C&ENVENG 4112 - Advanced Civil Geotechnical Engineering

North Terrace Campus - Semester 1 - 2015

This course seeks to extend students who wish to attain advanced knowledge and skills in geotechnical engineering. The course includes the treatment of problematic soils, the design of foundations on expansive soils, engineering logging of soils, critical state soil mechanics, risk and reliability and advanced topics in the design of deep foundations.

  • General Course Information
    Course Details
    Course Code C&ENVENG 4112
    Course Advanced Civil Geotechnical Engineering
    Coordinating Unit School of Civil, Environmental & Mining Eng
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact 3 hours
    Available for Study Abroad and Exchange Y
    Prerequisites C&ENVENG 2069 and C&ENVENG 3012
    Restrictions BE (Civil & Struc), BE (Civil & Env), BE (Architectural)
    Assessment 50% Exam, 35% Design, 15% Practical Report
    Course Staff

    Course Coordinator: Dr Brendan Scott

    Course Coordinator:
    • Brendan Scott (brendan.scott@adelaide.edu.au) Room N141, First Floor, Engineering North Building, Phone: 8313 2034
    Teaching Staff:
    • Dr. An Deng (an.deng@adelaide.edu.au) Room N144, First Floor, Engineering North Building, Phone: 8313 2830
    • Mr. Brendan Scott (brendan.scott@adelaide.edu.au) Room N141, First Floor, Engineering North Building, Phone: 8313 2034
    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    1. Explain and differentiate between the nature, formation and behaviour of the following problematic soils: expansive soils, collapsing soils, soft, quick and dispersive clays, liquefiable soils, organic soils and acid sulphate soils;
    2. Calculate the characteristic surface movement of a soil profile;
    3. Evaluate total soil suction and interpret soil suction profiles;
    4. Design residential footings founded on expansive soils using the following methods: deemed-to-comply; engineering principles; and probabilistic charts;
    5. Assess and report on the likely cause of distress to residential structures and recommend appropriate remediation options;
    6. Recommend appropriate design solutions for each the following problematic soils: collapsing soils, soft, quick and dispersive clays, liquefiable soils, organic soils and acid sulphate soils;
    7. Create engineering borelogs by manually logging soils;
    8. Estimate soil reactivity using the visual-tactile method;
    9. Design pile foundations to support lateral loads; and
    10. Calculate and interpret soil properties using the critical state soil mechanics theoretical framework.
    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)
    Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1 - 10
    The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 1 - 10
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 4, 5, 6, 9
    Skills of a high order in interpersonal understanding, teamwork and communication. 4, 7, 10
    A proficiency in the appropriate use of contemporary technologies. 4, 9, 10
    A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 4, 6, 10
    A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 1 - 10
    An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 1 - 10
  • Learning Resources
    Required Resources
    Lectures notes will be provided and these will be available on MyUni. The computer analysis program, SLOG, will be used to design footings on expansive soils and it will be available in the CATS (Computer Assisted Teaching Suites) in the Inkgarni Wardli Building.
    Recommended Resources
    References for additional resources are provided in the lecture notes.
    Online Learning
    All required learning resources and course information will be made available on MyUni.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    The course will be delivered in the format of lectures supported by problem-solving tutorials developing material covered in lectures. In addition, laboratory classes will be used to develop skills in the engineering logging of soils.

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

    • Lectures, tutorials, design and practical classes: 2.0 hours / week
    • Coursework submissions: 2.0 hours / week
    • Self-study: 2.0 hours / week
    Learning Activities Summary
    The course will explore the following topics:
    • Expansive Soils
      • Characteristics of Expansive Soils
      • Design of Residential Footings on Expansive Soils
      • Assessment and Rehabilitation of Cracked Structures
    • Collapsing and Other Problematic Soils (soft, quick and dispersive clays, liquefiable soils, organic soils and acid sulphate soils)
    • Engineering Logging of Soils
    • Advanced Pile Design
    • Critical State Soil Mechanics
  • 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 (type)Due DateWeightingLearning Outcomes
    Assignment 1: Soil Borelog Report (formative) One week after lab session 15% 7, 8, 2
    Assignment 2: Residential Footing Design (formative) 4pm, Tues 19th May 25% 4
    Assignment 3: Advanced Pile Foundation Design (formative)  4pm, Tues 2nd June 10% 9
    Assignment 4: Critical State Soil Mechanics Report (formative) 4pm, Tues 16th June 10% 10
    Examination (2 hrs, open book) (summative) During exam period 40% 1- 10
    Assessment Related Requirements
    All assignments will be undertaken in pairs and students will submit a joint report.
    Students will be permitted to choose their partners.
    For Assignment 2, the commercial software SLOG will be used to assist in the design of the residential footing founded on expansive soil. The software will be made available to students and will be demonstrated in lectures.
    Assessment Detail
    Further details of each assignment will be provided in lectures and via MyUni well before the due date.
    Details of the submission process will also be provided in lectures and via MyUni as part of the information provided relevant to the assignments.
    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.

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