Course Brochure FitzEd Summer School 2025

FitzEd Summer School 2025 - Programme 1

Course brochure

Enjoy browsing the detailed description of all of courses that we are going to offer as part
of the FitzEd Summer School in Programme 1 (13th-26th July, 2025). For each course you
will also find a list of prerequisite knowledge and corresponding problems to test your
readiness for our courses. To help you catch up on prerequisites that you may not meet
yet, we recommended an optional reading list for most of the courses.

Dr Peter Bolgar
Director of Summer School Programme

Contents:

Chemistry ............................................................................................................................................... 2
Elements of Mathematical Economics ................................................................................................... 5
Biology: Microbiology and Pathogen Evolution ..................................................................................... 7
Philosophy of Science in Cambridge: Then and now............................................................................ 11
Physics: Special Relativity and Quantum Mechanics............................................................................ 14
Engineering: Sustainable Vehicles ........................................................................................................ 17
Computer Science: Artificial Intelligence and Machine Learning ......................................................... 19
Mathematics for Natural Sciences, Option 1 ....................................................................................... 21
Mathematics for the Natural Sciences, Option 2 ................................................................................. 23
Psychology and Neuroscience, Option 1 .............................................................................................. 25
Future-Focused Robotics: Bridging Mechanical and Electrical Systems............................................... 28

Fitzwilliam College reserves the right to changes to the course content or the course instructor.

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Course Brochure FitzEd Summer School 2025

Chemistry

Dr Andrea Chlebikova
Senior Project Chemist at Isaac Physics, Department of Physics, University of Cambridge
College Teaching Associate at Sidney Sussex College
Special Supervisor at Newnham College
Course lecturer, Yusuf Hamied Department of Chemistry, University of Cambridge

Dr Peter Bolgar
Bye-Fellow at Fitzwilliam College, University of Cambridge
Director of Studies and College Lecturer at Magdalene College, University of Cambridge
Lecturer (Teaching) at University College London

13th-26th July, 2025

Andrea Chlebikova came to Cambridge as an undergraduate in October

2011, studying Natural Sciences at St Catharine’s College, specialising in
chemistry. She continued to pursue a PhD in atmospheric chemistry,
focusing on methods of predicting rate constants based on molecular
structure. Andrea has previously been part of the organising team for the
Cambridge Chemistry Challenge, as well as being a UKMT volunteer in
charge of marking mathematics challenges and olympiads. She became
involved in undergraduate teaching at Cambridge in 2015 and has been
supervising first-year chemistry to students of Natural Sciences as well as
more specialised physical chemistry courses ever since. She is also
involved with undergraduate admissions in multiple colleges. Andrea is in
charge of designing and teaching the chemistry content on the STEM SMART programme run by the
University of Cambridge, preparing students from disadvantaged backgrounds for studying STEM
subjects at university.

College Profile: Dr Andrea Cheblikova | Sidney Sussex College Cambridge

Peter Bolgar is a teaching Bye-Fellow in organic and bio-organic chemistry at

Fitzwilliam College. He completed his undergraduate degree in Natural
Sciences at Cambridge, followed by a PhD in supramolecular chemistry at the
same place. His research focused on the synthesis and characterisation of
sequence polymers that are able to form sequence-selective duplexes,
similar to nucleic acids. Peter now specialises in teaching chemistry at the
university level, lecturing a range of courses from the first, second and third
year of the undergraduate curriculum. He is involved with undergraduate
admissions at Magdalene College. Peter is a member of the UK Chemistry
Olympiad Committee, and he mentors students for the International
Chemistry Olympiad both nationally and internationally.

College Profile: https://www.fitz.cam.ac.uk/person/dr-peter-bolgar

Fitzwilliam College reserves the right to changes to the course content or the course instructor.

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Course Brochure FitzEd Summer School 2025

Module Structure and Syllabus:

This course lets participants explore advanced topics in physical and organic chemistry, each of which
are fundamental to your studies of a chemistry degree. The course is built on concepts that you will
be familiar with from school curriculum. We will quickly extend your knowledge in the fields of atomic
and molecular orbital theory, thermodynamics, kinetics and organic reactivity to give you a significant
head start in your university education. You will be able to practice your experimental skills as well
through a practical class in physical chemistry. We are looking forward exploring the highlights of first
year undergraduate-level Chemistry curriculum with you!

14th July 15th July 16th July 17th July 18th July
Date
Monday Tuesday Wednesday Thursday Friday
Physical Physical Theoretical Supervision Organic
Chemistry: Chemistry: Chemistry: Day Chemistry:
Thermodynamics Kinetics Quantum Isomerism,
Mechanics Conjugation,
Acids & Bases

Dr Chlebikova Dr Chlebikova Dr Chlebikova Dr Chlebikova Dr Bolgar

19th July 21th July 22nd July 23rd July 24th July
Date
Saturday Monday Tuesday Wednesday Thursday
Organic Organic Guided Laboratory Final
Chemistry: Chemistry: Presentation and Day Presentations
Introduction to Introduction to Essay Writing
Organic Reaction Reaction Types
Mechanisms

Dr Bolgar Dr Bolgar Dr Chlebikova Dr Chlebikova Dr Chlebikova

Thermodynamics: We will meet the second law of thermodynamics and introduce the quantities
necessary for approaching the question of what controls to what extent a chemical process goes
ahead: enthalpy, entropy and Gibbs free energy. Our exploration of chemical equilibria will then focus
on justifying the shifts seen based on Le Chatelier’s principle.

Chemical kinetics: In this session, we will look at rates of reactions, what factors they depend on and
how we can model them. We will start with an exploration of single-step processes and see how
complexity quickly emerges for multi-step reactions.

Quantum Chemistry: This session focuses on building an understanding of compounds and reactions
on a sub-molecular-level. How do chemists think about chemical bonding and changes to it in a useful
way, despite the counterintuitive concepts quantum mechanics introduces? We will also apply our
new understanding to discuss spectroscopic techniques that allow chemists to study compounds and
chemical reactions.

Supervision Day: Discussing your answers to a problem set in small groups (3-4 participants per group)
led by the course instructor. You will be expected to solve the problems before your supervision and
bring along your answers to the session for discussion. You will also have a chance to ask questions
about anything that was unclear at the lectures.

Isomerism, Conjugation, Acids & Bases: You will learn about different types of isomerism and explore
the topic of chirality and its relevance to everyday life. We will discuss principles influencing electron

Fitzwilliam College reserves the right to changes to the course content or the course instructor.

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Course Brochure FitzEd Summer School 2025

distribution in molecules and then look at factors that govern the acidity and basicity of organic
compounds. Appreciation of acidity and basicity trends will help you better understand the reactivity
of organic molecules, and why one reaction might be favoured over another when multiple reactions
could take place.

Introduction to Organic Reaction Mechanisms: Understanding organic reaction mechanisms is a key

skill to have for any undergraduate chemist. Following the introduction of simple concepts such as
electrophiles and nucleophiles, you will learn the framework that experienced chemists use to
describes organic reactions. This will enable you to rationalise reactions that you haven’t seen before
and lead to your much deeper understanding of organic chemistry.

Introduction to Reaction Types: We will introduce the concept of oxidation levels to help you classify
organic reactions. This will be followed by a discussion of the most common types of organic reactions
and factors that govern them.

Guided Presentation and Essay Writing: Individual work on your research projects led by the course
instructor. You will work on your essay and presentation with the course instructor guiding you
through your research.

Laboratory Day: This session will include a practical component where you will have to plan and carry
out a chemistry experiment. You will have to interpret the data you obtain and reach conclusions on
the basis of your findings.

Final presentations: You will present your research to other participants on the course and the course
instructor.

List of prerequisite knowledge:

Confidence with algebraic manipulation of expressions, including logarithms
A knowledge of differentiation will be helpful but is not necessary
Familiarity with chemistry of secondary-school level (e.g. representations of molecules and chemical
bonding, recognise terminology such as “enthalpy”, some experience handling glassware)

Test your knowledge of the prerequisites! Can you answer the questions below?
1. Calculate the volume of 0.1 molar sulfuric acid necessary to neutralise 25.6 grams of
calcium hydroxide.
!"
2. Rearrange 𝑘 = 𝐴𝑒 !#$ for 𝑇.
3. Draw a structural formula for propanoic acid and but-1-enol.

Recommended reading list (optional):

Foundations of Physical Chemistry: No. 40 (Oxford Chemistry Primers) by Charles P. Lawrence, Alison
Rodger and Richard Compton
Foundations of Physical Chemistry: Worked Examples No. 68 (Oxford Chemistry Primers) by Nathan
Lawrence, Jay Wadhawan and Richard Compton

Fitzwilliam College reserves the right to changes to the course content or the course instructor.

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Course Brochure FitzEd Summer School 2025

Elements of Mathema;cal Economics

(Mathematics and Economics)

Dr Vasileios Kotsidis
College Assistant Professor at Gonville and Caius College

13th-26th July, 2025

Vasileios Kotsidis uses tools from traditional and evolutionary game theory to
analyse social interactions that (potentially) involve strategic motives. His
research focuses on the scope and limitations of models based on
methodological individualism in interpreting individual behaviour (human or
otherwise) as it is manifested in social settings. It spans along three main
directions: how individuals think, what they are motivated by, and what the
researcher can infer. He obtained his PhD in Economics at the University of
Nottingham. His doctorate explored some theoretical aspects of social
(strategic) behaviour and investigated its empirical manifestations. He also
enjoys practicing karate, studying on the philosophy of mathematics, and
reading fantasy literature.

Department profile: https://www.econ.cam.ac.uk/people/cto/vk340

Module Structure and Syllabus:

This course explores some fundamental notions and results that are of special importance of economic
analysis. It begins by considering elements of set theory, analysis, optimisation calculus, and statistics.
It then applies them to construct a series of progressively more elaborate logical statements which
form the basis of formal choice under risk. The result is a robust and analytically tractable approach
to reasoning about uncertainty.

14th July 15th July 16th July 17th July 18th July
Date
Monday Tuesday Wednesday Thursday Friday
Elements of Elements of Elements of Supervision Elements of
Mathematics I Mathematics II Statistics I Day 1 Statistics II
19th July 21th July 22nd July 23rd July 24th July
Date
Saturday Monday Tuesday Wednesday Thursday
Rational Choice Rational Choice Guided
Supervision Final
Theory I: Theory II: Presentation and
Day 2 Presentations
Uncertainty Information Essay Writing

Elements of Mathematics I and II: These lectures introduce students to fundamental concepts of
mathematics that have useful applications in economics.

Elements of Statistics I and II: These lectures provide the statistical foundations necessary for the
analysis of economic processes and relations.

Rational Choice Theory I and II: These lectures introduce a formal theory of choice under uncertainty
and examine some applications in economic transactions. They discuss, in particular, attitudes
towards risk, stochastic dominance, and the incorporation of new information into decision-making.

Fitzwilliam College reserves the right to changes to the course content or the course instructor.

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Course Brochure FitzEd Summer School 2025

Supervision Day 1: Discussing your answers to a problem set in small groups (3-4 participants per
group) led by the course instructor. You will be expected to solve the problems before your supervision
and bring along your answers to the session for discussion. You will also have a chance to ask questions
about anything that was unclear at the lectures.

Guided Presentation and Essay Writing: Individual work on your research projects led by the course
instructor. You will work on your essay and presentation with the course instructor guiding you
through your research.

Supervision Day 2: Small group (3-4 participants per group) sessions led by your course instructor
where you will receive feedback on your essay and presentation drafts. Bring along the drafts to the
supervision and develop your work following the course instructor’s feedback.

Final presentations: You will present your research to other participants on the course and the course
instructor.

List of prerequisite knowledge:

1. Understanding of limilng reasoning
2. Elementary trigonometry
3. Intuilve understanding of sets
4. Venn diagrams
5. Intuilve understanding of probability

Test your knowledge of the prerequisites! Can you answer the questions below?
1. What does it meant to state that some funclon, f, is conlnuous?
2. What does it mean to state that some funclon, f, is differenlable?
3. Consider two sets, A and B. Suppose that A is a subset of B. What are then the union and the
interseclon of A and B?

Fitzwilliam College reserves the right to changes to the course content or the course instructor.

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Course Brochure FitzEd Summer School 2025

Biology: Microbiology and Pathogen Evolu;on

(Biology, Genetics, Microbiology, Bioinformatics)

Dr Marta Matuszewska
Research Associate, Department of Medicine, University of Cambridge and
Wellcome Sanger Institute, Wellcome Trust Genome Campus

Guest lecturer: Dr Christopher Ruis

Research Associate, Department of Medicine, University of Cambridge and
World Health Organization emerging zoonotic diseases consultant

13th-26th July, 2025

Marta Matuszewska, currently a Research Associate at the University of

Cambridge, is an accomplished evolutionary microbiologist specialising in
bacterial host adaptation. Holding a PhD in Veterinary Medicine, Marta's
research is dedicated to understanding the host range and transmission
dynamics of antibiotic-resistant pathogens, with particular focus on
Staphylococcus aureus. In her current role, she is actively engaged in
investigating the biological basis of nasal by S. aureus and the role of carriage
in disease and evolution and spread of antibiotic resistance. Marta is
employing a comprehensive approach that integrates microbiology and
genetic epidemiology. Beyond her research, Marta actively contributes to
education at the University by leading practical classes in mathematical
biology and cell biology. Previously she has supervised undergraduate students in mathematical
biology, nurturing the next generation of scientists. Marta also enjoys public science outreach,
participating in events such as the Cambridge Science Festival, communicating complex scientific
concepts to broad audiences.

Google Scholar: https://scholar.google.com/citations?user=hDJPDIgAAAAJ&hl=en

Cambridge Infectious Diseases Profile: https://www.infectiousdisease.cam.ac.uk/directory/marta-
matuszewska
LinkedIn Profile: https://www.linkedin.com/in/marta-matuszewska-b92432131/

Module Structure and Syllabus:

This course provides an in-depth exploration of the genetic and evolutionary dynamics that drive
pathogen adaptation and resistance, focusing on Staphylococcus aureus and other significant bacteria.
Through lectures on molecular epidemiology, bacterial genomics, and phylogenetic analysis, students
will gain foundational knowledge in understanding pathogen evolution. With a blend of theoretical
concepts and hands-on activities, including guest lectures and group projects, participants will be
equipped to analyse genetic data and explore real-world implications in public health and disease
management.

Fitzwilliam College reserves the right to changes to the course content or the course instructor.

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Course Brochure FitzEd Summer School 2025

14th July 15th July 16th July 17th July 18th July
Date
Monday Tuesday Wednesday Thursday Friday
DNA Structure,
Molecular Causes and Micro-organisms Supervision Microbes and
Epidemiology consequences Classification Day 1 Disease
of mutations
19th July 21th July 22nd July 23rd July 24th July
Date
Saturday Monday Tuesday Wednesday Thursday
Supervision
Phylogenetics Day 2 and
Guided
Bacterial and Guest Lecture: Final
Presentation and
Genomics Phylogenetic SARS-CoV-2 Presentations
Essay Writing
Inference Pandemic
Response

Molecular Epidemiology: An in-depth introduction to the methodologies and key definitions essential
for studying the evolution of pathogens using genomic data. Students will learn the foundational
concepts that underpin molecular epidemiology.

DNA Structure: A comprehensive exploration of cell structure, the intricacies of DNA and RNA
molecules, and a deep dive into the Central Dogma of biology. This lecture lays the groundwork for
understanding genetic information.

Causes and consequences of mutations: A detailed examination of mutations, including their

definition, classification into types, an exploration of their consequences on genetic material, and an
analysis of the diverse factors contributing to mutagenesis.

Micro-organisms Classification: A nuanced discussion on the principles governing the classification of

microorganisms, emphasising both phenetic and phylogenetic relationships. Students will gain insights
into the taxonomic frameworks that categorise these entities.

Supervision Day 1: Discussing your answers to a problem set in small groups (3-4 participants per
group) led by the course instructor. You will be expected to solve the problems before your supervision
and bring along your answers to the session for discussion. You will also have a chance to ask questions
about anything that was unclear at the lectures

Microbes and Disease: An exploration of infectious diseases, covering the spectrum from foodborne
and waterborne to airborne diseases. Students will gain a broad understanding of the diverse
microbial agents responsible for various health challenges.

Bacterial Genomics: An introduction to the diverse sequencing techniques employed in bacterial

genomics. The lecture will guide students through the process of transforming raw sequencing data
into a comprehensible genome, providing essential insights into genomic analyses.

Phylogenetics and Phylogenetic Inference: A deep dive into phylogenetic principles, including real-
world examples of phylogenies, discussions on phylogenetic tree rooting and topology, applications
in diverse contexts, and a critical examination of potential pitfalls in phylogenetic analyses. Students
will also learn the practical aspects of phylogenetic inference. This includes creating alignments,
understanding distance matrices, selecting appropriate substitution models, and exploring various
approaches to construct phylogenetic trees, such as Neighbour-Joining, Likelihood-based methods,
and Bayesian phylogenetic inference.

Fitzwilliam College reserves the right to changes to the course content or the course instructor.

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Course Brochure FitzEd Summer School 2025

Guided Presentation and Essay Writing: Individual work on your research projects led by the course
instructor. You will work on your essay and presentation with the course instructor guiding you
through your research.

Supervision Day 2: Small group (3-4 participants per group) sessions led by your course instructor
where you will receive feedback on your essay and presentation drafts. Bring along the drafts to the
supervision and develop your work following the course instructor’s feedback.

Guest Lecture - SARS-CoV-2 Pandemic Response: A special guest lecture by Dr Christopher Ruis,
offering unique insights into his work during the SARS-CoV-2 pandemic response. Students will gain a
first-hand understanding of applying mutational spectra and phylogenetics to decipher pathogen
transmission patterns.

Final presentations: You will present your research to other participants on the course and the course
instructor.

List of prerequisite knowledge:

A broad familiarity with the items on the list above will greatly enhance your understanding and
enjoyment of the classes and good preparation by all students will contribute significantly to the
success of the course.

Test your knowledge of the prerequisites! Can you answer the questions below?
1. What is DNA, and what is its primary role in living organisms?
2. What is one common disease caused by bacteria?
3. What do we call medicines that help fight bacterial infeclons?

Recommended reading list (optional):

Brown, T. A. (2002). Mutation, Repair and Recombination.
https://www.ncbi.nlm.nih.gov/books/NBK21114/

Costa dos Santos, G., Renovato-Martins, M., & de Brito, N. M. (2021). The remodel of the “central
dogma”: a metabolomics interaction perspective. Metabolomics: Official Journal of the Metabolomic
Society, 17(5). https://doi.org/10.1007/S11306-021-01800-8

Crick, F. (1970). Central Dogma of Molecular Biology. Nature 1970 227:5258, 227(5258), 561–563.
https://doi.org/10.1038/227561a0

Foxman, B., & Riley, L. (2001). Molecular Epidemiology: Focus on Infection. American Journal of
Epidemiology, 153(12), 1135–1141. https://doi.org/10.1093/AJE/153.12.1135

Hall A. What is molecular epidemiology? (Editorial). Trop Med Int Health 1996;1:407–8.

Lakhundi, S., & Zhang, K. (2018). Methicillin-Resistant Staphylococcus aureus: Molecular

Characterization, Evolution, and Epidemiology. Clinical Microbiology Reviews, 31(4).
https://doi.org/10.1128/CMR.00020-18

MacPhee, D. G., & Ambrose, M. (1996). Spontaneous mutations in bacteria: chance or necessity?
Genetica, 97(1), 87–101. https://doi.org/10.1007/BF00132585

Fitzwilliam College reserves the right to changes to the course content or the course instructor.

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Course Brochure FitzEd Summer School 2025

Pitt, T. L., & Barer, M. R. (2012). Classification, identification and typing of micro-organisms. Medical
Microbiology, 24. https://doi.org/10.1016/B978-0-7020-4089-4.00018-4

Tompkins LS. Molecular epidemiology: development and application of molecular methods to solve
infectious disease mysteries. In: Miller VL, Kaper JB, Portnoy DA, et al, eds. Molecular genetics of
bacterial pathogenesis: a tribute to Stanley Falkow. Part 1. Retrospective look at early advances.
Washington, DC: American Society for Microbiology, 1994:63–73

Fitzwilliam College reserves the right to changes to the course content or the course instructor.

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Course Brochure FitzEd Summer School 2025

Philosophy of Science in Cambridge: Then and now

Dr Alex Carter
Associate Professor of Philosophy and Interdisciplinary Studies, ICE, University of
Cambridge.
College Lecturer in Interdisciplinary Studies, Fitzwilliam College

13th-26th July, 2025

Alex Carter teaches Philosophy and Creativity Theory at the University of

Cambridge, Institute of Continuing Education. He also oversees the
Institute's undergraduate research courses. At Fitzwilliam College, Alex
supervises philosophy students and provides study skills support to all
college members. Alex’s research interests are diverse and include
Wittgenstein’s later philosophy, the theology of Simone Weil and the
philosophy of humour. Alex’s PhD thesis explored some of the surprising
aspects of Wittgenstein’s views concerning freedom and fatalism. Alex is
currently researching the relationship between humour and creative
practice via the concept of ’serious play’.

www.ice.cam.ac.uk/about-us/staff-profiles/tutor/dr-alex-david-carter
www.fitz.cam.ac.uk/person/dr-alexander-carter
Www.ADCPhilosophy.com

Module Structure and Syllabus:

From Isaac Newton to Alan Turing, Francis Bacon to Stephen Hawking, Charles Darwin to Rosalind
Franklin, James Fraser to Jane Goodall—Cambridge is renowned for its scientific breakthroughs. In this
course, we explore the deeper, philosophical significance of these discoveries and ask: Is space a
“stuff”? Are human beings “special”? Is mathematics certain? Can machines think? The course
welcomes those new to philosophy, and invites students to apply their knowledge of other subjects
in critical and creative ways.

14th July 15th July 16th July 17th July 18th July
Date
Monday Tuesday Wednesday Thursday Friday
Philosophical Cambridge’s
Philosophy,
faces and Natural Cambridge Supervision
Science and
places of Philosophers Platonism Day 1
Divinity
Cambridge
19th July 21th July 22nd July 23rd July 24th July
Date
Saturday Monday Tuesday Wednesday Thursday
Wittgenstein’s
Cambridge’s Guided
Lectures on the Supervision Final
Analytic Presentation and
Foundation of Day 2 Presentations
philosophers Essay Writing
Mathematics

Philosophical faces and places of Cambridge: We will explore a map of Cambridge to identify the key
places where philosophical discoveries took place, including Fitzwilliam College itself. This will give
students an overview of the course and allow students to go out and see the places we are talking
about.

Fitzwilliam College reserves the right to changes to the course content or the course instructor.

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Course Brochure FitzEd Summer School 2025

Cambridge’s Natural Philosophers: Today, we think of Newton and Darwin as scientists. But in their
own time, they were natural philosophers. We will consider the controversial and groundbreaking
discoveries of these two natural philosophers; as well as the philosophical insights that inspired them.

Cambridge Platonism: In 17th Century Cambridge witnessed a resurgence of Plato’s philosophy,

spearheaded by Ralph Cudworth and Henry More. This session will give us the opportunity to
(re)consider Plato’s philosophy through the writings of these Cambridge philosophers.

Supervision Day 1: Discussing your answers to a problem set in small groups (3-4 participants per
group) led by the course instructor. You will be expected to solve the problems before your supervision
and bring along your answers to the session for discussion. You will also have a chance to ask questions
about anything that was unclear at the lectures.

Philosophy, Science and Divinity: We will reflect on some of the themes considered in the preceding
session. Historically, how do science, theology and philosophy interact, and is it still the same today?

Cambridge’s Analytic Philosophers: This session introduces the 20th Century philosophies of Russell,
Moore and Wittgenstein. All three philosophers sought to provide definitive answers to questions
about the nature of reality.

Wittgenstein on the Foundations of Mathematics: We will look more closely at what Wittgenstein
thought about mathematics through the lectures he delivered in Cambridge in the early 20th Century.
These lectures may (or may not) have influenced other important figures in Cambridge, including
Frank Ramsey and Alan Turing.

Guided Presentation and Essay Writing: Individual work on your research projects led by the course
instructor. You will work on your essay and presentation with the course instructor guiding you
through your research.

Supervision Day 2: Small group (3-4 participants per group) sessions led by your course instructor
where you will receive feedback on your essay and presentation drafts. Bring along the drafts to the
supervision and develop your work following the course instructor’s feedback.

Final presentations: You will present your research to other participants on the course and the course
instructor.

List of prerequisite knowledge:

No previous study of philosophy is required; although a broad familiarity with the ideas above will
enhance your understanding and enjoyment of the classes and good preparation by all students will
contribute significantly to the success of the course. It is also hoped that students will apply existing
knowledge from other fields, e.g. physics, mathematics, law, in discussing the above topics.
Much of philosophy is about making distinctions. So, if you are unsure about your suitability, you could
review the below questions. There are few (if any) perfect answers in philosophy, so it is important
only that you feel confident arriving at an answer.

Test your knowledge of the prerequisites! Can you answer the questions below?
1. What is the difference between an argument and an asserlon?
2. What is the difference between a paradox and a problem?
3. Can I know x if x is false?

Fitzwilliam College reserves the right to changes to the course content or the course instructor.

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Course Brochure FitzEd Summer School 2025

Recommended reading list (optional):

• Beaney, M., 2017. Analylc philosophy: A very short introduclon (Vol. 542). Oxford University
Press. (An introductory text to Analylc philosophy)
• Monk, R. 1991, Ludwig Wiugenstein: The Duty of Genius, Penguin. (This is not a philosophy
book, but a biography of Cambridge’s most influenlal philosopher).
• Russell, B., 2001. The problems of philosophy. OUP Oxford. (This is wriuen by another,
influenlal, Cambridge philosopher, but it is an excellent introduclon to philosophy in
general)

Fitzwilliam College reserves the right to changes to the course content or the course instructor.

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Course Brochure FitzEd Summer School 2025

Physics: Special Rela;vity and Quantum Mechanics

Dr Joao Rodrigues
Bye Fellow of St Catharine’s and Wolfson Colleges

13th-26th July, 2025

After many years working in Quantum Field Theory and Particle Physics,
specifically in the parton structure of the nucleons, I changed my field of
research to the climate of the polar regions. In the Polar Oceans Physics Group
in Cambridge, I studied how the Arctic sea ice cover has changed in recent
decades as a consequence of global warming. I examined sea ice thickness data
collected by submarines and satellites and attempted to quantify the dramatic
thinning of the Arctic Sea ice. At present, I teach several Physics and
Mathematics courses for first-, second- and third-year students in the Natural
Sciences and the Mathematical Tripos of the University of Cambridge.

College Profile: https://www.wolfson.cam.ac.uk/people/dr-joao-rodrigues

Module Structure and Syllabus:

The motion of particles at speeds close to the speed of light is described by equations that are very
different from those that we apply to study the motion of the objects in our daily life, such as the
planets around the Sun. Special Relativity provides the theoretical framework to study those fast
moving particles. We shall study phenomena such as the time dilation, length contraction and the
famous twin paradox, which have no counterpart in the classical theory.
And let us explore the Quantum World. The atomic and subatomic particles behave in a way that for
us, used to the certainties of Classical Dynamics and Electromagnetism, is unambiguously strange.
Quantum Mechanics suggests there is an essential randomness in quantum phenomena and the best
theory we have, based on the wave function and Schrodinger equation, can only predict the
probabilities of events to occur. Such peculiarities of the theory were not appealing to everyone. We
shall look at how Einstein objected to the standard formulation of Quantum Mechanics and how his
ideas led to new developments.

14th July 15th July 16th July 17th July 18th July
Date
Monday Tuesday Wednesday Thursday Friday
The Lorentz Relativistic The historical
Transformation Relativistic Optics and Supervision development of
and Relativistic Dynamics appearance of Day 1 Quantum
Kinematics moving object Mechanics
19th July 21st July 22nd July 23rd July 24th July
Date
Saturday Monday Tuesday Wednesday Thursday
The postulates The EPR
Guided
of QM and paradox and Supervision Final
Presentation and
simple Bell’s Day 2 Presentations
Essay Writing
applications Inequality

The Lorentz Transformation. We highlight the successes and difficulties of the pre-relativistic physics.
The latter was very effective in predicting, for instance, the motion of the planets, but Einstein noticed

Fitzwilliam College reserves the right to changes to the course content or the course instructor.

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Course Brochure FitzEd Summer School 2025

what appeared to be an inconsistency between Newton’s dynamics and Maxwell’s electromagnetism.

This led him to propose a new physical theory and a new transformation law for the coordinates of
the same event in two different reference frames. Different observers may assign different times to
the same event, a curious feature of what became known as the Lorentz transformation.

Relativistic Kinematics. The fact that time flows at different rates in different systems of reference
has interesting consequences. We shall follow a fast-moving interstellar spaceship and compare the
magnitudes of time intervals, distances and velocities measured by those in the ship with the
corresponding measurements made by observers at rest. In this context, we shall examine in detail
the well-known Twin Paradox.

Relativistic Dynamics. We introduce the notions of relativistic momentum and energy and study some
examples of the conversion of mass into energy and vice-versa. We derive the famous formula E=mc2
and explore its implications in some physical systems.

Relativistic Optics. The Doppler effect and the aberration of light were known phenomena in non-
relativistic physics. We shall assess how Relativity modifies the classic formulas and explore some of
the consequences of these changes.

Appearance of rapidly moving objects. When taking a photograph of a moving object, all rays
generated at its boundaries arrive simultaneously at the camera. If the object has a non-negligible
size, light rays must then leave its surface at different times. In most instances this causes a significant
distortion on the appearance of objects that move at speeds close to the speed of light. However,
perhaps surprisingly, some objects keep their shape in the photographs.

Supervision Day 1: Discussing your answers to a problem set in small groups (3-4 participants per
group) led by the course instructor. You will be expected to solve the problems before your supervision
and bring along your answers to the session for discussion. You will also have a chance to ask questions
about anything that was unclear at the lectures.

The historical development of Quantum Mechanics. The first quarter of the twentieth century is
often regarded as one of the most productive periods in the history of science. We shall study the
ideas of Planck, de Broglie, Heisenberg, Schrodinger, and others which culminated in 1925-1926 with
the formulation of the Quantum Theory.

The postulates of Quantum Mechanics and simple applications. We introduce the notion of wave
function, quantised energy levels and solve Schrodinger’s equation for simple systems. We discuss
how the equation can be applied to more complicated systems such as the hydrogen atom and the
harmonic oscillator. We derive Heisenberg’s uncertainty relations and discuss their implications.

The EPR paradox and the Bohr-Einstein debate. The new ideas were not accepted without reluctance
by some, among them Einstein. In 1935, together with Podolsky and Rosen, he wrote an article in
which an apparent paradox suggested that the formulation of Quantum Mechanics was incomplete.
We shall discuss their reasoning and the more modern version of the paradox due to Bohm.

Bell’s Inequality. Almost 30 years after the EPR argument was formulated, Bell wrote what has been
described as one of the most important scientific works of the 20th century, in which it was shown that
Quantum Mechanics could not be completed with the so-called hidden variables. We shall have a good
discussion of Bell’s theorem and some of its variants, namely due to d’Espagnat.

Fitzwilliam College reserves the right to changes to the course content or the course instructor.

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Course Brochure FitzEd Summer School 2025

Guided Presentation and Essay Writing: Individual work on your research projects led by the course
instructor. You will work on your essay and presentation with the course instructor guiding you
through your research.

Supervision Day 2: Small group (3-4 participants per group) sessions led by your course instructor
where you will receive feedback on your essay and presentation drafts. Bring along the drafts to the
supervision and develop your work following the course instructor’s feedback.

Final presentations: You will present your research to other participants on the course and the course
instructor.

List of prerequisite knowledge:

Newtonian dynamics:
- Newton’s Laws
- Notions of force, mass, momentum, energy and work
Optics:
- The laws of reflection and refraction
- Notion of frequency, period, wavelength
Mathematics:
- Elementary techniques of differentiation and integration
- Techniques for solving simple first and second order differential equations (desired but not
strictly necessary)

Test your knowledge of the prerequisites! Can you answer the questions below?
1. Igor is a cosmonaut in the Internalonal Space Stalon, orbilng the Earth at an alltude of 408
km at speed of 28000 km/h. What is his acceleralon and what gravitalonal force does the
Earth exert on him.
2. You apply a 4.9 N force to the free end of a spring, stretching it from its relaxed state by 12
mm. What is the spring constant? What force does the spring exert on you if you stretch it by
17 mm? How much work does the spring force do on your hand?
3. The wavelength of x rays produced in the Stanford Linear Accelerator is 0.067 fm; what is the
frequency of these x rays?

Recommended reading list (optional):

Halliday and Resnick, Fundamentals of Physics (Relativity and Quantum Mechanics chapters only);
A Einstein, The Principle of Relativity;
R Feynman, The Feynman Lectures on Physics, Quantum Mechanics (Chapter 1 only).

Fitzwilliam College reserves the right to changes to the course content or the course instructor.

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Course Brochure FitzEd Summer School 2025

Engineering: Sustainable Vehicles

Dr Andrea Giusti
Bye-Fellow, Fitzwilliam College, University of Cambridge
Senior Lecturer in Thermofluids, Department of Mechanical Engineering, Imperial College
London

13th-26th July, 2025

Andrea is a Senior Lecturer in Thermofluids at Imperial College London,

Department of Mechanical Engineering and Bye-Fellow at Fitzwilliam
College, Cambridge. He studied Mechanical and Energy Engineering in
Florence (Italy). He obtained a PhD in 2014 at the University of Florence,
working on a project for the development of clean engines for airplanes.
Following his PhD, Andrea joined the Engineering Department at the
University of Cambridge as a Rolls-Royce Research Associate. He was
appointed Lecturer by Imperial College in October 2018. In addition to the
academic role at Imperial College, Andrea supervises undergraduate
students at Fitzwilliam College. He is also Editor-in-Chief of the
International Journal of Spray and Combustion Dynamics.

College Profile: https://www.fitz.cam.ac.uk/person/dr-andrea-giusti

Departmental Profile: https://www.imperial.ac.uk/people/a.giusti

Module Structure and Syllabus:

The module we propose focuses on the design of new vehicles with sustainability at the centre of all
engineering choices. The student will learn the fundamentals of vehicle dynamics, aerodynamic forces,
electrification and new vehicle concepts. Theoretical lectures are paired with practical sessions which
will guide the student towards a conceptual design of the vehicle of the future.

14th July 15th July 16th July 17th July 18th July
Date
Monday Tuesday Wednesday Thursday Friday
Sustainability
Engineering and Supervision Aerodynamic
and life cycle Vehicle Dynamics
Innovation Day 1 forces
assessment
19th July 21th July 22nd July 23rd July 24th July
Date
Saturday Monday Tuesday Wednesday Thursday
Guided
Fuels and Electrification of Supervision Final
Presentation and
Emissions transportation Day 2 Presentations
Essay Writing

Engineering and Innovation: ideal engineering system, S-shaped curve, transition to the super-
system, micro-scale interactions, systematic innovation, nature-inspired innovation, examples. In-
class problems: finding bio-inspired solutions for the improvement of the performance of a vehicle.
Assignment: definition of an ideal vehicle and identification of barriers to innovation.

Sustainability and Life cycle assessment: climate crisis, the concept of sustainability, multi-criteria
decision analysis, the lifecycle of a component/system, the various phases of the life cycle assessment.
In-class problems: life cycle assessment of a car. Assignment: multi-criteria decision analysis.

Fitzwilliam College reserves the right to changes to the course content or the course instructor.

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Course Brochure FitzEd Summer School 2025

Vehicle Dynamics: forces on vehicles, wheels and forces exchanged on the ground, power
requirements. In-class problems: identification of engine power requirements for a given performance
of the vehicle. Assignment: computation of power required for a car for different slope angles of the
road.

Supervision Day 1: Discussing your answers to a problem set in small groups (3-4 participants per
group) led by the course instructor. You will be expected to solve the problems before your supervision
and bring along your answers to the session for discussion. You will also have a chance to ask questions
about anything that was unclear at the lectures.

Aerodynamic forces: fundamentals of aerodynamic friction and drag, flow separation, streamlining,
wing profiles, lift and downforce. In-class problems: reduction of drag (case study). Assignment: sketch
of an aerodynamic vehicle.

Fuels and emissions: classification of fuels, emissions from engines, biofuels, hydrogen. Overview of
internal combustion engines, fundamentals of thermodynamics, efficiency. In-class problems:
quantification of carbon dioxide emitted by hydrocarbon combustion.

Electrification of transportation: hybrid cars, fully electric cars, fundamentals of fuel cells and
batteries, energy, and power density; electrification of aircrafts. Future vehicle concepts: autonomous
vehicles, urban air mobility. In-class problem: evaluate the battery volume and weight for given
characteristics of a vehicle (power requirement, range).

Guided Presentation and Essay Writing: Individual work on your research projects led by the course
instructor. You will work on your essay and presentation with the course instructor guiding you
through your research.

Supervision Day 2: Small group (3-4 participants per group) sessions led by your course instructor
where you will receive feedback on your essay and presentation drafts. Bring along the drafts to the
supervision and develop your work following the course instructor’s feedback.

Final presentations: You will present your research to other participants on the course and the course
instructor.

List of prerequisite knowledge:

Fundamental concepts of mechanics (Newton’s second law, friction force, velocity, acceleration along
a straight line); the concept of energy and power. Chemical reactions (reading reactants and products;
balancing the reaction).

Test your knowledge of the prerequisites! Can you answer the questions below?
1. Consider a block sliding on a table with speed U=10 m/s. The kinemalc friclon coefficient
between the block and the table is 𝜇 = 0.1. The block is pushed against the table with a normal
force equal to 10 N. What is the force parallel to the table that must be applied to the block to
keep it moving at constant speed? How much power is needed to move the block?
2. A ball of mass 1 kg is launched verlcally from the ground with speed 20 m/s. Assuming that
gravity is the only force aclng on the ball, what is the maximum height reached by the ball?
3. Methane, CH4, reacts with oxygen, O2. Find the minimum mass of oxygen per unit mass of
methane to completely convert carbon into CO2 and hydrogen into H2O.

Recommended reading list (optional):

Any book on physics and chemistry for high school.

Fitzwilliam College reserves the right to changes to the course content or the course instructor.

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Course Brochure FitzEd Summer School 2025

Computer Science: Ar;ficial Intelligence and Machine Learning

Dr John Fawcett
Churchill College, University of Cambridge

13th-26th July, 2025

Since completing his PhD, John Fawcett has been working in industry alongside
lecturing, tutoring, supervising and directing studies in Computer Science at
Cambridge. Over more than 15 years, John has seen around 500 students through
to graduation. John has delivered courses in summer schools for over 10 years
and is active in undergraduate admissions, including as Subject Convenor for the
Computer Science undergraduate course. John served as University Senior
Proctor in the 2021/22 academical year after being Praelector for 6 years at
Churchill.

College Profile: https://www.chu.cam.ac.uk/fellows/dr-john-fawcett/

Module Structure and Syllabus:

Artificial intelligence (AI) and machine learning (ML) have featured in the news regularly in recent
years as technology continues to transform our social and work lives. This course explores the
problems that we can solve with AI and ML and takes a deep dive into how we create them, including
the key maths and algorithms. It moves from narrow-focused classical AI systems to solving open-
ended problems that humans cannot necessary solve. Looking beyond today's AI and ML systems, the
course looks at the challenges that the technology has still to overcome, posturing you to understand
the next wave of developments.

14th July 15th July 16th July 17th July 18th July
Date
Monday Tuesday Wednesday Thursday Friday
Classic search
Scaling to real
problems in Interactive Supervision
world search Prolog
artificial decision making Day 1
problems
intelligence
19th July 21th July 22nd July 23rd July 24th July
Date
Saturday Monday Tuesday Wednesday Thursday
Guided
Understanding Training a Supervision Final
Presentation and
Knowledge Neural Network Day 2 Presentations
Essay Writing

Classic search problems in artificial intelligence: many problems have a solution; many games have
an optimal strategy. But how do we find them? What data structures and algorithms can we use?

Scaling to real world search problems: redesigning our algorithms to better match the limits of
modern hardware and to handle different user requirements.

Interactive decision making: how can we handle problems that change while we are implementing
our solution? Dynamic, or interactive, search problems pose interesting new challenges!

Fitzwilliam College reserves the right to changes to the course content or the course instructor.

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Course Brochure FitzEd Summer School 2025

Supervision Day 1: Discussing your answers to a problem set in small groups (3-4 participants per
group) led by the course instructor. You will be expected to solve the problems before your supervision
and bring along your answers to the session for discussion. You will also have a chance to ask questions
about anything that was unclear at the lectures.

Prolog: we will learn a new programming language that can help us to implement our AI algorithms!

Understanding knowledge: each of us has an intuitive understanding of common sense and

knowledge, but how can we represent that in a computer, and what format(s) make it usable?

Training a neural network: generalising our approach, can we design systems that can design
themselves?

Guided Presentation and Essay Writing: Individual work on your research projects led by the course
instructor. You will work on your essay and presentation with the course instructor guiding you
through your research.

Supervision Day 2: Small group (3-4 participants per group) sessions led by your course instructor
where you will receive feedback on your essay and presentation drafts. Bring along the drafts to the
supervision and develop your work following the course instructor’s feedback.

Final presentations: You will present your research to other participants on the course and the course
instructor.

List of prerequisite knowledge:

No computer science knowledge is assumed but programming experience is always useful.

Test your knowledge of the prerequisites! Can you answer the questions below?

Suppose you have a function that can tell you which of two items, A and B, should come first in a
sorted list.
1. What is the difference between a tree and a graph data structure?
2. Why might breadth first search not perform well on a graph?
3. Why might depth first search not perform well on a graph?

Fitzwilliam College reserves the right to changes to the course content or the course instructor.

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Course Brochure FitzEd Summer School 2025

Mathema;cs for Natural Sciences, Op;on 1

Dr Stephen Sawiak
Fellow, Tutor, College Lecturer, Assistant Director of Studies in Mathematics for Natural
Sciences
Fitzwilliam College, University of Cambridge

MRI Physicist, Department of Physiology, Development and Neuroscience

University of Cambridge

13th-26th July, 2025

Dr Sawiak is an experienced lecturer, supervisor and assistant director of

studies responsible for organising the mathematics supervisions for
students taking physical Natural Sciences, Computer Science and Chemical
Engineering courses in Fitzwilliam College. He has interviewed Natural
Sciences candidates for over 15 years and supervised students in
mathematics for 18 years. Day to day he conducts research in magnetic
resonance imaging acquisition and analysis methods with applications to
neuroscience.

College Profile: https://www.fitz.cam.ac.uk/person/dr-stephen-sawiak

Module Structure and Syllabus:

This exciting and challenging mathematics course gives a rapid tour from the fundamentals of calculus
(differentiation and integration) up to first-year University level with advanced applications including
power series expansion of functions, Fourier series and the extension of integration into multiple
dimensions and non-Cartesian coordinate systems. The pace of this course will be fast and most
suitable for those with already some familiarity with the basic concepts of calculus who are keen for
a preview of University level mathematics made accessible to those of a bright high school level.

14th July 15th July 16th July 17th July 18th July
Date
Monday Tuesday Wednesday Thursday Friday
Sums, series Calculus I Supervision Calculus II
Taylor Series
convergence Differentiation Day 1 Integration
19th July 21th July 22nd July 23rd July 24th July
Date
Saturday Monday Tuesday Wednesday Thursday
Guided
Multiple Supervision Final
Fourier Series Presentation and
integration Day 2 Presentations
Essay Writing

Series, sums and convergence: Arithmetic and geometric series, mixed series, defining an infinite sum,
determining convergence, limits.

Calculus I: Differentiation. Definitions, product and chain rules, examples.

Fitzwilliam College reserves the right to changes to the course content or the course instructor.

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Course Brochure FitzEd Summer School 2025

Taylor series: Finding power series from first principles, combining series and applications to
approximation.

Supervision Day 1: Discussing your answers to a problem set in small groups (3-4 participants per
group) led by the course instructor. You will be expected to solve the problems before your supervision
and bring along your answers to the session for discussion. You will also have a chance to ask questions
about anything that was unclear at the lectures.

Calculus II: Integration. Definitions, relationship to differentiation, integration by parts, harder

problems.

Fourier series: Expressing functions in terms of a series of sine and cosine basis functions, applications.

Multiple integration: Integration in multiple dimensions, spherical and cylindrical coordinate systems.

Guided Presentation and Essay Writing: Individual work on your research projects led by the course
instructor. You will work on your essay and presentation with the course instructor guiding you
through your research.

Supervision Day 2: Small group (3-4 participants per group) sessions led by your course instructor
where you will receive feedback on your essay and presentation drafts. Bring along the drafts to the
supervision and develop your work following the course instructor’s feedback.

Final presentations: You will present your research to other participants on the course and the course
instructor.

List of prerequisite knowledge:

Basic algebra, trigonometry (functions sin, cos, tan; use of radians)

Test your knowledge of the prerequisites! Can you answer the questions below?
1. What does the gradient of a funclon mean?
2. If x(a+b/2)=6, what is b in terms of a and x?
3. Sketch the graphs of sin 𝑥 and cos 𝑥, in radians, from −𝜋 < 𝑥 < 𝜋

Fitzwilliam College reserves the right to changes to the course content or the course instructor.

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Course Brochure FitzEd Summer School 2025

Mathema;cs for the Natural Sciences, Op;on 2

Serena Povia
College Teaching Associate at St John’s College
Supervisor at Magdalene and Jesus
Involved in Cambridge Admissions for the past 7 years in several colleges
STEMSMART Supervisor

13th-26th July, 2025

Mrs. Serena Povia specialises in teaching Mathematics and Physics at the

University level. She has been a supervisor in physics and mathematics for the
Natural Sciences course for about ten years. Current teaching commitment are
the Physics and Mathematics courses for the first year and the second year.
Sereba previously taught third year courses too.

College Profile: https://www.joh.cam.ac.uk/fellow-profile/410

Module Structure and Syllabus:

14th July 15th July 16th July 17th July 18th July
Date
Monday Tuesday Wednesday Thursday Friday
Differential Complex Supervision Differential
Integration 1
Equations 1 Numbers Day 1 Equations 2
19th July 21th July 22nd July 23rd July 24th July
Date
Saturday Monday Tuesday Wednesday Thursday
Introduction to Guided
Differential Supervision Final
multivariable Presentation and
Equations 3 Day 1 Presentations
calculus Essay Writing

Differential equations 1: Using physics we introduce the need to use differential equations with some
simple examples – possibly including systems of differential equations in nuclear decay.

Integration 1: A very flexible day on integration – it serves as a recap and extension for those who
have done a lot of integration and as an introduction for those who have not seen much integration
yet.

Complex Numbers: We need the formalism of complex numbers to solve harder physics problems.
We introduce and use the cartesian and polar forms.

Supervision Day 1: Discussing your answers to a problem set in small groups (3-4 participants per
group) led by me. You will be expected to solve the problems before your supervision and bring along
your answers to the session for discussion. You will also have a chance to ask questions about anything
that was unclear at the lectures.

Differential equations 2: Simple harmonic oscillator physics requires a different style of solution that
will use Complex Numbers.

Fitzwilliam College reserves the right to changes to the course content or the course instructor.

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Course Brochure FitzEd Summer School 2025

Introduction to multivariable calculus: if we need to describe physical phenomena, we need to be

able to express quantities in more than one dimension. We look at how to interpret a scalar function
of two variables as a surface. We may have time to cover some examples of multivariable integration.

Differential equations 3: We cover simple examples of multivariable differential equations (for

example wave equation, Laplace equation, Diffusion Equation).

Guided Presentation and Essay Writing: Individual work on your research projects (essay and
presentation) led by me.

Supervision Day 2: Small group (3-4 participants per group) sessions where you will receive feedback
on your essay and presentation drafts. Bring along the drafts to the supervision and develop your work
following the course instructor’s feedback.

Final presentations: You will present your research to other participants on the course and the course
instructor.

Prerequisites: derivatives (polynomials, trigonometric, exponentials, ln), product and chain rules for
derivatives, integrals (polynomials, trigonometric, exponentials, ln), integrations by substitution, at
least some knowledge of complex numbers.

Note: this course will be very closely targeted at students between lower and upper sixth, those who
have not seen and worked on the following pre-requisites will find the course very hard. Those who
have already completed pre-university studies might find at least half of the course too easy. A
question sheet will be pre-circulated to participants two weeks before the course to ensure that the
prerequisites are met.

Fitzwilliam College reserves the right to changes to the course content or the course instructor.

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Course Brochure FitzEd Summer School 2025

Psychology and Neuroscience, Op;on 1

Dr Aude Rauscent
Visiting Research Fellow, Department of Psychology
Bye-Fellow at Homerton College, Fitzwilliam College and Hughes Hall
Director of Studies for Psychological and Behavioural Sciences and Natural Sciences

Dr Alexandra Krugliak
Research Associate at MRC Cognition and Brain Sciences Unit, University of Cambridge
Supervisor, Trinity College, University of Cambridge

13th-26th July, 2025

Dr Aude Rauscent is a visiting research fellow at the Department of Psychology,

University of Cambridge, and one of the Directors of Studies in Psychological and
Behavioural Sciences and Natural Sciences at various colleges across the
University. Aude studied at the University of Bordeaux, France, where she
graduated in 2008 in Neuroscience and Neuropharmacology. During her PhD,
she developed a new experimental model to investigate the plasticity of the
central nervous system in the face of environmental or morphological
constraints, allowing the maintenance of adapted behaviours. Aude then moved
to the laboratory of Professor David Belin at the French Institute of Health and
Medical Research, where she investigated the psychological, neural, and cellular mechanisms of
individual vulnerability to developing compulsive disorders. Ten years ago, Aude moved to Cambridge
University and continued her research on the neurological and psychological mechanisms subserving
individual vulnerability to addiction in the CLIC, Cambridge Laboratory for research on Impulsive and
Compulsive disorders, in the Department of Psychology.

Dr Alexandra Krugliak studied Psychology and Cognitive Neuroscience at The

University of Maastricht (The Netherlands), before obtaining a PhD from the
University of Birmingham (United Kingdom). Currently, Alexandra is a
Research Associate at the MRC Cognition and Brain Sciences Unit at the
University of Cambridge. Her main research interest is how the human brain
represents the world around us based on perception, memory and learning,
and how these processes change during healthy and pathological ageing. She
combines neuro-imaging techniques such as Electroencephalography (EEG),
Magnetoencephalography (MEG), and functional Magnetic Resonance
Imaging (fMRI) with cutting-edge computational approaches to study neural
representations of visual and auditory perception both in healthy participants and in patients with
Alzheimer’s disease.

https://neuroscience.cam.ac.uk/member/ak2063/

Fitzwilliam College reserves the right to changes to the course content or the course instructor.

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Course Brochure FitzEd Summer School 2025

Module Structure and Syllabus:

14th July 15th July 16th July 17th July 18th July
Date
Monday Tuesday Wednesday Thursday Friday
Introduction to The modular Towards an Supervision Cognitive
the and integrative understanding Day 1 Psychology
fundamentals of functional of the individual
psychology and architecture of vulnerability to
neuroscience the brain develop
psychiatric
disorders

Dr Rauscent Dr Rauscent Dr Rauscent Dr Rauscent Dr Krugliak

19th July 21st July 22nd July 23rd July 24th July
Date
Saturday Monday Tuesday Wednesday Thursday
Cognitive Visual Guided Supervision Final
Neuroscience Perception Presentation Day 2 Presentations
and Essay
Writing

Dr Krugliak Dr Krugliak Dr Rauscent Dr Rauscent Dr Rauscent

Introduction to the Fundamentals of Psychology and Neuroscience: The first lecture introduces the
fundamental notions of psychology and neuroscience and provides an overview of various methods
that can be deployed in psychology and behavioural science research.

The modular and integrative functional architecture of the brain: In this lecture, the students will
discover some of the fundamentals of the brain's functional anatomy. They will then become
acquainted with the principal neurotransmitters of the central nervous system and what happens if
they malfunction.

Towards an understanding of the individual vulnerability to develop psychiatric disorders: In this

lecture, the students will be introduced to the principle of individual vulnerability to develop
psychiatric disorders and the methods used to study the underlying psychological and neurobiological
mechanisms.

Supervision day 1: The course instructor will lead discussions around a practical problem set in small
groups (3-4 participants per group). Students will be expected to have thought about the problem
before the supervision and bring hypotheses and answers to the session for discussion. During this
very interactive session, students will also have a chance to ask questions about anything unclear in
the lectures.

Cognitive Psychology: This interactive lecture will introduce the students to theoretical frameworks
that contributed to our understanding of how humans think and process information.

Cognitive Neuroscience: In this lecture, the students will learn about methods to study the human
mind with neuro-imaging methods and computational approaches. This lecture will cover traditional
methods as well as current trends in Cognitive Neuroscience.

Fitzwilliam College reserves the right to changes to the course content or the course instructor.

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Course Brochure FitzEd Summer School 2025

Visual Perception: In this lecture, the students will discover how visual information is perceived and
processed in the brain. They will learn about the organisation of the visual systems in humans and
animals, visual illusions, and the effects of lesions on visual experience.

Guided Presentation and Essay Writing: Guided, individual work on your research projects led by the
course instructor. Students will learn how to read a scientific paper and be taught essay writing skills.
Students will work on their essays and presentations with the course instructor in the classroom, who
will be available to give instant advice.

Supervision Day 2: The course instructor will lead small group sessions (3-4 participants per group)
where the students receive feedback on their essay and presentation drafts. Students should bring
their essay/presentation drafts to the supervision and develop their work following the instructor’s
feedback.

Final presentations: The students will present their research to other participants in the course and
the course instructor.

List of prerequisite knowledge:

There is no prerequisite knowledge for this course. Strong analytical skills and a keen interest in
Psychological and Behavioural Sciences will be particularly helpful. The course will suit students
interested in Cognitive, Neuroimaging, Neuropsychopharmacology, and Neurobiology.

Test your knowledge of the prerequisites! Can you answer the questions below?
1. One brain area, one cognilve funclon? Comment.
2. How do the structures in the brain communicate?
3. Can you imagine tests to assess cognilve funclons?

Recommended reading list (optional):

Principles of Neural Science - Kandel
Atkinson & Hilgard's Introduction to Psychology

Fitzwilliam College reserves the right to changes to the course content or the course instructor.

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Course Brochure FitzEd Summer School 2025

Future-Focused Robo;cs: Bridging Mechanical and Electrical Systems

Dr Rachel Thorley
Fellow in Engineering, Churchill College
13th-26th July, 2025
Rachel read Engineering at Newnham College before completing a PhD in
Geoengineering for Carbon Sequestration at the University of Sheffield. She
is a Fellow in Engineering at Churchill College, where she supervises
undergraduate engineers in Mechanics, as well as teaching Structures,
Design, and Engineering Communication. Rachel has supervised a range of
industrial placements focused on developing control systems for
environmental monitoring, off-grid eco homes, and low-cost wind turbines
for sustainable energy. Prior to joining Churchill, she lectured in Engineering
at the University of Sheffield, specializing in the practical aspects of both
Electrical and Mechanical Engineering. Her research interests lie in innovation
and sustainability, translating interdisciplinary concepts into real-world
solutions. She is also an active member of a local makerspace, bringing
expertise in rapid prototyping and digital manufacturing.
College profile: Dr Rachel Thorley - Churchill College

Module Structure and Syllabus:

Robotics is rapidly transforming industries—from healthcare and manufacturing to transportation and
entertainment—making now the perfect time to build the knowledge and hands-on experience this
field demands. This module provides a comprehensive introduction to the electrical, mechanical, and
control aspects of robotics, focusing on the design and prototyping of robotic systems. You will learn
how to integrate electronics, mechanical structures, and control algorithms, exploring what is involved
in the construction and use of robots from a multidisciplinary perspective.
Through a blend of lectures, hands-on lab sessions, and group design projects, you will discover how
to select and assemble hardware components, program control systems, and refine prototypes based
on performance testing. By the end of the module, you will be able to design, build, and troubleshoot
simple robotic devices, laying a solid foundation for further engineering study and real-world
applications. In addition, the module incorporates an essential thread on communication skills. You
will gain experience in clearly and accurately presenting ideas in written, verbal, and graphical forms,
ensuring you can engage effectively with diverse audiences—an invaluable skill in both academic and
professional engineering environments.

14th July 15th July 16th July 17th July 18th July
Date
Monday Tuesday Wednesday Thursday Friday
Applications of Mechanical Applied Supervision Electrical
robotics Engineering Mechanical Day 1: Engineering:
Design Mechanics Circuits
problems

19th July 21st July 22nd July 23rd July 24th July
Date
Saturday Monday Tuesday Wednesday Thursday
Electrical Electrical Guided Makerspace Final
Engineering: Engineering: Presentation and Visit, Rapid Presentations
Sensors Microcontrollers Essay Writing Prototyping &
& Integration Guest Lecture

Fitzwilliam College reserves the right to changes to the course content or the course instructor.

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Course Brochure FitzEd Summer School 2025

Applications of robotics:
This session explores the diverse ways robotics is reshaping industries worldwide—from healthcare
robots assisting surgeons, to autonomous vehicles improving transport safety, to automated drones
optimizing agricultural production. Alongside these opportunities, we discuss the ethical
considerations that accompany large-scale robot deployment, including workforce displacement, data
privacy, and ensuring equitable access to technology. By examining both the practical applications and
moral implications, students gain a holistic understanding of how robotics can drive innovation while
recognising the responsibilities that come with it.

Mechanical Engineering: This session covers the core theories and broad scope of mechanical
engineering, focusing on how fundamental principles—such as statics, dynamics, and materials
science—underpin the design and analysis of machines. Students will learn to evaluate forces,
stresses, and motion in both traditional mechanical systems and emerging robotic applications.

Applied Mechanical Design: Building on the mechanical foundations introduced earlier, this session
focuses on converting theory into practical solutions for robotic systems. Students will explore how to
select and combine gears, bearings, and structural components, as well as plan chassis layouts and
motor configurations. By working on small-scale prototypes, they gain hands-on experience in
applying mechanical engineering principles to real-world robotics challenges.

Supervision Day 1, Mechanics Problems: Discussing the students’ answers to a problem set in small
groups (3-4 participants per group) led by the course instructor. Students will be expected to solve the
problems before their supervision and bring along their answers to the session for discussion. Students
will also have a chance to ask questions about anything that was unclear to them during the lectures.

Electrical Engineering: Circuits: This session introduces the fundamentals of electrical engineering
through the lens of robotics. Students will learn basic circuit theory—covering voltage, current, and
resistance—and explore key electronic components such as resistors, capacitors, LEDs, and
transistors. They’ll gain hands-on experience using breadboards to build and test simple circuits, laying
the foundation for more complex systems.

Electrical Engineering: Sensors

Sensors are a critical component in robotics, enabling robots to perceive and respond to their
environment. In this session, students will explore a variety of sensor types—infrared, ultrasonic,
optical—and examine their uses, limitations, and the science behind how they work. To connect
sensing to real-world action, the session also introduces fundamental control theory. Students will
explore the difference between open-loop and closed-loop systems, and how feedback can be used
to improve a robot’s performance. They'll also gain a basic understanding of how control systems help
connect sensor input to responsive, intelligent movement.

Electrical Engineering: Microcontrollers & Integration: This session brings together key learning from
the mechanical and electrical parts of the course. Students will use Arduino microcontrollers to
program sensor inputs and control actuators, applying their knowledge of circuits, components, and
mechanical systems. Through hands-on prototyping, they will begin assembling and testing a simple
robot, laying the groundwork for a responsive, integrated system.

Guided Presentation and Essay Writing: This session supports students in preparing their essays and
presentations, with guidance from the course instructor. Alongside developing their written and visual
materials, students will have dedicated time for final assembly, testing, and debugging of their robotic
builds. This hands-on troubleshooting allows them to refine both the performance of their projects

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Course Brochure FitzEd Summer School 2025

and the clarity of their communication. By resolving any last-minute issues and polishing their work,
students will be well-prepared and more confident going into the final presentations.

Makerspace Visit, Rapid Prototyping & Guest Lecture: This session combines a visit to a local
makerspace and a guest lecture from Dr David Hardman, the Henslow Junior Research Fellow in
robotics. At the makerspace, students will explore rapid prototyping tools such as 3D printing and
laser cutting, and gain hands-on experience designing and fabricating simple components. They’ll
learn how these technologies accelerate the design process and support innovation in robotics and
engineering. The session also includes a guest lecture on cutting-edge robotics research, with time for
Q&A on current challenges and future career paths in the field.

Final presentations: Students will present their research to other participants on the course and the
course instructor.

List of prerequisite knowledge:

The emphasis during the course will be on the physical understanding of the principles involved. Only
elementary mathematical methods will be used. The key is the engineering and not the mathematics
behind it. As such, I expect students to have a basic awareness of circuits and their components,
alongside a basic understanding of mechanics (see below).

Test your knowledge of the prerequisites! Can you answer the questions below?
1. Name the components (A, B, C, D and E) in the circuit below:

2. A train travels from town A to town B ,as shown in the scale diagram below.

a) The distance the train travels between A and B is not the same as the displacement of
the train. What is the difference between distance and displacement?
b) Use the figure below to determine the displacement of the train in travelling from A to
B.
c) There are places on the journey where the train accelerates without changing speed.
Explain how this can happen.

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Course Brochure FitzEd Summer School 2025

d) The Figure below shows how the velocity of the train changes with time as the train
travels along a straight section of the journey. Estimate the distance travelled by the
train along the section of the journey shown.

Fitzwilliam College reserves the right to changes to the course content or the course instructor.

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