CEME 4010 - Designing Water Resource Systems for Urban Environments
North Terrace Campus - Semester 2 - 2022
General Course Information
Course Code CEME 4010 Course Designing Water Resource Systems for Urban Environments Coordinating Unit School of Civil, Environmental & Mining Eng Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Available for Study Abroad and Exchange Prerequisites C&ENVENG 3029 or CEME 2006, C&ENVENG 3077 or CEME 3004 Course Description Designing large-scale water supply systems or local-scale urban stormwater systems requires excellent knowledge of hydrology and climate science, water quality, statistics and risk estimation, and a diversity of catchment modelling tools. This course will develop the fundamental understanding as well as the engineering design tools and principles to design the water supply and drainage infrastructure needed to meet the demands of an increasing population and changing climate over the 21st century. Topics will be covered from the following: (1) water sensitive urban design approaches to managing urban stormwater quantity and quality; (2) reservoir modelling, including continuous rainfall-runoff modelling, yield assessments and water demand estimation; (3) climate change impact assessments; (4) stochastic generation of rainfall time series; and (5) environmental flow requirements.
Course Coordinator: Dr Mark Thyer
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 Explain the key principles of various stormwater treatment measures and apply the stormwater treatment train to a real-world design problem 2 Apply a computer modelling package (MUSIC) to evaluate stormwater treatment measures to improve stormwater quality 3 Select, justify and apply one or several methods for estimating catchment-average rainfall, evapotranspiration and runoff 4 Develop and calibrate one or several rainfall-runoff models, under both historical climate and future climate change settings 5 Differentiate between alternative methods for estimating municipal water demand, and use one or several selected methods to estimate water demand 6 Apply a computer modelling package (Source) to simulate reservoir behaviour, and elect and justify possible reservoir design decisions that meet water demand while minimising cost and environmental impacts 7 Describe the theoretical basis and need for stochastic methods in reservoir design, and apply a stochastic model to a real-world design project 8 Write a high-quality professional engineering reports
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: 1.2 1.5 2.1 2.3 3.2 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)
Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
Required ResourcesLecture notes and slides are required resources and will be available on MyUni. The computer models 'MUSIC' and 'Source' are required to complete the assignments, and will be available on ADAPT and in the CATS (Computer Assisted Teaching Suites) in the Inkgarni Wardli Building.
Recommended ResourcesReferences for additional resources are provided in the lecture notes and/or on MyUni.
Online LearningAll course material including lecture notes and slides, readings, assessment information and announcements will be provided on MyUni. It is your responsibility to check these regularly, as content will be added and updated regularly throughout the course.
The use of the discussion board on MyUni is also strongly recommended, and technical questions related to course content and assessments should be asked through the discussion board rather than through direct emails with the lecturer and/or tutors. This will allow the whole class to benefit from the responses.
Please note that lectures will typically be recorded but they should be considered complementary to, rather than a substitute for, attendance. In the event of technical failure it will be the student's responsibility to find an alternative source of information.
Finally, note that assignments are to be submitted online, with instructions to be provided through MyUni announcements and/or during lectures.
Learning & Teaching Activities
Learning & Teaching ModesThe course will be delivered through a combination of lectures, online quizzes, tutorials and design sessions. In addition, computer laboratory classes will be scheduled to develop the skills required to complete the course assignments.
Certain weeks during semester will be dedicated to tutorial sessions where individuals will work exclusively on their assignments. The timing of these sessions will be provided on the MyUni site.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.In line with University guidelines, it is expected that the average student should spend 12 hours per week on this course. In addition to the lectures (2 hours) and the practical session (2 hours), students are expected to spend an additional 8 hours per week reviewing lecture material and working on the online quizzes and design projects.
Learning Activities SummaryThis course consists of a set of integrated learning activities designed to motivate you to achieve the course learning outcomes in a supportive context. These consist of Learning Units, Online Quizzes, Tutorials, a Design Project and Design Sessions.
The centrepiece of the course is a design project which consists of a number of phases, varying from 2 to 6 weeks duration.
Design Phase 1a, Hydrological Model Development: Develop hydological models for the water supply catchments, which will involve rainfall-runoff model selection, model calibration and validation, selection of performance evaluation metrics.
Design Phase 1b, Reservoir Design: Undertake the design of realistic reservoir system including such as reservoir operating rules, future climates and demand, multiple scenarios and water sources.
Design Phase 2, Water Sensitive Urban Design: Undertake a real-world design of problem of an urban subdivision by applying WSUD principles to manage stormwater quantity and quality.
(Each phase is also aligned with specific course learning outcomes - see 'Assessment Summary' Below)
Learning Units and Online Quizzes
Each phase consists of a series of learning units where you learn the key concepts/theory/fundamental principles and a design project. The learning units consistent of series of online lectures, and resources to provide you with introduction to the key learning concepts. The online quizzes are designed to test your knowledge of the key concepts from each learning units
These are designed for the students to learn how to use the industry-standard software modelling packages that are used in the course. There are generally completed in the design sessions, so the students can ask questions about the packages. There are step-by-step instructions with plenty of guidance on how to complete the tutorials.
Design Project and Design Sessions
Each phase consists of a design project that provides you with the opportunity to gain an in-depth understanding of the key learning concepts applying it in a realistic and practical context. During each phase, there will be weekly design sessions, where the students and teaching staff will have the opportunity to discuss the approach to tackling the design project. These design sessions are key learning tool are it is essential that students attend.
It is essential that students participate and engage with all learning activities to achieve learning outcomes of this course
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 Quizzes (online) 2 Individual Formative Weeks 2, 4, 6, 8, 10 1. 2. 3. 4. 5. 6. 7. Self directed tutorials 3 Individual Formative Weeks 3, 7, 11 1. 2. 6. Design Project Phase 1a: Hydrological Model Development 32 Individual Summative Week 5 Yes 3. 4. 8. Design Project Phase 1b: Reservoir Design 33 Individual Summative Week 9 Yes 5. 6. 7. 8. Design Project Phase 2: Water Sensitive Urban Design 30 Group Summative Week 12 Yes 1. 2. 8. Total 100
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
This course has a hurdle requirement. Meeting the specified hurdle criteria is a requirement for passing the course.
Assessment Related RequirementsHurdles
There is a hurdle of a minimum of 50% for the average mark for Design Projects, 1a, 1b and 2. If the hurdle is not met, students will receive a course result of the lesser of their calculated grade and the nominal grade of 45 (Fail). An additional assessment will be available to eligible students. Students should refer to the Modified arrangements for coursework assessment policy for eligibility criteria.
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.
Minimum English expression
Intelligible English expression (for all assessments) are considered to be integral parts of the assessment process, and may affect marks.
Assessment DetailThe assessment tasks have been developed to ensure that all course learning objectives 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. There is also a mixture of individual and group activities, as well as formative and summative assessment tasks, in an attempt to maximise learning outcomes because group activities and formative tasks encourage interaction and discussion between students and between students and staff.
These are primarily formative in nature and are designed to provide students with the opportunity to test their knowledge and understanding of key concepts , principles and theory presented in the learning units with the added advantage of instant feedback. These are to be completed individually.
These are primarily formative in nature, straight-forward to follow and are designed to developed students skills and enhance their confidence in using the industry standard software packages that are crucial for the design projects. There are to be completed individually
These are more open ended and are motivated by practical engineering design problems. They require a deeper understanding of the underlying concepts and principles and build on the knowledge gained through completion of the learning units. 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. Some of these phases are completed individually, while some are in groups.
Multiple forms of feedback will provided in this course.
For online quizzes details will be provided in relation to where and how many marks have been lost (marked on the submissions).
For the design project, where detailed assessment criteria have been provided, detailed feedback will be given for each individual student as to how they achieved these criteria so that students will have an understanding of where they did well and where they need to improved. Informal, yet valuable feedback will also be provided in the weekly design sessions throughout the course.
Further details about the assessment tasks, including due dates and specific assessment criteria will be made available on the MyUni site for the course.
The submission time for all assessment tasks will be provided on MyUni. All written submissions should be submitted online via the Assessment section of the MyUni course site. Submissions should follow the guidelines as provided on MyUni.
Extensions are granted on medical, compassionate or other special circumstances recognised under the University’s Modified Arrangements for Coursework Assessment Policy. The completed extension application form and any documentation (such as a medical or counsellor's certification, etc) should be emailed to the Course Co-ordinator before the assessment due date.
Late submission will only be accepted for the Design Project (not the online quizzes/tutorials). However, there will be a loss of 10% of the marks obtained if the submission is less than 24 hours late, 20% if the submission is between 24 and 48 hours late and so on.
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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