The Warwick Engineer - Winter 2021 Issue

THE

WARWICK ENGINEER 2021 - 2022 ISSUE 1

Innovation Inspirational Engineering Read about the success story of a third-year project turned start-up

Our conference on sustainability

Student Experiences Find out from the students: from an internship with Cern, to life as a Civil engineering apprentice

New! The Puzzle page

Our Mission "TO BRIDGE THE GAP BETWEEN ACADEMIC STUDIES AND THE WORKING ENVIRONMENT."

Warwick Engineering Society is an all-inclusive, award-winning hub for anyone with a passion for Engineering and Technology. By networking, socialising and learning, we aim to help you make the most of your university life.

www.warwickengineers.co.uk

3

Welcome

FROM WARWICK

ENGINEERING SOCIETY

FIND US Website

www.warwickengineers.co.uk

Email enquiries@warwickengineers.co.uk

Social media Instagram and TikTok: @warwickengsoc

WHAT WE DO Conferences Site Visits Projects and Challenges Careers Socials & Ball Academic Support Welfare

Welcome to the Winter edition of the Warwick Engineer Magazine.

This year, we've changed. We want to reach out to members of the society and further afield. In addition to communicating our society events and the opportunities of engineering at Warwick, in this edition, we are bringing to you an abundance of engineering-inspired reads. To do so, we have sourced passionate writers with a plethora of varied experiences and knowledge which they want to share with you.

Whether you browse these articles with interest, or they inspire you to transform your future, we hope you enjoy this edition - oh - and the new puzzle page.

4

The team MEET THE TEAM

CHIEF EDITOR AND DESIGNER

Harriet Waldron

I am a third-year Mechanical Engineering student, and the chief Magazine Editor for Warwick Engineering Society. Being passionate about both STEM and writing, I find combining the two in the creation of this magazine to be really rewarding.

FURTHER EDITORS

Lambo Qin

Nikolas Fournaris

I am studying the Warwick IFP Engineering Program. I love to make stuff, including electronics, programming, and 3D printing.

Looking for all kinds of opportunities!

Hello there! My name’s Nikolas Fournaris, I’m a 1st year student on the Mechanical Engineering course. I’m interested in music, doing judo and I love writing about things I’m passionate about, such as engineering concepts.

5

Contents YOUR ENGINEERING SOCIETY 6 This year so far 7 What to expect from events ahead CONFERENCES AND ENGINEERING AT WARWICK 8 'From Research to Reality' seminar 10 Discussing sustainability, at the Innovation Conference 12 Warwick Boring 13 The SSLC INSPIRING READS 14 Wind farms: Can they power the future?

16 Stablspoon: How a third-year project turned into a start-up 18 Skills engineers should have (to make projects) 20 The impact of one WMG intern STUDENT EXPERIENCES 22 What's it like to be a Warwick Civil engineering apprentice?

24 An opportunity with the European Space Agency 26 Hear from a student who did an internship at Cern 28 A study abroad placement in Hong Kong 30 A Q&A with a Dyson apprentice AND FINALLY...

33 The puzzle page ON THE COVER Cover image credit: Alessandro Bianchi on Unsplash

6

This year so far 2021

FOR YOU, FROM WARWICK ENGINEERING SOCIETY ENGCAFES

SEMINARS /

Our Engcafes are a ....

This year we have heard from: Shell Rolls Royce Curtins Metalchemy Blackrock Jaguar Land Rover Deloitte

CONFERENCES We aim to invite anyone who is interested to come to our seminars and conferences.

From Research to Reality seminar Innovation conference

OUTREACH RECRUITMENT

OTHER EVENTS

Roles available ranged from various ambassadors to helping with magazine support (for this magazine!). Roles are now closed - but if you are interested in society involvement, we look forward to your application next year!

Don't miss out on our other events! So far we've had: Movie & food night Clubbing

Curtins Engcafe Shell Engcafe

Metalchemy Engcafe

Rolls-Royce Engcafe

October

From Research to Reality Event

November

Blackrock Engcafe Deloitte Engcafe

JLR Engcafe Innovation conference

December

7

Events ahead 2022

UPCOMING ENGCAFES SEMINARS / CONFERENCES

We always have a second conference, as well as our annual Borderless conference, where we partner with WWES (Warwick Women in Engineering and Science society), to bring you a valued set of talks, looking at aspects such as diversity and inclusion in the workplace.

We have fewer Engcafes this side of Christmas, so make sure to come along if you still need PDR points!

THE ENGINEERING BALL

Annual Borderless Conference

Conference

Elections

Socials

January

Engcafes

February

The Engineering Ball

March

ENGINEERING AT WARWICK

CONFERENCES AND

8

From Research to Reality Seminar As written by Nikolas Fournaris

The electric future of the automotive industry With the midterm period steadily approaching and October coming to a close, the month of November started strong for the Engineering Society.

Through its “From Research to Reality” event, the society gave students the opportunity to listen to the viewpoints of six unique speakers about a subject that is quite notorious in the Engineering world: the struggle towards electrically driven transportation and the innovation and opportunities that come with it.

The event itself took place at a lecture theatre in the Ramphal Building at the 3rd of November, giving a warm welcome to students with PDR point registration at the reception before the first presentation’s beginning. After everyone was directed into the theatre, the stage first took Sieghard Kotz from the BMW Group, discussing about the implementation of various design ideas that are used to assemble an electric car and the algorithm behind the process. Alongside design, he also mentioned a major goal faced by BMW’s own BEV Battery Technology, specifically Battery-to-wheel efficiency, and provided a brief explanation of how such a challenge is approached regarding electric cars, DC to AC conversion. His presentation ended with a challenging remark that the next generation of graduate engineers will be responsible for the future of efficient electric cars, setting the final stepping stone of making this idea a common reality.

9 Second came Reehan Gulamhussein, an intern at BMW and at the same time a third year Automotive Engineering student at his MEng course at Warwick. Through his presentation the student audience could see an overview of his placement at the Powertrain Components Department, including his 37 hour per week work schedule and his interactions with the team both in Oxford and the German town of Munich.

Furthermore, he explained that his wide range of responsibilities made him unsure about his abilities at the beginning of his internship.

However, as the weeks went on, he grew his confidence and hence independence on managing his workload; earning the responsibility and trust to learn new software, drive to suppliers to pick up equipment or producing tracking document for parts ordering. His conclusion to his presentation included some advice on how to effectively apply for a placement in a company and what being in a placement generally teaches an interested individual.

Third on the list was the presentation themed around Power Electronics, hosted by the University of Warwick’s Professor Philip Mawby.

The Professor explained his leading role in the Electrical Power Research Group within the university being worth a billion in terms of research funding. In particular, he focused on the 25-year-old long development of Silicon Carbide technologies based on its useful properties, increasing the energy efficiency and reducing energy consumptions in the average car; dropping the energy requirement from 120kW to a mere 1kW. The rest of the presentation focused on some of the testing equipment used in his research such as PE assembly equipments.

Alongside Professor Mawby’s research, the fifth speaker, Dr Chao Ji, evaluated the use of Silicon Carbide for the organization he represents, CSA Catapult. He explained how the compound is used for semiconductors, Power Modules and many other useful Packaging Modules of the modern day.

Regarding the last two speakers, the fourth speaker, Marisa Kurimbokus, a Senior Engineer at Lyra Electronics, challenged the audience on what they’d like a car they may potentially buy to include. She then took such suggestions and aligned them with which engineering discipline they were a responsibility for. The final speaker, John Boston, managing director in Custom Interconnect Ltd., went ahead to explain his company’s background, listing a wide variety of equipment and processes his company upholds.

As the final presentation came to a close, students were given the opportunity to resort back to the main hall for pizza and snacks alongside interacting with the speakers individually; asking any questions and for any advice for the future in engineering. The speakers were more than delighted to share their views. Sieghard Kotz himself added that his challenging remark during his presentation, alongside the details he presented about design processes at BMW were to inspire the young engineers to face such challenges head on. The challenge, he argued, would be a way for students to reflect if the career path in engineering they choose is something they’d enjoy doing, even in the long future, as this love for challenges and progress is a great tool for one’s personal development.

With many more Engineering Society events on the way, the accessibility of networking and exploring new ideas in the engineering world is ever present for the society’s members, and this event serves a good example of such an opportunity.

10

Innovation Conference As written by Harriet Waldron, with further credit to Nikolas Fournaris and Rob Sleet

Creating a sustainable future The society's first conference of this academic year commenced on the 17th of November. In alignment with the society norm, this first conference was not constrained to a particular annual theme, thus allowing for the chosen subject to align with a topic of current interest within the wider engineering industries. This year, in light of COP26, the topic was sustainability.

It was the first in-person conference since the 'Inspire' event, from February 2020. Throughout the pandemic, the society has been successful is holding all events virtually by spanning them across multiple days, with a different speaker on each day.

With the ability to revert back to holding an inperson event, the Innovation conference spanned four hours, hosting three speakers from Rolls Royce, National Grid, and Metalchemy, and concluding with a network buffet to round up the evening.

This image: Warwick Engineering Society executives at the event

This image: Enjoying the event, in the Oculus building

The event was introduced by the president of the society, Jasmine Brittan, and the events director, Rob Sleet, after which the first speaker from Rolls Royce, Andy Clifton (see below image) gave the keynote speech with his talk on Rolls Royce's quest to tackle sustainability. He discussed many underlying concepts and changes that that underlined the methods Rolls Royce is undertaking; from discussing management, to production lines and supplier relations. The speech provided an insight into understanding the complexity and vast scope of topics that require consideration in the quest to shift the company towards these goals.

This image: Speaker Andy Clifton, from Rolls Royce

11

After a short break, the audience listened with interest to the second speaker, Steve Thompson, from National Grid (see image to the right). He discussed some key aspects that the utilities company is undertaking to combat climate change. In an interactive activity, he engaged with the audience by encouraging them to fill out a questionnaire which calculated an individual's carbon footprint. He then captivated the audience in his explanation of how fossil fuels and natural gas are being phased out in the transfer to more sustainable methods to source power.

This image: Speaker Federico Trotta, CEO of Metalchemy

This image: Speaker Steve Thompson, from National Grid

The final talk was presented by the CEO of Metalchemy, Federico Trotta (image on the left). After providing an insight into his own background and that of his company, which he had started up, he highlighted the innovatory aspects that stood the company apart in the field of nanotechnology. He provided examples of the applications of the company's work in nanotechnology for creating green solutions.

The audience then had the opportunity to engage with all three of the speakers in a panel session. Main topics of discussion included sustainability, COP26, and the impact of big companies on climate change.

The conclusion of the event allowed students to engage with speakers at the networking buffet, before the society thanked the speakers and closed the event.

A big thank you to our three speakers, and to all who attended and enjoyed the event.

This image: Some of the food from the buffet

12

Warwick Boring As written by Eashana Chotai Business Strategy and Marketing at Warwick Boring Warwick Boring, finalist team of Elon Musk’s 2021 Boring Competition qualified in the top 4 out of 12 finalist teams and 400 overall applicants (1% worldwide). The team succeeded in completing <90% of safety checks (82/93).

The competition aimed to innovate cutting edge technology within the tunnelling and construction industry. The team enjoyed demonstrating their machine’s abilities; spinning the cutter-head at a full range of speeds, the movement of gripper pads and cylinders via the hydraulic system, soil removal configuration and full system electronics.

Moreover, the team were also able to showcase their unique tunnel lining system and smart launch system.

This was the teams first competition and they had to work to extremely tight deadlines. In 4 months the team raised £200,000 in sponsorship and only had 1 month for machine assembly and testing and were still able to achieve these amazing results! “

“We are excited for the Warwick Boring Team to translate all of our lessons learnt next year and improve our technology. We also look forward to expanding the team and welcoming new students who are interested in getting involved in the project. We are looking for innovative minds to join us and are looking to expand the team with a large range of roles! It was brilliant to have such a hands-on experience and be able to use and apply our theoretical and academic knowledge, translating it into practical.”

Applications are now closed, but please visit us on social media (LinkedIn/ Instagram or twitter @Warwickboring) to get involved!

13

The SSLC As written by Maddie Kearns and Aidan Poon Co-chair and chair of the SSLC

What it is, how it works, and why it matters to you.

The Student Staff Liaison Committee, or SSLC, is made up of elected student representatives from each year group and course stream, and members of staff such as the head of the department. These staff are formally known as Academic Convenors, and the elected students are called Course Reps.

The SSLC meets twice a term, and provides a forum where the student representatives voice their opinions and deliver feedback on their courses. Issues raised vary from meeting to meeting, but time is given to anything Course Reps raise – this could range from teaching and learning to assessment and wellbeing – in the past year, there has also been a lot of discussion around the department’s response to COVID-19 and ironing out problems with blended learning and online exams. The committee allows students to have a say about their course, comment on new departmental plans, and provides a platform where issues and problems arising in the academic year can be discussed and resolved by staff and students in a timely manner.

So how does the SSLC work? Meetings are usually 2 hours long; the committee starts by addressing any points of action that were meant to be acted upon from previous meetings. This could be the reports from focus groups convened to look at solutions to specific issues, feedback on whether suggested module changes have been implemented, or any number of other actions.

After this, the chair of the meeting asks each

Course Rep individually if they have any feedback from their cohort, positive or negative. This individual focus on every year of every course allows for very specific issues to be addressed, rather than just year group level feedback. If any problems or issues are not resolved during the committee session, they are noted down as points of action to be addressed after the meeting. The meeting then covers general matters surrounding IT, Library and Careers matters, hearing from members of staff about what they are doing to improve the student experience so that Course Reps can then communicate it back to their cohorts. If you’re interested in seeing exactly what goes on, the minutes of all SSLC meetings can be found on the School of Engineering website: https://warwick.ac.uk/fac/sci/eng/eso/sslc/sslc/min utes/ The SSLC matters to every student in the engineering department. If you ever encounter problems with your course, or you find something is working particularly well, Course Reps are there to get your voice heard by senior staff within the department. Often, issues encountered by students are dealt with on an individual basis – students may email the department, or a module leader. However, the SSLC provides a way of centralising that feedback, so that if anything is affecting more than one person, it is verbally flagged to department staff. This makes it much easier to track trends and identify (and sort out!) problem areas. Because of this, the SSLC is the best pathway for communication between you, the student, and the staff of the School of Engineering.

Feel free to get in touch with your Course Rep at any time – they will be happy to listen to your feedback and deliver it to the department, making all of our experiences at Warwick better.

14

Wind farms As written by Pranav Awasthy

INSPIRING READS

Is 15mph wind speed good enough for setting up wind farms?

As the threat and consequences of climate change loom large over our heads, it has become necessary to use our resources with utmost efficiency. Use of clean natural sources of energy viz. Solar, Geothermal, Wind, etc. is the need of hour. Wind is a vitalsource of renewable energy. It is affordable and provides a significantsolution for reduction of carbon emissions. If harnessed efficiently, it would play a substantial role in decarbonizing the environment in times to come. Cumbria county located in north-west England, has one of the highest average wind speeds in the entire UK. Yet it has very few wind farms. Why is that the case? This blog focuses on analyzing geospatial data of existing wind farms in the United Kingdom based on topography, wind speed and population density and answering the above question. Based on the analysis it suggests the optimum locations for setting up future wind farms in the UK. Location analysis of existing Wind Farms in the UK: Wind is the largest source of renewable energy in the United Kingdom.

The UK has around 11 thousand onshore and offshore wind turbines that provide a total output power of 24.16 Gigawatts (as of year 2020), receiving 13.74 GW from onshore wind farms, and 10.4 GW from This image: offshore wind farms.

Average This image: Satellite view showing locations of existing wind farms in UK

Wind Speed per sq. km

This image: Topography data of the UK

Therefore, in plains, it is easy and feasible to build and maintain wind farms. Wind farms are located away from cities in areas with low population density. Places like London, Birmingham, and Manchester are unsuitable for wind farms because of their high population density.

Hills/Mountains: Areas with high elevation are characterized by the highest average on-land wind velocities. Ideally, this would make them most suitable for setting up wind farms. However, it is observed that only a small percentage of existing wind farms in the UK are located in such areas. These areas are usually hard to access, have less readily available resources and have uneven terrain. Thus, resulting in sparse wind farms. This makes it economically unfeasible to have wind farms at high altitudes. Ergo, places like Inverness, Scotland, become unsuitable for wind farms despite having required wind speed and low population density.

Coastal Areas: Coastal areas have the second largest number of on-land wind farms in the UK. They are ideal locations to set up wind farms as the wind speed is high and necessary resources are easily accessible for construction and maintenance. However, coastal areas have their limitations as they are usually densely populated. Construction of wind farms is not permitted within 500m of inhabitation as they generate noise and interfere with radio and television signals. Coastal areas also attract a lot of tourists. Thus, having wind farms in such areas can be an unpleasant sight. Plymouth, England, has the perfect topography and wind speed. However, it is a tourist destination and has a high population density, thus making it unsuitable for setting up wind farms.

Plains: The majority of existing on-land wind farms in the UK are found in flat plains with large open fields.

Plains have moderate wind speeds and smaller turbines which reduces their energy output.

However, they make up for it with ease of access and an abundance of readily available resources.

15

Offshore: Offshore locations are favored for high wind speeds and steadier wind supply as compared to on-land wind farms. Wind turbines in offshore farms are much larger and greater in number than compared to an onshore farm. An average offshore wind turbine has a blade length of 60m, thus generating almost double the power of an on-land turbine.

However, the count of offshore wind farms is very small, as the cost of construction of these farms is high. They are also prone to damage during heavy storms and hurricanes resulting in excessive maintenance costs.

Top 5 recommended locations for future wind farms in the UK 1. Ceredigion, Wales, with Coastal Area, high average wind speed, and sparse population.

2. East Riding of Yorkshire, England, with topography suitable for large windfarms, high average wind speed, and low population density.

3. Argyll and Bute, Scotland, with plains, suitable terrain, very high average wind speed, and sparse population.

4. Stratford, England, with plains, moderately high average wind speed, and average population density 5. Dumfries and Galloway, Scotland, with plains, high average wind speed, and sparsely population.

Conclusion: Locations for wind farms are decided based on parameters like wind speed, topography, and population density. Even though Cumbria, England, has a high average wind speed and low population density it does not satisfy the other parameters.

Most parts of Cumbria have high elevations which makes it unsuitable for setting up wind farms.

Moreover, the central and eastern parts of Cumbria that have the highest wind speeds are covered by Lake District National Park and North Pennies AONB. Construction of wind farms is prohibited in these regions as they are protected and conserved by the National Government.

References: Association, Local Government. “Population Density, Persons per Hectare in England.” Home, Local Government Association, Local Government House, Smith Square, London, SW1P 3HZ, 020 7664 3000, Http://Www.local.gov.uk, Info@Local.gov.uk, 2020. 2. Burdett, Richard. “UK Onshore Wind Farms and Wind Speed Interactive Map.” The Renewable Energy Hub, 5 Aug. 2019, www.renewableenergyhub.co.uk/blog/uk-onshore-wind-farms-windspeed-interactive-map/. 3. NA. “Wind Power in the United Kingdom.” Wikipedia, Wikimedia Foundation, 21 July 2021, en.wikipedia.org/wiki/Wind_power_in_the_United_Kingdom. 4. Survey, USGS - U.S. Geological. EarthExplorer, earthexplorer.usgs.gov/. 5. UK, Renewable. “Wind Energy Statistics.” Renewable UK, 2020, www.renewableuk.com/page/UKWEDhome/Wind-Energy-Statistics.htm. 6. “What Are the Advantages and Disadvantages of Offshore Wind Farms?” American Geosciences Institute, 4 Jan. 2019, www.americangeosciences.org/critical-issues/faq/what-are-advantages-anddisadvantages-offshore-wind-farms.

16

As written by Hemal Dias Founder of stablspoon

How a third-year project turned into a start-up Firstly, what is stablspoon?

Stablspoon is an affordable self-stabilising spoon for people with hand tremors. When the handle is shaken, the mechanism keeps the bowl of the spoon steady. The project started as my third-year project but has since transitioned into a start-up sponsored by both the Design Council and the Alzheimer’s Society. We hope to release stablspoon next year for under £30.

What was your original inspiration for stablspoon? And how did you know your idea had a niche?

The project was inspired by a family friend who has a bad hand tremor. His shaky hands make most dayto-day tasks difficult, but he found eating especially challenging. I tried to help him by buying a specialized balancing spoon but was shocked to see that they cost over £150 – simply unaffordable to the people who need it most. These products use complicated and expensive electronic systems for stabilising, but I knew there was an opportunity to make a more accessible fully mechanical solution.

This image: The spoon

This image: Hemal, showcasing his stablspoon product

How did you get started on the original designs and prototypes?

Failing fast and often was important for the development of prototypes. Initially I had a few ideas for how I could keep a spoon bowl balanced when it was shaken. I tried to think of the fastest way to prototype these ideas to test whether the concept would work or not before dedicating time to refining it. Early-stage prototypes included honey for damping, and rubber bands for springs!

How did the Design Thinking Model methodology help you develop your project?

The design thinking model helped to ensure the project was rigorous. The first step was arranging interviews with people who had hand tremors to fully empathise with their needs, hopes and desires.

Based on this input, I knew exactly what my project had to achieve to be useful rather than basing it on assumptions.

What key things did you learn/achieve by the time you finished your third-year project?

By the end of my third-year project, I had developed a prototype which demonstrated a 70% reduction in tremor amplitude while costing less than £5 to build.

17 What differences have you made to the design since it has turned into a startup?

As you can probably tell by my answer to the last question, the final outcome of my third-year project only met the technical needs of people with hand tremors. It however failed to address the social and emotional needs. People with tremors, for example, often complain that existing specialised spoons are big, ugly and automatically brand them as having a disability. To address these needs, I partnered up with an industrial designer and together we implemented my mechanism in more refined prototypes.

How did you get sponsors?

Following the end of the third-year project, my project tutor – Chloe Agg, recommended that I apply to the Design Council Spark Award who were looking for new innovations which help with independent living. I applied, not hoping for much, but ended up winning a £60,000 investment along with invaluable mentoring on both design and business. The Spark Award is just one example of a business accelerator which provides initial funding for early-stage ideas.

What are your goals for stablspoon in the future?

Stablspoon will only be the first of a range of accessibility products. Our vision as a brand is to reframe society’s view on disability. Everyone deserves to be independent and have access to products they are excited by.

This image: Accepting the Design Council Spark Award, 2019

This image: Prototypes of stabilising spoons

What are your most proud achievements throughout the journey so far?

Getting sponsorship for the idea was the big turning point which allowed me to pursue the project as a startup. We have also been featured in multiple publications and awards including being a finalist in the Engineering Talent Awards and receiving an honourable mention in the China Academy of Art Design Intelligence Awards.

Is there anything you would do differently?

I would have partnered up with an industrial designer earlier than I did. The thought of bringing in people to a project I had worked on individually for a year was daunting. I worried that I’d lose control over the project, and that my efforts so far would have been wasted. Looking back, this was very irrational. A successful product requires more than just mechanical engineering and bringing in the correct talent early on and working together leads to better outcomes.

What advice do you have for anyone thinking about starting a startup/business?

Don’t be afraid to reach out to Warwick Enterprise.

They are incredibly knowledgeable and passionate about helping students pursue their business ideas and can signpost you to good opportunities to push your concept forward.

You can find out more about Hemal and stablspoon at: https://www.stablspoon.com/

18

By Lambo Qin

If you are an engineering student, basically you will have to do a project sooner or later, so keep reading! Let's say you want to make a recon robot car for firefighters. First, you have to design and manufacture the robot. Then, you want to control the car to move with your phone via WIFI, and you want the car to collect data like CO2 and poisonous gas levels and display it on the screen. How would you do that? This article gives an overview of the skills that engineers should learn and the resources they have.

CAD modeling allows you to turn your ideas into reality. Fusion 360 is a good place to start. Fusion 360 is beginner-friendly CAD modeling software where you can create all most anything. It is cloud-based, so it doesn’t take up a lot of space on your computer. Think of the objects around you, they were all designed by people using similar software. The best thing about Fusion 360 is that it is free for students. Just go to their website and create a student account to download the software. Furthermore, is there is a load of free online tutorials to learn how to use Fusion 360. “Product Design Online” on YouTube is a good place to start.

3D printing is a great way to manufacture your designs easily. A 3D printer squeezes thin layers of plastics on top of each other to create a three-dimensional object. To print your design, first, you need to have an STL file, which is your CAD model. Then, use a software called “Cura” to will turn the STL file into “G-code”. “G-code” is like the instructions for the 3D printer to print your design. Cura is completely free too. There are many 3D printers available for students to access in the engineering building after 6om on Tuesday. Why not try something new?

Fusion can be used to design all kinds of stuff

The Ultimaker 3D print at Warwick

Slicing A Model in Cura

19 Electronics bridges the gap between programming and hardware, so you can use programming to control motors, sensors, and stuff. “Arduino” is a great place to start. According to the Arduino website, “Arduino is an open-source electronics platform based on easy-touse hardware and software”. Firstly, Arduino has a variety of microprocessors that you can use to control all kinds of electronic components, “Arduino Uno” being the most popular one. Except for microprocessors, Adruino also provides a programming software, called “Arduino IDE”. On the IDE, you can write programs that tell the microprocessor what to do. One of the best online recourse for me is “howtomechatronics.com”. In this project tutorial, they made a DIY mars Perseverance Rover (https://howtomechatronics.com/projects/diy-marsperseverance-rover-replica-with-arduino/).

If you find these things interesting but are a bit intimidated – Don’t worry – it is not that hard. I believe everyone can learn these in a matter of months. So, what are you waiting for?

The Arduino Uno

The Arduino IDE

20

The impact of one WMG intern As written by WMG SME Group

WMG intern polishes up processes leading to increased output for professional polishing services The challenge Professional Polishing Services (PPS) is renowned for its stainless-steel polishing service, offered to clients across the world. The Managing Director at PPS and chair of the British Stainless Steel Association, Kirsty Davies-Chinnock, approached WMG to enquire whether there was a way to identify and measure areas where productivity could be improved on a particular section (bright polishing). PPS had previous experience with the WMG Internship Programme, having taken on undergraduate, Andrew Chan, in early 2021 to examine productivity issues across key polishing processes.

The solution WMG supported PPS to consider the best option to take their project forward, concluding that another internship would be most suitable. Altahir El-Tahir, a manufacturing systems engineering and management postgraduate at the University of Warwick was thus recruited, and he kick started the project by examining the performance of all the machines on the bright polishing section. He analysed data from the machines to identify the percentage of uptime and downtime in addition to the revenue generated/lost per day, per month, per annum, and deduced the potential revenue that could be saved for the section.

Alongside the data gathered from machines, he measured the additional tasks needed to produce the finish, and calculated their direct cost to the process. A list of recommendations was made to improve productivity, including using a traffic light system to raise alerts on machines as well as changing the sequences of activity.

Above: WMG logo. WMG is a proud sponsor of Warwick Engineering Society Left: Altahir El Tahir (WMG intern) on the left, with Kirsty Davies-Chinnock, Managing Director at PPS

Top left on next page: PPS logo

21 Feedback on the results Kirsty Davies-Chinnock, Managing Director at PPS commented: “I am very pleased with the areas of improvement that Altahir identified. I would thoroughly recommend WMG’s internship programme to other SMEs who have projects that need particular resource and skills to resolve.”

Altahir El Tahir, WMG Intern added: “The supervisors from WMG were very supportive and provided me with a range of tools to implement. I am looking forward to working with WMG again.”

Impact Through the internship project, PPS were able to pinpoint future improvements in productivity on the bright polishing section.

Several of the suggestions have already been implemented, including the purchase and installation of an additional overhead crane for this section (see image on right), and there is a clear road map to implement others by the end of the year.

The recommendations Altahir made to overcome these issues will increase output by approximately £125,000 per annum.

Liz McArdle, internship supervisor and innovation manager at WMG said. “I am delighted that Altahir’s work had such a great impact at PPS and has built on the success of the previous internship. The internship programme has provided PPS with some very comprehensive recommendations to overcome productivity challenges in the business and we look forward to continuing to work with PPS in the future.”

About this article: WMG creates multiple case studies out of the best engineering projects carried out by their interns. These case studies portray excellent examples of challenges that manufacturers face nowadays, and how interns can help in solving them. This article is one such a case study. To find out more about intern case studies, or more about WMG, visit: https://warwick.ac.uk/fac/sci/wmg/

This image: The new crane

22

STUDENT EXPERIENCES

I am a ...

Warwick Civil Engineering Apprentice

As written by Sabrina Mohamed Irfan Introduction When I opted to pursue Engineering, I had no idea about degree apprenticeships or the other options available. When I first learned about the CEDA programme, I was astounded since it not only provided a degree, but also meaningful work experience and an incorporated title with the Institution of Civil Engineers. This was one of the most appealing aspects to me, but there was also the financial security of being able to live a life free of debt and student loans.

My course My university year differs from a full-time student because it begins in January and ends in June, with my final year exams taking place in June. As a Civil and Infrastructure Engineering student, I have the same modules as a full-time student with the addition of certain infrastructure modules in the fourth year. In addition, I complete three Level 6 projects: a structural engineering project in year 3, an infrastructure project in year 4, and a final integrated project in year 5.

23 When I first started my degree apprenticeship, I focused on learning about the organisation and developing some basic corporate skills. Now that I've rotated through departments to grow professionally, I'm working full-time as a site engineer. I have so far completed two projects: the London Power Tunnels 2, where we performed temporary grouting works to treat the chalk ground to enable the tunnelling works, and the PVE wall HS2 project, where we installed anchors to maintain the stability of an existing wall.

I'm currently working on the HS2 (S2 section) of the project, where we are carrying out grouting the vent shaft area. My day-to-day responsibilities as a site engineer vary, but I am mostly responsible for documenting daily work, determining daily sequencing, and reporting any difficulties on site. In addition, I am actively involved in the sequencing and planning of the projects' following phases. One of the most important skills required for success as an engineer is the capacity to interact with a variety of people, from management to labourers.

So far, my overall impressions have been extremely excellent. Through the apprenticeship programme, I've had the opportunity to meet a variety of people at various stages of their careers and receive career guidance. I've also had the opportunity to go to incredible locations for projects. I am fortunate to be studying engineering at Warwick because the department is very helpful and always prepared to provide any relevant information or advice.

The degree apprenticeship application process differs slightly from that of full-time university. You must first secure a position with an employer; if you have a certain university in mind, you can contact them directly and inquire about the employers with which they collaborate. That's exactly what I did because I wanted to study at Warwick. I emailed and researched available employers, which lead to an interview, and I also spoke with the university on the phone. The basic academic requirements are the same as for a full-time degree.

Above: Sabrina wearing PPE

24

I did a programme with ...

The European Space Agency This October, I spent a week in Norway creating and launching a rocket, with the European Space Agency and Andøya Space Center, as part of their 'Fly A Rocket!' programme. This experience was an incredible opportunity, open to first and second year undergraduate students, in which I had access to an extensive work environment, whilst collaborating with a plethora of different engineering students from across Europe and the ESA member states.

I originally applied to the internship upon being notified by my friend that applications were currently open. The application process consisted of a simple form in which you were asked questions about your motivation in engineering, why you wanted to take part in the programme, the outreach activities you were able to conduct after the programme to promote ESA, as well as a suggestion for a sensor that you would add to the rocket. Personally, I did not think I would ever be accepted onto such an unbelievable opportunity This image: 24 students from across Europe collaborated on the curation of the rocket

As written and experienced by Jasmine Brittan

However, after waiting for around a month, I was given the delightful news that I was awarded one of 24 places.

With the initial disbelief out of the way, Fly A Rocket!

2021 officially launched as we began a week of precourse learning surrounding our rocket. This included python coding, rocket fuel and rocket mechanics. In the run-up to the campaign, we additionally met on Zoom with a fun space-themed pub quiz!

Finally, as the 9th October approached, I set off for my trip. This was a surreal moment as the campaign was originally delayed from March 2021. Andøya is a remote island in Norway so I took three flights to get there, stopping in both Oslo, Tromsø and also Bergen on the way back. This was great as I got to explore lots of the cities, seeing notable landmarks, such as Oslo Opera House, The Royal Palace, Bryggen which is a UNESCO World Heritage Site and also I stopped off for a sweet treat at Haralds Vaffel.

Right: Our pressure sensor integrated on the sensor plate, prior to its integration with the body of the rocket

25 After exploring, I met up with the other participants at the airport as we took our last half an hour flight to the islands in a propeller plane.

During the weeklong campaign, we travelled each day from our accommodation located on a pier overlooking the Norwegian Sea to Andøya Space Center. Here, we participated in a series of lectures, practical assignments and worked on the rocket. Specifically, I assembled the components to curate a pressure sensor for the rocket using through-board and surface mount soldering techniques. On top of this, I tested the sensor by way of a qualification and telemetry test. We proceeded by integrating this onto the sensor plate, with assistance from the payload team.

The week culminated with the launch of the rocket where I held the position of Range Control Officer, which involved leading the countdown procedure over the speakers to all the personnel involved in the launch.

This was followed by an amazing celebratory dinner where we got to honour our achievements and learn about future opportunities with ESA. I would highly encourage anyone else to apply for such a monumental experience and I hope to soon present this work at an upcoming space conference in Barcelona.

This image: Control room at Andøya Space Center This image: Accommodation for the week, in Andenes at Grønnbuene Rorbu Hotel

This image: Bryggen in Bergen – a UNESCO World Heritage Site

26

I did an ...

Internship at Cern As written by Charlotte Basilico Over the summer of 2021, I had the incredible opportunity to intern at CERN in Geneva for 5 weeks. I had only applied a few months beforehand to the ‘Short Term Internship Reserved for Students with Disabilities’, so the application process was quite short! There was also an ordinary Short-Term Internship, however due to my ASD I thought it best to apply to the former. The application process consisted of using Smart Recruiter to upload a CV and Cover Letter and answering some questions about why applicants wanted to work at CERN. There was no interview process for me, I was simply offered a choice of dates by my supervisor-to-be.

All images: All images are taken

by Charlotte, from her trip.

While at CERN, I collected and collated information about the brand new Kapton Bellows which would be used for the Inner Detector End Plate of the ATLAS detector and wrote a document for publishing. I was fortunate enough to arrive at CERN during Long Shutdown 2, meaning I was able to go into the detector 100m underground and see the construction in progress! I may not have been able to aid in any ongoing projects due to my lack of experience and training, however it was an amazing experience, nonetheless. I was personally very worried about working in such a professional and fast-paced environment as I tend to get easily overwhelmed and anxious in unfamiliar environments. The staff at CERN made this experience as seamless as possible and attempted to accommodate me in every possible way while I was working there, from allowing me to go into a dark private room when the noise and light in the

27 office became too much, to offering me days where I could work remotely if I felt I was unable to go into the office.

While CERN was very cool, living in Geneva alone made this experience worthwhile. The city somehow felt extremely quaint when compared to cities such as London, and even though there’s a lot to do, the city is structured in a way that there are lots of hidden gems to find around. The only downside was the cost of living, which lived up to its name as one of the more expensive cities in the world. If I were to return to working at CERN, as I hope to do, I would stay in a French village such as Saint-Genis-Pouilly as the living cost is much less, and it is actually closer to the collider!

My overall experience at CERN was an extremely positive and rewarding one, and I would highly recommend it to anyone looking for a career in STEM. The Short-Term Internship is a rolling deadline that is open year-round, and the dates are extremely flexible, so it is really open to everyone!

28

I am doing...

A study abroad placement in Hong Kong As written end experienced by Roheemot Oyebamiji Introduction Embarking on a year abroad was always something I planned to do during university, (1) because I love to take any opportunity to travel and immerse myself in a new cultural environment and (2) as any other engineer would know 3rd year is famously very difficult, so I substituted this for a less demanding but still educational experience. The first step to making this happen was completing the student mobility application on e-vision.

The Application Process Having been to most other continents in the world, I was very eager to visit Asia, so I picked 3 universities with number one (City University of Hong Kong) being my first choice and number 2 (Shanghai Jia Tong University) and 3 (Hong Kong University of Science and Technology). You are then required to write a short (300 – 350 words) personal statement highlighting why you would like to go on the exchange programme. This initial application had to be completed by the first week of January.

Thankfully, my application was approved by the department of engineering for my first choice, at this point the application still had to be confirmed by the placement university.

I received the nomination in March, from there I just had to follow the instruction given by the CityU to finalise my application.

"Was a 21 Day Quarantine Really Worth It? (Spoiler: The answer is Yes!)"

29 Travelling to Hong Kong (during a Pandemic) If I’m being honest this period was the most stressful of my life, from finding accommodation in Hong Kong (Fun Fact: Hong Kong is one of the most expensive places to live in terms of real estate), to getting vaccinated on time, to booking a quarantine hotel to stay for 21 days. All the while trying to remind myself that it was all worth it for the experience and it would all work itself out. Somehow, I was right. Finally, after months of whiplash caused by the constantly changing entry rules and booking and rebooking quarantine hotels, I made it to Hong Kong on the 6th of September… 2 weeks after term had started. Don’t get excited just yet because this was just the beginning of my 21-day quarantine prison sentence, complete with horrific food and non-opening windows.

I won’t delve too deep into the quarantine experience, as the trauma has blocked it out of my memory.

Although, as I am writing this now I would do it again just for the amazing experiences I have had over the past 2 months that I have been here.

you are given a lot of guidance in labs. The length of the term here is also 3 weeks longer than Warwick, and with 3-hour lectures for each of my 4 classes every week there is a higher amount of content. Nevertheless, there is somehow still a lot of time to make the most of experiences beyond lab reports and tests.

Studying and Living it Up in Hong Kong Even though it hasn’t even been up to two months since I was released from my hotel prison, I could never have predicted that there was this much to experience in Hong Kong. From the variety of amazing (and affordable) food options, to the amazing mountain views, to scenic and peaceful Chinese gardens and impromptu camping trips on one of the hundreds of beaches. Everyday becomes an adventure. I still look around in awe sometimes dumbstruck by the fact that I am living on the other side of the world.

Of course, the main aspect of my time here is attending CityU, a great university with an even more amazing campus, including canteens with surprisingly good food and gardens with mini waterfall ponds which are home to turtles.

I would say studying Engineering here can be easy or hard depending on the classes you take, and I am not yet sure if the workload at home was more or less than here. In terms of the assignments for example, they are more frequent here but not as hard, for example the lab reports are less comprehensive, and

My Overall Experience I can see now why exchange years are usually promoted as character building, once-in-alifetime opportunities and I highly encourage anyone who is mildly interested to apply for it. I am still in the early days of my journey so I can only be excited now for what else Hong Kong holds for me. One thing I can still look forward to is hiking up one of the famous mountain peaks where incredible views of the city awaits – most likely a plan for next week.

30

Q&A I am a ...

Apprentice A Q&A, with answers written by Isaac Jones Hi, I’m Isaac, a second year Undergraduate Engineer at The Dyson Institute. Since starting on the course, I’ve been living near Dyson’s UK office in Wiltshire, where I combine working in Dyson’s Research, Design and Development division with studying to gain my BEng from WMG. The course is very new and unique, as the very first cohort graduated just this year! From 2021 onwards, The Dyson Institute is now delivering its own degree as well – making it the first alternative education provider to be given this power.

What inspired you pick your course at The Dyson Institute?

When I first saw The Dyson Institute, the thing that stood out to me was how modern it was compared to alternative programs. I knew for a long time I wanted to go into engineering, but I thought a lot of aspects about traditional universities were outdated in their approach. I looked at different apprenticeship schemes and everything about The Dyson Institute was what I was looking for, in that I could combine workplace development along with the same standard of academic learning as a full time degree. The wage, accommodation, and atmosphere all had a great influence on my decision to pursue this as well.

What does your course do differently to normal universities?

The course really aims to reinvent engineering education. The biggest difference is that we not only study towards our BEng, but gain work experience with real responsibility alongside it

too. While most degree apprenticeships spend 1 day a week completing university study, we get 2, which really helps our learning.

What were the entry requirements?

The academic requirements are AAB at A Level (or equivalent) – however during the application process there are a number of interviews and aptitude tests to assess our wider strengths, interpersonal skills and lateral thinking, so there’s an added challenge – although it gives you the additional opportunity to show you are more than just your grades.

What do you do at Dyson on a day-to-day basis?

Every day is different, though my work largely focusses on completing rotation projects within the business. So far I’ve completed 4-month

31 rotations with the Motors Mechanical, Hair Care Electronics and New Software teams, each covering a different engineering discipline. At the moment I’ve moved upstream into Research for my current rotation.

You’ve also experienced life at Warwick – tell us about the key differences between your current course and your previous one.

I spent a year studying full time at Warwick studying engineering, though my time was cut short by lockdown! I’ve seen quite a few differences between my new and previous course. The community [at Dyson] is a lot smaller (~150 across all study years) but it means there’s a great sense of community. Apart from that, with The Dyson Institute I’m getting really valuable industry experience all the time, which I would likely have missed had I stayed on as a full time student. Although many really thrive from being full time students, I think my personality is just better suited to the degree apprenticeship.

How does your course carry out assessments as compared to other universities?

As we study with WMG, our academic assessment is exactly the same as a normal university, however we complete our modules in trimesters rather than semesters due to fitting in study alongside work. Additionally we complete a L6 Apprenticeship Standard, which to me is

essentially a “workplace degree” to complement the academic degree.

What’s your favourite aspect about the course?

There’s always something new happening!

Whether it’s learning a new skill or technique, or applying the theory learned from uni to the workplace, there’s countless opportunities for development. As we do rotations, we get to see engineering from every discipline which I think helps us become more well-rounded engineers.

There’s an incredible extra-curricular life as well, with socials and sports clubs organising events all the time.

What are you hoping to do with your course?

As I’m still completing rotations I’ve got a while to decide where I want to specialise when I complete my journey at The Dyson Institute. I’ve always loved design so I’d like to complete some work in Design Engineering, however I’ve had some really positive experiences at work so far, so could quite happily join one of the teams from a previous rotation.

What is academic support like at Dyson?

As it’s a fairly small course we have access to resources and specialists from many people. We can get support that’s much more tailored to our needs and interests due to this smaller

Images to the left: Provided by Isaac

32 community, so there’s rarely a time where we feel like there’s not the right support. Another benefit of this course is we can discuss our learning not only with Dyson engineers, but with Warwick’s academic staff as well.

What does the course structure look like?

Over the 4 years, we complete 3 days a week working and 2 days a week studying – this goes towards our BEng and L6 Apprenticeship Standard. Over summer when our studies have finished, we complete Summer Series projects which aid our professional development. Each year we also get given a good amount of annual leave.

What would you say to anyone who is interested in taking a course similar to yours?

I’d say it’s hard work, but so worthwhile. There are so many benefits to completing a degree apprenticeship like this, like making a good salary and not having to worry about paying uni fees each year – not to mention the fact we’ll have 4 years industry experience by the time we graduate. The opportunities that come from the scheme, such as specialist workplace training, academic support, and the freedom to launch new initiatives are all part of what makes the course so unique and pioneering.

Has your course helped to inspire where you will head in the future?

Working in the industry has massively opened my eyes to what I can do for my future career.

Although it makes it tougher to where to specialise, I have a much greater appreciation for how each discipline fits into the business structure. I’d like to stay on at Dyson for at least a few more years after graduating though as there are so many opportunities that I think I would struggle to find elsewhere.

This image: Student housing at the Dyson Institute of Engineering and Technology

=Puzzle Page

÷π

7

Σ

4

3

33

Crossword

8

AND FINALLY...

× 9 1 0 +

π

± − 3

6

2

×

5

Sudoku

34

Your Articles Your Designs

Your Magazine Do you have an experience you'd like to share? Do you have some designs that you know would look great in the next edition? Or, perhaps, you have a skill that you want to showcase?

If so, please contact the magazine editor, Harriet, by email at: harriet.waldron@warwick.ac.uk

Puzzle solutions

35

THANK YOU TO OUR SPONSORS THIS YEAR

Interested in sponsoring us? Please get in touch at sponsorship@warwickengineers.co.uk

FROM WARWICK ENGINEERING SOCIETY 2021/22 EDITORS HARRIET WALDRON, NIKOLAS FOURNARIS, LAMBO QIN SOCIETY PRESIDENT JASMINE BRITTAN