Mechanical engineers utilize expertise in mathematics, science, and software to conceive and produce innovative, cost-optimized, and reliable technology. They spearhead the development of sustainable solutions crucial for the 21st century, such as the advancement of eco-friendly materials like bio-based polymers and the creation of renewable energy devices like wind turbines. Their influence spans across various sectors, contributing to the design, production, and recyclability of a wide array of products, from mobile devices and medical equipment to high-performance Formula 1 racing cars. This course cultivates a spectrum of technical, personal, interpersonal, and professional skills vital for success in the field of mechanical engineering. In addition to theoretical learning, the course emphasizes practical, hands-on experience through laboratory sessions and design projects, ensuring students gain real-world skills. Collaborative teamwork and problem-solving are nurtured through projects that mirror the challenges faced by professional engineers, preparing students for dynamic, interdisciplinary roles in the field.
We put emphasis on hands on, project based learning, and invest heavily in our state-of-the-art facilities and flexible project spaces to support this activity.
Mechanical Engineering highlights
Professional Accreditations
Both the BEng and MEng degrees are accredited by the Institution of Mechanical Engineers (IMechE).
Global Opportunities
The School offers extensive opportunities to gain valuable overseas experience, either during the summer vacation or by taking a year out from the degree programme. We participate in the IAESTE and Turing Student Exchange programmes, which enables students to obtain work experience in companies or study at universities throughout the world. The Study USA Initiative offers students after Stage 2 the possibility of studying for a year at a college in the USA, providing an excellent opportunity to gain familiarity with international business techniques. Our employability programme supports these activities as well as providing help and advice with preparation of CVs, interview skills and acting as a point of contact for the duration of placements.
Industry Links
The School has strong links with both local engineering employers such as Spirit AeroSystems, Caterpillar, Sensata, and Collins Aerospace and international engineering employers such as Jaguar Land Rover, Lotus, McLaren F1, Michelin, Rolls Royce.
The curriculum is heavily informed by industry representatives who sit on an advisory board within the School.
World Class Facilities
The School has a wide range of high end workstations, experimental facilities and state of the art engineering CAD and analysis software to support aerodynamics, structures, materials and manufacturing design teaching.
All of Mechanical Engineering degrees come with the option of a sandwich year in industry. You can spend up to 12 months getting hands on experience of a real engineering environment with a relevant company. Students have gained work placements with organisations such as Airbus UK, Cummins Turbo Technologies, GlaxoSmithKline, Lockheed Martin, Mercedes Benz High Performance Engines, Nacco Materials Handling Ltd, and Red Bull Technology Ltd.
Internationally Renowned Experts
The School has an international reputation for its contributions to the development of engineering education by playing a leading role in the Conceive, Design, Implement Operate (CDIO) initiative.
All staff are international renowned experts in their field of research enabling students to learn about state of the art developments in topics such as composites, simulation, renewable energy, polymers, biomaterials and manufacturing. www.cdio.org
Students are introduced to core mechanical engineering principles and mathematics, and they undertake a team-based project, designed to introduce them to the concept of professional engineering practice. This is supported with a module in engineering design where students are introduced to Engineering CAD software.
Stage 2
Stage 2 builds on the knowledge already gained with a series of more advanced engineering science subjects including dynamics, thermodynamics, fluid mechanics and strength of materials.
Mathematics and computing focus more on their application to engineering than basic theory, while modules in Design and Manufacturing Technology provide hands-on practical experience of manufacturing processes and computer-aided design. Students are also introduced to the legal aspects of engineering practice in the professional studies module and are given the opportunity to develop the skills required for future work placements and careers in the employability module. A dedicated laboratory programme enables students to conduct practical experiments to reinforce the theoretical knowledge developed in the engineering science modules.
Stage 3
Optional modules give students the opportunity to tailor courses and projects to their particular interests.
Students expand their engineering knowledge through a range of core courses in engineering science, manufacturing and professional studies along with optional modules in topics such as sustainable transport, computer aided engineering and polymers. They also undertake a major group design project, working within teams to conceive, design, build and test an engineering product, enhancing mechanical design and engineering skills and developing professional presentational and team-working skills.
Stage 4
Students extend their knowledge of engineering applications through optional modules in computer aided engineering, advanced materials and manufacturing automation. Students also have the option of advancing their business acumen in an optional professional studies module. A significant focal point is the individual project, where students apply their engineering skills to an area of cutting-edge technology. These projects are closely associated with industry and with the School's current research interests, providing students with hands-on experience in real-world applications.
SMAE Gary is a Professor of Polymer Mechanics in Mechanical and Aerospace Engineering
Contact Teaching Hours
Personal Study
17 (hours maximum) 14-20 hours studying and revising in your own time each week, including some guided study using handouts, online activities, tutorial sheets and others
Small Group Teaching/Personal Tutorial
1 (hours maximum) 1-2 hours of personal tutorial or individual project supervision per week
Medium Group Teaching
12 (hours maximum) 6-18 hours of tutorials/practical/design activities per week (varies by stage of study)
Large Group Teaching
10 (hours maximum) 8-12 hours of lectures per week (varies by stage of study)
Learning and Teaching
The School of Mechanical and Aerospace Engineering plays a leading role in CDIO, an international initiative to reform engineering education which involves over 100 universities worldwide. Initial support for participation in this initiative was secured through funding to set up a Centre of Excellence in Active and Interactive Learning at Queen's. As a result, our degree programmes have many innovative features that enhance student learning.
Through the programme, there is an emphasis placed on the development of a balanced set of personal, interpersonal and professional skills.
At Queen’s, we aim to deliver a high quality learning environment that embeds intellectual curiosity, innovation and best practice in learning, teaching and student support to enable students to achieve their full academic potential. Students studying for the MEng in Mechanical Engineering are provided with a broad range of learning experiences to enable them to develop as individuals, to engage with subject experts from both academia and industry, and to develop an enquiring mind to enhance their development as independent, lifelong learners. Access to industry standard engineering tools, a world class library facility and courses taught by industrial experts provides a breadth of opportunity to develop students’ interests in the engineering sector, supported by formal lectures and tutorials. There are a wide range of learning opportunities, including:
E-Learning technologies
The Canvas Virtual Learning Environment provides access to a wealth of information and supporting learning information, including additional module resources, reading lists and message boards to communicate with class members.
Individual research projects
As part of the degree, students will undertake a research project in their final year in conjunction with an academic supervisor, looking in detail at a relevant engineering topic. This will provide students the opportunity to engage with the Mechanical engineering design and development process, while embedding core skills in project management, reporting and presentation skills.
Lectures
Formal lectures are timetabled to introduce basic information and concepts about key topics and themes in Mechanical engineering, and to provide a starting point to guide further self-directed private study. This provides an invaluable opportunity to both engage with academic subject experts and also to gain feedback and advice. Through the degree course, a number of lectures are also given by industrial subject matter experts, to ensure that students have the opportunity to discuss the industrial applications.
Personal Tutor
Undergraduates are allocated a Personal Tutor who meets with them during the year to support their academic development.
Practicals
A key aspect of any engineering degree is the ability to be able to competently transfer engineering scientific principles into practice. Students will be provided with numerous opportunities to develop core technical skills through practical laboratories and design exercises during their degree programme, and will become confident in the use of a wide range of industrial standard engineering design and analysis tools/software.
Self-directed study
This is an essential part of life as a Queen’s student when important private reading, engagement with e-learning resources, reflection on feedback to date and assignment research and preparation work is carried out.
Tutorials
The majority of lectures are supported through tutorial sessions, providing opportunities for discussion about problems posed in accompanying lectures. Again, tutorials provide valuable opportunities to engage with academic staff to obtain help and feedback outside of the formal lecture environment.
Work placements
As part of our sandwich programme, students may elect to take a work-placement. An employability programme provides support on application and CV completion, interviews and what to expect on placement, while our dedicated Placement Officer provides both information on current placement opportunities, and ‘on placement’ support.
Assessment
Details of assessments associated with this course are outlined below:
The way in which students are assessed will vary according to the learning objectives of each module. Most modules are assessed through a combination of coursework, class tests and end of semester examinations. Some modules [e.g. final year Honours Project module] are assessed through project work, written assignments, presentations and interviews. Details of how each module is assessed are shown in the Student Handbook which is provided to all students during their first year induction.
Feedback
As students’ progress through their course at Queen’s they will receive general and specific feedback about their work from a variety of sources including lecturers, module co-ordinators, placement supervisors, personal tutors, advisers of study and peers. University students are expected to engage with reflective practice and to use this approach to improve the quality of their work. Feedback may be provided in a variety of forms including:
Feedback provided via formal written comments and marks relating to work that you, as an individual or as part of a group, have submitted.
Face to face comment. This may include occasions when you make use of the lecturers’ advertised “office hours” to help you to address a specific query.
Placement employer comments or references
Online or emailed comment.
General comments or question and answer opportunities at the end of a lecture, seminar or tutorial.
Pre-submission advice regarding the standards you should aim for and common pitfalls to avoid. In some instances, this may be provided in the form of model answers or exemplars which you can review in your own time.
Feedback and outcomes from practical classes.
Comment and guidance provided by staff from specialist support services such as, Careers, Employability and Skills or the Learning Development Service.
Once you have reviewed your feedback, you will be encouraged to identify and implement further improvements to the quality of your work.
Facilities
The school offers a range of state-of-the-art facilities to support student activity and project based learning
The information below is intended as an example only, featuring module details for the current year of study (2024/25). Modules are reviewed on an annual basis and may be subject to future changes – revised details will be published through Programme Specifications ahead of each academic year.
Thermodynamics: Introduction to thermodynamic properties, energy & the First Law, closed system processes and cycles, open system processes and cycles, entropy and the Second Law, properties of gases and mixtures, the Carnot Cycle.
Fluid mechanics: Fluid definition and properties. Newton’s law of viscosity. Pressure. Manometer, Fluid classification, Reynolds number. Fluid flow. Continuity of flow. Euler’s equation and Bernoulli’s equation. Pipe flow. Energy changes in a fluid system. Momentum equation.
Learning Outcomes
Apply knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems. Some of the knowledge will be at the forefront of the particular subject of study
Analyse complex problems to reach substantiated conclusions using first principles of mathematics, statistics, natural science and engineering principles
Select and apply appropriate computational and analytical techniques to model complex problems, recognising the limitations of the techniques employed
Plan self-learning and improve performance, as the foundation for lifelong learning/CPD (Additional general skills)
Evaluate the environmental and societal impact of solutions to complex problems and minimise adverse impacts
Function effectively as an individual, and as a member or leader of a team
Skills
Plan self-learning and improve performance, as the foundation for lifelong learning/CPD (Additional general skills)
Over 26 weeks the students undertake a variety of challenges (some as individuals and some as a group). These include.
1. Model car, design, build, test, evaulate.
2. School Capability Session - Students learn about the manufacturing and characterisation capabilities on site.
3. 3-D Printer Plan, Build, Test, Disassemble.
4. Sustainability and Ethics Workshop
5. Technical Report Writing Session
6. Technical Report - Peer review Session
7. Gauntlet Challenge (introducing basic engineering tools, components).
8. Project management - Simulation Teaching Exercise
9. Framework/Spar Build, Analyse and Presentation Challenge
Learning Outcomes
Apply knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems. Some of the knowledge will be at the forefront of the particular subject of study
Design solutions for complex problems that meet a combination of societal, user, business and customer needs as appropriate. This will involve consideration of applicable health & safety, diversity, inclusion, cultural, societal, environmental and commercial matters, codes of practice and industry standards
Use practical laboratory and workshop skills to investigate complex problems
Select and apply appropriate materials, equipment, engineering technologies and processes, recognising their limitations
Function effectively as an individual, and as a member or leader of a team
Apply a comprehensive knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems. Much of the knowledge will be at the forefront of the particular subject of study and informed by a critical awareness of new developments and the wider context of engineering
Design solutions for complex problems that evidence some originality and meet a combination of societal, user, business and customer needs as appropriate. This will involve consideration of applicable health & safety, diversity, inclusion, cultural, societal, environmental and commercial matters, codes of practice and industry standards
Select and apply appropriate materials, equipment, engineering technologies and processes, recognising their limitations
Identify and analyse ethical concerns and make reasoned ethical choices informed by professional codes of conduct
Skills
Communicate effectively on complex engineering matters with technical and non-technical audiences
Function effectively as an individual, and as a member or leader of a team
Indices, logarithms. Polynomial equations. Partial fractions. Trigonometry. Complex numbers: Argand diagram, cartesian, polar, exponential form, de Moivre's. Differentiation: rules, parametric & implicit, maxima & minima, Newton-Raphson method. Integration: area under curves, integration by parts, substitution, using partial fractions, centre of mass, moment of inertia, trapezium, Simpson's rule. Matrices, determinants, Cramer’s rule, inverse. Differential Equations: analytical solution of first order, Euler’s method, second order equations. Vectors: products, kinematics. Laplace Transforms, application to differential equations. Statistics: descriptive, measures of centre, spread, skewness.
Learning Outcomes
Apply knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems. Some of the knowledge will be at the forefront of the particular subject of study
Select and apply appropriate computational and analytical techniques to model complex problems, recognising the limitations of the techniques employed
Plan and record self-learning and development as the foundation for lifelong learning/CPD
Skills
Apply skills in problem solving, communication and working with others
Monitor and adjust a personal programme of work on an on-going basis
Plan and record self-learning and development as the foundation for lifelong learning/CPD
Introduction to different classes of materials, including metals and alloys, ceramics and glasses, polymers, and composites. Methods of materials selection taking into considerations material properties, manufacturing/processing methods, sustainability, and cost. Relation of engineering material properties to chemical structure: stiffness and packing/bonding of atoms; dislocations and yielding; fast fracture and stress concentrations; fatigue; creep and diffusion. Analysis of forces and moments acting on rigid bodies using classical mechanics. Stress and corresponding strain/deformation in common types of load-bearing structures, including axial members, trusses, beams, and shafts.
Learning Outcomes
Apply knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems. Some of the knowledge will be at the forefront of the particular subject of study
Analyse complex problems to reach substantiated conclusions using first principles of mathematics, statistics, natural science and engineering principles
Select and apply appropriate computational and analytical techniques to model complex problems, recognising the limitations of the techniques employed
Design solutions for complex problems that meet a combination of societal, user, business and customer needs as appropriate. This will involve consideration of applicable health & safety, diversity, inclusion, cultural, societal, environmental and commercial matters, codes of practice and industry standards
Evaluate the environmental and societal impact of solutions to complex problems and minimise adverse impacts
Select and apply appropriate materials, equipment, engineering technologies and processes, recognising their limitations
Skills
Communicate effectively on complex engineering matters with technical and non-technical audiences
"Mechanical:
Newton’s laws of motion. Conservation of energy and momentum, the work-energy theorem and the impulse-momentum relationship, for both linear and rotary systems. Rectilinear and oblique particle impacts and the coefficient of restitution. Moments of inertia and the parallel and perpendicular axis theorems. Analysis of the slider-crank mechanism. Rotating machinery. Momentum considerations applied to an impulse turbine. Analysis of rotating systems with gearing and clutches. Variable mass problems. The simple gyroscope. Introduction to mechanical vibrations.
Electrical:
Simple DC circuit analyses utilizing Kirchhoff’’s Voltage and Current Laws for Mesh and Nodal analysis. Thevenin Equivalent Circuits and basic AC signal measurements.
Computing:
Introduction to microcontrollers and embedded computer systems.
Learning Outcomes
Apply knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems. Some of the knowledge will be at the forefront of the particular subject of study
Analyse complex problems to reach substantiated conclusions using first principles of mathematics, statistics, natural science and engineering principles
Select and apply appropriate computational and analytical techniques to model complex problems, recognising the limitations of the techniques employed
Use practical laboratory and workshop skills to investigate complex problems
Apply a comprehensive knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems. Much of the knowledge will be at the forefront of the particular subject of study and informed by a critical awareness of new developments and the wider context of engineering
Formulate and analyse complex problems to reach substantiated conclusions. This will involve evaluating available data using first principles of mathematics, statistics, natural science and engineering principles, and using engineering judgment to work with information that may be uncertain or incomplete, discussing the limitations of the techniques employed
Select and apply appropriate computational and analytical techniques to model complex problems, discussing the limitations of the techniques employed
Use practical laboratory and workshop skills to investigate complex problems
Skills
Apply their skills in problem solving, communication, information retrieval, working with others and the effective use of general IT facilities
Plan self-learning and improve performance, as the foundation for lifelong learning/CPD
Monitor and adjust a personal programme of work on an on-going basis
This module aims to provide key engineering design skills and knowledge. Skills covered will include: Techincal Sketching, andComputer-Aided Design modelling, with knowledge in Tolerancing, using engineering standards and engineering components.
Learning Outcomes
Apply knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems. Some of the knowledge will be at the forefront of the particular subject of study
Analyse complex problems to reach substantiated conclusions using first principles of mathematics, statistics, natural science and engineering principles
Select and evaluate technical literature and other sources of information to address complex problems
Design solutions for complex problems that meet a combination of societal, user, business and customer needs as appropriate. This will involve consideration of applicable health & safety, diversity, inclusion, cultural, societal, environmental and commercial matters, codes of practice and industry standards
Use practical laboratory and workshop skills to investigate complex problems
Select and apply appropriate materials, equipment, engineering technologies and processes, recognising their limitations
Skills
Communicate effectively on complex engineering matters with technical and non-technical audiences
Apply knowledge of mathematics, materials science and engineering mechanics to the solution of complex problems. Some of the knowledge will be at the forefront of mechanics of materials.
Formulate and analyse complex problems to reach substantiated conclusions. This will involve evaluating available data using first principles of mathematics and engineering mechanics, and using engineering judgment to work with information that may be uncertain or incomplete, discussing the limitations of the techniques employed.
Select and apply appropriate analytical techniques to model complex problems, recognising the limitations of the techniques employed.
Plan and record self-learning and development as the foundation for lifelong learning/CPD.
Skills
Apply their skills in problem solving, communication, information retrieval, working with others and the effective use of general IT facilities.
1. Theory of basic manufacturing methods aiming to provide students with a comprehensive understanding of the fundamental principles and techniques of manufacturing.
2. Workshop practice where students will have the opportunity to manufacture parts through advanced techniques such as 3D printing, laser cutting, lathe turning, sheet metal work and CNC machining, but also complete basic hand tool and assembly tasks.
3. Students will also complete Computer Aided Manufacturing (CAM) tasks, taking into account the practicalities of manufacture, to programme a CNC mill.
Learning Outcomes
Select and apply appropriate computational and analytical techniques to model complex problems, recognising/discussing the limitations of the techniques employed.
Apply an integrated or systems approach to the solution of complex problems.
Use practical laboratory and workshop skills to investigate complex problems.
Select and apply appropriate materials, equipment, engineering technologies and processes, recognising their limitations.
Discuss the role of quality management systems and continuous improvement in the context of complex problems.
Skills
Effectively interact with a range of different manufacturing technologies they are likely to encounter in industry.
Function effectively as an individual, and as a member or leader of a team
An appreciation of different manufacturing methods, their application and advantages/disadvantages
Students must complete ALL six laboratory experiments. These laboratory classes are 90 minutes each (the sub parts are 45 min each). Students MUST: a) answer pre-lab question sheets before they will be permitted to take the labs; b) maintain a lab book/file containing a write-up of each lab; c) complete a formal laboratory report, based on one of the labs.
Learning Outcomes
Apply knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems. Some of the knowledge will be at the forefront of the particular subject of study
Select and apply appropriate computational and analytical techniques to model complex problems, discussing the limitations of the techniques employed
Select and evaluate technical literature and other sources of information to address complex problems
Apply an integrated or systems approach to the solution of complex problems
Use practical laboratory and workshop skills to investigate complex problems
Select and apply appropriate materials, equipment, engineering technologies and processes, recognising their limitations
Function effectively as an individual, and as a member or leader of a team
Communicate effectively on complex engineering matters with technical and non-technical audiences
Skills
Communicate effectively on complex engineering matters with technical and non-technical audiences
Plan and record self-learning and development as the foundation for lifelong learning/CPD
Function effectively as an individual, and as a member or leader of a team
1. Computer Aided Design and analysis of components and machine assemblies taking into account the practicalities and cost implications of manufacture and assembly.
2. Production of technical documentation fully describing design solutions developed in response to design challenges
Learning Outcomes
Function effectively as an individual, and as a member or leader of a team.
Apply an integrated or systems approach to the solution of complex problems.
Analyse complex problems to reach substantiated conclusions using first principles of mathematics, statistics, natural science and engineering principles.
Select and apply appropriate computational and analytical techniques to model complex problems, recognising the limitations of the techniques employed.
Design solutions for complex problems that meet a combination of societal, user, business and customer needs as appropriate. This will involve consideration of applicable health & safety, diversity, inclusion, cultural, societal, environmental and commercial matters, codes of practice and industry standards.
Rankine cycles, Heat pump & refrigeration cycles, Joule cycle & gas turbines, Reciprocating IC Engines, Flow in pipes, Dimensional analysis, Potential flow, Boundary layer theory.
Learning Outcomes
Apply a comprehensive knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems. Much of the knowledge will be at the forefront of the particular subject of study and informed by a critical awareness of new developments and the wider context of engineering.
Formulate and analyse complex problems to reach substantiated conclusions. This will involve evaluating available data using first principles of mathematics, statistics, natural science and engineering principles, and using engineering judgment to work with information that may be uncertain or incomplete, discussing the limitations of the techniques employed.
Select and apply appropriate computational and analytical techniques to model complex problems, discussing the limitations of the techniques employed.
Design solutions for complex problems that evidence some originality and meet a combination of societal, user, business and customer needs as appropriate. This will involve consideration of applicable health & safety, diversity, inclusion, cultural, societal, environmental and commercial matters, codes of practice and industry standards.
Apply an integrated or systems approach to the solution of complex problems.
Select and apply appropriate materials, equipment, engineering technologies and processes, recognising their limitations.
Skills
Apply their skills in problem solving, communication, information retrieval, working with others and the effective use of general IT facilities.
Law for Engineers -local legal system, intellectual property law, contract law, professional negligence. Employment law - unfair dismissal, discrimination, fair employment and equal pay, tribunals. Health and Safety - rationale, legal framework, management systems
Learning Outcomes
Evaluate the environmental and societal impact of solutions to complex problems (to include the entire lifecycle of a product or process) and minimise adverse impacts.
Identify and analyse ethical concerns and make reasoned ethical choices informed by professional codes of conduct.
Adopt an inclusive approach to engineering practice and recognise the responsibilities, benefits and importance of supporting equality, diversity and inclusion.
Apply knowledge of engineering management principles, commercial context, project and change management, and relevant legal matters including intellectual property rights.
Plan and record self-learning and development as the foundation for lifelong learning/CPD
Skills
Problem solve through thinking creatively.
Participate effectively in the operation of a team and collaborate effectively with members of the team.
Undertake Personal Development Planning through goal setting and action planning.
1) Mechanisms: Kinematic analysis of simple mechanisms; Kinetic Analysis of simple mechanisms; Forces in Mechanisms; Torque Diagrams; Balancing of rotating masses.
2) Vibrating Systems: Introduction to system modeling; Free vibrations and natural frequency; Forced and damped vibrations; Vibration Isolation.
Learning Outcomes
Apply knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems. Some of the knowledge will be at the forefront of the particular subject of study.
Apply a comprehensive knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems. Much of the knowledge will be at the forefront of the particular subject of study and informed by a critical awareness of new developments and the wider context of engineering.
Analyse complex problems to reach substantiated conclusions using first principles of mathematics, statistics, natural science and engineering principles.
Formulate and analyse complex problems to reach substantiated conclusions. This will involve evaluating available data using first principles of mathematics, statistics, natural science and engineering principles, and using engineering judgment to work with information that may be uncertain or incomplete, discussing the limitations of the techniques employed.
Select and apply appropriate computational and analytical techniques to model complex problems, recognising the limitations of the techniques employed.
Select and critically evaluate technical literature and other sources of information to solve complex problems.
Plan and record self-learning and development as the foundation for lifelong learning/CPD.
Skills
Apply their skills in problem solving, communication, information retrieval, working with others and the effective use of general IT facilities.
Plan self-learning and improve performance, as the foundation for lifelong learning/CPD.
Plan and carry out a personal programmes of work, adjusting where appropriate.
Linear Algebra: Gaussian elimination, eigenvalues and eigenvectors, iterative methods – Jacobi, Gauss-Seidel; Ordinary Differential Equations: Runge-Kutta method; Partial Differentiation; Partial Differential Equations: analytical and numerical solutions for heat, wave and Laplace’s equation, finite differences; Multiple Integrals: moment of inertia; Optimisation: linear programming, Simplex method, non-linear optimisation, steepest descent; Vector Calculus: scalar and vector fields, grad, div, curl, circulation, vorticity, Gauss’s divergence theorem; Statistics: normal distribution, hypothesis testing, confidence interval, test for difference between means, test for proportion, t-distribution; Introduction to Excel: matrix operations, solution of equations – inverse matrix and iterative methods, Runge-Kutta method, finite difference method, optimisation; Introduction to Visual Basic: functions / IF statements, loops and debugging, arrays, strings, functions, files.
Learning Outcomes
Apply knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems. Some of the knowledge will be at the forefront of the particular subject of study.
Analyse complex problems to reach substantiated conclusions using first principles of mathematics, statistics, natural science and engineering principles.
Select and apply appropriate computational and analytical techniques to model complex problems, recognising the limitations of the techniques employed.
Skills
Analyse data using appropriate techniques.
Demonstrate analytical and problem-solving skills.
Support previously identified areas by using appropriate IT resources.
Introduction to placement in the engineering sector, CV building, international options, digital citizenship, interview skills, psychometric testing, assessment centres, placement approval, health and safety and wellbeing. Practical sessions on CV building, interview skills, psychometric testing and assessment centres. The module is delivered in-house with the support of the QUB Careers Service and external experts.
Learning Outcomes
Plan and record self-learning and development as the foundation for lifelong learning/CPD.
Skills
Plan self-learning and improve performance, as the foundation for lifelong learning/CPD.
Monitor and adjust a personal programme of work on an on-going basis.
(1) Introduction to control systems: components of control systems, open loop and closed loop control
(2) Mathematical modelling of control systems: Laplace/Inverse Laplace transform, transfer functions, block diagrams, state space equations.
(3) Transient and steady states response analysis: first, second, and higher order systems, transient response analysis with MATLAB/Simulink, Routh's stability criterion
(4) Control systems design: pole placement method, PID controller, effects of proportional and integral actions on system performance, simulation of PID control in Simulink
(5) Control systems applications on engineering problems
Learning Outcomes
Apply knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems. Some of the knowledge will be at the forefront of the particular subject of study
Select and apply appropriate computational and analytical techniques to model complex problems, recognising the limitations of the techniques employed
Design solutions for complex problems that meet a combination of societal, user, business and customer needs as appropriate. This will involve consideration of applicable health & safety, diversity, inclusion, cultural, societal, environmental and commercial matters, codes of practice and industry standards
Apply an integrated or systems approach to the solution of complex problems
Skills
Function effectively as an individual, and as a member or leader of a team. Evaluate effectiveness of own and team performance
This module covers analysis of common structural elements found in mechanical engineering products. Including; plates subject to bending (circular and rectangular), pressurised cylinders undergoing elastic and plastic deformation, and rotating discs. Key relationships will be developed from first principles and demonstrated on real world examples.
Learning Outcomes
Apply a comprehensive knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems. Much of the knowledge will be at the forefront of the particular subject of study and informed by a critical awareness of new developments and the wider context of engineering
Analyse complex problems to reach substantiated conclusions using first principles of mathematics, statistics, natural science and engineering principles
Select and apply appropriate computational and analytical techniques to model complex problems, discussing the limitations of the techniques employed
Fourier's law of conduction, Newton's law of cooling, Stefan-Boltzmann law of radiation, Thermal resistance, Heat conduction equations and their applications, Fin analysis, Thermal boundary layer, Nusselt number, Internal and external forced convection, Free convection, Blackbody radiation, Radiative properties, Greenhouse effect, Combustion equation, Exhaust gas analysis, Enthalpy of formation, Adiabatic flame temperature
Learning Outcomes
Apply a comprehensive knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems. Much of the knowledge will be at the forefront of the particular subject of study and informed by a critical awareness of new developments and the wider context of engineering
Formulate and analyse complex problems to reach substantiated conclusions. This will involve evaluating available data using first principles of mathematics, statistics, natural science and engineering principles, and using engineering judgment to work with information that may be uncertain or incomplete, discussing the limitations of the techniques employed
Design solutions for complex problems that evidence some originality and meet a combination of societal, user, business and customer needs as appropriate. This will involve consideration of applicable health & safety, diversity, inclusion, cultural, societal, environmental and commercial matters, codes of practice and industry standards
Apply an integrated or systems approach to the solution of complex problems
Evaluate the environmental and societal impact of solutions to complex problems (to include the entire life-cycle of a product or process) and minimise adverse impacts
Select and apply appropriate materials, equipment, engineering technologies and processes, recognising their limitations
Skills
Apply their skills in problem solving, communication, information retrieval and the effective use of general IT facilities
Economics - elasticity of demand and supply, cost of production and pricing, economic growth and UK competitiveness. Finance - financial accounting, key ratios, analysis, financing, dividends, budgeting, stock pricing, finished goods and production budgets. Management - organisational behaviour and the role of management, management and motivation, management versus leadership. Business risk management (risk matrix). Risk: Security, Project and Change Management risk. Employment Law, Acas Code of Practice: Disciplinary and Grievance Procedures.
Learning Outcomes
Identify and analyse ethical concerns and make reasoned ethical choices informed by professional codes of conduct
Use a risk management process to identify, evaluate and mitigate risks (the effects of uncertainty) associated with a particular project or activity
Adopt a holistic and proportionate approach to the mitigation of security risks
Apply knowledge of engineering management principles, commercial context, project and change management, and relevant legal matters including intellectual property rights
Adopt an inclusive approach to engineering practice and recognise the responsibilities, benefits and importance of supporting equality, diversity and inclusion
Skills
Plan and carry out a personal programme of work, adjusting where appropriate
Apply their skills in communication, information retrieval, working with others and the effective use of general IT facilities
Participate effectively in the operation of a team and collaborate effectively with members of the team
An advanced group project that integrates technical knowledge with personal and interpersonal skills. Each group begins by defining or selecting a design brief for an innovative product. They then conduct a market analysis, resulting in a product design specification and a project work plan. The groups proceed to generate concepts and prototype them, ultimately selecting a final concept for detailed design. This detailed design phase employs various engineering tools and methodologies to produce a final design, which is then manufactured and tested to ensure it meets the product specifications.
Learning Outcomes
Formulate and analyse complex problems to reach substantiated conclusions. This will involve evaluating available data using first principles of mathematics, statistics, natural science and engineering principles, and using engineering judgment to work with information that may be uncertain or incomplete, discussing the limitations of the techniques employed
Select and apply appropriate computational and analytical techniques to model complex problems, discussing the limitations of the techniques employed
Select and critically evaluate technical literature and other sources of information to solve complex problems
Design solutions for complex problems that evidence some originality and meet a combination of societal, user, business and customer needs as appropriate. This will involve consideration of applicable health & safety, diversity, inclusion, cultural, societal, environmental and commercial matters, codes of practice and industry standards
Apply an integrated or systems approach to the solution of complex problems
Use a risk management process to identify, evaluate and mitigate risks (the effects of uncertainty) associated with a particular project or activity
Adopt an inclusive approach to engineering practice and recognise the responsibilities, benefits and importance of supporting equality, diversity and inclusion.
Use practical laboratory and workshop skills to investigate complex problems
Select and apply appropriate materials, equipment, engineering technologies and processes, recognising their limitations
Function effectively as an individual, and as a member or leader of a team. Evaluate effectiveness of own and team performance
Communicate effectively on complex engineering matters with technical and non-technical audiences, evaluating the effectiveness of the methods used
Skills
Function effectively as an individual, and as a member or leader of a team. Evaluate effectiveness of own and team performance
Communicate effectively on complex engineering matters with technical and non-technical audiences, evaluating the effectiveness of the methods used
Introduction to polymer materials, their structural features, properties, charaterisation and applications; Structure-property relationships; Sustainable polymers; Plastics Recycling; Materials selection criteria and tools (Cambridge Engineering Selector); Time dependent viscoelastic properties of polymers (creep, recovery, relaxation), Pseudo-elastic design methods; Simple viscoelastic models.
Introduction to processing techniques; Extrusion, blow moulding, calendaring, injection moulding, thermoforming and rotational moulding; Process selection; Product & tool design; Process analysis; Principles of Newtonian melt flow; Polymer rheology; Non-Newtonian flow; Process thermodynamics.
Learning Outcomes
Apply knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems. Some of the knowledge will be at the forefront of the particular subject of study
Analyse complex problems to reach substantiated conclusions using first principles of mathematics, statistics, natural science and engineering principles
Select and critically evaluate technical literature and other sources of information to solve complex problems
Design solutions for complex problems that meet a combination of societal, user, business and customer needs as appropriate. This will involve consideration of applicable environmental and commercial matters
Evaluate the environmental and societal impact of solutions to complex problems (to include the entire life-cycle of a product or process) and minimise adverse impacts
Select and apply appropriate materials, engineering technologies and processes, recognising their limitations
Skills
Communicate effectively on complex engineering matters with technical and non-technical audiences (C17)
Plan and record self-learning and development as the foundation for lifelong learning/CPD (M18)
Transport technology, engineering, design & policy. Review of fuel sources, energy and emissions for road transport focusing on hybrid and electric vehicles drivetrains. Comparative drive cycle analysis of energy and emissions. Overview of biofuels. Analysis of Air Standard Cycles. Dissection, measurement and reassembly of two automotive engines. Detailed analysis of the four-stroke cycle through the development of a spreadsheet model that includes predictions of cylinder inflow and outflow, heat release, heat loss, friction, connecting-rod forces and the calculation of engine performance data.
Learning Outcomes
Apply knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems. Some of the knowledge will be at the forefront of the particular subject of study
Analyse complex problems to reach substantiated conclusions using first principles of mathematics, statistics, natural science and engineering principles
Select and apply appropriate computational and analytical techniques to model complex problems, recognising the limitations of the techniques employed
Select and evaluate technical literature and other sources of information to address complex problems
Evaluate the environmental and societal impact of solutions to complex problems and minimise adverse impacts
Use practical laboratory and workshop skills to investigate complex problems
Function effectively as an individual, and as a member or leader of a team
Design solutions for complex problems that meet a combination of societal, user, business and customer needs as appropriate. This will involve consideration of applicable health & safety, diversity, inclusion, cultural, societal, environmental and commercial matters, codes of practice and industry standards
Evaluate the environmental and societal impact of solutions to complex problems and minimise adverse impacts
Skills
Produce creative and realistic solutions to complex problems
Analyse data using appropriate techniques
Support previously identified areas by using appropriate IT resources
Exercise initiative and personal responsibility, which may be as a team member or leader
Linear FEA analysis for solving problems in mechanics related to beams and pin jointed frameworks. Different element types and appropriate idealisation: Being familiar with the use of a commercial FEA software package (ABAQUS) and the importance of validation. A brief introduction to analysis types other than structural (vibration, thermal) is presented. The CFD component aims to introduce students to the different aspects of the CFD discipline by: Reviewing equations of fluid mechanics; Utilising mesh generation and quality; Understanding boundary conditions; Having a knowledge of turbulence and turbulence modelling; Being familiar with the use of a commercial CFD software package (ANSYS-CFD)
Learning Outcomes
Apply knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems. Some of the knowledge will be at the forefront of the particular subject of study
Analyse complex problems to reach substantiated conclusions using first principles of mathematics, statistics, natural science and engineering principles
Select and apply appropriate computational and analytical techniques to model complex problems, recognising the limitations of the techniques employed
The module covers design for manufacturing and assembly (DFMA), quality systems and production management. Contents include manufacturing processes and systems, integration of engineering and management disciplines for determining manufacturing rate/cost, process planning and plantlayout, total Quality Systems, 6 Sigma DMAIC Roadmap, Methods of Inspection, Process Capability, Statistical Process Control, Control Charts, Lean Production, Just-in-Time systems, design and scheduling of various production systems, line balancing methods, computer assisted production planning (MRP system), synchronous production systems and theory of constraints, digital manufacturing and work measurement.
Learning Outcomes
Apply a comprehensive knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems. Much of the knowledge will be at the forefront of the particular subject of study and informed by a critical awareness of new developments and the wider context of engineering
Formulate and analyse complex problems to reach substantiated conclusions. This will involve evaluating available data using first principles of mathematics, statistics, natural science and engineering principles, and using engineering judgment to work with information that may be uncertain or incomplete, discussing the limitations of the techniques employed
Select and critically evaluate technical literature and other sources of information to solve complex problems
Design solutions for complex problems that evidence some originality and meet a combination of societal, user, business and customer needs as appropriate. This will involve consideration of applicable health & safety, diversity, inclusion, cultural, societal, environmental and commercial matters, codes of practice and industry standards
Evaluate the environmental and societal impact of solutions to complex problems (to include the entire life-cycle of a product or process) and minimise adverse impacts
Adopt a holistic and proportionate approach to the mitigation of security risks
Apply knowledge of engineering management principles, commercial context, project and change management, and relevant legal matters including intellectual property rights
Function effectively as an individual, and as a member or leader of a team. Evaluate effectiveness of own and team performance
Apply an integrated or systems approach to the solution of complex problems
Discuss the role of quality management systems and continuous improvement in the context of complex problems
Select and apply appropriate materials, equipment, engineering technologies and processes, recognising their limitations
Skills
Apply their skills in problem solving, communication, information retrieval, working with others and the effective use of general IT facilities
Exercise initiative and personal responsibility, which may be as a team member or leader
The project will involve a significant piece of technical work that is undertaken independently by the student, with guidance from the academic supervisor. The project will typically involve elements of literature research, design, experimentation, numerical modelling and analysis, although not necessarily all of these elements.
Learning Outcomes
Apply a comprehensive knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems. Much of the knowledge will be at the forefront of the particular subject of study and informed by a critical awareness of new developments and the wider context of engineering.
Formulate and analyse complex problems to reach substantiated conclusions. This will involve evaluating available data using first principles of mathematics, statistics, natural science and engineering principles, and using engineering judgment to work with information that may be uncertain or incomplete, discussing the limitations of the techniques employed.
Select and apply appropriate computational and analytical techniques to model complex problems, discussing the limitations of the techniques employed.
Select and critically evaluate technical literature and other sources of information to solve complex problems.
Design solutions for complex problems that evidence some originality and meet a combination of societal, user, business and customer needs as appropriate. This will involve consideration of applicable health & safety, diversity, inclusion, cultural, societal, environmental and commercial matters, codes of practice and industry standards.
Apply an integrated or systems approach to the solution of complex problems.
Evaluate the environmental and societal impact of solutions to complex problems (to include the entire life-cycle of a product or process) and minimise adverse impacts.
Identify and analyse ethical concerns and make reasoned ethical choices informed by professional codes of conduct.
Use a risk management process to identify, evaluate and mitigate risks (the effects of uncertainty) associated with a particular project or activity.
Use practical laboratory and workshop skills to investigate complex problems.
Select and apply appropriate materials, equipment, engineering technologies and processes, recognising their limitations.
Apply knowledge of engineering management principles, commercial context, project and change management, and relevant legal matters including intellectual property rights.
Function effectively as an individual, and as a member or leader of a team. Evaluate effectiveness of own and team performance.
Communicate effectively on complex engineering matters with technical and non-technical audiences, evaluating the effectiveness of the methods used.
Plan and record self-learning and development as the foundation for lifelong learning/CPD.
Skills
Analyse data using appropriate techniques.
Demonstrate analytical and problem-solving skills.
Produce a piece of work that demonstrates grasp of subject vocabulary and deploys a range of skills of written expression appropriate to the subject.
Deliver a paper or presentation that succeeds in communicating a series of points effectively.
Plan self-learning and improve performance, as the foundation for lifelong learning/CPD.
Monitor and adjust a personal programme of work on an on-going basis.
Exercise initiative and personal responsibility, which may be as a team member or leader.
1. SUPPORT EXCITATION AND DISPLACEMENT TRANSMISSIBILTY: Analysis of the damped behavior of a lumped parameter spring-mass systems due to support/base excitation; Transmission of forces to the support/base; Application to the design of suspension systems and vibration measurement equipment.
2. TWO-DEGREE-OF-FREEDOM SYSTEMS: Normal mode vibration. Damped and forced vibrations.
3. TRANSVERSE VIBRATION OF BEAMS: Introduction; Maxwell’s Reciprocal Theorem; Dunkerley’s Formula.
4. WHIRLING OF SHAFTS: Introduction; General Analysis - Whirling of Rotating Shafts; Discussion of Whirling - Gravity + Non-Uniform Whirl.
Learning Outcomes
Apply knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems. Some of the knowledge will be at the forefront of the particular subject of study.
Apply a comprehensive knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems. Much of the knowledge will be at the forefront of the particular subject of study and informed by a critical awareness of new developments and the wider context of engineering.
Analyse complex problems to reach substantiated conclusions using first principles of mathematics, statistics, natural science and engineering principles.
Formulate and analyse complex problems to reach substantiated conclusions. This will involve evaluating available data using first principles of mathematics, statistics, natural science and engineering principles, and using engineering judgment to work with information that may be uncertain or incomplete, discussing the limitations of the techniques employed.
Select and apply appropriate computational and analytical techniques to model complex problems, recognising the limitations of the techniques employed.
Select and critically evaluate technical literature and other sources of information to solve complex problems
Apply an integrated or systems approach to the solution of complex problems.
Plan and record self-learning and development as the foundation for lifelong learning/CPD.
Skills
Apply their skills in problem solving, communication, information retrieval, working with others and the effective use of general IT facilities/
Plan self-learning and improve performance, as the foundation for lifelong learning/CPD.
Plan and carry out a personal programmes of work, adjusting where appropriate.
Steady Compressible Flow: Euler’s equation. Speed of sound. Mach number. Mach cone. Stagnation & static conditions. Isentropic 1D flow equations. Mass flow relationship. Critical conditions. Use of flow
tables to analyse problems. Converging nozzles. Converging-diverging nozzles. External flows. Normal shock. Supersonic pitot tube. Oblique shock. Unsteady Compressible Flow: Acoustic waves, Finite Amplitude wave theory, mass moved by a wave, superposition, reflections at pipe ends, sudden area changes, branches and ports. Application to engine tuning.
Learning Outcomes
Apply a comprehensive knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems. Much of the knowledge will be at the forefront of the particular subject of study and informed by a critical awareness of new developments and the wider context of engineering.
Formulate and analyse complex problems to reach substantiated conclusions. This will involve evaluating available data using first principles of mathematics, statistics, natural science and engineering principles, and using engineering judgment to work with information that may be uncertain or incomplete, discussing the limitations of the techniques employed.
Select and apply appropriate computational and analytical techniques to model complex problems, discussing the limitations of the techniques employed.
Skills
Produce creative and realistic solutions to complex problems.
Support previously identified areas by using appropriate IT resources.
Analyse data using appropriate techniques.
Manage time effectively in order to achieve intended goals.
This module will explore topics relating to advanced computer-aided engineering such as Geometric modelling, CAD to CAE integration, advanced FEA, and Optimisation. The course will introduce some of the principles underlying CAE systems. Particular emphasis will be placed on understanding processes, validation and the ability to use sound theoretical principles to ensure good practice the accuracy of simulation results.
Learning Outcomes
Apply a comprehensive knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems. Some/Much of the knowledge will be at the forefront of the particular subject of study and informed by a critical awareness of new developments and the wider context of engineering.
Formulate and analyse complex problems to reach substantiated conclusions. This will involve evaluating available data using first principles of mathematics, statistics, natural science and engineering principles, and using engineering judgment to work with information that may be uncertain or incomplete, discussing the limitations of the techniques employed.
Select and apply appropriate computational and analytical techniques to model complex problems, recognising/discussing the limitations of the techniques employed.
Select and critically evaluate technical literature and other sources of information to solve complex problems.
Apply an integrated or systems approach to the solution of complex problems.
Select and apply appropriate materials, equipment, engineering technologies and processes, recognising their limitations.
Skills
Function effectively as an individual, and as a member or leader of a team.
Evaluate effectiveness of own and team performance.
Advanced materials: Light materials. Titanium alloys. Aluminium alloys. Magnesium alloys. High-strength materials. Intermetallics and Superalloys. Shape memory alloys. Energy storage materials. Forging. Rolling. Welding. Casting. Surface engineering. Wear. Protection from corrosion. Composite materials. Materials characterisation. 3D printing. Biomaterials and medical devices. Examples of metals, ceramics, polymers, and composites used in medical devices. Biomaterials evaluation procedures. Components of hard and soft tissues. Clinical needs and concepts of tissue repair. Design considerations for hip and knee joint replacements. Tissue engineering and bioresorbable systems.
Learning Outcomes
Select and critically evaluate technical literature and other sources of information to solve complex problem.
Design solutions for complex problems that meet a combination of societal, user, business and customer needs as appropriate. This will involve consideration of applicable health & safety, diversity, inclusion, cultural, societal, environmental and commercial matters, codes of practice and industry standards.
Select and apply appropriate materials, equipment, engineering technologies and processes, recognising their limitations.
Communicate effectively on complex engineering matters with technical and non-technical audiences, evaluating the effectiveness of the methods used.
Plan and record self-learning and development as the foundation for lifelong learning/CPD.
Skills
Decide on action plan and implement them effectively.
Clearly identify criteria for success and evaluate their own performance against them.
Produce creative and realistic solutions to complex problems.
Complete an information search using a wide range of appropriate primary and secondary sources.
Support previously identified areas by using appropriate IT resources.
Composite definitions & current state-of-the-art; Continuous fibre reinforced composite elasticity, Laminae strength analysis, Micromechanics, Laminate constitutive equations, Laminate strength analysis; Design of Composite Laminates. Review of yield and brittle failure criteria for isotropic materials, effect of stress concentrations, and limitations. Stress intensity factor for calculating stress and displacement fields, fracture toughness, and residual strength. Effects of plasticity and introduction to elasto-plastic fracture mechanics. Fatigue crack propagation and the Paris law for estimating fatigue lifetime. Fracture mechanics in the aerospace industry, and case studies.
Learning Outcomes
Explain the scientific principles underpinning mechanics of materials used in aerospace applications.
Explain advances in technologies and methodologies related to aerospace materials.
Apply mathematical and computer-based models for predicting material behaviour, and assess the limitations of particular cases.
Explain the role of mechanics methods in design processes and adapt them in unfamiliar situations.
Make use of technical literature and have an understanding of current practice and its limitations, and some appreciation of likely new developments.
Knowledge of characteristics of particular materials, equipment, processes or products, with extensive knowledge and understanding of a wide range of engineering materials and components.
Awareness of quality issues and their application to continuous improvement.
Skills
Produce creative and realistic solutions to complex problems.
Identify their own information needs in order to support complex problem requirements.
Deliver a concise report that succeeds in communicating a series of points effectively.
It provides experience of all the stages of process development in the planning and execution of an advanced aerospace engineering manufacturing program. The student will gain experience in the use of appropriate manufacturing simulation tools and techniques to support all of the major decisions made in manufacturing planning including: Type of manufacturing system. Development of automation in manufacturing. Introduction to industrial robotics. Robot components and systems. Robot programming. Current and potential applications of industrial robots. Robot control systems and kinematics. Sensor system for robotics. Ergonomics and human task analysis, line balancing,factory simulation.
Learning Outcomes
Apply a comprehensive knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems. Much of the knowledge will be at the forefront of the particular subject of study and informed by a critical awareness of new developments and the wider context of engineering.
Formulate and analyse complex problems to reach substantiated conclusions. This will involve evaluating available data using first principles of mathematics, statistics, natural science and engineering principles, and using engineering judgment to work with information that may be uncertain or incomplete, discussing the limitations of the techniques employed.
Select and apply appropriate computational and analytical techniques to model complex problems, discussing the limitations of the techniques employed.
Design solutions for complex problems that evidence some originality and meet a combination of societal, user, business and customer needs as appropriate. This will involve consideration of applicable health & safety, diversity, inclusion, cultural, societal, environmental and commercial matters, codes of practice and industry standards.
Use a risk management process to identify, evaluate and mitigate risks (the effects of uncertainty) associated with a particular project or activity.
Adopt a holistic and proportionate approach to the mitigation of security risks.
Skills
Apply their skills in problem solving, communication, information retrieval, working with others and the effective use of general IT facilities.
Plan and carry out a personal programmes of work, adjusting where appropriate.
Exercise initiative and personal responsibility, which may be as a team member or leader.
Businesses require knowledgeable engineers capable of responding effectively to, understanding, and leading business. Simple management skills, though much needed, are not enough. Young engineers must be able to spot business opportunities and have the imagination to exploit them.
On this course students are taught to liberate their thinking, while still holding on to engineering fundamentals. Students will work in groups to develop a new product concept, and will develop a start-up business plan around the commercialisation of this product.
Learning Outcomes
Select and critically evaluate technical literature and other sources of information to solve complex problems.
Design solutions for complex problems that evidence some originality and meet a combination of societal, user, business and customer needs as appropriate. This will involve consideration of applicable health & safety, diversity, inclusion, cultural, societal, environmental and commercial matters, codes of practice and industry standards.
Apply an integrated or systems approach to the solution of complex problems.
Evaluate the environmental and societal impact of solutions to complex problems (to include the entire life-cycle of a product or process) and minimise adverse impacts.
Identify and analyse ethical concerns and make reasoned ethical choices informed by professional codes of conduct.
Adopt a holistic and proportionate approach to the mitigation of security risks.
Adopt an inclusive approach to engineering practice and recognise the responsibilities, benefits and importance of supporting equality, diversity and inclusion.
Apply knowledge of engineering management principles, commercial context, project and change management, and relevant legal matters including intellectual property rights.
Function effectively as an individual, and as a member or leader of a team. Evaluate effectiveness of own and team performance.
Communicate effectively on complex engineering matters with technical and non-technical audiences, evaluating the effectiveness of the methods used.
Plan and record self-learning and development as the foundation for lifelong learning/CPD.
Skills
Function effectively as an individual, and as a member or leader of a team.
AAA including Mathematics and at least one from Physics (preferred), Biology, Chemistry, Further Mathematics or Technology and Design.
A maximum of one BTEC/OCR Single Award or AQA Extended Certificate will be accepted as part of an applicant's portfolio of qualifications with a Distinction* being equated to a grade A at A-level.
Irish leaving certificate requirements
H2H2H3H3H3H3 including Higher Level grade H2 in Mathematics and at least one from Physics (preferred), Biology or Chemistry
International Baccalaureate Diploma
36 points overall, including 6,6,6 at Higher Level, including Mathematics and Physics (preferred), Biology or Chemistry.
Graduate
A minimum of a 2:2 Honours Degree, provided any subject requirement is also met.
Access/Foundation Course
Not considered. Applicants should apply for the BEng Mechanical Engineering degree.
Note
All applicants must have GCSE English Language grade C/4 or an equivalent qualification acceptable to the University.
Applicants not offering Physics at A-level should have a minimum of a grade B/6 in GCSE Physics or GCSE Double Award Science grades BB/66.
Further information
Applicants for the MEng degree will automatically be considered for admission to the BEng degree if they are not eligible for entry to the MEng degree both at initial offer making stage and when results are received.
Option to transfer
Transfers between BEng and MEng may be possible at the end of Stage 2 depending on performance.
How we choose our students
Applications are dealt with centrally by the Admissions and Access Service rather than by the School of Mechanical and Aerospace Engineering. Once your application has been processed by UCAS and forwarded to Queen's, an acknowledgement is normally sent within two weeks of its receipt at the University.
Selection is on the basis of the information provided on your UCAS form, which is considered by an Admissions Manager/Officer from the Admissions and Access Service and, if appropriate, the Selector from the School. Decisions are made on an ongoing basis and will be notified to you via UCAS.
Applicants for the MEng Honours in Mechanical Engineering must be able to satisfy the University's General Entrance Requirement; it should be noted that a strong performance at GCSE is essential. For last year's entry, applicants for this MEng programme must have had, or been able to achieve, a minimum of 6 GCSE passes at grade B/6 or better (to include Mathematics and Physics/Double Award Science). Selectors will also check that any specific subject and grade requirements in terms of A-level can be fulfilled (see Entry Requirements).
Offers are normally made on the basis of 3 A-levels. Applicants repeating A-levels require BBC at the first attempt and offers will be made in terms of A-level grades AAA including Mathematics plus a relevant Science (see entry requirements). Applicants are not normally asked to attend for interview.
Applicants offering two A-levels including Mathematics plus one from Physics (preferred), Biology, Chemistry or Further Mathematics and one Level 3 BTEC Subsidiary Diploma/National Extended Certificate (or equivalent qualification) will also be considered. Offers will be made in terms of the overall BTEC grade(s) awarded. Please note that a maximum of one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent) will be counted as part of an applicant’s portfolio of qualifications. The normal GCSE profile will be expected.
A-level General Studies and A-level Critical Thinking are not normally considered as part of a three A-level offer and, although they may be excluded where an applicant is taking 4 A-level subjects, the grade achieved could be taken into account if necessary in August/September.
Applicants offering other qualifications, such as the International Baccalaureate will also be considered.
For applicants offering the Irish Leaving Certificate, please note that performance at Irish Junior Certificate (IJC) is taken into account. For last year’s entry, applicants for this degree must have had a minimum of 6 IJC grades B/Higher Merit, including Mathematics. The Selector also checks that any specific entry requirements in terms of Leaving Certificate subjects can be satisfied.
Applicants offering BTEC Extended Diplomas/National Extended Diplomas, Higher National Certificates and Higher National Diplomas are not normally considered for MEng entry but, if eligible, will be made a change course offer for the corresponding BEng programme. Subject to satisfactory academic performance during the first two years of the BEng course, it may be possible for students to transfer to the MEng programme at the end of Stage 2.
Access course qualifications are not considered for entry to the MEng degree and applicants should apply for the corresponding BEng programme.
Subject to satisfactory academic performance during the first two years of the BEng course, it may be possible for students to transfer to the MEng programme at the end of Stage 2.
The information provided in the personal statement section and the academic reference together with predicted grades are noted but these are not the final deciding factors in whether or not a conditional offer can be made. However, they may be reconsidered in a tiebreak situation in August.
If you are made an offer then you will be invited to an Open Day, which is usually held on a Saturday in late February or early- mid March. This will allow you the opportunity to visit the University and to find out more about the degree programme of your choice; the facilities on offer. It also gives you a flavour of the academic and social life at Queen's.
If you cannot find the information you need here, please contact the University Admissions and Access Service (admissions@qub.ac.uk), giving full details of your qualifications and educational background.
International Students
Our country/region pages include information on entry requirements, tuition fees, scholarships, student profiles, upcoming events and contacts for your country/region. Use the dropdown list below for specific information for your country/region.
English Language Requirements
An IELTS score of 6.0 with a minimum of 5.5 in each test component or an equivalent acceptable qualification, details of which are available at: http://go.qub.ac.uk/EnglishLanguageReqs
If you need to improve your English language skills before you enter this degree programme, Queen's University Belfast International Study Centre offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability for admission to this degree.
Academic English: an intensive English language and study skills course for successful university study at degree level
Pre-sessional English: a short intensive academic English course for students starting a degree programme at Queen's University Belfast and who need to improve their English.
International Students - Foundation and International Year One Programmes
Queen's University Belfast International Study Centre offers a range of academic and English language programmes to help prepare international students for undergraduate study at Queen's University. You will learn from experienced teachers in a dedicated international study centre on campus, and will have full access to the University's world-class facilities.
These programmes are designed for international students who do not meet the required academic and English language requirements for direct entry.
A degree in Mechanical Engineering from Queen’s will assist you in developing the core skills and employment-related experiences that are valued by employers, professional organisations and academic institutions alike. Our graduates are well regarded by many employers (local, national and international) and the versatility of Mechanical Engineering graduates makes them well suited for a wide range of careers.
Graduates are greatly prized because of their high level of numeracy and analytical ability, their well-developed communication skills and their leadership potential. A significant number of Mechanical Engineering graduates progress to senior management roles and can easily exploit their skills in the wider commercial, financial or public sectors.
£27,000 average starting salary for graduates from this School in 2023.
Further study is also an option - students can choose from a range of Master's programmes as well as apply to do a PhD from a comprehensive list of research topics; see the School website for further information.
Alumni Success
Many of our former graduates have risen to the top of their fields and include many famous figures; for example:
Bernadette "Bernie" Collins: British Formula One Strategy Analyst for Sky Sports and F1TV and former F1 Strategy Engineer and Head of Race Strategy for the Aston Martin F1 team.
Michael McKay: Former Flight Operations Director forESA Mars and Lunar Missions, European Space
Agency.
Michael Ryan: Former Vice President and General Manager, Bombardier Aerospace, Belfast. Now General Manager of Spirit Aerosystems, Belfast.
Bob Bell: Former Chief Technical Officer, RenaultSport F1.
Air Commodore David Case: Royal Air Force.
Prizes and Awards
The School receives valued support from the business community and private sponsors. This enables us to award over 50 prizes and scholarships.
Degree Plus/Future Ready Award for extra-curricular skills
In addition to your degree programme, at Queen's you can have the opportunity to gain wider life, academic and employability skills. For example, placements, voluntary work, clubs, societies, sports and lots more. So not only do you graduate with a degree recognised from a world leading university, you'll have practical national and international experience plus a wider exposure to life overall. We call this Degree Plus/Future Ready Award. It's what makes studying at Queen's University Belfast special.
1EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.
2 EU students who are ROI nationals resident in ROI are eligible for NI tuition fees.
3 EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.
All tuition fees will be subject to an annual inflationary increase in each year of the course. Fees quoted relate to a single year of study unless explicitly stated otherwise.
Tuition fee rates are calculated based on a student’s tuition fee status and generally increase annually by inflation. How tuition fees are determined is set out in the Student Finance Framework.
Additional course costs
All Students
Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.
Students can borrow books and access online learning resources from any Queen's library. If students wish to purchase recommended texts, rather than borrow them from the University Library, prices per text can range from £30 to £100. Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges.
Students undertaking a period of work placement or study abroad, as either a compulsory or optional part of their programme, should be aware that they will have to fund additional travel and living costs.
If a programme includes a major project or dissertation, there may be costs associated with transport, accommodation and/or materials. The amount will depend on the project chosen. There may also be additional costs for printing and binding.
Students may wish to consider purchasing an electronic device; costs will vary depending on the specification of the model chosen.
There are also additional charges for graduation ceremonies, examination resits and library fines.
How do I fund my study?
There are different tuition fee and student financial support arrangements for students from Northern Ireland, those from England, Scotland and Wales (Great Britain), and those from the rest of the European Union.
Application for admission to full-time undergraduate and sandwich courses at the University should normally be made through the Universities and Colleges Admissions Service (UCAS). Full information can be obtained from the UCAS website at:www.ucas.com/applying.
When to Apply
UCAS will start processing applications for entry in autumn 2026 from early September 2025.
The advisory closing date for the receipt of applications for entry in 2026 is Wednesday 14 January 2026 (18:00). This is the 'equal consideration' deadline for this course.
Applications fromUK and EU (Republic of Ireland)students after this date are, in practice, considered by Queen’s for entry to this course throughout the remainder of the application cycle (30 June 2026) subject to the availability of places. If you apply for 2026 entry after this deadline, you will automatically be entered into Clearing.
Applications fromInternational and EU (Other) studentsare normally considered by Queen's for entry to this course until 30 June 2026. If you apply for 2026 entry after this deadline, you will automatically be entered into Clearing.
Applicants are encouraged to apply as early as is consistent with having made a careful and considered choice of institutions and courses.
The Institution code name for Queen's is QBELF and the institution code is Q75.
Additional Information for International (non-EU) Students
Applying through UCAS Most students make their applications throughUCAS(Universities and Colleges Admissions Service) for full-time undergraduate degree programmes at Queen's. The UCAS application deadline for international students is 30 June 2026.
Applying direct The Direct Entry Application form is to be used by international applicants who wish to apply directly, and only, to Queen's or who have been asked to provide information in advance of submitting a formal UCAS application.Find out more.
Applying through agents and partners The University’s in-country representatives can assist you to submit a UCAS application or a direct application. Please consult theAgent Listto find an agent in your country who will help you with your application to Queen’s University.
