The objectives of this unit are to provide a basic understanding of the behaviour of reinforced concrete members and structures; to provide a basic understanding of standard methods of analysis and design of reinforced concrete structures (including an understanding of capabilities and limitations); and to provide design training in a simulated professional engineering environment. At the end of this unit students will gain proficiency in basic methods of reinforced concrete analysis and design.
The syllabus covers the behaviour of reinforced concrete members and structures, including: material properties, 'elastic' analysis (stresses/deformations/time-dependence), the ultimate strength of beams (flexure), the ultimate strength of columns (short and slender), the behaviour or reinforced concrete slabs, the reinforced concrete truss analogy (shear/torsion/and detailing implications), design of typical elements of a reinforced concrete building, structural modelling, analysis of load-effects (incl. earthquakes), design criteria (for durability, fire-resistance, serviceability and strength), design calculation procedures, reinforcement detailing and structural drawings.

This unit of study aims to provide an understanding of the conservation of mass and momentum in differential forms for viscous fluid flows. It provides the foundation for advanced study of turbulence, flow around immersed bodies, open channel flow, pipe flow and pump design.

This unit of study is designed to provide graduate engineers studying for a Master of Professional Engineering degree with an introduction to the professional engineering skills necessary to practice as an engineer.
These include the various elements of engineering practice, an understanding of the role of the engineer in industry, basic knowledge of the law of contracts and legal responsibility, teamwork and leadership skills, an understanding of the professional responsibilities of engineers, competence in verbal communication and presentations and in reading and writing reports, and an understanding of ethical considerations. The material, learning and assessment is tailored for graduates from Australian and overseas universities.

This unit of study teaches the fundamental knowledge on the importance, organisational context and professional practice in project management. It serves as an introduction to project management practices for non-PM students. For PM students, this unit lays the foundation to progress to advanced PM subjects. Although serving as a general introduction unit, the focus has been placed on scope, time, cost, and integration related issues.
Specifically, the unit aims to: Introduce students to the institutional, organisational and professional environment for today's project management practitioners as well as typical challenges and issues facing them; Demonstrate the importance of project management to engineering and organisations; Demonstrate the progression from strategy formulation to execution of the project; Provide a set of tools and techniques at different stages of a project's lifecycle with emphasis on scope, time, cost and integration related issues; Highlight examples of project success/failures in project management and to take lessons from these; Consider the roles of project manager in the organization and management of people; Provide a path for students seeking improvements in their project management expertise.

This unit introduces the fundamental concepts and theory of dynamic analysis. In a first step, free vibrations are studied and the problem of determining the natural frequency of a system is addressed. This is followed by the study of harmonically excited vibrations. While initially systems with a single degree of freedom (SDOF) are considered, the theory is generalized to cover multi-degree of freedom systems. The theory is applied to explain how structures are designed against earthquake actions with specific reference to Parts 4 of the Australian loading standard AS1170 for determining earthquake loads. This unit will provide students with the following knowledge and skills: Understanding of the fundamental concepts and definitions used in structural dynamics; Ability to calculate the natural frequency of a system using equilibrium or energy methods; Ability to determine the effect of viscous damping on the response of a freely vibrating system; Ability to determine the response of a system to a harmonic excitation; Ability to apply AS1170 Part 4 in structural design against earthquake actions; Understanding of the fundamental concepts of earthquake engineering

This unit of study is concerned with the behaviour and design of steel structures. Statics provided the fundamentals of equilibrium upon which most structural engineering is based. Structural Concepts and Structural Analysis provided information on the loads (actions) on a structure and how structures resist these actions with a resulting distribution of internal actions (bending moments, shear forces, axial forces; BMDs, SFDs and AFDs). Structural Mechanics considered how these internal actions resulted in stresses and strains in members. Materials considered the microscopic and molecular structure of metals to determine its inherent mechanical properties such as yield stress. This unit of study will then combine the knowledge of stresses, material properties of steel, structural analysis, and loading, and consider new concepts and modes of failure, such as local and flexural torsional buckling, combined actions and second-order effects to understand the behaviour of steel members and frames, and how this behaviour is accounted for in the design standard AS 4100. Both the units of study "Steel Structures 1" and "Concrete Structures 1" can be considered the culmination of the various elements of structural engineering begun in "Engineering Mechanics" in first year, and is further developed in "Civil Engineering Design" in final year. More advanced topics, such as plate behaviour, advanced buckling and connection design, are considered in the final year elective subject "Steel Structures 2". It is recognised that not all students intend to become consulting structural engineers. The unit of study is designed so that students who make an effort to understand the concepts are most capable of passing. Students who are planning a career in the consulting structural engineering profession should be aiming at achieving a Distinction grade or higher.

The objectives of this unit are to develop an understanding of construction methods, strategies, equipment and machinery in a range of construction activities and an understanding of the principles involved in the design for those construction activities.
At the end of this unit, students will have developed a familiarity with a variety of construction methods, strategies, equipment and machinery in a range of construction activities such that they will be able, if and when the opportunity arises to participate as site engineers (or similar role) in the planning and execution of those construction activities, albeit with supervision and guidance from experienced professionals. Students will also have developed an understanding of the design principles and techniques involved in the planning for those construction activities such that they are able, if and when the opportunity arises, to participate as design engineers, in the planning and design for those construction activities, with supervision and guidance from experienced professionals. The range of topics covered in this course is such that the learning outcomes form a basis for later development of more detailed knowledge, dependent on the future career experiences of the student. The course does not prepare a student for immediate, unsupervised participation in construction and design work associated with the topics covered. The topics may vary dependent on current and planned projects in Sydney, NSW and Australia. At this stage the topics are hard rock tunnelling and general hard rock underground excavation; soft ground tunnelling; underground construction; micro tunnelling; cut and cover (cover and cut) tunnelling; earth retaining systems; piling; formwork and falsework (incl Tilt up, Ultrafloor, Sacrificial form); dewatering; pavement design and construction - rigid and flexible (incl and pavement construction materials); stormwater drainage design and construction; marine construction; civil construction in environmentally sensitive areas; contract administration for construction engineers; general engineering in remote localities (project based); construction methods in bridge engineering; QA documentation on a typical project; insurance in the construction industry occupational health and safety issues in the construction industry; timber engineering; post-tensioned/ pre-stressed concrete construction; civil engineering in a marine environment.
On day 1 of the course, a form based survey is taken to invite students to nominate specific areas of interest which may lead to adjustment in course content.

Objectives: To develop an advanced understanding of the behaviour, analysis and design of prestressed concrete structures.
Outcomes: Students will develop skills in the analysis and design of prestressed concrete beams, columns and slabs, to satisfy the serviceability and strength provisions of the Australian Concrete Structures Standard.
Syllabus Summary: The behaviour and design of prestressed concrete structures and structural elements, including beams and slabs. Topics covered will include steel and concrete materials, prestress losses, flexural and shear behaviour at service loads and ultimate loads, short and long term deflections, load balancing, anchorage zones (including strut and tie modelling of anchors), dynamic response of post-tensioned floors, and sustainability considerations for prestressed concrete structures.

This Unit covers: a) Principles of the design of cold-formed steel structural members, where reference is made to the Australian Standard AS/NZS4600, explaining the underlying theory for its provisions; and b) The behaviour of steel columns under transverse impact loads, where reference is made to design procedures established in the research literature. The objectives are to provide students with advanced knowledge of steel structural design and confidence to apply the underlying principles to solve a wide range of structural steel problems.
This Unit will provide students with the following knowledge and skills: An understanding of the basic principles of reliability based design on steel structures; An understanding of the relationship between structural analysis and design provisions; An understanding of the background to the design provisions for cold-formed steel structures; Proficiency in applying the provisions of AS/NZS4600 to columns and beams; An understanding of the behaviour of steel columns under transverse impact; Proficiency in performing structural analyses of steel columns subjected to transverse impact loads.
Syllabus Summary:
Limit states design philosophy and approaches, Loading standards, Methods of analysis, Interrelationship between analysis and design, Flexural members section and member capacity, Compression members section and member capacity, Plastic collapse mechanisms and Impact resistance, of structural steel members.

Students will understand the basic principles for the design of composite steel-concrete structures. In particular, they will develop an understanding of the procedures required for the design of composite beams, slabs and columns. Design guidelines will reflect requirements of the Australian Standards and international codes.

The objective of this unit is to give students an appreciation of the role of the designer in the development of Civil Engineering projects. At the end of this unit, students will have developed an understanding of the design philosophy. They will gain this through their involvement in a number of exercises which cover the design sequence from concept to documentation.
The syllabus comprises: design sequence including definition, value and criteria selection; generation of proposals; analysis of proposals; selection of design; development of details of a particular design selected; feasibility studies and examination of existing works; study of design projects by stages, including details of some aspects.
This unit is under the direction of an engineer in professional practice in cooperation with members of the academic staff. Lectures and exercises on architectural design and practice and their relationship to civil engineering are included in the unit.

The 3 year MPE requires students to obtain industrial work experience of twelve weeks duration (60 working days) or its equivalent towards satisfying the requirements for award of the degree. Students can undertake their work experience in the final year of the MPE program (Year 3). Students may have prior work in an Engineering field carried out on completion of their undergraduate degree accepted as meeting the requirements of this component.
Students must be exposed to professional engineering practice to enable them to develop an engineering approach and ethos, and to gain an appreciation of engineering ethics. and to gain an appreciation of engineering ethics.
The student is required to inform the Faculty of any work arrangements by emailing the Graduate School of Engineering and Information Technologies. Assessment in this unit is by the submission of a portfolio containing written reports on the involvement with industry. For details of the reporting requirements, go to the faculty's Practical Experience portfolio web site http://sydney.edu.au/engineering/practical-experience/index.shtml

This unit aims to: provide fundamental understanding at advanced level of the behaviour and design of hot-rolled/fabricated and cold-formed steel members; to provide fundamental understanding of newly developed Direct Design Method (DDM) for analysis and design of structural systems; and to develop an understanding of the behaviour and design of steel connections in open and hollow sections. It is anticipated that at the end of this unit of study students should be familiar with the behaviour of steel structures at advanced level in selected areas, including design for local buckling and design for flexural-torsional buckling of columns and beams; have a sound knowledge of AS 4100 in the areas of section capacity determination of slender cross-sections, and flexural-torsional buckling of beams; have a sound knowledge of AS/NZS 4600 in the areas of section capacity determination of slender cross-sections, and flexural-torsional buckling of columns and beams; have knowledge of the use of FEM software in the design of structural systems; have the skills to assess the behaviour of specific connections; have an appreciation of some practical aspects of economical steel connection design. This unit will examine stability theory, Stability design to AS4100 and AS/NZS4600, Direct Design Method, Steel connection design.

This Unit reviews the fundamental concepts of 'elastic' behaviour of reinforced concrete structures and introduces models of behaviour and methods of analysis related to the time-dependent effects of creep and shrinkage (at service loads). This Unit also examines the non-linear (strain-softening) behaviour of reinforced concrete and the related effects concerning the strength of statically-indeterminate reinforced concrete structures. In particular, this Unit examines the concepts of ductility, moment-redistribution and plastic design (for beams and slabs). Strut-and-tie modelling of reinforced concrete members is also described. Design guidelines will reflect requirements of the Australian Standards and Eurocodes.
This Unit will provide students with the following knowledge and skills: understanding of the fundamental concepts and theoretical models concerning the time-dependent structural effects of concrete creep and shrinkage; ability to carry out calculations to estimate 'elastic' load-effects (stresses/strains/deformations) for reinforced concrete structures (at service loads), accounting for the time-dependent effects of concrete creep and shrinkage; understanding of the fundamental concepts and theoretical models of the strain-softening behaviour of reinforced concrete (in flexure); understanding of the fundamental concepts and numerical models of ductility and moment redistribution for reinforced concrete beams; ability to quantitatively assess the ductility and moment-redistribution capacity of reinforced concrete beams; understanding of the fundamental concepts and numerical models of plastic behaviour and design for reinforced concrete beams and slabs (including yield-line analysis); ability to determine the ultimate plastic load-carrying capacity of statically-indeterminate reinforced-concrete beams and slabs; ability to use strut-and-tie models of reinforced concrete behaviour.

This course will provide students broader knowledge in timber design and structural rehabilitation. In the first section of the subject, students will learn the engineering properties of timber and requirements to be met for specification of the design, installation and maintenance of timber structures. It includes grading and structural properties; design actions; design of timber columns, beams, tension members and connections; principles of limit state design and serviceability; methods of testing; quality standards and maintenance of timber structures based on AS 1720. 1-2010 timber structures-design methods, and AS NZS 4063. 1-2010 characterization of structural timber-test methods.
The second part covers monitoring, rehabilitation and strengthening techniques of existing structures (concrete/steel/timber/masonry). Students will be introduced to structural inspection and evaluation; durability and deterioration; destructive and non-destructive testing; and design of strengthening systems including advanced fibre reinforced polymer (FRP) materials, epoxy injection, steel plate bonding, and post tensioning according to relevant Australian, ACI and European guidelines.

The objective of this unit is to provide students with fundamental knowledge of finite element analysis and how to apply this knowledge to the solution of civil engineering problems at intermediate and advanced levels.
At the end of this unit, students should acquire knowledge of methods of formulating finite element equations, basic element types, the use of finite element methods for solving problems in structural, geotechnical and continuum analysis and the use of finite element software packages. The syllabus comprises introduction to finite element theory, analysis of bars, beams and columns, and assemblages of these structural elements; analysis of elastic continua; problems of plane strain, plane stress and axial symmetry; use, testing and validation of finite element software packages; and extensions to apply this knowledge to problems encountered in engineering practice.
On completion of this unit, students will have gained the following knowledge and skills:
1. Knowledge of methods of formulating finite element equations. This will provide students with an insight into the principles at the basis of the FE elements available in commercial FE software.
2. Knowledge of basic element types. Students will be able to evaluate the adequacy of different elements in providing accurate and reliable results.
3. Knowledge of the use of finite element methods for solving problems in structural and geotechnical engineering applications. Students will be exposed to some applications to enable them to gain familiarity with FE analyses.
4. Knowledge of the use of finite element programming and modeling.
5. Extended knowledge of the application of FE to solve civil engineering problems.

The aim of this unit of study is to provide students with an introduction to the knowledge and skills necessary to design and implement sustainable humanitarian engineering projects. The context for the delivery of humanitarian engineering projects are set in developing countries, disaster relief situations, indigenous communities and our societies at large. Sustainability it critical to the long term impact of any engineering project. Students will learn about how engineering fits within a range of sustainability frameworks. Systems thinking, inter-disciplinary approaches, partnerships and government policy are some of the topics that will be covered. This unit of study is the 4th year elective for Humanitarian Engineering major and is open to all undergraduate engineers who have completed the pre-requisites.

Geoenvironmental Engineering is an applied science concerned with the protection of the subsurface from human activities. It can be divided into 2 main branches: waste containment and treatment of pollution sites. The former is usually a preventative activity, whereas the latter is corrective, i. e. it occurs after pollution has taken place. Geoenvironmental Engineering draws on fundamental science, especially the chemistry of low-permeability material such as clay, fluid flow in soil and contaminant migration in soil. The goal of CIVL5351 is to introduce you to the science behind Geoenvironmental Engineering and develop your skills at designing waste containment systems.
Learning Outcomes: 1. Analyse flow regime in soil using Darcy equation; 2. Analyse contaminant migration in soil using coupled flow and reactive diffusion-advection equations; 3. Design a single or double composite landfill liner satisfying groundwater quality requirements; 4. Predict the potential for methane production in a landfill and assess the feasibility of waste-to-energy conversion; 5. Conduct research on a geoenvironmental topic as part for group.
Syllabus Summary: introduction to geoenvironmental engineering; integrated waste management and life cycle assessment; soil composition and mineralogy; types and characteristics of contaminants; theory of water seepage in soil and hydraulic conductivity; theory of reactive contaminant transport in soil including molecular diffusion, mechanical dispersion and advective flow; analytical and numerical solutions of reactive diffusion advection equation; design of landfills; geosynthetics and geomembranes; defects and leakage rates; methane generation in landfills and landfill gas management.

The objectives of this unit are to gain an understanding of the design process in foundation engineering, to understand the importance of site investigation and field testing, and to learn how to deal with uncertainty. To achieve these objectives students are asked to design foundations using real data. Students will develop the ability to interpret the results of a site investigation; to use laboratory and field data to design simple foundations; develop an appreciation of the interaction between the soil, foundation system and the supported structure. The syllabus is comprised of field testing, site characterisation, interpretation of field data, design of pile raft and surface footings, support of excavations, soil improvement, and geotechnical report writing.

Geotechnical hazards include landslides, rock falls and mud flows. They are triggered by soil/rock failure due to natural or human causes. The objective of this Unit of Study is to develop the ability to assess and mitigate the risks associated to such events.
Students will learn how to estimate when and where these events are likely to occur, how to define safety zones and how to design effective protection structures. The syllabus is comprised of (i) Landslide Risk Assessment and Management procedures (ii) post-failure and out of equilibrium soil mechanics applied to prediction of rock fall, landslide and mud flow run-out distance and impact force on structures; (iii) design of geotechnical protection structures using Finite Element modelling.
Senior geotechnical engineers from major companies will deliver some guest lectures presenting on practical case study involving geotechnical hazards throughout the semester.

The objectives of this unit are to demonstrate how the granular structure of soil materials controls their engineering behaviour; translate particle micromechanics to improve macroscopic engineering predictions; and establish the intimate connection of geotechnical engineering to other disciplines where granular materials play a pivotal role, including mining engineering, bulk materials handling, and geophysics. Similarly, this course will cohesively connect geotechnical engineering with fluids engineering principles, as well as enhance students' background in materials science. At the end of this unit students will be able to understand and use Discrete Element Method to evaluate and solve geotechnical problems such as rockfall interactions with surrounding terrain. They will also critically analyse pile penetration and silo discharge in light of granular mechanisms; apply soil rheology to carry out parametric study of landslide flows; and understand and use dimensionless analysis principles to predict resistive forces on obstacles. Strong focus will be dedicated for communicating students' results using written methods appropriate for professional engineers.

This unit of study will introduce the fundamentals of meteorology governing wind flow, details of extreme wind events, wind structure, statistical distribution of the wind, the effect of topography and terrain changes on wind profile, investigate the fluid flow around bluff bodies, and detail the design of civil engineering structures for wind loading.
This unit will provide students with the following knowledge and skills: On completion of this course students will have an understanding of the governing principles of wind engineering, how to predict the extreme wind speed and analyse anemographs, predict the effect of terrain and topography on velocity and turbulence, understand flow patterns around bodies, how to predict the pressure distribution and wind loading on bodies and structures, dynamic response of structures, and how all the above relates to AS1170.2.

The objectives of this unit of study are to develop an understanding of the processes occurring in lakes, reservoirs, streams and coastal seas, an introduction to transport and mixing in inland waters, and to the design the design of marine structures. The unit will cover the mass and heat budget in stored water bodies, mixing, and the implications for water quality. In streams, natural river systems will be discussed, and the principles of sediment transport and scour, monitoring and management will be introduced. The basic equations for linear and nonlinear wave theories in coastal seas will be introduced, and wave forces on structures and an introduction to design of offshore structures will be discussed.

This unit requires students to use a number of advanced experimental tools and techniques which they learn through project-based learning as well as a structured theoretical lecture program. It will be very useful as co-requisite study for students engaged in an experimental honours thesis topic. It also covers issues of basic electronic circuitry and signal processing, various analysis techniques using both simple and advanced statistics, and advanced data processing methods such as PIV and Fourier filtering. It will also prepare students for further research in industry or academia.

The objectives of this unit are to provide an understanding of the principles of structural analysis by introducing the strain-displacement, stress-strain and equilibrium relationships for beam members; applying the relationships to the matrix displacement analysis of frame structures; and using computer software to conduct the linear-elastic and buckling analyses of frame structures. At the end of this unit, students will be able to deduce appropriate structural models for frame structures; and use computer methods and simple hand methods to obtain internal forces and displacements as well as buckling loads for frame structures. The syllabus comprises theoretical background (strain-displacement, stress-strain and equilibrium relationships), structural analysis software, matrix displacement method, beam theory, introduction to nonlinear analysis, buckling analysis.

Globalisation, rapid technological advances, the development of integrated and distributed systems, cross-disciplinary technical collaboration, and the emergence of "evolved" (as opposed to designed) systems are some of the reasons why many systems have begun to be described as complex systems in recent times. Complex technological, biological, socio-economic and socio-ecological systems (power grids, communication and transport systems, food webs, megaprojects, and interdependent civil infrastructure) are composed of large numbers of diverse interacting parts and exhibit self-organisation and/or emergent behaviour. This unit will introduce the basic concepts of "complex systems theory", and focus on methods for the quantitative analysis and modelling of collective emergent phenomena, using diverse computational approaches such as agent-based modelling and simulation, cellular automata, bio-inspired algorithms, and game theory. Students will gain theoretical knowledge of complex adaptive systems, coupled with practical skills in computational simulation and forecasting using a range of modern toolkits.

Our modern day civil infrastructure includes transport networks, telecommunications, power systems, financial infrastructure and emergency services, all of which are growing more and more interconnected. Moreover, the behaviour of the modern infrastructure is not dependent only upon the behaviour of its parts: complex civil systems (such as modern power grids), communication and transport systems, megaprojects, social and eco-systems, generate rich interactions among the individual components with interdependencies across systems. This interdependent behaviour brings about significant new challenges associated with the design and management of complex systems. Cascading power failures, traffic disruptions, epidemic outbreaks, chronic diseases, financial market crashes, and ecosystem collapses are typical manifestations of these challenges, affecting the stability of modern society and civil infrastructure. This unit will develop an understanding of how interdependent systems perform under stress, how to improve resilience and how best to mitigate the effects of various kinds of component failure or human error, by more accurate analysis of interdependent cascades of failures across system boundaries. The studied topics will include dynamical analysis of complex interdependent networks, local and global measures of network structure and evolution, cascading failures, as well as predictive measures of catastrophic failure in complex adaptive systems, and the tools that enable planning for resilient infrastructure. This unit will equip future professionals with sufficient expertise and technical know-how for the design of efficient prevention and intervention policies, and robust crisis forecasting and management. This unit will equip future professionals with sufficient expertise and technical know-how for the design of efficient prevention and intervention policies, and robust crisis forecasting and management.

This subject is designed to support Engineers in the implementation of engineering tasks in the workplace. It addresses the use of quality control and management as well as systems assurance processes. It is designed to enable engineers entering practice from other related disciplines or with overseas qualifications to do so in a safe and effective way. The study program will include management of quality in research, design and delivery of engineering works and investigation, as well as of safe work practices and systems assurance.

The capstone project requires the student to plan and execute a substantial research-based project, using their technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice thus demonstrating the achievement of AQF Level 9.
Capstone Project provides an opportunity for students to conduct original research. Students will generally work individually and an individual thesis must be submitted by each student.
Capstone Project is a major task and is to be conducted with work spread over most of the year, in two successive Units of Study of 6 credits points each, Capstone Project A (CIVL5020) and Capstone Project B (CIVL5021). This particular unit of study, which must precede CIVL5021 Capstone Project B, should cover the first half of the work required for a complete Capstone Project. In particular, it should include almost all planning of a research or investigation project, a major proportion of the necessary literature review (unless the entire project is based on a literature review and critical analysis), and a significant proportion of the investigative work required of the project.
A thesis at this level will represent a contribution to professional practice or research, however the timeframe available for the thesis also needs to be considered when developing project scopes. Indeed, a key aim of the thesis is to specify a research topic that arouses sufficient intellectual curiosity, and presents an appropriate range and diversity of technical and conceptual challenges, while remaining manageable and allowing achievable outcomes within the time and resources available. It is important that the topic be of sufficient scope and complexity to allow a student to learn their craft and demonstrate their research skills. Equally imperative is that the task not be so demanding as to elude completion. Finally the ability to plan such a project to achieve results within constraints and the identification of promising areas and approaches for future research is a key assessment criterion.

The capstone project requires the student to plan and execute a substantial research-based project, using their technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice thus demonstrating the achievement of AQF Level 9.
Capstone Project provides an opportunity for students to conduct original research. Students will generally work individually and an individual thesis must be submitted by each student.
Capstone Project is a major task and is to be conducted with work spread over most of the year, in two successive Units of Study of 6 credits points each, Capstone Project A (CIVL5020) and Capstone Project B (CIVL5021). This particular unit of study, which must be preceded by or be conducted concurrently with CIVL5020 Capstone Project A, should cover the second half of the work required for a complete Capstone Project. In particular, it should include completion of all components of the research or investigation project planned but not undertaken or completed in CIVL5020 Capstone Project A.
A thesis at this level will represent a contribution to professional practice or research, however the timeframe available for the thesis also needs to be considered when developing project scopes. Indeed, a key aim of the thesis is to specify a research topic that arouses sufficient intellectual curiosity, and presents an appropriate range and diversity of technical and conceptual challenges, while remaining manageable and allowing achievable outcomes within the time and resources available. It is important that the topic be of sufficient scope and complexity to allow a student to learn their craft and demonstrate their research skills. Equally imperative is that the task not be so demanding as to elude completion. Finally the ability to plan such a project to achieve results within constraints and the identification of promising areas and approaches for future research is a key assessment criterion.

The capstone project requires the student to plan and execute a substantial research-based project, using their technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice thus demonstrating the achievement of AQF Level 9.
Capstone Project provides an opportunity for students to conduct original research. Students will generally work in groups, although planning and writing of the thesis will be done individually; i. e. , a separate thesis must be submitted by each student. Only in exceptional circumstances and by approval of Capstone Project course coordinator and the relevant academic supervisor concerned will a student be permitted to undertake a project individually.
Capstone Project is a major task and is to be conducted with work spread over most of the year, in two successive Units of Study of 6 credits points each, Capstone Project A (CIVL5020) and Capstone Project B (CIVL5021) or this unit Capstone Project B extended (CIVL5022) worth 12 credit points. This particular unit of study, which must be preceded by or be conducted concurrently with CIVL5020 Capstone Project A, should cover the second half of the work required for a complete Capstone Project. In particular, it should include completion of all components of the research or investigation project planned but not undertaken or completed in CIVL5020 Capstone Project A.
A thesis at this level will represent a contribution to professional practice or research, however the timeframe available for the thesis also needs to be considered when developing project scopes. Indeed, a key aim of the thesis is to specify a research topic that arouses sufficient intellectual curiosity, and presents an appropriate range and diversity of technical and conceptual challenges, while remaining manageable and allowing achievable outcomes within the time and resources available. It is important that the topic be of sufficient scope and complexity to allow a student to learn their craft and demonstrate their research skills. Equally imperative is that the task not be so demanding as to elude completion. Finally the ability to plan such a project to achieve results within constraints and the identification of promising areas and approaches for future research is a key assessment criterion.

To complete a substantial research project and successfully analyse a problem, devise appropriate experiments, analyse the results and produce a well-argued, in-depth thesis.

To complete a substantial research project and successfully analyse a problem, devise appropriate experiments, analyse the results and produce a well-argued, in-depth thesis.

The purpose of this unit is to enable students to undertake an overseas learning activity during the university's summer or winter break while completing a Masters degree in either Engineering, Professional Engineering, Information Technologies or Project Management. The learning activity may comprise either a short project under academic or industry supervision or summer or winter school unit of study at an approved overseas institution. The learning activity should demonstrate outcomes and workload equivalent to a 6 credit point Master's level unit in the student's current award program.
Students may enrol in this unit with permission from the school and the Sub-Dean Students for the Faculty of Engineering and Information Technologies.

The purpose of this unit is to enable students to undertake an overseas learning activity during the university's summer or winter break while completing a Masters degree in either Engineering, Professional Engineering, Information Technologies or Project Management. The learning activity may comprise either a short project under academic or industry supervision or summer or winter school unit of study at an approved overseas institution. The learning activity should demonstrate outcomes and workload equivalent to a 6 credit point Master's level unit in the student's current award program.
Students may enrol in this unit with permission from the school and the Sub-Dean Students for the Faculty of Engineering and Information Technologies.