on racial thought; African American intellectuals had their own ideas about race, celebrating African history and championing black culture. This module will trace the development of racial thought in the United States between the American Revolution and World War I, examining the relationship between culture, politics, and society. Throughout the module we will also look at ideas of class and gender and consider their relationship to the concept of race. Why were working-class northerners seen as especially racist by contemporaries? And how did the lynching of black men help to subordinate white women?

Part 2 will pick up the story with the Civil War, the emancipation of the enslaved, and the subsequent reconstruction of the South. We will look at the ways in which race was used to justify the segregation, disenfranchisement, and lynching of African Americans. We will also examine: the work of African American intellectuals who expressed pride in black culture; the white fascination with “voodoo”; the use of race to advocate as well as condemn American imperialism; the ways in which race figured in the early-twentieth- century eugenics movement.