3A5, 2024: Thermodynamics and power generation
Last updated on 22/08/2024 12:47
Last updated on 22/08/2024 12:47
Last updated on 22/08/2024 12:46
Last updated on 22/08/2024 12:44
Michaelmas term. 100% coursework
None
The aims of the course are to:
As specific objectives, by the end of the course students should be able to:
The consists of a series of 7 seminars spread over a trimester.
One 2-hour weekly seminar for 7 weeks
Week 1 - Introductory session
In our opening week, students will dive into the fundamentals of the course, providing them with a roadmap, essential information about designing their development plan, and engaging ice-breakers to set the tone for a collaborative and enriching learning experience.
Week 2- Leadership skills for VUCA (volatile, uncertain, complex and ambiguous work environment)
This session will be focusing on a deep exploration of leadership skills tailored for the VUCA world—where volatility, uncertainty, complexity, and ambiguity reign. Focus: the essential skillset required to navigate and lead in this dynamic global environment, where adaptability is the only certainty.
Week 3 - Emotional intelligence
This session invites students to explore the realm of emotional intelligence, help them uncover the nuances of understanding oneself and cultivating robust relationships with team members. Students will reflect on their individual work preferences, explore diverse communication styles, and harness empathy to construct bridges between colleagues.
Week 4 - Culture of high performing teams
This session will be focusing on the dynamics of high-performing teams. Students will delve into the key characteristics that define success, with a particular focus on psychological safety. Focus: understanding the pivotal role leaders play in fostering an environment of safety, vulnerability, and shared goals.
Week 5 - Coaching skills
This session will be focusing on how to develop coaching skills to support team members' growth and development. Students will learn about the GROW model of coaching (Goal, Reality, Options, Will. Students will hone their abilities in active listening, master questioning techniques, and refine their feedback.
Week 6 - Inclusive leadership
This session introduces the importance of inclusive leadership. Students will reflect on the business case for cognitive diversity and explore strategies to cultivate an inclusive workplace culture. This session will equip them with the skills to champion diversity and promote an environment where everyone's voice is heard.
Week 7 - Influencing skills
In this session, the focus will be on the power of influence. Students will sharpen their skills with a focus on confident body language, both online and in-person. They will learn about the subtleties of non-verbal and paraverbal communication to enhance their ability to inspire and others.
Week 8 – Individual sessions
N/a
The module is assessed using a reflective portfolio.
In the first seven weeks of the module, students must submit seven reflective pieces (between 200 and 300 words each week) on Moodle (in an OU blog).
In week 8, students must submit a development plan (800-1000 words) as an assignment via Moodle. For the assignment, students will need to:
1. Reflect on their learning from the course. This can be done using a model such as Gibbs’ Reflective Cycle. Details on this model and how it can be applied will be provided in class.
2. Drawing from the above, students will identify how to apply the learning by drafting their development plan. This plan needs to outline the key areas they have identified for development, explain why they are of personal benefit and define specific, measurable, achievable, relevant and time-bound (SMART) actions to achieve their goals.
Please refer to Form & conduct of the examinations.
Last modified: 07/06/2024 10:50
Dr M Tang
Michaelmas term. 75% exam / 25% coursework
3B2 assumed, 3B5 useful.
The aims of the course are to:
As specific objectives, by the end of the course students should be able to:
The module will introduce the design principles of integrated circuit designs with millions of digital devices. It begins with CMOS design flows and fabrication processes that creates modern VLSI and explains the design metrics (performance, power, cost, reliability). The typical combinational and sequential circuit design styles like static logic, pass transistor logic and dynmaic logic will be illustrated with many examples of digital devices. The effect of wires and interconnects on circuit speed and power will be studied. The module will be concluded with a case study of cutting-edge advanced VLSI technologies (e.g. FinFET) and design techniques.
Students are provided with the specification of a custom cell, and a reference design in hardware description language (VHDL), for instance a multiplier-accumulator (MAC) circuit. They will be asked to design the cell using the layout editor and verify its correctness via device extraction and SPICE simulation. The custom cell will then be used in junction with other standard cells in the SKY130 (180nm - 130nm) Process Design Kit (PDK). During the process, they will be instructed to inspect and analyse the generated results and reports from the various design automation tools. Finally, they will verify the final physical layout of the reference design using SPICE simulations.
This activity involves preliminary work (~2h). You are required to read the lab handouts before lab sessions and be familiar with the usage of various design tools for this activity.
A total of 16 hours (including preliminary work) is required to complete this coursework.
Students will have the option to submit a Full Technical Report.
Submission and Assessment
The student will be asked to submit -
Learning Objectives:
Please refer to Form & conduct of the examinations.
Last modified: 11/06/2024 19:45
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Last updated on 07/02/2024 11:43