This is a project based unit of study that aims to develop the practical skills required in process engineering with the focus on design, simulation, operation, control, and optimization of chemical and biological processes. It employs an interdisciplinary approach that applies the previously acquired knowledge of mass and heat transfer, thermodynamics, fluid mechanics, reaction engineering, design of unit operations, process modelling, and process control to understand the interaction between unit operations, to analyze the process flowsheet, and to carry out equipment selection and sizing for the plant.
The integrated course structure helps students develop their knowledge of integrated process design by working on miniplant design projects, involving process simulation/modelling using flowsheeting software, detailed design of plant equipment (reactor, distillation and absorption columns, pumps, piping), process modification (eg by heat integration) and process optimisation.

The scope and importance of process control technology expands continuously with the growth of industrial automation. Knowledge of process control tools and theory is vital for chemical engineers involved in plant operation or design. This unit covers the development of linear models, control system analysis, the design and performance of feedback control systems, and the use of control related software. Skills developed in the unit include:
- Designing a feedback control system.
- Analysing the system's performance for a range of process applications using both traditional and software-based techniques.
- Designing common control enhancements.
- Appreciating the role, possibilities and limitations of process control tools and methods.

This unit of study focuses on the understanding of the key concepts of reaction engineering in process design. It covers key principles of reaction kinetics, including reaction mechanisms, temperature and concentration dependence of chemical reactions, and catalysis effect in reactor design. This course employs an integrated approach in combining the basic principles of material and energy balance, thermodynamics, heat and mass transfer, and fluid mechanics with those of chemical reaction kinetics to help students select and design the most suitable reactor for a particular reaction system.
It provides an introduction to reactor design through topics, such as ideal batch reactors (constant and varying volume), stoichiometry and reaction mole balance equation, single and multiple reaction systems, catalysts and catalytic reactions, and using experimental reaction data to estimate rate laws. Students will learn how to design continuous isothermal and nonisothermal reactors, variable density reactors, multiple reactors in series and parallel, mixed flow reactors in series, recycle reactors, and carry out size comparisons of ideal reactors and optimisation of operating conditions.

Biochemical engineering is increasingly playing an important role in technology to modern society. The engineers with knowledge of various aspects of biochemical processes are tremendously valuable. The course will examine cutting edge examples of biochemical technologies across a broad range of applications relevant to chemical engineering. The specific objectives of this course are to understand the history and scope of the biotechnology industry; examine the role of biochemical engineering in the industrial application of biotechnology and its development. We will provide an understanding of the major fundamental aspects of biochemical engineering and implementing the knowledge acquired to some selected industrial applications.
At the completion of this unit of study students should have developed an appreciation of the underlying principles of biochemical engineering and the ability to apply these skills to new and novel situations. The students will be able to critically analyse different types of biochemical engineering processes and to improve these processes consistent with the principles of biochemical engineering.
Students are encouraged to engage in an interactive environment for exchange of information and develop problem-solving skills for successfully handling challenging engineering situations. This course will be assessed by projects, an interview and a final exam.

This unit of study teaches principles of particle technology and solid separation process required for chemical and biomolecular engineering.
It provides students with the tools and knowhow to tackle unit operation tasks related to chemical engineering.
It also includes project based study components including a research project on fluidisation of solid particles, a dyer design project and a lab session on chromatograph.
The integrated course structure helps students to develop a physical understanding of particle technology and solid separation process and gain the ability to solve problems of engineering significance.

This unit of study aims to develop an appreciation of project and risk management practice of process systems for chemical and process engineering. It employs a holistic approach to management covering vital concepts in project management, technical risk assessment and decision making, economic evaluation and financial risk assessment, and project design optimization.
It provides students with the experience and working knowledge to solve real world engineering problems in process-led and product-driven industries.
By the end of this unit of study a student should be competent in: preparing a resume for use in employment applications; developing project work plans in conjunction with project management schedules; performing economic evaluations of projects, plans and processes; performing qualitative and quantitative risk assessments of projects, plans and processes; exploring optimization of complex processes under risk and uncertainty, covering unit operations, business units, enterprises and value chains.

The aim of this unit of study is to give students an insight and understanding of the environmental and sustainability challenges that Australia and the planet are facing and how these have given rise to the practice of Sustainable Design, Engineering and Management. The objective of this course is to provide a comprehensive overview of the nature and causes of the major environmental problems facing our planet, with a particular focus on energy and water, and how engineering is addressing these challenges.

In the overall design process, chemical engineers must clearly understand the (often complex) interactions and trade-offs that occur between technical, economic, social and environmental considerations. The capstone design projects are spread over two units of study (Chemical Engineering Design A and B) run in first and second semester. These units of study build on concepts in each of these areas introduced in previous years but with an emphasis on their successful integration within a comprehensive design activity.
The primary aim of the first unit of study (Chemical Engineering Design A) is to consider the challenge of process selection and feasibility including both technical and broader issues- with an emphasis on creating and evaluating a range of alternative options that exist at both the unit operation and complete flowsheet levels.
The primary emphasis in the subsequent unit of study (Chemical Engineering Design B) is on process design and including how non-technical considerations affect the final process design and its operation.
By the end of both units of study a student should be able to develop a wide range of alternative conceptual designs for a given product specification and market analysis, have an appreciation of how to evaluate process alternatives at the conceptual level with a view to creating a 'short-list' worthy of more detailed technical investigation, be familiar with the use of process flowsheeting software to compare alternative designs , appreciate the fact that technical considerations are only one component in an overall successful design project and be able to clearly present the results from both individual and group work in oral/written formats. This unit of study is part of an integrated (two semester) three year postgraduate program in chemical engineering design whose overarching aim is to complete the 'vertical integration' of knowledge- one of the pillars on which this degree program is based.
In addition to the above fundamentals, there will be considerable time spent during the semester on advanced topics related to designing chemical processes and associated technological developments.

In the overall design process, chemical engineers must clearly understand the (often complex) interactions and trade-offs that occur between technical, economic, social and environmental considerations. This UoS builds on concepts in each of these areas introduced in previous years but with an emphasis on their successful integration within a comprehensive design activity.
This design activity is spread over two UoS (Chemical Engineering Design A and B) run in first and second semester. The primary aim in the first UoS is to consider the technical issues - with an emphasis on creating and evaluating a range of alternative options that exist at both the unit operation and complete flowsheet levels. The primary emphasis in this UoS is on evaluating how non-technical considerations affect the final process design and its operation.
In addition to the above fundamentals, there will be considerable time spent during the semester on advanced topics related to designing chemical processes and associated technological developments.

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

Whatever its purpose, any process requires some level of process monitoring and control to allow it to operate satisfactorily. Once a process is under control, the option exists to further improve performance via the implementation of some level of optimisation. This unit will develop skills in integrating process modelling, simulation, design, optimisation and control concepts. The aims of this unit are (i) to demonstrate that modelling, process control and optimisation are integral concepts in the overall consideration of industrial plants, (ii) to demonstrate that a unified approach allows a diversity of application fields to be readily handled, and (iii) to allow each student to achieve and demonstrate acceptable competency over the unit material through a range of individual and group-based activities.

Particles and Surfaces: Mineral Processing. Aims and Objectives: Solid-solid and solid-liquid interactions are an important aspect in mineral processing. The aim of any mineral processing operation is the efficient extraction of the valuable metals or minerals (concentrate) from the waste materials in the ore (gangue). The goal of this course is to understand the various key steps and the corresponding principles required to achieve metal extraction from the ores.
Syllabus summary: This course will elucidate the principles in size reduction or comminution of the ore in liberating the valuable minerals, examine the microscopic details of solid-liquid, solid-gas and solid-solid interactions in mineral processing and their roles in macroscopic phenomena such as adhesion, wetting, adsorption, and mineral reactions such as reduction roasting and leaching. The general understanding of these factors will allow manipulation and improvement of performance in mineral beneficiation, dewatering of mineral slurries and extractive metallurgy.
By the end of this course students should develop a proficiency in characterisation of physical, surface and chemical properties of solids and metal aqueous streams; devising strategies to achieve extraction process objectives, within the constraints imposed by social, economic and physical environments, developing management strategies for treating liquid and solid effluents and becoming familiar with computer software packages in modelling aqueous and solid systems. This unit is an advanced Chemical Engineering elective.

This unit of study addresses inter-related issues relevant to wastewater treatment including: the diverse nature of wastewater and its characteristics; an overview of conventional wastewater treatment options; the use of commercial software in designing and evaluating a range of advanced wastewater treatment options including biological nutrient removal; the potential role of constructed wetlands in domestic and industrial wastewater treatment; wastewater management in the food processing, resources, and coal seam gas production industries; researching advanced wastewater treatment options.

This course will give students insights into advanced concepts in Chemical and Biomolecular Engineering, which are essential for the design of efficient processes and green products for the sustainable development and minimise or preferably eliminate waste for a clean world. This unit of study will examine cutting edge examples of nano-technology, renewable energy, bio-technology, and other advanced technologies across a broad range of applications relevant to chemical and biomolecular engineering. At the completion of this unit of study students should have developed an appreciation of the underlying concepts and be able to demonstrate they can apply these skills to new and novel situations. Students are expected to develop an integrated suite of problem-solving skills needed to successfully handle novel (and previously unseen) engineering situations, coupled with an ability to independently research new areas and be critical of what is found, and an ability to cope with experimental data, change and uncertainty through critical thinking.

Key global drivers impacting our environment and urban living include population growth expected to reach 9 billion by 2050, and increasing affluence, which will see the tripling of global consumption of natural resources. Current patterns of production and consumption described as the linear "take-make-dispose" model are unsustainable, in contrast to the circular economy model described as the "reduce-reuse-recycle" which seeks to preserve upstream natural resources (energy and materials), optimise manufacturing processes that reduce generation of irreversible waste. The Circular Economy sets the foundations for engineering resource efficient, sustainable technologies and driving sustainable manufacturing, required to bring deep cuts in environmental damage driven by a growing and more affluent global population. Circular economy is an emerging paradigm in environmental management being adopted by organisation around the world to facilitate more efficient resource utilisation, while creating new economic opportunity in a digital age.

"Membrane Science" provides background in the physics and electrochemistry of a variety of synthetic membranes used in industry as well as cellular membranes.
The course aims to develop students' understanding of:
- membrane self-assembly and manufacture;
- membrane separation processes such as filtration, desalination, ion exchange and water-splitting;
- and techniques for membrane characterisation and monitoring.

Students will be given a good background in the physics of biological processes. Students will understand the differences between thermodynamically closed and open systems and its relevance to cells and other biological systems. Students will be provided with an introduction to the thermodynamics of irreversible and evolutionary processes of relevance to biology. Students will be introduced to the statistical mechanics of self assembly and equilibrium structures and its relevance to biology at the molecular level.

This is a practical unit of study where students apply the theoretical concepts of membrane science to engineering practice via a series of laboratory experiments. The students will gain practical insights into mass transport processes through various membranes. Students will understand the construction and functional properties of synthetic separation membranes and also will explore experimentally the various factors affecting the performance of membranes.

Working at an advanced level in the food processing industry requires an ability to independently familiarise yourself with new and emerging challenges and technologies, to recognise the potential and limitations of new tools and methods, and to devise innovative solutions. Students in this unit will critically examine a range of issues and technologies in food processing technologies particularly in the areas of energy requirements, product design and process design. New and emerging technologies will be compared with established operating models. The unit will be delivered through seminars and projects in three parts. In the first part, students will evaluate a range of processes based on their energy requirements. In the second part students will investigate particulate food processing and product design. In the third part of the course students will be tasked with devising and justifying their own optimum solution for a selected food processing challenge.

The pace of technological change has never been greater. Tomorrow's professional engineer needs to master the core skills of their specialisation, and be able to recognise and eventually master future technologies likely to have a profound impact throughout their working lives and across the 'future of work' more broadly. These technologies are variously known as disruptive, emerging and exponential technologies; defined as those for which performance doubles whilst cost halves in any given period (c.f. Moore's law), providing opportunities to solve global problems in ways that were not previously believed possible. This unit of study will introduce students to a broad suite of these exponential and emerging technologies, through a series of keynote lectures (delivered by subject matter experts from across the University and professional practice) as well enable students to experience them first-hand through practical, laboratory and field work engagements. Each year a global scale theme (e.g. energy, poverty, food production, health) will be chosen to consider each of the technologies studied as tools to address the theme, building from week to week as the course progresses.

Green engineering, eco-technology and sustainable technology are all interchangeable terms for the design of products and processes that maximise resource and energy efficiency, minimise (or preferably eliminate) waste and cause no harm to the environment. In modern society, engineers equipped with the skills to develop sustainable technologies are tremendously valuable. This unit of study will examine cutting edge examples of sustainable technologies across a broad range of applications relevant to chemical and biomolecular engineering. The delivery of teaching and learning material will be exclusively in project mode. Students will be expected to critically analyse modern engineering processes and improve them, from the ground up if necessary, so that they satisfy the criteria of eco-design. At the completion of this unit of study students should have developed an appreciation of the underlying principles of green engineering and be able to demonstrate they can apply these skills to new and novel situations. Students are expected to develop an integrated suite of problem-solving skills needed to successfully handle novel (and previously unseen) engineering situations, coupled with an ability to independently research new areas and be critical of what is found, and an ability to cope with experimental data, change and uncertainty through critical thinking.

Key learning objectives are to provide students with an overview of wastewater treatment and the range of technologies currently used.
The key issues considered are: wastewater characterisation; the cost of wastewater treatment and disposal; the (Australian) regulatory framework; primary, secondary and tertiary treatment options; solids management and water reuse; process integration; an introduction to process simulation.

This course will give students an insight into the use of (computer-based) statistical techniques in extracting information from experimental data obtained from real life bio-physical systems. The issues and techniques required for mathematical modeling as well as monitoring and/or control scheme for bio-physical systems will be discussed and implemented in diverse range of bioprocesses, including biomaterials and fermentation products.
We will review statistical distribution; tests based on z, t, F variables; calculation of confidence intervals; hypothesis testing; linear and nonlinear regression; analysis of variance; principal component analysis; and use of computer-based statistical tools. The issues associated with dynamic response of bio-physical processes; inferred or estimated variables; control system design and implementation; introduction to model-based control; use of computer-based control system design and analysis tools will be elaborated.
When this course is successfully completed you will acquire knowledge to choose the appropriate statistical techniques within a computer based environment, such as Excel or MATLAB, for a given situation. The students will also obtain potential for monitoring/control scheme based on the key dynamic features of the process. Such information would be beneficial for any future career in Bio-manufacturing companies. Students are encouraged to promote an interactive environment for exchange of information.

The objectives of the course are to provide students with an overview of biochemical and pharmaceutical industry. It will give students an insight into drug delivery systems and formulation; how therapeutic drugs work; and a general overview of biochemical and pharmaceutical marketing. The design and management of clinical trials, which are key factors for development of any new therapeutic agent will also be covered in the course. The challenges for commercialisation of innovative methods and/or biochemical and pharmaceutical products and aspects of intellectual property protection will be elaborated. Ultimately the aspects of Good Manufacturing Practice (GMP) and international legislation for marketing pharmaceutical products will be illuminated.
Lectures in this course will be delivered by both University of Sydney staff and by a number of visiting professional representatives from industry and government agencies. We will also arrange a site visit for a bio-manufacturing company as warranted.
When you successfully complete this course you acquire knowledge about drug formulation, pharmaceutical processing including physical processes, legislation governing the bio-manufacturing and commercialisation of biochemicals and pharmaceuticals. The information would be beneficial for your future career in pharmaceutical manufacturing companies.
Students are encouraged to engage in an interactive environment for exchange of information. This course will be assessed by quizzes, assignments, oral presentation and final report. This unit of study is offered as an advanced elective unit of study to final year undergraduate students. Students may be required to attend lectures off-campus.

Macromolecules and composite materials find a wide range of applications from construction, food to biomedical engineering. A significant number of engineers are employed by the related industries. This unit of study will facilitate engagement with a broad spectrum of modern engineering principles that range from the synthesis of such materials to design of products and processes for a range of industries with an innovative approach. The unit will also enable an understanding of developing sustainable technologies with the materials for producing goods used within industries or by consumers. The industrial applications will range from chemical, biomedical to electronics and nanotechnology. New and emerging technologies will be compared with established operating models. The unit will be delivered through workshops, seminars, class work and project-based learning.

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.

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.

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 is designed to develop competence in the management of technology. It will address all aspects of the management of technology, the nature and importance of technological change and innovation, within the context of the global knowledge economy, the management of the new product development process, the role of technology in manufacturing and service competitiveness, the role of IT in logistics management, supply chain strategies, and communication, and the characteristics of high technology markets.

This unit is designed to introduce students to the global context of much of contemporary engineering and the consequent strategic and operational issues. It will address the nature, characteristics and variety of risks of global businesses, the opportunities and pressures for effective strategies, and the many management challenges in international business. In particular it will focus on Australian consulting, logistics and construction engineering firms that are operating on a global basis.

This unit is designed as enable students to grapple with the challenges of engaging in, facilitating and managing innovation and technology commercialisation. Key learning outcomes are: developing an understanding of the processes of management, and in particular of innovation, dealing with uncertain and inadequate information, how to communicate effectively to and motivate a group of people to work out what to do, and how to do it.
Content will include the challenges of modern management; understanding of the new rules of international competitiveness; effects of globalisation on Australia's economic performance; the competitiveness of Australian firms; the generation of employment and wealth; the changing requirements of the engineer; the engineer as manager and strategist; the role of innovation in business management; product innovation and commercialisation; IP recognition and management; starting a high-tech company.

This unit of study teaches fundamental theory and practice of project planning and control. Project planning and control are the key processes in project management, which moves the project from initiation through all its phases to a successful conclusion. Project planning refers to planning of time, cost and resources adequately to estimate the work needed and to effectively manage risk in a project.

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. The ability to plan, systematically conduct and report on a major research project is an important skill for professional engineers. This unit of study builds on technical competencies introduced in previous years, as well as making use of the report writing and communications skills the students have developed. The research activity is spread over two units (Minimum 12 A and B) run over two semesters. In this unit of study, students are required to plan and begin work on a major research project, which is very often some aspect of a staff member's research interests. Some of the projects will be experimental in nature, while others may involve computer-based simulation, design or literature surveys. In this unit, students will learn how to examine published and experimental data, set objectives, organize a program of work and devise an experimental or developmental program. The progress at the end of Project A will be evaluated based on a seminar presentation and a progress report. The skills acquired will be invaluable to students undertaking engineering work. Students are expected to take the initiative when pursuing their research projects. The supervisor will be available for discussion- typically 1 hour per week. A thesis at this level will represent a contribution to professional practice or research, however the timeframe available for the thesis also needs to 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. The ability to plan, systematically conduct and report on a major research project is an important skill for professional engineers. This unit of study builds on technical competencies introduced in previous years, as well as making use of the report writing and communications skills the students have developed. The research activity is spread over two units (Minimum 12 A and B) run over two semesters. In this unit of study, students are required to plan and begin work on a major research project, which is very often some aspect of a staff member's research interests. Some of the projects will be experimental in nature, while others may involve computer-based simulation, design or literature surveys. In this unit, students will learn how to examine published and experimental data, set objectives, organize a program of work and devise an experimental or developmental program. The progress at the end of Project A will be evaluated based on a seminar presentation and a progress report. The skills acquired will be invaluable to students undertaking engineering work. Students are expected to take the initiative when pursuing their research projects. The supervisor will be available for discussion- typically 1 hour per week. A thesis at this level will represent a contribution to professional practice or research, however the timeframe available for the thesis also needs to 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.
The ability to plan, systematically conduct and report on a major research project is an important skill for professional engineers. This unit of study builds on technical competencies introduced in previous years, as well as making use of the report writing and communications skills the students have developed. The research activity is spread over two units (Capstone Project A and B/B extended) run in first and second semester. In this unit of study, students are required to plan and begin work on a major research project, which is very often some aspect of a staff member's research interests. Some of the projects will be experimental in nature, while others may involve computer-based simulation, design or literature surveys. In this unit, students will learn how to examine published and experimental data, set objectives, organize a program of work and devise an experimental or developmental program. The progress at the end of Capstone Project A will be evaluated based on a seminar presentation and a progress report. The skills acquired will be invaluable to students undertaking engineering work. Students are expected to take the initiative when pursuing their research projects. The supervisor will be available for discussion - typically 1 hour per week. Capstone Project B extended enables the student to undertake a project of greater scope and depth than capstone project B.
A thesis at this level will represent a contribution to professional practice or research, however the timeframe available for the thesis also needs to 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 proposal is to introduce a new subject into the Master of Professional Engineering with specialisation in Chemical and Biomolecular Engineering. The new subject is designed to equip students with practical experience in the area of Chemical and Biomolecular Engineering. Industrial project placement will clearly cover and widen the practical nature of curriculum base studies.
This unit of study will give students a rich experience for undertaking a major project in an industrial environment and developing skills in the preparation and presentation of technical reports. The project is performed under industry supervision supported by School staff and extends over one semester. The students will be engaged full time on the project at the industrial site. Students will be placed with industries, such as mining, oil and gas processing, plastic and paint manufacturing, food production, wastewater and water treatment. The students will learn essential engineering skills, such as how to examine published and experimental data, set objectives, project management, and analysis of results and assess these with theory and existing knowledge.