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University of Southampton

Acoustical Engineering with Industrial Placement Year

UCAS Code: H34P

Bachelor of Engineering (with Honours) - BEng (Hon)

Entry requirements


A level

A,A,B

Typical Offer: AAB including mathematics (minimum grade A) and an additional required subject (minimum grade A) If you are taking an EPQ in addition to 3 A levels, you will receive the following offer in addition to the standard A level offer: ABB including mathematics (minimum grade A) and an additional required subject, plus grade A in the EPQ We are committed to ensuring that all students with the potential to succeed, regardless of their background, are encouraged to apply to study with us. The additional information gained through contextual data allows us to recognise a student’s potential to succeed in the context of their background and experience. Students who are highlighted in this way will be made an offer which is lower than the typical offer for that programme, as follows: ABB including mathematics (minimum grade A) and an additional required subject Required subjects include mathematics and either chemistry, electronics, further mathematics or physics. Pass in the associated science Practical is required where applicable. Offers typically exclude General Studies and Critical Thinking.

AQA Level 3 Technical Level (720 glh)

DD

Typical entry criteria will be to achieve Grade A in A-level Maths plus DD in the Tech Level Accepted subjects: Engineering.

Cambridge International Pre-U Certificate - Principal

D3,D3,M2

D3 D3 M2 in three Principal subjects including mathematics (minimum grade D3) and either chemistry, further mathematics or physics (minimum grade D3) We are committed to ensuring that all learners with the potential to succeed, regardless of their background, are encouraged to apply to study with us. The additional information gained through contextual data allows us to recognise a learner’s potential to succeed in the context of their background and experience. Applicants?who are highlighted in this way will be made an offer which is lower than the typical offer for that programme. Cambridge Pre-U's can be used in combination with other qualifications such as A levels to achieve the equivalent of the typical offer, where D2 can be used in lieu of A-level grade A* or grade D3 can be used in lieu of A-level grade A.

Extended Project

A

If you are taking an EPQ in addition to 3 A levels, you will receive the following offer in addition to the standard A-level offer: ABB including mathematics (minimum grade A) and either physics, further mathematics, chemistry or electronics (minimum grade B), and grade A in the EPQ. Pass in the associated science Practical is required where applicable

GCSE/National 4/National 5

Applicants must hold GCSE English language (or GCSE English) (minimum grade 4/C) and mathematics (minimum grade 4/C)

International Baccalaureate Diploma Programme

34

Pass, with 34 points overall with 17 points at Higher Level, including 6 at Higher Level in Mathematics: Analysis and Approaches or 7 at Higher Level in Mathematics: Applications and Interpretation, and 6 at Higher Level in Chemistry or Physics We are committed to ensuring that all learners with the potential to succeed, regardless of their background, are encouraged to apply to study with us. The additional information gained through contextual data allows us to recognise a learner’s potential to succeed in the context of their background and experience. Applicants?who are highlighted in this way will be made an offer which is lower than the typical offer for that programme. International Baccalaureate Career Programme (IBCP) offer Offers will be made on the individual Diploma Course subject(s) and the career-related study qualification. The CP core will not form part of the offer. Where there is a subject pre-requisite(s), applicants will be required to study the subject(s) at Higher Level in the Diploma course subject and/or take a specified unit in the career-related study qualification. Applicants may also be asked to achieve a specific grade in those elements. Please see the University of Southampton International Baccalaureate Career-Related Programme (IBCP) Statement for further information. Applicants are advised to contact their Faculty Admissions Office for more information.

Leaving Certificate - Higher Level (Ireland) (first awarded in 2017)

H1,H2,H2,H2,H2,H2

H1 H2 H2 H2 H2 H2 including mathematics at H1 and either chemistry or physics at H2 We are committed to ensuring that all learners with the potential to succeed, regardless of their background, are encouraged to apply to study with us. The additional information gained through contextual data allows us to recognise a learner’s potential to succeed in the context of their background and experience. Applicants?who are highlighted in this way will be made an offer which is lower than the typical offer for that programme. There are no additional requirements

OCR Cambridge Technical Diploma

DD

Typical entry criteria will be to achieve grade A in A-level Maths, plus DD in the Technical Diploma. Accepted subjects: Engineering

OCR Cambridge Technical Extended Certificate

D

Typical entry criteria will be to achieve grades AA in both mathematics and either physics, further mathematics, chemistry or electronics at A-level, plus D in the Technical Extended Certificate

Pearson BTEC Level 3 National Extended Certificate (first teaching from September 2016)

D

D in the BTEC National Extended Certificate plus A in A-level mathematics and A in an additional required A-level subject We are committed to ensuring that all learners with the potential to succeed, regardless of their background, are encouraged to apply to study with us. The additional information gained through contextual data allows us to recognise a learner’s potential to succeed in the context of their background and experience. Applicants?who are highlighted in this way will be made an offer which is lower than the typical offer for that programme. The University’s qualifications equivalencies table will be used: https://www.southampton.ac.uk/studentadmin/admissions/admissions-policies/index.page#_ga=2.143280181.1285720294.1533033883-1673588377.1531313130 We do not accept the BTEC National Extended Diploma without additional A-levels We do not accept the BTEC National Diploma without additional A-levels Applicants with a BTEC National Extended Diploma or a BTEC Diploma should apply for the Engineering/Physics/Mathematics/Geophysics Foundation Year

Pearson BTEC Subsidiary Diploma (QCF)

D

D in the BTEC Subsidiary Diploma plus A in A-level mathematics and A in an additional required A-level subject We are committed to ensuring that all learners with the potential to succeed, regardless of their background, are encouraged to apply to study with us. The additional information gained through contextual data allows us to recognise a learner’s potential to succeed in the context of their background and experience. Applicants?who are highlighted in this way will be made an offer which is lower than the typical offer for that programme. The University’s qualifications equivalencies table will be used: https://www.southampton.ac.uk/studentadmin/admissions/admissions-policies/index.page#_ga=2.143280181.1285720294.1533033883-1673588377.1531313130 We do not accept the BTEC Extended Diploma without additional A-levels. We do not accept the BTEC Diploma without additional A-levels. Applicants with a BTEC Extended Diploma or a BTEC Diploma should apply for the Engineering/Physics/Mathematics/Geophysics Foundation Year

Offers will be based on exams being taken at the end of S6. Subjects taken and qualifications achieved in S5 will be reviewed. Careful consideration will be given to an individual’s academic achievement, taking in to account the context and circumstances of their pre-university education. Please see the University of Southampton’s Curriculum for Excellence Scotland Statement for further information. Applicants are advised to contact their Faculty Admissions Office for more information.

We normally consider applicants who offer at least 1 Advanced Higher. Applicants presenting with only Highers will be considered on a case by case basis. Where Highers are taken over two years it might be expected that higher grades are achieved, particularly in any specific subjects required. For example, S5 – S6 (2 years): AABBB (A in specific subject) or S6 (1 year): ABBBB (A in specific subject). Unless a more advanced level (Higher or Advanced Higher) is specified in the stated entry requirements, all applicants will be required to have achieved a pass in Mathematics and English at Standard Grade, Grade 3 or National 5, Grade C, the equivalent of GCSE Grade C/ Grade 4" We are committed to ensuring that all learners with the potential to succeed, regardless of their background, are encouraged to apply to study with us. The additional information gained through contextual data allows us to recognise a learner's potential to succeed in the context of their background and experience. Applicants who are highlighted in this way will be made an offer which is lower than the typical offer for that programme.

Welsh Baccalaureate - Advanced Skills Challenge Certificate (first teaching September 2015)

A

AAB from 3 A levels including mathematics (minimum grade A) and an additional required subject (minimum grade A) or AA from two A levels including mathematics (minimum grade A) and an additional required subject (minimum grade A) and B from the Advanced Welsh Baccalaureate Skills Challenge Certificate We are committed to ensuring that all learners with the potential to succeed, regardless of their background, are encouraged to apply to study with us. The additional information gained through contextual data allows us to recognise a learner’s potential to succeed in the context of their background and experience. Applicants?who are highlighted in this way will be made an offer which is lower than the typical offer for that programme. Required subjects include mathematics and either chemistry, electronics, further mathematics or physics. Pass in the associated science Practical is required where applicable. Offers typically exclude General Studies and Critical Thinking.

UCAS Tariff

136

We've calculated how many Ucas points you'll need for this course.

About this course


Course option

4.0years

Full-time | 2021

Subject

Acoustics and vibration

Acoustical engineering is the application of acoustics – the science of sound and vibration – in technology, with broad applications from the design of cars, 3D-audio systems and concert halls, to reducing aircraft noise and using ultrasound to fight antimicrobial resistance.

As an acoustical engineering student, you will develop specialist knowledge of sound, vibration and their human effects, in addition to a solid foundation in a wide range of engineering fundamentals. You will learn by doing, studying the theoretical principles of acoustical engineering alongside practical design modules and projects.

During your first two years, you will study specialist modules in acoustics and audio signal processing, alongside the core principles of mechanical engineering, including mechatronics and electronics. In your third year, advanced modules and an individual project will deepen your understanding of acoustics and human responses to sound and vibration.

You will have access to our extensive facilities, including dedicated student design studios and workshops, anechoic and reverberation chambers, a listening room and a virtual acoustics laboratory.

Your Industrial Placement Year will enhance your employability, with an additional year-long paid placement in an engineering organisation. You will be able to apply the knowledge and skills that you developed during the early years of your degree, developing vital professional knowledge and skills to prepare you to become a professional engineer after graduation.

Our acoustical engineering courses are unique in being accredited by the Institution of Mechanical Engineers and the Institute of Acoustics and offer a route to chartered status.

Modules

Typical modules include:

Year one: Acoustics; Design and Computing; Electrical and Electronic Systems; Mathematics; Mechanics, Structures and Materials; Thermofluids

Year two: Acoustics; Audio and Signal Processing; Electronics, Drives and Control; Engineering Management and Law; Fluid Mechanics; Mathematics; Mechanics, Machines and Vibration; Systems Design and Computing

Year three: Individual Project; Acoustical Engineering Design; Human Response to Sound and Vibration; Noise Control Engineering; plus additional module options.

Assessment methods

Testing is conducted through a combination of unseen written examinations and assessed coursework in the form of problem-solving exercises, laboratory reports, design exercises, essays, and individual and group projects. Experimental, research and design skills are assessed through laboratory reports, coursework exercises and oral presentations.

The Industrial Placement Year is assessed via an individual reflective report and a presentation to staff and peers.

Tuition fees

Select where you currently live to see what you'll pay:

Channel Islands
£9,250
per year
England
£9,250
per year
EU
£9,250
per year
International
£21,580
per year
Northern Ireland
£9,250
per year
Scotland
£9,250
per year
Wales
£9,250
per year

The Uni


Course location:

Main Site - Highfield Campus

Department:

Acoustical Engineering

TEF rating:
Read full university profile

What students say


We've crunched the numbers to see if overall student satisfaction here is high, medium or low compared to students studying this subject(s) at other universities.

84%
med
Acoustics and vibration

How do students rate their degree experience?

The stats below relate to the general subject area/s at this university, not this specific course. We show this where there isn’t enough data about the course, or where this is the most detailed info available to us.

Acoustics and vibration

Teaching and learning

83%
Staff make the subject interesting
85%
Staff are good at explaining things
88%
Ideas and concepts are explored in-depth
77%
Opportunities to apply what I've learned

Assessment and feedback

Feedback on work has been timely
Feedback on work has been helpful
Staff are contactable when needed
Good advice available when making study choices

Resources and organisation

89%
Library resources
83%
IT resources
93%
Course specific equipment and facilities
81%
Course is well organised and has run smoothly

Student voice

Staff value students' opinions

Who studies this subject and how do they get on?

83%
UK students
17%
International students
84%
Male students
16%
Female students
89%
2:1 or above
0%
Drop out rate

Most popular A-Levels studied (and grade achieved)

A*
A
B

After graduation


The stats in this section relate to the general subject area/s at this university – not this specific course. We show this where there isn't enough data about the course, or where this is the most detailed info available to us.

Acoustics and vibration

What are graduates doing after six months?

This is what graduates told us they were doing (and earning), shortly after completing their course. We've crunched the numbers to show you if these immediate prospects are high, medium or low, compared to those studying this subject/s at other universities.

£27,000
med
Average annual salary
96%
med
Employed or in further education
85%
med
Employed in a role where degree was essential or beneficial

Top job areas of graduates

64%
Engineering professionals
7%
Teaching and educational professionals
6%
Information technology and telecommunications professionals

Although the subject has seen a bit of resurgence in recent years, the UK is still felt to be short of physics graduates, and in particular physicists training as teachers. If you want a career in physics research — in all sorts of areas, from atmospheric physics to lasers - you'll probably need to take a doctorate, and so have a think about where you would like to do that and how you might fund it (the government funds many physics doctorates, so you might not find it as hard as you think). With that in mind, it's not surprising that just over a fifth of physics graduates go on to take doctorates when they finish their degree, and well over a third of physicists take some kind of postgraduate study in total. Physics is highly regarded and surprisingly versatile, which is why physics graduates who decide not to stay in education are more likely to go into well-paid jobs in the finance industry than they are to go into science. The demand and versatility of physics degrees goes to explain why they're amongst the best-paid science graduates.

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Course location and department:

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Teaching Excellence Framework (TEF):

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This information comes from the National Student Survey, an annual student survey of final-year students. You can use this to see how satisfied students studying this subject area at this university, are (not the individual course).

We calculate a mean rating of all responses to indicate whether this is high, medium or low compared to the same subject area at other universities.

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This information is from the Higher Education Statistics Agency (HESA).

You can use this to get an idea of who you might share a lecture with and how they progressed in this subject, here. It's also worth comparing typical A-level subjects and grades students achieved with the current course entry requirements; similarities or differences here could indicate how flexible (or not) a university might be.

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Post-six month graduation stats:

This is from the Destinations of Leavers from Higher Education Survey, based on responses from graduates who studied the same subject area here.

It offers a snapshot of what grads went on to do six months later, what they were earning on average, and whether they felt their degree helped them obtain a 'graduate role'. We calculate a mean rating to indicate if this is high, medium or low compared to other universities.

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Graduate field commentary:

The Higher Education Careers Services Unit have provided some further context for all graduates in this subject area, including details that numbers alone might not show

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The Longitudinal Educational Outcomes dataset combines HRMC earnings data with student records from the Higher Education Statistics Agency.

While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?

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