This unit of study aims to introduce graduate engineering students from all disciplines to the concepts and practices of entrepreneurial thinking. Introduction to Entrepreneurship will offer the foundation for leaders of tomorrow's high-tech companies, by providing the knowledge and skills important to the creation and leadership of entrepreneurial ventures. The focus of the unit of study is on how to launch, lead and manage a viable business starting with concept validation to commercialisation and successful business formation.
The following topics are covered: Entrepreneurship: Turning Ideas into Reality, Building the Business Plan, Creating a Successful Financial Plan, Project planning and resource management, Budgeting and managing cash flow, Marketing and advertising strategies, E-Commerce and Entrepreneurship, Procurement Management Strategies, The Legal Environment: Business Law and Government Regulation, Intellectual property: inventions, patents and copyright, Workplace, workforce and employment topics, Conflict resolution and working relationships, Ethics and Social Responsibility.
Assumed knowledge: Some limited industry experience is preferred but not a must.

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.

To develop an understanding of principles of safety systems management and risk management, as applied to engineering systems. AS/NZS 4801:2001 and 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.

Project Management processes are what moves the project from initiation through all its phases to a successful conclusion. This course takes the project manager from a detailed understanding of process modelling through to the development and implementation of management processes applicable to various project types and industries and covers approaches to reviewing, monitoring and improving these processes.

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 and telecommand, and on-board data handling.

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 course is to enhance the student`s manufacturing engineering skills in the CAD/CAM area. The course focuses on CNC milling as a manufacturing automation process applied to a project. The management, planning and marketing of a typical engineering project are also discussed.
Objectives:Through integrated project-based learning and hands-on-machine training, you will learn
o How to successfully complete a CAD/CAM and CNC mill based project.
o Manufacturing management and system skills, such as product planning, manufacturing sequence, time and cost;
o The science in designing and selecting a manufacturing method.
o How to effectively present your ideas and outcomes using oral and report based methods.
It is expected that through your hard work in the semester, you will find
o Enhanced learning by real-world problems.
o Improved comprehensive skill in manufacturing design.

The objective of the course is to give students skills in the area of highly non-linear finite element analysis. Major topics covered include CAD, Implicit / explicit codes, Wire frame geometry, Elemental Theory, Materials, Pre-processing using ETA-PreSys, Contact, LS-Dyna, using NCAC FEM models, Modeling fasteners, Material covered in lectures is reinforced through independent research, assignments, quizzes and a major capstone project. The capstone project involves the development of an approved crash scenario.

Implantable microelectronic devices functioning either as nerve stimulators or nerve blockers comprise one of the largest markets in the global medical device industry. The aim of this unit of study is to give students a complete overview of the underlying technology (microelectronics, encapsulation biomaterials, electrode biomaterials, electrode-neural interactions, inductive power systems and data links, signal processing) and an expert review of the major technological applications on the market, which include Cochlear implants, pacemakers and implantable defibrillators, deep brain stimulators, pain control nerve blockers, bionic eye implants, functional electrical stimulation systems. The unit will also review emerging applications such as gastrointestinal disorders, obesity; vagal nerve stimulation - epilepsy, depression, carotid artery stimulation - hypertension, spinal cord stimulation - ischemic disorders, angina, peripheral vascular disease, incontinence, erectile dysfunction. The unit will conclude with a snapshot of the future: "brain on a chip" progress, nerve regrowth, neurotropins, drug/device combinations. This is a Master of Professional Engineering Unit of Study intended for biomedical engineering students with an interest in working in the medical device industry in the large market sector area of implantable electronic devices.

1. This UoS utilises assumed theoretical knowledge and skills to elucidate the stresses and strains that exit in the different categories of machine parts. It sets out to make the students familiar with the simplifications that are applied to arrive at the analytic expressions commonly used to analyse each individual categories parts. These simplifications usually begin by assuming that only particular types of loads are carried by teh parts in that category. The resulting analyses provide approximations to the actual stresses. It is possible to have different degrees of simplifications, requiring more or less work, giving better or poorer approximations. Should a part be used to carry loads that were not allowed for in the traditional method then some more appropriate method must be found or developed. An important aspect is to make the student practiced in a range of modern concepts, techniques and tools, and to be made aware of their strengths and limitations. 2. This UoS teaches the student how to recognise where and how their theoretical skills can be applied to the practical situations that they may encounter in this field of design. 3.Options may be provided in the choice of design assignments. Biomedical engineering and vehicle design problems may be provided as options to more general machine design problems.

Syllabus Summary: This course starts by providing a background to the signals and transforms required to understand modern sensors. It goes on to provide an overview of the workings of typical active sensors (Radar, Lidar and Sonar). It provides insight into basic sensing methods as well as aspects of interfacing and signal processing. It includes both background material and a number of case studies.
The course covers the following topics:
a) SIGNALS: Convolution, The Fourier Transform, Modulation (FM, AM, FSK, PSK etc), Frequency shifting (mixing)
b) PASSIVE SENSORS: Infrared Radiometers, Imaging Infrared, Passive Microwave Imaging, Visible Imaging and Image Intensifiers
c) ACTIVE SENSORS THE BASICS: Operational Principles, Time of flight (TOF) Measurement and Imaging of Radar, Lidar and Sonar, Radio Tags and Transponders, Range Tacking, Doppler Measurement, Phase Measurement
d) SENSORS AND THE ENVIRONMENT: Atmospheric Effects, Target Characteristics, Clutter Characteristics, Multipath
e) ACTIVE SENSORS: ADVANCED TECHNIQUES: Probability of Detection, Angle Measurement and Tracking, Combined Range/Doppler and Angle Tracking, Frequency Modulation and the Fast Fourier Transform, High Range Resolution, Wide Aperture Methods, Synthetic Aperture Methods (SAR)
Objectives: The course aims to provide students with a good practical knowledge of a broad range of sensor technologies, operational principles and relevant signal processing techniques.
Expected Outcomes: A good understanding of active sensors, their outputs and applicable signal processing techniques. An appreciation of the basic sensors that are available to engineers and when they should be used.

This unit aims to present a broad overview of the technologies associated with industrial and mobile robots. Major topics covered are sensing, mapping, navigation and control of mobile robots and kinematics and control of industrial robots. The subject consists of a series of lectures on robot fundamentals and case studies on practical robot systems. Material covered in lectures is illustrated through experimental laboratory assignments. The objective of the course is to provide students with the essential skills necessary to be able to develop robotic systems for practical applications.
At the end of this unit students will: be familiar with sensor technologies relevant to robotic systems; understand conventions used in robot kinematics and dynamics; understand the dynamics of mobile robotic systems and how they are modeled; have implemented navigation, sensing and control algorithms on a practical robotic system; apply a systematic approach to the design process for robotic systems; understand the practical application of robotic systems in manufacturing, automobile systems and assembly systems; develop the capacity to think critically and independently about new design problems; undertake independent research and analysis and to think creatively about engineering problems.
Course content will include: history and philosophy of robotics; hardware components and subsystems; robot kinematics and dynamics; sensors, measurements and perception; robotic architectures, multiple robot systems; localization, navigation and obstacle avoidance, robot planning; robot learning; robot vision and vision processing.

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 project itself. The final capstone report 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 submission. The report 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 project at this level will represent a significant contribution to new knowledge; nor is it expected that projects will resolve great intellectual problems. The timeframe available for the project 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 project itself. The final capstone report 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 submission. The report 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 project at this level will represent a significant contribution to new knowledge; nor is it expected that projects will resolve great intellectual problems. The timeframe available for the project 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 Extended covers the second of stage writing up and presenting the research results. This extended version of Capstone Project allows the student to investigate a topic of greater depth and scope.
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 project itself. The final capstone report 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 submission. The report 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 project at this level will represent a significant contribution to new knowledge; nor is it expected that projects will resolve great intellectual problems. The timeframe available for the project 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.

Dissertation 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 individual engineering and scientific 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. Dissertation is undertaken across two semesters of enrolment, in two successive Units of Study of 12 credits points each. Dissertation A covers first steps of thesis research starting with development of research proposal. Dissertation 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 project itself. The final capstone report must be the student's individual work. 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 expected that a project at this level will represent a contribution to new knowledge meeting the level of a postgraduate research degree.

Dissertation 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 individual engineering and scientific 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. Dissertation is undertaken across two semesters of enrolment, in two successive Units of Study of 12 credits points each. Dissertation A covers first steps of thesis research starting with development of research proposal. Dissertation 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 project itself. The final capstone report must be the student's individual work. 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 expected that a project at this level will represent a contribution to new knowledge meeting the level of a postgraduate research degree.

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.



Note: Department Permission required for enrolment

Objectives/Expected Outcomes:
To develop a specialist knowledge in the fields of computational, non-linear and unsteady and aerodynamics. The develop familiarity with the techniques for predicting airflow/structure interactions for aerospace vehicles.
Syllabus Summary:
(a)Advanced two and three dimensional panel method techniques; calculation of oscillatory flow results; prediction of aerodynamic derivatives. Pressure distributions for complete aircraft configuration. Unsteady subsonic flow analysis of aircraft; calculation of structural modes. Structural response to gusts; aeroelasticity; flutter and divergence. Solution of aerospace flow problems using finite element methods.
(b)Unsteady supersonic one-dimensional flow. Hypersonic flow; real gas effects. Introduction to the use of CFD for transonic flow.
(c)Rarefied gas dynamics. Direct simulation method (DSMC); near-continuum solutions. Simulation techniques for numerical solutions of non-linear continuum flow.

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.

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 aims to teach fundamentals of modern numerical and analytical techniques for evaluating stresses, strains, deformations and strengths of representative aerospace structures. In particular the focus is on developing an understanding of: Fundamental concepts and formulations of the finite element methods for basic structural analysis; Elements for typical aerospace structures, such as beams/frames, plates/shells, and their applications and limitations; Finite element techniques for various types of problems pertinent to aerospace structures; d)and, developing hands-on experience of using selected commercial finite element analysis program.

At the end of this unit of study the following will have been covered: Introduction to Finite Element Method for modern structural and stress analysis; One-dimensional rod elements; Generalization of FEM for elasticity; Two- and three-dimensional trusses; FEA for beams and frames in 2D and 3D; Two-dimensional problems using constant strain triangular elements; The two-dimensional isoparametric elements; Plates and shells elements and their applications; FEA for axisymmetric shells and pressure vessels, shells of revolution; FEA for axisymmetric solids subjected to axi-symmetric loading; FEA for structural dynamics, eigenvalue analysis, modal response, transient response; Finite element analysis for stress stiffening and buckling of beams, plates and shells; Three-dimensional problems in stress analysis; Extensions to the element library, higher order elements, special elements; Constraints; FEA modeling strategy; FEA for heat conduction; FEA for non-linear material and geometric analysis.

This unit is suitable for any engineering discipline student who is interested in developing an understanding of analysis and design in energy, power generation, environment and relevant economic issues. The aim is to acquaint students with the methods engineers use to design and evaluate the thermal processes used for the production of electricity. It also assesses and deals with the environmental consequences of power generation. At the end of this unit students will be able to carry out preliminary design and economic impact analyses for electrical power generation systems.
A series of topics will be covered in relation to energy and electricity and relevant issues. The course contents will include:

1. Economic analysis of energy systems;
2. Environmental impact of power generation;
3. Principles of thermodynamics;
4. First law analysis of power cycles;
5. Design and simulation of power generation cycles;
6. Second law efficiency and availability;
7. Energy efficiency;
8. CO2 capture and sequestration;
9. Design of various components of thermal power plants.

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/diffusion equation; direct and iterative solution techniques; solution of the full Navier-Stokes equations; turbulent flow; Cartesian tensors; turbulence models.

This course introduces atomistic computational techniques used in modern engineering to understand phenomena and predict material properties, behaviour, structure and interactions at nano-scale. The advancement of nanotechnology and manipulation of matter at the molecular level have provided ways for developing new materials with desired properties. The miniaturization at the nanometre scale requires an understanding of material behaviour which could be much different from that of the bulk. Computational nanotechnology plays a growingly important role in understanding mechanical properties at such a small scale. The aim is to demonstrate how atomistic level simulations can be used to predict the properties of matter under various conditions of load, deformation and flow. The course covers areas mainly related to fluid as well as solid properties, whereas, the methodologies learned can be applied to diverse areas in nanotechnology such as, liquid-solid interfaces, surface engineering, nanorheology, nanotribology and biological systems. This is a course with a modern perspective for engineers who wish to keep abreast with advanced computational tools for material characterization at the atomic scale.

This course is divided into two parts: biomechanics and biomaterials:

Biomechanics

Biomechanics is the study of the body from the point of view of it being an engineering structure. There are many aspects to this since the human body contains soft tissues, hard tissues (skeletal system), and articulating joints. We will begin with a general introduction to biomechanics, modelling the human body from the macroscopic level to the microscopic level. We will then study soft tissue mechanics, with respect to both non-linear and viscoelastic descriptions, with a significant focus on the mathematical methods used in relation to the mechanics of the system. We will then look at specific aspects of biomechanics: muscle mechanics, joint mechanics, kinematics and dynamics of human gait (gait analysis), biomechanics of cells, physiological fluid flow, biomechanics of injury, functional and mechanical response of tissues to mechanical loading.

Biomaterials

This course will involve the study of biomaterials from two perspectives: firstly, the response of the body towards the biomaterial - an immune response and foreign body reaction; secondly, the response of the biomaterial to the body - corrosion, biodegradation, and mechanical failure. Our study will begin with the response of the body towards the biomaterial. We will begin by looking at the immune system itself and then move on to look at the normal inflammatory response. We will then study in detail the foreign body reaction caused by biomaterials. The final part of this section is the study of protein adsorption onto biomaterials, with a strong focus on the Vroman effect. Then we will move onto the response of the biomaterial to the body. We will begin by a review of biomaterials, their applications, and compositions, and mechanical properties. We will then look at key problems such as corrosion, stress shielding, static fatigue, and mechanical failure. Finally, we will take a practical look at the materials themselves. Beginning with metals, then polymers (thermoplastic, thermosetting, and biodegradable), and finally ceramics (bioinert, biodegradable, and bioactive).

Elective Unit of Study: With the severe worldwide shortage of donor organs and the ubiquitous problem of donor organ rejection, there is a strong need for developing technologies for engineering replacement organs and other body parts. Recent developments in biochemistry and cell biology have begun to make this possible, and as a consequence, the very new field of tissue engineering has been making dramatic progress in the last few years.
This UoS will provide an introduction to the principles of tissue engineering, as well as an up to date overview of recent progress in the field of tissue engineering is and where it is going. This UoS assumes prior knowledge of cell biology and chemistry and builds on that foundation to elaborate on the important aspects of tissue engineering. The objectives are:
1. To gain a basic understanding of the major areas of interest in tissue engineering
2. To learn to apply basic engineering principles to tissue engineering systems
3. To understand the challenges and difficulties of tissue engineering.
4. Understand the ethical issues of stem cell applications.
5. Practical classes in the preparation and evaluation of scaffolds for tissue regeneration.
6. Enable student to access web-based resources in tissue engineering (for example: Harvard-MIT Principles and Practice of Tissue Engineering).
7. Research basic skills in Tissue Engineering.

This unit of study will give students a comprehensive understanding of finite element method, material constitutive modelling, CT/MRI based solid modelling, design analysis and optimisation, and their applications in biomedical engineering. The students are expected to expand their research and development skills in relevant topics, and gain experience and skills in finite element software for the solution to sophisticated problems associated with biomedical engineering.

The objectives are:
1. Understanding of the nature of biomedical engineering problems;
2. Exploring CT/MRI image processing, solid modelling etc;
3. Understanding of finite element methods and developing FE models for biomedical engineering analysis;
4. Understanding biomaterials constitutive modelling;
5. Understanding bone remodelling simulation, fracture mechanics;
6. Developing prosthetic design optimisation;

Elective Unit of Study: Product development in the biomedical area presents unique challenges that need to be addressed to efficiently satisfy strict regulatory requirements and to successfully advance products to approval for marketing. Biomedical engineers need a broad understanding of these challenges as the main components of product development are complex and interdependent. Development of good manufacturing and quality control processes, preclinical and clinical validation of product safety and efficacy, and regulatory filings, are each progressive and interdependent processes. This UoS will provide a broad understanding of regulatory requirements for biomedical product development, with particular emphasis on the dependence of each component on the development of processes and control systems that conform to Good Manufacturing Practice. This UoS assumes prior knowledge of cell biology and chemistry and builds on that foundation to elaborate on the important aspects of biomedical product development.
The objectives are:
1. To gain a broad understanding of biomedical product development within the regulatory framework.
2. To understand the challenges and difficulties of Good Manufacturing Practice.
3. Understand the purpose and conduct of preclinical and clinical testing.
4. To understand how each of these components fit together to support regulatory filings.

This unit aims to teach the basic issues involved in the analysis and design of computer-controlled systems. The emphasis is on theory rather than technological application or industrial practice.
However, students are expected to test some of these ideas on a few benchmark control problems in the laboratory. Completion of the unit will facilitate progression to advanced study in the area and to work in industrial control. This unit assumes a basic knowledge of calculus, functions of real variables, Laplace transform, matrix theory and control theory.
The following topics are covered. Sampled data systems: aliasing. Zero order hold equivalent: inverse of sampling, sampling system with time delay. Properties of difference equations: solution, stability, change of co-ordinates, Z transform. Input output models: pulse response, pulse transfer operator, pulse transfer function, interpretation of poles and zeros.
Analysis of discrete time system: stability (Jury's test, Nyquist criterion, Lyapunov method), sensitivity and robustness, observability (observers, reduced order observers), reachability and controllers, loss of reachability/observability through sampling, output feedback, the Separation theorem. Optimal control: Kalman filter, linear quadratic regulator, output feedback, the Separation theorem.
Approximating continuous time controllers. Finite word length mplementations.

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.

This unit of study develops an advanced knowledge of air conditioning systems and refrigeration applications. At the completion of this unit students will be able to determine thermal loads on structures and design an air conditioning or refrigeration system with attention to comfort, control, air distribution and energy consumption. Course content will include: applied psychrometrics, air conditioning systems, design principles, comfort in the built environment. cooling load calculations, heating load calculations, introduction and use of computer-based load estimation packages software, air distribution, fans, ducts, air conditioning controls, advanced refrigeration cycles, evaporators, condensers, cooling towers, compressors, pumps, throttling devices, piping, refrigerants, control, refrigeration equipment, simulation of refrigeration systems, food refrigeration and industrial applications; Use of CFD packages as tools to simulate flows in building and to optimise air conditioning design, energy estimation methods and software, energy evaluation and management in the built environment. Use of experimental air conditioning systems to test for thermal balances and compare with simulations.

This UoS aims to teach the basic principles of combustion highlighting the role of chemical kinetics, fluid mechanics, and molecular transport in determining the structure of flames. Students will become familiar with laminar and turbulent combustion of gaseous and liquid fuels including the formation of pollutants. They will also be briefly introduced to various applications such as internal combustion engines, gas turbines, furnaces and fires.
This UoS will cover equilibrium compositions, flammability limits, simple chemically reacting systems, detailed chemical kinetics, and the basic theory underlying laminar and turbulent combustion for both premixed and non-premixed cases. There will be an introduction to droplet combustion, the concept of mixture fraction for non-premixed flames, combustion in engines and gas turbines as well as the formation of pollutants. Fire ignition, growth and spread will also be covered with respect to safety in buildings including the hazards related to the formation of smoke and toxic products.

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 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.