Students undertaking overseas exchange programs enrol in exchange units in place of a normal semester enrolment. Successful completion of the subjects at the external institution will be the criteria for the award or pass or fail in this unit.

Students undertaking overseas exchange programs enrol in exchange units in place of a normal semester enrolment. Successful completion of the subjects at the external institution will be the criteria for the award or pass or fail in this unit.

Students undertaking overseas exchange programs enrol in exchange units in place of a normal semester enrolment. Successful completion of the subjects at the external institution will be the criteria for the award or pass or fail in this unit.

Students undertaking overseas exchange programs enrol in exchange units in place of a normal semester enrolment. Successful completion of the subjects at the external institution will be the criteria for the award or pass or fail in this unit.

Students undertaking overseas exchange programs enrol in exchange units in place of a normal semester enrolment. Successful completion of the subjects at the external institution will be the criteria for the award or pass or fail in this unit.

Students undertaking overseas exchange programs enrol in exchange units in place of a normal semester enrolment. Successful completion of the subjects at the external institution will be the criteria for the award or pass or fail in this unit.

Students undertaking overseas exchange programs enrol in exchange units in place of a normal semester enrolment. Successful completion of the subjects at the external institution will be the criteria for the award or pass or fail in this unit.

Students undertaking overseas exchange programs enrol in exchange units in place of a normal semester enrolment. Successful completion of the subjects at the external institution will be the criteria for the award or pass or fail in this unit.

Construction: Fundamental understanding of construction materials and techniques underpins Civil design and complements a rigorous analysis covered in other units such as Structural Mechanics and Soil Mechanics. In this unit students will be introduced to the realities of on-site civil construction. For many students this comes as a completely foreign experience and the methods they need to use to succeed in this unit rely on the student building his or her own awareness of the construction world and how it operates. This will be guided by the lectures and on-line material, but will not be spoon-fed to the students.
This unit presents concepts introducing students to engineering construction including:
- design, control, management, measurement and construction methods for excavation, embankments and other earthworks, hauling and associated operations;
- conceptual and formative exposure to building construction methods and materials, including reinforced concrete, masonry,unitsteel and timber;
- drilling and blasting.
Surveying: The unit also introduces Engineering Survey topics, where the aims are:
- give an overall view of the functions of surveying and it's service role in Civil construction;
- become acquainted with selected specific surveying techniques, such as: (a) to provide basic analogue methods of distance, angle and height measurement and, (b) to provide an understanding of three dimensional mapping using basic total station electronic field equipment with associated data capture ability, and;
- to give an insight into future trends in the use of GPS and GIS systems.
Students should develop basic competency in earthwork engineering and awareness of costing issues in formulating building proposals (through simplified examples). Economic optimisation is investigated, and how this impinges on decisions of construction, including proposing and analysing systems and methods, estimation of probable output, unit cost and productivity evaluation. Students should have a basic knowledge of vertical construction in reinforced concrete, masonry, steel and timber. Students should also develop proficiency in the design and implementation of mapping systems in Civil Engineering, using analogue and electronic field equipment and associated software packages. The tutorial exercises give practise for students to implement what they have learned from lectures and their own research about the framework under which construction projects are formulated and analysed; construction engineering fundamentals; construction systems related to excavation, hauling and embankment construction, including selection and evaluation of plant and methods as well as the expected output and cost; introduction to construction operations management, introduction to engineering surveying, distance measurement, angle measurement, levelling, traversing, topographic surveys, electronic surveying equipment, future surveying technologies. While prior exposure to an actual construction site would be beneficial, in any case the key for success in this unit is for the student to develop a hungry curiosity for the world of construction and the professionals and personalities which form the intricate patchwork of talent which sees complex projects through to successful completion.

The objective of this unit of study is to introduce students to the field of civil engineering and its areas of specialisation: structural engineering, environmental engineering, geotechnical engineering, construction management, transportation engineering, and humanitarian engineering. The unit will cover basic physics concepts relevant to civil engineering. The unit will equip students with knowledge of foundational civil engineering tools and techniques such as the identification and calculation of loads on structures, structural systems, and load paths in structures. The unit covers design and construction issues related to the use of standard materials such as steel, concrete, and timber. The unit includes several design case studies and a design project with an emphasis on issues associated with the impact of civil infrastructure on the natural environment, the economy, and social and humanitarian outcomes. The topics will provide a sound foundation for the further study of civil infrastructure design, analysis, construction, and maintenance.

This unit introduces students to the role(s) of civil engineers and the historical development of the profession, and ethics in engineering; impact of engineering on the environment; air pollution, potential climate change, impacts of energy resourcing and use; definitions and practice of sustainability and a system dynamics approach to sustainability; BASIX design system; environmental impact statements; life-cycle analyses. As graduates, students may expect to find themselves in a position which touches upon a wide variety of Engineering fields (including legal, institutional, and environmental considerations). In both small and large firms they could be acting as agents and managers of technology-driven change which has social and environmental impact. Engineering decision-making and problem-solving are made more complex by technical, economic, environmental, social and ethical constraints. In particular, environmental sustainability has given rise to a new framework of engineering analysis that is now an essential part of the work of engineers. The goals of this unit are to introduce students to major problems of environmental deterioration, especially climate change and energy, to concepts of sustainability within a system dynamics framework, and engage students in active reflection on the role of civil engineers in addressing these issues; to develop the students skills at quantifying the impact of engineering decisions within the broader economic, environmental and socio-cultural contexts; to develop communication skills through participation in group discussions, oral presentations, and written report writing. Lectures, group discussions, case problems and projects are all used in teaching and learning in this unit of study.
The learning objectives of this unit are that students will be able to: a) identify and analyse important ecological, social and ethical issues deriving from technology-driven change, including new paradigms of environmental sustainability within system dynamics framework, especially in relation to long-range air pollution, energy and finite resources; b) write environmental impact statements for engineering projects and identify and analyse the impacts of infrastructure projects on the social and natural environments; c) use design and analysis tools such as the Life-Cycle Analysis and the BASIX system to develop better engineering design solutions; d) understand the influence of organisational, ethical and legal factors on engineering practice.
The secondary objectives of the UoS are: a) to improve students team-work ability; b) to improve students communication skills, through verbal and written media; c) to improve students skills in research and use of library resources.

Materials are an important part of the civil engineers' work. Indeed, civil engineers who are concerned with the design, construction, and maintenance of facilities need to understand the behaviour and performance of the materials used. And as it happens, mechanical properties- which are essential and basic for civil engineers- are highly dependent on the structure of materials at various scales. Therefore, it is important that a student in Civil Engineering possesses a fundamental knowledge in materials science.
This unit of study aims to provide students with the tools necessary to select the adequate material for a particular application and to assess its mechanical behaviour while in use. This course will focus mainly on materials for civil engineering and construction applications, i.e. metals, concrete and soils.

The primary objective of this unit is to understand internal actions (forces and moments) in structures (deformable objects) under loads in three key areas: how structures resist external loads by internal actions; the distribution of internal actions within structures; and the deformations, stresses and strains associated with the internal actions. At the end of this unit, students should be able to understand the basic methods of load transfer in structures - tension, compression, bending, shear and torsion (internal actions); apply the equations of equilibrium to determine the distribution of internal actions in a simple structure by drawing BMDs, SFDs, AFDs, and TMDs; understand the significance and methods of calculation of the geometric properties of structural sections (I, Z, S, J, etc.); understand the effect of internal forces and deformations of bodies through the concept and calculation of strains and stresses; appreciate the behaviour of structures by analysing structures without numerical calculations; display a knowledge of basic material properties, combined stresses and failure criteria; and demonstrate their hands-on experience of the behaviour of structural members via experiments and the ability to prepare written reports on those experiments. Emphasis in the assessment scheme will be placed on understanding structural behaviour and solving problems, rather than remembering formulae or performing complex calculations. The course seeks to utilise and improve the generic skills of students, in areas such as problem solving, neat and logical setting out of solutions, report writing, and team work. The syllabus comprises introduction; equilibrium; internal actions: BMDs, SFDs, AFDs, and TMDs; elasticity, stress and strain, and basic material properties; axial forces: tension and compression; elastic bending of beams; shear force and shear stresses in beams; torsion; deflection of beams; pipes and pressure vessels; trusses; material properties, combined stresses and yield criteria; advanced bending; introduction to buckling and instability.

The primary objective is to develop an understanding of design concepts and an introduction to the design of steel, concrete and composite structures. This involves calculation of loads on structures caused by gravity, wind and earthquake; and analysis and design of basic structural elements. Basic structural elements include beams, columns slabs and simple frames.

This course provides an elementary introduction to Geotechnical Engineering, and provides the basic mechanics necessary for the detailed study of Geotechnical Engineering. This course aims to provide an understanding of: the nature of soils as engineering materials; common soil classification schemes; the importance of water in the soil and the effects of water movement; methods of predicting soil settlements, the stress-strain-strength response of soils, and earth pressures.

The objectives of this unit are to introduce students to the philosophy and principles of measurement, and its uses in Civil Engineering practice and research. The instrumentation used in practice, the underlying physical principles and the basic electrical/electronic and signal processing issues. It will introduce students to issues in the planning and construction of experiments. Give experience working in groups and in producing reports.
At the end of this unit, students should gain an understanding of the importance of measurement, of the methods and application of measurement; ability to conduct experiments and interpret measurements. The course will reinforce key concepts in Structural Mechanics, Fluid Mechanics, Soil Mechanics and Surveying.
The syllabus comprises principles of measurement, presentation of data, error analysis, stress and strain, sensor types and technologies wave based techniques and wave analysis, photographic techniques, signal processing, electric circuit theory.

The objective of this unit of study is to develop an understanding of basic fluid concepts for inviscid and incompressible fluids. Topics to be covered will include: basic fluid properties, hydrostatics, buoyancy, stability, pressure distribution in a fluid with rigid body motion, fluid dynamics, conservation of mass and momentum, dimensional analysis, open channel flow, and pipe flow.
This core unit of study together with CIVL3612 forms the basis for further studies in the applied areas of ocean, coastal and wind engineering and other elective fluid mechanics units which may be offered.

This unit of study aims to provide an introduction to transport systems and is assumed knowledge for fourth year units on traffic engineering, transport planning, and city logistics. Topics include: the role of accessibility as the reason for transport; the history of transport technologies in Australia and globally; the characteristics of the principle modes of transport; factors behind the demand for mobility; qualitative choice modeling; agent-based modeling; predicting travel demands; the mechanics of queueing and traffic flow; intelligent transport systems; the microscopic and macroscopic fundamental diagrams; highway capacity and level of service; the design of transport junctions.

This unit aims to introduce students to project valuations using present-value cash flow theory, taxation and probabilities, and the role of these valuations in the decision-making process. Students are taught techniques for making an analysis of issues involved in project appraisal by various methods and these are applied to businesses, non-profit organisations, and governments. At the end of this unit, students should be able to comprehend and relate to real-life examples the fundamental concepts in project appraisal (e.g. the meaning of time value for money, equivalence); calculate common financial indicators for a given project and explain the relevance of each to the appraisal of the project; rank projects by combining both financial and non-financial indicators (e.g. environmental and social); understand how risks and uncertainties affect evaluation outcomes and be able to deal with uncertainties and risks in analysis; apply techniques to account for the effects of inflation/deflation and exchange rates in analysis; understand the concept and mechanisms for depreciation and carry out pre-tax as well as post-tax analysis; understand the assumptions, pros and cons of each evaluation method and be able to explain why a particular method is appropriate/not appropriate for a given project. The syllabus covers the following concepts: time value of money, cost of capital, simple/compound interest, nominal/effective interest, cost/benefit analysis of projects; equivalence, net present worth (value), future worth (value), annual worth (value), internal rate of return, external rate of return, payback period; cost-benefit analysis, cost-utility analysis, identifying and quantifying non-financial benefits/externalities; Other influencing factors: price changes and exchange rates, depreciation, taxation; Capitalisation and valuation studies, replacement of assets, real option, project risk analysis, decision-tree analysis, WACC, MARR, equity capital, debt. This unit of study is a second-year core unit for students enrolled in Civil Engineering (any major), and is a possible elective in other schools of engineering.

Engineering graduates apply their technical skills in a wide variety of legal, institutional, and environmental settings, acting as agents and managers of technology-driven social change. Engineering decision-making and problem-solving are made more complex by technical, economic, environmental, social and ethical constraints. In particular, environmental sustainability has given rise to a new framework of engineering analysis that is now an essential part of the work of engineers. The goals of this unit are to introduce students to major problems of environmental deterioration, especially climate change and energy, and to concepts of sustainability within a system dynamics framework, and engage students in active reflection on the role of civil engineers in addressing these issues; to develop the students skills at quantifying the impact of engineering decisions within the broader economic, environmental and socio-cultural contexts; to develop communication skills through participation in group discussions, oral presentations, and written report writing. Lectures, group discussions, case problems and projects are all used in teaching and learning in this unit of study.
At the end of the unit, students will be able to: a) identify and analyse important ecological, social and ethical issues deriving from technology-driven change, including new paradigms of environmental sustainability within system dynamics framework, especially in relation to long-range air pollution, energy and finite resources; b) write environmental impact statements for engineering projects and identify and analyse the impacts of infrastructure projects on the social and natural environments; c) use design and analysis tools such as the Life-Cycle Analysis and the BASIX system to develop better engineering design solutions; d) understand the influence of organisational, ethical and legal factors on engineering practice.
The secondary objectives of the UoS are: a) to improve students team-work ability; b) to improve students communication skills, through verbal and written media; c) to improve students skills in research and use of library resources. The syllabus comprises role(s) of civil engineers, historical development of profession, laws of thermodynamics and climate change, energy; a system dynamics approach to sustainability; definitions and practice of sustainability; BASIX design system; environmental impact statements; ethics in engineering.

The objectives of this unit are to provide a basic understanding of the behaviour of reinforced concrete members and structures; to provide a basic understanding of standard methods of analysis and design of reinforced concrete structures (including an understanding of capabilities and limitations); and to provide basic design training in a simulated professional engineering environment. At the end of this unit students will gain proficiency in basic methods of reinforced concrete analysis and design.
The syllabus covers the behaviour of reinforced concrete members and structures, including: material properties, 'elastic' analysis (stresses/deformations/time-dependence), ultimate strength of beams (flexure), ultimate strength of columns (short and slender), behaviour or reinforced concrete slabs, the reinforced concrete truss analogy (shear/torsion/and detailing implications), the design of typical elements of a reinforced concrete building, structural modelling, analysis of load-effects (incl.earthquakes), design criteria (for durability, fire- resistance, serviceability and strength), design calculation procedures, reinforcement detailing and structural drawings.

This unit of study is concerned with the behaviour and design of steel structures. Statics provided the fundamentals of equilibrium upon which most structural engineering is based. Structural Concepts and Structural Analysis provided information on the loads (actions) on a structure and how structures resist these actions with a resulting distribution of internal actions (bending moments, shear forces, axial forces; BMDs, SFDs and AFDs). Structural Mechanics considered how these internal actions resulted in stresses and strains in members. Materials considered the microscopic and molecular structure of metals to determine its inherent mechanical properties such as yield stress. This unit of study will then combine the knowledge of stresses, material properties of steel, structural analysis, and loading, and consider new concepts and modes of failure, such as local and flexural torsional buckling, combined actions and second-order effects to understand the behaviour of steel members and frames, and how this behaviour is accounted for in the design standard AS 4100.
Both the units of study "Steel Structures 1" and "Concrete Structures 1" can be considered the culmination of the various elements of structural engineering begun in "Engineering Mechanics" in first year, and is further developed in "Civil Engineering Design" in final year. More advanced topics, such as plate behaviour, advanced buckling and connection design, are considered in the final year elective subject "Steel Structures 2".
It is recognised that not all students intend to become consulting structural engineers. The unit of study is designed so that students who make an effort to understand the concepts are most capable of passing. Students who are planning a career in the consulting structural engineering profession should be aiming at achieving a Distinction grade or higher.

The objectives of this unit are to provide an understanding of the principles of structural analysis by introducing the strain-displacement, stress-strain and equilibrium relationships for beam members; applying the relationships to the matrix displacement analysis of frame structures; and using computer software to conduct the linear-elastic and buckling analyses of frame structures. At the end of this unit, students will be able to deduce appropriate structural models for frame structures; and use computer methods and simple hand methods to obtain internal forces and displacements as well as buckling loads for frame structures. The syllabus comprises theoretical background (strain-displacement, stress-strain and equilibrium relationships), structural analysis software, matrix displacement method, beam theory, introduction to nonlinear analysis, buckling analysis.

Humanitarian Engineering is the application of Engineering design and organisation to improve quality of life, in circumstances where severe conditions of life are preventing the community from achieving those outcomes themselves. It can be anything from large scale infrastructure which benefits provinces to small scale innovations which benefit single families. It can be regarded as developmental aid or as disaster relief. In this unit students will study the world humanitarian sphere and its major and minor players. Students will be expected to critically analyse many of the notions which underpin humanitarian aid by use of various case studies and with reference to scholarly research. The subject will include both historical and contemporary study of engineering application in developmental aid delivered through governments, organisations and individuals. Various humanitarian theories will be studied and applied to specific cases, as well as methods of measuring success. This unit will be first offered in 2017. As well as being a requirement for the Humanitarian major, it is also available to all Civil students as a 3rd year Civil elective and to students from other disciplines as a free elective.

The objectives of this unit are to provide an understanding of the factors influencing soil strength, and to give practice in the application of this understanding by exploring the stability of slopes, retaining walls and foundations. At the end of this unit students will be able to: determine the strength parameters appropriate to a range of stability problems, and understand the difference between total and effective stress approaches; evaluate strength parameters from laboratory data; critically analyse foundation stability and slope stability problems; use spreadsheets to perform parametric studies and produce design charts for simple geotechnical design problems; and communicate the results of experiments and analyses using written methods appropriate for professional geotechnical engineers. The syllabus comprises; methods of analysis for gravity and sheet pile retaining walls; reinforced soil; slope stability, including modes of failure, analysis and computer methods; bearing capacity of shallow foundations under general loading, and axial and lateral capacities of deep pile foundations; the mechanical behaviour of sands and clays; and Critical State models.

This unit of study aims to provide an understanding of the conservation of mass and momentum in differential forms for viscous fluid flows. It provides the foundation for advanced study of turbulence, flow around immersed bodies, open channel flow, pipe flow and pump design.

The overall objective of this unit of study is to give a general introduction to water resources, how these are linked the hydrological processes, and how engineering plays a role in the management of water resources. The aim of this unit is to provide a detailed understanding of: the hydrologic cycle of water as a whole and its specific components including: geophysical flows of water throughout the environment, dynamics of precipitation formations, transformations into runoff, reservoir and lake dynamics, stream flow discharge, surface runoff assessment, calculation of peak flows, the hydrograph theory, ground water flows, aquifers dynamics, concept of water quality and water treatment methods and units. The topics mentioned above will be covered in both qualitative and quantitative aspects. Use will be made of essential concepts of energy, mass and momentum conservation. An intermediate level of integral and differential calculus is required as well as knowledge and use of calculation software such as Excel and Matlab.

The general aim of this unit of study is to offer the student the opportunity to develop an understanding of the scope, time and cost management in project environments. Students will engage with some of the key concepts and various activities which underpin project scope, time and cost management. At the end of this unit, students will be able to: develop Work Breakdown Structure (WBS), develop network diagrams, and undertake Critical Path Analysis (CPA) and Earned Value Analysis (EVA) using the given project information; explain in depth why scope, time and cost management are important to project management; analyse a project situation that involves scope, time and cost management issues; and explain how the components of scope, time and cost management interrelate in project environments. The syllabus comprises the project planning cycle, working with the project sponsor, scope initiation and definition, project scope definition tools, WBS, network scheduling techniques, CPA, Just-in-Time philosophy, estimating and budgeting, cash flow management, EVA and application of project management software.

This unit of study is a third-year core unit for students enrolled in any of the undergraduate streams in the School of Civil Engineering and elective for all other branches of engineering and other faculties. The objectives of this unit of study are to develop students' ability to critically analyse issues involved in project appraisal and to equip students with the concepts, tools and analytical processes to effectively carry out project appraisal tasks for businesses, non-profit organisations, and governments. At the end of this unit, students should be able to comprehend and relate to real-life examples the fundamental concepts in project appraisal (e.g. the meaning of time value for money, equivalence); calculate common financial indicators for a given project and explain the relevance of each to the appraisal of the project; rank projects by combining both financial and non-financial indicators (e.g. environmental and social); understand how risks and uncertainties affect evaluation outcomes and be able to deal with uncertainties and risks in analysis; apply techniques to account for the effects of inflation/deflation and exchange rates in analysis; understand the concept and mechanisms for depreciation and carry out pre-tax as well as post-tax analysis; understand the assumptions, pros and cons of each evaluation method and be able to explain why a particular method is appropriate/not appropriate for a given project. The syllabus comprises time value of money, cost of capital, simple/compound interest, nominal/effective interest, cost/benefit analysis of projects; equivalence, net present worth (value), future worth (value), annual worth (value), internal rate of return, external rate of return, payback period, cost-benefit analysis, cost-utility analysis, identifying and quantifying non-financial benefits/externalities, price changes and exchange rates, techniques for multi-criteria group decision-making, economic analysis of business investment projects, depreciation, capitalisation and valuation studies, replacement of assets, real option, project risk analysis, decision-tree analysis, binomial method, WACC, MARR, equity capital, debt.

The ability to plan, systematically conduct and report on a major project, involving both research and design, is an important skill for professional engineers. The final year thesis units (Thesis A and Thesis B) aim to provide students with the opportunity to carry out a defined piece of independent research and design that fosters the development of engineering skills. These skills include: the capacity to define a problem; carry out systematic research in exploring how it relates to existing knowledge; identifying the tools needed to address the problem; designing a solution, product or prototype; analysing the results obtained; and presenting the outcomes in a report that is clear, coherent and logically structured.
The thesis is undertaken across two semesters of enrolment. Taken together, Thesis A covers initial research into the background of the problem being considered (formulated as a literature review), development of a detailed proposal incorporating project objectives, planning, and risk assessment, preliminary design, modelling and/or experimental work, followed by the detailed work in designing a solution, performing experiments, evaluating outcomes, analysing results, and writing up and presenting the outcomes. The final grade is based on the work done in both Thesis A and B, and will be awarded upon successful completion of Thesis B.
While recognising that some projects can be interdisciplinary in nature, it is the normal expectation that the students would do the project in their chosen area of specialisation. For student who are completing a Major within their BE degree, the thesis topic must be within the area of the Major. The theses to be undertaken by students will very often be related to some aspect of a staff member's research interests. Some projects will be experimental in nature, others may involve computer-based simulation and analysis, feasibility studies or the design, construction and testing of equipment. All however will require students to undertake research and design relevant to the topic of their thesis. The direction of thesis work may be determined by the supervisor or be of an original nature, but in either case the student is responsible for the execution of the practical work and the general layout and content of the thesis itself.
The thesis must be the student's individual work although it may be conducted as a component of a wider group project. Students undertaking research on this basis will need to take care in ensuring the quality of their own research and design work and their individual final thesis submission. The thesis will be judged on the extent and quality of the student's original work and particularly how critical, perceptive and constructive they have been in assessing their work and that of others. Students will also be required to present the results of their thesis to their peers and supervisors as part of a seminar program.
Whilst thesis topics will be constrained by the available time and resources, the aim is to contribute to the creation of new engineering knowledge, techniques and/or solutions. Students should explore topics that arouse intellectual curiosity and represent an appropriate range and diversity of technical and conceptual research and design challenges.

The ability to plan, systematically conduct and report on a major project, involving both research and design, is an important skill for professional engineers. The final year thesis units (Thesis A and Thesis B) aim to provide students with the opportunity to carry out a defined piece of independent research and design that fosters the development of engineering skills. These skills include: the capacity to define a problem; carry out systematic research in exploring how it relates to existing knowledge; identifying the tools needed to address the problem; designing a solution, product or prototype; analysing the results obtained; and presenting the outcomes in a report that is clear, coherent and logically structured.
The thesis is undertaken across two semesters of enrolment. Taken together, Thesis A covers initial research into the background of the problem being considered (formulated as a literature review), development of a detailed proposal incorporating project objectives, planning, and risk assessment, preliminary design, modelling and/or experimental work, followed by the detailed work in designing a solution, performing experiments, evaluating outcomes, analysing results, and writing up and presenting the outcomes. The final grade is based on the work done in both Thesis A and B, and will be awarded upon successful completion of Thesis B.
While recognising that some projects can be interdisciplinary in nature, it is the normal expectation that the students would do the project in their chosen area of specialisation. For student who are completing a Major within their BE degree, the thesis topic must be within the area of the Major. The theses to be undertaken by students will very often be related to some aspect of a staff member's research interests. Some projects will be experimental in nature, others may involve computer-based simulation and analysis, feasibility studies or the design, construction and testing of equipment. All however will require students to undertake research and design relevant to the topic of their thesis. The direction of thesis work may be determined by the supervisor or be of an original nature, but in either case the student is responsible for the execution of the practical work and the general layout and content of the thesis itself.
The thesis must be the student's individual work although it may be conducted as a component of a wider group project. Students undertaking research on this basis will need to take care in ensuring the quality of their own research and design work and their individual final thesis submission. The thesis will be judged on the extent and quality of the student's original work and particularly how critical, perceptive and constructive they have been in assessing their work and that of others. Students will also be required to present the results of their thesis to their peers and supervisors as part of a seminar program.
Whilst thesis topics will be constrained by the available time and resources, the aim is to contribute to the creation of new engineering knowledge, techniques and/or solutions. Students should explore topics that arouse intellectual curiosity and represent an appropriate range and diversity of technical and conceptual research and design challenges.

Engineering Project A and B provide an opportunity for students to undertake a major project in a specialised area relevant to civil engineering. Students will generally work in groups, although planning and writing of reports will be done individually; i.e., a separate report must be submitted by each student. Only in exceptional circumstances and by approval of Engineering Project course coordinator and the relevant academic supervisor concerned will a student be permitted to undertake a project individually.
Engineering Project is spread over a whole year, in two successive Units of Study of 6 credits points each, Engineering Project A (CIVL4024) and Engineering Project B (CIVL4025). This particular unit of study, which must precede CIVL4025 Engineering Project B, should cover the first half of the work required for a complete 'final year' thesis project. In particular, it should include almost all project planning, a major proportion of the necessary background research, and a significant proportion of the investigative or design work required of the project.

Engineering Project A and B provide an opportunity for students to undertake a major project in a specialised area relevant to civil engineering. Students will generally work in groups, although planning and writing of reports will be done individually; i.e., a separate report must be submitted by each student. Only in exceptional circumstances and by approval of Engineering Project course coordinator and the relevant academic supervisor concerned will a student be permitted to undertake a project individually.
Engineering Project is spread over a whole year, in two successive Units of Study of 6 credits points each, Engineering Project A (CIVL4024) and Engineering Project B (CIVL4025). This particular unit of study, which must precede CIVL4025 Engineering Project B, should cover the first half of the work required for a complete 'final year' thesis project. In particular, it should include almost all project planning, a major proportion of the necessary background research, and a significant proportion of the investigative or design work required of the project.

This unit of study is a fourth year core unit of study for the Bachelor of Project Engineering and Management. It is also an elective for other branches of engineering and faculties. The objective of this unit is to provide underpinning knowledge and skills in the application of tools to the project management environment for risk, quality and people management including leading and managing project teams. At the end of this unit, students will be able to understand and apply the tools of team building and project management leadership, as well as apply tools for design and implementation of integrated plans for risk, quality, human resource and procurement. The competency level achieved will enable application of integration tools to a range of simple generic projects as well as provide input to plans for more complex projects. The syllabus comprises team management, project leadership, modern quality management principles and techniques, quality assurance, preparation of quality plans; risk analysis, planning and risk management, as well as linking risk and quality management to human resourcing and procurement methodologies. The use of integrated planning software such as MS Project, Gantt Project and social media tools for project management will be explained and practised. The definitions and processes of Project Management will largely follow the US based Project Management Institutes, PMBOK as is used in the Australian Institution of Project Management Standards at the level of Certified Practising Project Manager, (CPPM). Other International standards such as ICPMA's, ICB3.0 standard will also be covered.

The objectives of this unit are to develop an understanding of construction methods, strategies, equipment and machinery in a range of construction activities and an understanding of the principles involved in the design for those construction activities.
At the end of this unit, students will have developed a familiarity with a variety of construction methods, strategies, equipment and machinery in a range of construction activities such that they will be able, if and when the opportunity arises to participate as site engineers (or similar role) in the planning and execution of those construction activities, albeit with supervision and guidance from experienced professionals. Students will also have developed an understanding of the design principles and techniques involved in the planning for those construction activities such that they are able, if and when the opportunity arises, to participate as design engineers, in the planning and design for those construction activities, with supervision and guidance from experienced professionals. The range of topics covered in this course is such that the learning outcomes form a basis for later development of more detailed knowledge, dependent on the future career experiences of the student. The course does not prepare a student for immediate, unsupervised participation in construction and design work associated with the topics covered.
The construction topics covered in this course have not been previously addressed in CIVL2810 (Engineering Construction and Survey). The topics may vary dependent on current and planned projects in Sydney, NSW and Australia. At this stage the topics are hard rock tunnelling and general hard rock underground excavation; soft ground tunnelling; underground construction; micro tunnelling; cut and cover (cover and cut) tunnelling; earth retaining systems; piling; formwork and falsework (incl Tilt up, Ultrafloor, Sacrificial form); dewatering; pavement design and construction - rigid and flexible (incl and pavement construction materials); stormwater drainage design and construction; marine construction; civil construction in environmentally sensitive areas; contract administration for construction engineers; general engineering in remote localities (project based); construction methods in bridge engineering; QA documentation on a typical project; insurance in the construction industry occupational health and safety issues in the construction industry; timber engineering; post-tensioned/ pre-stressed concrete construction; civil engineering in a marine environment.
On day 1 of the course, a form based survey is taken to invite students to nominate specific areas of interest which may lead to adjustment in course content.

The objectives of this unit are to give students a fundamental knowledge of the legal system and contract terms under which projects are generally conducted. Initially, emphasis will be on contract negotiations and understanding what negotiation is about and how to prepare for negotiations and also how to manage the negotiation so that a suitable outcome for both parties may be achieved. Also being able to deal with difficult opponents will be something that will be considered.
Emphasis will be on the principles of contract formulation, administration and finalisation, including prevention and/or settlement of disputes in projects. The syllabus comprises brief overview of the legal system in Australia and comparison with other legal systems introduction to project delivery systems and the running of a typical project, introduction to contract law and the formation of contracts, the principles of standard form contracts as well as bespoke drafting, an understanding of the risks undertaken by the different contracting parties, a detailed review of a standard contract promoting an understanding of major project issues such as time, variations and payment; implementation and administration; potential liabilities associated with project participation; contract conditions and specifications; understanding insurances and alternate dispute resolution procedures; notification requirements including time bar, understanding the commercial significance of issues such as latent conditions, subcontracting, bank guarantees and security of payment legislation.

This unit of study is a fourth year core unit of study for the Bachelor of Project Engineering and Management (Civil), elective for all other branches of engineering and other faculties. The general aim of this unit is to offer student the opportunity to develop an understanding of the procurement of built facilities and the methods of job allocation in project environments. Students will be engaged in a real construction case study project where key practical concepts which underpin procurement will be taught. At the end of this unit of study, students should be able to: evaluate a client's procurement situation and apply an appropriate procurement route; explain how and why a particular procurement route is chosen; undertake procurement assessment exercises; analyse a contractor's strategic responses in tendering (bidding) decision-making; discuss why a particular bidding strategy is chosen in different contexts; and evaluate a contractor's bidding performance using competitor analysis techniques. The syllabus comprises fundamentals of building procurement, assessment of procurement risks, competitive bidding, cost estimating, the competitive environment in the construction industry, contractors' competitive positioning, contractors' decision-making in bidding competition, bidding strategies and competitor analysis.

The objective of this unit is, through the integration of areas of project management knowledge, to develop students' ability to develop project proposals through carrying out a feasibility study and developing a project definition plan for a real-life engineering project. This unit is relevant for students who intend to pursue a career related to project management. At the end of this unit, students should have developed understanding of the fundamentals of project conceptualisation, appraisal and planning plus the abilities to: model and analyse basic financing and cash flow requirements; develop risk management plan, marketing and sales plan, stakeholder management and communication plan, operations plan; and design professional documentation and presentation to a board of review. In addition, this unit also develops students' abilities in problem solving, working with other students, conducting independent research, communication in team environment, information need identification and collection, and understanding social and environmental issues. The syllabus comprises feasibility study, project appraisal, risk assessment and management, sensitivity analysis, project planning, project integration management, carbon-trading scheme, global warming, environmental impact assessment, investment capital, venture capital, due diligence, project planning, operational planning, revenue projection, community consultation, communication management, stakeholder management, political environment.

CIVL4860 is a core final year unit for BE/BDesArch students aimed at enhancing students' skills in bridging between the architectural and engineering disciplines. The Unit will have a particular focus on developing strategies for how best to resolve the frequently conflicting interests and preferred concept solutions for addressing architectural and structural requirements for a building with given functions. Students will work in groups on developing final building designs from scratch from project briefs. Architectural and structural designs will be detailed in group presentations and reports.

The objective of this unit is to give students an appreciation of the role of the designer in the development of Civil Engineering projects. At the end of this unit, students will have developed an understanding of the design philosophy. They will gain this through their involvement in a number of exercises which cover the design sequence from concept to documentation.
The syllabus comprises: design sequence beginning with a 'brief' and including definition, value and criteria selection; generation of proposals; analysis of proposals; selection of design; development of details of a particular design selected; feasibility studies and examination of existing works; study of design projects by stages, including details of some aspects.
This unit is under the direction of an engineer in professional practice in cooperation with other professional practitioners and members of the academic staff. Lectures and exercises on the interaction between civil engineering and architectural design and practice are included in the unit.

The capstone project requires the student to plan and execute a substantial research-based project, using their technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice thus demonstrating the achievement of AQF Level 9.
Capstone Project provides an opportunity for students to conduct original research. Students will generally work individually and an individual thesis must be submitted by each student.
Capstone Project is a major task and is to be conducted with work spread over most of the year, in two successive Units of Study of 6 credits points each, Capstone Project A (CIVL5020) and Capstone Project B (CIVL5021). This particular unit of study, which must precede CIVL5021 Capstone Project B, should cover the first half of the work required for a complete Capstone Project. In particular, it should include almost all planning of a research or investigation project, a major proportion of the necessary literature review (unless the entire project is based on a literature review and critical analysis), and a significant proportion of the investigative work required of the project.
A thesis at this level will represent a contribution to professional practice or research, however the timeframe available for the thesis also needs to be considered when developing project scopes. Indeed, a key aim of the thesis is to specify a research topic that arouses sufficient intellectual curiosity, and presents an appropriate range and diversity of technical and conceptual challenges, while remaining manageable and allowing achievable outcomes within the time and resources available. It is important that the topic be of sufficient scope and complexity to allow a student to learn their craft and demonstrate their research skills. Equally imperative is that the task not be so demanding as to elude completion. Finally the ability to plan such a project to achieve results within constraints and the identification of promising areas and approaches for future research is a key assessment criterion.

The capstone project requires the student to plan and execute a substantial research-based project, using their technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice thus demonstrating the achievement of AQF Level 9.
Capstone Project provides an opportunity for students to conduct original research. Students will generally work individually and an individual thesis must be submitted by each student.
Capstone Project is a major task and is to be conducted with work spread over most of the year, in two successive Units of Study of 6 credits points each, Capstone Project A (CIVL5020) and Capstone Project B (CIVL5021). This particular unit of study, which must be preceded by or be conducted concurrently with CIVL5020 Capstone Project A, should cover the second half of the work required for a complete Capstone Project. In particular, it should include completion of all components of the research or investigation project planned but not undertaken or completed in CIVL5020 Capstone Project A.
A thesis at this level will represent a contribution to professional practice or research, however the timeframe available for the thesis also needs to be considered when developing project scopes. Indeed, a key aim of the thesis is to specify a research topic that arouses sufficient intellectual curiosity, and presents an appropriate range and diversity of technical and conceptual challenges, while remaining manageable and allowing achievable outcomes within the time and resources available. It is important that the topic be of sufficient scope and complexity to allow a student to learn their craft and demonstrate their research skills. Equally imperative is that the task not be so demanding as to elude completion. Finally the ability to plan such a project to achieve results within constraints and the identification of promising areas and approaches for future research is a key assessment criterion.

The capstone project requires the student to plan and execute a substantial research-based project, using their technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice thus demonstrating the achievement of AQF Level 9.
Capstone Project provides an opportunity for students to conduct original research. Students will generally work individually and an individual thesis must be submitted by each student.
Capstone Project is a major task and is to be conducted with work spread over most of the year, in two successive Units of Study of 6 credits points each, Capstone Project A (CIVL5020) and Capstone Project B (CIVL5021). This particular unit of study, which must be preceded by or be conducted concurrently with CIVL5020 Capstone Project A, should cover the second half of the work required for a complete Capstone Project. In particular, it should include completion of all components of the research or investigation project planned but not undertaken or completed in CIVL5020 Capstone Project A.
A thesis at this level will represent a contribution to professional practice or research, however the timeframe available for the thesis also needs to be considered when developing project scopes. Indeed, a key aim of the thesis is to specify a research topic that arouses sufficient intellectual curiosity, and presents an appropriate range and diversity of technical and conceptual challenges, while remaining manageable and allowing achievable outcomes within the time and resources available. It is important that the topic be of sufficient scope and complexity to allow a student to learn their craft and demonstrate their research skills. Equally imperative is that the task not be so demanding as to elude completion. Finally the ability to plan such a project to achieve results within constraints and the identification of promising areas and approaches for future research is a key assessment criterion.

To complete a substantial research project and successfully analyse a problem, devise appropriate experiments, analyse the results and produce a well-argued, in-depth thesis.

To complete a substantial research project and successfully analyse a problem, devise appropriate experiments, analyse the results and produce a well-argued, in-depth thesis.

This Unit aims to:
- provide fundamental understanding at advanced level of the behaviour and design steel structural members, notably members undergoing cross-sectional and/or global buckling.
- provide fundamental understanding of the methods available for determining buckling loads of structural members and elements, and explain how classical solutions to buckling problems are incorporated in national design standards for steel structures, including AS4100 and AS/NZS4600.
Outcomes:
It is anticipated that at the end of this unit of study students will be familiar with the buckling behaviour of steel structures and will understand the methods available for determining buckling loads of structural members and cross-section. Students will have a good understanding of the stability design provisions for steel structures specified in the standards AS4100 and AS/NZS4600, and will be proficient in using software for calculating buckling loads.
Syllabus Summary:
Stability theory, Plate theory, Stability of plates and plate assemblies, Theory for thin-walled members in torsion and bi-axial bending, Stability of thin-walled members, Stability design to AS4100 and AS/NZS4600, Direct Strength Method.

This Unit reviews the fundamental concepts of 'elastic' behaviour of reinforced concrete structures and introduces models of behaviour and methods of analysis related to the time-dependent effects of creep and shrinkage (at service loads). This Unit also examines the non-linear (strain-softening) behaviour of reinforced concrete and the related effects concerning the strength of statically-indeterminate reinforced concrete structures. In particular, this Unit examines the concepts of ductility, moment-redistribution and plastic design (for beams and slabs). Strut-and-tie modelling of reinforced concrete members is also described. Design guidelines will reflect requirements of the Australian Standards and Eurocodes.
This Unit will provide students with the following knowledge and skills: understanding of the fundamental concepts and theoretical models concerning the time-dependent structural effects of concrete creep and shrinkage; ability to carry out calculations to estimate 'elastic' load-effects (stresses/strains/deformations) for reinforced concrete structures (at service loads), accounting for the time-dependent effects of concrete creep and shrinkage; understanding of the fundamental concepts and theoretical models of the strain-softening behaviour of reinforced concrete (in flexure); understanding of the fundamental concepts and numerical models of ductility and moment redistribution for reinforced concrete beams; ability to quantitatively assess the ductility and moment-redistribution capacity of reinforced concrete beams; understanding of the fundamental concepts and numerical models of plastic behaviour and design for reinforced concrete beams and slabs (including yield-line analysis); ability to determine the ultimate plastic load-carrying capacity of statically-indeterminate reinforced-concrete beams and slabs; ability to use strut-and-tie models of reinforced concrete behaviour.

This is a unit of study by which the main component is the practical experience of being involved in on-site humanitarian engineering. The on-site duration will be between 2-4 weeks. The main requirement is that the student is directly involved with a community "in need". Experiences would include such things as: Engineering design of the solution, in particular appropriate design for the circumstances, people and environment; management of people delivering the solution; community consultation; economic use of resources, and adapting design to make use of available resources; monitoring development projects (on-time delivery of milestones, contract management, etc.); evaluation (survey of end-users, audit of processes, analysis of cost and resource usage); sustainable-ness of the design and implementation (traditional use of the word "sustain", ongoing viability and continuity); cost-benefit analysis; problem solving at all levels: practical, design and strategic; attending high-level planning meetings; creating interviews and opportunities with other agencies and institutions involved in the area of concern (for example: government departments, UN) which would value-add to the aims of the organisation they are working with; design and execution of surveys; analysis and mitigation of risk.

Geoenvironmental Engineering is an applied science concerned with the protection of the subsurface from human activities. It can be divided into 2 main branches: waste containment and treatment of pollution sites. The former is usually a preventative activity, whereas the latter is corrective, i.e. it occurs after pollution has taken place. Geoenvironmental Engineering draws on fundamental science, especially the chemistry of low-permeability material such as clay, fluid flow in soil and contaminant migration in soil. The goal of CIVL5351 is to introduce you to the science behind Geoenvironmental Engineering and develop your skills at designing waste containment systems.
Learning Outcomes: 1. Analyse flow regime in soil using Darcy equation; 2. Analyse contaminant migration in soil using coupled flow and reactive diffusion-advection equations; 3. Design a single or double composite landfill liner satisfying groundwater quality requirements; 4. Predict the potential for methane production in a landfill and assess the feasibility of waste-to-energy conversion; 5. Conduct research on a geoenvironmental topic as part for group.
Syllabus Summary: introduction to geoenvironmental engineering; integrated waste management and life cycle assessment; soil composition and mineralogy; types and characteristics of contaminants; theory of water seepage in soil and hydraulic conductivity; theory of reactive contaminant transport in soil including molecular diffusion, mechanical dispersion and advective flow; analytical and numerical solutions of reactive diffusion advection equation; design of landfills; geosynthetics and geomembranes; defects and leakage rates; methane generation in landfills and landfill gas management.

Geotechnical hazards include landslides, rock falls and mud flows. They are triggered by soil/rock failure due to natural or human causes. The objective of this Unit of Study is to develop the ability to assess and mitigate the risks associated to such events.
Students will learn how to estimate when and where these events are likely to occur, how to define safety zones and how to design effective protection structures. The syllabus is comprised of (i) Landslide Risk Assessment and Management procedures (ii) post-failure and out of equilibrium soil mechanics applied to prediction of rock fall, landslide and mud flow run-out distance and impact force on structures; (iii) design of geotechnical protection structures using Finite Element modelling.
Senior geotechnical engineers from major companies will deliver some guest lectures presenting on practical case study involving geotechnical hazards throughout the semester.

The objective of this unit is to provide students with fundamental knowledge of finite element analysis and how to apply this knowledge to the solution of civil engineering problems at intermediate and advanced levels.
At the end of this unit, students should acquire knowledge of methods of formulating finite element equations, basic element types, the use of finite element methods for solving problems in structural, geotechnical and continuum analysis and the use of finite element software packages. The syllabus comprises introduction to finite element theory, analysis of bars, beams and columns, and assemblages of these structural elements; analysis of elastic continua; problems of plane strain, plane stress and axial symmetry; use, testing and validation of finite element software packages; and extensions to apply this knowledge to problems encountered in engineering practice.
Outcomes:
On completion of this unit, students will have gained the following knowledge and skills:
1. Knowledge of methods of formulating finite element equations. This will provide students with an insight into the principles at the basis of the FE elements available in commercial FE software.
2. Knowledge of basic element types. Students will be able to evaluate the adequacy of different elements in providing accurate and reliable results.
3. Knowledge of the use of finite element methods for solving problems in structural and geotechnical engineering applications. Students will be exposed to some applications to enable them to gain familiarity with FE analyses.
4. Knowledge of the use of finite element programming and modeling.
5. Extended knowledge of the application of FE to solve civil engineering problems.

This unit of study will introduce the fundamentals of meteorology governing wind flow, details of extreme wind events, wind structure, statistical distribution of the wind, the effect of topography and terrain changes on wind profile, investigate the fluid flow around bluff bodies, and detail the design of civil engineering structures for wind loading.
This unit will provide students with the following knowledge and skills: On completion of this course students will have an understanding of the governing principles of wind engineering, how to predict the extreme wind speed and analyse anemographs, predict the effect of terrain and topography on velocity and turbulence, understand flow patterns around bodies, how to predict the pressure distribution and wind loading on bodies and structures, dynamic response of structures, and how all the above relates to AS1170.2.

The objectives of this unit of study are to develop an understanding of the processes occurring in lakes, reservoirs, streams and coastal seas, an introduction to transport and mixing in inland waters, and to the design the design of marine structures. The unit will cover the mass and heat budget in stored water bodies, mixing, and the implications for water quality. In streams, natural river systems will be discussed, and the principles of sediment transport and scour, monitoring and management will be introduced. The basic equations for linear and nonlinear wave theories in coastal seas will be introduced, and wave forces on structures and an introduction to design of offshore structures will be discussed.