Electronic Engineering with Space Systems MEng - 2023/4

Other information

Digital capabilities
Students will develop and enhance their digital capabilities skills via programming and coding exercises in variety of high- and other level programming languages including Python and C, which are at the heart of many embedded software systems, with the opportunity of studying an objected oriented language C++. In Year 1, during the study of the C programming students will also learn about the relationship between C and the underlying hardware, and aspects of both high-level programming and low-level manipulation of memory. Students will learn about and be assessed on the importance of coding syntax, commenting for end user need and debugging which are important transferrable skills. In year 2 of the programme, key concepts in microprocessor organization and design, specifically for the instruction set, performance analysis, processor control and data paths will be introduced. Students will also learn about the classic programming techniques and data-structures needed to develop efficient algorithms in C for solving logical and data-handling problems; they will be able to demonstrate their understanding via the associated programming lab sessions. In Year 3 of the programme students will have an opportunity to use specialised and commercial software such as MATLAB to explore planetary and satellite orbital mechanics. Their digital capabilities will also be enhanced via the requirement to interface hardware and software, demonstrate an understanding of data security via completion of a Data Management Plan, design of a website or an app. Students will also need to present their findings in the form of an individual and group-based report and presentation using appropriate writing and presentation software. In Year 4 of the programme further advanced modules will improve the modelling skills such as in spacecraft dynamics and control.

The MEng programme learning outcome most closely aligned to the Digital Capability Pillar is
LO3: Select and apply appropriate computational and analytical techniques to model complex problems in electronic engineering, recognising the limitations of the techniques employed (KCT).

In addition, the following programme LOs partly address the Digital Capability Pillar
LO1: Apply knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems in electronic engineering (K).
LO2: Analyse complex problems to reach substantiated conclusions using first principles of mathematics, statistics, natural science and engineering principles in electronic engineering (KC).
LO5: Design solutions for complex problems that meet a combination of societal, user, business and customer needs as appropriate to include consideration of applicable health & safety, diversity, inclusion, cultural, societal, environmental and commercial matters, codes of practice and industry standards in electronic engineering.(CPT)

Employability skills are embedded in our labs, design and professional studies modules in years 1 and 2 by requiring students to demonstrate practical competencies, from circuit design, implementation and testing (including validation and verification) given a minimal design brief in Years 1 and 2, and an open design brief in year 3. Students will also have opportunity to explain and justify their approach in verbal and written form which is an attractive and important skill appreciated by all employers. Small group tutorials in Year 1 help to improve students¿ confidence in speaking about technical subjects and ¿whiteboarding¿. Preparation for placement, including improvement in their CV, during year 2 will help with developing job finding skills. During placement students will gain considerable work experience in an industrial setting being required to deliver on planned tasks of the employer. The placement module supports and facilitates self-reflection and transfer of learning from their Professional Training placement experiences to their final year of study and their future employment documented via the creation of a personal record, planning and monitoring progress towards the achievement of personal objectives. The placement module aims to enable students to evidence and evaluate their placement experiences and transfer that learning to other situations through written and presentation skills. It will also be possible for students to record their professional development using the IET¿s Career Manager platform which may allow for Professional Recognition and also to record CPD activities. Finally, many modules in Year 3 provide ample opportunity for students to demonstrate their mastery of advanced calculations which is especially attractive to numerate based employers. Working as part of a team in the MDDP module will mirror the activities of a group design team in industry.

The MEng programme learning outcomes most closely aligned to the Employability Pillar are
LO16: Function effectively as an individual, and as a member or leader of a team (PT)
LO17: Communicate effectively on complex engineering matters with technical and non-technical audiences (PT)
LO18: Plan and record self-learning and development as the foundation for lifelong learning/CPD (PT)

In addition, the following programme LOs also contributes, in part, to the Employability Pillar
LO15: Apply knowledge of engineering management principles, commercial context, project and change management, and relevant legal matters including intellectual property rights (PT)
LO14: Discuss the role of quality management systems and continuous improvement in the context of complex problems (PT)


Global and Cultural Capabilities Students on this programme will have an opportunity to engage and work with students from a range of different regional and cultural backgrounds. Through peer learning and support in small group tutorials in Year 1 students will have opportunities to gain appreciation of how engineering is seen and used in different parts of the world. Larger group projects in Year 3 will allow extensive interaction within the group with opportunities to discuss ethical concerns within the Royal Academy of Engineering¿ ethical framework. Furthermore, engineering ethical considerations require students to complete a project Self-Assessment for Governance and Ethics for Human and Data research. Students will also be made aware of the importance of equality, diversity and inclusion via an EDI related taught and assessment material in year 1 and year 3 via the need to complete an Equality Impact Assessment to consider the need of end users in their project work and to ensure that end users are not unfairly disadvantaged based on their protected characteristics. In Year 4 working as part of a team of MEng students from different parts of the world and different engineering backgrounds will broaden their global perspectives.

The MEng programme learning outcome most closely aligned to the Global and Cultural Capabilities pillar is
LO8: Identify and analyse ethical concerns and make reasoned ethical choices informed by professional codes of conduct (PT)
LO11: Adopt an inclusive approach to engineering practice and recognise the responsibilities, benefits and importance of supporting equality, diversity and inclusion (PT)
In addition, the following programme LOs also contributes, in part, to the Global and Cultural Capabilities Pillar
LO5: Design solutions for complex problems that meet a combination of societal, user, business and customer needs as appropriate to include consideration of applicable health & safety, diversity, inclusion, cultural, societal, environmental and commercial matters, codes of practice and industry standards in electronic engineering. (CPT)

Resourcefulness & Resilience features heavily in the practical aspects of the programme with opportunities for students to demonstrate their adaptability, fault finding, debugging of code and decision-making abilities in the choice of small mini projects in Years 1 and 2, larger group projects in Year 3 and the individual 30 credit project. Students will have opportunities to consider the selection of different design approaches (with increasing complexity of design from year 1 and 2 to needing a system engineering approach in year 3. Students can assess their risk via risk assessment matrix for open-ended complex problems. Students¿ resourcefulness and resilience will be enhanced as they will need to think critically and exercise engineering judgment underlying the some of the assumptions they would need to employ in advanced calculations and identify the limitations of those assumptions e.g. in orbital mechanics.

In year 4 the challenges of project needs and tight timescales will require students to come up with imaginative project deliverables which will improve the overall resourcefulness and resilience as part of MDDP.

The MEng programme learning outcome most closely aligned to the Resourcefulness & Resilience pillar is
LO13: Select and apply appropriate materials, equipment, engineering technologies and processes, recognising their limitations (KC)
In addition, the following programme LOs also contributes, in part, to the Resourcefulness & Resilience Pillar
LO9: Use a risk management process to identify, evaluate and mitigate risks (the effects of uncertainty) associated with a particular project or activity (PT)
LO12: Use practical laboratory and workshop skills to investigate complex problems (PT)

Sustainability Students are exposed to sustainability via choice of components and equipment and need to identify which are of the UN¿s Sustainability Development Goals are aligned to their project work. It should be noted that UNSDG no. 7 centres around sustainable energy supply, which will be discussed especially relevant to students on this programme. Students will need to consider Design for Sustainability in their project work and will also be exposed to Circular Economy considerations with a case study on e-waste, the Lean and 6s approaches to manufacturing, as well as energy and power efficiency in spacecraft systems. Sustainability will also be considered as part of the Year 4 MDDP group project.

The MEng programme learning outcome most closely aligned to the Sustainability pillar is
LO7: Evaluate the environmental and societal impact of solutions to broadly-defined problems (CPT)
In addition, the following programme LOs also contributes, in part, to the Sustainability Pillar
LO5: Design solutions for complex problems that meet a combination of societal, user, business and customer needs as appropriate to include consideration of applicable health & safety, diversity, inclusion, cultural, societal, environmental and commercial matters, codes of practice and industry standards in electronic engineering. (CPT)