Engineering Tripos Part IIB, 4D15: Water management under climate change, 2025-26
Leader
Lecturer
Dr E Borgomeo
Timing and Structure
Lent term. 16 lectures ( Eight 2 hour sessions) + coursework. Assessment: 100% coursework.
Aims
The aims of the course are to:
- Recognise the unsustainable feature of current water engineering practice
- Understand the impacts of climate change on water resources, and approaches to adapt
- The ability to evaluate recent practices and developments in managing all aspects of the water cycle, with an emphasis on developing countries
Objectives
As specific objectives, by the end of the course students should be able to:
- Understand the limitations of conventional /traditional water supply and wastewater engineering systems in a sustainability context.
- Appreciate the key features of managing the water cycle in a sustainable manner and the need to meet a variety of resilience criteria.
- Recognise and critically assess the problems and solutions associated with managing water engineering projects in developing countries
- Be familiar with key aspects of water management in an international development context
- Recognise global issues in relation to the equitable management, distribution and disposal of water under growing environmental, social and political constraints.
Content
Leonardo Da Vinci remarked that ‘Water … is the cause of life or death, of increase or privation, nourishes at times and at others does the contrary …’. Today, water is at the centre of the sustainable development and climate action agendas. The most serious and high-profile impacts of climate change are being felt through water: floods, droughts, melting of ice and reduced snow cover, amongst others. Water is also a major sustainable development challenge: worldwide, 844 million people lack access to drinking water, and 2.3 billion do not have access to latrines or other basic sanitation facilities, mostly in low- and middle-income countries. High-income countries are also faced with water-related policy and engineering dilemmas. In the UK, the water sector is facing a major governance and investment crisis, and in the US, millions of people are drinking potentially unsafe tap water.
The module explores established and emerging practices for managing water under climate change. The module introduces key water issues around the world, including access to water supply and sanitation, flood and drought risk management, irrigation water service provision, and freshwater ecosystem degradation. Established and emerging engineering and policy practices for addressing these issues under climate change will be reviewed, including risk-based water resources planning, water allocation reform, and nature-based solutions. The interdependencies between water and other critical resources and sectors will be explored, with respect to greenhouse gas emissions, energy use, and food security. The module features discussions of present-day applications, with a focus on case studies from Africa, Asia, and Latin America and guest speakers from industry and policy.
Why Plan and Manage Water?
Climate change expresses itself through water. Nine out of ten ‘natural’ disasters are water-related. Water-related climate risks cascade through food, energy, urban and environmental systems. If we are to achieve climate and development goals, water must be at the core of adaptation strategies and development policy. This lecture describes some of the challenges and opportunities related to water, with examples from around the world. Problems of water management include too much, too little, too polluted, or too expensive water. The lecture also provides an overview of global progress towards Sustainable Development Goals 6 on ensuring availability and sustainable management of water and sanitation for all.
Approaches for Water Resources Planning and Management
Water resources planning and management activities are usually motivated by the realization that there are problems to solve and/or opportunities to obtain increased benefits by changing the management and use of water and related resources. This lecture presents water planning and management approaches, focusing on their technical, financial and economic, institutional and governance aspects. The different paradigms of water resources planning and management are discussed, including top-down planning, bottom-up planning, and Integrated Water Resources Management. The lecture evaluates the engineering paradigms and tools typically used to support planning and management and identifies the potential to update them in light of sustainable development and climate goals. The approaches and framework discussed in this lecture will serve the basis for the sub-sector deep-dives in the following lectures.
Are we going to run out of water?
Households, farms, factories, and ecosystems around the world are being forced to live with less water. Water crises are now amongst the top global risks, and many cities are already facing water shortages. This lecture unpacks the concept of water scarcity to explore its multiple dimensions and map its consequences at global and local levels. What are the main sources of water? And how do societies use it – and value it? Will we run out of water? Taking the world’s most water scarce region (Middle East and North Africa) as a case study, the lecture responds to these questions and evaluates alternative responses to water scarcity, with a focus on engineering options that manufacture new water through wastewater reuse and desalination.
Can clean energy help ease the water crisis?
How does the energy sector use water? What are the potential impacts of energy system transformation on water supplies? And how much energy does the water sector utilize? This lecture explores the ‘nexus’ between energy and water, examining both water for energy and energy for water, and presenting options for integrated energy and water systems planning. Taking the case study of a water utility in Brazil, the lecture discusses pathways to reduce energy consumption in the water sector.
Can we grow more food with less water?
Sustainable food production will not happen if water is not managed properly. Agriculture accounts for 70 percent of global freshwater withdrawals, and remains a major source of water pollution. Against this backdrop, engineers and policy-makers around the world often promote investments to grow more ‘crop per drop’, that is, more food with less water. This lecture explores the opportunities of growing more food with less water, and reveals some of the linkages between food and water policy that engineers need to be aware of when seeking to maximize efficiency in the water sector. Taking the case study of solar-power irrigation systems in India, the lecture discusses the complexities of integrated water-food-energy policy.
Working with nature: can ecosystems-based approaches help achieve water security?
Engineers around the world increasingly work with natural processes to reduce the impacts of floods and droughts, or to improve water quality. This lecture describes multiple types of nature-based solutions, and their benefits in terms of water-related outcomes and broader environmental outcomes. Taking the case study of natural flood management in the UK, the lecture discusses the approaches for working with nature to improve water security.
Sharing water, sharing problems?
As water scarcity increases around the world, the spectre of ‘water wars’ is often evoked by the media and by politicians. While water is indeed a source of tension between and within countries, it is very rarely a direct cause of war or conflict. This lecture reviews the complexities of managing water across boundaries and explores the evidence that helps dispel the myths of water wars. Two case studies from river basins in Africa showcase the potential for water engineering to contribute to cooperative transboundary water management.
Putting it all together: project planning for climate adaptation in the water sector
The course introduced some of the water-related challenges and opportunities encountered around the world, and the tools that are being used to address them. The final lecture combines messages from the previous lectures to draw some general lessons on good practices for climate adaptation in the water sector. The concepts of robustness and adaptive planning are introduced, and a framework for analysis and implementation of projects is evaluated with examples from projects from different parts of the world.
Coursework
| Coursework | Format |
Due date & marks |
|---|---|---|
|
Coursework 1: Policy Brief on access to drinking water supply and sanitation In this assignment, you will search for and handle water-related data and use this data to provide timely policy advice. The assignment gives you a chance to focus on perhaps one of the largest sustainable engineering challenges of our times not covered extensively in your degree: extending access to drinking water supply and sanitation. You will learn to use data to craft policy recommendations: this is an approach routinely used by development banks, governments, NGOs, and other interest groups to define priorities for policy support and investment pipelines. Data-driven analysis is also widely used to do advocacy, and you could end up using results from this assignment to write a blog raising awareness about gaps in access to drinking water supply and sanitation in a country/geography of interest to you. Learning objective:
|
Individual Report anonymously marked |
day during term, ex: Thu week 4 [20/60] |
|
Coursework 2: Water Strategy “When everything is a priority, nothing is a priority.” Countries around the world are increasingly grappling with the consequences of failing to manage their water. However, governments and policymakers are often pulled in many different directions and often don’t have the fiscal space to pursue all policies and investments all at once. Against this backdrop, the development of national water strategies is an important tool to help policymakers identify national priorities for the water sector, sequence their policies/investments, assign responsibilities, and define metrics to track progress. In this assignment, you will review the national water strategy of a country (Jordan, Kenya, Uzbekistan) and provide your expert opinion. Learning objective:
|
Individual Report anonymously marked |
Wed week 9 [40/60] |
Booklists
Loucks, D. P., & Van Beek, E. (2017). Water resource systems planning and management: An introduction to methods, models, and applications. Springer
World Bank. (2017). Beyond Scarcity: Water Security in the Middle East and North Africa. The World Bank.
Examination Guidelines
Please refer to Form & conduct of the examinations.
UK-SPEC
This syllabus contributes to the following areas of the UK-SPEC standard:
Toggle display of UK-SPEC areas.
GT1
Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.
IA1
Apply appropriate quantitative science and engineering tools to the analysis of problems.
IA2
Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.
KU1
Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.
KU2
Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.
S1
The ability to make general evaluations of commercial risks through some understanding of the basis of such risks.
S3
Understanding of the requirement for engineering activities to promote sustainable development.
S4
Awareness of the framework of relevant legal requirements governing engineering activities, including personnel, health, safety, and risk (including environmental risk) issues.
E1
Ability to use fundamental knowledge to investigate new and emerging technologies.
E2
Ability to extract data pertinent to an unfamiliar problem, and apply its solution using computer based engineering tools when appropriate.
E4
Understanding of and ability to apply a systems approach to engineering problems.
P1
A thorough understanding of current practice and its limitations and some appreciation of likely new developments.
P3
Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).
P6
Understanding of appropriate codes of practice and industry standards.
P7
Awareness of quality issues.
US1
A comprehensive understanding of the scientific principles of own specialisation and related disciplines.
Last modified: 06/06/2025 12:38
Engineering Tripos Part IIB, 4D15: Management of Resilient Water Systems, 2021-22
Leader
Lecturer
Prof R Fenner
Lab Leader
Prof R Fenner
Timing and Structure
Lent term. 16 lectures ( Eight 2 hour sessions) + coursework. Assessment: 100% coursework.
Aims
The aims of the course are to:
- Recognise the unsustanable feature of current water engineering practice
- Appreciate the key features of managing the water cycle in a sustainable manner and the need to meet a variety of resilience criteria.
- Be aware of recent practices and developments in managing all aspects of the water cycle in both developed and developing countries
Objectives
As specific objectives, by the end of the course students should be able to:
- Understand the limitations of conventional /traditional water supply and wastewater engineering systems in a sustainability context.
- Appreciate the key features of managing the water cycle in a sustainable manner and the need to meet a variety of resilience criteria.
- Recognise and critically assess the problems and solutions associated with managing water engineering projects.
- Be familiar with key aspects of drainage and wastewater management planning including the merits of Natural Flood Management (NFM) , Sustainable Drainage Systems (SuDS) and strategies for asset selection based on adaptation planning techniques.
- Be aware of the asset management of water infrastructure and how this is influenced by serviceability and levels of service criteria.
- Recognise global issues in relation to the equitable management, distribution and disposal of water under growing environmental, social and political constraints.
- Relect appropriate forms of water supply and sanitation for use in developing countries.
Content
The module will introduce and explore the delivery of water services for water supply, wastewater treatment and flood control, identifying unsustainable aspects of current practice and reviewing more resilient approaches. The changing paradigms of water management towards fully water sensitive cities will be explained to understand how water fits within a wider urban metabolism. The module will describe management strategies for water in both the urban environment and water in the rural environment, through adopting a flexible adaptation planning approach which avoids technical lock-in. The interdependencies between water and other critical resources will be identified with respect to energy use and recovery of nutrients; the carbon budgets associated with the water sector will be assessed. Current progress towards achieving Sustainable Development Goal 6 (Water) will be discussed and the key constraints of delivering essential water services in the developing world will be highlighted
Characteristics and components of water systems (overview)
Potable water treatment and supply. Wastewater collection and treatment. Urban drainage and flood control. Changing paradigms of water management . Unsustainable features of current water management. Water as a hazard and an opportunity
Sustainable water engineering and resilience frameworks
5 themes for sustainable water management ( less water consumed; local waste treatment and recycling, stormwater retained, climate resilient, minimum energy footprint). System properties and levels of service considerations. Engineering vs ecological resilience; technical vs management resilience. Avoiding technical lock-in to large infrastructure solutions. The Safe and SuRe approach; anti-fragile planning of water systems; (threat based, mitigation focussed top down water management vs consequence based, coping focussed bottom up management strategies)
Water quality issues and resource recovery
Water quality parameters and regulatory requirements; water quality prediction and control; simple river quality models. Engineered systems for resource recovery and re-use
Water in the urban system
Urban water metabolisms; integrated operation of water systems (e.g. rainwater harvesting) ; real time control. Pressure and leakage management in Water Distribution systems. Urban Drainage Systems- purpose, types and historical development. Rainfall and surface runoff. Urban Pollution Management of intermittent discharges at Combined Sewer Overflows. Principles of Urban Flood Risk Management. Source control of stormwater and Design of Sustainable Drainage Systems (SuDS Manual)
Flood Risk Management using Adaptation Planning and Adaptive pathways
Concepts of Adaptive Planning ( e.g. Thames barrier example). Methodological steps for developing adaptation pathways ( London Borough of Sutton Case Study) and appraisal of multiple benefits in Blue Green Cities. Evaluating Blue-Green infrastructure using the CIRIA B£St tool. Preparing Drainage and Wastewater Management Plans
Water in the rural system
Management of water resources, impacts of climate variability, catchment management. Principles of Natural Flood Management (NFM) and Integrated Catchment management (ICM); international experience and practice. Environmental benefits of land management, Upstream Thinking.
Role of water in water-energy-food/land nexus
Hydro-meteorological risks to critical infrastructure (including energy systems); water and energy interdependencies; groundwater implications of shale gas extraction; strategies for a low carbon water industry, UKWIR framework for carbon accounting; energy from water (micro hydro, thermal heat recovery, anaerobic digestion of biomass etc), water for energy in a low carbon energy future; issues around water and food security.
Water in the developing world
Progress towards Sustainable Development Goal 6; global level of access to water services. Water related diseases. Key features of Water Sanitation and Hygiene (WASH) programmes. Systems thinking in WASH. Small community water supply systems. Low cost wastewater treatment (waste stabilisation ponds). On and off site sanitation including dry sanitation.
Coursework
| Coursework | Format |
Due date & marks |
|---|---|---|
|
Coursework 1: Individual Research Report on a key water related topic An open ended investigation in further detail of one aspect of water engineering practice Learning objective:
|
Individual Report anonymously marked |
day during term, ex: Thu week 4 [30/60] |
|
Coursework 2: Resilience assessment of one aspect of water engineering practice A critique of one aspect of current water engineering practice (e.g supply, wastewater dispsoal, drainage, development) against resilience criteria and propose key areas for change Learning objective:
|
Individual Report anonymously marked |
Wed week 9 [30/60] |
Booklists
1. Ainger C., Fenner R.A. (2016) Sustainable Water ICE Publishing ISBN 978-0-7277-5773-9
2. Radhakrishnan M., Lowe R., Ashley R.M., Gersonius B., Arnbkerg-Nielsen K., Pathirana A., Zevenbergen C (2019) Flexible adaptation planning process for urban adaptation in Melbourne, Australia Proceedings of Institution of Civil Engineers – Engineering Sustainability Volume 172 Issue 7 September 2019 pp 393-403
3. Ashley R.M. Gersonius B., Horton B (2020) Managing flooding - From a problem to an opportunity . Royal Society Philosophical Transactions A Volume 378 Issue 2168 Paper 0214
4. David Butler, Sarah Ward, Chris Sweetapple, Maryam Astaraie-Imani, Kegong Diao,Raziyeh Farmani & Guangtao Fu (2016) Reliable, resilient and sustainable water management: the Safe & SuRe approach Global Challenges 2016 (John Wiley)
5. Kate Neely (ed) (2019) Systems thinking in WASH Practical Action Publishing ISBN-078-1-78853-026-2
6. Butler D., Digman C., Makropoulos C., Davies J.W. ( 2018) Urban Drainage 4th edition. CRC Press ISBN 978-1-4987-5058-5
Examination Guidelines
Please refer to Form & conduct of the examinations.
UK-SPEC
This syllabus contributes to the following areas of the UK-SPEC standard:
Toggle display of UK-SPEC areas.
GT1
Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.
IA1
Apply appropriate quantitative science and engineering tools to the analysis of problems.
IA2
Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.
KU1
Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.
KU2
Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.
S1
The ability to make general evaluations of commercial risks through some understanding of the basis of such risks.
S3
Understanding of the requirement for engineering activities to promote sustainable development.
S4
Awareness of the framework of relevant legal requirements governing engineering activities, including personnel, health, safety, and risk (including environmental risk) issues.
E1
Ability to use fundamental knowledge to investigate new and emerging technologies.
E2
Ability to extract data pertinent to an unfamiliar problem, and apply its solution using computer based engineering tools when appropriate.
E4
Understanding of and ability to apply a systems approach to engineering problems.
P1
A thorough understanding of current practice and its limitations and some appreciation of likely new developments.
P3
Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).
P6
Understanding of appropriate codes of practice and industry standards.
P7
Awareness of quality issues.
US1
A comprehensive understanding of the scientific principles of own specialisation and related disciplines.
Last modified: 20/05/2021 08:32
Engineering Tripos Part IIB, 4D14: Contaminated Land & Waste Containment, 2017-18
Module Leader
Lecturers
Prof A Al-Tabbaa and Prof G Madabhushi
Lab Leader
Prof A Al-Tabbaa
Timing and Structure
Michaelmas term. 14 lectures + 1 examples classes + 1 invited lecture + coursework. Assessment: 75% exam/25% coursework.
Aims
The aims of the course are to:
- provide an in-depth look at aspects of contaminated land and waste containment including sources of contamination, characterisation of waste, assessment, containment, remediation and sustainable regeneration.
Objectives
As specific objectives, by the end of the course students should be able to:
- develop an appreciation of current and future problems and legislations related to contaminated land and waste containment;
- develop good understand of contaminated land remediation options and selection decisions.
- develop an understanding of decision support tools for contaminated land management.
- identify potentially hazardous chemicals and sources of contamination.
- appreciate the crucial stages in dealing with and managing contaminated land.
- assess the risk of pollution hazards from buried wastes.
- appreciate the legal, technical and health constraints on the design of waste repositories.
- discuss the design of appropriate containment facilities.
Content
The module starts with an overview of contaminated land and waste containment and a review of contaminants in the ground and methods of groundwater analysis. This is followed by l ectures on disposal of waste in the ground to develop an understanding of the safe design of landfill sites for disposal of waste materials. Finally the module looks at contaminated land remendiation, management and aspects of sustainable regeneration
Introduction to contaminated land and waste containment (1L, Prof A Al-Tabbaa)
- Introduction and overview of contaminated land remediation and waste and its containment;
- Introduction to relevant legislation
Disposal of waste in the ground (5L, Prof G Madabhushi; 1 example class)
- Characterisation of waste materials;
- Estimation of landfill size, cost of waste disposal, Landfill Tax
- Design of barriers: grout curtain, slurry wall, geomembranes;
- Constructed facilities: design of landfill and hazardous waste repositories
Contaminants and analysis in soil and water (2L, Dr R J Lynch)
- Contamination in the environment, introduction of inorganic and organic contaminants, and their analysis;
- Demonstration of pollutant analysis in soils and water
Contaminated land remediation and regeneration (6L, Prof A Al-Tabbaa, 1L Guest Speaker)
- Land contamination and remediation, sources and solutions including case studies;
- Sustainable remediation of contaminated land;
- Decision support tools including cost-benefit analysis, life cycle assessment and multi-criteria analysis;
- Sustainable brownfield land management and regeneration
SITE VISIT
We may visit a landfill site near Cambridge in one of the afternoons.
Coursework
Cost-benefit analysis of remediation techniques at a contaminated site.
| Coursework | Format |
Due date & marks |
|---|---|---|
|
Qualitative appraisal for the remediation of a contaminated site The coursework will involve carrying a qualitative appraisal, using the Environment Agency 'Cost-benefit analysis for remediation of land contamination' document, comparing six remediation techniques on a real contaminated site. Extracts from the site investigation report will be provided and the site is to be redeveloped for industrial use. Learning objectives:
|
Individual Report anonymously marked |
by 4pm on Wednesday 21 March 2018 [15/60] |
|
|
|
|
Booklists
Please see the Booklist for Group D Courses for references for this module.
Examination Guidelines
Please refer to Form & conduct of the examinations.
UK-SPEC
This syllabus contributes to the following areas of the UK-SPEC standard:
Toggle display of UK-SPEC areas.
GT1
Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.
IA1
Apply appropriate quantitative science and engineering tools to the analysis of problems.
IA2
Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.
KU1
Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.
KU2
Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.
D1
Wide knowledge and comprehensive understanding of design processes and methodologies and the ability to apply and adapt them in unfamiliar situations.
D3
Identify and manage cost drivers.
D6
Manage the design process and evaluate outcomes.
S1
The ability to make general evaluations of commercial risks through some understanding of the basis of such risks.
S3
Understanding of the requirement for engineering activities to promote sustainable development.
S4
Awareness of the framework of relevant legal requirements governing engineering activities, including personnel, health, safety, and risk (including environmental risk) issues.
E1
Ability to use fundamental knowledge to investigate new and emerging technologies.
E2
Ability to extract data pertinent to an unfamiliar problem, and apply its solution using computer based engineering tools when appropriate.
E3
Ability to apply mathematical and computer based models for solving problems in engineering, and the ability to assess the limitations of particular cases.
P1
A thorough understanding of current practice and its limitations and some appreciation of likely new developments.
P3
Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).
US1
A comprehensive understanding of the scientific principles of own specialisation and related disciplines.
US4
An awareness of developing technologies related to own specialisation.
Last modified: 25/10/2017 11:12
Engineering Tripos Part IIB, 4D14: Contaminated Land & Waste Containment, 2018-19
Module Leader
Lecturers
Prof A Al-Tabbaa and Prof G Madabhushi
Lab Leader
Prof A Al-Tabbaa
Timing and Structure
Lent term. 14 lectures + 1 examples classes + 1 invited lecture + coursework. Assessment: 75% exam/25% coursework.
Aims
The aims of the course are to:
- provide an in-depth look at aspects of contaminated land and waste containment including sources of contamination, characterisation of waste, assessment, containment, remediation and sustainable regeneration.
Objectives
As specific objectives, by the end of the course students should be able to:
- develop an appreciation of current and future problems and legislations related to contaminated land and waste containment;
- develop good understand of contaminated land remediation options and selection decisions.
- develop an understanding of decision support tools for contaminated land management.
- identify potentially hazardous chemicals and sources of contamination.
- appreciate the crucial stages in dealing with and managing contaminated land.
- assess the risk of pollution hazards from buried wastes.
- appreciate the legal, technical and health constraints on the design of waste repositories.
- discuss the design of appropriate containment facilities.
Content
The module starts with an overview of contaminated land and waste containment and a review of contaminants in the ground and methods of groundwater analysis. This is followed by l ectures on disposal of waste in the ground to develop an understanding of the safe design of landfill sites for disposal of waste materials. Finally the module looks at contaminated land remendiation, management and aspects of sustainable regeneration
Introduction to contaminated land and waste containment (1L, Prof A Al-Tabbaa)
- Introduction and overview of contaminated land remediation and waste and its containment;
- Introduction to relevant legislation
Disposal of waste in the ground (5L, Prof G Madabhushi; 1 example class)
- Characterisation of waste materials;
- Estimation of landfill size, cost of waste disposal, Landfill Tax
- Design of barriers: grout curtain, slurry wall, geomembranes;
- Constructed facilities: design of landfill and hazardous waste repositories
Contaminants and analysis in soil and water (2L, Dr R J Lynch)
- Contamination in the environment, introduction of inorganic and organic contaminants, and their analysis;
- Demonstration of pollutant analysis in soils and water
Contaminated land remediation and regeneration (6L, Prof A Al-Tabbaa, 1L Guest Speaker)
- Land contamination and remediation, sources and solutions including case studies;
- Sustainable remediation of contaminated land;
- Decision support tools including cost-benefit analysis, life cycle assessment and multi-criteria analysis;
- Sustainable brownfield land management and regeneration
SITE VISIT
We may visit a landfill site near Cambridge in one of the afternoons.
Coursework
Cost-benefit analysis of remediation techniques at a contaminated site.
| Coursework | Format |
Due date & marks |
|---|---|---|
|
Qualitative appraisal for the remediation of a contaminated site The coursework will involve carrying a qualitative appraisal, using the Environment Agency 'Cost-benefit analysis for remediation of land contamination' document, comparing six remediation techniques on a real contaminated site. Extracts from the site investigation report will be provided and the site is to be redeveloped for industrial use. Learning objectives:
|
Individual Report anonymously marked |
by noon on Friday 22 March 2019 [15/60] |
|
|
|
|
Booklists
Please see the Booklist for Group D Courses for references for this module.
Examination Guidelines
Please refer to Form & conduct of the examinations.
UK-SPEC
This syllabus contributes to the following areas of the UK-SPEC standard:
Toggle display of UK-SPEC areas.
GT1
Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.
IA1
Apply appropriate quantitative science and engineering tools to the analysis of problems.
IA2
Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.
KU1
Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.
KU2
Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.
D1
Wide knowledge and comprehensive understanding of design processes and methodologies and the ability to apply and adapt them in unfamiliar situations.
D3
Identify and manage cost drivers.
D6
Manage the design process and evaluate outcomes.
S1
The ability to make general evaluations of commercial risks through some understanding of the basis of such risks.
S3
Understanding of the requirement for engineering activities to promote sustainable development.
S4
Awareness of the framework of relevant legal requirements governing engineering activities, including personnel, health, safety, and risk (including environmental risk) issues.
E1
Ability to use fundamental knowledge to investigate new and emerging technologies.
E2
Ability to extract data pertinent to an unfamiliar problem, and apply its solution using computer based engineering tools when appropriate.
E3
Ability to apply mathematical and computer based models for solving problems in engineering, and the ability to assess the limitations of particular cases.
P1
A thorough understanding of current practice and its limitations and some appreciation of likely new developments.
P3
Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).
US1
A comprehensive understanding of the scientific principles of own specialisation and related disciplines.
US4
An awareness of developing technologies related to own specialisation.
Last modified: 22/01/2019 09:44
Engineering Tripos Part IIB, 4D14: Contaminated Land & Waste Containment, 2019-20
Module Leader
Lecturers
Prof A Al-Tabbaa and Prof G Madabhushi
Lab Leader
Timing and Structure
Michaelmas term. 14 lectures + 1 examples classes + 1 invited lecture + coursework. Assessment: 75% exam/25% coursework.
Aims
The aims of the course are to:
- provide an in-depth look at aspects of contaminated land and waste containment including sources of contamination, characterisation of waste, assessment, containment, remediation and sustainable regeneration.
Objectives
As specific objectives, by the end of the course students should be able to:
- develop an appreciation of current and future problems and legislations related to contaminated land and waste containment;
- develop good understand of contaminated land remediation options and selection decisions.
- develop an understanding of decision support tools for contaminated land management.
- identify potentially hazardous chemicals and sources of contamination.
- appreciate the crucial stages in dealing with and managing contaminated land.
- assess the risk of pollution hazards from buried wastes.
- appreciate the legal, technical and health constraints on the design of waste repositories.
- discuss the design of appropriate containment facilities.
Content
The module starts with an overview of contaminated land and waste containment and a review of contaminants in the ground and methods of groundwater analysis. This is followed by l ectures on disposal of waste in the ground to develop an understanding of the safe design of landfill sites for disposal of waste materials. Finally the module looks at contaminated land remendiation, management and aspects of sustainable regeneration
Introduction to contaminated land and waste containment (1L, Prof A Al-Tabbaa)
- Introduction and overview of contaminated land remediation and waste and its containment;
- Introduction to relevant legislation
Disposal of waste in the ground (5L, Prof G Madabhushi; 1 example class)
- Characterisation of waste materials;
- Estimation of landfill size, cost of waste disposal, Landfill Tax
- Design of barriers: grout curtain, slurry wall, geomembranes;
- Constructed facilities: design of landfill and hazardous waste repositories
Contaminants and analysis in soil and water (2L, Dr R J Lynch)
- Contamination in the environment, introduction of inorganic and organic contaminants, and their analysis;
- Demonstration of pollutant analysis in soils and water
Contaminated land remediation and regeneration (6L, Prof A Al-Tabbaa, 1L Guest Speaker)
- Land contamination and remediation, sources and solutions including case studies;
- Sustainable remediation of contaminated land;
- Decision support tools including cost-benefit analysis, life cycle assessment and multi-criteria analysis;
- Sustainable brownfield land management and regeneration
Coursework
Cost-benefit analysis of remediation techniques at a contaminated site.
| Coursework | Format |
Due date & marks |
|---|---|---|
|
Qualitative appraisal for the remediation of a contaminated site The coursework will involve carrying a qualitative appraisal, using the Environment Agency 'Cost-benefit analysis for remediation of land contamination' document, comparing six remediation techniques on a real contaminated site. Extracts from the site investigation report will be provided and the site is to be redeveloped for industrial use. Learning objectives:
|
Individual Report anonymously marked |
by noon on Friday 6 December 2019 [15/60] |
|
|
|
|
Booklists
Please see the Booklist for Group D Courses for references for this module.
Examination Guidelines
Please refer to Form & conduct of the examinations.
UK-SPEC
This syllabus contributes to the following areas of the UK-SPEC standard:
Toggle display of UK-SPEC areas.
GT1
Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.
IA1
Apply appropriate quantitative science and engineering tools to the analysis of problems.
IA2
Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.
KU1
Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.
KU2
Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.
D1
Wide knowledge and comprehensive understanding of design processes and methodologies and the ability to apply and adapt them in unfamiliar situations.
D3
Identify and manage cost drivers.
D6
Manage the design process and evaluate outcomes.
S1
The ability to make general evaluations of commercial risks through some understanding of the basis of such risks.
S3
Understanding of the requirement for engineering activities to promote sustainable development.
S4
Awareness of the framework of relevant legal requirements governing engineering activities, including personnel, health, safety, and risk (including environmental risk) issues.
E1
Ability to use fundamental knowledge to investigate new and emerging technologies.
E2
Ability to extract data pertinent to an unfamiliar problem, and apply its solution using computer based engineering tools when appropriate.
E3
Ability to apply mathematical and computer based models for solving problems in engineering, and the ability to assess the limitations of particular cases.
P1
A thorough understanding of current practice and its limitations and some appreciation of likely new developments.
P3
Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).
US1
A comprehensive understanding of the scientific principles of own specialisation and related disciplines.
US4
An awareness of developing technologies related to own specialisation.
Last modified: 04/06/2019 09:05
Engineering Tripos Part IIB, 4D14: Contaminated Land & Waste Containment, 2020-21
Module Leader
Lecturers
Prof A Al-Tabbaa and Prof G Madabhushi
Lab Leader
Timing and Structure
Michaelmas term. 14 lectures + 1 examples classes + 1 invited lecture + coursework. Assessment: 75% exam/25% coursework.
Aims
The aims of the course are to:
- provide an in-depth look at aspects of contaminated land and waste containment including sources of contamination, characterisation of waste, assessment, containment, remediation and sustainable regeneration.
Objectives
As specific objectives, by the end of the course students should be able to:
- develop an appreciation of current and future problems and legislations related to contaminated land and waste containment;
- develop good understand of contaminated land remediation options and selection decisions.
- develop an understanding of decision support tools for contaminated land management.
- identify potentially hazardous chemicals and sources of contamination.
- appreciate the crucial stages in dealing with and managing contaminated land.
- assess the risk of pollution hazards from buried wastes.
- appreciate the legal, technical and health constraints on the design of waste repositories.
- discuss the design of appropriate containment facilities.
Content
The module starts with an overview of contaminated land and waste containment and a review of contaminants in the ground and methods of groundwater analysis. This is followed by l ectures on disposal of waste in the ground to develop an understanding of the safe design of landfill sites for disposal of waste materials. Finally the module looks at contaminated land remendiation, management and aspects of sustainable regeneration
Introduction to contaminated land and waste containment (1L, Prof A Al-Tabbaa)
- Introduction and overview of contaminated land remediation and waste and its containment;
- Introduction to relevant legislation
Disposal of waste in the ground (5L, Prof G Madabhushi; 1 example class)
- Characterisation of waste materials;
- Estimation of landfill size, cost of waste disposal, Landfill Tax
- Design of barriers: grout curtain, slurry wall, geomembranes;
- Constructed facilities: design of landfill and hazardous waste repositories
Contaminants and analysis in soil and water (2L, Dr R J Lynch)
- Contamination in the environment, introduction of inorganic and organic contaminants, and their analysis;
- Demonstration of pollutant analysis in soils and water
Contaminated land remediation and regeneration (6L, Prof A Al-Tabbaa, 1L Guest Speaker)
- Land contamination and remediation, sources and solutions including case studies;
- Sustainable remediation of contaminated land;
- Decision support tools including cost-benefit analysis, life cycle assessment and multi-criteria analysis;
- Sustainable brownfield land management and regeneration
Coursework
Cost-benefit analysis of remediation techniques at a contaminated site.
| Coursework | Format |
Due date & marks |
|---|---|---|
|
Qualitative appraisal for the remediation of a contaminated site The coursework will involve carrying a qualitative appraisal, using the Environment Agency 'Cost-benefit analysis for remediation of land contamination' document, comparing six remediation techniques on a real contaminated site. Extracts from the site investigation report will be provided and the site is to be redeveloped for industrial use. Learning objectives:
|
Individual Report anonymously marked |
by noon on Friday 11 December 2020 [15/60] |
|
|
|
|
Booklists
Please refer to the Booklist for Part IIB Courses for references to this module, this can be found on the associated Moodle course.
Examination Guidelines
Please refer to Form & conduct of the examinations.
UK-SPEC
This syllabus contributes to the following areas of the UK-SPEC standard:
Toggle display of UK-SPEC areas.
GT1
Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.
IA1
Apply appropriate quantitative science and engineering tools to the analysis of problems.
IA2
Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.
KU1
Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.
KU2
Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.
D1
Wide knowledge and comprehensive understanding of design processes and methodologies and the ability to apply and adapt them in unfamiliar situations.
D3
Identify and manage cost drivers.
D6
Manage the design process and evaluate outcomes.
S1
The ability to make general evaluations of commercial risks through some understanding of the basis of such risks.
S3
Understanding of the requirement for engineering activities to promote sustainable development.
S4
Awareness of the framework of relevant legal requirements governing engineering activities, including personnel, health, safety, and risk (including environmental risk) issues.
E1
Ability to use fundamental knowledge to investigate new and emerging technologies.
E2
Ability to extract data pertinent to an unfamiliar problem, and apply its solution using computer based engineering tools when appropriate.
E3
Ability to apply mathematical and computer based models for solving problems in engineering, and the ability to assess the limitations of particular cases.
P1
A thorough understanding of current practice and its limitations and some appreciation of likely new developments.
P3
Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).
US1
A comprehensive understanding of the scientific principles of own specialisation and related disciplines.
US4
An awareness of developing technologies related to own specialisation.
Last modified: 01/09/2020 10:34
Engineering Tripos Part IIB, 4D13: Architectural Engineering, 2023-24
Module Leader (Engineering)
Lecturer
Timing and Structure
Michaelmas term. 8 afternoons. Assessment: 100% coursework
Prerequisites
[3D3, 3D4, 3D8] useful
Aims
The aims of the course are to:
- Teach architects and engineers to work together to solve design problems at the intersection of their disciplines.
Objectives
As specific objectives, by the end of the course students should be able to:
- Operate and communicate effectively in multidisciplinary design teams of architects and engineers, and present solutions to and derive useful, actionable feedback from various stakeholders (e.g. client, peers and co-professionals, constructors)
- By reflecting on and through improved understanding of the collaborative design process, apply appropriate management strategies to design innovative efficient solutions to a client’s design brief
- Appreciate the principles of architectural engineering through investigation, critical appraisal and selection of appropriate structural systems, materials, and construction techniques relevant to architectural and engineering design , and assessing the e
- Demonstrate proficiency in specialized design subject matter which integrates with the team’s design solution, such as timber engineering, resource efficient design, designing for well-being, reciprocity of context and design.
Content
This module is run in conjunction with the Department of Architecture. CUED students who elect to do this module will work together one full afternoon per week with final year students from the Department of Architecture. The module involves an architectural engineering design exercise, with students working in mixed groups of architects and engineers.
The course focuses on integrating architecture and engineering to produce new designs. Developing an understanding of the challenges and opportunities presented by multidisciplinary teamwork is integral to the course.
Projects vary considerably from year to year. The Michaelmas 2019 project was to design a tall timber building over an underground station in London. This year’s project will be quite different.
The teaching format will be unconventional. Each afternoon will usually begin with a short talk by one of the lecturers or by an external speaker. For the remaining class time, students will work in groups on developing their design project(s) with regular ‘studio’ style consultation sessions with teaching staff and/or guest speakers to provide feedback on design development. Depending on the covid19 restrictions prevailing at the time of the course, some, or perhaps all, of this ‘class’ time may be virtual. This presents us with some new challenges, but we hope that in overcoming them we may also find some new opportunities. This year’s project has been carefully designed with these challenges in mind.
Towards the end of the course each group will make a presentation of its design to a review panel of architectural, structural, environmental experts.
Course Schedule
All classes will be 2.00-5.00pm on Thursdays.
Week 1: Thursday 8th October
- Course introduction
- Groups will be allocated and teams will be built
Weeks 2-5: Thursday 15th October – Thursday 5th November
- Talks on key skills or elements of the design process relevant to the project at hand.
- Group work and ‘studio’ time with teaching staff supporting project development.
Week 6: Thursday 12th November
- Presentations and design review
- Groups will present their designs to a panel of expert reviewers and receive feedback
Week 7-8: Thursday 19th November - Thursday 26th November
- Talks on key skills or elements of the design process relevant to the project at hand.
- Group work and ‘studio’ time with teaching staff to refine designs in response to reviewer feedback and progress to production of the final group design submission.
Coursework
All coursework submissions are to be uploaded to relevant folder on the course moodle page. Detailed instructions will be provided on the course moodle page. There will be no hardcopy submissions.
| Coursework | Format |
Due date & marks |
|---|---|---|
|
Group Presentation and Design Review Each group will present their design proposal though a prepared video of 3-4 minutes, then get feedback from the jury |
Group Presentation non-anonymously marked (Names of all students in the group should be clearly listed on the video) |
2 pm, 12/11/2020 Thu week 6 (20%) |
|
Group Design Submission Each group will submit a digital copy of their design, including fabrication drawings, and a short video (refinement of the previous) detailing the project and design process. |
Group Design Submission non-anonymously marked |
5 pm, 28/11/2020 (20%) |
|
Individual Report A short report developing and extending one or more aspects of the group design (40%). The report should also include a critical reflection on the collaborative, multi-disciplinary nature of the design process, and how, given your experience, you might improve the design process in the future (20%). |
Individual Report non-anonymously marked |
4 pm, 18/01/2021 (60%) This report is to be submitted individually by every student. |
Booklists
Please refer to the Booklist for Part IIB Courses for references to this module, this can be found on the associated Moodle course.
Examination Guidelines
Please refer to Form & conduct of the examinations.
UK-SPEC
This syllabus contributes to the following areas of the UK-SPEC standard:
Toggle display of UK-SPEC areas.
GT1
Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.
IA1
Apply appropriate quantitative science and engineering tools to the analysis of problems.
IA2
Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.
KU1
Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.
KU2
Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.
D1
Wide knowledge and comprehensive understanding of design processes and methodologies and the ability to apply and adapt them in unfamiliar situations.
D2
Understand customer and user needs and the importance of considerations such as aesthetics.
D4
Ability to generate an innovative design for products, systems, components or processes to fulfil new needs.
D5
Ensure fitness for purpose for all aspects of the problem including production, operation, maintenance and disposal.
D6
Manage the design process and evaluate outcomes.
S3
Understanding of the requirement for engineering activities to promote sustainable development.
S4
Awareness of the framework of relevant legal requirements governing engineering activities, including personnel, health, safety, and risk (including environmental risk) issues.
E1
Ability to use fundamental knowledge to investigate new and emerging technologies.
E2
Ability to extract data pertinent to an unfamiliar problem, and apply its solution using computer based engineering tools when appropriate.
E3
Ability to apply mathematical and computer based models for solving problems in engineering, and the ability to assess the limitations of particular cases.
E4
Understanding of and ability to apply a systems approach to engineering problems.
P1
A thorough understanding of current practice and its limitations and some appreciation of likely new developments.
P3
Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).
P4
Understanding use of technical literature and other information sources.
P6
Understanding of appropriate codes of practice and industry standards.
US1
A comprehensive understanding of the scientific principles of own specialisation and related disciplines.
US3
An understanding of concepts from a range of areas including some outside engineering, and the ability to apply them effectively in engineering projects.
US4
An awareness of developing technologies related to own specialisation.
Last modified: 30/05/2023 15:29
Engineering Tripos Part IIB, 4D13: Architectural Engineering, 2018-19
Module Leader (Engineering)
Module Leader (Architecture)
Lecturers
F A McRobie, S Smith, S. Fitzgerald
Timing and Structure
Michaelmas term. 8 afternoons. Assessment: 100% coursework
Prerequisites
[3D3, 3D4, 3D8] useful
Objectives
As specific objectives, by the end of the course students should be able to:
- have some appreciation of the principles of architectural engineering, with a strong focus on environmental and structural aspects.
- be aware of the various functional requirements of building services and building envelopes, and of how they can be met by combinations of materials and proper construction techniques.
- be aware of current digital and computational techniques used in design analysis.
- design using timber
Content
This module is run in conjunction with the Department of Architecture. CUED students who elect to do this module will work together one full afternoon per week with final year students from the Department of Architecture. The module involves an architectural engineering design exercise, with students working in mixed groups of architects and engineers.
The course focuses on energy-efficient building designs. It also considers structural design -- specifically timber.
Mich 2017 exercise was on designing tall timber buildings. Projects vary from year to year.
The teaching format will be unconventional. Each afternoon will probably begin with a talk by one of the lecturers or by an external speaker. For the remaining class time, students will work (in groups) on developing environmental, structural and other strategies for their design project.
On week 6 of the course, each group will make a presentation of its design (including a physical model) to an assembled group of architectural, structural, environmental experts. Weeks 7-8 will be devoted to developing detailed design of parts of the project, with students working on their individual reports.
Course Schedule
All classes will be in LR3, Inglis Building, Engineering Dept., 2.00-5.00pm Thursdays.
1. Thursday 4th October
Course Introduction
- Lecture 1: Supertall Timber (Michael Ramage)
- Teams will be formed and the following Project Tasks distributed:
A: Precedent timber construction materials
B: Precedent Tall Buildings
C: Exemplary Tall Timber buildings
D: Exemplary timber building (not necessarily tall)
E: Fire Safety in tall buildings
F: Ventilation of tall buildings
G: Energy efficiency and sustainability of tall buildings
H: Façade Design of Tall Buildings
J: Daylighting and solar control of tall buildings
K: Site: analysis of climate data of London
L: Site: Digital 3D Model of the Site & Urban Context
M: PassiveHaus and other Energy Efficiency Standards
N: Site: Solar & daylighting Analysis
N: Site: Local Air Movement Analysis
O: Urban Design Analysis of the Site
Teams will upload their documentation by 2 pm, 11th October onto Moodle.
2. Thursday 11th October
- Lecture 2: Timber Engineering (Ed Moseley, Director of Adams Kara Taylor AKT II )
- Group work
Project Tasks Due (5% mark)
3. Thursday 18th October
- Lecture 3: Passive house principles in tall buildings (Ivan Jovanovich, Associate Director of Atelier Ten)
- Group work
4. Thursday 25th October
- Lecture 4: Urban design lecture (Kevin Flanagan, PLP Architecture)
- Group work
5. Thursday 1stth November
- Lecture 5: Daylighting & Energy Efficiency (Ruchi Choudhary)
- Group Work
6. Thursday 8nd November
- Design Review (20% mark) Critics: Ron Baker, Kevin Flanagan, Ed Moseley, Simon Smith, Shaun Fitzgerald, Michael Ramage, Ruchi Choudhary, Allan McRobie, Meredith Davey
7. Thursday 15th November
- Workshop 1: Ventilation Design of tall buildings (Prof. Shaun FitzGerald, Royal Academy of Engineering Visiting Professor)
8. Thursday 22rd November
- Workshop 2: Structural Detailing of Timber Buildings (Simon Smith, Smith & Wallworks)
Coursework
Coursework:
- 5% for week 1 group exercise
- 20% for the group presentation of the design and the model on week 6
- 15% for technical manual on 26/11/2018
- 60% for an individually authored report on developing an aspect of the design and analysis, to be submitted digitally on Moodle by each student by 4.00pm on the first day of the Lent Term.
|
Task |
Due Date |
|
|
Wiki Site (5% mark) |
Each team will upload assigned task to the moodle site. Marks will be based on quality and clarity of documentation. |
2 pm, 11/10/2018 |
|
Design Review (20% mark) |
Each group will orally present their design proposal, with 2 posters (A1 size) and a model of their building. Teams are allowed to use additional models and/or visual materials to present their design.
Designs will be judged on creativity and feasibility of the proposal. |
2 pm, 08/11/2018
Also upload posters as *pdfs on moodle
Names of all students in the group should be clearly listed on the posters uploaded onto moodle. |
|
Technical Manual (15% mark) |
Each group will submit a report of 4 A4 size pages describing technical elements of their design (eg. structural design, daylighting strategy, ventilation, and energy efficiency). Think of this as a “development proposal brochure” – it has to cover the necessary ground both briefly and in sufficient detail. |
5 pm, 26/11/2018
To be uploaded as *pdf on moodle |
|
Individual Report (60% mark) |
A report of 4 A4 size pages showing detailed analysis and outcomes of one selected element of the design. For the selected element of design, the report should clearly explain all relevant assumptions, numerical results, technical figures, with appropriate references. The 4 page report should be complete in itself, and any additional material in the appendices should be strictly supplementary and will not be marked.
Secondary but relevant material may be included in the appendices.
Think of this as the detail to accompany the previous “brochure” – if you put all of your group’s reports together, you’d have a complete narrative to describe your proposal in detail.
|
4 pm, 15/01/2019
This report is to be submitted individually by every student and not as group work, both on paper and moodle.
Architects should submit work to the Faculty Office, Engineers should submit to the Ms. Karen Mitchell, Mezzanine floor of the Inglis Building. Marking is not anonymous, so all students must write their name on the reports. |
Booklists
Please see the Booklist for Group D Courses for references for this module.
Examination Guidelines
Please refer to Form & conduct of the examinations.
UK-SPEC
This syllabus contributes to the following areas of the UK-SPEC standard:
Toggle display of UK-SPEC areas.
GT1
Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.
IA1
Apply appropriate quantitative science and engineering tools to the analysis of problems.
IA2
Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.
KU1
Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.
KU2
Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.
D1
Wide knowledge and comprehensive understanding of design processes and methodologies and the ability to apply and adapt them in unfamiliar situations.
D2
Understand customer and user needs and the importance of considerations such as aesthetics.
D4
Ability to generate an innovative design for products, systems, components or processes to fulfil new needs.
D5
Ensure fitness for purpose for all aspects of the problem including production, operation, maintenance and disposal.
D6
Manage the design process and evaluate outcomes.
S3
Understanding of the requirement for engineering activities to promote sustainable development.
S4
Awareness of the framework of relevant legal requirements governing engineering activities, including personnel, health, safety, and risk (including environmental risk) issues.
E1
Ability to use fundamental knowledge to investigate new and emerging technologies.
E2
Ability to extract data pertinent to an unfamiliar problem, and apply its solution using computer based engineering tools when appropriate.
E3
Ability to apply mathematical and computer based models for solving problems in engineering, and the ability to assess the limitations of particular cases.
E4
Understanding of and ability to apply a systems approach to engineering problems.
P1
A thorough understanding of current practice and its limitations and some appreciation of likely new developments.
P3
Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).
P4
Understanding use of technical literature and other information sources.
P6
Understanding of appropriate codes of practice and industry standards.
US1
A comprehensive understanding of the scientific principles of own specialisation and related disciplines.
US3
An understanding of concepts from a range of areas including some outside engineering, and the ability to apply them effectively in engineering projects.
US4
An awareness of developing technologies related to own specialisation.
Last modified: 03/10/2018 12:21
Engineering Tripos Part IIB, 4D13: Architectural Engineering, 2022-23
Module Leader (Engineering)
Module Leader (Architecture)
Lecturer
Dr R Foster, Dr M Ramage, Dr D Shah
Timing and Structure
Michaelmas term. 8 afternoons. Assessment: 100% coursework
Prerequisites
[3D3, 3D4, 3D8] useful
Aims
The aims of the course are to:
- Teach architects and engineers to work together to solve design problems at the intersection of their disciplines.
Objectives
As specific objectives, by the end of the course students should be able to:
- Operate and communicate effectively in multidisciplinary design teams of architects and engineers, and present solutions to and derive useful, actionable feedback from various stakeholders (e.g. client, peers and co-professionals, constructors)
- By reflecting on and through improved understanding of the collaborative design process, apply appropriate management strategies to design innovative efficient solutions to a client’s design brief
- Appreciate the principles of architectural engineering through investigation, critical appraisal and selection of appropriate structural systems, materials, and construction techniques relevant to architectural and engineering design , and assessing the e
- Demonstrate proficiency in specialized design subject matter which integrates with the team’s design solution, such as timber engineering, resource efficient design, designing for well-being, reciprocity of context and design.
Content
This module is run in conjunction with the Department of Architecture. CUED students who elect to do this module will work together one full afternoon per week with final year students from the Department of Architecture. The module involves an architectural engineering design exercise, with students working in mixed groups of architects and engineers.
The course focuses on integrating architecture and engineering to produce new designs. Developing an understanding of the challenges and opportunities presented by multidisciplinary teamwork is integral to the course.
Projects vary considerably from year to year. The Michaelmas 2019 project was to design a tall timber building over an underground station in London. This year’s project will be quite different.
The teaching format will be unconventional. Each afternoon will usually begin with a short talk by one of the lecturers or by an external speaker. For the remaining class time, students will work in groups on developing their design project(s) with regular ‘studio’ style consultation sessions with teaching staff and/or guest speakers to provide feedback on design development. Depending on the covid19 restrictions prevailing at the time of the course, some, or perhaps all, of this ‘class’ time may be virtual. This presents us with some new challenges, but we hope that in overcoming them we may also find some new opportunities. This year’s project has been carefully designed with these challenges in mind.
Towards the end of the course each group will make a presentation of its design to a review panel of architectural, structural, environmental experts.
Course Schedule
All classes will be 2.00-5.00pm on Thursdays.
Week 1: Thursday 8th October
- Course introduction
- Groups will be allocated and teams will be built
Weeks 2-5: Thursday 15th October – Thursday 5th November
- Talks on key skills or elements of the design process relevant to the project at hand.
- Group work and ‘studio’ time with teaching staff supporting project development.
Week 6: Thursday 12th November
- Presentations and design review
- Groups will present their designs to a panel of expert reviewers and receive feedback
Week 7-8: Thursday 19th November - Thursday 26th November
- Talks on key skills or elements of the design process relevant to the project at hand.
- Group work and ‘studio’ time with teaching staff to refine designs in response to reviewer feedback and progress to production of the final group design submission.
Coursework
All coursework submissions are to be uploaded to relevant folder on the course moodle page. Detailed instructions will be provided on the course moodle page. There will be no hardcopy submissions.
| Coursework | Format |
Due date & marks |
|---|---|---|
|
Group Presentation and Design Review Each group will present their design proposal though a prepared video of 3-4 minutes, then get feedback from the jury |
Group Presentation non-anonymously marked (Names of all students in the group should be clearly listed on the video) |
2 pm, 12/11/2020 Thu week 6 (20%) |
|
Group Design Submission Each group will submit a digital copy of their design, including fabrication drawings, and a short video (refinement of the previous) detailing the project and design process. |
Group Design Submission non-anonymously marked |
5 pm, 28/11/2020 (20%) |
|
Individual Report A short report developing and extending one or more aspects of the group design (40%). The report should also include a critical reflection on the collaborative, multi-disciplinary nature of the design process, and how, given your experience, you might improve the design process in the future (20%). |
Individual Report non-anonymously marked |
4 pm, 18/01/2021 (60%) This report is to be submitted individually by every student. |
Booklists
Please refer to the Booklist for Part IIB Courses for references to this module, this can be found on the associated Moodle course.
Examination Guidelines
Please refer to Form & conduct of the examinations.
UK-SPEC
This syllabus contributes to the following areas of the UK-SPEC standard:
Toggle display of UK-SPEC areas.
GT1
Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.
IA1
Apply appropriate quantitative science and engineering tools to the analysis of problems.
IA2
Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.
KU1
Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.
KU2
Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.
D1
Wide knowledge and comprehensive understanding of design processes and methodologies and the ability to apply and adapt them in unfamiliar situations.
D2
Understand customer and user needs and the importance of considerations such as aesthetics.
D4
Ability to generate an innovative design for products, systems, components or processes to fulfil new needs.
D5
Ensure fitness for purpose for all aspects of the problem including production, operation, maintenance and disposal.
D6
Manage the design process and evaluate outcomes.
S3
Understanding of the requirement for engineering activities to promote sustainable development.
S4
Awareness of the framework of relevant legal requirements governing engineering activities, including personnel, health, safety, and risk (including environmental risk) issues.
E1
Ability to use fundamental knowledge to investigate new and emerging technologies.
E2
Ability to extract data pertinent to an unfamiliar problem, and apply its solution using computer based engineering tools when appropriate.
E3
Ability to apply mathematical and computer based models for solving problems in engineering, and the ability to assess the limitations of particular cases.
E4
Understanding of and ability to apply a systems approach to engineering problems.
P1
A thorough understanding of current practice and its limitations and some appreciation of likely new developments.
P3
Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).
P4
Understanding use of technical literature and other information sources.
P6
Understanding of appropriate codes of practice and industry standards.
US1
A comprehensive understanding of the scientific principles of own specialisation and related disciplines.
US3
An understanding of concepts from a range of areas including some outside engineering, and the ability to apply them effectively in engineering projects.
US4
An awareness of developing technologies related to own specialisation.
Last modified: 29/07/2022 08:48
Engineering Tripos Part IIB, 4D13: Architectural Engineering, 2019-20
Module Leader (Engineering)
Module Leader (Architecture)
Lecturers
Dr S Smith, Dr D Shah, Dr R Foster, Dr M Ramage
Lab Leader
Timing and Structure
Michaelmas term. 8 afternoons. Assessment: 100% coursework
Prerequisites
[3D3, 3D4, 3D8] useful
Objectives
As specific objectives, by the end of the course students should be able to:
- Operate and communicate effectively in multidisciplinary design teams of architects and engineers, and present solutions to and derive useful, actionable feedback from various stakeholders (e.g. client, peers and co-professionals, constructors)
- By reflecting on and through improved understanding of the collaborative design process, apply appropriate management strategies to design innovative efficient buildings to a client’s design brief
- Appreciate the principles of architectural engineering through investigation, critical appraisal and selection of appropriate structural systems, materials, and construction techniques relevant to architectural and engineering design
- Understand and assess the environmental impact of design choices
- Demonstrate proficiency in specialized design subject matter which integrates with the team’s design solution, such as timber engineering, resource efficient design, designing for well-being, reciprocity of urban context and building design.
Content
This module is run in conjunction with the Department of Architecture. CUED students who elect to do this module will work together one full afternoon per week with final year students from the Department of Architecture. The module involves an architectural engineering design exercise, with students working in mixed groups of architects and engineers.
The course focuses on integrating architecture and engineering to produce new building designs. Developing an understanding of the challenges and opportunities presented by multidisciplinary teamwork is integral to the course.
Projects vary from year to year. The Michaelmas 2018 project was to design a tall timber building in London.
The teaching format will be unconventional. Each afternoon will probably begin with a short talk by one of the lecturers or by an external speaker. For the remaining class time, students will work (in groups) on developing environmental, structural and other strategies for their design project.
On week 6 of the course, each group will make a presentation of its design ( including a physical model) to an assembled group of architectural, structural, environmental experts. Weeks 7-8 will provide an opportunity to incorporate the feedback from week 6 into the overall design and to develop aspects of the design in further detail.
Course Schedule
All classes will be in LR3, Inglis Building, Engineering Dept., 2.00-5.00pm Thursdays.
1. Thursday 10th October
Course Introduction
- Talk 1: Supertall Timber (Michael Ramage)
- Groups will be allocated
- Teams will be built
2. Thursday 17th October
- Talk 2: Engineering
- Group work
3. Thursday 24th October
- Talk 3: Client
- Group work
4. Thursday 31st October
- Talk 4: Architecture
- Group work
5. Thursday 07th November
- Talk 5: Fire safety
- Group Work
6. Thursday14th November
- Design Review (25% mark) Critics from a range of disciplines and backgrounds
7. Thursday 21st November
- Talk 6: Impacts
8. Thursday 28th November
- Feedforward session
- Group work
Coursework
Coursework:
- 25% for the group presentation of the design and the model on week 6
- 15% for technical manual on 02/12/2019
- 60% for an individually authored report on developing an aspect of the design and analysis, to be submitted digitally on Moodle by each student by 4.00pm on the first day of the Lent Term.
|
Task |
Due Date |
|
|
Design Review (25% mark) |
Each group will orally present their design proposal, with 2 posters (A1 size) and a model of their building. Teams are allowed to use additional models and/or visual materials to present their design. Designs will be judged on presentation, integration, creativity and feasibility of the proposal. |
2 pm, 14/11/2019
Also upload posters as *pdfs on moodle
Names of all students in the group should be clearly listed on the posters uploaded onto moodle. |
|
Technical Manual (15% mark) |
Each group will submit a report of 4 A4 size pages describing technical elements of their building design. Think of this as a “development proposal brochure” – it has to cover the necessary ground both briefly and in sufficient detail. The technical manual will be judgesd on presentation, design rationale, technical content and creativity. |
5 pm, 02/12/2019
To be uploaded as *pdf on moodle |
|
Individual Report (60% mark) |
A report of 4-6 A4 size pages showing detailed analysis and outcomes of one selected element of the design. For the selected element of design, the report should clearly explain all relevant assumptions, numerical results, technical figures, with appropriate references. The report should include critical reflection on the experience of project work in a team. The individual report will be assessed on presentation, design rational and analytical content, integration with overall group design, and critical reflection on the design process. The 4-6 page report should be complete in itself. Secondary but relevant material may be included in the appendices but will be considered to be strictly supplementary and will not be marked. Think of this report as the detail to accompany the previous “brochure” – if you put all of your group’s reports together, you’d have a complete narrative to describe your proposal in detail. |
4 pm, 16/01/2020 This report is to be submitted individually by every student and not as group work, both on paper and moodle. Architects should submit work to the Faculty Office. Marking is not anonymous, so all students must write their name and CRSID on the reports. |
Booklists
Please see the Booklist for Group D Courses for references for this module.
Examination Guidelines
Please refer to Form & conduct of the examinations.
UK-SPEC
This syllabus contributes to the following areas of the UK-SPEC standard:
Toggle display of UK-SPEC areas.
GT1
Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.
IA1
Apply appropriate quantitative science and engineering tools to the analysis of problems.
IA2
Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.
KU1
Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.
KU2
Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.
D1
Wide knowledge and comprehensive understanding of design processes and methodologies and the ability to apply and adapt them in unfamiliar situations.
D2
Understand customer and user needs and the importance of considerations such as aesthetics.
D4
Ability to generate an innovative design for products, systems, components or processes to fulfil new needs.
D5
Ensure fitness for purpose for all aspects of the problem including production, operation, maintenance and disposal.
D6
Manage the design process and evaluate outcomes.
S3
Understanding of the requirement for engineering activities to promote sustainable development.
S4
Awareness of the framework of relevant legal requirements governing engineering activities, including personnel, health, safety, and risk (including environmental risk) issues.
E1
Ability to use fundamental knowledge to investigate new and emerging technologies.
E2
Ability to extract data pertinent to an unfamiliar problem, and apply its solution using computer based engineering tools when appropriate.
E3
Ability to apply mathematical and computer based models for solving problems in engineering, and the ability to assess the limitations of particular cases.
E4
Understanding of and ability to apply a systems approach to engineering problems.
P1
A thorough understanding of current practice and its limitations and some appreciation of likely new developments.
P3
Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).
P4
Understanding use of technical literature and other information sources.
P6
Understanding of appropriate codes of practice and industry standards.
US1
A comprehensive understanding of the scientific principles of own specialisation and related disciplines.
US3
An understanding of concepts from a range of areas including some outside engineering, and the ability to apply them effectively in engineering projects.
US4
An awareness of developing technologies related to own specialisation.
Last modified: 23/09/2019 15:49
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