Course Coordinator:Adrian McCallum (amccallu@usc.edu.au) School:School of Science, Technology and Engineering
UniSC Moreton Bay |
Blended learning | You can do this course without coming onto campus, unless your program has specified a mandatory onsite requirement. |
Online |
Online | You can do this course without coming onto campus. |
Please go to usc.edu.au for up to date information on the
teaching sessions and campuses where this course is usually offered.
In this course you will gain advanced knowledge of typical issues related to rural and urban land use and their potential impacts on water quantity and quality. You will undertake water quantity modelling using industry standard computer tools and techniques. In addition, you will be exposed to techniques to improve water demand management, considering planning frameworks, and environmental and social aspects.
Activity | Hours | Beginning Week | Frequency |
Blended learning | |||
Learning materials – Asynchronous weekly learning material | 1hr | Week 1 | 12 times |
Seminar – On campus | 1hr | Week 1 | 3 times |
Tutorial/Workshop 1 – On campus | 2hrs | Week 1 | 10 times |
Online | |||
Learning materials – Asynchronous weekly learning material | 1hr | Week 1 | 12 times |
Seminar – Online | 1hr | Week 1 | 3 times |
Tutorial/Workshop 1 – Online | 2hrs | Week 1 | 10 times |
Topics may include:
700 Level (Specialised)
12 units
Course Learning Outcomes On successful completion of this course, you should be able to... | Graduate Qualities Mapping Completing these tasks successfully will contribute to you becoming... | Professional Standard Mapping * Engineers Australia Stage 1 Professional Engineer Competency Standards | |
1 | Evaluate different options for water resource management and decision making to justify optimal solutions for specific applications. | Creative and critical thinker |
2, 2.1.f, 2.1 |
2 | Apply methods in statistics such as probability, uncertainty analysis, sensitivity analysis and contribution analysis to solve water management problems. |
Creative and critical thinker Empowered |
2, 2.1.a, 2.2.b, 2.2.d, 2.1, 2.2 |
3 | Design water management projects in a holistic way using principles of integrated resource management and integrating economic analysis. | Empowered |
2, 2.3.a, 2.3.b, 2.4.c, 2.3, 2.4 |
4 | Describe fundamental elements of the hydrological cycle and of water resources management, and the technologies used in water sensitive urban design for storm water management. | Knowledgeable |
1, 1.3.a, 1.6.c, 1.3 |
5 | Discuss different water and environmental management policies in the context of Australia. | Sustainability-focussed |
1, 1.6.a, 1.6 |
6 | Identify different stakeholders and interpret their roles and economic instruments used in water management. | Sustainability-focussed |
1, 1.6.c, 1.6 |
CODE | COMPETENCY |
Engineers Australia Stage 1 Professional Engineer Competency Standards | |
1 | Elements of competency: Knowledge and Skill Base |
1.3.a | Knowledge and Skill Base - In-depth understanding of specialist bodies of knowledge within the engineering discipline: Proficiently applies advanced technical knowledge and skills in at least one specialist practice domain of the engineering discipline. |
1.6.c | Knowledge and Skill Base - Understanding of the scope, principles, norms, accountabilities and bounds of sustainable engineering practice in the specific discipline: Appreciates the social, environmental and economic principles of sustainable engineering practice. |
1.6.a | Knowledge and Skill Base - Understanding of the scope, principles, norms, accountabilities and bounds of sustainable engineering practice in the specific discipline: Appreciates the basis and relevance of standards and codes of practice, as well as legislative and statutory requirements applicable to the engineering discipline. |
1.3 | Knowledge and Skill Base: In-depth understanding of specialist bodies of knowledge within the engineering discipline. |
1.6 | Knowledge and Skill Base: Understanding of the scope, principles, norms, accountabilities and bounds of sustainable engineering practice in the specific discipline. |
2 | Elements of competency: Engineering Application Ability |
2.1.f | Engineering Application Ability - Application of established engineering methods to complex engineering problem solving: Conceptualises alternative engineering approaches and evaluates potential outcomes against appropriate criteria to justify an optimal solution choice. |
2.1.a | Engineering Application Ability - Application of established engineering methods to complex engineering problem solving: Identifies, discerns and characterises salient issues, determines and analyses causes and effects, justifies and applies appropriate simplifying assumptions, predicts performance and behaviour, synthesises solution strategies and develops substantiated conclusions. |
2.2.b | Engineering Application Ability - Fluent application of engineering techniques, tools and resources: Constructs or selects and applies from a qualitative description of a phenomenon, process, system, component or device a mathematical, physical or computational model based on fundamental scientific principles and justifiable simplifying assumptions. |
2.2.d | Engineering Application Ability - Fluent application of engineering techniques, tools and resources: Applies a wide range of engineering tools for analysis, simulation, visualisation, synthesis and design, including assessing the accuracy and limitations of such tools, and validation of their results. |
2.3.a | Engineering Application Ability - Application of systematic engineering synthesis and design processes: Proficiently applies technical knowledge and open ended problem solving skills as well as appropriate tools and resources to design components, elements, systems, plant, facilities and/or processes to satisfy user requirements. |
2.3.b | Engineering Application Ability - Application of systematic engineering synthesis and design processes: Addresses broad contextual constraints such as social, cultural, environmental, commercial, legal political and human factors, as well as health, safety and sustainability imperatives as an integral part of the design process. |
2.4.c | Engineering Application Ability - Application of systematic approaches to the conduct and management of engineering projects: Accommodates relevant contextual issues into all phases of engineering project work, including the fundamentals of business planning and financial management |
2.1 | Engineering Application Ability: Application of established engineering methods to complex engineering problem solving. |
2.2 | Engineering Application Ability: Fluent application of engineering techniques, tools and resources. |
2.3 | Engineering Application Ability: Application of systematic engineering synthesis and design processes. |
2.4 | Engineering Application Ability: Application of systematic approaches to the conduct and management of engineering projects. |
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
Enrolled in GC002, GD002 or MC002
Not applicable
Not applicable
Not applicable
Standard Grading (GRD)
High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL). |
Delivery mode | Task No. | Assessment Product | Individual or Group | Weighting % | What is the duration / length? | When should I submit? | Where should I submit it? |
All | 1 | Report | Group | 40% | 2800 words |
Week 7 | Online Assignment Submission with plagiarism check |
All | 2 | Report | Group | 40% | 2800 words |
Week 10 | Online Assignment Submission with plagiarism check |
All | 3 | Oral | Individual | 20% | 10 minutes |
Week 12 | Online Assignment Submission with plagiarism check |
All - Assessment Task 1:Interim group report | ||||||||||||||||
Goal: | To report on baseline water footprint for a household incorporating information from field visits. |
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Product: | Report | |||||||||||||||
Format: | Interim group report on baseline water footprint for a household incorporating field visits. |
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Criteria: |
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Generic Skills: | Communication, Collaboration, Problem solving, Applying technologies |
All - Assessment Task 2:Group design project report | ||||||||||||||||||||||
Goal: | Design a water management system and generate a report. |
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Product: | Report | |||||||||||||||||||||
Format: | Group design project report for a water management system. |
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Criteria: |
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Generic Skills: | Communication, Collaboration, Problem solving, Organisation, Applying technologies, Information literacy |
All - Assessment Task 3:Presentation | |||||||||||||||||||
Goal: | Individual presentation on specific water management issue. |
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Product: | Oral | ||||||||||||||||||
Format: | Presentation on water management issues |
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Criteria: |
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Generic Skills: | Communication, Problem solving, Organisation, Applying technologies, Information literacy |
A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Student workload is calculated at 12.5 learning hours per one unit.
Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.
N/A
Academic integrity is the ethical standard of university participation. It ensures that students graduate as a result of proving they are competent in their discipline. This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.
Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person. You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.
In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin. This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.
Eligibility for Supplementary Assessment
Your eligibility for supplementary assessment in a course is dependent of the following conditions applying:
(a) The final mark is in the percentage range 47% to 49.4%; and
(b) The course is graded using the Standard Grading scaleEligibility for Supplementary Assessment Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: - The final mark is in the percentage range 47% to 49.4% - The course is graded using the Standard Grading scale - You have not failed an assessment task in the course due to academic misconduct
Late submissions may be penalised up to and including the following maximum percentage of the assessment task’s identified value, with weekdays and weekends included in the calculation of days late:
(a) One day: deduct 5%;
(b) Two days: deduct 10%;
(c) Three days: deduct 20%;
(d) Four days: deduct 40%;
(e) Five days: deduct 60%;
(f) Six days: deduct 80%;
(g) Seven days: A result of zero is awarded for the assessment task.The following penalties will apply for a late submission for an online examination:
Less than 15 minutes: No penalty
From 15 minutes to 30 minutes: 20% penalty
More than 30 minutes: 100% penalty
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