Caution
Copyright © Monash University 1996
ISBN 1037-0919
Authorised by Academic Registrar, April 1996
In addition to the bridging course prerequisites noted above, the following are prerequisites for level-one subjects:
+ VCE Specialist Mathematics is a prerequisite for ECS1310 (Electrical systems and computer engineering), MAT1910 (Engineering mathematics I) and MAT1920 (Engineering mathematics II); MAT1910 is prerequisite or corequisite for MAT1920. This means that MAT1910 and MAT1920 may be taken concurrently if a student has passed VCE Specialist Mathematics.
+ VCE Chemistry or CHM1700 (Chemistry) (the bridging course) is prerequisite to CHE1120 (Industrial chemistry), CHM1710 (Chemistry I) and CHM1722 (Chemistry II).
+ VCE Physics or PHS1800 (Physics) (the bridging course) is prerequisite to PHS1810 (Physics I) and PHS1820 (Physics II).
For students commencing the course full-time, the subjects required in the first two semesters by the departments are as follows:
+ CIV1210.04 Mechanics of structures
+ ECS1310.04 Electrical systems and computer engineering
+ MEC1410.04 Engineering mechanics
+ ECS1610.04 Engineering computing
+ CHM1710.04 Chemistry I
+ PHS1810.04 Physics I
+ MAT1910.04 Engineering mathematics I
+ MAT1920.04 Engineering mathematics II
as well as:
+ CHM1722.04 Chemistry II
If a student wishes to change the selected branch of engineering at a later stage of the course, some additional subjects will be required in order to make the transition. This could extend the duration of the course beyond four years full-time.
There are no quota limits in any mathematics subject at level one.
Alteration of course is permitted at the beginning of each semester, subject to quota limitations.
In the following section the nature and content of the courses offered by each of the departments at second, third and fourth levels is briefly outlined. Information about the consecutive and double degree programs involving the Bachelor of Engineering is then provided.
+ the relevant sciences and scientific methods;
+ ethical standards and legal responsibilities;
+ the principles of the management of physical, human and financial resources associated with the practice of engineering;
+ the theory and methodology underlying analysis and modelling of systems relevant to chemical engineers;
+ the constraints on engineering practice posed by economic factors, safety considerations and impact on the environment.
+ written and oral communication;
+ interpersonal relations and the capacity to work in teams;
+ planning and organising resources efficiently;
+ integrating knowledge from different areas to synthesise a coherent approach to the solution of a problem;
+ recognising and accommodating the need for continuous change to improve outcomes;
+ creative approaches to problem solving;
+ the use of computer-based methods to solve problems;
+ self-directed learning for continuing education.
+ theoretical and numerical analysis of physical and chemical phenomena to predict, design, control and optimise the performance of systems involving reactions and separations of constituents;
+ the methods to measure, estimate or otherwise determine the physical and chemical properties of the constituents of the process;
+ the integration of concepts of safe design and practice in the solution of problems;
+ the evaluation of the performance of a process in terms of economics, safety and impact on the environment;
+ creating new or improved processes for existing and new products.
+ the highest standards of personal performance;
+ continuing education;
+ the critical evaluation of new knowledge and practice;
+ the responsibilities of chemical engineers to the community, the engineering profession and the process and allied industries;
+ minimising any adverse impact on the environment;
+ safe practice;
+ ethical codes of practice.
Historically, chemical engineering has been closely associated with the development of the chemical and process industries. Today, many chemical engineers find employment in the fine and heavy chemical, the petroleum and petrochemical, the mineral and metallurgical, pulp and paper, and the food and biochemical industries. Chemical engineers are becoming increasingly involved with pollution control, the protection of the environment and with energy conservation and conversion.
The Department of Chemical Engineering offers a four-year (eight-semester) course which is sufficiently general to enable graduates to enter any of these fields. The aim of the first four semesters is to provide a necessary background in mathematics, physics and chemistry and such engineering subjects as electrical engineering, fluid mechanics, thermodynamics, materials science and chemical engineering.
The final four semesters of the course are taken almost entirely within the department; the course is designed around the core topics of mass, heat and momentum transfer, kinetics, thermodynamics, process control, environmental engineering and design.
Management studies are introduced and a greater emphasis is placed on synthesis and design culminating in each student completing a plant design project. Technical electives also form part of the final two semesters.
Practical work forms an essential part of all subjects administered by the department and considerable emphasis is placed on this aspect of the program. Students have the opportunity of using digital computers for the solution of course problems.
+ basic mathematics and science, and scientific method;
+ applied sciences, such as solid and fluid mechanics and properties of materials;
+ techniques of measurement and experimentation;
+ the engineering design process and the engineering approach to problem solution;
+ ethical standards and legal responsibilities;
+ the principles of management of human, material and financial resources for engineering purposes.
+ technical presentation, both oral and written;
+ team working, including team leadership;
+ logical and methodical evaluation;
+ computer applications;
+ time and resource management.
+ the community responsibility of an engineer and community consultation;
+ interaction with other engineers in professional societies;
+ environmental management for sustainable use of resources;
+ safety in the workplace;
+ continuing self-education.
The civil engineering course includes basic science, as a necessary foundation for engineering science, which in turn provides a foundation for the applied science and a background for the applied art of civil engineering. Thus, at level one, a major section of the course consists of the basic sciences of mathematics, physics and chemistry. Level-one studies also introduce some major interests of all five departments at the Clayton school, the civil engineering component concentrating on mechanics of structures. Computing is also introduced at this level because of its importance throughout the remainder of the course.
Level-two core subjects expand and extend the coverage of engineering science with studies in fluid mechanics, stress analysis, soil mechanics, materials science and further mathematics, while the applications to engineering are elucidated by the commencement of a stream of studies in civil engineering practice, studies in structural analysis and design and in surveying.
Level-three and four core subjects further extend the studies in engineering science but with an increasing emphasis on their integration with applied civil engineering. A wider range of water engineering, transport and geomechanics topics is added to the already strong and continuing structural component, together with more general but essential material in management and systems engineering.
The level-four electives concentrate on the practice of civil engineering as a preparation for professional employment. Design and project work require the synthesis of applied science and engineering judgment. A limited degree of specialisation is possible at this level by judicious choice of subjects. General broadening studies are introduced in levels three and four in the form of interfaculty electives and it is possible to total up to nineteen credit points in non-engineering studies. There is also a requirement of the Institution of Engineers, Australia, that students obtain relevant practical experience during the long vacations.
The overall aim of the course is to prepare a well-rounded professional poised for employment in any of a wide range of civil engineering occupations and eager for continuing education to remain abreast of latest developments in his or her discipline.
+ science and scientific method;
+ analysis, synthesis and design of engineering systems;
+ ethical standards and legal responsibilities;
+ principles of management of physical, human and financial resources associated with the practice of engineering and for the benefit of society.
+ physical laws;
+ properties of materials, electrical equipment and electronic components;
+ field and circuit laws;
+ applying mathematics to modelling physical and information systems;
+ electromechanical systems;
+ sensors and signal processing;
+ information transmission;
+ analog and digital electronics;
+ system identification and control;
+ analysis and design of computer systems hardware, software applications, communication networks and systems, energy transformation and utilisation systems.
+ write and speak competently;
+ relate to others, especially in working teams;
+ identify and solve problems efficiently;
+ reason and argue convincingly;
+ critically evaluate assumptions and arguments;
+ use time and resources efficiently and effectively;
+ perform independent research and analysis;
+ think creatively about approaches to problems;
+ continue to learn effectively throughout their careers;
+ cope with the information explosion.
+ use existing technology effectively;
+ develop new technology;
+ translate user requirements into a system specification;
+ formulate models of information, electronic, computer and energy systems;
+ evaluate the usability and performance of an engineering system in terms of economics, safety and impact on the environment.
+ critical evaluation of new knowledge and practice;
+ interpersonal relationships;
+ application of ethical codes of practice;
+ commitment to safe practice;
+ commitment to minimal adverse impact on the environment;
+ professional society participation;
+ attention to detail.
+ appreciation of the responsibilities of electrical and computer systems engineers to the industry, profession and community;
+ understanding the needs and expectations of the community and individuals within the community.
+ self-education and continuing education;
+ appreciation of self-limitations;
+ awareness of specialisation and research;
+ highest standards of personal performance.
Electrical and computer systems engineering, perhaps more than other branches of engineering, is a profound, diverse and complex profession, closely linked with the pure and the applied sciences, with an ever-increasing emphasis on scientific ability.
The title of the course reflects the increasing importance of computers in many branches of engineering and in society at large. Furthermore, employment prospects for engineers with computer expertise continue to grow.
The electrical and computer systems engineering course up to the end of the fourth semester is similar to the other courses at the Clayton school. The aim of the first four semesters of the course is to provide a fundamental training in the basic sciences of physics, mathematics and chemistry, and in electrical and computer systems engineering, applied mechanics and materials science or thermodynamics. The first of a sequence of three management subjects is taken in the third semester.
The lectures in the fifth and sixth semesters cover such basic subjects of electrical and computer systems engineering as circuit theory, electromagnetic theory, control systems, electronics, computer systems engineering and mathematics. Students must elect to join one of the three streams which have their own core and elective subjects. The three streams commencing at level three are (1) computer systems engineering (2) electrical and electronic systems engineering (3) telecommunications engineering. These streams carry into level four.
In the seventh and eighth semesters students must undertake level-four studies within the stream commenced at level three. Each student must complete a number of stream-dependent core subjects and is able to select further stream elective and free elective subjects. Each student must undertake a thesis project. The course structure acknowledges the breadth encompassed by electrical and computer systems and offers units covering a wide range of topics.
The selection of elective subjects should be made in consultation with staff of the department and must be approved by the head of the department.
Where possible thesis projects are related to the research work of the staff of the department, so that students learn how to work at the `frontiers of knowledge'. Under special circumstances an honours student may be invited to undertake an enhanced thesis project worth fifteen credit points in which case one stream elective subject or one free elective subject would then be waived.
Considerable emphasis throughout the course is placed on laboratory work in the well-equipped departmental laboratories.
+ the relevant sciences and scientific methods;
+ the structure of materials and the dependence of the structure on prior processes and treatment;
+ engineering properties of materials and their relationship to structure;
+ ethical standards and legal responsibilities.
+ advise on the analysis, use and development of engineering materials;
+ communicate and work effectively with others as part of an engineering team.
+ self education and continuing education;
+ critical evaluation of knowledge and practice;
+ relationships with co-workers
+ the application of ethical codes of practice.
In the future, materials will continue to play a dominant role in developments both in technology and in society itself. This arises because of the critical importance of energy on the one hand and the need to conserve materials on the other. The fact that most methods of producing energy economically are materials-limited will mean that increasing attention must be given to developing new materials with improved properties. So far as conservation is concerned, more emphasis must be given to materials selection, corrosion and protection, as well as to the expanding field of recycling of materials.
Materials engineering is concerned with the extraction, manufacture, fabrication, and economic utilisation of materials for use in a wide range of technologies. Materials engineering enhances traditional fields such as metallurgy, corrosion engineering, ceramic engineering, and polymer (plastics and rubber) technology. The work of the materials engineer follows on from that of the mining engineer and chemical engineer with respect to the utilisation of metals, ceramics, and polymers. Since materials are of basic importance in all other branches of engineering, materials engineers are required to collaborate with engineers in other disciplines. They may also be involved with chemists, physicists, and economists. Their general awareness of the broad spectrum of engineering often leads to managerial responsibilities.
A materials engineer may become involved in the investigation of the structure of a material by techniques such as electron microscopy or X-ray diffraction, the development and evaluation of new materials for new processes or applications, the investigation of methods for shaping and fabrication, or materials selection and evaluation of service performance. Trained materials engineers participate in all stages of development of a new product or process, from the original basic research in the laboratory, through the development, pilot plant or prototype stages to full-scale production. It is for this reason that the subject is equally attractive to both men and women.
Level one and some of the level-two subjects of the materials engineering course are common to all engineering students and seek to give the materials engineer the basic training in science and engineering necessary for further work in this subject. At level two (third and fourth semesters), students are also introduced to fundamental aspects of the structure of materials and its relationship to engineering properties. The course subjects in the fifth to eighth semesters involve materials science and materials engineering in which a wide treatment is given to the properties of metals, plastics, rubber and ceramics. Mathematics is taught during the first four semesters of the course. In the final two semesters, special attention is given to topics such as materials design and selection, optimisation of properties, mechanical behaviour including shaping and fabrication, and the performance of materials in service. Practical work forms an essential part of most subjects and a substantial research project in a field of materials (metals, plastics, rubber or ceramics) of their own choosing is carried out by students in their final two semesters.
+ the relevant sciences and scientific method as it pertains to mechanical engineering;
+ written and oral communication;
+ the principles of the management of physical, human and financial resources associated with the practice of engineering;
+ ethical standards and legal responsibilities;
+ the constraints on engineering practice posed by economic factors, safety considerations and impact on the environment.
+ written and oral communication;
+ interpersonal relations and the capacity to work in teams;
+ planning and organising resources efficiently and adapting to change;
+ integrating knowledge from different areas to synthesise a coherent approach to the solution of a problem;
+ innovative approaches to problem solving;
+ the use of mathematical and computer based methods to solve problems.
+ the design of dynamic systems and energy systems;
+ the concept of safe design and practice in the solution of problems;
+ the evaluation of the performance in terms of economics, safety and impact on the environment.
+ the highest standards of personal performance;
+ continuing education;
+ the critical evaluation of new knowledge and practice;
+ the responsibilities of mechanical engineers to the community, the engineering profession and allied industries;
+ minimising any adverse impact on the environment;
+ safe practice;
+ ethical codes of practice.
The undergraduate course is designed to provide a fundamental and broad training to allow a graduate to steer a course into any of these areas as they now exist or as they might develop in future. The course offers a sound training in engineering design and in the physical and engineering sciences. Comprehensive studies in engineering practices are provided in which the analytical tools are brought to bear in a synthesis which accounts satisfactorily for economic, organisational, managerial and human factors. A mentor program is available to selected students to work with companies on real mechanical design projects in hierarchical teams of postgraduate, fourth, third and second-year students in master-apprentice relationships. The use of computers in data reduction and in system modelling is studied. During the final year either a major experimental project or substantial participation with a design team actively engaged with practising engineers is arranged. The results are presented by thesis and orally.
The design of the course attempts also to acknowledge the interdisciplinary nature of modern engineering and to provide the graduate with a facility for expanding his or her own development into related fields. It provides a working knowledge of the elements of controls, stress systems, electronic instrumentation, microcomputers and managerial procedures.
The course can be completed in four years of full-time study or in up to eight years of part-time study. The first year of the course is essentially a common year in which the science subjects of the VCE are extended and the engineering subjects are introduced. The second year focuses more directly on subjects dealing with the practice of engineering and on the engineering sciences. While the course is identified at this stage as a mechanical engineering one there is still a good deal of overlap with the courses of the other branches of engineering.
During the third year the program allows for some choice in the subjects. Thus the students pursue a set of core subjects but are able to select from a number of streamed subjects. These streams, which permit some limited specialisation, are available in the areas of fluids, energy, solids, design, mechatronics, manufacturing systems as well as a general stream. The pattern continues into the final year of the course. At that stage there is also the opportunity to study a subject from another faculty as well as to carry out a small independent investigation in an area of interest to the student.
The course can be completed at pass or honours level and provides an excellent foundation for entry into the profession or for further study towards a higher degree. Graduates are eligible for admission to membership of the Institution of Engineers, Australia.
+ develop a substantial engineering base;
+ provide a global perspective on environmental issues;
+ integrate environment/development criteria into all levels;
+ develop understanding of the political, social, and economic factors in environmental management;
+ develop impact assessment skills;
+ develop and implement a sustainability and waste prevention ethic;
+ develop good communication skills; and
+ develop analytical/design skills in at least one major elective area.
The faculty sees the need to develop an environmental engineering graduate capable of dealing with broad-based environmental problems. Graduates would have a multidisciplinary approach to problem solving not possible from single-discipline engineering courses.
The course consists of 74 per cent core, 9 per cent streamed core and 17 per cent elective streams. Students must choose either one major elective stream or two minor elective streams. The course is multidisciplinary in nature with 65 per cent from engineering, 23 per cent from science, 4 per cent from arts, 2 per cent each from economics and law, and a further 4 per cent (which cannot be strictly distributed because of its elective nature) from the last three areas.
Level one represents a broad base of science, engineering, and environment subjects designed to give students the start of a multidisciplinary education. Level two increases the engineering content which is a mixture of basic engineering subjects and more environmentally directed subjects. Mathematics is continued. Environmental policy and communications are introduced; the latter will be used to help integrate the content gained from the other units. Level three introduces more focused environmental engineering subjects and the commencement of the elective streams. Level four has a number of interdisciplinary subjects designed to add necessary breadth to the basic engineering framework, and the elective streams are completed.
There is a quota on the number of places available. Entry to the course is through the Victorian Tertiary Admissions Centre using the course code Monash Environmental Engineering (28473 Clayton). An outline of the course structure and content is set out in the subject lists included after this section of the handbook.
+ science and scientific method;
+ analysis, synthesis and design of engineering and computing systems;
+ ethical standards and legal responsibilities;
+ principles of management of physical, human and financial resources associated with the practice of computing and engineering and for the benefit of society.
+ physical laws;
+ properties of electrical and computing equipment and electronic components
+ circuit laws;
+ applying mathematics to modelling physical and information systems;
+ sensors and signal processing;
+ computer languages, architectures and operating systems;
+ information coding and transfer;
+ digital electronics;
+ analysis and design of computer systems hardware, software and applications.
+ write and speak competently;
+ relate to others, especially in working teams;
+ identify and solve problems efficiently;
+ reason and argue convincingly;
+ critically evaluate assumptions and arguments;
+ use time and resources efficiently and effectively;
+ perform independent research and analysis;
+ think creatively about approaches to problems;
+ continue to learn effectively throughout their careers;
+ cope with the information explosion.
+ use existing technology effectively;
+ develop new technology;
+ translate user requirements into a system specification;
+ formulate models of information, electronic and computer systems;
+ evaluate the usability and performance of a computing and engineering system in terms of economics, safety and impact on the environment.
+ critical evaluation of new knowledge and practice;
+ interpersonal relationships;
+ application of ethical codes of practice;
+ commitment to safe practice;
+ commitment to minimal adverse impact on the environment;
+ professional society participation;
+ attention to detail.
+ appreciation of the responsibilities of computer scientists and electrical and computer systems engineers to the industry, profession and community;
+ understanding the needs and expectations of the community and individuals within the community.
+ self-education and continuing education;
+ appreciation of self-limitations;
+ awareness of specialisation and research;
+ highest standards of personal performance.
There is a quota on the number of places available. Entry to the course is through the Victorian Tertiary Admissions Centre (VTAC). An outline of the course structure and content is set out in the subject lists included after this section of the handbook.
In the first three years of study students are subject to Faculty of Science regulations and policies as regards examinations etc, except that students seeking eventually to qualify with a BE degree in electrical and computer systems engineering combined with a BSc degree majoring in mathematics or physics will be subject to the regulations of the Faculty of Engineering in their second year and the regulations of the Faculty of Science in their third year. The fourth and fifth years of the consecutive degree course are pursued entirely within and under the regulations of the Faculty of Engineering.
In the course structure for the BSc degree, restrictions have been imposed in terms of prescribed subjects to ensure that students pursue studies which suitably equip them for the subsequent years in engineering. Current programs permit a student to graduate with a BSc degree combined with a BE degree in chemical engineering, civil engineering, electrical and computer systems engineering, materials engineering or mechanical engineering.
In the chemical engineering stream, biochemistry, chemistry, materials science, computer science, mathematics, microbiology or physics may be taken as majors for the BSc degree. The consecutive degree with civil engineering provides for majors with mathematics, computer science and earth sciences to be carried out in the minimum time. There is opportunity to major in other fields, but these will require a longer period of study. Computer science, physiology and mathematics/physics are the BSc majors offered with the electrical and computer systems engineering stream. The materials engineering stream offers majors in chemical engineering science, chemistry, mathematics or physics, and the mechanical engineering stream offers majors in applied mathematics, computer science, mathematics, meteorology and oceanography, or physics.
The first two semesters of the course are largely common to all streams, the major differences being evident in the subjects taken by students intending to pursue the chemical engineering stream, and by students opting for a computer science major. Details of these are as follows:
+ civil, materials and mechanical engineering streams with a computer science major
CSC1011 and CSC1030, MAT1910 and MAT1920, PHS1011 and PHS1022 (or CHM1011 and CHM1022 for materials students), four of CHE1110, CIV1210, ECS1310 (not available for civil students), MEC1410, MTE1510
+ electrical and computer systems engineering stream with a computer science major
CSC1011 and CSC1030, MAT1910 and MAT1920, PHS1011 and PHS1022, and CHE1110, CIV1210, ECS1310, MTE1510
+ chemical engineering stream with a computer science major
CSC1011 and CSC1030, MAT1910 and MAT1920, CHM1011 and CHM1022, CHE1110, three of CHE1120, CIV1210, ECS1310, MEC1410, MTE1510
+ civil, electrical and computer systems, materials and mechanical engineering streams with any other major
CHM1011 and CHM1022 (or ESC1011 and ESC1022 for civil students), MAT1910 and MAT1920, PHS1011 and PHS1022, four of CHE1110, CIV1210 (not available for electrical and computer systems students), ECS1310 (not available for civil students), MEC1410, MTE1510 (not available for electrical and computer systems students), ECS1610
+ chemical engineering stream with any other major
CHM1011 and CHM1022, MAT1910 and MAT1920, PHS1011 and PHS1022, CHE1110, three of CHE1120, CIV1210, ECS1310, MEC1410, MTE1510, ECS1610
A full outline of the first three years of the BSc/BE may be found in the Faculty of Science handbook. An outline of the last two years may be found in the subject lists included after this section of the handbook.
The decision to take the double degree is normally made at the end of the second semester of study in either the Bachelor of Engineering course or the Bachelor of Commerce course, ie the first two semesters of the double degree program may be identical to the Bachelor of Engineering program. After that, students essentially complete all of the chemical engineering, civil engineering, electrical and computer systems engineering, materials engineering or mechanical engineering core subjects or equivalent, together with the subjects required for the commerce degree.
The double degree with commerce usually takes two semesters longer than the engineering degree. Advice on the double degree program may be obtained from the departments involved. The course structure is set out in the subject lists included after this section of the handbook.
The decision to take the double degree is normally made at the end of the second semester of study, ie the first two semesters of the double degree program may be identical to the Bachelor of Engineering program. After that, students essentially complete all of the core subjects or equivalent in their chosen engineering stream, together with the required law subjects. The course structure is set out in the subject lists included after this section of the handbook.
The BA/BE double degree program commences at level one and is of five years duration, if taken full-time. Entry to the course is through the Victorian Tertiary Admission Centre (VTAC). Applications to transfer to the double degree program from engineering students who have completed two (or more) semesters of study are considered on an individual basis. The course structure is set out in the subject lists included after this section of the handbook.
There is a common technological core for both the BE (four years) or the BTech(IndDesign) (three years) courses offered at Monash University, and the amalgamation of the common cores means that the five year double degree course still achieves the full objectives of both courses. Consequently, graduates will be able to synthesise advanced technology and consumer product design in the creation of new manufactured artifacts and will be able to facilitate co-operation in new product development teams by being sensitive to the different professional viewpoints of the team members.
The BE/BTech double degree program commences at level one and is of five years' durations, if taken full time. Entry to the course in through the Victorian Tertiary Admissions Centre (VTAC). The course operates on-campus at Clayton (Engineering) and Caulfield (Industrial Design), but the timetable for the program is arranged so that where possible students will spend whole semesters, or at least whole days, at one or the other campus. The course structure is set out in the subject lists included after this section of the handbook.