This unit of study aims to introduce graduate engineering students from all disciplines to the concepts and practices of entrepreneurial thinking. Introduction to Entrepreneurship will offer the foundation for leaders of tomorrow's high-tech companies, by providing the knowledge and skills important to the creation and leadership of entrepreneurial ventures. The focus of the unit of study is on how to launch, lead and manage a viable business starting with concept validation to commercialisation and successful business formation.
The following topics are covered: Entrepreneurship: Turning Ideas into Reality, Building the Business Plan, Creating a Successful Financial Plan, Project planning and resource management, Budgeting and managing cash flow, Marketing and advertising strategies, E-Commerce and Entrepreneurship, Procurement Management Strategies, The Legal Environment: Business Law and Government Regulation, Intellectual property: inventions, patents and copyright, Workplace, workforce and employment topics, Conflict resolution and working relationships, Ethics and Social Responsibility.

The aim of this unit of study is to give students an insight and understanding of the environmental and sustainability challenges that Australia and the planet are facing and how these have given rise to the practice of Sustainable Design, Engineering and Management. The objective of this course is to provide a comprehensive overview of the nature and causes of the major environmental problems facing our planet, with a particular focus on energy and water, and how engineering is addressing these challenges.
The course starts with a description of the physical basis of global warming, and proceeds with a discussion of Australia's energy and water use, an overview of sustainable energy and water technologies and sustainable building design. Topics include the principles of sustainability, sustainable design and social responsibility, sustainable and renewable energy sources, and sustainable use of water. Aspects of designing a sustainable building, technologies that minimise energy and water consumption, consider recycling and reducing waste disposal using advanced design will also be discussed during this course.

To develop an understanding of principles of safety systems management and risk management, as applied to engineering systems. AS/NZS 4801:2001 & 4804:2001 form the foundation for teaching methods of developing, implementing, monitoring and improving a safety management system in an Engineering context.
Students will be exposed to a number of case studies related to safety systems and on completion of the course be able to develop a safety management plan for an Engineering facility that meets the requirements of NSW legislation and Australian standards for Occupational Health and Safety management systems.
Students are introduced to a variety of risk management approaches used by industry, and methods to quantify and estimate the consequences and probabilities of risks occurring, as applied to realistic industrial scenarios.

"Project Management processes are what moves the project from initiation through all its phases to a successful conclusion. This course takes the project manager from a detailed understanding of process modelling through to the development and implementation of management processes applicable to various project types and industries and covers approaches to reviewing, monitoring and improving these processes.
Specifically, the UoS aims to: Develop understanding of the nature and purpose of project management in the context of economic enterprise; Develop knowledge of various models and frameworks for the practical application of project management; Explore core elements of effective project management with particular focus on technological development and innovation"

Objectives: To develop an advanced understanding of the behaviour, analysis and design of prestressed concrete structures.
Outcomes: Students will develop skills in the analysis and design of prestressed concrete beams, columns and slabs, to satisfy the serviceability and strength provisions of the Australian Concrete Structures Standard.
Syllabus Summary: The behaviour and design of prestressed concrete structures and structural elements, including beams and slabs. Topics covered will include steel and concrete materials, prestress losses, flexural and shear behaviour at service loads and ultimate loads, short and long term deflections, load balancing, anchorage zones (including strut and tie modelling of anchors), dynamic response of post-tensioned floors, and sustainability considerations for prestressed concrete structures.

Students will understand the basic principles for the design of composite steel-concrete structures. In particular, they will develop an understanding of the procedures required for the design of composite beams, slabs and columns. Design guidelines will reflect requirements of the Australian Standards and international codes.

This unit covers the advanced principles of the design of hot-rolled and cold-formed steel structural members and connections. Reference is made to the Australian Standards AS4100 and AS/NZS4600 as well as international standards, explaining the underlying theory for the provisions of these standards. The objectives are to provide students with advanced knowledge of steel structural design and confidence to apply the underlying principles to solve a wide range of structural steel problems.
This unit will provide students with the following knowledge and skills: An understanding of the basic principles of reliability based design on steel structures; An understanding of the relationship between structural analysis and design provisions; An understanding of the background to the design provisions for hot-rolled and cold-formed steel structures, including the main differences between them; Proficiency in applying the provisions of AS4100, AS/NZS4600, AISC-LRFD, Eurocode3- Part 1.1 and GB50017 for columns, beams, beam-columns and connections.
Syllabus Summary: Limit states design philosophy and approaches, Loading standards, Methods of analysis, Flexural members section and member capacity, Compression members section and member capacity, Beam-column member and section capacity, Interrelationship between analysis and design, Pinned (shear) and rigid (moment) connections.

This unit introduces the fundamental concepts and theory of dynamic analysis. In a first step, free vibrations are studied and the problem of determining the natural frequency of a system is addressed. This is followed by the study of harmonically excited vibrations. While initially systems with a single degree of freedom (SDOF) are considered, the theory is generalized to cover multi-degree of freedom systems. The theory is applied to explain how structures are designed against earthquake actions with specific reference to Parts4 of the Australian loading standard AS1170 for determining earthquake loads.
This unit will provide students with the following knowledge and skills: Understanding of the fundamental concepts and definitions used in structural dynamics; Ability to calculate the natural frequency of a system using equilibrium or energy methods; Ability to determine the effect of viscous damping on the response of a freely vibrating system; Ability to determine the response of a system to a harmonic excitation; Ability to apply AS1170 Part 4 in structural design against earthquake actions; Understanding of the fundamental concepts of earthquake engineering

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.

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.

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.

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.

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.

Globalisation, rapid technological advances, the development of integrated and distributed systems, cross-disciplinary technical collaboration, and the emergence of "evolved" (as opposed to designed) systems are some of the reasons why many systems have begun to be described as complex systems in recent times. Complex technological, biological, socio-economic and socio-ecological systems (power grids, communication and transport systems, food webs, megaprojects, and interdependent civil infrastructure) are composed of large numbers of diverse interacting parts and exhibit self-organisation and/or emergent behaviour. This unit will introduce the basic concepts of "complex systems theory", and focus on methods for the quantitative analysis and modelling of collective emergent phenomena, using diverse computational approaches such as agent-based modelling and simulation, cellular automata, bio-inspired algorithms, and game theory. Students will gain theoretical knowledge of complex adaptive systems, coupled with practical skills in computational simulation and forecasting using a range of modern toolkits.

Our modern day civil infrastructure includes transport networks, telecommunications, power systems, financial infrastructure and emergency services, all of which are growing more and more interconnected. Moreover, the behaviour of the modern infrastructure is not dependent only upon the behaviour of its parts: complex civil systems (such as modern power grids), communication and transport systems, megaprojects, social and eco-systems, generate rich interactions among the individual components with interdependencies across systems. This interdependent behaviour brings about significant new challenges associated with the design and management of complex systems. Cascading power failures, traffic disruptions, epidemic outbreaks, chronic diseases, financial market crashes, and ecosystem collapses are typical manifestations of these challenges, affecting the stability of modern society and civil infrastructure. This unit will develop an understanding of how interdependent systems perform under stress, how to improve resilience and how best to mitigate the effects of various kinds of component failure or human error, by more accurate analysis of interdependent cascades of failures across system boundaries. The studied topics will include dynamical analysis of complex interdependent networks, local and global measures of network structure and evolution, cascading failures, as well as predictive measures of catastrophic failure in complex adaptive systems, and the tools that enable planning for resilient infrastructure. This unit will equip future professionals with sufficient expertise and technical know-how for the design of efficient prevention and intervention policies, and robust crisis forecasting and management. This unit will equip future professionals with sufficient expertise and technical know-how for the design of efficient prevention and intervention policies, and robust crisis forecasting and management.

The purpose of this unit is to enable students to undertake an overseas learning activity during the university's summer or winter break while completing a Masters degree in either Engineering, Professional Engineering, Information Technologies or Project Management. The learning activity may comprise either a short project under academic or industry supervision or summer or winter school unit of study at an approved overseas institution. The learning activity should demonstrate outcomes and workload equivalent to a 6 credit point Master's level unit in the student's current award program.
Students may enrol in this unit with permission from the school and the Sub-Dean Students for the Faculty of Engineering and Information Technologies.

The purpose of this unit is to enable students to undertake an overseas learning activity during the university's summer or winter break while completing a Masters degree in either Engineering, Professional Engineering, Information Technologies or Project Management. The learning activity may comprise either a short project under academic or industry supervision or summer or winter school unit of study at an approved overseas institution. The learning activity should demonstrate outcomes and workload equivalent to a 6 credit point Master's level unit in the student's current award program.
Students may enrol in this unit with permission from the school and the Sub-Dean Students for the Faculty of Engineering and Information Technologies.