Performance analysis and metrics and cost. Instruction set architectures. Instruction-level parallelism: pipelining, superscalar, dynamic scheduling, VLIW processors. Data-level prallelism: vector processors, GPUs. Thread-level parallelism: multiprocessors, multi-core, coherence, simultaneous multi-threading. Memory hierarchies: caches and virtual memory support. Simulation tools and methods. Limited Enrollment.

State-space approach to linear system theory. Mathematical background in linear algebra, state space equations vs. transfer functions, solutions of linear ODE’s, state transition matrix, Jordan form, controllability, eigenvalue assignment using state feedback, observability, designing observers, separation principle, Kalman filters, tracking and the regulator problem, linear quadratic optimal control, stability. Laboratories cover the state space control design methodology.

As computers permeate our society, the security of such computing systems is becoming of paramount importance. This course covers principles of computer systems security. To build secure systems, one must understand how attackers operate. This course starts by teaching students how to identify security vulnerabilities and how they can be exploited. Then techniques to create secure systems and defend against such attacks will be discussed. Industry standards for conducting security audits to establish levels of security will be introduced. The course will include an introduction to basic cryptographic techniques as well as hardware used to accelerate cryptographic operations in ATM's and webservers.

Various earth systems for energy transformation, storage and transport are explored. Geological, hydrological, biological, cosmological and oceanographic energy systems are considered in the context of the Earth as a dynamic system, including the variation of solar energy received by the planet and the redistribution of this energy through various radiative, latent and sensible heat transfer mechanisms. It considers the energy redistribution role of large-scale atmospheric systems, of warm and cold ocean currents, the role of the polar regions, and the functioning of various hydrological systems. The contribution and influence of tectonic systems on the surface systems is briefly introduced, as well the important role of energy storage processes in physical and biological systems, including the accumulation of fossil fuel reserves.

Praxis I is the cornerstone course of the Engineering Science Foundation Design sequence and introduces the foundational models and tools of engineering design, communication, teamwork, and professionalism that underlie design education within Engineering Science. In Praxis I students work both individually and in small teams to develop their knowledge and skills in through a combination of active lectures, structured interactive studios, and hands-on practical sessions. The design projects in Praxis I are scoped to the individual student and the broader University community. Each student and team is responsible for both defining and resolving their own opportunities. Praxis I also supports students as they transition into their engineering studies and into the Engineering Science learning community. This support integrates conceptual models, concrete techniques, and University resources, and addresses both academic and non-academic concerns. All courses within the Foundation Design sequence use engineering design to provide a context in which students integrate their knowledge, develop their emerging engineering identity, and codify their individual approach to engineering practice.

Praxis II develops the models and tools of design, communication, teamwork, and professionalism introduced in Praxis I. The course also introduces additional complementary considerations including ethics and equity. In Praxis II students work primarily in small teams to develop and refine their knowledge and skills in through a combination of active lectures, structured interactive studios, and hands-on practical sessions. The design projects in Praxis II are scoped to communities within the broader City of Toronto. Student teams are responsible for identifying and engaging with these communities, and for first framing and then resolving a collaboratively identified opportunity. Praxis II culminates in a public showcase where teams present and demonstrate their designs to their stakeholders and to the general public. Praxis II also continues to support students as they integrate more fully into the Engineering Science learning community. All courses within the Foundation Design sequence use engineering design to provide a context in which students integrate their knowledge, develop their emerging engineering identity, and codify their individual approach to engineering practice.

Introduces students to mathematics in an engineering context, In particular, linear algebra and computational techniques. Emphasis is placed on developing students’ ability to visualize in 2-D, 3-D, and higher dimensions. Linear algebra topics include: vectors, lines and planes, viewing systems of linear equations using row picture and column picture, independence, dependence and column space, matrix multiplication and factorization (A=CR), solving linear systems using elimination, connecting rank and shape of a matrix, and inverse matrices. Computational problems include numerical integration, solving the least squares problem, and numerical solutions to initial value problems (IVP) and boundary value problems (BVP). Course content is complemented with the use of computational software.

The first of two courses that introduce students to programming and computational thinking. Students will learn to use the Python programming language to implement computational solutions to problems, and will be introduced to the design and analysis of algorithms and data structures. Runtime analysis and searching and sorting algorithms will be introduced. Some computational problems will be drawn from other 1F courses.

The second of two courses that introduce students to programming and computational thinking. The course introduces the C programming language as well as fundamental algorithms and data structures. Students will work with lists, stacks, queues, trees, hash tables, and graphs.

Topics include: theory and applications of differential and integral calculus, limits, basic theorems and elementary functions. An introduction to differential equations is also included.

Topics include: techniques of integration, improper integrals, sequences, series, Taylor's theorem, as well as an introduction to vector functions, functions of several variables, partial derivatives and the optimization of multivariable functions.

Through this course, students will examine the relationship between engineering and society, emphasizing a humanities and social sciences perspective. Building on the Praxis courses, students will develop and apply an understanding of ethics and equity to broader sociotechnical systems and challenges. Using models of critical thinking, active learning activities and discussion seminars, students will develop an understanding of the social and environmental impacts of technology. Students will further develop their communication, teamwork and professional skills through persuasive writing, facilitation and formal debate. Upon completion of the course, students will have an appreciation for the complex interaction between human society and technology, and will be able to analyze and evaluate the social, technological, political, and ethical dimensions of technology.

Humanities and Social Science elective.

Praxis III is the capstone course of the Engineering Science Foundation Design sequence. It challenges students to extend and apply the models of engineering design, communication, teamwork, and professionalism introduced and developed in Praxis I and II to engineering design in a complex collaboration setting. Students integrate the design, technical, and complementary knowledge gained across the Engineering Science Foundation curriculum in the context of a single, major, mechatronic design project.

Teams in Praxis III choose from a curated set of opportunity areas that integrate technical, complementary, and optionally, multidisciplinary, considerations. They are responsible both for framing a specific opportunity within their chosen area and for developing a valid design idea for the opportunity supported by a mechatronic prototype. Praxis III culminates in a public showcase where teams present their design process and outcomes to an external audience. All courses within the Foundation Design sequence use engineering design to provide a context in which students integrate their knowledge, develop their emerging engineering identity, and codify their individual approach to engineering practice.

The Option Seminar provides students with an introduction to their upper-year discipline of study, and encourages students to consider different educational and career pathways. Students will participate in sessions with other students from their Option/Major, with a focus on research and industry directions and the relationship between the Option/Major and it’s social & environmental context. Students will also participate in program-wide seminars which feature opportunities for career exploration. This course is offered on a credit/no credit basis, and students receive credit for attending sessions and completing a small set written deliverables.

Introduces techniques to analyze and solve partial differential equations (PDEs). Concepts covered include Fourier series, Sturm-Liouville theory, separation of variables, fundamental solutions, Green's functions, method of characteristics, and numerical methods. Applications are in model PDEs in continuum mechanics: heat, Laplace's, wave, and transport equations.

Humanities and Social Science elective.

Through this course, students have the opportunity to propose a topic for exploration in the realm of technology and society studies to run as a student-led seminar course. Accepted course topics in any given year will be based on student interest. The student course leader(s) are expected to work with the course coordinator to create a full course plan, including learning objectives, course topics and methods of assessment. All participants are expected to contribute to the learning experience, through presentations, suggestions of readings and subtopics. The student directed seminar provides an opportunity to explore a topic of interest, and gain experience in course planning and delivery in a collaborative learning environment. Suggested topics may include engineering & international development, engineering education & outreach, the politicization of science, gender & technology, or cross-profession collaboration; however, students may propose any topic in the broad realm of technology and society studies. Deadlines for student directed seminar proposals and seminar registration will be publicized by the Division of Engineering Science.

A half-year capstone design course in which students work in teams to apply the engineering design, technical, and communication skills learned previously, while refining their skills in teamwork and project management. The course focus is on context-appropriate energy systems design and simulation, incorporating generation, transmission and storage of energy from across a range of traditional and alternative energy sources. Students identify, frame, and design solutions to problems that align with that focus, and the resulting designs are assessed on their engineering quality and design credibility. In addition, each student engages in individual critical reflection on their course activities, team performance, and on their growth as an engineering designer across their undergraduate program. Students are supported by a teaching team comprising both design and domain experts.

A half-year capstone design course in which students work in small teams to apply the engineering design, technical, and communication skills learned previously, while refining their skills in teamwork and project management. The course focus is the (re)design and implementation of experiments suitable for the undergraduate classroom or laboratory. Students identify, frame, and design solutions to problems that align with that focus, and the resulting designs are assessed on their engineering quality and design credibility. In addition, each student engages in individual critical reflection on their course activities, team performance, and on their growth as an engineering designer across their undergraduate program. Students are supported by a teaching team comprising both design and domain experts.

A half-year capstone design course in which students work in small teams to apply the engineering design, technical, and communication skills learned previously, while refining their skills in teamwork and project management. Each team is expected to design a complex engineered system, implemented (a) fully in software, (b) fully in hardware or (c) in a mixture of hardware and software, using concepts drawn from the ECE Major curriculum and resulting in a functional prototype. Teams are expected to integrate their design, technical, and complementary knowledge, to design for safety, and to consider relevant interdisciplinary factors such as economic, health, environmental, social, and similar concerns.

In addition, each student will complete an individual critical reflection on their course activities, team performance, and on their growth as an engineering designer across their undergraduate program. This reflection is intended to prepare the student for the next stage of their engineering career

Independent study courses are student initiated projects, open to Engineering Science students, which allow students to work one-on-one with a division faculty member. The student and supervising faculty member will develop a learning plan for the semester within the first week of term (Limited Enrollment).

Every student in Fourth Year Engineering Science is required to conduct a thesis on an approved subject under the supervision of any faculty member at the University of Toronto. The thesis provides students with an opportunity to conduct, document, and experience engineering related research as an undergraduate student. This course is structured to provide resources to support that process, in particular the documentation of research, through a series of lectures and workshops. While the final thesis document is the main deliverable, students are also required to submit a set of interim deliverables to support ongoing documentation and reflection.

Every student in Fourth Year Engineering Science is required to conduct a thesis on an approved subject under the supervision of any faculty member at the University of Toronto. The thesis provides students with an opportunity to conduct, document, and experience engineering related research as an undergraduate student. This course is structured to provide resources to support that process, in particular the documentation of research, through a series of lectures and workshops. While the final thesis document is the main deliverable, students are also required to submit a set of interim deliverables to support ongoing documentation and reflection.

Humanities and Social Science elective

Trees and their components have been used through the centuries for shelter, heat, entertainment, weapons, sport, furnishings, communication, food and medicines. This course explores the co-evolution of nature and culture by examining the social and economic impacts that the forest and its exploitation had in the development of societies throughout the ages. Focus will be on the cultural history of wood and products derived from it and its influence on developing societies from biblical times to modern day. The course will examine how wood's versatility and usefulness in varied applications has been discovered by society as needs for survival to austerity develop. The unique properties of woody materials will be examined to expose its ability to meet the varied demands of societies throughout the ages. This course will allow students to explore the place and role of wood derived products in sustainable society.

Complementary Studies elective

With over 80% of the world's population now living in cities, tomorrow's forests will be urban. Increasing global recognition of nature deficit disorder and the values of green infrastructure to mitigate broader human impacts gives a new meaning to the term 'urban forestry', coined here at UofT and now recognized widely. Trees in and around the city are key to providing multiple engineered and ecological services that only recently have been brought into the responsible fiscal planning of every municipality around the globe. If managed properly (a key concept), urban forests mitigate climate change and urban heat island effects, act as carbon sinks, air filters, water purifiers, air conditioners, noise dampeners, wildlife and/or biodiversity refuges, and green spaces for the human spirit. Here, we explore the challenges and opportunities of this exciting new applied field at the cross-roads of ecology, engineering and planning to ensure future global sustainability. (Lab and Field Trip equipment rental fee per field trip/lab: approximately $26)

Sustainable materials are a mandate for sustainable societies. This course will explore the manufacturing, engineering principles and design fundamentals for creating sustainable materials from renewable resources. Special emphasis will be on bioplastics, biofibre, nanobiofibre, biocomposites and nanobiocomposites. Written communication and design skills will be developed through tutorials and assignments.

Technological advances and approaches in deriving biofuels, chemical feedstocks from forest and other biomass resources. Fundamental chemical attributes of biomass, as they affect the fuel value and potential for deriving liquid, solid and gaseous fuels and valuable chemicals for other applications will be explored.

Geography matters in the success of both public and private sector organizations. Using mostly retail examples contemporary location problems are addressed. The geographies of demand and supply are analyzed and trade area and site selection techniques are applied. The relevance of the planning context and utility of geovisualization techniques such as GIS are also briefly considered.

This culminating capstone course draws students together in a studio course to work on a group project with an external partner organization. Students will work in multidisciplinary teams, mentored by a faculty expert, to draw on content and experiences from their previous coursework and experience. The goal is for students to demonstrate leadership in addressing an issue that is active, real, and seen as having global reach, relevance, or implications. This course will challenge students to draw on their own learning to date, analogize to other fields where relevant, and to collaborate with peers to address complex questions. In addition to submitting a final capstone report, students will present their projects at an annual capstone event. This course will be delivered primarily online through synchronous/asynchronous delivery with specific in-person activities scheduled throughout the course.

Humanities and Social Science elective

The emphasis in this course will be more on the history of engineers as workers, members of professional groups, and managers rather than engineering proper, although obviously engineering cannot be ignored when we talk about engineers' work. The aim of the course is to give an understanding of the heritage of engineers as participants in the economy and society.

Complementary Studies elective

Introduces a brief overview of essential concepts in accounting and corporate finance. The first part of the course covers the fundamentals of accounting. We start by exploring the basic language of accounting and the fundamental concepts of financial reporting. Students learn to read and analyze basic financial statements including the statements of financial position, comprehensive income, changes in equity, and cash flows. We then introduce key management accounting concepts and explore various methods of costing for decision-making. The second part of the course covers the fundamentals of corporate finance. In the second half, students will learn how to make financial projections and how to value complex investment opportunities. Following this, students learn various techniques for controlling risk and how to determine the appropriate cost of capital. Finally, the course considers issues in cash flow management and overviews project valuation as it relates to corporate mergers.