CEME 2006 - Environmental Modelling and Simulation
North Terrace Campus - Semester 2 - 2020
General Course Information
Course Code CEME 2006 Course Environmental Modelling and Simulation Coordinating Unit School of Civil, Environmental & Mining Eng 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 Incompatible C&ENVENG 3029 Assumed Knowledge ENG 1003, CEME 1001 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 models, artificial neural networks, environmental processes, model complexity, model application), model calibration (different optimisation methods, including gradient methods and evolutionary 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), 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 Maier
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:
- Recognise, discuss, apply, test and critically evaluate different model types (e.g. data-driven (machine learning), process-driven).
- 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.
- Develop, test and apply process-driven dissolved oxygen and data-driven (machine learning) salinity models in river systems.
- Distinguish between sources and different types of uncertainty, explain their potential origins and discuss how they might impact engineering modelling and decision-making.
- Recognise, interpret, discuss, apply, test and critically evaluate different approaches to incorporating uncertainty into engineering modelling and decision-making.
- 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 solutions to adapt to climate change impacts.
- Describe, discuss and critically evaluate modelling and management processes, findings and decisions.
- Apply an integrative or systems approach to solving engineering problems.
- Use computers and information technology effectively.
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)
1-9 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
2,6,7 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 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 and face-to-face design sessions. However, while the face-to-face design sessions are likely to enhance learning, the course is able to be completed successfully in online mode only.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Activity Contact Hours Independent Study Hours Total Online Learning Units 0 48 48 Design (3 Stages) 24 72 96 Total 24 120 144
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 that consists of three stages and spans the duration of the entire course. You will learn the fundamental principles / underlying the theory required to complete the project via a series of online learning units, consisting of interactive online modules. 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.
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 SummaryA summary of assessment tasks and weightings are given below. All assessment tasks are individual. There is no exam for this course.
Online Quizzes: 10%
Design Project (Stage 1): 30%
Design Project (Stage 2): 30%
Design Project (Stage 3): 30%
Assessment Related RequirementsRationale:
The assessment tasks have been developed to ensure that all course learning outcomes are being assessed. The assessment tasks represent a mix of assessment types in order to maximise opportunities for individuals to demonstrate their knowledge of the course material in relation to the learning objectives. Some assessment tasks, such as the online quizzes, are designed to provide students with the opportunity to test their knowledge and understanding of basic facts and principles and are primarily formative, with the added advantage of instant feedback. Other assessment tasks are more open ended and require a deeper understanding of the underlying concepts and principles and build on the knowledge gained through completion of the online quizzes. While these projects are summative in the sense that the mark for the final report counts towards a significant portion of the final course mark, the process of completing the tasks will result in significant learning and has therefore some formative elements to it
Extensions and Late Submissions:
Students seeking extensions for submissions should do so in accordance with the Modified arrangements for coursework assessment policy. Late submissions will be accepted, but there will be a 10% reduction in marks for every day (i.e. if the submission is up to 24h late, there will be a 10% reduction in marks; if the submission is between 24 and 48h late, there will be a 20% reduction in marks etc.).
The feedback schedule has been devised to strike an appropriate balance between response time and the amount of detail provided. For online tasks, details will be provided in relation to where and how many marks have been lost (marked on the submissions). In relation to the tasks for which detailed assessment criteria have been provided, written feedback will be given against these criteria via the use of the assessment rubrics provided.
Assessment DetailAssessment details are available on MyUni.
SubmissionSubmission details are available on MyUni.
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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