DPD - (2015-16)

THE HONG KONG POLYTECHNIC UNIVERSITY
DEPARTMENT OF CIVIL & ENVIRONMENTAL ENGINEERING
BEng(Hons) in Civil Engineering
CONTENTS Page
1. Introduction 1
2. General Programme Information 1

2.1 Academic Award 1
2.2 Professional Accreditation 2
2.3 Attendance mode 2
2.4 Medium of Instruction 2
3. Aim and Outcomes of the Programme 2

3.1 Objectives 2
3.2 Aims 2
3.3 Outcomes 2
4. Entrance Requirements 4
4.1 For Year 1 4
4.2 For Senior Year Places 5
5. Programme Contents, Subject Registration and Student Exchange 5

5.1 General University Requirement (GUR) 5
5.1.1 Language and Communication Requirement (LCR) 5
5.1.2 Cluster Area Requirement (CAR) 5
5.1.3 Leadership and Intra-personal Development 6
5.1.4 Service Learning 6
5.1.5 Freshman Seminar 7
5.1.6 Healthy Lifestyle 7
5.2 Discipline Specific Requirements (DSR) 7
5.2.1 Core Studies 8
5.2.2 Design Project 9
5.2.3 Individual Project 9
5.2.4 Industrial Centre Training 9
5.2.5 Work-Integrated Education 9
5.2.6 Stream of Structural Engineering 10
5.3 Minor Programmes 11
5.4 Subject Registration 11
5.5 Student Exchange 11
5.6 Study Load 12
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CONTENTS Page
5.7 Summary of Study Credits of GUR and DSR and Training Credits 13
5.8 Programme Curriculum 13
5.8.1 Coding System 20
5.8.2 Pre-requisites and Exclusions 20
5.9 Senior Year Curriculum Framework 20
5.10 Credit Transfer 23
6. Teaching and Learning Methods 24
7. Assessment, Progression and Awards 25

7.1 Assessment of Subjects 25
7.2 Progression 26
7.3 Retaking of Subjects 27
7.4 Absence from an Assessment Components 27
7.5 Regulations for Awards 28
7.6 Award Classification 28
7.7 Pass-without-Honours 29
7.8 Aegrotat Award 29
7.9 Student Appeals 30
8. Programme Management 30
8.1 Departmental Programme Committee 31
8.2 Programme Leaders 31
8.3 Programme Executive Group 31
8.4 Student-Staff Consultative Group 31
8.5 Dual Advising System 31
APPENDIX
I. Subject Description Forms A1-137
II. Curriculum Mapping A138-139
This Definitive Programme Document is subject to review and changes which the
Programme Offering Faculty / Department can decide to make from time to time. Students
will be informed of the changes as and when appropriate.
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1. INTRODUCTION
While being an international commercial and financial centre in Asia, Hong Kong has the
world’s highest population density in its urban area. The negative effects of high population
density can be mitigated by better planning, design and layout of commercial and residential
buildings, open spaces, public transport, and community facilities and through the
development of new towns in the New Territories and outlying islands. In the past two
decades, many mega-projects have been implemented in Hong Kong to increase the land
supply and improve the infrastructure systems. It stimulates a consistently increasing demand
for well-trained civil engineers. The booming economy in Mainland China also opens up new
opportunities for local civil engineers to participate in the infrastructure developments in
China.
The Hong Kong Polytechnic University (PolyU) has engaged in teaching and research on
different disciplines of civil engineering for more than three decades. This credit-based
Bachelor of Engineering (Honours) Degree Programme in Civil Engineering is designed to
provide students with a broad-based and high quality interdisciplinary education in areas of
structural, geotechnical, hydraulic, transportation and environmental engineering as well as
construction management. This professional programme aims to nurture students as all-
round civil engineers who are ready to work on large engineering projects under different
social, environmental, legal and political constraints, and to embrace the principle of
sustainable development.
This programme has the following features:

• Four-year full-time comprehensive programme with a wide range of core and elective
subjects;
• Opportunity to study abroad for one to two semesters in subsidised exchange
programmes at internationally famed universities;
• Eight weeks of practical training modules in the technologically advanced Industrial
Centre;
• Eight weeks of summer industrial placement in Hong Kong, Mainland China, or
overseas between the third- and fourth-year of the programme;
• Prestigious scholarships available for students with excellent academic performance.
2. GENERAL PROGRAMME INFORMATION
2.1 Academic Award
Successful completion of the curriculum will lead to the award of the Bachelor of Engineering
Degree with Honours [BEng(Hons)] in Civil Engineering. In exceptional circumstances, the
award of a Pass-without-Honours degree may be made at the discretion of the Board of
Examiners.
An option of being awarded with a Bachelor of Engineering Degree with Honours in Civil
Engineering (Structural Engineering) is also offered. Details of the Structural Engineering
stream are listed in Section 5.2.6.
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2.2 Professional Accreditation
Provisional Accreditation for the programme has been granted by The Hong Kong Institution
of Engineers (HKIE) in 2014 until the first cohort of graduates of the 4-year curriculum. Full
accreditation will be considered following a full visit by the HKIE afterwards. Graduates of
this Programme are expected to be qualified for Corporate Membership of the HKIE.
2.3 Attendance Mode
The normal duration of the programme is four years of full time study. Each academic year
consists of two 13-weeks terms. The contact hours for each 3-credit subject are usually 3
hours per week. It is expected that students should normally take 5 or 6 subjects in a semester.
2.4 Medium of Instruction
English
3. AIMS AND OUTCOMES OF THE PROGRAMME
3.1 Objectives
We prepare students as professional civil engineers. More specifically, the objectives of the
programme are:
(1) To train students to master the fundamental principles, analytical and

experimental techniques and design methodology of structural, geotechnical, hydraulic and
environmental engineering for identifying and solving civil engineering problems within
constraints;
(2) To develop students' abilities to function in teams and communicate effectively

through drawing, calculations, and written and verbal presentation;
(3) To train students to appreciate the managerial, social and ethical responsibilities
of professional engineers; and
(4) To train students to appreciate the need for life-long learning and keeping abreast
of current issues.
3.2 Aims
This programme provides rigorous education in civil engineering that satisfies the
requirements of relevant professional institutions, both local and overseas. Emphasis is on the
application of the fundamentals of applied science to solve engineering problems within a
context of technical, social and economic priorities and constraints.
3.3 Outcomes
It is intended that the graduates of this programme will attain the following professional
and general abilities:
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1. an ability to apply the fundamentals of applied science, mathematics, ands statistical
methods to formulate effective solutions across a wide range of civil engineering
domains, including construction engineering, environmental engineering,
geotechnical engineering, hydraulic engineering, structural engineering, and
transportation engineering;
2. an ability to design and conduct modern experimental studies and relate their bearing
on theoretical concepts;
3. an ability to identify, structure and analyze diverse problems arising from the
changing constraints that influence engineering projects, such as economic,
environmental, legal, social, health and safety, sustainability, and technological
considerations;
4. an ability to develop and function effectively in multi-disciplinary teams;
5. an ability to synthesize logical solutions to civil engineering problems independently

with a creative and imaginative mind;
6. an ability to work professionally and ethically;
7. an ability to communicate logically and lucidly through drawing, calculation, and in

writing;
8. an ability to acquire broad education necessary to understand the impact of

engineering solutions in a global, economic, environmental, and societal context;
9. an ability to acquire knowledge of contemporary and global issues;
10. an ability to acquire a recognition of the need for, and an ability to engage in life-
long learning;
11. an ability to utilize the techniques, skills, and modern engineering tools necessary for
engineering practice to meet desired needs within realistic constraints;
12. an ability to cope with challenges and developments of the profession, including the
increasing application of information technology in practice.
Graduates will be able to use various techniques of analysis in the process of design of civil
engineering works. Their approach to design will be tempered by their appreciation of the
practical limitations of the analytical models in common use and their understanding of the
materials at their disposal. They will understand the construction, management and contractual
aspects of civil engineering work and be familiar with the structure of the industry, and also
the profession of which they are to become part. Lastly, they should understand their social
responsibilities as engineers including safety management at construction sites and possess
confidence, decisiveness and ethical standards necessary to enable their potential value to the
community to be fully realized.
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The achievement of these objectives is a matter concerning the efforts of all staff, the
University and, most importantly, the students themselves. All elements of the programme
also make their contributions; the lectures, the tutorials, the laboratories and the coursework
will provide the core of knowledge and experience of all subjects. The design project and the
individual project in the final year draw upon this core of experience, acting as mechanisms to
integrate different subjects and providing opportunities to practise both conceptual and
detailed design. The subject in construction materials allied to the substantial Industrial Centre
training periods, enhances the students' understanding of the materials and the techniques of
construction within a context of their practical limitations, and provides further support to
their developing design judgment. Exposure to the analytical techniques of civil engineering,
particularly within the core subjects of structures, environment, geotechnology and hydraulics,
is supported by the substantial mathematics content of the programme and the wide range of
computing facilities. The importance of management subjects and elective subjects are not
underestimated as they provide those dimensions necessary to the students’ eventual success
in the civil engineering profession.
4. ENTRANCE REQUIREMENTS
4.1 For Year 1
For entry with HKDSE (Hong Kong Diploma of Secondary Education) Qualifications,
students must satisfy the General Minimum Entrance Requirements of the University, and the
following specific subject requirement(s) of this programme:
Level 3: English Language and Chinese Language, AND

Level 2: Mathematics, Liberal Studies and one other elective subject
Preferred Subject
• Preferably Physics/Combined Science with a Physics component
Other Preferred Subject(s)

• Preferably with any of the extended modules in Mathematics
For Entry with other Qualifications
Applicants with other academic qualifications, such as HKALE, IB (International

Baccalaureate), GCE (General Certificate of Education), SAT (Scholastic Assessment Test),
and JEE (Chinese Mainland Joint Entrance Examination); OR Holders of Higher Diploma or
Associate Degree in Civil Engineering or Structural Engineering or equivalent from a
recognized institution will also be considered.
For those applying on the basis of other qualifications, the specified requirements are:
a) Good Grades in the GCE ‘O’ and ‘A’ level examinations are acceptable.
b) Exceptionally, mature applicants with relevant working experiences may be considered.
In such cases the Department may require the applicant to take a separate entrance
examination.
c) Applicants may be invited to attend an interview prior to being offered a place. The
purpose of this interview is to assess the applicant’s command of English and Chinese,
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to determine the breadth and depth of the applicant’s general knowledge and also to
understand the applicant’s motivation of pursuing his/her studies.
4.2 For Senior Year Places
Applicants possessing a relevant Higher Diploma or Associate Degree may be considered for
entry into the programme with Senior Year places, provided that they have demonstrated a
high level of attainment in their studies.
5. PROGRAMME CONTENTS, SUBEJCT REGISTRATION AND STUDENT

EXCHANGE
The programme curriculum consists of both General University Requirement (GUR)

subjects and Discipline Specific Requirement (DSR) subjects.
5.1 General University Requirement (GUR)
GUR stands for “General University Requirements”. It constitutes the core general
education curriculum of PolyU that all students must engage in. As a citizen in the modern
world and a unique human being, students need to appreciate the importance of active and
life-long learning. This is the rationale for the GUR — to tap into students’ human
potential. The followings are components of GUR subjects:
5.1.1 Language and Communication Requirement (LCR)
The purposes of LCR are to help students become effective communicators by developing
their language competence in support of academic and professional needs.
All students are required to take 9 credits of LCR subjects, including English (6 credits)
and Chinese (3 credits). Depending upon their level of language proficiency at entry,
students are required to take different LCR subjects. The list of LCR subjects in English
can be found at http://elc.polyu.edu.hk/Subjects/.
Language learning is not restricted to LCR subjects. There are additional literacy
requirements called 'Reading and Writing Requirements' in both English and Chinese
embedded in the CAR subjects as listed below. To further learn about these requirements,
please visit http://rwr.polyu.edu.hk/.
5.1.2 Cluster Area Requirement (CAR)
To expand student’s intellectual capacity beyond their own disciplinary domain and to
enable them to tackle professional and global issues from a multidisciplinary perspective,
students are required to successfully complete at least one 3-credit subject in each of the
following four Cluster Areas:
CAR A Human Nature, Relations and Development (HRD)

Focus: Individual reflection and experience
CAR B Community, Organisation and Globalization (COG)
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Focus: Society and citizenship
CAR C History, Culture and World Views (HCW)
Focus: Different ways of relating to the world such as philosophy, art,
history, religion and comparative culture
CAR D Science, Technology and Environment (STE)
Focus: Science as a way of thinking which in the modern world has led
to an explosion of technology and its impact on our common
environment
In addition to the four clusters, there are three attributes embedded in some CAR subjects.
1. China Studies Requirements (CSR) to help students understand aspects of Chinese
culture, history and contemporary developments.
2. English Writing and Reading Requirements (EW/ER) to further enhance their
proficiency in English.
3. Chinese Writing and Reading Requirements (CW/CR) to further enhance their
proficiency in Chinese.
To successfully complete CAR, students must fulfill all the following requirements by the
time of graduation:
1. Complete at least four CAR subjects (12 credits).
2. Complete at least one CAR subject from each cluster area, i.e. CAR A-D.
3. Cover all three attributes among the CAR subjects you completed.
A list of approved CAR subjects under each of the four Cluster Areas is available at:
http://www.polyu.edu.hk/ogur/CAR-on-Offer.html.
5.1.3 Leadership and Intra-personal Development
In order to prepare students to lead themselves and others, students will be required to
successfully complete a 3-credit subject in the area of Leadership and Intra-Personal
Development. Such a subject will enable students to understand theories and research on
the intra-personal and interpersonal qualities of effective leaders, develop self-awareness
and a better understanding of oneself, acquire interpersonal skills essential for functioning
as an effective leader, and develop self-reflection skills.
5.1.4 Service Learning
All students must successfully complete one 3-credit subject designated to meet the
service-learning requirement, in which they are required to:
• Apply the knowledge and skills students have acquired to deal with complex issues
in the service setting.
• Reflect on their role and responsibilities both as a professional in their chosen
discipline and as a responsible citizen.
• Demonstrate empathy for people in need and a strong sense of civic responsibility.
• Demonstrate an understanding of the linkage between service-learning and the
academic content of the subject.
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The Department offers the following service-learning subject which is devised specifically
for students of the Faculty of Construction and Environment:
CSE3S01 Built Environment Enhancement for Underprivileged Communities
A list of approved Service-learning subjects is available at the URL:

http://sl.polyu.edu.hk/04_approved_subjects.html.
5.1.5 Freshman Seminar
There will be a 3-credit Freshman Seminar in the first year of curriculum through which
students will be introduced to many different aspects associated with the Broad Discipline
helping them make an informed choice as to their major and make the adjustment from
studying in a secondary school to a university.
The overall purpose of the Freshman Seminar is to introduce students to the professional
world of a Broad Discipline. Specifically, it is intended to:
• Introduce students to the Broad Discipline and their potential major
• Cultivate students’ higher order thinking skills
• Encourage students’ entrepreneurship
• Help students learn to engage in self-directed and autonomous study
The Freshman Seminar applicable is listed out in the curriculum table.
5.1.6 Healthy Lifestyle
The Revised Healthy Lifestyle Programme (HLS) is a set of courses and activities covering
different dimensions of health that aims to help students build up a healthy lifestyle, which
is an important and positive aspect to promote success in the university. In this revised
programme, students will get to:
• acquire, synthesise, and evaluate knowledge on healthy living;

• differentiate between useful health facts and myths about health;
• identify components of healthy living that contribute in one’s well-being
• make responsible health decisions for self
There are four components in the programme and it will take around 24 hours to complete.
Students are strongly recommended to start Component 1 in Year 1 so as to proceed to
other components as soon as possible.
More details can be found at http://www.polyu.edu.hk/ogur/student/4yr/gur/hls/revised.
5.2 Discipline Specific Requirements (DSR)
The course of study in the DSR consists of the major(s) and/ or the minor(s) which students
will choose leading to professional credentials in a given discipline or disciplines. Design
projects, individual project and practical training also form part of the DSR of the
curriculum.
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5.2.1 Core Studies
The Department consists of five academic units which broadly represent the major areas of
civil engineering activities. Whilst these units are responsible for the operation of subjects
within their own areas, each is required to play an active role in the development and
operation of those subjects of the programme intended to integrate ideas and skills across
subject boundaries, and to establish a full and proper appreciation of civil engineering. The
core subject areas in the programme curricula are briefly described in the following sections.
Structural Engineering
Structural Analysis and Advanced Structural Mechanics are core subjects. The overall
objective of the BEng(Hons) degree is to establish a sound understanding of the fundamentals
of structural mechanics and structural analysis and their applications to the design of common
concrete and steel structures. These are achieved in the second and third year of the
Programme. Furthermore, 2 deepening elective subjects, Advanced Structural Analysis and
Advanced Structural Design, are offered in the final year.
Geotechnical Engineering
All students in the programme take the basic subjects in Geology for Engineers, Soil
Mechanics for Civil Engineers and Geotechnical Design. In the final year, two elective
subjects, namely, Rock Engineering and Advanced Geotechnical Design, are available to
those students wishing to extend their exposures to geotechnical engineering.
Hydraulic Engineering
Fluid Mechanics for Civil Engineers is offered in Year 2 whilst Hydraulics and Hydrology in
Year 3. An elective subject, Applied Fluid Mechanics is offered in the final year. Both
fundamental principles and applications to situations that are of concern to civil engineers are
covered.
Environmental Engineering
Environmental engineering concerns the application of scientific principles and engineering

expertise to the development, protection and management of the natural environment in order
to promote the health and well-being of society. The two compulsory core subjects, namely
Air and Noise Pollution Studies for Civil Engineers and Water and Waste Management,
which are of most relevant to civil engineers among all environmental engineering disciplines,
are covered in the third year of the Programme. In the final year, two deepening elective
subjects, namely, Solid and Hazardous Waste Control, and Water and Wastewater Treatment
Techniques for Civil Engineers, are available for further studies in the area of environmental
engineering.
Construction & Transportation
Subjects in construction comprise construction materials and construction management.

An introductory subject in Transportation and Highway Engineering is included in the Year
Three curriculum. Two elective subjects, namely, Design of Transport Infrastructure and
Traffic Surveys and Transport Planning, are available in the final year.
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5.2.2 Design Project
The design project in the final year requires students to apply their engineering skills
acquired in subjects of various disciplines of the programme to develop both schematic and
detailed design of a civil engineering project. Students are required to work as a group to
propose at least two different schemes for buildings or bridges, each with a brief
description on their construction sequences, for comparison. Key structural systems and
members should then be identified for detailed design performed by individual students in a
coordinated manner.
For example, students may be required to propose different structural forms for a multi-
storey building. Depending on the geological conditions of the foundation, students may
also be required to propose different foundation systems.
5.2.3 Individual Project
The individual project in the final year is normally carried out under the supervision of an
academic staff in the Department. Broadly, there are two main components, a critical
assessment of appropriate literature and the completion of some experimental or theoretical
work of an original nature. The project thus provides useful experience in civil engineering as
well as a good ground in the synthesis of knowledge and skills required for a career in the civil
engineering field.
The project requires students to exercise their independent thinking and learning and provides
an opportunity for students to tackle a problem in Civil Engineering area individually.
5.2.4 Industrial Centre Training
A fundamental aim of this programme is to nurture theoretical, analytical, design and

construction skills within a context of realistic engineering situations. Hence, students are
provided with an opportunity to experience, understand and appreciate the skills required to
complete a construction project as part of the Work Integrated Education (WIE). Students
shall spend a period of eight weeks to attend various practical training modules offered by the
Industrial Centre (IC) of the University in the summer of Year One and Year Two. The
training includes safety issues and hands-on experience in scaffolding, bricklaying, formwork,
reinforced concrete practices and erection of steelwork. Details of IC training modules are
provided in Appendix of this document.
5.2.5 Work-Integrated Education
An eight-week summer training is scheduled in the third year of study. The objectives of this
training are:
a. Expose students to civil engineering projects in practice;
b. Enable students to gain practical experiences; and
c. Provide students an opportunity to interact with professional engineers and other
relevant parties.
To ensure students are benefited from the summer training, each student is supervised by an
academic supervisor and an industrial supervisor (usually his direct supervisor in the
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company). The academic supervisor will contact the industrial supervisor during the training
period in order to assess students’ performance.
Upon completion of the training period, the industrial supervisor shall complete an assessment
form for each student. The academic supervisor will mark the training report submitted by
each student. The assessment of the training is based on the training report and the feedback
from the industrial supervisor.
Students are required to submit another report in essay format and the reports will be marked
by a professional English teacher.
Assessment of summer training is based on:

i) Final report; and (60%)
ii) Appraisal by the two tutors (40%)
For the contents and format of the reports, students shall refer to the information posted at the
student intranet of the departmental website.
To meet the graduation requirement, students must perform satisfactorily in summer training.
5.2.6 Stream of Structural Engineering
Contributions made in structural engineering by the Department have brought high

recognition to this field locally and internationally. Furthermore, structural engineers enjoy
a high professional status and play a vital role in local economy as Hong Kong has the
highest density of high-rise buildings in the world with leading structural engineering
consultants. An option of being awarded with a Bachelor of Engineering Degree with
Honours in Civil Engineering (Structural Engineering) is thus offered.
The criteria for opting the stream are as follows:
a) Obtained an average grade B or above for the below subjects in structural

engineering area in the second and the third years of study.
CSE20201 Structural Mechanics
CSE20204 Advanced Structural Mechanics
CSE30301 Structural Analysis
CSE30311 Design of Steel Structures
CSE30310 Design of Concrete Structures
b) Completed the final year project under the supervision of an academic staff in the
structural engineering unit.
c) Completed at least one of the following elective subjects in structural engineering

area:
CSE40418 Advanced Structural Analysis
CSE40422 Infrastructure Management
CSE49400 Advanced Structural Design
In Semester 1 of the final year study, student should apply for incorporating the stream
(Structural Engineering) to the Department. Application form can be downloaded from
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student intranet of the departmental website. No application will be considered after the
add/drop period of Semester 2 of the final year study. The applications will be discussed
and confirmed by the Board of Examiners (BoE) at the end of Semester 2. Students who
failed to meet any of the above criteria shall not be awarded with the stream. The
Department reserves the right to limit the number of students admitted to this stream and to
select students at its own discretion.
5.3 Minor Programmes
For enrichment of the learning experience, students are allowed to opt for Minor Programmes
offered in the University. Each Minor Programme is usually arranged to have a total of 18
credits. Only students with a GPA of 2.5 or above can be considered for Minor study
enrolment. Each student is allowed to take not more than one Minor. Normally, this option
to study for a Minor will not be applicable to students who are admitted to the advanced
stage of a programme, nor to students who are admitted to an articulation degree
programme.
Students interested in a Minor must submit their applications to and obtain approval from
the Minor-offering Department, at the start of second year of study. Students should
submit their applications to their Major Department, which will indicate its support or
otherwise (since the taking of a Minor will increase the student’s study load), before the
Minor-offering Department makes a final decision on the application. Students are
expected to complete their approved Minor as part of their graduation requirements.
Students who wish to withdraw from a Minor need to apply for approval officially from the
Minor offering department, before the end of the add/drop period of the last Semester of
study.
Students are required to obtain a GPA of at least 2.0 in order to satisfy the requirement for
graduation with a Major plus a Minor.
5.4 Subject Registration
Students need to register for the subjects at specified periods prior to the commencement of
the semester. An add/drop period will also be scheduled for each semester.
Students may apply for withdrawal of the registration on a subject after the add/drop period
if they have a genuine need to do so. The application should be approved by the subject
lecturer and the Programme Leader. However, applications submitted after the
commencement of the examination period set by the University will not be considered. For
approved applications of subject withdrawal, the tuition fee paid for the subject will be
forfeited and the withdrawal status of the subject will be shown in the examination result
notification and transcript of studies, but will not be counted in the calculation of the GPA.
5.5 Student Exchange
The University and Department offer scholarships to enable students to experience

different cultures through exchange programmes. This exposure helps broadening
student’s global outlook, explore and develop their potentials, and increase their
competitiveness for career development while fulfilling the academic requirements of the
University.
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Currently, the Department is engaged in student exchange collaboration with the following
universities:
• Imperial College, London
• University of Leeds
• The Catholic University of America
• University of Calgary
• Delft University of Technology
• University of Illinois, Chicago
This credit bearing exchange offers students maximum flexibility and exchange duration
ranges from one semester to one academic year. Subject to the curriculum of the partner
university, the credits earned overseas may be transferable to the programme of student’s
current degree. However, in order to complete the programme curriculum, students may
need to prolong their study period upon participation in the Student Exchange
Programme.
NO additional tuition fee is required for the exchange. Students only need to pay the
current PolyU tuition. Financial assistance may be provided. For more details, please visit
the website of the International Affairs Office.
5.6 Study Load
For students following the progression pattern specified for the programme, they have to
take the number of credits and subjects, as specified in Section 5.8 of this document, for
each semester. Students cannot drop those subjects assigned by the department unless prior
approval has been given by the department.
The maximum study load to be taken by a student in a semester is 21 credits, unless

exceptional approval is given by the Head of Department. For such cases, students should
be reminded that the study load approved should not be taken as grounds for academic
appeal.
Students are not allowed to take zero subject in any semester, unless they have obtained
prior approval from the Department; otherwise they will be classified as having unofficially
withdrawn from their programme. Students who have been approved for zero subject
enrolment (i.e. taking zero subject in a semester) are allowed to retain their student status
and continue using campus facilities and library facilities. Any semester in which the
students are allowed to take zero subject will nevertheless be counted towards the
maximum period of registration.
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5.7 Summary of Study Credits of GUR and DSR and Training Credits
GUR Total
LCR of Practical
Freshman Healthy DSR GUR Training
CAR SL LID & Credits
English Chinese Seminar Lifestyle
DSR
Year 1
6 3 3 9 - 3 0 9 33 -
(Sem 1 & 2)
Year 1
(Summer - - - - - - - - - 2
Term)
Year 2
- - - 3 - - - 33 36 4
(Sem 1 & 2)
Year 2
(Summer - - - - - - - - - 3
Term)
Year 3
- - - - 3 - - 27 30 -
(Sem 1 & 2)
Year 3
(Summer - - - - - - - - - 4
Term)
Year 4
- - - - - - - 25 25 -
(Sem 1 & 2)
Sub-total 6 3 3 12 3 3 94 124 13
Total
Credits for 30 94 124 13
31469
Total No. of Credits of the 4-year Programme: 124 credits and 13 practical training credits
5.8 Programme Curriculum
Tables 1, 2, 3 and 4 show the curriculum for Years One, Two, Three and Four of the
BEng(Hons) Degree, respectively. Detailed syllabi are given in the Subject Description Forms
in Appendix.
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Table 1: Year One Curriculum
Assessment Weighting Total Total

Subject Code Subject Title Semester contact no. of Remark
Coursework Examination
hours credits
Introduction to
AP10001^ 1 0.4 0.6 39 3 DSR
Physics
Fundamentals
GUR
CBS1101P of Chinese 1 0.7 0.3 39 3
(LCR) *
Communication
Construction for
CE1000 1 1.0 - 46 3 GUR
Better Living
Land Use and
CE114 Sustainable 1 1.0 - 39 3 DSR
Environment
Managing the
CE123 Built 1 0.4 0.6 38 3 DSR
Environment
Practical
English for GUR
ELC1011 1 1.0 - 39 3
University (LCR) *
Studies
GUR Subject 1
(e.g. Human
GUR
Nature, 1 39 3
(CAR)
Relations &
Development)
Healthy
1 and 2 24 0 GUR
Lifestyle
Calculus for
AMA1130 2 0.4 0.6 39 3 DSR
Engineers
Tomorrow’s
APSS1L01 2 1.0 - 39 3 GUR
Leaders
English for
GUR
ELC1012 University 2 1.0 - 39 3
(LCR) *
Studies
GUR Subject 2
(e.g.
Community, GUR
2 39 3
Organisation (CAR)
and
Globalisation)
GUR Subject 3
(e.g. History, GUR
2 39 3
Cultures and (CAR)
World Views)
IC2118 IC Training –
Civil 3 1.0 - 56 2ptc DSR
Engineering
TOTAL: 33^+2
^This is an underpinning subject for students who did not pass the relevant subjects in HKDSE. It has not been
counted in the total of 33 credits in the curriculum table.
ptc: Practical training credit
14
Table 2: Year Two Curriculum
Assessment Weighting
Total Total
Subject
Subject Title Semester contact no. of
Code Coursework Examination Remark
hours credits
Mathematics for
AMA2308 1 0.4 0.6 39 3 DSR
Engineers
Chinese
Communication
for 1
CBS3231P 1.0 - 39 3 DSR
Construction
and
Environment
Structural
CSE20201 1 0.3 0.7 39 3 DSR
Mechanics
Geology for
CSE20206 1 0.3 0.7 39 3 DSR
Engineers
Construction
CSE20308 1 0.3 0.7 39 3 DSR
Materials
GUR Subject 4
(e.g. Science, GUR
1 3
Technology and (CAR)
Environment)
Programming
COMP1011 2 0.65 0.35 52 3 DSR
Fundamentals
Fluid
Mechanics for
CSE20202 2 0.3 0.7 39 3 DSR
Civil
Engineering
Advanced
CSE20204 Structural 2 0.3 0.7 39 3 DSR
Mechanics
Engineering
CSE20302 Analysis and 2 0.3 0.7 39 3 DSR
Computation
English for
Construction
ELC3421 and 2 1.0 - 39 3 DSR
Environmental
Professionals
Engineering
LSGI2961 2 0.4 0.6 56 3 DSR
Surveying
IC Training –
IC2118 Civil 1&2&3 1.0 - 168 6 ptc DSR
Engineering
LSGI2962 Survey Camp 3 1.0 - 13 1 ptc DSR
TOTAL: 36+7 DSR
15
Table 3: Year Three Curriculum

Subject
hours credits
CSE30301 Structural Analysis 1 0.3 0.7 39 3 DSR
Construction
CSE30303 1 0.3 0.7 39 3 DSR
Management
Design of Steel
CSE30311 1 0.3 0.7 39 3 DSR
Structures
Transportation and
CSE30312 Highway 1 0.3 0.7 39 3 DSR
Engineering
Analytical and
Quantitative
CSE39300 1 0.3 0.7 39 3 DSR
Methods for Civil
Engineers
Hydraulics and
CSE30306 2 0.3 0.7 39 3 DSR
Hydrology
Soil Mechanics for
CSE30307 2 0.3 0.7 44 3 DSR
Civil Engineering
Design of Concrete
CSE30310 2 0.3 0.7 39 3 DSR
Structures
Water and Waste
CSE30337 2 0.3 0.7 38 3 DSR
Management
Built Environment
Enhancement for GUR
CSE3S01 2 1.0 - 35 3
Underprivileged (SL) #
Communities
CSE30323 Summer Training 3 1.0 - 320 4 ptc DSR
TOTAL: 30+4 ptc
# CSE3S01 Built Environment Enhancement for Underprivileged Communities, which is a service learning
subject, will be offered to students from all programmes under the Faculty of Construction and Environment in
the summer semester. Instead of CSE3S01, students may register for any service learning subject offered by
another department.
16
Table 4: Year Four Curriculum

Subject
hours credits
CSE40403 Geotechnical Design 1 0.3 0.7 39 3 DSR
Design Project for
CSE48404 1 1.0 - 39 4 DSR
Civil Engineers
Individual Project
CSE49405 for Civil 1&2 1.0 - 78 6 DSR
Engineering
Design of Transport
CSE40407 1 0.4 0.6 39 3
Infrastructure
CSE40411 Rock Engineering 1 0.3 0.7 39 3
Applied Fluid DSR Elective
CSE40420 1 0.3 0.7 39 3
Mechanics Subject
Solid and Hazardous (choice of any one)
CSE40432 1 0.3 0.7 39 3
Waste Control
Advanced Structural
CSE49400 1 0.5 0.5 39 3
Design
Air and Noise
CSE30331 Pollution Studies for 2 0.3 0.7 39 3 DSR
Civil Engineering
CSE40419 Engineers in Society 2 0.3 0.7 39 3 DSR
Traffic Surveys and
CSE40408 2 0.4 0.6 39 3
Transport Planning
Advanced
CSE40410 2 0.3 0.7 39 3
Geotechnical Design
Advanced Structural
CSE40418 2 0.3 0.7 39 3
Analysis DSR Elective
Infrastructure Subject
CSE40422 2 0.3 0.7 39 3
Management (choice of any one)
Water and
Wastewater
CSE40461 Treatment 2 0.3 0.7 35 3
Techniques for Civil
Engineering
TOTAL: 25
Total No. of Credits of the 4-year Programme: 124 credits and 13 practical training credits
Apart from the curriculum requirement, students must fulfill the followings in order to
graduate:
- Work-integrated Education
- Seminar requirement – Students are required to attend SIX seminars during their entire
period of study, among which TWO of them must be organized by the HKIE. Students are
required to present the attendance certificates of the related seminars.
17
*LCR Requirement
English
All undergraduate students must successfully complete two 3-credit English language subjects as stipulated
by the University (Table 5). These subjects are designed to suit students’ different levels of English
language proficiency at entry, as determined by their HKDSE score or the English Language Centre (ELC)
entry assessment (when no HKDSE score is available).
Students who can demonstrate that they have achieved a level beyond that of the LCR proficient level
subjects as listed in Table 6 (based on an assessment by ELC) may apply for subject exemption or credit
transfer of the LCR subject or subjects concerned.
Chinese
All students must successfully complete one 3-credit Chinese language subject as stipulated by the
University (Table 7). These subjects are designed to suit students’ different levels of Chinese language
proficiency at entry, as determined by their HKDSE score or the Chinese Language Centre (CLC) entry
assessment (when no HKDSE score is available). Students can opt to take additional Chinese LCR subjects
(Table 8) in their free electives.
Students who are non-Chinese speakers (NCS), or whose Chinese standards are at junior secondary level or
below, are also required to meet the LCR-Chinese requirements by taking subjects specially designed to suit
their language background and entry standard as shown in Table 9.
Students who can demonstrate that they have achieved a level beyond that of the course “Advanced
Communication Skills in Chinese” as listed in Table 7 (based on an assessment by CLC) may apply for
subject exemption or credit transfer of the LCR subject concerned.
Table 5: Framework of English LCR subjects
HKDSE Subject 1 Subject 2

Level 5 or Advanced English for University Studies Any LCR Proficient level subject in English
equivalent (ELC1014) (see Table 6)
3 credits 3 credits
Level 4 or English for University Studies (ELC1012) Advanced English for University Studies
equivalent 3 credits (ELC1014)
3 credits
Level 3 or Practical English for University Studies English for University Studies (ELC1012)
equivalent (ELC1011) 3 credits
3 credits
Table 6: LCR Proficient level subjects in English
For students entering with Advanced English Reading and Writing Skills 3 credits each
HKDSE Level 5, or at an (ELC2011)
equivalent level or above Persuasive Communication (ELC2012)
English in Literature and Film (ELC2013)
18
Table 7: Framework of Chinese LCR subjects
HKDSE Required Subject

HKDSE Level 4 and 5 or equivalent Advanced Communication Skills in Chinese
(CBS1102P)
3 credits
HKDSE Level 3 or equivalent Fundamentals of Chinese Communication
(CBS1101P)
3 credits
For non-Chinese speakers or students One subject from Table 4 below
whose Chinese standards are at junior
secondary level or below
Table 8: Other LCR Electives in Chinese
Subject Pre-requisite / exclusion

Putonghua in the  Students have completed “Fundamentals of Chinese 3 credits
Workplace (CBS2101P) Communication” (CBS1101P) or could demonstrate the each
proof with basic Putonghua proficiency
 For students whose native language is not Putonghua
Chinese and the  For students entering with HKDSE level 4 or above; or
Multimedia  Students with advanced competence level as determined by
(CBS2102P) the entry assessment; or
 Students who have completed “Fundamentals of Chinese
Communication” (CBS1101P)
Creative writing in Chinese  For students entering with HKDSE level 4 or above; or
(CBS2103P)  Students with advanced competence level as determined by
the entry assessment; or
 Students who have completed “Fundamentals of Chinese
Communication” (CBS1101P)
Elementary Cantonese For students whose native language is Putonghua
(Taught in Putonghua)
(CBS1153P)
Elementary Cantonese For students whose native language is not Chinese
(Taught in English)
(CBS1153)
Table 9: Chinese LCR Subjects for non-Chinese Speakers or students whose Chinese standards are at junior
secondary level or below
Subject Pre-requisite / exclusion
Chinese I (for non-Chinese  For non-Chinese speaking students at beginners’ level 3 credits
speaking students) (CBS1151) each
Chinese II (for non-Chinese  For non-Chinese speaking students; and
speaking students) (CBS1152)  Students who have completed Chinese I (CBS1151),
or equivalent
Chinese III (for non-Chinese  For non-Chinese speaking students at higher
speaking students) (CBS2151) competence levels; and
 Students who have completed Chinese II (CBS1152),
or equivalent
19
Chinese Literature – Linguistics  For non-Chinese speaking students at higher
and Cultural Perspectives (for competence levels; and
non-Chinese speaking students)  Students who have completed Chinese III (CBS2151),
(CBS2152) or equivalent
5.8.1 Coding System
Under the credit-based system, each subject is given a unique code for identification. The
subject code will indicate the level (i.e. the intellectual demand placed upon students), the
recommended sequence of study, and the discipline.
The following is the Subject Level code adopted by the University:
Level Code Explanation

0 Pre-university level standard (and remedial subjects taken by new
admittees to a 4-year degree programme, or some subjects offered
to Higher Diploma student only)
1 Standard comparable to year 1 of a 4-year degree programme
4 Standard comparable to the final year of a 4-year degree
programme
5 Master’s degree level
6 Doctoral degree level
5.8.2 Pre-requisites and Exclusions
Where required, pre-requisites and exclusions for individual subjects are defined in the
subject description forms given in Appendix. This is to ensure students taking a particular
subject already have the fundamental knowledge required for studying that subject and to
restrict students from gaining extra credits by taking subjects which cover more or less the
same set of topics at the same level.
5.9 Senior Year Curriculum Framework
The curriculum for Senior Year Intakes to the full-time UGC-funded BEng(Hons) in
Civil Engineering programme is basically the same as the third year and the fourth year
of 31469 curriculum. In order to satisfy the requirements of 6 credits of Discipline-
Specific Requirements (DSR) embedded language requirements, the following subjects
have been included:
a. Year 1 Semester 1
CBS3231P Chinese Communication for Construction and Environment
b. Year 2 Semester 1
ELC3421 English for Construction and Environmental Professionals
Moreover, two GUR (CAR) subjects are also included, in additional to the service
learning subject.
20
Total Number of Credit Required for graduation is as follows:
Total: 67 credits + 4 practical training credits
DSR: 58
GUR: 9 including:
3 from a Service Learning Project,
6 from Cluster Area Subjects.
Those students not meeting the equivalent standard of the Undergraduate Degree LCR
(based on their previous studies in AD/HD programmes and their academic performance)
will be required to take degree LCR subjects on top of the normal curriculum
requirement. The Department will refer to the guidelines provided by the Language
Centres (ELC and CBS) to determine whether a new student has met the equivalent
standard. LCR subjects have not been counted in the below curriculum tables.
Curriculum Table for Senior Year Intakes
Table 10: Year One Semester 1 Curriculum
Assessment Weighting Total

Subject Code Subject Title Semester no. of
Coursework Examination Remark
credits
Chinese
Communication for
CBS3231P 1 1.0 - 3 DSR
Construction and
Environment
CSE30301 Structural Analysis 1 0.3 0.7 3 DSR
Construction
CSE30303 1 0.3 0.7 3 DSR
Management
Design of Steel
CSE30311 1 0.3 0.7 3 DSR
Structures
Transportation and
CSE30312 1 0.3 0.7 3 DSR
Highway Engineering
Analytical and
CSE39300 Quantitative Methods 1 0.3 0.7 3 DSR
for Civil Engineers
GUR
GUR Subject 1 ^ 1 3
(CAR)
TOTAL: 21
21
Table 11: Year One Semester 2 and Summer Curriculum
Subject
Subject Title Semester no. of Remark
Code Coursework Examination
credits
CSE30306 Hydraulics and Hydrology 2 0.3 0.7 3 DSR
Soil Mechanics for Civil
CSE30307 2 0.3 0.7 3 DSR
Engineering
CSE30310 Design of Concrete Structures 2 0.3 0.7 3 DSR
CSE30337 Water and Waste Management 2 0.3 0.7 3 DSR
Built Environment
GUR
CSE3S01 Enhancement for 2 1.0 - 3
(SL) *
Underprivileged Communities
GUR
GUR Subject 2 ^ 2 3
(CAR)
CSE30323 Summer Training 3 1.0 - 4 ptc DSR
TOTAL: 18+4
ptc
^ Students are required to fulfil the English and Chinese reading and writing requirements and 3 credits of
China-related Studies Requirement (CSR). Students should not take more than 3 credits (1 subject) from the
same cluster area. Waiver may be granted to students who have fulfilled the English and Chinese reading and
writing requirements and/or CSR requirement in their previous studies.
* CSE3S01 Built Environment Enhancement for Underprivileged Communities, which is a service learning
subject, will be offered to students from all programmes under the Faculty of Construction and Environment in
the summer semester. Instead of CSE3S01, students may register for any service learning subject offered by
another department.
Table 12: Year Two Semester 1 Curriculum

Subject
Subject Title Semester no. of
credits
English for Construction
ELC3421 and Environmental 1 1.0 - 3 DSR
Professionals
CSE40403 Geotechnical Design 1 0.3 0.7 3 DSR
Design Project for Civil
CSE48404 1 1.0 - 4 DSR
Engineers
Individual Project for
CSE49405 1 1.0 - 3 DSR
Civil Engineering
Design of Transport
CSE40407 1 0.4 0.6 3
Infrastructure
CSE40411 Rock Engineering 1 0.3 0.7 3
DSR Elective
CSE40420 Applied Fluid Mechanics 1 0.3 0.7 3
Subject
Solid and Hazardous (choice of any one)
CSE40432 1 0.3 0.7 3
Waste Control
Advanced Structural
CSE49400 1 0.5 0.5 3
Design
TOTAL: 16
22
Table 13: Year Two Semester 2 Curriculum
Subject Subject Title Assessment Weighting Total

Code Semester no. of Remark
credits
Coursework Examination
Air and Noise
Pollution Studies
CSE30331 2 0.3 0.7 3 DSR
for Civil
Engineering
Individual Project
CSE49405 for Civil 2 1.0 - 3 DSR
Engineering
Engineers in
CSE40419 2 0.3 0.7 3 DSR
Society
Traffic Surveys and
CSE40408 2 0.4 0.6 3
Transport Planning
Advanced
CSE40410 Geotechnical 2 0.3 0.7 3
Design
Advanced
CSE40418 2 0.3 0.7 3 DSR Elective
Structural Analysis
Subject
Infrastructure
CSE40422 2 0.3 0.7 3 (choice of any one)
Management
Water and
Wastewater
CSE40461 Treatment 2 0.3 0.7 3
Techniques for
Civil Engineering
TOTAL: 12
Total No. of Credits for Senior Year curriculum: 67 credits and 4 practical training credits
Apart from the curriculum requirement, students must fulfill the followings in order to
graduate:
- Work-integrated Education
- Seminar requirement – Students are required to attend FOUR seminars during their entire
period of study, among which TWO of them must be organized by the HKIE. Students are
required to present the attendance certificates of the related seminars.
5.10 Credit Transfer
Application for credit transfer should be submitted upon the initial enrolment on the
programme or before the end of the add/drop period of the first semester of the first year of
study. Credit transfer may be done with or without the grade being carried over, the former is
normally used when the credits were gained from an identical subject, having the same
subject code from PolyU. The validity period of credits previously earned is eight years after
the year of attainment. Subject credit transfer will be decided by the subject offering
department. Normally, not more than 50% of the credit requirement for award may be
transferrable from approved institution outside the University. For transfer of credits from
23
programmes offered by PolyU, normally not more than 67% of the credit requirement for
award can be transferred.
Credit transfer can be applicable to credits earned by students through study at an overseas
institution under an approved exchange programme. Students should, before they go abroad
for the exchange programme, seek prior approval from the subject offering Departments and
the programme offering Department on their study plan and credit transferability. In order to
overcome the problems associated with subject-to-subject mappings, block credit transfer
rather than subject-by-subject credit transfer can be given.
For students admitted to an Articulation Degree or Senior Year curriculum which is

already a reduced curriculum, they should not be given credit transfer for any required
GUR subjects, and they must complete at least 60 credits to be eligible for award.
Students admitted to an Articulation Degree or Senior Year curriculum based on
qualification more advanced than Associate Degree/Higher Diploma may be given credit
transfer for the required GUR subjects if they had completed comparable components in
their earlier studies. These students can take fewer than 60 credits for attaining the award.
6. TEACHING AND LEARNING METHODS
By adopting an outcome-based approach, the primary objective of the implemented

teaching and learning methods is to ensure that students attain critical thinking and all-
roundedness with professional competence defined in the programme outcomes. In
particular, they are tailored to develop abilities to apply knowledge to solve real-life civil
engineering problems. Students work individually or in small groups depending on the
nature of the work involved. The group size varies according to the teaching and learning
activity. Moreover, the idea of the ‘active classroom’, entailing educational concepts and
strategies that are relevant to the development of a high level of understanding of
academic knowledge and functioning abilities, is advocated in the Department.
Where appropriate, the following major teaching and learning methods are implemented:
1. Interactive lecture;
2. Tutorial;
3. Laboratory work;
4. Experiential learning;
5. Problem-based learning;
6. Self-directed learning;
7. E-learning;
8. Site visit and fieldwork; and
9. Technical seminar.
24
7. ASSESSMENT, PROGRESSION AND AWARDS
7.1 Assessment of Subjects
Students' performance in a subject can be assessed by continuous assessment and/or

examinations. Continuous assessment involves assessment at different points of the
learning process, and is carried out on an on-going basis while students are processing
through a subject of study. It may include tests, assignments, projects, laboratory works,
field exercises, presentations and other forms of classroom participation. The
contributions made by each student in continuous assessment involving a group effort
shall be assessed individually, and this can result in different grades being awarded to
students in the same group. The examination mark is the mark obtained in a final
examination. Where both methods of assessment are used, the weighting of each
component in the overall subject grade is defined in the subject description forms. The
overall assessment result will be given in grades and each grade corresponds to a grade
point as specified below.
Unless specified by individual subject, all subjects offered by this Department require
students to attain a passing grade in both continuous assessment and examination
components in order to attain an overall subject passing grade.
Subject Short Grade Elaboration on subject grading description

grade description point
A+ Exceptionally 4.5 The student's work is exceptionally outstanding. It
Outstanding exceeds the intended subject learning outcomes in
all regards.
A Outstanding 4 The student's work is outstanding. It exceeds the
intended subject learning outcomes in nearly all
regards.
B+ Very Good 3.5 The student's work is very good. It exceeds the
intended subject learning outcomes in most regards.
B Good 3 The student's work is good. It exceeds the intended
subject learning outcomes in some regards.
C+ Wholly 2.5 The student's work is wholly satisfactory. It fully
Satisfactory meets the intended subject learning outcomes.
C Satisfactory 2 The student's work is satisfactory. It largely meets
the intended subject learning outcomes.
D+ Barely 1.5 The student's work is barely satisfactory. It
Satisfactory marginally meets the intended subject learning
outcomes.
D Barely 1 The student's work is barely adequate. It meets the
Adequate intended subject learning outcomes only in some
regards.
F Inadequate 0 The student's work is inadequate. It fails to meet
many of the intended subject learning outcomes.
“F” is a subject failure grade, whilst all others (“D” to “A+”) are subject passing grades.
No credit will be earned if a subject is failed.
25
At the end of each semester/term, a Grade Point Average (GPA) will be computed as
follows:
∑ Subject Grade Point x Subject Credit Value

n
GPA =
∑ Subject Credit Value
n
where n = number of all subjects (inclusive of failed subjects) taken by the student up to and
including the latest semester/term. For subjects which have been retaken, only the grade
point obtained in the final attempt will be included in the GPA calculation.
In addition, the following subjects will be excluded from the GPA calculation:
(i) exempted subjects;
(ii) ungraded subjects;
(iii) incomplete subjects;
(iv) subjects for which credit transfer has been approved, but without any grade assigned;
and
(v) subjects from which a student has been allowed to withdraw (i.e. those with the code
‘w’).
Subjects which have been given a “S” code, i.e. absent from assessment, will be included in
the GPA calculation and will be counted as “zero” grade point.
GPA is thus the unweighted cumulative average calculated for a student, for all relevant
subjects taken from the start of the programme to a particular point of time. GPA is an
indicator of overall performance, and is capped at 4.0.
7.2 Progression
The membership of the Board of Examiners (BoE) comprises the Head, the Chairman of the
Departmental Programme Committee, Programme Leaders, and Subject Lecturers of major
subjects.
The BoE shall, at the end of each semester, determine whether each student is
i) eligible for progression towards an award; or
ii) eligible for an award; or
iii) required to be de-registered from the programme.
A student will have progressing status unless he/she falls within any one of the following
categories, which may be regarded as grounds for de-registration from the programme:
i) The maximum period of registration of 8 years is exceeded (For students admitted

with Senior Year places, the maximum period of registration of 4 years is exceeded);
or
ii) The student's GPA is lower than 2.0 for two consecutive semesters and his/her
Semester GPA in the 2nd semester is also lower than 2.0; or
iii) The student's GPA is lower than 2.0 for three consecutive semesters.
26
Notwithstanding the above, the BoE may de-register students with extremely poor academic
performance before the time frame specified in (ii) and (iii) above, or subject to the approval
of the Faculty Board to allow students who fall into categories (ii) or (iii) to stay on their
programme, despite their fallen into the conditions for de-registration, if there are good
reasons.
When a student has a GPA lower than 2.0, he/she will be put on academic probation in the
following semester. If a student is able to pull his/her GPA up to 2.0 or above at the end of
the semester, the status of 'academic probation' will be lifted. The status of 'academic
probation' will be reflected in the examination result notification, but not in the transcript of
studies.
7.3 Retaking of Subjects
Students must retake a compulsory subject which they have failed. Students may retake any
subject for the purpose of improving their grade. However, students who have passed a
General University Requirements (GUR) subject are not allowed to re-take the same GUR
subject for the purpose of improving their grade. Retaking of subjects is with the condition
that the maximum study load of 21 credits per semesters is not exceeded. Students wishing to
retake passed subjects will be accorded a lower priority than those who are required to retake
due to subject failure and can only do so if places are available.
The number of retakes of a subject is not restricted. Only the grade attained in the final
attempt of retaking (even if the retake grade is lower than the original grade for originally
passed subject) will be included in the calculation of GPA. If students have passed a subject
but failed after retake, credits accumulated for passing the subject in a previous attempt will
remain valid for satisfying the credit requirement for award. The grades attained in previous
attempts will only be reflected in transcript of studies.
In cases where a student takes another subject to replace a failed elective subject, the fail
grade will be taken into account in the calculation of GPA, despite the passing of the
replacement subject. Likewise, students who fail a Cluster Area Requirement (CAR)
subject may need to take another subject from the same Cluster Area in order to fulfill this
part of the GUR, since the original CAR subject may not be offered; in such cases, the fail
grade for the first CAR subject will be taken into account in the calculation of the GPA,
despite the passing of the second CAR subject.
7.4 Absence from an Assessment Component
If a student is unable to complete all the assessment components of a subject, due to serious
illness or other circumstances beyond the student's control and considered by the subject
offering department as legitimate, the department will determine whether the student will
have to complete a late assessment and, if so, by what means. This late assessment shall take
place at the earliest opportunity, and before the commencement of the following academic
year.
The student concerned is required to submit his/her application for late assessment in writing
to the Head of Department offering the subject, within five working days from the date of the
examination, together with any supporting documents. Approval of applications for late
27
assessment and the means for such late assessment shall be given by the Head of Department
offering the subject, in consultation with the Programme Leader.
7.5 Regulations for Awards
A student is eligible for the BEng (Hons) in Civil Engineering award if he/she satisfies all the
conditions listed below.
i) For students with normal intake, they are required to completed 124 academic credits
and 13 practical training credits; while for students with Senior Year places, only 67
academic credits with 4 practical training credits are required;
ii) Satisfying the residential requirement for at least 1/3 of the credits to be
completed for the award he/she is currently enrolled, unless the professional bodies
stipulate otherwise. This 1/3 requirement is also applicable to Minor programme,
i.e. students must complete at least 6 credits of the Minor programme curriculum;
iii) Achieve a cumulative GPA of 2.0 or above at graduation;
iv) Satisfying other requirements as stipulated in the definitive programme document, e.g.
Work-integrated Education (WIE) and other language requirements; and
v) Seminar requirement – as indicated in the related session(s) above.
vi) Satisfying all requirements as defined in this definitive programme document and as
specified by the University;
A student is required to graduate as soon as he/she satisfies the graduation requirements

stated above. The student concerned is required to apply for graduation, in the semester in
which he/she is able to fulfill all his/her graduation requirements, and after the add/drop
period for that semester has ended.
7.6 Award Classification
The weighted GPA shall be used as a guide for determination of award classification.
The Weighted GPA is computed as follows:
∑ Subject Grade Point x Subject Credit Value x W

n
i
Weighted GPA =
∑ Subject Credit Value x W
n
i
where n =number of all subjects counted in GPA calculation as set out in Section 7.1., except
those exclusions specified in the same Section.
Wi = a weighing of 2 for Level 1 and 2 subjects, a weighing of 3 for Level 3 and 4 subjects.
Same as for GPA, Weighted GPA is capped at 4.0.
28
Any subjects passed after the graduation requirement has been met will not be taken into
account in the grade point calculation for award classification.
The following is a set of indicators, for BoE’s reference, which can be used in helping to
determine award classification:
Weighted Honours Classification

GPA
3.7+ - 4 1st Honours
3.2+ – 3.7- 2nd Honours, Upper Division
2.3+ – 3.2- 2nd Honours, Lower Division
2.0 – 2.3- 3rd Honours
Note: “+” sign denotes ‘equal to and more than’; “-” sign denotes ‘less than’.
When a student has satisfied the requirements for award, an award GPA will be calculated to
determine his/her award classification.
For students who have completed a Major/Minor programme, a single classification will
be awarded and their award classification will mainly be based on the "Major GPA", but
it can be moderated by the Board of Examiners with reference to the "Minor GPA".
Students who have committed academic dishonesty will be subject to the penalty of the
lowering of award classification by one level. For undergraduate students who should be
awarded a Third class Honours degree, they will be downgraded to a Pass-without-
Honours. The minimum of downgraded overall result will be kept at a Pass.
7.7 Pass-without-Honours
Under exceptional circumstances, a student who has completed an Honours degree

programme, but has not attained Honours standard, may be awarded a Pass-without-Honours
Degree. A Pass-without-Honours degree award will be recommended when the student has
demonstrated a level of final attainment which is below the 'essential minimum' required for
graduation with Honours from the programme in question, but when he/she has nonetheless
covered the prescribed work of the programme in an adequate fashion, while failing to show
sufficient evidence of the intellectual calibre expected of Honours degree graduates. A Pass-
without-Honours is an unclassified award, but the award parchment will not include this
specification.
For example, if a student has a GPA of 2.0 or higher, but his/her Weighted GPA lower than
2.0, he/she may be considered for a Pass-without-Honours classification. It should be noted
that a Pass-without-Honours degree may not satisfy the educational requirements for
corporate membership of professional institutions.
7.8 Aegrotat Award
If a student is unable to complete the requirements of the programme in question for the
award due to very serious illness, or other very special circumstances which are beyond
his/her control, and considered by the Board of Examiners as legitimate, the Faculty Board
29
will determine whether the student will be granted an aegrotat award. Aegrotat award will be
granted under very exceptional circumstances.
A student who has been offered an aegrotat award shall have the right to opt either to accept
such an award, or request to be assessed on another occasion to be stipulated by the Board of
Examiners; the student’s exercise of this option shall be irrevocable.
The acceptance of an aegrotat award by a student shall disqualify him/her from any
subsequent assessment for the same award.
An aegrotat award shall normally not be classified, and the award parchment shall not state
that it is an aegrotat award. However, the Board of Examiners may determine whether the
award should be classified, provided that they have adequate information on the students’
academic performance.
7.9 Student Appeals
A student may appeal against a decision of a Subject Lecturer/ Subject Assessment Review
Panel/Board of Examiners within 7 working days upon the public announcement of the
overall results, i.e. the date when the overall results are announced to students via the web.
Students should make his/her appeal in writing to the Head of Department. The appeal
should be accompanied by a copy of the fee receipt. He/She should give a complete account
of the grounds for the appeal in the letter, and provide any supporting evidence. If the
student's ground for appeal is that he/she suspects, with prima facie grounds, that his/her
examination results have been affected by a material error in marking, the Department shall
arrange for the checking and re-marking of the examination scripts concerned.
The Head of Department shall attempt to resolve the case and inform the student of the
result of his/her appeal within 7 working days after either the announcement of the student's
overall result or receipt of the letter of appeal, whichever is later. If the appellant is dissatisfied
with the decision at departmental level, he/she may then appeal in writing to the Academic
Secretary within 7 working days after receipt of the Head of Department’s reply. The
Academic Secretary shall then refer the case to the Chairman of the Academic Appeals
Committee, who shall determine whether there are prima facie grounds for a re-
consideration of the decision of the Board of Examiners.
The decisions of the Academic Appeals Committee shall be final within the University.
The fee shall be refunded if the appeal is upheld.
8. PROGRAMME MANAGEMENT
The daily operation of the programme, such as general administration of admission,

registrations, student records, preparation for Board-of-Examiners (BoE) meetings and
documentations, is overseen by the Programme Leader and fully supported by the
General Office of the Department of Civil and Environmental Engineering. All enquiries
regarding registration and general administration from students on the programme are
referred to the General Office as the first contact point.
30
8.1 Departmental Programme Committee
The Departmental Programme Committee (DPC), in which the Chairman is nominated by

the Head of Department and the Programme Leaders of all programmes offered by the
Department are members, discusses and reviews the programme structure, syllabus
content, high-level integration and future directions of the programme. The Committee
shall exercise the overall academic and operational responsibility for the programmes and
their development within defined policies, procedures and regulations.
The membership of DPC shall be approved by the Faculty Board and will, thereafter, be
notified annually to that Board.
8.2 Programme Leader
The Programme Leader is appointed by the Head of Department subject to the confirmation
by the Chairman of the Faculty Board. A Programme Leader is accountable in day-to-day
operation of the programme and will normally hold office for a full cycle of the programme.
In the unavoidable absence of the Programme Leader, the Deputy Programme Leader
appointed by the Head of the Department shall take up the related duties.
8.3 Programme Executive Group
The Group which is organized by the Programme Leader and includes staff with key
programme responsibilities, operates informally.
8.4 Student-Staff Consultative Group
At least one student representative from each year of study under the normal progression
pattern of the programme shall be elected annually by students of that year at the beginning
of the first semester.
The Student-Staff Consultative Group, comprising the Departmental Programme Committee

Chairman, the Programme Leader, the Deputy Programme Leader and Student
Representatives, meet at least once in a semester to provide a formal channel through which
students’ views can be collected. The meeting ensures that there are adequate and effective
opportunities for discussion of the programme between students and staff in a context which
allows wide student participation.
The meetings of the Group shall not be perceived as the only or main channel for dealing
with student problems and complaints accumulated since the last meetings; such matters
should have been dealt with when they occurred, through the Programme Leader or other
appropriate staff. The meetings of the Group should be used for constructive discussion of
the programme in general, of the demands of the programme on students, and of possible
improvements.
8.5 Dual Advising System
There are two components to the academic advising system which PolyU currently
provides for students – department-based academic advising and academic advising at the
institutional level operated by the Office of General University Requirements.
31
The Academic Advisors, as front-line advisors to students, are responsible for providing
students with relevant and current information about curriculum and programme
requirements, advising students of the suitable combination of subjects before subject
registration in each semester, giving academic advice to students related to their studies,
and referring students to other offices and units for relevant information or support.
32
THE HONG KONG POLYTECHNIC UNIVERSITY
Department of Civil and Environmental Engineering
BEng (Hons) in Civil Engineering
Appendix I: Subject Description Forms
A1
Year 1
Subject Code Subject Title
Semester I
AP10001 Introduction to Physics
CBS1101P Fundamentals of Chinese Communication
CE1000 Construction for Better Living
CE114 Land Use and Sustainable Environment
CE123 Managing the Built Environment
ELC1011 Practical English for University Studies
GUR Subject 1 (e.g. Human Nature, Relations &
Development)
Healthy Lifestyle
Semester II
Healthy Lifestyle
AMA1130 Calculus for Engineers
APSS1L01 Tomorrow’s Leaders
ELC1012 English for University Studies
GUR Subject 2 (e.g. Community, Organisation and
Globalisation)
GUR Subject 3 (e.g. History, Cultures and World
Views)
Summer
IC2118 IC Training – Civil Engineering
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Subject Description Form
Subject Code AP10001

Subject Title Introduction to Physics
Credit Value 3
Level 1
Pre-requisite/ Nil
Co-requisite/
Exclusion
Objectives This is a subject designed for students with no background in physics studies.
Fundamental concepts in major topics of physics (mechanics, heat, wave and
electromagnetism) will be discussed. The aim of this subject is to equip
students with some basic physics knowledge, and to appreciate its
applications in various branches of science and technology.
Intended Learning Upon completion of the subject, students will be able to:
Outcomes
(a) solve simple problems in kinematics and Newton’s law;
(b) solve problems in heat capacity and latent heat;
(c) explain phenomena related to the wave character of light;
(d) apply the superposition of waves;
(e) define electrostatic field and potential;
(f) solve problems on interaction between current and magnetic field; and
(g) apply Faraday’s law to various phenomena.
Subject Synopsis/ Mechanics: scalars and vectors; kinematics and dynamics; Newton’s laws;
Indicative Syllabus momentum, impulse, work and energy; conservation of momentum and
conservation of energy.
Thermal physics: heat and internal energy; heat capacity; conduction,

convection and radiation; latent heat.
Waves: nature of waves; wave motion; reflection and refraction; image

formation by mirrors and lenses; superposition of waves; standing waves;
diffraction and interference; electromagnetic spectrum; sound waves.
Electromagnetism: charges; Coulomb’s law; electric field and potential;

current and resistance; Ohm’s law; magnetic field; magnetic force on moving
charges and current-carrying conductors; Faraday’s law and Lenz’s law.
Teaching/Learning Lecture: Fundamentals in mechanics, waves and electromagnetism will be
Methodology explained. Examples will be used to illustrate the concepts and ideas in the
lecture. Students are free to request help. Homework problem sets will be
given.
Student-centered Tutorial: Students will work on a set of problems in

tutorials. Students are encouraged to solve problems and to use their own
knowledge to verify their solutions before seeking assistance. These problem
sets provide them opportunities to apply their knowledge gained from the
lecture. They also help the students to consolidate what they have learned.
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Furthermore, students can develop a deeper understanding of the subject in
relation to daily life phenomena or experience.
e-learning: In order to enhance the effectiveness of teaching and learning

processes, electronic means and multimedia technologies would be adopted
for presentations of lectures; communication between students and lecturer;
delivery of handouts, homework and notices etc.
Assessment Methods
in Alignment with Specific assessment % Intended subject learning outcomes
Intended Learning methods/tasks weighting to be assessed
Outcomes (Please tick as appropriate)
a b c d e f g
(1) Continuous
40 ✓ ✓ ✓ ✓ ✓ ✓ ✓
assessment
(2) Examination 60 ✓ ✓ ✓ ✓ ✓ ✓ ✓
Total 100
Continuous assessment:
The continuous assessment includes assignments, quizzes and test(s) which
aim at checking the progress of students study throughout the course,
assisting them in fulfilling the learning outcomes.
Assignments in general include end-of-chapter problems, which are used to
reinforce and assess the concepts and skills acquired by the students; and to
let them know the level of understanding that they are expected to reach.
At least one test would be administered during the course of the subject as a
means of timely checking of learning progress by referring to the intended
outcomes, and as means of checking how effective the students digest and
consolidate the materials taught in the class.
Examination: This is a major assessment component of the subject. It

would be a closed-book examination. Complicated formulas would be given
to avoid rote memory, such that the emphasis of assessment would be put on
testing the understanding, analysis and problem solving ability of the
students.
Student Study Effort Class contact:

Expected
• Lecture 33 hrs
• Tutorial 6 hrs
Other student study effort:
• Self-study 81 hrs
Total student study effort 120 hrs
Reading List and John D. Cutnell & Kenneth W. Johnson, Introduction to Physics, 9th
References edition, 2013, John Wiley & Sons.
Hewitt, Conceptual Physics, 11th edition, 2010, Benjamin Cummings.
A4
Subject Code CBS1101P

Subject Title Fundamentals of Chinese Communication（大學中文傳意）
Credit Value 3
Level 1
Pre-requisite / Co- Remarks:
requisite/ For students entering with HKDSE Chinese subject result at Level 3 or
Exclusion equivalent
Objectives This subject aims to foster students’ communicative competence in using both
written and spoken Chinese to communicate effectively, appropriately, flexibly
and politely in real situated social settings.
Outcomes (a) develop effective communication skills in written Chinese required for
basic usage in the workplace such as email-letter, notice, news release,
report, discussion, presentation and negotiation;
(b) master the written format, organization, language and style of expression of
various genres of Chinese practical writing such as official
correspondences, publicity materials, reports and proposals for
communication;
(c) give formal presentation in Putonghua effectively and appropriately;
(d) engage in formal discussion in Putonghua effectively and politely.
Subject Synopsis/ 1. Enhancement of Basic Competence in Written Chinese and Skill of

Indicative Syllabus Summarizing
2. Written Chinese for Practical Purposes
• Format, organization, language of each genre;
• Coherence in Chinese writing
• Style of expression of different genres such as official
correspondences, publicity materials;
• Context dependent stylistic variation
• Appropriateness in communication
3. Enhancement of Basic Skills in Putonghua Pronunciation
4. Formal Presentation in Putonghua
• Choice of words in Putonghua
• The flow of speaking
• Manner of speaking and gesture
5. Formal Discussion in Putonghua
• Identification of main idea and key messages
• Evaluation of relevancy of information in a message
• Skills of summarizing
• Agreeing/disagreeing/answering to questions politely
Teaching/Learning The subject will be conducted in Putonghua, in highly interactive seminars. The
Methodology subject will motivate the students’ active participation by assigning group
presentation /discussion in class. In a forum-like format, students are guided to :
(1) present to the class, their understanding of each genre designed for the
syllabus for discussions and improvement;
(2) modify passages in a given genre/style into other genres/styles for
addressing different audiences and purposes;
(3) give a power-point presentation in Putonghua in front of the whole class,
then receive on spot feedback for discussion and improvement;
(4) prepare a written report/proposal on the same topic;
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(5) engage in formal discussion in Putonghua on topics related to current issues
and/or business operation;
(6) produce a written document on the same topic using a chosen genre.
E-learning materials for enhancing students’ proficiency in both Putonghua and
written Chinese are included in Chinese LCR teaching. Students are expected
to follow teachers’ guidelines and get access to the materials on e-Learning
platform for self-study on voluntary basis.
Assessment Methods
Intended Learning methods/tasks weighting to be assessed (Please tick as
Outcomes appropriate)
a b c d
1. Written Assignment 35% √ √
2. Oral Presentation 35% √ √
3. Final Examination 30% √ √ √ √
Total 100 %
Explanation of the appropriateness of the assessment methods in assessing the

intended learning outcomes:
Both written assignments and oral presentation will focus on the functions of
communication and the appropriateness of language used in authentic social
settings. The final examination aims to obtain an objective measurement of
students’ basic competence in the use of Putonghua and written Chinese. It
emphasizes on the accuracy of expression in both spoken and written forms.
Explanations and exercises are provided in classroom teaching.
Students obtaining a subject pass must pass both components, i.e. the
continuous assessment and examination of the subject. Students will get failure
of the subject if he/she fails in either one of the two components.

Expected
 Seminar 39 Hrs.
Additional activity:
 e-Learning in Putonghua and Written Chinese 9 Hrs.
 Outside Class Practice 39 Hrs.
 Self-study 39 Hrs.
Total student study effort 126 Hrs.
Reading List and
References 1. 于成鯤、陳瑞端、秦扶一、金振邦主編︰《當代應用文寫作規範叢
書》，復旦大學出版社，2011 年。
2. 鍾文佳︰《漢語口才學》，西南師範大學出版社，2004 年。
3. 李白堅、丁迪蒙︰《大學體型寫作訓練規程》，上海大學出版社，
2004 年。
4. 于成鯤主編︰《現代應用文》，復旦大學出版社，2003 年。
5. 邢福義、汪國勝主編︰《現代漢語》，華中師範大學出版社，2003
A6
年。
6. 陳瑞端著︰《生活錯別字》，中華書局，2000 年。
7. 李軍華︰《口才學》，華中理工大學出版社，1996 年。
8. 陳建民︰《說話的藝術》，語文出版社，1994 年。
9. 邵守義︰《演講全書》，吉林人民出版社，1991 年。
10. 路德慶主編︰《寫作教程》，華東師範大學出版社，1982 年。
A7
Subject Code CE1000

Subject Title Construction for Better Living
Credit Value 3
Level 1
Pre-requisite / Co- Nil
requisite/
Exclusion
Objectives This subject is a Freshman Seminar entitled “Construction for Better Living”
specially devised for all first-year students enrolled in Construction and
Environment (CE) Disciplines. It focuses on CE from the perspective of a very
fundamental human desire, “Better Living” and its objectives are to:
- introduce students how their chosen CE disciplines can contribute to
“Better Living” in their freshman year, and enthuse them about their
major study;
- cultivate students’ creativity, problem-solving ability, and global
outlook;
- expose students to the concepts and an understanding of
entrepreneurship; and
- engage students, in their first year of study, in desirable forms of
learning at university that emphasizes self-regulation, autonomous
learning, deep understanding and academic integrity
Outcomes
(a) state the overall construction process from planning to execution where
PolyU’s CE professionals are involved;
(b) correlate various parameters with the effectiveness of relevant
technologies/interventions in the CE context for enhancing living quality;
(c) explain the importance of PolyU’s CE professionals in the construction
industry and their contributions to “Better Living” and “Sustainability”;
(d) demonstrate creative thinking, problem solving, global outlook and
entrepreneurship abilities for addressing “Better Living” and “Sustainability”
issues in the CE context;
(e) adopt desirable forms of learning for the university study and aware of
academic integrity and plagiarism.
Subject Synopsis/ Subject Synopsis

Indicative Syllabus FCE has a long history in working with sustainable urban development and
built environment, and is one of the leading contributors on these areas. In this
subject, colleagues from various departments in FCE will brief students the
various existing technologies, latest thoughts and developments which are
expected to be able to enhance the living quality of human beings, and hence
sustainable urban development, through real life examples (e.g. green roof,
wing walls, building orientation and architectural forms, material selection,
energy efficient equipment, etc).
Living quality in the present subject is not restricted to the residential

environment though it is probably the most important area having substantial
impact on human health. Information on the design of leisure and cultural
establishments such as theatres, performance halls, museums, etc will also be
provided to students. The importance of the construction industry and its
professionals in enhancing these living standards and sustainable development
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will be emphasized.
Reputable industrial practitioners and FCE alumni and colleagues from

Business School will be invited to give seminars to students to share their
experiences in handling construction projects and solving problems on
technical, financial and other issues in the industry.
Site visits and a mini project will be set up for the students to have a deeper
understanding on the related technologies and the knowledge covered in the
subject and how they have been applied in practice.
Indicative Syllabus :
Week 1 Introduction to the FCE and the Construction Industry and Process
Week 2 – 5 Environmental Parameters, Standards and Technology: Noise,
Lighting, Ventilation, Thermal Comfort, Heat, Geo-informatics, Sustainability
Week 6 – Sustainability and mini project briefing
Week 7 – 9 Site Visit I to III
Week 10 – 11 Seminars by Faculty of Business and Practitioners/Alumni
Week 12 – 13 Mini Project Group Work
Teaching/Learning The teaching and learning methodology involves inspirational lectures, mini
Methodology project group work, online assignments, practitioners’/alumni’ seminars, site
visits and tutorials. A blended approach involving a combination of face-to-face
teaching and an online companion site will be employed to support the teaching
and learning delivery for facilitating easy access to teaching and learning
materials and teacher-student and student-student interactions in class and out
of class.
The knowledge gained from the inspirational lectures, tutorials and online
activities in the early stage of the curriculum constitute a part of the foundation
for students in developing their creative thinking, problem solving, global
outlook and entrepreneurship abilities in the discipline. Practitioners’/alumni’
seminars and site visits are purposefully arranged to introduce students how the
knowledge are applied in practice, the gap between theory and practice in the
construction industry and the aforementioned abilities this Freshman Seminar
aims to emphasize.
Lastly, it is noteworthy to mention that the key feature of the teaching and
learning methodology is experiential in nature and through the mini project
group work, students are expected to base on what they learn from FCE
colleagues through inspirational lectures and tutorials, practitioners’/alumni’
seminars, site visits, etc to come up with solutions/ideas that demonstrate their
creative thinking, problem solving, global outlook and entrepreneurship
abilities for addressing “Better Living” and “Sustainability” issues in the CE
context.
A9
Assessment Methods
in Alignment with Specific assessment % Intended subject learning outcomes to
Intended Learning methods/tasks weighting be assessed (Please tick as
a b c d e
1. Online Participation 40%   
+ Assignments
2. Mini Project Group 60%     
Work
3. Online Tutorial on 0% 
Academic Integrity
Total 100 %
The assessment task 1 is knowledge-oriented and plays a part in addressing the

intended learning outcomes (a) – (c) covered in inspirational lectures, tutorials
and online activities in the early stage of the curriculum.
The assessment task 2 is high-order in nature and the mini project group work
serves as a main and effective assessed task (i.e. 60% of the overall assessment
grade) for students to demonstrate their overall attainment of intended learning
outcomes (a) – (e) at the end of the curriculum.
The assessment task 3 is for awareness of the expected honest academic

behavior and of the importance of academic integrity. Students are required to
complete the online tutorial within the first 5 weeks of the subject. Students
who cannot complete the tutorial will fail the subject. Information of the online
tutorial can be found using the link
http://edc.polyu.edu.hk/PSP/SG_Tutorial.pdf
A letter-grading system will be used to assess students’ performance.

Expected
 Inspirational Lectures 16 Hrs.
 Practitioner/Alumni Seminars 4 Hrs.
 Tutorials 16 Hrs
 Site Visits 10 Hrs
 Online Assignments/Self Study 33 Hrs.
 Preparation, Reporting and Presentation for
50 Hrs.
Mini Projects
Total student study effort 129 Hrs
Reading List and J.Wines, Green Architecture, Taschen, 2000 (or similar references)
References S.V.Szokolay, Introduction to architectural science: the basis of sustainable
design, Architectural Press, Oxford 2008
P.Green, Double-skin facades: integrated planning, building physics,
construction, aerophysics, air-conditioning, economic viability, Prestel,
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Munich, 2001.
F.E.Gould, Managing the construction process: estimating, scheduling and
project control, Pearson, New York, 2005.
R.Tomlinson, Thinking About GIS, ESRI Press, New York, 2007.
K.W.Kolodziej, J.Hjelm, Local Positioning Systems, LBS Applications and
Services. CRC, Taylor & Francis, 2006.
B. Stein, J.S. Reynolds, Mechanical and electrical equipment for buildings,
Wiley, New York, 2000.
A11
Subject Code CE114

Subject Title Land Use and Sustainable Environment
Credit Value 3
Level 1
requisite/
Exclusion
Objectives Academic underpinning (BDR)
Please specify : Construction and Environment
Expansion of intellectual capacity and interdisciplinary learning (CAR)
Language and communication (LCR)
Enhanced understanding of China (CSR)
(more than 60% CSR-related content - Yes or No )
Healthy living, self understanding and interpersonal skills
Teamwork, leadership and entrepreneurship
Critical and creative thinking and problem solving skills
Cultural appreciation
Social and national responsibility
Global outlook and lifelong learning
Outcomes (a)have an overview of current land use, environmental protection and
sustainable issues in the environment;
(b) appreciate the basic principles & methods of urban planning and
sustainable development;
(c)understand the local and regional practices of achieving environmental
conservation and sustainability
Subject Synopsis/ 1. Principles of land use and land management

Indicative Syllabus Land cover & land use - definition and classification,
Management of land use in legal prescriptions
Land tenure, ownership and public administration
2. Monitoring and manipulating Land Information

Maps, aerial photos and satellite imagery,
Monitoring the Earth from space,
Concept of Positioning
3. Urban Planning
Urban Planning - principles and impact
Town planning process in Hong Kong
Interaction between urban and environmental planning
4. Principles of environmental sustainability

Definition of sustainability
Concepts of sustainable development; long-term approaches to
environmental problems.
Interdependence of environment, society, and development
Stakeholders of sustainable development: government, civil society and
businesses;
Measuring sustainability
Indicators of sustainability
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5. Sustainability issues
Air pollution
Sources of pollutants; Effects on human health and environment; Indoor air
quality.
Waste management
The problem of waste; Waste from human activities and industrial
processes. Effects on land use.
Ocean and fresh water resources
Limitation of water resources and effects of water pollution,
Wildlife and biodiversity
Food chain and importance of wetland and marine ecology; Environmental
conservation
Climate change
Evidence and effects of climate change; International efforts to cope with
climate change.
Teaching/Learning • Fundamentals and main thrust of subject materials will be covered in

Methodology lectures;
• Seminar on latest land use, urban planning, environmental and
sustainability issues in Hong Kong;
• Tutorials on case studies of urban planning, environmental
conservation, environmental impact assessment;
• Independent study
- Coursework exercise
- Site visit and project analysis
Assessment Methods
a b c
1.Individual & Group 50   
Project on Land Use
2. Project on Sustainable 50   
Environment
Total 100 %
To pass the subject, student must complete ALL assignments ON TIME,

and get an overall grade of D or above.

Expected
 Lecture (2 hrs x 12 lectures) 24 Hrs.
 Seminar 3 Hrs.
 Tutorial (2 hrs x 6 tutorials) 12 Hrs.
 Project preparation, coursework 28Hrs.
 Self study 28Hrs.
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Total student study effort 95Hrs.
Reading List and Bailey, R., An Introduction to Sustainable Development, the Chartered
References Institution of Water and Environmental Management 1997, UK
Hong Kong Planning Standards and Guidelines, Planning Department,

Hong Kong Government
O'Riordan, T., Environmental Science for Environmental Management,

Longman Scientific & Technical, 1995, London
Town Planning in Hong Kong, Planning Department, Hong Kong

Government
Day, A.(ed)(2005) China's environment and the challenge of sustainable

development. Armonk, N.Y. : M.E. Sharpe, c2005.
Peng, X. and Z. Guo (ed) (2000) The changing population of China. Oxford:
Blackwell.
Qu, G. (1994) Population and the environment in China. Boulder: L. Rienner

Publishers; London: Paul Chapman Publishing Ltd.
UNEP (1982) Combating desertification in China : a report on a seminar.

Nairobi: UNEP.
World Bank (2001) China: air, land, and water: environmental priorities for a
new millennium. Washington, D.C::World Bank.
Xu G. and L.J. Peel (1991). The Agriculture of China. Oxford ; New York:
Oxford University Press
Xu, X. (2003) Urban development and urbanization in China: selected works of

professor Xu Xueqiang. Guangzhou Shi: Guangdong gao deng jiao yu chu ban
she.
Yeung, Y.m. (2005) The Western Pearl River Delta: growth and opportunities
for cooperative development with Hong Kong. Hong Kong: Hong Kong
Institute of Asia-Pacific studies, The Chinese University of Hong Kong.
Yeung, Y.M. and J. Shen (eds) (2004). Developing China’s West. Hong Kong:
The Chinese University Press.
Zhao, S. (1994) Geography of China: environment, resources, population and

development, Wiley, 332p.
地圖出版社(1984)，中國自然地理圖集，北京，地圖出版社。
席守誠 (1992)，中國地理環境與自然資源，北京，中國科學技術出版社。
顧朝林 (編) (1999)，中國城市地理。北京，商務印書館。
科學出版社 (2000)，中華人民共和國人口環境與可持續發展地圖集，北
京: 科學出版社。
A14
Subject Code CE123

Subject Title Managing the Built Environment
Credit Value 3
Level 1
Pre-requisite NIL
Objectives As the construction industry and its management have profound impacts on the
community and the economy, this subject is intended to enable students to acquire a
holistic view and understanding of the construction industry in Hong Kong and China,
its relation to urban development and the principles of management.
The subject serves to provide an academic underpinning for the Broad Discipline of
Construction and Environment, and to achieve the following general learning
objectives:
Expansion of intellectual capacity and interdisciplinary learning

Critical and creative thinking and problem solving skills
Social and national responsibility
Teamwork
Global outlook and lifelong learning
Outcomes (a) give an overview of the fundamental characteristics of the construction industry
and built environment in Hong Kong and China;
(b) give an overview of the social, economic, ecological and environmental impacts
of construction development on communities;
(c) apply the basic knowledge in managing the health, carbon footprint and safety
aspects of the built environment;
(d) apply the fundamental management principles in the built environment;
(e) communicate effectively in the process of project management;
(f) contribute as team members and work effectively in teamwork.
The intended learning outcomes can raise the students’ literacy level on the
construction industry and its management, as they are expected to work and contribute
to the creation of the built environment in general and the construction sector in
particular in due course.
The subject is so designed that students will be expected to do reading and substantive
writing. Students will also be expected to apply systematic, critical, and creative
thinking in dealing with real life construction related management problems. The
knowledge conveyed to the students is closely linked to work in the broad discipline,
which shall promote higher order thinking and equip them with skills for active
enquiry and life-long learning.
Subject Synopsis/ • Overview of the built environment and the construction and property sector in
Indicative Hong Kong and China: structure and stakeholders, significance and functions in
Syllabus urban development, contribution to national and world economy;
• Impacts of constructions and asset management: social, economic, ecological, and
environmental aspects;
• Managing the health, carbon footprint and safety aspects of the built environment;
• Overview of the construction process from inception to completion and the
management of the constructed facilities;
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• Management principles:
- Operations management and project management
- What managers do;
- Managers’ roles taking into account the impacts of the project environment
and business environment.
- Basic techniques for scheduling, progress, cost and quality control.
• Project and project management:
- Characteristics of project;
- Project management as a profession; principles of planning, organizing,
controlling, and the application to project management.
- The process of project management.
Teaching/Learning A range of teaching and learning methods will be adopted, with a problem-based
Methodology approach in deliverance of the subject materials.
• Lectures will be used to convey an overview of characteristics of the
construction and property sector and apply the principles of management to the
built environment;
• Problem-based case studies will be employed for illustrating the prestigious
and mega building construction projects in Hong Kong and China;
• Students will develop managerial skills in problem solving, effective
communication, and teamwork through management workshops;
• Seminars and tutorials are used to discuss project management topics in depth
through case studies, role play, assignments, and student presentation;
• Independent study
- Coursework exercise
- Case study analysis
- Self-study
Assessment
Methods in Specific assessment % Intended subject learning outcomes to
Alignment with methods/tasks weighting be assessed (Please tick as
Intended Learning appropriate)
Outcomes a b c d e f
1. Seminars 20    
2. Group projects 20    
3. Written examination 60    
Total 100 %
Students must attend the exam and submit all coursework in order to pass this
subject.
Student Study Class contact:
Effort Expected
 Lectures (13 x 2) 26 Hrs.
 Seminar / Workshop / Tutorial (12 x 1) 12 Hrs.
 Preparation for project, seminar and case study 40 Hrs.
A16
Reading List and BEAM Society. BEAM Plus v1.2 for Existing Buildings. 2012.
References Kerzner, H. Project management : case studies. Hoboken, N.J.: Wiley, 2006.
Klein, H. Basics project planning. Basel: Birkhäuser, 2008.
Lee, CF et al. Reinventing the Hong Kong Construction Industry for its Sustainable
Development. Construction Industry Institute – Hong Kong (CII-HK) Report No.13,
ISBN 978-988-99558-4-7, 2008.
Liebing, R. The Construction Industry: processes, players and practices. Prentice Hall,
2001.
Lock, D. The essentials of project management. Aldershot : Gower, 2007.
Lu, Y.J. and Fox, P.W. The Construction Industry in China: its image, employment
prospects and skill requirements. Geneva: International Labor Office, 2001.
Myers, D. Construction Economics: a new approach. London: Spon Press, 2004.
Nicholas, John M. Project management for business, engineering, and technology:
principles and practice. Burlington, MA; Oxford, UK : Elsevier/Butterworth
Heinemann, 2008.
Turner, J.R. Gower handbook of project management. Aldershot, England;
Burlington : Gower, 2007.
Project Management Institute (2008) A guide to the project management body of
knowledge. PMI.
An introduction to PRINCE
http://www.ogcio.gov.hk/en/infrastructure/methodology/proj_mgmt/doc/g38a_p
ub.pdf
Works Bureau Technical Circulars

http://www.devb.gov.hk/TechnicalCirculars.aspx?section=53&lang=1
Tender Procedures
Contractors – General/Project Management
Consultants
Construction Site Safety
Buildings Department http://www.bd.gov.hk/english/index_e.html
A17
Subject Code ELC1011

Subject Title Practical English for University Studies
Credit Value 3
Level 1
requisite/
Exclusion
Objectives This subject aims to develop and enhance students’ general proficiency and
communication skills in English. A strong focus will be given to enhancing
competence and confidence in grammar, vocabulary, pronunciation and
fluency.
Intended Learning Upon successful completion of the subject, students will be able to:
Outcomes
a. use a variety of strategies to comprehend meaning and messages of a range
of written and spoken texts
b. organise and write accurate and coherent short texts
c. use appropriate verbal skills in spoken communication
To achieve the above outcomes, students are expected to use language and text
structure appropriate to the context, select information critically, and present
their views logically and coherently.
Subject Synopsis/ 1. Written communication

Indicative Syllabus Enhancing the use of accurate and appropriate grammatical structures and
vocabulary for various communicative purposes; improving the ability to
organise written texts logically; and improving cohesion and coherence in
writing.
2. Spoken communication
Developing verbal and non-verbal interaction strategies appropriate to the
context and level of formality.
3. Reading and listening

Understanding the content and structure of information delivered in written and
spoken texts; developing effective reading and listening strategies; and using
study tools such as dictionaries to obtain lexical and phonological information.
4. Language development
Improving and extending relevant features of grammar, vocabulary,
pronunciation and fluency.
Teaching/Learning
Methodology The study method is primarily seminar-based. Following a blended delivery
approach, activities include teacher input as well as in- and out-of-class
individual and group work involving drafting of texts, information search, mini-
presentations and discussions. Students will make use of elearning resources
and web-based work to improve their grammar and vocabulary, and other
language skills.
Learning materials developed by the English Language Centre are used

throughout the course. Students will be referred to learning resources on the
A18
Internet and in the ELC’s Centre for Independent Language Learning.
Additional reference materials will be recommended as required.
Assessment Methods
in Alignment with Specific assessment % weighting Intended subject learning
Intended Learning methods/tasks outcomes to be assessed
a b c
1. In-class grammar and 20%  
vocabulary tests
2. Oral assessment 45%  
3. Writing assessment 35%  
Total 100 %

The in-class tests, which assess students’ grammar and vocabulary and their
ability, necessitate achievement of LOs (a) and (b). The oral
assessment assesses students’ ability to speak accurately, appropriately and
confidently. Students will need to research a topic, organise information from a
variety of sources, and present the information as a digital story (ref. LOs (a)
and (c)). The writing assessment evaluates students' ability write a longer text
in accurate and appropriate grammatical structures (ref. Los (a) and (b)).
In addition to these assessments, students are required to complete further
language training through web-based language work. The additional language
training offered in online tasks is aligned with all the three LOs and corresponds
to their learning in class.
Expected
 Seminar 39 Hrs.
 Self-study/preparation 78 Hrs.
A19
Subject Code AMA1130
Subject Title Calculus for Engineers
Credit Value 3
Level 1
Pre-requisite / Pre-requisite: None
Exclusion
Objectives To acquire knowledge of calculus up to first year university level, and to apply
these tools for their feasible solution of practical problems in engineering.
Outcomes
a. master the basics of differentiation and recognize its usefulness
applications in engineering problems;
b. master the basics of integration and recognize its usefulness applications
in engineering problems;
c. apply the basics of calculus in formulating and applying to engineering
problems.
Subject Synopsis/ 1. Limit and continuity, derivatives and their geometric meaning, rules of
Indicative Syllabus differentiation including chain rule, Leibniz’s rule and L’Hopital’s rule,
exponential and logarithmic functions, trigonometric functions and their
inverses, hyperbolic and inverse hyperbolic functions, applications of
differential calculus in optimization. Mean Value Theorem in
differentiation.
2. Definite and indefinite integrals, fundamental theorem of calculus,

methods of integration (integration by substitution, integration by parts,
integration of rational functions using partial fractions and integration of
trigonometric and hyperbolic functions), reduction formulas, applications
to geometry and engineering. Mean Value Theorem in integration.
Teaching/Learning Emphasis is placed on a pro-active learning approach. Fundamental knowledge

Methodology will be introduced in the lectures, with interspersed questions, exercises and
quizzes for class discussion and after class self study. Formal tutorial classes will
be conducted (1 hour per week), with additional worked examples and tutorial
sheets being discussed. Students will be expected to read up, do exercises and
reflect critically on the material covered in class. A companion web site-cum-
discussion forum will be available to facilitate questioning and discussion.
Additional face-to-face discussion sessions can be arranged on request.
A20
Assessment Methods
a b c
1.Coursework 40
  
2. Final Examination 60
  
Total 100 %
Students must attain at least grade D in both coursework and final

examination (whenever applicable) in order to attain a passing grade in the
overall result.

Expected
 Lectures 26 Hrs.
 Tutorials 13 Hrs.
 Coursework and Self Study 81 Hrs.
Reading List and Hung, KF, Kwan, WCK, Pong, GTY. Foundation Mathematics & Statistics.
References McGraw Hill 2013.
Thomas, GB, Weir, MD, & Hass, JR. Thomas’ Calculus Early Transcendentals
13th ed. Addison Wesley 2013.
Lang, S. A First Course in Calculus, 3rd ed., Springer Verlag, 1986.
A21
Subject Code APSS1L01

Subject Title Tomorrow’s Leaders
Credit Value 3
Level 1
GUR Requirements This subject intends to fulfill the following requirement(s) :
Intended to Fulfill
Healthy Lifestyle
Freshman Seminar
Languages and Communication Requirement (LCR)
Leadership and Intra-Personal Development
Service-Learning
Cluster-Area Requirement (CAR)
Human Nature, Relations and Development
Community, Organization and Globalization
History, Cultures and World Views
Science, Technology and Environment
China-Study Requirement
Yes or No
Writing and Reading Requirements
English or Chinese

requisite/
Exclusion
Assessment Methods
100% Continuous Individual Group
Assessment Assessment Assessment
1. Class Participation 20%
2. Peer Assessment 5%
3. Group Project 30%
4. Individual 45%
Assignment
Note:
• The grade is calculated according to the percentage assigned;
• The completion and submission of all component assignments are
required for passing the subject; and
• Student must pass the specific component(s) (standard of passing) if
he/she is to pass the subject.
Objectives The course is designed to enable students to learn and integrate theories,
research and concepts of the basic personal qualities (particularly
intrapersonal and interpersonal qualities) of effective leaders. This subject
also intends to help students develop and reflect on their intrapersonal
qualities, interpersonal qualities and connection of learning to oneself.
Finally, the subject cultivates students’ appreciation of the importance of
intrapersonal and interpersonal qualities in effective leadership.
Outcomes
(Note 1) a. understand and integrate theories, research and concepts on the basic
qualities (particularly intrapersonal and interpersonal qualities) of
effective leaders;
A22
b. develop self-awareness and self-understanding;
c. acquire interpersonal skills;
d. develop self-reflection skills;
e. understand the importance of intrapersonal and interpersonal qualities
in effective leadership, particularly the connection of learning in the
subject to one’s personal development.
Subject Synopsis/ 1. An overview of the personal attributes of effective leaders: roles of

Indicative Syllabus self-understanding and interpersonal relationship qualities in effective
(Note 2) leadership.
2. Cognitive competence: different types of thinking styles; higher-order
thinking; experiential learning; role of cognitive competence, critical
thinking and problem solving in effective leadership.
3. Emotional competence: awareness and understanding of emotions;
emotional quotient (EQ); role of emotional management in effective
leadership; mental health and stress management.
4. Resilience: stresses faced by adolescents; life adversities; coping with
life stresses; role of resilience in effective leadership.
5. Morality and integrity: moral issues and moral competence; role of
morality in effective leadership; ethical leadership; integrity and
effective leadership.
6. Positive and healthy identity: self-identity, self-esteem and self-
concept; self-discrepancies; role of self-concept in effective leadership.
7. Spirituality: meaning of life and adolescent development; role of
spirituality in effective leadership; servant leadership.
8. Social competence and egocentrism: basic social competence skills;
roles of social competence, care and compassion in effective
leadership; egocentrism in university students.
9. Relationship building, team building and conflict management:
relationship quality and effective leadership; conflict management and
effective leadership.
10. Interpersonal communication: theories, concepts, skills and blocks of
interpersonal communication; role of communication skills in effective
leadership.
11. Self-leadership and sense of responsibility in effective leaders; life-
long learning and leadership.
12. Mental health and effective leadership: stress management; importance
of mental health and wellness among university students.
Teaching/Learning Students taking this course are expected to be sensitive to their own behavior
Methodology in intrapersonal and interpersonal contexts. Intellectual thinking, reflective
(Note 3) learning, experiential learning and collaborative learning are emphasized in
the course. Case studies on successful and fallen leaders will also be covered
in the course. The teaching/learning methodology includes:
1. Lectures;
2. Experiential classroom activities;
3. Group project presentation;
4. Written assignment.
A23
Assessment Methods
(Note 4) a b c d e
1. Class 20%
    
Participation^
2. Peer Assessment^ 5%   
3. Group Project* 30%     
4. Individual 45%
   
Assignment^
Total 100 %
*assessment is based on group effort

^assessment is based on individual effort
Explanation of the appropriateness of the assessment methods in assessing

the intended learning outcomes:
1. Assessment of Class Participation (20%): It is expected that classroom

activities and preparation for lectures can help students understand the
subject matter and oneself, develop social skills, connect learning to
oneself and promote an appreciation of the importance of intrapersonal
and interpersonal leadership qualities. Hence, marks for class
participation and preparation for lectures will be given. Students will be
assessed by: a) preparation for class (e.g., complete online assignment
and dig up materials before class), b) participation in class (e.g.,
completion of worksheets and sharing) and c) volunteering to answer
questions and join discussions in class.
2. Peer Assessment (5%): Students will be invited to rate the performance

and learning of other group members in an honest and authentic manner.
The marks will reflect the mastery of knowledge, self-reflection and
quality of interpersonal skills (such as collaboration with other members
and contribution to the group) of the group members. Peer assessment
will contribute to marks in class participation.
3. Assessment of Group Project (30%): Group project presentation can

give an indication of the students’ understanding and integration of
theories and concepts on personal qualities in effective leadership,
personal and group reflections, interpersonal skills and degree of
recognition of the importance of active pursuit of knowledge covered in
the course.
4. Assessment of Individual Assignment (45%): Individual paper can give

an indication of the students’ understanding and integration of theories
and concepts on the personal qualities in effective leadership, self-
assessment, self-reflection, connection of the subject matter to oneself
and degree of recognition of the importance of active pursuit of
knowledge covered in the course.
A24
Based on the implementation of this subject in the past four academic years
(2010-2011; 2011-2012; 2012-2013; 2013-2014), evaluation findings
consistently showed that this subject was able to achieve the intended
learning outcomes in the students. The positive evaluation findings are
documented as follows:
Shek, D. T. L. (2012a). Development of a positive youth development

subject in a university context in Hong Kong. International
Journal on Disability and Human Development, 11(3), 173-179.
Shek, D. T. L. (2012b). Post-lecture evaluation of a positive youth
development subject for university students in Hong Kong. The Scientific
World Journal. Article ID 934679, 8 pages, doi:10.1100/2012/934679
Shek, D. T. L. (2013). Promotion of holistic development in university
students: A credit-bearing subject on leadership and intrapersonal
development. Best Practices in Mental Health, 9(1), 47-61.
Shek, D. T. L., & Law, M. Y. M. (2014). Evaluation of a subject on
leadership and intrapersonal development: views of the students based on
qualitative evaluation. International Journal on Disability and Human
Development.doi:10.1515/ijdhd-2014-0339
Shek, D. T. L., & Leung, H. (2014). Post-lecture subjective outcome
evaluation of a university subject on leadership and positive youth
development in Hong Kong. International Journal on Disability and Human
Development.doi:10.1515/ijdhd-2014-0343
Shek, D. T. L., & Leung, J. T. Y. (2014) Perceived benefits of a university
subject on leadership and intrapersonal development. International Journal
on Disability and Human Development.doi:10.1515/ijdhd-2014-0345
Shek, D. T. L., & Ma, C. M. S. (2014). Do university students change after
taking a subject on leadership and intrapersonal development? International
Journal on Disability and Human Development. doi:10.1515/ijdhd-2014-
0341
Shek, D. T. L., & Sun, R. C. F. (2012a). Focus group evaluation of a positive
youth development course in a university in Hong Kong. International
Shek, D. T. L., & Sun, R. C. F. (2012b). Process evaluation of a positive
youth development course in a university setting in Hong Kong.
International Journal on Disability and Human Development, 11(3), 235-
241.
Shek, D. T. L., & Sun, R. C. F. (2012c). Promoting leadership and
intrapersonal competence in university students: What can we learn from
Hong Kong? International Journal on Disability and Human Development,
11(3), 221-228.
Shek, D. T. L., & Sun, R. C. F. (2012d). Promoting psychosocial
competencies in university students: Evaluation based on a one group
pretest-posttest design. International Journal on Disability and Human
Development, 11(3), 229-234.
Shek, D. T. L., & Sun, R. C. F. (2012e). Qualitative evaluation of a positive
youth development course in a university setting in Hong Kong.
International Journal on Disability and Human Development, 11(3), 243-
248.
Shek, D. T. L., Sun, R. C. F., & Merrick, J. (2012). Editorial: How to
promote holistic development in university students? International
Shek, D. T. L., Sun, R. C. F., Tsien-Wong, T. B. K., Cheng, C. T., & Yim H.
A25
Y. (2013). Objective outcome evaluation of a leadership and intrapersonal
development subject for university students. International
Shek, D. T. L., Sun, R. C. F., Yuen, W. W. H., Chui, Y. H., Dorcas, A., Ma,
C. M. S., Yu, L., Chak, Y. L. Y., Law, M. Y. M., Chung, Y..Y. H., & Tsui,
P. F. (2013). Second piloting of a leadership and intrapersonal development
subject at The Hong Kong Polytechnic University. International
Shek, D. T. L., & Wu, F. K. Y. (2012). Reflective journals of students taking
a positive youth development course in a university context in Hong Kong.
The Scientific World Journal. Article ID 131560, 8 pages, 2012.
doi:10.1100/2012/131560
Shek, D. T. L., & Wu, F. K. Y. (2014). The role of teachers in youth
development: Reflections of students. International Journal on Disability and
Human Development. doi:10.1515/ijdhd-2014-0344
Shek, D. T. L., Wu, F. K. Y., & Law, M. Y. M. (2014). Perceptions of a
university subject on leadership and intrapersonal development: Reflections
of the scholarship recipients. International Journal on Disability and Human
Development. doi:10.1515/ijdhd-2014-0340
Shek, D. T. L., & Yu, L. (2014). Post-course subjective outcome evaluation
of a subject on leadership and intrapersonal development for university
students in Hong Kong. International Journal on Disability and Human
Development. doi:10.1515/ijdhd-2014-0342

Expected
 Lectures and experiential learning activities 39 Hrs.
 Group project preparation 20 Hrs.
 Reading and writing term paper 76 Hrs.
Medium of English
Instruction
Medium of English
Assessment
Reading List and Basic References:
References Barki, H., & Hartwick, J. (2004). Conceptualizing the construct of
interpersonal conflict. The International Journal of Conflict
Management, 15(3), 216-244.
Catalano, R. F., Berglund, M. L., Ryan, J. A. M., Lonczak, H. S., &

Hawkins, J. D. (2002). Positive youth development in the United
States: Research findings on evaluations of positive youth
development programs. Prevention and Treatment, 5(15), 1-106.
Dalton, J., & Crosby, P. (2007). Being and having: Shouldn’t excellence in
higher education (and people) be a measure of what one does rather
than what one has? Journal of College and Character, 9(1), 1-5.
Dolbier, C. L., Soderstrom, M. & Steinhardt, M. A. (2001). The relationships

A26
between self-leaders and enhanced psychological, health and work
outcomes. Journal of Psychology, 135(5), 469-485.
Erikson, E. H. (1968). Identity: Youth and crisis. New York: W. W. Norton

& Company, Inc.
Gilley, A., Gilley, J. W., McConnell, C. W., & Veliquette. A. (2010). The
competencies used by effective managers to build teams: An empirical
study. Advances in Developing Human Resources, 12(1), 29-45.
Goleman, D. (1995). Emotional Intelligence: Why it can matter more than

IQ. New York: Bantam Books.
Houghton, J. D., & Yoho, S. K. (2005). Toward a contingency model of

leadership and psychological empowerment: When should self-
leadership be encouraged? Journal of Leadership and Organizational
Studies, 11(4), 65-84.
Kim, Y. H., Chiu, C. Y., & Zou, Z. M. (2010). Know thyself:

Misperceptions of actual performance undermine achievement
motivation, future performance, and subjective well-being. Journal of
Personality and Social Psychology, 99(3), 395-409.
Kohlberg, L. (1964). Development of moral character and moral ideology. In

M. L. Hoffman, & L. W. Hoffman (Eds.), Review of child development
research (pp. 381-431). New York: Russell Sage Foundation.
Lau, P. S. Y., & Wu, F. K. Y. (2012). Emotional competence as a positive

youth development construct: A conceptual review. The Scientific
World Journal, 2012, 8 pages. doi:10.1100/2012/975189
Ma, H. K. (2012). Social competence as a positive youth development

construct: A conceptual review. The Scientific World Journal, 2012, 7
pages. doi:10.1100/2012/287472.
Marsh, H. W. (1990). A multidimensional, hierarchical self-concept:

Theoretical and empirical justification. Educational Psychological
Review, 2(2), 77-172.
Masten, A. S., & Obradović, J. (2006). Competence and resilience in

development. Annals of the New York Academy of Sciences, 1094(1),
13-27.
Rycek, R. F., Stuhr, S. L., McDermott, J., Benker, J., & Swartz, M. D.
(1998). Adolescent egocentrism and cognitive functioning during late
adolescence. Adolescence, 33(132), 745-749.
Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination,

Cognition and Personality, 9(3), 185-211.
Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology:

An introduction. American Psychologist, 55(1), 5-14.
A27
Shek, D. T. L. (2010). Nurturing holistic development of university students
in Hong Kong: Where are we and where should we go? The Scientific
World Journal, 10, 563-575.
Shek, D. T. L. (2012). Spirituality as a positive youth development

construct: A conceptual review. The Scientific World Journal, 2012, 8
pages. doi:10.1100/2012/458953
Sun, R. C. F., & Hui, E. K. P. (2012). Cognitive competence as a positive

youth development construct: A conceptual review. The Scientific
World Journal, 2012, 7 pages. doi:10.1100/2012/210953
Supplementary References:
Adler, R. B., Rosenfeld, L. B., & Proctor II, R. F. (2010). Interply: The
process of interpersonal communication. New York: Oxford University
Press.
Bandura, A. (1986). Social foundations of thought and action. New Jersey:

Prentice-Hall.
Bass, B. M., & Steidlmeier, P. (1999). Ethics, character, and authentic

transformational leadership behavior. Leadership Quarterly, 10(2), 181-
217.
Brown, M. E., Treviño, L. K., & Harrison, D. A. (2005). Ethical leadership:

A social learning theory perspective for construct development and
testing. Organizational Behavior and Human Decision Processes, 97(2),
117-134.
Cao, L., & Nietfeld, J. L. (2007). College students’ metacognitive awareness

of difficulties in learning the class content does not automatically lead
to adjustment of study strategies. Australian Journal of Educational
and Developmental Psychology, 7, 31-46.
Cheung, C. K., & Lee, T. Y. (2010). Contributions of moral education

lectures and moral discussion in Hong Kong secondary schools. Social
Psychology of Education: An International Journal, 13(4), 575-591.
Davey, M., Eaker, D. G., & Walters, L. H. (2003). Resilience processes in

adolescents: Personality profiles, self-worth, and coping. Journal of
Adolescent Research, 18(4), 347-362.
Govier, I. (2000). Spiritual care in nursing: A systematic approach. Nursing

Standard, 14(17), 32-36.
Kumru, A., & Thompson, R. A. (2003). Ego identity status and self-
monitoring behavior in adolescents. Journal of Adolescent Research,
18(5), 481-495.
Luthans, F., Vogelgesang, G. R., & Lester, P. B. (2006). Developing the

psychological capital of resiliency. Human Resource Development
Review, 5(1), 25-44.
A28
Neck, C. P., & Houghton, J. D. (2006). Two decades of self-leadership
theory and research: Past developments, present trends, and future
possibilities. Journal of Managerial Psychology, 21(4), 270-295.
Rose-Krasnor, L. (1997). The nature of social competence: A theoretical

review. Social Development, 6(1), 111-135.
Saarni, C. (1999). The development of emotional competence. New York:

Guilford.
A29
Subject Code ELC1012/ELC1013

Subject Title English for University Studies
(This subject will be offered in two versions for students who will primarily be
using (1) APA/Harvard referencing styles or (2) IEEE/Vancouver referencing
styles in their university studies.)
Credit Value 3
Level 1
Pre-requisite / Co- Students entering the University with Level 5 from the HKDSE will be
requisite/ exempted from this subject. They can proceed to Advanced English for
Exclusion University Studies (ELC1014).
Objectives
This subject aims to help students study effectively in the University’s English
medium learning environment, and to improve and develop their English
language proficiency within a framework of university study contexts.
Intended Learning
Outcomes Upon successful completion of the subject, students will be able to:
a. refer to sources in written texts and oral presentations
b. paraphrase and summarise materials from written and spoken sources
c. plan, write and revise expository essays with references to sources
d. deliver effective oral presentations
information logically and coherently.
Subject Synopsis/ 1. Written communication

Indicative Syllabus Analysing and practising common writing functions; improving the ability of
writing topic sentences and strategies for paragraph development; understanding
common patterns of organisation in expository writing; taking notes from
written and spoken sources; practising summarising and paraphrasing skills;
improving coherence and cohesion in writing; developing revision and
proofreading skills.
2. Spoken communication
Recognising the purposes of and differences between spoken and written
communication in English in university study contexts; identifying and
practising the verbal and non-verbal interaction strategies in oral presentations;
developing and applying critical thinking skills to discussions of issues.
Improving and extending relevant features of grammar, vocabulary and
pronunciation.
Teaching/Learning The study method is primarily seminar-based. Following a blended delivery
Methodology approach, activities include teacher input as well as in- and out-of-class
individual and group work involving drafting and evaluating texts, mini-
presentations, discussions and simulations. The process approach to writing is
adopted, and students make use of elearning resources to engage in academic
discussions and to reflect on their learning.

A30
throughout the course. Students will be referred to learning resources on the
Internet and in the ELC’s Centre for Independent Language Learning.
Additional reference materials will be recommended as required.
Assessment Methods Specific assessment % weighting Intended subject learning

in Alignment with methods/tasks outcomes to be assessed
Intended Learning (Please tick as appropriate)
Outcomes a b c d
1. Academic essay 1 30%   
2. Academic essay 2 30%   
3. Oral presentation 40%   
Total 100 %

Assessments 1 and 2 necessitate achievement of LOs (a), (b) and (c) in order to
write an effective academic essay via the process of extending and improving
the essay for assessment 1. In order for students to present an effective
academic oral presentation, as demanded in assessment 3, they will need to
read, note and synthesise from a variety of sources, and refer to those sources in
their presentation (ref. LOs (a), (b) and (d)).
In addition to these assessments, students are required to complete further
language training, through web-based language work, reading tasks and online
reflections. The additional language training offered in online tasks is aligned
with all the four LOs. In some of the tasks, students to critically read and
summarise information contained in a variety of sources, as required in LOs (a)
and (b).

Expected
 Seminars 39 Hrs.
 Self study/preparation 78 Hrs.
Reading List and Course material
References Learning materials developed by the English Language Centre
Recommended references
Bailey, S. (2014). Academic writing: a handbook for international students.

Abingdon: Routledge.
Comfort, J. (2001). Effective presentations. Oxford: Cornelsen & Oxford

University Press.
Hung, T. T. N. (2005). Understanding English grammar: A course book for

Chinese learners of English. Hong Kong: Hong Kong University Press.
Swales, J. M., & Feak, C. B. (2004). Academic writing for graduate students:
A31
Essential tasks and skills. Ann Arbor, MI: University of Michigan
Press.
Tang, R. (2012). Academic writing in a second or foreign language: Issues and

challenges facing ESL/EFL academic writers in higher education
contexts. London: Continuum International Pub.
Zwier, L. J. (2002). Building academic vocabulary. Ann Arbor, MI: University

of Michigan Press.
A32
Subject Code IC2118

Subject Title IC Training – Civil Engineering
Credit Value 8 Training Credits
Level 2
Pre-requisite/ Nil
Co-requisite/
Exclusion
Objectives To provide the students with knowledge of principles and techniques in civil
engineering and building construction; and to enable them to appreciate basic
site construction methods and engineering communication skills in typical
construction projects.
Outcomes a. identify relevant engineering theories and principles and to apply them in
the hands-on training exercises to extend their knowledge and
understanding,
b. compare and contrast conceptual design and actual work sequences and
methods to become a practical engineer,
c. assess technology impact on equipment, materials and work methods to
keep abreast of technology development and construction engineering
practices,
d. integrate different training experiences and knowledge to formulate
appropriate and comprehensive design of civil and structural engineering
works,
e. use their knowledge and understanding critically to analyse, evaluate and
give recommendations to engineering questions and workplace issues
related to safety and health,
f. prepare and produce technical drawings and use them as communication
tools in civil engineering subjects, and
g. work independently and effectively as part of a team to tackle engineering
problem.
A33
Subject Synopsis/ IC Modules Description
Indicative Syllabus
Compulsory Modules
TM1201 Bricklaying, Trowel Trades and Paving Blocks
TM1204 Formwork and Scaffolding
TM1213 Structural Concrete and Steelwork
TM8024 Drawing for FCE Discipline IV
TM8030 Drawing for FCE Discipline I (AutoCAD)
TM2015 Industrial Safety I for FCE Discipline
Elective Modules
TM1210 Building Information Modeling
TM1232 Site Formation and Anchoring Practice
TM1309 Non-destructive Tests (NDT) in Building Survey
TM2019 Integrated Project (Construction and Management)
Overall Logbook
The 8 weeks training subject is composed of 6 compulsory modules (6 weeks) plus the
opted elective modules (2 weeks) tabulated above.
The elective modules of 2 weeks shall be either :

1. (TM1210 + TM1232 + TM1309); or
2. TM2019
Learning • Small group hands-on exercises on common construction processes in different
Methodology workshops as shown in the indicative syllabus,
• Individual workshop reports and appreciation tests,
• Appreciation of good practices, workmanship and skills in construction practice,
• Demonstration, application classroom exercises on AutoCAD, MicroStation and
BIM software,
• Observation and interactive feedback on hands-on exercises and assignments,
• Self-revision by reviewing the reading materials on webs developed by IC.
Assessment Assessment Methods Weighting Intended Learning

Methods in A. Modules (TM1201, TM1204, (%) Outcomes Assessed
Alignment with TM1213, TM1232 and TM1309)
Intended Learning B. Modules (TM2015)
Outcomes C. Modules (TM1210, TM8024 and
TM8030)
D. Module (TM2019)
A B C D A B C D a b c d e f g
7
Report     
0
3
Quiz    
0
Cours
7
e 
0
Work
3
Quiz 
0
Course 6

Work 0
A34
Quiz 4

0
Continuous 7
  
Assessment 0
Reports & oral 3

Presentation 0
Total 100
Attendance Mandatory* - - - - - - -
Overall Log Book**      
* Experiential learning is emphasized in the training programme, 100% attendance is
expected.
** Each module has its intended learning outcomes which are being consolidated as
subject intended learning outcomes. Student are required to compile an overall logbook
at the completion of the training by including all the workshop reports and give their
personal reflections on the whole training programme with reference to both the subject
and module intended learning outcomes.
Students are organized to work closely in small groups with IC training staff, wide range
of construction process and good practices are exercised in workshops and lectures.
Students will acquire skills through participation in different tasks and hands-on
practices; their skills are recorded and assessed in their coursework and reports.
Basically, the performance of students will be monitored and assessed continuously
throughout in different dimensions with respective to the intended learning outcomes of
the subject.
Student Study Class Contact Training Module
Effort Required
TM2019+
TM1210#
TM1232#
TM1309#
TM1213
TM8024
TM8030
TM2015
TM120
TM120
1
 Lecture / Tutorial 20 8 28 Hrs.
 Workshops / 2 14 57
28 28 19 22 14 15# 28# # + 196 Hrs.
In-class practice 8
Other Study Effort
 Self development 2 2 2 3 2 2 2# 1# 3+ 16 Hrs.
 Coursework 1 1 1 48 6 3 1# 7# 1# 9+ 69 Hrs.
309
Total Study Effort
Hrs.
Note: # and + denoted the two groups of elective modules
Reading List and Essential Textbooks/ Reading Materials:
References Please refer to the individual Module Description of TM1201, TM1204, TM1213,
TM2015, TM8024, TM8030, TM1210, TM1232, TM1309 and TM2019 for details.
A35
Year 2
Semester I
AMA2308 Mathematics for Engineers
Chinese Communication for Construction and
CBS3231P
Environment
CSE20201 Structural Mechanics
CSE20206 Geology for Engineers
CSE20308 Construction Materials
GUR Subject 4 (e.g. Science, Technology and
Environment)
Semester II
COMP1011 Programming Fundamentals
CSE20202 Fluid Mechanics for Civil Engineering
CSE20204 Advanced Structural Mechanics
CSE20302 Engineering Analysis and Computation
ELC3421 English for Construction and Environmental Professionals
LSGI2961 Engineering Surveying
Summer
IC2118 IC Training – Civil Engineering
LSGI2962 Survey Camp
A36
Subject Code AMA2308

Subject Title Mathematics for Engineers
Credit Value 3
Level 2
Pre-requisite/ Pre-requisite: AMA1130 Calculus for Engineers
Co-requisite/ Exclusion: Intermediate Calculus and Linear Algebra (AMA2007),
Exclusion Mathematics I (AMA2111), Engineering Mathematics (AMA290)
Objectives To acquire knowledge of engineering mathematics and to apply these tools

for their feasible solution of practical problems in civil engineering.
Outcomes
d. apply mathematical reasoning to analyze essential features of different
problems;
e. apply the fundamentals of mathematics to formulate problems;
f. apply such fundamentals to obtain solutions to problems formulated;
g. critically analyze and interpret the models formulated and solutions
obtained to support the synthesis of logical and cost-effective
solutions;
h. communicate solutions logically and lucidly through calculation,
sketch, drawing and in writing.
Subject Synopsis/ 1. Function of several variables, partial derivatives, chain rule for several
Indicative Syllabus independent variables, material derivatives, Taylor’s formula and
Taylor’s series, stationary points, maxima, minima and saddle points.
Applications to Optimization.
Multiple integration, double and triple integrals, change of variables and

Jacobian, polar, cylindrical and spherical coordinates. Volume, Centroid
and Moment of inertia of a solid.
2. Vector calculus (gradient, curl and divergence), scalar and vectors

fields, line integrals, surface integrals, Stokes Theorem, Gauss
Divergence Theorem, and Green’s Theorem. Applications to fluid
flows.
3. Eigenvalues and eigenvectors, positive definite matrices and their basic

properties, diagonalization of real symmetric matrices.
Teaching/Learning Emphasis is placed on a pro-active learning approach. Fundamental

Methodology knowledge will be introduced in the lectures, with interspersed questions,
exercises and quizzes for class discussion and after class self study. Students
will be expected to read up, do exercises and reflect critically on the material
covered in class. A companion web site-cum-discussion forum will be
available to facilitate questioning and discussion. Additional face-to-face
discussion sessions can be arranged on request.
A37
Assessment Methods in
Alignment with Intended Specific % Intended subject learning outcomes
Learning Outcomes assessment weighting to be assessed (Please tick as
methods/tasks appropriate)
a b c d e
1.Coursework 40 √ √ √ √ √
2. Final 60
√ √ √ √ √
Examination
Total 100 %

examination (whenever applicable) in order to attain a passing grade in
the overall result.

Expected
 Lectures 26 Hrs.
Reading List and Kreyszig, E. Advanced Engineering Mathematics, 9th ed., Wiley, 2006.
References
Zill, D.G. and Wright W.S. Advanced Engineering Mathematics, 4th ed.,
Sudbury, Mass. : Jones and Bartlett Publishers, 2011.
Marsden, J.E. Basic Multivariable Calculus, 3rd ed., Springer Verlag, 2002.
Chan, CK, Chan, CW, Hung KF Basic Engineering Mathematics,

McGraw-Hill, 2013
A38
Subject Code CBS3231P

Subject Title Chinese Communication for Construction and Environment
建設及環境專業中文傳意
Credit Value 3
Level 3
Pre-requisite / Co- According to the policy of the new 4-years curriculum, students should have
requisite/ normally completed the general requirement in language, i.e. the Language and
Exclusion Communication Requirement (LCR) before taking this subject.
Objectives This subject aims to enhance students’ Chinese competence to cope with the
workplace communication requirements in relation to their professional training
in construction and environment.
Taken that the activity of writing is semantic, cognitive, and functional, the
subject treats Chinese writing both as an end product and a process of advanced
performance. By the end of the training, the students are expected to have
mastered
(1) accuracy in Chinese expressions,
(2) effective applications of cognitive methods in presenting contents and

thought relationships in writing ,
(3) a variety of appropriate written genres for academic and communicative

purposes.
Intended Learning This is a Chinese language subject aiming at enhancing students’ proficiency in
Outcomes written Chinese and Putonghua for communication in the professional context
of construction and language use.
Upon completion of the subject, students will be able to:
(a) develop effective communication skills and strategies in both written
Chinese and Putonghua required for workplace in professional context;
(b) master the format, organization, language and style of expression of
various genres of Chinese practical writing such as notice, letter, news
release, publicity materials, reports and proposals;
(c) read and write professional documents/articles/report for practical

purposes;
(d) give formal presentation and engage in formal discussion in Putonghua;
Students will be required to read and write intensively for enhancing their
proficiency level in written Chinese.
The mastering of effective communication skills in both written Chinese and

Putonghua will also facilitate their life-long learning in various disciplines.
Subject Synopsis/ 1. Written Chinese of context dependent variation for practical purposes such
Indicative Syllabus as:
• Letters of application, invitation, thanks, request, response to
complaint;
• Official notice, email corresponding, instruction, draft of speech,
• Press release, introductory leaflet, poster information for publicity
A39
2. Professional related literacy in Chinese such as:
• Reading of academic essay, reports and proposals;
• Writing of professional report and proposal
• Professional related project to different intended readers.
3. Oral Communication such as:
• Formal presentation with multimedia material to industrial clients and
government officers.
• Formal discussion
Teaching/Learning The subject will be delivered in Putonghua, in highly interactive seminars. The
Methodology subject will motivate the students’ active participation by assigning group
presentation /discussion in class. In a forum-like format, students are guided to :
(1) create Chinese documents for practical purposes;
(2) present to the class, their understanding of each genre designed for the
syllabus for discussions and improvement;
(3) modify passages in a given genre/style into other genres/styles for
addressing different audiences and purposes;
(4) give a power-point presentation in Putonghua in front of the whole class,
then receive on spot feedback for discussion and improvement; then
(5) prepare a written report/proposal on the same topic; and
(6) engage in formal discussion in Putonghua on topics related to current
issues and/or business operation; then
(7) produce a written document on the same topic using a chosen genre.
Assessment Methods Specific assessment % Intended subject learning outcomes

in Alignment with methods/tasks weighting to be assessed (Please tick as
Intended Learning appropriate)
Outcomes a b c d
1. Practical Writings* 45 % √ √ √
2. One Group Assignment 20 % √ √ √
(Professional
Report/Proposal)
3. Oral Presentation with 20 % √ √
multimedia material
4. Formal Discussion 15 % √ √
Total 100 %
* (1) the exact number of individual assignments on practical writings to be

decided by individual departments;
(2) three individual assignments for CEE; no less than two assignments for
BSE.

Subject Assessment 100% coursework
• For the coursework, the students will be assessed by their final product of
the assigned exercises and genres in the syllabus.
• Each assignment will be assessed in terms of criterion reference

assessing. The overall achievement will be obtained by formative
assessment.
A40
Expected
 Seminars 39 Hrs.
 Outside class practice e.g.
Researching, planning, writing, and preparing 45 Hrs.
the project
Reading List and
References (1) 路德慶主編（1982）《寫作教程》，華東師範大學出版社。
(2) 邵守義（1991）《演講全書》，吉林人民出版社。
(3) 陳建民（1994）《說話的藝術》，語文出版社。
(4) 李軍華（1996）《口才學》，華中理工大學出版社。
(5) 陳瑞端著（2000）《生活錯別字》，中華書局。
(6) 于成鯤主編（2003）《現代應用文》，復旦大學出版社。
(7) 邢福義、汪國勝主編（2003）《現代漢語》，華中師範大學出版
社。
(8) 于成鯤等主編（2011）《當代應用文寫作規範叢書》，復旦大學
出版社。
(9) Lawrence, M. S. 1975. Writing as a thinking process. The University of

Michigan Press.
(10) White, R. & Arndt, V. 1997. Process Writing. Addison Wesley

Longman Ltd.
(11) Beer, D. F. (ed.) 2003 Writing and speaking in the technology

professions (2nd edition). John Wiley & SonINC., Publication.
A41
Subject Code CSE20201

Subject Title Structural Mechanics
Credit Value 3
Level 2
Exclusion CSE201 Structural Mechanics I
Objectives (1) To offer students fundamental principles of structural mechanics;
(2) To enable students to apply the theory of structural mechanics to
analyze the physical behavior of simple structures under load;
(3) To train students with basic laboratory techniques of material testing;
(4) To train students to logically analyze and interpret the test results.
Outcomes a. Apply the basic principles on structural mechanics, e.g. equilibrium
conditions, to effectively analyze the behavior of simple structures;
b. Provide simple and logical solutions to structural problems using
basic structural concepts;
c. Compare the performance of various simple structures under
different loading conditions;
d. Express the characteristics of simple structures logically and lucidly;
e. Interpret experimental data independently and apply the
experimental results to structural applications.
Subject Synopsis/ 1. Philosophy of Structural Engineering (1 week)
Indicative Syllabus Structural engineering. Structural analysis. Loading conditions. Load
combinations. Building materials. Numerical computations. Static
determinacy. Support conditions.
2. Equilibrium (1 week)
Statics. Free-body diagram. Equations of equilibrium. Support
reactions. Internal loadings.
3. Analysis of Statically Determinate Trusses (3 weeks)

Determinacy and stability. Support reactions. Method of joints.
Method of sections.
4. Analysis of Statically Determinate Beams and 2-D Frames (3 weeks)

Determinacy. Bending moment and shear force diagrams.
Relationship between bending moment, shear force and external
loading. Internal forces in plane frames. Internal forces in arches.
5. Simple Stress and Strain (2 weeks)

Normal stress and strain. Shear stress and strain. Tensile tests.
Mechanical properties of materials.
6. Stresses in Beams – Part 1 (3 weeks)

First moment of area. Second moment of area. Bending stresses in
beams. Shear stresses in bending. Deflection of simple beams by
double integration.
7. Laboratory Work
Tensile test of steel bar. Bending of simple beams.
A42
Teaching/Learning Fundamental knowledge will be covered in lectures. Tutorials will provide
Methodology opportunities for discussion of lecture materials and will also be conducted
in the form of example class and problem-solving session to supplement
understanding from lectures. Laboratory work will help students
appreciate the basic principles and train them with basic laboratory
techniques.
Assessment Methods
a b c d e
1. Assignments and 20
√ √ √ √ √
lab reports
2. Mid-term test 10 √ √
3. Final examination 70 √ √ √ √
Total 100 %

the overall result.

The students will be assessed by three components, i.e. the assignments and
lab reports, the mid-term test and the final examination. Assignments are
intended to provide a timely assessment of lecture contents. The
assignments include homework and tutorial question sheets. All the
assignments need to be answered and submitted on time. The students will
be required to attend laboratory sessions and submit group laboratory
reports. These laboratory sessions will enable students to acquire basic
laboratory techniques of material testing and structural member testing. The
work in the laboratory sessions provides a supplement to the lectures. In
particular, the assignments will be designed to achieve the learning
outcomes a, b, c and d, and the laboratory reports will be designed to
achieve the learning outcomes e, and f. The final examinations will provide
a comprehensive assessment to students’ learning in lectures, tutorials and
laboratories, and it will examine all the learning outcomes except f.
Student Study Effort Average Numbers of

Class contact:
Expected Hours used per Week
 Lectures 2 Hrs.
 Tutorials 0.46 Hrs.
 Laboratory 0.54 Hrs.
 Reading and Study 3 Hrs.
 Completion of assignments and laboratory
3 Hrs.
reports
A43
Reading List and Hibbeler, R.C. (2008) “Mechanics of Materials”, 7th SI Edition, Prentice-
References Hall Inc.
Hibbeler, R.C. (2008) “Structural Analysis”, 7th Edition, Prentice-Hall Inc.
Leet, K.M., Uang, C.M. and Gilbert, A.M. (2008) “Fundamentals of

Structural Analysis”, McGraw Hill.
Beer, F.P., Johnston, E.R. and Dewolf, J.T. (2006) “Mechanics of

Materials”, McGraw Hill.
Hulse, R. and Cain, J. (2000) “Structural Mechanics”, 2nd Edition,

Palgrave.
Gere, J.M. and Goodno, B.J. (2008) “Mechanics of Materials”, 7th Edition,
CL-Engineering.
Timoshenko, S.P. and Young, D.H. (1968) “Theory of Structures”,

McGraw Hill.
Morgan, F., Williams, D.T. and Nageim, H. (2002) “Structural Mechanics:

Loads, Analysis, Design and Materials”, 6th Edition, Prentice Hall.
Schodek, D.L. and Bechthold, M. (2007) “Structures”, 6th edition, Prentice

Hall.
A44

Subject Title Geology for Engineers
Credit Value 3
Level 2
Exclusion CSE206 Geology for Engineers
Objectives This subject is intended to:
(1) Provide students with instruction on the fundamentals of Geology;
(2) Provide an essential background for studies in rock engineering,
foundation engineering and geotechnical designs.
Outcomes a. Apply the fundamentals of geology knowledge to identify
geotechnical problems, including soil and rock slope, foundation and
tunnel, that may have bearing on civil engineering projects;
b. Identify and analyze the data from site investigation and suggest
suitable designs for foundations, tunnels and slopes;
c. Synthesize logical solution to geotechnical problems independently
such as the suitable locations for dam foundation and tunnel
alignment;
d. Work professionally and ethically with foundation engineers,
tunneling engineers, rock and soil engineers;
e. Explain geological problems logically and lucidly through drawing
and writing.
Subject Synopsis/ 1. Mineralogy and Petrology (2 weeks)
Indicative Syllabus Physical properties of silicate and non-silicate minerals and their
identification; classification of igneous, metamorphic and
sedimentary rock and their identification.
2. Surface processes and Ground-water geology (2 weeks)
Weathering; erosion and deposition including river, marine, desert,
glacier, karst; formation of engineering soil; hydrological cycle,
aquifers and ground water table.
3. Structural geology (2 weeks)
Unconformities, fold, fault, joint, map reading and mapping skill.
4. Basics of Rock Mechanics (2 weeks)
Rock Mass Classification, Uniaxial and triaxial compressive strength,
Brazilian test, Point load index, Mohr-Coulomb model with tensile
cutoff, and Hoek-and-Brown failure model.
5. Site investigations (2 weeks)
Plan for site investigation; direct and indirect methods for site
investigation and sampling, logging of boreholes; insitu tests (e.g. SPT,
CPT, PMT, DMT, VST); interpretation of test results. Methods of
geophysical exploration.
6. Geology for engineering (2 weeks)
Geological applications to tunnels, transportation links, dams,
reservoirs, catchments, coastline protection, slopes and foundation.
7. Geology of Hong Kong (1 week)
Rocks and geological structure of Hong Kong, Stratigraphy and
geological time scale, geological history of Hong Kong.
8. Laboratory and Fieldwork
Identification of common minerals and rocks, Field and site visits to
illustrate course topics, Mapping, Borehole logging.
A45
Teaching/Learning Fundamental knowledge will be covered in lectures. Laboratory sessions
Methodology will provide opportunities for identification of minerals & rocks, learning
the mapping skill and bore log skill. The students need to complete the
work sheets in laboratory sessions. Laboratory works and field studies will
help students appreciate the basic principles and familiarize themselves
with basic instruments.
Assessment Methods
in Alignment with Specific % Intended subject learning outcomes
Intended Learning assessment weighting to be assessed (Please tick as
Outcomes methods/tasks appropriate)
a b c d e
1. Coursework 30 √ √ √ √ √
2. Final 70
√ √ √ √
Examination
Total 100 %
examination (whenever applicable) in order to attain a passing grade
in the overall result.

The students will be assessed with three components: the laboratory

sessions, field trip session and assignment, minerals test and rocks test will
be arranged after about one month of the laboratory session of
identification of minerals and rocks, an examination at the end of the
semester. The student will be required to attend laboratory sessions and
submit laboratory reports. The laboratory sessions will strengthen geology
knowledge of students include identify minerals & rock, mapping skill and
bore log skill. The student will be required to attend field trip session and
submit field trip report. The works in the laboratory sessions and field trip
session are closely related to practicing geotechnical engineering
requirements. Students will have to exert engineering judgment to
complete the laboratory sessions and field trip session. The assignment,
laboratory sessions and field trip session to together with the report writing
are best to achieve intended learning outcomes a), b), c), d), and e).
Minerals test and rocks test will emphasize on assessing student basic
concept and current practices of mineral and rock identification. It is
appropriate to achieve intended learning outcome a) and b). The
examination will consolidate students’ learning in lectures. It is appropriate
to achieve the intended learning a), b), c), and e).
Student Study Effort Average Number of

Expected Class contact:
Hours used per Week
Lectures 2 Hrs.
Laboratory 0.62 Hrs.

Field Trip 0.38 Hrs.
Self Study 6 Hrs.
A46
Reading List and Atherton, M. J. and Burnett, A. D., Hong Kong Rocks, Urban Council,
References 1986.
Bell, F.G., Engineering Geology, Second Edition, Butterworth-Heinemann,
2007.
Davis, G. H. and Reynolds, S. J., Structural geology of Rocks and Regions,
Second Edition, Wiley, 1996.
Fletcher, C. J. N., Geology of Site Investigation Boreholes from Hong
Kong, C. Fletcher, 2004.
Goodman, R. E., Rock Mechanics, Second Edition, Wiley, 1989.
Lisle, R. J., Geological Structures and Maps, Third Edition, Butterworth-
Heinemann, 2004.
Lutgens, F. K. and Tarbuck, E. J., Essentials of Geology, Eleventh Edition,
Pearson Prentice Hall, 2012.
McLean, A. C. and Gribble, C. D., Geology for Civil Engineers, Allen &
Unwin, 1985.
Mottana, A., Crespi, R. and Liborio, G., Simon & Schuster’s guide to
Rocks and Minerals, Simon & Schuster, 1978.
Raymond, L. A., Petrology: The study of Igneous, Sedimentary &
Metamorphic Rocks, Second Edition, McGraw Hill, 2002.
Sewell, R. J., Campbell, S. D. G., Fletcher, C. J. N., Lai, K. W. and Kirk,
P. A., The Pre-Quaternary Geology of Hong Kong, Printing Dept., 2000.
West, T. R., Geology: Applied to Engineering, Prentice Hall, 1995.
A47

Subject Title Construction Materials
Credit Value 3
Level 2
Exclusion CSE308 Construction Materials
Objectives To introduce the science of concrete and steel technologies commonly
used in civil engineering construction.
Outcomes
a. Able to critically analyze and interpret data collected from
construction materials testing;
b. Able to design and conduct construction materials experimental
studies and relate their bearing on theoretical concepts;
c. Able to draw on the properties and behaviour of common
materials of civil engineering construction to evaluate and
formulate the appropriate solutions;
d. Able to communicate logically and lucidly through writing of
laboratory and project reports;
e. Able to function, take responsibility and lead effectively in
group project work.
Subject Synopsis/ 1. Concrete (10 weeks)
Indicative Syllabus
Cements - chemical composition, fineness, hydration, setting and
hardening. Types.
Aggregates - physical properties, shapes and surface texture,

grading. Types.
Admixtures - mineral and chemical admixtures types.
Properties of fresh concrete - workability, factors affecting

workability, stability.
Properties of hardened concrete - strength, factors affecting

strength. Influence of constituent materials, preparation, curing,
test conditions, elastic behavior, creep.
Durability - weathering, chemical attack, sulphate attack, alkali-

aggregate reaction, volume changes, permeability and absorption,
shrinkage.
Concrete mix design and quality control - required concrete

properties : workability, strength and durability, concrete mix
design methods : DOE, ACI and absolute volume approach.
Testing of Concrete.
2. Steel (3 weeks)
Iron and Steel:
A48
Manufacturing of steel, heat treatments of steel, cast iron.
Behaviour in Service:
Stress-strain curve, tensile and compressive strength, brittle and
ductile fracture, creep, fatigue.
Durability: corrosion and its prevention, performance at high

temperature, fire protection.
Mechanical Testing:
Tensile test, hardness test, impact test, fatigue test, creep test.
3. Laboratory
Mechanical testing of concrete and steel, Non-destructive testing
of concrete, concrete mix design.
Teaching/Learning Basic knowledge of construction materials will be provided in lectures.
Methodology Tutorials will be conducted mainly in the form of example class and
problem-solving session to enhance students' understanding of the subject
matter. Laboratory works provide opportunities for testing of metals and
concrete. Group project to enhance students’ problem solving skills.
Assessment Methods
in Alignment with Specific assessment % Intended subject learning
Intended Learning methods/tasks weighting outcomes to be assessed (Please
Outcomes tick as appropriate)
a b c d e
Laboratory reports, 30
√ √ √ √ √
project, quizzes
Final Examination 70 √ √ √
Total 100 %

examination (whenever applicable) in order to attain a passing
grade in the overall result.
Class contact:
 Lectures 2 Hrs.
 Reading / Study / Reports 6 Hrs.
Reading List and Essential Textbooks
References
G.D. Taylor, Materials in Construction, An Introduction , Pearson, 2000.
A.M. Neville & J.J. Brooks, “Concrete Technology 2nd Edition”, Prentice
Hall, 2010.
Reference
A.M. Neville, "Properties of Concrete", 4th Edition, Longman Group
Limited, 1995.
A49
Subject Code COMP 1011

Subject Title Programming Fundamentals
Credit Value 3
Level 1
Pre-requisite/ Co- None
requisite/ Exclusion
Objectives The objectives of this subject are to:
1. To provide students with knowledge on the fundamental
elements in computer programming.
2. To introduce advanced computer programming techniques
necessary for developing more sophisticated computer
application programs.
Outcomes
Professional/academic knowledge and skills
(a) understand the programming elements for solving computing-related
problems;
(b) possess the ability to design and develop efficient computer programs
for solving problems;
(c) possess the ability to learn other high level programming languages
independently;
Attributes for all-roundedness

(d) develop skills in problem solving using systematic approaches;
(e) identify and develop problem solutions in a logical manner;
(f) solve complex problems in groups and develop group work.
Subject Synopsis/ 1. Fundamentals of Computing. Basic concepts of computers and

Indicative Syllabus computing, compilation and interpretation, elementary programming
constructs.
2. Flow controls. Basic flow control: selection, repetition and functions.
3. Data Collections. Structures, lists, sets and strings
4. Program Design. Problem solving, problem correctness, testing and
debugging
Teaching/Learning This subject emphasizes both the conceptual elements in computer
Methodology programming and practical experiences. The lectures will be taught in a
workshop mode with hands-on exercises reinforcing taught concepts.
Students are required to attend the laboratory sessions, which allows
them to consolidate their concepts learnt in the lectures. Other practical
work helps to reinforce the programming skills learned for applications.
Alignment with Intended Specific Assessment % Intended subject learning
Learning Outcomes Methods/Tasks weighting outcomes to be assessed
a b c d e f
Assignments    
Quizzes 65%   
Project(s)      
Final Examination 35%     
Total 100%
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Note: Students must pass both the continuous assessment and
examination sections to pass the course.
The continuous assessment and the final examination will be designed to

assess the specified learning outcomes. The formats may include written
questions, programming exercises and quizzes.
Student study effort Class Contact:

expected Lecture 39 hours
Lab 13 hours
Assignments, Quizzes, Projects, Exams 68 hours
Total student study effort 120 hours
Reading list and (1) John Zelle, Python Programming: An introduction to Computer
references Science, Franklin, Beedle & Associates, 2004
(2) C. Thomas Wu, An Introduction to Object-Oriented Programming
with Java, McGraw-Hill, 3rd Edition Update, 2004.
(3) Deitel & Deitel, Java: How to Program, Prentice-Hall, 6th Edition,
2005.
(4) Deitel & Deitel, C++: How to Program, Prentice-Hall, 6th Edition,
2007.
(5) Patrick Winston, On to C++, Addison-Wesley, 1994
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Subject Title Fluid Mechanics for Civil Engineering
Credit Value 3
Level 2
Exclusion CSE202 Fluid Mechanics
Objectives This subject aims to:
(1) familiarize students with the basic principles of fluid mechanics;
(2) enable students to acquire basic laboratory techniques of fluid
mechanics; and
(3) To train students to apply the basic principles to explain fluid
mechanics related phenomena and solve practical engineering problems.
Outcomes
a. Master the fundamentals of fluid mechanics, i.e. the basic fluid
properties, hydrostatics, conservations of mass, momentum and
energy, and dimensional analysis;
b. Be competent to apply the laws of similitude and identify the
important dimensionless parameters in designing fluid flow models
to predict the performance of the prototype;
c. Be competent to apply the basic knowledge of vector algebra and
calculus to solve the integral and differential forms of conservation
of mass, momentum and energy equations in steady state situations;
d. Evaluate the correct application of basic fluid concepts to different
situations critically and independently;
e. Be eager to participate in team discussions and ask questions for
group work.
Subject Synopsis/ 1. Fundamental Concepts Relating to Fluids (3 weeks)

Indicative Syllabus The nature of the problem, including a brief outline of the history of
the subject and some typical engineering problems. Definitions and
properties, including density, specific volume, relative density,
pressure, compressibility, bulk modulus, surface tension, capillarity,
and state, units and dimensions, ideal fluid, viscosity, Newton's
equations for viscous shear, real fluid.
2. Fluids at Rest (2 weeks)
Hydrostatic pressure distribution. Thrust on surface. Pressure
measurement. Elementary treatment of the equilibrium of submerged
and floating objects, and of liquid in containers subject to
acceleration.
3. Types of Flow, Methods of Description (1 week)
Velocity fields. Streamlines, path lines, streak lines, streamtubes.
Steady and unsteady, laminar and turbulent, uniform and
non-uniform flows.
4. Conservation Principles and Derived Equations (5 weeks)
Control volumes and surfaces. Conservation of mass. Equation of
continuity. The momentum principle. Steady flow energy equation.
Euler's equation. Bernoulli's equation. Jet impact and propulsion,
nozzles. Velocity and flow measurement: Pitot tube, current meter,
anemometer, venturi meter, orifice meter, notches and weirs.
5. Similitude and Models (2 weeks)
Geometric, kinematic and dynamic similarity. Dimensional analysis,
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Rayleigh and Buckingham methods. Dimensionless parameters as
force ratios. Basic introduction to CFD and hydraulic modelling.
6. Laboratory Work
Hydrostatic force; V-notch; Venturi meter; and Jet impact.
Teaching/Learning (1) Basic principles of fluid mechanics will be discussed in lectures;
Methodology (2) Tutorials will be conducted mainly in the form of example class and
problem-solving session to supplement understanding from lectures;
(3) Laboratory work will help student appreciate the limitations of
physical principles and will provide the opportunities for familiarity
with basic instruments.
Assessment Methods
in Alignment with Intended subject learning
Intended Learning Specific assessment % outcomes to be assessed
Outcomes methods/tasks weighting (Please tick as appropriate)
a b c d e
1. Homework, quizzes,
laboratory reports and 30 √ √ √ √ √
mid-term tests
2. Final Examination 70 √ √ √ √
Total 100 %

Explanation of the appropriateness of the assessment methods in

assessing the intended learning outcomes: A student will demonstrate
successful completion of all the outcomes by achieving a grade C or
above on 1 mid-term test, 2 laboratory reports and a final examination.

Class contact:
 Lectures 2 Hrs.
 Laboratories 0.54 Hrs.
 Reading and study 3 Hrs.
3 Hrs.
reports
rd
Reading List and (1) “Fluid Mechanic: Fundamentals and Applications”, 3 edition in SI
References unit, 2012 – Cengel, Y.A. and Cimbala, J.M., McGraw Hill.
(2) “Mechanics of Fluids”, 4th ed., 2012 - Potter M.C., and Wiggert D.C.,
Cengage Learning.
(3) “Fluid Mechanics”, 5th ed., 2005 - Douglas, J.F., Gasiorek, J.M.,
Swaffield, J.A. and Jack, L.B., Prentice Hall.
(4) “Fluid Mechanics”, 9th ed., 1998 – Streeter, V.L., Wylie, E.B., and
Bedford, K.W., McGraw Hill.
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Subject Code CSE 20204

Subject Title Advanced Structural Mechanics
Credit Value 3
Level 2
Pre-requisites/ Pre-requisites: CSE201 Structural Mechanics I or CSE20201 Structural
Exclusion Mechanics
Exclusion: CSE204 Structural Mechanics II
Objectives (1) To offer students a sound understanding of fundamental concepts,
theories and principles of structural mechanics, and a basic
knowledge required for structural analysis and design;
(2) To enable students to apply the theory of structural mechanics to
analyze the behavior of structures under load in a simple and logical
manner;
(3) To train students with basic laboratory techniques of structural
testing, and to enable students to logically analyze and interpret the
test results.
Outcomes a. Apply the fundamentals of mathematics and mechanics to analyze
and find effective solutions to simple structural problems under
various load and environmental conditions;
b. Creatively synthesize knowledge of loads, material strength, and
structural analysis to design simple structures and evaluate their
performance;
c. Present simple structural engineering problems and their solutions
logically and lucidly through derivation, calculation, and
experimental reports;
d. Work with others in a group effectively and cooperatively in
experimental and tutorial sessions of the subject;
e. Collectively conduct experimental work on the properties of
construction materials and the strength, deflection, and stability of
simple structures;
f. Identify the limitations and inadequacies of the current subject and
recognize the need for continual learning of advanced subjects in
structural engineering.
Subject Synopsis/ 1. Stresses in Beams – Part 2 (4 weeks)
Indicative Syllabus Product second moment of area. Principal second moment of area.
Beams of two materials. Unsymmetrical bending. Shear flow. Shear
centre.
2. Torsion (1 weeks)
Polar moment of area. Simple torsion theory. Torsion of circular
shafts. Torsion of hollow shafts. Torsion of thin wall tubes.
3. Analysis of Plane Stress and Plane Strain (3 weeks)
Stresses on oblique planes. Principal stresses. Maximum shear
stress. Analysis of strain. The strain rosette. Strain energy.
4. Strength and Design (2 weeks)
Combined loading. Maximum normal stress theory. Maximum
shear stress theory, Maximum strain energy of distortion. Concept
of strength and serviceability. Introduction to allowable stress and
limit state design.
5. Theory of Columns (3 weeks)
Eccentric loading of short columns. Long columns. Euler's column
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formula. The secant formula. Imperfections. Design formula of long
columns.
6. Laboratory Work
Unsymmetrical bending. Shear centre. Torsion test. Column
buckling.
Teaching/Learning Fundamental knowledge will be covered in lectures. Tutorials will
Methodology provide opportunities for discussion of lecture materials and will also be
conducted in the form of example class and problem-solving session to
supplement understanding from lectures. Laboratory work will help
students appreciate the basic principles and train them with basic
laboratory techniques.
Assessment Methods
in Alignment with Specific % Intended subject learning
Intended Learning assessment weighting outcomes to be assessed (Please
Outcomes methods/tasks tick as appropriate)
a b c d e f
1. Assignments 20
√ √ √ √ √ √
and lab reports
2. Mid-term test 10 √ √ √
3. Final 70
√ √ √
examination
Total 100 %


assessing the intended learning outcomes:
The students will be assessed by three components, i.e. the assignments

and lab reports, the mid-term test and the final examination. Assignments
are intended to provide a timely assessment of lecture contents. The
assignments include homework and tutorial question sheets. All the
assignments need to be answered and submitted on time. The students
will be required to attend laboratory sessions and submit group laboratory
reports. These laboratory sessions will enable students to acquire basic
laboratory techniques of structural testing. The work in the laboratory
sessions provides a supplement to the lectures. Mid-term test mainly
provides the assessment of the course materials covered in the first half of
the semester. In particular, the assignments will be designed to achieve
the learning outcomes a, b, c and f, and the laboratory reports will be
designed to achieve the learning outcomes d, e, and f. The final
examinations will provide a comprehensive assessment to students’
learning in lectures, tutorials and laboratories, and it will examine all the
learning outcomes except e.
Class contact:
 Lectures 2 Hrs.
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3 Hrs.
reports
Reading List and Hibbeler, R.C. (2008) “Mechanics of Materials”, 7th SI Edition, Prentice-
References Hall Inc.
Hibbeler, R.C. (2008) “Structural Analysis”, 7th Edition, Prentice-Hall
Inc.
Leet, K.M., Uang, C.M. and Gilbert, A.M. (2008) “Fundamentals of
Structural Analysis”, McGraw Hill.
Beer, F.P., Johnston, E.R. and Dewolf, J.T. (2006) “Mechanics of
Materials”, McGraw Hill.
Hulse, R. and Cain, J. (2000) “Structural Mechanics”, 2nd Edition,
Palgrave.
Ryder, G.H. (1969) “Strength of Materials”, Palgrave Macmillan.
Gere, J.M. and Goodno, B.J. (2008) “Mechanics of Materials”, 7th
Edition, CL-Engineering.
Timenshenko, S.M. and Young, D.H. (1968) “Theory of Structures”,
McGraw Hill.
Smith, P.S. (2001) “Introduction to Structural Mechanics”, Palgrave
Macmillan.
Popov, E.P. (1998) “Engineering Mechanics of Solids”, 2nd edition,
Prentice Hall.
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Subject Title Engineering Analysis and Computation
Credit Value 3
Level 2
Pre-requisite / Pre-requisite: Passing of the mathematics subjects required in Year-1
Exclusion Exclusion: CSE302 Engineering Analysis I
Objectives To acquire knowledge of engineering mathematics up to degree level for the
formulation and solution of practical problems in civil engineering.
Outcomes
a. apply mathematical reasoning to analyse essential features of different
problems;
b. apply the fundamentals of mathematics and science to formulate
problems in civil engineering;
c. apply such fundamentals to obtain solutions to problems formulated;
d. critically analyze and interpret the models formulated and solutions
obtained to support the synthesis of logical and cost-effective solutions;
e. communicate solutions logically and lucidly through calculation,
sketch, drawing and in writing.
Subject Synopsis/ 1. Application of calculus to 2-dimensional and 3-dimensional problems in
Indicative Syllabus civil engineering such as state of stresses in solid mechanics, fluid
pressure and velocities in fluid flow problems. Function of several
variables such as fluid pressure, velocities and stresses. Material
derivatives, partial derivatives, chain rule, Taylor’s formula.
Constrained and unconstrained optimization problems for transportation
planning. Existence and uniqueness of solution.
Other applications in civil engineering such as geometric properties of

structural cross-sections, hydrostatic thrusts on submerged surfaces, strain
energy and external work. Double and triple integrals, change of variables,
Gauss divergence theorem, Green’s theorem.
2. Elementary differential formulation of civil engineering problems and

applications in fluid flow problems, temperature control of fresh
concrete, traffic forecast and noise level. First order equations, separate
equations, initial value problem and boundary value problems.
Other applications such as vibration of lumped mass systems, beam on

elastic foundation, beam-column problems and hydraulic surge tank in
unsteady flow. Second order and higher order equations, general
solutions, non-homogeneous equations, particular solutions by
undetermined coefficients and variation of Parameters.
Teaching/Learning Emphasis is placed on a pro-active learning approach. Fundamental knowledge
Methodology will be introduced in the lectures, with interspersed questions, exercises and
quizzes for class discussion and after class self study. Students will be
expected to read up, do exercises and reflect critically on the material covered
in class. A companion web site-cum-discussion forum will be available to
facilitate questioning and discussion. Additional face-to-face discussion
sessions can be arranged on request.
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Assessment
Methods in Specific % Intended subject learning outcomes to be
Alignment with assessment weighting assessed (Please tick as appropriate)
Intended Learning methods/tasks a b c d e
Outcomes 1.Coursework 30 √ √ √ √ √
2. Final 70
√ √ √ √ √
Examination
Total 100 %

the overall result.
Student Study Average Numbers of
Class contact:
Effort Expected Hours used per Week
 Lectures 2 Hrs.
Reading List and Boyce, W. E. and DiPrima, R.C.,Elementary differential equations and
References boundary value problems, 10/e, Wiley, Hoboken NJ, 2013.
Edwards, C.H. and D.E. Penney, Differential Equations and Boundary Value
Problems, 4th ed., Prentice-Hall, 2008.
Kreyszig, E. Advanced Engineering Mathematics, 9th ed., Wiley, 2006.
Marsden, J.E. Basic Multivariable Calculus, 3rd ed., Springer Verlag, 2002.
Simmons, G.F. and S.G. Krantz, Differential Equations, McGraw-Hill, 2007.
Zill, D.G. and Wright W.S., Advanced Engineering Mathematics, 4th ed.,
Sudbury, Mass. : Jones and Bartlett Publishers, 2011.
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Subject Code ELC3421

Subject Title English for Construction and Environmental Professionals
Credit Value 3
Level 3
Pre-requisite LCR English subjects
Objectives This subject aims to develop the English language skills required by students to
communicate effectively in their future careers.
Outcomes
a. interact professionally in job interviews,
b. participate actively in workplace discussions,
c. plan, organise and produce effective workplace correspondence, and
d. plan, organise and produce technical documents.
and support stance and opinion.
Subject Synopsis/
Indicative Syllabus This syllabus is indicative. The balance of the components, and the
corresponding weighting, will be based on the specific needs of the students.
1. Technical texts and documents

Improving comprehension of technical texts; understanding and applying
organisation structures and language features to produce professional
technical documents such as proposals and reports; achieving cohesion and
coherence; using an appropriate style, format, structure and layout.
2. Job interviews and work-related discussions
Practising the specific verbal and non-verbal skills required in job-seeking
interviews for communication with potential employers, and in workplace
discussions with a range of participants such as co-workers, clients and staff
of government departments.
3. Workplace correspondence
Selecting and using relevant content; organising ideas and information;
maintaining appropriate tone, distance and level of formality; achieving
cohesion and coherence; using an appropriate style, format, structure and
layout.
4. Language appropriacy
Using context-sensitive language in spoken and written English.
Improving and extending relevant features of grammar, vocabulary and
pronunciation.
Teaching/Learning The study method is primarily seminar-based. Activities include teacher input
Methodology as well as individual and group work involving drafting and evaluating texts,
mini-presentations, discussions and simulations. Contexts that involve the
different fields of construction, surveying and property management, and
environmental management will be used in the teaching and learning activities.
Students will be referred to information on the Internet and the ELC’s Centre
for Independent Language Learning.
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throughout this course. Additional reference materials will be recommended as
required.
Assessment Methods
a b c d
1. Job interview and 40%  
discussion
2. Correspondence 30% 
3. Technical document 30% 
Total 100 %

This subject adopts the method of 100% continuous assessment. Students’ oral
and writing skills are evaluated through assessment tasks related to the learning
outcome areas. Students are assessed on the accuracy and the appropriacy of the
language used in fulfilling the assessment tasks, as well as the selection and
organisation of ideas.

Expected
 Seminars 39 hrs.
 Classwork-related, assessment-related, and self-
78 hrs.
access work
Total student study effort 117 hrs.
Reading List and Required reading
References Course materials prepared by the English Language Centre
Recommended readings
Beer, D. F. (Ed.). (2003). Writing and speaking in the technology professions:
A practical guide (2nd ed.). Hoboken, NJ: Wiley.
Deluca, M. J. (2001). More best answers to the 201 most frequently asked
interview questions. New York: McGraw-Hill.
Houp, K. W., Pearsall, T. E., Tebeaux, E. & Dragga, S. (2006). Reporting
technical information (11th ed.). New York: Oxford University Press.
Johnson-Sheehan, R. (2008). Writing proposals (2nd ed.). New York:
Pearson/Longman.
Krannich, C. R. & Krannich, R. L. (2003). Interview for success: A practical
guide to increasing job interviews, offers, and salaries. Manassas Park,
VA: Impact Publications.
Lindsell-Roberts, S. (2004). Strategic business letters and e-mail. Boston:
Houghton Mifflin.
Northey, M. & Jewinski, J. (2009). Making sense: A student’s guide to research
and writing: Engineering and the technical sciences (3rd ed.). Don Mills,
Ontario: Oxford University Press.
Reep, D. C. (2011). Technical Writing: Principles, strategies and readings (8th
ed.). Boston: Longman.
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Subject Code LSGI2961

Subject Title ENGINEERING SURVEYING
Credit Value 3
Level 2
requisite/
Exclusion
Objectives Provide students with elementary concept and practice of modern surveying
instruments and methods, and their applications for construction projects.
Outcomes
Category A - Professional/academic knowledge and skills
a. Able to master the elementary concept and methods of engineering
surveying.
b. Able to operate basic and modern surveying instruments.
c. Able to collect, analyse and report basic survey data for the design and
construction of civil and building infrastructures.
Category B - Attributes for all-roundedness

d. Students’ communication skill and cooperative attitudes of work with
others will be developed through group field practicals.
Subject Synopsis/ Syllabus Content:

Indicative Syllabus Fundamentals of Surveying
Geomatics and surveying. Survey reference systems. Measurement errors.
Distance Measurements
Tape measurement and corrections. Offset surveying by taping.
Electromagnetic distance measurement and corrections.
Angular Measurements
Optical and electronic digital theodolites. Basic features of a typical theodolite.
Operation, observation procedures and data reduction.
Height Measurements
Optical and digital levelling instruments. Basic features of a typical levelling
instrument. Operation, observation procedures, and data reduction.
Position Determination
Height determination: ordinary and trigonometric levelling.
Horizontal position determination: radiation and resection methods.
Satellite Surveying
Concept of satellite surveying. 3-D position determination by Global
Navigation Satellite Systems (GNSS).
Horizontal and Vertical Control Surveys

Concept of control survey. Specifications. Monumentation. Traverse
computation , quality check and adjustment. Height control establishment by
ordinary levelling, quality check and adjustment. Establishment of horizontal
and vertical controls by GPS.
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Detail Survey
Detail surveying using modern survey instruments and GNSS.
Engineering Surveying
Road alignments: Horizontal alignment: straight, circular, transition curves.
Vertical alignment: Parabolic curve. Super-elevation in road/railway design.
Area and cross sections. Earthwork volume computation.
Setting out.
Teaching/Learning Teaching and learning will be basically lectures and reinforced by tutorials and
Methodology field practicals. In order to consolidate students learning, in-class exercise will
be given in tutorials. Group discussion is encouraged for the possible solutions
to the in-class exercise, followed by the concluding session at the end of the
tutorial.
Assessment Methods
Intended Learning methods/tasks weighting be assessed (Please tick as appropriate)
Outcomes a b c d
1. Examination 60% √ √ √
2. Coursework 40% √ √ √ √
Pass both components Yes
Total 100 %

The coursework assessments include a practical test and a mini project to
reinforce the concepts taught in lectures.
Expected
2 hrs × 11 weeks
 Lecture
=22Hrs.
3 hours ×10 weeks +
 Practical work (2 practical hours = 1 lecture hour) 2 hours × 2
weeks=34 Hrs.
 Self-study and practice on equipment operation 120 Hrs.
Reading List and Recommended:
References
Schofield, W. (2007). Engineering Surveying, 6th ed. Butterworth-Heinemann.
Uren, J. and Price, W. F. (2006). Surveying for Engineers, 4th ed. Palgrave
Macmillan
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Subject Code LSGI2962

Subject Title Survey Camp
Credit Value 1
Level 2
Pre-requisite LSGI 2961 Engineering Surveying
Objectives The objectives of the survey camp is to familiarize the students with the
techniques of calibration and adjustment of survey instruments, establishing
vertical and horizontal control network by leveling and traversing, detail
surveying and mapping, and presentation of survey records in a real-life
environment inside the camp.
Intended Learning (a) Upon completion of the subject, students will be able to integrate the
Outcomes knowledge learnt in LSGI 2961, to manage and carry out a survey
project according to the client’s specifications. The project work will
involve control survey, topographical and detail survey, production of
survey plans and report writing.
Subject Synopsis/
Indicative Syllabus N/A
Teaching/Learning During the survey camp, students are divided into survey teams. Each survey
Methodology team is required to complete the following schedule:
Day Continuous
Survey Practice
No. Assessment
1 Calibration of survey instruments. 10%
Establishment of horizontal controls by
2
traversing. 15%
Establishment of vertical control points by
3 15%
ordinary leveling.
4 Detail survey 15%
5 Compilation and presentation of survey results 15%
6 Oral Examination 30%
Total Assessment: 100%
Students are required to bring their own stationery, calculators, survey forms/
field books, drafting papers, reference materials, protective clothing and other
necessities for the survey camp. Survey instruments and micro-computer
systems will be provided by the University.
All survey teams have to submit their reports to the Lecturer/ Instructor before
leaving the camp. During continuous assessment, grade will be awarded to
each student base upon his/ her understanding of the concept of engineering
surveying, presentation of survey data, and performance in the field.
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Assessment Methods
a
1. Continuous 100% √
assessments in field
camp
Total 100 %

Expected
 Preparation of survey camp and on-site
13Hrs.
discussions

 Field work and office computation 60 Hrs.

Reading List and
References
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Year 3

Semester I
CSE30301 Structural Analysis
CSE30303 Construction Management
CSE30312 Transportation and Highway Engineering
CSE39300 Analytical and Quantitative Methods for Civil
Engineers
Semester II
CSE30306 Hydraulics and Hydrology
CSE30307 Soil Mechanics for Civil Engineering
CSE30310 Design of Concrete Structures
CSE30337 Water and Waste Management
CSE3S01 Built Environment Enhancement for Underprivileged
Communities
Summer
CSE30323 Summer Training
* CSE3S01 Built Environment Enhancement for Underprivileged Communities, which is a service

learning subject, will be offered to students from all programmes under the Faculty of Construction
and Environment in the summer semester. Instead of CSE3S01, students may register for any service
learning subject offered by another department.
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Subject Title Structural Analysis
Credit Value 3
Level 3
Pre-requisites/ Pre-requisites: CSE204 Structural Mechanics II or CSE20204 Advanced
Exclusion Structural Mechanics
Exclusion: CSE301 Structural Analysis I
Objectives (1) To enable students to correctly analyze skeletal structures through
calculations;
(2) To educate students to use commercial software for analyzing
skeletal structures;
(3) To educate students to collectively conduct experimental work on the
displacement of simple structures;
(4) To enable students to synthesize knowledge of loads, modeling, and
structural analysis to design simple structures and evaluate structural
performance.
Outcomes
a. Evaluate the displacements of skeletal structures with the principle of
virtual work and establish influence lines;
b. Calculate the response of skeletal structures using the flexibility
method and stiffness methods;
c. Conduct simple structural experiments;
d. Analyze skeletal structures using commercial software packages;
e. Present structural calculations logically and lucidly through the
solution of structural analysis problems;
f. Present logical and lucid reports on laboratory test results and
computer analysis results.
Subject Synopsis/ 1. Principle of Virtual Work (2 weeks)
Indicative Syllabus External work. Strain energy. Virtual work. Principle of virtual work:
trusses. Principle of virtual work: beams and frames. Virtual strain
energy caused by axial load, shear, and temperature.
2. Flexibility Method (3 weeks)
Statical indeterminacy. Redundancy. Simultaneous equations of
geometrical compatibility. Analysis of trusses, beams and frames.
Determination of displacements. Effect of environmental changes.
3. Stiffness Method (3 weeks)
Kinematic indeterminacy. Stiffness matrix. Simultaneous equations
of equilibrium. Joint displacements. Determination of internal forces
and support reactions. Analysis of 2-D and 3-D structures.
4. Introduction to Finite Element Method (3 weeks)
Finite elements. Discretization of structures. Displacement function.
Node numbering scheme. Element stiffness matrix. Type of elements.
5. Influence Lines (2 weeks)
Muller-Breslau's principle. Influence lines for simple trusses, beams
and frames.
6. Laboratory and Project Work
Loading test of a continuous beam. Influence lines of a continuous
beam. Computer analysis of a plane frame.
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Teaching/Learning Fundamental concepts illustrated with examples are presented in the
Methodology lectures. The students should review these and prepare themselves for the
tutorials. The solution of tutorials will be discussed. In the laboratory the
students would carry out experiments to compare the numerical results that
are obtained using a commonly used computer software package.
Assessment Methods
in Alignment with Specific % Intended subject learning
Intended Learning assessment weighting outcomes to be assessed (Please
Outcomes methods/tasks tick as appropriate)
a b c d e f
1. Assignments 18
and Lab √ √ √ √ √ √
2. Mid-term Test 12 √ √
3. Final 70
√ √ √
Examination
Total 100 %


The students will be assessed with three components, i.e., the laboratory
session and assignment, a mid-term test, and an examination at the end of
the semester. The students will be required to complete five assignments
independently. The assignments are closely related to structural analysis
methods and allow the students consolidate the understanding the basic
methods of structural analysis. The mid-term test is designed to check the
students’ learning outcome in solving simple problems. The homework and
mid-term test are appropriate to achieve intended learning outcomes a and
b. The students are required to attend the laboratory session and computer
session and submit group laboratory reports. The laboratory session will
enable students to acquire basic laboratory techniques, master the
fundamental procedures of computer software package in structural
analysis, and write report. The laboratory session and the report writing are
best to achieve intended learning outcomes c, d and f. The final
examination will emphasize on assessing students’ basic concept of
structural analysis, analytical methods of skeletal structures, and synthesis
of structural analysis for structural design. It is appropriate to achieve
intended learning outcomes a, b, c and e.
Class contact:
 Lectures/Tutorials 2.46 Hrs.
 Laboratory Sessions 0.54 Hrs.
 Reading and Computer Project 3 Hrs.
 Completion of Assignments and Lab
3 Hrs.
Reports
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Reading List and Hibbeler, R. C., Structural Analysis, 6th Edition in SI Units, Pearson
References Education, Inc., 2006.
Coates, R. C., Coutie, M. G. and Kong, F. K., Structural Analysis, 3rd
edition, Chapman and Hall, London, 1988.
McCormac, J. C., Structural Analysis: a Classical and Matrix Approach,
Addison Wesley, 1997.
Rao, S. S., The Finite Element Method in Engineering, Butterworth-
Heinemann, 2011.
A68

Subject Title Construction Management
Credit Value 3
Level 3
Exclusion CSE303 Construction Management I
Objectives To provide students with the basic knowledge applicable to Hong Kong
related to management of a civil engineering project. Students should
gain basic knowledge in contemporary construction engineering and
management with consideration of practical constraints and develop a
variety of skills in construction management as well as decision
optimization.
Outcomes (i) Have the knowledge of the unique characteristics of construction
industry, its stakeholders, and social and environmental
constraints in managing a civil construction project;
(ii) Have the knowledge of construction project development
process and the inputs and outputs of the process such as
specifications and contracts;
(iii) Have the knowledge of construction project management and
company organization;
(iv) Develop skills in cost estimate, construction project scheduling,
quality management, and safety management;
(v) Have the ability to use decision analysis techniques such as
linear programming to optimize management decisions;
(vi) Able to use critical path scheduling software to analyze
problems of practical size and complexity
(vii) Able to further develop computer application skills, English
proficiency, communication ability, and work ethics as needed
for a construction management career. Emphasis is placed on
developing students’ competence and confidence in writing and
presentation in English in the context of construction
management.
Subject Synopsis/ 1. Introduction to construction industry and project management (1
Indicative Syllabus week)
The characteristics of construction industry, construction project
development process, sustainability considerations in project
development.
2. Organisations (1 week)
Organisations of head offices of a consulting engineer and a
construction firm; site organisations of a consulting engineer and a
contractor.
3. Contract Administration (2 week)
Types of civil engineering contracts; parties to a contract;
responsibilities of the Engineer; tendering procedures and
negotiation; contract documents; relationship between design and
construction; pre-tender, pre-contract and post-contract planning;
variations; claims; contract determination; final payment;
settlement of disputes.
4. Specification and Quantities (1 week)
Types and principles of specification writing; preparation of Bills
of Quantities; prime cost and provisional sums; types of Bills of
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Quantities; Contract price fluctuations; interim payment.
5. Safety on Site and Safety Management (1 week)
Identification of hazardous situations; precautions and training;
safety of temporary works; safety audit; promotion of the
importance of safety; safety costs; safety officer; reporting
procedures on accidents; insurances.
6. Linear Programming (3.5 weeks)
L.P. Models; transportation and assignment problems; graphical
method; Simplex Technique; primal and dual; special algorithms.
7. Quality Management of Construction Project (1 weeks)
Introduction to quality management processes; including quality
assurance; quality acceptance; and quality control.
8. Critical Path Networks and Computer Applications (2.5weeks)
Introduction to CPM/PERT as a tool for planning and scheduling,
as compared to the traditional Grant Chart programming; time-cost
tradeoff; work breakdown structures (WBS); computer
applications.
Teaching/Learning Lectures will be delivered to serve as an introduction to the topics, to
Methodology provide an overview of knowledge, and to define significant areas. Case
studies, specific applications of the knowledge will be demonstrated.
Students will be given handouts on the main points of the lectures and are
required to read the relevant chapters in the recommended reference books
as well as articles and research papers in related journals.
Assessment Methods
in Alignment with Specific % Intended subject learning outcomes to
Intended Learning assessment weighting be assessed (Please tick as appropriate)
Outcomes methods/tasks (i) (ii) (iii) (iv) (v) (vi) (vii)
1. 30
√ √ √ √ √ √ √
Coursework
2. Final 70
√ √ √ √ √
Examination
Total 100 %


The students will be assessed with two components, i.e., the assignment
and a final examination at the end of the semester.
Various assignments will be provided to assess students’ learning
outcomes of (i) to (v).
Special assignments on business communication and development of
schedules using computer programs will be used to assess learning
outcome (vi) and (vii).
The examination will help students consolidate knowledge learnt in
lectures and tutorials and thus achieving intended learning outcomes (i)
to (v).
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Class contact:
 Lectures 2 Hrs.
 Self Study 6 Hrs.
Reading List and “Modern Construction Project Management”, by Tang S.L., Poon, S.W.,
References Ahmed, S.M. and Wong, Francis K.W., Hong Kong University Press, 2nd
ed., 2003.
“Project Management for Construction—Fundamental Concepts for

Owners, Engineers, Architects and Builders.” Version 2.2. Chris
Hendrickson, Online book, http://pmbook.ce.cmu.edu/, 2008.
“An Introduction to Management Science—Quantitative Approaches to

Decision Making,” by Anderson, et al., 2009.
“Linear Optimization in Applications”, by Tang S. L., Hong Kong

University Press, 1999.
A71

Subject Title Design of Steel Structures
Credit Value 3
Level 3
Pre-requisites/ Pre-requisites: CSE204 Structural Mechanics II or CSE20204 Advanced
Exclusion: CSE311 Design of Steel Structures
Objectives To provide training to students to design in steel. Detailing for
connections will be covered in order to allow students on-hand
knowledge on design of steel structures used in practice.
Intended Learning Upon completion of the subject, students will be:
Outcomes a. Able to understand structural behaviour for subsequent
application of the theory of structural mechanics and engineering
mathematics to design and construction of steel structures;
b. Able to develop an appreciation of design philosophy behind steel
structures against strength, ductility, stability and durability;
c. Able to formulate a concept of constructing structures with
reference to the design codes in various places. More focus on
local design code is provided;
d. Able to appreciate the effective and efficient use of steel as an
engineering material and to understand its engineering properties;
e. Able to realise the basic requirements for steel as a proper
building material and the minimum requirements for using a
batch of steel material in construction;
f. Able to think critically and independently in design of structures
in the aspects of safety, cost and serviceability.
Subject Synopsis/ 1. Steelwork Design (9 weeks)
Indicative Syllabus Section classification. Eccentric connections. Tension and
compression members. Beams and columns using hot-rolled
sections. Column bases. Trusses and frames. Euler's column
buckling and beam lateral-torsional buckling. Beam-columns.
Bolted joints. Welded joints. Elements of structural detailing.
2. Ductility, Integrity, Fire Protection and Corrosion Resistance (2

weeks)
Mechanical and chemical tests. Structural design for fire. Bi-
metallic action. Methods of corrosion protection. Ductility.
Seismic design of steel structures.
3. System Design of Steel Buildings (2 weeks)

Framed structures. Structural integrity and robustness. Sway
and non-sway frames. Braced and unbraced moment frames.
Continuous frames. Simple construction. Typical structural
systems. Second-order analysis for structural design.
4. Laboratory Work
Lateral-torsional buckling test of an I-beam. Tensile test of
eccentrically connected angle sections.
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Teaching/Learning The teaching method is mainly in the form of lectures with interaction
Methodology during tutorial class.
Assessment Methods
a b c d e f
1. Assignment and 5     
laboratory report
2. Test 15  
3. Project 10      
4. Final Examination 70     
Total 100 %
Students must attain at least grade D in coursework and final


Assignment and laboratory report assists students to appreciate the design
of a real structure.
Test is to assess the understanding of various items in the intended subject
learning outcomes.
Project assists students in working as team members.
Examination assesses understanding and appreciation of design of steel
structures.
Class contact:
 Lecture/Tutorial 2.46 Hrs.
 Reading 2.15 Hrs.
 Project 3.85 Hrs.
Reading List and Code of practice for structural uses of steel, Hong Kong, 2011.
References
Handbook for design of steel structures, Structural Division, HKIE, 2011.
Nethercot, D.A., Limit States Design of Structural Steelwork, Spon Press,

2001.
Lam, D, Ang, T.C. & Chiew, S.P., Structural Steelwork : Design to Limit
State Theory, Oxford; Burlington, MA. : Elsevier Butterworth-Heinemann,
2004
A73

Subject Title Transportation and Highway Engineering
Credit Value 3
Level 3
Exclusion CSE312 Transportation and Highway Engineering
Objectives (1) To promote a basic appreciation of the nature of transportation
engineering;
(2) To introduce students to those engineering activities essential to
the planning and design of highway and transportation systems;
(3) To enable students to acquire basic principles of highway
planning and engineering;
(4) To train students with basic techniques in highway design and
pavement material studies;
(5) To enable students to make engineering judgment on highway
planning and design.
Outcomes
a. Able to apply the fundamentals of applied physics and principles
of engineering design to carry out geometric design of highway
alignments and mix design of pavement materials;
b. Able to exercise professional judgement and engineering sense in
the design and evaluation of alternative highway alignment
schemes in view of the complex site environment;
c. Able to analyze and interpret laboratory data for optimal design of
highway pavement materials;
d. Able to explain the design of highway alignments and pavement
materials logically and lucidly;
e. Able to understand the limitations of the site constraints and to
recognize the assumptions and principles adopted in the highway
design so as to develop alternative highway design schemes and
optimal mix for pavement materials.
Subject Synopsis/ 1. Introduction to Transportation and Highway Engineering (1 week)
Indicative Syllabus The scope of transportation engineering. Transportation in society;
economic, social and environmental factors. Transportation modes.
Urban transportation problems; aspects of transport planning studies
and traffic management.
2. Highway Planning (2 weeks)
Highway hierarchy, classification and design standards; Standard
layout of roads; Cross-section elements of highways; Highway
junctions: at-grade and grade-separated junctions. Safety
considerations.
3. Geometric Design (5 weeks)
Design principle and procedure; Basic assumptions and theories for
geometric design; Sight distance; Design of vertical and horizontal
alignment: Circular curve, transition curve, horizontal curve
widening; sag curve and summit curve.
4. Highway Construction (1 week)
Application of the principles of soil mechanics to subgrade
compaction and testing. California Bearing Ratio Test of subgrade.
Highway materials and construction control. Soil stabilization.
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5. Road Structures and Components (2 weeks)
Principal types of road structures. Structural elements of flexible and
rigid pavements and their functions. Preparation of subgrade. Joints
for rigid pavements and construction details.
6. Highway Materials (2 weeks)
Bituminous road materials. Types and uses of pre-mixed bituminous
materials. Recycled materials. Design of bituminous materials;
Marshall test procedure. Binder characteristics; consistency and
composition tests. Mechanical tests on bituminous mixture; indirect
tensile fatigue test, indirect tensile stiffness modulus test, rutting test.
Non-bituminous materials for road base.
7. Laboratory
Basic highway material testing procedures; Marshall test, California
Bearing Ratio test.
Methodology opportunities for discussion of lecture materials and will also be conducted in
the form of example class and problem-solving session to supplement
understanding from lectures. Laboratory work will help students appreciate
the basic principles and familiarize themselves with basic instruments.
Assessment Methods
a b c d e
f
(1) Assignments 20
√ √ √ √
and Lab Reports
(2) Mid-term 10
√ √ √
Test(s)
(3) Final 70 √
√ √
Examination √
Total 100 %


The students will be assessed with three components, i.e., the laboratory
session and assignment, mid-term test(s) and a final examination at the end
of the semester. The students will be required to attend laboratory sessions
and submit group laboratory reports. These laboratory sessions will enable
students to acquire basic laboratory techniques and report writing. The
works in the laboratory sessions are closely related to practicing highway
engineering requirements. Students will have to exert engineering
judgments to complete the laboratory sessions. The laboratory sessions to
together with the report writing are best to achieve intended learning
outcomes a, c, and d. The mid-term test will emphasize on assessing
students’ basic concept and current practices of highway engineering. It is
appropriate to achieve intended learning outcomes a, b and e. The final
examination will consolidate students’ learning in lectures and tutorials. It
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is most appropriate to achieve the intended learning outcomes a, b, and e.
Student Study Average
Effort Expected Numbers of
Class contact:
Hours used per
Week
 Lectures 2 Hrs.
 Reading and studying 4 Hrs.
 Completion of Assignments/Lab Reports 2 Hrs.
References
"Highways", 3rd ed., O'Flaherty, C.A. (Edward Arnold), 1986-1988.
"Highways Construction & Maintenance 2nd ed., John Watson (Longman),

1994.
Reference Textbooks
"Highway Design Characteristics, Transport Planning and Design Manual",

Vol. 2, Hong Kong Transport Department, March 1984.
"Highway Materials, Soils & Concretes", Atkins, H.N. (Reston).
"Principles of Highway Engineering and Traffic Analysis", Mannering, F.L.,

Kilareski, W.P. (John Wiley & Sons), 1990.
American Association of State Highway and Transportation Officials

(AASHTO). AASHTO Guide for Design of New and Rehabilitated Pavement
Structures, 2002.
http://www.hyd.gov.hk/eng/public/publications/index.htm
A76

Subject Title Analytical and Quantitative Methods for Civil Engineers
Credit Value 3
Level 3
Pre-requisite CSE20302 Engineering Analysis and Computation
Objectives To provide the basic tools of mathematics and fundamental concepts to
enable the students to formulate civil engineering problems in analytical
and statistical terms, and to apply these tools for their feasible solution.
Outcomes a. summarize and present information effectively from data;
b. design sampling plans for experiments and surveys;
c. select and carry out proper statistical tests and interpret the
results for civil engineering problems;
d. select and construct proper statistical models for engineering
problems;
e. apply the fundamentals of mathematics and science to
formulate problems and obtain solutions in civil engineering;
f. critically analyze and interpret the models formulated and
solutions obtained to support the synthesis of logical and cost-
effective solutions;
g. integrate knowledge across different subject domains, including
structures, geotechnics, hydraulics, environmental and
transportation engineering when trying to achieve objectives;
h. communicate solutions logically and lucidly through
calculation, sketch, drawing and in writing.
Subject Synopsis/ 1. Techniques for analysis of experimental data, field data and
Indicative Syllabus meteorological data such as concrete compressive strengths,
traffic volumes, wind velocities, wave heights, earthquake
magnitudes and frequencies: first moment and second moment,
locations and spread, outliers, scatter plots, box plots, frequency
distribution and sample size required. (2 weeks)
Distributions of experimental results, measured data and
meteorological data: normal distribution (concrete cube and
traffic flow data), lognormal distribution (flood and travel time
data), Weibull distribution (wind data). Sampling distribution
and estimators. Goodness-of-fit test. (2 weeks)
Correlation between collected data such as traffic speed, runoff
and precipitation for river basin, void ratio and compression
index of soils: regression models, coefficient of determination,
prediction intervals, residual. (2 weeks)
2. Partial differential formulation of civil engineering problems:

Laplace equation, steady-state seepage, potential flow, solution
by method of separation of variables. Diffusion equation, heat
conduction, consolidation equation, convection term in
diffusion problems, Fourier series and transform, Laplace
transform. Wave equation, vibration of a string, principle of
minimum potential energy for the equilibrium of structures,
vibration of beams, orthogonality of mode shapes. (7 weeks)
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Teaching/Learning Emphasis is placed on a pro-active learning approach. Fundamental
Methodology knowledge will be introduced in the lectures, with interspersed questions,
exercises and quizzes for class discussion and after class self study.
Students will be expected to read up, do exercises and reflect critically on
the material covered in class. A companion web site-cum-discussion
forum will be available to facilitate questioning and discussion. Additional
face-to-face discussion sessions can be arranged on request.
Assessment Methods
a b c d e f g h
1. 20 √ √ √
√ √ √ √ √
Assignments
2. Mini-project 10 √ √ √ √ √ √ √ √
3. Examination 70 √ √ √ √ √ √ √ √
Total 100 %


Assignments - Problem solving teaches students how to carry out
statistical tests and interpret the results. Real life data set given in
assignments help students learn how to explore, summarize and present
data. It also enables students to formulate engineering problems in
mathematical models and to obtain solutions to problems formulated.
Mini-project takes the homework to deeper dimensions. It teaches

students how to formulate problems, search for appropriate data, think
independently and hence develop lifelong learning skills. The project
report and powerpoint presentation will help the student to develop his
written and oral English.
The final examination tests how much the students has learnt in this
module.
Student Study Effort Average Numbers of Hours
Class contact:
Required used per Week
 Lectures 2 Hrs.
 Assignments 1.69 Hrs.
 Mini projects 0.31 Hrs.
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Reading List and Navidi, W. S., Statistics for Engineers and Scientists, 3nd ed., McGraw-
References Hill, 2010.
Erwin Kreyszig, Advanced Engineering Mathematics, 9th Edition, John
Wiley & Sons Inc, 2007
Keller G., Thomson, Statistics for Management and Economics, 9th
edition, 2011.
D.S.Wilks, Statistical Methods in Atmospheric Sciences, 2nd, ed.,
Academic Press, 2006.
William E. Boyce, Richard C. Diprima., Elementary Differential
Equations and Boundary Value Problems, 9th Ed., John Wiley & Sons
Inc., 2009.
Zill D.G. and Cullen M.R., Differential Equations with Boundary-Value
Problems. 7th ed., Belmont, Calif.: Brooks/Cole/Cengage Learning,
2009.
C.H. Edwards and D.E. Penney, Differential Equations and Boundary
Value Problems, 4th ed., Prentice-Hall, 2008.
G.F. Simmons and S.G. Krantz, Differential Equations, McGraw-Hill,
2007.
S.J. Farlow, Partial Differential Equations for Scientists and Engineers,
Wiley, 1993.
A79

Subject Title Hydraulics and Hydrology
Credit Value 3
Level 3
Pre-requisites/ Pre-requisites: CSE202 Fluid Mechanics or CSE20202 Fluid Mechanics
Exclusion for Civil Engineering
Exclusion: CSE306 Hydraulics and Hydrology
Objectives The objective is to provide students with the basic knowledge in the
analysis and design of hydraulic system commonly found in Hong Kong
and other countries. Students will be equipped with the knowledge to
integrate fluid mechanics, engineering hydrology, cost and time
consideration in selecting the suitable drainage and water supply system
to meet the needs of the client. Students should be able to integrate the
knowledge in engineering to prepare a good feasibility study, to carry
out detailed analysis and design with due considerations to the
environment as well as the cost and time of construction.
Outcomes
a. Able to apply the basic principles of fluid mechanics to analyze and
formulate creatively effective solutions to hydraulic engineering
and engineering hydrology problems;
b. Able to adequately employ contemporary numerical tools to model
drainage problems and to design logical and cost-effective
solutions utilizing pipes or open channels as conveyors;
c. Able to evaluate the performance of pipe networks and channel
control structures, and to establish local rainfall-runoff correlations
through a combination of theoretical and empirical studies;
d. Able to explain hydraulic and hydrological problems and their
solutions logically and lucidly through drainage design
calculations, drawings and technical reports;
e. Able to appreciate the limitations and inadequacies of current
hydraulic analysis tools and the need for continual enhancement of
existing theories and methods;
f. Able to embrace more advanced hydraulic theories and analysis
techniques after graduation based on a thorough understanding of
basic hydraulic principles, including their practical applications.
Subject Synopsis/ 1. Pipeflow (4 weeks)
Indicative Syllabus Darcy equation, friction factor, effect of roughness. Pipes in
parallel & in series. Minor losses. Pipe networks. Quasi-steady
flow in pipes.
2. Open Channel Flow (4 weeks)

Uniform flow. Specific energy. 'Total force' (or momentum).
Critical depth.
Gradually varied steady flow. Energy equation for channels of

rectangular cross-section. Calculation of surface profiles for mild,
critical and steep slopes. Profile classifications.
Profile combination determined by change of slope, sluices,

spillways and the like. Occurrence and location of the hydraulic
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jump. Conditions governing the formation of critical conditions,
use as channel control and in determining flow. Channel
structures: gates, spillways, syphons, energy dissipators, protection
from scour.
3. Hydrology (5 weeks)
The hydrological cycle. Measurement of precipitation. Estimation
of evaporation and other losses. Infiltration and percolation.
Groundwater flow. Surface runoff: flow rating curves, duration of
runoff, catchment characteristics, climatic factors and
rainfall/runoff correlation. Hydrograph analysis: baseflow, unit
hydrographs. Flood routing: storage equation, reservoir routing
and routing in river channel.
4. Laboratory Work
Yield of wells, pipe friction, uniform open channel flow, gradually
varied flow.
Teaching/Learning In the lecture programme, fundamental knowledge relating to pipe flow,
Methodology open channel flow and hydrology will be established. Students will be
required to undertake various coursework activities which will enable them
to thoroughly digest the taught materials. Tutorials will provide
opportunities for students and lecturers to communicate and discuss any
difficulties relating to lecture programme. It will also provide a forum for
students and lecturer to discuss the ongoing coursework and laboratory
activities.
Assessment Methods
Intended Learning methods/tasks weighting outcomes to be assessed
a b c d e f
1.Assignments/Reports 20 √ √ √ √ √ √
2. Mid-term test 10 √ √ √ √ √ √
3.Final Examination 70 √ √ √ √ √ √
Total 100 %


Assignments and laboratory reports are used to test students’ ability in

achieving the intended learning outcomes through a more in-depth
investigation of a particular subject issue.
Mid-term test and final examination are used to test students’ overall
ability in achieving the intended learning outcomes.
Class contact:
 Lectures 2 Hrs.
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3 Hrs.
reports
References
J.F. Douglas, J.M. Gasiorek & J.A. Swaffield, “Fluid Mechanics”, 6th
Edition, Prentice Hall, 2011.
E.M. Wilson, “Engineering Hydrology”, 4th Edition, Macmillan, 2011.
Reference Textbooks
K.W. Chau, “Modelling for Coastal Hydraulics and Engineering”, Taylor

& Francis, UK, 2010, 240pp. (ISBN: 978-0-415-48254-7).
K.W. Chau & C.L. Wu, “Hydrological Predictions: Using Data-Driven

Models Coupled with Data Preprocessing Techniques,” LAP
LAMBERT Academic Publishing, Germany, 2010, 248pp. (ISBN: 978-
3-8433-6446-1)
K.W. Chau, “Knowledge-Based System for Analysis and Design of

Liquid Retaining Structures,” Nova Science Publishers, USA, 2011,
159p. (ISBN: 978-1-61209-550-9)
C. Nalluri & R.E. Featherstone, “Nalluri & Featherstone's Civil

Engineering Hydraulics: Essential Theory with Worked Examples”, 5th
Edition, Rev. by Martin Marriott, Wiley-Blackwell, 2009.
E.J. Finnemore & J.B. Franzini, “Fluid Mechanics with Engineering

Applications”, 10th Edition, McGraw-
V.T. Chow, D.R. Maidment & L.W. Mays, “Applied Hydrology”,

McGraw-
A82

Subject Title Soil Mechanics for Civil Engineering
Credit Value 3
Level 3
Exclusion CSE307 Soil Mechanics
Objectives To learn the fundamentals of soil mechanics. To apply theories to solve
practical soil mechanics problems.
Outcomes i. Able to apply the fundamentals of physics and mathematics to
understand the physical properties and behaviour of soils for civil
engineering purposes;
ii. Able to carry out laboratory tests to measure the properties and
behaviour of soils for civil engineering applications;
iii. Able to develop analytical skills to solve soil mechanics problems;
iv. Able to work in small groups as teams and to build both team and
individual responsibility in laboratory tests;
v. Able to learn independently.
Subject Synopsis/ 1. Basic Soil Characteristics (1 week)
Indicative Syllabus Particle size analysis; plasticity and density; phase relationship
and soil compaction.
2. Theory of Seepage (2 weeks)
Hydraulic conductivity and Darcy's law; seepage theory; flow net
method, anisotropic flow.
3. Effective Stress (2 weeks)
The principle of effective stress; response of effective stress in
sand or clay; influence of seepage on effective stress. Solutions of
stress and displacements based on elastic theories.
4. Shear Strength (2 weeks)
The Mohr-Coulomb failure criterion; shear strength tests; stress-
strain behaviour; pore water pressure response.
5. Lateral Earth Pressure (2 weeks)
Active and passive states of soils; Rankine's theory of earth
pressure; Coulomb's theory of earth pressure; earth pressure on
retaining walls; stability of retaining walls against overturning and
sliding.
6. Consolidation Theory (2 weeks)
One-dimensional (1-D) consolidation tests and stress-strain (or
void ratio) relationships; consolidation settlement; degree of
consolidation; Terzaghi's theory of 1-D consolidation;
determination of coefficient of consolidation; construction time
correction.
7. Soil Dynamics and Geotechnical Earthquake Engineering (2
weeks)
Seismic ground motions, Wave propagation in half-spaces,
Single-degree-of-freedom oscillator, Response spectrum,
Nonlinear dynamic characteristics of soil, (shear modulus and
damping ratio with shear strain), analysis and design of earth
retaining wall for seismic condition.
8. Laboratory Testing
Four laboratory sessions, including the following tests: (i) index
test for liquid limit and plastic limit, (ii) sieving and permeability
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tests, (iii) triaxial test, and (iv) 1-D consolidation test.
Teaching/Learning Learning methodology: lectures, tutorials and laboratory. There are self-
Methodology reading components in the syllabus. The assessment methods include
lab reports, assignments, tests and final examinations.
Assessment Methods
Intended Learning assessment weighting be assessed (Please tick as
i. ii. iii. iv. v.
1. Lab Reports 10  
2. Assignments 10   
3. Tests 10   
4. Final
70   
Examination
Total 100 %

The understanding of theories will be assessed through lab report,

assignments, tests and final examination.
Class contact:
 Lectures 2 Hrs.
 Reading and studying 2.62 Hrs.
 Completion of Assignments/Lab Reports 3 Hrs.
Reading List and Essential Texts
References Craig R.F. (2004) Soil Mechanics, 7th Edition, Spon Press, Taylor &
Francis Group, London and New York (ISBN:0-415-32703-2).
Towhata I. (2008). Geotechnical Earthquake Engineering, Springer-
Verlag, Berlin.
Reference Texts
BS 1377. (1990) Part 1-9: 1990, British Standards Institution.
Das B.M. (2007). Principles of Foundation Engineering, 6th Edition
(adapted international student edition), Thomson.
GEO (1987). Guide to Site Investigation. Geoguide 2, GEO, Geotechnical
Engineering Office, Civil Engineering Department.
GEO (1988). Guide to Rock and Soil Descriptions, Geoguide 3, GEO, Civil
Engineering Services Department, Hong Kong.
GEO (1993). Guide to Retaining Wall Design. 2nd Edition, Geoguide 1,
CED, Hong Kong.
Lambe T.W. and Whitman R.V. (1979). Soil Mechanics, SI Version,
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Wiley, New York.
Sutton B.H.C. (1993). Solving Problems in Soil Mechanics, 2nd Edition,
Longman.
Terzaghi, Karl, Ralph B., Peck, and Gholamreza Mesri. (1996). Soil
Mechanics in Engineering Practice, 3rd Edition, Wiley: New York.
A85

Subject Title Design of Concrete Structures
Credit Value 3
Level 3
Pre-requisites / Pre-requisites: CSE204 Structural Mechanics II or CSE20204 Advanced
Exclusion: CSE310 Design of Concrete Structures
Objectives (1) to provide students with the knowledge to properly design
reinforced concrete structures and simple prestressed concrete
structures;
(2) to provide students with the knowledge on proper construction
details for the design and the fundamental knowledge for more
advanced training in concrete structures design after graduation
to solve complex engineering problems.
Outcomes
a. acquire basic knowledge on the design concepts and detailing
techniques of the slabs, beams, columns, walls, and foundations
of reinforced concrete structures;
b. understand the basic design principles of prestressed concrete
beams;
c. carry out practical design of concrete elements according to code
requirements and communicate logically and lucidly through
construction drawings and calculations;
d. appreciate the performance of concrete structures through design
calculations and laboratory tests and understand the limitations of
design assumptions through the laboratory tests.
Subject Synopsis/ 1. Fundamentals of design (2 weeks)
Indicative Syllabus Mechanical properties of reinforced concrete. Typical structural
forms. Limit state design. Load Combinations. Load Cases.
Analysis of the structure.
2. Design of beams, slab and columns (8 weeks)

Sectional analysis. Shear, bond and torsion. Serviceability,
durability and stability. Design of reinforced concrete beams.
Design of reinforced concrete slabs. Design of reinforced concrete
columns.
3. Design of other structural elements (1 weeks)

Footings, Foundations, Staircases. Footings and Pile caps.
4. Principles of prestress concrete (2 weeks)

Principles of prestressing. Methods of prestressing. Analysis of
concrete section under working loads. Design for the
serviceability limit state.
Methodology provide opportunities for discussion of lecture materials, and will also
be conducted in the form of example class and problem-solving session
to supplement understanding from lectures. Assignments will help
students to consolidate the knowledge learnt from the lectures and train
them how to implement the code requirements into practical design.
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Laboratory work will help students to appreciate the basic principles
and familiarize themselves with the basic instruments.
Alignment with Intended Specific assessment % weighting Intended subject learning
Learning Outcomes methods/tasks outcomes to be assessed
(Please tick as appropriate)
a b c d
1. Assignments 10 √ √ √ √
2. Mid-term test(s) 10 √ √
3. Laboratory report 10 √ √ √
4. Final examination 70 √ √ √
Total 100 %

The students will be assessed with four components, i.e., a laboratory
session, assignments, mid-term written test(s) and a written examination
at the end of the semester.
The students will be required to complete regularly assignments. These

regular assignments attached to corresponding lecture contents are
closely related to practicing engineering requirements on structural
concrete design. They will help students to enhance their understanding
of the basic design principles and procedures learnt from lectures and
exert their engineering judgments to solve practical engineering
problems. They are very suited for the intended learning outcomes a, b,
c and d. The students will also be required to attend a laboratory session
and submit group laboratory reports. These laboratory sessions will
enable students to acquire basic laboratory techniques and report writing
and to understand the limitations of design assumptions. The purpose of
providing laboratory sessions will also help students to achieve the
intended learning outcomes a, c and d.
The mid-term test(s) and the final examination at the end of semester
test will emphasize on assessing students’ understanding of the basic
concepts and current practices of design of concrete structures. They
will help students to consolidate their learning from lectures, tutorials,
and the laboratory session and are well suited for the intended learning
outcomes a, b, and c.
Class contact:
 Laboratory 0.23Hrs.
 Completion of Assignments/Lab Reports 4.23 Hrs.
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Reading List and British Standards Institution, "Structural Use of Concrete-BS8110: Part
References 3", 1990.
Buildings Department, the Hong Kong Special Administrative Region,

Code of Practice for Structural Use of Concrete 2013.
Kong, F.K. & Evans, R.H. “Reinforced and Prestressed Concrete”,

Chapman and Hall (UK), 3rd edition, 1987.
Mosley, W.H. and Bungey, J.H. "Reinforced Concrete Design", 5th

edition, Palgrave, 1999.
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Subject Title Water and Waste Management
Credit Value 3
Level 3
Exclusions CSE335 Water and Waste Management or
Objectives To provide a basic appreciation of the environmental issues associated with water,
wastewater and solid waste and to introduce the basics of engineered systems for
the control of water quality and management of solid waste.
Outcomes
a. obtain the basic knowledge and ideas relating to the principle of water
and waste management;
b. formulate effective solutions to environmental engineering problems

relevant to water supply, sewerage, and solid waste management in
Hong Kong;
c. work with others in group work and take responsibility for shared
activities; and
d. cultivate creative and critical thinking and an ability to work

independently.
Subject Synopsis/ 1. Water Supply and Sewerage Systems (3 weeks)
Indicative Syllabus Water demand, Quality and quantity of raw water; Types of water
resources; Municipal water supply system; Quality and quantity of
municipal wastewater; Types of sewerage systems; Principles of layout
and design.
2. Water Quality Control and Treatment (7 weeks)

Required standards for portable water and sewage effluents; Layout of
water and sewage treatment system. Principles of physical, chemical and
biological treatment processes in water and sewage treatment systems.
Impact of effluent disposal on receiving water bodies.
3. Solid Waste Management (3 weeks)

Management options of municipal solid waste; Waste minimization and
recycling; Waste treatment and disposal.
Teaching/Learning Lectures will provide fundamental knowledge relating to the theoretical

Methodology processing operations, and treatment techniques of water purification and
wastewater treatment systems. Students will be required to undertake various
coursework activities, which will enable them to thoroughly digest the taught
contents.
Tutorials will provide opportunities for students and lecturer to communicate

and discuss any difficulties related to the course. It will also provide a forum for
students and lecturer to discuss the ongoing coursework and laboratory
activities.
Laboratory will provide students with opportunities to carry out real

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experimental tests for water quality analysis and different treatment processes
in order to facilitate their learning.
Independent study and associated reading will require students to conduct some
problem-solving exercises individually, analyze the experimental data obtained
from laboratory sessions and prepare integrated laboratory reports.
Assessment Methods
a b c d
1. Continuous Assessment 30 √ √ √ √
2. Examination 70 √ √ √
Total 100%

overall result.
(1) Tutorials/assignments to exercise and strengthen understanding of the
principle of waste and waste management, sewerage design, and solid
waste management;
(2) Laboratory work and report writing to work in group with critical
thinking and shared activity; and
(3) Mid-term test and end-of-semester examination to work independently

to analyze diverse problems arising from various environmental
engineering problems with respect to water supply, sewerage, and
waste management in Hong Kong.
Class contact:
 Lectures 2 Hrs.
 Reading and study 3.85 Hrs.
 Assignments and laboratory reports 2.23 Hrs.
Reading List and
References Davis, M.L., Water and Wastewater Engineering: Design Principles and Practice.
McGraw-Hill, New York, 2011.
Davis, M.L., Masten, S.J., Principles of Environmental Engineering and Science,
2nd edition. McGraw-Hill, New York, 2009.
Crittenden, J.C., Trussell, R.R., D.W., Howe, K.J., Tchobanoglous, G., Water
Treatment: Principles and Design, 2nd Edition. John Wiley & Sons, Hoboken,
New Jersey, 2005.
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Tchobanoglous, G., Burton, F.L., Stensel, H.D., Wastewater Engineering:
Treatment and Reuse, 4th edition. McGraw-Hill, New York, 2003.
Masters, G.M., Introduction to Environmental Engineering and Science, 2nd
edition. Prentice Hall, New Jersey, 1997.
Henry, J.G., Heinke, G.W., Environmental Science and Engineering, Prentice-
Hall, 1996.
Peavy, H.S., Rowe, D.R., Tchobanoglous, G., Environmental Engineering.
McGraw-Hill, New York, 1985.
Relevant websites of Hong Kong Government at (i) www.epd.gov.hk; (ii)
www.wsd.gov.hk; and (iii) www.dsd.gov.hk
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Subject Code CSE3S01

Subject Title Built Environment Enhancement for Underprivileged Communities
Credit Value 3
Level 3
Pre-requisite / Co-
requisite/
Exclusion
Objectives The objectives of this subject are:
1. To introduce to students the concept and practice of service learning.
2. To raise students' awareness of the problem with the build environment in
Hong Kong and educate them on the challenges and needs of the
underprivileged communities.
3. To provide students' an opportunity to apply their classroom knowledge in
solving real-life problems in local communities.
4. To raise students' awareness of their role as a construction industry
professional in society.
5. To enhance students' generic competence of innovative problem solving,
communication and teamwork.
Outcomes
a. Demonstrate an understanding of how the built environment enhancement
improves the welfare of the community
b. Propose and evaluate alternative solutions to address the needs of the
underprivileged
c. Reflect on their role and responsibilities as a construction industry
professional
d. Work effectively in a team to solve problems and communicate effectively
with clients and stakeholders.
e. Demonstrate empathy for the underprivileged and a strong sense of civic
responsibility
Subject Synopsis/ Built environment refers to the man-made space in which people live, work, and
Indicative Syllabus recreate on a day-to-day basis. The built environment encompasses places and
spaces including buildings and parks, local districts and their supporting
infrastructure, such as water and electricity supply, transportation system, and
also the ambient environment, such as ventilation, temperature, air quality and
noise. It is a multi-disciplinary field that addresses the design, construction,
management, and use of these man-made surroundings as well as their
relationships with human activities. Construction industry professionals
graduating from the Faculty of Construction and Environment (FCE) are
expected to endeavor in improving the built environment for the well-being of
the community. Underprivileged people, in particular, are those who cannot
enjoy the same advantages or rights as the majority of other people due to
socioeconomic status, income, or capability, such as ethnic minorities, low-
income groups, elderly, or differently-abled people. This service learning subject
serves as a platform for FCE students to appreciate how their profession
contributes to the welfare of the community, especially the underprivileged
groups; students are going to identify and discuss problems of the built
environment and provide solutions to address the needs of the underprivileged.
The topics in the subject syllabus cover three major areas:

1. Concept and Practice of Service Learning
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• Principles, concepts and myths of service learning
• Benefits of service learning to students, the university and the
community
• Ethical issues in service learning
• Basic concepts and theories of social problems, developments and
justices
• Social responsibilities of global citizens as intellectuals and professionals
• Proper attitudes and behaviours in service delivery
• Developing a service project proposal/ plan
• Effective team work and problem solving skills in service-learning
projects
• Reflection as a tool for learning
2. Discipline-specific contents
• Practical issues and problems faced by the underprivileged in the built
environment
• Impacts of construction and management of the built environment in
social, economic and environmental aspects
• Developing project proposal
• Standards, statutory and international guidelines relevant to the
underprivileged, and approval procedures
• Data collection, analysis and elementary design knowledge relevant to
the built environment and the community service
3. Project-specific contents
• Understand the background of the community partner and the
beneficiaries
• Health, safety and other issues relevant to the service project
• Empathy, moral and ethical concerns specific for the project and the
beneficiaries
Teaching/Learning 1. E-learning module
Methodology The e-learning module is developed and delivered by the Office of Service
Learning (OSL) of PolyU, consisting of readings, exercises and assessments that
are designed to introduce students to the basic concepts and the practice of
service learning.
2. Discipline-specific sessions
Lectures/ seminars/ tutorials/ workshops are designed and conducted by CEE
staffs, senior practicing engineers and OSL staffs to equip students with the
discipline-specific knowledge and skills required for planning and delivery of the
service learning project.
3. Project-specific sessions
The project-specific sessions are designed to: (a) develop students' understanding
of the community partner, beneficiaries as well as other issues relating to the
service learning project, (b) provide training for students in generic skills in
planning and delivering the service project. CEE staffs and experts from outside
the department, such as OSL, academic staff from other departments,
representatives from the community partner and senior practicing engineers will
be invited to contribute to some of these sessions as appropriate.
Students are required to successfully complete the e-learning module (Item 1)

within this Weeks 1 – 4. Items 2 to 3 above will be conducted from Weeks 1 to 3
and. Students are required to attend all of the discipline-specific and the project-
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specific sessions and successfully complete all of the required assignments/
learning tasks prior to participation in the service project.
4. Service project
The service project is designed to raise students' awareness of how construction
industry professionals contribute to the welfare of the community, especially that
of the underprivileged through engagement. The objective is to come up with a
proposal that will have the potential to be actualized to bring benefits to the
community. With the aid of the community partner, a small focus group of the
beneficiaries will be identified. Students will interact constantly with the same
group of beneficiaries to gain in-depth understanding of their concerns, develop
empathy to the beneficiaries and establish a long-term, trusted and caring
relationship with the beneficiaries. The service project can be divided into three
phases: preparation, service delivery and completion.
Preparation phase (Weeks 1 – 5)

Students will be equipped with relevant knowledge and skills required (in items
#1 to #3 above) in the service projects in Weeks 1 to 3. The sessions in Weeks 1
to 3 will be in form of lectures, tutorials, seminars or workshops. Staffs from
CEE department, senior engineers from the industry, community partners, and
OSL will deliver these sessions.
In Weeks 4-5, students will work in groups to formulate an inception plan which
requires students to understand the aims of the community partner, the needs of
the beneficiaries, data collection and interview skills and rehearse on how to
shadow the experience of the beneficiaries.
Service delivery phase (Weeks 6 – 12)

Two major tasks will be performed in the service delivery phase: inception
and project development, and the two tasks may overlap with each other.
Inception phase (Weeks 6 – 8)
To identify and assess a problem the beneficiaries are facing in the built
environments, students will perform (i) interviews with the community
partner and the beneficiaries; (ii) shadowing the lives of the beneficiaries in
the community; and (iii) technical data collection. This inception assesses the
problem from both the objective as well as the subjective points of view. In
the objective data collection part, students apply the skills in data collection
and analysis in order to have a scientific assessment on the problem. Students
are expected to have sufficient direct contact with the beneficiaries in order to
develop empathy toward their needs, and thus the inception effort is expected
to be continuous rather than a one-time event.
Project development phase (Weeks 9 – 12)
Students will propose a solution to solve or alleviate the problem identified in
the inception stage. In the project appraisal process, students will need to
compare the benefits and costs of their suggestion to the beneficiaries and
other stakeholders in various aspects. The preliminary ideas will be discussed
with the beneficiaries before coming up with a final suggestion. The
development of the project proposal (improvement plan) will involve specific
knowledge in various subject areas and students will need to follow standards,
statutory and international guidelines as appropriate. The proposal will be
developed under the guidance of the supervisors and the beneficiaries will be
consulted to refine the proposal.
Completion phase (Week 13)
The final written proposal will be submitted to the community partner for
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consideration of implementation. Students will communicate their suggestions
to the beneficiaries as well as the local residents through an exhibition/a talk.
Moreover, there will be a wrap-up presentation to share the service learning
experience among different student groups.
Potential projects may include (but are not limited to):

• Indoor or outdoor air quality monitoring and improvement strategies
which is helping elderly with chronic respiratory diseases
• Investigation on the locations of addition of footbridges or at-grade road
crossing facilities to improve the mobility of the elderly in the
community
• Improvement suggestions on the temperature control system at
community centers and public places to better meet the physical
conditions of the elderly
• [Alternative type] Thematic study on the walking pattern (such as
walking speed) of the elderly and the implications of the provision of
public facilities and services (width of walkways, green time of
pedestrian crossings) that aids the policy-makers in improving the
respective design standards
Students need to discuss with the community partner and the beneficiaries on the
exact schedule of activities (such as interviews, shadowing exercise, home visits,
and presentations) involved in the service project. Students may need to work on
the service project in the evenings or weekend.
5. Reflective journals, final reflective report, and wrap-up presentation

Students are required to write reflective journals during the subject to critically
reflect on various stages of the project, and a comprehensive final reflective
report will be written after the delivery of the service project. The wrap-up
presentation summarizes students' experience of the project and it is shared with
other student groups. Students are expected to demonstrate their ability to: (a)
analyze and address the needs of the beneficiaries in the built environment, (b)
reflect on their service experience to identify their learning gains as well as areas
for future improvements, (c) reflect on their roles and social responsibilities as
construction industry professionals.
Assessment Methods
a b c d e
1. Coursework in e- 10% √ √ √
learning module ,
discipline-specific and
project-specific
sessions (individual)
2. Pre-service case study 15% √ √ √
and inception plan
(group)
3. Project report (group) 10% √ √ √ √ √
4. Performance during 20% √ √ √
service delivery
(individual & group)
5. Wrap-up group 5% √ √ √ √ √
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presentation (group)
6. Two reflective journals 40% √ √ √ √ √
(10% each) and a final
reflective report (20%)
(individual)
Total 100 %

1. The e-learning module and discipline-/ project-specific sessions will include

assignments and learning tasks that are designed to assess students' ability to link
service learning with the academic contents of the subject (ILO a), their empathy
for the underprivileged (ILO e) as well as their understanding of their role and
responsibilities in society (ILO c).
2. The pre-service case study verifies students' ability to anticipate possible

difficulties that may arise during the service delivery (ILO a, d). Students will
apply their academic knowledge (ILO a) and work in a team (ILO d) to develop
an inception plan on how to gain a thorough understanding on the difficulties
faced by and the needs of the underprivileged in association with the built
environment (ILO e).
3. Students will compile a project report as the key deliverable of their service
project. This project report includes identification and assessment of the problem
in the built environment that has adverse impacts on the underprivileged (ILO a),
comparison of alternative ways to improve the situation, and a final suggestion
(ILO b). The report will be submitted to the community partner for consideration
of implementation. The project report will be direct application of the students'
academic knowledge and materializing students' empathy to the clients' needs
through group work and engagement of the beneficiaries (ILO d, e). Compilation
of the report also provides opportunities for students to reflect what they have
learnt and how their profession may impact on the beneficiaries (ILO c).
4. During the service delivery, students will have close interaction with the
community partner as well as the beneficiaries. Students will deliver their
findings to the community partner, and present to the beneficiaries and local
residents in exhibitions/ talks. Students' attitude and performance during the
process of service delivery, their level of engagement with the beneficiaries,
collaboration with service partners will be good indications of whether students
can demonstrate empathy to the underprivileged (ILO e), effectively address the
stakeholders' concerns (ILO b) and communicate well with various parties (ILO
d). This part involves instructors' observation, evaluation by the community
partner and the beneficiaries.
5. Students will consolidate and reflect on their service project experience and
share with other groups. This wrap-up presentation not only demonstrates
effective application of their professional knowledge in solving problems faced
by the underprivileged in the built environment (ILO a, b, e), it also serves as an
opportunity for students to review their professional role in society (ILO c).
Moreover, the success of the project itself and the presentation will be a direct
measure of students' teamwork and communication skills (ILO d).
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6. Students will write reflective journals during the service project, and compile a
final reflective report after the project. These journals and the final report will
show the students' reflection on their learning experience. This assesses their
ability to link service learning and the academic contents of the subject (ILO a),
their ability to apply their knowledge to the solve real-world problems (ILO b),
their empathy for the underprivileged people (ILO e), and their ability to reflect
on their roles and responsibilities in the society (ILO c). Students' contribution
and performance in team (ILO d) will also be assessed in this assessment
component. It should be noted that all reflective journals and the final reflective
report are individual assessments.
Class Contact:
e-Learning Module 0.77 Hrs.
Class contact:
 Discipline- or project-specific sessions 0.92 Hrs.
 Project meetings and debriefing 1 Hrs.
 Readings, self-study, and planning and preparation
2.31 Hrs.
for the service project
 Service delivery (including field study, interviews/
shadowing/ home visits, proposal development
3.08 Hrs.
consultations with beneficiaries, talks/ exhibitions
to the beneficiaries)
Reflection and review 2.15 Hrs.
Total student study effort 10.23 Hrs.
Reading List and 1. Cress, C.M., Collier, P.J., Reitenauer, V.L., & Associates. (2005).
References Learning through serving: A student guidebook for service-learning
across the disciplines. Sterling, Virginia: Stylus Publishing.
2. Adams, M., Blumenfeld, C.R., Castañeda, C.R., Hackman, H.W., Peters,
M.L., & Zúñiga, X. (Eds) (2010). Readings for Diversity and Social
Justice, 3rd ed., UK: Routledge.
3. Johnson, A.G. (2005). Privilege, Power, and Difference. McGraw-Hill
Higher Education.
4. Sen, A.K. (2009). The Idea of Justice. Harvard University Press.
5. Sandel, M.J. (2009). Justice: What's the Right Thing to Do? Farrar,
Straus and Giroux.
6. Berman, S. (2006). Service learning: a guide to planning, implementing,
and assessing student projects, 2nd ed., Corwin Press.
7. Kaye, C.B., (2003). The Complete Guide to Service Learning: Proven,
Practical Ways to Engage Students in Civic Responsibility, Academic
Curriculum, and Social Action. Free Spirit Publishing.
8. Jacoby, B. & Associates. (2003). Building partnerships for service-
learning. John Wiley & Sons.
9. Zhang, X., Gartner, N., Gunes, O., & Ting J.M. (2007). Integrating
Service-learning Projects into Civil Engineering Courses. International
Journal for Service Learning in Engineering, 2(1), 44 – 63
10. Coyle, E.J., Jamison, L.H., & Oakes, W.C., (2005). EPICS: Engineering
Projects in Community Service. International Journal of Engineering
Education, 21(1), 139 – 150
11. Padmanabhan, G. & Katti D. (2002). Using Community-Based Projects
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in Civil Engineering Capstone Courses. Journal of Professional Issues in
Engineering Education and Practice, 128, 12 – 18
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Year 4
Semester I
CSE40403 Geotechnical Design
CSE48404 Design Project for Civil Engineers
CSE49405 Individual Project for Civil Engineering
Elective Subjects (choice of any one)
CSE40407 Design of Transport Infrastructure
CSE40411 Rock Engineering
CSE40420 Applied Fluid Mechanics
CSE40432 Solid and Hazardous Waste Control
CSE49400 Advanced Structural Design
Semester II
CSE30331 Air and Noise Pollution Studies for Civil Engineering
CSE49405 Individual Project for Civil Engineering
CSE40419 Engineers in Society
Elective Subjects (choice of any one)
CSE40408 Traffic Surveys and Transport Planning
CSE40410 Advanced Geotechnical Design
CSE40418 Advanced Structural Analysis
CSE40422 Infrastructure Management
CSE40461 Water and Wastewater Treatment Techniques for Civil
Engineering
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Subject Title Geotechnical Design
Credit Value 3
Level 4
Pre-requisites / Pre-requisites: CSE307 Soil Mechanics or CSE30307 Soil Mechanics for
Exclusion Civil Engineering
Exclusion: CSE403 Geotechnical Design I
Objectives (1) To familiarize students with the basic principle of geotechnical
design;
(2) To integrate the knowledge on soil mechanics and structural
engineering to solve engineering problems;
(3) To equip students with classical methods of analysis as well as
modern computational method of analysis.
Outcomes a. Plan and design site investigation and in-situ tests and to
interpret the results;
b. Have the knowledge on ultimate and serviceability limit state
analysis and design of shallow foundation;
c. Have the knowledge on deep excavation and pile foundation
analysis and design;
d. Carry out practical design according to local code with
knowledge of codes of China, U.K. and other countries;
e. Communicate lucidly the pros and cons of alternative designs
with reference to different site constraints;
f. Develop creative solutions to solve complex geotechnical
problems in different types of construction sites.
Subject Synopsis/ 1. Site Investigation (1.5 weeks)
Indicative Syllabus Subsurface exploration program, borings in the field, soil sampling,
observation of water tables, in-situ tests (Standard Penetration Test,
Vane Shear Test, Cone Penetration Test, Pressuremeter Test,
Seismic Refraction Test) and test result interpretation and
correlations, rock coring, preparation of boring logs, subsoil
exploration report.
2. Slope Stability (2 weeks)
Fundamental nature of limit equilibrium methods, stability table,
undrained analysis, the method of slices (Fellenius, Bishop, and
Janbu methods), and analysis of a plane translational slip.
3. Shallow Foundation (2 weeks)
Bearing capacity, stress distribution, elastic settlement,
consolidation settlement, tolerable settlement of buildings, field
plate load test, presumptive bearing capacity.
4. Mat (Raft) Foundation (2 weeks)
Common types of mat foundations, bearing capacity of a mat
foundation, compensated foundations, bending moment and shear
force of a mat foundation, rigid and flexible foundation analyses.
5. Earth Retaining Structures (2.5 weeks)
Brief review of lateral earth pressure theory, various lateral
supports system and top down/bottom up construction methods,
analysis and design of cantilever and propped retaining wall by
classical methods, analysis and design of braced cuts. Excavation
with lateral support (ELS).
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6. Pile Foundation (3 weeks)
Vertical bearing capacity of a single pile, settlement of a single pile
and pile group, calculation of vertical loads on piles of a pile group
with a rigid and flexible cap, pile driving and Hiley’s formula, pile
dynamic tests.
Teaching/Learning The fundamental knowledge about site investigation, analysis and design of
Methodology shallow and deep foundation as well as slope stability analysis will be
introduced. These topics will be reinforced with many case studies from
Hong Kong and other countries, and both classical and computational
method of analyses will be introduced.
Assessment Methods
a b c d e f
1. Assignment 10 √ √ √ √ √
2. Test 20 √ √ √ √ √ √
3. Final Examination 70 √ √ √ √ √ √
Total 100 %


Assignment to some more tedious problems will help the students to
utilize the more difficult and tedious teaching materials. The test will
concentrate on some fundamental principle and challenging concept of the
course.
The examination questions consist of some fundamental concept,

conceptual understanding and application of the knowledge to solve
different engineering problems.
Class contact:
 Lecture/tutorial 3 Hrs.
 Private study 6 Hrs.
th
Reading List and B.M. Das, Principle of Foundation Engineering, 6 edition, Prentice hall,
References 2007.
J.E. Bowles, Foundation analysis and design, 5th edition McGraw-Hill,
1996.
GEO, Foundation design and construction, CEDD, Hong Kong, 2006.
Buildings Department, Code of Practice for Foundation, 2004.
GEO, Geotechnical Manual for Slope, 1984.
Housing Authority, Code of practice for foundation - handbook, 2011.
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Subject Title Design Project for Civil Engineers
Credit Value 4
Level 4
Pre-requisites / Pre-requisites: All CSE core subjects at 300-399 or 30000-39999 level
Exclusion Exclusions: CSE404 Design Project, CSE49404 Design Project
Objectives To enable the students to develop the first hand practical design experience
before graduation.
Outcomes 1. apply the fundamentals of applied science, mathematics, and statistical
methods to formulate effective solutions across a wide range of civil
engineering domains;
2. identify, structure and analyze diverse problems arising from the
changing constraints that influence engineering projects, such as
economic, environmental, legal, social, health and safety, sustainability,
and technological considerations;
3. develop and function effectively in multi-disciplinary teams;
4. to synthesize logical solutions to civil engineering problems
independently with a creative and imaginative mind;
5. to work professionally and ethically;
6. communicate logically and lucidly through drawing, calculation, and in
writing;
7. acquire broad education necessary to understand the impact of
engineering solutions in a global, economic, environmental, and societal
context;
8. acquire knowledge of contemporary and global issues;
9. acquire a recognition of the need for, and an ability to engage in life-long
learning;
10. utilize the techniques, skills, and modern engineering tools necessary for
engineering practice to meet desired needs within realistic constraints;
11. cope with challenges and developments of the profession, including the
increasing application of information technology in practice.
The above-mentioned are written in line with the outcomes of the degree
programme.
Subject Synopsis/ Students will be required to participate in the formulation of conceptual
Indicative Syllabus solutions to a large scale civil engineering problem, appraisal of the feasible
schemes and then carry out key design and detailing of the selected scheme.
Students would also consider the construction techniques, the scheduling and
management of the construction phase of the project and costs.
Teaching/Learning The project will last for one term. In general, students are expected to have
Methodology regular group discussions and meetings with their supervisors. Project briefing,
lectures, and presentations of the projects will also be arranged.
The project includes the following components:

- feasibility studies on a number of schemes;
- scheme selection with justifications;
- detailed design for the selected scheme and
- compilation of design reports.
Group Sizes
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Students will work in groups of 5/6.
Supervision
Students are supervised by both academic staff and visiting lecturers. The
visiting lecturers are experienced practicing engineers and will provide real-life
construction projects. They also bring in up-to-date practical engineering
knowledge.
Assessment Methods
1 2 3 4 5
#
1. Project Presentation 50 √ √ √ √ √
##
2. Project Report 50 √ √ √ √ √
Total 100 %
Specific assessment % Intended subject learning outcomes

methods/tasks weighting to be assessed (Please tick as
appropriate)
6 7 8 9 10 11
#
1. Project √ √ √ √ √ √
50
Presentation
##
2. Project Report 50 √ √ √ √ √ √
Total 100 %
Notes:
#Project Presentation: consultation meetings, presentation for scheming and
presentation for final design.
## Project Report: report on scheming and report on final design
Student Study Effort Average hours

Class contact:
Required per week
 Consultation Meetings 2.65 Hrs.
 Project Presentation and Feedback 0.35 Hrs.
 Self Study and Project Works 9 Hrs.
Reading List and To be provided by the project supervisors.
References
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Subject Title Individual Project for Civil Engineering
Credit Value 6
Level 4
Pre-requisites All CSE core subjects at 300-399 or 30000-39999 level
Objectives The objective of this subject is to train students to design a research type
of work to solve problems in major engineering areas.
Outcomes
a. Apply the fundamentals of applied science, mathematics, and
statistical methods to formulate effective solutions across a wide
range of civil engineering domains;
b. Critically analyze and interpret data for an in-depth study of a
particular process or subject area in the recognized major civil
engineering areas;
c. Cope with the challenges and developments of the profession,
including the increasing application of information technology in
real practices;
d. Communicate logically and lucidly through drawing, calculation,
and in writing;
e. Present ideas and arguments verbally in formal presentations;
f. Have critical and creative thinking and an ability to work
independently;
g. Recognize the need for and develop an ability to engage in life-long
learning;
h. Reflect on and review their progress, and seek assistance or
guidance as appropriate in order to enhance the quality of their
work.
Subject Synopsis/ Broadly, there are two main components, a critical assessment of
Indicative Syllabus appropriate literature and the completion of some experimental or
theoretical work of an original nature. Literature reviews, in the absence of
any significant laboratory, design, analysis, programming or fieldwork are
not encouraged.
Teaching/Learning Project Allocation
Methodology The Department produces a list of project titles and synopses proposed by
staff. Students are encouraged to discuss these proposals with the staff
members concerned and to identify their preferences on the list. Students
are also encouraged to propose topics of their own, perhaps related to their
work during Industrial Training placements. Subject to acceptance of the
academic credibility of such proposals, and the availability of a suitable
staff supervisor, the Department would then sanction such projects. The
project allocation exercise is completed prior to the commencement of the
academic year.
Time Allocation
A formal allocation of 4 hrs/wk is provided in the timetable. However, in
practice, one "free" day per week is provided for students to concentrate on
their Individual Project activities.
Supervision
Each student is supervised by the staff member who is the proposer of the
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project. Such supervision requires the regular discussion of the student's
work and guidance and advice throughout the year. Although such
guidance is available to the student, it is stressed that the ultimate
responsibility for the direction and content of the project lies with the
student.
Assessment Methods
a b c d e f g h
1.Project Report 85 √ √ √ √ √ √ √
2. Oral 15 √ √ √
√ √ √
Presentation
Total 100 %

Class contact:
 Laboratory and /or other related works 6 Hrs.
Reading List and To be provided by the project supervisors.
References
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Subject Title Design of Transport Infrastructure
Credit Value 3
Level 4
Pre-requisites / Pre-requisites:
Exclusion CSE304 Transportation and Highway Engineering or
CSE312 Transportation and Highway Engineering or
For TSE Students (41081 and 41481)

CSE291 Transportation Engineering Fundamentals and
CSE292 Transportation Operations and Management and
Exclusion: CSE407 Design of Transport Infrastructure

Objectives (1) To enable students to acquire basic knowledge of design
principles for transport infrastructure development;
(2) To enable students to design major transport infrastructures
including road drainage, road pavement, road junction, railways
and airport runway;
(3) To enable students to assess engineering judgment on alternative
transport infrastructure designs.
Outcomes
a. Have the basic knowledge of the design principles of transport
infrastructure including roads, railways and airport runways as
well as the skills to plan and design transport elements such as
road, railway and airport layout and structures;
b. Be familiar with the common design computer packages as well
as manual calculations for road drainage, junction and pavement
designs as well as railway station and airport layout designs and
be able to exercise professional judgments on design parameters;
c. Able to carry out and evaluate proper material tests for road
pavements as well as tests on railway civil element requirements;
d. Able to formulate and design cost-effective transport
infrastructure;
e. Able to write formal laboratory test reports and project report as
well as analyze and present data in a logical way;
f. Able to work in groups and share responsibility in the required
group works;
g. Able to understand the current transport infrastructure
development issues and contribute to discussion on these
contemporary issues.
Subject Synopsis/ 1. Introduction (2 weeks)
Indicative Syllabus Basic consideration of transport infrastructure developments.
Current development programmes. Design concept.
2. Highway Drainage (2 weeks)

General considerations. Types of drainage structure. Design and
construction of surface drainage and sub-soil drainage. Effects on
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pavement support. Filter layer design.
3. Pavements (2 weeks)
Design principles for flexible and rigid pavements. Loading on
pavements. Theoretical and empirical design methods. Pavements
evaluation and rehabilitation.
4. Junction Design (4 weeks)

Types of at-grade junction. Design of signal controlled junctions,
priority junctions and rotary junctions. Co-ordination of traffic
signal systems.
5. Railway Design (1 week)

Railway development. Railway capacity. Railway alignment. Rail
joints and ballast.
6. Airport Design (3 weeks)

Airport activity systems. Airport planning procedure. Runway
orientation. Runway length and layout design.
7. Project and Laboratory

Laboratory work will include: skid-resistance; pavement
conditions studies; junction studies; and railway studies.
Field data collection exercises will be undertaken and case studies
will augment this course.
Methodology opportunities for discussion of lecture materials; examples and problem-
solving discussion session will supplement the lectures. Laboratory work
will help students appreciate the basic principles and familiarize themselves
with real-world problems.
Assessment Methods
Intended Learning assessment weighting be assessed (Please tick as appropriate)
Outcomes methods/tasks a b c d e f g
1. Project
Assignment/ 20      
Quizzes
2. Laboratory
20    
reports
3. Final
60    
Examination
Total 100 %


The project assignment will involve assessment of a large transport
infrastructure proposal. Students will be asked to appreciate the critical
issues (both planning, design and construction) of the project;
considerations and alternative designs and construction methods.
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Students will have to submit group reports (no more than 5 students in a
group) and present their arguments/ findings. The assessment will be
based on the report and presentation. This element will achieve the all
intended learning outcomes except c.
There will be 4 laboratory sessions and students will be required to

submit 2 individual reports and 2 group reports. This laboratory will
enable students to acquire laboratory techniques and skill of laboratory
report writing. Students will be asked to comment on the laboratory
results. The assessment will be based on the laboratory reports and this
element will achieve the intended learning outcomes b, c, e and f.

lectures and tutorials and thus achieving intended learning outcomes a, b,
d and g.
Class contact:
 Laboratory sessions 0.54 Hrs.
 Completion of project assignment/Lab
2 Hrs.
reports
Reading List and Roess R. P., Prassas E.S., and McShane W.R., Traffic Engineering, 4th
References Edition, Pearson, 2011.
Mallick R.B. and Korchi T.E., Pavement Engineering: principles and
practice, CRC Press, 2009.
Ashford Norman., Airport Engineering: planning, design and
development of 21st century airports, Wiley, 2011, 4th edition.
Guidance Note on Road Pavement Drainage Design, Highways
Department, RD/RN/035 2010
http://www.hyd.gov.hk/eng/public/publications/road_notes/index.htm.
Watson, J., Highway Construction & Maintenance, Longman Scientific
& Technical, 1994.
Wright, P., Highway Engineering-sixth edition, John Wiley & Sons,
2004.
Transport Planning Design Manual, Transport Department, HKSARG.
http://www.hyd.gov.hk/eng/public/publications/index.htm
http://www.hk2030.gov.hk/
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Subject Title Rock Engineering
Credit Value 3
Level 4
Pre-requisites / Pre-requisites: CSE206 Geology for Engineers or CSE20206 Geology for
Exclusion Engineers
Exclusion: CSE411 Rock Engineering
Objectives This subject aims to train students with acquisition of properties of intact
rock and rock discontinuities and characterization of rock masses, and
enable students to apply techniques, tools and design methods to solve
engineering problems of rock slope stability and tunneling. This subject
also designs to train students with basic laboratory techniques for
determining the material parameter for design purpose.
Intended Learning Upon completion of the subject, students will be able:
Outcomes a. to apply fundamental mechanics to understand the properties of
intact rock and rock masses for civil engineering purposes;
b. to provide solutions for rock engineering projects including slopes
and tunnels;
c. to analyze and derive the properties of rock from laboratory
*testing for the effective solutions of engineering problems through
teamwork;
d. Able to explain the problem of rock engineering projects and their
solutions logically through drawing, calculation and in writing;
e. to have critical and creative thinking in solving rock engineering
problems and have an ability to work independently.
Subject Synopsis/ 1. Index Properties of Rock and Rock Mass Classification (1.5
Indicative Syllabus weeks )
Geological classification of rocks, index properties of rock:
porosity; density; permeability; strength, slaking and durability;
and degree of fissuring; classification of rock masses.
2. Rock Strength and Failure Criteria (1.5 weeks)

Mode of rock failure and their measurement, stress-strain
behaviour, failure criteria, effect of water, size and anisotropy on
the strength of rock specimens.
3. Planes of Weakness in Rock (3 weeks)

Stereographic projection of joint orientation, shear strength
measurement joint roughness and its measurement, effect of water
on jointed rock.
4. In-situ Stresses (1 week)

Estimating the initial vertical and horizontal stress; their field
measurement and use.
5. Rock Slope Engineering (3 weeks )

Stereographic projection in rock slope stability analysis; plane and
wedge failure analyses; design and control.
6. Tunnelling (3 weeks)
Data measurement; the concept of rock mechanics applied into the
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different geological condition of rock mass for design and
construction of underground excavation; stresses around the
excavation; rock support systems.

supplement understanding from lectures. Laboratory work will help
students appreciate the basic principles and familiarize themselves with
basic instruments.
Assessment Methods
a b c d e
(1) Tutorial 10
assignments, lab √ √ √ √ √
reports
(2) Mid-term test 20 √ √ √
(3) Final 70
√ √ √ √
examination
Total 100 %


The students will be required to attend laboratory sessions and submit

laboratory reports. These laboratory sessions will strengthen students the
knowledge on the material properties of rock. The works in the
laboratory sessions are closely related to practicing geotechnical
engineering requirements. Students will have to exert engineering
judgments to complete the laboratory sessions. The assignments and
laboratory sessions together with the report writing are to achieve
intended learning outcomes a), b), c), d) and e). The mid-term test will
emphasize on assessing students’ basic concept and current practices of
geotechnical engineering. It is appropriate to achieve intended learning
outcomes a), d) and e). The final examination will consolidate students’
learning in lectures and tutorials. It is most appropriate to achieve the
intended learning outcomes a), b), d) and e).
Class contact:
 Lectures 2 Hrs.
 Mid-Term Test 0.12 Hrs.
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 Completion of Assignments/ Lab Report 2 Hrs.
Reading List and Books
References Goodman RE, Introduction to Rock Mechanics, 2nd Edition, Wiley
(1989).
Jaeger JC, Cook NGW, Zimmerman RW, Fundamentals of Rock
Engineering, 4th Edition, Blackwell (2007).
Hoek E, Brady J, Rock Slope Engineering, IMM (1981).
Hoek E, Brown ET, Underground Excavations in Rock, IMM (1980).
Journals
Rock Mechanics and Rock Engineering
International Journal of Rock Mechanics and Mining Sciences
A111

Subject Title Applied Fluid Mechanics
Credit Value 3
Level 4
Pre-requisites / Pre-requisites: CSE202 Fluid Mechanics or CSE20202 Fluid Mechanics for
Exclusion Civil Engineering and
CSE306 Hydraulics and Hydrology or CSE30306 Hydraulics and
Hydrology
Exclusion: CSE420 Applied Fluid Mechanics
Objectives This subject aims to familiarize students with advanced principles of
fluid mechanics and provide them opportunities and experiences in
applying and analyzing the principles to civil engineering problems in
coastal hydraulics, air-structure interactions, drainage and flood control.
The subject also designs to raise student interests in fluid phenomena and
applications.
Outcomes a. Have the knowledge of the basic phenomena of flow around
structures and skills to calculate wind loads and pressures on
structures;
b. Have the basic knowledge in the hydraulics and hydrology of
flood phenomena and skills to design stormwater drainage
structures;
c. Have the skills to apply the fundamental principles of fluid
mechanics to basic problems in coastal and hydraulic
engineering;
d. Write technically sound reports on laboratory studies;
e. Have the ability to compile, analyze and interpret data with
engineering sense;
f. Function in a team.
Subject Synopsis/ 1. Coastal Hydraulics (4 weeks)
Indicative Syllabus Small amplitude wave theory. Introduction to wave transformation
and wind generated waves. Wave forces on structures. Coastal
Zone Processes.
2. Unsteady Flows (2 weeks)

Unsteady incompressible flow in closed conduits. Basic equations
for water hammer calculations. Surge tanks. Unsteady flow in open
channels.
3. Wind Loading on Structures (4 weeks)

Atmospheric boundary layer. Flow around bluff bodies. Wind
pressures and moments and their effects on building design. Vortex
shedding. Code of Practice.
4. Stormwater Drainage (3 weeks)

Empirical flood formulae; Flood probability. Design of storm
sewers. Gutters, inlets, manholes and outlets. Hydraulic network
modeling. Design of road drainage - longitudinal and cross
drainage, culverts.
5. Laboratory Work
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Flow around a circular cylinder, surge tank, wave characteristics,
runoff hydrographs.
Methodology opportunities for discussion of lecture materials and will also be conducted
in the form of example class and problem-solving session to supplement
understanding from lectures. Laboratory work will help students appreciate
the basic principles and familiarize themselves with basic instruments.
Assessment Methods
a b c d e f
1. Homework, 30 √ √ √ √ √ √
quizzes, laboratory
reports and mid-term
tests
2. Final Examination 70 √ √ √ √
Total 100 %


assessing the intended learning outcomes: A student will demonstrate
successful completion of all the outcomes by achieving a grade C or
above on 2 mid-term tests, 3 laboratory reports and a final examination.
Class contact:
Expected used per Week
 Lectures 2 Hrs.
 Laboratories 0.54 Hrs.
 Homework and self-study 6 Hrs.
Reading List and "Fluid Mechanics", V.L. Streeter, K.W. Bedford & E.B. Wylie, 9th ed.,
References McGraw-Hill, 1998.
"Hydraulic Analysis of Unsteady Flow in Pipe Networks", J.A. Fox,
Macmillan, 1977.
"Water Wave Mechanics for Engineers and Scientists", R.G. Dean. & R.A.
Dalrymple, Prentice - Hall, 1984.
“Wind loading of structures”, J.D. Holmes, Taylor & Francis, 2007.
"Wind Engineering - A Handbook for Structural Engineers", H. Liu,
Prentice Hall, 1990.
“Water Resources Engineering”, L.W. Mays, John Wiley & Sons, 2005.
“Stormwater Drainage Manual, Planning, Design and Management”,
Drainage Service Department, Hong Kong Government, 1995.
“Coastal Engineering Manual – Part I & Part II”, US Army Corps of
Engineers, 2003. http://140.194.76.129/publications/eng-manuals/
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Subject Title Solid and Hazardous Waste Control
Credit Value 3
Level 4
Pre-requisites Pre-requisites:
CSE231 Environmental Science I or
CSE335 Water and Waste Management or
CSE337 Water and Waste Management or
CSE370 Environmental Sciences I or
CSE371 Environmental Sciences II or
CSE20370 Environmental Sciences I or
Exclusion: CSE432 Solid and Hazardous Waste Control I
Objectives To provide students with an understanding of the principles and applications
of solid and hazardous waste control policy, management and technology.
Outcomes
(i) Able to apply the fundamentals of applied science to formulate
effective solutions for solid and hazardous waste management
problem;
(ii) Able to exercise professional judgement in the assessment and
evaluation of alternative solid and hazardous waste management
options ;
(iii) Able to present waste minimization ideas and arguments in formal
presentations and informal discussions ;
(iv) Able to function effectively and take responsibility in group
projects ;
(v) Have the broad education necessary to understand the impact of
waste management on the global and Hong Kong community.
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Subject Synopsis/ Solid Waste
Indicative Syllabus 1. Introduction
Solid waste management systems, terminology, and technical options;
review of solid waste management strategy in Hong Kong and selected
regions/countries.
2. Generation of Solid Waste
Types and sources of solid waste, physical and chemical characteristics of
municipal solid wastes; moisture content, density; heating value.
3. Collection and Transfer of Waste
Collection type and methods; role and function of refuse transfer station;
types of transfer stations; general layout and operational aspects of transfer
stations; refuse collection and transport systems in Hong Kong.
4. Waste Treatment
Introduction to different types of solid waste treatment methods, i.e.
composting, incineration, and landfilling. Introduction of the state-of-the-
art biological, thermal treatment processes, and other waste-to-energy
approaches, such as anaerobic digestion and pyrolysis.
Hazardous Waste
5. Introduction
Hazardous waste management systems and options; environmental
impacts and public concern of hazardous wastes; hazardous waste disposal
strategy and associated legislation in Hong Kong.
6. Toxicology Risk Assessment
Acute, sub-acute and chronic effects of toxic and hazardous materials; food
chain contamination; assessment of exposure risk to hazardous materials to
factory and sewage workers.
7. Industrial and Hazardous Waste Sources
Defining categories and forms of industrial and hazardous solid and liquid
wastes, sources of industrial and hazardous wastes, including specific
characteristics of wastes from electroplating industries.
8. Laboratory Work
Toxicity characteristic leaching procedure.
9. Team Project and Seminar
Perform literature review with teammates and present group projects on
selected topics for waste treatment and management.
Teaching/Learning Basic understanding of problems and techniques of control and management
Methodology will be covered in the lectures. Students will be required to relate the lectured
materials with real problems and practice basic engineering concepts for waste
management. Laboratory work will provide students with basic analytical skill
for identifying solid and hazardous wastes and will include toxicity
characteristic leaching procedure and analysis of landfill leachate. Tutorials
and/or site visit(s) will provide students related exercises to incorporate the
learned knowledge into the real-world examples.
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Assessment Methods
(i) (ii) (iii) (iv) (v)
1. Continuous
assessment
30% √ √ √ √ √
2. Examination 70% √ √ √ √ √
Total 100 %
The students will be assessed with two components, i.e. (1) assignments,
laboratory reports, and a term project, and (2) a final examination at the end
of the semester. The students must attain at least grade D in both
coursework and final examination (whenever applicable) in order to attain
a passing grade in the overall result.
Class contact:
 Lectures 2 Hrs.
 Tutorials/Laboratory/Site visit 1 Hrs.
 Reading references and self study 5.23 Hrs.
 Finishing two assignments and one lab
0.77 Hrs.
report
Reading List and
References Michael, D. LaGrega et. al., Hazardous Waste Management, 2nd Ed.,
McGraw-Hill, 2001.
Tchobanoglous, G., Theisen, H. and Vigil, S.A., Integrated Solid Waste

Management. McGraw-Hill, 1993.
Eckenfelder, W.W. Jr., Industrial Water Pollution Control, 3rd Ed., McGraw-
Hill, 2000.
John T. Pfeffer., Solid Waste Management Engineering, Prentice Hall, 1992.
Pichtel, John., Waste Management Practices: Municipal, Hazardous, and

Industrial., Boca Raton, FL, CRC Press, 2005.
Williams, Paul T., Waste Treatment and Disposal, John Wiley & Sons, 1998.
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Subject Title Advanced Structural Design
Credit Value 3
Level 4
Pre-requisites CSE310 Design of Concrete Structures or
CSE30310 Design of Concrete Structures and
CSE311 Design of Steel Structures or
Objectives (1) To provide fundamental knowledge in the design of steel-concrete
composite structures;
(2) To further the understanding of various aspects of structural design
of prestressed concrete structures;
(3) To provide fundamental understanding of seismic behavior of
structures and knowledge in earthquake resistant design.
Outcomes a. To apply the fundamental knowledge of composite design to
formulate solutions to the problems relevant to the design of steel-
concrete composite structures;
b. To apply the fundamental knowledge of structural design to
formulate solutions to the problems relevant to the design of
prestressed concrete structures;
c. To apply the fundamental knowledge of earthquake engineering to
formulate schematic solutions to problems relevant to earthquake
resistant design of structures;
d. Able to think critically to provide different viable solutions meeting
the global economy;
e. Able to develop creative thinking for the build environment;
f. Able to communicate and work effectively in a team.
Subject Synopsis/  Design of Steel-Concrete Composite Structures
Indicative Syllabus o General design principle
o Design of composite beams
o Design of composite columns
 Design of Prestressed Concrete Structures

o Loss of prestress
o Tendon concordancy
o Limit state design and prestressed concrete beams
 Earthquake Engineering
o Principle of earthquake resistant design
o Capacity design and structural system
o Member ductility and energy absorption
Teaching/Learning Throughout the course students will be encouraged to learn through

Methodology participation in lectures and tutorials. Lectures will be conducted in an
interactive manner, requiring prior preparation and class participation of
all students. To facilitate this approach, students will be given details of
the course in advance.
Tutorial and the design project will also be conducted to reinforce the
lectures and to promote critical thinking.
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Assessment Methods
a b c d e f
1. Assignments 30 √ √ √ √ √
2. Design project 20 √ √ √ √ √ √
3. Final 50
√ √ √
examination
Total 100 %


Students will be assessed with three key components: assignments,

design project and an examination to meet the intended learning
outcomes.

Class contact:
 Lectures 2 Hrs.
 Assignments 3 Hrs.
 Design project 3 Hrs.
Reading List and o B. Davison and G.W. Owens, The Steel Designers' Manual, Steel
References Construction Institute, 7th edition, 2012.
o F.K. Kong and R.H. Evans, Reinforced and Prestressed Concrete,
London, Nelson, 1975.
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Subject Title Air and Noise Pollution Studies for Civil Engineering
Credit Value 3
Level 3
Exclusions CSE331 Air and Noise Pollution Studies or
CSE336 Air and Noise Pollution Studies or
CSE20331 Air and Noise Pollution Studies for ESD
Objectives To provide basic knowledge about the causes, impact and control of air
and noise pollution.
Outcomes
a. Have the basic knowledge of contemporary air and noise pollution,
including chemistry and/or physics involved, commonly used
methods for monitoring, prediction, and assessment;
b. Have general understanding of commonly used control technologies
for reducing air and noise pollution;
c. Able to work as an entry-level staff in the air and noise pollution
profession;
d. Have the basic ability to analyze data and issue in a logical way.
Subject Synopsis/ Air Pollution Studies
Indicative Syllabus 1． Chemical and physical characteristics of the atmosphere
Sources and sink of main air pollutants in the atmosphere;
meteorological parameters affecting the concentrations of air
pollutants.
2. Measurement and analysis of ambient air pollutants
Methods and techniques for the measurement and analysis of ambient
gaseous pollutants, particulate pollutants, and odor pollutants in the
environment.
3. Source sampling and pollution analysis
Source sampling criteria, method of measurement and analysis for
gaseous pollutants, particulate pollutants, and odor pollutants from the
sources.
4. Air pollution dispersion modelling
Application of Gaussian Dispersion Models, transport of air pollutants
and atmospheric stability, wind profile, factors affecting pollution
dispersion in the atmosphere.
5. Stationary and mobile sources of air pollutants and their control
Control devices of gas- and particle-phase pollutants from stationary
sources; control methods of gas- and particle-phase pollutants from
mobile sources.
Noise Pollution Studies

1. Environmental Noise Prediction
Geometric spreading of sound from simple sources. Outdoor sound
propagation. Effects of meteorological conditions - sound refraction
and sound ray equations, air absorption. Sound radiation near
boundary, ground absorption, ground/facade reflection. Sound
diffraction around obstacles.
2. Noise Assessment
Need for noise impact assessment. Basic principles - baseline study,
noise prediction, monitoring and evaluation. Background noise survey
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- instrumentation, approach and data analysis. Assessment criteria -
local and international codes.
3. Road Traffic Noise
Vehicle noise - sources, emission limits. Traffic noise - characteristics,
propagation. Computer prediction methods. Noise criteria. Methods of
noise control - land use, road design, traffic measures, barrier,
enclosure and others.
4. Railbound Traffic Noise
Train noise and railway noise, Wayside noise and vibration, squealing
noise. Noise sources and control technology. Noise prediction
methodology.
5. Construction Noise
Major noise sources. Noise prediction - stationary and moving
sources. Regulatory standard, work permits. Engineering and
management control.
6. Laboratory Works
(a) Noise Barrier
(b) Industrial Noise Measurement
Teaching/Learning In lectures students will be presented with an overview of the nature of air
Methodology and noise pollution. They will also be taught the knowledge required to
predict and assess air and noise pollution impact and to make
recommendations for solution. The lecture will be keynote in nature, and
students will be encouraged to read pre-assigned references. Laboratory
sessions will involve familiarization with the relevant basic measuring
instruments. Tutorials will be used to discuss readings, assignments and
laboratory reports.
Assessment Methods
Intended Learning methods/tasks weighting outcomes to be assessed
a b c d
1. Homework, quizzes, 30
in-class problems and √ √ √ √
lab report
2. Final examination 70 √ √ √ √
Total 100 %


Homework – To help students further understand what they learnt in the

lectures.
Quiz –To test if students have grasped the underlying ideas.
In-class problem - During class periods, students will sometimes be

asked to work a problem in a group or individually. These problems are
designed to help students learn to utilize the concepts discussed in the
reading material and covered in the quiz.
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Lab experiment – It will provide students first-hand experience in
understanding the sources, analysis and control of air pollutants and
noise. Students are required to carry out experiments under the
supervision of lecturers and lab technicians.
Final examination - The exam tests student’s ability to utilize the

concepts covered in this course.
Class contact:
 Lectures 2 Hrs.
 Completion of assignments and lab
3 Hrs.
reports
Reading List and Thad Godish, Air quality, 4th edition, Lewis Publishers, 2004.
References Noel De Nevers, Air pollution control engineering, McGraw Hill, 2000.
Urban sound environment by Jian Kang, Taylor & Francis, 2007.
Industrial noise and hearing conservation / edited by Julian B. Olishifski,
Earl R. Harford, National Safety Council, c1975.
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Subject Title Engineers in Society
Credit Value 3
Exclusion CSE419 Engineers in Society
Objectives The subject aims to provide students with appreciation and understanding of legal,
social and ethical aspects of engineering solutions and their impact to the society. The
emphasis will be on application of the above to assess the legal and social impact of
engineering projects and to deal with ethical dilemma.
Outcomes a. Identify and analyze the legal, social and ethical aspects of engineering projects.
b. Assess and discuss the ethical and social implications of action and proposal.
c. Discuss wider problems which face the society and to diagnose the engineer’s
contribution to possible solutions.
d. Present ideas and arguments logically in formal presentations and informal
discussions.
e. Understand the impact of engineering solutions in a global, economic, legal, and
societal context.
Subject Synopsis/ 1. Hong Kong Legal System Common Law and Legislations. Hong Kong Courts.
Indicative Syllabus Civil and Criminal Law. Mediation and Arbitration.
3. Contract Law Formation of a contract. Offer, acceptance, consideration and

intention to be legally binding. Irregularity, void, voidable, illegality and
unenforceable contract. Breach of contract and remedies.
4. Law of Tort Negligence, duty of care, breach of duty and damages. Nuisance.
Defence and damages. Professional negligence
5. Ethics for Construction Professionals Ethical concepts. Ethical management.

Standards of behaviour. Case studies of malpractices and ethical dilemmas.
6. Environmental Law Environmental legislation and regulations. Pollution

control. Instruments and Processes of Public Administration.
7. Sustainable Development Concepts of sustainable development. International

efforts to cope with climate change; regional corporations for environmental
issues.
Teaching/Learning Teaching methodology includes lectures by subject lecturers; invited lectures by

Methodology government officer(s), engineer(s) and/or politician(s); and lectures on prevention of
corruption by officers of the ICAC. Learning outcomes will be assessed continuously
by monitoring the in-class response, tutorials, case study reports and assignments.
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Assessment Methods
in Alignment with Specific assessment % Intended subject learning outcomes to be
Intended Learning methods/tasks weighting assessed (Please tick as appropriate)
Outcomes a b c d e
1. Assignments 20% √ √ √ √ √
2. Case study reports 10% √ √ √ √ √
3. Final examination 70% √ √ √
Total 100 %
Students must attain at least grade D in coursework and final examination

(whenever applicable) in order to attain a passing grade in the overall result.
1. The intended learning outcomes are monitored through in-class response,
continuous assessment and tutorials, and are assessed by continuous assessment
and one final examination.
2. Case study reports, assignments and discussions will be used in the continuous
assessment so that any shortfall in the learning process may be improved in
subsequent lectures/tutorials.
3. To encourage group discussion and interaction/discussion between students,

students will submit their work in groups of six (one leader per group) including
FOUR assignments and TWO case study reports.

Class contact:
Required Hours used per Week
• Lecture 2Hrs.
• Tutorials 1Hrs.
• Assignments 3Hrs.
• Case study reports 1Hrs.
• Self study 2Hrs.
th
Reading List and 1. V. Bermingham, Tort in a Nutshell, Sweet & Maxwell, 6 Edition, 2002.
References 2. J.T. Bockrath, Contracts and the Legal Environment for Engineers &
Architects, 6th edition, McGraw Hill, 2000.
3. B. Patten, Professional Negligence in Construction, Spon Press, 2003.
4. B. Wasserman et al, Ethics and the Practice of Architecture, John Wiley &
Sons, Inc., 2000.
5. Various websites of government offices.
6. Various publications by HKIE on ethics.
7. Halsbury’s Laws of Hong Kong – Building & Construction.
A123

Subject Title Traffic Surveys and Transport Planning
Credit Value 3
Level 4
Exclusion CSE304 Transportation and Highway Engineering or
For TSE students (41081 and 41481)

CSE291 Transportation Engineering Fundamentals and
CSE292 Transportation Operations and Management and
CSE390 Transportation Systems Analysis
Exclusion: CSE408 Traffic Surveys and Transport Planning

Objectives (1) To expose students to the various techniques of traffic survey and transport
modelling;
(2) To develop an understanding of the nature and extent of urban
transportation planning processes; and
(3) To enable students to conduct traffic surveys and modelling traffic impacts
for urban transportation planning purposes.
Outcomes
a. Able to design and conduct traffic surveys for assessment of the impacts
due to transport improvement projects and/or other travel demand
management measures;
b. Able to systemically analyze and interpret data from traffic and traveller
surveys for strategic transport planning and travel demand forecasting;
c. Able to utilize the four-steps modelling techniques for forecasting the future
travel demand and analyzing the effects of transport infrastructure facilities
on a transport system;
d. Able to marshal logically the facts for illustrating the impacts of the traffic
congestion and illustrate the feasible solutions lucidly through demand and
capacity analysis, and economic analysis of congestion externality;
e. Able to understand the traffic restraints and practical difficulties so as to
come up with engineering feasible solutions and management measures for
solving the specific transportation problems at a particular study area;
f. Able to identify the merits and limitations of current approach in data
collection and transport modelling for strategic planning purposes.
Subject Synopsis/ 1. Traffic Surveys and Analysis (3 weeks)
Indicative Syllabus Traffic characteristics and census. Hong Kong Annual Traffic Census. Volume
studies; speed studies; travel time and delay studies. Capacity analysis; parking
studies.
2. Transportation Planning Process (2 weeks)
Data collection and preparation. Origin and Destination surveys. Network and
zoning. Planning process. Transport-land use planning.
3. Planning for Public Transport (1 week)
Public transport operations studies. Levels of public transport planning.
Performance indicators. Route design and line frequency.
4. Transportation System Modelling (5 weeks)
Four-steps modelling approach; trip generation and attraction analysis, trip
A124
classification, multiple regression analysis, category analysis, Bayesian update
of trip rate. Trip distribution; the Furness method; the gravity model. Modal
split; Aggregated demand model; Disaggregated demand model; Stated
Preference Survey. Traffic assignment analysis; User equilibrium, System
optimal assignment, network assignment techniques.
5. Travel Demand Management and Road Pricing (2 weeks)
Traffic restraint and road pricing. Economic analysis of congestion externality.
Barriers to implementation of travel demand management measures, Best
practices of urban road pricing schemes.
6. Project and Laboratory
Laboratory and tutorial on this course will include: traffic counts; speed
studies; parking surveys; network building; transport modelling; trip
distribution; traffic assignment.
Case studies and field work will support exercises in the application of
transportation system models.
Teaching/Learning The underlying principles and techniques relating to traffic survey and transport
Methodology planning will be dealt with in lectures. However, it is important that the students be
exposed to the interdependence between theories and practice in transport planning.
Students will therefore be required to undertake survey design and data collection on
sites so as to understand the associated techniques in practice. Individual
assignments will consist of numerical problems on transport modelling and analysis,
while computer laboratory sessions will be held to demonstrate the applications of
transport model and to provide opportunity for students to appreciate the difference
between manual calculation and computer modelling. Occasionally, professionals
from government or industry will be invited to give lectures on current issues of
Hong Kong transport planning.
Assessment
Methods in Specific assessment % Intended subject learning outcomes to be
Alignment with methods/tasks weighting assessed (Please tick as appropriate)
Intended Learning a b c d e f
Outcomes 1. Assignments and 20
√ √ √ √
Lab Reports
2. Mid-term Test(s) 20 √ √ √
3. Final Examination 60 √ √ √ √ √
Total 100 %
Students must attain at least grade D in both coursework (items 1 & 2) and
final examination (whenever applicable) in order to attain a passing grade in
the overall result.

The students will be assessed with three components, i.e., the laboratory session
and assignment, at least one mid-term test and a final examination at the end of
the semester. The students will be required to attend laboratory sessions and
submit individual (or group) laboratory reports. These laboratory sessions will
enable students to acquire basic laboratory techniques and report writing. The
works in the laboratory sessions are closely related to practicing transportation
engineering requirements. Students will have to exert engineering judgments to
complete the laboratory sessions. The laboratory sessions to together with the
report writing are best to achieve intended learning outcomes a, b, c and d. The
mid-term test(s) will emphasize on assessing students’ basic concept and current
practices of traffic surveys and transport modelling. It is appropriate to achieve
A125
intended learning outcomes b, c and d. The final examination will consolidate
students’ learning in lectures and tutorials. It is most appropriate to achieve the
intended learning outcomes b, c, d, e and f.
Student Study Average Numbers of
Class contact:
Effort Expected Hours used per Week
 Reading and studying 3.69 Hrs.
 Completion of Assignments/Lab Reports 2.31 Hrs.
References Ortuzar, J.D and Willumsen, L.G. “Modelling Transport” 3rd Edition, Wiley, 2001.
Taylor, M.A.P, Young, W. and Bonsall, P.W., “Understanding Traffic Systems:
Data, Presentation and Analysis”, Avebury Technical Books: Aldershot, 1996.
Norbert Oppenheim, “Urban Travel Demand Modelling”, John Wiley & Sons. Inc.,
1995.
Michael J. Burton, "Introduction to Transportation Planning", 3rd Edition,
Hutchinson & Co. (Publishers) Ltd., 1985.
Reference Textbooks
D.A. Hensher and K.J. Button, “Handbook of Transport Modelling”, Elsevier
Science, 2007.
P. Stopher and C. Stecher, “Travel survey methods: quality and future directions”,
Elsevier, 2006.
C.S. Papacosta and P.D. Prevedouros, “Transportation Engineering and Planning”,
Pearson Prentice Hall, 2005.
J.D. Fricker and R.K. Whitford, “Fundamentals of Transportation Engineering: A
Multimodal Systems Approach”, Pearson Prentice Hall, 2004.
E. Cascetta, “Transportation Systems Engineering: Theory and Methods”, Springer,
2001.
C.A. O’Flaherty, “Transport Planning and Traffic Engineering” 4th Edition,
Butterworth-Heinemann, 1996.
Yosef Sheffi, “Urban Transportation Networks”, Prentice Hall, Inc., 1985.
http://www.td.gov.hk/en/publications_and_press_releases/publications/index.html
http://www.hk2030.gov.hk/
A126

Subject Title Advanced Geotechnical Design
Credit Value 3
Level 4
Exclusion CSE307 Soil Mechanics or CSE30307 Soil Mechanics for Civil Engineering
and CSE403 Geotechnical Design I or CSE40403 Geotechnical Design
Exclusion: CSE410 Geotechnical Design II

Objectives (1) To enable students to acquire basic knowledge of advanced
geotechnical design;
(2) To enable students to make engineering judgment on geotechnical
design.
Outcomes a. Have an understanding of 1-D, 2-D and 3-D consolidation of soils
without or with creep;
b. Have knowledge on pile group effect and lateral load on pile;
c. Be familiar with stability analysis of a slope with soil nails with
particular reference to Hong Kong situation;
d. Have an appreciation of excavation supports, soil reinforcement, a
number of ground treatment methods.
Subject Synopsis/ 1. Consolidation of Soils (2 weeks)
Indicative Syllabus Analysis of 1-D, 2-D (axi-symmetric), and 3-D consolidation of soils
without or with creep; use of wick drains with pre-loading and/or
vacuum preloading.
2. Pile Foundation (4 weeks)
Lateral loading capacity of a single pile, lateral displacement of a
single pile, pile group effect, capacity of a pile group, settlement of a
pile group, pile driving formula and wave equation, dynamic pile tests
by small and large strain methods.
3. Soil Nailed Slopes (3 weeks)
Stability analysis and design of a soil nailed slope under complicated
conditions with earthquake and external loads, design of soil nails, soil
nail pullout tests, search for critical failure surface.
4. Excavation and Soil Reinforcement (2.5 weeks)
Diaphragm walls, stability of slurry trench, lateral displacement and
settlement of excavation, basal stability, seepage of excavation;
mechanism and test methods for reinforcing strips and geo-synthetics;
design and construction of reinforced earth retaining structures.
5. Ground Modification (1.5 weeks)
Field compaction, vibroflotation, vertical drains and preloading, soil
stabilization by admixture (deep lime/cement mixing), grouting, stone
columns, sand compaction pile, dewatering systems and analysis, case
studies.
supplement understanding from lectures.
A127
Assessment Methods
a b c d
(1) Assignments 15 √ √ √ √
(2) Mid-term Test(s) 15 √ √ √
(3) Final 70
√ √ √ √
Examination
Total 100 %


The students will be assessed with three components, i.e., assignments, a

written test in the middle of the semester and a final examination. The
three components are best to achieve intended learning outcomes in a, b,
c, and d.
The students will be required to do and submit assignments. Students will

have to exert engineering judgments to complete assignments. The
examination will consolidate students’ learning in lectures and tutorials. It
is most appropriate to achieve the intended learning outcomes a, b, c and
d.
Class contact:
 Lectures 2 Hrs.
 Tutorials / Laboratory 1 Hrs.
 Completion of Assignments 2 Hrs.
Reading List and Das, Baraja M. (2010). Principles of Foundation Engineering. 7th
References International Edition. Publisher: Cengage Learning.
Poulos, H. G. and E. H. Davis (1980). Pile Foundation Analysis and
Design. Publisher: John Wiley and Sons.
Bowles, Joseph E. (1997). Foundation Analysis and Design. 5th Edition.
Publisher: McGraw-Hill Higher Education.
Reese, Lymon C., Reese, William F. Van Impe (2001). Single Piles and
Pile Groups under Lateral Loading. Publisher: Taylor &
Francis/Balkema.
A128

Subject Title Advanced Structural Analysis
Credit Value 3
Level 4
Pre-requisites / Pre-requisites : CSE301 Structural Analysis I or CSE30301 Structural Analysis
Exclusion Exclusion: CSE418 Structural Analysis II
Objectives (1) To give students a workable understanding and appreciation of the
principles and analysis methods in relation to structural dynamics,
structural stability, and plastic theory;
(2) To give students an opportunity to enhance their capacities in
thinking critically and logically and solving problems independently.
Outcomes
a. apply the fundamentals of applied science, mathematics, and statistical
methods to formulate effective solutions to solve problems in
structural engineering;
b. be familiar with the important issues and philosophies associated with
structural dynamics, structural stability and plastic theory;
c. be conversant in the terminology of the above areas of advanced
structural analysis, and develop a workable understanding of these
issues related to structural engineering systems;
d. design and conduct experimental studies to validate important
theoretical concepts in the above areas;
e. explain logically and lucidly structural engineering problems through
idealisation, analysis and calculation;
f. work with others in a structural design team, identify the nature of
various structural problems and take responsibility for a shared
activity;
g. embrace more advanced structural analysis techniques and further their
studies or seek assistance or guidance to engage in life-long learning as
a civil engineer.
Subject Synopsis/ 1. Structural Dynamics (7 weeks)
Indicative Syllabus Equation of motion. Natural frequency and period. Damping.
Dynamic loading. Resonance. Dynamics of single-degree-of-freedom
structures. Dynamics of multi-degree-of-freedom structures.
Approximate methods.
2. Plastic Theory (3 weeks)
Elastic and plastic properties. Ductility. Plastic hinge. Plastic moment.
Theorems of plastic analysis. Equilibrium method. Work method.
Plastic collapse of fixed-ended and continuous beams. Plastic collapse
of portal frames. Yield line theory.
3. Structural Stability (3 weeks)
Methods of stability analysis. Types of buckling. Stiffness equations
of beam-columns. Stability functions. Linear and geometric stiffness
matrices. Instability of frames. Ultimate load analysis of structures.
Elastic critical load. Second-order effect.
4. Laboratory Work
Harmonically excited vibration of a shear building model. Plastic
collapse of a steel beam.
A129
Teaching/Learning 1. Engaged learning is conducted during lectures;
Methodology 2. Problem-based learning is conducted during tutorials;
3. Discovery-based learning is conducted during assignment;
4. Cooperative learning is conducted during self-reading;
5. Collaborative learning is conducted during laboratories.
Assessment Methods
Intended Learning assessment weighting be assessed (Please tick as
a b c d e f g
1. Assignment 10 √ √ √
2. Mid-term test 12 √ √ √
3. Laboratory 8 √ √ √ √
4. Final
70 √ √ √ √
examination
Total 100 %
Students must attain at least grade D in coursework and final

the overall result.

1. Assignment is to assess the student’s capability of applying the
knowledge and methods learned to formulate effective solutions to
solve problems in structural engineering;
2. Mid-term test is to assess the student’s capability of developing a
workable understanding of the philosophies behind structural dynamics
theory;
3. Laboratories and Reporting in Group is to assess the student’s
capability of communication, presentation, experimental design and
verification, working and negotiation with peers in group, and seeking
assistance and guidance to engage in life-long learning as a civil
engineer;
4. Final examination is to assess the student’s capability of critically
analyzing and interpreting a wide range of problems in relation to
structural dynamics, structural stability, and plastic theory.
Class contact:
 Lectures 2 Hrs.
 Assignments 1.85 Hrs.
 Laboratory Reports 1.23 Hrs.
 Self-Reading 2.92 Hrs.
A130
Reading List and 1. Paz, M. and Leigh, W. (2004), Structural Dynamics: Theory and
References Computation, 5th Edition, Kluwer Academic Publishers.
2. Paultre, P. (2010), Dynamics of Structures, John Wiley & Sons.
3. Chen, W.-F. and Lui, E.M. (1987), Structural Stability: Theory and
Implementation, PTR Prentice Hall.
4. Simitses, G.J. and Hodges, D.H. (2006), Fundamentals of Structural
Stability, Elsevier.
5. Chen, W.-F. and Sohal, I.(1995), Plastic Design and Second-Order
Analysis of Steel Frames, Springer-Verlag.
6. Wong, M.B. (2009), Plastic Design and Second-Order Analysis of Steel
Frames, Elsevier.
A131

Subject Title Infrastructure Management
Credit Value 3
Level 4
Pre-requisites / Pre-requisites: CSE303 Construction Management I or CSE30303
Exclusions Construction Management
Exclusions: CSE414 Construction Management II or CSE422
Infrastructure Management
Objectives To provide students with basic knowledge related to the development
and management of civil infrastructures. Students should be able to
integrate the knowledge of civil engineering with consideration of
practical management constraints, including: feasibility study, life-cycle
cost analysis, asset management, and performance of analysis and
design within the environment, time, quality, and cost constraints.
Outcomes (i) Apply life-cycle management techniques to the management of
modern civil infrastructures with considerations of constraints in
fiscal requirements, time requirements, and quality standards;
(ii) Apply contemporary construction management knowledge in
project delivery systems, innovative contracting and financing
methods to infrastructure project development;
(iii) Apply analytical techniques for critically analyzing infrastructure
management related data in a practical setting and using the data to
make managerial decisions;
(iv) Apply computer-based techniques for project management,
optimization, and simulation to cope with the complexities and
uncertainties in managing infrastructure projects;
(v) Develop critical thinking, lateral thinking, and systematic thinking
in perceiving, understanding and solving practical infrastructure
management problems;
(vi) Develop basic mathematical, statistical, and modeling skills needed
for evaluating engineering and management alternatives subject to
technological, economic, environmental, and social constraints.
Subject Synopsis/ 1. Economic Appraisal of Projects (3 weeks)
Indicative Syllabus Annual equivalent costs and present worth; discount cash flow and
internal rate of return; inflation and depreciation, comparison of
multiple alternatives; project feasibility study.
2. Decision Tools (2 weeks)
Introduction to decision analysis tools such as AHP, ANP, goal
programming, etc.
3. Life-cycle Management of Infrastructure Systems (1 weeks)
Analysis of the typical life-cycles of civil infrastructure systems
and introduction to the concepts and techniques of asset
management.
4. Infrastructure Performance Prediction (2 weeks)
Performance prediction of infrastructure system through stochastic
techniques.
5. Infrastructure Performance Monitoring, Maintenance and
Rehabilitation (1.5 weeks)
Techniques for monitoring the performance of built infrastructures
A132
and development of management decisions in maintaining and
rehabilitating infrastructures.
6. Infrastructure Project Delivery Systems and Financing (1.5 weeks)
Introduction to different types of project delivery systems for
infrastructure development and innovative financing schemes.
7. Quality Management (1 week)
Basic concept; common methods used and their procedures,
Quality Assurance, ISO9000, Total quality Management.
8. Sustainability Considerations in Infrastructure Planning and
Operation (1 week)
Consideration of social, environmental, and economic dimensions
in infrastructure planning and operation.
Teaching/Learning Lectures will be delivered to serve as an introduction to the topics, to
Methodology provide overview knowledge, and to define significant areas. Case studies,
specific application of the knowledge will be demonstrated.
Students will be given handouts on the main contents of the lectures and
are required to read the relevant chapters in the recommended reference
books as well as articles and research papers in related journals.
Students will be provided with infrastructure dataset based on which they

can perform various analyses.
Assessment Methods
(i) (ii) (iii) (iv) (v) (vi)
1. Coursework 30 √ √ √ √ √ √
3. Final Examination 70 √ √ √ √ √
Total 100 %

Students will be assessed with two components: various assignments and
a final examination at the end of the semester.
During the course of this class, various assignments will be provided to
assess students’ learning outcomes of (i) to (vi).
lectures and tutorials and thus achieving intended learning outcomes of
(i) to (vi).
Class contact:
 Lectures 2 Hrs.
A133
Reading List and “Economic Feasibility of Projects; Engineering and Managerial Practice”,
References 3nd ed, by Tang S.L., Chinese University Press, Hong Kong, 2003.
“Principles of Public and Private Infrastructure Delivery (Infrastructure

Systems: Delivery and Finance Volume 101,” by John B. Miller, 2000.
“Infrastructure Management: Integrating Design, Construction,

Maintenance, Rehabilitation and Renovation,” by W. Hudson, R. Haas,
and W. Uddin, 1997.
A134

Subject Title Water and Wastewater Treatment Techniques for Civil Engineering
Credit Value 3
Level 4
Pre-requisite / Co- Pre-requisites:
requisite/ CSE335 Water and Waste Management or
Exclusion CSE337 Water and Waste Management or
CSE373 Water Supply and Sewerage or
Exclusions:
CSE461 Water and Wastewater Treatment Techniques or
CSE30461 Water and Wastewater Treatment Techniques for ESD
Objectives (1) To provide basic knowledge on water and wastewater treatment
technologies for water supply and wastewater disposal in Hong Kong; and
(2) To provide practical laboratory works to familiarize with the treatment
technique for water, sewage and sludge treatment.
Outcomes a. apply the fundamental knowledge of water and wastewater treatment
processes and engineering concepts to formulate effective solutions to
environmental engineering problems relevant to water supply and
wastewater disposal in Hong Kong;
b. identify, structure and analyze diverse problems arising from the

changing constraints that influence engineering projects, such as
environmental, legislative, sustainability, and technological
considerations;
c. offer the employers in Hong Kong a useful contribution to design and

operations of water and wastewater treatment works;
d. work with others in group work, and take responsibility for an agreed area
of shared activities; and
e. have critical and creative thinking and an ability to work independently.

Subject Synopsis/ 1. Wastewater Treatment Operations and Processes (7 weeks)
Indicative Syllabus Operational principle and basic technique of wastewater treatment
processes-pumping, screening, grit removal, comminution, flow
measurement, primary sedimentation, activated sludge process and its
variants, biological filtration and RBC, final sedimentation, disinfection;
advanced wastewater treatment technique including filtration, carbon
adsorption, chemical precipitation and nitrogen and phosphorous removal;
eff1uent discharge and reuse.
2. Treatment and Disposal of Sludges (3 weeks)

Characteristics of alum sludge and wastewater sludge, quantity of
sludges; Principle and technique of sludge treatment processes-
thickening, stabilisation, conditioning and dewatering; sludge disposal
and utilization.
3. Design of unit treatment processes (3 weeks)

A135
Principle of engineering design, sizing of tanks and flow, choice of
equipment, costing.
Teaching/Learning In the lectures, fundamental knowledge relating to the theoretical processing,
Methodology operation and treatment technique of water purification and wastewater
treatment systems will be established. Students will be required to undertake
various coursework activities, which will enable them to thoroughly digest the
taught materials. Tutorials will provide opportunities for students and lecturers
to communicate and discuss any difficulties relating to the lectures. It will also
provide a forum for students and lecturer to discuss the ongoing coursework
and laboratory activities. Video-show in tutorial sessions and the site visit
develop students' interest and motivation for learning.
Assessment Methods
a b c d e
1. Assignments including a 15
√ √ √ √ √
small design project
2. Laboratory Reports 7.5 √ √ √ √
3. Tests 7.5 √ √ √
4. Examination 70 √ √ √
Total 100 %

overall result.
(1) Assignments based on calculations and designs of wastewater treatment
technique, and familiarize with diverse engineering problems;
(2) Laboratory works and report writing will enable students to familiarize
with practical experiment and in-depth understanding of the technique
involved in water and wastewater treatment, as well as training for group
work and sharing individual responsibility; and
(3) Test and examination can attribute critical and creative thinking for
independent work and ability to carry out water and wastewater
techniques for design and solving environmental engineering problems on
operation.
Class contact:
 Lectures 1.69 Hrs.
 Reading and Studying 3.46 Hrs.
 Completion of Assignment/Design
3.08 Hrs.
project/Lab. Reports.
Total student study effort 9.23 Hrs.
A136
Reading List and Reading
References 1. Mark J. Hammer, Water and Wastewater Technology, 5th edition,
Prentice Hall, 2003.
2. Metcalf & Eddy, Wastewater Engineering – Treatment, Disposal, Reuse;
Third Edition, McGraw-Hill, 2003.
Reference
1. Mackenzie L. Davis, Susan J. Masten., Principle of Environmental
Engineering & Science, 2nd Ed., McGraw-Hill, 2009.
2. Mackenzie L. Davis and David A. Cornwell, Introduction to
Environmental Engineering, McGraw-Hall International Editions, 2008.
3. Eckenfelder, W.W. Jr., Industrial Water Quality, McGraw-Hill, 2009.
4. Mackenizie L. Davis, David A. Cornwell., Introduction to
Environmental Engineering, McGraw-Hill, 2008.
A137
Appendix II
Curriculum Mapping
This curriculum map gives a holistic view of the programme to which each intended learning outcome will be taught and assessed in this programme
The following indicators (I, R, A) to show the treatment of the programme outcome in a subject :
I (Introduced) That the learning leading to the particular intended outcome is introduced in that subject.
R (Reinforced) That the learning leading to the particular intended outcome is reinforced in that subject.
A (Assessed) That the performance which demonstrates the particular intended outcome is assessed in that subject.
PROGRAMME OUTCOMES
1 2 3 4 5 6 7 8 9 10 11 12
CE1000 Construction for Better Living I I I
CE114 Land Use and Sustainable Environment I I I
CE123 Managing The Built Environment I I I I
ELC1011 Practical English for University Studies I
CBS1101P Fundamentals of Chinese Communication I
SAOHLS_2012 Healthy Lifestyle
Year 1
APSS1L01 Tomorrow’s Leaders I I I I

ELC1012 English for University Studies IR
AMA1130 Calculus for Engineers IR I
IC2118 IC Training – Civil Engineering IR IR IR
CAR Subject 1 (Human Nature, Relations & Development) IR IR IR
CAR Subject 2 (Community, Organisation and Globalisation) IR IR IR
CAR Subject 3 (History, Cultures and World Views) IR IR IR
CBS3231P Chinese Communication for Construction and Environment RA
AMA2308 Mathematics for Engineers IR IR I I
CSE20201 Structural Mechanics IR IR IR
CSE20206 Geology for Engineers IR IR IR IR
CSE20308 Construction Materials IR IR I I
COMP1011 Programming Fundamentals I I I
Year 2
CSE20202 Fluid Mechanics for Civil Engineering IR IR IR I IR

CSE20204 Advanced Structural Mechanics IR IR IR
CSE20302 Engineering Analysis and Computation IR IR IR
ELC3421 English for Construction and Environmental Professionals RA
LSGI2961 Engineering Surveying IR IR IR IR
LSGI2962 Survey Camp IR A A A
CAR Subject 4 (Science, Technology and Environment) IR IR IR
A138
PROGRAMME OUTCOMES
1 2 3 4 5 6 7 8 9 10 11 12
CSE30301 Structural Analysis RA R R R RA
CSE30303 Construction Management RA RA RA R RA
CSE30311 Design of Steel Structures RA RA RA R R RA
CSE30312 Transportation and Highway Engineering RA RA RA R R
CSE39300 Analytical and Quantitative Methods for Civil Engineers RA RA RA
Year 3
CSE30306 Hydraulics and Hydrology RA RA R R

CSE30307 Soil Mechanics for Civil Engineering RA RA R R
CSE30310 Design of Concrete Structures RA RA RA R R RA
CSE30337 Water and Waste Management RA R R R
CSE3S01 Built Environment Enhancement for Underprivileged Communities R R RA
CSE30323 Summer Training R RA R RA R
CSE40403 Geotechnical Design RA RA R R RA
CSE48404 Design Project for Civil Engineers RA RA RA RA R R R RA
CSE49405 Individual Project for Civil Engineering R RA RA R RA RA
CSE40407 Design of Transport Infrastructure RA RA R R
CSE40411 Rock Engineering RA RA R R
CSE49400 Advanced Structural Design RA RA R
CSE40420 Applied Fluid Mechanics RA RA R R
Year 4
CSE40432 Solid and Hazardous Waste Control RA RA R R

CSE40419 Engineers in Society R RA R RA RA
CSE30331 Air and Noise Pollution Studies for Civil Engineering RA R R R
CSE40408 Traffic Surveys and Transport Planning RA RA R R
CSE40410 Advanced Geotechnical Design RA RA
CSE40422 Infrastructure Management RA RA R R R R
CSE40461 Water and Wastewater Treatment Techniques for Civil Engineering RA RA R R
CSE40418 Advanced Structural Analysis RA RA R
A139

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THE HONG KONG POLYTECHNIC UNIVERSITY

DEPARTMENT OF CIVIL & ENVIRONMENTAL ENGINEERING

BEng(Hons) in Civil Engineering

2. General Programme Information 1

3. Aim and Outcomes of the Programme 2

5. Programme Contents, Subject Registration and Student Exchange 5

6. Teaching and Learning Methods 24

7. Assessment, Progression and Awards 25

II. Curriculum Mapping A138-139

This programme has the following features:

2. GENERAL PROGRAMME INFORMATION

2.1 Academic Award

2.3 Attendance Mode

2.4 Medium of Instruction

3. AIMS AND OUTCOMES OF THE PROGRAMME

(1) To train students to master the fundamental principles, analytical and

(2) To develop students' abilities to function in teams and communicate effectively

4. an ability to develop and function effectively in multi-disciplinary teams;

5. an ability to synthesize logical solutions to civil engineering problems independently

6. an ability to work professionally and ethically;

7. an ability to communicate logically and lucidly through drawing, calculation, and in

8. an ability to acquire broad education necessary to understand the impact of

9. an ability to acquire knowledge of contemporary and global issues;

4.1 For Year 1

Level 3: English Language and Chinese Language, AND

Other Preferred Subject(s)

For Entry with other Qualifications

Applicants with other academic qualifications, such as HKALE, IB (International

4.2 For Senior Year Places

5. PROGRAMME CONTENTS, SUBEJCT REGISTRATION AND STUDENT

The programme curriculum consists of both General University Requirement (GUR)

5.1 General University Requirement (GUR)

5.1.1 Language and Communication Requirement (LCR)

5.1.2 Cluster Area Requirement (CAR)

CAR A Human Nature, Relations and Development (HRD)

5.1.3 Leadership and Intra-personal Development

5.1.4 Service Learning

CSE3S01 Built Environment Enhancement for Underprivileged Communities

A list of approved Service-learning subjects is available at the URL:

5.1.5 Freshman Seminar

The Freshman Seminar applicable is listed out in the curriculum table.

5.1.6 Healthy Lifestyle

• acquire, synthesise, and evaluate knowledge on healthy living;

More details can be found at http://www.polyu.edu.hk/ogur/student/4yr/gur/hls/revised.

5.2 Discipline Specific Requirements (DSR)

Environmental engineering concerns the application of scientific principles and engineering

Construction & Transportation

Subjects in construction comprise construction materials and construction management.

5.2.3 Individual Project

5.2.4 Industrial Centre Training

A fundamental aim of this programme is to nurture theoretical, analytical, design and

5.2.5 Work-Integrated Education

Assessment of summer training is based on:

5.2.6 Stream of Structural Engineering

Contributions made in structural engineering by the Department have brought high

The criteria for opting the stream are as follows:

a) Obtained an average grade B or above for the below subjects in structural

c) Completed at least one of the following elective subjects in structural engineering

5.3 Minor Programmes

5.4 Subject Registration

5.5 Student Exchange

The University and Department offer scholarships to enable students to experience

5.6 Study Load