CEME 7304 - Hydrology for Engineers

North Terrace Campus - Semester 1 - 2022

The course serves as an introduction to the field of engineering hydrology. It covers fundamentals such as the hydrological cycle, catchment, losses, hydrographs and hyetographs. Design topics covered will be selected from: flood frequency analysis, determination of design rainfall intensity and hyetographs, peak flow estimation, design hydrograph estimation, groundwater process and modelling, and drought risk analysis/yield hydrology.

  • General Course Information
    Course Details
    Course Code CEME 7304
    Course Hydrology for Engineers
    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
    Assessment Online quizzes, design projects/tutes, exam
    Course Staff

    Course Coordinator: Dr Mark Thyer

    Engineering North, N107a
    Phone: +61 8 8313 0770
    e-mail: mark.thyer@adelaide.edu.au
    Profile: http://researchers.adelaide.edu.au/profile/mark.thyer

    Information on office hours and other course staff (tutors etc) will be made available via myUni course
    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 Outline the physical processes that produce floods, including the hydrological cycle, extreme rainfall, antecedent catchment moisture/catchment losses, catchment features and future climate change. This includes knowledge of relevant data collection methods
    2 Define and comprehend key concepts related to flood hydrology and management, including risk-cost trade-offs, statistical techniques to estimate design rainfall and flows, rainfall hyetographs, runoff hydrographs, catchment storage and flood routing
    3 Apply and compare a range of techniques to estimate design peak flows including flood frequency analysis, regional flood frequency estimation and probabilistic rational methods.
    4 Apply and compare techniques to estimate design flood hydrographs, including runoff-routing methods (such as the industry standard software RORB), rainfall hyetograph estimation, and model calibration and prediction
    5 Apply the principles of urban stormwater management to undertake the conceptual design of an urban stormwater system by incorporating major/minor systems, hydrograph modelling, stormwater volume management and conveyance
    6 Outline the potential impact of climate variability and change on flood process and design estimation techniques

     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   1.4   1.5   1.6   2.1   2.2   2.3   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)

    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.

  • Learning Resources
    Required Resources
    Learning Units
    The required resources for this course are organised into a series of “Learning Units”. Each learning unit covers a key concepts, its theory/fundemental principles and techniques that are relevant to a particular phase of the course. Each learning consists of online lecture(s), slide handouts, course notes and references.

    Australian Rainfall and Runoff (ARR): A Guide to Flood Estimation
    ARR is the key reference for guidance on design flood estimation in Australia. It is expected to that students will get know parts of the guide very well. During the course specific guidance will be provided on relevants sections of ARR to read. These will provided students with the knowledge and skills to learn and apply 'industry-standard" techniques for design flood estimation.
    Recommended Resources
    In each learning unit, a range of relevant references (journal papers, websites etc) will be made available will provide additional information for students to extend their knowledge
    Online Learning
    This course makes extensive use of online learning in the form of Online lectures for presenting key concepts, Online Quizzes (OQs) for formative assessment of key concepts and also online discussion boards to discuss application of key concepts to real-world engineering design problems.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course utilises a blended learning approach, consisting of a combination of interactive online activities and face-to-face design sessions.

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

    Activity Contact Hours Private Study Hours (per person) Total
    Learning Units 0 36 (8 modules, averaging 4.5 hours per module, allowing time for viewing online modules/lectures and undertaking only quizzes) 36
    Design Phase 1: Peak Flows 8
    (4 x 2hr design sessions)
    26 34
    Design Phase 2: Flood Hydrograph 8
    (4 x 2hr Design Sessions)
    26  34
    Design Phase 3: Runoff in Urban Areas 6
    (3 x 2hr Design Sessions)
    26 32
    Design Phase 4: Climate Variability/Change (1 x 2hr design session) 6 8
    Total 24 120 144
    Learning Activities Summary
    This 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 Unit, Online Quizzes, a Design Project and Design Sessions.

    Course Phases
    The centrepiece of the course is a design Project which consists of a number of phases, each approximately 4 weeks duration. The three phases are motivated by and aligned with specific chapters of Australian Rainfall-Runoff: A guide to Flood Estimation and are outlined as follows
    Design Phase 1, Peak Flow Estimation: Apply and compare a range of techniques to estimate design peak flows…
    Design Phase 2, Flood Hydrograph Estimation: Apply and compare a range of techniques to estimate design flood hydrographs
    Design Phase 3, Runoff in Urban Areas: Apply the principles of urban stormwater management to undertake the conceptual design of an urban stormwater system
    Design Phase 4, Climate Variability and Change: Outline the potential impacts of climate on flood processes and design
    (Each phases 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

    Design Project and Design Sessions
    Each phases 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 four week 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

  • 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 or  Summative
    Due (week)*
    Learning outcomes
    Online Quizzes (~ 10) 5 Individual Formative Weeks 1-10 1,2,3,4,5.
    Design Project Phase 1: Peak Flows 28 Individual Summative/Formative Week 5 1, 2, 3.
    Design Project Phase 2: Flood Hydrograph 32 Individual Summative/Formative Week 9 1,2,4.
    Design Project Phase 3: Runoff in Urban Areas  30 Group Summative /Formative Week 13 1,2,5.
    Design Project Phase 4: Climate Variability & Change 5 Individual Summative /Formative Week 13 6
    Total 100
    *The specific due date for each assessment task will be available on MyUni.
    This assessment breakdown complies with the University's Assessment for Coursework Programs Policy.
    Assessment Related Requirements
    Assessment Criteria
    All assessment is criterion-based (i.e. everybody who meets certain criteria will receive a certain mark, irrespective of the number of students in the class who achieve this standard) and detailed assessment criteria in form of marking rubrics are provided for all assessment tasks. It is important that students review the rubrics throughout the course to ensure they are clear on the requirements of the assessment tasks.
    The assessment criteria for the assessment tasks in this course are based on the University’s general grade descriptors, It should be noted that according to the grade descriptors, a deep understanding of the subject matter beyond the core material is required in order to obtain Distinctions and High Distinctions and a Credit is generally awarded if everything is done “correctly” and “by the book”.

    This course includes assessment tasks undertaken within groups. 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.
    Assessment Detail
    The 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.

    Online Quizzes
    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.

    Design Projects
    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 (Phase 1, 2 and 4), while Phase 3 is completed in group.

    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 submisson 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.

    Late submissions will only be accepted for the Design Project (not the online quizzes). 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. Extensions will only be granted in special circumstances (e.g. illness) and must be sought for each assessment task individually using the applications for extension form. Extensions will not be granted less than 24 hours before the deadline for a given task, with the exception of a medical certificate.

    Submissions should follow the guidelines as provided on MyUni.
    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 (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.

  • Student Support
  • Policies & Guidelines
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