Undergraduate Teaching 2025-26

2025-26

2025-26

Not logged in. More information may be available... Login via Raven / direct.

Engineering Tripos Part IIB, 4E4: Management of Technology, 2025-26

Module Leader

Dr L Mortara

Lecturers

Dr L Mortara, Dr Rob Phaal, Dr Clive Kerr, Prof Tim Minshall, Prof Frank Tietze

Timing and Structure

Michaelmas term. Eight sessions incorporating speakers. Assessment: 100% exam.

Aims

The aims of the course are to:

  • provide students with an understanding of the ways in which technology is brought to market by focusing on key technology management topics from the standpoint of established businesses and new organisations
  • place emphasis on frameworks and methods that are both theoretically sound and practically useful
  • provide students with both an understanding of the challenges and the practical means of dealing with them in an engineering context

Objectives

As specific objectives, by the end of the course students should be able to:

  • have a thorough appreciation of how technology is used to address market opportunities, and how technology management supports that process
  • assess and utilise appropriate technology management methods in different contexts
  • understand the core challenges of technology management and the practical means of dealing with them in an engineering context

Content

Introduction: Technology in the business context

- The objectives, content and procedure of the course.

- Technology in organisations and why technology needs managing (the evolution of markets, industry and technology)

- What are technology management processes and how are they used?

Strategic Technology Management: How do companies plan for future technology progression?

- Strategic technology management: tools to help manage the uncertainties of the future by linking technology, product and market considerations. 

- Industrial Emergence framework

- Technology Roadmapping (TRM)

- Scenario planning .

Identification: How do companies keep up with scientific and technological developments?

Identification:

- Technology intelligence : what is is? what id does? 

- Technology intelligence systems: how to structure a Technology intelligence activity (Mine, Trawl, Target, Scan)

- How do the technology intelligence systems operate? the process.

Selection: How to select the right technology for the future?

Selection:

- Selecting technology investments: specific problems.

- Tools and techniques for technology selection.

- How do companies manage a portfolio of R&D projects?

Acquisition: Different routes to acquire technology from partners

Acquisition:

- The process of technology acquisition.

- Defining the motivation and what we want to acquire 

- Assessing the match (Internal drivers, technology and partners’ characteristics).

- Deciding the setup of the acquisition.

Protection: Protecting technology to ensure future business opportunities

Protection:

- The relevance of intellectual property (IP) in today’s technology and business context.

- How to manage and enforce IP strategically for technology related business problems.

- How to organize for effective IP management and the different I

Exploitation: Making money from new technologies: How to choose the right business model

Exploitation:

-  What are the different ways in which an idea can be brought to market? (the Business models)

- Why do most innovations reach the market through new firms rather than established firms?

- How do new and established firms work together?

Innovation Management and New product introduction + Technology managers:lessons from the trenches

The management of innovation:

- The Waterfall and the Agile methods

 

Invited speaker(s) will reflect on their experience in technology and innovation management: Topics covered include.

·      Managing technology in organisations.

·      Managing technology and innovation projects.

·      The job of the technology manager.

 

REFERENCES

Additional resources for this module will be available from the course Moodle page.

 

Further notes

The order of lectures and lecturers might change at short notice. Please refer to the Moodle page for the latest update

Booklists

Please refer to the Booklist for Part IIB Courses for references to this module, this can be found on the associated Moodle course.

Examination Guidelines

Please refer to Form & conduct of the examinations.

UK-SPEC

This syllabus contributes to the following areas of the UK-SPEC standard:

Toggle display of UK-SPEC areas.

GT1

Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.

IA1

Apply appropriate quantitative science and engineering tools to the analysis of problems.

IA2

Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.

KU1

Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.

KU2

Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.

S1

The ability to make general evaluations of commercial risks through some understanding of the basis of such risks.

S2

Extensive knowledge and understanding of management and business practices, and their limitations, and how these may be applied appropriately to strategic and tactical issues.

P3

Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).

P5

Awareness of nature of intellectual property and contractual issues.

US4

An awareness of developing technologies related to own specialisation.

 
Last modified: 05/06/2025 14:45

Engineering Tripos Part IIB, 4E3: Business Innovation in a Digital Age, 2025-26

Module Leader

Karla Sayegh

Timing and Structure

Lent term. Assessment: Coursework / 1 Individual Paper 100%

Aims

The aims of the course are to:

  • Analyse the approaches, challenges and trade-offs involved in developing and implementing digital innovation
  • Examine how digital technologies such as platforms, artificial intelligence (AI) and big data are transforming work and organizations.

Objectives

As specific objectives, by the end of the course students should be able to:

  • Identify the key dimensions and types of business innovation
  • Evaluate how digital platforms influence strategic thinking and business models
  • Assess how organizations build, manage, and/or participate in innovation ecosystems
  • Examine the opportunities and implementation challenges of predictive and generative AI in work and organizations
  • Analyse value and barriers to open innovation and develop mechanisms to enable it within organizations
  • Evaluate knowledge collaboration processes critical for innovation
  • Assess how digital technologies reshape work practices and organizational processes
  • Interpret and evaluate the planned and unintended consequences of digital transformation
  • Critically reflect on the broader organizational and societal implications of emerging technologies

Content

 
In today’s rapidly evolving landscape, emerging digital technologies—such as robotics, cloud computing, digital platforms, and advanced predictive and generative AI—are enabling innovation in profound and unprecedented ways. These technologies are not only reshaping products and services but are fundamentally disrupting traditional business models, organizational structures, modes of collaboration, and access to talent and expertise. 
 
Yet, digitally enabled innovation presents complex challenges. Organizations may need to unlearn deeply embedded capabilities that once drove their success. They must also navigate the hype surrounding new technologies while critically assessing their broader implications for both organizations and society. In this context, innovation is no longer just about new offerings—it requires rethinking strategy, culture, organizational design, workforce development, and cross-disciplinary collaboration.
 
In this module, you will examine the strategic role of digital platforms and ecosystems, predictive and generative artificial intelligence (AI), open innovation and knowledge integration and how they have reshaped strategic thinking, work and organizing. Through real-world case studies and interactive discussions, you will analyze the trade-offs and complexities involved in initiating, implementing, and scaling digital transformation initiatives. By the end of the course, you will be equipped with conceptual frameworks and analytical tools to critically engage with digital innovation and apply them to contemporary business challenges.
 

MODULE OUTLINE

 
 
Unit 1: Introduction to innovation in a digital age
 
- What innovation means
- The transformative impact of digital technologies 
- Introduction to the course, what to expect and how we will work
 
Unit 2: Platforms and ecosystem
 
- The new logic of platforms: strategy, structure, business models 
- How to launch and scale transaction platforms
- Leveraging ecosystems
 
Unit 3: Platforms and ecosystems (cont’d)
 
- How to grow and scale an innovation platform
- Ecosystem strategies
- The importance of context
 
Unit 4: Predictive algorithms and the future of work
 
- Launching and scaling an AI business
- AI and organizations: workforce, processes and structures
- Critical evaluation
 
Unit 5: Generative algorithms and the future of work
 
- Implementing Gen AI in organizations: why and how
- Gen AI and organizations: workforce, processes and structures
- Critical evaluation
 
Unit 6: Open innovation
 
- The value of open innovation and why it works
- How to design and execute an OI initiative – OI as digital transformation
- Challenges to open collaboration
 
Unit 7: Knowledge collaboration for Innovation
 
- The role of knowledge in innovation
- Producing novel products, services and processes across knowledge boundaries
- Cross-functional teams and complex collaboration
 
Unit 8: Paper peer-review
 
- Practice presentation skills
- Receive feedback on individual paper
- Practice reviewing skills
 
Please note that all sessions will be highly interactive and discussion-based. In every session, we will sense-make about real business problems via case studies both collectively and in small groups. Therefore, you are expected to come to class having prepared the assigned case study for that session.

 

 

Further notes

REQUIRED READING

All students are required to read a number of articles (~3-4) before each session. There are three types of readings:

  • Academic journal articles. Articles in peer-reviewed academic journals focused on producing novel theoretical contributions to the field of organisational studies and information systems.
  • Practitioner articles. Based on research, these articles focus on the implications of theory for the practice of management. They often provide actionable guidance regarding salient organisational issues or problems.
  • (Teaching) Case studies are analytical narratives of real-world business problems/challenges/dilemmas facing a protagonist in an organization. They are designed to offer valuable, contextualized application of concepts and analytical tools. Learning is achieved through collective in-class discussion based on analysis, data-driven argumentation and creative exchanges. Cases provide the context for problem framing, external/internal analysis and well-argued solutions. They also allow for concepts and frameworks to be applied in order to arrive at well-reasoned recommendations.

 

Coursework

 

The 4E3 module will be assessed by the following means:

  • Written paper, individual (100% of total mark). This component of the assessment is made up of a final term paper.

 

Coursework

Format

Due date & marks

Final term paper

The individual paper assignment will include a 2,500-3,000 word paper on an agreed upon topic. Students will investigate and report on how digital technology is driving innovation and change in a particular industry or domain of the student’s choosing (e.g. digital goods in the entertainment sector, mobile applications in banking or heathcare etc.). Students are expected to apply the concepts discussed in class and where appropriate, explicitly draw on the articles provided in the module as well as other relevant articles from their own research. The written submission needs to be grounded in the appropriate literature on the topic. Please, make sure that your work is carefully referenced in accordance with the Harvard system. (http://www.blogs.jbs.cam.ac.uk/infolib/2013/10/04/advice-on-plagiarism-a...).

Learning objectives: 

  • Deepen understandings of the concepts, frameworks and/or tools on digital innovation.
  • Apply approaches and lessons learned from the class to a specific phenomenon.
  • Improve analytical and writing skills.

 

 

Individual

Report

 

 

TBA  (via moodle)

 [60/60]

 

 

 

 

 

Examination Guidelines

Please refer to Form & conduct of the examinations.

UK-SPEC

This syllabus contributes to the following areas of the UK-SPEC standard:

Toggle display of UK-SPEC areas.

GT1

Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.

IA1

Apply appropriate quantitative science and engineering tools to the analysis of problems.

IA2

Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.

KU1

Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.

KU2

Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.

S1

The ability to make general evaluations of commercial risks through some understanding of the basis of such risks.

P3

Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).

US4

An awareness of developing technologies related to own specialisation.

 
Last modified: 07/09/2025 18:26

Engineering Tripos Part IIB, 4D17: Plate & Shell Structures, 2025-26

Leader

Professor K A Seffen

Timing and Structure

Lent term. 14 lectures. Assessment: 100% Exam

Objectives

As specific objectives, by the end of the course students should be able to:

  • understand the kinematical properties of curved surfaces;
  • understand the load-carrying mechanisms for plates and shell structures;
  • formulate the governing equations of deformation for small displacement behaviour;
  • identify the benefits and limitations associated with closed-form solutions;
  • appreciate the difference between stretching and bending effects in shells;
  • appreciate the effects of geometrical non-linearity;
  • be aware of the current state-of-the art in advanced shells;
  • understand the nature of stability, instability and multistability in shells, and their practical exploitation.

Content

This module introduces the mechanics of plates and shells: thin-walled elastic surfaces that are important components of many structures and engineering devices. Key kinematical concepts are introduced for describing the initial and deformed shape of surface, either to make the description more succinct, or to reveal essential/invariant properties: these include the familiar Mohr’s circle, surfaces of revolution, and the Gaussian curvature. The relationship between internal strains and external shape is revealed for conventional smooth elastic shells. The manufacture of traditional engineering shells is reviewed, and their constitutive response is formulated: more “advanced” shell materials are introduced, including smart materials. The imperatives of equilibrium, compatibility and Hooke’s law are presented for deriving the final governing equations of deformation for circular and rectangular plates undergoing small displacements—a fraction of the thickness of shell. The distinction between bending and stretching responses of the shell is tackled through the membrane hypothesis and extended, first, to axisymmetrical pipe problems, and then to panel buckling under end-wise compression, which introduces geometrically non-linear behaviour. This is extended in cases of more compliant shells where displacements are expected to be much larger—of the order of the thickness, requiring more elaborate analysis techniques for tractable solutions: two approaches are presented, including an introduction of inextensibility theory. Finally, the behaviour and analysis of multistable shells are introduced: these show dramatic shape-changing properties, which may be exploited in novel “morphing” structures.

Geometry and kinematics of surfaces (4L)

  • Properties of curves and surfaces: curvature and twist.
  • Mohr’s circle of curvature and twist.
  • Kinematics of surfaces of revolution and circular plates.
  • Gaussian curvature: extrinsic and intrinsic viewpoints, principal radii of curvature.
  • Inextensibility of creased sheets: simple surface strain, Gauss’ Theorema Egregium.
  • Mixed/hierarchical kinematics: corrugated and compliant shells.

Materials (2L)

  • Traditional engineering materials: metals, composites and natural materials, methods of manufacture, applications.
  • Constitutive laws: bending and stretching generalised Hooke’s laws, thermal effects.
  • Bending and stretching strain energy densities.
  • Advanced engineering materials: review of smart/actuating materials, applications.
  • Natural shells: growth and bio-mimicry, constitutive laws.

Loading of shells: small displacement theories (3L)

  • Bending of circular and rectangular plates: imperatives of equilibrium, Hooke’s Law, and compatibility.
  • Surfaces of revolution: membrane hypothesis and bending-stretching interaction in pipes.
  • Two-surface idealisation and panel buckling.

Loading of shells: large displacement theories (3L)

  • Non-linear methods: solutions by inspection and substitution; the lenticular plate.
  • Inextensibility Theory.

Unloaded shells: multistability (2L)

  • Applications.
  • Analytical modelling: effects of material constitution, pre-stress, actuation and shape.

Booklists

Please see the Booklist for Group D Courses for references for this module.

Examination Guidelines

Please refer to Form & conduct of the examinations.

UK-SPEC

This syllabus contributes to the following areas of the UK-SPEC standard:

Toggle display of UK-SPEC areas.

GT1

Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.

IA1

Apply appropriate quantitative science and engineering tools to the analysis of problems.

IA2

Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.

KU1

Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.

KU2

Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.

E1

Ability to use fundamental knowledge to investigate new and emerging technologies.

E2

Ability to extract data pertinent to an unfamiliar problem, and apply its solution using computer based engineering tools when appropriate.

P1

A thorough understanding of current practice and its limitations and some appreciation of likely new developments.

P3

Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).

US1

A comprehensive understanding of the scientific principles of own specialisation and related disciplines.

US3

An understanding of concepts from a range of areas including some outside engineering, and the ability to apply them effectively in engineering projects.

US4

An awareness of developing technologies related to own specialisation.

 
Last modified: 11/06/2025 17:44

Engineering Tripos Part IIB, 4D15: Management of Resilient Water Systems, 2025-26

Leader

Prof R Fenner

Lecturer

Prof R Fenner

Lab Leader

Prof R Fenner

Timing and Structure

Lent term. 16 lectures ( Eight 2 hour sessions) + coursework. Assessment: 100% coursework.

Aims

The aims of the course are to:

  • Recognise the unsustanable feature of current water engineering practice
  • Appreciate the key features of managing the water cycle in a sustainable manner and the need to meet a variety of resilience criteria.
  • Be aware of recent practices and developments in managing all aspects of the water cycle in both developed and developing countries

Objectives

As specific objectives, by the end of the course students should be able to:

  • Understand the limitations of conventional /traditional water supply and wastewater engineering systems in a sustainability context.
  • Appreciate the key features of managing the water cycle in a sustainable manner and the need to meet a variety of resilience criteria.
  • Recognise and critically assess the problems and solutions associated with managing water engineering projects.
  • Be familiar with key aspects of drainage and wastewater management planning including the merits of Natural Flood Management (NFM) , Sustainable Drainage Systems (SuDS) and strategies for asset selection based on adaptation planning techniques.
  • Be aware of the asset management of water infrastructure and how this is influenced by serviceability and levels of service criteria.
  • Recognise global issues in relation to the equitable management, distribution and disposal of water under growing environmental, social and political constraints.
  • Relect appropriate forms of water supply and sanitation for use in developing countries.

Content

The module will introduce and explore the   delivery of water services for water supply, wastewater treatment and flood control, identifying  unsustainable  aspects of current practice and reviewing  more resilient approaches.  The changing paradigms of water management towards fully water sensitive cities will be explained to understand how water fits within a wider urban metabolism.  The module will describe management strategies for water in both the urban environment and water in the rural environment, through adopting a flexible adaptation planning approach which avoids technical lock-in.  The interdependencies between water and other critical resources will be identified with respect to energy use and  recovery of nutrients;  the carbon budgets associated with the water sector will be assessed. Current progress towards achieving Sustainable Development Goal 6 (Water) will be discussed and the key constraints of delivering essential water services in the developing world will be highlighted

Characteristics and components of water systems (overview)

Potable water treatment and supply.  Wastewater collection and treatment.  Urban drainage and flood control. Changing paradigms of water management .  Unsustainable features of current water management.  Water as a hazard and an opportunity

Sustainable water engineering and resilience frameworks

5 themes for sustainable  water management ( less water consumed; local waste  treatment  and recycling, stormwater retained, climate resilient, minimum energy  footprint). System properties and levels of service considerations.   Engineering vs ecological resilience; technical vs management resilience.   Avoiding technical lock-in to large infrastructure solutions. The Safe and SuRe approach; anti-fragile  planning of water systems;  (threat based, mitigation focussed top down water management vs  consequence based, coping focussed bottom up management strategies) 

Water quality issues and resource recovery

Water quality parameters and regulatory requirements; water quality prediction and control;  simple river quality models.  Engineered systems for resource recovery and re-use

Water in the urban system

Urban water metabolisms; integrated operation of water systems (e.g.  rainwater harvesting) ; real time control. Pressure and leakage  management in Water Distribution systems. Urban Drainage Systems- purpose, types and historical development.  Rainfall and surface runoff. Urban Pollution Management of intermittent discharges at Combined Sewer Overflows.  Principles of Urban Flood Risk Management. Source control of stormwater and Design of Sustainable Drainage Systems (SuDS Manual)

Flood Risk Management using Adaptation Planning and Adaptive pathways

Concepts of Adaptive Planning ( e.g.  Thames barrier example). Methodological steps for developing adaptation pathways ( London Borough of Sutton Case Study) and appraisal  of multiple benefits in Blue Green Cities. Evaluating Blue-Green infrastructure using the  CIRIA B£St tool. Preparing Drainage and Wastewater Management Plans

Water in the rural system

Management of water resources, impacts of climate variability, catchment management. Principles of Natural Flood Management (NFM) and Integrated Catchment management (ICM);  international experience and practice.  Environmental benefits of land management, Upstream Thinking.

Role of water in water-energy-food/land nexus

Hydro-meteorological risks to critical infrastructure (including energy systems); water and energy interdependencies; groundwater implications of shale gas extraction;  strategies for a low carbon water industry, UKWIR framework for carbon accounting; energy from water (micro hydro, thermal heat recovery, anaerobic digestion of biomass etc), water for energy in a low carbon energy future; issues around water and food security.

Water in the developing world

Progress towards Sustainable Development Goal 6; global level of access to water services. Water related diseases.  Key features of Water Sanitation and Hygiene (WASH) programmes. Systems thinking in WASH.  Small community water supply systems. Low cost wastewater  treatment  (waste stabilisation ponds). On and off site sanitation including dry sanitation.

Coursework

Coursework Format

Due date

& marks

Coursework 1: Individual Research Report on a key water related topic

An open ended  investigation in further detail of one aspect of water engineering practice

Learning objective:

  • To  develop the ability to seek new information and achieve a balanced critique of the existing literature through individual research of relevant details/topics NOT covered in the lecture programme
Individual Report
 anonymously marked

day during term, ex:

Thu week 4

[30/60]

Coursework 2: Resilience assessment of one aspect of water engineering practice

A critique of  one aspect of  current water engineering practice (e.g supply, wastewater dispsoal, drainage, development) against resilience criteria and propose key areas for change

Learning objective:

  • To apply a resilience and sustainable mindset to the delivery of water services

Individual Report

anonymously marked

  Wed week 9

[30/60]

 

Booklists

 

1.      Ainger C., Fenner R.A. (2016)   Sustainable  Water   ICE Publishing   ISBN 978-0-7277-5773-9

 

2.      Radhakrishnan M., Lowe R., Ashley R.M., Gersonius  B., Arnbkerg-Nielsen K., Pathirana A., Zevenbergen C (2019) Flexible adaptation planning process for urban adaptation in Melbourne, Australia Proceedings of Institution of Civil Engineers – Engineering Sustainability Volume 172 Issue 7 September 2019 pp 393-403

 

3.      Ashley R.M. Gersonius B., Horton B (2020) Managing flooding - From a problem to an opportunity . Royal Society Philosophical  Transactions A  Volume 378 Issue 2168 Paper 0214 

 

4.      David Butler, Sarah Ward, Chris Sweetapple, Maryam Astaraie-Imani, Kegong Diao,Raziyeh Farmani & Guangtao Fu   (2016) Reliable, resilient and sustainable water management: the Safe & SuRe approach  Global Challenges 2016 (John Wiley)  

 

5.      Kate Neely (ed) (2019) Systems thinking in WASH  Practical Action Publishing ISBN-078-1-78853-026-2

 

6.      Butler D., Digman C., Makropoulos C., Davies J.W. ( 2018) Urban Drainage 4th edition.  CRC Press ISBN 978-1-4987-5058-5

 

Examination Guidelines

Please refer to Form & conduct of the examinations.

UK-SPEC

This syllabus contributes to the following areas of the UK-SPEC standard:

Toggle display of UK-SPEC areas.

GT1

Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.

IA1

Apply appropriate quantitative science and engineering tools to the analysis of problems.

IA2

Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.

KU1

Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.

KU2

Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.

S1

The ability to make general evaluations of commercial risks through some understanding of the basis of such risks.

S3

Understanding of the requirement for engineering activities to promote sustainable development.

S4

Awareness of the framework of relevant legal requirements governing engineering activities, including personnel, health, safety, and risk (including environmental risk) issues.

E1

Ability to use fundamental knowledge to investigate new and emerging technologies.

E2

Ability to extract data pertinent to an unfamiliar problem, and apply its solution using computer based engineering tools when appropriate.

E4

Understanding of and ability to apply a systems approach to engineering problems.

P1

A thorough understanding of current practice and its limitations and some appreciation of likely new developments.

P3

Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).

P6

Understanding of appropriate codes of practice and industry standards.

P7

Awareness of quality issues.

US1

A comprehensive understanding of the scientific principles of own specialisation and related disciplines.

 
Last modified: 04/06/2025 13:28

Engineering Tripos Part IIB, 4D15: Water management under climate change, 2025-26

Leader

Dr E Borgomeo

Lecturer

Dr E Borgomeo

Timing and Structure

Lent term. 16 lectures ( Eight 2 hour sessions) + coursework. Assessment: 100% coursework.

Aims

The aims of the course are to:

  • Recognise the unsustainable feature of current water engineering practice
  • Understand the impacts of climate change on water resources, and approaches to adapt
  • The ability to evaluate recent practices and developments in managing all aspects of the water cycle, with an emphasis on developing countries

Objectives

As specific objectives, by the end of the course students should be able to:

  • Understand the limitations of conventional /traditional water supply and wastewater engineering systems in a sustainability context.
  • Appreciate the key features of managing the water cycle in a sustainable manner and the need to meet a variety of resilience criteria.
  • Recognise and critically assess the problems and solutions associated with managing water engineering projects in developing countries
  • Be familiar with key aspects of water management in an international development context
  • Recognise global issues in relation to the equitable management, distribution and disposal of water under growing environmental, social and political constraints.

Content

Leonardo Da Vinci remarked that ‘Water … is the cause of life or death, of increase or privation, nourishes at times and at others does the contrary …’. Today, water is at the centre of the sustainable development and climate action agendas. The most serious and high-profile impacts of climate change are being felt through water: floods, droughts, melting of ice and reduced snow cover, amongst others. Water is also a major sustainable development challenge: worldwide, 844 million people lack access to drinking water, and 2.3 billion do not have access to latrines or other basic sanitation facilities, mostly in low- and middle-income countries. High-income countries are also faced with water-related policy and engineering dilemmas. In the UK, the water sector is facing a major governance and investment crisis, and in the US, millions of people are drinking potentially unsafe tap water.

The module explores established and emerging practices for managing water under climate change. The module introduces key water issues around the world, including access to water supply and sanitation, flood and drought risk management, irrigation water service provision, and freshwater ecosystem degradation. Established and emerging engineering and policy practices for addressing these issues under climate change will be reviewed, including risk-based water resources planning, water allocation reform, and nature-based solutions. The interdependencies between water and other critical resources and sectors will be explored, with respect to greenhouse gas emissions, energy use, and food security. The module features discussions of present-day applications, with a focus on case studies from Africa, Asia, and Latin America and guest speakers from industry and policy.

 

Why Plan and Manage Water?

Climate change expresses itself through water. Nine out of ten ‘natural’ disasters are water-related. Water-related climate risks cascade through food, energy, urban and environmental systems. If we are to achieve climate and development goals, water must be at the core of adaptation strategies and development policy. This lecture describes some of the challenges and opportunities related to water, with examples from around the world. Problems of water management include too much, too little, too polluted, or too expensive water. The lecture also provides an overview of global progress towards Sustainable Development Goals 6 on ensuring availability and sustainable management of water and sanitation for all.

 

Approaches for Water Resources Planning and Management

Water resources planning and management activities are usually motivated by the realization that there are problems to solve and/or opportunities to obtain increased benefits by changing the management and use of water and related resources. This lecture presents water planning and management approaches, focusing on their technical, financial and economic, institutional and governance aspects. The different paradigms of water resources planning and management are discussed, including top-down planning, bottom-up planning, and Integrated Water Resources Management. The lecture evaluates the engineering paradigms and tools typically used to support planning and management and identifies the potential to update them in light of sustainable development and climate goals. The approaches and framework discussed in this lecture will serve the basis for the sub-sector deep-dives in the following lectures.

 

Are we going to run out of water?

Households, farms, factories, and ecosystems around the world are being forced to live with less water. Water crises are now amongst the top global risks, and many cities are already facing water shortages. This lecture unpacks the concept of water scarcity to explore its multiple dimensions and map its consequences at global and local levels. What are the main sources of water? And how do societies use it – and value it? Will we run out of water? Taking the world’s most water scarce region (Middle East and North Africa) as a case study, the lecture responds to these questions and evaluates alternative responses to water scarcity, with a focus on engineering options that manufacture new water through wastewater reuse and desalination.

 

Can clean energy help ease the water crisis?

How does the energy sector use water? What are the potential impacts of energy system transformation on water supplies? And how much energy does the water sector utilize? This lecture explores the ‘nexus’ between energy and water, examining both water for energy and energy for water, and presenting options for integrated energy and water systems planning. Taking the case study of a water utility in Brazil, the lecture discusses pathways to reduce energy consumption in the water sector.

 

Can we grow more food with less water?

Sustainable food production will not happen if water is not managed properly. Agriculture accounts for 70 percent of global freshwater withdrawals, and remains a major source of water pollution. Against this backdrop, engineers and policy-makers around the world often promote investments to grow more ‘crop per drop’, that is, more food with less water. This lecture explores the opportunities of growing more food with less water, and reveals some of the linkages between food and water policy that engineers need to be aware of when seeking to maximize efficiency in the water sector. Taking the case study of solar-power irrigation systems in India, the lecture discusses the complexities of integrated water-food-energy policy.

 

Working with nature: can ecosystems-based approaches help achieve water security?

Engineers around the world increasingly work with natural processes to reduce the impacts of floods and droughts, or to improve water quality. This lecture describes multiple types of nature-based solutions, and their benefits in terms of water-related outcomes and broader environmental outcomes. Taking the case study of natural flood management in the UK, the lecture discusses the approaches for working with nature to improve water security.

 

Sharing water, sharing problems?

As water scarcity increases around the world, the spectre of ‘water wars’ is often evoked by the media and by politicians. While water is indeed a source of tension between and within countries, it is very rarely a direct cause of war or conflict. This lecture reviews the complexities of managing water across boundaries and explores the evidence that helps dispel the myths of water wars. Two case studies from river basins in Africa showcase the potential for water engineering to contribute to cooperative transboundary water management.

 

Putting it all together: project planning for climate adaptation in the water sector

The course introduced some of the water-related challenges and opportunities encountered around the world, and the tools that are being used to address them.  The final lecture combines messages from the previous lectures to draw some general lessons on good practices for climate adaptation in the water sector. The concepts of robustness and adaptive planning are introduced, and a framework for analysis and implementation of projects is evaluated with examples from projects from different parts of the world.

 

Coursework

Coursework Format

Due date

& marks

Coursework 1: Policy Brief on access to drinking water supply and sanitation

In this assignment, you will search for and handle water-related data and use this data to provide timely policy advice. The assignment gives you a chance to focus on perhaps one of the largest sustainable engineering challenges of our times not covered extensively in your degree: extending access to drinking water supply and sanitation.

You will learn to use data to craft policy recommendations: this is an approach routinely used by development banks, governments, NGOs, and other interest groups to define priorities for policy support and investment pipelines. Data-driven analysis is also widely used to do advocacy, and you could end up using results from this assignment to write a blog raising awareness about gaps in access to drinking water supply and sanitation in a country/geography of interest to you.

Learning objective:

  • To  develop the ability to seek new information and achieve a balanced critique of the existing literature through individual research of relevant details/topics NOT covered in the lecture programme
Individual Report
 anonymously marked

day during term, ex:

Thu week 4

[20/60]

Coursework 2: Water Strategy

“When everything is a priority, nothing is a priority.” Countries around the world are increasingly grappling with the consequences of failing to manage their water. However, governments and policymakers are often pulled in many different directions and often don’t have the fiscal space to pursue all policies and investments all at once. Against this backdrop, the development of national water strategies is an important tool to help policymakers identify national priorities for the water sector, sequence their policies/investments, assign responsibilities, and define metrics to track progress. In this assignment, you will review the national water strategy of a country (Jordan, Kenya, Uzbekistan) and provide your expert opinion.

Learning objective:

  • In this assignment, you will learn to read national water strategies, critically evaluate their structure and content, and make recommendations for solutions to address one specific priority area identified in the strategy (e.g., expanding irrigation, increasing access to water supply and sanitation, strengthening flood risk management, transboundary water management, inclusion in water management). In turn, this will help you develop the ability to critically evaluate the role of water engineering within broader national development agendas.  

Individual Report

anonymously marked

  Wed week 9

[40/60]

 

Booklists

Loucks, D. P., & Van Beek, E. (2017). Water resource systems planning and management: An introduction to methods, models, and applications. Springer

World Bank. (2017). Beyond Scarcity: Water Security in the Middle East and North Africa. The World Bank.

 

 

Examination Guidelines

Please refer to Form & conduct of the examinations.

UK-SPEC

This syllabus contributes to the following areas of the UK-SPEC standard:

Toggle display of UK-SPEC areas.

GT1

Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.

IA1

Apply appropriate quantitative science and engineering tools to the analysis of problems.

IA2

Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.

KU1

Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.

KU2

Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.

S1

The ability to make general evaluations of commercial risks through some understanding of the basis of such risks.

S3

Understanding of the requirement for engineering activities to promote sustainable development.

S4

Awareness of the framework of relevant legal requirements governing engineering activities, including personnel, health, safety, and risk (including environmental risk) issues.

E1

Ability to use fundamental knowledge to investigate new and emerging technologies.

E2

Ability to extract data pertinent to an unfamiliar problem, and apply its solution using computer based engineering tools when appropriate.

E4

Understanding of and ability to apply a systems approach to engineering problems.

P1

A thorough understanding of current practice and its limitations and some appreciation of likely new developments.

P3

Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).

P6

Understanding of appropriate codes of practice and industry standards.

P7

Awareness of quality issues.

US1

A comprehensive understanding of the scientific principles of own specialisation and related disciplines.

 
Last modified: 06/06/2025 12:38

Engineering Tripos Part IIB, 4D13: Architectural Engineering, 2025-26

Module Leader (Engineering)

Prof R Choudhary

Module Leader (Architecture)

Dr A Koronaki

Timing and Structure

Michaelmas term. 8 afternoons. Assessment: 100% coursework

Prerequisites

None

Aims

The aims of the course are to:

  • Teach architects and engineers to work in tandem to solve design problems at the intersection of their disciplines.
  • Learn to coordinate and integrate aspects of building performace such as structures, energy, embodied carbon, and human well-being.

Objectives

As specific objectives, by the end of the course students should be able to:

  • Operate and communicate effectively in multidisciplinary design teams of architects and engineers, and present solutions to and derive useful, actionable feedback from various stakeholders.
  • Appreciate the principles of architectural engineering through investigation, critical appraisal and selection of appropriate structural and energy systems, materials. and construction techniques.
  • Demonstrate proficiency in a specialized design subject matter which integrates with the team’s design solution, such structures, environmental design and building physics, designing for well-being, reciprocity of context and design.

Content

This module is run in conjunction with the Department of Architecture. CUED students who elect to do this module will work together one full afternoon per week with final year students from the Department of Architecture. The module involves an architectural engineering design exercise, with students working in mixed groups of architects and engineers.

The course focuses on integrating architecture and engineering to produce new designs.  Developing an understanding of the challenges and opportunities presented by multidisciplinary teamwork is integral to the course. 

Projects vary considerably from year to year. The Michaelmas 2024 project was to retrofit a derelict building on university of cambridge campus. This year’s project will be likely of smaller scale, thus including opportunities to learn about fabrication and delivery.

The teaching format will be unconventional. Each afternoon will usually begin with a short talk by one of the lecturers or by an external speaker. For the remaining class time, students will work in groups on developing their design project(s) with regular ‘studio’ style consultation sessions with teaching staff and/or guest speakers to provide feedback on design development. 

Towards the end of the course each group will make a presentation of its design to a review panel of architectural, structural, energy experts.

Course Schedule

All classes will be 2.00-5.00pm on Thursdays.

 

Week 1: Thursday 9th October

  • Course introduction
  • Groups will be allocated and teams will be built

 

Weeks 2-5: Thursday 16th October – Thursday 6th November

  • Talks on key skills or elements of the design process relevant to the project at hand.
  • Group work and ‘studio’ time with teaching staff supporting project development.

 

Week 6: Thursday 13th November

  • Presentations and design review
  • Groups will present their designs to a panel of expert reviewers and receive feedback

 

Week 7-8: Thursday 20th November - Thursday 27th November

  • Talks on key skills or elements of the design process relevant to the project at hand.
  • Group work and ‘studio’ time with teaching staff to refine designs in response to reviewer feedback and progress to production of the final group design submission.

Coursework

All coursework submissions are to be uploaded to relevant folder on the course moodle page. Detailed instructions will be provided on the course moodle page. There will be no hardcopy submissions.

Coursework Format

Due date

& marks

Group Presentation and Design Review

Each group will present their design proposal though a prepared video of 3-4 minutes, then get feedback from the jury.

Group

Presentation

non-anonymously marked

(Names of all students in the group should be clearly listed on the video)

2 pm, 13/11/2025

Thu week 6

(20%)

Group Model Submission

Each group will submit a scale model of their design, including fabrication drawings.

Group

Design Submission

non-anonymously marked

 5 pm, 29/11/2020

(20%)

 

Individual Report

A report developing and extending one aspect of the group design.

 

Individual Report

non-anonymously marked

4 pm, 18/01/2021

(60%)

This report is to be submitted individually by every student.

 

 

 

 

Booklists

Please refer to the Booklist for Part IIB Courses for references to this module, this can be found on the associated Moodle course.

Examination Guidelines

Please refer to Form & conduct of the examinations.

UK-SPEC

This syllabus contributes to the following areas of the UK-SPEC standard:

Toggle display of UK-SPEC areas.

GT1

Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.

IA1

Apply appropriate quantitative science and engineering tools to the analysis of problems.

IA2

Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.

KU1

Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.

KU2

Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.

D1

Wide knowledge and comprehensive understanding of design processes and methodologies and the ability to apply and adapt them in unfamiliar situations.

D2

Understand customer and user needs and the importance of considerations such as aesthetics.

D4

Ability to generate an innovative design for products, systems, components or processes to fulfil new needs.

D5

Ensure fitness for purpose for all aspects of the problem including production, operation, maintenance and disposal.

D6

Manage the design process and evaluate outcomes.

S3

Understanding of the requirement for engineering activities to promote sustainable development.

S4

Awareness of the framework of relevant legal requirements governing engineering activities, including personnel, health, safety, and risk (including environmental risk) issues.

E1

Ability to use fundamental knowledge to investigate new and emerging technologies.

E2

Ability to extract data pertinent to an unfamiliar problem, and apply its solution using computer based engineering tools when appropriate.

E3

Ability to apply mathematical and computer based models for solving problems in engineering, and the ability to assess the limitations of particular cases.

E4

Understanding of and ability to apply a systems approach to engineering problems.

P1

A thorough understanding of current practice and its limitations and some appreciation of likely new developments.

P3

Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).

P4

Understanding use of technical literature and other information sources.

P6

Understanding of appropriate codes of practice and industry standards.

US1

A comprehensive understanding of the scientific principles of own specialisation and related disciplines.

US3

An understanding of concepts from a range of areas including some outside engineering, and the ability to apply them effectively in engineering projects.

US4

An awareness of developing technologies related to own specialisation.

 
Last modified: 02/10/2025 15:41

Engineering Tripos Part IIB, 4D10: Structural Steelwork, 2025-26

Module Leader

Dr J Becque

Lecturers

Dr J Becque

Lab Leader

Dr J Becque

Timing and Structure

Michaelmas Term. 12 lectures + 2 examples classes + coursework. Assessment: 75% exam/25% coursework.

Prerequisites

3D4 assumed, 3D3 useful.

Aims

The aims of the course are to:

  • bridge some of the gap between structural analysis, as taught in Parts I and IIA, and practical steel design as presented in design codes; however, although it will refer to the appropriate codes, it will not be an "introduction to the code" module.

Objectives

As specific objectives, by the end of the course students should be able to:

  • show an understanding of the background to the major codes of practice for structural steelwork.
  • apply these codes thoughtfully to the design of actual steel structures.
  • differentiate between the functions of compact, rolled sections and more slender, thin-walled plate-girder members.
  • appreciate the vital function of joints and connnectors, and understand the limitation of various jointing techniques.
  • understand the performance of civil engineering composite structures.

Content

A separate handout with numerous worked examples covers each of the sections below.

Preliminary Details (1L)

  • Steel properties and grading;
  • Types of section;
  • Principles of Limit-States design;
  • Partial safety factors;
  • British and European Standards.

Compact Member Design (6L)

  • Flexural buckling of columns (axial loads) and effect of elastic restraints;
  • Lateral torsional buckling of beams (transverse loads);
  • Beam-column buckling using Interaction Equations.

Thin-walled Member Design (3L)

  • Local buckling modes for a plate due to compression, bending and shearing;
  • Definitions of compactness and effective sections for beams and columns;
  • Panel performances in stiffened sections.

Joints and Composite Construction (3L)

  • Connections for simple and continuous construction;
  • Bolted joints using bearing bolts and friction bolts;
  • Welded joints using butt and fillet welds;
  • Fatigue life of welds;
  • Classification of weld joints;
  • Detailing of joints;
  • Composite section types;
  • Composite section design using headed shear connectors;
  • Composite floor slabs using profiled decking.

Coursework

Design of a simple steel structure, using methods from the course. Formal report for assessment.

Coursework Format

Due date

& marks

Design project

Complete design of a steel framed building, including columns, wind bracing, composite beams, roof trusses and connections.

Learning objectives:

  • Apply the knowledge gathered in the lectures to a realistic design scenario.
  • Make well-motivated conceptual design decisions.
  • Carry out a detailed design including all necessary design checks.

Individual project

Report

Anonymously marked

Due on first day of Lent

25% of course mark

 

 
 

 

Booklists

Please refer to the Booklist for Part IIB Courses for references to this module, this can be found on the associated Moodle course.

Examination Guidelines

Please refer to Form & conduct of the examinations.

 
Last modified: 04/06/2025 13:28

Engineering Tripos Part IIB, 4D7: Concrete Structures, 2025-26

Module Leader

Prof C Middleton

Lecturers

Prof C Middleton, Dr J Orr, Dr P Desnerck

Lab Leader

Dr J Orr

Timing and Structure

Michaelmas term. 12 lectures + 2 examples classes + coursework. Assessment: 75% exam/25% coursework.

Prerequisites

3D3 assumed

Aims

The aims of the course are to:

  • carry further basic material on reinforced concrete studied in Part IIA, treat such matters as durability and corrosion, design of beams, slab, columns & frameworks (for shear and torsion as well as bending), but leaving prestressed concrete to 4D8.

Objectives

As specific objectives, by the end of the course students should be able to:

  • have a good basic appreciation of the constituents and properties of concrete.
  • understand deterioration processes affecting reinforced concrete, and how to control them.
  • analyse simple concrete structural components and frameworks, and design them to practical requirements.

Content

Background to cement and concrete (1L)

Recent developments

Limit state design (1L)

  • Probability concepts: partial safety factors (brief survey)
  • Failure case studies.

Material properties (2L)

  • Hydration and strength of cement paste;
  • Uniaxial properties of concrete;
  • Concrete under multiaxial stress.

Durability (2L)

  • Net Present Value: whole life costing;
  • Deterioration of concrete;
  • Water migration through concrete; concrete in fire (brief mention)
  • Corrosion of steel in concrete; preventative measures.

Reinforced concrete structures (6L)

  • Serviceability: crack widths, deflections (revision)
  • Initial sizing of members (revision of 3D3)
  • Beams, slabs and frameworks at ultimate limit state;
  • Column design, instability;
  • Shear failure (and fracture mechanics);
  • Truss analogy, torsion;

Coursework

This will consist of two parts (i) witnessing experimental laboratory techniques in the context of reinforced concrete testing, plus short write-up, and (ii) a short design exercise.

Coursework Format

Due date

& marks

[Coursework activity #1 title / Interim]

Coursework 1 brief description

Learning objective:

  •  
  •  

Individual/group

Report / Presentation

[non] anonymously marked

day during term, ex:

Thu week 3

[xx/60]

[Coursework activity #2 title / Final]

Coursework 2 brief description

Learning objective:

  •  
  •  

Individual Report

anonymously marked

  Wed week 9

[xx/60]

 

 

Booklists

Please see the Booklist for Group D Courses for references for this module.

Examination Guidelines

Please refer to Form & conduct of the examinations.

UK-SPEC

This syllabus contributes to the following areas of the UK-SPEC standard:

Toggle display of UK-SPEC areas.

GT1

Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.

IA1

Apply appropriate quantitative science and engineering tools to the analysis of problems.

IA2

Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.

KU1

Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.

KU2

Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.

S1

The ability to make general evaluations of commercial risks through some understanding of the basis of such risks.

E1

Ability to use fundamental knowledge to investigate new and emerging technologies.

E2

Ability to extract data pertinent to an unfamiliar problem, and apply its solution using computer based engineering tools when appropriate.

E3

Ability to apply mathematical and computer based models for solving problems in engineering, and the ability to assess the limitations of particular cases.

P1

A thorough understanding of current practice and its limitations and some appreciation of likely new developments.

P3

Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).

P8

Ability to apply engineering techniques taking account of a range of commercial and industrial constraints.

US1

A comprehensive understanding of the scientific principles of own specialisation and related disciplines.

 
Last modified: 04/06/2025 13:28

Engineering Tripos Part IIB, 4D5: Deep Foundations and Underground Construction, 2025-26

Module Leader

Prof S Haigh

Lecturer

Prof S Haigh

Lecturer

Prof G Viggiani

Timing and Structure

Michaelmas term. 14 lectures. Assessment: 100% exam

Prerequisites

3D2 assumed

Aims

The aims of the course are to:

  • introduce the challenges of foundation design and examine possible solutions from simple pad footings, through piles and caissons.

Objectives

As specific objectives, by the end of the course students should be able to:

  • assess the design requirements of a foundation;
  • deduce appropriate soil properties for foundation design from site investigation data;
  • decide whether to use a shallow or deep foundation;
  • design shallow and deep foundations against collapse;
  • design shallow and deep foundations against excessive settlement;
  • explain the difference between drained and undrained response;
  • recognise mechanisms which contribute to generating deformations and load capacity; and
  • back-analyse observed foundation performance.

Content

All civil engineering structures from houses to tethered oil and gas platforms require foundations.

The module begins by examining the requirements of a foundation; the applied loading, the acceptable deformations and the derivation of appropriate soil properties for each aspect of design.

The module then builds on material from 3D2 (geotechnical engineering) to examine theoretical solutions for the capacity (strength) and settlement (stiffness) of shallow and deep foundations under simple loading conditions in idealised soils. Strength is dealt with using plasticity. Stiffness is dealt with using elasticity. These theoretical solutions are then extended to more complex loading conditions and less idealised soils. 

Obtaining Geotechnical Data

  • Site investigation methods;
  • Field measurements of soil stiffness;
  • Laboratory assessment of soil strength and stiffness parameters; and
  • Small strain stiffness of soils.

Foundation Design

  • Foundation types;
  • Loading conditions;
  • Relevant soil behaviour and soil models; and
  • Selection of design soil properties.

Shallow Foundations

  • Strength: undrained failure of strip footings: vertical (V), horizontal (H) and moment (M) capacity;
  • Strength: drained failure of strip footings: V-H-M capacity, superposition of surcharge and self-weight effects;
  • Effects of footing shape and embedment, and soil heterogeneity;
  • Stiffness: elastic settlement of shallow foundations: drained and undrained; and
  • Stiffness: settlement of shallow foundations on non-linear soil.

Deep Foundations

  • Deep foundation types and construction methods; piles and caissons.
  • Pile strength: axial and lateral capacity;
  • Pile stiffness: axial and lateral deformations;
  • Piles: load testing, influence of installation method on performance; and
  • Pile groups: mutual influence, block behaviour, differential settlement.

Booklists

Please refer to the Booklist for Part IIB Courses for references to this module, this can be found on the associated Moodle course.

Examination Guidelines

Please refer to Form & conduct of the examinations.

 
Last modified: 04/06/2025 13:28

Engineering Tripos Part IIB, 4C8: Vehicle Dynamics, 2025-26

Module Leader

Dr X Na

Lecturers

Prof D Cebon and Dr X Na

Lab Leader

Dr X Na

Timing and Structure

Lent term. 13 lectures + 2 examples classes + 1 coursework feedback

Prerequisites

3C5, 3C6 and 3C8 useful

Aims

The aims of the course are to:

  • Introduce the forces generated by rolling wheels;
  • Show how these forces affect the lateral stability and steady cornering behaviour of road and railway vehicles;
  • Introduce some simple mathematical models and performance criteria for vehicle vibration;
  • Show how vehicle suspension parameter values can be tuned to optimise vibration performance;
  • Review vehicle suspension technology;

Objectives

As specific objectives, by the end of the course students should be able to:

  • Understand steady state creep forces and moments in rolling contact and be able to calculate them using the 'brush' model for a variety of simple cases;
  • Derive the equations of motion of a simple automobile and understand the basic concepts of automobile handling and lateral stability;
  • Derive the equations of motion of a two-axle rigid railway bogie and to understand the implications for the steady cornering and stability of railway vehicles;
  • Derive the equations of motion of simple vehicle models and calculate the vibration responses;
  • Understand the trade-offs involved in suspension design;
  • Explain the influence of vehicle and road parameters on vehicle vibration behaviour.

Content

Introduction (1L) Dr X Na

Vehicle Vibration (6L) Dr X Na

  • Introduction to the creep forces and moments generated by rolling wheels, using the 'brush' model.
  • Steady state and transient response of a simple automobile model to steering and side force inputs.
  • Introduction to understeer, oversteer, and handling diagrams.
  • Stability and cornering of a single railway wheelset and a two-axle railway bogie.

Vehicle dynamics (6L) Prof D Cebon

  • Introduction to random vibration, description of road surface roughness.
  • Performance criteria.
  • Quarter-car model of vehicle vibration, natural modes, conflict diagrams.
  • Pitch-plane model, natural modes, wheelbase filtering, suspension tuning.
  • Roll-plane model, lateral tyre behaviour, parallel road profiles.
  • Vehicle suspension technology.

Further notes

ASSESSMENT

Lecture Syllabus/Written exam (1.5 hours) - Start of Easter Term/75%
Coursework/Laboratory Report - End of Lent Term/25%

Examples papers

Examples paper 1, vehicle dynamics, issued in lecture 1.

Examples paper 2, vehicle vibration, issued in lecture 8.

Coursework

 

Coursework Format

Due date

& marks

One laboratory experiment on behaviour of vehicle tyres, to be performed in pairs, essentially unsupervised. An online booking sheet will offer a wide range of possible times at which the experiment may be performed. A normal laboratory write-up is to be prepared, which will be assessed for the coursework credit.

The aim of this experiment is to investigate, qualitatively and quantitatively, the characteristics of a model tyre under a variety of operating conditions. Although the model tyre is not dimensionally similar to a real tyre and is made of solid silicone rubber, it displays many of the important characteristics of road and railway wheels. 

Learning objectives:

  • Measure the lateral and longitudinal force-slip characteristics of a model tyre

  • Compare measured data with values predicted from a theoretical model

  • Write a concise report, concentrating on the physics of creep and comparison between experiments and theory

Individual Report

anonymously marked

 Submit online via Moodle before the feedback lecture.

[15/60]

 

 

Booklists

Please refer to the Booklist for Part IIB Courses for references to this module, this can be found on the associated Moodle course.

Examination Guidelines

Please refer to Form & conduct of the examinations.

UK-SPEC

This syllabus contributes to the following areas of the UK-SPEC standard:

Toggle display of UK-SPEC areas.

GT1

Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.

IA1

Apply appropriate quantitative science and engineering tools to the analysis of problems.

IA2

Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.

KU1

Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.

KU2

Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.

E1

Ability to use fundamental knowledge to investigate new and emerging technologies.

E2

Ability to extract data pertinent to an unfamiliar problem, and apply its solution using computer based engineering tools when appropriate.

E3

Ability to apply mathematical and computer based models for solving problems in engineering, and the ability to assess the limitations of particular cases.

E4

Understanding of and ability to apply a systems approach to engineering problems.

P1

A thorough understanding of current practice and its limitations and some appreciation of likely new developments.

P3

Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).

US1

A comprehensive understanding of the scientific principles of own specialisation and related disciplines.

US3

An understanding of concepts from a range of areas including some outside engineering, and the ability to apply them effectively in engineering projects.

US4

An awareness of developing technologies related to own specialisation.

 
Last modified: 02/02/2026 14:14

Pages

Subscribe to 2025-26