49116 Contaminated Site and Waste Remediation
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particular session, location and mode of offering is the authoritative source
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Subject handbook information prior to 2024 is available in the Archives.
Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade and marksRequisite(s): 120 credit points of completed study in spk(s): C10061 Bachelor of Engineering Diploma Engineering Practice OR 120 credit points of completed study in spk(s): C10066 Bachelor of Engineering Science OR 120 credit points of completed study in spk(s): C10067 Bachelor of Engineering OR 120 credit points of completed study in spk(s): C09067 Bachelor of Engineering (Honours) Diploma Professional Engineering Practice OR 120 credit points of completed study in spk(s): C09066 Bachelor of Engineering (Honours)
These requisites may not apply to students in certain courses. See access conditions.
Recommended studies:
An understanding of chemistry (high school or first year university) is strongly recommended
Description
There is an increasing need to identify, investigate and then remediate contaminated sites. Practitioners should be able to conceptualise these systems to predict contaminant distribution, fate, and transport, for site remediation. This can be technically challenging due to complex interactions between waste, rocks, water, and microbes along with uncertainties associated with defining these systems. Under the framework of ASTM 1527-21 (Stage I Environmental Site Assessment (ESA) and ASTM1903-19 (Stage II ESA) this subject provides an opportunity to undertake site investigation, GIS, and contaminant transport modeling to formulate site remediation (Stage III ESA) options on a complex hypothetical contaminated site. This enables students to gain experience in designing soil and groundwater investigations, use the results to model contaminant behaviour (ASTM D5447-04), and make remediation recommendations. An integral part of the subject is presenting these project outcomes in professionally relevant ways.
Subject learning objectives (SLOs)
Upon successful completion of this subject students should be able to:
| 1. | Identify stakeholders, key concepts, contaminants, subsurface site conditions, and uncertainties in site investigations in accordance with ASTM 1527-21. (B.1) |
|---|---|
| 2. | Apply contaminated site conceptual models including water/rock/waste interactions to site remediation projects in accordance with ASTM 1903-19. (C.1) |
| 3. | Develop and analyse predictive models for contaminant fate/ transport and/or site management plans (ASTM D447-04) (D.1) |
| 4. | Communicate to the hypothetical stakeholders via reports and an oral presentation, the outcomes, and recommendations for site remediation. (E.1) |
| 5. | Reflection of own and others' oral presentation performance to articulate strengths and areas for professional growth. (F.1) |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the development of the following Course Intended Learning Outcomes (CILOs):
- Socially Responsible: FEIT graduates identify, engage, and influence stakeholders, and apply expert judgment establishing and managing constraints, conflicts and uncertainties within a hazards and risk framework to define system requirements and interactivity. (B.1)
- Design Oriented: FEIT graduates apply problem solving, design thinking and decision-making methodologies in new contexts or to novel problems, to explore, test, analyse and synthesise complex ideas, theories or concepts. (C.1)
- Technically Proficient: FEIT graduates apply theoretical, conceptual, software and physical tools and advanced discipline knowledge to research, evaluate and predict future performance of systems characterised by complexity. (D.1)
- Collaborative and Communicative: FEIT graduates work as an effective member or leader of diverse teams, communicating effectively and operating autonomously within cross-disciplinary and cross-cultural contexts in the workplace. (E.1)
- Reflective: FEIT graduates critically self-review their own and others' performance with a high level of responsibility to improve and practice competently for the benefit of professional practice and society. (F.1)
Contribution to the development of graduate attributes
Engineers Australia Stage 1 Competencies
This subject contributes to the development of the following Engineers Australia Stage 1 Competencies:
- 1.3. In-depth understanding of specialist bodies of knowledge within the engineering discipline.
- 1.6. Understanding of the scope, principles, norms, accountabilities and bounds of sustainable engineering practice in the specific discipline.
- 2.1. Application of established engineering methods to complex engineering problem solving.
- 2.2. Fluent application of engineering techniques, tools and resources.
- 2.3. Application of systematic engineering synthesis and design processes.
- 2.4. Application of systematic approaches to the conduct and management of engineering projects.
- 3.2. Effective oral and written communication in professional and lay domains.
- 3.5. Orderly management of self, and professional conduct.
Teaching and learning strategies
The key teaching and learning strategy used in this subject is problem-oriented learning. The subject is designed to have students undertake progressively more complex design experiences leading to a major authentic design task. Students will adopt the role of a consultant in a company undertaking a contaminated site investigation or site management project. Key assessment tasks are linked to the artefacts generated during that design process and post design reflection. Students need to be independent learners, and apply a high standard of critical thinking and reflective practice to their learning.
Teaching activities will comprise online and face-to-face sessions which incorporate structured content delivery and activities. The in-class activities are structured to be primarily group-based problem solving activities which build technical and professional skills/knowledge.
Attendance at all sessions is strongly recommended as in-class activities contribute to learning through feedback, which is not available outside scheduled class times.
Learner Resource Material (LRM) will be provided through Canvas to help students with the necessary technical knowledge needed to undertake the required design tasks. The LRM will comprise text and multimedia resources. All of the LRM will be provided before the UTS orientation and preparation week.
Content (topics)
The content/knowledge/skills in this subject will include:
Technical knowledge
- Contaminated Site Investigation process
- Contaminant types, properties and behaviour
- Site conditions (geology, hydrogeology)
- Site investigation techniques (soil/groundwater drilling and sampling)
- Contaminant fate and transport processes
- Contaminated Site conceptual models
- Contaminant predictive modelling
- Risk management
- Risk communication
- Remediation technologies
Professional knowledge/skills
- Data handling
- Report analysis
- Using research knowledge
- Multimedia communication
Assessment
Assessment task 1: Knowledge quizzes
| Intent: | This task allows students to evaluate their understanding of both subject structure, technical knowledge and professional knowledge and skills. |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1, 2 and 3 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): B.1, C.1 and D.1 |
| Type: | Quiz/test |
| Groupwork: | Individual |
| Weight: | 20% |
| Length: | n/a |
Assessment task 2: Project proposal
| Intent: | To encourage students to structure the problem and allow feedback on their approach to ?problem-solving before undertaking the detailed work/calculations required for the full design report. |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1, 2, 3 and 4 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): B.1, C.1, D.1 and E.1 |
| Type: | Report |
| Groupwork: | Individual |
| Weight: | 25% |
| Length: | Typically the report varies from 10-20 pages however it the quality of the responses not the pages which are assessed. Please use provided exemplars and assessment weighting as a guide. |
| Criteria: | The assessment framework is based around the structural complexity of the approach used to analyse and solve the problem. This framework and examination of student exemplars will form an in-class activity. |
Assessment task 3: Project report
| Intent: | To produce a professional style written Design Report by building on the project proposal (Task 2) in order to give a full design experience. |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1, 2, 3 and 4 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): B.1, C.1, D.1 and E.1 |
| Type: | Report |
| Groupwork: | Individual |
| Weight: | 40% |
| Length: | Typically the report varies from 20-30 pages however it is the quality of the responses not the pages which are assessed. Please use provided exemplars and assessment weighting as a guide. |
| Criteria: | The assessment framework is based around the structural complexity of the approach used to analyse and solve the problem. This framework and examination of student exemplars will form an in-class activity. |
Assessment task 4: Project presentation
| Intent: | This task develops skills in effectively using multimedia to communicate. It complements the written outcomes delivered in Task 3. |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1, 2, 3, 4 and 5 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): B.1, C.1, D.1, E.1 and F.1 |
| Type: | Presentation |
| Groupwork: | Individual |
| Weight: | 15% |
| Length: | 5 minutes only |
Minimum requirements
In order to pass the subject, a student must achieve an overall mark of 50% or more.
Required texts
nil
Recommended texts
Appelo, C. and Postma, D. (2005) Geochemistry, Groundwater and Pollution. 2nd Edition, Balkema, Rotterdam.
http://dx.doi.org/10.1201/9781439833544
Fetter, C.W. (2001) Applied Hydrogeology. 4th Edition, Prentice-Hall. Pearson Education Limited, Upper Saddle River, 605 p.
Fetter, C.W. (2008) Contaminant Hydrogeology. 2nd Edition, Waveland Press Inc., Long Grove, 500 p
References
Learner Resource Material (LRM) will be provided through Canvas to help students with the necessary technical knowledge needed to undertake the required design tasks. Further details of suggested reading will be placed on Canvas.
Other resources
UTS Online - for announcement, assignment submissions and links to resources https://online.uts.edu.au/webapps/login