C&ENVENG 2069 - Geotechnical Engineering II

North Terrace Campus - Semester 2 - 2017

The course provides an understanding of: the nature of soils and their variability; and the state and behaviour of a soil. Topics include: The Origin and Composition of Soils: introduction to geotechnical engineering, processes that form soils, clay mineralogy; phase relationships, Atterberg limits and soil classification: soil state definitions, phase relationships, grain size analyses, Atterberg limits, soil classification and description; vertical stress in soils: soil suction, total vertical stress, pore water pressure, effective vertical stress; flow of water through soils: water flow, permeability, 2D seepage and measurement; consolidation: introduction to consolidation theory, oedometer test, overconsolidation ratio, consolidation settlement, time rate effects, sand drains; strength of soils: shear strength of sands and clays, Mohr-Coulomb failure criterion, direct shear test, triaxial test, soil improvement: compaction - concepts, measurement and field techniques, overview of other soil improvement techniques.

  • General Course Information
    Course Details
    Course Code C&ENVENG 2069
    Course Geotechnical Engineering II
    Coordinating Unit School of Civil, Environmental & Mining Eng
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 4 hours per week
    Available for Study Abroad and Exchange Y
    Incompatible C&ENVENG 2006
    Assumed Knowledge C&ENVENG 1010, MATHS 1011 & MATHS 1012
    Course Description The course provides an understanding of: the nature of soils and their variability; and the state and behaviour of a soil. Topics include:
    The Origin and Composition of Soils: introduction to geotechnical engineering, processes that form soils, clay mineralogy; phase relationships, Atterberg limits and soil classification: soil state definitions, phase relationships, grain size analyses, Atterberg limits, soil classification and description; vertical stress in soils: soil suction, total vertical stress, pore water pressure, effective vertical stress; flow of water through soils: water flow, permeability, 2D seepage and measurement; consolidation: introduction to consolidation theory, oedometer test, overconsolidation ratio, consolidation settlement, time rate effects, sand drains; strength of soils: shear strength of sands and clays, Mohr-Coulomb failure criterion, direct shear test, triaxial test, soil improvement: compaction - concepts, measurement and field techniques, overview of other soil improvement techniques.
    Course Staff

    Course Coordinator: Dr An Deng

    Course Coordinator and Lecturer: Dr An Deng
    Room N144, Engineering North Building, an.deng@adelaide.edu.au, phone: 8313 2830

    Practical Coordinator
    : Dr Issa Kousa
    Room N232, Engineering North Building, issa.kousa@adelaide.edu.au, phone: 8313 0598
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

    A weekly timetable will be available to students through MyUni.
  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course students will be able to:

     
    1 Introduce geotechnical engineering and soil mechanics in the broader discipline of civil engineering;
    2 Develop an understanding of the different types of soil and their engineering properties;
    3 Develop an awareness of soil description;
    4 Develop an understanding of the soil compaction and ground improvement;
    5 Develop an understanding of the concept of effective stress and its influence on soil behaviour;
    6 Develop an understanding of the influence of water flow on the engineering behaviour of soils;
    7 Develop an understanding of the compressibility of soils and the concept of consolidation;
    8 Develop an understanding of soil shear strength;
    9 Develop a proficiency in handling experimental data; and
    10 Develop the ability to report the results of a laboratory experiment at a professional standard.

     
    The above course learning outcomes are aligned with the Engineers Australia Stage 1 Competency Standard for the Professional Engineer.
    The course is designed to develop the following Elements of Competency: 1.1   1.2   2.1   2.2   3.1   3.2   3.6   

    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1-10
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    1-10
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    10
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    1-10
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • Able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    1-10
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    1-10
  • Learning Resources
    Required Resources
    Lecture notes and other relevant learning resources, such as copies of PowerPoint slides and audio recordings of lectures, will be made available to students, at no cost, via MyUni.  In addition, hard copies of the notes can be purchased through the student unified online shop.
    Recommended Resources

    Students are encouraged to purchase a text book for this course, although this is not essential.  It is suggested that students consider purchasing ONE of the following texts:

    • Knappett, J. and Craig, R. F., Soil Mechanics, 8th ed., 2012, Spon Press. (Solutions Manual is also  available).
    • Holtz, R, Kovacs, W. and Sheahan, T. An Introduction to Geotechnical Engineering, 2nd ed., 2011,  Pearson Prentice Hall.
    • Budhu, M., Soil Mechanics and Foundations, 3rd ed., 2011, Wiley.
    Online Learning
    MyUni will be used to disseminate learning resources and information relevant to the course.  Online learning modules will be used to assist your preparation for laboratory experiments and these are available on MyUni.  In addition, the MyUni Discussion Boards, online Quizzes and Grade Centre will also be utilised in this course.
  • Learning & Teaching Activities
    Learning & Teaching Modes

    The course involves the following teaching and learning approaches:

    • Lectures
    • Tutorial assignments
    • Online quizzes
    • Physical demonstrations
    • Practical classes
    • Examinations
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    Activity Contact Hours Independent Study Hours Total
    Lectures 26 0 26
    Tutorials 10 20 30
    Assignments (formative, x5) 0 20 20
    Practicals (formative, x3) 3 9 12
    Online quizzes (formative, x7) 0 14 14
    Exam preparation 0 48 48
    Exam (summative, x1) 3 0 3
    Total 42 111 153
    Learning Activities Summary
    The learning acitivities cover the following 7 lecture series:
    • LS1: The Origin and Composition of Soils
    • LS2: Phase Relationships
    • LS3: Soil Improvement
    • LS4: Vertical Stress
    • LS5: Flow of Water Through Soils
    • LS6: Consolidation
    • LS7: Strength of Soils
    Full details are shown on MyUni.
    Specific Course Requirements
    Not applicable.
    Small Group Discovery Experience
    Not applicable.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Weighting (%) Individual/ Group Formative/ Summative
    Due (week)*
    Hurdle criteria Learning outcomes
    Assignments 20 Individual Formative Weeks 4-12 2. 3. 4. 5. 6. 7. 8.
    Practicals 15 Group Formative Weeks 5-12 9. 10.
    Online Quizzes 5 Individual Formative Weeks 1-12 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
    Exam 60 Individual Summative Exam Weeks 40% min 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
    Total 100
    * The specific due date for each assessment task will be available on MyUni.
     
    This assessment breakdown complies with the University's Assessment for Coursework Programs Policy.
     
    This course has a hurdle requirement. Meeting the specified hurdle criteria is a requirement for passing the course.
    Assessment Related Requirements
    Requests for exemption from coursework components will only be considered when presented on an Exemption from Attendance Form. All exemption requests must be made by the end of Week 3 of Semester. Exemptions will not be considered for exams or in-class quizzes.

    This course includes peer assessment for the tasks undertaken within groups. Further detail of the peer assessment is contained on
    MyUni. To maintain the integrity of the assessment tasks there is a requirement that all students within a group contribute to each assessment task. Where there is evidence that group members have not sufficiently contributed to a group assessment task, the Academic Honesty policy may be applied.

    Assessment Detail
    Full details of each assessment task will be provided on MyUni.
    Submission
    e-Submission via MyUni is used for assessment tasks.

    The submission time for all assessment tasks in this course is 4 pm on the due date, unless otherwise specified.

    Full submission details are shown on MyUni.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

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