Outline

Overview

The purpose of this proposal is to introduce a new subject into the Master of Professional Engineering with specialisation in Chemical and Biomolecular Engineering. The new subject is designed to equip students with practical experience in the area of Chemical and Biomolecular Engineering. Industrial project placement will clearly cover and widen the practical nature of curriculum base studies. This unit of study will give students a rich experience for undertaking a major project in an industrial environment and developing skills in the preparation and presentation of technical reports. The project is performed under industry supervision supported by School staff and extends over one semester. The students will be engaged full time on the project at the industrial site. Students will be placed with industries, such as mining, oil and gas processing, plastic and paint manufacturing, food production, wastewater and water treatment. The students will learn essential engineering skills, such as how to examine published and experimental data, set objectives, project management, and analysis of results and assess these with theory and existing knowledge.

Unit details and rules

Academic unit	Chemical and Biomolecular Engineering
Credit points	24
Prerequisites ?	Passed at least 48 credit points in Master of professional engineering with adequate foundation knowledge in discipline. Students wishing to do this unit of study should contact the Head of School prior to enrolment
Corequisites ?	None
Prohibitions ?	CHNG5020 OR CHNG5021 OR ENGG5217 OR CHNG9402 OR CHNG5112
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Timothy Langrish, timothy.langrish@sydney.edu.au

Type	Description	Weight	Due	Length
Presentation	Poster presentation Prepare & present poster on research project to staff, student, industry	8%	Progressive Due date: 23 Sep 2022 at 09:00	3 hours
Outcomes assessed:
Presentation	Presentation 2, Final, results and discussion Oral presentation of entire project, particularly results and discussion	4%	Progressive Due date: 10 Jun 2022 at 09:00	15 minutes
Outcomes assessed:
Presentation	Presentation 1, Initial, literature review and research plan Oral presentation, with slides, of literature review and research plan	4%	Progressive Due date: 11 Mar 2022 at 09:00	10 minutes
Outcomes assessed:
Honours thesis	Case studies Reports on Project Management, Professional Engineering, Risk Management	16%	Progressive Due date: 25 Jul 2022 at 17:00	10-30 pages
Outcomes assessed:
Honours thesis	Thesis Written report on research project in industry	68%	Progressive Due date: 25 Jul 2022 at 17:00	60-70 pages
Outcomes assessed:

Assessment summary

Assessment total 24 credit points apportioned

Thesis (16 cps)
Case Studies (4 cps)
Presentations (2 off) (2 cps)
Poster (2 cps)

Detailed information for each assessment can be found on Canvas.

Assessment criteria

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

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

Result name	Mark range	Description
High distinction	85 - 100	Exceptional standard of work, makes significant contribution to applied knowledge. Outstanding work of a publishable quality.
Distinction	75 - 84	Distinctively excellent work at an advanced level. Excellent work, could be published with significant editing.
Credit	65 - 74	Solid work, addresses major issues, has achieved a significant part of the outcomes.
Pass	50 - 64	Satisfactory work with some gaps. Acceptable work with some mistakes.
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

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

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

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

10% per day for late thesis and case studies

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

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

Special consideration

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

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

Using AI responsibly

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

Weekly schedule

WK	Topic	Learning activity	Learning outcomes

Attendance and class requirements

40 hours per week with the company at the company location, normally, and two oral presentations and one poster presentation in Sydney

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 24 credit point unit, this equates to roughly 480-600 hours of student effort in total.

Required readings

Literature review and project reports from the University of Sydney library and from companies, as appropriate for each placement.

Learning outcomes

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

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

LO1. formulate, plan and deliver an individual technical project addressing a real problem in an industry setting
LO2. document and report upon project work undertaken at professional engineering standard in spoken and written form
LO3. make effective use of computer-based tools of project planning
LO4. analyse chemical engineering technical issues critically, constructively and in depth, with reference to the literature and their own work
LO5. analyse and interpret technical results with due consideration of methods and assumptions involved
LO6. analyse and discuss organisational structure and its potential impact on project delivery
LO7. analyse and interpret quality control methods and expectations affecting the project and its operational context
LO8. assess risk factors affecting the project and its operational context
LO9. devise an appropriate methodology to attack the given technical task
LO10. model an industrial process design in a real operational setting, with due consideration of the modelling method used and its limitations.

Graduate qualities

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

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

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Engineers Australia Curriculum Performance Indicators - 4.1. Advanced level skills in the structured solution of complex and often ill defined problems. 4.2. Ability to use a systems approach to complex problems, and to design and operational performance. 4.4. Skills in implementing and managing engineering projects within the bounds of time, budget, performance and quality assurance requirements. 4.5. An ability to undertake problem solving, design and project work within a broad contextual framework accommodating social, cultural, ethical, legal, political, economic and environmental responsibilities as well as within the principles of sustainable development and health and safety imperatives. 4.6. Skills in operating within a business environment, organisational and enterprise management and in the fundamental principles of business.
	Engineers Australia Curriculum Performance Indicators - 3. PERSONAL AND PROFESSIONAL SKILLS DEVELOPMENT 3.1. An ability to communicate with the engineering team and the community at large. 3.2. Information literacy and the ability to manage information and documentation. 3.3. Creativity and innovation. 3.4. An understanding of and commitment to ethical and professional responsibilities. 3.6. An ability to function as an individual and as a team leader and member in multi-disciplinary and multi-cultural teams. 3.7. A capacity for lifelong learning and professional development and appropriate professional attitudes.
	Engineers Australia Curriculum Performance Indicators - 3.3. Creativity and innovation. 3.7. A capacity for lifelong learning and professional development and appropriate professional attitudes. 4.4. Skills in implementing and managing engineering projects within the bounds of time, budget, performance and quality assurance requirements. 5.6. Skills in the design and conduct of experiments and measurements.
	Engineers Australia Curriculum Performance Indicators - 1.2. Tackling technically challenging problems from first principles. 2.4. Advanced knowledge and capability development in one or more specialist areas through engagement with: (a) specific body of knowledge and emerging developments and (b) problems and situations of significant technical complexity. 3.2. Information literacy and the ability to manage information and documentation. 4.1. Advanced level skills in the structured solution of complex and often ill defined problems. 5.1. An appreciation of the scientific method, the need for rigour and a sound theoretical basis. 5.5. Skills in the development and application of mathematical, physical and conceptual models, understanding of applicability and shortcomings.
	Engineers Australia Curriculum Performance Indicators - 1.2. Tackling technically challenging problems from first principles. 4.1. Advanced level skills in the structured solution of complex and often ill defined problems. 4.2. Ability to use a systems approach to complex problems, and to design and operational performance. 5.1. An appreciation of the scientific method, the need for rigour and a sound theoretical basis. 5.5. Skills in the development and application of mathematical, physical and conceptual models, understanding of applicability and shortcomings.
	Engineers Australia Curriculum Performance Indicators - 3.6. An ability to function as an individual and as a team leader and member in multi-disciplinary and multi-cultural teams. 3.7. A capacity for lifelong learning and professional development and appropriate professional attitudes. 4.6. Skills in operating within a business environment, organisational and enterprise management and in the fundamental principles of business. 5.9. Skills in documenting results, analysing credibility of outcomes, critical reflection, developing robust conclusions, reporting outcomes.
	Engineers Australia Curriculum Performance Indicators - 3.4. An understanding of and commitment to ethical and professional responsibilities. 3.6. An ability to function as an individual and as a team leader and member in multi-disciplinary and multi-cultural teams. 3.7. A capacity for lifelong learning and professional development and appropriate professional attitudes. 5.2. A commitment to safe and sustainable practices. 5.4. Skills in the selection and application of appropriate engineering resources tools and techniques, appreciation of accuracy and limitations;. 5.9. Skills in documenting results, analysing credibility of outcomes, critical reflection, developing robust conclusions, reporting outcomes.
	Engineers Australia Curriculum Performance Indicators - 3.7. A capacity for lifelong learning and professional development and appropriate professional attitudes. 4.2. Ability to use a systems approach to complex problems, and to design and operational performance. 4.4. Skills in implementing and managing engineering projects within the bounds of time, budget, performance and quality assurance requirements. 5.2. A commitment to safe and sustainable practices. 5.8. Skills in recognising unsuccessful outcomes, sources of error, diagnosis, fault-finding and re-engineering.
	Engineers Australia Curriculum Performance Indicators - 3.3. Creativity and innovation. 4.2. Ability to use a systems approach to complex problems, and to design and operational performance. 5.6. Skills in the design and conduct of experiments and measurements. 5.9. Skills in documenting results, analysing credibility of outcomes, critical reflection, developing robust conclusions, reporting outcomes.
	Engineers Australia Curriculum Performance Indicators - 2.4. Advanced knowledge and capability development in one or more specialist areas through engagement with: (a) specific body of knowledge and emerging developments and (b) problems and situations of significant technical complexity. 4.5. An ability to undertake problem solving, design and project work within a broad contextual framework accommodating social, cultural, ethical, legal, political, economic and environmental responsibilities as well as within the principles of sustainable development and health and safety imperatives. 4.6. Skills in operating within a business environment, organisational and enterprise management and in the fundamental principles of business. 5.1. An appreciation of the scientific method, the need for rigour and a sound theoretical basis. 5.5. Skills in the development and application of mathematical, physical and conceptual models, understanding of applicability and shortcomings. 5.8. Skills in recognising unsuccessful outcomes, sources of error, diagnosis, fault-finding and re-engineering. 5.9. Skills in documenting results, analysing credibility of outcomes, critical reflection, developing robust conclusions, reporting outcomes.

Engineers Australia Curriculum Performance Indicators -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice.
1.2		Tackling technically challenging problems from first principles.
2.1		Appropriate range and depth of learning in the technical domains comprising the field of practice informed by national and international benchmarks.
2.2		Application of enabling skills and knowledge to problem solution in these technical domains.
2.3		Meaningful engagement with current technical and professional practices and issues in the designated field.
2.4		Advanced knowledge and capability development in one or more specialist areas through engagement with: (a) specific body of knowledge and emerging developments and (b) problems and situations of significant technical complexity.
3.1		An ability to communicate with the engineering team and the community at large.
3.2		Information literacy and the ability to manage information and documentation.
3.3		Creativity and innovation.
3.4		An understanding of and commitment to ethical and professional responsibilities.
3.6		An ability to function as an individual and as a team leader and member in multi-disciplinary and multi-cultural teams.
3.7		A capacity for lifelong learning and professional development and appropriate professional attitudes.
4.1		Advanced level skills in the structured solution of complex and often ill defined problems.
4.2		Ability to use a systems approach to complex problems, and to design and operational performance.
4.4		Skills in implementing and managing engineering projects within the bounds of time, budget, performance and quality assurance requirements.
4.5		An ability to undertake problem solving, design and project work within a broad contextual framework accommodating social, cultural, ethical, legal, political, economic and environmental responsibilities as well as within the principles of sustainable development and health and safety imperatives.
4.6		Skills in operating within a business environment, organisational and enterprise management and in the fundamental principles of business.
5.1		An appreciation of the scientific method, the need for rigour and a sound theoretical basis.
5.2		A commitment to safe and sustainable practices.
5.3		Skills in the selection and characterisation of engineering systems, devices, components and materials.
5.4		Skills in the selection and application of appropriate engineering resources tools and techniques, appreciation of accuracy and limitations;.
5.5		Skills in the development and application of mathematical, physical and conceptual models, understanding of applicability and shortcomings.
5.6		Skills in the design and conduct of experiments and measurements.
5.8		Skills in recognising unsuccessful outcomes, sources of error, diagnosis, fault-finding and re-engineering.
5.9		Skills in documenting results, analysing credibility of outcomes, critical reflection, developing robust conclusions, reporting outcomes.

Responding to student feedback

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

Further documentation and reconsideration of student and supervisor rights and responsibilities has been carried out.

Additional information

Students should contact the General Office for administrative inquiries and the Unit of Study Coordinator for academic inquiries.

Additional costs

Companies will normally pay travel costs for students (return airfare) and will arrange accommodation for students at the students' own cost. Food and other expenses on the placement should be covered by the student.

Site visit guidelines

Must adhere to all WHS requirements (as above).

Work, health and safety

Students must follow both University WHS and company WHS regulations. Consult the Unit of Study Coordinator if there is any clash.

Disclaimer

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

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

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

CHNG5205: Major Industrial Placement Project

Semester 2, 2022 [Supervision] - Remote

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect