Environmental & Civil Engineering at Queen’s concerns the planning, design, sustainability and management of our society’s infrastructure. It is a broad discipline taught by staff engaged in high quality industry-linked research rooted in environmental impact considerations. Fields of study include structures, foundations, water engineering and project management. You’ll be tackling some of the biggest challenges of the modern world, such as achieving sustainable living in an increasingly urbanised society. As the demands on resources like water, energy and land increase, there is a strong need for qualified Environmental & Civil Engineers with the relevant technical skills but who also possess an ethical awareness of the social and environmental context of their work.
The programme produces engineering graduates equipped for professional roles in industry, the professions and public service. It meets the requirements of the Engineering Council's UK-SPEC for MEng degrees and the QAA Engineering Benchmark Statement as part of the academic requirements for Chartered Engineer status.
Civil Engineering also ranks Joint 9th in the UK for Graduate Prospects (Complete University Guide 2021).
Environmental and Civil Engineering highlights
Professional Accreditations
Civil Engineering at Queens is an Academic Partner of the Institution of Civil Engineers and we have one of the highest graduate employment rates in the Russell Group of Universities. www.ice.org.uk
This degree is accredited by the Joint Board of Moderators (JBM) comprising the Institution of Civil Engineers, Institution of Structural Engineers, Institute of Highway Engineers, the Chartered Institution of Highways and Transportation and the Permanent Way Institution on behalf of the Engineering Council for the purposes of fully meeting the academic requirement for registration as an Incorporated Engineer (IEng) and partially meeting the academic requirement for registration as a Chartered Engineer (CEng). Candidates must hold a masters or doctorate accredited as further learning for CEng to hold accredited qualifications for CEng registration. See www.jbm.org.uk details of Further Learning programmes for CEng. www.jbm.org.uk
Career Development
All of our Civil Engineering degrees come with the option of a placement year in industry. You can spend up to 12 months getting hands on experience of a real engineering environment with a relevant company. Students have gained work placements with organisations such as Arup, AECOM, Design ID, WYG, Mott MacDonald, Jacobs, Keystone, McLaughlin & Harvey, Farrans, Graham and BSG Civil Engineering.
Industry Links
Our strong links with employers gives you access to a range of opportunities, for example the opportunity for sponsorship through the national QUEST Scholarship Scheme. We also have an extensive Civil Engineering Advisory Panel, which includes members from the major employers.
Student Experience
Our pathway options offer you the flexibility to choose the right direction for your future career and include Civil/Environmental/Structural Engineering with a Year in Industry, which incorporates a placement year with a top employer.
There are further opportunities to work or study abroad through the International Association for the Exchange of Students for Technical Experience (IAESTE).
Internationally Renowned Experts
Queen’s is a leader in civil engineering research, and our
exceptional teaching is informed by the latest research into global challenges like environmentally sustainable urban development and prosperity, and technological innovation. You’ll learn from staff and guest lecturers who are engaged in international, award winning research and practice. https://www.qub.ac.uk/schools/NBE/Disciplines/civil-and-structural-engineering/
Student Testimonials
I am from Lancaster, England and have been at Queens studying Civil Engineering for the past 3 years. At university, my passion for civil engineering has continually grown, owing to the unwavering support from lecturers and the interesting projects we have been exposed to. The knowledge and transferable skills I have gained from Queens University helped me to easily adjust to working life at my industrial placement that I am currently completing at AECOM.
Philippa Thiele
Civil Engineering MEng https://aecom.com/
This degree is designed to provide students with a good basis for a professional career as a chartered Civil Engineer working with environmental scientists and geologists. Emphasis is placed on the practical application of theory through design and laboratory work. The degrees contain an element of choice, but all students are required to take courses which will equip them with the technical, management and professional skills needed for a career in environmental and civil engineering.
Stage 1
Students study the fundamentals of civil engineering theory and practice. This forms the transition from the basic mathematics and sciences studied at secondary level to engineering applications.
Stage 1 courses provide a foundation in engineering mathematics, construction materials, fluids mechanics, structural behaviour, surveying, and engineering design.
Stage 2
This is a very important year of study, when the major knowledge of civil engineering subjects and their application within design are developed.
Students following the sandwich degree will take an Industrial Placement Year between Stages 2 and 3, or between Stage 3 and 4.
Stage 2 courses develop students’ understanding of the core areas of geotechnics, structures, mathematics, and design. Students specialise in civil engineering by taking hydraulics and highways.
Stage 3
Theory is now applied in a professional context. Students are introduced to water treatment and management and economics within the civil engineering profession. All students undertake a major individual research project.
Stage 3 courses extend students’ understanding of the core areas of geotechnics, structures, construction management and design. Students specialise in civil engineering by taking hydraulics.
Stage 4
The MEng is an Integrated Masters programme, so Stage 4 is set at Masters level. In this year students develop knowledge of environmental and business management. They work in teams on large integrated designs, which form a substantial part of their studies. Students also broaden their knowledge by a wide choice of environmental engineering modules while being required to take relevant core civil engineering subjects to advanced level.
Stage 4 courses focus on design, construction management, and environmental impact assessment.
0 (hours maximum) Typically 15 hours studying and revising in your own time each week, including some guided study using handouts, online activities etc.
Medium Group Teaching
0 (hours maximum) Typically 5 hours of practical classes, workshops or seminars each week.
Small Group Teaching/Personal Tutorial
0 (hours maximum) Typically 5 hours of tutorials (or later, project supervision) each week.
Large Group Teaching
0 (hours maximum) Typically 15 hours of lectures.
Learning and Teaching
At Queen’s, we aim to deliver a high quality learning environment that embeds intellectual curiosity, innovation and best practice in learning, teaching and student support to enable student to achieve their full academic potential.
In Civil Engineering we do this by providing a range of learning experiences which enable our students to engage with subject experts, develop attributes and perspectives that will equip them for life and work in a global society and make use of innovative technologies and a world class library that enhances their development as independent, lifelong learners. Examples of the opportunities provided for learning on this course are:
E-Learning technologies
Information associated with lectures and assignments is often communicated via a Virtual Learning Environment (VLE) called Canvas. A range of e-learning experiences are also embedded in the degree through, for example: interactive group workshops in a flexible learning space; IT and statistics modules; podcasts and interactive web-based learning activities; opportunities to use specialist IT programmes associated with design in practicals and project- based work etc.
Lectures
Introduce basic information about new topics as a starting point for further self-directed private study/reading. Lectures also provide opportunities to ask questions, gain some feedback and advice on assessments (normally delivered in large groups to all year group peers).
Personal Tutor
Undergraduates are allocated a Personal Tutor during Stage 1 and 2 who meets with them on several occasions during the year to support their academic development.
Practicals
Where you will have opportunities to develop technical skills and apply theoretical principles to real-life or practical contexts. You will be expected to attend a number of practicals per week depending on your year of study. These are designed to reinforce the core subjects you are studying.
Self-directed study
This is an essential part of life as a Queen’s student when important private reading, engagement with e-learning resources, reflection on feedback to date and assignment research and preparation work is carried out.
Seminars/tutorials
Significant amounts of teaching are carried out in small groups (typically 10-20 students). These provide an opportunity for students to engage with academic staff who have specialist knowledge of the topic, to ask questions of them and to assess their own progress and understanding with the support of peers. You should also expect to make presentations and other contributions to these groups.
Supervised projects
In final year, you will be expected to carry out a significant piece of research on a topic or practical methodology that you have chosen. You will receive support from a supervisor who will guide you in terms of how to carry out your research and will provide feedback to you on at least 2 occasions during the write up stage.
Work placements
Students may opt to undertake a vacation work-placement after Stage 2. This is a significant learning and employability enhancement opportunity and is accredited by the University.
Assessment
Details of assessments associated with this course are outlined below:
The way in which you are assessed will vary according to the Learning objectives of each module. Some modules are assessed solely through project work or written assignments. Others are assessed through a combination of coursework and end of semester examinations. Details of how each module is assessed are shown in the Student Handbook which is provided to all students during their first year induction.
Feedback
As students progress through their course at Queen’s they will receive general and specific feedback about their work from a variety of sources including lecturers, module co-ordinators, placement supervisors, personal tutors, advisers of study and peers. University students are expected to take a greater role in reflecting on this and taking the initiative in continuously improving the quality of their work. Feedback may be provided in a variety of forms including:
Feedback provided via formal written comments and marks relating to work that you, as an individual or as part of a group, have submitted.
Face to face comment. This may include occasions when you make use of the lecturers’ advertised “office hours” to help you to address a specific query.
Placement employer comments or references
Online or emailed comment
General comments or question and answer opportunities at the end of a lecture, seminar or tutorial.
Pre-submission advice regarding the standards you should aim for and common pitfalls to avoid. In some instances, this may be provided in the form of model answers or exemplars which you can review in your own time.
Feedback and outcomes from practical classes.
Comment and guidance provided by staff from specialist support services such as, Careers, Employability and Skills or the Learning Development Service.
Once you have reviewed your feedback, you will be encouraged to identify and implement further improvements to the quality of your work.
The information below is intended as an example only, featuring module details for the current year of study (2024/25). Modules are reviewed on an annual basis and may be subject to future changes – revised details will be published through Programme Specifications ahead of each academic year.
Polynomials; the exponential and log functions and their rules; trigonometric functions; hyperbolic functions; non-linear functions; complex numbers; differentiation; derivatives in mathematical modelling; approximation; Taylor's series; minimisation; integration as the anti-derivative; techniques of integration; numerical integration; finding areas; finding moments; finding second moments of areas.
Ordinary Differential Equations; Introduction to linear algebra: Matrices and Determinants; Vectors; Introduction to Statistics.
Learning Outcomes
• This course seeks to cover engineering mathematics topics that are deemed to be essential to a professional engineer.
• This is an objective that is shared between both semesters, however the emphasis in the first semester being put on basic algebra, functions and calculus while on the second semester focuses on matrices, vectors, ordinary differential equations and statistics.
• The emphasis of the course is to in still the basic knowledge of the topics outlined in the course contents as these have been deemed to be essential to a professional engineer. However, where ever possible, the course will develop an appreciation of the link between mathematics and physical processes.
On completion of the course the student should have developed:
• Their ability for logical thought.
• Be able to express problems in an abstract way.
• Take a problem from physical appreciation to a mathematical representation and through to design outcome.
Skills
• Each of the topics on the course have a specific purpose for the student’s role as an engineer and the core subject-specific skills gained by the student will be the ability to fulfil the engineering role intended in the course curriculum.
• Throughout the course the student is expected to work on develop their numeracy and problem solving skills.
The course will enhance the following skills:
• All the topics in the course are intended to be used by the student in other courses and ultimately in their professional career.
• Improve the student’s ability to solve problems concerning physical systems and engineering using mathematics.
• Developed an appreciation of the link between mathematics and physical processes.
This course introduces common materials used in the construction industry and soil behaviour. It deals with the constituents, manufacture, chemistry, properties and applications of these materials.
The course also introduces the environmental impacts of construction materials through a discussion on the principles of green specification and the assessment of embodied energy and carbon footprint.
The geotechnics part of this module begins with understanding Engineering Geology and subsequently progresses through some basic theories and geotechnical analysis.
Learning Outcomes
On completion of the course you should:
a) be familiar with the common construction materials;
b) have some knowledge of the use and limitations of the materials;
c) understand the role of environmental impact assessment calculations and green specification in the selection of building materials for civil engineering structures;
d) know how soils were formed, the identification of soils and rock minerals and their classification for engineering applications;
e) be able to determine the existing stresses in the ground and any changes in them due to construction in short term and long term.
On completion of the course you should:
a) understand some common theories developed to allow realistic, safe use of various construction materials;
b) understand the embodied energies in different materials and the environmental impact in manufacturing them;
c) understand sustainability issues of materials during the whole life from extraction to application in construction to reuse/recycling at the end of life of the structure;
d) have skills and abilities in understanding the basic characteristics of soils when they are used as construction material or construction on them;
e) be able to relate the identification and classification of soils to “potential real behaviour of soils”.
Skills
On completion of the course you should be able to:
a) discuss the major applications of common construction materials;
b) identify the advantages and disadvantages of common construction materials;
c) identify the ranges of the main properties of common construction materials;
d) describe the implications of construction on ground and how they alter the stresses in the ground and therefore the potential consequences in qualitative manner;
e) demonstrate the basis for effective selection of competing alternative materials using life cycle analysis and carbon footprint calculations of civil engineering works.
The course will enhance the ability to:
a) learn independently;
b) work in groups in practical lab environments, including H&S awareness;
c) demonstrate presentation and communication skills;
d) undertake independent research;
e) demonstrate awareness of resource efficiency and sustainability in construction practice.
The topics covered in this course will help students to understand and analyse the behaviour of some of the most common types of structures.
The course covers: free body diagrams; equilibrium equations; statically determinate systems; method of joints and method of sections; concept of stress and strain; axial and shear force and bending moment diagrams; theory of bending and torsion; principle stresses; design of single reinforced RC beams, loading capacities of structural beams.
Learning Outcomes
• Demonstrate knowledge and understanding of the essential concepts, theories and principles underlying the mechanics of solid bodies and Euler–Bernoulli beam theory.
• Understand the effect of cross sectional shape on the bending and torsional capacity of structural members.
• Understand the different failure modes of under-reinforced and over-reinforced concrete beams.
• Understand the elastic and plastic moment capacities of steel beams.
• Idealize real world structures by making appropriate simplifying assumptions;
• Apply elementary principles of mechanics to determine stresses and deformations arising in structures;
Skills
• Analyse and solve statically determinate structures
• Draw axial force, shear force and bending moment diagrams of beams and frames
• Design/analyse a steel/timber beam
• Determine the area of steel in singly reinforced concrete beam sections
• Determine principal stresses
• Analyse torsional problems
On completion of the course you should be able to:
• Report results of an experimental investigation in a systematic manner and discuss practical implications of the findings.
This course is concerned with the understanding and application of basic surveying and measurement techniques and the use of total stations to carry out engineering works. The course covers:
• Coordinate systems, maps and plans
• Instrument errors
• Linear measurement methods
• Levelling techniques
• Basic surveying techniques using theodolite
• Open and closed traversing
• Setting out of construction works
• Surveying techniques using total station
• Setting out and measurement of earthworks
• Survey of existing structures
• Setting out of circular, transition and vertical curves
Learning Outcomes
On completion of the course you should be able to:
• Understand how to read a basic plan
• Understand the principles and applications of levels, theodolites and total stations
• Have an appreciation of instrumental errors and how to account for these
• Understand how to carry out control surveys and basic construction setting out
On completion of the course you should be able to:
• explain standard engineering surveying techniques
• explain the principles and roles of errors and error control in surveying measurement; and
• explain the appropriate surveying methods for: a) dimensional control of engineering works; b) topographic surveying
Skills
You should be able to:
• Set up and use a level, a theodolite and a total station
• Determine volumes associated with cuttings and embankments
• Provide plan and elevation control of engineering works
• Use surveying methods for: a) dimensional control of engineering works; b) topographic surveying
The module will enhance the following skills:
• Working within a team environment
• Problem solving
• The module will enhance the following skills:
• Working within a team environment
• Problem solving
• Logical thinking
This module provides the students with an initial introduction to the design process as well as starts to build the communications skills necessary to communicate their work/ideas to others in the form of written reports and oral presentations. Engineering drawing as it pertains to both the creative process of design, and communicating the final design to others is given specific emphasis in the first semester. The second semester focuses more on the creative process of design and communicating the ideas developed. The importance of health and safety to the design process and to civil engineering more widely is addressed in the disasters and hazards group exercise in semester 2 project week.
This module introduces the students to engineering drawing and the tools that can be used to produce various drawings. The course includes content on, sketching, hand drawing and CAD. The content is listed below
For hand drawing: layout, title block, perspective drawing and projections. Particular emphasis is placed on developing the student skills in effectively communicating the 3D objects they are designing via drawings. For CAD drawing: layout, dimensions, structural joints, foundation details, column details, 3D drawing. For sketching: students are introduced to using one and two point perspective for sketching.
In the second semester students are introduced to the design process; structural forms and structural idealisation; load paths; three-dimensional behaviour and general stability; behaviour of compression members; truss behaviour; truss connections; structural engineering in practice. In particular the students will design and build a timber footbridge and subsequently give a presentation on their project. In a separate exercise students are required to present their ideas/designs (to satisfy a given brief) via a written report
Learning Outcomes
On completion of the course you should be able to have the knowledge and understanding of:
how the general design process works.
the practical considerations for design.
the basic principles of structural design.
The principles of engineering drawing.
Successful completion of the course will lead to the following Knowledge and understanding of:
• the basic principles of technical report writing
• the key elements of oral presentations
On completion of the course you should be able to:
• Conceptualise engineering structures and convert them to hand/CAD drawing
• Read CAD drawings
On the completion of the course you should be able to:
• Produce basic hand drawing with essential information such as dimensions and lettering
• Produce basic conceptual view of engineering structure using recognised sketching techniques
• Produce a detailed CAD drawing involving various aspects of engineering structure
• Produce detailed CAD drawing from written instructions.
On completion of the course you should be able to:
appreciate the fundamental principle behind selected structures designs.
demonstrate creative and innovative ability in design
Communicate your designs/ideas via oral presentation and written report
Skills
On the completion of the course you should be able to:
• Demonstrate competence in CAD drawing
• Demonstrate competence in hand drawing
On completion of the course you should be able to:
construct different types of structural models
recognise the effects of applied loading on different structural forms.
understand the structural assembly process.
draw the load paths for simple structures.
ability to apply design principals to structural systems
begin to have an understanding of the Health & Safety implications of engineering works
The course will enhance the following skills:
the ability to learn independently;
the ability to apply knowledge to engineering design
The course will enhance the following skills:
design and construction skills developed from the assignments.
group working through the practical assignments
observe and investigate independently
report writing and oral presentation
The course introduces the application of fluid mechanics to the solution of civil engineering problems in hydrostatic and hydrodynamic situations, and build on this knowledge to cover the analysis and design of pipelines systems.
Course content includes:
Fluid properties; hydrostatics; variation of pressure vertically and horizontally in a fluid; manometers; types of flow; flow visualization; motion of a fluid particle; continuity equation; momentum equation; Bernoulli's equation; energy equation; behavior of real fluids. Laminar / Turbulent flow in pipes including friction and minor loss analysis. Pumps and pump characteristics. They should understand the operation of pumps and their efficiencies. Energy Line Diagrams, type of pipes, joints, cover and bedding.
Learning Outcomes
On completion of the course, apply fluid mechanics to basic civil engineering problems with an understanding of the mathematics necessary for the analysis of flow in pipes. Understand the various types of fluid flow that exist and the principles governing such flow including: the variations in pressures within a fluid, the application of momentum and energy equations and the continuity principle. • determine the flow state that exists for any given situation
• apply basic theory to simple engineering problems;
• calculate forces on submerged bodies;
• apply momentum and energy equations to basic fluid flow problems.
• understand why and where energy is lost in fluid flow
• model and analyze single pipe systems.
Skills
• analyse simple problems in fluid mechanics by applying the fundamental concepts;
• determine the magnitude and direction of forces on partially and fully submerged bodies;
• determine the forces generated by changes in fluid momentum;
• determine energy changes within a flowing fluid.
• design simple pipeline systems
• solve non-routine problems;
• learn independently;
• gather data from laboratory experiments;
• solve some general problems through systematic analysis
Open Channel Free surface flow (types of flow, Manning and Chezy equations, design of sections). Design of water supply pipelines, pipes in parallel and the analysis of pipe networks. Measurement of fluid flow in pipes and channels.
Learning Outcomes
On completion of the course, apply fluid mechanics to basic civil engineering problems with an understanding of the mathematics necessary for the analysis of flow in pipe networks and channels. Understand the various types of fluid flow that exist and the principles governing such flow.
They should be familiar with methods of calculation demands and loadings on pipelines and networks. They should understand the principles of pipe network analysis and sewerage design as well as the practical considerations that must be taken into account in the detailing of sewers and water mains.
You will be able to:
* determine the flow state that will exist for any given situation and the magnitude of that flow
* model and analyse single, parallel and network pipe systems
* understand where and why energy is lost in fluid flow
* determine the loss in energy that will occur within any system
* understand the difference between closed conduit and open surface flow.
* determine the flow that will occur in an open channel system
Skills
.Students completing the module should be able to apply the principles of flow in closed conduits and open channels to the analysis of such systems. Use these principles for basic design purposes. Differentiate between states of flow. Conduct prescribed laboratory experiments and draw conclusions from the results obtained. Calculate the nodal demands placed on pipe networks. They should be able to calculate the flows and pressures in such networks. They should be able to design and detail basic sewerage systems.
The course will enhance the following skills:
* develop solutions for basic hydraulic engineering
* work as part of a team
* Laboratory skill, data presentation
* Manipulate data to provide clearer understanding of a concept.
This course aims to introduce the student to management aspects of civil engineering construction projects. The module also develops competency in coding in a modern programming environment. Topics covered will include:
• management aspects of discrete projects;
• management aspects of the construction process as a whole;
• the general features of construction contracts and an appreciation of the problems commonly encountered;
• management skills and techniques relevant to industry practice;
• the environmental, social, legal and economic context of civil engineering construction;
• an introduction to coding in a modern programme environment.
• data types and variable storage;
• selection statements and loops;
• functions;
• file input and output and graphics; and
• model building and regression.
Learning Outcomes
Students completing the module will have demonstrated:
• an understanding of the construction process, covering scheduling, project finance, legal, construction contracts, and general project management aspects;
• an appreciation of the wider environmental, social, economic and legal context of civil engineering works;
• an ability to express engineering problems in an abstract way with solution strategies broken down in to discrete steps;
• an ability to develop proficient software tools to solve engineering problems.
Skills
Students completing the module will have demonstrated:
• competency in the creation of proficient software tools for the solution of civil engineering problems and displaying the results in a meaningful manner.
Concepts and theories behind site characterisation and engineering geology are combined in this module with reference to the development and maintenance of major pieces of civil engineering infrastructure. The module will contain various aspects of transport planning and environmental impact assessment, which include: the Strategic Environmental Assessment and Environmental Impact Assessment policy contexts, transport policy, highways design principles for route selection, and stakeholder analysis. There will be an introduction to Multi-Criteria Analysis as a general decision making approach to engineering design. The engineering geology will contain: weathering, glacial/post/fluvial glacial processes, rock deformation, rock strength, bedrock and drift geological maps, geological maps and topography, groundwater control in civil engineering applications, and geological conditions affecting slope stability.
Learning Outcomes
You should develop an understanding of the essential design and construction process of highways and highway structures while giving consideration to Geological background d of the location where appropriate. On the completion of the course you should have understanding of:
• Policy context for infrastructure decision making.
• Understanding of stakeholder analysis in infrastructure.
• Introduction to Multi-Criteria Analysis for decision making.
• Integrating geological data into engineering design for safe and economical design
• Surface and subsurface natural processes affecting rock and subsoil properties on geological and human timescales
• Identifying geological hazards that may affect Engineering works and analyse how these may impact on engineering design.
• Awareness of the environmental, social, and economic factors affecting design and an awareness of how they are assessed.
• Awareness of the policy context for Strategic Environmental Assessment, Environmental Impact Asessment, and transport policy.
•
On the completion of the course you should be able to:
• Characterise site impacts of transport infrastructure alternatives.
• Compare proposed transport infrastructure alternatives with the "do-nothing" approach and make recommendations.
• Examine and critically evaluate geological information from diverse backgrounds.
• Apply scientific first principles to make informed judgements based on incomplete information
• Specify critical geological and environmental issues and how they influence engineering design /hazard assessment.
• Synthesis / integrate geological data into wider engineering design.
Skills
• Understand the basis for route selection using the UK Design Manual for Roads and Bridges.
• Demonstrate an understanding of the process for developing an Environmental Impact Assessment for infrastructure works.
• Demonstrate an understanding of the different roles within a multidisciplinary environmental impact assessment team.
• Understand the importance of geology and geological conditions for society.
• Identify critical parameters that influence rock and subsoil strength.
• Appreciate strengths and weaknesses of diverse geoligcal data sources.
• Specify geological data requirements.
• Define techniques for collecting geological data, including appraisal of strengths and weaknesses of various approaches.
• Incorporate geological data into wider Engineering issues.
• Integrate relevant geological issues into Engineering design.
• Sourcing critical datasets.
• Appreciation of relevance of studies from diverse backgrounds.
• Critical appraisal of relevance and quality of information from diverse sources.
• Integrating multidisciplinary data.
• Synthesis of information based on partial/incomplete information using scientific and mathematical principles.
• Apply outcomes of multidisciplinary studies to conceive original designs
• Enhance team working skills.
• Embed sustainable 'thinking' skills
• Develop solutions from initial ideas.
• Problem solving, independent learning
• Developing the principles of systematic design and analysis
The content of this module focuses on developing students Communication skills (mainly Semester 1) and also on developing their skills in Engineering design (mainly semester 2).
On the communication side the module focuses on developing student’s communications skills, in particular the development of professional communication skills necessary for a career in the Civil Engineering profession. The course content includes: personal transferable skills for job applications, e.g. drafting effective CVs, letters of application, and Interview skills. The role of the professional institutions and chartership for career progression is also introduced to students. Students are introduced to the principles of technical report writing. Similarly guidance on effective oral presentations is provided. The role of Ethics, Entrepreneurship and Sustainability in Civil Engineering are. The module includes a major 4 day group role playing exercise (Mock Public Enquiry or Disasters and Hazards Exercise).
In Semester 2 the module introduces students to preliminary and detailed design of engineering solutions with a significant structural component. This is achieved through 2 assignments.
Learning Outcomes
On completion of the module participants should also be able to recognise the importance of effective communication skills in Civil Engineering. More precisely they should be able to recognise the benefits of effective communication skills in both job applications (drafting CVs & letters of application, interviews, online/telephone interviews) and in professional practice (oral presentations, written reports). Participants should be able to recognise the importance of Civil Engineering to society and the ethical responsibilities required by the profession.
Students should also know and understand the processes involved in engineering design; in particular understand the distinction between preliminary and detailed design and know that design is an iterative, rather than linear, process.
On completion of the module students should be able to recognise criteria required by employers in job advertisements and identify transferable skills that may be relevant, develop suitable interview strategies for job applications, understand the importance of focused oral presentations, outline the importance of the role played by Ethics, Sustainability and Entrepreneurship in Civil Engineering, demonstrate the importance of dealing with the public and listening/negotiating with stake holders; this includes recognising relevant stake holders from wider society that may be implicated/impacted by Civil Engineering developments
Students should also be able to formulate a design sequence to reach a solution; propose a viable solution and carry out calculations to determine the size of structural elements.
Skills
On completion of the course, participants should be able to:
Draft effective CVs and letters of application/application forms, develop appropriate interview strategies, give clear and focused oral presentations, source data and summarise it effectively in written form and effective use of graphics, cite information sources in a recognised manner and to avoid potential plagiarism issues. Apply professional standards to Civil Engineering practice.
On completion of the module students should also be able to assimilate the information provided (for their design projects); recognise the critical aspects/features of the design problem; propose a preliminary solution and calculate sizes for a viable solution.
The course will enhance the following skills:
The ability to work independently and to summarise information from multiple sources, to source information from diverse sources, to organise and work collectively in a group; to effectively summarise information and present it in a concise manner in written form, or orally,
On the design side this module will enhance the following skills: (i) the ability to work in a team; (ii) the ability to break down the work into clear tasks; (iii) the ability to present calculations and drawings in a clear and tidy manner.
The structure of the module is formulated based on assumption that the students have existing knowledge in the elements stipulated in “pre-requisite”. Strength, deformation and flow through soils are the three important components of Geotechnical Engineering and theoretical understanding and engineering applications of these aspects are carefully handled in this module. The course introduces the application of soil mechanics to the solution of civil engineering problems in soil characterisation, soil consolidation and groundwater flow, and to design methods for foundations.
The course content includes:
• hydraulic conductivity and the flow of water in soils;
• seepage through simple earth structures;
• compression of soils and soil stiffness parameters;
• consolidation of soils;
• soil failure criteria for both drained and undrained behaviour;
• evaluation of geotechnical parameters and stress path testing;
• the principles of design to Eurocode 7;
• bearing capacity of shallow foundations;
• bearing capacity of piled foundations; and
• settlement of foundations.
The course content includes:
soil classification; the calculation of earth pressure distributions; the flow of water in soils; the design of simple shallow and deep foundations; the design of simple cantilever and gravity retaining walls; the calculation of shallow foundation settlement, both initial and long-term; one-dimensional consolidation of soils; three-dimensional consolidation of soils; behaviour of normally consolidated and over consolidated soils; the laboratory measurement of soil properties, including shear strength measurement; and stress path testing.
Learning Outcomes
On completion of the course you should be able to do a selection of the following:
• outline the factors affecting soil hydraulic conductivity and seepage;
• describe and analyse the compression behaviour of soils;
• describe and analyse the consolidation behaviour of soils;
• describe and analyse the shear strength behaviour of soils;
• describe and analyse the behaviour of shallow foundations;
• outline the theory and laboratory procedures for measuring soil shear strength properties; and
• outline the theory and laboratory procedures for measuring soil settlement properties.
On completion of the course you should be able to do a selection of the following:
• demonstrate a critical appreciation of the rôle of uncertainty in geotechnics;
• demonstrate a critical appreciation of the importance of factors of safety in geotechnics; and
• demonstrate how observed soil behaviour fits within a model framework.
Skills
On completion of the course you will be able to:
• consistently calculate vertical stress distributions;
• determine the allowable load on a shallow foundation for undrained failure;
• determine the allowable load on a shallow foundation for drained failure;
• determine the allowable load on a piled foundation for undrained failure;
• determine the allowable load on a piled foundation for drained failure;
• determine the rate of water flow and the pore water pressure from a flow net; and
• calculate the rate and magnitude of one-dimensional settlement for a consolidating soil.
In addition, you should be able to do a selection of the following:
• construct flownets to estimate seepage volumes and associated water pressures;
• estimate bearing resistance of a foundation depending on soil type;
• perform appropriate laboratory tests to determine the settlement characteristics of soils; and
• perform appropriate laboratory tests to determine the shear strength characteristics of soils.
The course will enhance the following skills:
• the ability to learn independently;
• the ability to gather data from laboratory experiments; and
• the ability to solve non-routine problems through systematic analysis.
This Module covers theoretical mechanics and its application within element sizing (steel and reinforced concrete). Topics include:
• shear stress; bending and twisting of thin-walled open sections and closed sections; and strut buckling – in relation to theoretical mechanics;
• introduction to element design in Reinforced Concrete, e.g calculating (and designing for) bending and shear capacity of reinforced concrete beams;
• introduction to element design in Structural steel, e.g. Bending capacity of Universal Beams and axial capacity of Universal Columns.
Learning Outcomes
On successful completion of the course students should know and understand:
• elastic behaviour of members subject to shear and torsion loads;
• elastic Eulers behaviour of columns and its impact on design; and
• how the principles are applied in determining the size and shape of structural elements.
On successful completion of the course students should be able to:
• determine the shear stress and angle of twist in due to torsional loading and determine the shear stress distribution in beams of different cross-sections subject to transverse loading;
• assess the buckling loads for columns and recognise when buckling stability of structures may arise;
• recognise modes of failure of structural elements and calculate the size of structural member necessary to support a given load;
• recognise the connection between the sustainability agenda and the design issues covered;
• design members in structural steel for tension, compression or bending and design simple bolted/welded connections;
• design members in reinforced concrete for compression and bending.
Skills
On completion of the course you should be able to:
• identify various modes of failure of columns depending on their support conditions;
• describe the behaviour of reinforced concrete sections in bending and shear;
• critically analyse failure modes of structural elements and the connections in structural steelwork.
• identify the shear flow in closed and open sections and the distribution of shear stress in each case.
The course will enhance the following skills:
• ability to report results of an experimental investigation in a systematic manner and validate theoretical approaches;
• ability to learn independently;
• ability to solve structural analysis problems using hand calculations and computer software.
Students are required to undertake either an individual or joint project on a selected subject related to the civil engineering industry.
Learning Outcomes
To develop the student's ability to investigate an unfamiliar subject area and to produce a clear, concise report of the investigation.
On completion you will be able to:
a) acquire knowledge of relevant research in a well defined area, b) engage with various engineering and other assumptions, approaches and practical issues, c) perform relevant analysis and directly relate such results and insights to the aim of the research project.
On completion you will be able to:
a) formulate a research proposal that is consistent with honours level student research, b) involved when completing a research project, c) identify and carry out the key links in developing, designing, undertaking and completing a research project, d) develop and enhance report writing and time management skills.
Skills
Practical skills: study independently; plan and manage a task; tackle an unfamiliar problem; gather information from a variety of sources; perform experimental work competently; make effective use of IT facilities; produce a well written substantial report; explain and discuss work with others. Knowledge and understanding of the principles of gathering information on a topic and evaluating its significance.
On completion of the course you will be able to:
1. Use of library and other information sources.
2. Time management, work scheduling and project management,
3. Laboratory skills including handling different instruments
4. Data analysis and computer skills.
Learning hazard, risk and safe working practices.
This module requires two design assignments to be undertaken, each in a major area of civil, structural and environmental engineering. The design exercises offered vary from year to year, but will typical include exercises in:
• Geotechnics, which might include bridge foundations, building foundations, retaining structures, embankments, seepage control, and basements;
• Hydraulics, which might include storm drainage networks, industrial pipe systems, flood relief, and flood measurement structures;
• Structures, which might include single and multi-storey buildings, road and canal bridges, and footbridges; and
• Environmental, which might include, land & groundwater contamination, site investigation, conceptual model development, identification of pollutant linkages, remediation options appraisal using sustainability metrics, design of a remediation strategy.
The studio element of the module requires group work. An options appraisal presentation will be given by week five by each group as an overview of their project to enable peer feedback.
Learning Outcomes
On successful completion of this module, students should be able to demonstrate the ability to assess:
• the general processes involved in civil engineering design;
• the difference between the preliminary and detail stages within the overall design process;
• the importance of task prioritisation;
• the need for careful time management; and
• the value of effective team working.
On successful completion of this module, students should be able to demonstrate the ability to assess:
• accept a design brief and formulate a design sequence to reach a solution;
• understand that distinct and viable design options are possible;
• demonstrate the basis on which one design option is chosen for detailed design; and
• explain the difference between the conceptual and final stages in the design process.
Skills
On completion of the design exercises you should be able to:
• interpret the information contained in a client’s brief;
• recognise critical or core design requirements which are stated or implied within the brief;
• propose different design solutions which are distinct and viable;
• calculate sizes of primary and secondary engineering elements;
• make effective use of design aids and the appropriate codes of practice; and
• describe the process of writing and compiling design reports.
This course will enhance the following skills:
• the ability to work in a team;
• the ability to undertake routine and non-routine design tasks;
• the ability to gather technical and appropriate trade information from a variety of sources;
• the ability to set out well defined tasks and targets;
• preparation and delivery of group multi-media presentations; and
• ability to explain and defend design proposals in question and answer sessions.
This module builds upon Geotechnics 2 to deal with further practical applications of Geotechnics. It deals with site assessment and characterisation from a combined geotechnical / geo-environmental perspective. The course also addresses the design of simple cantilever and gravity retaining walls, ground improvement and practical work with computerised applications related to problems of seepage and slope stability.
The course includes the following topics:
desk studies; site conceptual modelling; environmental & engineering geophysics; boreholes & sampling; sampling disturbance; in-situ testing; design parameters from site investigation; environmental impact assessments; use of geosynthetics, ground improvement techniques, slope stability, retaining wall design.
Learning Outcomes
On completion of the course you should have knowledge and understanding of:
the environmental, social and economic factors affecting design and an awareness of how they are assessed;
the process of site characterisation, from preliminary conceptual design to evaluation of data and extraction of parameters for design;
the techniques and tools used in practice for investigating sites, their advantages and limitations;
how to design simple retaining walls;
a range of different ground improvement techniques;
applying computer packages to problems of seepage and slope stability.
On completion of the course you should be able to:
define, apply and formulate conceptual models;
be familiar with site investigation practice;
recognise the advantages and limitations of different site investigation techniques
interpret data from a range of site investigation techniques;
determine the stability of retaining walls;
deal with problems and remediation of slopes instability;
recognise the use of geotextiles in Civil Engineering and design retaining walls.
Skills
On completion of the course you should be able to:
understand the process in developing Environmental Impact Assessments;
design and plan a site investigation;
select appropriate site investigation techniques for a range of possible situations;
extract design parameters from site investigation data;
design a gravity wall and a sheet pile wall according to given criteria;
design for slope instability;
carry out design with geosynthetics;
use a geotechnical computer design package.
The course will enhance the following skills:
the ability to deal with complex information;
the ability to solve non-routine problems;
the ability to both learn independently and to work within a team;
the ability to develop solutions from initial ideas.
This module will consider how our environment is changing and the role of civil engineers to both mitigate this change and adapt to it. The module will present the science of the climate emergency, which is one of the most pressing issues facing humanity. It will set out how as civil engineers must reframe everything we do in order to prevent further climate change (climate mitigation) and discuss the myriad of ways that engineers are adapting to the changes that we are already experiencing (climate adaption).
International targets that have been set to slow and ultimately prevent further global warming will be discussed with a particular focus on how these apply to what we do as civil engineers. The infrastructure we create contributes 70% of all existing global greenhouse gas emissions, so civil engineers have a key role in rethinking how that infrastructure should be designed, built and operated to reduce these emissions. The module will introduce students to the concept of net zero carbon and will discuss how we use whole life cycle carbon footprinting to make informed decisions about how we design, create, maintain and use infrastructure. Concepts including efficient design, designing out waste, embodied and operational carbon will be covered. Students will also be asked to consider an engineer’s role to question if new infrastructure is actually needed and/or to facilitate behavioural change for end users.
As the effects of global warming can already be seen and (even with effective climate mitigation strategies) will increase over the following decades, the module will also consider how engineers must adapt to changes in climate (climate adaption). This will be done through a series of case studies considering issues such as extreme rainfall, drought, and sea level change.
By the end of this module, the student should have knowledge and understanding of:
• the causes and consequences of past, present and future environmental change and a civil engineer’s role in mitigating and adapting to these changes
• the concept of net zero carbon and how it applies to the civil engineering industry
• how to use sustainability assessments (CEEQUAL, BREEAM etc) for construction projects
• the strategies that can be used to reduce the operational carbon of buildings and infrastructure
• scenarios where engineers are already adapting to climate change (e.g. extreme rainfall, drought, and sea level change)
By the end of this module, the student should be able to:
• define net carbon zero
• calculate the embodied carbon in a development, by taking off quantities and applying appropriate carbon factors
• apply the principles of Designing out Waste to reduce carbon impacts from their designs
• balance any trade-offs between decreasing operational carbon in buildings by increasing their embodied carbon
The key skills developed by taking this module include:
• Independent learning
• Project-orientated group work
• Applying key theoretical concepts and analysis techniques to real life case study examples, allowing students to formulate the results of conceptual assessments in the form of clear, concise and coherent technical reports and oral presentations.
Learning Outcomes
By the end of this module, the student should have knowledge and understanding of:
• the causes and consequences of environmental change
• a civil engineer’s role in achieving net zero carbon to mitigate environmental changes
• scenarios where engineers are already adapting to environmental change
Skills
The key skills developed by taking this module include:
• Independent learning
• Project-orientated group work
Hydraulic considerations of dam design; spillways and energy dissipation; storage effects and flood routing in reservoirs; storm sewerage. Flood prediction using the Flood Estimation Handbook. Water quality, water treatment techniques (clarification, filtration, disinfection etc.), waste water treatment (preliminary, primary, secondary and tertiary processes), sludge treatment, disposal of waste water and sludge, environmental impacts, construction and operational issues and health and safety.
Learning Outcomes
On completion of the course you should have an understanding of:
• practical methods of flow prediction;
• water resource assessment;
• the design of storm sewers
• the need for water and waste water treatment;
• the range of contaminants which affect water quality;
• the main treatment methods in use at present for potable water;
• primary, secondary & tertiary treatment of wastewater;
• the main health & safety issues concerning water/wastewater treatment;
• basic aspects of legislation concerning water & wastewater treatment in this country;
• factors affecting the design, construction and operation treatment plant;
• methods of disposal of effluent & sludge.
On completion of the course you should be able to:
• select and apply a wide range of mathematical/analytical methods to solve a range of hydraulic & water quality problems
• use taught scientific principles in solving unfamiliar engineering problems
• relate the relevant engineering principles to the practical aspects of design/operation of hydraulic plant.
Skills
On completion of the course you should be able to:
• calculate the yield/storage relationship for a dam;
• route flood flows;
• predict flood flow;
• design a simple storm sewer system & calculate the capacity of storm water systems for wastewater treatment plant;
• assess the settlement of suspended solids;
• calculate the size requirements for settlement tanks and grit chambers;
• carry out calculations relating to the operation & backwash of granular media filters;
• calculate the dilution of discharged effluent etc.
The course will enhance the following skills
• learn independently;
• solve non routine problems;
• develop solutions from an initial idea.
The module aims to enhance the students' awareness of developments in the field of construction management with emphasis on projects’ sustainability appraisal, life cycle costing, multi-criteria value analysis and management, project performance evaluation methods, Health &Safety regulations and construction equipment management. Then, in relation to general business management, enhance the students’ awareness of Entrepreneurship, business accounting procedures (balance sheets and profit and loss accounts), aspects of employment law.
Learning Outcomes
• Management of project interactions with is economic, social and natural environment
• Life-cycle costing and value management
• Cost-Benefit Analysis
• Investment appraisal
• Project progress and performance evaluation methods
• Construction equipment uses, productivity and management
• An overview of the CDM Regulations – how they have developed over time and their impact on project risk reduction and management
• Entrepreneurship
• Various aspects of financial management in construction companies and engineering work
• Human resource management aspects in organisations including leadership, personnel management, and recruitment.
• Ability to analyse and apply methods and decision making techniques to appraise projects’ lifecycle costs, value, benefits, sustainability and financial viability
• Ability to apply methods for project cost and time performance evaluation and monitoring
• Ability to solve problems in construction equipment management and fleet cost optimisation
• Develop an understanding of the entrepreneurial aspects of the business process
• Understand how company accounts are presented
• Have an awareness of the financial health and status of companies through their published accounts
• Develop an understanding of the statutory and legal aspects of the human resource recruitment and management
Skills
On completion of the course, students will have a broad understanding of construction management aspects mainly related with cost, value, economic and financial sustainability, performance, health and safety and equipment management. They will have developed an awareness of the various functions that a construction project manager performs. Have an ability to read and understand information pertaining to company finances - including balance sheets and profit and loss accounts. Know how to become involved in recruitment processes and general human resource management. Know how to pursue entrepreneurial ideas.
• solve project management problems through relevant analysis and calculation methods
• solve construction equipment management problems through relevant analysis and calculation methods
• develop entrepreneurial ideas
• work within teams
• develop solutions for financial/commercial management
• develop solutions for human resource management
• learn independently
This module aims to introduce students to how the impacts of engineering projects are assessed within the framework Life Cycle Assessment, Environmental Impact Assessment and sustainability evaluations. Particular emphasis is given to environmental impacts, although societal impacts will also be considered.
Students will be introduced to the regulatory drivers for Environmental Impact Assessment/Strategic Environmental Assessment. The use of sustainability assessments (CEEQUAL, BREAM etc) will also be explored. Students will be introduced to current standards and guidance for quantifying environmental impacts through Life Cycle Assessment (LCA), including defining the scope of an LCA, inventory analysis and interpretation of results. Finally students will examine multi criteria analysis for evaluating and balancing diverse criteria during decision making.
Solid waste and resource management and renewable energies will then be studied in detail within this context.
• Students will gain an understanding of the science and technology behind advanced waste management processes and an appreciation of the financial, social and environmental factors that may restrict the adoption of particular technologies.
• Students will be introduced to a variety of renewable energy technologies, such as wind, solar, tidal and wave power as well as geothermal and biomass energy. The lecture syllabus will also include an introduction to the policy framework for renewable energies within the UK and Ireland.
Learning Outcomes
By the end of this module, the student should have knowledge and understanding of:
• the regulatory drivers for Environmental Impact Assessment/Strategic Environmental Assessment
• the current standards and guidance for quantifying environmental impacts through Life Cycle Assessment (LCA)
• relevant legislation relating to different waste management scenarios
• how to define sustainable resource management, the waste hierarchy and concept of zero waste
• how to evaluate the social, economic and environmental impacts of various waste streams
• how to critically evaluate and communicate succinctly the relationship between wastes/resource management and sustainable development
• regional waste strategies and demonstrate their links to land use planning
• the various stakeholders in the waste management decision making process
• the key concepts of renewable energy technologies and how they are applied
• the key fundamentals of the regulatory framework for the application of renewable energy technologies and how it is applied
• the basic criteria for the assessment of conceptual suitability of renewable energy technologies
By the end of this module, the student should be able to:
• define the scope of an LCA and undertake inventory analysis
• understand how life cycle approaches are employed in industry through resource management, low carbon construction and carbon/energy/water foot printing
• define the need to, and difficulty of, balancing diverse criteria during decision making processes
• make cases for the adoption of a particular waste/resource technology or combination of waste technologies
• identify technical, financial and social risks associated with different waste management technologies
• transfer and apply basic principles underlying the application of renewable energy technologies to real life examples
• assess key aspects of conceptual suitability of renewable energy technologies
Skills
By the end of this module, the student should be able to:
• apply the stages of Environmental Impact Assessment
• use sustainability assessments (CEEQUAL, BREAM etc) for construction projects
• interpret the results of a life cycle assessment
• undertake an options appraisal using MCA
• critically evaluate scientific and trade literature relating to advanced waste and resource management technologies
• identify potential barriers to the implementation of particular technologies (waste and energy) at particular locations
• make technical appraisals of proposed new waste and energy projects/processes
• evaluate the environmental impacts of waste/resource management and energy technologies
The key skills developed by taking this module include:
• Independent learning
• Project-orientated group work
• The ability to propose, assess and evaluate solutions based on both qualitative and quantitative technical data
• Decision making based on multiple sources of information
• The ability to critically evaluate and communicate succinctly relationships between disciplines
• Applying key theoretical concepts and analysis techniques to real life case study examples, allowing students to formulate the results of conceptual assessments in the form of clear, concise and coherent technical reports
The purpose of the course is to develop an introduction to the theoretical and practical strategies used for assessing and managing the quality of soils, water and air. This module will introduce risk assessment and management using a tiered approach, including a discussion of the source-pathway-receptor model. This approach will subsequently be applied to assessing and managing water, land and air contamination.
Students will be introduced to hydrochemistry, the fundamentals of contaminant transport processes in water, regulatory drivers and compounds of concern/sources in a water environment and hydrogeological site characterisation including sampling, monitoring and testing.
The land quality aspect of the course will consider the regulatory drivers for assessing and managing contaminated land and provide an overview of the UK approach for assessing and managing land contamination. Students will learn how to identify potential contaminants of concern and connect them with potential receptors via viable pathways within a conceptual model of the site. They will study how these linkages are developed and refined through the stages of risk assessment (preliminary, generic and detailed) and remediation options appraisal and implementation. This will include an introduction to how quantitative data is collected from the site (representative sampling strategies and laboratory analysis), an overview of remediation technologies and how they can be compared and assessed, and an introduction to verification and validation of land remediation.
Finally students will consider the compounds of concern in indoor/outdoor air, the regulatory framework governing air quality and air sampling/monitoring strategies.
Learning Outcomes
On completion of the course you should:
• Have knowledge and understanding of the legislative framework for protecting and improving the quality of water, land and air
• Have knowledge and understanding of site walk over surveys and sampling/monitoring strategies for soil, groundwater, surface water, soil gas and air
• Have understanding of the application and derivation of Generic Assessment Criteria and other tools for assessing quality of soils, groundwater and air
• Have begun to understand and apply key concepts of contaminant fate and transport in air and groundwater
• Know the physical, chemical and biological parameters which control the quality of “natural” waters and how this differs from the chemistry of polluted waters
• Have begun to understand and identify characteristics of key hydrogeological environments
• Have begun to understand and apply/identify key concepts of groundwater management
• Understand how to implement remediation strategies and plans for contaminated soils and groundwater.
• Have an understanding of how to verify the remediation of soils and groundwater
On completion of the course you should be able to:
• research sources of contamination and the properties of contaminants
• transfer and apply basic principles underlying contaminant transport in groundwater and air to real life examples
• assess key aspects of groundwater quality and hydrogeological environments
• apply the Source, Pathway, Receptor model and pollutant linkages for contaminated land to synthesize preliminary risk assessments in the form of desk studies
• define, apply and formulate conceptual models
• create decision records arising from preliminary risk assessments
• apply decisions from preliminary risk assessments to designing both non intrusive and intrusive methods of site investigations as well as to assessing health and safety considerations
• apply, formulate, create and interrogate Detailed Quantitative Risk Assessments
Skills
On completion of the course you should be able to:
• practically apply knowledge of groundwater chemistry including how to read a groundwater analysis
• evaluate the chemical quality of groundwater
• have a broad recognition of the key concepts related to groundwater flow and management
• apply key concepts and analysis techniques to real life case study examples and formulate the results of hydrogeological investigations and assessments in the form of technical reports
• create and evaluate qualitative and quantitative conceptual models for contaminated land
• perform preliminary risk assessments to a standard required by a regulator
• apply conceptual models to develop sampling strategies for contaminated land
• design and cost site investigations based on preliminary risk assessments
• evaluate remediation options and make decisions on remediation strategies
The course will enhance the following skills:
• the ability to solve non-routine problems
• the ability to learn independently
• the ability to solve some general problems through systematic analysis
• problem based and project-orientated group work
• technical report writing
• evaluate scientific and trade literature critically
The course introduces hydrological cycle and its application in engineering. The course covers aspects of surface and sub surface hydrology, and focuses on the engineering context of the topic.
The course content includes:
The hydrological cycle; meteorological data; components of hydrographs and influences on their shape; baseflow separation and hydrograph analysis; derived and synthetic unit hydrographs, flood forecasting using frequency analysis; synthetic data generation; abstraction from, and augmentation of, river flows; flow duration curves; risk assessment; flow analysis. Hydrometry, quantification of groundwater through flow balances, direct and indirect recharge mechanisms, fluid flow in vadose zone, solute transport in the vadose zone, darcy’s law, laboratory based permeability measurements, groundwater flow in fractured media, averaged hydraulic conductivity and transmissivity, groundwater level fluctuations effective porosity and advective velocity calculations, advection and dispersion in contaminant transport, classification of groundwater bodies, geological influences on groundwater flow, flow in heterogeneous and anisotropic media, flow nets vertical and lateral hydraulic gradient calculations, 1D modelling groundwater flow in confined and unconfined systems, radial flow in confined and unconfined systems under steady-state and unsteady state conditions, well efficiency.
Learning Outcomes
On completion of the module you should:
be familiar with methods of collecting and interpreting hydrological data; you should know the techniques used to analyse flood hydrographs; you should understand frequency analysis of hydrological events and have a working knowledge of methods of hydrological forecasting; recognition of the key concepts related to groundwater flow, groundwater management and the role of groundwater in the influencing processes in the wider environment.
The module is aimed at developing practical skills in integrating key hydraulic and geological concepts and techniques to address realistic issues currently faced by practicing Environmental Engineers. This will require employment of a range of methods conventionally used in hydrology, geology, soil mechanics and hydraulics to develop a coherent understanding of how groundwater behaves in the wider environment and how it impacts both natural processes (e.g. river flow) and human activity (e.g. excavation, water supply, contaminant transport).
On completion of the course you should be able to:
• Interpret hydrological data and estimate the exceedance or non exceedance probability of a river flow event; interpret flow rating and flow duration curves; estimate flood volumes in gauged catchments subject to rainfall; undertake a risk analysis.
• Conceptualise groundwater flow mechanisms, quantify the significance of groundwater on a catchment scale, quantify hydraulic conductivity using multi-scale methods, employ geological, hydrological, hydraulic and water quality data to develop coherent models of groundwater flow and contaminant transport processes in a range of hydrogeological settings, evaluate the potential of heterogeneity and anisotropy influence groundwater conditions, recognise the potential implications of particular geological conditions on hydrogeological regimes
Skills
On completion of the course you should be able to:
Undertake a frequency analysis of hydrological events; use appropriate methodologies to derive design data; calculate the effects of abstractions from rivers; evaluate consents for discharges to rivers. Quantify the groundwater component in flow balances using hydrological data, determine the potential of particular rock and soil types to be hydrogeologically productive, or otherwise, employ hydraulic head data to quantify groundwater flow rates and directions, integrate geological and hydrogeological data to develop conceptual models of groundwater flow, develop mathematical (numerical and analytical) models of groundwater flow, analyse pumping test data to determine transmissivity, hydraulic conductivity and, where relevant storage (specific storage and specific yield)
The module is aimed to enhance the following skills-independent learning-transfer of theoretical concepts to problem-based applications. More specifically it the course develops the following abilities:
To develop derived data sets, to integrate data from a range of disciplines to develop coherent conceptual models, quantification of conceptual models, solving non-routine problems and think / solve three-dimensional and four-dimensional (in space and time) problems.
There are various design themes on offer which will vary from year to year. Each student will complete some element of the design in the in the first semester and the remainder in the second. In the initial period of each design the students are expected to fully define the design brief after some background research and carry out an options appraisal on their designs.. The precise end point in the exercises is also student defined but must meet the general criteria set down in the outline design brief. Consequently the students are responsible for their own time management in consultation with the design staff. The precise detail and format of the final reports and presentations is also largely at the discretion of the students with the staff closely monitoring and assisting where necessary to ensure that adequate standards are reached. The allocation of tasks within each exercise is heavily influenced by the aspirations of each student. However, this is carefully supervised to ensure that every student is forced to explore new areas to maximise the design experience and thus broaden their knowledge base.
Each theme is subdivided so that every student experiences working in a large group, in a small group and individually. This is organised so that the final mark allocation is split between individual assessment and group contribution with more emphasis on group work at the start of the course and individual design predominating at the end. Consequently the whole group is responsible for the overall design report in each theme backed by small group and individual contributions on detailed design elements. A range of design exercises are undertaken including project planning, outline feasibility studies and detailed design from client's brief to outline costing. This is complemented by training in communication skills which includes confident public speaking, quality presentation, technical report writing, negotiation skills and interview procedures.
Learning Outcomes
On completion of this course the student should have consolidated knowledge and understanding gained in the main disciplines of engineering during previous years by application to multidisciplinary design problems.
Appreciate the social, environmental ethical, economic and commercial consequences of exercising engineering judgement used to obtain design solutions.
Application of appropriate engineering design tools to support design solutions.
The ability to comprehend the ‘broad picture’ in the design exercise.
Demonstration of creative and innovative skills.
Skills
The ability to devise practical design solutions to complex multi-disciplinary design problems.
Ability to present often complex information both orally and in written report format
Confident public speaking
Informative presentations
Ability to sift large amounts of information and present the key points
To work constructively as a team member
AAB including Mathematics and at least one from Biology, Chemistry, Computing, Digital Technology, Environmental Technology, Geography, ICT (not Applied ICT), Physics, Software Systems Development or Technology and Design.
A maximum of one BTEC/OCR Single Award or AQA Extended Certificate will be accepted as part of an applicant's portfolio of qualifications with a Distinction* being equated to a grade A at A-level.
Irish leaving certificate requirements
H2H3H3H3H3H3 including Higher Level grades H2 and H3 in Mathematics and a Science subject (see list under A-level list requirements)
International Baccalaureate Diploma
34 points overall, including 6,6,5 at Higher Level, including Mathematics and a Science subject (see list under A-level requirements).
Graduate
A minimum of a 2:2 Honours Degree, provided any subject requirement is also met.
Access/Foundation Course
Not considered. Applicants should apply for the BEng Civil Engineering degree.
Note
All applicants must have GCSE English Language grade C/4 or an equivalent qualification acceptable to the University.
Applicants not offering Physics at A-level should have a minimum of a grade B/6 in GCSE Physics or GCSE Double Award Science grades BB/66.
Further information
Applicants for the MEng degree will automatically be considered for admission to the BEng Civil Engineering degree if they are not eligible for entry to the MEng degree both at initial offer making stage and when results are received.
Option to transfer
Transfers between BEng Civil Engineering degree and this MEng may be possible at the end of Stage 2 depending on performance.
How we choose our students
Applications are dealt with centrally by the Admissions and Access Service rather than by the School of Natural and Built Environment. Once your application has been processed by UCAS and forwarded to Queen's, an acknowledgement is normally sent within two weeks of its receipt at the University.
Selection is on the basis of the information provided on your UCAS form, which is considered by an Admissions Manager/Officer from the Admissions and Access Service and, if appropriate, the Selector from the School. Decisions are made on an ongoing basis and will be notified to you via UCAS.
Applicants for MEng Honours Degrees in Civil Engineering, Environmental and Civil Engineering and Structural Engineering with Architecture must be able to satisfy the University's General Entrance Requirement; it should be noted that a strong performance at GCSE is essential. For last year's entry, applicants for this MEng programme must have had, or been able to achieve, a minimum of 6 GCSE passes at grade B/6 or better (to include Mathematics and Physics/Double Award Science). Selectors will also check that any specific subject and grade requirements in terms of A-level can be fulfilled (see Entry Requirements).
Offers are normally made on the basis of 3 A-levels. Applicants repeating A-levels require BBC at the first attempt and offers will be made in terms of A-level grades AAA including Mathematics plus a relevant Science (see entry requirements). Applicants are not normally asked to attend for interview.
Applicants offering two A-levels including Mathematics plus a relevant Science (see entry requirements) and one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent qualification) will also be considered. Offers will be made in terms of the overall BTEC grade(s) awarded. Please note that a maximum of one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent) will be counted as part of an applicant’s portfolio of qualifications. The normal GCSE profile will be expected.
A-level General Studies and A-level Critical Thinking are not normally considered as part of a three A-level offer and, although they may be excluded where an applicant is taking 4 A-level subjects, the grade achieved could be taken into account if necessary in August/September.
For applicants offering the Irish Leaving Certificate, please note that performance at Irish Junior Certificate (IJC) is taken into account. For last year’s entry, applicants for this degree must have had a minimum of 6 IJC grades B/Higher Merit. The Selector also checks that any specific entry requirements in terms of Leaving Certificate subjects can be satisfied.
Applicants offering other qualifications, such as the International Baccalaureate will also be considered.
Applicants offering BTEC Extended Diplomas/National Extended Diplomas, Higher National Certificates and Higher National Diplomas are not normally considered for MEng entry but, if eligible, will be made a change course offer for the corresponding BEng programme. Subject to satisfactory academic performance during the first two years of the BEng course, it may be possible for students to transfer to the MEng programme in Civil Engineering, Environmental and Civil Engineering or Structural Engineering with Architecture at the end of Stage 2.
Access course qualifications are not considered for entry to the MEng degree and applicants should apply for the BEng Civil Engineering programme.
Subject to satisfactory academic performance during the first two years of the BEng Civil Engineering it may be possible for students to transfer to the relevant MEng programme at the end of Stage 2.
The information provided in the personal statement section and the academic reference together with predicted grades are noted but these are not the final deciding factors in whether or not a conditional offer can be made. However, they may be reconsidered in a tiebreak situation in August.
If you are made an offer then you may be invited to an Open Day, which is usually held during the second semester. This will allow you the opportunity to visit the University and to find out more about the degree programme of your choice; the facilities on offer. It also gives you a flavour of the academic and social life at Queen's.
If you cannot find the information you need here, please contact the University Admissions and Access Service (admissions@qub.ac.uk), giving full details of your qualifications and educational background.
International Students
Our country/region pages include information on entry requirements, tuition fees, scholarships, student profiles, upcoming events and contacts for your country/region. Use the dropdown list below for specific information for your country/region.
English Language Requirements
An IELTS score of 6.0 with a minimum of 5.5 in each test component or an equivalent acceptable qualification, details of which are available at: http://go.qub.ac.uk/EnglishLanguageReqs
If you need to improve your English language skills before you enter this degree programme, INTO Queen's University Belfast offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability for admission to this degree.
Academic English: an intensive English language and study skills course for successful university study at degree level
Pre-sessional English: a short intensive academic English course for students starting a degree programme at Queen's University Belfast and who need to improve their English.
International Students - Foundation and International Year One Programmes
INTO Queen's offers a range of academic and English language programmes to help prepare international students for undergraduate study at Queen's University. You will learn from experienced teachers in a dedicated international study centre on campus, and will have full access to the University's world-class facilities.
These programmes are designed for international students who do not meet the required academic and English language requirements for direct entry.
All major infrastructure developments require environmental assessment for their design and construction. Expertise in environmental assessment and civil engineering is therefore in demand. Graduates from the environmental and civil engineering degree course are ideally suited to this role. They can expect to find employment in the expanding areas of environmental management and regulation.
Studying for a civil engineering degree at Queen’s will assist you in developing the core skills and employment-related experiences that are valued by employers, professional organisations and academic institutions. Graduates from this degree at Queen’s are well regarded by many employers (local, national and international) and over half of all graduate jobs are now open to graduates of any discipline, including Civil Engineering.
Although the majority of our graduates are interested in pursuing careers in Civil Engineering significant numbers develop careers in a wide range of other sectors.
Employment Links
Consultations
We regularly consult and develop links with a large number of local, national and international employers including, some of who provide sponsorship through the national QUEST Scholarship Scheme. Queen’s is among the top universities in the number of scholarships gained. In addition, we have a Civil Engineering Advisory Panel including members from the major employer sectors. This panel forms the benchmark for the UK Civil Engineering Accrediting body, the Joint Board of Moderators.
Placement Employers
Many of our students have also gained international work placement through organisations such as the International Association for the Exchange of Students for Technical Experience.
Degree Plus/Future Ready Award for extra-curricular skills
In addition to your degree programme, at Queen's you can have the opportunity to gain wider life, academic and employability skills. For example, placements, voluntary work, clubs, societies, sports and lots more. So not only do you graduate with a degree recognised from a world leading university, you'll have practical national and international experience plus a wider exposure to life overall. We call this Degree Plus/Future Ready Award. It's what makes studying at Queen's University Belfast special.
1EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.
2 EU students who are ROI nationals resident in ROI are eligible for NI tuition fees.
3 EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.
The tuition fees quoted above for NI and ROI are the 2024/25 fees and will be updated when the new fees are known. In addition, all tuition fees will be subject to an annual inflationary increase in each year of the course. Fees quoted relate to a single year of study unless explicitly stated otherwise.
Tuition fee rates are calculated based on a student’s tuition fee status and generally increase annually by inflation. How tuition fees are determined is set out in the Student Finance Framework.
Additional course costs
In year 1 students are required to buy safety boots, basic boots start at £10.
There is a residential field trip at the end of year 1 which is a compulsory part of the Surveying Module, costs are approximately £220.
All Students
Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.
Students can borrow books and access online learning resources from any Queen's library. If students wish to purchase recommended texts, rather than borrow them from the University Library, prices per text can range from £30 to £100. Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges.
Students undertaking a period of work placement or study abroad, as either a compulsory or optional part of their programme, should be aware that they will have to fund additional travel and living costs.
If a programme includes a major project or dissertation, there may be costs associated with transport, accommodation and/or materials. The amount will depend on the project chosen. There may also be additional costs for printing and binding.
Students may wish to consider purchasing an electronic device; costs will vary depending on the specification of the model chosen.
There are also additional charges for graduation ceremonies, examination resits and library fines.
How do I fund my study?
There are different tuition fee and student financial support arrangements for students from Northern Ireland, those from England, Scotland and Wales (Great Britain), and those from the rest of the European Union.
Application for admission to full-time undergraduate and sandwich courses at the University should normally be made through the Universities and Colleges Admissions Service (UCAS). Full information can be obtained from the UCAS website at: www.ucas.com/students.
When to Apply
UCAS will start processing applications for entry in autumn 2025 from early September 2024.
The advisory closing date for the receipt of applications for entry in 2025 is still to be confirmed by UCAS but is normally in late January (18:00). This is the 'equal consideration' deadline for this course.
Applications from UK and EU (Republic of Ireland) students after this date are, in practice, considered by Queen’s for entry to this course throughout the remainder of the application cycle (30 June 2025) subject to the availability of places. If you apply for 2025 entry after this deadline, you will automatically be entered into Clearing.
Applications from International and EU (Other) students are normally considered by Queen's for entry to this course until 30 June 2025. If you apply for 2025 entry after this deadline, you will automatically be entered into Clearing.
Applicants are encouraged to apply as early as is consistent with having made a careful and considered choice of institutions and courses.
The Institution code name for Queen's is QBELF and the institution code is Q75.
Additional Information for International (non-EU) Students
Applying through UCAS
Most students make their applications through UCAS (Universities and Colleges Admissions Service) for full-time undergraduate degree programmes at Queen's. The UCAS application deadline for international students is 30 June 2025.
Applying direct
The Direct Entry Application form is to be used by international applicants who wish to apply directly, and only, to Queen's or who have been asked to provide information in advance of submitting a formal UCAS application. Find out more.
Applying through agents and partners
The University’s in-country representatives can assist you to submit a UCAS application or a direct application. Please consult the Agent List to find an agent in your country who will help you with your application to Queen’s University.
