C&ENVENG 7069 - Geotechnical Engineering
North Terrace Campus - Semester 2 - 2017
General Course Information
Course Code C&ENVENG 7069 Course Geotechnical Engineering Coordinating Unit School of Civil, Environmental & Mining Eng Term Semester 2 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Up to 4 hours per week Available for Study Abroad and Exchange N Course Description The course applies and extends the fundamental understanding of soil mechanics to the design of geotechnical engineering systems. The following topics are examined: site investigations and in situ testing; lateral earth pressures and retaining wall design; foundation design; loading induced stresses and displacements; bearing capacity of shallow foundations; design of shallow foundations; analysis and design of pile foundations; pavement design; and the stability of slopes.
Course Coordinator: Professor Mark JaksaLecturers: Prof. Mark Jaksa, Dr. An Deng
Design Sessions: Dr. Matthew Duthy, Prof. Mark Jaksa, Dr. Issa Kousa, Irene Chung
Practical Coordinator: Dr. Issa Kousa
The full timetable of all activities for this course can be accessed from Course Planner.A full timetable will be available to students through MyUni.
Students need to enrol in the practical sessions. Practicals are held in the Geotechnical Engineering Laboratories, Ground Floor, Engineering Annex. Schedules and group numbers will be posted on MyUni. Prior to the start of your practical, you must have read the 'Practical Notes' and completed the 'Online Learning Modules' (both will be available on MyUni) for your relevant practical. Before entering the laboratory, Students must have also completed an online induction (available on MyUni). Closed toe and sturdy shoes must be worn in the laboratories. Students failing to comply with this will not be allowed to enter the laboratories.
Failure to attend a practical class will result in zero marks for that practical; attendance records will be kept. The group with whom you conduct the practical is the same group with whom you contribute towards the practical report. No ‘extra’ laboratory sessions will be held for students who miss their allocated session. Students who miss a laboratory class due to medical reasons should present proof to the practical coordinator who will then arrange for you to join another group. Students who miss their allocated practical session must consult with the Practical Coordinator who will schedule you into another session if there is one available.
Course Learning OutcomesOn successful completion of this course students will be able to:
1 Interpret and summarise desktop information to predict the expected soil and groundwater conditions prior to undertaking a site investigation; 2 Scope and plan site investigations that are feasible, cost effective and appropriately characterise the ground; 3 Develop an idealised geotechnical model that summarises the ground profile and identifies and quantifies key parameters needed for design; 4 Calculate lateral earth pressures, loading induced stresses and displacements, and bearing capacity of shallow foundations; 5 Design retaining walls, foundations and pavements, and analyse the stablility of slopes; 6 Evaluate design options and specify final design recommendations based on factors such as sustainability, construction feasibility and cost effectiveness; 7 Communicate designs visually using computer aided drawings; 8 Measure soil properties in the laboratory and interpret and summarise the data.
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 1.3 1.5 1.6 2.1 2.2 2.3 2.4 3.1 3.2 3.3 3.4 3.5 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)
1-8 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
1-8 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
1-3,5-8 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1-8 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
5, 6, 8
Required ResourcesElectronic copies of 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 lecture notes can be purchased from 'Image and Copy'.
Recommended ResourcesStudents are encouraged to purchase text books; they will be beneficial for this course (although not essential).
Recommended text books:
Atkinson, J., The Mechanics of Soils and Foundations, 2nd ed., 2007, Spon Press.
Knappett, J. A. and Craig, R. F., Craig's Soil Mechanics, 8th ed., 2012, Spon Press.
Smith, I., Smith's Elements of Soil Mechanics, 9th ed., 2014, John Wiley and Sons Ltd.
Online LearningMyUni 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 and Gradebook will also be utilised in this course.
Learning & Teaching Activities
Learning & Teaching ModesThe course involves the following teaching and learning approaches:
Software and physical demonstrations
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.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 & interactive learning modules 27 0 27 Design Project reports (x3, formative) 12 40 52 In-class problem set questions 6 12 18 Practicals (x3, formative) 4.5 13.5 18 Assignments (x6, formative) 0 18 18 Exam preparation 0 20 20 Exam (x1, summative) 3 0 3 Total 52.5 103.5 156
Attendance at lectures, design sessions and practical classes is expected.
Learning Activities SummaryThe course examines the following topics:
- site investigations and in situ testing;
- lateral earth pressures and retaining wall design;
- foundation design;
- loading induced stresses and displacements;
- bearing capacity of shallow foundations;
- design of shallow foundations;
- analysis and design of pile foundations;
- pavement design; and
- stability of slopes.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Weighting (%) Individual/ Group Formative/ Summative Due (week)* Hurdle criteria Learning outcomes Examination 60 Individual Summative During exam period Min 40% 1. 2. 3. 4. 5. 6. Design Project (3 phases) 20 Group Formative Refer to MyUni 1. 2. 3. 4. 5. 6. 7. Practical reports (3 of) 10 Group Formative Two weeks after the lab session 8. Tutorial assignments (5 of) 10 Individual Formative One week after being assigned 4. 5. 6. Total 100
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 RequirementsThe tutorials will be individual submissions, whereas the design and practical reports will be submitted as a group – one submission per group. Students will be assigned to practical groups with up to 4 students in each group. Students will be able to choose their own design project groups, but the total number of persons in each group should not be less than 5 and not greater than 6.
Assessment DetailFurther details of each assignment will be provided in lectures and via MyUni well before the due date.
SubmissionThe submission time for all assessment tasks in this course is 4 pm on the due date, unless otherwise specified.
Details of the submission process will also be provided in lectures and via MyUni as part of the information provided relevant to the assignments.
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.
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.
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