Aerospace Engineering is at the cutting edge of technology, understanding and applying scientific principles to the design, development and service of some of the most technologically advanced engineering products in the world, ranging from commercial aeroplanes and helicopters to spacecraft and Unmanned Aerial Vehicles (UAVs). Aerospace engineers will be pivotal in addressing the future challenges of the aerospace industry related to the environment (e.g. minimising noise and pollution) and sustainability. With the ability to succeed in diverse and challenging situations, aerospace engineers are naturally versatile, opening up a wide range of career opportunities, and our graduates can be found in leading private and public sector companies worldwide.
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.
Aerospace Engineering Sandwich highlights
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.
Professional Accreditations
Accredited by the Royal Aeronautical Society
World Class Facilities
The School has a wide range of experimental facilities to support aerodynamics, structures, materials and manufacturing teaching. It also operates a flight simulator and runs a week long annual flight laboratory course.
Career Development
Students have the opportunity to gain a place on the Engineering Leadership Programme and a range of Employability Development workshops.
Northern Ireland has a vibrant Aerospace industry, and as part of the MEng Aerospace Engineering degree programme, students will undertake a number of visits to Aerospace companies across Northern Ireland to understand what the role of a practicing Aerospace Engineer is in industry, and to relate module content to a real-life work environment.
Industry Links
The School has strong links with industry in the form of collaborative projects and student placements. The curriculum is heavily informed by industry representatives who sit on an advisory board within the School.
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. www.cdio.org
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, biomaterials and manufacturing.
The MEng degree extends study to in-depth specialist topics, with the aim of producing future engineering leaders.
Stage 1
Students are introduced to core 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 (Computer-Aided Design) 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.
The group design exercises allow students to demonstrate their technical ability in a team environment.
A dedicated laboratory programme enables students to conduct practical experiments to reinforce the theoretical knowledge developed in the engineering science modules.
Stage 3
Placement year (for MEng students this can be taken either between Stages 2 & 3 or between Stages 3 &4)
Full year industrial placement with support from the School’s dedicated placement officer
12 week pre-placement programme (in Stage 2 or Stage 3).
£21,000 average sandwich year salary.
Sandwich pathway credits appear on degree transcript.
Stage 4
Students expand their engineering knowledge through a range of core courses in engineering science and professional studies along with chosen optional modules. They also undertake a major group design project, working within teams to conceive, design, build and fly an aircraft, enhancing aerospace engineering design and engineering skills and developing professional presentational and team-working skills.
Stage 5
Students extend their knowledge of engineering applications through optional modules, and in advanced core skills and professional studies. The other major focus is the individual project, where students also 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.
SMAE Dr Zafer Kazancı is a Senior Lecturer at Queen’s University Belfast, UK and Director of the Advanced Composites Research Group (ACRG). He is a recognised expert on the behaviour of composite structures under extreme loads and specialises in impact and blast loading. His research expertise also encompasses auxetic structures, crash and crush analysis, bird-strike certification, crashworthiness and ballistic impact.
Dr. Kazancı was at Massachusetts Institute of Technology (MIT), K.J. Bathe's Finite Element Research Lab as a Research Scholar before becoming an Associate Professor at Turkish Air Force Academy. He was head of the Scientific Supervisory Board and also the Erasmus Institutional Coordinator of the Turkish Air Force Academy. He got numerous awards from the Air Force Administration for his outstanding academic performance in Aerospace Engineering Department including Best Professor, Superior Service and Academic Excellence Awards.
Dr Kazancı was awarded the prestigious Royal Academy of Engineering Industrial Fellowship with Bombardier Aerospace where he was leading a programme of technology transfer to serve specific modelling and design capability needs of the industry partner. Dr Kazancı has also led (PI) and worked as co-investigator (CI) on several projects with collaborating international industrial partners, institutions/universities and governmental bodies.
Contact Teaching Hours
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)
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
Learning and Teaching
The School of Mechanical and Aerospace Engineering plays a leading role in CDIO (Conceiving — Designing — Implementing — Operating), an international initiative to reform engineering education which involves well over 100 universities worldwide. 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.
Stage 1
The first year includes an introductory course focussed on developing important professional engineering skills, built up around a series of team-based design and build projects. Students are not only provided with the opportunity to learn about engineering practice, but also to engage with the other students within their class, helping to develop a strong sense of identity and community within the student body. In subsequent years, engineering knowledge is further developed through structured project work.
Stage 2
The group design exercises allow students to demonstrate their technical ability in a team environment.
For MEng students placement year can be taken either between Stages 2 & 3 or between Stages 3 &4
Stage 3
Additional to their coursework, MEng students undertake a major group project named as Design-Build-Fly (DBF) project linked to an international university design competition called the IMECHE UAS (Unmanned Aerial Systems) Challenge.
Stage 4
The individual research project provides opportunities for in-depth study and engagement with aerospace engineering design and development.
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 Aerospace 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 aerospace 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.
Field Trips
Northern Ireland has a vibrant Aerospace industry, and as part of the MEng Aerospace Engineering degree programme, students will undertake a number of visits to Aerospace companies across Northern Ireland to understand what the role of a practicing Aerospace Engineer is in industry, and to relate module content to a real-life work environment.
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 specialist topic in Aerospace Engineering. This will provide students the opportunity to engage with the aerospace 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 Aerospace 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 your degree programme, and will become confident in the use of a wide range of industrial standard engineering design and analysis tools. For example, in Stage 2, students undertake two lab weeks and in Stage 3, this will rise to 6 hours per week of practical design-build-fly activities.
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 MEng sandwich programme, students may elect to take a work-placement after Stage 2 or Stage 3. 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 assessment 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 and end of semester examinations. Some modules [e.g. final year Honours Project module] are assessed solely through project work or written assignments. 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 world class facilities to support student activity and project-based learning such as;
Student Design Studio
Computer Based Learning
Flexible Project Environments
Teaching Laboratories
Engineering Workshop
Polymer and Composite Processing
Prototyping Studio
Manufacture and Assembly Automation
Material and Structural Testing
Composites manufacturing and testing https://www.qub.ac.uk/schools/SchoolofMechanicalandAerospaceEngineering/Discover/Facilities/
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
The course synthesizes previous curriculum and introduces the concepts of aircraft conceptual design within a systems engineering framework, including trade and sensitivity studies, aircraft weight sizing and constraint analysis, and requirements definition and functional analysis. Aeronautical disciplines are discussed in the context of conceptual design. There is a heavy emphasis on professional technical communication, both written and oral, as well as teamwork and ethics of the engineering profession.
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.
Adopt an inclusive approach to engineering practice and recognise the responsibilities, benefits and importance of supporting equality, diversity and inclusion.
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.
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.
Skills
Analyse data using appropriate techniques.
Produce creative and realistic solutions to complex problems.
Identify their own information needs in order to support complex problem requirements.
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.
Participate effectively in the operation of a team and collaborate effectively with members of the team.
Following a review of fundamental thermodynamics, relationships for 1D isentropic compressible flows are derived.
Principles of normal/oblique shockwaves & Prandtl-Meyer Expansion fans are introduced, extended to analysis of nozzle/diffuser configurations. Shock-Expansion theory & Ackerets theory are also introduced. This is extended to analysis of common Aerospace propulsion methods, reviewing historical developments in Aerospace propulsion focussing on the thermodynamic models of the jet engine.
Content covers 1st/2nd laws of thermodynamics, Joule Cycle, basic analysis of gas turbine cycles and review of the design of gas turbine 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.
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.
Select and critically evaluate technical literature and other sources of information to solve complex problems.
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
Analyse data using appropriate techniques.
Demonstrate analytical and problem-solving skills.
Manage time effectively in order to achieve intended goals.
Participate effectively in the operation of a team and collaborate effectively with members of the team.
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.
3. Students will also complete Computer Aided Manufacturing (CAM) tasks, taking into account the practicalities of manufacture, to programme a CNC mill.
4. Students will create sheet metal models/drawings.
Learning Outcomes
Select and apply appropriate computational and analytical techniques to model complex problems, recognising/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.
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.
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
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
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
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.
1. Fundamentals of stress and strain in solids and shells
2. Introduction to measurement techniques using strain gauges
3. Introduction to the structural stability and to the fatigue of metals
4. Introduction to the analysis of composite materials
5. Introduction to aircraft shell structures
6. Fundamental analytical techniques for aircraft shell structures
Learning Outcomes
Apply stress analysis techniques to aircraft structures and components.
Analyse stresses and strains in solids and shells.
Process experimental strain analysis data to determine stresses in structures.
Apply stress analysis techniques to composite materials.
Skills
Analyse data using appropriate techniques.
Demonstrate analytical and problem-solving skills.
Produce a piece of work that demonstrates they have a grasp of the vocabulary of the subject and deploys a range of skills of written expression appropriate to the subject.
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
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.
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.
Skills
Plan and carry out a personal programmes of work, adjusting where appropriate.
The module builds upon theoretical teaching given in the aerospace engineering curriculum by demonstrating how the performance and handling qualities of a real aircraft can be measured, and the data reduced to a form which describes some characteristics of the aircraft. The module entails preflight briefings, up to 3 actual flights in an aircraft to experience flight conditions and gather test data, postflight briefings, and the completion of a flight workbook and subsequent performance analysis.
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.
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.
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.
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.
Skills
Apply their skills in problem solving, communication, information retrieval, working with others and the effective use of general IT facilities.
The course reviews fundamentals of aircraft performance considering cruise, climb, take-off, landing and accelerating flight considerations. Basic principles of stability and control are introduced, with the distinction between static and dynamic stability discussed. Methods for calculation of forces on thin wing sections and finite-span wings in low-speed flow are developed from fundamental fluid principles, introducing concepts of stream functions, velocity potentials, vorticity and circulation for flow analysis. Laminar, turbulent and transitional boundary layer development are discussed with relation to aircraft performance, and methods for their preliminary analysis established.
Learning Outcomes
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 apply appropriate materials, equipment, engineering technologies and processes, recognising their limitations
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
Select and apply appropriate computational and analytical techniques to model complex problems, discussing the limitations of the techniques employed
Skills
Analyse data using appropriate techniques
Demonstrate analytical and problem-solving skills
Plan self-learning and improve performance, as the foundation for lifelong learning/CPD
Manage time effectively in order to achieve intended goals
Identify their own information needs in order to support complex problem requirements
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.
As defined by the student's contract and job description. Mid-placement visit from School staff to ensure that the job role and conditions of employment reflect those stated in the job description and contract.
Learning Outcomes
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.
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.
Plan and record self-learning and development as the foundation for lifelong learning/CPD
Skills
Demonstrate analytical and problem-solving skills
Produce creative and realistic solutions to complex problems
Identify their own information needs in order to support complex problem requirements
Manage time effectively in order to achieve intended goals
Communicate effectively on complex engineering matters with technical and non-technical audiences
Participate effectively in the operation of a team and collaborate effectively with members of the team
The course covers several principles in aircraft performance, stability and structural integrity, including: analytical and numerical methods to analyse aircraft aerodynamic behaviour and performance, extending to the prediction of aircraft dynamics and flying qualities. The course provides an introduction to Energy Methods for structural analysis, specifically strain Energy and Complementary energy; Principle of Virtual Work; The Unit Load Method; Flexibility matrices; Framework and beam deflections; Redundant structures;
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
Economics - supply and demand, elasticity of demand and supply, cost of production and pricing, economic growth and UK competitiveness.
Finance - financial accounting, key ratios, analysis, financing, dividends, budgeting, cash flow and credit collection, stock pricing, finished goods and production budgets. Management - organisational behaviour and the role of management, management and motivation, management versus leadership.
Learning Outcomes
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
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
• Navigation Systems: fundamentals of aircraft navigation, inertial
navigation, radio beacon systems (GPS and e-LORAN)
• Communications: modulation techniques: (AM, FM, frequency hopping,
spread spectrum), electronic noise and Friis noise factor cascade
equation, analog to digital conversion, pulse code modulation,
communications link design, antennas
• Radar and Aircraft Systems: fundamentals of radar, system design of
pulse & Doppler radar, radar crossection, weather radar, short range navigation systems (ILS & VOR)
• Sensors: video, scanning techniques, solid state cameras IR detectors,
LC displays
Learning Outcomes
To enable students to understand the function and fundamental design and operating principles of the main electronic systems on a modern aircraft or missile system.
Skills
• Numeric
• Basic elements of communications and radar technology
• Understanding the principle of operation of avionics systems
• Understand basic electronics design
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), synchroneous production systems and theory of constraints.
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
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
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
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
Working in teams students are expected to design, build and fly a radio controlled aircraft. They are expected to use engineering judgement backed up by systems engineering methods and supported by analytical tools to manage the development of their aircraft. Appropriate methods and tools should also be used to predict and analyse system performance. Students must justify all decisions made and communicate them in their key stage presentations, technical drawings and project report. Students are responsible for managing all aspects of the development process including the derivation of a bill of materials, sourcing and acquisition of these materials and construction of the aircraft.
Learning Outcomes
Extract data pertinent to an unfamiliar problem, and apply its solution using computer based engineering tools when appropriate.
Apply knowledge and comprehensive understanding of design processes and methodologies and adapt them in unfamiliar situations.
Generate an innovative design for products, systems, components or processes to fulfil new needs.
Plan and manage the design process, including cost drivers, and evaluate outcomes.
Knowledge of characteristics of particular materials, equipment, processes or products, with extensive knowledge and understanding of a wide range of engineering materials and components.
Make use of technical literature and other information sources.
Understanding of engineering principles and the ability to apply them to undertake critical analysis of key engineering processes for UAV development and operation.
Ability to apply quantitative and computational methods, using alternative approaches, and understanding their limitations, in order to solve engineering problems and implement action.
Understanding of, and the ability to apply, an integrated or systems approach to solving complex engineering problems in UAV development.
Understand and evaluate business, customer and user needs, including considerations such as the wider engineering context, public perception and aesthetics.
Investigate and define the problem, identifying any constraints including environmental and sustainability limitations; ethical health, safety, security and risk issues.
Work with information that may be incomplete or uncertain, quantify the effect of this on the design and, where appropriate, use theory or experimental research to mitigate deficiencies (e.g. strutures, aerodynamics, motor / propellor performance).
Apply advanced problem-solving skills, technical knowledge and understanding, to establish rigorous and creative solutions that are fit for purpose for all aspects of the UAV including production, operation, maintenance and disposal.
Understanding of the requirement for environmental sustainablility during UAV development / operation and the ability to apply quantitative techniques where appropriate.
Knowledge and understanding of risk issues, including health & safety, environmental and commercial risk, risk assessment and risk management techniques, and an ability to evaluate commercial risk.
Understanding of codes of practice / industry standards:Air Navigation Order 2016 (ANO), CAA Regulations Articles 241, 94, 94a, 94B, 95.
Ability to manage with technical uncertainty around analytical predictions and actual UAV performance.
Understanding of different roles within an engineering team and the ability to exercise initiative and personal responsibility, which may be as a team member or leader.
Skills
Produce creative and realistic solutions to complex problems.
Monitor and adjust a personal programme of work on an on-going basis.
Identify their own information needs in order to support complex problem requirements.
Complete an information search using a wide range of appropriate primary and secondary sources.
Deliver a paper or presentation that succeeds in communicating a series of points effectively.
Participate effectively in the operation of a team and collaborate effectively with members of the team.
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.
The course will focus on Advanced Engineering Design Topics and applied to a challenging aeronautical design problem. A range of design frameworks are explored within the context of general problem solving. The latest developments in inclusive design, set based design, TRIZ, generative design systems and bio-inspired design provide a backdrop for an innovative design exercise. Human decision making and cognitive biases are explored along with the uses and limitations of ChatGTP and other AI tools. Students will be guided in how to set the design context, use agile project management and risk management to deliver an exciting and innovative solution to the design challenge.
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.
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.
Plan and record self-learning and development as the foundation for lifelong learning/CPD.
Skills
Assist and collaborate with their peers for the development of communicative material.
Summarise, report and respond on complex engineering topics.
Mitigate the effects of human cognitive biases, and apply positive actions supporting equality diversity and inclusion in engineering.
Use risk management tools to mitigate against both technical and programmatic risks and apply agile project management for a team challenge.
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.
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.
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
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 Aerospace 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 Aerospace 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. 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, INTO Queen's University Belfast 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
INTO Queen's 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 Aerospace 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 Aerospace Engineering graduates makes them well suited for a wide range of future careers, both within engineering and in the wider graduate sector.
Although the majority of our graduates are interested in pursuing careers in Engineering, significant numbers develop careers in a wide range of other sectors.
£27,000 average starting salary for graduates from this School.
Queen’s University Belfast has strong links with both the local and international aerospace community, and we participate in regular consultations with local aerospace and wider engineering employers, including Spirit AeroSystems, Rolls Royce, Thales Air Defence, Rockwell Collins, and FG Wilson.
Our past students have also gained work placement with organisations such as:
Rolls Royce
Airbus UK
BAE Systems
FlyBE
Rockwell Collins
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 for ESA 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 totalling an annual fund of approximately £230K.
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.
The tuition fees quoted above for NI and ROI are the 2024/25 fees and will be updated when the new fees are known. In addition, 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
Students undertake a placement either between Stages 2 & 3 or between Stages 3 & 4 and are responsible for funding travel, accommodation and subsistence costs. These costs vary depending on the location and duration of the placement. Students may receive payment from their placement provider during their placement year.
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/students.
When to Apply
UCAS will start processing applications for entry in autumn 2025 from early September 2024.
The advisory closing date for the receipt of applications for entry in 2025 is still to be confirmed by UCAS but is normally in late January (18:00). This is the 'equal consideration' deadline for this course.
Applications from UK 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 2025) subject to the availability of places. If you apply for 2025 entry after this deadline, you will automatically be entered into Clearing.
Applications from International and EU (Other) students are normally considered by Queen's for entry to this course until 30 June 2025. If you apply for 2025 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 through UCAS (Universities and Colleges Admissions Service) for full-time undergraduate degree programmes at Queen's. The UCAS application deadline for international students is 30 June 2025.
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 the Agent List to find an agent in your country who will help you with your application to Queen’s University.
