. "Aerospace engineering"@en . . "English"@en . . "Avdasi 4 - group design project"@en . . "20.00" . "Unit Information\nA group design project that will enable the student to exercise and consolidate the design, engineering and management skills in the context of a complete aerospace vehicle design study. The design briefs for spacecraft, rotorcraft and fixed wing aircraft are developed in collaboration with industrial partners, to provide challenging projects which address current challenges.\n\nYour learning on this unit\nOn successful completion of the project the student will be able to:\n\napply design skills which integrate analysis methods gained from individual technical units of the curriculum;\nuse specific analytical or technical tools in consort to satisfy much broader criteria;\nbring innovation and creativity into the design process;\nidentify conflicting (technical, functional, economic, etc.) requirements, and deliver an appropriate compromise;\napply teamwork and project management skills for collaborative efforts to satisfy complex specifications with the appreciation of the contributions of other team members;\ncommunicate clearly through oral and written presentation within a group to facilitate the design process and to assist the group in publicising its findings." . . "Presential"@en . "TRUE" . . "Aerial robotics"@en . . "10.00" . "Your learning on this unit\nAn overview of content\nWithin this unit, students will learn fundamental skills such as flight dynamics, control and avionics within the context of aerial robotics systems and applications. In additional to the legal requirements for UAV operations, students will be introduced to the use of software simulation tools for flight planning and algorithm development. These will include examples of flight dynamics models, sensor models and control systems, and be complemented with disruptive technologies such as autonomous navigation and bio-inspiration.\n\nHow will students, personally, be different as a result of the unit?\nStudents will have applied their fundamental understanding of dynamics and control to the design and operation of UAVs. They will also have extended their technical understanding in these areas and will have a clear overview of practical flight testing and evaluation.\n\nLearning Outcomes\n\nOn successful completion of the unit, students will be able to:\n\nidentify legal requirements for aerial robotics operations within UK airspace;\ndescribe typical aerial robotics systems and applications;\nconduct outline planning for a typical UAV operation within UK airspace;\nexplain the basis of feedback control systems for UAVs and their role in flight dynamics and guidance;\napply a typical route planning algorithm to a representative software simulation;\ncarry out a design trade-off study for a new aerial robotics platform." . . "Presential"@en . "FALSE" . . "Wind energy systems"@en . . "10.00" . "Your learning on this unit\nAn overview of content\n\nThe unit is split into two primary streams. The first stream provides an introduction to wind energy systems to instruct students on engineering considerations in wind energy across multiple disciplines. This is in addition to developing an understanding of commercial and political issues in wind energy. The second stream covers advanced modelling techniques, and balances developing a technical understanding of modelling methods commonly used in wind energy with a hands-on approach.\n\nHow will students, personally, be different as a result of the unit\n\nThis unit provides a pillar of sustainability, and how this relates to engineering. Students will learn about wind energy systems and will be expected to perform design of such systems for typical industrial design problems. This unit therefore takes a holistic approach to the development of next-generation engineers working in sustainability.\n\nLearning Outcomes\n\nUpon successful completion of the unit the student should be able to:\n\nRecognise and discuss the engineering drivers that affect the design of wind energy systems;\nExplain how wind energy systems operate, and explain how the performance of a wind energy system is determined;\nUtilising modelling tools, analyse the performance and perform subsequent design of wind energy systems, while evaluating the applicability of these processes and tools." . . "Presential"@en . "FALSE" . . "Composites for lightweight structures"@en . . "10.00" . "An overview of content\n\nThis unit introduces students to fundamental concepts in the analysis of lightweight structures; the design envelope of the structure is here governed either by localised material failure (e.g. fracture, delamination, etc.) or buckling instability inherent in the slender nature of the structure. The analysis of composite failure encompasses high-fidelity modelling of localised failure, including local manufacturing details and defects. Moreover, this unit explores how structural instabilities can be harnessed for functionality to create well-behaved nonlinear structures, to offer increased load-carrying capacity or to enable morphing structures to adapt their shape. This unit introduces fundamental principles and analysis approaches required to model lightweight composite structures, including the usage of a commercial nonlinear finite element analysis package.\n\nHow will students, personally, be different as a result of the unit\n\nStudents will be able to perform more advanced analysis and design of lightweight structures, supported by a fundamental understanding of underlying concepts and methods.\n\nLearning Outcomes\n\nOn successful completion of this unit, students will be able to:\n\ndiscuss and apply fundamental concepts in the analysis of lightweight structures;\ncontrast capabilities and limitations of (semi-)analytical and numerical analysis methods, in order to critically evaluate and select appropriate modelling methods for the structural analysis of lightweight structures;\nanalyse and evaluate the structural performance and strength of lightweight composite structures using numerical analysis methods;\ndevelop design concepts and applications for functional nonlinearities." . . "Presential"@en . "FALSE" . . "Experimental methods for aerodynamics and aeroacoustics"@en . . "10.00" . "An overview of content\nThis unit embarks the students on a journey of defining and studying a fundamental aerodynamic problem of interest with advanced measurement techniques (microphone, pressure sensor, hot-wire anemometry and laser flow diagnostics), executed in the wind tunnel facilities. Through the learning journey, the students will: be introduced major types of aerodynamic and aeroacoustics test facilities; be exposed to different measurement techniques via practical sessions; evaluate viability and limitations of a method during the test design, by correlating to measurement principles and theories; collect and analyse measurement data from different techniques and quantify their respective uncertainties; interpret the experimental results with technical details and insights.\n\nThe syllabus of the unit will include: (1) principles of measurement techniques; (2) experimental test design, plan and set-up; (3) measurement calibration and uncertainty analyses; (4) data post-processing and statistical analyses tools; (5) technical discussion and report preparation.\n\nHow will students, personally, be different as a result of the unit\nWind tunnel tests have been a cornerstone in the aerodynamic development of transport vehicles, renewable wind energy, urban environment, etc., and are increasingly relevant as UK strives to a net-zero carbon by 2050. With this unit, students will gain valuable knowledge and hands-on experience in dedicated wind tunnel facilities with advanced measurement techniques, enhancing their employability for industries that are seeking to recruit experimental experts in aerodynamic testing and data analysis, as well as effective communicators of technical knowledge.\n\nLearning Outcomes\nAfter successful completion of the unit, students will be able to:\n\ndiscuss, evaluate and select state-of-the-art measurement techniques for aerodynamics and aeroacoustics;\ndesign and execute experimental methods using dedicated aerodynamics and aeroacoustics facilities;\nanalyse collected experimental results, including data post-processing, interpretation and uncertainty analysis;\ncommunicate effectively in technical laboratory reports to present experimental data and analysis." . . "Presential"@en . "FALSE" . . "Advanced numerical methods for aerodynamics"@en . . "10.00" . "An overview of content\nThe unit will cover the following areas:\n\nthe various physics included and mathematical formulations used in fluid modelling and CFD codes, and where each is applicable, particularly density-based and pressure-based solvers, representation of viscous effects and how turbulence models work;\nfundamental mathematical techniques used in data modelling, surrogate modelling, and data-space interpolation, and their application to aerodynamic data;\nmathematical formulation of various optimisation methods, including application of constraints;\ntechniques used in aerodynamic shape optimisation and design using CFD codes, including links with the optimisation approach, surface and volume control, optimisation objectives and constraints, and application to typical aerodynamic examples;\nmathematical techniques used in coupled fluid-structure problems, including force and displacement transformations, time integration and system reduction;\nthere will be occasional demonstrations of key concepts using simulation codes.\nLearning Outcomes\nOn successful completion of the unit, students will be able to:\n\nanalyse the various techniques applied in aerodynamic design and optimisation by comparing, contrasting and differentiating between different technical options;\nevaluate and critique various techniques to select the most suitable for a specific problem, by identifying and balancing advantages and disadvantages of each;\nreview state-of-the-art literature in relevant areas, including identification of possible limitations;\npropose possible extensions to methods in state-of-the-art literature, including identifying alternative application areas for the adopted numerical techniques." . . "Presential"@en . "FALSE" . . "Advanced structural dynamics and aeroelasticity"@en . . "10.00" . "An overview of content\nIn one part of the unit, students will develop an understanding of aeroelastic behaviour of fixed wing aerospace structures, covering static and dynamic aspects of attached and separated flows. In the second part of the unit, students will develop an understanding of aerospace structures with rotors with particular focus on the dynamic properties of rigid and elastic rotors and their aeroelastic interaction with flexible support structures. \n\nHow will students, personally, be different as a result of the unit\nAfter successfully completing this unit, students will be able to appreciate and practically approach complex structural dynamics and aeroelasticity tasks arising during the design, development, and analysis of modern aircraft.\n\nLearning Outcomes\nOn successful completion of the unit the student will be able to: \n\ndiscuss and perform static aeroelastic calculations;\ndiscuss and analyse dynamic aeroelastic stability;\ndevelop and evaluate the response of an aeroelastic systems to atmospheric gusts;\ndevelop mathematical models of aerospace structures with rotors and propellers;\nanalyse dynamic properties of rotating flexible blades and elastically suspended rigid propellers;\nevaluate aeroelastic response and stability characteristics of coupled propeller-wing systems." . . "Presential"@en . "FALSE" . . "Advanced space systems"@en . . "10.00" . "Your learning on this unit\nOverview of content\nThis unit covers a broad range of topics to equip students with a foundation in different aspects of space systems engineering and mission development, which may include: hyperbolic trajectories; perturbations affecting orbits and trajectories; planning a planetary mission using orbit modelling tools; spacecraft communications; engineering for human space flight; technical approaches for launches using different types of rockets; spacecraft entering an atmosphere; instrumentation for scientific and Earth observation missions.\n\nHow will students be different as a result of the unit\nYou will know more about the engineering considerations needed in many aspects of the space industry. You should be able to understand and evaluate the key technical concepts and challenges for different types of space mission (commercial, scientific, crewed, etc). You will be able to design simple interplanetary space missions from modelling the trajectory to proposing suitable payloads. You will know how to construct a presentation based on a self-driven investigation beyond the taught material.\n\nLearning Outcomes\n\nevaluate interplanetary trajectories and apply this knowledge in a practical context;\ndiscuss and evaluate technical issues and underlying design requirements for systems areas including advanced aspects of spacecraft design, and human space flight;\nselect and design appropriate launchers and propulsion systems;\ndevelop payload and mission design requirements for scientific and Earth observation missions." . . "Presential"@en . "FALSE" . . "Composites design, manufacture and product development"@en . . "10.00" . "Your learning on this unit\nOverview of content\n\nStudents are provided with a fundamental understanding of composite materials, including introduction of constituents, applications, manufacturing processes, micromechanics, and the analysis of laminates and failure theories. A detailed understanding is provided of the processability of various reinforcement types alongside applicability of state-of-the-art automated manufacturing routes. An introduction conceptual product design is included. Aspects such as joining, composites tooling, machining, and inspection are covered. Advanced computer-aided engineering tools are used to produce digital models and simulate manufacturing processes.\n\nHow will students, personally, be different as a result of the unit\n\nAfter completing this unit, students will have an industrially relevant specialist knowledge on advanced manufacturing process and use of design tools to create composite products.\n\nLearning outcomes\n\nOn successful completion of this unit, students will be able to:\n\ndescribe composite constituents, manufacturing routes, applications, and failure theories;\ndesign a new composite product considering its functional requirements, intellectual property, appropriate material systems, suitable manufacturing methods and processes;\napply the principles of conceptual design, initial sizing, and preliminary structural analysis including micromechanics, the analysis of laminates and failure theories;\nbuild a digital mock-up model using a computer-aided design tool;\nanalyse and model the basic manufacturing processes and optimise process parameters through numerical simulations and devise defect mitigation strategy." . . "Presential"@en . "FALSE" . . "Composite materials for sustainability"@en . . "10.00" . "Your learning on this unit\nOverview of content\n\nThis unit will provide students with a fundamental understanding of composite materials, focusing on the choice of constituents, manufacture of laminates, and assessment of sustainability. An understanding of the microstructure and the effect of processing on fibre/matrix interface and structure-property relationships will be developed. The unit will enable students to develop a sustainability mindset, making use of life cycle assessment and circular economy concepts and frameworks when performing critical analysis of different materials and systems.\n\nHow will students, personally, be different as a result of the unit\n\nAfter completing this unit, students will have gained specialist knowledge on advanced polymer composites and be able to assess them in terms of their sustainability and environmental impact.\n\nLearning outcomes\n\nOn successful completion of this unit, students will be able to:\n\ndescribe composite constituents, manufacturing routes, applications, and failure theories;\ndiscuss the chemistry of crosslinking and the methods used to process polymer matrices for the manufacture of advanced composites;\nsummarise the types of fibre and matrix, their structure, and properties commonly used in advanced polymer composites;\ndifferentiate manufacturing methods for advanced composites and critique their sustainability;\ndescribe and apply methods for life cycle assessment (LCA) and the circular economy in the context of composites;\ncritically analyse the use of the term ‘sustainability’ in the context of industrial growth and economic development;\nevaluate and debate state-of-the-art research in sustainable composites." . . "Presential"@en . "FALSE" . . "Product and production systems"@en . . "10.00" . "Unit Information\nThe unit provides the opportunity for students to practise the most current industrial Product Development and Production System Design techniques in an integrated stimulating and dynamic learning environment. The unit will highlight the importance of the virtual prototyping for complex engineering and bio-inspired product development in the context of product lifecycle management (PLM) and through-life engineering services (TES). The unit covers design for machining and CNC machine tools, process planning for machining leading to virtual machining techniques (CAM). 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.\n\nYour learning on this unit\nUpon successful completion of the unit, students will be able to:\n\n1. 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.\n2. Select (knowledge) the appropriate modelling technique to improve (synthesis) a given aspect of performance in a product and production systems considering uncertainties, risk, quality issues and constraints throughout the system lifecycle.\n3. Create (synthesis) the required models and validate (evaluation) them.\n4. 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 to propose improvements." . . "Presential"@en . "FALSE" . . "Structural integrity and non-destructive evaluation"@en . . "10.00" . "Unit Information\nThis unit introduces students to the treatment of high-integrity components within engineering. It covers both the detection and sizing of flaws using Non-Destructive testing Evaluation (NDE) methods and the quantitative assessment of structural integrity. We will look at the main NDE techniques with particular emphasis on state-of-the-art methods such as ultrasonic imaging. We will discuss the damage-tolerance of mechanical components and how to use engineering analysis to ensure safe operation. Methods for structural integrity assessment, their basis in fracture mechanics, and their use in practical applications involving NDE data and uncertainty will be introduced. The unit focusses on applications in industries where the consequences of structural failure are severe, such as oil & gas, aerospace and nuclear energy.\n\nYour learning on this unit\nUpon successful completion of the unit, students will be able to:\n\n1. Understand common structural failure mechanisms and the theoretical basis of parameters used in structural integrity, such as stress intensity factor and strain energy release rate.\n2. Use testing codes and standards, and the results of experiments performed using them, to calculate input data necessary for integrity assessment.\n3. Understand the principles and engineering context of integrity assessment procedures based on the Failure Assessment Diagram concept.\n4. Assess the structural integrity of mechanical components for safety-sensitive industries using quantitative engineering analysis, including the use of appropriate procedures and standards.\n5. Recall why there is a need for Non-Destructive Evaluation (NDTE).\n6. Explain the basic principles of the main NDE methods and associated signal processing techniques.\n7. Integrate the knowledge gained throughout the course to design an NDE inspection and evaluate the structural integrity condition of a component from the NDE data." . . "Presential"@en . "FALSE" . . "Advanced topics in mechanical engineering"@en . . "10.00" . "Unit Information\nThis unit is dedicated to the study of advanced topics in Mechanical Engineering, with the aim of equipping students with state-of-the-art knowledge, aligned with research topics in various fields relevant to mechanical engineers.\n\nSpecifically, students will study advanced topics selected from a predefined list, spanning several aspects of Mechanical Engineering. The advanced topics that the students take are followed by training on Research Skills.\n\nThrough this unit, students will develop a portfolio of core skills to underpin a successful research career.\n\nYour learning on this unit\nOn successful completion of the unit, students will be able to:\n\n1. Investigate the state-of-the-art in Mechanical Engineering and critically evaluate concepts from different scientific fields to apply them effectively in an engineering context.\n2. Appraise sources, resources, and the most up-to-date tools for conducting research in Mechanical Engineering.\n3. Present research findings based on evaluation of pertinent data and application of engineering analysis in solving unfamiliar problems, in a clear, accessible, and coherent manner." . . "Presential"@en . "FALSE" . . "Renewable energy for a sustainable future"@en . . "10.00" . "our learning on this unit\nAn overview of content\nStudents will learn about the systems by which renewable energy is generated. This will integrate materials engineering, energy conversion, and thermodynamics.\n\nHow will students, personally, be different as a result of the unit\nStudents will benefit from their development into those who can provide solutions to the climate crisis. Energy generation is fundamental to this and a successful transition from incumbent to more sustainable technologies is one of the primary challenges of the age. This unit will enable you to engage with these challenges and be able to design solutions whose implications (good and bad) are understood.\n\nLearning Outcomes\nDescribe the design of a range of renewable energy technologies.\nAnalyse the engineering problems faced when implementing and integrating renewable energy systems, including smart storage techniques and energy recovery systems.\nDevelop engineering solutions that take into account the sustainability, economic, and energy security implications of implementing renewable systems." . . "Presential"@en . "FALSE" . . "Multivariable and nonlinear control"@en . . "10.00" . "Your learning on this unit\nAn overview of content\nThe unit consists of two theoretical components (multivariable and nonlinear control) plus a practical one (implementing control of a simple robotic manipulator, via simulation and/or physically).\n\nMultivariable control relies heavily on matrix-based formulations of the system. This approach readily expands to allow control of systems with arbitrarily large numbers of inputs and outputs.\n\nNonlinear control describes typical sources of system nonlinearities and introduces some commonly used techniques for their analysis and control.\n\nThe practical component of the unit will require students to work in small groups, implementing the above concepts and prior pertinent knowledge as appropriate to control the trajectory of a robotic manipulator. Example tasks could be to draw a specified shape, or a pick-and-place activity. This will be carried out in simulation and/or physically. Some knowledge of programming will be assumed. The grade awarded will be determined by factors such as the speed and accuracy with which the tasks are achieved, and the actuator energy consumed.\n\nHow will students, personally, be different as a result of the unit\nStudents will be able to understand and contribute towards the analysis and control of a wider range of systems.\n\nThey will have increased exposure to a mathematically rigorous systems-based way of thinking.\nTheir modelling and practical skills will improve.\n\nLearning Outcomes\nReferring to the Bristol Skills Framework: this unit will increase students’ subject matter expertise and application of knowledge within the scope of the unit. It will also add to their experience of collaborative working.\n\nKnowledge and Comprehension will be improved via the in-person and online lectures; Application, Analysis, Synthesis and Evaluation will be indispensable to the coursework.\n\nMore specifically: Upon successful completion of the unit, students will be able to:\n\nDesign a range of controllers in state-space for linear multivariable dynamical systems.\nDescribe nonlinearities and apply suitable theory to design controllers for nonlinear systems.\nUse programming tools to control and evaluate the performance of a robot’s movement." . . "Presential"@en . "FALSE" . . "Infrastructure systems management"@en . . "10.00" . "Unit Information\nInfrastructure underpins every aspect of modern life. It shapes our economies, environments, and societal well-being. Railways, roads, bridges, airports, hospitals, schools, ports, water and sanitation systems, energy generation and distribution (gas and electricity); its components are varied but fundamentally interconnected.\n\nInfrastructure Systems Management (ISM), when performed effectively, remains invisible to many, but its criticality is highly visible when it fails.\n\nThe aim of this unit is to give students an advanced understanding of the sustainable, whole-lifecycle management of infrastructure. It covers the planning, acquisition, design, delivery, operation, maintenance, renewal and disposal of infrastructure projects and programmes. These range in scale from the complexity of interconnected ‘system-of-systems’ to the detail of individual assets. ISM will develop the critical thinking processes which, allied with a deep understanding of needs and performance measurement principles, are required to manage the resilient performance of infrastructure systems.\n\nThe ISM unit has three main themes, while also highlighting the role infrastructure plays in both sustainable development and climate breakdown:\n\nSystems Knowledge and Understanding\nContext of International Infrastructure \nLeadership and Change management \nYour learning on this unit\n1. Describe, demonstrate and evaluate systems thinking approaches to engineering decision making that recognise uncertainty, complexity, emergence, sustainability, purpose and value.\n\n2. Understand and apply the key principles of asset management, and the engineering activities contributing to effective asset development.\n\n3. Understand, analyse and develop the principles of asset health monitoring and condition-based monitoring, including basic asset and related performance indicators.\n\n4. Identify and debate ethical dilemmas in international infrastructure systems management.\n\n5. Understand and assess the relevant legal requirements governing asset condition including the integrated management systems for health, safety, environment, and quality.\n\n6. Begin to lead change with an understanding of the challenges inherent in making complex systems more efficient, effective and sustainable." . . "Presential"@en . "FALSE" . . "Innovation, entrepreneurship and enterprise"@en . . "10.00" . "Your learning on this unit\nStudents successfully completing the unit will be able to:\n\n1. Analyse a market need and propose a viable entrepreneurial venture for an identified audience.\n\n2.Develop and justify an appropriate and substantial business plan.\n\n3.Effectively construct and communicate plan to a professional audience\n\n4.Reflect critically on the process of working within a team to develop an entrepreneurial venture." . . "Presential"@en . "FALSE" . . "Research project 4: preparation for research degree"@en . . "20.00" . "Your learning on this unit\nAn overview of content\nThe aim of this unit is to enable students to further develop the skills of managing a significant technical problem that is loosely defined, and whose solution, or method of approach, that has much that is unknown. Specifically, this unit aims to prepare students for application to a research degree (PhD), by enabling in-depth individual study, in combination with developing scientific communication skills.\n\nHow will students, personally, be different as a result of the unit\nStudents will have completed an extended piece of independent research, providing them with the skills and experience to apply for a research degree.\n\nLearning Outcomes\nUpon completion of this project, the student will have acquired skills to:\n\nscope a research proposal to address an open-ended problem,\nevaluate and critique academic and technical literature,\napply engineering knowledge to solve novel and open-ended problems,\nindependently develop technical depth (analytical, numerical, experimental) through application,\ncritically analyse and evaluate technical results,\neffectively communicate in-depth technical knowledge in the format of an academic paper,\neffectively communicate technical knowledge in an oral presentation,\neffectively discuss and defend technical knowledge verbally." . . "Presential"@en . "FALSE" . . "Integrated Masters in Aerospace Engineering"@en . . "https://www.bristol.ac.uk/study/undergraduate/2024/aerospace/meng-aerospace-engineering/" . "60"^^ . "Presential"@en . "The complete integrated master program is a four-year course. The first three years you gain a degree in for BEng degree ( equilivent to Bachelor degree) , and the forth year is the MEng. ( equileivent to master degree). \n\nIn year four, there is greater flexibility for you to pursue options that interest you. Some units relate to particular application areas, such as computational aerodynamics, advanced composite materials, aircraft dynamics, space systems or renewable energy. You can also choose to undertake a research project.\n\nThe diversity of topics in aerospace engineering makes this a challenging degree but the reward is a uniquely broad education."@en . . "1"@en . "FALSE" . . "Master"@en . "Thesis" . "9250.00" . "British Pound"@en . "31300.00" . "None" . "Accreditation by the Royal Aeronautical Society is a mark of assurance that your degree meets the UK Standard for Professional Engineering Competence (UK-SPEC). An accredited degree is a significant step towards registration as an Incorporated (IEng) or Chartered (CEng) Engineer. Some employers target accredited courses when recruiting and an accredited degree is more likely to be recognised outside the UK.\n\nOur Industrial Liaison Office organises company engagement from year one, which continues through all years of the course, making the most of nearby aerospace companies.\n\nMany Aerospace Engineering graduates enter careers in other high-technology sectors, such as Formula 1, wind and marine power generation and defence contracting, while others go into further research.\n\nWhat our students do after graduating"@en . "1"^^ . "FALSE" . "Upstream"@en . . . . . . . . . . . . . . . . . . . . "Engineering"@en . .