Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Chemical Engineering School
This course provides an introduction to environmental engineering, including an overview of the Earth's carbon, nutrient and water cycles and how these cycles interact to support ecosystems and the biosphere. Energy and mass balances and basic chemical engineering skills are applied in analysis of major environmental issues worldwide (including population and urbanisation issues; resource depletion; climate change, air and water pollution; biodiversity and sustainable development) and the connections between these environmental problems and the core cycles which sustain life are investigated.
Engineers play a key role in developing the technology, infrastructure and systems required to maintain and improve quality of life around the world.ﾠ To be sustainable, this must be done in a way which ensures that future generations will have access to the resources required to maintain their quality of life. In particular, sustainable development depends on healthy and resilient social, economic and environmental systems. In this course, we investigate the key environmental systems (or “earth system processes”), how these processes affect the ability of human societies to meet their needs, how they are affected by human activities, and the implications for engineers.ﾠ
ﾠPart 1: Introduction to sustainable development.
Part 2:ﾠ Energy, water, carbon and nutrient connections.
Part 3: Ecosystem services and green infrastructure.ﾠ
Part 4: Sustainability in practice: circular economy, systems thinking, unintended consequences and human factorsﾠﾠ.
Course requirements
Assumed background
Students are expected to have the following knowledge and skills: ﾠ ﾠ Fluently convert units within and between SI and other units; ﾠ
ﾠﾠApply basic engineering problem-solving skills:, i.e.
- convert between mass and moles;
- balance chemical equations;
- set out problems clearly, with diagrams, key variables, assumptions defined;
- integrate information from different sources to solve problems;
- identify flows, transformations and accumulation of energy and mass in and out of a specified system.
Recommended prerequisites
We recommend completing the following courses before enrolling in this one:
(CHEE2001 or CIVL2135) and (CHEM1090 or High School Chemistry)
Incompatible
You can't enrol in this course if you've already completed the following:
CHEE2501
Course contact
Course staff
Lecturer
Associate Professor Paul Jensen
Tutor
Mrs Sumedha Amaraweera
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
This course aims to teach students:
- The principles of sustainable development, planetary boundaries, ecosystem services and green infrastructure, and an appreciation of the complexity of each of these issues.
- Fundamentals of biogeochemical nutrient cycling and water quality in ecosystems, and the ability to calculate and evaluate simple water quality parameters.
-
The principles of resilience and systems thinking, and how these can be applied in conjunction with more common engineering analysis to promote sustainable development.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Remember: Students should be able to: Compare green and grey infrastructure and explain some of the challenges to implementing and better managing green infrastructure; Identify the key components of the carbon, water, nitrogen and phosphorus cycles and the time and space scales over which they occur and interact; Define and explain (with examples and from different perspectives [including Indigenous perspectives], where appropriate) the terms sustainable development, wicked problems, resilience, green infrastructure, planetary boundaries, Anthropocene, adaptive cycle, unintended consequences, complex system; Explain some of the principles and methods involved in the management of water quality in different ecosystems (river, lakes, estuaries, groundwater).
LO2.
Understand: Students should be able to: Explain some of the key physical, chemical and biological processes which underpin the carbon, water, nitrogen and phosphorus cycles, and explain how they interact over different temporal and spatial scales; Describe some of the feedbacks which occur within the climate system, and why these make predictions difficult Interpret why there might be different responses to reduce nutrient loads in waterways; Distinguish between different phases of the adaptive cycle, and give examples of where these occur, possible causes and impact for humans.
LO3.
Apply: Students should be able to: Develop a process flow diagram for engineered and natural systems; Conduct a mass balance over a simple environmental system or an engineering process; Apply basic chemistry, physics and maths to perform simple calculations of different processes which affect nutrient, water and/or oxygen; Quantify how changes in inflows, outflows or generation rates will affect steady state conditions for a simple environmental system or an engineering process.
LO4.
Analyse: Students should be able to: Explain significance, applications and limitations of concepts including "sustainable development", "wicked problems" and "resilience"; Explain good practice in stakeholder engagement - including participation of Indigenous communities - in emerging, sustainable development projects; Determine possible feedbacks within a simple environmental system or an engineering process, and evaluate how these feedbacks might affect predictions.
LO5.
Evaluate: Students should be able to:
Evaluate the difference between simple mass and energy balance and resilience thinking in assessing environmental impacts of different systems; analyze a recognised environmental problem in terms of interactions between earth systems processes, identifying some of the important time and space scales involved; Given a case-study of an environmental problem (with social and economic dimensions), use conceptual and/or mathematical models to investigate how different components of the system interact, and evaluate how the problem might be resolved or exacerbated.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Reflection |
Concept questions (3 @5%)
|
15% |
5/08/2024 - 19/09/2024
Due 14:00 |
| Paper/ Report/ Annotation |
Carbon/nutrients and ecosystem services
|
20% |
2/09/2024 2:00 pm |
| Creative Production/ Exhibition |
Systems Thinking and Resilience
|
20% |
21/10/2024 2:00 pm |
| Examination |
Final exam
|
45% Hurdle |
End of Semester Exam Period 2/11/2024 - 16/11/2024 |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
Assessment details
Concept questions (3 @5%)
- Online
- Mode
- Written
- Category
- Reflection
- Weight
- 15%
- Due date
5/08/2024 - 19/09/2024
Due 14:00
Task description
Students will write 2-3 paragraphs (no more than a page) in response to question/s provided by teaching staff.
The purpose of this assessment is to encourage students to revise and critically assess the content taught in the course, to compare/contrast course content with other information, and to develop their skills in presenting a logical argument/critique.
Response to concept questions will be submitted online through Blackboard (Turnitin).
For Concept Question 1, students may attempt the question once, revise the answer in response to marker feedback, and resubmit the following week to improve their mark. The best mark will be taken from both submissions.
CQ1 Due Wed Aug 7
CQ2 Due Wed Aug 28
CQ3 Due Wed Sep 18.
This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI) or Machine Translation (MT). Students are advised that the use of AI or MT technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Reviews will be posted online, details will be provided on Blackboard.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
Assessments must be submitted on or before the due date. Late submissions of assessment items will only be accepted if approval for late submission has been obtained prior to the due date.
Penalties Apply for Late Submission
Refer PPL Assessment Procedure Section 3 Part C (48)
Carbon/nutrients and ecosystem services
- Online
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 20%
- Due date
2/09/2024 2:00 pm
Task description
This assignment will assess content taught in Biogeochemical cycling of nutrients, water quality and management in ecosystems, and carbon-energy as well as Ecosystem Services. Full assignment will be provided on Blackboard. This is an individual assignment, requiring extended responses to a number of questions.
This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI) or Machine Translation (MT). Students are advised that the use of AI or MT technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
TurnItIn.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
Assessments must be submitted on or before the due date. Late submissions of assessment items will only be accepted if approval for late submission has been obtained prior to the due date.
Penalties Apply for Late Submission
Refer PPL Assessment Procedure Section 3 Part C (48)
Systems Thinking and Resilience
- Team or group-based
- Mode
- Product/ Artefact/ Multimedia
- Category
- Creative Production/ Exhibition
- Weight
- 20%
- Due date
21/10/2024 2:00 pm
Task description
This is a group assignment. Students, in their group of 3, will develop a video pitch (with associated flyer) to articulate the direct and indirect value of resilient systems for a sustainable future - with specific linkage to planetary boundaries.
The videos (and flyer) will be submitted online - and shown in class.
This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI) or Machine Translation (MT). Students are advised that the use of AI or MT technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
TurnItIn - Upload Video and Flyer.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
Assessments must be submitted on or before the due date. Late submissions of assessment items will only be accepted if approval for late submission has been obtained prior to the due date.
Penalties Apply for Late Submission
Refer PPL Assessment Procedure Section 3 Part C (48)
Final exam
- Hurdle
- Identity Verified
- In-person
- Mode
- Written
- Category
- Examination
- Weight
- 45% Hurdle
- Due date
End of Semester Exam Period
2/11/2024 - 16/11/2024
Task description
Final exam will be closed book. You must pass this exam to pass the course. Covers all weeks.
This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI) or Machine Translation (MT). Students are advised that the use of AI or MT technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Hurdle requirements
To pass the course, you must pass ﾠthe final exam (>= 50%).Exam details
| Planning time | 10 minutes |
|---|---|
| Duration | 120 minutes |
| Calculator options | (In person) Casio FX82 series or UQ approved , labelled calculator only |
| Open/closed book | Closed Book examination - no written materials permitted |
| Exam platform | Paper based |
| Invigilation | Invigilated in person |
Submission guidelines
Deferral or extension
You may be able to defer this exam.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: As for grade 2 and/or failure to complete multiple assessment items. Students with a total score of below 30% typically achieve this grade. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: Grade scores below 3 indicate that a student have been consistently unable to satisfactorily meet the requirements for a grade of 3, and/or have failed to complete multiple assessment items. Students with a total score of between 30 and 45% typically achieve this grade. |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Falls short of satisfying all basic requirements for a Pass. This may involve (i) an overall grade of 45-50%, OR (ii) overall grade >= 50 %, but did not achieve pass on final exam ( < 50%) . |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: An overall grade of 4 or better for the course requires that an aggregate score >= 50% is achieved AND the final exam is passed (>= 50%) . |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Typically a grade of 5 is derived from an aggregate score > 65%. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Typically a grade of 6 is derived from an aggregate score > 75%. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Typically a grade of 7 is derived from an aggregate score > 85%. |
Additional course grading information
To pass the course, you must pass ﾠthe final exam (>= 50%).
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
Use of Calculators
Unless specified elsewhere in the Course Profile, ONLY University approved and labelled calculators can be used in all exams and quizﾠ for this course. Please consult my.UQ https://my.uq.edu.au/information-and-services/manage-my-program/exams-and-assessment/sitting-exam/approved-calculators for information about approved calculators and obtaining a label for non-approved calculators.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
Author Scheffer, Marten 2009 Title Critical transitions in nature and society / Marten Scheffer. Publisher Princeton: Princeton University Press, c2009.
Author Walker, B. H. (Brian Harrison), 1940-, 2006 Title Resilience thinking : sustaining ecosystems and people in a changing world / Brian Walker and David Salt ; foreword by Walter Reid. Publisher Washington: Island Press, 2006.
Author Meadows, Donella H., 1941-2001 Title Thinking in systems [electronic resource] : a primer / Donella H. Meadows ; edited by Diana Wright. Publisher London: Earthscan, 2009.
Author Strogatz, Steven H. (Steven Henry) Title Nonlinear Dynamics And Chaos [electronic resource] : With Applications To Physics, Biology, Chemistry, And Engineering / Steven H. Strogatz. Publisher New York: Westview Press, 1994.
ALL OF THESE BOOKS ARE AVAILABLE AT THE UQ LIBRARY
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (22 Jul - 28 Jul) |
Workshop |
Part 1 - Introduction and context Lectures and tutorials cover concepts and application of sustainable development, planetary boundaries to earth system processes, wicked problems. |
Multiple weeks From Week 2 To Week 5 |
Workshop |
Part 2 - Environmental engineering Energy and climate science and technology; Sustainable energy, water, carbon and nutrients: connecting climate and energy to wastewater and nutrient, water and energy recovery. Biogeochemical cycling of nutrients in ecosystems. Water quality and management in ecosystems. Learning outcomes: L01, L02, L03 |
Multiple weeks From Week 6 To Week 9 |
Workshop |
Part 3 Green Infrastructure & Ecosystem services Green infrastructure and ecosystem services. |
Week 7 (02 Sep - 08 Sep) |
Fieldwork |
North Stradbroke Island field trip Students will travel from UQ to North Stradbroke Island by bus and ferry. During the field trip, the students will observe important ecosystems and learn about associated ecosystem services and environmental issues. |
Multiple weeks From Week 10 To Week 13 |
Workshop |
Part 4: Sustainablity in practice Introduction to circular economy. Characteristics of systems and system archetypes. Introduction to simple system diagrams, non-linear dynamics and importance of feedbacks. Adaptive cycle: definition, characteristics, phases, examples. Social and economic factors in sustainability. World views and human factors. |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.
School guidelines
Your school has additional guidelines you'll need to follow for this course:
- Safety Induction for Practicals
Course guidelines
Safety Induction for Practicals
Anyone undertaking courses with a practical component must complete the UQ Undergraduate Student Laboratory Safety Induction and pass the associated assessment.
Specific instructions, usage guidelines and rules for each of the undergraduate laboratories will be delivered as part of each course.
In some cases, students may be required to attend a specific face-to-face laboratory induction/training session.