This UoS is an introductory course in engineering materials. The unit aims to develop students' understanding of the structures, mechanical properties and manufacture of a range of engineering materials as well as how the mechanical properties relate to microstructure and forming and treatment methods. The unit has no prerequisite subject and is therefore intended for those with little or no previous background in engineering materials. However the unit does require students to take a significant degree of independent responsibility for developing their own background knowledge of materials and their properties. The electrical, magnetic, thermal and optical properties of materials are a critical need-to-know area where students are expected to do most of their learning by independent study.

This unit of study aims to teach: Dynamics of Rigid Bodies: Analysis of Planar mechanisms; Kinematics of rigid bodies; Kinetics of rigid bodies. Students will also develop their skills in: how to model and analyse dynamic systems and the application of theory to real systems through practical/laboratory sessions. At the end of this unit students will have developed skills in modelling and analysing planar mechanisms and rigid body dynamic systems. Course content will include planar mechanisms, linkages, mobility; instant centres of rotation, Kennedy's theorem; velocity and acceleration polygons; kinematics of rigid bodies, frames of reference, velocity and acceleration, rotating frame of reference, relative velocity and acceleration, gyroscopic acceleration; kinetics of rigid bodies, linear momentum and Euler's first law; angular momentum and Euler's second law; centre of mass; moments of inertia, parallel axis and parallel plane theorems, principal axes and principal moments of inertia, rotation about an axis; impulse and momentum; work and energy, kinetic and potential energies; applications to orbital and gyroscopic motion; introduction to Lagrangian methods.

This unit aims to develop in students an understanding of the engineering measurements and instrumentation systems. The students will acquire an ability to make accurate and meaningful measurements. It will cover the general areas of electrical circuits and mechanical/electronic instrumentation for strain, force, pressure, moment, torque, displacement, velocity, acceleration, temperature and so on.

The unit will introduce students to fundamental principles of programming. The language used will be Matlab but the principles taught are readily portable to other languages like C and Java. The unit material will be presented in a manner which will help students to draw a connection between programming constructs and real engineering applications. The unit will use engineering inspired case-studies : especially from Civil, Chemical, Aerospace and Mechanical streams, to motivate new material. There will be a major project which uses programming to solve a real world engineering problem. The extensive Matlab library for visualization will also be introduced. Matlab will cover two-thirds of the unit. The remaining one-third will be devoted to the use of Excel in engineering scenarios. Furthermore, cross integration between Matlab and Excel will also be highlighted.

This unit aims to teach the basic laws of thermodynamics and the fundamentals of fluid statics and dynamics. At the end of this unit students will have: an understanding of the basic laws of thermodynamics and basic equations governing the statics and dynamics of fluids; the ability to analyze the thermodynamics of a simple open or closed engineering system; the ability to analyze and determine the forces governing static fluid; the ability to evaluate the relevant flow parameters for fluid flow in internal engineering systems such as pipes and pumps (velocities, losses, etc.) and external systems such as flow over wings and airfoils (lift and drag). Course content will include concepts of heat and work, properties of substances, first law of thermodynamics, control mass and control volume analysis, thermal efficiency, entropy, second law of thermodynamics, reversible and irreversible processes, isentropic efficiency, power and refrigeration cycles; basic concepts of pressure, force, acceleration, continuity, streamline and stream function, viscosity, non-dimensional parameters; Fluid statics: governing hydrostatic equations, buoyancy; Fluid dynamics: governing conservation equations; Potential flow, vorticity and circulation; Bernouilli and Euler equations; A brief introduction to flow measuring devices, pipe flow, flow over surfaces, lift and drag.

This unit aims to teach the fundamentals of analysing stress and deformation in elemental structures/components in aerospace, mechanical and biomedical engineering (bars, beams, frames, cell box beams and tubes) under simple and combined loading of tension, compression, bending and torsion. The vibration will also be addressed. At the end of this unit students will have gained knowledge of: equilibrium of deformable structures; basic concept of deformation compatibility; stress and strain in bars, beams and their structures subjected to tension, compression, bending, torsion and combined loading; statically determinate and indeterminate structures; energy methods for bar and beam structures; simple buckling; simple vibration; deformation of simple frames and cell box beams; simple two-dimensional stress and Mohr's circle; problem-based applications in aerospace, mechanical and biomedical engineering.

The unit aims to provide students with an understanding of and competence in solving statics and introductory dynamics problems in engineering. Tutorial sessions will help students to improve their group work and problem solving skills, and gain competency in extracting a simplified version of a problem from a complex situation. Emphasis is placed on the ability to work in 3D as well as 2D, including the 2D and 3D visualization of structures and structural components, and the vectorial 2D and 3D representations of spatial points, forces and moments. Introduction to kinematics and dynamics topics includes position, velocity and acceleration of a point; relative motion, force and acceleration, momentum, collisions and energy methods.

For students to experience the design process and to develop good engineering skills.
Course Objectives: To develop an understanding of:
1. the need for and use of standard drawings in the communication and definition of parts and assemblies,
2. the efficient use of a CAD package
3. creativity,
4. the design process,
5. methods used to analyse designs.
6. Standard components

This unit aims to develop a student's understanding of the theoretical basis of advanced aerospace structural analysis; and introduce students to the solution of real-world aircraft structural problems. This UoS will develop the following attributes: An understanding of the derivation of the fundamental equations of elasticity and their application in certain analytical problems; An understanding of plate theory and the ability to use this to obtain analytical solutions for plate bending and buckling problems; An understanding of energy-method solution techniques for structural problems; An understanding of the basic principals behind stressed-skin aircraft construction and the practical analysis of typical aircraft components, including the limitations of such techniques.
At the end of this unit students will have an understanding of: 2-D and 3-D elasticity: general equations and solution techniques; Energy methods in structural analysis, including the principles of virtual work and total potential and complimentary energies; Fundamental theory of plates, including in-plane and bending loads as well as buckling and shear instabilities; Solution techniques for plate problems including: Navier solutions for rectangular plates; Combined bending and in-plane loading problems; Energy methods for plate-bending; and Plate buckling for compression and shear loadings; Bending of beams with unsymmetrical cross-sections; Basic principals and theory of stressed-skin structural analysis; Determination of direct stresses and shear flows in arbitrary thin-walled beams under arbitrary loading conditions including: Unsymmetrical sections, Open and closed sections, Single and multi-cell closed sections, Tapered sections, Continuous and idealized sections; The analysis of common aircraft components including fuselages, wings, skin-panels, stringers, ribs, frames and cut-outs; The effects of end constraints and shear-lag on the solutions developed as well as an overall appreciation of the limitations of the solution methods presented.

This unit aims to introduce students to the theory and practice of aircraft structural component design. In doing so it will emphasize all the considerations, trade-offs and decisions inherent in this process and thus enable students to gain an understanding of why aircraft structures are designed in the way they are with respect to structural, manufacturing and cost considerations.
At the end of this unit students will be able to understand the design process, especially as it applies to aircraft structural component design; Have a familiarity with some of the practice of aircraft component structural design; An increasing familiarity with typical aircraft structural paradigms and how they work and can be analysed along with the primary failure modes that need to be considered; An understanding of the importance of different failure modes for different components and how these relate to load-conditions and understanding of some off the legal and ethical requirements of aircraft design engineers; A basic understanding of the regulatory framework in which aircraft design is conducted.

This unit aims to develop an understanding of aircraft longitudinal equilibrium, static stability, dynamic stability and response. Students will develop an understanding of the importance and significance of flight stability, will gain skills in dynamic system analysis and will learn mathematical tools used for prediction of aircraft flight behaviour. Students will gain skills in problem solving in the area of flight vehicle motion, and learn the fundamentals of flight simulation.
At the end of this unit students will be able to understand: aircraft flight conditions and equilibrium; the effects of aerodynamic and propulsive controls on equilibrium conditions; the significance of flight stability and its impact of aircraft operations and pilot workload; the meaning of aerodynamic stability derivatives and their sources; the effects of aerodynamic derivatives on flight stability; the impact of flight stability and trim on all atmospheric flight vehicles. Students will also be able to model aircraft flight characteristics using computational techniques and analyse the aircraft equations of rigid-body motion and to extract stability characteristics.
Course content will include static longitudinal aircraft stability: origin of symmetric forces and moments; static and manoeuvring longitudinal stability, equilibrium and control of rigid aircraft; aerodynamic load effects of wings, stabilisers, fuselages and power plants; trailing edge aerodynamic controls; trimmed equilibrium condition; static margin; effect on static stability of free and reversible controls.

This unit of study aims to allow students to develop an understanding of methods for modeling and controlling linear, time-invariant systems. Techniques examined will include the use of differential equations and frequency domain approaches to modeling of systems. This will allow students to examine the response of a system to changing inputs and to examine the influence of external stimuli such as disturbances on system behaviour. Students will also gain an understanding of how the responses of these mechanical systems can be altered to meet desired specifications and why this is important in many engineering problem domains. The study of control systems engineering is of fundamental importance to most engineering disciplines, including Electrical, Mechanical, Mechatronic and Aerospace Engineering. Control systems are found in a broad range of applications within these disciplines, from aircraft and spacecraft to robots, automobiles, computers and process control systems. The concepts taught in this course introduce students to the mathematical foundations behind the modelling and control of linear, time-invariant dynamic systems.
In particular, topics addressed in this course will include:
1. Techniques for modelling mechanical systems and understanding their response to control inputs and disturbances. This will include the use of differential equations and frequency domain methods as well as tools such as Root Locus and Bode plots.
2. Representation of systems in a feedback control system as well as techniques for determining what desired system performance specifications are achievable, practical and important when the system is under control
3. Theoretical and practical techniques that help engineers in designing control systems, and an examination of which technique is best in solving a given problem.

This unit aims to develop in students a knowledge of the complex behaviour of airflow in the case of two dimensional aerofoil sections and three dimensional wings. To encourage hands-on experimentation with wind-tunnel tests to allow an understanding of these concepts and their range of applicability.
At the end of this unit students will be able to: predict flow properties for general aircraft wing sections to obtain lift, drag and pitching moment; extrapolate section results to predict full three dimensional wing behaviour; undertake experiments and analyse data to verify theoretical predictions; construct simple computer algorithms that will allow more complex geometries to be solved; understand the limitations of theory and the effect of second order parameters (Reynolds number, Mach Number) to the primary flow properties.
Course content will include: construction and designation of two dimensional aerofoil sections; point vortex model of aerofoil; Joukowski transformation theory; thin aerofoil theory; linear lift properties for sections; limiting effects such as stall; calcualtion of pitching moment coefficient; methods for estimation of boundary flow and friction drag calculations; viscous-inviscid panel method numerical solutions; modelling of three dimension wing flows; lifting line theory and vortex lattice method.; effects of downwash, aspect ratio, sweep angle and asymmetry.

This unit aims to develop an understanding of the modern techniques used for aircraft propulsion. Students will gain skills in problem solving for aircraft propulsion systems ranging from propellers, gas-turbine engines to rockets. This unit of study teaches the students the techniques used to propel aircraft and rockets. The students will learn to analyse various propulsion systems in use: propellers, gas turbines, rocket motors. Course content will include: Propulsion unit requirements subsonic and supersonic flight; thrust components, efficiencies, additive drag of intakes; Piston engine components and operation; Propeller theory; Operation, components and cycle analysis of gas turbine engines, turbojets, turbofans, turboprops, ramjets; Components: compressor; fan; burner; turbine; nozzle, efficiency of components; off-design considerations; Operation, components and thermodynamics of rocket motors; Dynamics of rocket flight, orbital velocity; staging; Future directions; minimisation of noise and pollution; sub-orbital propulsion systems; scram-jets; hybrid engines.

The finite element method. Philosophy. Matrix algebra. Matrix analysis of structures. Generalisation of the finite element method in elasticity for static, dynamic and thermal analysis. Rod elements. Beams. Triangular elements for plane stress. Natural coordinate systems. Introduction to plate and shell theory. Theories and analysis in structural stability. Three dimensional elements. Modelling strategies. Isoparametric elements, accuracy and convergence. Applications of finite element modelling in solid mechanics. Practical modelling of real structures will be done; a 'hands-on' approach will be taken.

This unit of study aims to create an awareness of issues surrounding the management of projects; impart knowledge resulting in a more global approach to the practice of engineering and engineering management; and provide a vehicle for improving communication skills (both written and oral). On completion of this unit students should be able to: plan small projects and contribute effectively to planning of larger projects; work effectively in small teams; understand their role and expected conduct in the management of engineering projects; perform well in that role from the outset, with performance limited only by experience; prepare an interesting and relevant presentation on aspects of their work for their peers or senior managers; recognise the range of expertise they may need to call on in their role as an engineer working on a project (e.g. in safety and environmental fields); understand what the experts are saying, and be able to contribute effectively to that discussion.

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

The capstone project aims to provide students with the opportunity to carry out a defined piece of independent research in a setting and in a manner that fosters the development of engineering research skills. These skills include the capacity to define a research question, showing how it relates to existing knowledge, identifying the tools needed to investigate the question, carrying out the research in a systematic way, analysing the results obtained and presenting the outcomes in a report that is clear, coherent and logically structured. Capstone project is undertaken across two semesters of enrolment, in two successive Units of Study of 6 credits points each. Capstone Project A covers first steps of thesis research starting with development of research proposal. Project B covers the second of stage writing up and presenting the research results.
Students are asked to write a thesis based on a research project, which is very often related to some aspect of a staff member's research interests. Some projects will be experimental in nature, others may involve computer-based simulation, feasibility studies or the design, construction and testing of equipment. Direction of thesis work may be determined by the supervisor or be of an original nature, but in either case the student is responsible for the execution of the practical work and the general layout and content of the thesis itself. The final thesis must be the student's individual work, although research is sometimes conducted in the framework of a group project shared with others. Students undertaking research on this basis will need to take care in ensuring the individual quality of their own research work and the final thesis submission. The thesis will be judged on the extent and quality of the student's original work and particularly how critical, perceptive and constructive he or she has been in assessing his/her work and that of others. Students will also be required to present the results of their findings to their peers and supervisors as part of a seminar program.

It is not expected that a thesis at this level will represent a significant contribution to new knowledge; nor is it expected that theses will resolve great intellectual problems. The timeframe available for the thesis is simply too short to permit students to tackle complex or difficult problems. 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.

This Unit aims to provide familiarity and understanding with practical aircraft design processes expected in industry, including the evaluation and case studies of existing aircraft designs. Students will gain a better understanding of relevant issues particularly related to the design of aircraft with a level of confidence to lead them to develop new designs or modifications, having a good balance between theory and real-world applications. Good familiarity with unique and stringent international aviation regulations and certification processes will be expected with respect to the design of aircraft. Topics coved by the lectures will include aircraft specifications; aircraft selection and evaluation; aircraft configuration design; design considerations for aerodynamics, structures, systems, manufacture, testing, certification, life-cycle-cost, operations; the use of computational aircraft design tools, in particular DARcorp's Advanced Aircraft Analysis (AAA); and introduction to multidisdiplinary design optimisation methods. Projects will be based on case study analyses and evaluation of aircraft types to operational specifications and requirements.

To develop an understanding of principles of safety systems management and risk management, as applied to engineering systems. AS/NZS 4801:2001 & 4804:2001 form the foundation for teaching methods of developing, implementing, monitoring and improving a safety management system in an Engineering context.
Students will be exposed to a number of case studies related to safety systems and on completion of the course be able to develop a safety management plan for an Engineering facility that meets the requirements of NSW legislation and Australian standards for Occupational Health and Safety management systems.
Students are introduced to a variety of risk management approaches used by industry, and methods to quantify and estimate the consequences and probabilities of risks occurring, as applied to realistic industrial scenarios.

The capstone project aims to provide students with the opportunity to carry out a defined piece of independent research in a setting and in a manner that fosters the development of engineering research skills. These skills include the capacity to define a research question, showing how it relates to existing knowledge, identifying the tools needed to investigate the question, carrying out the research in a systematic way, analysing the results obtained and presenting the outcomes in a report that is clear, coherent and logically structured. Capstone project is undertaken across two semesters of enrolment, in two successive Units of Study of 6 credits points each. Capstone Project A covers first steps of thesis research starting with development of research proposal. Project B covers the second of stage writing up and presenting the research results.
Students are asked to write a thesis based on a research project, which is very often related to some aspect of a staff member's research interests. Some projects will be experimental in nature, others may involve computer-based simulation, feasibility studies or the design, construction and testing of equipment. Direction of thesis work may be determined by the supervisor or be of an original nature, but in either case the student is responsible for the execution of the practical work and the general layout and content of the thesis itself. The final thesis must be the student's individual work, although research is sometimes conducted in the framework of a group project shared with others. Students undertaking research on this basis will need to take care in ensuring the individual quality of their own research work and the final thesis submission. The thesis will be judged on the extent and quality of the student's original work and particularly how critical, perceptive and constructive he or she has been in assessing his/her work and that of others. Students will also be required to present the results of their findings to their peers and supervisors as part of a seminar program.

It is not expected that a thesis at this level will represent a significant contribution to new knowledge; nor is it expected that theses will resolve great intellectual problems. The timeframe available for the thesis is simply too short to permit students to tackle complex or difficult problems. 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.

The unit is intended primarily to graduate students and senior undergraduate students with some background in linear algebra, and with basic knowledge of FORTRAN, C++ or Matlab. After completion of this unit, students will have a much deeper understanding of methods used in modern design optimisation for linear and non-linear problems. Such problems are becoming increasingly common and important in engineering and scientific work. The unit will explore the limitations, advantages and caveats associated with optimisation in engineering applications. Students will develop their own optimisation methods for linear, non-linear, and multi-objective computational and experimental applications.

Objectives/Expected Outcomes: To develop a specialist knowledge in the fields of computational, non-linear and unsteady aerodynamics.
Syllabus Summary: Introduction to transonic flows and application to design of aircraft components. Elements of Hypersonic flow; real gas effects Boundary layer in compressible flow and shock - boundary layer interaction. ; flutter and divergence. Solution of aerospace flow problems using finite volume methods. Unsteady supersonic one-dimensional flow. Hypersonic flow. Introduction to the use of CFD for transonic flow. Rarefied gas dynamics. Direct simulation method (DSMC); near-continuum solutions. Simulation techniques for numerical solutions of non-linear continuum flow.

This unit aims to develop an understanding of aircraft flight test, validation and verification, and the development of modern flight control, guidance, and navigation systems. Students will gain skills in analysis, problem solving and systems design in the areas of aircraft dynamic system identification and control. At the end of this unit students will be able to understand elements of the following: the principles of stability augmentation systems and autopilot control systems in aircraft operation, their functions and purposes; the characteristics of closed loop system responses; advanced feedback control systems and state-space design techniques; the concepts of parameter and state estimation; the design of observers in the state space and the implementation of a Kalman Filter; multi-loop control and guidance systems and the reasons for their structures; flight test principles and procedures and the implementation a flight test programme.

This unit of study aims to develop a thorough qualitative understanding of modern avionics and aircraft systems. It deals with the full breadth of cockpit avionics systems and subsystems from flight instrument and display technology to flight management, flight control, navigation and sensor systems.
At the end of this unit students will be able to understand the following: the principles of modern cockpit display technologies and the information they portray; the functions of flight control and navigation systems and their interactions with actuation and other aircraft systems; engine management systems; communication systems; payload sensor systems; the interactions of avionics components with power, hydraulic, bus and communication systems together with their underlying physical principles; the principles of avionics system requirements, specification , design, regulation and certification; fault tolerance and redundancy; software engineering and system integration.

Planetary observation using robotics and intelligents systems will grow in importance over the next decade. These systems can take the form of either intelligent spacecraft, robotic air vehicles or planetary rovers. In this subject we will study a wide range of robotic spacecraft systems that are used for planetary observation and focus on their specifications as well as their internal systems. From a practical perspective will be working hands on with the Mars Rover developed at the University of Sydney to study the various intelligent components and how they come together.

This course aims to introduce the students to the engineering aspects of spacecraft and mission design, covering the space environment and spacecraft sub-systems, including thermal control, power systems, attitude decision and control system, tracking, telemetry & telecommand, and on-board data handling.

Objectives: To provide students with the necessary skills to use commercial Computational Fluid Dynamics packages and to carry out research in the area of Computational Fluid Dynamics. Expected outcomes: Students will have a good understanding of the basic theory of Computational Fluid Dynamics, including discretisation, accuracy and stability. They will be capable of writing a simple solver and using a sophisticated commercial CFD package. Syllabus summary: A course of lectures, tutorials and laboratories designed to provide the student with the necessary tools for using a sophisticated commercial CFD package. A set of laboratory tasks will take the student through a series of increasingly complex flow simulations, requiring an understanding of the basic theory of computational fluid dynamics (CFD). The laboratory tasks will be complemented by a series of lectures in which the basic theory is covered, including: governing equations; finite difference methods accuracy and stability for the advection equation, diffusion equation; direct and iterative solution techniques; solution of the full Navier-Stokes equations; turbulent flow; Cartesian tensors; turbulence models.

The aim is to teach students in the undergraduate and postgraduate levels basic concepts about friction, lubrication and wear applicable to design and operation of mechanical systems used in engineering, industrial, and modern applications. Examples of these systems are lubrication of internal combustion engines, gearboxes, artificial hip/knee joints, and micro/nano electromechanical systems.

This UoS should prepare the student to be able to undertake vibration and acoustic measurement calculations for industry design situations.
The unit aims to introduce a number of new concepts required for analysis of vibrations and acoustics. The response of structure under different dynamic forces, including human and aerodynamic, will be investigated. A number of hands-on experiments will be performed to allow an understanding of the concepts and applicability.
The acoustics component will include: basic acoustics theory, sound generation and propagation, impedance, absorbing materials, industrial noise sources, isolation methods of noise control, enclosures, instrumentation and measurement, frequency analysis, noise regulations and computational acoustics.

This unit introduces engineering design via optimization, i.e. finding the "best possible" solution to a particular problem. For example, an autonomous vehicle must find the fastest route between two locations over a road network; a biomedical sensing device must compute the most accurate estimate of important physiological parameters from noise-corrupted measurements; a feedback control system must stabilize and control a multivariable dynamical system (such as an aircraft) in an optimal fashion.
The student will learn how to formulate a design in terms of a "cost function", when it is possible to find the "best" design via minimization of this "cost", and how to do so. The course will introduce widely-used optimization frameworks including linear and quadratic programming (LP and QP), dynamic programming (DP), path planning with Dijkstra's algorithm, A*, and probabilistic roadmaps (PRMs), state estimation via Kalman filters, and control via the linear quadratic regulator (LQR) and Model Predictive Control (MPC). There will be constant emphasis on connections to real-world engineering problems in control, robotics, aerospace, biomedical engineering, and manufacturing.

The aim of this UoS 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.
The course starts with a description of the physical basis of global warming, and proceeds with a discussion of Australia`s energy and water use, an overview of sustainable energy and water technologies and sustainable building design. Topics include the principles of sustainability, sustainable design and social responsibility, sustainable and renewable energy sources, and sustainable use of water. Aspects of designing a sustainable building, technologies that minimise energy and water consumption, consider recycling and reducing waste disposal using advanced design will also be discussed during this course.

This unit aims to develop understanding of the engineering design and analysis of different devices and technologies for generating power from renewable sources including: solar, wind, wave, tidal, ocean thermal, geothermal, hydro-electric, and biofuels; to understand the environmental, operational and economic issues associated with each of these technologies. At the end of this unit students will be able to perform in depth technical analysis of different types of renewable energy generation devices using the principles of fluid mechanics, thermodynamics and heat transfer. Students will be able to describe the environmental, economic and operational issues associated with these devices.

Develop advanced knowledge and skills in diagnostic analyses of materials failure using advanced techniques; enhance students' ability in handling complex engineering cases using interdisciplinary technologies; and provide students an opportunity to understand project research.

Develop an essential understanding of structure-property relationship of smart materials, as well as their applications in practical applications; develop student's capability to design functional structures using smart materials; and provide students an opportunity to learn the new knowledge through project approaches.

To understand (a) how to define the relationship between properties and microstructures of advanced engineering materials, (b) how to improve mechanical design with the knowledge of mechanics and properties of materials, and (c) how to conduct failure diagnosis of engineering materials.

The capstone project aims to provide students with the opportunity to carry out a defined piece of independent research in a setting and in a manner that fosters the development of engineering research skills. These skills include the capacity to define a research question, showing how it relates to existing knowledge, identifying the tools needed to investigate the question, carrying out the research in a systematic way, analysing the results obtained and presenting the outcomes in a report that is clear, coherent and logically structured. Capstone project is undertaken across two semesters of enrolment, in two successive Units of Study of 6 credits points each. Capstone Project A covers first steps of thesis research starting with development of research proposal. Project B covers the second of stage writing up and presenting the research results.
Students are asked to write a thesis based on a research project, which is very often related to some aspect of a staff member's research interests. Some projects will be experimental in nature, others may involve computer-based simulation, feasibility studies or the design, construction and testing of equipment. Direction of thesis work may be determined by the supervisor or be of an original nature, but in either case the student is responsible for the execution of the practical work and the general layout and content of the thesis itself. The final thesis must be the student's individual work, although research is sometimes conducted in the framework of a group project shared with others. Students undertaking research on this basis will need to take care in ensuring the individual quality of their own research work and the final thesis submission. The thesis will be judged on the extent and quality of the student's original work and particularly how critical, perceptive and constructive he or she has been in assessing his/her work and that of others. Students will also be required to present the results of their findings to their peers and supervisors as part of a seminar program.

It is not expected that a thesis at this level will represent a significant contribution to new knowledge; nor is it expected that theses will resolve great intellectual problems. The timeframe available for the thesis is simply too short to permit students to tackle complex or difficult problems. 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.

The capstone project aims to provide students with the opportunity to carry out a defined piece of independent research in a setting and in a manner that fosters the development of engineering research skills. These skills include the capacity to define a research question, showing how it relates to existing knowledge, identifying the tools needed to investigate the question, carrying out the research in a systematic way, analysing the results obtained and presenting the outcomes in a report that is clear, coherent and logically structured. Capstone project is undertaken across two semesters of enrolment, in two successive Units of Study of 6 credits points each. Capstone Project A covers first steps of thesis research starting with development of research proposal. Project B covers the second of stage writing up and presenting the research results.
Students are asked to write a thesis based on a research project, which is very often related to some aspect of a staff member's research interests. Some projects will be experimental in nature, others may involve computer-based simulation, feasibility studies or the design, construction and testing of equipment. Direction of thesis work may be determined by the supervisor or be of an original nature, but in either case the student is responsible for the execution of the practical work and the general layout and content of the thesis itself. The final thesis must be the student's individual work, although research is sometimes conducted in the framework of a group project shared with others. Students undertaking research on this basis will need to take care in ensuring the individual quality of their own research work and the final thesis submission. The thesis will be judged on the extent and quality of the student's original work and particularly how critical, perceptive and constructive he or she has been in assessing his/her work and that of others. Students will also be required to present the results of their findings to their peers and supervisors as part of a seminar program.

It is not expected that a thesis at this level will represent a significant contribution to new knowledge; nor is it expected that theses will resolve great intellectual problems. The timeframe available for the thesis is simply too short to permit students to tackle complex or difficult problems. 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.

The Capstone Project aims to provide students with the opportunity to carry out a defined piece of independent research or design work in a setting and in a manner that fosters the development of engineering skills in research or design. These skills include the capacity to define a research or design question, showing how it relates to existing knowledge, identifying the tools needed to investigate the question, carrying out the research or design in a systematic way, analysing the results obtained and presenting the outcomes in a report that is clear, coherent and logically structured. Capstone Project is undertaken across two semesters of enrolment, in two successive Units of Study of 6 credits points each. Capstone Project A covers first steps of thesis research starting with development of research proposal. Capstone Project B covers the second of stage writing up and presenting the research results, and Capstone Project B exteneded allows the the student to investigate a topic of greater depth and scope.
Students are asked to write a thesis based on a research or major design project, which is very often related to some aspect of a staff member's research interests. Some projects will be experimental in nature, others may involve computer-based simulation, feasibility studies or the design, construction and testing of equipment. Direction of thesis work may be determined by the supervisor or be of an original nature, but in either case the student is responsible for the execution of the practical work and the general layout and content of the thesis itself. The final thesis must be the student's individual work, although research is sometimes conducted in the framework of a group project shared with others. Students undertaking research on this basis will need to take care in ensuring the individual quality of their own research work and the final thesis submission. The thesis will be judged on the extent and quality of the student's original work and particularly how critical, perceptive and constructive he or she has been in assessing his/her work and that of others. Students will also be required to present the results of their findings to their peers and supervisors as part of a seminar program.
It is not expected that a thesis at this level will represent a significant contribution to new knowledge; nor is it expected that theses will resolve great intellectual problems. The time frame available for the thesis is simply too short to permit students to tackle complex or difficult problems. Indeed, a key aim of the thesis is to specify a research or design 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 or design skills. Equally imperative is that the task not be so demanding as to elude completion.

Aim: 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.

Aim : 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.