C&ENVENG 4108 - Environmental Engineering & Design IVA

North Terrace Campus - Semester 1 - 2015

Natural environments are complex systems involving many different drivers and interacting components. Such components include the ecological processes of species interaction, the physical processes of contaminant transport, and the human processes driven by social values, policy and economics. This course presents a system dynamics approach towards understanding and modelling environmental systems. The emphasis will be on the development and analysis of models that describe the material flows and feedback processes within environmental systems, and the influence of environmental management. In the assignments and the projects, the system dynamics framework will be applied to some of the following systems: capacity constrained population growth and decay; predator-prey systems; coupled hydrology and wildlife systems; species migration; and matter cycling in ecosystems.

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Course Details

Course Code	C&ENVENG 4108
Course	Environmental Engineering & Design IVA
Coordinating Unit	School of Civil, Environmental & Mining Eng
Term	Semester 1
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 4 hrs per week
Available for Study Abroad and Exchange	Y
Assumed Knowledge	C&ENVENG 3029, C&ENVENG 3079, C&ENVENG 3077, ECON 3500 & ENV BIOL 2005
Assessment	Assignments, essay, design projects and quiz.

Course Staff

Course Coordinator: Dr Aaron Zecchin

Course Timetable

The full timetable of all activities for this course can be accessed from .

Learning Outcomes

Course Learning Outcomes

The learning objectives for this course are:
Technical knowledge and application of knowledge skills:
1.   To appreciate the complex nature of environmental systems, and understand the features that characterise them: dynamic; spatially distributed; multi-component; multi-process; integrated; and responsive
2.   To understand the importance of “systems thinking” when dealing with environmental systems
3.   To understand, interpret and develop models of environmental systems using the “Stock and Flow” modelling framework both qualitatively, and quantitatively
4.   To understand basic qualitative concepts concerning dynamic systems such as phase space representations, equilibrium points and stability
5.   To understand the role of policy in managing environmental systems, and be able to model the impacts of policy decisions on these systems
6.   To understand the need to consider the different natural systems (i.e. hydrological and biological), their interactions, and develop integrated models to describe these interactions.
7.   To understand the role of feedback and homeostasis within environmental systems, and be able to characterise it using causal loop diagrams
8.   To understand the importance of analysing environmental models, particularly with respect to the analysis of model sensitivity arising from parametric uncertainties
9.   To demonstrate competence and independence in using software to develop environmental models
10.   To appreciate and understand selected advanced integrated environmental modelling methods used by researchersThinking skills:
11.   To demonstrate competence in problem identification, formulation and solution
12.   To demonstrate competence in critical and independent thinking
13.   To demonstrate the ability to effectively synthesise information and ideas
14.   To demonstrate the ability to conduct investigations and research into civil and environmental engineering problemsPersonal skills and attitudes:
15.   To demonstrate competence to adapt to a changing society (lifelong learning skills)
16.   To demonstrate the ability to communicate effectively with others in the engineering profession and the community – written, oral and listening skills
17.   To demonstrate the ability to manage effectively the allocation of time in performing tasks
18.   To demonstrate the ability to work effectively as a member of a team
19.   To demonstrate awareness of the social and environmental context of professional engineering practice

University Graduate Attributes

No information currently available.
Learning Resources

Required Resources

The course is largely built around the following book by Andrew Ford. I strongly urge all students to purchase this book as it will prove to be essential.

Ford, A., (2010). Modelling the Environment, 2nd Ed, Island Press, Washington, US

Recommended Resources

The following book by Michael Deaton and James Winebrake will be extremely useful. It provides more of a mathematical basis to the stock and flow models used within the course.

Deaton, M.L., and Winebrake, J.J., (2000). Dynamic Modelling of Environmental Systems, Springer Science + Business Media, LLC, New York, US

The following texts will provide informative background reading.

Wainwright J, and Mulligan, M., (Eds), (2004). Environmental Modelling: Finding Simplicity in Complexity, John Wiley and Sons Ltd, West Sussex, England

Haefner, J.W., (2004). Modelling Biological Systems: Principals and Applications, 2nd Edition, Springer Science + Business Media Inc, New York, US (available as an e-book)

Seppelt, R., (2003). Computer-Based Environmental Management, Wiley-VCH (available as an e-book)

In addition to these texts, further material will be recommended throughout the duration of the course.

Online Learning

Most handouts, course material and lecture slides will be made available on MyUni. The use of the discussion board on MyUni is also strongly recommended. Complementary material for the text Ford (2010) is available on the books website:

Learning & Teaching Modes

The course will involve two one hour lectures, and one two hour CATS practical session weekly.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

In line with University guidelines, it is expected that the average student should spend 12 hours per week on this course. In addition to the lectures (2 hours) and the practical session (2 hours), students are expected to spend an additional 8 hours per week reviewing lecture material and working on the
modelling projects.

Learning Activities Summary

The course will be involve 38 contact hours in total. Eighteen hours for lectures, and 22 hours of design sessions. A break down of the activities is outlined below. Note that this may be subject to change.

Week	Lecture (a)	Lecture (b)	Practical Session
1	Introduction	Philosophy of Environmental Modelling	-
2	Stock and Flow Models	Mathematics of Stock and Flow Models	Vensim Turorial
3	Differential Equations Primer (1)	Differential Equations Primer (2)	Assignment 1
4	Differential Equations Primer (3)	Differential Equations Primer (4)	Assignment 2
5	Case Study 1 – Kaibab Plateau	Case Study 1 – Kaibab Plateau	Assignment 2
6	Feedback (1)	Feedback (2)	Project 1
Mid-semester Break
7	Integrated Modelling (1)	Integrated Modelling (2)	Project 1
8	Case Study 2 – Pacific Salmon	Case Study 2 – Pacific Salmon	Project 1
9	Model Analysis (1)	Model Analysis (2)	Project 2
10	-	-	Project 2
11	-	-	Project 2
12	-	-	Project 2
13	-	-	Project 2

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

The assessment is comprised of an individual assignment, two group projects, and an individual essay. The assignment and projects will be modelling-based exercises that the students will undertake using the modelling software VENSIM PLE.

Assessment Related Requirements

It is expected that students will participate in all practical sessions. Students must achieve at least a 30% mark for all assessment components. If this requirement is not met, the student will receive a zero (fail) mark for the course.

Assessment Detail

The assessment items are detailed below. Note that these details may be subject to minor changes.

Assessment Item	Brief Outline	Approximate Weighting
Assignments	This individual assignments will expose the students to modelling dynamic systems of differential equations using the Vensim PLE software (this software will be used for projects 1 and 2).	~ 15 %
Project 1	In groups of 2, the students are to investigate and analyse the Mono Lakes Water Export Policy (developing both a hydrological model and a wildlife model), or the Kaibab Deer Plateau Managament (developing a dynamic predator-prey model). The assessment will be based on the final report.	~ 30 %
Project 2	In groups of 2, the students are to investigate and analyse the Migration Behaviour of the Pacific Salmon in north-west US. The assessment will be based on the final report.	~ 35 %
Essay	This assignment will be undertaken on an individual basis. The students are to write a short essay (approximately 1000-1500 words) comparing the land use modelling framework MedAction to another socio-economic-environmental land use model	~ 20 %

Submission

All submissions will be in hard copy form and submitted to the relevant submission box outside the school office. The projects are expected to be formally structured reports. The essay is expected to be a formal academic essay with correct use of referencing.

In addition to hard copy submissions, students will be required to submit electronic versions of their reports, and their Vensim project files.

A penalty of 10% per day will apply to all late submissions.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through .

Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.

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Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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