C&ENVENG 4112 - Advanced Civil Geotechnical Engineering
North Terrace Campus - Semester 1 - 2020
General Course Information
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 Up to 3 hours per week Available for Study Abroad and Exchange Y Prerequisites C&ENVENG 2069 and C&ENVENG 3012 Restrictions BE (Civil), BE (Civil & Env), BE (Architectural & Struc) Course Description 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 and an introduction to critical state and unsaturated soil mechanics.
Course Coordinator: Professor Mark JaksaLecturer: Professor Mark Jaksa
Room N140, Engineering North Building, email@example.com, phone: 8313 4314
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.
Course Learning OutcomesOn successful completion of this course students will be able to:
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 Calculate and interpret soil properties using the critical state soil mechanics theoretical framework; and 10 Calculate effective stresses using unsaturated soil mechanics theory.
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 1.4 1.5 1.6 2.1 2.2 2.3 2.4 3.1 3.2 3.3 3.4 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
4, 7, 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
Required ResourcesLectures 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 ResourcesReferences for additional resources are provided in the lecture notes.
Online LearningAll required learning resources and course information will be made available on MyUni.
Learning & Teaching Activities
Learning & Teaching ModesThe course will be delivered in the format of lectures and interactive learning modules 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.
Activity Contact Hours Independent Study Hours Total Lectures & interactive learning modules 26 0 26 Tutorials 6 12 18 Practical 1 2 3 Assignments (x3, formative) 0 50 50 Exam preparation 0 48 48 Exam (x1, summative) 2 0 2 Total 35 112 147
Learning Activities SummaryThe 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
- Critical State and Unsaturated Soil Mechanics
- Expansive Soils
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 Assignment 1: Soil Borelog Report 15 Group Formative Weeks 3-6 2, 7, 8 Assignment 2: Residential Footing Design 25 Group Formative Week 10 4 Assignment 3: Critical State and Unsaturated Soil Mechanics 10 Individual Formative Week 13 9, 10 Exam 50 Individual Summative Exam period Min 40% 1-10 Total 100
This assessment breakdown is registered as an exemption to the University's Assessment for Coursework Programs Policy. The exemption is related to the Procedures clause(s): 1. a. i 1. c.
Due to the current COVID-19 situation modified arrangements have been made to assessments to facilitate remote learning and teaching. Assessment details provided here reflect recent updates.
As Assignment 1 has been cancelled, along with the end-of-semester examination, the following revisions have been made to the assessment in this course: Assignment 1: Cancelled. Assignment 2: 70%. Assignment 3: 30%. Examination: Cancelled. Both Assignments 2 and 3 will be undertaken individually, i.e. no longer in pairs. Details of Assignment 2 will be uploaded by Friday, April 3.
Assessment Related RequirementsAssignments 1 and 2 will be undertaken in pairs and students will submit a joint report.
Students will be permitted to choose their partners on MyUni.
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.
Assignment 3 will be undertaken individually.
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 details of the peer assessment is provided on
MyUni, and SPLAT will be used. 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 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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