CEME 4007 - Unsaturated Soils
North Terrace Campus - Semester 1 - 2022
-
General Course Information
Course Details
Course Code CEME 4007 Course Unsaturated Soils Coordinating Unit School of Civil, Environmental & Mining Eng Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Available for Study Abroad and Exchange Prerequisites C&ENVENG 2069 or CEME 2004, C&ENVENG 3012 or CEME 3006 Incompatible C&ENVENG 4112 Restrictions BE (Civil), BE (Civil & Env), BE (Architectural & Struc) Course Staff
Course Coordinator: Emeritus Professor Mark Jaksa
Course Coordinator:
Prof. Mark Jaksa
E-mail: mark.jaksa@adelaide.edu.au
Phone: 8313 4314
Location: Room N140 (Level 1, Engineering North Building)
Co-Instructor:
Dr. Brendan Scott
Email: : brendan.scott@adelaide.edu.au
Location: Room N141 (Level 1, Engineering North Building)Course Timetable
The full timetable of all activities for this course can be accessed from Course Planner.
-
Learning Outcomes
Course Learning Outcomes
On successful completion of this course students will be able to:- 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;
- Calculate the characteristic surface movement of a soil profile;
- Evaluate total soil suction and interpret soil suction profiles;
- Design residential footings founded on expansive soils using the following methods: deemed-to-comply; engineering principles; and probabilistic charts;
- Assess and report on the likely cause of distress to residential structures and recommend appropriate remediation options;
- 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;
- Create engineering borelogs by manually logging soils;
- Estimate soil reactivity using the visual-tactile method;
- Calculate and interpret soil properties using the critical state soil mechanics theoretical framework; and
- Calculate effective stresses using unsaturated soil mechanics theory.
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, and 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) Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
1 -10 Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
1 -10 Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
4, 7, 10 Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
1 -10 Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
1 -10 Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
4 Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
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 and via ADAPT.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 online interactive learning modules and supported by problem-solving workshops developing material covered in the modules. In addition, laboratory classes will be used to develop skills in the engineering logging of soils.Workload
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 Interactive learning modules 26 0 26 Workshops 6 12 18 Practical 2 2 4 Assignments (x3, formative) 0 50 50 Exam preparation 0 48 48 Examination (summative) 2 0 2 Total 36 112 148 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
- Critical State and Unsaturated Soil Mechanics
- Expansive Soils
-
Assessment
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 Summary
Assessment Task Weighting
(%)Individual/
GroupFormative/
SummativeDue
(week)*Hurdle
CriterionLearning
OutcomesAssignment 1: Soil Borelog Report 15 Group Formative 3 - 6 - 2, 7, 8 Assignment 2: Residential Footing Design 25 Group Formative 10 - 4 Assignment 3: Critical State and Unsaturated Soil Mechanics 10 Individual Formative 13 - 9, 10 Examination 50 Individual Summative Exam period Min. 40% 1 - 10 Total 100
* The specific due date for each assessment task will be available on MyUni. The assignment is due two weeks after having attended the laboratory session.
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.Assessment Related Requirements
Assignments 1 and 2 will be undertaken in pairs and students will submit a joint report. Students will be permitted to choose their partner 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.
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
Further details of each assignment will be provided in advance on MyUni.Submission
Submission details are provided 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
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- International Student Support
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
- YouX Student Care - Advocacy, confidential counselling, welfare support and advice
-
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
-
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.
The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.
