This unit is designed to assist students to become successful independent reflective learners. It introduces students to a range of theories and concepts to facilitate the development of practical skills and personal attitudes necessary for success in tertiary study. Emphasis is placed on developing the key competencies of scientific inquiry - collecting, analysing, organising and communicating information as well as solving problems, particularly when related to using mathematical ideas and techniques.

An explanation and description of how the built environment works is essential to designers and construction professionals. This unit provides an introduction to physical units of measurement, tolerance, statics, dynamics, acoustics and thermal properties. It also allows students to interpret and apply the concepts of electricity, energy, work and power to the built environment. Students engage with these concepts through a hands-on learning experience including practical projects and live demonstrations.

From Spring 2020, this unit will be replaced by301286 - Designing for People: Applied Ergonomics. This unit equips students with the skills to use creative design and structured decision making to solve challenging problems. Students will develop their understanding of design process by creating experimental models using various methods, including 3D rapid prototyping. Students will also record their design process via multimodal media, in both digital and non-digital format. They will also reflect upon the design process through the CDIO framework (Conceive, Design, Implement, Operate) and CAD (Computer-Aided Design).

This unit will introduce fundamentals of engineering materials. The topics will include materials structure, properties, processing and applications, degradation of materials, sustainability, and the selection of materials for various engineering applications.

This unit will introduce fundamentals of engineering materials. The topics will include materials structure, properties, processing and applications, degradation of materials, sustainability and the selection of materials for various engineering applications.

This unit will introduce fundamentals of engineering materials. The topics will include materials structure, properties, processing and applications, degradation of materials, sustainability and the selection of materials for various engineering applications.

This unit serves as an introduction to the fundamentals of engineering physics with appropriate applications in a wide range of engineering and industrial design systems.

This unit serves as an introduction to the fundamentals of engineering physics with appropriate applications in a wide range of engineering and industrial design systems. Students will be expected to solve problems by applying the laws and principles of engineering physics in the following areas covered by the unit - units and vectors, linear and circular motion, photons, electrons and atoms, force systems and equilibrium, work and energy applications, dynamics of rotational motion, fluid dynamics, heat and thermodynamics, periodic motion and wave phenomena, electricity and magnetism.

This unit serves as an introduction to the fundamentals of engineering physics with appropriate applications in a wide range of engineering and industrial design systems.

In this unit students acquire knowledge about the action and interaction of forces, moments and couples in two and three dimensions. Students then apply this to the analysis of the equilibrium of single bodies, and of trusses, mechanisms, and transversely loaded beams. In addition, students study the dynamics of a non-rotating body, and a body rotating about a fixed axis. Further, they study the friction between bodies. Students conduct experiments to see how the lecture content applies to the real world, and make extensive use of vector algebra.

This unit deals with the action and interaction of forces, moments and couples in two and three dimensions. It examines the equilibrium of single bodies, and of trusses and mechanisms. It then looks at the friction between bodies. It covers the dynamics of a non-rotating body, and a body rotating about a fixed axis. Finally, internal loadings are investigated - particularly within a transversely loaded beam. The unit makes extensive use of vector algebra.

This unit deals with the action and interaction of forces, moments and couples in two and three dimensions, on machine elements and simple structures. It examines the equilibrium of single bodies, of multi-body structures and of mechanisms. It then covers the dynamics of a particle. A systematic approach to solving practical engineering design problems is provided. The unit makes extensive use of vector algebra.

This unit will cover aspects of modern engineering business management. This unit of study will provide students an opportunity to look at small, medium and large Engineering businesses and the role of Engineering Associates in those organisations.

This unit encourages students to explore the professional responsibilities and challenges faced by Engineers. Students are introduced to emerging issues and approaches in the engineering profession, with particular attention given to using a systems approach to solve engineering problems. Students engage in a semester-long research and problem solving task that addresses technical, environmental and social sustainability imperatives and fosters fundamental research, communication skills. Special emphasis is placed on lifelong learning, academic literacy and professional skills including information literacy, project management, engineering drawing and teamwork which equip students for subsequent academic and professional pursuits.

This subject encourages students to explore the professional responsibilities and challenges faced by Engineers. Students are introduced to emerging issues and approaches in the engineering profession, with particular attention given to using a systems approach to solve engineering problems. Students engage in a term-long research and problem solving task that addresses technical, environmental and social sustainability imperatives and fosters fundamental research, communication skills. Special emphasis is placed on lifelong learning, academic literacy and professional skills including information literacy, project management, engineering drawing and teamwork which equip students for subsequent academic and professional pursuits.

This subject encourages students to explore the professional responsibilities and challenges faced by Engineers. Students are introduced to emerging issues and approaches in the engineering profession, with particular attention given to using a systems approach to solve engineering problems. Students engage in a term-long research and problem solving task that addresses technical, environmental and social sustainability imperatives and fosters fundamental research, communication skills. Special emphasis is placed on lifelong learning, academic literacy and professional skills including information literacy, project management, engineering drawing and teamwork which equip students for subsequent academic and professional pursuits.

This unit encourages students to explore professional responsibilities and challenges faced by construction professionals. Students are introduced to the construction profession through the use of industry case studies and project problems. Students engage in a research and problem-solving task that addresses sustainability imperatives and fosters fundamental research and communication skills. Special emphasis is placed on academic and business literacy, project management and teamwork which equip students for subsequent academic and professional contexts.

This unit encourages students to explore professional responsibilities and challenges faced by construction professionals. Students are introduced to the construction management profession through the use of industry case studies and project problems. Students engage in a research and problem-solving task that addresses sustainability imperatives and fosters fundamental research and communication skills. Special emphasis is placed on academic and business literacy, project management and teamwork which equip students for subsequent academic and professional contexts.

Design visualisation in the form of 2D and 3D graphics is fundamental to the overall design process. This unit provides students with essential knowledge of design principles as used in visual communication. Students will employ graphic techniques to effectively convey a design proposal using creativity, technical skill, and quality design principles in a manner that is consistent with industry expectations. Students will produce graphic work that is portfolio-ready and suitable to display to potential clients and employers.

Traditional linear consumption patterns have placed considerable load on available natural resources. The lack of comprehensive mitigation strategies has motivated local and international efforts around the United Nations Sustainable Development Goals (UNSDGs 2030) to finding resolutions towards making the world more equitable, sustainable, liveable and with opportunities for new sustainable businesses. Students will choose an existing product and apply the principles of the UNSDGs and Circular Economy to create a proposal and prototype to improve upon its current design. Throughout this process the students will consider product usage, durability, bio-ingredients, the product lifecycle, community impact, and sustainability.

Ergonomics is the study of the interaction between people, their environments, and their objects. A sound understanding of the principles of ergonomics allows a designer to develop products, systems and environments with optimum product usability and end user safety. In this unit, students are introduced to modelling workshop procedures and undertake their own ergonomic study. Students then build and test a hand-held scale product, and integrate user feedback into their redesign.

Understanding product-oriented user requirements and mapping user experience journeys provide rich inputs for new product and service innovations. In this unit students will focus on user needs and the interactive elements which, when combined, create successful user experiences through impactful user interfaces, and highly differentiated outcomes. Students will engage in an applied project in response to an interaction design challenge. As part of their project students will incorporate elements to evoke strong emotional, sensorial and functional connections which are essential in creating inclusive design, engaged usability, and high-quality human-centred experiences, for successful products and services.

In this unit we explore the circular 'Cradle to Cradle' design philosophy through material choice and manufacturing systems. Introduced are conventional materials, smart materials, and manufacturing systems within an ecological assessment framework, equipping designers with the tools to select and assess materials and manufacturing processes appropriate to use. Students undertake a life cycle materials research project and a design for manufacture (DFM) project in the context of emergent Industry 4.0 principles.

Collaboration is the foundation for some of the most successful world achievements ranging from medical breakthroughs, to space travel, to smart phones, to drones. Effective collaboration in diverse teams promotes a dynamic environment for creativity and innovation with good prospects for developing novel solutions. In a real world collaborative, co-design partnership with an external university partner, students will create a design proposal and prototype, based on a project brief. Through this collaborative process, students will develop skills in research, conceptualisation, communication and reflective practice whilst prototyping and testing their ideas before presenting them to their client.

Drawing skills can unlock and translate creative thoughts as actions, iterations, and guide collaborative dialogue in meeting common goals. In combination with Design Thinking essentials which include empathy, ideation, and experimentation, practiced drawing skills can accelerate decision-making for individuals or groups. This unit is focused on developing hand drawing skills as a tool for generating creative ideas and design solutions. Students will attain an understanding of spatial relationships between humans and objects, and natural and built environments. The emphasis is on using drawing as a method for conducting exploratory investigations, recording creative thinking processes through ideation and inspiring innovation. Students will gain confidence in communicating their creative ideas to a wide audience.

An introduction to problem-solving via programming, which aims to have students develop proficiency in using a high level programming language. Topics covered in this unit include: algorithms, program structures (statements, sequence, selection, iteration, functions), data types (numeric, character), data structures (arrays, tuples, pointers, lists), storage structures (memory, addresses), introduction to analysis of algorithms, testing, code quality, teamwork, and reflective practice. The unit includes extensive practical work in labs and programming projects.

Professional practice across many disciplines has evolved toward a co-creative model where stakeholders, human and environmental contexts and the integration of an interdisciplinary approach is seen to accelerate multiple solution developments and innovation. Students are introduced to design research methods and professional design practice in a human-centred discovery project gaining strategic problem solving and critical thinking skills as a core outcome. Special emphasis is placed on lifelong learning, academic literacy and professional skills including information literacy, leveraging knowledge sets, project management, and design innovation all of which equip students for future interactions in academic and professional contexts.

This unit will be offered at Engineering Innovation Hub - Hassall St, Parramatta campus. The aim of this unit is to introduce students to the conceptual, mathematical and practical aspects of the following topics in advanced engineering physics, viz: vectors, linear and circular motion, photons, electrons and atoms, Newtons laws of motion, work and kinetic energy, dynamics of rotational motion, fluid dynamics, thermodynamics, periodic motion and waves/acoustics. The content will be delivered via a combination of lectures, tutorials and hands-on practicals in order to develop the growth of theoretical and applied engineering physics knowledge. This will provide students with a solid foundation for their engineering studies.

This unit will introduce fundamentals of engineering materials. The topics will include materials structure, properties, processing and applications, degradation of materials, sustainability and the selection of materials for various engineering applications.

This unit encourages students to explore the professional responsibilities and challenges faced by Engineers. Students are introduced to emerging issues and approaches in engineering profession, especially particular attention will be given to systems approach. Students engage in a term-long research and problem solving task that addresses technical, environmental and social sustainability imperatives and fosters fundamental research, communication skills. Special emphasis is placed on lifelong learning, academic literacy and professional skills including information literacy, project management, engineering drawing and teamwork which equip students for subsequent academic and professional contexts.

Engineers need to ensure that their practice is guided by sustainability principles. This unit will introduce students to sustainability and provide an understanding of the environmental and social impacts of human development. Students will be introduced to various national and international initiatives including the United Nations Sustainable Development Goals. Students will learn fundamental scientific concepts in chemistry and ecology, and conduct and report on laboratory experiments relevant for emerging issues. Students will apply concepts such as material and energy flow, limiting nutrients, carrying capacity, climax, biodiversity, food chain and irreversibility in relation to how an ecosystem responds to changes in the environment to real world case studies.

This subject serves as an introduction to the fundamentals of engineering physics with appropriate applications in a wide range of engineering and industrial design systems. Students will be expected to solve problems by applying the laws and principles of engineering physics in the following areas covered by the Subject – units and vectors, linear and circular motion, photons, electrons and atoms, force systems and equilibrium, work and energy applications, dynamics of rotational motion, fluid dynamics, heat and thermodynamics, periodic motion and wave phenomena, electricity and magnetism.

In this unit students acquire knowledge about the action and interaction of forces, moments and couples in two and three dimensions. Students then apply this to the analysis of the equilibrium of single bodies, and of trusses, mechanisms, and transversely loaded beams. In addition, students study the dynamics of a non-rotating body, and a body rotating about a fixed axis. Further, they study the friction between bodies. Students conduct experiments to see how the lecture content applies to the real world, and make extensive use of vector algebra.

Automated manufacturing is about increasing the capacity of productivity through a range of integrated technologies so that manufacturing operations can run simultaneously. Students will be introduced to the fundamentals of manufacturing operations, automation, and control technologies, including numerical control and industrial robotics. This subject aims to deepen the understanding of the material selection process and enables students to identify appropriate manufacturing processes in a product manufacturing design. Various manufacturing processes such as material removal, bulk deformation, sheet-metal forming, and non-traditional processes will be examined. Through problem-solving activities, students will enhance their manufacturing engineering skills in the computer-aided design (CAD) and computer-aided manufacturing (CAM) areas and acquire the skills to machine their CAD models on a computer numerical control (CNC) machine.

The unit will provide the knowledge and skills to enable students to support the achievement of organisational goals through applying knowledge of environment and internal culture. The unit evaluates planning processes and goal setting to achieve superior performance and compares alternative approaches to motivation of work team members. Students will consider types of managerial communications and their associated communications channels in achieving best professional practice.

In this unit, students will use project management tools, techniques and practices to plan and control a project that achieves stated requirements on time and within budget. Students will plan a project including the creation of a statement of work, a work breakdown structure and an appropriate set of supporting work packages.

From 2020, this unit will be replaced by 301287 - Designing Graphics: Engineering Documentation. Three-dimensional digital simulations are used to model manufactured artefacts, create virtual environments and simulate dynamic processes or systems. In this unit students will use 3D modelling software to simulate static and dynamic 3D structures. High quality photorealistic rendering and 3D printing file preparation will also be covered.

From 2020, this unit will be replaced by 301290 - Design Graphics: Communication for Manufacture. This unit introduces formal graphical communication methods used by professionals engaged in the design, manufacture and management of manufactured items. Students will learn how to follow Australian Standards for engineering drawings, and to use Computer-Aided Design (CAD) software for accurately representing and modelling basic parts and assemblies. The documentation of design concepts in the form of three dimensional (3D) computer models provides data that can be applied in a wide variety of ways to facilitate the understanding and production of parts and assemblies. The objective of this unit is to introduce students to the industry standard software and hardware employed to generate these models, via a "hands on" approach to creating 3D data. Issues such as data transfer, rapid prototyping, computer numerical control (CNC) machining and visualisation will also be discussed.

From 2020, this unit will be replaced by 301308 - Design Practice: Sustainable Manufacturing. This unit introduces students to real life applications of graphics technology, such as 3D games, 3D virtual environments, immersive learning spaces, dynamic 3D simulations of ecosystems, artwork for public spaces, virtual agents. Students will use different software platforms to create interactive 3D environments. They will apply theories of human-computer interaction to design projects where they develop: "a dynamic simulation of a natural or artificial ecosystem", a dynamic 3D virtual environment in which users interact with agents.

This unit will provide students the basic knowledge and concepts on pavement materials and design. It will cover the common materials used in pavement construction such as aggregates, cement, asphalt, and concrete. It will also cover the pavement design system, pavement construction, design of flexible pavements, design of rigid pavements, and pavement maintenance.

This unit will provide students with the basic knowledge and concepts on pavement materials and design. It will cover the common materials used in pavement construction such as aggregates, cement, asphalt and concrete. It will also cover the pavement design system, pavement construction, design of flexible pavements, design of rigid pavements and pavement maintenance.Offerings of alternate units are dependent on there being sufficient student enrolment numbers. If enrolments are low, the College may cancel delivery of the alternate unit.

This unit will provide the knowledge and skills to enable students to support the achievement of organisational goals through applying knowledge of environment and internal culture. The unit evaluates planning processes and goal setting to achieve superior performance and compares alternative approaches to motivation of work team members. Students will consider types of managerial communications and their associated communications channels in achieving best professional practice.

Reflecting upon the life cycle of products and their components is important in understanding how decisions at the design level impact on people, resources, sustainable goals and how these contribute towards sustainability-oriented local and global value chains. This unit focuses on sustainable decision-making at the design level. It challenges and motivates students towards using sustainability principles to promote good Design for Disassembly (DfD) practices with linkages to material durability, and material reuse. Through a project-based approach, students will appraise manufacturing considerations for product design applying in succession Design for Manufacturing, Assembly and Disassembly (DfM, DfA, DfD) principles to their products and reflect on product lifecycle management best practice.

This unit will be offered at Engineering Innovation Hub - Hassall St, Parramatta campus. The aim of the unit is to introduce students to topics such as electricity, magnetism, induction and semiconductivity, and to equip them with mathematical approaches for solving problems in these areas. Content in this unit will be delivered via the combination of lectures, tutorials and practicals in order to foster in students the growth of theoretical and applied physics knowledge. Students completing this unit will have a solid foundation upon which to base their continued engineering studies.

Students will design manufacture ready product samples through the use of computer graphics including three-dimensional (3D) surfacing and solids modelling methods used by professionals engaged in engineering and industrial design practice. Students will produce two-dimensional (2D) and three-dimensional (3D) documentation, which can be widely applied to facilitate the understanding and production of parts and assemblies.

Current and future growth in the areas of product design, virtual reality, and high technology innovation industries require a foundation and working knowledge of 3D computer modelling. In this unit students will be introduced to 3D modelling software and the fundamental principles of current Australian Standards for engineering drawing and documentation. The skills gained will contribute to preparation for future complex projects in engineering, industrial design and creative industries that require prototyping, files for additive manufacturing (3D printing), and component designs that can perform at exact specifications and standards.

Products can engage our senses to evoke an emotional response or mediate an experience. This is a powerful psychological tool for industrial designers to understand in terms of the design interface as it provides a strategic opportunity for innovation. In this unit students will create meaningful and active product relationships, and use product semantics as an agency for proposing design solutions in areas such as health and well-being, ageing populations, and sustainable design.

This unit will be offered at Engineering Innovation Hub - Hassall St, Parramatta campus. Design thinking is a fundamental skill that every engineer must have for the 21st Century. It is one of the skills that profoundly distinguish human intelligence from artificial intelligence, which greatly impacts an engineer's long-term career success in the workplace. This unit aims to equip students with the domain-independent and solution-neutral design thinking, which can be applied to whatever technical stream students choose to pursue in the future.

Design Thinking has had a considerable effect on the ways firms innovate, design and evaluate products and services for use. The evolution of smart products and services in recent years offers both challenges and rewards for organisations as the big data generated provides insights to current product and service utilisation. Interpretation and integration of these new knowledge streams can support future product development, by enhanced understanding of human behaviour and features of sensor technologies. Students will produce an IoT influenced project design brief that provides the directional basis for the deployment of both human and technological resources in preparation for their career progression as a future innovation manager in a global, online marketplace.

Simulation in three-dimensional (3D) environments provide valuable insights to human-centred perspectives. Whilst investigating the fundamentals of Virtual Reality (VR) and Augmented Reality (AR), students will analyse aspects of functionality, user interfaces, spatial relationships in built environments, sustainability, efficient resource management, instructional support for safety and training, and accelerated design conceptualisation in detailed new product, service or environmental innovation. Students' experiences will equip them for future employment as VR and AR experience designers, interactive experience producers, or creative technologists.

Industry experience provides a significant opportunity for students to understand employer expectations in relation to working on projects and with others in a professional capacity. Students undertake six weeks full-time (37.5 hours per week) employment (or part time equivalent) to obtain relevant workplace experience in Engineering under the supervision of professional engineers in one or more companies. Students identify learning opportunities and goals with a focus on applying academic learning in practice, learning project management, work culture, professional attitude and self-awareness. Students develop critical reflective skills in reporting their progress.

This unit will enable students to support the achievement of organisational goals. The unit's major focus is project management, culminating in a practical project which gives students the opportunity to work as part of a team to apply key project management skills and knowledge. It also introduces some of the management practices engineers need to understand and master in order to work effectively in the field. This includes effective communication, especially when working in a team, work health and safety, and an ability to plan, develop and build a career as an Engineer Associate.

In this unit, students will learn and appropriately apply technical and socio-economic approaches of achieving sustainability, such as life cycle assessment, environmental impact assessment, environmental auditing, circular economy, design for the environment and cleaner production to real world problems. The students will be taught about policy, financial and social approaches to achieving sustainability through real life problems/cases.

Industry experience is a significant opportunity for students to understand employer expectations in relation to working on projects and with others in a professional capacity. Students undertake 8 weeks full-time (37.5 hours per week) employment (or equivalent) to obtain relevant workplace experience in Engineering under the supervision of professional engineers or engineering technologists in one or more companies. Students identify learning opportunities and goals with a focus on applying academic learning in practice, learning project management, work culture, professional attitude and self-awareness. Students develop critical reflective skills in reporting their progress.

This unit provides students with the opportunity to tackle challenging engineering problems. They will study advanced topics in selected areas under the supervision of academics. The advanced topics will prepare students for further study and research.

This unit will cover recent advances in biomedical electronics including electronic diagnostic devices, implanted devices, human-computer-interface, bioinstrumentation and neuromorphic engineering. Topics covered span from the bio-electromagnetism and related applications to regulatory aspects (IEC standards and TGA/FDA approval processes) and electrical safety of instrumentation. This unit will have a strong practical design focus with laboratories and tutorials focused on the design of real instrumentation (including manufacturing) dealing with real biomedical signals.

This unit will cover recent advances in biomedical signal and data analysis including electrocardiography, electroencephalography, human-computer-interface, electromyography, biomedical images and spikes processing. Topics covered span from basic to advanced signal processing. This unit will have a strong practical design focus with laboratories and tutorials focused on the design of usable software packages dealing with real biomedical signals.

This unit introduces the fundamental concepts of automatic control engineering. It covers traditional and contemporary design and analysis techniques; the concepts required to design continuous time and discrete time controllers. Matlab is utlilized considerably.

From 2020, this unit will be replaced by 301292 - Biomechanics in Product Innovation. This unit explores strategies for Industrial Design within the complex context of design work in the 21st century. Students will carry out projects in user-centred design, developing an innovative responses to a semi-open and open briefs using the CDIO (Conceive, Design, Implement, Operate) process. The projects will range from low fidelity cardboard prototypes to more fully developed everyday products and services that can be implemented and operated to meet an identified user need.

This unit describes engineering as a profession, including professional ethics, legal obligations and fundamentals and theories related to project management. The focus will be on development of research and presentation skills of students enrolled in this unit. It will be achieved through employment of appropriate research skills on a capstone project which demonstrates student's knowledge in identifying and planning an engineering project.

In this unit, the focus will be on development of research and presentation skills of students, which will be achieved through employment of appropriate research skills on a capstone project. It will demonstrate student's knowledge by conducting an engineering project and completion of a technical report.

Industry experience is a significant opportunity for students to understand employer expectations in relation to working on projects and with others in a professional capacity. Students undertake 12 weeks full-time (37.5 hours per week) employment (or equivalent) to obtain relevant workplace experience in Engineering under the supervision of professional engineers in one or more companies. Students identify learning opportunities and goals with a focus on applying academic learning in practice, learning project management, work culture, professional attitude and self-awareness. Students develop critical reflective skills in reporting their progress.

The finite element method is a powerful numerical tool for analysing a wide range of engineering problems. The objective of this unit is to introduce the basic and fundamental principles of the finite element techniques by primarily focusing on their applications in the area of structural, solid and soil mechanics.

This unit focuses on ethical conduct for construction managers and on the range of procurement systems utilised in the modern construction industry. It deals with matters of professional responsibility to the community, as well as, honourable and lawful practices in the conduct of business. The issues of confidentiality of information and conflict of interest are examined in the context of real project histories. Risk management and its relationship with quality project delivery are considered in the light of the changing nature of an industrialised, digitalised and globalised construction industry.

This is an elective unit offered to students who are engaged in a School approved project. The unit can be taken during the third year of Engineering, Construction Management and Industrial Design courses. This unit consolidates and deepens a students knowledge and capabilities developed through previous years of study. Students will develop complex solutions by collaborating with various discipline specialists. This unit develops management, reflective and leadership skills including the ability to work with team members from other fields of study through practical application.

Designing optimal interactive environments for people requires an overview of human and contextual factors that impact on tasks and activities in the use of everyday products and services as well as specialised equipment. Students will complete a design challenge to improve product usability with healthy and rewarding outcomes for users through an evidence-based approach. Design challenges are completed with the input of specialist health and science resources with students applying knowledge in the areas of human anatomy, physics and the biomechanics of motion providing insights for new product innovation.

Design and user research methods are critical in establishing efficient and effective processes around resource utilisation in designing, conducting and presenting research findings that are succinct yet open to new innovations. A range of advanced research design methods are presented and students are guided to the strategic selection of methods appropriate to their own self-sourced project theme. Data collection instruments are designed, operationalised, data coded and analysed via both qualitative and quantitative techniques and discussed in a vibrant peer environment inspired by design thinking and other research methods unique to the design profession and within university human ethics policy protocols.

Societies today face up to considerable challenges around the sustainable use of human and physical resources. According to the United Nations Sustainable Development Goals 2030 (UNSDGs) there are certainly rewards for professions that carefully consider current, evolving and future systems with a view of providing an integrated response to the sustainable use of resources in local, city-based or regional built environments. This unit requires students to develop an evidence-based sustainable design proposal through the evaluation of value streams, circular economy impacts, and self-prioritised UNSDGs targets with a view to commercialise. Students will develop a Futures Strategy report on their design challenge informed by industry or community based observations.

Students will learn how to develop a strategic design management plan that helps a firm not only present itself to its target audience but also clearly differentiate amongst competitors. Foundation design principles involving the evaluation of two-dimensional and three-dimensional designs are explored through a series of case studies based on commercially successful design management strategies. To simulate global, real-world design consultation scenarios students interact in an online environment in preparation for evidence-based innovation in their future workplaces as design managers.

Students will be acculturated to professional practice and conduct in a real work environment setting through a series of webinars and self-guided industry placement. On conclusion of the unit, students will develop a report that summarises their own personal reflections relating to workplace responsibilities, and other experiences accrued throughout the unit. Mentored Practice in Design Innovation seeks to match students with mentors in areas they aspire to be prospective employees or in related fields of professional interest across a 10-week program.

Mentored Practice offers a program of professionally oriented activities that refine planning for graduate destinations in the design, innovation and manufacturing industries and in particular new product development. Students will focus on career and practical industry attributes, and attend design industry seminars that directly influence their major project, honours thesis, or industrial design capstone project from a strategic and professional practice perspective. This unit assists students on preparing a strategic early career plan which includes a personal portfolio of works with tips on how to commercialise their current academic project, observations and analysis of current design industry practice, and a self-directed practical placement for up to 70 hours.

This unit is designed to enhance technical skills development in an engineering discipline. The unit enables students to perform the practical aspects that relate to product development, manufacturing, infrastructure development and service delivery. It also enables students to gain skills to plan, communicate, operate and manage workshops, laboratory settings and work sites while working in a team environment.

This unit is designed to further enhance technical skills development in a team environment and in an engineering discipline through additional workshops that compliment and strengthen those completed in previous unit Specialisation Workshop 1. The unit enables students to perform and manage the practical aspects that relate to product development, manufacturing, infrastructure development and service delivery. It also enables students to gain skills to plan, communicate, operate and manage workshops, laboratory settings and work sites while working in a team environment.

This unit provides students with the opportunity to tackle engineering problems that are more challenging than those in Advanced Engineering Topic 1. They will study advanced topics in selected areas under the supervision of academics. The advanced topics will prepare students for further study and research.

Designers responding to complex societal challenges require focus on people, places and systems thinking to make sense in guiding new investment in innovation. This unit builds industrial design expertise in four domains including human environments, responsible design, user-centred design, and technology development through applied design research, contextual inquiry methods, and articulation of innovation proposals through conceptual and validated physical modelling, and an interdisciplinary consultative viewpoint.

This is a 20 credit point year-long subject taken over two terms (10 credit points in each term). This subject includes a capstone project which demonstrates student's professional level of identifying, planning, designing, executing, testing and documenting an engineering project or activity.

This unit describes engineering as a profession, including professional ethics and legal obligations highlighted. Fundamentals and theories related to contract and project management will form part of this unit. Throughout the semester, the focus will be on development of research and presentation skills of students enrolled in this unit. This will be achieved through employment of appropriate research skills on a capstone project which demonstrates student's professional level of identifying, planning, and designing engineering project and completion of a technical progress report. The capstone project will be continued in unit 300972 Engineering Project 2.

Throughout the semester, the focus will be on development of research and presentation skills of students enrolled in this unit. This will be achieved through employment of appropriate research skills on a capstone project which demonstrates student's professional level of executing, testing and documenting an engineering project and completion of a technical report. This unit is a continuation of 300971 Engineering Project 1.

Major Project Completion is the project realisation component of the student's final year program. The unit offers the student the chance to consolidate the range of methodologies and processes developed and evaluated in Major Project Commencement, that contextualise the principles and practices that will lead to the realisation of their identified design solution. The final design outcome will form part of the final year graduate exhibition. The design solution which students will be developing and submitting for this unit responds to the design brief developed in Major Project Commencement.

Analysis of sustainability with engineering perspectives is increasingly becoming important in the modern world. Also, often the risk analysis is required to be carried for true sustainable solutions. Engineers with in-depth understanding of different tools that can be used for both sustainability and risk analysis will have significant edge in their future career. The students will discuss and understand various engineering issues including renewable/alternative energy systems, energy/resource efficiency, sustainable/green buildings, sustainable transport and infrastructure, sustainable water management, environmental management systems, sustainability reporting, life cycle analysis, probability/reliability theory, risk assessment models and, overall system analysis.

In this capstone unit students will immerse themselves in a complex real-world design problem and apply their expertise in conceptualisation, problem solving, human factors and aesthetics to create a novel solution. User-centred design, digital futures and sustainable design practice underpin all learning activities. A multidisciplinary approach is fostered, whereby students will engage with industry experts and community groups reinforcing the role of the graduate designer as an empathetic innovator.

Innovation requires an agile mindset (being flexible and responsive), a broad view of social, economic, and environmental factors, and awareness of interdisciplinary approaches to succeed in a competitive marketplace. Students explore strategic directions for enterprises in creative ways through practical engagement and application of business model innovation methods and tools in a fully online learning environment comprising digital content and live webinars. Creative sustainable business model specialists are sought after in the marketplace, and this unit provides insights in developing these specialist skills, thus highlighting students' potential as future business leaders.

Visualisation analytics for sustainable manufacturing practices provide an essential contribution to planning and adoption for new product development. The application of product lifecycle management (PLM) methods through software interfaces permits the establishment of a digital environment to create, manufacture and manage innovation on a comprehensive basis. Students will engage with an innovation project from a PLM perspective as an extended enterprise with focus on time to market, waste optimisation, prototyping efficiency, and value chain collaboration.

Mentorship is highly regarded in preparation for accelerated understanding of the competitiveness and excitement of professional practice. Specialised mentors provide insights and engage students in co-creative processes and guide the pursuit of design innovations that challenge markets and redefine career progression and employment opportunities. This unit permits students to develop their own idea from conceptual discovery to market strategy and launch preparations with the view to build a new commercial pathway and personal resilience by creating a new value proposition of merit.

New Product development in architecture and construction industries draws upon construction knowledge, applied materials specification, design for durable systems, component interfaces supporting assembly and robust design principles with aesthetic considerations, functional and desirable product attributes. This unit forms part of the Design Practice specialisation and builds upon the principles of sustainable manufacturing and product life cycle in response to an emergent construction theme. In this unit, entrepreneurship and product detailing assist decisions that drive future advancements in construction component design.

Design Thinking has become widely adopted as a novel problem solving mechanism and asset to market growth, resource utilisation, and competitiveness. This approach incorporates human-centric attributes and iterative processes which are features of professional designers co-creating with stakeholders. In this unit, students focus on empathic viewpoints associated with understanding people, markets and the environment. They explore future possibilities for communities using decision-making processes, informed by global challenges as represented through the UNSDGs. This new global societal driver for equitable living standards, economic prosperity, and sustainable societies is explored through online study involving a series of webinars, digital interactions, and conclude with a student prototype presentation.

In collaboration with industry experts and community groups students will refine and complete their capstone project which was conceptualised and proposed in Industrial Design Major Project (Ideation). Students will advance their responses to complex, real-world design problems and refine their expertise in conceptualisation, problem solving, human factors, aesthetics, innovation and communication to deliver a novel product solution to stakeholders as work-ready graduates.

Students, working in cross functional teams and as individuals, will develop a mature value proposition for validation and launch of a market-ready product or service that includes promotional narratives and artefacts. Students will focus on entrepreneurial innovation and lean start-up models using design-led strategies such as CANVAS modelling, minimum viable product (MVP), and launching in addition to strategies for securing external funding for projects. Students will be well placed to create dynamic adaptive organisation for business, government, wider communities and start-up businesses as career professionals.

This unit engages students in a significant project that synthesises creative thinking, design strategy and practical skills in preparation to be 'work-ready' as a designer upon graduation. Students will apply the skills that they have acquired throughout the degree in core and specialised elective subjects to their chosen project. The amalgamation of multidisciplinary viewpoints with industry collaborators throughout the process ensures a vibrant learning environment, culminating in well resolved design outcomes.

This unit engages students in a collaborative evidenced based project with local and international expert partners including NASA in the thematic area of Designing for Space Missions 2025 for astronaut health and space architecture for habitat design. Students are able to explore new concepts and integrate their skills within teams across unique research domains. The traditional linear thinking of creativity and innovation is challenged, giving way to a dynamic workspace for discussion, exploration, discovery, critical reflective practice, and maker-culture. This leads to new co-created interdisciplinary innovations which assist in the preparation of students for the Future of Work and decision-making across diverse teams. The focus on the physical and psychological aspects of space are also informing new viewpoints in designing with COVID19 in the Built Environment.

This unit engages students in a significant project that synthesises creative thinking, design strategy and practical design skills in preparation to be 'work-ready' as a designer upon graduation. Students will apply the skills that they have acquired throughout their degree in core and specialised elective subjects toward their Design Capstone project. The amalgamation of multidisciplinary viewpoints with industry collaborators throughout the unit ensures a vibrant learning environment, culminating in well resolved design outcomes within a Work Integrated Learning (WIL) Framework with linkages to a real-world challenge.

This is a 60 credit point year-long subject taken over two terms (30 credit points in each term).This subject provides students with the opportunity to conduct original research on their chosen topics under the supervision of academics. Students are encouraged to disseminate their research results as refereed publications.

This is a 20 credit point year-long subject taken over two terms (10 credit points in each term). This subject provides honours level students with the opportunity to undertake research on a specialist topic within their program of undergraduate studies. Each student is assigned to a supervisor (an expert researcher) based on the chosen research topic. Students are expected to meet the supervisor regularly and work progressively to complete the research. This research will be an extended investigation of a chosen subject that is undertaken using appropriate research methods. In addition to the specialist knowledge on the chosen research topic, students will learn a range of skills including academic writing, project management, critical thinking and analytical skills.

This unit describes engineering as a profession, highlighting professional ethics and legal obligations. The focus will be on the development of design skills or research and presentation skills for students enrolled in this unit. This will be achieved through the use of appropriate design/research skills on a capstone project, which will be either design oriented or research oriented on a specialist topic. Under the direction of an academic supervisor and research mentor, the project will demonstrate the student's professional level of identifying, planning, and designing an engineering project while at the same time completing a technical progress report. The capstone project will be continued in the unit Final Year Project 2 (UG Engineering).

This unit continues the on-going work started in unit Final Year Project 1 (UG Engineering). Throughout the semester students will further develop their design, research and presentation skills. This will be achieved through employment of appropriate design/research skills to finish a capstone project, either design-oriented or research-oriented project, which demonstrates student's professional level of executing, testing, documenting an engineering project and completing a technical report.

The Industrial Design Honours Program provides candidates with an opportunity to undertake a significant design research project and research training component that explores design issues including products, services, systems and research methods. In this unit students combine scholarly inquiry, critical thinking, design thinking, applied design research methods and exploratory prototyping informed by state of the art research via literature review, and human-centred design methods with ethical considerations. Discussion of results of preliminary concept explorations of low to medium fidelity are further refined towards a reframed and detailed design brief, research project timeline, and evolved design research methodology in preparation for a high quality research proposal and a substantial creative work.

The Industrial Design Honours Program provides students with an opportunity to apply their industrial design skills to an in-depth year long design research project. In Industrial Design Major Project (Completion), Honours candidates respond to the research findings and design brief that they produced in Autumn semester. They undertake detailed design development to resolve and communicate a final design solution, which is publicly exhibited at the end of the year. Their design and research communications present a strong argument for the final design and demonstrate the honours candidates capacity to undertake postgraduate design research and to join professional design practice.

In this unit, students will extend their research journey using appropriate applied design research methods that explore usability, design semantics, functionality, sustainability and product considerations. Students will submit a creative project and exegesis on their research endeavour providing a critical analysis and reflection on outcomes that situate the work within relevant literature, ideas and industrial design field discourse. In addition to the specialist knowledge on the chosen research topic, students will learn a range of skills including academic writing, and project management.

Climate change is one of the most significant and urgent challenges facing the world today. In this unit, students will learn and appropriately apply scientific principles, in an engineering context, to reduce our impact on climate as well as in adopting to changing climate conditions. Students will explore both current and emerging technologies, that address climate change, in order to propose workable real world solutions.

Students will apply smart and sustainability perspectives to design urban centres. Students will use a range of tools to conduct integrated system analysis for smart and liveable cities. Students work on real world projects including green buildings, blue/green space, sustainable transport and infrastructure, sustainable water management. Though these projects, students will achieve significant edge in their employability.

Advanced Engineering Thesis 2 - Detailed Investigations unit consists of a research project designed and implemented under the direction of an academic supervisor and research mentor. This unit is the culmination of studies for students who have completed their first three years of an undergraduate degree and provides substantial training in detailed Investigations. Under staff supervision, students are allocated a particular topic for their research, design their own programme of research, and perform the research. The emphasis of this unit is on the application of research knowledge gained in other units and in Engineering Thesis 1 - Preliminary Investigations to the practical conduct of the individual research project. This unit provides final year Advanced engineering students with the opportunity to undertake research on a specialist topic within their Key Program of undergraduate study.

Advanced Engineering Thesis 1 - Preliminary Investigations unit consists of a research project designed and implemented under the direction of an academic supervisor and research mentor. This subject is the culmination of studies for students who have completed their first three years of an undergraduate degree and provides substantial training in Preliminary Investigations. Under staff supervision, students are allocated a particular topic for their research, design their own programme of research, and perform the research. The emphasis of this subject is on the application of research knowledge gained in other subjects to the practical conduct of the individual research project. This subject provides final year Advanced engineering students with the opportunity to undertake research on a specialist topic within their undergraduate field of study.

This subject will cover recent advances in biomedical electronics including electronic diagnostic devices, implanted devices, human-computer-interface, bioinstrumentation and neuromorphic engineering. Topics covered span from the bio-electromagnetism and related applications to regulatory aspects (IEC standards and TGA/FDA approval processes) and electrical safety of instrumentation. This subject will have a strong practical design focus with laboratories and tutorials focused on the design of real instrumentation (including manufacturing) dealing with real biomedical signals. This subject uses basic and advanced electronic concepts including circuit simulator(s), embedded systems and requires manual assembly of circuits. Recap and catch-up modules to electronics, signal conditioning, advanced mathematics concepts such us Fourier Transform and their application to electronics as well as circuit simulator training and electronic instruments use training are provided, for students from non Electronic/Electrical background.

This subject considers the concept of ‘design bushfire’ and the impact of climate change upon varying weather and climate conditions in Australia and globally. The potential implications of climate change on bushfire behaviour and bushfire design are developed. Students will be introduced to the concept of “Bushfire Protection Design Guidelines” including the concepts of Bushfire Design Brief and Bushfire Design Subsystems, as well as the Bushfire Verification Method adopted by the National Construction Code. Students will be able to calculate recurrence conditions for bushfire behaviour and bushfire weather conditions using extreme values techniques. Students will compare different bushfire behaviour models and their implications for future climatic conditions in developing performance solutions for bushfire protection. The role of landscape fires and fire generated winds will also be considered in the context of planning and building for bushfire protection. The role of traditional Aboriginal burning practices and culture also forms an important aspect of this subject.

This subject describes the relevant planning issues for bushfire prone areas and the measures that can be implemented to ensure appropriate development in these areas. Through collaboration with industry professionals students learn that knowledge and understanding of the planning, design and construction of the urban form is important in managing the risk of bushfire in the community. It is also fundamental in understanding of the management of development for bushfires and the necessary infrastructure requirements for bushfire suppression and property protection in bushfire prone areas. Students evaluate and report on planning principles and legal issues in bushfire prone areas, as well as use the legislative framework to determine impacts on property and assets. This subject challenges students to become more strategic thinkers in planning and preparing for bushfire. Knowledge gained in this subject/program will benefit students aspiring to careers such as bushfire consultants and land-use planners.

In this unit, the students will be working on a major engineering project as a team of 2 to 5 students. The project will be supervised by an academic staff on topics related to his/her research expertise. The students will apply and further develop their expertise in research, engineering project management and planning, work health and safety, and professional writing skills. The students are required to present outcomes using a professional report which should include a background, objectives, a comprehensive literature review, the methodology and a project plan which can then be completed in Advanced Engineering Project 2.

In this unit, students will complete the major engineering project commenced in unit 301006 Advanced Engineering Project 1. The students are expected to develop advanced technical knowledge and skills in their field of study as well as the ability to function effectively as an individual in a team, with the capacity to be a leader or manager. The students are required to present outcomes using a professional report and an oral presentation.

This unit describes the techniques, hardware and extinguishing agents used to fight and control bushfires and focuses on the logistics involved in ensuring safe, efficient and effective control. The content includes bushfire fighting strategies in the context of rural and interface environments, hazard reduction and brigade structure arrangements. The role of planning in supporting firefighting through water supply and access is also considered as are the findings from various Public Inquiries.

This unit describes the organisational and administrative arrangements for the management of emergency events in Australia, including the role of States and local government and the techniques available to develop risk management strategies in order to minimise loss of life and property arising from bushfire emergencies. The unit describes how the three tiers of Government interact during major emergency events, the role of community engagement in emergency management and the process of developing a risk management plan for bushfire emergencies. The unit also discusses the role of post-event survey and emergency and evacuation planning at the property scale.

This unit aims to develop a detailed knowledge of fire behaviour and dynamics in the built environment. Students will be able to understand fuels and combustion processes; the chemistry of combustion; flammability limits; ignition characteristics; and different types of flames and fire plumes. The content also covers the burning of liquids and solids; flammable vapour/air mixtures; extinction and extinguishment; flame spread mechanisms and modeling; flashover; fire resistance and fire severity; projection of flames from burning compartment openings; spread of fire from a compartment; production and measurement of smoke; and smoke movement.

This unit aims to develop an understanding of various types of computational tools used in engineering design of fire safety systems. The fundamentals of control volume, applications of conservations laws in modeling and the form of predictive equations are explained. The content includes evaluations of fire severity, fire resistance levels of various types of building structures and elements. Hand calculation equations, zone models and field models are covered. The limitations of the models in representing the real phenomena are also discussed.

This unit helps to develop a high level of knowledge of fire safety systems relevant to life protection and the design and assessment of such systems. The unit covers the process of fire safety engineering design and assessment including the fire engineering brief, conceptual design, regulatory objectives, fire safety engineering subsystems, verification methods, timeline analysis, design fires, evaluation of performance of passive and active fire protection systems, risk analysis and fire engineering project reporting.

This unit aims to enhance students' knowledge of the fundamental principles of physics, including heat and mass transfer, fluid mechanism and thermodynamics, which govern the natural phenomena associated with fires. The unit also covers properties of materials, basic mathematics and numerical methods for students to become familiar with quantitative analysis of fire dynamics and structural response. In addition, students will learn probability and risk concepts in fire safety engineering. This is a bridging unit for students who are admitted to the Graduate Certificate and Graduate Diploma in Fire Safety Engineering without an engineering or physical science background. It lays the foundation for further studies in fire safety engineering courses.

The unit introduces students to the basic principles of fire behaviour and fire safety design so that they can appreciate fire safety systems and interpret fire safety engineering design concepts. The unit covers the basics of combustion, building fire characteristics, smoke movement, responses of fire safety devices, building fire resistance, response of building occupants, fire safety engineering design and assessment methodology. The unit provides the basis for understanding fire safety engineering and the techniques and tools used in fire safety engineering.

Students will undertake 12 weeks full time (37.5 hours per week) employment (or part time equivalent) to obtain relevant workplace experience in Engineering companies under the supervision of professional engineers in one company or more. This will give the student a solid grounding in the Key Program of engineering which they have chosen to pursue.

This unit is a problem based project unit. Students are expected to conduct self studies under supervision by academic staff. Students will identify research topics in consultation with supervisors, carry out literature survey in one of the fields of engineering, construction, information technology or data science. Students will be required to define research objectives and scope, establish research methodology and prepare a research plan.

This unit is a continuation of unit Master Project 1 and is a problem based project unit. Students are expected to conduct self studies under supervision by academic staff and deliver the final outcomes of the research topics that are proposed in Master Project 1. Students will employ the identified methodologies to carry out the research plans and fulfil the research objectives with the defined scope. Each individual student is required to produce an oral presentation and a final written report in one of the fields of engineering, construction, information technology or data science. Students will acquire problem solving skills in this unit.

This unit describes the relevant planning issues for bushfire prone areas and the measures that can be implemented to ensure appropriate development in these areas. A knowledge and understanding of the planning, design and construction of the urban form is important if we are to manage the risk of bushfire on the community. It is also fundamental in our understanding of the management of development for bushfires and the necessary infrastructure for bushfire suppression and property protection in bushfire prone areas. Topics include conceptual planning issues, determining bushfire prone areas, bushfire and planning legislation, strategic and regional planning for bushfire, subdivision, defendable space and construction, design, staging and siting, vulnerable developments, industry and other forms of commercial use, landscaping and maintenance, and water and access.

This unit introduces some of the concepts, standards and techniques associated with the current professional practice for engineering and information technology students. These include the various elements of engineering and IT practice, basic knowledge of contract laws and legal responsibility, competence in verbal and written communication, and an understanding of ethical considerations.

This unit offers several streams of practical applications in engineering and industrial design software. Students get to choose a software application stream depending on their key program. Lectures and assignments are delivered online and are enhanced by face to face contact with stream coordinators. Emphasis is placed on teaching students practical software applications skills relevant to industry needs.

Analysis of sustainability with engineering perspective is increasingly becoming important in the modern world. Also, in the future sustainability will include risk engineering. Hence, engineers with in-depth understanding of different tools that can be used for both sustainability and risk analysis will have significant competitive edge in their future career. The main objective of this unit is to introduce different tools available for sustainability and risk analysis in various engineering applications. The content includes renewable/alternative energy systems, energy/resource efficiency, sustainable/green buildings, sustainable transport and infrastructure, sustainable water management, environmental management systems, sustainability reporting, life cycle analysis, probability/reliability theory, risk assessment models, overall system analysis.

This unit will cover advanced biomedical signal and data analysis including electrocardiography, electroencephalography, human-computer-interface, electromyography, machine learning and biomedical images. This unit will have a strong practical design focus with laboratories and tutorials focused on the design of usable software packages dealing with real biomedical signals.

This unit will cover advanced design of biomedical electronic devices including, implanted devices, human-computer-interface, bioinstrumentation and neuromorphic engineering. Topics covered span from the bioelectromagnetism and related applications to regulatory aspects (IEC standards and TGA/FDA approval processes) and electrical safety of instrumentation. This unit will have a strong practical design focus with laboratories and tutorials focused on the design of real instrumentation (including manufacturing) dealing with real biomedical signals.

This unit aims to introduce a wide range of biomedical technologies and how they are used in medical practice. Topics will span from data acquisition technologies such as ECG, EEG, body plethysmography, to large imaging diagnostics such as CT scanner, PET scanner and bio-mechanical assisting devices often used for rehabilitation and support. The first part of this unit will include a module on human physiology and bio-mechanics. This module gives a basic understanding of the human body and introduces the scientific and medical terminology used for anatomy, physiology and biochemistry and bio-mechanics.

This subject describes the processes and techniques available to develop performance outcomes to the planning and building of structures required for bushfire protection in Australia. Students learn advanced methods to address performance when considering bushfire protection measures for which the 'bushfire protection guidelines' are relevant as well as the processes similar to that used in developing performance solutions under the National Construction Code. These include the use of event tree analysis, verification methods, bushfire spray/drenching systems and alternative access for evacuation arrangements when developing performance solutions. Students are required to develop suitable measures through a performance solution for bushfire protection of a building.

This unit offers practical applications in spatial information software. Students will be taught using Geographical Information Systems (GIS) software to prepare maps (such as bushfire prone land) as well as management plans required of planning and design practitioners. Workshops are provided to assist students in the practical use of the GIS system. Students are provided with online module notes and readings as well as assignments being submitted online. Emphasis is placed on teaching students practical software applications skills relevant to industry needs.

This unit introduces the professional engineering skills necessary to practice as an engineer, including project management, professional communication, professional ethics and legal obligations. Students are required to conduct a critical literature survey on a relevant area, identify the design or research problems, propose a plan and methodology for the design or research problems, conduct some preliminary work and analysis, present their work, and complete a project proposal and a project report.

This unit is a continuation of unit Engineering Project 1 (PG). Students will further develop their professional skills in engineering design, research, and presentation. This will be achieved through the independent work on the proposed engineering design or research topic under an academic supervisor. Students are required to employ the identified design plan or research methodologies to carry out the proposed design or research work, fulfil the design or research objectives, evaluate and analyse the results, and present the results and findings in an oral presentation, a research paper and a final project report. This unit will demonstrate students' professional level of conducting an engineering project.

This subject considers the concept of ‘design bushfire’ and the impact of climate change upon varying weather and climate conditions in Australia and globally. The potential implications of climate change on bushfire behaviour and bushfire design are developed. Students will be introduced to the concept of “Bushfire Protection Design Guidelines” including the concepts of Bushfire Design Brief and Bushfire Design Subsystems, as well as the Bushfire Verification Method adopted by the National Construction Code. Students will be able to calculate recurrence conditions for bushfire behaviour and bushfire weather conditions using extreme values techniques. Students will compare different bushfire behaviour models and their implications for future climatic conditions in developing performance solutions for bushfire protection. The role of landscape fires and fire generated winds will also be considered in the context of planning and building for bushfire protection. The role of traditional Aboriginal burning practices and culture also forms an important aspect of this subjectt.