C&ENVENG 7029 - Environmental Modelling & Management
North Terrace Campus - Semester 1 - 2020
General Course Information
Course Code C&ENVENG 7029 Course Environmental Modelling & Management Coordinating Unit School of Civil, Environmental & Mining Eng Term Semester 1 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Up to 4 hours per week Available for Study Abroad and Exchange N Assumed Knowledge ENG 1003, CEME 1001 equivalent Course Description The course addresses the major steps in the development of environmental models, and how they are used for decision-making, with a particular emphasis on water quality and responding to potential climate change impacts. Topics to be covered include one or more of the following: model specification (types of models (e.g. process-driven, artificial neural networks), environmental processes, model complexity, model application), model calibration (different optimisation methods, including gradient methods and evolutionary algorithms (including genetic and ant colony optimisation algorithms), model validation (structural, replicative and predictive validity) and stochastic modelling (types of uncertainty, random variables, risk-based performance measures and reliability analysis, including Monte Carlo simulation and the first-order reliability method deep uncertainty), environmental decision-making (multi-objective trade offs, multi-criteria decision analysis). These topics will be explored through a project on managing dissolved oxygen and salinity in a river system under climate and population change.
Course Coordinator: Professor Holger MaierCourse Coordinator and Lecturer: Prof Holger Maier
The full timetable of all activities for this course can be accessed from Course Planner.A detailed timetable and task schedule will be available in MyUni.
Course Learning OutcomesOn successful completion of this course students will be able to:
1 Recognise, discuss, apply, test and critically evaluate different model types (e.g. data-driven (machine learning), process-driven). 2 Recognise, discuss, apply, test and critically evaluate the different steps in the development of models (e.g. model specification, calibration and validation) and the methods used in each of these steps. 3 Develop, test and apply process-driven dissolved oxygen and data-driven (machine learning) salinity models in river systems. 4 Distinguish between sources and different types of uncertainty, explain their potential origins and discuss how they might impact engineering modelling and decision-making. 5 Recognise, interpret, discuss, apply, test and critically evaluate different approaches to incorporating uncertainty into engineering modelling and decision-making. 6 Use models and multi-criteria decision analysis approaches to solve complex engineering problems that examine the trade-offs between economic, environmental and social outcomes in an uncertain environment, including the development of adaptive pathways in response to climate change impacts. 7 Describe, discuss and critically evaluate modelling and management processes, findings and decisions. 8 Apply an integrative or systems approach to solving engineering problems. 9 Use computers and information technology effectively.
The above course learning outcomes are aligned with the Engineers Australia Stage 1 Competency Standard for the Professional Engineer.
The course is designed to develop the following Elements of Competency: 1.1 1.2 1.3 1.5 1.6 2.1 2.2 2.3 2.4 3.1 3.2 3.4 3.5
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1-6,8 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
2,3,5,6,8 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
7 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
8,9 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
Required ResourcesAll required learning resources will be provided on MyUni.
Recommended ResourcesAll recommended learning resources will be provided on MyUni.
Online LearningAll required learning resources are made available online, which include interactive online modules that cover all relevant theory and information on how to complete the design project.
Learning & Teaching Activities
Learning & Teaching ModesThis course utilises a blended learning approach, consisting of a combination of interactive online activities, face-to-face lectures and face-to-face design sessions.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Independent Study Hours
Lectures 13 0 13 Online Learning Units 0 48 48 Design (3 Stages) 16 64 80 Exam 3 0 3 Total 32 112 144
Learning Activities SummaryThis course consists of a set of integrated learning activities designed to provide you with the opportunity to achieve the course learning outcomes in a supportive and motivating context. The centrepiece of the course is a Design Project on environmental modelling and management that consists of three phases and spans the duration of the entire course. You will learn the fundamental principles / underlying the theory required to complete the project as part of a number of learning cycles consisting of a series of Online Modules (OMs), Online Quizzes (OQs), Lectures (Ls) and Homework Exercises (HEs). The OMs and OQs provide you with a base level of knowledge that enables more in-depth material to be explored during the HEs and Ls. The Design Project provides you with the opportunity to gain an in-depth understanding of the material covered by applying it in a realistic context. Further details of the teaching approach adopted in this course, as well as the rationale behind this, are given on MyUni.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Weighting (%) Individual/ Group Formative/ Summative Due (week)* Hurdle criteria Learning outcomes Online Quizzes 10 Individual Summative Weeks 1-12 1. 2. 3. 4. 5. Design Project (Stage 1) 15 Individual Formative Week 5 1. 2. 3. 7. 9. Design Project (Stage 2) 12.5 Group Formative Week 9 1. 2. 3. 7. 9. Design Project (Stage 3) 12.5 Group Formative Week 13 4. 5. 6. 7. 8. 9. Exam 50 Individual Summative Exam period Min 40% 1. 2. 3. 4. 5. 7. 8. Total 100
This assessment breakdown complies with the University's Assessment for Coursework Programs Policy.
This course has a hurdle requirement. Meeting the specified hurdle criteria is a requirement for passing the course.
Due to the current COVID-19 situation modified arrangements have been made to assessments to facilitate remote learning and teaching. Assessment details provided here reflect recent updates.
The exam has been cancelled.
The weighting of the assessment for the project has increased significantly (80% in total). Stages 2 and 3 are now individual, rather than group, tasks. This is because of the increased difficulty of working in a group in an online environment, but also to ensure academic integrity as much as possible, given the absence of an exam. The deadline for Stage 1 of the project has been extended by 1 week to provide sufficient time for students to adjust to the new weighting associated with this assessment task. Significant teaching assistance will be provided during the mid-semester break to enable Stage 2 of the project to be completed in a timely fashion, despite the 1-week delay in the due date for the Stage 1 submission, potentially delaying the start to Stage 2.
As the postgraduate course requires an additional assessment task to cater to the unique content delivered through the additional Online Modules for the postgraduate students, an additional timed, online quiz assessing this content will be scheduled for Week 13. This is worth 10%.
Assessment Related RequirementsGroupwork:
This course includes assessment tasks undertaken within groups (usually pairs). These groups are self-selected. The same mark will be allocated to all group members and will be based on group output only. Group processes are not assessed explicitly in this course. To maintain the integrity of the assessment task(s) there is a requirement that all students within a group contribute to each assessment activity. Where there is evidence that group members have not sufficiently contributed to a group assessment task, the Academic Honesty policy may be applied.
Requests for exemption from coursework components will only be considered when presented on an Exemption from Attendance Form. All exemption requests must be made by the end of Week 3 of Semester. Exemptions will not be considered for exams or in-class quizzes and cannot account for more than 30% of the overall course result.
In order to pass this course, students must obtain at least 40% for the exam. Where this exam hurdle is not met, students will receive a course result of the lessor of their calculated grade and the nominal grade of 45, Fail. An additional exam will be available to eligible students. Students should refer to the Modified arrangements for coursework assessment policy for eligibility criteria. Students who do not pass the hurdle requirement cannot pass the course.
Assessment DetailFurther details on each assessment task are provided in MyUni.
SubmissionThe submission time for all assessment tasks in this course is 4 pm on the due date, unless otherwise specified.
Details of the submission process will also be provided in lectures and via MyUni as part of the information provided relevant to the assignments.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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This section contains links to relevant assessment-related policies and guidelines - all university policies.
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