An exchange component unit for students going on an International Exchange Program.

An exchange component unit for students going on an International Exchange Program.

An exchange component unit for students going on an International Exchange Program

An exchange component unit for students going on an International Exchange Program

An exchange component unit for students going on an International Exchange Program

An exchange component unit for students going on an International Exchange Program

An exchange component unit for students going on an International Exchange Program

An exchange component unit for students going on an International Exchange Program

AMME1362 is an introductory course in engineering materials. The unit aims to develop students' understanding of the structures, mechanical properties and manufacture of a range of engineering materials as well as how the mechanical properties relate to microstructure and forming and treatment methods. The unit has no prerequisite subject and is therefore intended for those with little or no previous background in engineering materials. However the unit does require students to take a significant degree of independent responsibility for developing their own background knowledge of materials and their properties. The electrical, magnetic, thermal and optical properties of materials are a critical need-to-know area where students are expected to do most of their learning by independent study.

The purpose of this unit of study is to introduce students to the fundamentals of their chosen discipline: biomedical engineering.
Initial lectures will introduce the various Biomedical Technologies in the global market, and currently under development, as well as the Biomedical Engineering Sector itself. This will address the question: "what is biomedical engineering and what are the career opportunities?".
Weekly lectures will cover the fundamentals of biology for Engineers. The molecular biology basis and key anatomical systems relevant to biomedical engineering will provide context for biomedical engineering design and prepare students for Biomedical Engineering 1B (AMME1961) and Anatomy and Physiology for Engineers (MECH2901). Weekly lectures and workshops on biomedical engineering will cover core principles, processes, and disciplines utilized to specify and develop medical device technologies. ISO design and development process will be introduced (IS013485), fundamentals of ideation, mechanics, materials, manufacturing, engineering CAD design, analysis, and technical reports will be covered. Time will be allocated for tutorial problems, computer aided design and 3D printing. Team projects linked with industry will provide students with a unique opportunity to engineer and present a solution to a real-world challenge in a timely manner. Insight into the relevance of subsequent course units and areas of specialisation available through the biomedical engineering program will be provided through this unit.

This biomedical engineering core junior unit of study provides an introduction to the relatively recent, and rapidly growing, biotechnology industry, with a focus on the current key commercial applications. In the 1990s, the word "biotech" entered our lexicon as a synonym for overnight investment wealth. The biotechnology acronym GM (genetically modified) also entered our lexicon in the 1990s. Biotechnology can be broadly defined as the commercial exploitation of biological processes for industrial and other purposes. A significant focus for commercial activities has been GM technology: GM microorganisms, plants, animals, and even humans (gene therapy). The "biotech industry" arose rapidly in the late 20th century, and is now one of the largest industries in the world, and is one of the cornerstones of the global biomedical industry which comprises three main sectors: Medical Devices, Pharmaceuticals, and Biotechnology. Significant global commercial biotechnology activity concerns the manufacture of therapeutic compounds from GM microorganisms using bioreactors, for example insulin. Another significant sector is agricultural: "agri-biotech" which concerns GM higher lifeforms (plants and animals) primarily for the food industry, and also other industries such as the energy industry (biofuels). The third sector concerns therapeutic GM of humans, known as "gene-therapy". Some other important biotechnologies will also be explored including monoclonal antibodies, genome sequencing and personalised medicine, and RNA-interference technology (RNAi).
This unit of study begins with an industry focus, overviewing the rise of the biotechnology industry, the key corporations, and their products. It then moves to a historical and technological overview of the developments on which the biotechnology industry is based: fermentation, bioreactors, process analysis and automation, genome sequencing, GM (genetic modification) technology, monoclonal antibodies. The unit then explores some important case studies:
1. Insulin manufacture in bioreactors using GM microorganisms. 2. Monoclonal antibodies, the foundation of the diagnostics industry, and their interaction with antibodies. 3. Green biotechnology. The use of biotechnology for developing alternative environmentally-friendly processes and products. 4. Bioremediation. The use of biotechnology for waste processing. 5. Gene therapy, with insights from the retrovirus, the transposon, and the plasmid. 6. RNAi (RNA-interference). How suppression of messenger RNA is opening up new research and commercial directions in biomedical engineering. 7. DNA sequencing and personalised medicine. 8. Bioethics. Human genetic screening, community perceptions of GM products, and patenting of genetic information.
Note: Biotechnology is an industrial discipline. It has areas of commonality with the related disciplines of Chemical Engineering, Molecular Biology, and Bioinformatics. AMME1961 is not a study of Bioinformatics, nor is it a study of Molecular Biology. For Molecular Biology, biomedical engineering students are referred to the recommended elective MBLG1001. For Bioinformatics, biomedical engineering students are referred to the recommended elective COMP5424.

This course is designed to provide students with the necessary tools for mathematically modelling and solving problems in engineering. Engineering methods will be considered for a range of canonical problems including; Conduction heat transfer in one and two dimensions, vibration, stress and deflection analysis, convection and stability problems. The focus will be on real problems, deriving analytical solutions via separation of variables; Fourier series and Fourier transforms; Laplace transforms; scaling and solving numerically using finite differences, finite element and finite volume approaches.

This unit of study aims to give students a practical, introductory course in Fluid Mechanics, Heat Transfer and Thermodynamics. Students will become familiar with the basic principles in these areas, they will learn to recognize the types of Thermofluids problems which engineers face and they will learn how to obtain solutions.
Fluid Mechanics
Properties: viscosity, surface tension, cavitation, capillarity. Hydrostatics: manometers, forces and moments on submerged surfaces, centre of pressure, buoyancy, vessel stability, metacentre. Flow: Streamlines, turbulence, continuity, Bernoulli, venturi meter, pitot tube, head, loss coefficients, pumps, turbines, power, efficiency. Fluid momentum, drag, thrust, propulsive efficiency, water jump, wind turbine, turbomachinery, Euler equation, torque, power, head, Francis, Pelton, Kaplan turbines. Dimensional analysis: Similarity, scale modelling, Buckingham pi theorem, turbulence, Reynolds No. Pipe flow: Laminar, turbulent, pressure drop, Moody chart.
Heat Transfer
Conduction: thermal circuits, plane, cylindrical, conduction equation, fins. Heat Exchangers: LMTD and NTU methods. Unsteady Conduction: lumped capacity, Bi, Fo, Heissler charts. Convection (forced), analytical Nu, Pr correlations. Convection (natural) Ra, Gr. Radiation spectrum, blackbody, emissivity, absorptivity, transmissivity, Stefan-Boltzmann, Kirchhoff Laws, selective surfaces, environmental radiation.
Thermodynamics:
1st Law of Thermodynamics, cycle analysis. Properties; State postulate, ideal gases, 2-phase properties, steam quality. Turbines, compressors. Thermal efficiency and COP for refrigerators. 2nd Law of Thermodynamics, Kelvin-Planck, Clausius statements. Reversible processes, Carnot engine. Entropy; increase of entropy principle, entropy and irreversibility. Isentropic processes, T-s diagrams, isentropic efficiency for turbines, pumps, compressors, intercoolers. Power and Refrigeration cycle characteristics: SI, Diesel, Gas Turbine, Steam, vapour compression refrigeration.

This unit covers the fundamentals of fluid statics and fluid dynamics. At the end of this unit students will have: an understanding of the basic equations governing the statics and dynamics of fluids; the ability to analyze and determine the forces applied by a static fluid; the ability to analyse fluids in motion. The course will cover both inviscid and viscous fluid flow. The course will introduce the relevant parameters for fluid flow in internal engineering systems such as pipes and pumps and external systems such as flow over wings and airfoils. Course content will cover the basic concepts such as viscosity, density, continuum, pressure, force, buoyancy and acceleration; and more detailed methods including continuity, conservation of momentum, streamlines and potential flow theory, Bernoulli equation, Euler equation, Navier-Stokes equation. Experiments will introduce flow measuring devices and flow observation.

This unit aims to teach the basic laws of thermodynamics and heat transfer. At the end of this unit students will have: an understanding of the basic laws of thermodynamics and heat transfer; The ability to analyze the thermodynamics of a simple open or closed engineering system. The basic knowledge to analyse and design 1D thermal circuits. Course content will include concepts of heat and work, properties of substances, first law of thermodynamics, control mass and control volume analysis, thermal efficiency, entropy, second law of thermodynamics, reversible and irreversible processes, isentropic efficiency, power and refrigeration cycles, heat transfer by conduction, convection and radiation, 1D thermal circuits and transient heat transfer.

Equilibrium of deformable structures; basic concept of deformation compatibility; stress and strain in bars, beams and their structures subjected to tension, compression, bending, torsion and combined loading; statically determinate and indeterminate structures; energy methods for bar and beam structures; simple buckling; simple vibration; deformation of simple frames and cell box beams; simple two-dimensional stress and Morh's circle; problem-based applications in aerospace, mechanical and biomedical engineering.

This unit of study aims to teach: Dynamics of Rigid Bodies: Analysis of Planar mechanisms; Kinematics of rigid bodies; Kinetics of rigid bodies. Students will also develop their skills in: how to model and analyse dynamic systems and the application of theory to real systems through practical/laboratory sessions.
At the end of this unit students will have developed skills in modelling and analysing planar mechanisms and rigid body dynamic systems.
Course content will include planar mechanisms, linkages, mobility; instant centres of rotation, Kennedy's theorem; velocity and acceleration polygons; kinematics of rigid bodies, frames of reference, velocity and acceleration, rotating frame of reference, relative velocity and acceleration, gyroscopic acceleration; kinetics of rigid bodies, linear momentum and Euler's first law; angular momentum and Euler's second law; centre of mass; moments of inertia, parallel axis and parallel plane theorems, principal axes and principal moments of inertia, rotation about an axis; impulse and momentum; work and energy, kinetic and potential energies; applications to orbital and gyroscopic motion; introduction to Lagrangian methods.

This unit aims to develop in students an understanding of the engineering measurements and instrumentation systems. The students will acquire an ability to make accurate and meaningful measurements. It will cover the general areas of electrical circuits and mechanical/ electronic instrumentation for strain, force, pressure, moment, torque, displacement, velocity, acceleration, temperature and so on.

AMME2960 Biomedical Engineering 2 is the third of the four Biomedical Engineering foundational units. The first (AMME1960 Biomedical Engineering 1A) introduces students to the discipline of biomedical engineering, introducing the key concepts of biomedical technology, design, biomechanics, and the key systems of the human body from a biomedical engineering perspective. The second (AMME1961 Biomedical Engineering 1B) is an introduction to Biotechnology. The fourth (MECH2901 Anatomy and Physiology for Engineers) provides a hands-on anatomy and physiology study of the key systems of the human body from a biomedical engineering perspective, and includes cadaver laboratories. This unit (AMME2960 Biomedical Engineering 2) is complementary to MECH2901, providing a theoretical process-based study of the key physiological mechanisms of the human body, from a biomedical engineering perspective, using 5 key case studies:
Electrical
1. Electrocardiography (ECG). This involves the recording of the electrical activity of the heart using electrodes attached to the torso, producing the classic PQRST wave. It is a vital diagnostic tool for a wide range of abnormalities of the heart. 2. Electroencephalography (EEG). This involves the recording of the electrical activity of the brain using electrodes attached to the scalp. It is a vital diagnostic tool for many pathologies, including sleep disorders such as sleep apnea, and brain disorders such as epilepsy.
Thermal/Chemical
3. Thermal homeostasis (temperature regulation of the human body). The human body needs to maintain a constant core temperature of 37C. In doing so it is actively metabolically competing with the natural physical process of thermal diffusion and heat transfer to the external environment. 4. Local drug diffusion into body tissues. Drug diffusion into the body tissues follows the standard physical laws of diffusion, which is complicated by the fact that the body is alive, with a constant supply of drug and nutrient-enriched blood to the tissues via the vasculature, and therefore non steady-state conditions prevail. 5. Systemic drug metabolism. Most drug delivery involves spike dosage (pill/injection), giving a rapid rise in systemic drug concentration, followed by an exponential decay period. The intuitive belief that twice the dose produces twice the benefit is false. If systemic drug concentration is too low, the therapeutic benefit is suboptimal, and if too high, potentially toxic. Systemic drug concentration must remain within a narrow therapeutic range, which involves the interaction of the competing factors of dosage and systemic drug metabolism.
In all five case studies, a physically based problem solving approach will be used to cover the material. Moreover, the methodologies learned in these case studies will also have broader applicability to other more general engineering challenges. For the two electrical case studies, diagnosis of both ECG and EEG recordings involves complex signal processing and analysis, which is one of the key skills required by biomedical engineers for senior units in bioelectronics and diagnostics. The three thermal/chemical case studies will provide an important foundation for senior units that involve thermal/fluidic/mechanical/chemical simulation of the human body, and its interaction with therapeutic compounds and medical devices, i.e., Finite Element Analysis (FEA) and Computational Fluid Dynamics (CFD). The ultimate goal of the theoretical approach to biomedical engineering is the complete computational simulation of the human body, from the molecular scale right up to the macroscopic scale, ultimately eliminating the need for human clinical trials, and enabling the design and testing of therapeutic compounds and medical devices "from the ground up". Computing power has not yet reached the stage where this is 100% possible, but it is already possible to a substantial extent, and 100% realisation will be achieved in the foreseeable future, bringing many technological, financial, and ethical benefits to humanity, given the large cost, time and risk associated with human clinical trials.

This course will address the use of state of the art engineering software packages for the solution of advanced problems in engineering. We will cover the solution of partial differential equations in heat transfer; fluids, both inviscid and viscous, and solids, including plates, shells and membranes. While some analytical methods will be considered, the primary focus of the course will be on the use of numerical solution methods, including finite difference, finite volume and spectral methods. Commercial engineering packages will be introduced with particular attention given to the development of standards for the accuracy and representation of data.

Supervised project on a relevant engineering discipline.

This unit of study aims to allow students to develop an understanding of methods for modeling and controlling linear, time-invariant systems. Techniques examined will include the use of differential equations and frequency domain approaches to modeling of systems. This will allow students to examine the response of a system to changing inputs and to examine the influence of external stimuli such as disturbances on system behaviour. Students will also gain an understanding of how the responses of these mechanical systems can be altered to meet desired specifications and why this is important in many engineering problem domains. The study of control systems engineering is of fundamental importance to most engineering disciplines, including Electrical, Mechanical, Mechatronic and Aerospace Engineering. Control systems are found in a broad range of applications within these disciplines, from aircraft and spacecraft to robots, automobiles, computers and process control systems. The concepts taught in this course introduce students to the mathematical foundations behind the modelling and control of linear, time-invariant dynamic systems. In particular, topics addressed in this course will include:
1. Techniques for modelling mechanical systems and understanding their response to control inputs and disturbances. This will include the use of differential equations and frequency domain methods as well as tools such as Root Locus and Bode plots. 2. Representation of systems in a feedback control system as well as techniques for determining what desired system performance specifications are achievable, practical and important when the system is under control 3. Theoretical and practical techniques that help engineers in designing control systems, and an examination of which technique is best in solving a given problem.

Students spend 6 months at an industrial placement working on a major engineering project relevant to their engineering stream. This is a 24 credit point unit, which may be undertaken as an alternative to AMME4100 Practical Experience, AMME4111/4112 Thesis A & B, MECH4601 Professional Engineering 2 and a recommended elective.
This unit of study gives students experience in carrying out a major project within an industrial environment, and in preparing and presenting detailed technical reports (both oral and written) on their work. The project is carried out under joint University/industry supervision, with the student essentially being engaged fulltime on the project at the industrial site.

Supervised project on a relevant engineering discipline.

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.

To complete the research requirement for their engineering degree, students now have a choice of either completing Thesis A/B (AMME 4111/AMME4112) or Project A/B (AMME 4121/AMME4122). Project A/B is intended to be more practical in orientation while Thesis A/B demands extensive literature review and critical analysis of outcomes. Thesis is a program for individuals whereas Projects can be done by groups or by an individual. Engineering Project A/B is undertaken across two semesters of enrolment, in two successive Units of Study of 6 credits points each. Engineering Project A covers first steps of project work, starting with development of project proposal. Project B covers the second of stage writing up and presenting the project results.
The fourth year engineering project aims to provide students with the opportunity to carry out a defined piece of independent design work in a setting and in a manner that fosters the development of engineering design skills. These skills include the capacity to define a engineering design problem, showing how it relates to prior art, identifying appropriate tools and methods, carrying out a design in a systematic way and presenting outcomes in a report that is clear, coherent and logically structured.

To complete the research requirement for their engineering degree, students now have a choice of either completing Thesis A/B (AMME 4111/AMME4112) or Project A/B (AMME 4121/AMME4122). Project A/B is intended to be more practical in orientation while Thesis A/B demands extensive literature review and critical analysis of outcomes. Thesis is a program for individuals whereas Projects can be done by groups or by an individual. Engineering Project A/B is undertaken across two semesters of enrolment, in two successive Units of Study of 6 credits points each. Engineering Project A covers first steps of project work, starting with development of project proposal. Project B covers the second of stage writing up and presenting the project results.
The fourth year engineering project aims to provide students with the opportunity to carry out a defined piece of independent design work in a setting and in a manner that fosters the development of engineering design skills. These skills include the capacity to define a engineering design problem, showing how it relates to prior art, identifying appropriate tools and methods, carrying out a design in a systematic way and presenting outcomes in a report that is clear, coherent and logically structured.

This unit of study introduces students to vision sensors, computer vision analysis and digital image processing. This course will cover the following areas: fundamental principles of vision sensors such as physics laws, radiometry, CMOS/CDD imager architectures, colour reconstruction; the design of physics-based models for vision such as reflectance models, photometric invariants, radiometric calibration. This course will also present algorithms for video/image analysis, transmission and scene interpretation. Topics such as image enhancement, restoration, stereo correspondence, pattern recognition, object segmentation and motion analysis will be covered.

With the severe worldwide shortage of donor organs and the ubiquitous problem of donor organ rejection, there is a strong need for developing technologies for engineering replacement organs and other body parts. Recent developments in biochemistry and cell biology have begun to make this possible, and as a consequence, the very new field of tissue engineering has been making dramatic progress in the last few years.
This unit will provide an introduction to the principles of tissue engineering, as well as an up to date overview of recent progress in the field of tissue engineering is and where it is going. This unit assumes prior knowledge of cell biology and chemistry and builds on that foundation to elaborate on the important aspects of tissue engineering.
The objectives are: To gain a basic understanding of the major areas of interest in tissue engineering; To learn to apply basic engineering principles to tissue engineering systems; To understand the challenges and difficulties of tissue engineering; Understand the ethical issues of stem cell applications; Enable student to access web-based resources in tissue engineering (for example: Harvard-MIT Principles and Practice of Tissue Engineering); Research basic skills in Tissue Engineering.

This UoS will give students an understanding of CT/MRI based solid modelling, finite element methods, constitutive material models, design analysis and optimisation, experimental validation and their use in biomedical engineering. The students are expected to gain skills and experience with finite element software for the solution to sophisticated problems associated with biomedical engineering and experimentation techniques for the validation of these problems. The unit will take a holistic approach to the learning outcomes: an overview of typical biomedical design problems, an overview of finite element analysis software, a detailed look at finite element methods in biomedical applications, and a project-based learning approach to the development of a biomedical prosthesis. By the end of the unit, the students are expected to have familiarised themselves with design analysis, optimisation, and validation for biomedical engineering problems.

Product development in the biomedical area presents unique challenges that need to be addressed to efficiently satisfy strict regulatory requirements and to successfully advance products to approval for marketing. Biomedical engineers need a broad understanding of these challenges as the main components of product development are complex and interdependent. Development of good manufacturing and quality control processes, preclinical and clinical validation of product safety and efficacy, and regulatory filings, are each progressive and interdependent processes. This unit will provide a broad understanding of regulatory requirements for biomedical product development, with particular emphasis on the dependence of each component on the development of processes and control systems that conform to Good Manufacturing Practice. This unit assumes prior knowledge of cell biology and chemistry and builds on that foundation to elaborate on the important aspects of biomedical product development.

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.
Students are required to carry out a defined piece of independent research in a setting and in a manner that fosters the development of engineering research skills. These skills include the capacity to define a research question, showing how it relates to existing knowledge, identifying the tools needed to investigate the question, carrying out the research in a systematic way, analysing the results obtained and presenting the outcomes in a report that is clear, coherent and logically structured. Capstone project is undertaken across two semesters of enrolment, in two successive Units of Study of 6 credits points each. Capstone Project A covers first steps of thesis research starting with development of research proposal. Project B covers the second of stage writing up and presenting the research results.
Students are asked to write a thesis based on a research project, which is very often related to some aspect of a staff member's research interests. Some projects will be experimental in nature, others may involve computer-based simulation, feasibility studies or the design, construction and testing of equipment. Direction of thesis work may be determined by the supervisor, however the student is expected to make a significant contribution to the direction of the project, and the student is responsible for the execution of the practical work and the general layout and content of the thesis itself. The final thesis must be the student's individual work, although research is sometimes conducted in the framework of a group project shared with others. Students undertaking research on this basis will need to take care in ensuring the individual quality of their own research work and the 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 thei work and that of others. Students will also be required to present the results of their findings to their peers and supervisors as part of a seminar program.
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.
Students are required to carry out a defined piece of independent research in a setting and in a manner that fosters the development of engineering research skills. These skills include the capacity to define a research question, showing how it relates to existing knowledge, identifying the tools needed to investigate the question, carrying out the research in a systematic way, analysing the results obtained and presenting the outcomes in a report that is clear, coherent and logically structured. Capstone project is undertaken across two semesters of enrolment, in two successive Units of Study of 6 credits points each. Capstone Project A covers first steps of thesis research starting with development of research proposal. Project B covers the second of stage writing up and presenting the research results.
Students are asked to write a thesis based on a research project, which is very often related to some aspect of a staff member's research interests. Some projects will be experimental in nature, others may involve computer-based simulation, feasibility studies or the design, construction and testing of equipment. Direction of thesis work may be determined by the supervisor, however the student is expected to make a significant contribution to the direction of the project, and the student is responsible for the execution of the practical work and the general layout and content of the thesis itself. The final thesis must be the student's individual work, although research is sometimes conducted in the framework of a group project shared with others. Students undertaking research on this basis will need to take care in ensuring the individual quality of their own research work and the 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 thei work and that of others. Students will also be required to present the results of their findings to their peers and supervisors as part of a seminar program.
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.
Students are required to carry out a defined piece of independent research in a setting and in a manner that fosters the development of engineering research skills. These skills include the capacity to define a research question, showing how it relates to existing knowledge, identifying the tools needed to investigate the question, carrying out the research in a systematic way, analysing the results obtained and presenting the outcomes in a report that is clear, coherent and logically structured. Capstone project is undertaken across two semesters of enrolment, in two successive Units of Study of 6 credits points each. Capstone Project A covers first steps of thesis research starting with development of research proposal. Project B covers the second of stage writing up and presenting the research results.
Students are asked to write a thesis based on a research project, which is very often related to some aspect of a staff member's research interests. Some projects will be experimental in nature, others may involve computer-based simulation, feasibility studies or the design, construction and testing of equipment. Direction of thesis work may be determined by the supervisor, however the student is expected to make a significant contribution to the direction of the project, and the student is responsible for the execution of the practical work and the general layout and content of the thesis itself. The final thesis must be the student's individual work, although research is sometimes conducted in the framework of a group project shared with others. Students undertaking research on this basis will need to take care in ensuring the individual quality of their own research work and the 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 thei work and that of others. Students will also be required to present the results of their findings to their peers and supervisors as part of a seminar program.
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.

This unit is suitable for any engineering discipline student who is interested in developing an understanding of analysis and design in energy, power generation, environment and relevant economic issues. The aim is to acquaint students with the methods engineers use to design and evaluate the processes used for the conversion of energy into useful work. This course concentrates on thermal energy conversion. It also assesses and deals with the environmental consequences of energy conversion. At the end of this unit students will be able to critically analyse technical, economic and societal impacts of energy conversion systems.
A series of topics, each containing a series of lectures, will be covered in relation to energy. The course content will include: The Status of Energy Today; Energy for Electricity Generation; Nuclear Energy; Energy for Transportation; Future Energy Usage.

Objectives: To provide students with the necessary skills to use commercial Computational Fluid Dynamics packages and to carry out research in the area of Computational Fluid Dynamics. Expected outcomes: Students will have a good understanding of the basic theory of Computational Fluid Dynamics, including discretisation, accuracy and stability. They will be capable of writing a simple solver and using a sophisticated commercial CFD package.
Syllabus summary: A course of lectures, tutorials and laboratories designed to provide the student with the necessary tools for using a sophisticated commercial CFD package. A set of laboratory tasks will take the student through a series of increasingly complex flow simulations, requiring an understanding of the basic theory of computational fluid dynamics (CFD). The laboratory tasks will be complemented by a series of lectures in which the basic theory is covered, including: governing equations; finite difference methods, accuracy and stability for the advection/diffusion equation; direct and iterative solution techniques; solution of the full Navier-Stokes equations; turbulent flow; Cartesian tensors; turbulence models.

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. The final research project should be completed and reported at a level which meets AQF level 9 outcomes and has original components as would be expected in MPhil.

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. The final research project should be completed and reported at a level which meets AQF level 9 outcomes and has original components as would be expected in MPhil.

This course introduces atomistic computational techniques used in modern engineering to understand phenomena and predict material properties, behaviour, structure and interactions at nano-scale. The advancement of nanotechnology and manipulation of matter at the molecular level have provided ways for developing new materials with desired properties. The miniaturisation at the nanometre scale requires an understanding of material behaviour which could be much different from that of the bulk. Computational nanotechnology plays a growingly important role in understanding mechanical properties at such a small scale. The aim is to demonstrate how atomistic level simulations can be used to predict the properties of matter under various conditions of load, deformation and flow. The course covers areas mainly related to fluid as well as solid properties, whereas, the methodologies learned can be applied to diverse areas in nanotechnology such as, liquid-solid interfaces, surface engineering, nanorheology, nanotribology and biological systems. This is a course with a modern perspective for engineers who wish to keep abreast with advanced computational tools for material characterisation at the atomic scale.

The aim is to teach students in the undergraduate and postgraduate levels basic concepts about friction, lubrication and wear applicable to design and operation of mechanical systems used in engineering, industrial, and modern applications. Examples of these systems are lubrication of internal combustion engines, gearboxes, artificial hip/knee joints, and micro/nano electromechanical systems.

This unit of study should prepare the student to be able to undertake vibration and acoustic measurement calculations for industry design situations. The unit aims to introduce a number of new concepts required for analysis of vibrations and acoustics. The response of structure under different dynamic forces, including human and aerodynamic, will be investigated. A number of hands-on experiments will be performed to allow an understanding of the concepts and applicability. The acoustics component will include: basic acoustics theory, sound generation and propagation, impedance, absorbing materials, industrial noise sources, isolation methods of noise control, enclosures, instrumentation and measurement, frequency analysis, noise regulations and computational acoustics.

This unit introduces engineering design via optimisation, i.e. finding the "best possible" solution to a particular problem. For example, an autonomous vehicle must find the fastest route between two locations over a road network; a biomedical sensing device must compute the most accurate estimate of important physiological parameters from noise-corrupted measurements; a feedback control system must stabilise and control a multivariable dynamical system (such as an aircraft) in an optimal fashion.
The student will learn how to formulate a design in terms of a "cost function", when it is possible to find the "best" design via minimization of this "cost", and how to do so. The course will introduce widely-used optimisation frameworks including linear and quadratic programming (LP and QP), dynamic programming (DP), path planning with Dijkstra's algorithm, A*, and probabilistic roadmaps (PRMs), state estimation via Kalman filters, and control via the linear quadratic regulator (LQR) and Model Predictive Control (MPC). There will be constant emphasis on connections to real-world engineering problems in control, robotics, aerospace, biomedical engineering, and manufacturing.

Biomechatronics is the application of mechatronic engineering to human biology, and as such it forms an important subset of the overall biomedical engineering discipline. This course focusses on a number of areas of interest including auditory and optical prostheses, artificial hearts and active and passive prosthetic limbs and examines the biomechatronic systems (hardware and signal processing) that underpin their operation.

The aim of this course is to enhance the student's manufacturing engineering skills in the CAD/CAM area. The course focuses on CNC milling as a manufacturing automation process applied to a project. The management, planning and marketing of a typical engineering project are also discussed.
Through integrated project-based learning and hands-on-machine training, you will learn: How to successfully complete a CAD/CAM and CNC mill based project; Manufacturing management and system skills, such as product planning, manufacturing sequence, time and cost; The science in designing and selecting a manufacturing method; How to effectively present your ideas and outcomes using oral and report based methods.
It is expected that through your hard work in the semester, you will find: Enhanced learning by real-world problems; Improved comprehensive skill in manufacturing design.

The objective of the course is to give students skills in the area of highly non-linear finite element analysis. Major topics covered include CAD, Implicit / explicit codes, Wire frame geometry, Elemental Theory, Materials, Pre-processing using ETA-PreSys, Contact, LS-Dyna, using NCAC FEM models, Modeling fasteners and the interaction between solids and fluids. Material covered in lectures is reinforced through independent research, assignments, quizzes and a major capstone project. The capstone project involves the development of an approved crash scenario.

This unit of study provides an introduction to the field of biomedical engineering, from the point of view of the engineering and the global biomedical industry itself. After completion of this unit, students will have a clear understanding of what biomedical engineering is, both from the engineering perspective and the commercial/industry perspective.

The application of science and technology at the nanoscale for biomedical problems promises to revolutionise medicine. Recent years have witnessed unprecedented advances in the diagnosis and treatment of diseases by applying nanotechnology to medicine. This course focuses on explaining the fundamentals of nanomedicine, and highlighting the special properties and application of nanomaterials in medicine. This course also reviews the most significant biomedical applications of nanomaterials including the recent breakthroughs in drug delivery, medical imaging, gene therapy, biosensors and cancer treatment.

Mechanobiology has emerged as a new field of science that integrates biology and engineering and is now considered to have significant influence on the development of technologies for regenerative medicine and tissue engineering. It is well known that tissues and cells are sensitive to their mechanical environment and changes to this environment can affect the physiological and pathophysiological processes. Understanding the mechanisms by which biological cells sense and respond to mechanical signals can lead to the development of novel treatments and therapies for a variety of diseases.

Supply of medical devices, diagnostics and related therapeutic products is regulated in most jurisdictions, with sophisticated and complex regulatory regimes in all large economies. These regulations are applied both to manufacturers and designers and to biomedical engineers undertaking device custom manufacture or maintenance in clinical environments. This unit of study will explore the different regulatory frameworks in the "Global Harmonisation Task Force" group of jurisdictions (US, EU, Canada, Japan, Australia), as well as emerging regulatory practices in Asia and South America. Emphasis will be on the commonality of the underlying technical standards and the importance of sophisticated risk management approaches to compliance.