CIVILENG 3004 - Hydrology and Flood Management
North Terrace Campus - Semester 1 - 2024
General Course Information
Course Code CIVILENG 3004 Course Hydrology and Flood Management Coordinating Unit Civil Engineering Term Semester 1 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 ENG 1003, MATHS 2107, CEME 2003 or CIVILENG 2003 Course Description Floods cost Australia hundreds of millions of dollars annually and are one of the most deadly natural hazards. This course will provide you with a wide range of skills in flood design and management. You will learn the fundamentals of hydrological processes that produce floods (including climate change), a range of industry standard techniques for design flood estimation and the principles of urban stormwater management. The course follows the national guidelines for flood estimation - Australian Rainfall and Runoff. Real-life design projects are a key component
Course Coordinator: Dr Mark ThyerEngineering North, N107a
Phone: +61 8 8313 0770
Information on office hours and other course staff (tutors etc) will be made available via myUni course
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 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
The above course learning outcomes are aligned with the Engineers Australia Entry to Practice Competency Standard for the Professional Engineer. The course develops the following EA Elements of Competency to levels of introductory (A), intermediate (B), advanced (C):
1.1 1.2 1.3 1.4 1.5 1.6 2.1 2.2 2.3 2.4 3.1 3.2 3.3 3.4 3.5 3.6 A A C A C C B C C — A B A B A A
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 ResourcesLearning 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: A Guide to Flood Estimation
Another required resource is Australian Rainfall and Runoff Runoff: A Guide to Flood Estimation. 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.
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 LearningThis course makes extensive use of online learning in the form of Online lectures/modules 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 ModesThis 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 38 (8 modules, averaging 4.5 hours per module, allowing time for viewing online lectures and undertaking quizzes) 36 Lab Practical
2 3 Turtorials: Software Training
6 ( 3 x 2hr design sessions)
3 9 Design Phase 1: Peak Flows
(3 x 2 hr weekly design sessions)
28 34 Design Phase 2: Flood Hydrograph 6
(3 x 2 hr weekly design sessions)
28 34 Design Phase 3: Runoff in Urban Areas
(3 x 2 hr weekly design sessions)
28 34 Total 25 125 150
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 Unit, Online Quizzes, a Design Project and Design Sessions.
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
(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 Sesssions
Each phases consistents 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 activitives 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 or Summative Due (week)** Hurdle criteria Learning outcomes Lab Practical 2 Individual Formative Week 3 1,2 Online Quizzes (~ 10) 5 Individual Formative Weeks 1-10 1,2,3,4,5. Tutorial: Software Training 3 Individual Formative Weeks 1,5,9 3,4,5 Design Project Phase 1: Peak Flows 30 Individual* Summative/Formative Week 5 1, 2, 3. Design Project Phase 2: Flood Hydrograph 30 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. 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 RequirementsAssessment 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”.
Groupwork for Design Projects.
To enhance the learning process for students, all phases of the design project will involve working in groups. All groups will be self-selected. For Phase 1 and 2, work will be undertake in "Collaborative" Groups and the assessment items will be submitted individually. The 'collaborative' groups can share computer models and results/outcomes, however the reports should be written indvidually. For Phase 3, the entire phase will be undertake in group, with the group submitting a single report. 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 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.
A practical will be undertaken in the using the Smart Stormwater Physical Model and Floodplain in the hydraulics lab early on in the course to enhance students understanding of the practical impact of flood infrastructure. This is primarily formative in nature
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.
Tutorials - Software Training
These tutorials will be undertaken at the beginning of each of the three Design Project phase to provide training on the software to be used in that particular phase. These will be primarily formative in nature
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 and 2), 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.
SubmissionThe 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. 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.
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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