Outline

Overview

This unit introduces students to the role of civil engineers and the historical development of the profession, and relates this to the Code of Ethics - Engineers Australia; impact of engineering on the human and natural environment; energy consumption, resourcing and renewal, dealing with variability in climate; definitions and practice of sustainability; environmental assessment tools and life-cycle analyses. As graduates, students may expect to find themselves in a position which touches upon a wide variety of Engineering fields (including legal, institutional, and environmental considerations). In both small and large firms they could be acting as agents and managers of technology-driven change which has social and environmental impact. Engineering decision-making and problem-solving are made more complex by technical, economic, environmental, social and ethical constraints. The goals of this unit are to introduce students to major problems of environmental deterioration and engage students in active reflection on the role of civil engineers in addressing these issues; to develop the students skills at quantifying the impact of engineering decisions within the broader economic, environmental and socio-cultural contexts; to develop communication skills through participation in group discussions, video production and written report writing. Lectures, group discussions, case problems and projects are all used in teaching and learning in this unit of study.

Unit details and rules

Academic unit	Civil Engineering
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	CIVL3010
Assumed knowledge ?	(MATH1023 or MATH1062) or (ENGG1801 or ENGG1810 or INFO1110). Strong calculus knowledge from 1000 level MATH, as well as the ability to program.
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Abbas El-Zein, abbas.elzein@sydney.edu.au

Assessment

The census date for this unit availability is 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written exam ?	Final Exam Summative final exam where students are evaluated on a set questions related to any part of the material covered in the unit during the semester.	30%	Formal exam period	1.5 hours	AI prohibited
Outcomes assessed:
Out-of-class quiz	Early Feedback task Online Week 3 Pre-work Quiz #earlyfeedbacktask	0%	Week 03 Due date: 20 Aug 2025 at 23:59	5 questions	AI allowed
Outcomes assessed:
In-person practical, skills, or performance task or test	Energy Quiz In-class quiz on energy (material covered in first 4 weeks of semester)	20%	Week 04	1.5 hours	AI prohibited
Outcomes assessed:
Research analysis	Air Pollution Report Report structured on activities conducted during field day on week 7 and the interpretation of their results.	20%	Week 08	6 pages	AI allowed
Outcomes assessed:
Data analysis	Climate Change Investigation Assignment The assignment report is the final outcome of two workshops in which the students develop a system dynamics model of global warming and use it to assess various future scenarios.	20%	Week 12	2500-word report	AI allowed
Outcomes assessed:
Contribution	Participation Participation mark awarded on the basis of a) participation in lectures, tutorials and workshops, b) recorded attendance in tutorials and workshops and c) submission of weekly pre-lecture works	10%	Weekly	Not relevant	AI allowed
Outcomes assessed:
= group assignment ? = early feedback task ?

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the Canvas site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

Assessment summary

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction	Lecture and tutorial (3 hr)
Week 02	Energy	Lecture and tutorial (3 hr)
Week 03	Energy	Lecture and tutorial (3 hr)
Week 04	Energy	Lecture and tutorial (3 hr)
Week 05	Pollution	Lecture and tutorial (3 hr)
Week 06	Pollution	Lecture and tutorial (3 hr)
Week 07	A whole day exercise will be performed on the University campus.	Practical (8 hr)
Week 08	Climate Change	Lecture and tutorial (3 hr)
Week 09	Climate Change	Lecture and tutorial (3 hr)
Week 10	Climate Change	Lecture and tutorial (3 hr)
Week 11	Sustainable Systems	Lecture and tutorial (3 hr)
Week 12	Sustainable Systems	Lecture and tutorial (3 hr)
Week 13	Sustainable Systems	Lecture and tutorial (3 hr)
Weekly	Readings, pre-work, exercises	Independent study (13 hr)
Weekly	Group work on energy, air pollution, climate change, sustainability and system dynamics	Workshop (24 hr)

Attendance and class requirements

Participation marks are awarded for active participation in the weekly tutorials, lectures and workshops and for submission of small pre-lecture tasks.

Attendance of workshops and tutorials is compulsory and will be recorded.

The fieldwork exercise must be attended, and this cannot be rescheduled. If you miss this exercise, you must contact the unit of study coordinator as soon as possible to organise an alternative assessment.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All readings for this unit can be accessed for free via links available on the unit's Canvas website:

Sustainable Energy - without the hot air,David JC MacKay. This book is free to download as a PDFLinks to an external site.Links to an external site.
Sustainability Science, Bert de Vries. 2013. Cambridge University Press. Available here for free as an ebookLinks to an external site. from University of Sydney library.
Modelling and Simulation. Bossel, Hartmut. 2018. AK Peters, CRC Press. Available here for free as an ebookLinks to an external site. from University of Sydney library.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. apply thermodynamics principles to understand environmental problems
LO2. interpret scholarly literature in the context of engineering practice
LO3. communicate effectively, both verbally and in writing, on technical topics
LO4. calculate the spread of airborne pollution
LO5. examine anthropogenic climate change including its causes, impacts and implications.
LO6. analyse the role civil engineers play in addressing global environmental problems such as climate change
LO7. assess the source, potential and impacts of different forms of energy
LO8. critically appraise environmental sustainability through the prism of system dynamics
LO9. develop numerical models to analyse environmental problems

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Engineers Australia Curriculum Performance Indicators - 1.1. Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice. 1.2. Tackling technically challenging problems from first principles.
	Engineers Australia Curriculum Performance Indicators - 3.2. Information literacy and the ability to manage information and documentation.
	Engineers Australia Curriculum Performance Indicators - 3.1. An ability to communicate with the engineering team and the community at large. 3.2. Information literacy and the ability to manage information and documentation.
	Engineers Australia Curriculum Performance Indicators - 1.2. Tackling technically challenging problems from first principles. 2.2. Application of enabling skills and knowledge to problem solution in these technical domains. 5.1. An appreciation of the scientific method, the need for rigour and a sound theoretical basis. 5.5. Skills in the development and application of mathematical, physical and conceptual models, understanding of applicability and shortcomings. 5.6. Skills in the design and conduct of experiments and measurements.
	Engineers Australia Curriculum Performance Indicators - 1.1. Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice. 1.2. Tackling technically challenging problems from first principles. 2.4. Advanced knowledge and capability development in one or more specialist areas through engagement with: (a) specific body of knowledge and emerging developments and (b) problems and situations of significant technical complexity. 3.6. An ability to function as an individual and as a team leader and member in multi-disciplinary and multi-cultural teams. 5.5. Skills in the development and application of mathematical, physical and conceptual models, understanding of applicability and shortcomings. 5.9. Skills in documenting results, analysing credibility of outcomes, critical reflection, developing robust conclusions, reporting outcomes.
	Engineers Australia Curriculum Performance Indicators - 3.4. An understanding of and commitment to ethical and professional responsibilities. 4.5. An ability to undertake problem solving, design and project work within a broad contextual framework accommodating social, cultural, ethical, legal, political, economic and environmental responsibilities as well as within the principles of sustainable development and health and safety imperatives.
	Engineers Australia Curriculum Performance Indicators - 1.1. Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice. 1.2. Tackling technically challenging problems from first principles. 5.1. An appreciation of the scientific method, the need for rigour and a sound theoretical basis. 5.2. A commitment to safe and sustainable practices. 5.4. Skills in the selection and application of appropriate engineering resources tools and techniques, appreciation of accuracy and limitations;.
	Engineers Australia Curriculum Performance Indicators - 1.1. Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice. 1.2. Tackling technically challenging problems from first principles. 3.6. An ability to function as an individual and as a team leader and member in multi-disciplinary and multi-cultural teams. 4.1. Advanced level skills in the structured solution of complex and often ill defined problems. 4.2. Ability to use a systems approach to complex problems, and to design and operational performance. 4.5. An ability to undertake problem solving, design and project work within a broad contextual framework accommodating social, cultural, ethical, legal, political, economic and environmental responsibilities as well as within the principles of sustainable development and health and safety imperatives. 5.1. An appreciation of the scientific method, the need for rigour and a sound theoretical basis. 5.2. A commitment to safe and sustainable practices.
	Engineers Australia Curriculum Performance Indicators - 1.1. Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice. 1.2. Tackling technically challenging problems from first principles. 5.1. An appreciation of the scientific method, the need for rigour and a sound theoretical basis. 5.2. A commitment to safe and sustainable practices. 5.4. Skills in the selection and application of appropriate engineering resources tools and techniques, appreciation of accuracy and limitations;. 5.5. Skills in the development and application of mathematical, physical and conceptual models, understanding of applicability and shortcomings. 5.8. Skills in recognising unsuccessful outcomes, sources of error, diagnosis, fault-finding and re-engineering. 5.9. Skills in documenting results, analysing credibility of outcomes, critical reflection, developing robust conclusions, reporting outcomes.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Given positive feedback on workshops, we have removed ALL afternoon lectures (1-3pm) except one, and replaced them with workshops where students work together in groups on given problems or assignments. We have changed assessment to include more secure forms of assessment (including a final exam). We have generated a new sustainable system assignment focussed on climate change modelling to reinforce students understanding of environmental sustainability primarily through a system dynamics lens.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

CIVL2010: Environmental Engineering

Semester 2, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links