Engineering Tripos Part IIA, 3G2: Mathematical Physiology, 2022-23
Module Leader
Lecturers
Prof A Kabla, Prof Mate Lengyel
Lab Leader
Timing and Structure
Lent term. 16 lectures.
Aims
The aims of the course are to:
- introduce students to the key physiological functions that are necessary for a living organism,
- develop a interdisciplinary analytical approach to quantitatively describe these functions,
- provide an overview of the modelling techniques that are commonly used to understand and predict physiological processes.
Objectives
As specific objectives, by the end of the course students should be able to:
- identify the key physiological processes at play at all relevant scales, from molecules to organisms,
- apply physical, mechanical and chemical principles in the context of physiological processes,
- critically discuss the validity of underlying assumptions and check their validity,
- use mathematical and computational tools to determine and interpret model solutions.
Content
A wide variety of topics are touched upon, from biochemistry and cellular function to neural activity and respiration. In all cases, the emphasis is on finding the simplest mathematical model that describes the observations and allows us to identify the relevant physiological parameters. The models often take the form of a simple functional relationship between two variables, or a set of coupled differential equations. The course tries to show where the equations come from and lead to: what assumptions are needed and what simple and robust conclusions can be drawn.
Physical and chemical principles (4L A Kabla)
- Molecular transport, diffusion, osmotic pressure
- Chemical reactions, law of mass action, kinetics
- Enzyme catalysis, Michaelis-Menten model, cooperativity.
- Gases, partial pressures and solubility
Electrophysiology (5L)
- Biophysical bases of cellular electrogenesis and basic ingredients of the equivalent circuit model.
- Action potential generation in neurons: Hodgkin-Huxley model.
- Phase plane analysis;reduced models,extension to bursting and pacemaking activity
- Signal propagation along dendritic and axonal projections, and across chemical and electrical synapses. .
Blood Physiology (3L A Kabla)
- Blood physiology, composition
- Gas storage in red blood cells
- Blood rheology, Cason equation, flow in capilleries
Physiological transport systems (4L A Kabla)
- Circulatory system, heart, cardiac output, arterial pulse
- Vessel compliance, pulsatile flow profile
- Blood flow in caplliery beds, filtration
- Respiratory system, gas exchange in the lungs, ventilation-perfusion
Coursework
Physiology of speech production.
Learning objectives:
At the end of this activity, students will be able to:
- describe how phonation occurs in humans and how vocal folds exploit a steady flow of air from the lungs to generate steady oscillations;
- model the movement of the vocal folds, from stating hypotheses to calculating numerical solutions;
- use standard numerical packages to solve non-linear ordinary differential equations.
- critically discuss the different dynamic regimes observed in the model and their significance.
Practical information:
- Sessions will take place in the EIETL, around week 3.
- This activity involves preliminary work (about 1h).
Full Technical Report:
Students will have the option to produce a Full Technical Report (FTR).
Booklists
Please refer to the Booklist for Part IIA 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.
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.
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.
US2
A comprehensive knowledge and understanding of mathematical and computer models relevant to the engineering discipline, and an appreciation of their limitations.
US3
An understanding of concepts from a range of areas including some outside engineering, and the ability to apply them effectively in engineering projects.
Last modified: 23/11/2022 08:42
Engineering Tripos Part IIA, 3G2: Mathematical Physiology, 2023-24
Module Leader
Lecturers
Prof A Kabla, Prof Mate Lengyel
Lab Leader
Timing and Structure
Lent term. 16 lectures.
Aims
The aims of the course are to:
- introduce students to the key physiological functions that are necessary for a living organism,
- develop a interdisciplinary analytical approach to quantitatively describe these functions,
- provide an overview of the modelling techniques that are commonly used to understand and predict physiological processes.
Objectives
As specific objectives, by the end of the course students should be able to:
- identify the key physiological processes at play at all relevant scales, from molecules to organisms,
- apply physical, mechanical and chemical principles in the context of physiological processes,
- critically discuss the validity of underlying assumptions and check their validity,
- use mathematical and computational tools to determine and interpret model solutions.
Content
A wide variety of topics are touched upon, from biochemistry and cellular function to neural activity and respiration. In all cases, the emphasis is on finding the simplest mathematical model that describes the observations and allows us to identify the relevant physiological parameters. The models often take the form of a simple functional relationship between two variables, or a set of coupled differential equations. The course tries to show where the equations come from and lead to: what assumptions are needed and what simple and robust conclusions can be drawn.
Physical and chemical principles (4L A Kabla)
- Molecular transport, diffusion, osmotic pressure
- Chemical reactions, law of mass action, kinetics
- Enzyme catalysis, Michaelis-Menten model, cooperativity.
- Gases, partial pressures and solubility
Electrophysiology (5L)
- Biophysical bases of cellular electrogenesis and basic ingredients of the equivalent circuit model.
- Action potential generation in neurons: Hodgkin-Huxley model.
- Phase plane analysis;reduced models,extension to bursting and pacemaking activity
- Signal propagation along dendritic and axonal projections, and across chemical and electrical synapses. .
Blood Physiology (3L A Kabla)
- Blood physiology, composition
- Gas storage in red blood cells
- Blood rheology, Cason equation, flow in capilleries
Physiological transport systems (4L A Kabla)
- Circulatory system, heart, cardiac output, arterial pulse
- Vessel compliance, pulsatile flow profile
- Blood flow in caplliery beds, filtration
- Respiratory system, gas exchange in the lungs, ventilation-perfusion
Coursework
Physiology of speech production.
Learning objectives:
At the end of this activity, students will be able to:
- describe how phonation occurs in humans and how vocal folds exploit a steady flow of air from the lungs to generate steady oscillations;
- model the movement of the vocal folds, from stating hypotheses to calculating numerical solutions;
- use standard numerical packages to solve non-linear ordinary differential equations.
- critically discuss the different dynamic regimes observed in the model and their significance.
Practical information:
- Sessions will take place in the EIETL, around week 3.
- This activity involves preliminary work (about 1h).
Full Technical Report:
Students will have the option to produce a Full Technical Report (FTR).
Booklists
Please refer to the Booklist for Part IIA 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.
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.
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.
US2
A comprehensive knowledge and understanding of mathematical and computer models relevant to the engineering discipline, and an appreciation of their limitations.
US3
An understanding of concepts from a range of areas including some outside engineering, and the ability to apply them effectively in engineering projects.
Last modified: 30/05/2023 15:22
Engineering Tripos Part IIA, 3G2: Mathematical Physiology, 2025-26
Module Leader
Lecturers
Prof Mate Lengyel, Prof A Agarwal, Dr T Savin
Lab Leader
Timing and Structure
Lent term. 16 lectures.
Aims
The aims of the course are to:
- introduce students to the key physiological functions that are necessary for a living organism,
- develop a interdisciplinary analytical approach to quantitatively describe these functions,
- provide an overview of the modelling techniques that are commonly used to understand and predict physiological processes.
Objectives
As specific objectives, by the end of the course students should be able to:
- identify the key physiological processes at play at all relevant scales, from molecules to organisms,
- apply physical, mechanical and chemical principles in the context of physiological processes,
- critically discuss the validity of underlying assumptions and check their validity,
- use mathematical and computational tools to determine and interpret model solutions.
Content
A wide variety of topics are touched upon, from biochemistry and cellular function to neural activity and respiration. In all cases, the emphasis is on finding the simplest mathematical model that describes the observations and allows us to identify the relevant physiological parameters. The models often take the form of a simple functional relationship between two variables, or a set of coupled differential equations. The course tries to show where the equations come from and lead to: what assumptions are needed and what simple and robust conclusions can be drawn.
Physical and chemical principles (4L A Kabla)
- Molecular transport, diffusion, osmotic pressure
- Chemical reactions, law of mass action, kinetics
- Enzyme catalysis, Michaelis-Menten model, cooperativity.
- Gases, partial pressures and solubility
Electrophysiology (5L)
- Biophysical bases of cellular electrogenesis and basic ingredients of the equivalent circuit model.
- Action potential generation in neurons: Hodgkin-Huxley model.
- Phase plane analysis;reduced models,extension to bursting and pacemaking activity
- Signal propagation along dendritic and axonal projections, and across chemical and electrical synapses. .
Blood Physiology (3L A Kabla)
- Blood physiology, composition
- Gas storage in red blood cells
- Blood rheology, Cason equation, flow in capilleries
Physiological transport systems (4L A Kabla)
- Circulatory system, heart, cardiac output, arterial pulse
- Vessel compliance, pulsatile flow profile
- Blood flow in caplliery beds, filtration
- Respiratory system, gas exchange in the lungs, ventilation-perfusion
Coursework
Physiology of speech production.
Learning objectives:
At the end of this activity, students will be able to:
- describe how phonation occurs in humans and how vocal folds exploit a steady flow of air from the lungs to generate steady oscillations;
- model the movement of the vocal folds, from stating hypotheses to calculating numerical solutions;
- use standard numerical packages to solve non-linear ordinary differential equations.
- critically discuss the different dynamic regimes observed in the model and their significance.
Practical information:
- Sessions will take place in the EIETL, around week 3.
- This activity involves preliminary work (about 1h).
Full Technical Report:
Students will have the option to produce a Full Technical Report (FTR).
Booklists
Please refer to the Booklist for Part IIA 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.
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.
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.
US2
A comprehensive knowledge and understanding of mathematical and computer models relevant to the engineering discipline, and an appreciation of their limitations.
US3
An understanding of concepts from a range of areas including some outside engineering, and the ability to apply them effectively in engineering projects.
Last modified: 04/06/2025 13:22
Engineering Tripos Part IIA, 3G2: Mathematical Physiology, 2021-22
Module Leader
Lecturers
Dr A Kabla, Dr Y Ahmadian
Lab Leader
Timing and Structure
Lent term. 16 lectures.
Aims
The aims of the course are to:
- introduce students to the key physiological functions that are necessary for a living organism,
- develop a interdisciplinary analytical approach to quantitatively describe these functions,
- provide an overview of the modelling techniques that are commonly used to understand and predict physiological processes.
Objectives
As specific objectives, by the end of the course students should be able to:
- identify the key physiological processes at play at all relevant scales, from molecules to organisms,
- apply physical, mechanical and chemical principles in the context of physiological processes,
- critically discuss the validity of underlying assumptions and check their validity,
- use mathematical and computational tools to determine and interpret model solutions.
Content
A wide variety of topics are touched upon, from biochemistry and cellular function to neural activity and respiration. In all cases, the emphasis is on finding the simplest mathematical model that describes the observations and allows us to identify the relevant physiological parameters. The models often take the form of a simple functional relationship between two variables, or a set of coupled differential equations. The course tries to show where the equations come from and lead to: what assumptions are needed and what simple and robust conclusions can be drawn.
Physical and chemical principles (4L A Kabla)
- Molecular transport, diffusion, osmotic pressure
- Chemical reactions, law of mass action, kinetics
- Enzyme catalysis, Michaelis-Menten model, cooperativity.
- Gases, partial pressures and solubility
Electrophysiology (5L)
- Biophysical bases of cellular electrogenesis and basic ingredients of the equivalent circuit model.
- Action potential generation in neurons: Hodgkin-Huxley model.
- Phase plane analysis;reduced models,extension to bursting and pacemaking activity
- Signal propagation along dendritic and axonal projections, and across chemical and electrical synapses. .
Blood Physiology (3L A Kabla)
- Blood physiology, composition
- Gas storage in red blood cells
- Blood rheology, Cason equation, flow in capilleries
Physiological transport systems (4L A Kabla)
- Circulatory system, heart, cardiac output, arterial pulse
- Vessel compliance, pulsatile flow profile
- Blood flow in caplliery beds, filtration
- Respiratory system, gas exchange in the lungs, ventilation-perfusion
Coursework
Physiology of speech production.
Learning objectives:
At the end of this activity, students will be able to:
- describe how phonation occurs in humans and how vocal folds exploit a steady flow of air from the lungs to generate steady oscillations;
- model the movement of the vocal folds, from stating hypotheses to calculating numerical solutions;
- use standard numerical packages to solve non-linear ordinary differential equations.
- critically discuss the different dynamic regimes observed in the model and their significance.
Practical information:
- Sessions will take place in the EIETL, around week 3.
- This activity involves preliminary work (about 1h).
Full Technical Report:
Students will have the option to produce a Full Technical Report (FTR).
Booklists
Please refer to the Booklist for Part IIA 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.
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.
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.
US2
A comprehensive knowledge and understanding of mathematical and computer models relevant to the engineering discipline, and an appreciation of their limitations.
US3
An understanding of concepts from a range of areas including some outside engineering, and the ability to apply them effectively in engineering projects.
Last modified: 24/09/2021 13:59
Engineering Tripos Part IIB, 4M14: Sustainable Development, 2017-18
Module Leader
Coursework leader
Timing and Structure
Michaelmas term. 8 x 2-hour afternoon sessions. Assessment: 100% coursework
Objectives
As specific objectives, by the end of the course students should be able to:
- Understand the history behind the concept of sustainable development in international and national policies.
- Recognise common frameworks for sustainable development.
- Appreciate how engineers can influence sustainable development.
- Begin to appreciate the opportunities and challenges for incorporating sustainability objectives into infrastructure planning and design.
- Argue a sustainable development case in an effective manner.
Content
This course broadens the horizons of engineering through exploring the influence of the political, social and environmental context on developing the built environment. The module will involve discussion on the ways in which engineering is employed to serve the needs of societies, considering both current issues and future impacts. Building on the concept that actions and consequences are interconnected in a global system on which we all depend, the material will involve an examination of the ethics of engineering. Students will be encouraged to draw on their own experiences and explore their personal reactions to a number of situations and issues.
This module aims to challenge students to think about the role of engineers beyond their technical expertise. It will give students the opportunity to engage in a range of perspectives. It is hoped that this will help students to address challenges they face in their professional role, where contextual issues must be considered alongside technical considerations in planning and designing infrastructure.
Each teaching session will include a mixture of a lecture format plus group discussions. Students will be expected to participate fully in all aspects related to the subject.
Introduction to sustainable development (2 lectures)
· Sustainable Development definition
· International policy
· Conceptual frameworks
Sustainability assessment (1 lecture)
· Emergence of sustainability assessment decision-support tools
· Key tool characteristics
· Benefits and limitations
Disaster risk management (1 Lecture)
· Links between sustainable development and disaster management
· Understanding risk
· Vulnerability to natural and man-made hazards
· Resilience
Thinking globally and locally (1 Lecture)
· Global energy availability and use
· Sustainable energy choices?
· Managing supply and demand
· Traditional and renewable energy - technologies and options
· Climate legacy implications
Manufacturing/supply chains (1 Lecture)
· Materials and resource impacts
· Systems analysis
Practitioner viewpoints (2 Lectures - guests)
· UK case studies of infrastructure development through a sustainability lens
· International case studies of infrastructure development through a sustainability lens
Coursework
Students are expected to complete two pieces of coursework. The first coursework will involve a short piece of writing that will respond to a topic on the theme of engineering and sustainable development. This will account for 20% of the total marks and will serve as practice for writing a longer assignment. The second coursework will require students to write an essay (maximum 2500 words), which will account for 80% of the total marks. There will be scope for students to choose a topic that interests them.
Students are expected to do additional research and investigation beyond the course content in order to complete the coursework assignments satisfactorily.
Booklists
Please see the Booklist for Group M 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.
D1
Wide knowledge and comprehensive understanding of design processes and methodologies and the ability to apply and adapt them in unfamiliar situations.
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.
E1
Ability to use fundamental knowledge to investigate new and emerging technologies.
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: 05/10/2017 21:42
Engineering Tripos Part IIA, 3D3: Structural Materials & Design, 2020-21
Module Leader
Lecturers
Dr R Foster, Prof A Lawrence, Dr J Becque
Lab Leader
Timing and Structure
Michaelmas Term. 16 Lectures.
Aims
The aims of the course are to:
- cover the basic principles of practical design of typical engineering structures, with applications across a range of commonly-used structural materials.
- establish links between the theory of structures, taught in the Part I courses IA Structural Mechanics and IB Structures, and the properties of materials as covered in courses on Materials and Engineering Applications.
- study what differing approaches to design are appropriate for structures in different materials.
- develop a design methodology that provides a firm basis for the structures courses taught in Part IIA and for the more advanced courses in the fourth year.
Objectives
As specific objectives, by the end of the course students should be able to:
- choose structural forms appropriate to different materials
- identify factors (requirements, properties, behaviour) governing structural design in various materials
- make reasonable initial layout and sizing choices for simple structures in various materials
- carry out design calculations for basic structural elements in various materials
- determine what design approaches will be appropriate, and what calculations necessary, for more complex structures in various materials.
- consider the influence of risk, and variability of loading and material properties, in structural design and calculation
- consider the environmental impacts of structural material and design choices
Content
The implications of the general principles of structural mechanics – equilibrium, compatibility, constitutive laws, and stability – are investigated for different materials. This leads to discussion of typical structural forms in the various materials, the reasons for adopting them, and appropriate methods of construction. The significant types of structural behaviour, and therefore the most useful methods of analysis and calculation, are investigated for the different material types. Our basic aim is to establish means of making reasonable preliminary decisions about structural form, layout and initial sizing of structural members made from a range of common construction materials.
Design methodologies will be developed, and design of typical elements will be discussed, for:
- materials of low tensile but high compressive strength, such as masonry and glass;
- composite materials of low tensile strength combined with a ductile tensile material, such as reinforced concrete;
- high-strength, ductile materials such as steel and aluminium alloys;
- moderate- to high-strength, anisotropic, brittle materials such as engineered timber.
The critical modes of failure of structures made from these materials tend to differ, as do other considerations such as environmental impacts, so design approaches will be correspondingly different.
Overview and principles (4 Lecture equivalent)
- Introduction to the course and overview of structural materials and implications of material properties for structural design
- Load paths and the application (and limitations) of the lowerbound theory in structural design
- Limit state design and consideration of material variability in achieving appropriate levels of reliability
- Resource efficiency and sustainability in structural design
Masonry (1 Lecture equivalent)
Concrete and reinforced concrete (2 Lecture equivalent)
Glass (2 Lecture equivalent)
Ductile Metals (3 Lecture eqivalent)
Timber (3 Lecture equivalent)
Conclusions (1 Lecture equivalent)
Coursework
Concrete Lab
Learning objectives:
To be able to:
Practical information:
Details will be available on the course Moodle page early in the term.
Full Technical Report:
Students will have the option to submit a Full Technical Report.
Booklists
Please refer to the Booklist for Part IIA 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.
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.
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.
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.
P4
Understanding use of technical literature and other information sources.
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.
US2
A comprehensive knowledge and understanding of mathematical and computer models relevant to the engineering discipline, and an appreciation of their limitations.
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: 05/10/2020 02:57
Engineering Tripos Part IIA, 3D3: Structural Materials & Design, 2021-22
Module Leader
Lecturers
Dr R Foster, Prof A Lawrence, Dr J Becque
Lab Leader
Timing and Structure
Michaelmas Term. 16 Lectures.
Aims
The aims of the course are to:
- Provide a general understanding of the relationship between the properties of common structural materials, and the principles and approaches underpinning their use in structural design
- Provide a bridge between the fundamental general engineering understanding of structures and materials developed in Part I and the applied specialist modules of Part II
- Provide knowledge and knowhow enabling structural designers to improve our use of energy and material in the design of the built environment while providing safe, useful structures for people to use
Objectives
As specific objectives, by the end of the course students should be able to:
- [1] Use the lower-bound theory of plasticity to perform load-path design of structural arrangements and to appreciate the benefits and limitations of the approach
- [2] Consider the influence of risk, and variability of loading and material properties, in structural design and calculation
- [3] Explain the environmental impacts of structural material and design choices
- [4] Understand and carry out early-stage structural design with various structural materials
- [4.1] Identify the theoretical and practical considerations governing structural design in various materials and explain how these may be accommodated in design
- [4.2] Make reasonable conceptual design decisions regarding appropriate structural form, initial layout and initial member sizing for simple structures in various materials;
- [4.3] Perform preliminary technical design calculations for simple structures in various materials
- [4.4] Determine what design approaches may be appropriate, and what calculations necessary, for more complex structures in various materials
Content
The course this year will be 'blended', meaning that a mix of in-person, online live (Teams) and online recorded (Moodle) components will be used. We plan to deliver some of our lectures in-person in the department (although these will also be recorded and subsequently uploaded to Moodle). We plan to deliver others remotely through a combination of recorded lectures and 'live' Q&As. Recorded lectures have been updated for this year and benefit from the many lessons we learned during 2020. Full details are available on the course Moodle page.
The implications of the general principles of structural mechanics – equilibrium, compatibility, constitutive laws, and stability – are investigated for different materials. This leads to discussion of typical structural forms in the various materials, the reasons for adopting them, and appropriate methods of construction. The significant types of structural behaviour, and therefore the most useful methods of analysis and calculation, are investigated for the different material types. Our basic aim is to establish means of making reasonable preliminary decisions about structural form, layout and initial sizing of structural members made from a range of common construction materials.
Design methodologies will be developed, and design of typical elements will be discussed, for:
- materials of low tensile but high compressive strength, such as masonry and glass;
- composite materials of low tensile strength combined with a ductile tensile material, such as reinforced concrete;
- high-strength, ductile materials such as steel and aluminium alloys;
- moderate- to high-strength, anisotropic, brittle materials such as engineered timber.
The critical modes of failure of structures made from these materials tend to differ, as do other considerations such as environmental impacts, so design approaches will be correspondingly different.
Lecture timetable
| Lecture | Date | Timeslot- | Lecturer- | Format and location | |
|---|---|---|---|---|---|
| Week 1 | 1. Introduction and overview | Thu 7th Oct | 1100-1200 | Dr Foster | Recorded lecture (Moodle) |
| 2. Load paths and lower bounds | Mon 11th Oct | 0900-1000 | Dr Foster | Recorded lecture (Moodle) + 0940-0955 live Q&A (Teams) | |
| Week 2 | 3. Limit states and variability | Thu 14th Oct | 1100-1200 | Dr Foster | Recorded lecture (Moodle) |
| 4. Resource efficiency | sustainability | Mon 18th Oct | 0900-1000 | Dr Foster | Recorded lecture (Moodle) + 0940-0955 live Q&A (Teams) | |
| Week 3 | 5. Timber design 1 | Thu 21st Oct | 1100-1200 | Prof Lawrence | In-person lecture (LR2) |
| 6. Timber design 2 | Mon 25th Oct | 0900-1000 | Prof Lawrence | In-person lecture (LR2) | |
| Week 4 | 7. Timber design 3 | Thu 28th Oct | 1100-1200 | Prof Lawrence | In-person lecture (LR2) |
| 8. Masonry design | Mon 1st Nov | 0900-1000 | Dr Foster | Recorded lecture (Moodle) | |
| Week 5 | 9. Glass design 1 | Thu 4th Nov | 1100-1200 | Dr Foster | Recorded lecture (Moodle) |
| 10. Glass design 2 | Mon 8th Nov | 0900-1000 | Dr Foster | Recorded lecture (Moodle) + 0940-0955 live Q&A (Teams) | |
| Week 6 | 11. Concrete design 1 | Thu 11th Nov | 1100-1200 | Dr Foster | Recorded lecture (Moodle) |
| 12. Concrete design 2 | Mon 15th Nov | 0900-1000 | Dr Foster | Recorded lecture (Moodle) + 0940-0955 live Q&A (Teams) | |
| Week 7 | 13. Steel design 1 | Thu 18th Nov | 1100-1200 | Dr Becque | In-person lecture (LR2) |
| 14. Steel design 2 | Mon 22nd Nov | 0900-1000 | Dr Becque | In-person lecture (LR2) | |
| Week 8 | 15. Steel design 3 | Thu 25th Nov | 1100-1200 | Dr Becque | In-person lecture (LR2) |
| 16. Conclusions | Mon 29th Nov | 0900-1000 | Dr Foster | Recorded lecture (Moodle) + 0940-0955 live Q&A (Teams) |
Coursework
Concrete Lab
This lab will run in 'blended' form for 2021, with the morning session remote and the afternoon session in-person. Feedback from our first experience of running the lab in this way in 2020 was overwhelmingly positive, so we have changed very little this year. We retain the capability to run the afternoon session fully remotely, but we are hopeful that this will not be needed this year.
Learning objectives:
To be able to:
Practical information:
Details will be available on the course Moodle page early in the term.
Full Technical Report:
Students will have the option to submit a Full Technical Report.
Booklists
Please refer to the Booklist for Part IIA 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.
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.
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.
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.
P4
Understanding use of technical literature and other information sources.
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.
US2
A comprehensive knowledge and understanding of mathematical and computer models relevant to the engineering discipline, and an appreciation of their limitations.
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: 01/10/2021 03:45
Engineering Tripos Part IIA, 3D3: Structural Materials & Design, 2024-25
Module Leader
Lecturers
Dr R Foster, Dr J Becque, Prof A Lawrence
Lab Leader
Timing and Structure
Michaelmas Term. 16 Lectures.
Aims
The aims of the course are to:
- Provide a general understanding of the relationship between the properties of common structural materials, and the principles and approaches underpinning their use in structural design
- Provide a bridge between the fundamental general engineering understanding of structures and materials developed in Part I and the applied specialist modules of Part II
- Provide knowledge and knowhow enabling structural designers to improve our use of energy and material in the design of the built environment while providing safe, useful structures for people to use
Objectives
As specific objectives, by the end of the course students should be able to:
- [1] Use the lower-bound theory of plasticity to perform load-path design of structural arrangements and to appreciate the benefits and limitations of the approach
- [2] Consider the influence of risk, and variability of loading and material properties, in structural design and calculation
- [3] Explain the environmental impacts of structural material and design choices
- [4] Understand and carry out early-stage structural design with various structural materials
- [4.1] Identify the theoretical and practical considerations governing structural design in various materials and explain how these may be accommodated in design
- [4.2] Make reasonable conceptual design decisions regarding appropriate structural form, initial layout and initial member sizing for simple structures in various materials;
- [4.3] Perform preliminary technical design calculations for simple structures in various materials
- [4.4] Determine what design approaches may be appropriate, and what calculations necessary, for more complex structures in various materials
Content
The implications of the general principles of structural mechanics – equilibrium, compatibility, constitutive laws, and stability – are investigated for different materials. This leads to discussion of typical structural forms in the various materials, the reasons for adopting them, and appropriate methods of construction. The significant types of structural behaviour, and therefore the most useful methods of analysis and calculation, are investigated for the different material types. Our basic aim is to establish means of making reasonable preliminary decisions about structural form, layout and initial sizing of structural members made from a range of common construction materials.
Design methodologies will be developed, and design of typical elements will be discussed, for:
- materials of low tensile but high compressive strength, such as masonry and glass;
- composite materials of low tensile strength combined with a ductile tensile material, such as reinforced concrete;
- high-strength, ductile materials such as steel and aluminium alloys;
- moderate- to high-strength, anisotropic, brittle materials such as engineered timber.
The critical modes of failure of structures made from these materials tend to differ, as do other considerations such as environmental impacts, so design approaches will be correspondingly different.
Weeks 1-2 provide an introduction to a number of important considerations and approaches in structural design across materials, such as: loadpaths and the lowerbound theorem; limit state design and variability; resource efficiency and sustainability
Weeks 3-8 apply these considerations and approaches to design with various structural materials including: masonry; glass; reinforced concrete; steel and timber.
Coursework
Concrete Lab
Learning objectives:
To be able to:
Practical information:
Details will be available on the course Moodle page early in the term.
Full Technical Report:
Students will have the option to submit a Full Technical Report.
Booklists
Please refer to the Booklist for Part IIA 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.
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.
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.
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.
P4
Understanding use of technical literature and other information sources.
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.
US2
A comprehensive knowledge and understanding of mathematical and computer models relevant to the engineering discipline, and an appreciation of their limitations.
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: 31/05/2024 07:29
Engineering Tripos Part IIA, 3D3: Structural Materials & Design, 2022-23
Module Leader
Lecturers
Dr R Foster, Dr J Becque
Lab Leader
Timing and Structure
Michaelmas Term. 16 Lectures.
Aims
The aims of the course are to:
- Provide a general understanding of the relationship between the properties of common structural materials, and the principles and approaches underpinning their use in structural design
- Provide a bridge between the fundamental general engineering understanding of structures and materials developed in Part I and the applied specialist modules of Part II
- Provide knowledge and knowhow enabling structural designers to improve our use of energy and material in the design of the built environment while providing safe, useful structures for people to use
Objectives
As specific objectives, by the end of the course students should be able to:
- [1] Use the lower-bound theory of plasticity to perform load-path design of structural arrangements and to appreciate the benefits and limitations of the approach
- [2] Consider the influence of risk, and variability of loading and material properties, in structural design and calculation
- [3] Explain the environmental impacts of structural material and design choices
- [4] Understand and carry out early-stage structural design with various structural materials
- [4.1] Identify the theoretical and practical considerations governing structural design in various materials and explain how these may be accommodated in design
- [4.2] Make reasonable conceptual design decisions regarding appropriate structural form, initial layout and initial member sizing for simple structures in various materials;
- [4.3] Perform preliminary technical design calculations for simple structures in various materials
- [4.4] Determine what design approaches may be appropriate, and what calculations necessary, for more complex structures in various materials
Content
The implications of the general principles of structural mechanics – equilibrium, compatibility, constitutive laws, and stability – are investigated for different materials. This leads to discussion of typical structural forms in the various materials, the reasons for adopting them, and appropriate methods of construction. The significant types of structural behaviour, and therefore the most useful methods of analysis and calculation, are investigated for the different material types. Our basic aim is to establish means of making reasonable preliminary decisions about structural form, layout and initial sizing of structural members made from a range of common construction materials.
Design methodologies will be developed, and design of typical elements will be discussed, for:
- materials of low tensile but high compressive strength, such as masonry and glass;
- composite materials of low tensile strength combined with a ductile tensile material, such as reinforced concrete;
- high-strength, ductile materials such as steel and aluminium alloys;
- moderate- to high-strength, anisotropic, brittle materials such as engineered timber.
The critical modes of failure of structures made from these materials tend to differ, as do other considerations such as environmental impacts, so design approaches will be correspondingly different.
Weeks 1-2 provide an introduction to a number of important considerations and approaches in structural design across materials, such as: loadpaths and the lowerbound theorem; limit state design and variability; resource efficiency and sustainability
Weeks 3-8 apply these considerations and approaches to design with various structural materials including: masonry; glass; reinforced concrete; steel and timber.
Coursework
Concrete Lab
Learning objectives:
To be able to:
Practical information:
Details will be available on the course Moodle page early in the term.
Full Technical Report:
Students will have the option to submit a Full Technical Report.
Booklists
Please refer to the Booklist for Part IIA 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.
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.
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.
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.
P4
Understanding use of technical literature and other information sources.
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.
US2
A comprehensive knowledge and understanding of mathematical and computer models relevant to the engineering discipline, and an appreciation of their limitations.
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: 24/05/2022 15:53
Engineering Tripos Part IIA, 3D3: Structural Materials & Design, 2025-26
Module Leader
Lecturers
Dr R Foster, Dr J Becque, Prof A Lawrence
Lab Leader
Timing and Structure
Michaelmas Term. 16 Lectures.
Aims
The aims of the course are to:
- Provide a general understanding of the relationship between the properties of common structural materials, and the principles and approaches underpinning their use in structural design
- Provide a bridge between the fundamental general engineering understanding of structures and materials developed in Part I and the applied specialist modules of Part II
- Provide knowledge and knowhow enabling structural designers to improve our use of energy and material in the design of the built environment while providing safe, useful structures for people to use
Objectives
As specific objectives, by the end of the course students should be able to:
- [1] Use the lower-bound theory of plasticity to perform load-path design of structural arrangements and to appreciate the benefits and limitations of the approach
- [2] Consider the influence of risk, and variability of loading and material properties, in structural design and calculation
- [3] Explain the environmental impacts of structural material and design choices
- [4] Understand and carry out early-stage structural design with various structural materials
- [4.1] Identify the theoretical and practical considerations governing structural design in various materials and explain how these may be accommodated in design
- [4.2] Make reasonable conceptual design decisions regarding appropriate structural form, initial layout and initial member sizing for simple structures in various materials;
- [4.3] Perform preliminary technical design calculations for simple structures in various materials
- [4.4] Determine what design approaches may be appropriate, and what calculations necessary, for more complex structures in various materials
Content
The implications of the general principles of structural mechanics – equilibrium, compatibility, constitutive laws, and stability – are investigated for different materials. This leads to discussion of typical structural forms in the various materials, the reasons for adopting them, and appropriate methods of construction. The significant types of structural behaviour, and therefore the most useful methods of analysis and calculation, are investigated for the different material types. Our basic aim is to establish means of making reasonable preliminary decisions about structural form, layout and initial sizing of structural members made from a range of common construction materials.
Design methodologies will be developed, and design of typical elements will be discussed, for:
- materials of low tensile but high compressive strength, such as masonry and glass;
- composite materials of low tensile strength combined with a ductile tensile material, such as reinforced concrete;
- high-strength, ductile materials such as steel and aluminium alloys;
- moderate- to high-strength, anisotropic, brittle materials such as engineered timber.
The critical modes of failure of structures made from these materials tend to differ, as do other considerations such as environmental impacts, so design approaches will be correspondingly different.
Weeks 1-2 provide an introduction to a number of important considerations and approaches in structural design across materials, such as: loadpaths and the lowerbound theorem; limit state design and variability; resource efficiency and sustainability
Weeks 3-8 apply these considerations and approaches to design with various structural materials including: masonry; glass; reinforced concrete; steel and timber.
Coursework
Concrete Lab
Learning objectives:
To be able to:
Practical information:
Details will be available on the course Moodle page early in the term.
Full Technical Report:
Students will have the option to submit a Full Technical Report.
Booklists
Please refer to the Booklist for Part IIA 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.
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.
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.
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.
P4
Understanding use of technical literature and other information sources.
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.
US2
A comprehensive knowledge and understanding of mathematical and computer models relevant to the engineering discipline, and an appreciation of their limitations.
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: 04/06/2025 13:18
Pages
