MEng, 4 years, UCAS: GH4P
Typical A level offer: AAB-ABB
Subject overview
Why computing?
Computing is an essential part of 21st-century life, and is an exceptionally fast-moving subject that gives rise to a range of interesting and challenging problems. The complexity of today’s computing systems requires the skills of knowledgeable and versatile scientists who have a firm grasp of the fundamental concepts as well as in-depth knowledge of specific areas. These range from digital media, distributed systems, networks, web services and the internet – each with their individual technologies – to business models and problem-solving inspired by natural systems.
Why computing at Sussex?
We are a leading centre for teaching and research in many aspects of computing, including computer science, digital media, human-computer interaction, AI and cognitive science.
Computing at Sussex has excellent teaching and facilities and was ranked 21st in the UK in The Guardian University Guide 2014, 22nd in the UK in The Times Good University Guide 2013 and 30th in the UK in The Complete University Guide 2014.
Our degrees are based on a common first year, offering you the flexibility to change course if you wish. They provide a firm foundation in the core topics and, in addition, allow you to take options that reflect your particular interests (for example, computer graphics and animation, intelligent systems, robotics, or web technologies).
We offer cutting-edge modules informed by our internationally recognised research – computing at Sussex was rated in the top 15 of UK universities for the quality and volume of our research in the 2008 Research Assessment Exercise (RAE). 95 per cent of our research was rated as recognised internationally or higher, with 70 per cent rated as internationally excellent or higher, and one-fifth rated as world leading.
We teach core technical skills such as Java programming, software design and relational database management, while also covering professional issues with a focus on employability.
We offer attractive, well-equipped computer laboratories with modern high-spec PCs, a state-of-the-art media technology laboratory, two special-purpose broadcast studios with digital video-editing facilities, and laboratories with PA and recording equipment for sound-based modules.
Our BSc courses in Computer Science, Computer Science and Artificial Intelligence, Computing for Business and Management, Computing for Digital Media are accredited by the BCS, the Chartered Institute of IT, as contributing to the requirements for professional registration.
We have strong links with industry, including a groundbreaking partnership with one of the world’s leading financial services companies, and an advisory board that assists in shaping course content to ensure our graduates are highly employable.
For information about industrial placement opportunities during your studies, refer to Department of Informatics: Placements year and internships and Professional placements.
Why engineering?
Science and technology have the potential to benefit society – engineers realise this potential. Society depends on the reliability and continued development of engineering systems, which is why the role of the engineer is so important.
There is a wide range of sectors employing engineers, covering critical areas such as transport, sustainable power generation and distribution, healthcare, communications and manufacture. These diverse sectors will appeal to you if you like to know how things work and want to make them work better – faster, more quietly, more cleanly, more efficiently – and if you like the challenge of real, practical problems and finding innovative solutions to them.
Why engineering at Sussex?
We offer degrees in automotive, computer, electrical, electronic and mechanical engineering. Our courses are based on a common first-year core, offering you the flexibility to change degrees if you wish.
Electrical engineering at Sussex was ranked 4th (91 per cent) for personal development and 8th (93 percent) for overall satisfaction in the 2012 National Student Survey (NSS).
Sussex is ranked among the top 20 universities in the UK for mechanical engineering in The Sunday Times University Guide 2012 and among the top 30 in the UK in The Complete University Guide 2014.
Sussex is ranked among the top 20 universities in the UK for electrical and electronic engineering in The Times Good University Guide 2013 and The Sunday Times University Guide 2012, and in the top 25 in the UK in The Complete University Guide 2014.
You will be taught and supervised by research active academics: we were rated 14th in the UK for ‘General Engineering and Mineral and Mining Engineering’ research in the 2008 Research Assessment Exercise (RAE). 95 per cent of our research was rated as recognised internationally or higher, and 60 per cent rated as internationally excellent or higher.
All of our engineering courses are currently accredited by professional institutions under licence from the UK regulator, the Engineering Council, and either the professional Institution of Engineering and Technology (IET) or the professional Institution of Mechanical Engineers (IMechE).
We have strong links with industry, which you benefit from through the provision of placements, industrial advisors on our curriculum, industrial support for our research, and sponsored prizes and projects.
Laboratory and project work uses industry-standard computer-aided design software and circuit design, simulation and virtual instrumentation systems.
Our Year 4 MEng students are able to undertake a substantial interdisciplinary project, which mimics work in industry. For example, producing an entry for the Formula Student competition – a unique experience bringing together a team of specialists in all engineering disciplines.
For information about industrial placement opportunities during your studies, refer to Department of Engineering and Design: Student placements and Professional placements.
MEng or BEng?
All of our engineering courses are currently accredited by professional institutions under licence from the UK regulator, the Engineering Council. For more information, visit the Engineering Council.
All our electrical, electronic and computer engineering courses are currently accredited by the professional Institution of Engineering and Technology (IET) up to the 2011 intake, and the regular review for future accreditation is due in autumn 2012. Completion of an MEng course ensures that you have met the full educational requirements for chartered engineer status. For more information, visit The Institution of Engineering and Technology.
All our mechanical and automotive engineering courses are currently accredited by the professional Institution of Mechanical Engineers up to the 2012 intake, and the regular review for future accreditation is due in 2013. Completion of an MEng course ensures that you have met the full educational requirements for chartered engineer status. For more information, visit the Institution of Mechanical Engineers.
The fourth year of the MEng courses has specialist technical modules that reach a higher level than the final year of the three-year BEng. The MEng is for those who wish to become chartered engineers and to aim for leadership positions as early as possible in their careers.
The three-year BEng courses are for those looking for a good grounding in engineering to equip them for a range of careers and who either want to get into industry quickly or to take a more technical approach after graduation with a specialist MSc course – which can also lead to chartered engineer status.
The four-year MEng courses have higher entry requirements but BEng students who make good progress are offered the opportunity to transfer into MEng courses up until the end of Year 2.
Programme content
Computers are everywhere in modern life. They are most common in embedded systems where the computer is hidden alongside other electronics in electronic appliances, mobile phones, home entertainment systems and industrial products. Computer engineers need to be familiar with software programming techniques and with computer architectures and hardware.
These courses combine the expertise of both the Department of Engineering and the Department of Informatics to cover the areas of computer engineering, software engineering and the design and manufacture of electronic systems. The hardware aspects of computer systems focus on circuit design, digital systems and computer architecture. A distinctive feature of these courses is the use of industry-standard CAD software and embedded systems hardware for the design, simulation and prototyping of electronic systems.
In addition to the essential skills provided by the BEng course, students taking the MEng course develop greater expertise in advanced technical topics and have the opportunity to take part in an interdisciplinary team project such as remote monitoring of the elderly at home.
We continue to develop and update our modules for 2013 entry to ensure you have the best student experience. In addition to the course structure below, you may find it helpful to refer to the 2012 modules tab.
How will I learn?
We teach by a combination of lectures, seminars, exercise classes, individual and small-group supervision and computer-based practical work. Some teaching is by means of group projects, linked to particular modules, while studio work provides a team-based environment for technical development and implementation.
We also run a peer-assisted learning scheme, which has non-compulsory additional classes to provide extra support for particular modules. These classes are run by students who have already taken the module.
Assessment is by a combination of exams, coursework (such as software exercises, reports, oral presentations and essays), group projects and a large-scale individual project.
At Sussex, the scheduled contact time you receive is made up of lectures, seminars, tutorials, classes, laboratory and practical work, and group work; the exact mix depends on the subject you are studying. This scheduled contact time is reflected in the Key Information Set (KIS) for this course. In addition to this, you will have further contact time with teaching staff on an individual basis to help you develop your learning and skills, and to provide academic guidance and advice to support your independent study.
For more information on what it's like to study at Sussex, refer to Study support.
What will I achieve?
- You can expect to develop a firm foundation in your chosen area that will provide a solid basis for your future career development. Our degrees also provide a range of invaluable transferable skills, including those of presentation, organisation, communication, problem-solving, time-management and teamworking.
- You learn to apply appropriate theories and techniques to the design and development of computing systems, and to use the correct criteria and tools for the planning, development, documentation, testing and evaluation of software systems.
- You also learn to manage your personal professional development in preparation for further study or the world of work, and beyond.
- In the computer science modules, you gain an understanding of the hardware and software that support computer systems and the internet, and the fundamental principles underlying computing, independent of their current technological manifestation.
- In the artificial intelligence (AI) modules, you discover how AI supports the design of intelligent computer systems, and study adaptive behaviour, reasoning, creativity and learning in both humans and machines.
- In the business and management modules, you gain an understanding of the uses of information technology in business, and you also learn about financial planning, marketing and strategic management.
- In the digital media modules, you gain practical experience in using computers to create and communicate digital content, including video, 3D graphics, audio and web-based multimedia.
Core content
Our degrees offer breadth and flexibility and are designed around module themes, including:
Computer Systems focuses on the inner workings of the main subsystems supporting computing, operating systems and networks.
Computing Foundations lays the basis for an understanding of the logical and mathematical principles underlying computing.
Graphics and Animation focuses on image modelling and rendering, and bringing computer-generated images to life either programmatically or using industry-standard software tools.
Intelligent Systems examines the design and implementation of intelligent computer systems that reason and learn from data.
Management covers the uses of information technology in business, with more specialised topics including financial planning and marketing.
Music and Audio explores the application of computers in music creation and analysis, such as automatic composition and programmatic control of audio from within software applications.
Professional Issues helps you develop your communication skills, deepen your understanding of your role in society as a scientist and manage your professional development.
Programming equips you with the skills necessary to create computer programs, starting with object-orientation and progressing to the study of other programming paradigms.
Robotics and Adaptive Systems focuses on autonomous systems that modify their behaviour according to their environment, also exploring relationships with neuroscience, psychology and biology.
Software Engineering covers the theory and practice of building large computer applications, from analysis of required functionalities to deployment.
Video Production gives practical experience of both the technical and creative issues in producing live video.
Visual Effects covers the techniques for generating synthetic productions that look real, including 2D and 3D graphics, camera tracking and compositing.
Web Computing introduces the technologies underlying the internet, including web architectures, web services, and distributed computing.
We continue to develop and update our modules for 2013 entry to ensure you have the best student experience. In addition to the course structure below, you may find it helpful to refer to the 2012 modules tab.
How will I learn?
Engineering at Sussex is based on strength in the practical application of engineering principles. The Department has been congratulated by external reviewers on the use it makes of team-based project work.
There are many ways to acquire skills – from taught sessions (such as lectures and problem classes) and laboratory assignments to projects and independent and computer-based learning. In addition, the first-year and foundation-year timetables include one-hour small-group tutorials.
Individual topics are offered for third-year projects, arising from the extensive industrial and scientific research in the Department, from industrial contracts, and from student suggestions. National businesses and professional institutions sponsor prizes for the best projects each year.
As members of a general engineering department, our Year 4 MEng students are able to undertake a substantial interdisciplinary project often linked with an industrial organisation.
The Department of Engineering and Design provides all first-year undergraduate students with the myDAQ electronics instrumentation device as part of the learning experience for the duration of the course. For more information, visit Department of Engineering and Design: myDAQ: hands-on learning anytime, anywhere.
What will I achieve?
If you work hard, you will earn a well-respected degree, opening the door to the career you want and equipping you to succeed in it. In particular, you will acquire:
- a thorough understanding of, and the ability to apply, the mathematical and scientific concepts required to become an engineer
- the ability to analyse and design conceptual and practical solutions to engineering problems
- the ability to employ industry-standard computational tools and computer-aided design packages
- an understanding of business management skills and techniques required to manage projects and balance risks, costs, reliability and environmental impact
- research skills that provide a framework for innovative and creative thinking in order to generate and test systems and designs. You should be able to analyse resulting data and determine their validity using computational tools and packages
- interpersonal, communication and teamworking skills you will need as you progress along your chosen career path.
Core content
Year 1
Year 1 ensures that you have a good grounding in the fundamentals of engineering and the flexibility to transfer between courses if you wish. Topics shared by all of our courses, apart from Computer Engineering, include electrical circuits and devices • electromechanics • engineering mathematics • mechanics and properties of materials • programming for engineers • thermodynamics. In addition, you study a project-based module focusing on either electrical/electronic engineering or mechanical/automotive engineering, as appropriate. The Computer Engineering courses replace some of these topics with introductions to programming concepts and techniques.
Year 2
You continue to develop your mathematics knowledge and are introduced to the principles of signal processing and feedback control. You also study the key professional skills required for accreditation – project management, technical communication, risk and professional ethics.
Additional modules shared by this group of courses cover topics such as digital systems, microprocessors and microcontrollers • electrical machines and power electronics • high-frequency communications. Group project work in Year 2 is based around electronic circuit and system design.
Year 3
The major component of Year 3 is a two-term individual project with associated training in project planning and management. In addition, each course offers a range of core modules and options allowing specialisation in the relevant subject areas. In electrical engineering, these include control engineering • electrical drives • electrical power systems. In electronic and computer engineering, they cover computer networks • digital communications • high-frequency circuits and devices • micro-processor systems • sensor systems. In mechanical and automotive engineering, you undertake a design and manufacture group project culminating in a presentation to judges from industry. In addition, you can study topics in computational fluid dynamics • dynamics of machines and vehicles • engine technology heat transfer • sensor systems.
Year 4
In the final year of the MEng, the range of specialist options is increased and draws on topics delivered in our postgraduate courses in digital communications and mechanical engineering. You also join an interdisciplinary team to undertake a project modelled on those common in industry. You will further develop your commercial and management skills and gain an enhanced understanding of engineering design and development.
Please note that these are the modules running in 2012.
Year 1
Core modules
Year 2
Core modules
Year 3
Core modules
Options
Electrical Circuits & Devices
15 credits
Autumn teaching, Year 1
DC circuits: Ohm's law; Kirchhoff's laws, node and mesh analysis; Thvenin's theorem, Norton's theorem, superposition principle. AC circuits: inductance (L) and Capacitance (C); sinusoidal steady-state, phasors. Energy dissipation and storage. Frequency response of R-L, R-C and R-L-C circuits, resonance. Transient response of R-L, R-C and R-L-C circuits. Operational amplifiers: inverting, non-inverting and differential amplifiers; integrators and differentiators; simple filters. Semiconductor devices: diodes, junction transistor as a switch, Boolean algebra, Karnaugh maps, Combinational logic. Simple circuit applications: rectifiers.
Electromechanics
15 credits
Spring teaching, Year 1
Topics covered by this module will include: magnetic fields of currents and coils; magnetic materials; magnetic circuits; induced EMF; inductance; transformers; magnetic forces, permanent magnets and electromagnets; moving-coil devices; DC motors; and AC machines and 3-phase systems.
Electronic Devices and Circuit Prototyping
15 credits
Spring teaching, Year 1
Semiconductor devices: diodes, junction transistors, FETs; Simple circuit applications: rectifiers and amplifiers; Component specifications and selection; Use of data sheets and applications notes; Production of circuit diagrams; Circuit simulation; Circuit prototyping; Development and testing; PCB production; Final construction and testing; Project team management; Recording of work; Technical report writing
Engineering Maths 1A
15 credits
Autumn teaching, Year 1
The module will be taught using the Helping Engineers Learn Mathematics (HELM) resource.
The module will include thorough revision of A level Maths topics, particularly:
- differential calculus
- integral calculus
- algebraic manipulation of functions
- vectors.
Then new material:
- complex numbers
- further differentiation, integration, partial differentiation
- curves and functions.
Engineering Maths 1B
15 credits
Spring teaching, Year 1
Line, surface and volume integrals;
Power series expansions;
Matrix algebra including determinants, Eigenvalues and Eigenvectors;
Expansions with orthogonal basis functions - Fourier Series
First-order and second-order ODEs with constant coefficients;
Further Programming
15 credits
Spring teaching, Year 1
This module follows on from "Introduction to Programming" and provides an introduction to more advanced programming concepts and techniques. This module covers Java programming, including the use of subclasses and library classes to create well-organised programs, the choice and implementation of appropriate algorithms and data structures (e.g. arrays, lists, trees, graphs, depth- and breadth-first search, the minimax and A* algorithms), and the construction of graphical user interfaces for Java programs.
Programming Concepts
15 credits
Autumn teaching, Year 1
This module introduces algorithmic problem solving. It will answer the following questions: what is a problem specification, an algorithm, and a computation? What are their properties? How does one develop an algorithm? How can one rigorously argue that an algorithm computes correct solutions to a given problem? How can one measure the efficiency of an algorithm and the complexity of a problem?
For the sake of writing algorithms, a simple algorithmic language (pseudo code) is used. The focus is on algorithmic thinking, not coding. Basic data structures will be used to provide some elementary examples. Searching, sorting and other simple (and intuitive) algorithms can then be specified and developed. Principles like divide-and-conquer will be applied and explained.
Two important properties of algorithms are correctness and complexity. Algorithms should only compute correct solutions of a problem, and to establish correctness, you will consider relevant (propositional and predicate) logic, focusing on logical reasoning principles rather than logical calculi. Finally, you will discuss the concept of the time complexity of an algorithm and asymptotic complexity classes.
The exercise classes and coursework are based on a series of examples. The algorithms developed in this module should be implemented in Java concurrently or at a later stage in the further programming module.
Programming for Engineers
15 credits
Autumn teaching, Year 1
This module introduces you to the following topics:
Compiling and linking
Constants, variables, data types and conversion
Operators and expressions
Program structure and pseudo code
Selection and repetitive statements
Functions
Recursion
Pointers
Arrays
Characters and strings
Data structures
File input/output
Well-designed programs and testing (software engineering)
Introduction to programming paradigms
o C and Matlab (procedural)
o MATLAB - Simulink
o LabVIEW (Graphical Programming)
o Concept of Object orientated programming (C++, Java)
Compilers and Computer Architecture
15 credits
Autumn teaching, Year 2
Topics on this module include: low-level versus high-level languages; an introduction to language implementation techniques, compilers and interpreters, grammars and parsing; hardware implications, instruction set design and implementation; lexical analysis; the relevance of finitestate automata and regular grammars; implementation techniques; problems for particular languages, syntax analysis overview of grammars and parsing techniques; top-down and bottom-up parsing; predictive parsing, shift-reduce parsing; implementing hand-coded top-down predictive parsers; semantic analysis and code generation from trees and from flat intermediate codes; symbol tables; type checking; handling of specific high-level language constructs; runtime storage allocation and scoping; instruction set consequences; hardware aspects of performance enhancement caches, pipelining and parallelism; recent developments in processor design; code optimisation and an introduction to flow analysis.
Databases
15 credits
Autumn teaching, Year 2
This module provides an introduction to the concepts of database software, database design, management and programming. This includes conceptual database design (using the entity-relationship approach), logical database design and physical database design. The module focuses on the relational data model only. SQL is presented as data manipulation language to implement the physical design. It is explained how SQL can be used to create and manipulate relational databases. Database normalisation is motivated and presented (in a restricted form using primary keys only). Security via permission rights and indexes fortuning database queries are briefly addressed. Database programming is explained and demonstrated using Java Database Connectivity (JDBC) libraries. The exercise classes and coursework are based on a series of examples that are used to elucidate the theoretical principles. You will acquire practical experience by implementing these examples in a database management system.
Digital Systems and Microprocessor Design
15 credits
Autumn teaching, Year 2
This module covers a range of topics relating to digital systems:
1) the review of digital basics, logic gates and design techniques, and combinational digital logic circuits
2) fundamental synchronous sequential logic covering types of flip-flops with an understanding of analyzing and synthesising circuits that use the flipflop.
3) registers and counters forming digital systems as part of an arithmetic unit.
4) configuration of memory formed from combinational and sequential logic
5) programmable logic devices such as PLDs, FPGAs and ASICs and their place in the digital world
6) design studies using algorithmic state machines (ASMs), implemented with sequential logic
For your project work, you will be given an overview of computer- aided design of digital systems followed by laboratory experiments covering elements covered in lectures. The project includes design entry in schematic capture or hardware description language (VHDL), and design circuit timing and simulation. The gate array implementation is realized using FPGA development hardware allowing circuit testing and verification.
Embedded Systems
15 credits
Spring teaching, Year 2
In this module you will obtain new basic knowledge of data structures and algorithms. You will be able to understand and use these structures as system components to design and build a basic software system, as well as understand the relative merits and limitations of these elements in different application contexts. As a result of this exercise you will have a basic understanding of the process involved in system specification, analysis and implementation. From the practical work you will have explored the task of evaluating, selecting and implementing basic data structures and algorithms for particular problems, in particular those data structures and associated methods supported by the embedded systems development environment.
Engineering Mathematics 2
15 credits
Autumn teaching, Year 2
Polynomials with real coefficients, and roots of polynomials; Continuous-time signals; integrators. Solution of simultaneous equations. Second order differential equations, linear homogeneous, and non-homogeneous; initial and boundary value problems. Laplace transforms and associated theorems; Convolution. Solution of ODEs via Laplace Transforms; The numerical solution of ODEs. Simulating differential equations, phase plane for a second order system.
Vector calculus: grad, div and curl; line, surface and volume integrals; theorems of Gauss and Stokes. Laplace's equation, Poisson's equation, Wave equation. Fourier series and Fourier transforms. Probability: random variables, distribution and density functions, expectations; rms. Normal distribution, Central Limit Theorem. Estimation of parameters: moment and maximum likelihood methods, confidence intervals. Regression: least squares fit, correlation. Quality control: acceptance sampling, reliability, failure rates, Weibull distribution.
Operating Systems
15 credits
Spring teaching, Year 2
This module studies the system-level structures that underpin operating systems and networks. The primary focus is on processes, showing how they contain dynamic threads and address spaces, and on understanding how both shared memory and messages can be used to communicate between processes. Concepts covered will include: process management; memory management; file systems; synchronisation primitives; communication abstractions and their implementation over packets switched networks, using TCP and IP as examples. Particular emphasis will be on showing how to make these structures secure.
Professional and Managerial Skills
15 credits
Spring teaching, Year 2
This module covers the technical communication, project and financial management skills, and the understanding of the importance of ethics, required of professional engineers. In addition, it encourages a holistic view of the engineering degree programme and how it fits the graduate for their future career. Teaching and learning methods include; specialist lectures on technical communication and careers planning, supported by Study Direct resources and online exercises; lectures and workshops leading to a management group project based on a computer based simulation; and lectures and seminars based around case studies on the application of ethical principles. Topics covered include;
Technical reports and presentations
Project planning and management
Gantt charts
Financial management and control, cost management, application to projects
Financial models and return on investment
Risk management
Professional ethics
Health and safety
Preparing CVs, Career development
Software Engineering
15 credits
Spring teaching, Year 2
This module studies large-scale software production. Emphasis is placed on the whole life-cycle of a software product: requirement analysis, software architecture and design, implementation, quality assurance and maintenance activities. The module also investigates social issues in software engineering such as team-structures and conflict management. Other issues covered include agile software engineering methods, testing, test-driven development, coding practice and standards, design and code reviews, and version control.
Coursework will be team-based and involve the production of a significant software deliverable such as an interactive gaming application.
Business and Project Management
15 credits
Autumn teaching, Year 3
This module addresses wider business and project management issues that affect the technological and engineering environment. Some of these issues include: principles of strategic management, project management and planning, the business environment, auditing and control, organisational structure, business legislation, resource management, global markets and supply, and forecasting.
Individual Project
45 credits
Autumn & spring teaching, Year 3
The Individual Project in Year 3 is a major component of your degree and builds upon all of your modules to date to explore in depth an engineering problem in the area of your degree. It is designed to give you experience of the full cycle of an engineering project, from initial planning to final presentation, and involves management, resourcing, planning, scheduling, documentation, and communication. You will interact with a range of skilled people, complete work within budget and available resources, and by an agreed deadline. The project will involve the design, development and testing of a system and will include construction and measurement (for hardware projects) and code development and testing (for software projects). It will demand creative thinking, self-organisation and research skills. You will typically spend 18 hours per week for two terms on the project and it is assessed by an interim report at the mid-way point, a final technical report (dissertation) and a 20 minute oral presentation. You must keep a record of your work throughout the project in a dated logbook, which is handed-in with the final report. The project is supervised by a single member of faculty, who takes on the role of technical director along with a second (minor) supervisor who provides occasional guidance and, in some cases, complimentary expertise.
Computer Networks
15 credits
Autumn teaching, Year 3
Computer Systems Engineering
15 credits
Autumn teaching, Year 3
This module introduces students to the following topics:
Introduction
- Overview
- Computer organisation
- Performance
Computer function and interconnection
- Components and function
- Bus and PCI
Computer Memory
- Internal memory
- External memory
- Interfacing
Buses and Input/Output
- I/O fundamentals
- Programmed I/O
- Inturrupt-driven I/O
- DMA
Arithmetic and ALUs
- The ALU
Integer arithmetic
- Floating point arithmetic
- Multiplication and division
Instruction Set Architecture
- Machine instruction characteristics
- Types of operations
- Intel x86 and ARM data types
Processor structure & function
- Processor and register organisation
- Instruction cycle and pipelining
Reduced Instruction Set Computers (RISCs)
- Fundamentals
- Specific case study
Control unit
- Control unit operation
- Processor control
- Microprogramming
Digital Communications
15 credits
Spring teaching, Year 3
The aim of the module is to introduce the basic principles of digital communications and provide the students with knowledge and skills required in the design and performance analysis of digital communication systems.
The following topics will be covered:
- introduction
- digital versus analogue
- main components of digital communication systems
- digital baseband transmission
- sampling
- quantisation
- PCM/DPCM
- data transmission fundamentals
- line coding
- binary and multilevel signalling
- multiplexing
- detection of digital signals
- noise in communication systems
- inter-symbol interference
- decision theory
- digital modulation and demodulation
- ASK/FSK/PSK/DPSK
- probability of error performance and bandwidth efficiency
- fundamentals of information theory and channel coding
- research project and simulation work using MATLAB software tools.
Human-Computer Interaction
15 credits
Autumn teaching, Year 3
Human computer interaction (HCI) is concerned with understanding and designing interactive technologies from a people-centred perspective. This HCI module will give an introduction to the basic principles, methods and developments in HCI, with the objective of getting you to think constructively and analytically about how to design and evaluate interactive technologies, with opportunities to apply the principles and methods in practice. Topics include: principles of design, evaluating interactive technologies, understanding users, generating requirements, prototyping and iterative evaluation.
Sensor Systems & Applications
15 credits
Spring teaching, Year 3
Sensor technologies are evolving at a rapid pace and are core to the drive for increased energy efficiency. You will gain a systems level understanding of a broad range of technologies and be provided with the knowledge and skills required to specify and design sensor systems. You will discuss specific sensor technologies in the context of their application to a range of areas including healthcare, security, control, materials characterisation and HCI.
You will cover the following topics: Transducers and sensors, operating principles; low noise systems; signal processing, hardware & DSP; intelligent sensors; wireless sensors; specific sensor technologies, hall effect, magneto-resistance, piezoelectrics, electromagnetic, ultrasonic, microwave, solid state, MEMS, radiation sensors, gas, chemical, biological sensors.
Web Applications and Services
15 credits
Spring teaching, Year 3
This module provides an introduction to the models and technologies used to provide distributed applications and services over the Internet. You will study the features and problems of building distributed applications, such as naming, security, synchronisation, replication, object persistence and content distribution. You will use the framework provided by the Java Enterprise Edition to build distributed web applications.
Web Computing
15 credits
Autumn teaching, Year 3
This module provides an introduction to the models and technologies used to provide services over the Internet and, in particular, the World Wide Web. Topics covered include: XML, including DTD, Schema, DOM, XPATH and XSLT, client-side programming (embedded scripting languages, style sheets), server-side programming (Java Servlets, JSP), and applications.
Advanced Microprocessor Systems
15 credits
Spring teaching, Year 4
Topics covered include: microprocessors and their functional components; volatile and nonvolatile memory; caching; I/O interfaces; DMA; communication interfaces (Ethernet, USB, Serial, Parallel); communication buses (PCI, PCMCIA, SCSI, I2C); instruction sets - assemblers, compilers and debuggers; microprocessors and their architectures; RISK and MIPS processors; MMX and DSP processors; and network processors with examples from Intel32/64, Intel MMX, SUN Spark, and HP Max.
Marketing Analysis and Financial Strategic Planning
15 credits
Autumn teaching, Year 4
This module will cover:
Developing marketing strategy, market planning and control.
Marketing research.
Behavioural concepts, marketing decision making.
Marketing communication and sales strategy.
Environmental consideration.
Marketing ethics.
Legal control and European/International influences costs of funds.
Source of funds.
Capital structures and CAPM.
Business expansion.
Working capital management including cash management.
Dividends and dividend decisions.
Corporate planning and financial control.
Investment appraisal.
The stock exchange and its efficiency.
Preparing a project and being able to persuade company managers of how marketing and financial planning assist strategic decisions.
MEng Group Project
45 credits
Autumn & spring teaching, Year 4
The MEng Group Project in year 4 involves 3 - 6 students, of different engineering disciplines, being formed into a team to address a multi-disciplinary engineering project of industrial interest. Formation of the team, and the actual start of the project, takes place at the start of the Autumn term. The Group Project experience is designed to develop a range of skills, including a good understanding of system design, and experience of team-working (in a pseudo-industrial environment). The Team challenge is to meet stated specifications, targets, milestones, and delivery deadlines, all within a set budget. This is achieved through good project management by applying proven scientific, technological, and engineering principles to a real engineering problem. The Group Project will exercise original thought and judgement, making best use of published literature and recent technological developments. It will be necessary for the the team to variously specify, design, construct, manufacture, test, and commission an engineering system, product, or process. Each member has a distinct role with responsibilities to others. An agreed Team Leader and Secretary are appointed (from the Group) early in the project, to take responsibility for day-to-day project co-ordination. The project is steered by an academic supervisor and, in some cases, with the help of an industrial advisor. At project steering meetings, formal minutes are taken and recorded (by the Group Secretary). Your assessment is based on both a Group contribution (totalling 40%) and an individual contribution (totalling 60%). The team submits two formal reports and gives a formal project presentation. The Final Report is required to contain a Project Profile as an appendix (which includes a full transcript of the minutes of formal meetings). You will keep an individual, dated logbook which is also handed-in with the final report.
Real Time Embedded Systems
15 credits
Autumn teaching, Year 4
The module covers: microcontroller-based real-time systems; architectures and structures; task structures and synchronisation; real-time, deterministic applications; multitasking management; communications between tasks; examples of 8-bit and 16-bit controllers; and examples and case study of CAN/FlexRay/TTP.
Advanced Digital Communications
15 credits
Spring teaching, Year 4
The aim of the module is to introduce advanced topics in digital communications and provide you with up-to-date knowledge and skills required in the design and performance evaluation of wireless digital communication systems.
The following topics will be covered:
- overview of digital communications
- aims and constraints of the digital communication system designer
- wireless communication fading channels
- digital modulation
- probability of error performance
- bandwidth efficiency
- adaptive modulation
- error control coding
- block coding
- convolutional coding
- interleaving
- trellis coded modulation
- spread spectrum
- orthogonal frequency division multiplexing
- multiuser communications
- research project and simulation work using MATLAB software tools.
Advanced Digital Signal Processing
15 credits
Autumn teaching, Year 4
This module will provide an overview of the applications of digital signal processing techniques.
It will include revision of:
Fourier series, complex notation, linear systems theory, discretisation, transform techniques, Fourier series to Fourier integral, Fourier transform properties
Complex frequency, Laplace transform, the Dirac delta functional, sampled data systems, z-transform, the inverse z-transform; the relationship between z and s planes, stability, poles and zero locations; Nyquist sampling theorem, aliasing, signal reconstruction from sampled data
Detailed discussion of:
System response and convolution
Correlation and convolution theorems, the matched filter
Digital filtering, system discrete transfer function, filter types: IIR and FIR, impulse response, methods of digital filter realisation.
IIR digital filter design: impulse invariant and bilinear transformation methods, designed from prototype normalised Butterworth and Chebychev analogue prototype filters.
FIR filters, the discrete Fourier transform and its properties.
FIR filter design, spectral leakage, window functions, sources of error in digital filter implementations, filter stability.
The fast Fourier transform.
Extension of discrete Fourier transform and convolution theorem to two dimensions. Numerical computation of two dimensional frequency spectrum as a sequence of one dimensional discrete Fourier transforms.
Two dimensional filtering and impulse response. Two dimensional convolution and correlation in the space and the frequency domains; applications to image and video processing.
Discrete cosine transform in two dimensions; applications to image compression.
Overview of the architecture of modern DSP hardware.
Matlab DSP Laboratory:
Overview of Matlab commands.
8 Matlab m-files given illustrating Matlab coding of important signal processing operations:
1) Generation of a complex exponential sequence
2) Use of a moving average filter to smooth signal corrupted by noise
3) Convolution and correlation of two sequences
4) Computation of 1-D DFT
5) Computation of DFT using decimation in time FFT
6) IIR filter design using Matlab DSP filter design toolbox
7) FIR filter design using Matlab DSP filter design toolbox
Problem Section:
Four problems of increasing difficulty (up-dated each year) solved by documented Matlab code for final report.
Advanced Networks
15 credits
Autumn teaching, Year 4
Topics covered include: ISO reference layer model; physical and data link layers overview; further concepts for the other layers; service implementation and access methods; applications, connection and connectionless oriented services; networks and Higher Layer Protocols; wire LANs (Ethernet, ATM, CAN) and wireless LANs (IEEE802.11, Bluetooth); current and future advanced networks (B-ISDN, ATM, Gigabit Ethernet); access network (ISDN, xDSL) and backbone networks (ATM, Ethernet etc.); and internet-working and communication devices.
Fibre Optic Communications
15 credits
Spring teaching, Year 4
Topics covered in this module include: analysis of slab wave-guide; analysis of step index fibre; dispersion in the step index fibre; mono-mode fibre; propagation of light rays in multi-mode graded index fibres; dispersion in graded index fibres, light sources and detectors; modulation of semiconductor light sources; transfer characteristic and impulse response of fibre communication systems; power launching and coupling efficiency; receiver principles and signal-to noise ratio in analogue receivers; receivers for digital optical fibre communication systems; system noise; system components and aspects of system design; coherent optical fibre communication; and network systems.
Image Processing
15 credits
Spring teaching, Year 4
You will study: introduction to machine vision and relation to image processing; importance of scene constraints and methods of achieving these in the industrial environment; lighting techniques; ;radiometric and photometric units; camera technologies; lenses for machine vision; image formation and resolution; display technologies; image acquisition hardware and hardware implemented point operations; histogram manipulations; linear invariant systems theory in two dimensions; the convolution operation and its discrete implementation as mask operators; first and second differential edge detection operators; edge filling techniques; Hough transform; the 2-D Fourier transform and frequency domain filters; 2-D correlation. Scene segmentation methods and region filling; pattern recognition techniques: shape descriptors; Fourier descriptors; template matching; and examples of machine vision systems in industry.
Mobile Communications
15 credits
Autumn teaching, Year 4
Topics include: mobile communication technologies; overview of mobile communication systems; cellular communications concepts; multiple access technologies; fading and mitigation techniques; mobile wireless systems (GSM, WLAN, 3G); satellite communication systems; satellite systems architecture; orbital and geostationary satellite types; satellite multiple access techniques; satellite system link models and analysis; mobile satellite systems; and global positioning systems.
Entry requirements
Sussex welcomes applications from students of all ages who show evidence of the academic maturity and broad educational background that suggests readiness to study at degree level. For most students, this will mean formal public examinations; details of some of the most common qualifications we accept are shown below. If you are an overseas student, refer to Applicants from outside the UK.
All teaching at Sussex is in the English language. If your first language is not English, you will also need to demonstrate that you meet our English language requirements.
A level
Typical offer: AAB-ABB
Specific entry requirements: A levels must include Mathematics
International Baccalaureate
Typical offer: 34-35 points overall
Specific entry requirements: Higher Levels must include Mathematics, with a grade of 5 or 6.
For more information refer to International Baccalaureate.
Other qualifications
Access to HE Diploma
Typical offer: Pass the Access to HE Diploma with at least 45 credits at Level 3, of which 30 credits must be at Distinction and 15 credits at Merit or higher.
Specific entry requirements: Successful applicants will normally need A level Mathematics, grade B, in addition to the Access to HE Diploma.
For more information refer to Access to HE Diploma.
Advanced Diploma
Typical offer: Pass with at least a grade B in the Diploma and an A in the Additional and Specialist Learning.
Specific entry requirements: The Additional and Specialist Learning must be an A-level in Mathematics.
For more information refer to Advanced Diploma.
BTEC Level 3 Extended Diploma
Typical offer: DDD
Specific entry requirements: Successful applicants will need to achieve Distinction in the unit in Further Mathematics for Technicians within the Engineering BTEC Extended Diploma. Ideally applicants will have A level Mathematics, grade B in addition to the Diploma. GCSE (or equivalent) Mathematics with at least grade B is essential.
For more information refer to BTEC Level 3 Extended Diploma.
European Baccalaureate
Typical offer: Overall result of 77-80%
Specific entry requirements: Evidence of existing academic ability in Mathematics at a high level is essential (normally with a final grade of at least 8.0).
For more information refer to European Baccalaureate.
Finnish Ylioppilastutkinto
Typical offer: Overall average result in the final matriculation examinations of 6.0-6.5.
Specific entry requirements: Evidence of existing academic ability at a high level in Mathematics is essential.
French Baccalauréat
Typical offer: Overall final result of at least 13/20
Specific entry requirements: Successful students will need to be taking the science strand within the French Baccalauréat with a final result of at least 12/20 in Mathematics.
German Abitur
Typical offer: Overall result of 1.8 or better
Specific entry requirements: Successful applicants will need a very good final result in Mathematics (at least 12/15) at a high level.
Irish Leaving Certificate (Higher level)
Typical offer: AAAABB-AABBBB
Specific entry requirements: Highers must include Mathematics, grade A.
Italian Diploma di Maturità or Diploma Pass di Esame di Stato
Typical offer: Final Diploma mark of 90/100
Specific entry requirements: Evidence of existing academic ability at a high level in Mathematics is essential.
Scottish Highers and Advanced Highers
Typical offer: AAABB-AABBB
Specific entry requirements: Highers must include Mathematics, grade B. Applicants should also have an Advanced Higher in Mathematics (grade B).
For more information refer to Scottish Highers and Advanced Highers.
Spanish Titulo de Bachillerato (LOGSE)
Typical offer: Overall average result of 8.0-8.5
Specific entry requirements: Evidence of existing academic ability at a high level in Mathematics is essential.
Welsh Baccalaureate Advanced Diploma
Typical offer: Pass the Core plus at least AB in two A-levels
Specific entry requirements: A levels must include Mathematics, grade B.
For more information refer to Welsh Baccalaureate.
English language requirements
IELTS 6.5 overall, with not less than 6.0 in each section. Internet-based TOEFL with 88 overall, with at least 20 in Listening, 19 in Reading, 21 in Speaking and 23 in Writing.
For more information, refer to alternative English language requirements.
For more information about the admissions process at Sussex:
Undergraduate Admissions,
Sussex House,
University of Sussex, Falmer,
Brighton BN1 9RH, UK
T +44 (0)1273 678416
F +44 (0)1273 678545
E ug.enquiries@sussex.ac.uk
Related subjects
Fees and funding
Fees
Home/EU students: £9,0001
Channel Island and Isle of Man students: £9,0002
Overseas students: £16,2003
1 The fee shown is for the academic year 2013.
2 The fee shown is for the academic year 2013.
3 The fee shown is for the academic year 2013.
To find out about your fee status, living expenses and other costs, visit further financial information.
Funding
The funding sources listed below are for the subject area you are viewing and may not apply to all degrees listed within it. Please check the description of the individual funding source to make sure it is relevant to your chosen degree.
To find out more about funding and part-time work, visit further financial information.
Care Leavers Award (2013)
Region: UK
Level: UG
Application deadline: 31 July 2014
For students have been in council care before starting at Sussex.
First-Generation Scholars Scheme (2013)
Region: UK
Level: UG
Application deadline: 13 June 2014
The scheme is targeted to help students from relatively low income families – ie those whose family income is up to £42,611.
First-Generation Scholars Scheme EU Student Award (2013)
Region: Europe (Non UK)
Level: UG
Application deadline: 13 June 2014
£3,000 fee waiver for UG Non-UK EU students whose family income is below £25,000
High Flier Scholarship (Informatics) (2013)
Region: UK
Level: UG
An unlimited number of 'high-flier' Informatics scholarships of £1,000 are available.
Careers and profiles
Career opportunities
Computing and associated subjects are highly regarded in industry, and many companies seek to recruit our graduates. The computing skills you acquire through your degree are widely sought by employers, as are transferable skills such as practical problem-solving, communication skills and an understanding of scientific methods. The range of careers open to computing graduates is constantly broadening as the IT industry diversifies.
Recent graduates have taken up a wide range of posts with employers including:
- games designer at RedBedlam
- software developer at AliQuantam Gaming
- support and developmental engineer at Ramblers Worldwide Holidays
- technical director at Links Creative
- web developer at Homeflow
- business system analyst at American Express
- junior developer at North Laine Solutions
- software developer at Brandwatch
- programmer at Scorpion Automotive
- technical developer at Green Leads.
We maintain a database of employers and cultivate personal links with relevant organisations to help you find jobs. Many of our graduates find employment in the flourishing computing, digital media and games industry in the Brighton area, and these employers also provide opportunities for interesting and fulfilling summer jobs and part-time work.
Specific employer destinations listed are taken from recent Destinations of Leavers from Higher Education surveys, which are produced annually by the Higher Education Statistics Agency.
For more information, refer to Department of Informatics: Student perspectives and Department of Informatics: Career opportunities.
Career opportunities
The career of an engineer is richly rewarding in terms of personal satisfaction, status and salary. According to the Association of Graduate Recruiters, engineers are now among the top earners of the graduate population and are one of the most likely groups to fast track into management positions.
Career opportunities include employment in sectors such as communications, aerospace, transport, marine or space exploration, environment, marketing, the supply chain, robotics, security and defence, the power industry, and health and medicine.
Our recent graduates have taken up a wide range of posts with employers including:
- design engineer at Delphi Diesel Systems
- hardware design engineer at Optisense Ltd
- research and development engineer at itmsoil
- graduate engineer at hurleypalmerflatt
- production systems engineer at Gemini Data Loggers UK Ltd
- development engineer at Eschmann Equipment
- embryologist at The Agora Clinic
- graduate analyst at the Royal Bank of Scotland
- manufacturing engineer at Lola Group
- project engineer at Allen Gears
- design engineer at Nissan Technical Centre Europe
- development engineer at Delphi
- trainee electrical engineer at Max Wright Limited
- IT consultant at Aron Willis IT Consultants
- programmer at PeoplePlanner
- electrical engineer at CBG consultants
- research and development engineer at Dyson
- design engineer at BP
- engineer at Tesla
- mechanical engineer at Network Rail.
Specific employer destinations listed are taken from recent Destinations of Leavers from Higher Education surveys, which are produced annually by the Higher Education Statistics Agency.
For more information, refer to Department of Engineering and Design: Career opportunities.
Careers and employability
For employers, it’s not so much what you know, but what you can do with your knowledge that counts. The experience and skills you’ll acquire during and beyond your studies will make you an attractive prospect. Initiatives such as SussexPlus, delivered by the Careers and Employability Centre, help you turn your skills to your career advantage. It’s good to know that 94 per cent of our graduates are in work or further study (Which? University).
For more information on the full range of initiatives that make up our career and employability plan for students, visit Careers and alumni.
Josh's career perspective
‘Just three months after graduating from Sussex, I became the director of my own limited company, developing an award-winning product I had designed, intended to reduce CO2 emissions from appliances left on standby. I was also fortunate to gain a place as an NCGE-Kauffman Fellow on a five-month training and mentoring scheme in the USA.
‘None of this would have happened without the diverse range of modules and people, extracurricular activities, and social events that Sussex offered during my degree.
‘My passion for the environment was enlivened through debates and discussions with fellow students; I acquired technical knowledge from studying; and gained commercial insight from extracurricular seminars and workshops based around entrepreneurship.
‘These, to me, highlight the rounded experience you can expect to gain from the University of Sussex.’
Josh Seal
Engineering graduate
Contact our School
Department of Informatics
The Department of Informatics is an internationally renowned centre for teaching and research in computer science, and provides the skills and knowledge required for a future in this dynamic field.
How do I find out more?
For more information, contact:
Department of Informatics,
University of Sussex, Falmer,
Brighton BN1 9QJ, UK
E informaticsoffice@sussex.ac.uk
T +44 (0)1273 678195
Department of Informatics
Department of Engineering and Design
The Department of Engineering and Design has expertise in electronic and mechanical engineering, with significant emphasis on design. It offers high-quality teaching and world-leading research in an exciting and supportive learning environment.
How do I find out more?
For more information, contact:
Department of Engineering and Design,
University of Sussex, Falmer,
Brighton BN1 9QT, UK
E ug.admissions@engineering.sussex.ac.uk
T +44 (0)1273 678743
F +44 (0)1273 678399
Department of Engineering and Design
Visit us
Campus tours
We offer weekly guided campus tours.
Mature students at Sussex: information sessions
If you are 21 or over, and thinking about starting an undergraduate degree at Sussex, you may want to attend one of our mature student information sessions. Running between October and December, they include guidance on how to approach your application, finance and welfare advice, plus a guided campus tour with one of our current mature students.
Self-guided visits
If you are unable to make any of the visit opportunities listed, drop in Monday to Friday year round and collect a self-guided tour pack from Sussex House reception.
Go to Visit us and Open Days to book onto one of our tours.
Hannah's perspective
'Studying at Sussex gave me so many opportunities to really throw myself into university life, and being taught by enthusiastic academic staff who are involved in ground-breaking research meant that the education I received was second to none.
'Coming to an Open Day gave me a great insight into both academic and social life at Sussex. Working here means that I now get to tell others about my experiences and share all the great things about the University. And if you can’t make it to our Open Days, we’ve other opportunities to visit, or you can visit our Facebook page and our Visit us and Open Days pages.'
Hannah Steele
Graduate Intern, Student Recruitment Services
Aaron-Leslie's perspective
'Leaving home to study at Sussex was an exciting new experience, and settling in came naturally with all the different activities on campus throughout the year. There are loads of facilities available on your doorstep, both the Library and the gym are only ever a short walk away.
'My experience at Sussex has been amazing. It's a really friendly campus, the academics are helpful, and Brighton is just around the corner. I now work as a student ambassador, and help out at Open Days, sharing all the things I've grown to love about Sussex!'
Aaron-Leslie Williams
BSc in Mathematics