Unit outline_

CIVL6450: Analysis and Design of Pile Foundations

Overview

Objectives: To develop an understanding of the modern principles of design of pile foundations and the application of those principles to practice. Outcomes: Students should gain an advanced understanding of the types of pile foundations used in practice, and the procedures for analysis of pile foundations under various types of loading, and gain experience in carrying out pile design for real geotechnical profiles. Syllabus summary: Types of piles and their uses, effects of pile installation, axial capacity of piles and pile groups, settlement of pile foundations, ultimate lateral capacity, lateral deformations, analysis of pile groups subjected to general loading conditions, piled raft foundations, piles subjected to ground movements, pile load testing, code provisions for pile design.

Unit details and rules

Academic unit Civil Engineering 6 None None CIVL5450 None No

Teaching staff

Coordinator Fernando Alonso-Marroquin, fernando.alonso@sydney.edu.au

Assessment

Type Description Weight Due Length
Assignment Homework
a homework each week
20% Please select a valid week from the list below n.a.
Outcomes assessed:
Assignment Computer assignment
Computer assignment on analysis and design of single piles
20% Week 06 n/a
Outcomes assessed:
Tutorial quiz Quiz 1
Face-to-face zoom interview
20% Week 07 10-20 minutes
Outcomes assessed:
Assignment Computer assignment
Computer assignment on analysis and design of pile groups
20% Week 12 n/a
Outcomes assessed:
Tutorial quiz Quiz 2
Face-to-face zoom interview
20% Week 13 10-20 minutes
Outcomes assessed:
= group assignment

Assessment summary

• Homework (20%) is on analysis and design of piles and pile grouups.
• Computer assignment 1 (20%) is on analysis and design of piles under vertical loads using Excel/Matlab, and REPUTE.
• Quiz 1 (20%) is an individual assessment of the response of piles under vertical loads
• Computer assignment 2 (20%) is a technical report on analysis and design of pile group using hand calculations, Strand7 finite element analhysis, and REPUTE’s boundary element analysis.
• Quiz 2  (20%) is an individual assessment of the analysis and design of pile groups.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name

Mark range

Description

High distinction

85 - 100

Distinction

75 - 84

Credit

65 - 74

Pass

50 - 64

Fail

0 - 49

When you don’t meet the learning outcomes of the unit to a satisfactory standard.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

• Deduction of 5% of the maximum mark for each calendar day after the due date.
• After ten calendar days late, a mark of zero will be awarded.

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK Topic Learning activity Learning outcomes
Week 01 Introduction to pile foundations Lecture (2 hr)
Week 02 Effective stress analysis Lecture and tutorial (3 hr)
Week 03 Vertical capacity of piles Lecture and tutorial (3 hr)
Week 04 Settlement of piles Lecture and tutorial (3 hr)
Week 05 Finite element analysis of piles Lecture and tutorial (3 hr)
Week 07 Quiz 1: Analysis and design of single piles One-to-one tuition (3 hr)
Lateral capacity of piles Lecture and tutorial (3 hr)
Week 08 Lateral displacement of piles Lecture and tutorial (3 hr)
Week 09 Design of pile groups. Lecture and tutorial (3 hr)
Week 10 Effects of ground movements Lecture and tutorial (3 hr)
Week 11 Finite element modeling of pile groups Lecture and tutorial (3 hr)
Finite element analysis of piled foundations Lecture and tutorial (3 hr)
Week 13 Quiz 2: analysis and design of piled foundations One-to-one tuition (3 hr)

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

[1] Piling Engineering, by Fleming et al, 3rd edition, Taylor & Francis;

[2] Piles and Pile Foundations, by Viggiani, Mandolini, and Russo, Spoon Press;

[3] Pile Design and Construction Practice (6th Edition), Tomlinson and Woodward, CRC press.

[4] Tall Building Foundation Design, By Poulos, CRC Press, 1980.

• .

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

• LO1. write reports for design assignments and present them in a professional manner
• LO2. understand how to design piles and pile groups to current professional standards, and report the work accordingly
• LO3. apply theories learnt in class to design problems involving piles
• LO4. use the Internet to seek information, use commercial pile design software and use Word and Excel in producing reports.

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

 GQ1 Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline. GQ2 Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem. GQ3 Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context. GQ4 Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies. GQ5 Inventiveness Generating novel ideas and solutions. GQ6 Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues. GQ7 Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries. GQ8 Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context. GQ9 Influence Engaging others in a process, idea or vision.

Outcome map

GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

Alignment with Competency standards

Outcomes Competency standards
National Standard of Competency for Architects - AACA
1. Design: Project briefing
1.4. Identification of factors that may impact on client project requirements and objectives.
2.2. Application of principles controlling planning, development and design for the project site.
2.3. Evaluation of factors influencing and impacting on project cost.
National Standard of Competency for Architects - AACA
1. Design: Project briefing
1.2. Establishment, analysis and evaluation of client project requirements and objectives.
1.6. Selection and presentation to clients and relevant stakeholders of procurement method for the project.
2. Design: Pre-Design
2.1. Identification, analysis and integration of information relevant to siting of project.
2.2. Application of principles controlling planning, development and design for the project site.
2.3. Evaluation of factors influencing and impacting on project cost.
National Standard of Competency for Architects - AACA
1. Design: Project briefing
1.2. Establishment, analysis and evaluation of client project requirements and objectives.
1.5. Knowledge of different procurement processes available and evaluation of the impact these have on the project.
1.7. Preparation of project brief for approval by client and relevant stakeholders.
2.1. Identification, analysis and integration of information relevant to siting of project.
National Standard of Competency for Architects - AACA
1. Design: Project briefing
1.1. Preparation & endorsement of an agreement between client and Architect. This agreement will clearly communicate terms, services to be provided, and fees appropriate for the scale and type of project.
1.2. Establishment, analysis and evaluation of client project requirements and objectives.
1.5. Knowledge of different procurement processes available and evaluation of the impact these have on the project.
1.6. Selection and presentation to clients and relevant stakeholders of procurement method for the project.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

A site visit will be arranged as previous feedback suggested this would be very valuable

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.