This group project enables you to apply your conceptual engineering and science knowledge to an engineering design problem. The ideas are developed through detailed design, experimentation, computer modelling and/or manufacture. You will also consider and manage wider aspects such as the (a) social, (b) economic, (c) political, (d) legislative, (e) environmental, (f) cultural, (g) ethical (h) and sustainability issues related to the subject matter of the project. Working in groups you will meet regularly with your supervisor and any external sponsor, develop your team working, plan your project, present your work through meetings with your supervisor and sponsor and also prepare and submit reports and oral presentations. You will consolidate your project management skills. At all times you will monitor your progress as a team to ensure you are achieving the objectives set and ensuring quality of output.
This group project enables you to apply your conceptual engineering and science knowledge to an engineering design problem. The ideas are developed through the output of individual Final Year Projects (FYPs) and include detailed design, experimentation, computer modelling and/or manufacture. You will also consider and manage wider aspects such as the (a) social, (b) economic, (c) political, (d) legislative, (e) environmental, (f) cultural, (g) ethical (h) and sustainability issues related to the subject matter of the project. Working in groups you will meet regularly with your supervisor and any external sponsor, develop your team working, plan your project, present your work through meetings with your supervisor and sponsor and also prepare and submit reports and oral presentations. You will consolidate your project management skills. At all times you will monitor your progress as a team to ensure you are achieving the objectives set and ensuring quality of output.
This module provides an introduction to intensive group project work in collaboration with an industrial or academic customer. Students work in groups of at least four people on a project typically based on an idea from an industrial partner, or from an academic research project looking to transfer technology to industry or build a demonstrator/proof of concept.
Group theory is one of the great simplifying and unifying ideas in modern mathematics. It was introduced in order to understand the solutions to polynomial equations, but only in the last one hundred years has its full significance, as a mathematical formulation of symmetry, been understood. It plays a role in our understanding of fundamental particles, the structure of crystal lattices and the geometry of molecules. In this module we build on material from Linear Algebra II and will begin by revising the simple axioms satisfied by groups and begin to develop basic group theory by reference to some elementary examples. We will analyse the structure of 'small' finite groups, and examine examples arising as groups of permutations of a set, symmetries of regular polygons and regular solids, and groups of matrices. We will develop the notions of homomorphism, normal subgroups and quotient groups and study the First Isomorphism Theorem and its application. We will also examine how the notion of a permutation group can be generalized to that of a group action on a set, and will show how to use this in certain counting problems arising in combinatorics. We will also see how to use group actions to prove strong results about the structure of finite groups. We shall study Sylow’s Theorems and some of their applications.
This module will be first offered in the 2019/20 academic year. This module will provide a basic grounding in navigation guidance and control with particular aspects on the processing of the signals involved and overall system integration.
Hacking for MoD (H4MoD) is an interdisciplinary and entrepreneurial module that provides you with the opportunity to learn from the Ministry of Defence (MoD) and Intelligence Community (IC) to better address the nation’s emerging threats and security challenges. The delivery of the module is supported by the Common Mission Project (The Common Mission Project UK), a charity that works in partnership with the UK Government. This is a practical and applied module with students working in teams to engage directly with complex, real world problems proposed by the UK government sponsors (problem owners sourced by the Common Mission Project). H4MoD covers policy, economics, technology, national security, and any area required to address the problem posed by sponsors. You will be assigned to a team and provided with a range of relevant methodological tools and techniques to solve a problem assigned to you. As you progress through the module, you along with your team will be required to identify and validate customer needs. You will be required to continually build iterative prototypes to demonstrate that you have understood the problem and provide appropriate solutions. Teams take a hands-on approach, requiring close engagement with actual military, the Ministry of Defence and other government agency end-users, using their real-world challenges. The goal is to give you a framework to test solution hypotheses using a start-up model with all the real-world pressures and demands in an early-stage start-up, recognising that you are working within the constraints of a classroom and a limited amount of time. This module is designed to give the experience of working as a team and turn an idea into a solution for real-world problems faced by the Ministry of Defence and Intelligence Community. This module aims to simulate start-ups and entrepreneurship in the real world, which includes the need to take conceptually-sound decisions amidst uncertainty, challenging deadlines, and often conflicting input. The module is based on the Hacking for DefenceTM (H4D) programme initially developed at Stanford University (http://hacking4defense.stanford.edu) and is an education initiative sponsored by the U.S. Defence Accelerator, and National Security Innovation Network (NSIN). In the UK, Hacking for Ministry of Defence (H4MoD) is funded by the Ministry of Defence. Note for students considering taking this module: This module requires a significant time commitment which includes working with a government sponsor for your assigned problem and gathering primary data on it. In addition to classroom time and engaging in group discussions, the module’s demands include engagement with the lecture and other resources, course reading and an average of 10 interviews per week per student team. You are required to be available for a session of interview training as well as any team meetings. The aims and learning objectives of this module are focussed on developing a set of skills that you will be able to apply in a variety of professions. The problems assigned to students are curated by the Hacking for MoD module team to ensure that they provide you with the scope needed for the module, and that they match the student skills. The number of students on this module is limited. Once you sign up for the module, you are making a commitment to all stakeholders (including the government agencies that are sponsoring the problems for the module as well as your fellow team members) involved in making this module a success. Dropping out is unfair to your fellow students who did not get into the module and also appears unprofessional to the government sponsors involved.
It seems clear that people’s lives can go well or badly. But what is it for one’s life to go well? Does it consist in feeling good more often than feeling bad? Or getting most of what you want? Or does it consist in achievement, friendship, knowledge and a variety of other disparate things? It is highly tempting to think that your happiness matters for how well your life goes. But this raises further questions: what is happiness? Can it be measured? Is it a sensible goal for public policy? This module aims to explore questions such as these.
Conventional laboratory experiments are useful mainly to assist understanding or analysis. Because they are of necessity stereotyped, they are of limited usefulness when a circuit or system must be designed to meet a given specification. The majority of engineering tasks fall into this latter category, and therefore require design or synthesis skills, in addition to the understanding of underlying engineering principles. Students on all Biomedical Engineering pathways will work together on the main design exercises but with a particular focus or task to complete depending on their pathway; either Electronic Systems/Mechatronics for Health or Artificial Intelligence/Digital Health. In this way they will work together to produce a prototype system This module includes individual and team design exercises devised to provide a bridge between 'conventional' experiments and the project work in the third and fourth years, (which in turn provide a bridge to 'real' projects in industry). The exercise has real deadlines and concrete deliverables and students are encouraged to be creative, develop imaginative solutions and to make mistakes. Exercises share common characteristics: • Customer orientated rather than proscriptive specifications are given • Design work carried out, bringing academic knowledge to bear on practical problems • Laboratory sessions are used for development/ construction/ verification of designs • Allow students to demonstrate their communication skills in writing individual and group reports/presentations. In support of these design exercises, those on the Electronic Systems/Mechatronics for Health pathway will be introduced to some advanced programming, simulation, and design modelling frameworks and tools. They will explore the analogue relationship between mechanical and electrical systems, enabling circuit problems and mechanical systems to be treated in the same framework. Combining this with modelling and analysis will develop a better understanding of vibration problems in continuous mechanical systems and allow simulation and visualisation of any mechanical implementation within the design project.
Harmonic analysis extends key ideas of Fourier analysis from Euclidean spaces to general topological groups. A fundamental goal is understanding algebras of functions on a group in terms of elementary functions. These correspond t the idea representing signals in terms of standing waves. Harmonic analysis is now a key part of modern mathematics with important applications in physics and engineering.
Harmonic analysis extends key ideas of Fourier analysis from Euclidean spaces to general topological groups. A fundamental goal is understanding algebras of functions on a group in terms of elementary functions. These correspond to the idea representing signals in terms of standing waves. The Quantum Fourier Transform is a fundamental ingredient in quantum computing algorithms and the module will also give an introduction to key ideas relating to quantum information.
In this module you will build on your previous learning so that you can prioritise and respond to the changing levels of support that people require when health status changes. You will develop your ability to manage and evaluate care across healthcare settings to promote, restore and stablise health status.
In this module students will build on their previous learning so that they can recognise, prioritise and respond to the changing levels of support that children and young people may require when health status changes. Students will develop their ability to recognise deterioration in children and young people's health and then respond to these changes by managing and evaluating care. Students will consider holistic child centered care across healthcare settings to promote, restore and stablise children and young people’s health status.
This module will introduce you to undertaking a structured history taking and physical assessment of children, young people and their families/carers. You will consider the approaches that you take to carry out this assessment including how to communicate effectively with children of a variety of ages and their families/carers. Following this assessment, you will plan how you will develop a plan of care that takes a child centered approach to meet the needs of children and young people and their families/carers. This will then help prepare you to develop essential nursing skills in preparedness for your first clinical placements.
In 1968, Herb Simon published a still influential book called, The Sciences of the Artificial. He wrote, "Everyone designs who devise courses of actions at changing existing situations into preferred ones. The intellectual activity that produces material artifacts is no different fundamentally from the one that prescribes remedies for a sick patient or the one who devises a new sales plan for a company or a social welfare policy for a state." One can therefore think of design as a process of understanding how things in the material world (the artificial according to Simon) might be made to attain goals and functions that are useful for people. Design research applies knowledge to solve practical problems that serve human purposes (as opposed to the natural and social sciences that are meant to understand reality). Design thinking is a methodology used by designers to solve complex problems and find solutions to problems for people and/or clients. The skills involved in design thinking include empathy (looking at and reading a scene, hearing the voice and understanding the needs of clients; bringing out the best in collaborators; mentoring yourself and others; compassionate leadership), imagination (being able to see patterns in chaos, thriving when faced with constraints), systematic thinking (a feel for abstraction, modeling, planning, evaluating, and recognizing systematic error in judgments and decisions). This module would therefore builds skills through an introduction to current thinking and practice in design to improve safety, experience and effectiveness in health and social care settings, and by bringing in practitioners with real problems that need to be addressed. Our students would work in small teams with practitioners to construct solutions and to evaluate their fitness. We might imagine that in the first part of the module, we would provide students with an understanding of what design is all about, but then quickly put them in an environment where they learn, experience, and apply design thinking to real problems.
