49254 Advanced Soil Mechanics and Foundation Design
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Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade and marksRequisite(s): ((120 credit points of completed study in spk(s): C10061 Bachelor of Engineering Diploma Engineering Practice OR 120 credit points of completed study in spk(s): C10066 Bachelor of Engineering Science OR 120 credit points of completed study in spk(s): C10067 Bachelor of Engineering OR 120 credit points of completed study in spk(s): C09067 Bachelor of Engineering (Honours) Diploma Professional Engineering Practice OR 120 credit points of completed study in spk(s): C09066 Bachelor of Engineering (Honours)) AND 48360 Geotechnical Engineering)
These requisites may not apply to students in certain courses. See access conditions.
Description
The main purpose of this subject is to study the latest theoretical and experimental approaches for solving problems in the broad area of soil mechanics, including stress–strain analysis and consolidation theory as well as design of shallow and deep foundations under combined vertical and horizontal loads. Some of the issues covered in this subject are: critical state soil mechanics, soil plasticity, unsaturated soil mechanics, soil dynamics and earthquake geotechnics, elastic and visco-plastic deformation of footings, pile group and piled raft design, pile driving test and design and construction of caissons. The major group research project/case study allows students to learn critical review of engineering documents/projects and disciplinary research skills.
At successful completion of this subject, students acquire research skills to analyse the behaviour of soils and foundations under complex loading and evaluate accuracy and limitations of various soil models. Students are also able to develop geotechnical models using laboratory test results and field measurements for infrastructure and building design and construction projects under both static and dynamic loadings.
Subject learning objectives (SLOs)
Upon successful completion of this subject students should be able to:
| 1. | Demonstrate fundamental knowledge to carry out laboratory and field work associated with various soil types. (D.1) |
|---|---|
| 2. | Evaluate performance of foundations of various structures subjected to complex loading. (D.1) |
| 3. | Analyse the behaviour of soil considering various failure criteria and stress and strain paths in both small and large scales, and design appropriate foundations. (C.1, D.1) |
| 4. | Recommend the most appropriate geotechnical solution and foundation option for both saturated and unsaturated soils. (C.1) |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the development of the following Course Intended Learning Outcomes (CILOs):
- 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)
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.
- 2.2. Fluent application of engineering techniques, tools and resources.
- 2.3. Application of systematic engineering synthesis and design processes.
- 2.4. Application of systematic approaches to the conduct and management of engineering projects.
Teaching and learning strategies
Learning and teaching strategies include research inspired and collaborative learning approaches and include Teaching Material (online content), Class Sessions (online content for preperation).
Formal and informal learning activities, and online and out-of-class learning activities form a significant portion of the class sessions in this subject. Examples of peer learning activities include quizzes posted on Canvas for students to solve and complete in and out of class and discussion board questions posted on Canvas for students and teaching staff to solve and answer out of class. Students are expected to read the indicated material and answer the associated online questions before the class sessions so that the lecturer can focus on problem solving activities and any problematic material. The teaching material explains modern theories of soil mechanics and foundation design for complex loading and discusses the application of different design approaches through a variety of means. These will include the preparation of small written reports, the completion of a self-learning module and problem solving assignments. Where feasible, assignments are designed to encourage the students to work with a wide range of data inputs and to apply innovative thought.
Past examination questions will be posted on Canvas in the form of tutorial examples, quizzes, and assignments. Students are required to attempt the specified questions before attending online class. During the class session, students will communicate with the instructor to solve the proposed questions about the pre-readings. The tutorial sessions will consist mainly of problem-solving and discussion. Students are expected to attempt the tutorial questions before their scheduled tutorial. At the completion of the tutorial sessions, students will be expected to complete further examination questions and submit these as assignments and receive feedback. Please note that although the quizzes do not directly count towards assessment for the subject, assignments will be marked and considered in the overall assessment of the subject.
A research-inspired learning strategy is adopted in this subject, including the major research project. To motivate students to learn disciplinary research skills, research inspired assessment tasks are adopted. As an example, different research projects are allocated to students online. Students can directly connect the defined research projects to one or some of the sessions hence, they can gain a deeper understanding of the topics involved in the subject through research based learning. Constructive feedback on the progress of the project will be given early on, therefore students can address the comments in their final submissions.
Content (topics)
This subject covers the following content areas:
- Ground Investigation and New and Conventional Laboratory and In-situ Tests
- Stress paths for drained and undrained traditional triaxial compression loading conditions
- Time-dependent loading; radial drainage and wick drains; vertical consolidation under combined vertical and radial drainage
- Critical State Soil Mechanics and Soil Plasticity
- Introduction to Unsaturated Soil Mechanics
- Soil Dynamics and Earthquake Geotechnics
- Elastic and Visco-Plastic Deformation of Shallow Footings
- Application of Numerical Modelling in Foundation Design
- Bearing Capacity and Settlement Calculations of Pile Groups
- Design of Pile Foundations under Lateral Loading
Assessment
Assessment task 1: Staged Assignments (Summative)
| Intent: | To give students the opportunity to practice problem solving. The assessment task gives students the opportunity to practice various approaches related to foundation design and analysis of unsaturated and saturated soil behaviour and to evaluate them. |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1, 2, 3 and 4 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): C.1 and D.1 |
| Type: | Report |
| Groupwork: | Individual |
| Weight: | 60% |
Assessment task 2: Research project report (Summative)
| Intent: | To engage with research and to encourage students to be research oriented and life long learners. To develop research skills via conducting a computer modelling and design for a real project and learn how to interpret the results, propose solutions for problems and use innovative techniques to address the issues. |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1, 2, 3 and 4 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): C.1 and D.1 |
| Type: | Case study |
| Groupwork: | Individual |
| Weight: | 40% |
Minimum requirements
In order to pass the subject, a student must achieve an overall mark of 50% or more.
Required texts
A set of slides covering the topics is provided to students on Canvas. Canvas will be used for announcements, links to resources and self assessment quizzes.
Recommended texts
- Das, B. "Advanced soil mechanics", Taylor & Francis, 2008.
- Das, B. “Principles of Foundation Engineering”, Brooks/Cole, 2010
References
- Muir Wood, D. “Soil Behaviour and Critical State Soil Mechanic”, Cambridge University Press, 1992.
- Ishihara, K. “Earthquake Geotechnical Engineering”, Taylor & Francis, 1995
- Fredlund, D. G., and Rahardjo, H. “Soil Mechanics for Unsaturated Soils”, Wiley-Interscience, 1993
- Lambe and Whitman, R.V. "Soil mechanics", John Wiley & Sons, 1969.
- Tomlinson, M. J. “Foundation Design and Construction”, 7th Edition, Pearson, 2001
- Bowles, J.E. “Foundation Analysis and Design”, McGraw-Hill, 2001
- Poulos, H.G. and Davis, E.H. “Pile Foundation Analysis and Design” Wiley, 1980
Other resources
Australian Geomechanics Society (AGS): http://www.australiangeomechanics.org/
Centre for Geotechnical Practice and Research (CGPR): http://www.cgpr.cee.vt.edu/
US University Council on Geotechnical Education and Research (USUCGER): http://www.usucger.org/
In response to student feedback, all subject content materials are provided in week 1 in colour PDF or PPT.