CHEM ENG 2016 - Professional Practice II

North Terrace Campus - Semester 2 - 2019

Excellent practical skills and the ability to communicate effectively to a wide range of audiences are amongst the most important attributes of professional engineers. In this course students will undertake laboratory sessions and a series of workshops to develop these important skills, with an emphasis on laboratory projects dealing with the study of fluid mechanics and on the professional practice of chemical engineering (e.g. career planning and professional development). The course builds on basic communication skills developed during Professional Practice I, while accommodating students entering the course with different standards of communication skills. Students undertaking this course (Professional Practice II) without having completed Professional Practice I should make contact with the course coordinator.

  • General Course Information
    Course Details
    Course Code CHEM ENG 2016
    Course Professional Practice II
    Coordinating Unit School of Chemical Eng and Advanced Materials(Ina)
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 4 hours per week
    Available for Study Abroad and Exchange Y
    Assumed Knowledge CHEM ENG 1010
    Assessment Laboratory report, individual group assignments and group presentation
    Course Staff

    Course Coordinator: Ms Elizabeth Yong

    This course is taught by Ms Elizabeth Yong and Associate Professor Dzuy Nguyen.
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course students will be able to:

    1 Work proficiently and effectively in small teams;
    2 Demonstrate a basic understanding of practical aspects of fluid mechanics, reinforcing the theory presented in other courses;
    3 Recognise the need for lifelong learning for continuous professional development;
    4 Critically evaluate and interpret information relevant to their own research;
    5 Write and speak in a style appropriate to academic and professional contexts;
    6 Write an appropriate report of their laboratory experiment;
    7 Present technical material in an interesting manner for a non-technical audience;
    8 Prepare a CV and cover letter to apply for a position in a chemical engineering company;
    9 Demonstrate awareness of the importance of career planning, the professional associations which cater for chemical engineers and the process of becoming a chartered engineer; and
    10 Explain in basic terms the ethical responsibilities of professional engineers and apply this knowledge in simple scenarios.

    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   1.5   1.6   2.2   3.1   3.2   3.3   3.4   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
    2, 4-7, 10
    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
    1, 6-8, 10
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    3-5, 8-10
    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
    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
    5, 8, 10
  • Learning Resources
    Recommended Resources
    Reference Book

    Munson, BR, Young, DF, Okiishi, TH & Huebsch, WW 2010, A Brief Introduction to Fluid Mechanics, 5th Edition, Wiley.

    Online Learning
    A range of online resources will be provided via MyUni.
  • Learning & Teaching Activities
    Learning & Teaching Modes

    No information currently available.


    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    Activity Contact Hours Workload Hours
    Lectures/Workshops 18
    Guest and Industry speakers 4
    Practical 2
    Tutorials/Consultation 15
    Group Project Work 18
    Analysis and write-up of laboratory report
    (individual), and response to feedback
    Other individual assessment tasks 15
    TOTAL 39 71
    Learning Activities Summary
    Topic 1: A practical investigation of Fluid Mechanics
    Laboratory safety, experimental design and analysis, writing an experiment plan, error analysis,
    fluid mechanics and the energy balance, writing a laboratory report, presenting technical material for a non-technical audience

    Topic 2: Career and Professional Development
    Professional communication, job applications, job interviews, career planning, introduction
    to professional bodies

    Topic 3: Responsible Engineering
    Ethics in engineering, process safety

  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Weighting (%) Individual/ Group Formative/ Summative
    Due (week)*
    Hurdle criteria Learning outcomes
    Experiment Plan 7 Group Formative / Summative Week 3 1. 5.
    Error Analysis 7 Group Formative / Summative Week 4 1. 2.
    Laboratory Report 40 Individual Formative / Summative Weeks 6-8 2. 4. 5. 6.
    Career Preparation Assignment 15 Individual Summative Weeks 8 +12 5. 8. 9.
    Professional Bodies 3 Group Summative Week 9 3. 8. 9.
    Fluid mechanics for a non technical audience 10 Group Summative Week 9 1. 2. 6.
    Response to Feedback on Laboratory Report 10 Individual Summative Week 10 2. 4. 5. 6.
    Ethics Presentation 8 Group Summative Week 11 1. 4. 5. 10.
    Total 100
    * The specific due date for each assessment task will be available on MyUni.
    This assessment breakdown is registered as an exemption to the University's Assessment for Coursework Programs Policy. The exemption is related to the Procedures clause(s): 1. a. i   
    Assessment Detail

    No information currently available.


    No information currently available.

    Course Grading

    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.

  • Student Feedback

    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 ( 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.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

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