BEng (Hons) or MEng — 2025 entry Biomedical Engineering
From developing new ways to diagnose disease, to learning about rehabilitation, prosthetics and implants, biomedical engineering unites engineering with medicine. On our BEng and MEng Biomedical Engineering degrees you'll apply engineering principles to solve problems in medicine and biology.
Our BEng and MEng courses are taught by leading academics, drawing on more than 50 years’ experience of training biomedical engineers.
You’ll have access to our fantastic facilities, which include:
Clinical-grade human movement lab
Latest design software and computer-numerical-control (CNC) machine tooling equipment within our Design Centre.
State of the art material characterisation and testing facilities.
You’ll also have the opportunity to take part in our award-winning Professional Training placements. This gives students work experience opportunities with leading organisations such as GE Healthcare, DePuy Synthes, 3M, Abbott, Renishaw Neuro Solutions.
Our BEng and MEng are accredited by the Institution of Engineering and Technology (IET) and the Institution of Mechanical Engineers (IMechE).
With a strong focus on clinical applications, our biomedical engineering courses explore a broad curriculum. This includes human movement, biosensors, prosthesis design, biomedical signal processing and implant technology, among other topics.
You can apply to study for either a BEng or Meng. The MEng builds on the BEng with a masters year and is a direct route to a masters qualification, known as an integrated masters.
Professional recognition
BEng (Hons) - Institution of Engineering and Technology (IET) Accredited by the Institution of Engineering and Technology (IET) on behalf of the Engineering Council for the purposes of fully meeting the academic requirement for registration as an Incorporated Engineer and partially meeting the academic requirement for registration as a Chartered Engineer.
BEng (Hons) - Institution of Mechanical Engineers (IMechE) The accredited BEng (Hons) will meet, in part, the exemplifying academic benchmark requirements for registration as a Chartered Engineer and Students will need to complete an approved format of further learning pursuant to the requirements of UKSPEC. The accredited BEng (Hons) will also automatically meet in full, the exemplifying academic benchmark requirements for registration as an Incorporated Engineer (IEng).
MEng - Institution of Engineering and Technology (IET) Accredited by the Institution of Engineering and Technology on behalf of the Engineering Council for the purposes of fully meeting the academic requirement for registration as a Chartered Engineer.
MEng - Institution of Mechanical Engineers (IMechE) The accredited MEng fully meets the exemplifying academic benchmark requirements, for registration as a Chartered Engineer (CEng).
Foundation year
If you don’t meet our entry requirements, you might still be able to apply for this degree with an Engineering and Physical Sciences Foundation Year. This is an extra year of study to develop your skills and make it easier for you to get started at university. On successful completion of your foundation year, you’ll be ready to progress to the first year of your degree.
To see what modules you’ll be studying, refer to the foundation tab in the 'Course structure' section.
The academic year is divided into two semesters of 15 weeks each. Each semester consists of a period of teaching, revision/directed learning and assessment.
The structure of our programmes follow clear educational aims that are tailored to each programme. These are all outlined in the programme specifications which include further details such as the learning outcomes.
Please note: Thefull module listing for the optional Professional Training placement part of your course is available in the relevant programme specification.
Modules
Modules listed are indicative, reflecting the information available at the time of publication. Modules are subject to teaching availability, student demand and/or class size caps.
The University operates a credit framework for all taught programmes based on a 15-credit tariff.
First year module in thermo-fluids for MES students. FLUID MECHANICS: The basic concepts underlying fluid flows and behaviour are described together with simple fluid properties. The calculation of static fluid forces is the starting point before moving to dynamic fluid effects including mass-flow and energy conservation. Internal flows in pipes and through pumps considering effects of fluid friction, momentum and energy losses in fittings. This will include laminar and turbulent flows and pipe system analysis. THERMODYNAMICS: Following an introduction on energy consumption, generation and supply from conventional and alternative sources the basic principles of heat and work transfer are described and system thermal efficiency. Thermal properties of working fluids (both liquids and gases) are described. The 1st law of thermodynamics is introduced with applications to processes and cycles for closed and steady-flow systems.
The Materials element of this module provides an introduction to a range of common material properties and outlines major classes of materials. The Statics part of the module aims to introduce students to the basic principles of statics and provide an introduction to elementary strength of materials (direct and bending stresses).
Engineers need to develop a variety of fundamental skills in design methods, reading and producing engineering drawings, and machine operation for component productions. This module is designed to allow students to develop knowledge, skills, and capabilities in the following areas: (i) engineering design process and methods, (ii) basic skills of producing engineering drawings and industry standards used to produce engineering drawings, (iii) skills of using CAD software to create 3D component and assembly models, and 2D engineering drawings, (iv) basic skills of using machine tools to produce mechanical components. The design, engineering drawing, and CAD parts of this module are designed to support learning in other parts of the FHEQ level 5 (Design Make and Evaluation) and 6 curriculum (Group design project). The workshop part of this module is designed to provide possible skills for the student in other parts of the FHEQ level 6 module of the Individual project.
A first level engineering mathematics module designed to briefly revise and then extend A-Level maths material and introduce students to more mathematical techniques to support engineering science modules.
This module consists of two components: stress analysis and dynamics. In this module, students will extend their understanding of stress analysis from uni-axial to multi-axial conditions. In dynamics, students will be introduced in to concepts of linear momentum and the mathematical modelling of one- and two-degree of freedom mechanical systems.
Engineers need to develop a variety of experimental, transferable and programming skills as part of their education and on-going professional development. This module provides training in experimental and professional skills. The experimental skills consist of (i) laboratory skills, (ii) basic data handling skills, and (iii) report writing skills. The professional skills consist of (i) computer programming skills in MATLAB, (ii) logical reasoning, analytical and oral presentation skills, and (iii) teamworking skills. The module also provides an introduction to the expectations and responsibilities of a professional engineer. The laboratory component of this module is designed both to support learning in other parts of the curriculum, through practical experiments, and also to further develop generic and transferable skills, including practical laboratory skills, data handling, a basic understanding of experimental uncertainty and scientific writing. Working as part of a group is an integral part of the laboratory classes. Computing skills are developed through tutorials in Microsoft software and MATLAB programming, whereas the laboratory classes reinforce data handling skills. The professional skills are developed via guest lectures and seminars on topics including ethics; security; equity, diversity and inclusion (EDI); sustainability; writing of CVs and cover letters, and ethics in engineering. Oral communication skills are developed by delivering a presentation to a small group of peers on topics linked to the seminars. The module introduces aspects of the economic, legal, social, ethical, security and environmental contexts in which professional engineers operate.
Engineers frequently use mathematical models, and in particular differential equations in one or more variables and matrices are common in this context. This is a further first level engineering mathematics module designed to support teaching in other engineering science modules by introducing students to concepts and solution methods in these areas. Statistics and probability also play a significant role in the assessment of real-life engineering problems and an introduction to key concepts in this area is also included.
This is an introductory module in electronics for non-electronic/electrical engineering students. It builds a basic understanding of electrical concepts, circuits and instruments relevant to later modules in the course.
This module describes the structure and function of the human body from the molecular to the system level, including the function of major organ systems. Furthermore, regulation of internal environmental conditions (homeostasis) by feedback loops and an introduction into measuring physiological activities and basic anthropometrics will be covered throughout.
This is an introductory level course in biomechanics. Topics taught in modules on solid and fluid mechanics are reviewed and then used to analyse certain aspects of the functioning of the human body. The topics covered are: Biomechanics of movement and analysis of the musculoskeletal system. An introduction to the material behaviour of biological tissues. An introduction to the fluid mechanics of the cardiovascular system.
This module extends from the design modules in the first year. The basic CAE skills generated in year 1 were primarily CAD and in this module these skills are extended to include FEA (finite element stress analysis). This provides a computer based stress analysis alternative to the analytical stress analysis skills developed in other parts of this programme. Project Management skills will prepare students for a group design activity enabling them to specify, plan and monitor their progress. Alongside formal lectures the students will work in small groups on several short duration design projects to promote team work and put theory into practice. This module will give students the skills and confidence to complete a larger group design project in a subsequent module.
This module is an essential component of the mechanical engineering science program as it directly relates to several core areas of study. By understanding the behavior of structures under static and dynamics loads, students will be better equipped to tackle various engineering challenges, such as designing robust structures, vehicles, and machinery that can endure the deformations and vibrations they may encounter during their operational lifespan. The module builds upon the knowledge gained in earlier engineering courses, including solid mechanics, materials and statics, mathematics, and physics and it serves as a foundation for subsequent specialised modules. By exploring the fundamental concepts and practical applications of deformation and vibration analysis, students will develop a strong foundation for their future engineering studies and professional careers.
Control and its application spans across all areas of engineering and beyond. Examples of control systems can be found in automotive, biomedical, aerospace and mechanical engineering. Furthermore, industrial automation leverages control systems to improve efficiency, quality, safety while reducing production costs. This control module introduces to students foundational concepts in control engineering and provide methods for analysing linear dynamic systems and linear control systems that can be applied to different engineering domains. This module gives to students also the foundation for the design of standard control solutions.
Engineers frequently have to solve engineering problems which are mathematically intractable by approximate numerical methods, normally using software involving some degree of programming. The module introduces the use of mathematical methods to solve complex engineering problems with appropriate IT tools, including Matlab. An introduction to the general, open programming language Python is also given and then applied to the solution of engineering problems.
This module extends and applies learning from the design skills module in semester 1, as well as the basic CAE skills generated in year 1. The project provides an opportunity for students to work on a group-based project and apply the engineering knowledge they have learnt to the design and manufacture of a customer specified product/system. Students will be given a design brief, a set of stock components and access to the workshop. Students will develop their project under supervision by an academic, working towards a contest/evaluation day at the end of the semester.
This module serves to provide knowledge and experience on the use of analogue and digital systems for the measurement and control of electronic systems with applications to both mechanical and medical engineering.
Students must have a qualitative understanding of the importance of biomedical signal processing. Furthermore, students should be able to apply fundamental signal processing concepts quantitatively to biomedical engineering problems. This module builds a basic understanding of signal processing concepts relevant to biomedical engineering.
One of the primary clinical roles of the biomedical engineer is the assessment and remediation of physical impairment. Prosthetics and orthotics are key technologies and clinical practices of assisting patients to restore appropriate body functions in the modern healthcare industry. Similarly, human movement analysis offers ways to carry out an assessment to the clinical rehabilitation of the lower limb amputee. This module provides a comprehensive overview of the assessment of functional impairments and understanding the role that prosthetics and orthotics play in rehabilitation.
This module addresses engineering management in terms of informed decision making, based on technical, quality, commercial and legal requirements. Engineering activities are considered in the context of complex projects, organisational structures and economic/societal/legal/ethical constraints. Modern approaches for efficient and informed decision making are introduced, including the use of advanced project management, systems engineering, uncertainty management, quality management, systems security, company accounting, project evaluation and the management of intellectual property. Legal requirements, associated with managing risk and safety, are considered. The module hence provides key insights and knowledge in preparation for working in a professional engineering environment.
The course will follow the historical development of the main medical imaging techniques. The first part will consider, from a theoretical perspective, the fundamentals of X-ray image formation both in the planar modality and in the Computed Tomography modality. Elements of image processing and image reconstruction will be addressed. The second will look at the physical principles and methods of Nuclear Medicine. The third will look at the principles underlying the application of diagnostic ultrasound in medicine. The fourth will consider Magnetic Resonance Imaging (MRI), one of the most important techniques of medical imaging used in hospitals today. In parallel to the related theoretical classes, laboratory experiments will be carried out on X-ray imaging and ultrasound.
A lecture and tutorial based module, which builds on ENG1063 (Materials and Statics), and is complementary to ENG3164 (Engineering Materials). It provides a deeper and broader appreciation of methods for selecting materials as part of mechanical design. Material property charts are used throughout as a means to rapid appropriation of solutions from a wide range of engineering materials. The module includes the selection of materials processes in addition to selection of materials. Approaches that enable multiple constraints and conflicting objectives to be handled are explored. Materials selection and component shape is addressed as a pointer to more sophisticated contemporary approaches such as topological optimisation.
The module provides an opportunity to work on a group based project, allowing students to extend and broaden their subject knowledge and to further develop technical, team working and management skills, all of which they then apply in order to design a customer specified product or system. Module staff act as project customers and provide an initial project definition, often through consultation with industry. Students are allocated to groups and assigned a project which is suitable. Students can gain experience of working on a realistic, complex engineering project, which mimics the integrated team effort of a real workplace as closely as possible. Over the lifecycle of the project, there will be changing priorities and responsibilities, so a group will need to adapt their team organisation, their choice of sub-groups and their allocation of individual roles, for each phase of the project. Technical quality, integration, comprehension, creativity, team working, communication and project management are all part of the experience.
All students undertake this project module at level 6. The module focuses on the application of theoretical knowledge and practical techniques to address a complex engineering issue or problem related to the student’s degree discipline. The issue is explored by means of guided independent study which produces (i) an interim plan and presentation examined orally, (ii) a body of practical work and (iii) a final report. The projects include experimental work, design, analysis, synthesis, computing and information processing in varying proportions consistent with the engineering topic being addressed. Project allocation is based on projects proposed by academic staff (often in liaison with industrial partners) being allocated according to students’ stated preferences regarding both the project type and subject area. Each project has a designated Principal Supervisor.
Semester 2: choose 1 of the 2 listed optional modules
Year 1 - BEng (Hons) with placement
Semester 1
Compulsory
First year module in thermo-fluids for MES students. FLUID MECHANICS: The basic concepts underlying fluid flows and behaviour are described together with simple fluid properties. The calculation of static fluid forces is the starting point before moving to dynamic fluid effects including mass-flow and energy conservation. Internal flows in pipes and through pumps considering effects of fluid friction, momentum and energy losses in fittings. This will include laminar and turbulent flows and pipe system analysis. THERMODYNAMICS: Following an introduction on energy consumption, generation and supply from conventional and alternative sources the basic principles of heat and work transfer are described and system thermal efficiency. Thermal properties of working fluids (both liquids and gases) are described. The 1st law of thermodynamics is introduced with applications to processes and cycles for closed and steady-flow systems.
The Materials element of this module provides an introduction to a range of common material properties and outlines major classes of materials. The Statics part of the module aims to introduce students to the basic principles of statics and provide an introduction to elementary strength of materials (direct and bending stresses).
Engineers need to develop a variety of fundamental skills in design methods, reading and producing engineering drawings, and machine operation for component productions. This module is designed to allow students to develop knowledge, skills, and capabilities in the following areas: (i) engineering design process and methods, (ii) basic skills of producing engineering drawings and industry standards used to produce engineering drawings, (iii) skills of using CAD software to create 3D component and assembly models, and 2D engineering drawings, (iv) basic skills of using machine tools to produce mechanical components. The design, engineering drawing, and CAD parts of this module are designed to support learning in other parts of the FHEQ level 5 (Design Make and Evaluation) and 6 curriculum (Group design project). The workshop part of this module is designed to provide possible skills for the student in other parts of the FHEQ level 6 module of the Individual project.
A first level engineering mathematics module designed to briefly revise and then extend A-Level maths material and introduce students to more mathematical techniques to support engineering science modules.
This module consists of two components: stress analysis and dynamics. In this module, students will extend their understanding of stress analysis from uni-axial to multi-axial conditions. In dynamics, students will be introduced in to concepts of linear momentum and the mathematical modelling of one- and two-degree of freedom mechanical systems.
Engineers need to develop a variety of experimental, transferable and programming skills as part of their education and on-going professional development. This module provides training in experimental and professional skills. The experimental skills consist of (i) laboratory skills, (ii) basic data handling skills, and (iii) report writing skills. The professional skills consist of (i) computer programming skills in MATLAB, (ii) logical reasoning, analytical and oral presentation skills, and (iii) teamworking skills. The module also provides an introduction to the expectations and responsibilities of a professional engineer. The laboratory component of this module is designed both to support learning in other parts of the curriculum, through practical experiments, and also to further develop generic and transferable skills, including practical laboratory skills, data handling, a basic understanding of experimental uncertainty and scientific writing. Working as part of a group is an integral part of the laboratory classes. Computing skills are developed through tutorials in Microsoft software and MATLAB programming, whereas the laboratory classes reinforce data handling skills. The professional skills are developed via guest lectures and seminars on topics including ethics; security; equity, diversity and inclusion (EDI); sustainability; writing of CVs and cover letters, and ethics in engineering. Oral communication skills are developed by delivering a presentation to a small group of peers on topics linked to the seminars. The module introduces aspects of the economic, legal, social, ethical, security and environmental contexts in which professional engineers operate.
Engineers frequently use mathematical models, and in particular differential equations in one or more variables and matrices are common in this context. This is a further first level engineering mathematics module designed to support teaching in other engineering science modules by introducing students to concepts and solution methods in these areas. Statistics and probability also play a significant role in the assessment of real-life engineering problems and an introduction to key concepts in this area is also included.
This is an introductory module in electronics for non-electronic/electrical engineering students. It builds a basic understanding of electrical concepts, circuits and instruments relevant to later modules in the course.
This module describes the structure and function of the human body from the molecular to the system level, including the function of major organ systems. Furthermore, regulation of internal environmental conditions (homeostasis) by feedback loops and an introduction into measuring physiological activities and basic anthropometrics will be covered throughout.
This is an introductory level course in biomechanics. Topics taught in modules on solid and fluid mechanics are reviewed and then used to analyse certain aspects of the functioning of the human body. The topics covered are: Biomechanics of movement and analysis of the musculoskeletal system. An introduction to the material behaviour of biological tissues. An introduction to the fluid mechanics of the cardiovascular system.
This module extends from the design modules in the first year. The basic CAE skills generated in year 1 were primarily CAD and in this module these skills are extended to include FEA (finite element stress analysis). This provides a computer based stress analysis alternative to the analytical stress analysis skills developed in other parts of this programme. Project Management skills will prepare students for a group design activity enabling them to specify, plan and monitor their progress. Alongside formal lectures the students will work in small groups on several short duration design projects to promote team work and put theory into practice. This module will give students the skills and confidence to complete a larger group design project in a subsequent module.
This module is an essential component of the mechanical engineering science program as it directly relates to several core areas of study. By understanding the behavior of structures under static and dynamics loads, students will be better equipped to tackle various engineering challenges, such as designing robust structures, vehicles, and machinery that can endure the deformations and vibrations they may encounter during their operational lifespan. The module builds upon the knowledge gained in earlier engineering courses, including solid mechanics, materials and statics, mathematics, and physics and it serves as a foundation for subsequent specialised modules. By exploring the fundamental concepts and practical applications of deformation and vibration analysis, students will develop a strong foundation for their future engineering studies and professional careers.
Control and its application spans across all areas of engineering and beyond. Examples of control systems can be found in automotive, biomedical, aerospace and mechanical engineering. Furthermore, industrial automation leverages control systems to improve efficiency, quality, safety while reducing production costs. This control module introduces to students foundational concepts in control engineering and provide methods for analysing linear dynamic systems and linear control systems that can be applied to different engineering domains. This module gives to students also the foundation for the design of standard control solutions.
Engineers frequently have to solve engineering problems which are mathematically intractable by approximate numerical methods, normally using software involving some degree of programming. The module introduces the use of mathematical methods to solve complex engineering problems with appropriate IT tools, including Matlab. An introduction to the general, open programming language Python is also given and then applied to the solution of engineering problems.
This module extends and applies learning from the design skills module in semester 1, as well as the basic CAE skills generated in year 1. The project provides an opportunity for students to work on a group-based project and apply the engineering knowledge they have learnt to the design and manufacture of a customer specified product/system. Students will be given a design brief, a set of stock components and access to the workshop. Students will develop their project under supervision by an academic, working towards a contest/evaluation day at the end of the semester.
This module serves to provide knowledge and experience on the use of analogue and digital systems for the measurement and control of electronic systems with applications to both mechanical and medical engineering.
Optional modules for Year 2 (with PTY) - FHEQ Level 5
n/a
Year 3 - BEng (Hons) with placement
Semester 1
Compulsory
Students must have a qualitative understanding of the importance of biomedical signal processing. Furthermore, students should be able to apply fundamental signal processing concepts quantitatively to biomedical engineering problems. This module builds a basic understanding of signal processing concepts relevant to biomedical engineering.
One of the primary clinical roles of the biomedical engineer is the assessment and remediation of physical impairment. Prosthetics and orthotics are key technologies and clinical practices of assisting patients to restore appropriate body functions in the modern healthcare industry. Similarly, human movement analysis offers ways to carry out an assessment to the clinical rehabilitation of the lower limb amputee. This module provides a comprehensive overview of the assessment of functional impairments and understanding the role that prosthetics and orthotics play in rehabilitation.
This module addresses engineering management in terms of informed decision making, based on technical, quality, commercial and legal requirements. Engineering activities are considered in the context of complex projects, organisational structures and economic/societal/legal/ethical constraints. Modern approaches for efficient and informed decision making are introduced, including the use of advanced project management, systems engineering, uncertainty management, quality management, systems security, company accounting, project evaluation and the management of intellectual property. Legal requirements, associated with managing risk and safety, are considered. The module hence provides key insights and knowledge in preparation for working in a professional engineering environment.
The course will follow the historical development of the main medical imaging techniques. The first part will consider, from a theoretical perspective, the fundamentals of X-ray image formation both in the planar modality and in the Computed Tomography modality. Elements of image processing and image reconstruction will be addressed. The second will look at the physical principles and methods of Nuclear Medicine. The third will look at the principles underlying the application of diagnostic ultrasound in medicine. The fourth will consider Magnetic Resonance Imaging (MRI), one of the most important techniques of medical imaging used in hospitals today. In parallel to the related theoretical classes, laboratory experiments will be carried out on X-ray imaging and ultrasound.
A lecture and tutorial based module, which builds on ENG1063 (Materials and Statics), and is complementary to ENG3164 (Engineering Materials). It provides a deeper and broader appreciation of methods for selecting materials as part of mechanical design. Material property charts are used throughout as a means to rapid appropriation of solutions from a wide range of engineering materials. The module includes the selection of materials processes in addition to selection of materials. Approaches that enable multiple constraints and conflicting objectives to be handled are explored. Materials selection and component shape is addressed as a pointer to more sophisticated contemporary approaches such as topological optimisation.
The module provides an opportunity to work on a group based project, allowing students to extend and broaden their subject knowledge and to further develop technical, team working and management skills, all of which they then apply in order to design a customer specified product or system. Module staff act as project customers and provide an initial project definition, often through consultation with industry. Students are allocated to groups and assigned a project which is suitable. Students can gain experience of working on a realistic, complex engineering project, which mimics the integrated team effort of a real workplace as closely as possible. Over the lifecycle of the project, there will be changing priorities and responsibilities, so a group will need to adapt their team organisation, their choice of sub-groups and their allocation of individual roles, for each phase of the project. Technical quality, integration, comprehension, creativity, team working, communication and project management are all part of the experience.
All students undertake this project module at level 6. The module focuses on the application of theoretical knowledge and practical techniques to address a complex engineering issue or problem related to the student’s degree discipline. The issue is explored by means of guided independent study which produces (i) an interim plan and presentation examined orally, (ii) a body of practical work and (iii) a final report. The projects include experimental work, design, analysis, synthesis, computing and information processing in varying proportions consistent with the engineering topic being addressed. Project allocation is based on projects proposed by academic staff (often in liaison with industrial partners) being allocated according to students’ stated preferences regarding both the project type and subject area. Each project has a designated Principal Supervisor.
Optional modules for Year 3 (with PTY) - FHEQ Level 6
Semester 2: choose 1 of the 2 listed optional modules
Year 3 - BEng (Hons) with placement
Semester 1 & 2
Core
This module supports students’ development of personal and professional attitudes and abilities appropriate to a Professional Training placement. It 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. The PTY module is concerned with Personal and Professional Development towards holistic academic and non-academic learning, and is a process that involves self-reflection, documented via the creation of a personal record, planning and monitoring progress towards the achievement of personal objectives. Development and learning may occur before and during the placement, and this is reflected in the assessment model as a progressive process. However, the graded assessment takes place primarily towards the end of the placement. Additionally, the module aims to enable students to evidence and evaluate their placement experiences and transfer that learning to other situations through written and presentation skills.
This module supports students’ development of personal and professional attitudes and abilities appropriate to a Professional Training placement. It 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. The PTY module is concerned with Personal and Professional Development towards holistic academic and non-academic learning and is a process that involves self-reflection. Development and learning may occur before and during the placement, and this is reflected in the assessment model as a progressive process. However, the graded assessment takes place primarily towards the end of the placement. Additionally, the module aims to enable students to evidence and evaluate their placement experiences and transfer that learning to other situations through written skills.
This module supports students' development of personal and professional attitudes and abilities appropriate to a Professional Training placement. It 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. The PTY module is concerned with Personal and Professional Development towards holistic academic and non-academic learning, and is a process that involves self-reflection, documented via the creation of a personal record, planning and monitoring progress towards the achievement of personal objectives. Development and learning may occur before and during the placement, and this is reflected in the assessment model as a progressive process. However, the graded assessment takes place primarily towards the end of the placement. Additionally, the module aims to enable students to evidence and evaluate their placement experiences and transfer that learning to other situations through written skills.
This module supports students’ development of personal and professional attitudes and abilities appropriate to a Professional Training placement. It 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. The PTY module is concerned with Personal and Professional Development towards holistic academic and non-academic learning and is a process that involves self-reflection. Development and learning may occur before and during the placement, and this is reflected in the assessment model as a progressive process. However, the graded assessment takes place primarily towards the end of the placement. Additionally, the module aims to enable students to evidence and evaluate their placement experiences and transfer that learning to other situations through written skills.
This module supports students' development of personal and professional attitudes and abilities appropriate to a Professional Training placement. It 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. The PTY module is concerned with Personal and Professional Development towards holistic academic and non-academic learning, and is a process that involves self-reflection, documented via the creation of a personal record, planning and monitoring progress towards the achievement of personal objectives. Development and learning may occur before and during the placement, and this is reflected in the assessment model as a progressive process. However, the graded assessment takes place primarily towards the end of the placement. Additionally, the module aims to enable students to evidence and evaluate their placement experiences and transfer that learning to other situations through written skills.
Optional modules for Professional Training Year (PTY) - Professional Training Year
Students taking the PTY Year must choose one of module ENGP012, ENGP019 or ENGP020
BEng (Hons) with foundation year
Semester 1
Compulsory
This mathematics module is designed to reinforce and broaden basic A-Level mathematics material, develop problem solving skills and prepare students for the more advanced mathematical concepts and problem-solving scenarios in the semester 2 modules.The priority is to develop the students’ ability to solve real- world problems in a confident manner. The concepts delivered on this module reflect the skills and knowledge required to understand the physical around us. This is vital as mathematics plays a critical role in the students’ future employability and achievement on their respective undergraduate choices.
This module introduces several principles and processes which underpin most physical science and engineering disciplines, which you are likely to study beyond the Foundation Year. Specifically, you will study topics that include S.I. units and measurement theory, electric and magnetic fields and their interactions, the properties of ideal gases, heat transfer and thermodynamics, fluid statics and dynamics, and engineering instrumentation and measurement. You will attend several lectures and a tutorial each teaching week alongside guided independent study opportunities to develop your understanding of topics more deeply, supported by the use of the university’s virtual learning platform.
The emphasis of this module is on the development of digital capabilities, academic skills and problem-solving skills. The module will facilitate the development of competency in working with software commonly used to support calculations, analysis and presentation. Microsoft Excel will be used for spreadsheet-based calculations and experimental data analysis. MATLAB will be used as a platform for developing elementary programming skills and applying various processes to novel problem-solving scenarios. The breadth and depth of digital capabilities will be further enhanced by working with HTML, CSS and JavaScript within the GitHub environment to develop a webpage, presenting the student's research project narrative. The project provides students with an opportunity to carry out guided research and prepare an online article on one of many discipline-specific topic choices. Students will develop a wide range of writing, referencing and other important academic skills and learn how to use embedded and/or interactive online content to support the presentation of their online article.
This module builds on ENG0011 Mathematics A and is designed to reinforce and broaden A-Level Calculus, Vectors, Matrices and Complex Numbers. The students will continue to develop their ability to solve real- world problems in a confident manner. The concepts delivered on this module reflect the skills and knowledge required to understand the physical world around us. This is vital, as mathematics plays a critical role in the students’ future employability and achievement on their respective undergraduate courses. On completion of the module students are prepared for the more advanced Mathematical concepts and problem solving scenarios in the first year of their Engineering or Physical Sciences degree.
This module introduces several principles and processes which underpin most physical science and engineering disciplines, which you are likely to study beyond the Foundation Year. Specifically, you will study topics that include vectors and scalars, equations of motion under constant acceleration, momentum conservation, simple harmonic motion and wave theory. You will attend several lectures and a tutorial each teaching week alongside guided independent study opportunities to develop your understanding of topics more deeply, supported by the use of the university’s virtual learning platform.
A foundation level physics module designed to reinforce and broaden basic A-Level Physics material in electricity and electronics, nuclear physics, develop practical skills, and prepare students for the more advanced concepts and applications in the first year of their Engineering or Physical Sciences degree. You will attend several lectures and a tutorial each teaching week alongside guided independent study opportunities to develop your understanding of topics more deeply, supported using the university’s virtual learning platform.
During this year-long module, students develop a range of laboratory and transferable skills through both individual laboratory work and group project work. The content of this module is designed to consolidate knowledge gained in ENG0013 (semester 1) and ENG0015/16/17 (semester 2) modules. Semester 1 focuses on core Engineering and Physical Sciences laboratory work and guides students through the basic skills of laboratory work, recording work in a lab diary, and lab report writing. Alongside this individual laboratory work, students participate in a group project; this involves working in a small group (5-8 students) to design an experiment, collect data, present their experimental findings as an academic poster, and report their findings to peers via a group oral presentation. Students are guided through the development of teamworking, project management, presentation, and digital skills (e.g., in using MS Teams as a group communication platform) whilst working on this project. Semester 2 provides an opportunity for subject-stream specific practical work (individual) where students will build on the laboratory and lab report writing skills developed in semester 1 to produce a full lab report. Students participate in a further group project in semester 2 where they build upon the skills developed in semester 1. Students work as a team to find and develop an engineering / physical sciences idea into a potentially viable business case. Student groups produce a written business case report and pitch their ideas to a panel including University Student Enterprise experts.
For further information relating to FHEQ levels 4, 5 and 6, including learning outcomes, aims and module information please view the BEng (Hons) Biomedical Engineering programme specification.
BEng (Hons) with foundation year and placement
Semester 1
Compulsory
This mathematics module is designed to reinforce and broaden basic A-Level mathematics material, develop problem solving skills and prepare students for the more advanced mathematical concepts and problem-solving scenarios in the semester 2 modules.The priority is to develop the students’ ability to solve real- world problems in a confident manner. The concepts delivered on this module reflect the skills and knowledge required to understand the physical around us. This is vital as mathematics plays a critical role in the students’ future employability and achievement on their respective undergraduate choices.
This module introduces several principles and processes which underpin most physical science and engineering disciplines, which you are likely to study beyond the Foundation Year. Specifically, you will study topics that include S.I. units and measurement theory, electric and magnetic fields and their interactions, the properties of ideal gases, heat transfer and thermodynamics, fluid statics and dynamics, and engineering instrumentation and measurement. You will attend several lectures and a tutorial each teaching week alongside guided independent study opportunities to develop your understanding of topics more deeply, supported by the use of the university’s virtual learning platform.
The emphasis of this module is on the development of digital capabilities, academic skills and problem-solving skills. The module will facilitate the development of competency in working with software commonly used to support calculations, analysis and presentation. Microsoft Excel will be used for spreadsheet-based calculations and experimental data analysis. MATLAB will be used as a platform for developing elementary programming skills and applying various processes to novel problem-solving scenarios. The breadth and depth of digital capabilities will be further enhanced by working with HTML, CSS and JavaScript within the GitHub environment to develop a webpage, presenting the student's research project narrative. The project provides students with an opportunity to carry out guided research and prepare an online article on one of many discipline-specific topic choices. Students will develop a wide range of writing, referencing and other important academic skills and learn how to use embedded and/or interactive online content to support the presentation of their online article.
This module builds on ENG0011 Mathematics A and is designed to reinforce and broaden A-Level Calculus, Vectors, Matrices and Complex Numbers. The students will continue to develop their ability to solve real- world problems in a confident manner. The concepts delivered on this module reflect the skills and knowledge required to understand the physical world around us. This is vital, as mathematics plays a critical role in the students’ future employability and achievement on their respective undergraduate courses. On completion of the module students are prepared for the more advanced Mathematical concepts and problem solving scenarios in the first year of their Engineering or Physical Sciences degree.
This module introduces several principles and processes which underpin most physical science and engineering disciplines, which you are likely to study beyond the Foundation Year. Specifically, you will study topics that include vectors and scalars, equations of motion under constant acceleration, momentum conservation, simple harmonic motion and wave theory. You will attend several lectures and a tutorial each teaching week alongside guided independent study opportunities to develop your understanding of topics more deeply, supported by the use of the university’s virtual learning platform.
A foundation level physics module designed to reinforce and broaden basic A-Level Physics material in electricity and electronics, nuclear physics, develop practical skills, and prepare students for the more advanced concepts and applications in the first year of their Engineering or Physical Sciences degree. You will attend several lectures and a tutorial each teaching week alongside guided independent study opportunities to develop your understanding of topics more deeply, supported using the university’s virtual learning platform.
During this year-long module, students develop a range of laboratory and transferable skills through both individual laboratory work and group project work. The content of this module is designed to consolidate knowledge gained in ENG0013 (semester 1) and ENG0015/16/17 (semester 2) modules. Semester 1 focuses on core Engineering and Physical Sciences laboratory work and guides students through the basic skills of laboratory work, recording work in a lab diary, and lab report writing. Alongside this individual laboratory work, students participate in a group project; this involves working in a small group (5-8 students) to design an experiment, collect data, present their experimental findings as an academic poster, and report their findings to peers via a group oral presentation. Students are guided through the development of teamworking, project management, presentation, and digital skills (e.g., in using MS Teams as a group communication platform) whilst working on this project. Semester 2 provides an opportunity for subject-stream specific practical work (individual) where students will build on the laboratory and lab report writing skills developed in semester 1 to produce a full lab report. Students participate in a further group project in semester 2 where they build upon the skills developed in semester 1. Students work as a team to find and develop an engineering / physical sciences idea into a potentially viable business case. Student groups produce a written business case report and pitch their ideas to a panel including University Student Enterprise experts.
Optional modules for Foundation (with PTY) - FHEQ Level 3
For further information relating to FHEQ levels 4, 5 and 6 and the professional training year, including learning outcomes, aims and module information please view the BEng (Hons) Biomedical Engineering programme specification.
Year 1 - MEng
Semester 1
Compulsory
First year module in thermo-fluids for MES students. FLUID MECHANICS: The basic concepts underlying fluid flows and behaviour are described together with simple fluid properties. The calculation of static fluid forces is the starting point before moving to dynamic fluid effects including mass-flow and energy conservation. Internal flows in pipes and through pumps considering effects of fluid friction, momentum and energy losses in fittings. This will include laminar and turbulent flows and pipe system analysis. THERMODYNAMICS: Following an introduction on energy consumption, generation and supply from conventional and alternative sources the basic principles of heat and work transfer are described and system thermal efficiency. Thermal properties of working fluids (both liquids and gases) are described. The 1st law of thermodynamics is introduced with applications to processes and cycles for closed and steady-flow systems.
The Materials element of this module provides an introduction to a range of common material properties and outlines major classes of materials. The Statics part of the module aims to introduce students to the basic principles of statics and provide an introduction to elementary strength of materials (direct and bending stresses).
Engineers need to develop a variety of fundamental skills in design methods, reading and producing engineering drawings, and machine operation for component productions. This module is designed to allow students to develop knowledge, skills, and capabilities in the following areas: (i) engineering design process and methods, (ii) basic skills of producing engineering drawings and industry standards used to produce engineering drawings, (iii) skills of using CAD software to create 3D component and assembly models, and 2D engineering drawings, (iv) basic skills of using machine tools to produce mechanical components. The design, engineering drawing, and CAD parts of this module are designed to support learning in other parts of the FHEQ level 5 (Design Make and Evaluation) and 6 curriculum (Group design project). The workshop part of this module is designed to provide possible skills for the student in other parts of the FHEQ level 6 module of the Individual project.
A first level engineering mathematics module designed to briefly revise and then extend A-Level maths material and introduce students to more mathematical techniques to support engineering science modules.
This module consists of two components: stress analysis and dynamics. In this module, students will extend their understanding of stress analysis from uni-axial to multi-axial conditions. In dynamics, students will be introduced in to concepts of linear momentum and the mathematical modelling of one- and two-degree of freedom mechanical systems.
Engineers need to develop a variety of experimental, transferable and programming skills as part of their education and on-going professional development. This module provides training in experimental and professional skills. The experimental skills consist of (i) laboratory skills, (ii) basic data handling skills, and (iii) report writing skills. The professional skills consist of (i) computer programming skills in MATLAB, (ii) logical reasoning, analytical and oral presentation skills, and (iii) teamworking skills. The module also provides an introduction to the expectations and responsibilities of a professional engineer. The laboratory component of this module is designed both to support learning in other parts of the curriculum, through practical experiments, and also to further develop generic and transferable skills, including practical laboratory skills, data handling, a basic understanding of experimental uncertainty and scientific writing. Working as part of a group is an integral part of the laboratory classes. Computing skills are developed through tutorials in Microsoft software and MATLAB programming, whereas the laboratory classes reinforce data handling skills. The professional skills are developed via guest lectures and seminars on topics including ethics; security; equity, diversity and inclusion (EDI); sustainability; writing of CVs and cover letters, and ethics in engineering. Oral communication skills are developed by delivering a presentation to a small group of peers on topics linked to the seminars. The module introduces aspects of the economic, legal, social, ethical, security and environmental contexts in which professional engineers operate.
Engineers frequently use mathematical models, and in particular differential equations in one or more variables and matrices are common in this context. This is a further first level engineering mathematics module designed to support teaching in other engineering science modules by introducing students to concepts and solution methods in these areas. Statistics and probability also play a significant role in the assessment of real-life engineering problems and an introduction to key concepts in this area is also included.
This is an introductory module in electronics for non-electronic/electrical engineering students. It builds a basic understanding of electrical concepts, circuits and instruments relevant to later modules in the course.
This module describes the structure and function of the human body from the molecular to the system level, including the function of major organ systems. Furthermore, regulation of internal environmental conditions (homeostasis) by feedback loops and an introduction into measuring physiological activities and basic anthropometrics will be covered throughout.
This is an introductory level course in biomechanics. Topics taught in modules on solid and fluid mechanics are reviewed and then used to analyse certain aspects of the functioning of the human body. The topics covered are: Biomechanics of movement and analysis of the musculoskeletal system. An introduction to the material behaviour of biological tissues. An introduction to the fluid mechanics of the cardiovascular system.
This module extends from the design modules in the first year. The basic CAE skills generated in year 1 were primarily CAD and in this module these skills are extended to include FEA (finite element stress analysis). This provides a computer based stress analysis alternative to the analytical stress analysis skills developed in other parts of this programme. Project Management skills will prepare students for a group design activity enabling them to specify, plan and monitor their progress. Alongside formal lectures the students will work in small groups on several short duration design projects to promote team work and put theory into practice. This module will give students the skills and confidence to complete a larger group design project in a subsequent module.
This module is an essential component of the mechanical engineering science program as it directly relates to several core areas of study. By understanding the behavior of structures under static and dynamics loads, students will be better equipped to tackle various engineering challenges, such as designing robust structures, vehicles, and machinery that can endure the deformations and vibrations they may encounter during their operational lifespan. The module builds upon the knowledge gained in earlier engineering courses, including solid mechanics, materials and statics, mathematics, and physics and it serves as a foundation for subsequent specialised modules. By exploring the fundamental concepts and practical applications of deformation and vibration analysis, students will develop a strong foundation for their future engineering studies and professional careers.
Control and its application spans across all areas of engineering and beyond. Examples of control systems can be found in automotive, biomedical, aerospace and mechanical engineering. Furthermore, industrial automation leverages control systems to improve efficiency, quality, safety while reducing production costs. This control module introduces to students foundational concepts in control engineering and provide methods for analysing linear dynamic systems and linear control systems that can be applied to different engineering domains. This module gives to students also the foundation for the design of standard control solutions.
Engineers frequently have to solve engineering problems which are mathematically intractable by approximate numerical methods, normally using software involving some degree of programming. The module introduces the use of mathematical methods to solve complex engineering problems with appropriate IT tools, including Matlab. An introduction to the general, open programming language Python is also given and then applied to the solution of engineering problems.
This module extends and applies learning from the design skills module in semester 1, as well as the basic CAE skills generated in year 1. The project provides an opportunity for students to work on a group-based project and apply the engineering knowledge they have learnt to the design and manufacture of a customer specified product/system. Students will be given a design brief, a set of stock components and access to the workshop. Students will develop their project under supervision by an academic, working towards a contest/evaluation day at the end of the semester.
This module serves to provide knowledge and experience on the use of analogue and digital systems for the measurement and control of electronic systems with applications to both mechanical and medical engineering.
One of the primary clinical roles of the biomedical engineer is the assessment and remediation of physical impairment. Prosthetics and orthotics are key technologies and clinical practices of assisting patients to restore appropriate body functions in the modern healthcare industry. Similarly, human movement analysis offers ways to carry out an assessment to the clinical rehabilitation of the lower limb amputee. This module provides a comprehensive overview of the assessment of functional impairments and understanding the role that prosthetics and orthotics play in rehabilitation.
Students must have a qualitative understanding of the importance of biomedical signal processing. Furthermore, students should be able to apply fundamental signal processing concepts quantitatively to biomedical engineering problems. This module builds a basic understanding of signal processing concepts relevant to biomedical engineering.
This module addresses engineering management in terms of informed decision making, based on technical, quality, commercial and legal requirements. Engineering activities are considered in the context of complex projects, organisational structures and economic/societal/legal/ethical constraints. Modern approaches for efficient and informed decision making are introduced, including the use of advanced project management, systems engineering, uncertainty management, quality management, systems security, company accounting, project evaluation and the management of intellectual property. Legal requirements, associated with managing risk and safety, are considered. The module hence provides key insights and knowledge in preparation for working in a professional engineering environment.
The course will follow the historical development of the main medical imaging techniques. The first part will consider, from a theoretical perspective, the fundamentals of X-ray image formation both in the planar modality and in the Computed Tomography modality. Elements of image processing and image reconstruction will be addressed. The second will look at the physical principles and methods of Nuclear Medicine. The third will look at the principles underlying the application of diagnostic ultrasound in medicine. The fourth will consider Magnetic Resonance Imaging (MRI), one of the most important techniques of medical imaging used in hospitals today. In parallel to the related theoretical classes, laboratory experiments will be carried out on X-ray imaging and ultrasound.
A lecture and tutorial based module, which builds on ENG1063 (Materials and Statics), and is complementary to ENG3164 (Engineering Materials). It provides a deeper and broader appreciation of methods for selecting materials as part of mechanical design. Material property charts are used throughout as a means to rapid appropriation of solutions from a wide range of engineering materials. The module includes the selection of materials processes in addition to selection of materials. Approaches that enable multiple constraints and conflicting objectives to be handled are explored. Materials selection and component shape is addressed as a pointer to more sophisticated contemporary approaches such as topological optimisation.
The module provides an opportunity to work on a group based project, allowing students to extend and broaden their subject knowledge and to further develop technical, team working and management skills, all of which they then apply in order to design a customer specified product or system. Module staff act as project customers and provide an initial project definition, often through consultation with industry. Students are allocated to groups and assigned a project which is suitable. Students can gain experience of working on a realistic, complex engineering project, which mimics the integrated team effort of a real workplace as closely as possible. Over the lifecycle of the project, there will be changing priorities and responsibilities, so a group will need to adapt their team organisation, their choice of sub-groups and their allocation of individual roles, for each phase of the project. Technical quality, integration, comprehension, creativity, team working, communication and project management are all part of the experience.
All students undertake this project module at level 6. The module focuses on the application of theoretical knowledge and practical techniques to address a complex engineering issue or problem related to the student’s degree discipline. The issue is explored by means of guided independent study which produces (i) an interim plan and presentation examined orally, (ii) a body of practical work and (iii) a final report. The projects include experimental work, design, analysis, synthesis, computing and information processing in varying proportions consistent with the engineering topic being addressed. Project allocation is based on projects proposed by academic staff (often in liaison with industrial partners) being allocated according to students’ stated preferences regarding both the project type and subject area. Each project has a designated Principal Supervisor.
Semester 2: choose 1 of the 2 listed optional modules
Year 4 - MEng
Semester 1
Compulsory
Module purpose: This module was conceived to answer the SARTOR 3 requirement that each MEng student participates in a multi-disciplinary design activity. It involves students from Aerospace, Civil, Chemical, Electronic, Mechanical and Medical Engineering working in groups which contain at least 3, and often 4, disciplines. The projects are conceived by Royal Academy of Engineering (RAE) Visiting Professors from Industry (who enjoy the active support of their sponsoring organisation). It aims to emulate an intensive Industrial Design Project.
Expected prior learning: Module EEE3008–Fundamentals of Digital Signal Processing or equivalent learning about signal processing. Module purpose: The module discusses basic concepts, signal processing methods and human computer interaction applications of speech processing and recognition including auditory perception and psychoacoustics. You will be taught how to extract salient features from speech signals, how to design a model of spoken language, how to perform recognition and training, and given an insight into current research on spontaneous speech recognition, such as speaker adaptation and solutions for robustness to noise. Demonstrations, interesting illustrations and working examples will be given. Successful students can either proceed to do PhDs or get jobs in the R & D departments of industry, i.e. jobs that are at a higher level than mere software package operators. The presented techniques have many other applications beyond speech, including expert systems and financial modelling. Module EEEM030 contributes to the development of student’s knowledge in audio and speech processing and recognition, which may be useful for their taking of other modules such as: EEEM071 Advanced Topics in Computer Vision and Deep Learning EEEM004 60 Credit Standard Project EEEM005 AI and AI Programming EEEM066 Fundamentals of Machine Learning EEEM067 AR, VR and Metaverse EEEM068 Applied Machine Learning Module EEEM030 contributes to student knowledge in audio and speech processing and thus useful for students taking 60 credit project (EEEM004) related to audio and speech processing and recognition. EEEM030 is related to EEEM005, EEEM066 and EEEM068 due to the fact that machine learning/AI techniques are used for speech and speaker recognition, therefore, EEEM030 contributes to the development of student knowledge in machine learning/AI, which is beneficial for their taking of machine learning and AI related modules such as EEEM005, EEEM066 and EEEM068. One of the applications of audio and speech processing is to apply it to AR, VR and Metaverse for spatial sound production and reproduction which is a key enabling technology for AR, VR, and Metaverse, for virtual sound reproduction. Therefore, knowledge gained from EEEM030 would be useful for the taking of the module EEEM067. Module EEE030 also benefits from knowledge gained from other modules such as: EEE3008 Digital Signal Processing EEE1033 Computer and Digital Logic EEE1035 Programming in C EEE3042 Audio and Video Processing EEE3032 Computer Vision and Pattern Recognition The modules EEE1033 and EEE1035 provide students with some useful skills in programming, which will be beneficial for them to complete the computer programming based coursework components, by turning the signal processing theories and methods into working program codes. The module EEE3008 provides students with knowledge and skills on fundamental digital signal processing skills which are essential in understanding the application of these skills to audio and speech data. EEE3042 covers both audio and video processing and coding, and the audio related materials are highly relevant and thus useful for the EEEM030 module. The pattern recognition skills gained from EEE3032 would be useful for understanding the use of pattern recognition algorithms to speech data for achieving speech and speaker recognition.
Medical robotics is a rapidly developing industry that is vital to healthcare systems seeking better outcomes at reduced overall cost. This module introduces students to the workings of robots and how this is applied in solving both surgical and broader healthcare challenges. Students learn through lectures, practical sessions and tutorial sessions requiring interaction with scientific literature. Two units of assessment require students to develop an understanding of the general theory behind robotics and identify the particularities applying to medical robots. Case studies are a critical part of the module. These are industrially or research based and require students to think about clinical conditions, ethical considerations and different attitudes to healthcare across the world. Practical sessions enable students to work with each other to solve problems and demonstrate the theoretical components of the module. An overarching series of lectures delivers critical technical information and links students’ learning with case-studies to illustrate mechanical and medical issues. Tutorial sessions complement lectures and are designed for students to critically analyse, discuss and focus on particular aspects of medical robotic research in the scientific literature.
Engineering activity can have a significant societal impact and engineers must operate in a responsible and ethical manner, recognise the importance of diversity, and help ensure that the benefits of innovation and progress are shared equitably and do not compromise the natural environment or deplete natural resources to the detriment of future generations.
Through this module, students will develop an advanced understanding of human movement, biomechanics and their real-world significance. Students will focus on aspects not previously covered on the programme and develop important practical skills. Students will broaden and deepen their knowledge of movement analysis in lectures and tutorial sessions that focus on the state-of-the-art. Practical data acquisition in the laboratory will require students to take ownership of the whole workflow in collecting/analysing biomechanics data that will feed into a single coursework assignment. Students will work together to collect movement data using a clinically derived approach. Using industrially relevant software, students have the opportunity to process and analyse captured data and link this to the concepts that have been delivered in lectures and tutorial sessions. State-of-the art equipment will also be used to allow students to explore approaches that are more common for research and developing applications of biomechanics.
This module covers the principles of the design and use of medical implants, orthopaedic implants in particular, related prosthetic technology and biomaterials such as metals, ceramics and polymers and composites with specific reference to biomedical applications.
This module describes the use of equipment (such as electroencephalography and electrocardiography among others) and technology to measure important information about the physiological state of a patient that may be used in diagnosis or patient monitoring. The module also provides the student with an up-to-date knowledge base on the theory and professional practice of engineering applied to the rehabilitation of people with sensory and neurological disability.
Module purpose: This course offers an introduction to image processing and computer vision for those interested in the science and technology of machine vision. It provides background and the theory for building artificial systems that manipulate videos and images and alter or analyse their information content. This is done by various computer algorithms that are discussed, implemented and demonstrated.
This is an optional module for MEng students interested in furthering their research skills. Students would apply theoretical knowledge and practical techniques to address a complex engineering issue or problem related to their degree discipline. The issue is explored by means of guided independent study which produces (i) a poster describing the literature review, (ii) a body of practical work, (iii) a report of their findings in the form of a journal paper, and (iv) a presentation which is examined orally. The projects include experimental work, design, analysis, synthesis, computing and information processing in varying proportions consistent with the engineering research topic being addressed. Projects proposed by academic staff are allocated according to students' stated preferences regarding both the project type and subject area. Each project has a designated Principal Supervisor.
Semester 1: choose Advanced Research Project and then 1 from the listed 2 optional modules or do not select Advanced Research Project and select both optional modules Semester 2: if Advanced Research Project was selected in Semester 1, select 2 optional modules from the listed 4 optional modules. If Advanced Research Project was not selected in Semester 1, select 3 optional modules from the listed 4 optional modules.
Year 1 - MEng with placement
Semester 1
Compulsory
First year module in thermo-fluids for MES students. FLUID MECHANICS: The basic concepts underlying fluid flows and behaviour are described together with simple fluid properties. The calculation of static fluid forces is the starting point before moving to dynamic fluid effects including mass-flow and energy conservation. Internal flows in pipes and through pumps considering effects of fluid friction, momentum and energy losses in fittings. This will include laminar and turbulent flows and pipe system analysis. THERMODYNAMICS: Following an introduction on energy consumption, generation and supply from conventional and alternative sources the basic principles of heat and work transfer are described and system thermal efficiency. Thermal properties of working fluids (both liquids and gases) are described. The 1st law of thermodynamics is introduced with applications to processes and cycles for closed and steady-flow systems.
The Materials element of this module provides an introduction to a range of common material properties and outlines major classes of materials. The Statics part of the module aims to introduce students to the basic principles of statics and provide an introduction to elementary strength of materials (direct and bending stresses).
Engineers need to develop a variety of fundamental skills in design methods, reading and producing engineering drawings, and machine operation for component productions. This module is designed to allow students to develop knowledge, skills, and capabilities in the following areas: (i) engineering design process and methods, (ii) basic skills of producing engineering drawings and industry standards used to produce engineering drawings, (iii) skills of using CAD software to create 3D component and assembly models, and 2D engineering drawings, (iv) basic skills of using machine tools to produce mechanical components. The design, engineering drawing, and CAD parts of this module are designed to support learning in other parts of the FHEQ level 5 (Design Make and Evaluation) and 6 curriculum (Group design project). The workshop part of this module is designed to provide possible skills for the student in other parts of the FHEQ level 6 module of the Individual project.
A first level engineering mathematics module designed to briefly revise and then extend A-Level maths material and introduce students to more mathematical techniques to support engineering science modules.
This module consists of two components: stress analysis and dynamics. In this module, students will extend their understanding of stress analysis from uni-axial to multi-axial conditions. In dynamics, students will be introduced in to concepts of linear momentum and the mathematical modelling of one- and two-degree of freedom mechanical systems.
Engineers need to develop a variety of experimental, transferable and programming skills as part of their education and on-going professional development. This module provides training in experimental and professional skills. The experimental skills consist of (i) laboratory skills, (ii) basic data handling skills, and (iii) report writing skills. The professional skills consist of (i) computer programming skills in MATLAB, (ii) logical reasoning, analytical and oral presentation skills, and (iii) teamworking skills. The module also provides an introduction to the expectations and responsibilities of a professional engineer. The laboratory component of this module is designed both to support learning in other parts of the curriculum, through practical experiments, and also to further develop generic and transferable skills, including practical laboratory skills, data handling, a basic understanding of experimental uncertainty and scientific writing. Working as part of a group is an integral part of the laboratory classes. Computing skills are developed through tutorials in Microsoft software and MATLAB programming, whereas the laboratory classes reinforce data handling skills. The professional skills are developed via guest lectures and seminars on topics including ethics; security; equity, diversity and inclusion (EDI); sustainability; writing of CVs and cover letters, and ethics in engineering. Oral communication skills are developed by delivering a presentation to a small group of peers on topics linked to the seminars. The module introduces aspects of the economic, legal, social, ethical, security and environmental contexts in which professional engineers operate.
Engineers frequently use mathematical models, and in particular differential equations in one or more variables and matrices are common in this context. This is a further first level engineering mathematics module designed to support teaching in other engineering science modules by introducing students to concepts and solution methods in these areas. Statistics and probability also play a significant role in the assessment of real-life engineering problems and an introduction to key concepts in this area is also included.
This is an introductory module in electronics for non-electronic/electrical engineering students. It builds a basic understanding of electrical concepts, circuits and instruments relevant to later modules in the course.
This module describes the structure and function of the human body from the molecular to the system level, including the function of major organ systems. Furthermore, regulation of internal environmental conditions (homeostasis) by feedback loops and an introduction into measuring physiological activities and basic anthropometrics will be covered throughout.
This is an introductory level course in biomechanics. Topics taught in modules on solid and fluid mechanics are reviewed and then used to analyse certain aspects of the functioning of the human body. The topics covered are: Biomechanics of movement and analysis of the musculoskeletal system. An introduction to the material behaviour of biological tissues. An introduction to the fluid mechanics of the cardiovascular system.
This module extends from the design modules in the first year. The basic CAE skills generated in year 1 were primarily CAD and in this module these skills are extended to include FEA (finite element stress analysis). This provides a computer based stress analysis alternative to the analytical stress analysis skills developed in other parts of this programme. Project Management skills will prepare students for a group design activity enabling them to specify, plan and monitor their progress. Alongside formal lectures the students will work in small groups on several short duration design projects to promote team work and put theory into practice. This module will give students the skills and confidence to complete a larger group design project in a subsequent module.
This module is an essential component of the mechanical engineering science program as it directly relates to several core areas of study. By understanding the behavior of structures under static and dynamics loads, students will be better equipped to tackle various engineering challenges, such as designing robust structures, vehicles, and machinery that can endure the deformations and vibrations they may encounter during their operational lifespan. The module builds upon the knowledge gained in earlier engineering courses, including solid mechanics, materials and statics, mathematics, and physics and it serves as a foundation for subsequent specialised modules. By exploring the fundamental concepts and practical applications of deformation and vibration analysis, students will develop a strong foundation for their future engineering studies and professional careers.
Control and its application spans across all areas of engineering and beyond. Examples of control systems can be found in automotive, biomedical, aerospace and mechanical engineering. Furthermore, industrial automation leverages control systems to improve efficiency, quality, safety while reducing production costs. This control module introduces to students foundational concepts in control engineering and provide methods for analysing linear dynamic systems and linear control systems that can be applied to different engineering domains. This module gives to students also the foundation for the design of standard control solutions.
Engineers frequently have to solve engineering problems which are mathematically intractable by approximate numerical methods, normally using software involving some degree of programming. The module introduces the use of mathematical methods to solve complex engineering problems with appropriate IT tools, including Matlab. An introduction to the general, open programming language Python is also given and then applied to the solution of engineering problems.
This module extends and applies learning from the design skills module in semester 1, as well as the basic CAE skills generated in year 1. The project provides an opportunity for students to work on a group-based project and apply the engineering knowledge they have learnt to the design and manufacture of a customer specified product/system. Students will be given a design brief, a set of stock components and access to the workshop. Students will develop their project under supervision by an academic, working towards a contest/evaluation day at the end of the semester.
This module serves to provide knowledge and experience on the use of analogue and digital systems for the measurement and control of electronic systems with applications to both mechanical and medical engineering.
One of the primary clinical roles of the biomedical engineer is the assessment and remediation of physical impairment. Prosthetics and orthotics are key technologies and clinical practices of assisting patients to restore appropriate body functions in the modern healthcare industry. Similarly, human movement analysis offers ways to carry out an assessment to the clinical rehabilitation of the lower limb amputee. This module provides a comprehensive overview of the assessment of functional impairments and understanding the role that prosthetics and orthotics play in rehabilitation.
Students must have a qualitative understanding of the importance of biomedical signal processing. Furthermore, students should be able to apply fundamental signal processing concepts quantitatively to biomedical engineering problems. This module builds a basic understanding of signal processing concepts relevant to biomedical engineering.
This module addresses engineering management in terms of informed decision making, based on technical, quality, commercial and legal requirements. Engineering activities are considered in the context of complex projects, organisational structures and economic/societal/legal/ethical constraints. Modern approaches for efficient and informed decision making are introduced, including the use of advanced project management, systems engineering, uncertainty management, quality management, systems security, company accounting, project evaluation and the management of intellectual property. Legal requirements, associated with managing risk and safety, are considered. The module hence provides key insights and knowledge in preparation for working in a professional engineering environment.
The course will follow the historical development of the main medical imaging techniques. The first part will consider, from a theoretical perspective, the fundamentals of X-ray image formation both in the planar modality and in the Computed Tomography modality. Elements of image processing and image reconstruction will be addressed. The second will look at the physical principles and methods of Nuclear Medicine. The third will look at the principles underlying the application of diagnostic ultrasound in medicine. The fourth will consider Magnetic Resonance Imaging (MRI), one of the most important techniques of medical imaging used in hospitals today. In parallel to the related theoretical classes, laboratory experiments will be carried out on X-ray imaging and ultrasound.
A lecture and tutorial based module, which builds on ENG1063 (Materials and Statics), and is complementary to ENG3164 (Engineering Materials). It provides a deeper and broader appreciation of methods for selecting materials as part of mechanical design. Material property charts are used throughout as a means to rapid appropriation of solutions from a wide range of engineering materials. The module includes the selection of materials processes in addition to selection of materials. Approaches that enable multiple constraints and conflicting objectives to be handled are explored. Materials selection and component shape is addressed as a pointer to more sophisticated contemporary approaches such as topological optimisation.
The module provides an opportunity to work on a group based project, allowing students to extend and broaden their subject knowledge and to further develop technical, team working and management skills, all of which they then apply in order to design a customer specified product or system. Module staff act as project customers and provide an initial project definition, often through consultation with industry. Students are allocated to groups and assigned a project which is suitable. Students can gain experience of working on a realistic, complex engineering project, which mimics the integrated team effort of a real workplace as closely as possible. Over the lifecycle of the project, there will be changing priorities and responsibilities, so a group will need to adapt their team organisation, their choice of sub-groups and their allocation of individual roles, for each phase of the project. Technical quality, integration, comprehension, creativity, team working, communication and project management are all part of the experience.
All students undertake this project module at level 6. The module focuses on the application of theoretical knowledge and practical techniques to address a complex engineering issue or problem related to the student’s degree discipline. The issue is explored by means of guided independent study which produces (i) an interim plan and presentation examined orally, (ii) a body of practical work and (iii) a final report. The projects include experimental work, design, analysis, synthesis, computing and information processing in varying proportions consistent with the engineering topic being addressed. Project allocation is based on projects proposed by academic staff (often in liaison with industrial partners) being allocated according to students’ stated preferences regarding both the project type and subject area. Each project has a designated Principal Supervisor.
Optional modules for Year 3 (with PTY) - FHEQ Level 6
Semester 2: choose 1 of the 2 listed optional modules
Year 3 - MEng with placement
Semester 1 & 2
Core
This module supports students’ development of personal and professional attitudes and abilities appropriate to a Professional Training placement. It 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. The PTY module is concerned with Personal and Professional Development towards holistic academic and non-academic learning, and is a process that involves self-reflection, documented via the creation of a personal record, planning and monitoring progress towards the achievement of personal objectives. Development and learning may occur before and during the placement, and this is reflected in the assessment model as a progressive process. However, the graded assessment takes place primarily towards the end of the placement. Additionally, the module aims to enable students to evidence and evaluate their placement experiences and transfer that learning to other situations through written and presentation skills.
This module supports students’ development of personal and professional attitudes and abilities appropriate to a Professional Training placement. It 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. The PTY module is concerned with Personal and Professional Development towards holistic academic and non-academic learning and is a process that involves self-reflection. Development and learning may occur before and during the placement, and this is reflected in the assessment model as a progressive process. However, the graded assessment takes place primarily towards the end of the placement. Additionally, the module aims to enable students to evidence and evaluate their placement experiences and transfer that learning to other situations through written skills.
This module supports students' development of personal and professional attitudes and abilities appropriate to a Professional Training placement. It 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. The PTY module is concerned with Personal and Professional Development towards holistic academic and non-academic learning, and is a process that involves self-reflection, documented via the creation of a personal record, planning and monitoring progress towards the achievement of personal objectives. Development and learning may occur before and during the placement, and this is reflected in the assessment model as a progressive process. However, the graded assessment takes place primarily towards the end of the placement. Additionally, the module aims to enable students to evidence and evaluate their placement experiences and transfer that learning to other situations through written skills.
This module supports students’ development of personal and professional attitudes and abilities appropriate to a Professional Training placement. It 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. The PTY module is concerned with Personal and Professional Development towards holistic academic and non-academic learning and is a process that involves self-reflection. Development and learning may occur before and during the placement, and this is reflected in the assessment model as a progressive process. However, the graded assessment takes place primarily towards the end of the placement. Additionally, the module aims to enable students to evidence and evaluate their placement experiences and transfer that learning to other situations through written skills.
This module supports students' development of personal and professional attitudes and abilities appropriate to a Professional Training placement. It 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. The PTY module is concerned with Personal and Professional Development towards holistic academic and non-academic learning, and is a process that involves self-reflection, documented via the creation of a personal record, planning and monitoring progress towards the achievement of personal objectives. Development and learning may occur before and during the placement, and this is reflected in the assessment model as a progressive process. However, the graded assessment takes place primarily towards the end of the placement. Additionally, the module aims to enable students to evidence and evaluate their placement experiences and transfer that learning to other situations through written skills.
Optional modules for Professional Training Year (PTY) -
Students taking the PTY Year must choose one of module ENGP012, ENGP019 or ENGP020
Year 4 - MEng with placement
Semester 1
Compulsory
Module purpose: This module was conceived to answer the SARTOR 3 requirement that each MEng student participates in a multi-disciplinary design activity. It involves students from Aerospace, Civil, Chemical, Electronic, Mechanical and Medical Engineering working in groups which contain at least 3, and often 4, disciplines. The projects are conceived by Royal Academy of Engineering (RAE) Visiting Professors from Industry (who enjoy the active support of their sponsoring organisation). It aims to emulate an intensive Industrial Design Project.
Expected prior learning: Module EEE3008–Fundamentals of Digital Signal Processing or equivalent learning about signal processing. Module purpose: The module discusses basic concepts, signal processing methods and human computer interaction applications of speech processing and recognition including auditory perception and psychoacoustics. You will be taught how to extract salient features from speech signals, how to design a model of spoken language, how to perform recognition and training, and given an insight into current research on spontaneous speech recognition, such as speaker adaptation and solutions for robustness to noise. Demonstrations, interesting illustrations and working examples will be given. Successful students can either proceed to do PhDs or get jobs in the R & D departments of industry, i.e. jobs that are at a higher level than mere software package operators. The presented techniques have many other applications beyond speech, including expert systems and financial modelling. Module EEEM030 contributes to the development of student’s knowledge in audio and speech processing and recognition, which may be useful for their taking of other modules such as: EEEM071 Advanced Topics in Computer Vision and Deep Learning EEEM004 60 Credit Standard Project EEEM005 AI and AI Programming EEEM066 Fundamentals of Machine Learning EEEM067 AR, VR and Metaverse EEEM068 Applied Machine Learning Module EEEM030 contributes to student knowledge in audio and speech processing and thus useful for students taking 60 credit project (EEEM004) related to audio and speech processing and recognition. EEEM030 is related to EEEM005, EEEM066 and EEEM068 due to the fact that machine learning/AI techniques are used for speech and speaker recognition, therefore, EEEM030 contributes to the development of student knowledge in machine learning/AI, which is beneficial for their taking of machine learning and AI related modules such as EEEM005, EEEM066 and EEEM068. One of the applications of audio and speech processing is to apply it to AR, VR and Metaverse for spatial sound production and reproduction which is a key enabling technology for AR, VR, and Metaverse, for virtual sound reproduction. Therefore, knowledge gained from EEEM030 would be useful for the taking of the module EEEM067. Module EEE030 also benefits from knowledge gained from other modules such as: EEE3008 Digital Signal Processing EEE1033 Computer and Digital Logic EEE1035 Programming in C EEE3042 Audio and Video Processing EEE3032 Computer Vision and Pattern Recognition The modules EEE1033 and EEE1035 provide students with some useful skills in programming, which will be beneficial for them to complete the computer programming based coursework components, by turning the signal processing theories and methods into working program codes. The module EEE3008 provides students with knowledge and skills on fundamental digital signal processing skills which are essential in understanding the application of these skills to audio and speech data. EEE3042 covers both audio and video processing and coding, and the audio related materials are highly relevant and thus useful for the EEEM030 module. The pattern recognition skills gained from EEE3032 would be useful for understanding the use of pattern recognition algorithms to speech data for achieving speech and speaker recognition.
Medical robotics is a rapidly developing industry that is vital to healthcare systems seeking better outcomes at reduced overall cost. This module introduces students to the workings of robots and how this is applied in solving both surgical and broader healthcare challenges. Students learn through lectures, practical sessions and tutorial sessions requiring interaction with scientific literature. Two units of assessment require students to develop an understanding of the general theory behind robotics and identify the particularities applying to medical robots. Case studies are a critical part of the module. These are industrially or research based and require students to think about clinical conditions, ethical considerations and different attitudes to healthcare across the world. Practical sessions enable students to work with each other to solve problems and demonstrate the theoretical components of the module. An overarching series of lectures delivers critical technical information and links students’ learning with case-studies to illustrate mechanical and medical issues. Tutorial sessions complement lectures and are designed for students to critically analyse, discuss and focus on particular aspects of medical robotic research in the scientific literature.
Engineering activity can have a significant societal impact and engineers must operate in a responsible and ethical manner, recognise the importance of diversity, and help ensure that the benefits of innovation and progress are shared equitably and do not compromise the natural environment or deplete natural resources to the detriment of future generations.
Through this module, students will develop an advanced understanding of human movement, biomechanics and their real-world significance. Students will focus on aspects not previously covered on the programme and develop important practical skills. Students will broaden and deepen their knowledge of movement analysis in lectures and tutorial sessions that focus on the state-of-the-art. Practical data acquisition in the laboratory will require students to take ownership of the whole workflow in collecting/analysing biomechanics data that will feed into a single coursework assignment. Students will work together to collect movement data using a clinically derived approach. Using industrially relevant software, students have the opportunity to process and analyse captured data and link this to the concepts that have been delivered in lectures and tutorial sessions. State-of-the art equipment will also be used to allow students to explore approaches that are more common for research and developing applications of biomechanics.
This module covers the principles of the design and use of medical implants, orthopaedic implants in particular, related prosthetic technology and biomaterials such as metals, ceramics and polymers and composites with specific reference to biomedical applications.
This module describes the use of equipment (such as electroencephalography and electrocardiography among others) and technology to measure important information about the physiological state of a patient that may be used in diagnosis or patient monitoring. The module also provides the student with an up-to-date knowledge base on the theory and professional practice of engineering applied to the rehabilitation of people with sensory and neurological disability.
Module purpose: This course offers an introduction to image processing and computer vision for those interested in the science and technology of machine vision. It provides background and the theory for building artificial systems that manipulate videos and images and alter or analyse their information content. This is done by various computer algorithms that are discussed, implemented and demonstrated.
This is an optional module for MEng students interested in furthering their research skills. Students would apply theoretical knowledge and practical techniques to address a complex engineering issue or problem related to their degree discipline. The issue is explored by means of guided independent study which produces (i) a poster describing the literature review, (ii) a body of practical work, (iii) a report of their findings in the form of a journal paper, and (iv) a presentation which is examined orally. The projects include experimental work, design, analysis, synthesis, computing and information processing in varying proportions consistent with the engineering research topic being addressed. Projects proposed by academic staff are allocated according to students' stated preferences regarding both the project type and subject area. Each project has a designated Principal Supervisor.
Optional modules for Year 4 (with PTY) - FHEQ Level 7
Semester 1: choose Advanced Research Project and then 1 from the listed 2 optional modules or do not select Advanced Research Project and select both optional modules Semester 2: if Advanced Research Project was selected in Semester 1, select 2 optional modules from the listed 4 optional modules. If Advanced Research Project was not selected in Semester 1, select 3 optional modules from the listed 4 optional modules.
Teaching and learning
We recognise each student is an individual with a unique academic background. We accommodate these differences with a blend of teaching methods.
Your communication skills, vital to professional biomedical engineers, are developed throughout our programmes. Our innovative group design spaces enable you to work with other engineers on several design projects during your course.
Group work
Laboratory work
Lectures
Practical sessions
Tutorials
Assessment
We use a variety of methods to assess you, including:
Coursework
Essays
Examinations
Presentations.
General course information
Contact hours
Contact hours can vary across our modules. Full details of the contact hours for each module are available from the University of Surrey's module catalogue. See the modules section for more information.
Timetable
New students will receive their personalised timetable in Welcome Week. In later semesters, two weeks before the start of semester.
Scheduled teaching can take place on any day of the week (Monday – Friday), with part-time classes normally scheduled on one or two days. Wednesday afternoons tend to be for sports and cultural activities.
Stag Hill is the University's main campus and where the majority of our courses are taught.
We offer careers information, advice and guidance to all students whilst studying with us, which is extended to our alumni for three years after leaving the University.
Over the last decade, our employment figures have been among the best in the UK, with 96 per cent of our undergraduate mechanical engineering sciences students going on to employment or further study (Graduate Outcomes 2024, HESA).
Most of our biomedical engineering graduates proceed directly to employment in the biomedical engineering profession. Biomedical engineers can work in a number of areas, including as clinical scientists in the NHS, in rehabilitation, as designers of medical equipment, or even in sports science or biomechanics.
A significant number of students go on to further their studies with postgraduate qualifications in biomedical engineering and related disciplines.
Recent graduate roles
Recent graduates have entered employment in roles such as:
Clinical Scientists and Engineers for the NHS
Bioengineer, DePuy Synthes
Graduate Operations and Systems Engineer, CMR Surgical
Learn more about the qualifications we typically accept to study this course at Surrey.
Typical offer
BEng (Hons):
ABB.
Required subjects: Mathematics and Physics. Alternatively, two other science subjects can be accepted in place of physics. Suitable science subjects include further maths; biology; chemistry; environmental science; geology; geography; computing; computer science; design and technology; economics; statistics; product design; psychology and electronics.
MEng:
AAA-AAB.
Required subjects: Mathematics at grade A and Physics. Alternatively, two other science subjects can be accepted in place of physics. Suitable science subjects include further maths; biology; chemistry; environmental science; geology; geography; computing; computer science; design and technology; economics; statistics; product design; psychology and electronics.
BEng (Hons) with foundation year:
CCC
Required subjects: Mathematics and one of Chemistry, Computer Science, Electronics, Further Maths or Physics.
Please note: A-level General Studies and A-level Critical Thinking are not accepted. Applicants taking the Science Practical Endorsement are expected to pass.
GCSE or equivalent: English Language at Grade 4 (C).
BEng (Hons):
DDD and A-level Mathematics at grade B.
Required subjects: BTEC must be in a relevant subject.
MEng:
D*DD-DDD and A-level Mathematics at grade A.
Required subjects: BTEC must be in a relevant subject.
BEng (Hons) with foundation year:
MMM and A level Mathematics at grade C
Required subjects: BTEC must be in a relevant subject
GCSE or equivalent: English Language at Grade 4 (C).
BEng (Hons):
33.
Required subjects: Physics HL5/SL6 and either mathematics analysis and approaches HL5/SL6 or mathematics applications and interpretations HL5
MEng:
35-34.
Required subjects: Physics HL5/SL6 and either mathematics analysis and approaches HL6/SL7 or mathematics applications and interpretations HL6
BEng (Hons) with foundation year:
29
Required subjects: Mathematics analysis and approaches HL4/SL6 or mathematics applications and interpretations HL4; and additionally one of Chemistry, Computer Science, or Physics HL4/SL6.
GCSE or equivalent: English A HL4/SL4 or English B HL5/SL6
BEng (Hons):
78%.
Required subjects: Grade 7.5 in Mathematics (5 Period) and 7.5 in Physics.
MEng:
85%-82%.
Required subjects: Grade 8.5 in Mathematics (5 Period) and 7.5 in Physics.
GCSE or equivalent: English Language (1/2) - 6 English Language (3) - 7.
BEng (Hons):
QAA recognised Access to Higher Education Diploma with 45 level 3 credits overall including 30 at Distinction and 15 at Merit. Additionally, A-level Mathematics grade B.
Required subjects:Modules must be in relevant subjects.
MEng:
QAA recognised Access to Higher Education Diploma with 45 level 3 credits overall including 45 at Distinction - 39 at Distinction and 6 at Merit. Additionally, A-level Mathematics grade A.
Required subjects:Modules must be in relevant subjects.
BEng (Hons) with foundation year:
QAA recognised Access to Higher Education Diploma with 45 level 3 credits overall including 21 at Distinction, 3 at Merit and 21 at Pass. Additionally, A-level Mathematics grade C.
Required subjects:Modules must be in relevant subjects.
GCSE or equivalent: English Language at Grade 4(C)
BEng (Hons):
AABBB.
Required subjects: Mathematics and Physics. Two science subjects can be accepted in place of Physics. Please see the A-level dropdown for accepted subjects.
MEng:
AAAAB-AAABB.
Required subjects: Mathematics at grade A and Physics. Two science subjects can be accepted in place of Physics. Please see the A-level dropdown for accepted subjects.
BEng (Hons) with foundation year:
BBBCC
Required subjects: Mathematics and one of Chemistry, Computer Science, Further Maths or Physics.
GCSE or equivalent: English Language Scottish National 5 - C.
BEng (Hons):
Pass overall with ABB from a combination of the Advanced Skills Challenge Certificate and two A-levels.
Required subjects: A-level Mathematics and Physics. Two science subjects can be accepted in place of Physics. Please see the A-level dropdown for accepted subjects.
MEng:
Pass overall with AAA-AAB from a combination of the Advanced Skills Challenge Certificate and two A-levels.
Required subjects: A-level Mathematics at grade A and Physics. Two science subjects can be accepted in place of Physics. Please see the A-level dropdown for accepted subjects.
BEng (Hons) with foundation year:
Pass overall with CCC from a combination of the Advanced Skills Challenge Certificate and two A-levels.
Required subjects: A-level Mathematics and Chemistry, Computer Science, Electronics, Further Maths or Physics.
Please note: A-level General Studies and A-level Critical Thinking are not accepted. Applicants taking the Science Practical Endorsement are expected to pass.
GCSE or equivalent: English Language and Mathematics – Numeracy as part of the Welsh Baccalaureate. Please check the A-level drop down for the required GCSE levels.
This route is only applicable to the MEng course.
Applicants taking the Extended Project Qualification (EPQ) will receive our standard A-level offer, plus an alternate offer of one A-level grade lower, subject to achieving an A grade in the EPQ. The one grade reduction will not apply to any required subjects.
This grade reduction will not combine with other grade reduction policies, such as contextual admissions policy or In2Surrey.
If you do not currently meet the level required for your programme, we offer intensive pre-sessional English language courses, designed to take you to the level of English ability and skill required for your studies here.
International Foundation Year
If you are an international student and you don’t meet the entry requirements for this degree, we offer the International Foundation Year at the Surrey International Study Centre. Upon successful completion, you can progress to this degree course.
If you are a suitable candidate you will be invited to an offer holder event. During your visit to the University you can find out more about the course and meet staff and students.
Recognition of prior learning
We recognise that many students enter their higher education course with valuable knowledge and skills developed through a range of professional, vocational and community contexts.
If this applies to you, the recognition of prior learning (RPL) process may allow you to join a course without the formal entry requirements or enter your course at a point appropriate to your previous learning and experience.
Explore UKCISA’s website for more information if you are unsure whether you are a UK or overseas student. View the list of fees for all undergraduate courses.
The annual tuition fees for courses starting in September 2025
Students with Tuition Fee Loan: the Student Loans Company pay fees in line with their schedule.
Students without a Tuition Fee Loan: pay their fees either in full at the beginning of the programme or in two instalments as follows:
50% payable 10 days after the invoice date (expected to be early October of each academic year)
50% in January of the same academic year.
The exact date(s) will be on invoices. Students on part-time programmes where fees are paid on a modular basis, cannot pay fees by instalment.
Sponsored students: must provide us with valid sponsorship information that covers the period of study.
Professional training placement fees
If you are studying on a programme which contains a Professional Training placement year there will be a reduced fee for the academic year in which you undertake your placement. This is normally confirmed 12 to 18 months in advance, or once Government policy is determined.
Additional costs
Books/stationery/admin: £10 – laboratory book purchase for Year 1 and Year 2.
Safety equipment and/or uniform: £20 – PPE equipment.
We have thousands of placement providers to choose from, most of which offer pay. So, become one of our many students who have had their lives and career choices transformed.
Biomedical engineering placements
As well as giving you a real taste of the biomedical engineering industry, our award-winning Professional Training placements will enhance your study outcomes and future career prospects.
While on placement, you’re paid by your employer but you’ll remain a member of the University. Our students tell us the time they spend in a real engineering context transforms them into the professional engineers they want to be.
Placement will boost your understanding of your studies in the later stages of your course, too; and it allows you to try out a specialised engineering sector, improve your CV and build up a network of contacts.
The experience gained on placement is the underlying reason our graduates are so employable. As one company put it: “University of Surrey engineers come with batteries included.”
Surrey has long-established links with major biomedical-engineering-related companies. Our students have completed placements both in the UK and abroad at organisations such as:
3M
Abbott Diabetes Care
DePuy Synthes
Elekta
Eli Lilly
GE Healthcare
GlaxoSmithKline
Fitzpatrick Referrals
Renishaw
Siemens
Smith & Nephew
Transport Research Laboratory
Verb Surgical Inc.
Applying for placements
Students are generally not placed by the University. But we offer support and guidance throughout the process, with access to a vacancy site of placement opportunities.
Find out how students at Surrey developed their skills in industry by undertaking a placement year.
Student
"One of my biggest achievements was producing training material for surgeons who use Renishaw’s medical devices. It was particularly rewarding to see work I had produced being put into practice in industry."
Studying at Surrey opens a world of opportunity. Take advantage of our study and work abroad partnerships, explore the world, and expand your skills for the graduate job market.
The opportunities abroad vary depending on the course, but options include study exchanges, work/research placements, summer programmes, and recent graduate internships. Financial support is available through various grants and bursaries, as well as Student Finance.
Perhaps you would like to volunteer in India or learn about Brazilian business and culture in São Paulo during your summer holidays? With 140+ opportunities in 36+ different countries worldwide, there is something for everyone.
Partner institutions
In your second year, you’ll have the option of spending time abroad at one of our partner universities. Students have gone to study in:
We provide these terms and conditions in two stages:
First when we make an offer.
Second when students accept their offer and register to study with us (registration terms and conditions will vary depending on your course and academic year).
This online prospectus has been published in advance of the academic year to which it applies.
Whilst we have done everything possible to ensure this information is accurate, some changes may happen between publishing and the start of the course.
It is important to check this website for any updates before you apply for a course with us. Read our full disclaimer.
Biomedical EngineeringBEng (Hons) or MEng - 2025 entry