42068 Modelling and Design of Underground Structures
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Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Result type: Grade and marks
Requisite(s): 120 credit points of completed study in Bachelor's Degree owned by FEIT OR 120 credit points of completed study in Bachelor's Honours Embedded Degree owned by FEIT OR 120 credit points of completed study in Bachelor's Combined Degree owned by FEIT OR 120 credit points of completed study in Bachelor's Combined Honours Degree owned by FEIT OR 120 credit points of completed study in Bachelor's Combined Degree co-owned by FEIT OR 120 credit points of completed study in Bachelor's Combined Honours Degree co-owned by FEIT
These requisites may not apply to students in certain courses. See access conditions.
Description
The key purpose of this subject is to develop students' technical competence in analysing and designing of underground structures. Design of geotechnical and structural engineering aspects of tunnels, cavern, shafts, earth shelters and underground shopping centres are some examples.
By completing this subject, students should be able to understand the concept of safe, efficient, resilient and sustainable underground structures. They can apply these concepts to the analysis and design of different types of underground structures, such as caverns, mines and bored tunnels, cut and cover tunnels, and immersed tunnels. They can critically appraise underground structures to decide, which design methods should be applied. They can identify the limitations of their analyses and carry out appropriate solution validation, be responsible designer, study the relevant literature and learn to apply new methods of design. The students can learn how to integrate the rock and ground information, surveying reports, subsurface investigations, stakeholder needs and requirements, as well as national and international standards in the design.
Subject learning objectives (SLOs)
Upon successful completion of this subject students should be able to:
| 1. | Be technically knowledgeable and adept in discipline-specific methodologies. (D.1) |
|---|---|
| 2. | Be collegial, cooperative, ethical and constructive. (E.1) |
| 3. | Be curious, creative and innovative and define problems within a wider context. (C.1) |
| 4. | Be connected, action-oriented, and lifelong learners. (F.1) |
| 5. | Be responsible for social, environmental, economic and ethical contexts and consequences of their work (B.1) |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the development of the following Course Intended Learning Outcomes (CILOs):
- Socially Responsible: FEIT graduates identify, engage, and influence stakeholders, and apply expert judgment establishing and managing constraints, conflicts and uncertainties within a hazards and risk framework to define system requirements and interactivity. (B.1)
- Design Oriented: FEIT graduates apply problem solving, design thinking and decision-making methodologies in new contexts or to novel problems, to explore, test, analyse and synthesise complex ideas, theories or concepts. (C.1)
- Technically Proficient: FEIT graduates apply theoretical, conceptual, software and physical tools and advanced discipline knowledge to research, evaluate and predict future performance of systems characterised by complexity. (D.1)
- Collaborative and Communicative: FEIT graduates work as an effective member or leader of diverse teams, communicating effectively and operating autonomously within cross-disciplinary and cross-cultural contexts in the workplace. (E.1)
- Reflective: FEIT graduates critically self-review their own and others' performance with a high level of responsibility to improve and practice competently for the benefit of professional practice and society. (F.1)
Contribution to the development of graduate attributes
Engineers Australia Stage 1 Competencies
This subject contributes to the development of the following Engineers Australia Stage 1 Competencies:
- 1.3. In-depth understanding of specialist bodies of knowledge within the engineering discipline.
- 1.4. Discernment of knowledge development and research directions within the engineering discipline.
- 1.6. Understanding of the scope, principles, norms, accountabilities and bounds of sustainable engineering practice in the specific discipline.
- 2.1. Application of established engineering methods to complex engineering problem solving.
- 2.2. Fluent application of engineering techniques, tools and resources.
- 3.2. Effective oral and written communication in professional and lay domains.
- 3.4. Professional use and management of information.
- 3.5. Orderly management of self, and professional conduct.
Teaching and learning strategies
This subject comprises lectures and collaborative learning sessions on individual tests, assignments and group projects. The group research/practical project allows students to learn critical review of engineering documents, project reports and disciplinary research skills.
The class meets once a week for 3 hours. This subject integrates online and face-to-face experiences. Students first gain exposure to new material outside of class. Students are expected to read the materials prepared for each session including lecture notes, video clips, worked examples and conceptual questions on the topic, before attending the class. Class time is used to integrate that knowledge, through strategies such as problem-solving and discussion on the conceptual questions, methodologies, and technical aspects of the tunnel and underground design.
Students undertake two projects that runs throughout the subject. The aim of the first project is to develop research skills through literature review and experience of applying the course material, critically reviewing available information in existing knowledge. The second project is allocated to analyse data and employ advanced numerical tools to solve a practical design situation, report the results and comment on the outcomes.
Content (topics)
- Introduction to underground structures such as tunnels, cavern, shafts, earth shelters and underground shopping centres (history of tunnelling, basic definitions, tunnel classification, geometry, shapes, case studies and main applications)
- Different theories applied for the determination of vertical, lateral, arch and invert pressures
- Practical steps in underground structures and common design methods of underground structures
- Effect of groundwater on long-term behaviour of underground structures and tunnels
- Settlement of underground structures including twin tunnels and pillar design
- Tunnel support systems including material behaviour of sprayed concrete (shotcrete), detailed design of rock bolts and sprayed concrete linings
- Design different elements of underground structures and tunnels using machine learning
- Reliability based method for design of underground structures
- Design of different types of underground structures and tunnels using numerical simulation tools
- Lessons learnt based on the case histories
Assessment
Assessment task 1: Design project using FEM software packages
| Intent: | Strengthen numerical skills and problem-solving techniques; identify students’ issues in analysis and design, apply corrective measure and give students appropriate feedback. |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1, 2 and 3 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): C.1, D.1 and E.1 |
| Type: | Design/drawing/plan/sketch |
| Groupwork: | Group, individually assessed |
| Weight: | 30% |
| Length: | Maximum 25 pages including the title page, table of contents and list of references |
Assessment task 2: Technical Assignments
| Intent: | In this assessment task, students apply their problem solving and critical thinking skills to formulate and problem solve different scenarios for tunnel related problems. |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1 and 3 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): C.1 and D.1 |
| Type: | Exercises |
| Groupwork: | Individual |
| Weight: | 30% |
| Length: | No more than 1 sheet for each question |
Assessment task 3: Research Project
| Intent: | To engage with methods of tunnel design employed in practice and to encourage students to critique findings in existing underground projects and become practice oriented lifelong learners. |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1 and 3 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): C.1 and D.1 |
| Type: | Case study |
| Groupwork: | Group, group and individually assessed |
| Weight: | 25% |
| Length: | Maximum 25 pages including the title page, table of contents and list of references |
Assessment task 4: Reflective presentation
| Intent: | In this assessment task, students reflect on the knowledge gained derived from review of recent modern practices being adopted in Australia and overseas associated with tunnelling design, and also lessons learnt from various case histories, numerical analysis, design methods, research on different aspects of tunnel design. They need to recognise challenges in tunnel design and recommend possible solutions and improvements. This should be in the context of their own professional practice (i.e. the relevance to their place of work and industry). |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 2, 4 and 5 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): B.1, E.1 and F.1 |
| Type: | Presentation |
| Groupwork: | Individual |
| Weight: | 15% |
| Length: | The total length of the presentation/ video recording should not exceed 8 minutes. |
Minimum requirements
In order to pass the subject, a student must achieve an overall mark of 50% or more
Required texts
Lecture Slides can be accessed via Canvas
References
Austroads (2021), Guide to Road Tunnels Part 2: Planning, Design and Commissioning Edition: 3.0, Publication No: AGRT02-21.
Jones, B. (2022), Soft Ground Tunnel Design, Published 11 November, 2021, by CRC Press.
Kuesel, T. R., King, E. H. and Bickel J. O. (2011) “Tunnel Engineering Handbook”
Lunardi, P. (2008), Tunnel Design and Construction, Spriger, ISBN 978-3-540-73874-9.
Muir Wood, A. (2000), Tunnelling: Management by Design, Taylor & Francis https://www.taylorfrancis.com/pdfviewer/
Other resources
ATS documents (https://www.ats.org.au/)
Plaxis manual for tunnelling (2023, Bentley)