Student Manual AY2020-2021

CE2102 Student Manual Semester 2 AY2020/21
DESIGNING SUSTAINABLE INFRASTRUCTURE

SOLUTIONS to HELP ADDRESS the EFFECTS of
CLIMATE CHANGE and ADVERSE NATURAL
PROCESSES: A HOLISTIC APPROACH

THIS PAGE IS INTENTIONAL LEFT BLANK
CE2102 EPP2 INFRASTRUCTURE AND THE ENVIRONMENT: PRINCIPLES AND PRACTICE Page 1

Contents
Preface .................................................................................................................................................... 4
Module Facilitators’ Profiles ................................................................................................................... 5
A) About the Module ............................................................................................................................ 7
Module description .......................................................................................................................... 7
Module rationale ............................................................................................................................. 7
Module topics .................................................................................................................................. 7
Module objectives ........................................................................................................................... 7
Modes of teaching ........................................................................................................................... 8
Module deliverables and assessment .............................................................................................. 8
Use of IT and interaction tools ......................................................................................................... 9
Module generic learning aims ......................................................................................................... 9
EAB learning outcomes .................................................................................................................. 10
B) Module format and schedule ........................................................................................................ 12
Module format ............................................................................................................................... 12
Module schedule ........................................................................................................................... 12
C) What are expected of students ..................................................................................................... 13
D) Choice of term project ................................................................................................................... 15
E) Guidelines on interim and final deliverables ................................................................................. 16
Interim deliverables (Week 6) ....................................................................................................... 16
Final deliverables (Week 13) .......................................................................................................... 17
F) Session format ............................................................................................................................... 18
G) Term project flow .......................................................................................................................... 19
Week 1 .................................................................................................................................................. 21
Week 2 .................................................................................................................................................. 25
Week 3 .................................................................................................................................................. 29
Week 4 ................................................................................................................................................. 31
Week 5 .................................................................................................................................................. 35
Week 6 .................................................................................................................................................. 38
Week 7 .................................................................................................................................................. 40
Week 8 .................................................................................................................................................. 43
Week 9 .................................................................................................................................................. 48
Week 10 ................................................................................................................................................ 51
Week 11 ................................................................................................................................................ 52
Week 12 ................................................................................................................................................ 52
Week 13 ................................................................................................................................................ 53
Appendices ........................................................................................................................................... 55


ENVIRONMENTAL IMPACT OF
INFRASTRUCTURE DEVELOPMENT
“For every land use, we have to assess its suitability in terms of its potential environmental
impact and dis-amenities that it can pose to the surroundings. Through the assessment,
we will then state our environmental requirements to the developers to ensure that their
activities can co-exist with the other activities in the area. The challenges that we face
include meeting the expectations of industrial developers and the public, and to balance
economic growth with our environmental objectives. This will be a greater challenge in
the future, because of our limited land area coupled with continuous growth in population
and industry. What we are doing now, results may not be imminent. Time will tell if we
have done a good job. We often work behind the scenes, and at times we may only be
perceived as having increased the operating cost of the industry. Nevertheless, if we can
continue to enjoy clean air, clean land, clean water at the end of the day, I will call it an
achievement!”
— Chow Chee Kiong, Senior Engineer, Central Building Plan Department, NEA

Preface
DESIGN has been defined by the ABET1 for Engineering and Technology as
“the process of devising a system, component or process to meet desired
needs. It is a decision making process (often iterative) in which the basic of
sciences, mathematics, and engineering sciences are applied to convert
resources optimally to meet a stated objectives. Among the fundamental
elements of the design process are the establishment of objectives and
criteria, synthesis, analysis, construction, testing and evaluation.”
The real-world problems faced by engineers are in most cases, complex, and
the solutions are often open-ended. There is no one ‘correct’ solution but a
range of alternatives which the engineers need to evaluate from multiple perspectives to reach the
‘best’ or most suitable solution. The solution will also depend significantly on the ‘objectives’ of the
client (e.g. government or private entity) and contrary to our intuition, technical solution is neither
the first nor the foremost activity of the engineering team. The designer engineer is not so much
the problem-solver but rather the problem-inventor2; ‘inventing’ or defining the problem is typically
the most important and difficult phase in the project. The symptoms of a problem are easily
identified, the actual problem itself, not necessarily so.
The emphasis of this module is to introduce students the ‘problem solving model’ as a strategy to
solve real-life complex (although not always complicated) problems involving many inter-related
parts and the fulfilment of multiple bottom lines. As opposed to the detailed analysis of a narrowly
defined analytical problem encountered in other engineering modules, e.g. CE2101 EPP1, this
present module CE2102 EPP2 aims to deal with the generalities or broad issues of a real-world
problem3. Solving engineering challenges in the practical settings requires both deep analytical
skills and broad strategic understanding and insights of the problem at hand. There will be plenty
of work for those with specialized skills in algorithm, analysis and advanced engineering knowledge
but these are of not much use in the early stages of project design and evaluation. What is needed
is a strategic vision of how the project will serve the needs of the society in a sustainable and cost-
effective way.
Students will be introduced the “Engineering Method” or “Engineering Design Process” as the
foundation on which a term project will be developed in the course of 12-weeks. The skill and
experience gained in this module, through the design process of ‘identification of need, problem
definition, setting of objectives, generating alternatives, evaluation of alternatives and deciding on
the ‘best’ solution’, is highly valued by employers. Early in your professional practice in the
industry, you will likely face problems which are ill-defined, with many gaps in information and you
have to decide on the best solution from a multitude of choices to address the problem in a
sustainable way, fulfilling the economic, social and environment triple-bottom line. You will also
need to work well in a team, be able to negotiate and communicate effectively, take on peer
leadership role and innovate through cross-fertilization of ideas among your members.
We hope you will enjoy your journey!

1
Accreditation Board for Engineering and Technology
2
Harris A.J. (1980), “Can design be taught?” Proceedings of the Inst. Civ. Engrs., Vol 68 pp.409-416
3
Sharp J.J (1991), “Methodologies for problem solving: an engineering approach” Journal of the Vocational Aspect of Education
No.114, pp.147-157

Module Facilitators’ Profiles

Since joining the Department of Civil and Environmental Engineering in
2009, Dr. Kevin S C KUANG, conducts research in the area of structural
health monitoring, in particular damage detection in engineering
structures using optical fibre sensors. He graduated from the University
of Leeds with BEng (1st class) in 1995 and completed his PhD at the
University of Liverpool under an Overseas Research Scholarship
(Universities UK) from 1999-2002. He also obtained a Master in Business
Administration (MBA) from the University of Leicester, UK in 2003.
He has taught and tutored courses including Engineering Uncertainty

and Analyses, Statics and Mechanics, Engineering Professionalism and
Structural Analysis. In addition to teaching Civil Engineering courses, he
was one of the pioneering staff involved in the development of the
Design-Centric Programme (DCP) and was chairman of NUS Design
Summer Program (AY2012-2017) as well as a facilitator for the
Introduction to Design Thinking (EG2201A) module for 3 years. Within
DCP, he had supervised many projects such the Cambodia Social
Innovation Projects, Landslide Detection and others. A number of his
undergraduate and graduate students have won the Faculty, University
and International-level awards including the NUS Outstanding
Undergraduate Research (OUR) Prize and Springer Theses Award
(2017). For his teaching, he has also won the Innovative Teaching
Award (Gold)-Individual (AY2012), Annual Teaching Excellence Award
(AY2018) Engineering Educator Award (AY2018) and other honours.
Contact details: ceeksck@nus.edu.sg || 6516-4683 || E2-04-11
Professor CHAN Weng Tat graduated from the University of Singapore

with BEng (1st class) in 1980 and MEng in 1981. He completed his
graduate studies under a NUS scholarship at Stanford University where
he obtained his MSc in Construction Management in 1982 and his PhD
in 1986 with a dissertation on the application of constraint logic
programming for managing design consistency.
Professor Chan, an associate professor at the National University of

Singapore, teaches construction management and infrastructure
systems subjects. His research focus is on the use of artificial
intelligence and information technology for project management. He
pioneered and promoted the use of evolutionary search, artificial neural
networks and constraint-based problem solving techniques for
traditional civil engineering applications like project scheduling and
resource allocation, catchment model calibration and prediction,
pavement maintenance, pile driving prediction and calibration. Professor
Chan was the Shimizu Visiting Professors in Stanford University where
he further developed research in this area. His research centers on the
application of Internet technologies, distributed computing and artificial
intelligence in the civil engineering profession.
Contact details: ceecwt@nus.edu.sg || 6516-2576 || E2-03-16


ABOUT THE MODULE

A. Module Information
A.1 Module description:
The impact of civil infrastructures on the environment is considerable and engineers have a
significant role to play in developing technical solutions which must be cost-effective,
economically feasible and environmentally sustainable. Engineers’ role in developing
environmentally sustainable infrastructure development in a systematic and holistic way
including assessment of the resulting pollution problems through environmental monitoring,
safety control and management
A.2 Module rationale:
The module trains students to adopt a holistic mindset in their approach to solving engineering
problems
This module also exposes students to practical engineering skills (including data analysis) that
are commonly used in the course of project planning, decision-making and execution
A.3 Module topics:
1. Sustainable Infrastructure, Aging Infrastructure, Critical Infrastructure and Concepts

2. Project Evaluation Process (PEP)
3. Evaluating Infrastructure Proposals through the 3 bottom-line perspectives:
i. Financial Perspective
ii. Economic Perspective
iii. Environmental & Societal Perspectives
4. Tools for Decision Making:
i. Multi-Criteria Decision Matrix (MCDM),
ii. Engineering Economics - Net Present Value (NPV) and Cost-Benefit Analysis (CBA)
iii. Environmental Impact Assessment (EIA)
A.4 Module objectives
1. To provide a framework for understanding and evaluating projects from a holistic

perspective covering the technical feasibility, economic, environmental and social
aspects.
2. To promote an approach to project evaluation based upon the needs of society and
sustainable development.
3. To demonstrate the use of engineering economics and decision making tools in project
evaluation

A.5 Modes of teaching:
1. Team-based learning and Flipped E-Classroom (Individual Group facilitation via ZOOM)
2. Format: ~2-hour studio session, 2 sessions a week (compulsory), 13 weeks
3. Bite-sized lectures (if scheduled). Students grouped in a 5-member team.
4. Peer learning and critique and interaction with module facilitators (Lecturers, TAs, SMs)
5. Self-learning (through LUMINUS reading materials and other online resources obtained
by student independently)
A.6 Module deliverables and assessment:
i. Individual (Optional) Summary Notes# - based on prior readings
ii. Individual Participation (5%) during studio time sharing/presentations (marks given
based on observation and interaction with class tutor)
iii. Individual E-Quiz 1 (10%) Wk5 – (Wednesday Feb 10- LUMINUS Quiz)
iv. Interim Group Poster (8%) on Wk6 (to upload pdf file to LUMINUS by Friday 1159pm)
v. Interim Group Presentations (10%) on (12 groups- Wed/ 12 groups - Fri) on Wk6.
(Group “rep.” to upload ppt file to LUMINUS by Friday 1159pm)
------------------------------------------------ *RECESS*-----------------------------------------------------
vi. Individual E-Quiz 2 (25%) Wk12 – (Wednesday April 7, LUMINUS Quiz)
vii. Final Group Presentation with Video Segment (20%) on (10 groups- Wed/ 9 groups -
Fri) on Wk13. (Group “Rep.” to upload ppt file to LUMINUS by Friday 1159pm)
viii. Group Technical Consultant Report for Term Project (17%) by Wk13 (to upload pdf
file to LUMINUS by Friday 1159pm). Turnitin Similarity Report < 30%. Max: 20 pages)
ix. Individual Reflection Write-Up on the learning process (5%) on Wk13 (to upload pdf
file to LUMINUS by Friday 1159pm)
x. Individual Peer Feedback Form* (compulsory to be submitted on Wk13 (to upload pdf
file to LUMINUS by Friday 1159pm)
_________________
* Each member of the group will be asked to evaluate the contributions of the other members of the group.
The details of the scheme will be made known in due course.
#
Every member are encouraged to compile their own learning notes based on their pre-session
readings/watching of videos as part of their learning portfolio based on their learning from the Learning
Resources provided or own resources. Members are to be prepared to share highlights of their learning
points during studio class time at the start of most sessions.

A.7 Use of IT class management & interaction tools:
Group Leader/Representative (Group “Rep.”) to set-up a WhatsApp/Signal chat group (add Dr. Kuang –
WhatsApp: 84819251), for out-of-classr0om discussions and ease of communication or announcement.
Please name WhatsApp group using this format 2021 EPP2 GXX where XX is your group number.
Another app which we will be using is Poll Everywhere, downloadable for Android and iPhone.
LUMINUS Website (also available as mobile device app for Androids and iPhones) contains all the
Learning Resources outlined in this Student Manual, with folders labeled in a particular format to
correspond to the number system used in the Learning Resources table, e.g. Wk1-03 for Week 1, Article
or Video 03. In some cases, a series of closely related topics are given e.g. in folder Week 7A, the articles
or videos are labeled Wk7-01-1 to Wk7-01-8 for a series of 8 videos under Topic 01 in Week 7 (A for
Wednesday sessions, B for Friday sessions).
A.8 Module generic learning aims:

Generic Skills &
Descriptions Examples
Competencies
Convey and exchange thoughts, ideas and This is achieved through weekly group discussions and
Communication information effectively through various regular group presentation, poster presentation and video
mediums and approaches pitching by students during their presentations.
Students are required to brainstorm to generate alternative
Adopt a fresh perspective to combine ideas ideas to the problem statement they crafted at the beginning
Creative or information in new ways and make of their module. The exercise also requires them to think
Thinking connections between seemingly unrelated from 4 different perspectives: Technical, Economy, Social
fields to create new ideas and applications and the Environment in their attempt to come up with a
holistic solution.
Students will be taught techniques to deal with uncertainties
and decision making tools through sensitivity analysis, use of
Choose a course of action from various
Decision scenarios, multi-criteria decision making and use of
alternatives using a reasoned process to
Making engineering economic: cash flow, compound interest,
achieve intended goals
present value, future value etc. as the basis for the decision
made for a particular solution they propose.
Module is carried out entirely based on group work and
Manage relationships efficiently and
Interpersonal members of the group will have many opportunities to work
communicate with others effectively to
Skills out their interpersonal skills during discussions to achieve
achieve mutual consensus and outcomes
specific deliverables/outcomes expected from them.
Lead others to achieve objectives in the most
Students in each group will be given the opportunity to lead
effective way. Provide an inclusive workplace
their discussion and represent their group in presentation.
Leadership that cultivates workplace relationships and
The ‘leader’ of the group will be based on a rotation basis to
teamwork and foster the development of
allow each student to learn from the experience.
others
As this is a flipped classroom and while core online learning
Seek out opportunities to enhance one’s
materials are provided, additional materials and links to other
Lifelong knowledge and skills. Access and acquire
online sites are given to students to encourage self-learning
Learning new knowledge and skills actively for
and actively seek out more information to broaden their
continual learning
knowledge of the subject
This module essentially requires students to work in groups
Generate feasible and efficient solutions to to come up with alternative solutions bearing in mind multiple
Problem
solve problems and capitalize on new bottom-lines which their solution must fulfil. This exercise
Solving
opportunities allows students to work on problem solving at a strategic or
planning level.
Work collaboratively and effectively with Students work as a team to come up with their team
Teamwork others to contribute to group efforts to response to specific assignments and an module project
achieve identified objectives which require good teamwork

A.9 Engineering Accreditation Board (EAB) learning outcomes:
a) Engineering knowledge: Apply the knowledge of mathematics, natural science,

engineering fundamentals, and an engineering specialization to the solution of complex
engineering problems.
b) Problem Analysis: Identify, formulate, research literature, and analyse complex
engineering problems reaching substantiated conclusions using first principles of mathematics,
natural sciences, and engineering sciences.
c) Design/development of Solutions: Design solutions for complex engineering problems
and design system components or processes that meet the specified needs with appropriate
consideration for public health and safety, cultural, societal, and environmental considerations.
d) Investigation: Conduct investigations of complex problems using research-based
knowledge and research methods including design of experiments, analysis and interpretation
of data, and synthesis of t h e information to provide valid conclusions.
e) Modern Tool Usage: Create, select, and apply appropriate techniques, resources, and
modern engineering and IT tools including prediction and modelling to complex engineering
activities with an understanding of the limitations.
f) The engineer and Society: Apply reasoning informed by the contextual knowledge to
assess societal, health, safety, legal, and cultural issues and the consequent responsibilities
relevant to the professional engineering practice.
g) Environment and Sustainability: Understand the impact of the professional engineering
solutions in societal and environmental contexts, and demonstrate the knowledge of, and need
for the sustainable development.
h) Ethics: Apply ethical principles and commit to professional ethics and responsibilities and
norms of the engineering practice.
i) Individual and Team Work: Function effectively as an individual, and as a member or
leader in diverse teams and in multidisciplinary settings.
j) Communication: Communicate effectively on complex engineering activities with the
engineering community and with society at large, such as, being able to comprehend and write
effective reports and design documentation, make effective presentations, and give and
receive clear instructions.
k) Project Management and Finance: Demonstrate knowledge and understanding of t h e
engineering and management principles and economic decision-making, and apply these to
one’s own work, as a member and leader in a team, to manage projects and in
multidisciplinary environments.
l) Life-long Learning: Recognize the need for, and have the preparation and ability to engage
in independent and life-long learning in the broadest context of technological change.
The following symbols relate how each module meets each of the student learning outcomes:
– fully consistent (contributes to more than 75% of student learning outcomes)
– partially consistent (contributes to about 50% of student learning outcomes)
– weakly consistent (contributes to about 25% of student learning outcomes)
blank – not related to student learning outcomes

http://blogs.worldbank.org/sustainablecities/cities-best-place-strive-sustainability
URBANIZATION
“Urbanization is relevant to a range of disciplines including geography, sociology,
economics, urban planning, and public health. The phenomenon has been closely linked
to modernization, industrialization, and the sociological process of rationalization.
Urbanization can be seen as a specific condition at a set time (e.g. the proportion of total
population or area in cities or towns) or as an increase in that condition over time. So
urbanization can be quantified either in terms of, say, the level of urban development
relative to the overall population, or as the rate at which the urban proportion of the
population is increasing. Urbanization creates enormous social, economic and
environmental changes, which provide an opportunity for sustainability with the “potential
to use resources more efficiently, to create more sustainable land use and to protect the
biodiversity of natural ecosystems.”
"Urbanization". UNFPA – United Nations Population Fund.

B. Module format and schedule
Wednesday Session: 3:00PM to 5:00PM || Friday Session: 10:00AM to 12:00NOON
B.1. Module format:
i. Team-based learning and Flipped Classroom – Studio-style in Active Learning Rooms (S)
ii. Format: 2-hour session, 2 sessions a week (compulsory), 13 weeks
iii. Bite-sized lectures (L) (if scheduled). Students are grouped in a 5-member team).
iv. Most sessions will end with a (5 + 2) minutes Summary Presentation + Q&A by each team.
Every member of the team is expected to present at least once through the course of the
semester.
v. General flow of session activities: 15 minutes (briefing + pre-session check), 40 minutes
(group discussion + break), 35 minutes (summary presentation), 5 minutes (debrief, if any).
Students will be free to leave 25 minutes before the hour (4:35pm Wednesdays and 11:35am
Fridays) as recommended by Provost Office. See Session Format Section F Page 18.
B.2. Module schedule:
Week 1: Introduction to Infrastructure and the Environment (L+S)
Week 2: Project Evaluation Process- PEP (S) *
Week 3: Realities-Outside-Classroom R.O.C. Field-Trip Week
Week 4: Identify your Project, Statement of Needs & List Project Objectives I (S)
Week 5: FEES Holistic Perspectives in Project Evaluation (S) + Quiz 1 (50mins)
Week 6: Interim Group Presentations Proposal / Poster Proposal
(Introduction to NPV/Cash Flow to support FEES) pre-lecture Webcast
------------------------------------------------ *RECESS*-----------------------------------------------------
Week 7: Tools for Decision-Making I (NPV/Cash Flow & CBA) (L+S)
Week 8: Tools for Decision-Making II (MCDM and review of NPV) (L+S)
Week 9: Tools for Decision-Making III (EIA- A Process View) (L+S)
Week 10: Use tools to Decide on the ‘Best’ Solution (S)
Week 11: Consolidate Analyses of ‘Best’ Solution and Final Report & Presentation
Preparation (S)
Week 12: Quiz 2 (50 mins) + Finalizing your Technical Consultant Report (S) + Good
Friday Holiday (Friday)
Week 13: Final Group Oral Presentation (Technical Consultant Pitch) + Final
Technical Consultant Report Due

C. What are expected of students:
i. Students to pre-learn materials prior to the session (either from the recommended
resources outlined in the Learning Resources or through self-directed learning). A pre-
session check in the form of a peer sharing will be conducted during most sessions to
assess the level of knowledge acquisition and understanding of concepts encountered
for that week’s learning materials. *
ii. There are numerous sources of information including academic journal articles (e.g.
1.Journal of Infrastructure Systems, 2.Annual Review of Environment and Resources,
3.Infrastructure Asset Management, 4.Journal of Infrastructure Development,
5.Infrastructures, 6.Sustainable Cities and Societies, 7.Underground Space, 8.Utilities
Policy, 9.Cities: The International Journal of Urban Policy and Planning, 10.Structure
and Infrastructure Engineering, 11.Proceedings of the Institution of Civil Engineers -
Engineering Sustainability, 12. Journal of Impact Assessment and Project Appraisal and
others) which you can easily access through the NUS Library Portal on the topic of
infrastructure development, urbanization and megacities and the environment.
iii. This module will be conducted through a team-based learning approach and WILL
involve substantial amount of discussions within the team, interactions with other teams
and peer learning from between CE and EVE student teams during the interim and final
presentations
iv. Discussions pointers, where appropriate, will be provided for each session to facilitate
peer learning and applied to your project deliverables.
v. The facilitators will make their rounds through all the teams and engage in discussions
and provide guidance where needed to assist the team to prepare for the Interim and
Final Deliverables
_________________
* Some students may find the flipped-classroom approach unconventional and, to some extent apprehensive of
the independence in learning required in order to benefit from the new approach. We would like to assure you that
we understand your feelings, however, the ability to self-learn is a critical 21st century skill and the earlier
students develop good self-learning skills and habits, the better prepared they will be for their professional careers
and lifes, in general. The purpose of the ‘inverted’ approach in learning (i.e. content of instruction is primarily gained
outside scheduled classes) opens up various learning opportunities. These learning opportunities are aimed at
enhancing the four years of undergraduate training through learning activities in the flipped format to promote skills
and habits for the 21st century engineers, which are to easily achievable through traditional method of lecturing.
Skills such as life-long learning, interpersonal-skills, listening and communicating skills, team-work, the ability to
synthesize information from various sources, filtering information and decision making are some of the expected
benefits of the flipped-classroom and team-based learning approach. The facilitators of the module thus hope to
be able to spend more time to engage, interact and tutor students more effectively to develop these skills in the
process.

Major projects in Singapore results from Google search.
MAJOR INFRASTRUCTURE PROJECTS: MOTIVATIONS

1. Dissatisfaction with existing system
2. Ideas for improving the operation and management of the existing system, including
technological innovations aimed at improving system performance
3. Invention of technologies or access to previously unavailable resources that allow

entirely new approaches to satisfying the same needs
Carl D. Martland “ Towards More Sustainable Infrastructure: Project Evaluation for Planners and Engineers”

D. Choice of term project
D.1. Scope of term project:
The term project is a team-effort and allows the team to showcase the learning and achievements
made by the team in the course of the module. Each team is to conduct an in-depth study of the
project of choice which may include:
(1) Real Historical Infrastructure Projects – these could be projects located anywhere in the world
as well as local projects in Singapore or within NUS premises.
(2) Infrastructure Projects Currently in Progress – these are projects at various stages of
completion located anywhere in the world as well as local projects in Singapore or within NUS
premises.
(3) Infrastructure Project Under Proposal – these are proposed projects offered by governments
or private entities to address some perceived needs for the community or region.
Project briefs and related information could be obtained through the Internet e.g. by typing “List
of Projects in xxx” (where xxx is the name of a particular country). Students are encouraged to
search the databases at these links: https://www.gihub.org/, https://pipeline.gihub.org/;
www.adb.org/projects; http://maps.worldbank.org/p2e/mcmap/index.html; and more.
Examples of infrastructure development are:
(1) Bridges, Tunnels: Jamuna Multipurpose Bridge, Bangladesh; Mandai Eco-link Bridge Project,
Singapore; Euro Tunnel, England/France; Gottard Tunnel, Switzerland; Deep Tunnel Sewerage
System (DTSS), Singapore;
(2) Transportation:
Highways: Marine Coastal Expressway (MCE); Kallang–Paya Lebar Expressway (KPE); North-
South Expressway Malaysia; Pan-American Highway; G4 Beijing–Hong Kong–Macau Expressway
Mass Transit: BART, London Underground, Zurich Trams, Hong Kong MTR, Singapore MRT
Airports: Changi Airport, Hong Kong International Airport, Hartsfield–Jackson Atlanta International
Airport, Dubai International Airport, Singapore Changi Terminal 4, Kansai International Airport
Seaport: Tuas Megaport, Singapore; Port of Shanghai, Panama Canal
High Speed Rail: KL-Singapore High Speed Train, Shinkansen; Railjet (RJ) high-speed trains,
Acela Express, California High Speed Rail.
(3) Energy: Trans-Alaska Pipeline, Shepherds Flat Wind Farm, Severn Barrage Tidal Power (UK), Gansu
Wind Farm Project, Three Gorges Dam
(4) Water Resources : Sand Dams – Kenya, The Great Wall of Louisiana, Bonnet Carré Spillway New
Orleans, China Century Project South–North Water Transfer Project
(5) Others: Delta Works in the Netherlands, Falkirk Wheel

E. Guidelines on interim and final deliverables
E.1. Interim Deliverables (Week 6):
There are two components for the Interim Deliverables: (A) Oral Presentation, and (B) Poster
(A) Oral Presentation (Due Date: “PPT” file Uploaded to LUMINUS by Friday 1159PM of
Week 6)
1. A group Oral Presentation with audio/visual aids e.g. slides (using PowerPoint or other
presentation software is required. You are encouraged to be innovative in your proposal
presentation. Imagine this is your proposed project as a Technical Consultant Team
presenting to the government or funding agency.
2. The duration of the presentation will be 15 mins max. (presentation) + 5 mins (Q&A)
3. The Oral Presentation content should cover 3 headings:
i. A succinct “Context” describing the problem that led to the proposed project
ii. A clear description of the infrastructural development needs through a “Statement of

Needs”
iii. The “Objectives” that are to be met through the project.
(B) Poster (Due Date: “PDF” file Uploaded to LUMINUS by Friday 1159PM of Week 6)
1. This is an A1-size poster summarizing your proposal in ONE page. Use of infographics
(through icons, graphics and pictograms) to relay your project proposal in an effective
manner is highly encouraged. Surf the Internet on how to use infographics effectively to
convey information efficiently and in a visually appealing manner. The content should follow
the same headings used for Oral Presentation above.
2. Each group is required to submit the softcopy of the A1-size poster in a .pdf format, ready
for printing through LUMINUS. The lecturers will download the copy and print the poster for
assessment.
3. A template of the poster and examples of previous years’ submissions are available in
LUMINUS.

E.2. Final Deliverables (Week 13):
There are two components for the final deliverables: (A) Oral Presentation, and (B) Technical
Consultant Report
(A) Oral Presentation (Due date: “PPT” File Uploaded to LUMINUS by Friday 1159PM Week 13)
1. A group Oral Presentation with audio/visual aids e.g. slides (using PowerPoint or other presentation
software is required. You are encouraged to be innovative in your proposal presentation as Technical
Consultant Company. Include a maximum 4-minute Video-Pitch segment to be included in your
presentation
2. The duration of the presentation will be 15 mins (actual presentation) + 5 mins (Q&A)
3. The Oral Presentation content should cover:
i. A succinct “Context” describing the problem that led to the proposed project
ii. A clear description of the infrastructural development needs through a “Statement of
Needs”
iii. The “Objectives” that are to be met through the project
iv. A number of “Alternative Solutions” which could meet the objectives of the project
v. Evaluation of these alternative solutions
vi. Highlights of MCDM, NPV, CBA, EIA Interaction Matrix + Environmental Management Plan
(EMP)
vii. Description on the final ‘best’ solution- (3D model, video, drawings etc. to aid visualization
of what your infrastructural solution looks like)
viii. Conclusion
(B) Technical Consultant Report (Due date: “PDF” File Uploaded to LUMINUS by Friday 1159PM
Week 13)
1. Technical Consultant Report should cover:

i. Non-Technical Executive Summary.
ii. Background: How the Infrastructure project came to being? Description of Site/location
iii. Description: Statement of Needs and Objective of Project
iv. Alternative Solutions: Summary of alternatives highlighting cost-benefits analysis, and why
they are not chosen as evidenced through a systematic and holistic evaluation of the
alternatives from the economic, environmental and social impact point of view
v. Analyses using MCDM, NPV, CBA, EIA Interaction Matrix + Environmental Management Plan
(EMP)
vi. Description of ‘best’ solution: Justify choice of ‘best’ solution through the same holistic
evaluation as above. Highlight strategies to mitigate adverse impacts due to the proposed
development plan.
vii. Conclusion

F. Session format
Students 25 25 25 16
per class (5 teams of 5) (5 teams of 5) (5 teams of 5) (4 teams of 4)
Class No. 1 2 3 4
Group No. 1 to 5 6 to 10 11 to 15 16 to 19
Wednesday* E4-04-02 E4-04-04 E3-06-07 E3-06-15
Friday E4-04-02 E4-04-04 E1-06-07 E3-06-15
15m (pre-session) 15m (pre-session) 15m (pre-session) 15m (pre-session)

Studio 40m (discussion) 40m (discussion) 40m (discussion) 40m (discussion)
Session 35m (presentation) 35m (presentation) 35m (presentation) 35m (presentation)
5m (debrief) 5m (debrief) 5m (debrief) 5m (debrief)
Wednesday
Total: 1 h 35mins Total: 1 h 35mins Total: 1 h 35mins Total: 1 h 35mins
15m (pre-session) 15m (pre-session) 15m (pre-session) 15m (pre-session)

Studio 40m (discussion) 40m (discussion) 40m (discussion) 40m (discussion)
Session 35m (presentation) 35m (presentation) 35m (presentation) 35m (presentation)
5m (debrief) 5m (debrief) 5m (debrief) 5m (debrief)
Friday
Total: 1 h 35mins Total: 1 h 35mins Total: 1 h 35mins Total: 1 h 35mins
Field Trip Sustainable Sustainable

Session Singapore City Singapore City
Gallery @ URA Gallery @ URA Singapore Gallery Singapore Gallery
Centre Centre @ Marina Barrage @ Marina Barrage
Week 3 (be there by 4pm) (be there by 4pm) (be there by 4pm) (be there by 4pm)
Friday
Tour : ~ 1h Tour : ~ 1h Tour : ~ 1h Tour : ~ 1h
Field Trip Sustainable Sustainable

Singapore Gallery Singapore Gallery Singapore City Singapore City
Session
@ Marina Barrage @ Marina Barrage Gallery @ URA Gallery @ URA
(be there by 11am) (be there by 11am) Centre Centre
Week 3 (be there by 11am) (be there by 11am)
Friday
Tour : ~ 1h Tour : ~ 1h Tour : ~ 1h Tour : ~ 1h

G. Term project flow

MARINA BARRAGE
Marina Barrage is a showpiece of environmental sustainability, and

won the Green Mark Platinum Infrastructure Award, a top award at
the BCA Awards organized by the Building and Construction
Authority in May 2009.
Green principles are applied in all aspects of the design,

construction and operation of the barrage to utilize energy and
water efficiently, and minimize waste generated.
https://www.pub.gov.sg/marinabarrage/aboutmarinabarrage

Week 1A Session 1
Introduction to “Infrastructure and the Environment”
Learning Outcomes for Week 1
1. Able to identify at least 3 civil infrastructure systems and explain what is meant by the
term critical infrastructure.
2. Able to articulate the importance of civil infrastructure systems and their impact on
economic development and how they serve the needs of the community or society.
3. Gain an appreciation of the impact of infrastructure on the environment as well as the

impact of environmental changes on the infrastructure.
Learning Resources
Introduction Video in Class: The Importance of Infrastructure.mp4
For this first session, sharing by a few seniors who have gone through this module on their
experiences, do’s and dont’s, their strategies and what works and what don’t.
PLEASE TAKE NOTE:
A large collection of learning materials sourced from the Internet has been done for you as a
starting base.
Those marked with an asterisk * are the essential readings you need to read. Some
essential readings can contain many pages of writing and you need not read everything in
detail but pick out the key ideas which should go into your Summary Notes.
Those articles or videos not marked with asterisks are supplementary optional materials to
explore further on the topic of that week.
You will need to source additional materials related to your specific project and your
personal interest.

Learning resources provided below are just the starting point for your learning. You are
required to go through the ESSENTIAL READINGS marked * as much as possible PRIOR to
attending the session. In addition, students are highly encouraged to take the lead to read
widely from the internet and through the NUS Library Portal.
Learning Resources
Titles Articles Videos
1. A light-hearted introduction to infrastructure-

1
SimCity-Cities of Tomorrow
2. Urbanization and the development of cities

1
across 10,000 years.
3. Urbanization in China and Singapore* 1 2
4. How we design and build a smart city and

1
nation*
5. Infrastructure development should take care

1
of people’s interest *
Discussion Questions:
1. Define the term infrastructure? What are some types of infrastructure you are familiar
with? Why are they built?
2. What does the term “critical” infrastructure implies? Are there non-critical infrastructure?
3. Name some regions in the world where infrastructure development is currently

undergoing rapid expansion. Name some large-scale infrastructure projects in those
regions or countries and explain why they are built.

Week 1B Session 2
Introduction to Infrastructure and the Environment
Learning Outcomes Week 1
1. Able to describe the infrastructure life cycle.
2. Able to explain the roles civil engineers play as the voice of infrastructure.
3. Able to identify the stakeholders and factors required to implement and maintain
infrastructure project.
4. Able to identify key reasons by infrastructure project fails
5. Able to list three funding schemes how infrastructure can be financed.
Learning Resources

6. Building infrastructure to serve the needs of
society- Chapter 1(Text by Carl Martland)
1
and/or Infrastructure Systems and Urban
Development. Pdf *
7. Why Infrastructure Matters: Rotten Roads,
1
Bum Economy *
8. Infrastructure and the Environment by Martin

1
Doyle et al.*
9. It’s time to talk about morality pages 6 and 18

1
KPMG Insights Magazine Issue No 8 | 2016
10. China and Infrastructure Debt ; A Guide to the

1 1
Economics of Infrastructure Investment
11. Dimensions of Sustainable Developments 3
12. Civil Engineers-Inspiring, Innovating,

1
Informing
13. Aging Infrastructure: Issues, Research, and

1
Technology.pdf (BONUS)

4. Why should we invest in infrastructure, what projects should be selected, who should
decide, and how should those investments be paid for? What considerations need to be
taken on board when planning for the construction of an infrastructure? Identify as many
types of infrastructure as possible. What is idea behind infrastructure ‘morality’?
5. What is urbanization and identify and discuss 3 current trends in urbanization. Based on
your experience are these trends sustainable? What are the benefits and adverse
effects of urbanization?
6. Why should environmental issue be of concern in local infrastructure development? In

what way do human activities and decisions result or contribute to the environmental
issues worldwide. In what way do human activities and decisions do not result or
contribute to the environmental issues worldwide. How does the use of ‘smart’
technologies in infrastructure development mitigate or worsened environmental impacts?
7. Discuss the role of funding in infrastructure development and how that directs the
planning, construction, operation, maintenance of the infrastructure.
8. What does the term “aging” infrastructure means and what are the implications for the
authorities, owners and users of the infrastructure? (Read : Aging Infrastructure: Issues,
Research, and Technology.pdf)

Week 2A Session 3
Project Evaluation Process (PEP)
1. Able to describe the various project evaluation/development steps.
2. Able to explain the relevant concepts and techniques involved in each step of the project
evaluation cycle i.e. project development methods.
3. Able to define the problem of the project and clearly articulate the problem in the form of
a Statement of Needs (or Problem Statement)
4. Able to identify the Project Objectives based on the Statement of Needs
5. Able to identify the characteristics of a successful infrastructure system (IS) project
6. Able to describe the challenges in development of infrastructure development some key

reasons why mega-projects fail.
Learning Resources
1. Developing a Strategy to Deal with a

2
Problem : The Boston Harbour Clean-up
2. Developing a Strategy to Deal with a
Problem: Pearl River Delta Case Study & 2
Poster
3. Role of Engineering Design Process as
2
Strategy to Deal with a Problem *
4. # Chapter
11 Developing a Strategy to
Deal with a Problem Carl Martland
2
and /or Chp 11 Summary PPT Notes-
Martland.pdf *
5. Designing Our City-Planning For
Sustainable Singapore / Sustainable 2
Singapore Blueprint 2015
#
Key Chapter extracted from Main Textbook by Carl Martland

1. Based on the reading of Chapter 11 of Carl Martland’s book, choose one of the
following topics, and identify at least three possible statements of needs and objectives:
a. A large earthquake in a rural area damaged many buildings and caused dozens
of deaths in remote villages. Fortunately, the epicenter was far from the nearest
city, which experienced only minor damage. However, the citizens and politicians
in that city were understandably concerned about what might have happened,
and everyone would like to do something to reduce the risks of a less remote
earthquake.
b. As people age, they eventually reach a point where they should no longer be
driving an automobile; yet many elderly people require their cars to buy
groceries, visit friends and receive medical care.
c. A significant portion of the fertilizers used for large-scale agriculture end up in

rivers and streams adjacent to the fields. Eventually finding their way to the Gulf
of Mexico and contributing to ruination of that aquatic environment.

Week 2B Session 4
Project Evaluation Process (PEP)
1. Able to describe the various project evaluation/development steps.
2. Able to explain the relevant concepts and techniques involved in each step of the project
evaluation cycle i.e. project development methods.
3. Able to identify the problem of the project and articulate the problem in the form of a
Statement of Needs (or Problem Statement)
4. Able to identify the Project Objectives based on the Statement of Needs
5. Able to identify the characteristics of a successful infrastructure system (IS) project
6. Able to describe the challenges in development of infrastructure development some key

reasons why mega-projects fail.
Learning Resources

6. (i) Critical Drivers of Megaprojects
Success Mega Projects, (ii) Mega
Problems and Failure; (iii) Project 3
Characteristics Enabling the Success of
Megaprojects
7. What you should know about
1 1
Megaprojects and Why *
8. Challenges of Mega Construction in

1
Developing Countries
9. A Note on Infrastructure from Ms Indranee

1
Rajah- A Singapore Perspective *
10. Writing the Needs or Problem Statement * 1
Note: Problem statements can be taken to the same as Statement of Needs. In this modules,
we will use the term Statement of Needs

1. Identify the key challenges in delivering an infrastructure project according to readings

above? Describe an historic infrastructure example where the infrastructure project fails
due to inability to overcome one or more of the key challenges encountered in the
project.
2. Based on the article by Senior Minister of State, Ministry of Law and Ministry of Finance,
what is one key factor which prevents or slows down infrastructure development? How
can this be overcome?
3. Why is a well-conceived Statement of Needs important? Discuss
4. For the following projects, write a Statement of Need or Problem Statement and
Objectives to capture the challenge to be overcome. Read Examples 11.1 and 11.2 in
Chapter 11 of Carl Martland.
a. It is important to ensure structural integrity of high rise buildings and the existing practice
is involves significant use of manpower and will involve mobilization of mechanical cradles
such as gondolas to perform visual inspection of the external facades of the building. There
is also pressure in terms of potential shortage of experienced manpower for the inspection
work. In addition, working at high heights also poses safety concerns. The authority is
expected to conduct increasing number of check in view of the aging infrastructure, i.e.
increase regularity of checks instead of the 10-year cycle currently adopted. The expected
solution to be able to reduce the cost of implementation
b. Traffic congestion is the bane of every motorist’s life behind the wheel. It means we have
to get out of bed earlier, stay at work later and reluctantly hotfoot it out of social
engagements prematurely just so we can beat the rush. Or we face the prospect of sitting
in long, slow moving queues, which means more time staring blankly at the car in front of
us, and less time doing what we want. What’s more, the problem is set to worsen. Currently,
54% of the world’s population lives in urban cities. By 2050, this figure is expected to swell
to 70% – more people, more cars, more congestion.
Extracted from https://www.inmotionventures.com/solve-traffic-jams/
c. A city is worried about the damage caused by flooding. In the past 20 years, three floods
have occurred and altogether resulted in 20 fatalities and destruction of 25 homes and
small businesses. Much of the city’s area is within the floodplain of the river, including
some of the areas with the fastest rate of development. The leading newspaper has
launched a campaign calling for investment in “long-planned and much needed flood
control projects”. The Chamber of Commerce also supports the flood control projects,
since they would enable development in a vast area of marshy waste lands that abut the
south side of the river. The cost these projects is estimated to be $500 million. Is this
flood control project what the city needs? Discuss.
Extracted from Chapter 11 Essay and Discussion Questions Martland.

Week 3 A/B Session 5/6
Field Trip WEEK
(A) Reality-Outside-Classrooms (ROC): Visit to Singapore City Gallery @ The URA Centre
CLASS 1 and CLASS 2 CLASS 3 and CLASS 4
WEDNESDAY 29 Jan 2020 (be there by 4pm) FRIDAY 31 Jan 2020 (be there by 11am)
Singapore City Gallery (or URA Centre) is located at 45 Maxwell Road, The URA Centre, Singapore
069118
(B) Reality-Outside-Classrooms (ROC): Visit to Sustainable Singapore Gallery (@ Marina Barrage)

CLASS 1 and CLASS 2 CLASS 3 and CLASS 4
FRIDAY 31 Jan 2020 (be there by 11am) WEDNESDAY 29 Jan 2020 (be there by 4pm)
1. How do I get to the Marina Barrage by public transport?

Alight at Tanjong Pagar Station by train and then take Bus Service 400 (located in front of International
Plaza). Alternatively, you may alight at Marina Bay or Downtown MRT Stations and take Bus Service
400 at Marina Bay Financial Centre, along Marina Boulevard.
https://www.pub.gov.sg/marinabarrage/visitorinfo/gettingthere
2. How long is each guided tour?

Each tour will usually last about an hour.


Week 4A Session 7
Identify your Project, Outline Statement of Needs and List Project Objectives I
1. Able to organize and negotiate among team members to select a term project based on
information gathering through online infrastructure project portals/hubs recommended.
3. Able to list the Project Objectives / Goals based on the Statement of Needs
Learning Resources
Titles Online
(1) https://www.gihub.org/, https://pipeline.gihub.org/
(2) www.adb.org/projects;
(3) http://maps.worldbank.org/p2e/mcmap/index.html;
(4) http://infrastructureaustralia.gov.au/projects/project- 5
assessments.aspx;
(5) https://www.gov.uk/government/organisations/infrastructure-and-
projects-authority )
*** Term Project Work ***
The above website contains numerous real-projects around the world with comprehensive data
on the background, needs, type of infrastructure and objectives which you could use as the
starting point or basis of your project work.
Each member of your group needs to have explored the recommended sites above and
propose on a project of interest as your group’s Term Project. Members of each group
(consider yourself as a Technical Consultant Group offering this proposal from funding and
approval authority) should also be prepared to provide their reasons and perspectives of their
choice of the project and discuss that in the group session. At the end of Week 5A/B, the group
must finally have decided on the project to be adopted as your group’s Term Project.
Project briefs and related information could be obtained through the Internet e.g. by typing “List
of Projects in xxx” (where xxx is the name of a particular country).

You may choose:
1. An historical Infrastructure (already built but you need to put yourself back in time and
space and imagine that your team were the Technical Consultant Group of engineers at
that time facing the same problem which require an infrastructure solution, which
resulted in the construction of the infrastructure you now see. Now, you as the Technical
Consultant Group at that time, your infrastructure project proposal, MAY OR MAY NOT
BE, the same as the infrastructure that you see in existence now. Put yourself back in time
and space and imaging your team now has the chance to re-write history, by proposing
another better/different infrastructure solution and you need to be prepared to provide
objective reasons using tools which we will cover in Week 7 to justify your final solution.
For now, no infrastructure solution is required, only the Context (of the problem),
Needs (to be addressed) & Objectives (to be achieved by your solution).
2. An infrastructure that is being constructed (currently being built but again, you need
to put yourself back in time and space and imagine that your team were the Technical
Consultant Group of engineers prior to the construction of the current infrastructure and
facing the same problem which require an infrastructure solution. Now, you as the
Technical Consultant Group at that time, your infrastructure project proposal, MAY OR
MAY NOT BE, the same as the infrastructure that is being constructed now. Put yourself
back in time and space and imaging your team now has the chance to re-write history, by
proposing another better/different infrastructure solution and you need to be prepared to
provide objective reasons using tools which we will cover in Week 7 to justify your final
solution. For now, no infrastructure solution is required, only the Context (of the
problem), Needs (to be addressed) & Objectives (to be achieved by your solution).
3. An infrastructure solution that has not yet being created or even identified. In this
case, you have a blank sheet. You need to identify a worthy proposal and provide the
Context (of the problem), Needs (to be addressed) & Objectives (to be achieved by your
solution).
The aim of this session is for students to:
1. Explore and discuss the various projects available online individually prior to session and
decide as group during session which project will be chosen as the group Term Project.
2. Debate and convince members of your group why your choice is the best.

Week 4/B Session 8
Identify your Project, Outline Statement of Needs and List Project Objectives II
Learning Outcomes for Week 4A/B
1. Able to organize and negotiate among team members to select a term project based on
information gathering through online infrastructure project portals/hubs recommended.
3. Able to list the Project Objectives / Goals based on the Statement of Needs
Continue your group discussion carried out in Week 4B (Session 8)
*** Notes on Term Project Work ***
By the end of this session:
Each group should have identified the project to work on including details of the project as
below and made preparations for the Poster Project Proposal submission and Interim
Presentation covering the following:
1. The Context describing the problem and highlight the key challenges to be overcome and
other subtle and interesting aspects of the context
2. Description of the infrastructural development needs
3. A “Statement of Needs”.
4. Defined the “Objectives” that are to be met through your analysis of the problem

DEEP TUNNEL SEWERAGE SYSTEM
A used water superhighway for the future, the Deep Tunnel

Sewerage System (DTSS) is a cost-efficient and sustainable
solution conceived by PUB to meet Singapore’s long-term needs
for used water collection, treatment, reclamation and disposal.
DTSS uses deep tunnel sewers to convey used water by gravity to

centralised water reclamation plants (WRPs) located at the coastal
areas. The treated used water is further purified into ultra-clean,
high-grade reclaimed water called NEWater or discharged to the
sea through outfalls.
DTSS is a key part of our long-term used water system which

comprises a network of link sewers leading to two major tunnels
(Phase 1 & 2) criss-crossing Singapore with three large WRPs at
the northern (Kranji), eastern (Changi) and western (Tuas) ends of
Singapore, as well as outfall pipes.
From: https://www.pub.gov.sg/dtss/about

Week 5A Session 9
Perspective in Evaluating the Project I (Financial Perspective)
1. An appreciation of the basic concepts related to the important measurements use to

evaluate the performance i.e. the investment put into, and the value derived from, the
infrastructure from the private sector’s perspective, namely: (i) Cost (system cost,
revenue, profitability, break even volume, return on investment), (ii) Quality of Service,
(iii) Capacity/Usage, (iv) Safety & Security, (v) Cost Effectiveness
2. Able to develop an engineering-based cost models for the cost, capacity and service for
an infrastructure proposal.
3. Able to identify the differing priorities and indicators used for measuring infrastructure
performance of the three major stakeholders i.e. The Public, The Users, The
Owners/Managers of the Infrastructure.
Learning Resources

1. Chp 2 Summary PPT Notes.pdf -Martland
(Full Chapter 2 System Performance- Cost- 1
Capacity-Service-Safety by Martland) *
2. Papers on Performance Indicators and New
2
KPIs for Smart Sustainable City
3. Basic Cost Concepts (Parts 1-3) * 3

4. CASE STUDY: 19th Century Canal Industry –
Chp 2 Summary PPT Notes.pdf -Martland (pp. 2
14-29) *
1. Go to http://www.history.com/topics/panama-canal - Panama Canal History to read up about the

world famous infrastructure and study the financial considerations in its planning, construction
and maintenance and the significant impact of this major undertaking to Panama and world
economy. Note any other interesting aspects of the project which were aligned to the 5 system
performance outlined in this session’s topic. Share with the group and class.

Week 5B Session 10
Perspective in Evaluating the Project II

(Economic, Environmental and Societal Perspectives)
1. Able to explain how public perspectives differ from private perspectives in the motivation
to undertake an infrastructure development project
2. Able to understand and outline examples of economic, environmental and social impacts
associated with infrastructure development projects.
3. Able to cite some key concerns or type of potential impacts from each of the
perspectives above associated with the infrastructure development proposed.
Learning Resources
5. Chapter 4 Public Perspective: Economic, Environmental and

Social Concerns- Martland and/or Chp 4 Summary PPT Notes.pdf 1
–Martland *
6. Cost and Benefits (Public and Private Perspectives) 1 1
7. Singapore-Nuclear Power? * 3
8. Benefits of KL-Singapore high-speed rail outweigh potential

environmental costs *
(https://www.channelnewsasia.com/news/asiapacific/benefits-
of-kl-singapore-high-speed-rail-outweigh-potential-9813318)
1 2
In-depth look at the KL-Singapore High Speed Rail Parts 1 &
2. Although now this project is shelfed, this is a very relevant
project to be familiar in terms of its value as an infrastructural
solution for an existing problem.
1. What is the difference between financial and economic analysis? Why is the private
sector more concerned with financial analysis while the public sector is more concerned
with economic analysis?

2. What are the three broad categories of actions that can be undertaken if studies based
on the social impact assessment identify negative impacts due to the infrastructure
development?
3. The ‘Three Gorges Dam’ in China has been billed by many as an environmental disaster
that displaced a million people. Comment on the economic, environmental and social
impact of the project. See, for example, https://en.wikipedia.org/wiki/Three_Gorges_Dam
4. Countries in the ASEAN region, including Singapore have debated on developing

nuclear technology to supply its demand for energy. Discuss the major economic,
environmental and social impacts of this endeavor to support or oppose the proposal.
Read the 3 articles provided or search on-line to find details and comments through
forum discussions to supplement your understanding of the issues involved in the
proposal.
5. Identify the major economic, environmental and social impacts that are likely to be
associated with the following projects:
a. Construction of a superhighway through an urban area
b. Construction of a major dam that is intended to control flooding, generate

electricity and provide irrigation to the surrounding region.
c. Construction of a wind-farm along a ridge in the rural part of a region that is

noted for two things: Its beauty and its poverty.
d. Construction of a nuclear power plant in Singapore.
6. Search online to find an actual completed project, similar to any one of the types of
project listed in Questions 5(a) to (c) and locate the environmental impact statement for
that project, along with online published commentaries. What appear to be the major
social and environmental issues that were raised? What mitigation was required? What
was the public response to the project after it was completed and began operations?
7. Review some online reports on the Fukushima Nuclear Disaster. What are the questions
raised and lessons learned on the impact of infrastructure failure from the economic,
environmental and social perspectives?
Based on the information from Week 5’s learning on the potential impact of infrastructure
development on the economy, environmental and social aspects of the surrounding the project,
discuss and identify the relevant issues associated with the above for your Term Project.
Spend the rest of the time to prepare as a team for the Interim Oral Presentation and Poster

Week 6A Session 11
Interim Presentation (WEDNESDAY 3- 5 p.m.) - Classes 1 and 2

Room 1 Room 2
E4-04-02 E4-04-04
CE Group 1,2,3 CE Group 6,7,8

3 - 4pm 3 - 4pm
CE Group 4,5 CE Group 9,10

4 - 5pm 4 - 5pm
Dr. Kevin Kuang Prof Chan WT
1. Groups are allowed: 15 mins (Presentation) + 5 mins (Q&A)

2. All groups are to be in their respective rooms at the start of the presentation by the 1st
group. Active participation in the Q&A session by each group (in the form of questions or
comments given to presenting group) will be noted by TA
3. All rooms to have video recordings for post-presentation assessment by other
staff/assessors
4. Group to ensure availability of personal laptops and accessories for connection to
projector system (e.g. HDMI adapters for Apple computers or other etc.)
Note: Following your group presentation, you are free to continue on your group
discussion or take the time to go through the NPV/Cash Flow Modelling Pre-Lecture
Webcast by Prof Chan prior to his Lecture in Week 7

Week 6B Session 12
Interim Presentation (FRIDAY 10 a.m. - 12 noon) - Classes 3 and 4
Room 1 Room 2
E4-04-02 E4-04-04

10-11am 10-11am
CE Group 14,15 CE Group 19

11am-12noon 11am-12noon
1. Groups are allowed: 15 mins (Presentation) + 5 mins (Q&A) for 4/5-member group
staff/assessors
4. Group to ensure availability of personal laptops and accessories for connection to
projector system (e.g. HDMI adapters for Apple computers or other etc.)
Note: Following your group presentation, you are free to continue on your group
discussion or take the time to go through the NPV/Cash Flow Modelling Pre-Lecture
Webcast by Prof Chan prior to his Lecture in Week 7

Week 7A Session 13
Lectures on Tools for Decision-Making I (NPV/CBA) 3-5pm (LT1)
 All to meet at LT1 (3pm-5pm) – Lecture on Net Present Value (NPV) calculation and Cost-
Benefit Analysis by Prof Chan WT.
Blank space below for you to write the main idea from this Lecture

Week 7B Session 14
Tools for Decision Making 1: NPV/ CBA (Group Discussion on project and
attempting NPV discussion questions)
Learning Outcomes for Week 7B
1. Able to conduct a Cost-Benefit Analysis (CBA) - expressing economic and financial

impact in monetary terms.
2. Understand the time value of money, equivalence relationships, MARR, continuous

compounding of interest rates, mutually exclusive alternatives
3. Able to calculate Net Present Value (NPV), Future Value, Discount Rate,
Internal/External Rate of Return, Benefit Cost Ratio and Payback
4. Use of equivalence in costing- converting life-cycle expenses into an annuity to be

included in the cost functions
5. Appreciate economy efficiency: outputs>inputs and revenue>costs
6. Use EXCEL or other spreadsheet to analyze project feasibility
Learning Resources
1. Cost-Benefit Analysis (Intro, Scenario,

Perspective, Discounting Rate, Time Horizon,
NPV, IRR, BC Ratio, Payback, Cash Flow) *
8
Additional resources: https://www.business-
case-analysis.com/discounted-cash-flow.html
2. Chp 7 Equivalence of Cash Flows by Martland
and/or Chp 5 and Chp 7 Summary PPT 2
Notes.pdf – Martland *
3. BONUS- Choosing A Discount Rate.pdf (Chp
1
8 Martland)
4. FUNDAMENTAL: Financial Assessment-
Comparing Cost and Benefits.pdf (Chp 9 1
Martland) *

Note: The use of interest formulas is NOT ENCOURAGE; you should instead use the
compound interest factor table such as the NUS FOE_Compound Interest Factor Tables
(uploaded in “Compound Interest Factor Tables” Folder)
More learning videos on related concepts conservation economics on http://www.conservation-

strategy.org/en/csf-econ-video-lessons
1. Discuss the differences in financing a project by using internal funds, obtaining a

mortgage, and selling bonds.
2. Create a spreadsheet that you can use to estimate equivalent cash flows for arbitrary
sequence of cash flows over 50 periods. You want to be able to use this spreadsheet to
convert an arbitrary sequence of cash flows into a present worth PW, a future worth FW
at any time t, or an annual worth AW over N periods. You want to be able to do this
using both discrete and continuous compounding factors (pg.40 of Chp 7 Summary PPT
Notes-Martland or pp171-173 Chp 7 Equivalence of Cash Flows – text by Martland), and
you want to be able to compute effective interest rates. Take some care in designing
your spreadsheet so you can easily do sensitivity analysis on interest rates and N, and
so you can easily print out a compact and attractive report showing results. Test your
spreadsheet:
a. Salvage value: you are involved with a project that is expected to last 50 years
and have a salvage value of $10 million. A consultant has advised your company
that an expenditure of only $100,000 at the end of every 5 years will double the
salvage value. Your company generally uses an MARR of 15% - do you buy the
consultant’s recommendation.
b. Bonds: A bon has an initial purchase price of $1,000 and an interest rate of 6%
paid at the end of each year for 30 years. At the end of the 30th year, the bond is
redeemed and the owner is repaid the initial payment of $1,000.
i. What is the value of the bond at the beginning of Year 6 to someone with
an MARR of 7%.At the beginning of Year 29?
ii. What is the value of the bond at the beginning of Year 6 to someone with
an MARR of 5%? At the beginning of year 29?
iii. What conclusions can you make from the observations in (i) and (ii)
concerning the discount rate, interest rate and bond worth?
Note: Additional resources on EXCEL template for creating your personal

equivalent cash flow spreadsheet:
http://www.tvmcalcs.com/index.php/calculators/excel_tvm_functions/excel_tvm_f
unctions_page3

3. A new rail car costs $100,000 and will last 20 years, assuming that $20,000 is spend on
a major overhaul at the end of year 10. Routine servicing and maintenance are expected
to cost $2,000 per year. The car is expected to be used in revenue service for 300 days
per year. What is the equivalent cost per day-in-use over the 20-year life of the car
assuming a discount rate of 10%, 8% or 6%? Use the EXCEL spreadsheet above.
4. Your team is trying to decide whether or not to bid on a construction contract for a new
bridge. Your team thinks that it will take 30 months to build, with construction costs of $2
million per month. You expect tolls to be $10 million per year once the bridge opens, and
you expect toll collection and maintenance costs to be $1 million per year. Your MARR is
15%/year. To bid on the project, you specify the price that you are willing to pay to the
state (in cash, at time 0) for the right to build the bridge and operate it for a period of 30
years. At the end of 30 years, the ownership and operation of the bridge revert to the
state.
a. You can obtain a construction line of credit at 10%/year that can be used to cover
all the construction expenses plus all of the accrued interest. What will be the
outstanding balance when the bridge is completed?
b. Once the bridge is open, you will have a steady stream of income, so that you
can refinance the construction load at a lower interest rate, say 8%/year, with the
loan being paid off in 30 years. What will the annual payments be on this loan?
c. What is the cash flow (toll revenue minus payments on your loan) from operating
the bridge worth to you at the end of month 30 when the bridge opens?
d. What is the maximum you would bid for the bridge given the information above?
5. Suppose that you are evaluating various projects, each of which has an expected net
cash flow of $100k per year for 20 years. Choose the discount rate that you would
recommend in each of the following situations, state why that is the best choice, and
indicate how much you would invest based upon your choice of a discount rate:
a. You work for White Paper Company (WPC), which owns vast forests Australia.
The $100k will come from sales of paper products from a new mill that you are
planning to construct. WPC has built several similar mills in throughout the region
that have provided returns on investment of 10% to 20%. You are trying to
decide whether to build another mill, you will use…5%, 10%, 15%, 20%, 25%
discount rate?
b. You are a banker, and a very large and financially stable company is willing to
pay $100k a year for 20 years toward principal and interest on a loan. The prime
rate for corporate customers is currently 6.5%. What rate do you offer this very
attractive customer? 5%,6%,7%, 8%?
c. Your friend has a great scheme for a website and wants you to cash in your
savings to finance his new internet business. He promises to pay you $100k per

year for 20 years. What is the discount rate do you use in deciding the upper limit
of what you might invest? 5%,10%,15%,20%,25%
6. Company managers are often urged to “maximize the net present value of cash flows.”
Why? Is this good advice? Is this also true for the public sector?
7. A company is trying to decide which type of equipment to acquire. They expect to get
1000 hours of use per year for the equipment over a period of 5 years. The purchase
price, operating costs and expected life of the equipment are shown in the following
table. Which should they purchase? The company’s MARR is 10%.
8. Consider another company facing the same choice of equipment presented in the
previous problem. This company expects to use the equipment 2000 hours per year
indefinitely (i.e. to the end of the expected life). Calculate the EUAC of the purchase
price plus operating cost over the expected life of each option. Which is the best option?
Type of Machine Purchase Price Operating Expected Life Expected Life

Cost/hour (hours of service) (years of service)
Workhorse $100k $20 10,000 10
Master $120k $18 50,000 20
Abletowork $150k $15 100,000 30
Continue to generate new solutions or alternatives which could fulfill the Statement of Needs or
Objectives for your project. Search on the internet to get the best estimate and justify the use
representative figures use for your project.
Based on what you have learned about discounting rate, net present value, MARR and other
concepts in Week 7/8, work out a financial assessment spreadsheet and rank your options. For
each, compare and decide the best option.

Week 8A Session 15
Lectures on Tools for Decision-Making II (MCDM) 3-5pm
 All to meet at LT1 (3pm-5pm) – Lecture on MCDM concepts and by Prof Chan WT.

Week 8B Session 16
Tools for Decision Making II: MCDM (Studio–Active Learning Classrooms)
Learning Outcomes for Week 7B
1. Able to describe what Multi-Criteria Decision Making (MCDM) is.

2. Able to describe the weighted criteria method of evaluating system performance
based on criteria from multiple perspective
3. Able to carry out an MCDM analysis for decision making using MCDM template
or self-design spreadsheet
Learning Resources
1. Chp 5 MCDM Summary PPT Notes.pdf –

1
Martland *
2. Beginning Engineers Decision Matrix

1
(MCDM) *
3. MCDM EXCEL Template and online

Excel Template 1
instruction
4. MCDM-Prof Chan Lecture Notes 1
5. How to do AHP in Excel 1
1. Some people have argued strongly that the traditional approach to project evaluation,
which they often call “cost/benefit analysis”, fails to deal with many important issues
because of its emphasis on financial matters and its use of discounting. Other call for new
approaches, such as sustainability assessment, in order to ensure better consideration of
environmental matters. Discuss how cost/benefit analysis (or “benefit/cost” analysis,
which is the term normally used by practitioners), environmental impact analysis, and
sustainability assessment relate to each other and to overall project evaluation. You may
want to consider the extent to which these are complementary methods or incompatible
approaches. Search online for definitions of environmental impact analysis and
sustainability assessment.

2. A major city is considering upgrades to its transit system that would improve the quality of
service (measured as on-time performance), increase capacity, and improve safety and
security. The system currently operates with an annual budget of $500 million, 70% on-
time performance measures, and the weighting scheme shown in the following tabl, rank
the alternatives from best to worst.
OPTION Budget Service (on Capacity Improvement in

Increase time (Ratio of new Safety and
performance) to current Security
capacity)
Weights 40% 20% 20% 20%
A $20 million 80% 110 10%
B $25 million 85% 110 10%
C $30 million 90% 120 20%
D $35 million 85% 140 10%
3. Use the information given in the previous table to determine the ordinal rankings for each
alternative for each criteria. Using the same weights shown in the table, rank the
alternatives based upon their ordinal rankings.
4. Your boss has complained that the measures used for the various criteria are inconsistent:
cost and service are sown as the actual numbers, while capacity is shown as a percentage
of current capacity, and safety and security is measured as the percentage improvement
in performance. This time, use a more consistent set of measurements and determine the
ranking of the alternatives.
5. After trying various schemes to rank the options, an analyst suggests, that it would be
better to consider the cost effectiveness of the various options considered in the previous
three questions. Using a consistent scheme for estimating the service, capacity and safety
benefits (e.g. as used in the previous question), what is the cost effectiveness of each
strategy?
Consolidate the feedback and inputs from the Interim Presentation and generate as many
possible solutions that could fulfill the Statement of Needs and Objectives. Identify Alternatives
through (1) Brainstorming as a group to come up with as many ideas as possible, (2)
Systematic identification of options, (3) Public Input (you may use any of your contacts outside
class) (4) Best practices and expert opinion (refer to Page 269 Chapter 11 Martland). You may
also search the Internet and re-contextualizing existing solutions.
After you have at least 3 alternatives, using suitable weighting scheme rank your options based
on their ordinal rankings and on their normative rankings. For each, compare and decide the
best option.

Week 9A Session 17
Lectures on Tools for Decision-Making III (EIA) 3-5pm
 All to meet at LT1 (3pm-5pm) – Lecture on Environment Impact Assessment by Prof Chan
WT.

Week 9B Session 18
Tools for Decision Making III:

Environmental Impact Assessment – A Process View (Studio–Active Learning
Classrooms)
Learning Outcomes for Week 9A
1. Able to outline the procedure of Environmental Impact Assessment (EIA) and the
purpose of each steps in the process.
2. Able to identify the roles and responsibilities of the key parties
3. Able to categorize the inputs and outputs of the EIA process
4. Able to list some basic approaches to deal with the impacts identified in the EIA process
5. Able to organize an EIA study
6. Able to compare the various alternative environmental actions based on impact
7. Able to identify way to measure the potential impacts identified
Learning Resources

1. Introduction and Principles: Chapter 1,
extracted from Environmental Impact 1
Assessment by Glasson et al.
2. Classical Paper: A Procedure for

1
Evaluating Environmental Impact *
3. EIA Process + Social Impact Assessment

1
extracted from text by Larry Canter.pdf *
4. Introduction to EIA * 3
5. The Impact of EIA 1
6. Examples of EIA of An Airport

2
Infrastructure *
7. Checklist and Questions Pertaining to
1
Environmental and Social Impact.pdf
8. Friends of the Earth Guide on EIA 1

1. Discuss the advantages and limitations of Environmental Impact Assessment.
2. Identify one infrastructural development project (search on the Internet) where the use of
EIA has positive influence on the project, defining what ‘positive’ meant in that project
and what actions were taken as a result of the findings or recommendations of the EIA.
In contrast, identify one project where the use of EIA has a negative influence on the
project, defining what ‘negative’ meant with respect to the project.
Based on what you have learned on the topic of Environmental Impact Assessment, conduct a
study using the EIA Process and an Environmental Management Plan (inclusive of the Leopold
Matrix) and use weighted overall score to rank your alternatives.

Week 10A/B Session 19/20
Studio Discussion Sessions
Using Decision Making Tools I, II, III to decide on ‘Best’ Solution.
Facilitators will be coming to discuss your projects with you.
Based on what you have learned on the topic of MCDM, NPV, CBA and EIA, EMP (Leopold
Matrix), use these this week (Week 10) to justify the choice of solution for your project.

Week 11A/B Session 21/22
Studio Discussion Sessions
Consolidate their report/presentations and prepare for the Final Deliverables.
Facilitators will be coming to discuss your projects with you.
Week 12A Session 23
After Quiz, we will move to the usual Active Learning Classrooms (Studio session/or
ZOOM) – to use the time to finalize your Technical Consultant Report.
Note: Week 12B (Friday) is Good Friday.

Week 13A Session 23
FINAL Presentation (Wednesday 3-5pm) - Classes 1 and 2

Room 1 Room 2
E4-04-02 E4-04-04

3 - 4pm 3 - 4pm
CE Group 4,5, CE Group 9, 10

4 - 5pm 4 - 5pm
staff/assessors
4. Final Deliverables includes:
a. Final Presentation (comprising 4-min Video Pitch Segment+ Slide Presentation
(PPT or other presentation software). Group to ensure availability of personal
laptops and accessories for connection to projector system (e.g. HDMI adapters
for Apple computers or other etc.)
b. Final Term Project Report. Details of report has been given in Page 17. Sample
of A Technical Report is available in LUMINUS

Week 13B Session 24
FINAL Presentation (Friday 10-12 noon) - Classes 3 and 4
Room 1 Room 2
E4-04-02 E4-04-04

10-11am 10-11am
CE Group 14,15, CE Group 19

11am-12noon 11am-12noon
staff/assessors
4. Final Deliverables includes:
a. Final Presentation (comprising 4-min Video Pitch Segment+ Slide Presentation
(PPT or other presentation software). Group to ensure availability of personal
laptops and accessories for connection to projector system (e.g. HDMI adapters
for Apple computers or other etc.)
b. Final Term Project Report. Details of report has been given in Page 17

APPENDIX 1
Guidelines for Preparing a Poster

Introduction
What is a poster? It is a static and visual medium that you can use to communicate your key
ideas within the physical constraints of a board (usually A1 size). Remember, a good poster
is one which any viewer can read and grasp the key points of what you want to communicate
without you manning the poster. Your presence, however allows the viewer to ask questions
and probe for additional information related to your project. The general difference between
a poster and a slide oral presentation is that for a poster presentation, your poster should be
able to ‘talk’ when you are not there while in oral presentation, you do most of the ‘talking’.
Since you have limited space to put in all the information, you need to be selective.
Remember, your viewer’s attention span tends to be very short, so the information you
present must be succinct and easy to digest. There must be a clear flow of information and
this need to be structured in a visually appealing manner. All the information you put in your
poster must serve a function, otherwise they can be a source of distraction, diverting the
viewer’s attention away from your key message. Hence, you need to plan, plan and plan
before your draft out the contents of your poster.
Use infographics effectively by including icons, graphics and pictograms to aid in the
visualization of the information in a whole new way.
Enjoy your journey!
10 preparation tips
Here are some tips to make the best sure of this medium of communication:
TIP 1: IF YOU FAIL TO PLAN, THEN YOU PLAN TO FAIL
TIP 2: KEEP IT SIMPLE AND CONSISTENT. AVOID FANCIFUL ARTWORK OR FONTS.
TIP 3: IT IS NOT A COLOURING COMPETITION. MORE COLOURS MORE CONFUSION.
TIP 4: CLEAR OR WHITE BACKGROUND RECOMMENDED FOR EASE OF READING.
TIP 5: DO NOT WRITE ESSAYS. BULLET POINTS PREFERRED.
TIP 6: AVOID EQUATIONS (IF POSSIBLE)

TIP 7: USE GRAPHS AND CHARTS INSTEAD OF WORDS
TIP 8: KEEP TECHNICAL JARGON TO THE MINIMUM
TIP 9: ENSURE FLOW OF POSTER IS VISUALLY EASY TO FOLLOW.
TIP 10: ALWAYS PUT YOURSELF IN THE VIEWER’S SHOES.
Contents of the “Poster”

The general contents to be included in your poster:
(A) A succinct “Context” describing the problem that led to the proposed project
(B) A clear description of the infrastructural development needs through a “Statement
of Needs”
(C) The “Objectives” that are to be met through the project
Put yourself in the shoes of the viewer and imagine talking a tour round a poster exhibition.
With so many poster presentations around, what would you be looking at when you stop by
a particular poster? Quite obviously, these questions will (or at least they should) pop
straight out of your enquiring mind.
(A) What is the team trying to do?

a. What does the background of the proposed project? What is it about?
i. Keep it short and easy to understand. This orientates the viewer to
understand your proposal
ii. You are the expert as you have been thinking about the project a lot.
Others are new to your work, so minimal jargon works best when you
introduce your project.
b. What’s the significance anyway? Impact on society, environment & economy?
i. People want to know in why you are doing what you are doing.
ii. The important ‘so what’ question should be addressed.

(B) Why is needed? What problems is the project meant to solve?

a. When you are clear about the problems involved, you will be able to write
down a succinct description of the real needs and subsequently the
appropriate solution to address the problem.
i. Show diagrams, pictures, graphs, flow‐charts, schematics instead of
texts, where possible.
ii. Be selective‐ limited space in poster to show too much.
(C) What are the objectives to be achieved?

a. Here, you identify the key objectives that should be achieved through the
infrastructural development proposed.
b. The objectives should be clear and well‐defined and should be revisited and
revised following inputs or feedback from various stackholders as well as new
developments and needs that occur in the course of time.
c. A certain level of flexibility is needed in view of the changing or acquisition of
new information in the course of the evaluation phase.
Last words on posters
There are many ways to design a poster but a good poster is one that leaves the viewers
knowing something more than before they viewed your poster…..and wanting to know more
in your area of work. So, a poster presentation is not just a good time to showcase your
excellent work but another opportunity to better your communication skills.
Visit poster presentations whenever you have the opportunity to get an idea of what works
and what does not. Learn from the mistakes of a poorly designed poster and analyse what
makes a good poster effective.
Have a great time preparing your posters!


APPENDIX 2
Guidelines for Preparing for the Oral Presentation

Introduction
Oral presentations, with the aid of tools such as MS PowerPoint or other alternative software
such as Keynote or Prezi, are commonly employed means of communication to transmit key
information to an audience. An engaging and inspiring presentation is more often than not
the results of hours of preparation both in the oral delivery as well as the quality of the
presentation materials. There is simply no substitute for preparation if you want to give a
high quality presentation that is worth the listening to.
It is important to keep in mind that the focus of the presentation should be the presenter
instead of the presentation materials. Presentation materials (slides) should be treated as
presentation aids not the centre of attention. When used appropriately, these presentation
materials act to support the presenter in conveying the message effectively and efficiently.
Although it is tempting to rely on visually engaging and eye‐popping graphics, these are often
costly, time consuming and can be distracting, if over‐used.
In addition, the common tendency in presentations is for the presenters to ‘hide’ behind their
slides – i.e. it is as if the slides do assigned to do the ‘talking’ while the presenter does the
‘reading’. This often leads to a weak or negative impression of your work and you as the
communicator. Of course, if you are already a celebrated individual, your fans in the audience
will be much less critical of your presentation capability! Fortunately for us mortals, we have
the privilege of working hard on our presentation skills and with plenty of practice and
patience, we will surely improve in the process, making us better communicators.
Enjoy the journey!

Contents of Interim Oral Presentation

The following information should be included in your oral presentation.
i. A succinct “Context” describing the problem that led to the proposed project.
The team should include a description of the scope, context or background and
project identified. The relevant background of the project to be worked on should
be highlighted without overcrowding the presentation with too much details. This
part of the report should give the reader a clear appreciation of the context of the
problem and what the team aims to do to address the problem. Finally, the
preparation should give the reasons why the work is important/significant
(economically, socially and/or other society benefits) and therefore deserves
attention
ii. A clear description of the infrastructural development needs through a “Statement

of Needs”
This is self‐explanatory and should be kept in mind throughout your project so that
all the proposed activities and plans for the project should go towards address these
needs. The team should also justify the needs carefully providing as much evidence
as they can find online related to the project. Where information is not available, the
team could assume the information and also explanation as to why the assumptions
are acceptable.
iii. The “Objectives” that are to be met through the project
Based on the Statement of Needs above, you should be able to succinctly articulate
the objectives the project is to achieve. Keep in mind that a list of good objectives
guides to implement solutions which will address the needs and concerns identified
in the Statement of Needs stage. It should not be inflated or overambitious in order
to secure the funding agencies’ approval but should be realistic, of high impact and
achievable within identified constraints and possible to monitor its state. As project
development is iterative in nature, the objectives could be subjected to iterations to
suit the direction of the project to meet the needs of the society or problem at hands
more expediently.
Contents of Final Oral Presentation

For the final presentation, the above should be included in addition to the following:
i. Context (describing the problem that led to the proposed project)

ii. Statement of Needs (a clear description of the infrastructural development needs)
iii. Objectives (a list of objectives that are to be met from the infrastructure development
proposed)

iv. Alternative Solutions (a few project ideas which could meet the needs and objectives
listed above and briefly why these are possible solutions)
The number of alternatives that you can be investigated in detail is limited so the
options should be judiciously chosen (the recommended number is 3). Try to consider
distinctly different approaches to explore more possibilities of meeting the needs
identified earlier. Reserved judgement about which is the preferred approach until after
you have finished evaluating the approaches from multi-perspective in the next step
(i.e. using the decision making tools introduced in the module). You may use the
following steps:
a. Generate as many alternatives to address the problems and needs that have
been identified. Alternatives should be diverse and innovative capable of
solving the problem your stated. Out‐of‐the‐box ideas or unconventional ideas
should be considered carefully and not be excluded too quickly.
b. This is where you proposed your team’s answers to the statement of
needs/problem statement you posed earlier.
i. Know your proposal well. Understand its capabilities as well as
limitations, so you can respond well when questioned.
ii. You may prepare a portfolio of additional information on A4 printed
slides in clear folders will be handy to show where appropriate.
iii. Again, resist temptation to write an essay on this. Keep it short and direct.
Choose words carefully. Aim for impact rather than volume.
c. Highlight beneficial features or selling points of your proposal. If I am the user,
how do I benefit from using your solution
d. If you have a working sketch / 3D visual (of a subcomponent of it), show it.
Nothing beats seeing and handling the ‘solution’ directly by user.
e. Show the preliminary feasibility, attractiveness, novelty and/or ingenuity of
your approach.
f. Be convincing.
iv. Are you convinced yourself? Unless you are a super glib tongue salesman,
most people can sense whether you are convinced of the merit of the work
you are doing.
v. Conviction versus over‐confidence. These create opposing effects on the
listener so be open to good suggestions or criticism from others.
v. Evaluation (mainly technical methods which you will be taught to use as tools to
analyze and evaluate their alternative solutions. Evaluate the various options you
have come up with and use the tools to analyze and justify your choice. Assess the
costs and benefits associated with each option while considering the financial,
economic, social and environmental impacts. In using the costs‐benefit analysis
(CBA), monetarize the costs and benefits. The values will be subjective to access to
expert information so try to estimate as close as possible‐ it is not possible to get
‘exact’ numbers because it is simply not possible. Where information is not

available, use your best judgement based on best available information.

Summarize and present your analyze in a clear way and propose your final
decision based on your consideration to the panel of assessors. As different people
will carry out the analysis differently, be prepared to defend your assumptions
and conclusions with strong support.
vi. Deciding on the ‘Best” solution (Some conclusions leading to the “Best” solution
they have chosen with highlights of why it is the Best, selling it as such.)
Here you provide information on the ‘Best’ Solution, highlighting the key
advantages/features of the solution with concluding discussion on why this is the
optimal choice, linking the results of your analysis earlier to support your
decision.
Additional guidelines
Duration: As a guide there should not be more than 15 slides for a 15 min
presentation.
The time duration is to be strictly followed.
To include a 4‐min Video Pitch Segment in your PPT or presentation.
Participation: Each member in the team is required to present a segment of
the presentation. A group mark will be awarded for the oral presentation
(interim and final).
Presentation software: You are free to choose which software package you
wish to use.
Resources to enhance your presentation skills:
1. http://www.comp.nus.edu.sg/~damithch/guide3e/Ch14.html
2. http://www.comp.nus.edu.sg/~pptlabs/
3. http://www.psych.utoronto.ca/users/reingold/courses/resources/presentskills.html
4. www.visualinformation.info
5. www.coolinforgraphics.com
6. www.dailyinforgraphic.com

APPENDIX 3
Guidelines for Preparing the Reflection Write‐up

Introduction
One of the deliverables students are required to submit is the reflection write‐up. The
reflection write‐up is more than just another piece of written work for sharpening your
written communication. The main purpose is to allow you the opportunity to take a step back
from the flurry of activities involved in the project work. Taking a step back allow you to
reflect on the process, to question what you are doing, and to be conscious of the bigger
purpose of your journey in the course of the project and team work. As we know, the process
of getting to the end of the project is as important, if not more, than end of the project itself.
As saying goes, "the goal is the aim, the process is the focus". Reflection is an important skill
and habit for engineer‐leaders to inculcate, adopt and practice.
The reflection exercise and the writing‐up of what you reflect will "force" you to slow down
and take stock of what you have or have not done correctly and a chance to learn through
the thinking through about what you have experienced in the last 12 weeks in this module.
There are plenty of things to reflect on e.g. life in general, but in this exercise, we want to
focus on your educational journey as a work‐in‐progress engineer in the course of your EPP2
project. Blogging, in many ways, is similar to a personal‐reflection exercise, so if you are
already blogging on some issues of interest (social concerns, environmental, spiritual,
educational issues etc.), this exercise would be right up your street.
Personal reflection is also a part of life‐long learning, which you should cultivate now, since
it has been said that our degrees have ‘expiry dates’ in view of the speed of technological
advancement and changes in the working world. The technological knowledge we learn
today may be superseded by new knowledge very quickly in a short period of time, although
basic principles of learning and fundamental laws will be the same. It is important to be
aware of how we learn, as an individual, how we work with others when in a team so we can
continuously grow and mature in our thinking, being able to distinguish right from wrong,
able to filter through information and experiences and gain a better understanding of the
world around us. Generic skills such as personal reflection is timeless and will stand you in
good stead in your professional and personal life.
In the write‐up, students may consider the following leading questions as triggers to start
your reflection write‐up.
 What is this module about to you? What are some interesting aspects of the following
you have come to realise as a result of the last 12 weeks of work in this module that you
did not realise before?

(a) engineering
(b) the problems solving in an engineering context
(c) decision making
(d) creative thinking
(e) lifelong learning
(f) working in teams
(g) role of the engineer in society
(h) effective communication
(i) your interest in this area of engineering

 Reflect on the learning process of this module. What aspects of the process (or which
part) have been beneficial and why that have been so for you.
These are just some of the possible reflection questions which you may think through‐ you
are encouraged to think of other relevant issues which have impacted you in terms of
learning or in your understanding of new areas in the course of the past 12 weeks.
The following adapted pointers from https://student.unsw.edu.au/reflective‐writing are

helpful:
Reflective writing is:

 a way of thinking to explore your learning
 a way of making sense of your learning journey
 an opportunity to gain self‐knowledge, knowledge of others, and the world around you
 a way to achieve clarity and better understanding of what you are learning
Reflective writing is not:

 just conveying information, instruction or argument
 pure description, though there may be descriptive elements
 a summary of course notes

There is no recommended number of pages that you should write, although a minimum of 1
page and a maximum of 4 pages are imposed ‐more pages does not mean better. You can add
photos, ‘quotes’ that you picked up in the course of the module, etc. to convey what you have
in mind.
Enjoy the journey!


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CE2102 Student Manual Semester 2 AY2020/21

DESIGNING SUSTAINABLE INFRASTRUCTURE

We hope you will enjoy your journey!

Module Facilitators’ Profiles

He has taught and tutored courses including Engineering Uncertainty

Contact details: ceeksck@nus.edu.sg || 6516-4683 || E2-04-11

Professor CHAN Weng Tat graduated from the University of Singapore

Professor Chan, an associate professor at the National University of

Contact details: ceecwt@nus.edu.sg || 6516-2576 || E2-03-16

THIS PAGE IS INTENTIONAL LEFT BLANK

ABOUT THE MODULE

A.1 Module description:

A.2 Module rationale:

A.3 Module topics:

1. Sustainable Infrastructure, Aging Infrastructure, Critical Infrastructure and Concepts

A.4 Module objectives

1. To provide a framework for understanding and evaluating projects from a holistic

A.5 Modes of teaching:

A.6 Module deliverables and assessment:

i. Individual (Optional) Summary Notes# - based on prior readings

vi. Individual E-Quiz 2 (25%) Wk12 – (Wednesday April 7, LUMINUS Quiz)

A.7 Use of IT class management & interaction tools:

A.8 Module generic learning aims:

A.9 Engineering Accreditation Board (EAB) learning outcomes:

a) Engineering knowledge: Apply the knowledge of mathematics, natural science,

"Urbanization". UNFPA – United Nations Population Fund.

B. Module format and schedule

Wednesday Session: 3:00PM to 5:00PM || Friday Session: 10:00AM to 12:00NOON

B.1. Module format:

B.2. Module schedule:

Week 1: Introduction to Infrastructure and the Environment (L+S)

Week 2: Project Evaluation Process- PEP (S) *

Week 3: Realities-Outside-Classroom R.O.C. Field-Trip Week

Week 5: FEES Holistic Perspectives in Project Evaluation (S) + Quiz 1 (50mins)

Week 6: Interim Group Presentations Proposal / Poster Proposal

(Introduction to NPV/Cash Flow to support FEES) pre-lecture Webcast

Week 7: Tools for Decision-Making I (NPV/Cash Flow & CBA) (L+S)

Week 8: Tools for Decision-Making II (MCDM and review of NPV) (L+S)

Week 9: Tools for Decision-Making III (EIA- A Process View) (L+S)

Week 10: Use tools to Decide on the ‘Best’ Solution (S)

C. What are expected of students:

Major projects in Singapore results from Google search.

MAJOR INFRASTRUCTURE PROJECTS: MOTIVATIONS

3. Invention of technologies or access to previously unavailable resources that allow

D. Choice of term project

D.1. Scope of term project:

Examples of infrastructure development are:

(5) Others: Delta Works in the Netherlands, Falkirk Wheel

E. Guidelines on interim and final deliverables

E.1. Interim Deliverables (Week 6):

ii. A clear description of the infrastructural development needs through a “Statement of

iii. The “Objectives” that are to be met through the project.

E.2. Final Deliverables (Week 13):

1. Technical Consultant Report should cover:

Wednesday* E4-04-02 E4-04-04 E3-06-07 E3-06-15

Friday E4-04-02 E4-04-04 E1-06-07 E3-06-15

15m (pre-session) 15m (pre-session) 15m (pre-session) 15m (pre-session)

15m (pre-session) 15m (pre-session) 15m (pre-session) 15m (pre-session)

Field Trip Sustainable Sustainable

Tour : ~ 1h Tour : ~ 1h Tour : ~ 1h Tour : ~ 1h

Field Trip Sustainable Sustainable

G. Term project flow

Marina Barrage is a showpiece of environmental sustainability, and

* Term Project Work *

* Notes on Term Project Work *