DPD - (2018-19) - Final (With Cover) PDF

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 1
2.3 Attendance mode 2
2.4 Medium of Instruction 2
3. Aims 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 Intake 5
5. Programme Contents, Subject Registration and Student Exchange 5

5.1 General University Requirements (GUR) 5
5.1.1 Language and Communication Requirements (LCR) 6
5.1.2 Cluster Area Requirements (CAR) 6
5.1.3 Leadership and Intra-personal Development 7
5.1.4 Service Learning 8
5.1.5 Freshman Seminar 8
5.1.6 Healthy Lifestyle 8
5.2 Discipline Specific Requirements (DSR) 9
5.2.1 Core Studies 9
5.2.2 Design Project 10
5.2.3 Individual Project 10
5.2.4 Industrial Centre Training 10
5.2.5 Work-Integrated Education 11
5.2.6 Stream of Structural Engineering 11
5.3 Minor Programmes 12
5.4 Subject Registration 13
5.5 Student Exchange 13
5.6 Study Load 13
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CONTENTS Page
5.7 Summary of Study Credits of GUR and DSR and Training Credits 14
5.8 Programme Curriculum 15
5.8.1 Coding System 20
5.8.2 Pre-requisites and Exclusions 21
5.9 Senior Year Curriculum Framework 21
5.10 Credit Transfer 24
6. Teaching and Learning Methods 25
7. Assessment, Progression and Awards 25

7.1 Assessment of Subjects 25
7.2 Progression 27
7.3 Retaking of Subjects 28
7.4 Absence from an Assessment Components 28
7.5 Rules Governing the Conduct of Examinations 28
7.6 Regulations for Awards 29
7.7 Award Classification 30
7.8 Pass-without-Honours 31
7.9 Aegrotat Award 31
7.10 Student Appeals 31
8. Programme Management 32
8.1 Departmental Programme Committee 32
8.2 Programme Leaders 33
8.3 Programme Executive Group 33
8.4 Student-Staff Consultative Group 33
8.5 Dual Advising System 33
APPENDIX
I. Subject Description Forms A1-142
II. Curriculum Mapping A143-144
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;
 A minimum of four 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.
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.
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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. Summer term study is
not mandatory.
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:
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;
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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.
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,
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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.
The correlation between the Programme’s Intended Learning Outcomes (PILOs) and institutional
learning outcome (ILOs) are shown in the below table.
ILOs PILO PILO PILO PILO PILO PILO PILO PILO PILO PILO PILO PILO
(1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11) (12)
Competent o o o o o o
professional
Critical o o o o o o
thinker
Effective o o o o
communicator
Innovative o o o o o o o o
problem
Lifelong o o o
learner
Ethical leader o
Institutional learning outcome (ILOs) are:

Competent professional: Graduates should be able to integrate and apply in practice the
fundamental knowledge and skills required for functioning effectively as an entry-level
professional.
Critical thinker: Graduates should be able to examine and critique the validity of information,
arguments, and different viewpoints, and reach a sound judgment on the basis of credible evidence
and logical reasoning.
Effective communicator: Graduates should be able to comprehend and communicate effectively
in English and Chinese, orally and in writing, in professional and daily contexts.
Innovative problem solver: Graduates should be able to identify and define problems in
professional and daily contexts, and produce creative and workable solutions to the problems.
Lifelong learner: Graduates should recognise the need for continual learning and self-
development, and be able to plan, manage and improve their own learning in pursuit of self-
determined development goals.
Ethical leader: Graduates should have an understanding of leadership and be prepared to lead a
team, and should acknowledge their responsibilities as professionals and citizens to the society
and their own nation, and be able to demonstrate ethical reasoning in professional and daily
contexts.
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
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Level 3: Two other elective subjects [can include Extended Modules of Mathematics (M1/M2)]
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, 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 Intake
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 Requirements (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:
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5.1.1 Language and Communication Requirements (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 and Chinese can be
found at http://elc.polyu.edu.hk/Subjects/ and
http://www.cbs.polyu.edu.hk/gur.php?lcrList=1#lcrList.
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/.
The LCR requirements for Senior Year intake students are listed in Section 5.9.
5.1.2 Cluster Area Requirements (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)
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.
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3. Cover all three attributes among the CAR subjects you completed.
Students admitted via the Senior Year intake are required to fulfill the following by the time of
graduation:
4. Complete at least two CAR subjects (6 credits).
5. Complete at least two CAR subject from two different cluster area among CAR A-D.
6. Cover all three attributes among the CAR subjects you completed.
Before you start to select a subject, it is important to understand the format of GUR subject
code. An example is illustrated below:
GUR types A to K represent cluster area(s) as below
GUR Type The Subject will fulfill

A Cluster Area A
B Cluster Area B
C Cluster Area C
D Cluster Area D
E Cluster Area A OR B
F Cluster Area A OR C
G Cluster Area A OR D
H Cluster Area B OR C
J Cluster Area B OR D
K Cluster Area C OR D
You can access the subject synopsis of GUR subjects from this database
https://www.polyu.edu.hk/ogur/GURSubjects/
The Department offers the following CAR subjects :
CSE1B01W Transport and Society

CSE1B02W Civil Infrastructure and Society
CSE1D03 How Safe are We at Work?
A list of approved CAR subjects under each of the four Cluster Areas is available at:
https://www.polyu.edu.hk/ogur/GURSubjects/CAR.php.
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
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self-reflection skills. This requirement is not applicable to students admitted via the Senior Year
intake.
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.
The Department offers the following service-learning subjects which are devised specifically for
students of the Faculty of Construction and Environment:
CSE3S01 Built Environment Enhancement for Underprivileged Communities

CSE2S02 Serving Disadvantaged Communities Suffering from Urban Decay
A list of approved Service-learning subjects is available at the URL:

https://www.polyu.edu.hk/ogur/GURSubjects/SL.php
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 relevant to students is listed out in the curriculum table in Section 5.8.
This requirement is not applicable to students admitted via the Senior Year intake.
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;
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 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 https://www.polyu.edu.hk/ogur/GURSubjects/HLS.php.
This requirement is not applicable to students admitted via the Senior Year intake.
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.
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.
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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.
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
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in scaffolding, bricklaying, formwork, reinforced concrete practices and erection of steelwork.
Taking reference to the comments given by HKIE, Building Information Modelling is introduced
as a new teaching module. Details of IC training modules are provided in Appendix of this document.
5.2.5 Work-Integrated Education
A minimum of four-week summer training is scheduled in the third year of study (first year summer
for Senior Year intake). 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 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%)
Students must attain at least “Satisfactory” grade from the industrial supervisor in the
performance appraisal and a grade D of the Final Report in order to attain a passing grade in the
overall result.
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.
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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 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.
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In addition, to be eligible for the Major and Minor awards, the total number of credits taken by
the students for their Major-Minor studies must not be lower than the credit requirement of the
single discipline Major programme.
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 must fulfill the
pre-requisite requirements of a particular subject if they wish to register for that subject.
Students may apply for subject withdrawal within the add/drop period. All subject withdrawal
requests will not be considered after the add/drop period unless under very exceptional
circumstances. Students should submit an application for withdrawal of subjects to the General
Office. Such requests will be considered by both the programme leader and the subject lecturer
concerned if strong justifications are provided and when the tuition fee of the subject concerned
has been settled. Requests for subject withdrawal will not be entertained after the commencement
of the examination period for the programme.
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.
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 and 5.9 of this document, for each
semester. Students cannot drop those subjects assigned by the department unless prior approval
has been given by the department.
13
The maximum study load to be taken by a student in a semester is 21 credits, unless exceptional
approval is given by the Department. For such cases, students should be reminded that the study
load approved should not be taken as grounds for academic appeal.
To help improve the academic performance of students on academic probation, they will be
required to take a reduced study load in the following semester (Summer Term excluded). The
maximum number of credits to be taken in a semester by students on academic probation will be
decided by the Department.
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.
5.7 Summary of Study Credits of GUR and DSR and Training Credits
Total of Practical
GUR DSR GUR & Training
DSR Credits
LCR Freshman Healthy
CAR SL LID
English Chinese Seminar Lifestyle
Year 1
(Sem 1 & 2)
6 3 3 9 - 3 0 9 33 -
Year 1
(Summer - - - - - - - - - 2
Term)
Year 2
(Sem 1 & 2)
- - - - - - - 33 33 4
Year 2
(Summer - - - - - - - - - 2
Term)
Year 3
- - - - 3 - - 27 30 -
(Sem 1 & 2)
Year 3
(Summer - - - - - - - - - 4
Term)
Year 4
(Sem 1 & 2)
- - - 3 - - - 25 28 -
Sub-total 6 3 3 12 3 3 94 124 12
Total Credits
for 31469
30 94 124 12
Total No. of Credits of the 4-year Programme: 124 credits and 12 practical training credits
14
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.
Table 1: Year One Curriculum
Assessment Weighting Total Total

Subject
Subject Title Semester contact no. of Remark
Code Coursework Examination
hours credits
Introduction to
AP10001^
Physics
1 0.4 0.6 39 3 DSR
Construction for
CE1000 1 1.0 - 42 3 GUR
Better Living
CBS1104C / University GUR
CBS1104P Chinese
1 1.0 39 3 (LCR) *
Practical English
GUR
ELC1011 for University 1 1.0 - 39 3 (LCR) *
Studies
Tomorrow’s
APSS1L01
Leaders
1 1.0 - 39 3 GUR
CAR Subject 1# GUR
(Cluster Area A)
1 39 3 (CAR)
CAR Subject 2# GUR
1 39 3
(Cluster Area B) (CAR)
Healthy Lifestyle 1 and 2 24 0 GUR
Calculus for
AMA1130 2 0.4 0.6 39 3 DSR
Engineers
English for GUR
ELC1012
University Studies
2 1.0 - 39 3 (LCR) *
Construction
CSE20308
Materials
2 0.3 0.7 39 3 DSR
Transportation
CSE30312 and Highway 2 0.3 0.7 39 3 DSR
Engineering
CAR Subject 3# GUR
(Cluster Area C)
2 39 3 (CAR)
IC2116~ IC Training for
DG in 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.
# CSE1B01W Transport and Society, CSE1B02W Civil Infrastructure and Society and CSE1D03 How Safe are
We at Work?, which are CAR subjects, will be offered by the Department of Civil and Environmental Engineering.
The offering pattern and the timetable can be found at https://www.polyu.edu.hk/ogur/GURSubjects/CAR.php.
Instead of these three CAR subjects, students may register for any CAR subjects offered by another department.
~
The exact training schedule will be announced by Industrial Centre in May to June every year.
ptc: Practical training credit
15
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
Engineers
1 0.4 0.6 39 3 DSR
Chinese
Communication
1
CBS3231P * for Construction 1.0 - 39 3 DSR
and
Environment
Structural
CSE20201
Mechanics
1 0.3 0.7 39 3 DSR
Geology for
CSE20206
Engineers
1 0.3 0.7 39 3 DSR
Soil Mechanics
CSE30307 for Civil 1 0.3 0.7 44 3 DSR
Engineering
Programming
COMP1011
Fundamentals
2 0.65 0.35 52 3 DSR
Fluid Mechanics
CSE20202 for Civil 2 0.3 0.7 39 3 DSR
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 and
ELC3421 2 1.0 - 39 3 DSR
Environmental
Professionals
Engineering
LSGI2961
Surveying
2 0.4 0.6 56 3 DSR
IC Training for
IC2116 DG in Civil 1&2&3 1.0 - 168 6 ptc DSR
Engineering
TOTAL: 33+6 DSR
* CBS3231P is designed for local students or Chinese, if any international student who may encounter difficulty
in taking this subject, he/she can apply for a subject exemption and a replacement subject will be arranged.
16
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
Structures
1 0.3 0.7 39 3 DSR
Air and Noise
Pollution Studies
CSE30331
for Civil
1 0.3 0.7 39 3 DSR
Engineering
Hydraulics and
CSE30306
Hydrology
1 0.3 0.7 39 3 DSR
Analytical and
Quantitative
CSE39300
Methods for Civil
2 0.3 0.7 39 3 DSR
Engineers
Design of Concrete
CSE30310
Structures
2 0.3 0.7 39 3 DSR
Water and Waste
CSE30337
Management
2 0.3 0.7 39 3 DSR
Geotechnical
CSE40403
Design
2 0.3 0.7 39 3 DSR
Service-learning GUR
subject #
3 (SL)
CSE30323 Summer Training 3 1.0 - 160 4 ptc DSR
TOTAL: 30+4 ptc
# CSE2S02 Serving the Disadvantaged Section of Community Suffering from Urban Decay and CSE3S01 Built
Environment Enhancement for Underprivileged Communities, which are service learning subjects, will be offered to
students under the Faculty of Construction and Environment. The offering pattern and timetable can be found at
https://www.polyu.edu.hk/ogur/GURSubjects/SL.php.
Instead of CSE2S02 and CSE3S01, students may register for any service learning subject offered by another
department.
17
Table 4: Year Four Curriculum

Subject
hours credits
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
CAR Subject 4
1 3 GUR (CAR)
(Cluster Area D)
Design of
CSE40407 Transport 1 0.4 0.6 39 3
Infrastructure
CSE40411 Rock Engineering 1 0.3 0.7 39 3 DSR
Applied Fluid Elective
CSE40420 1 0.3 0.7 39 3
Mechanics Subject
Solid and (choice of
CSE40432 Hazardous Waste 1 0.3 0.7 39 3 any two)
Control
Advanced
CSE49400 1 0.3 0.7 39 3
Structural Design
Engineers in
CSE40419 2 0.3 0.7 39 3 DSR
Society
Traffic Surveys
CSE40408 and Transport 2 0.4 0.6 45 3
Planning
Advanced
CSE40410 Geotechnical 2 0.3 0.7 39 3
Design
DSR
Advanced
Elective
CSE40418 Structural 2 0.3 0.7 39 3
Subject
Analysis
(choice of
Infrastructure
CSE40422 2 0.3 0.7 39 3 any two)
Management
Water and
Wastewater
CSE40461 Treatment 2 0.3 0.7 35 3
Techniques for
Civil Engineering
TOTAL: 28
Total No. of Credits of the 4-year Programme: 124 credits and 12 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 HKIE. Students are required to present
the attendance certificates of the related seminars.
18
*LCR Requirement for 4-year undergraduate programme
English
All undergraduate students (admitted in/after 2018/19) must successfully complete two 3-credit English
language subjects as stipulated by the University, according to their English language proficiency level
(Table 5). Students entering the University with specified attainment grades in certain public examinations
/ advanced qualifications can be given credit transfer or exemption for one or both LCR English subjects.
Table 5: English LCR Subjects (each 3 credits)
Subject
Practical English for English for Any LCR Proficient

English language
University Studies University Studies level elective subject in
competence level
(ELC1011) (ELC1012) English (Table 2)
HKDSE Level 4 and

-- Subject 1 Subject 2
above or equivalent
HKDSE Level 3 or
Subject 1 Subject 2 --
equivalent
Table 6: Proficient level elective subjects for DSE Level 4 students and above (or equivalent) (each 3
credits)
Advanced English for University Studies (ELC2014)
LCR Proficient Advanced English Reading and Writing Skills (ELC2011)

level elective
subjects English in Literature and Film (ELC2013)
Persuasive Communication (ELC2012)
Chinese
All undergraduate students (admitted in/after 2018/19) must successfully complete one 3-credit Chinese
language subject as stipulated by the University, according to their Chinese language proficiency level.
All Chinese-speaking students will be required to take the same Chinese LCR subject.
Cantonese will be used as the Medium of Instruction (MoI) of a certain proportion of Chinese LCR subject
(Table 8). Students taking the Cantonese version of the subjects will be offered a 39 hour non-credit
bearing e-Learning course in Putonghua (optional).
Students entering the University with specified attainment grades in certain public examinations /
advanced qualifications can be given credit transfer or exemption.
19
Table 7: Chinese LCR Subjects (each 3 credits)
Subject Code Subject Title MoI
CBS1104C University Chinese Cantonese

CBS1104P University Chinese Putonghua
For non-Chinese speaking students or students whose Chinese standards are at junior secondary
level or below:
Depending on the result of the Chinese Language Centre entry assessment, one subject from Table 8 will
be pre-assigned to students as Chinese LCR. Students are also exempted from the Chinese Reading and
Writing Requirements of CAR.
Table 8: Chinese LCR Subjects for non-Chinese speakers or students whose Chinese standards are at
junior secondary level or below
Subject Code Subject Title Pre-requisite / exclusion

Chinese I (for non- For non-Chinese speaking students at
CBS1151 Chinese speaking beginners’ level.
students)
Chinese II (for non- - For non-Chinese speaking students; and
CBS1152 Chinese speaking - Students who have completed Chinese I or
students) equivalent
- For non-Chinese speaking students at lower
Chinese III (for non-
competence levels; and
CBS2151 Chinese speaking
- Students who have completed Chinese II or
students)
equivalent
- For non-Chinese speaking students at
Chinese IV (for non-
intermediate competence levels; and
CBS2154 Chinese speaking
- Students who have completed Chinese III or
students)
equivalent
Chinese Literature – For non-Chinese speaking students at higher
Linguistics and Cultural competence levels.
CBS2152 Perspectives
(for non-Chinese
speaking students)
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:
20
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 the four
year 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 1 Semester 2
ELC3421 English for Construction and Environmental Professionals
Moreover, two GUR (CAR) subjects are also included, in additional to the service learning subject.
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.
21
Curriculum Table for Senior Year Intakes
Table 9: Year One Curriculum
Assessment Weighting Total

Subject
Subject Title Semester no. of
credits
Chinese Communication
CBS3231P for Construction and 1 1.0 - 3 DSR
Environment
CSE30301 Structural Analysis 1 0.3 0.7 3 DSR
CSE30311 Design of Steel Structures 1 0.3 0.7 3 DSR
Transportation and
CSE30312
Highway Engineering
1 0.3 0.7 3 DSR
Analytical and
CSE39300 Quantitative Methods for 1 0.3 0.7 3 DSR
Civil Engineers
COMP1011 Programme Fundamentals 1 0.65 0.35 3 DSR
GUR
CAR Subject 1 ^ 1 3 (CAR)
CSE30306 Hydraulics and Hydrology 2 0.3 0.7 3 DSR
Soil Mechanics for Civil
CSE30307 2 0.3 0.7 3 DSR
Engineering
Design of Concrete
CSE30310 2 0.3 0.7 3 DSR
Structures
Water and Waste
CSE30337 2 0.3 0.7 3 DSR
Management
Service-learning subject * GUR
2 1.0 - 3
(SL)
English for Construction
ELC3421 and Environmental 2 1.0 - 3 DSR
Professionals
CSE30323 Summer Training 3 1.0 - 4 ptc DSR
TOTAL: 39+4
ptc
22
Table 10: Year Two Curriculum
Assessment Weighting Total
Subject
Subject Title Semester no. of
credits
CAR Subject 2 ^ 1 3 GUR (CAR)
CSE40403 Geotechnical Design 1 0.3 0.7 3 DSR
Design Project for Civil
CSE48404 1 1.0 - 4 DSR
Engineers
Individual Project for Civil
CSE49405 1 1.0 - 3 DSR
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 Waste (choice of any
CSE40432 1 0.3 0.7 3 one)
Control
Advanced Structural
CSE49400 1 0.3 0.7 3
Design
Air and Noise Pollution
CSE30331 Studies for Civil 2 0.3 0.7 3 DSR
Engineering
Individual Project for Civil
CSE49405 2 1.0 - 3 DSR
Engineering
CSE40419 Engineers in Society 2 0.3 0.7 3 DSR
Traffic Surveys and
CSE40408 2 0.4 0.6 3
Transport Planning
Advanced Geotechnical
CSE40410 2 0.3 0.7 3 DSR
Design
Elective
Advanced Structural
CSE40418 2 0.3 0.7 3 Subject
Analysis
(choice of
CSE40422 Infrastructure Management 2 0.3 0.7 3
any one)
Water and Wastewater
CSE40461 Treatment Techniques for 2 0.3 0.7 3
Civil Engineering
TOTAL: 28
^ CSE1B01W Transport and Society, CSE1B02W Civil Infrastructure and Society and CSE1D03 How Safe are We
at Work?, which are CAR subjects, will be offered by the Department of Civil and Environmental Engineering. The
offering pattern and the timetable can be found at https://www.polyu.edu.hk/ogur/GURSubjects/CAR.php.
^ SY intake students are required to complete two CAR subjects during degree study and they are FREE to choose
ANY two CAR subjects of the four clusters. Instead of the CAR subjects offered by the department, students may
register for any CAR subjects offered by another department.
^ 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.
* CSE2S02 Serving the Disadvantaged Section of Community Suffering from Urban Decay and CSE3S01 Built
Environment Enhancement for Underprivileged Communities, which are service learning subjects, will be offered
to students under the Faculty of Construction and Environment. The offering pattern and timetable can be found at
https://www.polyu.edu.hk/ogur/GURSubjects/SL.php.
Instead of CSE2S02 and CSE3S01, students may register for any service learning subject offered by another
department.
Total No. of Credits for Senior Year curriculum: 67 credits and 4 practical training credits
23
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 HKIE. Students are required to
present the attendance certificates of the related seminars.
- Complete the Online Tutorial on Academic Integrity
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 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 exceptionally admitted
to an Articulation Degree or Senior Year curriculum before 2017/18 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. As from the 2017/18 intake cohort,
all students admitted to an Articulation Degree or Senior Year curriculum, irrespective of the
entry qualifications they held when applying for admission to the programmes, are required to
complete at least 60 credits to be eligible for award.
For credit transfer of retaken subjects, the grade attained in the last attempt should be taken in the
case of credit transfer with grade being carried over. Students applying for credit transfer for a
subject taken in other institutions are required to declare that the subject grade used for claiming
credit transfer was attained in the last attempt of the subject in their previous studies. If a student
fails in the last attempt of a retaken subject, no credit transfer should be granted, despite the fact
that the student may have attained a pass grade for the subject in the earlier attempts.
Students should not be granted credit transfer for a subject which they have attempted and failed
in their current study unless the subject was taken by the student as an exchange-out student in
his current programme.
*The regulations on credit transfer are subject to revision. Please refer to the prevailing regulations as promulgated by
the Academic Secretariat from time to time.
24
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.
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.
25
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.
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.
26
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.
When a student falls within the categories as stipulated above, the Board of Examiners shall de-
register the student from the programme without exception.
A student may be de-registered from the programme enrolled before the time frame specified in
(ii) or (iii) above if his academic performance is poor to the extent that the Board of Examiners
deems that his chance of attaining a GPA of 2.0 at the end of the programme is slim or impossible.
If the student is not satisfied with the de-registration decision of the Board of Examiners, he/she
can lodge an appeal. All such appeal cases will be referred directly to Academic Appeals
Committee (AAC) for final decision. Views of Departments will be sought and made available to
AAC for reference.
The progression of students to the following academic year will NOT be affected by the GPA
obtained in the Summer Term, as Summer Term study is not mandatory for all students of the
programme and constitutes a requirement for graduation.
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.
27
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 Components
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 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 Rules Governing the Conducts of Examinations
No books, scrap papers and other written materials, etc. shall be brought into the examination
room/hall. Articles brought into the examination room/hall with the permission of the invigilator
shall be deposited in a place designated by the invigilator. The possession of unauthorised
materials by a candidate during an examination shall constitute a breach of regulations and the
candidate concerned will be subjected to disciplinary penalties. The case shall be reported to the
department concerned and the Student Discipline Committee as well as the Chairman of the
relevant Board of Examiners.
*The regulations on retaking of subjects are subject to revision. Please refer to the prevailing regulations as
promulgated by the Academic Secretariat from time to time.
28
The use of electronic devices (e.g. iPod, tablets, PDA, mobile phones, MP3 players, electronic
dictionaries, wearable devices, databank watches, smart watches with mobile applications
installed or wireless technologies supported, computers and pagers) are not allowed in an
examination except those which are expressly allowed by the subject offering department.
Candidates are strongly advised not to bring their electronic devices to the examination room/hall.
During the examination, candidates shall not leave the examination room/hall temporarily and
return subsequently, unless accompanied by an invigilator (this applies to examinations held in
both the examination room and examination hall). They must not take with them any written
materials or electronic/communication devices. The time of leaving and returning to the
examination room/hall shall be logged down for reference/record.
In case of any suspected use of electronic/communication devices by a candidate, the candidate

concerned is required to show the content (such as call log/SMS/instant messages/web pages) to
the invigilator upon his request. The invigilator will take a record of the relevant information to
assess if any cheating is involved. Invigilators shall then instruct the candidate to switch off the
electronic/communication device or remove the battery. The case will then be reported to the
department concerned and the Student Discipline Committee.
7.6 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 12
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. Students must take at least 6 credits from
their chosen Minor programme in order to satisfy the residential requirement of their chosen
Minor.
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.
29
7.7 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.
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. In rare circumstances where both the Student
Discipline Committee and Board of Examiners of a Department consider that there are strong
justifications showing the offence be less serious, the requirement for lowering the award
classification can be waived.
The University reserves the right to withhold the issuance of any certificate of study / an award
parchment to a student who has unsettled matters with the University, or subject to disciplinary
action.
30
7.8 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.
7.9 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 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.
7.10 Student Appeals
Procedures for appeals against assessment results (other than de-registration decisions) by
the Board of Examiners
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.
31
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.
Procedures for appeals against de-registration decisions by the Board of Examiners
A student should make his appeal in writing to his Head of Department within 1 calendar week
upon the public announcement of the overall results (This refers to the date when results are
announced to students via the web.)
A designated form should be used when students submit their appeals. In the form, the student
should give a full account of the grounds for appeal against the decision of Board of Examiners
on de-registration, and provides supporting evidence with relevant documentary proof (such as
medical certificates or other supporting documentations from relevant organizations). It is the
appellant’s responsibility to make known to the University full details and evidence that will
support his/her appeal.
Departments should review the appeals and submit their recommendations with justifications to
the Faculty Dean within 3 working days from the end of the appeal period. The Faculty Dean
should submit his/her recommendations, within 3 working days upon receiving the case from
Departments, to the Academic Appeals Committee (AAC) for final decision.
Under normal circumstances, the AAC will attempt to complete its consideration of the appeal
cases within one calendar week upon receiving the cases, making reference to the
recommendations from the Department and Faculty Dean. The decision of AAC is final within
the University.
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.
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
32
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.
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.
33
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 Page Number
Semester I
AP10001 Introduction to Physics A3
CE1000 Construction for Better Living A5
CBS1104C/ Fundamentals of Chinese A9
CBS1104P Communication
ELC1011 Practical English for University Studies A12
APSS1L01 Tomorrow’s Leaders A15
CAR Subject 1 (Cluster Area A) A22
CAR Subject 2 (Cluster Area B)
(CSE1B02W / CSE1D03)#
Healthy Lifestyle
Semester II
Healthy Lifestyle
AMA1130 Calculus for Engineers A29
ELC1012 English for University Studies A31
CSE20308 Construction Materials A34
CSE30312 Transportation and Highway A36
Engineering
CAR Subject 3 (Cluster Area C) A40
(CSE1B01W) #
Summer
IC2116 IC Training for DG in Civil A43
Engineering
# CSE1B01W Transport and Society, CSE1B02W Civil Infrastructure and Society and
CSE1D03 How Safe are We at Work?, which are CAR subjects, will be offered by the
Department of Civil and Environmental Engineering. The offering semesters are shown in
the above table. Instead of these three CAR subjects, students may register for any CAR
subjects offered by another department.
A2
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 Newton’s law and Energy;
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. understand electrostatic field and potential;
f. solve problems on interaction between current and magnetic field; and
g. describe and demonstrate the phenomenon of electromagnetism.
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.
Furthermore, students can develop a deeper understanding of the subject in
relation to daily life phenomena or experience.
A3
Teaching/Learning e-learning: In order to enhance the effectiveness of teaching and learning
Methodology 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 Class contact:

Effort Expected
 Lecture 33 h
 Tutorial 6h
Other student study effort:
 Self-study 81 h
Total student study effort 120 h
Reading List and John D. Cutnell & Kenneth W. Johnson, Introduction to Physics, 9th edition,
References 2013, John Wiley & Sons.
Hewitt, Conceptual Physics, 11th edition, 2010, Benjamin Cummings.
A4
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 will be emphasized.
A5
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
Weeks 2 – 6 Environmental Parameters, Standards and Technology: Noise, Lighting,
Ventilation, Thermal Comfort, Heat, Geo-informatics, Sustainability
Week 7 – Sustainability and mini project briefing
Weeks 8 – 10 Site Visit I to III
Weeks 11 – 12 Seminars by Faculty of Business and Practitioners/Alumni
Week 13 Mini Project Group Work
Teaching/Learning The teaching and learning methodology involves inspirational lectures, mini project
Methodology 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.
A6
Assessment Methods
in Alignment with Specific assessment % Intended subject learning outcomes to
Intended Learning methods/tasks weighting be assessed (Please tick as
Outcomes appropriate)
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://www.polyu.edu.hk/ogur/academic_integrity/Student_Guide.pdf
A letter-grading system will be used to assess students’ performance.
Student Study Effort Class contact:

Expected
 Inspirational Lectures 12 Hrs.
 Practitioner/Alumni Seminars 4 Hrs.
 Tutorials 14 Hrs
 Site Visits 12 Hrs
 Online Assignments/Self Study 33 Hrs.
 Preparation, Reporting and Presentation for
50 Hrs.
Mini Projects
Total student study effort 125 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
A7
P.Green, Double-skin facades: integrated planning, building physics, construction,
aerophysics, air-conditioning, economic viability, Prestel, 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.
A8
Subject Code CBS1104C (Cantonese) / CBS1104P (Putonghua)

Remarks: Students taking the Cantonese version of CBS1104 (i.e. CBS1104C) will
be offered a 39 hour non-credit bearing e-learning course in Putonghua (optional).
Subject Title University Chinese（大學中文）
Credit Value 3
Level 1
Pre-requisite / Co- Students with HKDSE Chinese subject result at level 3 or above or equivalent
requisite/
Exclusion
Objectives This subject aims at enhancing the students’ command of language knowledge to
communicate effectively in both written and spoken Chinese, with particular reference
to the stylistic variations of expression in different communicative settings. The
ultimate goal of this subject is to train students to be effective communicators and life-
long learners, and to equip them for the Chinese Discipline-Specific Language
Requirement subject.
Outcomes a. consolidate the ability to identify and correct the most common errors in written
texts;
b. develop Chinese writing skills through the analysis and in-depth reading of
selected literary masterpieces;
c. master the format, organization, language and style of expression of various genres
of Chinese writing;
d. produce formal presentations in spoken Chinese effectively and appropriately
Subject Synopsis/ 1. Written communication

Indicative Syllabus Language, format and organization of each genre; coherence and thread of thinking
in Chinese writing; style of expression of different genres; context dependent
stylistic variation; development of logical and persuasive arguments.
2. Spoken communication
Choice of words; articulation and flow of speaking; manner of speaking and gesture;
identification of main idea and key messages; evaluation of relevancy of information
in a message; skills of summarizing; agreeing / disagreeing / answering to questions
politely; use of visual aids; body movement.
3. Reading strategies
Intensive and critical reading; identification of authors’ stances, arguments and
purposes; extracting useful information from the texts; determination of the
meanings of the important concept words in context; evaluation of the validity of
the factual information and arguments of the texts; appreciation of different genres
including literary masterpieces.
4. Language development
Grammatical skills; use of clear words; use of specific sentences; choice of diction.
A9
Teaching/Learning The teaching/learning methodology is a combination of highly interactive seminars,
Methodology self-formed study groups, seminar discussion, oral presentations and written
assignments. E-learning materials for enhancing students’ proficiency in both spoken
and written Chinese are included in Chinese LCR teaching.
Students are expected to follow teachers’ guidelines and get access to the materials on
the e-Learning platform for self-study on a voluntary basis.
Assessment Methods
a b c d
Quizzes / Exercises 20% √ √
Written Assignments 55% √ √ √
Oral presentation 25% √ √ √
Total 100 %
Explanation of the appropriateness of the assessment methods in assessing the intended

learning outcomes:
The quizzes and exercises are designed to assess students’ basic knowledge of Chinese
linguistics and how well they achieve ILOs (a) and (c). The writing assessments aim to
obtain an objective measurement of students’ basic competence in the use of written
Chinese in accurate and appropriate grammatical structures (ref. ILOs (a), (b) and (c)).
The oral assessment assesses students’ ability to plan and present accurately,
appropriately and effectively (ref. ILOs (a), (c) and (d)). Explanations and exercises are
provided in classroom teaching.
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 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》，
References 上海：復旦大學出版社，2011年。
2. 任伯江︰《口語傳意權能 : 人際關係策略與潛力》，香港：香港中文大學出
版社，2006年。
3. 吳禮權︰《演講的技巧》，香港：商務印書館，2013年。
4. 李錦昌︰《商業溝通與應用文大全》，香港：商務印書館，2012年。
5. 邵敬敏︰《現代漢語通論》，上海：上海教育出版社，2007年。
6. 香港城市大學語文學部編著：《中文傳意─ 基礎篇》。香港 : 香港城市大學
出版社，2001。
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7. 香港城市大學語文學部編著﹔《中文傳意─ 寫作篇》。香港 : 香港城市大學
出版社，2001。
8. 孫光萱︰《中國現代散文名家名篇賞讀》，上海：上海教育出版社，2001
年。
9. 梁慧敏：《正識中文》，香港：三聯書店，2010年。
10. 梁慧敏：《語文正解》，香港：三聯書店，2015年。
11. 梁慧敏：《語文通病》，香港：三聯書店，2014年。
12. 陳瑞端，《生活病語》，香港 : 中華書局，2000。
13. 陳瑞端︰《生活錯別字》，香港：中華書局，2000年。
14. 賴蘭香︰《傳媒中文寫作》(新修本)，香港：中華書局，2012年。
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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 writing, grammar, vocabulary, pronunciation and
fluency.
Intended Learning Upon successful completion of the subject, students will be able to:
Outcomes
a. organise and write accurate and coherent short texts
b. improve language accuracy and the ability to proofread for common errors in
written texts
c. use appropriate verbal and non-verbal skills to enhance fluency and accuracy in
spoken communication such as short presentations
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.

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.
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.
Improving and extending relevant features of grammar, vocabulary, pronunciation
and fluency.
Teaching/Learning The study method is primarily seminar-based. Following a blended delivery approach,
Methodology 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 Internet and in the ELC’s
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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 paragraph writing 20%  
2. Essay writing 40%  
3. Documentary presentation 40%   
Total 100 %
Explanation of the appropriateness of the assessment methods in assessing the intended

learning outcomes:
The paragraph writing test, which assess students’ grammar, vocabulary and paragraph
organization skills, necessitate achievement of LOs (a) and (b).
The essay writing assessment evaluates students' ability write a longer text in accurate
and appropriate grammatical structures (ref. LOs (a) and (b)).
The documentary presentation assesses students’ ability to speak accurately,
appropriately and confidently. Students will research a topic, organise information
from a variety of sources, and deliver the information as a digital documentary and
mini-presentation (ref. LOs (a), (b) and (c)).
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.
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Reading List and Course material
References Learning materials developed by the English Language Centre
Recommended references
Boyle, J. & Boyle, L. (1998). Common Spoken English Errors in Hong Kong. Hong
Kong: Longman.
Brannan, B. (2003). A writer’s workshop: Crafting paragraphs, building essays (3rd
ed.). Boston: McGraw-Hill.
Hancock, M. (2003). English pronunciation in use. Cambridge: Cambridge University
Press.
Nettle, M. and Hopkins, D. (2003). Developing grammar in context: Intermediate.
Cambridge: Cambridge University Press.
Redman, S. (2003). English vocabulary in use: Pre-intermediate and intermediate.
Cambridge: Cambridge University Press.
Powell, M. (2011). Presenting in English. How to get successful presentations. USA.
Heinle & Heinle Publishers.
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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
Pre-requisite / Co- NIL

requisite/
Exclusion
Assessment Methods 100% Continuous Assessment Individual Assessment Group Assessment
1. Class Participation 20% --
2. Group Project -- 30%
3. Term Paper 50% --
Note:
 The grade is calculated according to the percentage assigned;
 The completion and submission of all component assignments are required for
passing 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
a. understand and integrate theories, research and concepts on the basic qualities
(particularly intrapersonal and interpersonal qualities) of effective leaders;
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.
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Subject Synopsis/ 1. An overview of the personal attributes of effective leaders: roles of self-
Indicative Syllabus understanding and interpersonal relationship qualities in effective 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 in
Methodology intrapersonal and interpersonal contexts. Intellectual thinking, reflective 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.
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. Class Participation^ 20%     
2. Group Project* 30%     
3. Term Paper^ 50%    
Total 100%
*assessment is based on group effort

^assessment is based on individual effort
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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. Also, 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.
2. 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.
3. Assessment of Term Paper (50%): 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.
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
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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
Journal on Disability and Human Development, 11(3), 249-254.
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
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
Shek, D. T. L., & Sun, R. C. F. (2013). Post-course subjective outcome evaluation of
a course promoting leadership and intrapersonal development in university
students in Hong Kong. International Journal on Disability and Human
Development, 12(2), 193-201.
Shek, D. T. L., & Sun, R. C. F. (2013). Post-lecture evaluation of a university course
on leadership and intrapersonal development. International
Shek, D. T. L., Sun, R. C. F., & Merrick, J. (2012). Editorial: How to promote holistic
development in university students? International Journal on Disability and
Human Development, 11(3), 171-172.
Shek, D. T. L., Sun, R. C. F., Tsien-Wong, T. B. K., Cheng, C. T., & Yim H. 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
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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.
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 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
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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.
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.
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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.
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.
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Subject Code CSE1B02W

Subject Title Civil Infrastructure and Society
Credit Value 3
Level 1
requisite/
Exclusion
Objectives The objectives of the subject are to enable students to:
1) have a general overview of civil infrastructure around our society and the world,
and understand infrastructure as a system of interrelated physical components;
2) appreciate how infrastructure affects nearly all aspects of our lives locally and
globally such as economy, environment, society, ethics, security, safety,
aesthetics, politics and sustainability.
3) appreciate how engineering technology be applied to address issues related to
infrastructural developments;
4) understand the planning process and the controversial issues in relation to
infrastructural developments in Hong Kong as megacities
5) empathize with people, groups and stakeholders affected by the infrastructural
development and acquire interaction skills to communicate with affected
stakeholders
Outcomes
(a) develop a critical perspective for understanding the importance of infrastructure
and how it is necessary for the functioning of society;
(b) address critically how infrastructure affects nearly all aspects of our lives locally
and globally such as economy, environment, society, ethics, security, safety,
aesthetics, politics and sustainability;
(c) continuously reflect on the future challenges in light of social, economic,
environmental, technological changes and globalization, and actively engage in
further enquiry and other life-long learning activities in relation to infrastructural
developments;
(d) consider critically the controversial issues in relation to the development of
infrastructure with due emphasis on empathizing people, groups and
stakeholders, and acquiring interaction skills to communicate with affected
stakeholders
(e) acquire English language skills in both reading and writing from studying the
context of infrastructure and society;
This subject is so designed that students will be expected to do reading and substantive
writing. Students will also be expected to apply systematic, critical, creative thinking
in dealing with recent issues related to infrastructural developments. This definitely
promotes higher order thinking and equips students with skills for active enquiry and
life-long learning which are in line with the necessity of continuing professional
development in engineering disciplines.
Subject Synopsis/ Introduction to infrastructure(Weeks 1-2): Water supplies, skyscrapers, highways,
Indicative Syllabus bridges, flood control, drainage, water pollution control, sewerage, new town
development, town planning and slope protection. Functionality, life cycle and
sustainability.
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Natural environment(Week 3): Interrelationship between infrastructure and land, water
and air, the potential impacts of climatic change on infrastructure.
History, heritage, and future(Weeks 4-5): Historical evolution of infrastructure such as

roads, canals and bridges. Technological innovations for the improvement to
infrastructure such as high speed rails, super-tall buildings, long span bridges,
intelligent transport system and others.
Infrastructure systems and changing constraints(Weeks 6-9): Infrastructure sectors and

components, intra-sector system, inter-sector system. Interaction between the
infrastructural development and society. Urbanization and globalization.
Understanding how the systems affect, and are affected by society, ethics, security,
safety, aesthetics, politics, environment, economy, planning, energy demand,
sustainability and legal consideration.
Planning and Public Engagement(Weeks 10-13): Government, stakeholders and the

public. Public engagement approach. Interaction skills such as listening, questioning,
reflecting, explaining, informing and summarizing skills to be acquired for
understanding and communication.. Analysis of controversial issues regarding the
recent infrastructural developments in Hong Kong .
Teaching/Learning The course materials are delivered mainly through a combination of lectures, site visit
Methodology and tutorials. Students acquire the fundamental knowledge through lectures and
tutorials. Students will work together during tutorials, facilitated by the teaching staff,
for various case studies and a project to reinforce their knowledge acquired during
lectures. In particular, case studies allow students to review these social issues and the
project requires students to understand the planning process and the pros and cons of
recent infrastructural developments in Hong Kong and the world. During the site visit,
engineers and/or managers will outline the necessary skills required for sustainable
design and construction of an engineering project or operation facility, and impacts of
the project to daily lives of the community as well as the neighbourhood.
EW and ER requirements
Extensive reading of the designated references is required in this subject for enhancing
students’ reading skills as well as the fulfilling the ER requirement.
Interactive online learning resources and tutorials are developed and provided by ELC
for students acquiring necessary reading and writing skills for academic learning in
English.
Two “embedded tutorials” led by ELC teachers will be arranged in small groups for
providing and discussing detailed feedback on the first and revised drafts submitted by
students. The quality of their first and second submissions can also be compared and
assessed.
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Assessment Methods
a b c d e
1.Quiz (ER) 25     
2. Online assignments (ER) 25     
3. Project report including 50     
public engagement and site
visit (at least 2500 words for
EW)
Total 100 %

Students will have finished reading the designated references on their own. The quiz
(25%) and online assignments (25%) will be devised based on the designated
references, teaching and learning materials for the purpose of fulfilling the ER
requirement and assessing the intended subject learning outcomes.
The quiz is intended to assess the understanding of various items highlighted in the
intended subject learning outcomes (a) to (e). Online assignments which include cases
studies related to the infrastructural development and society are used to continuously
assess the understanding of various items (a) to (e) acquired by the students. Each
student will need to write articles to address the questions in case studies for the purpose
of evaluating their learning achievement in items (a) to (e).
Project report is composed of two parts. The first part of the project report required to
write at least 1250 words for a site visit is intended to let students have an appreciation
of the on-going projects and highlight the necessary skills required for the sustainable
design and construction. This part is designed to assess the intended learning outcomes
(a) to (c) and (e). The second part of the project report further required to write at least
1250 words in relation to public engagement is intended to provide students with an
opportunity to understand the planning process in a deeper dimension, and the pros and
cons of recent infrastructural developments for the purpose of assessing the intended
learning outcomes (a) to (e).
Students will be required to submit their first draft of the project report having at least
700 words by week 8, and their revised draft of at least 2000 words by week 12 in order
to get detailed feedback on the quality of their writing from ELC teachers. The
submission of their final version of 2500 words is not later than week 13. The project
report will be graded by the instructor (40%) and ELC (10%).
In order to pass this subject, students must pass the writing component, i.e., attain a
minimum grade “D” in the writing component.
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Expected
 Lecture 26 Hrs.
 Tutorial 9 Hrs.
 Site visit 4 Hrs.
 Self study 39 Hrs.
 Preparation for assignments and reports 39 Hrs.
Reading List and Essential References
References Brammer, L.M. (2003). The helping relationship: Process and skills. Boston: Allyn &
Bacon. (Ch.2&4) (10,000 words of reading)
nd
Hargie, O. (2006). The handbook of communication skills (2 ed.). London: Routledge.
(Ch.6&7) (10,000 words of reading)
Lee, E.W.Y., Chan, E.Y.M., & Chan, J.C.W. (2013) Public Policymaking in Hong
Kong : Civic Engagement and State-society Relations in a Semi-democracy.(Ch.1-
4&6) (20,000 words of reading)
Penn, M.R., & Parker, P.J. (2012) Introduction to Infrastructure : An Introduction to

Civil and Environmental Engineering. Hoboken, N.J. : John Wiley & Sons. (Ch.1-5, 7-
8,11-18) (60,000 words of reading)
Supplementary References
Dandy, G., Walker, D., Daniell, T. & Warner, R. (2008) Planning and Design of
Engineering Systems. London ; New York : Taylor & Francis.
Gerston, L.N. (2008) Public policymaking in a democratic society : a guide to civic

engagement, 2nd Ed., Armonk, N.Y. : M.E. Sharpe.
Grigg, N.S., Criswell, M.E., Fontane, D.G., & Siller, T.J. (2001) Civil Engineering
Practice in the Twenty-first Century: Knowledge and Skills for Design and
Management. Reston, Va.: American Society of Civil Engineers.
Kennard, M. (2009) Civil Engineering Procedure, 6th edition. Institution of Civil

Engineers. London: Thomas Telford Ltd.
Lenihan, D. (2012) Rescuing Policy. The Case for Public Engagement. Ottawa: Public
Policy Forum.
CEDD (2014) Project Administration Handbook for Civil Engineering Works. Chapter
1 - Project Planning.
HKIE(2011) Ethics in Practice. A Practical Guide for Professional Engineer.
周子京(2003) 工程人生 : 香港基建五十年. 香港 : 香港大學出版社
A25
Subject Code CSE1D03

Subject Title How Safe are We at Work?
Credit Value 3
Level 1
requisite/
Exclusion
Objectives Occupational safety and health is essential to all modern organizations or businesses so
as to ensure employees’ well-being and foster a productive working environment. This
subject aims to help students understand the principles and practice of workplace safety
and acquire skills and knowledge about general preventive measures.
Outcomes a. Understand the basic principles of occupational safety and health.
b. Interpret the current occupational safety and health legislation through
applications in various workplace settings.
c. Identify and evaluate general safety and health hazards commonly found in
workplaces.
d. Provide solutions to prevent workplace accidents, by applying the knowledge of
hazard identification and evaluation.
e. Enhance English language skills in both reading and writing.
Subject Synopsis/ 1. Basic Concepts of Occupational Safety and Health

Indicative Syllabus  Definition of key occupational safety and health terms
 Basic knowledge of different types of hazards
 Principles of hazard control
 Introduction of risk management
2. Overview of Occupational Safety and Health in Hong Kong
 Introduction of occupational safety and health related legislation in Hong
Kong.
 Roles and responsibilities of employers and employees.
 Factors affecting accident occurrence in local industries.
3. Health and Hygiene at Workplace
 General occupational health issues in Hong Kong: chemicals, display screen
equipment, manual handling operations, heat stroke and influenza.
 Health risk in the workplace: air quality, lighting, ventilation, workstation
design and use of chemicals.
 Occupational diseases, stresses, and illness.
4. Safety at Workplace
 Common types of accidents in Hong Kong: slip, trip, and fall on the same level,
struck by objects or vehicles, injured by hand tools, injured by animals, fall
from height, injured whilst lifting.
 General occupational safety hazards and preventive measures.
5. Ergonomics and Occupational Health
 Work-related musculoskeletal disorders: introduction to work-related
musculoskeletal injuries and disorders; risk factors for work-related
musculoskeletal disorders (physical and psychosocial), occupational
rehabilitation models and programs.
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 Office ergonomic and assessment: introduction to ergonomics; the body at
work; anthropometry; simple biomechanics; workplace design; work seating;
work related upper limb disorders; display screen equipment; influence of
work organization.
 Ergonomic intervention for workplace health promotion: introduction to
workplace-based interventions; physical activities in the workplace;
participatory ergonomic in the workplace.
Teaching/Learning With the aid of lecture notes and reference materials, the basic contents of this subject will
Methodology be presented by lectures.
In order to facilitate higher order of thinking, coursework assignments will be set for the
students. Students will be required to relate the lecture materials with real life application.
The assignment will help achieve all the intended learning outcomes.
Besides, tutorials will be provided to supplement lectures and case studies. The tutorials
will facilitate learning to achieve all the intended learning outcomes of the subject. Case
studies with group discussions and presentations will be used to enhance analytical and
critical thinking skills of students. Through case studies or exercises, students will analyze
the causes of occupational injuries, carry out job hazard analysis and risk assessment for
workplace activities. Students will be asked to demonstrate ideas with logical thinking and
reasoning by searching related reference cases.
Self-study by students, including literature and information searching, is required to

achieve all the intended learning outcomes of the subject.
Assessment Methods Specific assessment % Intended subject learning

in Alignment with methods/tasks weighting outcomes to be assessed
Intended Learning a b c d e
Outcomes Continuous Assessment
Essay/ Project Report 1 50% √ √ √ √ √
Tutorial activities and 20% √ √ √ √
Class Participation 2
Quiz 3 30% √ √ √ √
Total 100%
1
Essay or Project Report: Students are expected to view online short lectures that focus
on writing strategies before preparing the essay or project report. For the assessment of
essay or project report, the literacy of students including their abilities to comprehend
occupational safety and health information based on the stated indicative syllabus, to
think analytically and critically, as well as to communicate in written form individually
will be assessed. Students will be required to prepare an essay or project report of at
least 2,500 words. This piece of writing will be graded jointly by the subject instructor
and the ELC staff member. Subject instructor and ELC staff member will take up 40%
and 10% of the total assessment respectively. Students must obtain grade D or above
in the essay or project report in order to attain a passing grade in the overall result.
2
Tutorial activities and Class Participation: The tutorial sessions allow students to
demonstrate their level of learning with respect to this subject’s intended outcomes in
a more elaborated manner. Class assignments including case studies are set to evaluate
and reinforce the understanding of the knowledge covered in the indicative syllabus of
the subject.
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3
Quiz: Students are expected to view online learning resources that focus on reading
skills for academic learning in English. For the assessment of students’ reading
assignment, students are asked to read an extensive text of at least 200 pages, such as
code of practices, guidance notes and journal papers on occupational safety and health
topics , and answer pre-designed questions in the form of a quiz which is counted 30%
of the total assessment of the subject.

Expected  Lectures/ Tutorials 39 Hrs.
 Coursework 35 Hrs.
 Self-Study 46 Hrs.
Cluster Area Science, Technology and Environment
Eligible for ‘‘Writing’’ (W) designation – include an extensive piece of writing as
essay or project report (2,500 words) AND ‘‘Reading’’ (R) designation – include a
Requirements
reading of an extensive text (100,000 words or 200 pages) as reference materials for
Intended to Fulfill
the preparation of written assignment and carrying out tutorial activities.
Reading List and Essential Textbook:

References 1. Bohle, P. (2000). Managing occupational health and safety : a
multidisciplinary approach. South Yarra : Macmillan Publishers Australia.
2. Stranks, J.W. (2006). Health and safety pocket book. Oxford : Butterworth-
Heinemann.
3. Hughes, P., Ferrett, E. (2016). International Health and Safety at Work. 3rd ed.
Oxford: Taylor & Francis Group.
Recommended Reading:
 Graham, R.P. (1999). Safety at work. Aldershot, England : Gower.
 Reese, C. D. (2012). Accident/incident prevention techniques. Boca Raton, FL :

CRC Press/Taylor & Francis Group.
 Schneild, T.D. (2014). Workplace Safety and Health : Assessing Current

Practices and Promoting Change in the Profession. Boca Raton, FL : CRC
Press.
 Karwowski, W., Marras, W.S. (2006) The Occupational Ergonomics

Handbook. CRC press
 Chaffin, D.B., Andersson, G.B.J. (2006). Occupational Biomechanics. 2nd ed.

New York: Wiley Interscience. 
 Grandjean, E. (1988) Fitting the Task to the Man: A Textbook of Occupational

Ergonomics. 4th ed. London: Taylor and Francis.
 Marek, T., Karwowski, W., Rice, V. (2011) Advances in Understanding

Human Performance: Neuroergonomics, Human Factors Design, and Special
Populations. Boca Raton: CRC Press.
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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 will be

Methodology 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.
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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
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. McGraw
References Hill 2013.
Thomas, GB, Weir, MD, & Hass, JR. Thomas’ Calculus Early Transcendentals 14th ed.
Pearson Education 2017.
Lang, S. A First Course in Calculus, 3rd ed., Springer Verlag, 1986.
A30
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 / Students entering the University with Level 3 – 5** from the HKDSE will be
Co-requisite/ required to take this course.
Exclusion
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 Upon successful completion of the subject, students will be able to:
Outcomes 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
To achieve the above outcomes, students are expected to use language and text
structure appropriate to the context, select information critically, and present
information logically and coherently.

Indicative Syllabus Analysing and practicing common writing functions; improving the ability
of writing topic sentences and strategies for paragraph development;
understanding common patterns of organization in expository writing;
taking notes from written and spoken sources; practicing summarizing and
paraphrasing skills; improving coherence and cohesion in writing;
developing revision and proofreading skills.
Recognising the purposes of and differences between spoken and written
communication in English in university study contexts; identifying and
practicing 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.
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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.
Learning materials developed by the English Language Centre are used

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 Specific assessment % weighting Intended subject learning

Methods in methods/tasks outcomes to be assessed
Alignment with (Please tick as appropriate)
Intended Learning
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
synthesize 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
summarize information contained in a variety of sources, as required in LOs (a)
and (b).
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Effort Expected
 Seminars 39 Hrs.
 Self-study / Preparation 78 Hrs.
Total student study effort 117Hrs.
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.
 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.
A33
Subject Code CSE20308

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:

Manufacturing of steel, heat treatments of steel, cast iron.
Behaviour in Service:
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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
Intended Learning methods/tasks weighting to be assessed (Please tick as
a b c d e
Laboratory reports, 30
√ √ √ √ √
project, quizzes
Final Examination 70 √ √ √
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
 Laboratory 10 Hrs.
 Reading / Study / Reports 78 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.
A35

Subject Title Transportation and Highway Engineering
Credit Value 3
Level 3
Exclusion CSE312 Transportation and Highway Engineering
Objectives a. To promote a basic appreciation of the nature of transportation engineering;
b. To introduce students to those engineering activities essential to the
planning and design of highway and transportation systems;
c. To enable students to acquire basic principles of highway planning and
engineering;
d. To train students with basic techniques in highway design and pavement
material studies;
e. To enable students to make engineering judgment on highway planning
and design.
Intended Learning Upon completion of the subject, students will be:

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 (1week)
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.
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 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.
 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.
 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.
 Laboratory
Basic highway material testing procedures; Marshall test, California
Bearing Ratio test.
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 familiarize themselves with basic
instruments.
A37
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
f
(1) Assignments and 20
√ √ √ √
Lab Reports
(2) Mid-term Test(s) 10 √ √ √
(3) Final 70 √
√ √
Examination √
Total 100 %

examination (whenever applicable) in order to attain a passing grade
in the overall result.
Explanation of the appropriateness of the assessment methods in

assessing the intended learning outcomes:
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 is most appropriate to achieve the intended learning
outcomes a, b, and e.
A38
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 is
most appropriate to achieve the intended learning outcomes a, b, and e.
Student Study
Class contact:
Effort Expected
 Laboratory Sessions 9 Hrs.
 Reading and studying 52 Hrs.
 Completion of Assignments/Lab Reports
26 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
A39
Subject Code CSE1B01W

Subject Title Transport and Society
Credit Value 3
Level 1
requisite/
Exclusion
Objectives This course aims to familiarize students with the major and current issues
affecting transportation in local and global contexts. The significance of
transport to the social and economic development is analyzed with particular
emphasis on the concept of sustainability. Students will acquire knowledge of
different forms of transportation and be able to discuss and analyze their
significance to society in various aspects.
Outcomes
(a) Identify the role and characteristics of transportation systems
(b) Describe the role of transportation in social and economic
development, and its environmental impacts
(c) Appraise transportation challenges in Hong Kong and overseas, and
ways in addressing these issues
(d) Describe the contemporary trends in transportation development,
such as smart city/ smart transportation
Subject Synopsis/
Indicative Syllabus 1. Overview – What is transportation, nature of transport demand, the role
of transportation in society
2. Evolution of transportation – Development of transport modes.
Transport and spatial organization in global, regional, and local scale
3. Transportation modes and travel patterns– characteristics of
transportation systems and modes for: (i) passenger transport: urban,
regional, long-distance; and (ii) freight transport. Passenger and freight
travel patterns. Advanced technology and future developments.
4. Transportation, Economy and Society – Transport and economy. The
full cost of transportation. Social impacts of transportation – health,
safety, and equity issues
5. Environmental impacts of transportation – Fuel consumption,
emission, noise, urban sprawl, ecology
6. Sustainable transport
6.1. Introduction – Mobility needs and costs, automobile dependence,
unsustainable travel pattern. Business as usual versus sustainable
transport
6.2. Spectrum of Sustainable Transport solutions – Options for
sustainable mobility: avoid, shift, improve. Global and local policies,
personal actions. Barriers to implementation. Sustainable transport
in developing countries
6.3. Technological solutions – Advances in fuel, vehicle technology
(emission and energy efficiency), information and communication
technology (ICT) in transport, smart transportation
6.4. Policy & Planning solutions – Travel demand management, land-use
policy, smart city
6.5. Fiscal measures – congestion pricing, fuel tax, carbon tax, tradable
permits
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6.6. Transport policy evaluation and planning – conventional economic
evaluation approach, hidden costs. Public policy planning process,
public participation. New planning paradigm.
Teaching/Learning
Methodology In this subject, various teaching/ learning activities and assessment
approaches are employed to facilitate collaborative learning both inside and
out of classroom.
Basic concepts and techniques are being introduced in weekly lectures,

achieving learning at knowledge level.
Students are expected to read relevant materials in textbooks and online (such
as websites and videos) to reinforce their knowledge and broaden their
learning. In the interactive tutorial sessions, students will present, discuss,
or debate the reading materials to stimulate critical thinking and higher-order
reasoning. In the tutorial sessions, students will have opportunity to apply the
numerical techniques learnt in class through exercises.
Teaching/ learning activities extends to the online platform. Each student will
write an online essay upon transport development and sustainability issue.
Students will receive comments from their peers before the revised article is
being graded by the instructor.
EW/ER requirements
To enable students to meet the EW requirement, students can refer to an
online lecture series provided by ELC. The series aims at equipping students
with writing skills to enable them to write more effectively in English.
Students are also required to submit two drafts of the term paper to staff of
ELC in order to gain feedback regarding their writing. The submissions will
allow ELC staff to assess the progress made by students in the writing process
and the quality of their work.
To enable students to meet the ER requirement, students can also refer to the
respective online lecture service developed by ELC. The kit comprises
resources that will enhance students’ reading skills. In additional to the
materials covered in lectures, students are expected to study the prescribed
textbook in order to attempt the tests.
Assessment Methods
a b c d
1. Two Tests (ER
30% √ √
requirement)
2. Tutorial activities (^) 20% √ √ √
3. Term Paper (#)(40%
by instructors, 10% by
50% √ √ √
ELC for EW
requirement)
Total 100 %
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The accuracy of students’ understanding of and ability to apply the concepts
learnt in class and reading the textbook (mostly ILOs (a) and (b)) are
assessed through tests (two tests, 15% + 15%).
^: The tutorial sessions provide opportunities for students to demonstrate
their level of learning with respect to ILO (b), (c) and (d). Assessment of
students performance (such as preparation, participation, and quality of
presentation) is formative in nature but still carries some weighting (20%) to
promote continuous participation in these teaching/ learning activities.
#: Each student need to write a term paper (40% + 10% by ELC) upon a
transport development and sustainability issue, which allows students to
demonstrate their learning in ILO (b), (c) and (d) in a more elaborated manner.
Students will submit two drafts (first draft: at least 700 words, second draft:
at least 1500 words) to ELC for comments and improvements before
submitting the final version (2500 words). The term paper will be graded by
the instructor (40%) and ELC (10%). Students must obtain grade D or
above in this the term paper in order to pass this subject.
Expected
 Preparing for tutorial sessions 13 Hrs.
 Reading required text and 26 Hrs.
 completing online essay 39 Hrs.
Reading List and
References Textbook: [ER Requirement]
Rodrigue, J.-P. (2013). The Geography of Transport Systems (Third ed.).
New York: Routledge.
Remark: around 200 pages of assigned reading from this textbook will be
used to fulfil the ER
Major references:
Schiller, P., Brunn, E., & Kenworthy, J. (2010). An introduction to
Sustainable Transportation. London, UK: Earthscan.
Banister, D. (2005). Unsustainable Transport. Oxfordshire: Routledge.
Hoyle, B., & Knowles, R. (Eds.). (1998). Modern Transport Geography
(Second, revised ed.). West Sussex, England: John Wiley & Sons Ltd.
Other references:
Cahill, M. (2010). Transport, Environment and Society. Berkshire: Open
Univesity Press, McGraw-Hill Education.
Khisty, J. C., & Lall, K. B. (2002). Transportation Engineering: An
Introduction (Third ed.). New Jersey: Prentice Hall.
Vuchic, V. (2005). Urban Transit: operations, planning, and economics.
New Jersey: John Wiley & Sons.
Vuchic, V. (2006). Urban transit systems and technology. New Jersey: John
Wiley & Sons.
International Transport Forum. (2011). Transport for Society - Highlights.
2011 Annual Summit. Leipzig, Germany: OECD Publishing.
Proceedings of the Motor Vehicle Emissions Control Workshop (MoVE)
A42
Subject Code IC2116

Subject Title IC Training for DG in 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 fundamental drafting skills for communication in typical
construction projects.
Outcomes a. identify relevant engineering theories and fundamental principles and to apply
them in the hands-on training exercises to extend their knowledge and skills;
b. compare and contrast conceptual design and actual work sequences and
methods to become a practical engineering practitioner;
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 to analyse and evaluate critically; 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 projects; and
g. work independently and effectively as part of a team to tackle engineering
problem.
Subject Cluster Description
Synopsis/ Compulsory
Indicative
1a Bricklaying and Trowel Trades
Syllabus
1b Formwork and Scaffolding
Cluster 1
1c Structural Concrete and Steelwork
1d Non-destructive Tests (NDT) in Building Survey
Cluster 2 2a Industrial Safety (TM2009)
3a AutoCAD
Cluster 3
3b Building Information Modelling (BIM)
Cluster 4 4 Construction Drawing and Detailing
Cluster 5 5 Construction Project IV
Overall Logbook
The training subject is composed of 5 compulsory clusters as tabulated above.
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;
and essential non-destructive test survey skills in construction industry,
 Demonstration, application classroom exercises on AutoCAD 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
Cluster Assessment Methods
Methods in Weighting
Alignment with Cluster 1 Report 70%
A43
Intended Quiz 30%
Learning Course Work 70%
Outcomes Cluster 2
Quiz 30%
Course Work 60%
Cluster 3
Quiz 40%
Course Work 60%
Cluster 4
Quiz 40%
Continuous Assessment 70%
Cluster 5
Reports & oral Presentation 30%
Intended Learning Outcomes

Assessment Methods Assessed
a b c d e f g
Report      
Cluster 1
Quiz    
Course Work 
Cluster 2
Quiz 
Course Work 
Cluster 3
Quiz 
Course Work 
Cluster 4
Quiz 
Continuous Assessment   
Cluster 5 Reports & oral

Presentation
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 the 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 Hours

Sub-
Effort Class Contact Cluster Cluster Cluster Clust
Cluster 5 total
Required 1 2 3 er 4
39
Lecture / Tutorial 14 4 21
Hrs
Workshops /
200
In-class practice / 71 1 32 6 90
Hrs
Test
Other Study Effort
A44
Self-development 3 4 7 Hrs
59
Coursework 4 2 1 44 8
Hrs
Total Study Effort : 305 Hrs

Reading List Essential Textbooks/ Reading Materials:
and References
 The Hong Kong Polytechnic University, Construction Workshop, Reading
Materials for the Training Modules of the Industrial Centre.
 Mastering Autodesk® Revit® 2018 Indianapolis, Indiana : Sybex, a Wiley
brand
 Wong, Eric Autodesk Revit architecture 2017 [electronic resource] : no
experience required, Wiley Pub
 http://www.ic.polyu.edu.hk/e-learning/OES/TM2009.htm
References:
 IC Training Materials & Presentation for Construction Students, web site
developed by the Industrial Centre for the training module.
http://158.132.155.107/bcu/
 Labour Department publications on occupational safety available at:
http://www.labour.gov.hk/eng/public/content2_8.htm
 Labour Department publications on occupational health available at:
http://www.labour.gov.hk/eng/public/content2_9.htm
 Hong Kong Law Cap 59, Cap 509 and Cap 282 available at:
http://www.legislation.gov.hk/eng/index.htm
A45
Year 2
Semester I
AMA2308 Mathematics for Engineers A47
Chinese Communication for Construction A49
CBS3231P
and Environment
CSE20201 Structural Mechanics A52
CSE20206 Geology for Engineers A55
CSE30307 Soil Mechanics for Civil Engineering A58
Semester II
COMP1011 Programming Fundamentals A60
CSE20202 Fluid Mechanics for Civil Engineering A62
CSE20204 Advanced Structural Mechanics A64
CSE20302 Engineering Analysis and Computation A67
ELC3421 English for Construction and Environmental A69
Professionals
LSGI2961 Engineering Surveying A72
Summer
IC2116 IC Training for DG in Civil Engineering
A46
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
a. apply mathematical reasoning to analyze essential features of different
problems;
b. apply the fundamentals of mathematics to formulate problems;
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. 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.
2. 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.
3. 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.
4. 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 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.
A47
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 40     
2. Final 60
    
Examination
Total 100 %

the overall result.

Expected

Reading List and Kreyszig, E. Advanced Engineering Mathematics, 10th ed., Wiley, 2011.
References
Zill, D.G. and Wright W.S. Advanced Engineering Mathematics, 5th ed.,
Sudbury, Mass. : Jones and Bartlett Publishers, 2014.
Marsden, J.E. Basic Multivariable Calculus, 3rd ed., Springer Verlag, 2002.
Chan, CK, Chan, CW, Hung KF Basic Engineering Mathematics,

McGraw-Hill, 2015
A48
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 / According to the policy of the new 4-years curriculum, students should
Co-requisite/ have normally completed the general requirement in language, i.e. the
Exclusion Language and 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
a. accuracy in Chinese expressions,

b. effective applications of cognitive methods in presenting
contents and thought relationships in writing,
c. a variety of appropriate written genres for academic and
communicative purposes.
Intended Learning This is a Chinese language subject aiming at enhancing students’

Outcomes proficiency in 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.
A49
Subject Synopsis/ 1. Written Chinese of context dependent variation for practical
Indicative Syllabus purposes such 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
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
Methodology seminars. The 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 Specific assessment % Intended subject learning

Methods in Alignment methods/tasks weighting outcomes to be assessed
with Intended a b c d
Learning Outcomes 1. Practical Writings 45 % √ √ √
2. One Group 20 % √ √ √
Assignment
(Professional
Report/Proposal)
3. Oral Presentation 20 % √ √
with multimedia
material
4. Formal Discussion 15 % √ √
Total 100 %
A50
Explanation of the appropriateness of the assessment methods in assessing
the intended learning outcomes:
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.
Student Study Class Contact

Effort Required
 Seminars 39 Hrs.
Other Study Effort
 Outside class practice e.g. Researching, 45 Hrs.

planning, writing, and preparing the project
 Self-study 48 Hrs.

Reading List and (1) 路德慶主編（1982）《寫作教程》，華東師範大學出版
References 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.
A51

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 loads;
(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 correctly 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.
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.
A52
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.

Expected
 Reading and Study 39 Hrs.
 Completion of assignments and laboratory
39 Hrs.
reports
Textbook Hibbeler, R.C. (2016) “Mechanics of Materials”, 10th SI Edition, Pearson.
Hibbeler, R.C. (2017) “Structural Analysis”, 10th Edition, Pearson.
A53
Reading List and Leet, K.M., Uang, C.M. and Lanning J. (2017) “Fundamentals of Structural
References Analysis”, 5th Edition. McGraw-Hill Eduction.
Goodno, B.J. and Gere, J.M. (2017) “Mechanics of Materials”, 9th Edition,
Cengage Learning.
Beer, F.P., Johnston, E.R., Dewolf, J.T., and Mazurek, D.F. (2014)
“Mechanics of Materials”, 7th Eedition, McGraw-Hill Education.
Schodek, D.L. and Bechthold, M. (2013) “Structures”, 7th edition, Pearson.
Durka, F., Al Nageim, H., Morgan, W. and Williams, D. (2010) “Structural

Mechanics: Loads, Analysis, Materials and Design of Structural Elements”,
7th Edition, Trans-Altantic.
Hulse, R. and Cain, J. (2000) “Structural Mechanics”, 2nd Edition, Palgrave.
A54

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, Petrology and Geology of Hong Kong (3 weeks)
Indicative Syllabus Physical properties of silicate and non-silicate minerals and their
identification; classification of igneous, metamorphic and sedimentary
rocks and their identification. Rocks and geological structure of Hong
Kong, geological history of Hong Kong.
2. Surface Processes and Ground Water Geology (2 weeks)
Weathering; erosion and deposition including river, marine, desert,
glacier, karst; formation of engineering soils, hydrological cycle;
aquifers and ground water table.
3. Structural Geology (2 weeks)
Unconformities, fold, fault, joint, map reading, mapping skill maps and
the use of stereographic projection.
4. Basics of Rock Mechanics (1 weeks)
Index properties for rock specimen, rock mass classification (rock
mass rating), uniaxial and triaxial compressive strength, Brazilian test,
and Point Load Index test.
5. Site Investigations (2 weeks)
Plan for site investigation; direct and indirect methods for site
investigation and sampling, logging of boreholes; in-situ tests (e.g.
SPT, CPT, PMT, DMT, VST); interpretation of test results. Methods
of geophysical exploration.
6. Geology for Engineering (3 weeks)
Geological application to tunnels, transportation links, dams,
reservoirs and catchments, coastline protection, slopes, and
foundation.
7. Laboratory and Fieldwork
Identification of common minerals and rocks. Field and site visits to
illustrate course topics. Mapping, borehole logging.
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
A55
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
a b c d e
1. Coursework 30 √ √ √ √ √
2. Final 70
√ √ √ √
Examination
Total 100 %
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

Expected Class contact:
Lectures 26 Hrs.
Laboratory 8 Hrs.
Field Trip 5 Hrs.
Self Study 78 Hrs.
Reading List and Atherton, M. J. and Burnett, A. D., Hong Kong Rocks, Urban Council, 1986.
References Bell, F.G., Engineering Geology, Second Edition, Butterworth-Heinemann,
2007.
Davis, G. H. and Reynolds, S. J., Structural geology of Rocks and Regions,
Third Edition, Wiley, 2012.
A56
Fletcher, C. J. N., Geology of Site Investigation Boreholes from Hong Kong,
C. Fletcher, 2004.
Goodman, R. E., Introduction to Rock Mechanics, Second Edition, Wiley,
1989.
Lisle, R. J., Geological Structures and Maps, Third Edition, Butterworth-
Heinemann, 2004.
Lutgens, F. K., Tarbuck, E. J. and Tasa, D., Essentials of Geology,
Thirteenth Edition, Pearson Prentice Hall, 2018.
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.
A57

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 a) Able to apply the fundamentals of physics and mathematics to
understand the physical properties and behaviour of soils for civil
engineering purposes;
b) Able to carry out laboratory tests to measure the properties and
behaviour of soils for civil engineering applications;
c) Able to develop analytical skills to solve soil mechanics problems;
d) Able to work in small groups as teams and to build both team and
individual responsibility in laboratory tests;
e) 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 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.
A58
Assessment Methods
in Alignment with Specific % Intended subject learning outcomes to
Intended Learning assessment weighting be assessed (Please tick as
a b c d e
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.
Expected
 Completion of Assignments/Lab Reports 39 Hrs.
Reading List and Essential Texts
References Knappett, J. and Craig, R.F. (2012) Criag’s Soil Mechanics, 8th edition,
CRC press.
Reference Texts
Towhata I. (2008). Geotechnical Earthquake Engineering, Springer-
Verlag, Berlin.
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, 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.
A59
Subject Code COMP1011

Subject Title Programming Fundamentals
Credit Value 3
Level 1
Pre-requisite/ None
Co-requisite/
Exclusion
Objectives The objectives of this subject are to:
a. To provide students with knowledge on the fundamental elements in
computer programming.
b. To introduce advanced computer programming techniques necessary
for developing more sophisticated computer application programs.
Intended Upon completion of the subject, students will be able to:

Learning
Professional/academic knowledge and skills
Outcomes
(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/Learnin This subject emphasizes both the conceptual elements in computer
g Methodology programming and practical experiences. Teaching includes both lectures
and hands-on Lab exercises reinforcing taught concepts. Students should
attend both lectures and laboratory sessions. Continuous assessments help
to reinforce the programming concepts and skills learned for applications.
Assessment
Specific Assessment % Intended subject learning
Methods in
Methods/Tasks weighting outcomes to be assessed
Alignment with
Intended a b c d e f
Learning Assignments    
Outcomes Quizzes 65%   
Project(s)      
Final Examination 35%     
Total 100%
A60
Note: Students must pass both the continuous assessment and examination
components 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 Class Contact:

effort expected
Lecture 39 hrs.
Lab 13 hrs.
Assignments, Quizzes, Projects, Exams 68 hrs.
Total student study effort 120 hrs.
Reading list and 1. Stephen Prata, C Primer Plus, 6th Edition, Addison-Wesley
references Professional, 2013.
2. K. N. King, C Programming: A Modern Approach, 2nd Edition,
W. W. Norton & Company, 2008.
3. B. W. Kernighan and D. M. Ritchie, C Programming Language, 2nd
Edition, Prentice Hall, 1988.
4. V. Anton Spraul, Think Like a Programmer: An Introduction to
Creative Problem Solving, No Starch Press, 2012. (examples in this
book are written in C++, but will improve your ability to think like a
programmer in any language)
5. John Zelle, Python Programming: An Introduction to Computer
Science, 2nd Edition, Franklin, Beedle & Associates, 2010
A61

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,
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.
A62
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 (Please
Outcomes methods/tasks weighting tick as appropriate)
a b c d e
1. Homework, quizzes,
laboratory reports and 30 √ √ √ √ √
mid-term tests
2. Final Examination 70 √ √ √ √
Total 100 %

the overall result.

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.

Expected
 Laboratories 7 Hrs.
 Reading and study 39 Hrs.
39 Hrs.
reports
Reading List and (1) “Fluid Mechanic: Fundamentals and Applications”, 4th Edition, 2017 –
References Cengel, Y.A. and Cimbala, J.M., McGraw Hill.
(2) “Mechanics of Fluids”, 4th Edition, 2012 – Potter M.C., and Wiggert D.C.,
Cengage Learning.
(3) “Fluid boundaries”, Video Materials, 2014 – Mun, J.H., Haryanto,
D.R., and Todorovic, V. South Korea: CinemaDAL
(4) “Engineering Mathematics”, 8th Edition, – Bird, J., Routledge, Taylor &
Francis Group, New York
A63

Subject Title Advanced Structural Mechanics
Credit Value 3
Level 2
Pre-requisites/ Pre-requisites: CSE20201 Structural Mechanics
Exclusion 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
formula. The secant formula. Imperfections. Design formula of long
columns.
6. Laboratory Work
Unsymmetrical bending. Shear centre. Torsion test. Column buckling.
A64
the basic principles and train them with basic laboratory techniques.
Assessment Methods
a b c d e f
1. Assignments 20
√ √ √ √ √ √
and lab reports
2. Mid-term test 10 √ √ √
3. Final 70
√ √ √
examination
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 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.

Expected
39 Hrs.
reports
A65
Textbook Hibbeler, R.C. (2016) “Mechanics of Materials”, 10th SI Edition, Pearson.
Hibbeler, R.C. (2017) “Structural Analysis”, 10th Edition, Pearson.
Reading List and Leet, K.M., Uang, C.M. and Lanning J. (2017) “Fundamentals of Structural
References Analysis”, 5th Edition. McGraw-Hill Eduction.
Beer, F.P., Johnston, E.R., Dewolf, J.T., and Mazurek, D.F. (2014)
“Mechanics of Materials”, 7th Eedition, McGraw-Hill Education.
Hulse, R. and Cain, J. (2000) “Structural Mechanics”, 2nd Edition, Palgrave.
Goodno, B.J. and Gere, J.M. (2017) “Mechanics of Materials”, 9th Edition,
Cengage Learning.
Smith, P. (2001) “Introduction to Structural Mechanics”, Palgrave

Macmillan.
Kassimali A (2014) “Structural Analysis”. 5th Edition. Cengage Learning.
Popov, E.P. (1998) “Engineering Mechanics of Solids”, 2nd edition, Prentice

Hall.
A66

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 civil
Indicative Syllabus 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.
A67
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 %

examination (whenever applicable) in order to attain a passing grade in the
overall result.
Effort Expected
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.
A68
Subject Code ELC3421
Subject Title English for Construction and Environmental Professionals
Credit Value 3
Level 3
Pre-requisite LCR English subjects

This subject aims to develop the English language skills required by
Objectives
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.
To achieve the above outcomes, students are expected to use language and
text structure appropriate to the context, select information critically, and
present and support stance and opinion.
A69
Subject Synopsis/ This syllabus is indicative. The balance of the components, and the
Indicative Syllabus corresponding weighting, will be based on the specific needs of the
students.
(a) 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.
(b) 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.
(c) 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.
(d) Language appropriacy

Using context-sensitive language in spoken and written English.
(e) Language development

Improving and extending relevant features of grammar, vocabulary
and pronunciation.
The study method is primarily seminar-based. Activities include teacher

Teaching/Learning
input as well as individual and group work involving drafting and evaluating
Methodology
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.
Learning materials developed by the English Language Centre are used

throughout this course. Additional reference materials will be recommended
as required.
A70
Assessment Methods in Specific assessment % Intended subject learning outcomes
Alignment with methods/tasks weighting to be assessed (Please tick as
Intended Learning appropriate)
Outcomes a b c d
1. Job interview and 40%  
discussion
2. Correspondence 30% 
3. Technical document 30% 
Total 100 %
Explanation of the appropriateness of the assessment methods in

assessing the intended learning outcomes:
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.

Required reading
Reading List and
Course materials prepared by the English Language Centre
References
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.
A71
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/ Fundamentals of Surveying

Indicative Syllabus
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.
A72
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 field
Methodology 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 outcomes to be assessed
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
 Lecture 2 hrs  11 weeks =22Hrs.
 Practical work (2 practical hours = 1 3 hours 10 weeks + 2 hours
lecture hour)  2 weeks=34 Hrs.
 Self-study and practice on equipment
120 Hrs.
operation
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
A73
Year 3

Semester I
CSE30301 Structural Analysis A75
CSE30303 Construction Management A77
CSE30311 Design of Steel Structures A80
CSE30331 Air and Noise Pollution Studies for Civil A82
Engineering
CSE30306 Hydraulics and Hydrology A85
Semester II
CSE39300 Analytical and Quantitative Methods for A88
Civil Engineers
CSE30310 Design of Concrete Structures A91
CSE30337 Water and Waste Management A93
CSE40403 Geotechnical Design A96
Service-learning Subject A98
(*CSE2S02 / CSE3S01)
Summer
CSE30323 Summer Training
* CSE2S02 Serving Disadvantaged Communities Suffering from Urban Decay and CSE3S01
Built Environment Enhancement for Underprivileged Communities, which are service-
learning subjects, will be offered to students under the Faculty of Construction and
Environment. Instead of CSE2S02 / CSE3S01, students may register for any service learning
subject offered by another department.
A74

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.
Teaching/Learning Fundamental concepts illustrated with examples are presented in the lectures.
Methodology 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.
A75
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 overall result.

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.
Expected
 Reading and Computer Project 39 Hrs.
 Completion of Assignments and Lab
39 Hrs.
Reports
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.
A76

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 analyse construction
projects;
(vii) Able to use building information modeling (BIM) software to
analyse construction projects;
(viii) 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 week)
Indicative Syllabus 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 Quantities;
Contract price fluctuations; interim payment.
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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 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 (2weeks)

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.
9. Building Information Modeling (BIM) and Applications (1 week)

Introduction to BIM as a tool for construction planning, project process
integration, and project administration; computer applications.
Teaching/Learning Lectures will be delivered to serve as an introduction to the topics, to provide
Methodology 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 Specific % Intended subject learning outcomes to be

in Alignment with assessment weighting assessed (Please tick as appropriate)
Intended Learning methods/tasks (i) (ii) (iii) (iv) (v) (vi) (vii)
Outcomes 1. 30
√ √ √ √ √ √ √
Coursework
2. Final 70
√ √ √ √ √
Examination
Total 100 %

the overall result.

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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Expected
 Tutorials 13 Hr.
 Self Study 78 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”, by Hendrickson, C. and Au, T., 2008.
“An Introduction to Management Science—Quantitative Approaches to

Decision Making,” by Anderson, et al., 2009.
A79

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.
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.
Teaching/Learning The teaching method is mainly in the form of lectures with interaction
Methodology during tutorial class.
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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.
Expected
 Lecture 26 Hrs.
 Tutorial 6 Hrs.
 Reading 28 Hrs.
 Project 50 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
A81

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 -
instrumentation, approach and data analysis. Assessment criteria - local
and international codes.
3. Road Traffic Noise
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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 and
Methodology 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
a b c d
1. Homework, quizzes, 30
in-class problems and √ √ √ √
lab report
2. Final examination 70 √ √ √ √
Total 100 %

the overall result.

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.
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.
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Final examination - The exam tests student’s ability to utilize the concepts
covered in this course.

Expected
 Completion of assignments and lab
39 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.
Daniel A. Vallero, Fundamentals of Air Pollution (5th Edition), Academic

Press, Elsevier, 2014.
Peter Brimblecombe, Air Pollution Reviews – Vol. 6: Air Pollution Episodes,

London: World Scientific Publishing Europe Ltd., 2018.
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.
Industrial noise control and acoustics, Randall F. Barron, CRC Press, Inc. 2002.
A84

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 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.
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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, open
Methodology 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
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.
Expected
39 Hrs.
reports
A86

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, “Use of Meta-Heuristic Techniques in Rainfall-Runoff

Modelling,” MDPI AG, Switzerland, 2017, 260p. (ISBN: 978-3-03842-326-
3)
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-
A87

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 construct proper statistical models for engineering
problems;
d. apply the fundamentals of mathematics and science to formulate
problems and obtain solutions in civil engineering;
e. critically analyze and interpret the models formulated and solutions
obtained to support the synthesis of logical and cost-effective
solutions;
f. integrate knowledge across different subject domains, including
structures, geotechnics, hydraulics, environmental and transportation
engineering when trying to achieve objectives;
g. 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)
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
A88
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
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 will help the student to develop his written English.
The final examination tests how much the students has learnt in this
module.
Expected
 Assignments 22 Hrs.
 Mini projects 4 Hrs.
Reading List and Essential References
References
Navidi, W. S., Statistics for Engineers and Scientists, 4th ed., McGraw-Hill,
2015.
William E. Boyce, Richard C. Diprima., Elementary Differential Equations

and Boundary Value Problems, 11th Ed., John Wiley & Sons Inc., 2017.
Zill D.G. and Cullen M.R., Differential Equations with Boundary-Value

Problems. 9th ed., Cengage Learning, 2018.
A89
Supplementary References
Erwin Kreyszig, Advanced Engineering Mathematics, 10th Edition, John

Wiley & Sons Inc, 2011
Keller G., Thomson, Statistics for Management and Economics, 11th
edition, Cengage Learning, 2018.
D.S.Wilks, Statistical Methods in Atmospheric Sciences, 3rd, ed.,

Academic Press, 2011.
C.H. Edwards and D.E. Penney, Differential Equations and Boundary

Value Problems: Computing and Modeling, 5th ed., Prentice-Hall, 2015.
G.F. Simmons and S.G. Krantz, Differential Equations: Theory, Technique

and Practice, 2nd ed., McGraw-Hill, 2015.
A90

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 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. Laboratory work will help students to
appreciate the basic principles and familiarize themselves with the basic
instruments.
A91
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. Assignments 10 √ √ √ √
2. Mid-term test(s) 10 √ √
3. Laboratory report 10 √ √ √
4. Final examination 70 √ √ √
Total 100 %
overall result.

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.
Expected
 Completion of Assignments/Lab Reports 39 Hrs.
Reading List and British Standards Institution, "Structural Use of Concrete-BS8110: Part 3", 1990.
References 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.
A92

Subject Title Water and Waste Management
Credit Value 3
Level 3
Exclusions CSE335 Water and Waste Management or
CSE337 Water and Waste Management
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

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.
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Assessment Methods
a b c d
1. Continuous Assessment 30 √ √ √ √
2. Examination 70 √ √ √
Total 100%

the 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.
Expected
 Tutorials 6.5 Hrs.
 Laboratory 6.5 Hrs.
 Reading and study 49 Hrs.
 Assignments and laboratory reports 29 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.
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.
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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
A95

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).
6. Pile Foundation (3 weeks)
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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.

Expected
 Lecture 26 Hrs.
 tutorial 13 Hrs.
Reading List and Textbooks
References B.M. Das, Principle of Foundation Engineering, 8th edition, Prentice hall,
2014.
B.M. Das, Shallow Foundations, Bearing capacity and settlement, CRC
Press, 2009.
Cheng Y.M. and Lau C.K. (2014), Soil Slope stability analysis and
stabilization – new methods and insights, 2nd edition, Spon Press
References
Fleming, Weltman, Randolph (2009), Piling Engineering, 3rd edition,
Taylors and Francis.
GEO, Foundation design and construction, CEDD, Hong Kong, 2006.
Buildings Department, Code of Practice for Foundation, 2004.
GEO, Geotechnical Manual for Slope, 1984.
HKIE, Code of practice for foundation - Handbook, 2011.
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Subject Code CSE2S02

Subject Title Serving Disadvantaged Communities Suffering from Urban Decay
Credit Value 3
Level 2
Pre-requisite / Co- Open for students from the Faculty of Construction and Environment or the
requisite/ Faculty of Engineering, excluding students from BRE and COMP
Exclusion
Objectives The objectives of this subject are:
1. To introduce students to the concept and practice of service-learning
2. To enable students to acquire academic and project-specific knowledge
in relation to urban decay
3. To foster the application of their knowledge in solving the real-life
problems and helping the people in need through serving the community
4. To enable students to develop an increased understanding and empathy
for disadvantaged people and groups suffering from urban decay
5. To enhance students’ generic competence of communication, teamwork
and problem solving, and enrich their sense of civic responsibility as well
as engagement as a professional and a responsible citizen
Outcomes
(a) Apply the academic and project-specific knowledge in relation to aged
buildings in urban districts to improve the living environment of the
disadvantaged groups in the service setting with reference to relevant
policies, current standards and guidelines
(b) Reflect on their roles and responsibilities both as engineers and as
responsible citizens
(c) Demonstrate a strong sense of social responsibility and empathy for
people suffering from urban decay
(d) Link their service-learning activities and experiences with engineering
contents of the subject
(e) Work effectively in multidisciplinary teams to solve problems
encountered in planning and delivering the service, and communicate
effectively with clients and/or other stakeholders
Subject Synopsis/ The topics in the subject syllabus comprise three major areas:
Indicative Syllabus
1. Concept and practice of service-learning
 Principles, concepts and myths of service-learning
 Benefits of service-learning to students, the university and the
community
 Ethical issues in service-learning
 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
 Addressing the problems of urban decay and the living conditions of
disadvantaged groups in dilapidated urban areas
 The roles of the government, statutory bodies and non-government
organizations in tackling the problems
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 Redevelopment, rehabilitation, revitalization and heritage
preservation as a comprehensive and holistic approach for
rejuvenating older urban areas
 Identification of structural and non-structural elements, and causes
of concrete deterioration in aged buildings
 Standards, statutory, universal design guidebooks and international
guidelines relevant to the living environment
 Planning and public engagement: Government, stakeholders and the
public. Public engagement approach
 Economic, environmental, social and sustainability considerations
related to the problem and suggested solutions. Social impact
assessment
3. Project-specific contents
 Understanding the background of the community partner(s) and the
disadvantaged groups, and acquiring interaction skills such as
listening, questioning, reflecting, explaining, informing and
summarizing skills for understanding and communication
 Concepts of age-friendly city and ageing in place. Measuring the
age-friendliness of the living environment
 Risk management, health, safety and other issues relevant to the
service delivery
 Empathy, moral and ethical concerns specific to the project and the
disadvantaged groups
Teaching/Learning 1. E-Learning Module

Methodology
The e-learning module is developed and delivered by the Office of
Service-learning of PolyU, consisting of reading, exercises and
assessment tasks that are designed to introduce students to the basic
concept and practice of service-learning.
Students are required to successfully complete the e-learning module

within the first four weeks of the semester in which they are taking the
subject.
2. Discipline-specific sessions
These lectures, seminars and/or workshops are designed and conducted by

the CEE staff. Experts and speakers will also be invited to equip students
with the discipline-specific knowledge and skills required for planning
and conducting the service-learning project.
3. Project-specific sessions
The project-specific sessions are designed to (a) develop students’
understanding of the community partner(s), service recipients 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 staff members and speakers from outside the subject-
offering department (e.g. Office of Service-learning, collaborating
organizations, NGOs) will be invited to contribute to some of these
sessions as appropriate. Project-specific workshops and guided visits to
exploration centre and elderly resources centre are arranged for an in-
depth understanding of the problem and the service recipients.
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Students are required to attend all of the discipline-specific and project-
specific lectures, seminars and workshops and successfully complete all
of the required assessment tasks prior to participation in the service-
learning project.
4. Service-Learning project (Weeks 5-12)
The service-learning project is designed to develop students’ generic

competencies of problem-solving, teamwork and communication, and
enhance students’ sense of social awareness, responsibilities and
engagement. With the aid of the collaborating organizations,
disadvantaged groups will be identified. Students will work in groups of 3
or 4, interact constantly with the service recipients to gain in-depth
understanding of their concerns, develop empathy for the service
recipients and establish a long-term, trusted and caring relationship with
them.
4.1 Project proposal
Students will work in groups to formulate a project proposal for subsequent

delivery of service. They will formally submit the revised proposal online
after discussing the draft proposal with CEE teaching staff in the 1 st group
project meeting.
4.2 Delivery of service (duration: 6 weeks; frequency: once/twice a week;

service hours: 6-7 hours per week)
Students will conduct home visits, condition surveys, data collection and
assessment. They will, based on the concept of universal design, advise the
disadvantaged groups such as the elderly and low-income
families/individuals living in private buildings on how to enhance home
safety and improve home environment. With the service recipients’ consent,
students will also carry out minor improvement works/small renovations
such as hand drilling, fixing, plastering and painting to bring immediate
benefits to them. Students will also introduce the available building
rehabilitation assistance schemes for medium-scale renovation and
maintenance works.
Students need to discuss with the collaborating organizations and the service
recipients on the exact schedule of the activities involved in the service-
learning project, such as home visits. Students may need to render daytime
services on weekdays and/or during weekends.
To further address the problem of urban decay, other potential projects may
include but are not limited to measuring the age-friendliness of urban
districts with elderly and enhancing pedestrian facilities to improve
accessibility for the elderly.
The 2nd group meeting will be arranged in week 8 to review the progress of
students’ delivery of service. Further advice from the teaching staff can be
sought for a timely completion of the service, monitoring purpose and quality
assurance. The 3rd group meeting will be held to discuss the draft project
report in week 11. Group presentation on the project will be held in week 12.
Group project report will be submitted by the end of week 12.
5.Reflective Journals and debriefing session
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Students will be required to write reflective journals both during and after
the service-learning project to demonstrate their ability to: (a) link their
service-learning experience with the academic focus / discipline-specific
content of the subject, (b) reflect on their service-learning experience to
identify their learning gains as well as areas for future improvements, (c)
reflect on their roles and social responsibilities both as engineers and as
responsible citizens.
Moreover, a warp-up session will be arranged in week 13 to enable students

to share the service-learning experience among different student groups.

in Alignment with methods/tasks weighting outcomes to be assessed
Intended Learning (Please tick as appropriate)
Outcomes a b c d e
1. Coursework in e- 10%   
learning module,
discipline-specific and
project-specific
sessions (individual)
2. Reflective Journals 30%   
(individual)
3. Project proposal, 30%    
report and presentation
(group)
4. Performance in 30%    
rendering service
(individual 20% &
group 10%)
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 engineering contents of the subject
(ILO d), their understanding of their role and responsibilities in society (ILO
b) as well as their empathy for the disadvantaged groups (ILO c).
2. Students will write reflective journals during and after the service project
to reflect on their learning experience. This assesses their ability to link
service-learning and the engineering contents of the subject (ILO d), their
empathy for the disadvantaged groups (ILO c), and their ability to reflect on
their roles and responsibilities in the society (ILO b).
3. Students will compile a project proposal and a project report as key
deliverables of the service-learning project. The project report comprises the
findings of the condition survey, data collection and in-home assessment.
Students will advise the disadvantaged groups on ways to enhance home
safety and improve home environment; will conduct minor improvement
works/small renovation for the service recipients; and will introduce to them
the assistance schemes for medium-scale renovation and maintenance works
(ILO d). Students will directly apply the academic knowledge in compiling
the project report (ILO a). Students’ empathy for the people in need will be
assessed through group work and engagement (ILOs c & e).
4. During the service delivery, students will have close interaction with the
collaborating organizations as well as the service recipients. Students will
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conduct home visits, surveys and in-home assessment, and make
suggestions, and present their findings to the collaborating organizations and
the service recipients. Students' attitude/performance during the service
delivery and their level of engagement with the service recipients will be
good indications of whether students can apply their knowledge and skills in
the service setting (ILO a), demonstrate empathy to the disadvantaged groups
(ILO c), link their service-learning activities and experiences with
engineering contents (ILO d) and work effectively with various parties (ILO
e). This part of assessment of students’ performance in rendering service
involves instructors' observation and collection of feedbacks from the
collaborating organizations and the service recipients.
Student Study Effort e-learning Module 10 Hrs.

Expected
Class contact:
 Discipline-related lectures, project-specific
20 Hrs.
seminars, workshops and meetings
 Project presentation and wrap-up session 6 Hrs.
 Direct rendering of service 40 Hrs.
 Readings, self study, and planning and
25 Hrs.
preparation for the service project
 Reflection and review 25 Hrs.
Reading List and 1. Cress, C.M., Collier, P.J. & Reitenauer, V.L. (2005). Learning Through
References Serving: A Student Guidebook for Service-Learning Across the
Disciplines. Stylus Publishing
2. Adams, M., Blumenfeld, W., Castaneda, C.R., Hackman, H.W., Peters,
M.L., Zuniga, X. (Ed.) (2010). Readings for Diversity and Social Justice.
Routledge
3. Johnson, A. (2005). Privilege, Power, and Difference. McGraw-Hill
4. Sen, A. (2011). The Idea of Justice. Belknap Press of Harvard University
Press
5. Sandel, M.J. (2010). Justice: What’s the Right Thing to Do?, Farrar, Straus
and Giroux
6. Brammer, L.M. (2003). The helping relationship: Process and skills.
Boston: Allyn & Bacon.
nd
7. Hargie, O. (2006). The handbook of communication skills (2 ed.).
London: Routledge.
8. Lee, E.W.Y., Chan, E.Y.M., & Chan, J.C.W. (2013) Public
Policymaking in Hong Kong: Civic Engagement and State-society
Relations in a Semi-democracy.
9. D. Lenihan (2012) Rescuing Policy. The Case for Public Engagement.
Ottawa: Public Policy Forum.
10. Building Department (2002). Building Maintenance Guidebook.
11. Hong Kong Housing Society (2005) Universal Design Guidebook for
Residential Development in Hong Kong
12. World Health Organisation. (2007). Global age-friendly cities: A guide.
Geneva: World
13. World Health Organisation. (2015). Measuring the age-friendliness of
cities: a guide to using core indicators. Geneva: World Health
Organisation.
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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 professional
d. Work effectively in a multi-disciplinary 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/
Indicative Syllabus Built environment refers to the man-made space in which people live, work,
and 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. This service learning subject serves as
a platform for students to work in a multi-disciplinary team to identify
and investigate built-environment related problems faced by the
underprivileged group with quantitative and qualitative techniques, and
devise solutions from a human-centred approach.
The topics in the subject syllabus cover three major areas:
4. Concept and Practice of Service Learning (e-learning module)

 Principles, concepts and myths of service learning
 Benefits of service learning to students, the university and the
community
 Ethical issues in service learning
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 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
5. 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
6. 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
Methodology 1. E-learning module
The e-learning module is developed and delivered by the Office of Service
Learning (OSL) of PolyU 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 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.
4. Service project
The service project is designed to raise students' awareness of how the built
environment impacts the welfare of the underprivileged community 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. In this subject,
students are expected to:
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(i) Identify built-environment related problems that underprivileged people
(or communities) are facing with quantitative and qualitative techniques;
(ii) Develop feasible solution(s) to address the problem identified in item (i)
together with the beneficiaries;
(iii) Communicate their proposals to a community partner and/or beneficiaries
through reports/ exhibition/ talks
Potential projects may include (but are not limited to):

 Age-friendly community
 Indoor or outdoor air quality monitoring and improvement strategies
 Roadside pollutant exposure and health studies
 Investigation on the locations of addition of footbridges or at-grade
road crossing facilities
 Walkability survey and walking behavior study and the implications
for the provision of public facilities and services
 Public transport affordability and travel pattern the low-income
groups
The service project can be divided into three phases: preparation, service
delivery and completion.
Preparation phase (Weeks 1 – 5)

Weeks 1 to 3: Students will be equipped with relevant knowledge and skills
required through the e-learning module, discipline- and project-specific
sessions. Students must complete all of the required tasks in weeks 1 to 3
prior to participation in the service project.
Weeks 4 – 5: students will work in groups to formulate an inception plan in
carrying out the problem identification
Service delivery phase (Weeks 6 – 12)

Inception phase (duration: 3 to 4 weeks)
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) quantitative and qualitative measurements..
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 (duration: 3 to 4 weeks)

Students will devise solution(s) to solve or alleviate the problem(s) identified
in the inception stage. The proposal will be developed under the guidance of
the project supervisors/ course instructors and the beneficiaries will be
consulted during the process to ensure the proposal is technically sound and
with due consideration of the needs of the beneficiaries.
Completion phase (Week 13)

The final project report will be submitted to the community partner for
consideration of implementation/ adoption. Students will communicate their
findings and suggestions to the beneficiaries or local residents through an
exhibition/a talk. Moreover, there will be a wrap-up session to share the
service learning experience among different student groups.
Students need to discuss with the community partner and the beneficiaries on
the exact schedule of activities involved in the service project. Students may
need to work on the service project in the evenings or weekend.
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5. Reflective journals, final reflective report, and wrap-up session
Students are required to write reflective journals during and after service to
critically reflect on various stages service delivery. The wrap-up session
summarizes students' learning and service experience of the project and it is
shared with other student groups.
Assessment Methods
a b c d e
1. Coursework in e-learning 10%   
module , discipline-
specific and project-
specific sessions
(individual)
2. Pre-service case study and 5%   
inception plan (group)
3. Project report (15%) and 25%     
presentation (10%) (group)
4. Performance during service 15%   
delivery (individual 10% &
group 5%)
5. Wrap-up session (group) 5%     
6. Two reflective journals 40%     
(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).
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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 session 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).
6. Students will write reflective journals during and after the service project to
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.
Student Study Effort e-Learning Module 10 Hrs.

Expected
Class contact:
 Discipline- or project-specific sessions 12 Hrs.
 Project meetings and wrap-up session 16 Hrs.
 Readings, self-study, and planning and preparation
16 Hrs.
for the service project
 Service delivery 40 Hrs.
Reflection and review 28 Hrs.
Reading List and Required Readings:
References 1. World Health Organization. (2007). Global Age-friendly Cities: A
Guide.
2. World Health Organization. (2015). Measuring the age-friendliness of
cities: a guide to using core indicators.
References:
1. Cress, C.M., Collier, P.J., Reitenauer, V.L., & Associates. (2005).
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.
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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.
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Year 4
Semester I
CSE48404 Design Project for Civil Engineers A110
CSE49405 Individual Project for Civil Engineering A112
CAR Subject 4 (Cluster Area D)
Elective Subjects (choice of any two)
CSE40407 Design of Transport Infrastructure A114
CSE40411 Rock Engineering A117
CSE40420 Applied Fluid Mechanics A119
CSE40432 Solid and Hazardous Waste Control A121
CSE49400 Advanced Structural Design A124
Semester II
CSE49405 Individual Project for Civil Engineering A112
CSE40419 Engineers in Society A126
Elective Subjects (choice of any two)
CSE40408 Traffic Surveys and Transport Planning A128
CSE40410 Advanced Geotechnical Design A131
CSE40418 Advanced Structural Analysis A134
CSE40422 Infrastructure Management A137
CSE40461 Water and Wastewater Treatment A140
Techniques for Civil Engineering
A109

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 Exclusion: CSE404 Design Project, CSE49404 Design Project
Exclusion CSE404 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. utilize the techniques, skills, and modern engineering tools necessary for
engineering practice to meet desired needs within realistic constraints;
9. 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 solutions
Indicative Syllabus to a large scale civil engineering problem, appraisal of the feasible schemes and
then recommend the selected scheme with rationale and justification. For
example, a link is required to connect two places within an area where ground
conditions and difficulties of access are apparent. Students may be required to
examine the feasibility of various proposed elevated road crossing schemes and
explain with acceptable reasons for the finally chosen scheme. Students would
also consider the construction techniques, the scheduling and management of the
construction phase of the project and costs.
A110
Teaching/Learning The project will last for one semester. In general, students will work in group and
Methodology are expected to have 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:

- design appraisal of distinct and viable schemes with appropriate
sketches / drawings and calculations;
- scheme selection with justifications;
- preparation of design calculations to establish the size and form of
typical and critical structural elements including the foundation for the
selected scheme and
- preparation of general arrangement drawings / structural framing
including sufficient plans, elevations, sections and typical and critical
structural details for estimating purposes.
- compilation of design reports
Supervision
Students are supervised by both academic staff and visiting lecturers. The
visiting lecturers are experienced practicing engineers and will contribute to
formulate real-life construction projects that are based on real engineering
problems and bring in up-to-date practical engineering knowledge.
Assessment Methods
1 2 3 4 5 6 7 8 9
#
1. Project √ √ √ √ √ √ √ √ √
50
Presentation
##
2. Project Report 50 √ √ √ √ √ √ √ √ √
Total 100 %
Notes:
#
Project Presentation:
consultation meetings, presentation for schematic design and presentation
for preliminary design.
##
Project Report:
report on schematic design and report on preliminary design.

Expected
 Consultation Meetings 34.5 Hrs.
 Project Presentation and Feedback 4.5 Hrs.
 Self Study and Project Works 117 Hrs.
Reading List and To be provided by the project supervisors.
References
A111

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 appropriate
Indicative Syllabus 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
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.
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Assessment Methods
a b c d e f g h
1.Project Report 85 √ √ √ √ √ √ √
2. Oral 15 √ √ √
√ √ √
Presentation
Total 100 %

Expected
 Laboratory and /or other related works 78 Hrs.
Other student study effort: 78 Hrs.
Reading List and To be provided by the project supervisors.
References
A113
Subject Title Design of Transport Infrastructure
Credit Value 3
Level 4
Pre-requisite/ Pre-requisites: CSE304 / CSE312 / CSE30312
Co-requisite/
Exclusion For TSE Students (41081 and 41481): EE2029B, CSE292 / CSE30292 and
CSE312 / CSE30312
Exclusion: CSE407
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.
A114
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 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 in Specific assessment % Intended subject learning outcomes to
Alignment with methods/tasks weighting be assessed
Intended Learning a b c d e f g
Outcomes 1. Project
20%      
Assignment/ Quizzes
2. Laboratory reports 20%    
3. Final Examination 60%    
Total 100%

the overall result.

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
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alternative designs and construction methods. 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.
The examination will help students consolidate knowledge learnt in lectures

and tutorials and thus achieving intended learning outcomes a, b, d and g.
Effort Expected
 Laboratory sessions 7 Hrs.
 Completion of project assignment/Lab reports 26 Hrs.
Reading List and 1. Roess R. P., Prassas E.S., and McShane W.R., Traffic Engineering, 4th
References Edition, Pearson, 2011.
2. Mallick R.B. and Korchi T.E., Pavement Engineering: principles and
practice, CRC Press, 2009.
3. Ashford Norman., Airport Engineering: planning, design and development
of 21st century airports, Wiley, 2011, 4th edition.
4. 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.
5. Watson, J., Highway Construction & Maintenance, Longman Scientific &
Technical, 1994.
6. Wright, P., Highway Engineering-sixth edition, John Wiley & Sons, 2004.
7. Transport Planning Design Manual, Transport Department, HKSARG.
8. http://www.hyd.gov.hk/eng/public/publications/index.htm
9. http://www.hk2030.gov.hk/
A116

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 weeks )
Indicative Syllabus 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
different geological condition of rock mass for design and construction of
underground excavation; stresses around the excavation; rock support
systems.
the basic principles and familiarize themselves with basic instruments.
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in Alignment with methods/tasks weighting outcomes to be assessed (Please
Intended Learning tick as appropriate)
Outcomes a b c d e
(1) Tutorial 10
assignments, lab     
reports
(2) Mid-term test 20   
(3) Final 70
   
examination
Total 100 %

the overall result.

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).
Expected
 Laboratory Sessions 7.5 Hrs.
 Mid-Term Test 1.5 Hrs.
 Completion of Assignments/ Lab Report 26 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
A118

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
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
the basic principles and familiarize themselves with basic instruments.
A119
Assessment Methods
a b c d e f
1. Homework, 30      
quizzes, laboratory
reports and mid-term
tests
2. Final Examination 70    
Total 100 %


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.
Expected
 Laboratories 7 Hrs.
 Homework and self-study 78 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/
A120

Subject Title Solid and Hazardous Waste Control
Credit Value 3
Level 4
Pre-requisites Pre-requisites:
CSE337 Water and Waste Management 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
a) Able to apply the fundamentals of applied science to formulate
effective solutions for solid and hazardous waste management
problem;
b) Able to exercise professional judgement in the assessment and
evaluation of alternative solid and hazardous waste management
options;
c) Able to present waste minimization ideas and arguments in formal
presentations and informal discussions;
d) Able to function effectively and take responsibility in group
projects;
e) Have the broad education necessary to understand the impact of waste
management on the global and Hong Kong community.
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.
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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 team 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.
Assessment Methods
Outcomes a b c d e
(1) Continuous 30
    
assessment
(2) Final 70
    
Examination
Total 100
the overall result.
The students will be assessed with two components, i.e. (1) assignments,
laboratory reports, and a team project, and (2) a final examination at the end
of the semester.
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Student Study
Class contact:
Effort Expected
 Lectures 26 Hrs.
 Tutorials/Laboratory 13 Hrs.
 Reading references and self study 39 Hrs.
 Project 26 Hrs.
 Assignment(s) and lab report(s) 13 Hr.
Reading List and Michael, D. LaGrega et. al., Hazardous Waste Management, 2nd Ed.,
References 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.
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,
1999.
LaGrega M., Buckingham, P. & Evans, J., ERM, Hazardous Waste

Management, 2nd Ed., McGraw Hill, 2000.
McBean, E.A., Rovers, F.A. & Farguhar, G.J., Solid Waste Landfill
Engineering and Design, Prentice Hall, 1994.
Pfeffer., J.T., Solid Waste Management Engineering, Prentice Hall, 1992.
http://www.ped.gov.hk
A123

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
CSE30311 Design of Steel Structures
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 built 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.
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Tutorials will also be conducted to reinforce the lectures and to promote
critical thinking.
Assessment Methods
a b c d e f
1. Continuous 30 √
√ √ √ √ √
assessment
2. Final 70
√ √ √
examination
Total 100 %
Students must attain at least grade D in both continuous assessment

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

Students will be assessed with the following components: continuous

assessment and an examination to meet the intended learning outcomes.

Expected
 Continuous assessment 78 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.
A125

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.
Assessment Specific assessment % Intended subject learning
Methods in methods/tasks weight outcomes to be assessed
Alignment with ing a b c d e
Intended Learning 1. Assignments 20 √ √ √ √ √
Outcomes 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.
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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
assignments and case study reports.
Effort Required
 Lecture 26 Hrs.
 Case study reports 13 Hrs.
Reading List and 1. V. Bermingham, Tort in a Nutshell, Sweet & Maxwell, 6th Edition, 2002.
References 2. J.T. Bockrath, Contracts and the Legal Environment for Engineers & Architects,
6th edition, McGraw Hill, 2000.
3. 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. For Environmental Laws
- EPD, (2015), A Concise Guide to the Air Pollution Control Ordinance.
- EPD, (2017), A Concise Guide to the Noise Control Ordinance.
- EPD, (2003), Training Manual for the EIA Mechanism.
- https://www.epd.gov.hk/epd/english/laws_regulations/envir_legislation/la
ws_overview.html
6. For Sustainable Development

- HKSAR Government, (2005), A First Sustainable Development Strategy
for Hong Kong.
- Blewitt, John, Understanding sustainable development.
Abingdon, Oxon : Routledge 2015 Second edition.
- Planning Department, The Study on Sustainable Development for the 21st
Century in Hong Kong.
- United Nations, (2015), The Paris Agreement.
7. Halsbury’s Laws of Hong Kong – Building & Construction.
A127

Subject Title Traffic Surveys and Transport Planning
Credit Value 3
Level 4
Pre-requisite/ Pre-requisites: CSE304 / CSE312 / CSE30312
Co-requisite/
Exclusion For TSE students (41081 and 41481): EE2029B, CSE292 / CSE30292 and CSE390 /
CSE30390
Exclusion: CSE408
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
classification, multiple regression analysis, category analysis, Bayesian update of
trip rate. Trip distribution; the Furness method; the gravity model. Modal split;
A128
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
Alignment with methods/tasks weighting to be assessed
Intended Learning a b c d e f
Outcomes 1. Assignments and Lab 20%
   
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 intended learning
A129
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.

Effort Expected
 Tutorials 9Hrs.
 Reading and studying 39Hrs.
 Completion of Assignments/Lab Reports 39Hrs.
Total student study effort 123Hrs.
References 1. Ortuzar, J.D and Willumsen, L.G. “Modelling Transport” 3rd Edition, Wiley, 2001.
2. Taylor, M.A.P, Young, W. and Bonsall, P.W., “Understanding Traffic Systems:
Data, Presentation and Analysis”, Avebury Technical Books: Aldershot, 1996.
3. Norbert Oppenheim, “Urban Travel Demand Modelling”, John Wiley & Sons. Inc.,
1995.
4. Michael J. Burton, "Introduction to Transportation Planning", 3rd Edition,
Hutchinson & Co. (Publishers) Ltd., 1985.
Reference Textbooks
1. D.A. Hensher and K.J. Button, “Handbook of Transport Modelling”, Elsevier
Science, 2007.
2. P. Stopher and C. Stecher, “Travel survey methods: quality and future directions”,
Elsevier, 2006.
3. C.S. Papacosta and P.D. Prevedouros, “Transportation Engineering and Planning”,
Pearson Prentice Hall, 2005.
4. J.D. Fricker and R.K. Whitford, “Fundamentals of Transportation Engineering: A
Multimodal Systems Approach”, Pearson Prentice Hall, 2004.
5. E. Cascetta, “Transportation Systems Engineering: Theory and Methods”, Springer,
2001.
6. C.A. O’Flaherty, “Transport Planning and Traffic Engineering” 4th Edition,
Butterworth-Heinemann, 1996.
7. Yosef Sheffi, “Urban Transportation Networks”, Prentice Hall, Inc., 1985.
8. http://www.td.gov.hk/en/publications_and_press_releases/publications/index.html
9. http://www.hk2030.gov.hk/
A130

Subject Title Advanced Geotechnical Design
Credit Value 3
Level 4
Pre-requisites / Pre-requisites:
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.
understanding from lectures.
A131
Assessment Methods
a b c d
(1) Assignments 15 √ √ √ √
(2) Mid-term Test(s) 15 √ √ √
(3) Final Examination 70 √ √ √ √
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.
Expected
 Tutorials / Laboratory 13 Hrs.
 Completion of Assignments 26 Hrs.
Reference List Bowles, Joseph E. (1997). Foundation Analysis and Design. 5th Edition.
Publisher: McGraw-Hill Higher Education.
Das, Baraja M. (2018). Principles of Foundation Engineering. 8th
International Edition. Publisher: Cengage Learning.
Feng, W.Q. and JH Yin (2017). A New Simplified Hypothesis B Method for
Calculating Consolidation Settlements of Double Soil Layers Exhibiting
Creep. International Journal for Numerical and Analytical Methods in
Geomechanics, 41, 899–917.
Geotechnical Engineering Office (1996). Pile Design and Construction.
GEO Publication No.1/2006, Civil Engineering and Development,
HKSARG.
Pandolph, M.F. (1977). A Theoretical Study of the Performance of Piles.
PhD Thesis, University of Cambridge.
Pandolph, M.F. and Wroth, C.P. (1978). Analysis of Vertically Loaded
Piles. J. Geotech. Enggin. Div. ASCE, 104(GT12), 1465-1488.
A132
Pandolph, M.F. and Wroth, C.P. (1979). An Analysis of the Vertical
Deformation of Pile Groups. Geotechnique 29(4), 423-439.
Poulos, H. G. and E. H. Davis (1980). Pile Foundation Analysis and Design.
Publisher: John Wiley and Sons.
Reese, Lymon C., Reese, William F. Van Impe (2001). Single Piles and
Pile Groups under Lateral Loading. Publisher: Taylor &
Francis/Balkema.
Yin, JH and Feng. WQ (2017). A New Simplified Method and Its Verification
for Calculation of Consolidation Settlement of a Clayey Soil with Creep.
Canadian Geotechnical Journal, Can. Geotech. J. 54(3), 333–347.
A133

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.
A134
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
in Alignment with Specific % Intended subject learning outcomes to
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.
Expected
 Laboratory Reports 16 Hrs.
 Self-Reading 38 Hrs.
A135
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.
A136

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 including Building Information
Modelling (BIM) 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 with BIM (1 week)

Analysis of the typical life-cycles of civil infrastructure systems using
BIM and introduction to the concepts and techniques of asset
management.
4. Infrastructure Performance Prediction (2 weeks)

Performance prediction of infrastructure system through stochastic
techniques.
A137
5. Infrastructure Performance Monitoring, Maintenance and Rehabilitation
(1.5 weeks)
Techniques for monitoring the performance of built infrastructures 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 provide
Methodology 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).
The examination will help students consolidate knowledge learnt in

lectures and tutorials and thus achieving intended learning outcomes of (i)
to (vi).
A138
Expected
Reading List and “Engineering Economic Analysis” by Donald G. Newnan, Ted G.
References Eschenbach, and Jerome P. Lavelle, Oxford University Press; 13th edition,
2017.
“BIM Handbook: A Guide to Building Information Modeling for Owners,

Managers, Designers, Engineers, and Contractors,” by Chuck Eastman,
Paul Teicholz, Rafael Sacks, and Kathleen Liston, WILEY; 2 nd edition,
2011.
“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.
A139

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)
A140
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.
Expected
 Reading and Studying 45 Hrs.
 Completion of Assignment/Design
40 Hrs.
project/Lab. Reports.
A141
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.
A142
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
ELC1011 Practical English for University Studies I
CBS1104C / CBS1104P University Chinese I
APSS1L01 Tomorrow’s Leaders I I I I
ELC1012 English for University Studies IR
AMA1130 Calculus for Engineers IR I
Year 1
CSE20308 Construction Materials IR IR I I

CSE30312 Transportation and Highway Engineering RA RA RA R R
IC2116 IC Training for DG in Civil Engineering IR IR IR
Healthy Lifestyle
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
CSE30307 Soil Mechanics for Civil Engineering RA RA R R
Year 2
COMP1011 Programming Fundamentals I I I

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
A143
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
CSE30306 Hydraulics and Hydrology RA RA R R
CSE30331 Air and Noise Pollution Studies for Civil Engineering RA R R R
Year 3
CSE39300 Analytical and Quantitative Methods for Civil Engineers RA RA RA

CSE30310 Design of Concrete Structures RA RA RA R R RA
CSE30337 Water and Waste Management RA R R R
CSE40403 Geotechnical Design RA RA R R RA
Service-learning subject R R RA
CSE30323 Summer Training R RA R RA R
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
CAR Subject 4 (Science, Technology and Environment) IR IR IR
CSE40407 Design of Transport Infrastructure RA RA R R
CSE40411 Rock Engineering RA RA R R
CSE40420 Applied Fluid Mechanics RA RA R R
CSE40432 Solid and Hazardous Waste Control RA RA R R
Year 4
CSE49400 Advanced Structural Design RA RA R

CSE40419 Engineers in Society R RA R RA RA
CSE40408 Traffic Surveys and Transport Planning RA RA R R
CSE40410 Advanced Geotechnical Design RA RA
CSE40418 Advanced Structural Analysis RA RA R
CSE40422 Infrastructure Management RA RA R R R R
CSE40461 Water and Wastewater Treatment Techniques for Civil
RA RA R R
Engineering
A144

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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. Aims and Outcomes of the Programme 2

5. Programme Contents, Subject Registration and Student Exchange 5

6. Teaching and Learning Methods 25

7. Assessment, Progression and Awards 25

This programme has the following features:

2. GENERAL PROGRAMME INFORMATION

2.1 Academic Award

2.2 Professional Accreditation

2.4 Medium of Instruction

3. AIMS AND OUTCOMES OF THE PROGRAMME

1. an ability to apply the fundamentals of applied science, mathematics, ands statistical

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;

Institutional learning outcome (ILOs) are:

4.1 For Year 1

Other Preferred Subject(s)

For Entry with other Qualifications

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

4.2 For Senior Year Intake

5. PROGRAMME CONTENTS, SUBEJCT REGISTRATION AND STUDENT

5.1 General University Requirements (GUR)

5.1.2 Cluster Area Requirements (CAR)

CAR A Human Nature, Relations and Development (HRD)

GUR types A to K represent cluster area(s) as below

GUR Type The Subject will fulfill

The Department offers the following CAR subjects :

CSE1B01W Transport and Society

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

5.1.6 Healthy Lifestyle

More details can be found at https://www.polyu.edu.hk/ogur/GURSubjects/HLS.php.

5.2 Discipline Specific Requirements (DSR)

5.2.1 Core Studies

Environmental engineering concerns the application of scientific principles and engineering

Construction & Transportation

Subjects in construction comprise construction materials and construction management. An

5.2.2 Design Project

5.2.3 Individual Project

5.2.4 Industrial Centre Training

5.2.5 Work-Integrated Education

a. Expose students to civil engineering projects in practice;

Assessment of summer training is based on:

5.2.6 Stream of Structural Engineering

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

5.6 Study Load

Table 1: Year One Curriculum

Assessment Weighting Total Total

ptc: Practical training credit