The University of Southampton

ELEC6247 Group Design Project (Overseas Placement)

Module Overview

This module provides an introduction to intensive group project work in collaboration with an industrial or academic customer. Students work in groups of four or five on a challenging project iwhich will be typically based on an idea from an industrial partner, or from a research project looking to transfer technology to industry or build a demonstrator/proof of concept.

The aim of the group design project is to encourage both innovation and engagement with the broader engineering context (financial, economic, social, environmental). The use of ‘real world’ engineering problems requires students to actively engage with their customers to determine the scope and requirements of their project, in order to provide a realistic simulation of the sort of challenges that they are likely to face as engineering graduates.

This variant of ELEC6200 allows MEng students to take an overseas placement at another university during semester 2 of part 4.

Aims & Objectives

Aims

Knowledge and Understanding

Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:

  • A range of subject areas that are relevant to your project, including some from outside engineering, and their application to your project
  • Design processes, methodologies, specialist tools and techniques used to design, analyse, implement and verify systems in your area of engineering

Subject Specific Intellectual

Having successfully completed this module, you will be able to:

  • Acquire specialist knowledge through critical study of the relevant research literature
  • Solve unfamiliar problems and address challenges encountered during the course of your project

Transferable and Generic

Having successfully completed this module, you will be able to:

  • Work as part of a team to manage your project, by planning and allocating tasks, and by coordinating your activities with those of your team mates
  • Make effective use of available resources (human, economic and time)
  • Present and explain joint technical work, both in written form and in formal group and individual presentations

Subject Specific Practical

Having successfully completed this module, you will be able to:

  • Liaise with customers in order to determine the scope and requirements of your project, and the criteria for judging its success
  • Apply design processes and methodologies and adapt them in unfamiliar situations
  • Generate innovative designs for products, systems, components or processes to fulfill new needs
  • Apply engineering techniques, taking account of a range of commercial and industrial constraints
  • Apply mathematical and computer-based models for solving problems in engineering
  • Assess the limitations of particular cases when solving engineering problems, and reflect on and critically evaluate the effectiveness of your chosen approach

Learning & Teaching

Learning & teaching methods

ActivityDescriptionHours
Project supervision12

Assessment

Assessment methods

Group Report

The largest element of the assessment is the group report, which gives the group the opportunity to report on their planning; their allocation of responsibilities; their design, implementation and testing, including any innovative solution; their relationship with their industrial "customer"; and to justify their chosen approach. The group report must indicate clearly the individual contributions of all partners and should contain at most 4000 words per group member. The group report is submitted at the end of Semester 1 and counts for 70% of the total module mark.

20% of the marks from the group report derive from the writing and presentation of the report, and the remaining 80% derive from the technical contribution made by the project, including the team work aspect.

Group Presentations and Poster

The presentations give the group an opportunity to describe what they are planning to accomplish, and to demonstrate what they have achieved. There are three presentations, all in Semester 1. The group also create a poster, summarising their project. This poster and the final presentation are assessed and together contribute 15% towards the final mark for the GDP.

Individual Reflection

Each student will also produce a critical appraisal of their project, including the rationale for any design or implementation decisions they were responsible for, and an evaluation of the achievements of the group, how well everyone worked together, and the effectiveness of the planning and development process. Up to 2000 words. The individual reflection contributes 15% towards the final mark for the GDP.

MethodHoursPercentage contribution
Group Report-70%
Group Presentations-15%
Individual Reflection-15%

Referral Method: By set coursework assignment(s)

Due to the nature of this module in that the majority of the assessment is based on group work referral is by internal resit only. It is not possible to refer in the same academic year.

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Published: 21 October 2016
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Professor Otto Muskens

A team of scientists, led by the University of Southampton, have produced a fast nanoscale optical transistor using gold nanoantenna assisted phase transition.

The work, published in the journal
Light, Science and Applications, opens up new directions in antenna-assisted switches and optical memory.

Small nanostructures that can interact strongly with light are of interest for a range of emerging new applications including small optical circuits and metasurface flat optics. Nanoantennas are designed to have strong optical resonances where energy is concentrated far below the diffraction limit, the smallest scale possible using conventional optics. Such extreme concentration of light can be used to enhance all kinds of effects related to localised energy conversion and harvesting, coupling of light to small molecules and quantum dots, and generating new frequencies of light through nonlinear optics.

Next to precise tuning of these antennas by design, an ability to actively tune their properties is of great interest.

Lead author Professor Otto Muskens, from the University of Southampton, said: “If we are able to actively tune a nanoantenna using an electrical or optical signal, we could achieve transistor-type switches for light with nanometer-scale footprint for datacommunication. Such active devices could also be used to tune the antenna’s light-concentration effects leading to new applications in switchable and tuneable antenna-assisted processes.â€?

The Southampton team, which includes Professor Kees de Groot from Electronics and Computer Science, used the properties of the antenna itself to achieve low energy optical switching of a phase-change material. The material used to achieve this effect was vanadium dioxide. Vanadium dioxide is a special material with properties that can be switched from an insulator to a metal by increasing the temperature above the phase transition point (68 °C). Fabrication of this material is challenging and was produced by a team at the University of Salford, who specialise in thin-film deposition and who were able to grow very high quality films of this material.

Gold nanoantennas were fabricated on top of this thin film and were used to locally drive the phase transition of the vanadium dioxide.

Professor Muskens explained: “The nanoantenna assists the phase transition of the vanadium dioxide by locally concentrating energy near the tips of the antenna. It is like a lightning-rod effect. These positions are also where the antenna resonances are the most sensitive to local perturbations. Antenna-assisted switching thus results a large effect while requiring only a small amount of energy.â€?

The theoretical modelling was done by a team from the University of the Basque Country in San Sebastian, Spain. Their detailed calculations revealed that the nanoantennas provided a new pathway by local absorption around the antenna. The antenna-assisted mechanism resulted in a much lower switching energy compared to just the VO2 film, corresponding to picojoule energies and a calculated efficiency of over 40 per cent.

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Published: 21 October 2016
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Digital Accessibility: Enabling Participation in the Information Society

Academics from the Web and Internet Science (WAIS) research group within Electronics and Computer Science are lead educators on a new, free online course that aims to help learners understand how accessible digital technologies can overcome barriers encountered by people with sensory, physical or cognitive impairments.

The Massive Open Online Course (MOOC) in Digital Accessibility: Enabling Participation in the Information Society has recently been launched on the FutureLearn platform and already thousands of students from more than 50 countries have signed up.

The course has been designed by members of the University of Southampton’s Electronics and Computer Science Accessibility Team in collaboration with seven other European universities as part of the Erasmus+ MOOC Accessibility Partnership – a European project running until September 2017 that aims to provide education on accessible design in ICT.

The course highlights how inclusive design and a better understanding of users’ needs can enable technologies to be more accessible and provide a more inclusive environment. It also aims to make people aware of the wide variety of assistive technologies.

Course Lead Educator Professor Mike Wald, from WAIS, said: “Technology is fantastic but it is important to be aware of the barriers they might cause if digital accessibility is not considered.

“By overcoming these barriers you can involve everyone in the exciting world of technology, so they can enjoy their everyday lives and work.â€?

The five-week MOOC is open to everyone and, if required, can be completed over a longer period to suit individual needs.

Mike said: “We are delighted to launch this course that we have designed for everyone, including web developers, business managers, elderly or disabled people, and parents of disabled children.

“People have very diverse needs, skills and abilities and, while some products and services are designed to take this into account, others sometimes create barriers for people who have physical, sensory or cognitive impairments.â€?

The MOOC covers the wide spectrum of accessibility in digital media, and explores how the digital world can be made more open to everyone. It includes the accessibility of the web, as well as a wide variety of different technologies both inside and outside of the home, including computers, mobile phones, washing machines and ATM machines.

Mike added: “The course gives students the unique opportunity to benefit from the extensive knowledge and experience of accessibility experts from eight universities across Europe, as well as the personal experiences of disabled or elderly people.â€?

To register for the course or to find out more visit www.futurelearn.com/courses/digital-accessibility

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The New Mountbatten Building
The New Mountbatten Building

Published: 21 October 2016
Illustration
Bernard Gidon, EMEA Business Development Leader

The University of Southampton’s Web Science Institute (WSI) was praised for its “energy and communityâ€? at the official launch of a new partnership that will help the adoption and implementation of Web standards in the UK.

The WSI is the new host of the World Wide Web Consortium’s (W3C) UK & Ireland Office, supporting an international community of member organisations that is leading the Web to its full potential. The Office was formally launched at the University on Friday 14 October at a packed event that included talks from W3C experts on current W3C activities. The day concluded with a Distinguished Lecture by political scientist Professor Jeanette Hofmann from the Social Science Research Centre Berlin (WZB).

Professor Dame Wendy Hall, Executive Director of the WSI, said: “The University of Southampton has played an active role in the Web community since 1994. The WSI feels like a natural fit to host the UK & Ireland Office.â€?

The W3C UK & Ireland Office will foster relationships with UK technology and policy leaders and help to promote the adoption and implementation of W3C standards in the UK. It will also recruit and engage with members in the region, and develop education and outreach programs to raise awareness of W3C’s role and standards activities by sponsoring and supporting local events where there is a focus on W3C topics.

Bernard Gidon, W3C’s Europe, Middle-East and Africa Business Development Leader, commented: “We have found a strong match with the WSI as we continue toward the W3C’s mission. It is fantastic to see the energy and community at the WSI, and I look forward to moving on together as we develop the web community in the UK.â€?

The University of Southampton has been a member of the W3C since 1998, promoting new futures of the Web through W3C community groups including the Web Observatory, Annotations and Web of Things.

The W3C UK & Ireland Office is staffed by Office Manager Susan Davies and Senior Advisor Professor Leslie Carr, of Electronics and Computer Science.

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