C&ENVENG 1012 - Engineering, Modelling & Analysis I
North Terrace Campus - Semester 2 - 2017
General Course Information
Course Code C&ENVENG 1012 Course Engineering, Modelling & Analysis I Coordinating Unit School of Civil, Environmental & Mining Eng Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 5 hours per week Available for Study Abroad and Exchange Y Assumed Knowledge Year 12 Mathematics Restrictions Not suitable for BCompSc, BCompGr or BEng(Software Engineering) students Course Description This course serves as an introduction to how engineers typically solve real world and complex problems. In many cases mathematical or analytical solutions are not available and numerical or computer methods must be used. This course will introduce this important area and provide training in its fundamental components. These include: introduction to computer theory and computing environments; development of programming skills in Fortran 90/95 and Excel; introduction to numerical methods in engineering, including: approximations and errors; solving large sets of linear algebraic equations; roots of equations; numerical differentiation and integration.
Course Coordinator: Dr Michael Leonard
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn successful completion of this course students will be able to:
1 To develop competence in the engineering fundamentals. 2 To develop competence in using computers and information technology effectively. 3 To develop competence in problem identification, formulation and solution. 4 To develop competence in critical and independent thinking. 5 To develop competence in creative and innovative thinking. 6 To develop the ability to conduct investigations into engineering problems. 7 To develop the ability to communicate effectively with others in small groups working on projects – written, oral and listening skills. 8 To develop the ability to work effectively as a member of a team working on projects. 9 To develop the ability to manage effectively the allocation of time in performing tasks by meeting the deadlines for submission of assignments and projects. 10 To develop life long learning skills.
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 3.2 3.3 3.5 3.6
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) 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
1-6 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
7,8 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
2, 9 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
Required ResourcesThe course notes include an introductory text about Fortran programming and the step through tutorials can be downloaded from MyUni. Lecture slides will be available on MyUni.
Recommended ResourcesThere is no set textbook for the course. However, the following textbook was developed within the School of Civil, Environmental & Mining Engineering and is designed as a useful life-long resource for engineers. This textbook is a recommended text and you will make greater use of it in subsequent EMA subjects.
Walker, D., Leonard, M., Metcalfe, A., Lambert, M. (2009) Engineering Modelling & Analysis, Taylor and Francis (available from Unibooks).
Other texts on numerical methods:Press. W. et al. (1996) Numerical Recipes in Fortran 90. The Art of Scientific Computing, Cambridge PressAng, A., Tang, W. (2007) Probability Concepts in Engineering: Emphasis on Applications to Civil and Environmental Engineering, Wiley and Sons
Other texts on programming:
Rajaraman V. (2003) Computer Programming in Fortran 90 and 95. Prentice Hall IndiaMetcalfe, M., Reid, J., Cohen, M. (2004) Fortran 95/2003 explained, Oxford University PressMcFedries P. (2004) Absolute Beginners Guide to VBA, QUE, ISBN 0789730766Nyhoff L. and Leestma S. Introduction to Fortran 90. Prentice Hall. ISBN 0130131466
Online LearningAdditional resources such as assignments and projects will be provided on MyUni. Students are expected to regularly check on MyUni for course announcements and utilise the Discussion Board for additional contact. Submission of Quizzes and Assignments will also be online.
Learning & Teaching Activities
Learning & Teaching ModesThis course uses a number of different teaching and learning approaches including:
- Guided Tutorials
- Problem Solving Projects
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.There will be 3 hours of lectures and a 2 hour practical session per week. A practice exam will be conducted during one of the practicals to help prepare you for the final exam. You will need to spend time outside of the practicals working on the tutorials and projects as they are critical to your learning.
Learning Activities SummaryFurther information on the learning activities is provided 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 Self directed tutorials 10 Individual Summative weeks 1 - 12 10. Assignment 1 7.5 Group Summative week 4 2. 3. 4. 5. 6. 7. 8. 9. Assignment 2 7.5 Group Summative week 6 2. 3. 4. 5. 6. 7. 8. 9. Assignment 3 7.5 Group Summative week 10 2. 3. 4. 5. 6. 7. 8. 9. Assignment 4 7.5 Group Summative week 12 2. 3. 4. 5. 6. 7. 8. 9. Mid-semester test (2hrs) 20 Individual Summative week 7 Min 40% 2. Exam 40 Individual Summative Exam period Min 40% 1. 2. 4. 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.
Assessment Related RequirementsStudents must obtain at least 40% in the examination to be eligible to pass the course. Please be aware that you may receive a RP (Results Pending) result, and be awarded an academic supplementary exam if you fail to meet this requirement. Subsequent failure to demonstrate a necessary level of knowledge and understanding of the course material in the supplementary exam will result in a zero fail grade.
Further details of each assessment will be provided in lectures and/or via MyUni before the due date.
SubmissionLate submissions will in most cases receive a zero mark. A late submission will only be allowed when a deferred deadline has been approved by the course coordinator prior to the due date because of medical or extenuating circumstances. Any requests for extensions must be communicated by email.
Electronic submissions of the code will be checked for plagiarism. Instances of plagiarism will result in a minimum penalty of a zero mark for the submission for all parties involved and will be subject to the Academic Honesty Policy.
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.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
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- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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