Outline

Overview

This is an advanced soil mechanics course. It is concerned with the mechanical stress, strain, strength behaviour and the application of this knowledge in geotechnical engineering. The course includes an introduction to critical state soil mechanics, which is used to assist with the interpretation of soil data, and to enable prediction of ground behaviour. The course uses the critical state framework to provide a firm basis for an understanding of the stress, strain, strength behaviour of all soils, and to enable a rational approach to the selection of parameters for use in geotechnical design.

Unit details and rules

Unit code	CIVL6455
Academic unit	Civil Engineering
Credit points	6
Prohibitions ?	CIVL5455
Prerequisites ?	None
Corequisites ?	None
Assumed knowledge ?	[CIVL2410 OR CIVL9410] AND [CIVL3411 OR CIVL9411]. A knowledge of basic concepts and terminology of soil mechanics is assumed. Experience with geotechnical practice in estimating parameters from field and laboratory data would be useful but not essential
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Itai Einav, itai.einav@sydney.edu.au

Type	Description	Weight	Due	Length
Online task	Quiz 1 In-class assessment.	10%	Week 04	1 hour
Outcomes assessed:
Assignment	Assignment 1 Integrating constitutive models	40%	Week 09	30 hours
Outcomes assessed:
Online task	Quiz 2 In-class assessment.	20%	Week 13	2 hours
Outcomes assessed:
Assignment	Assignment 2 FEA project: Computational soil mechanics assignment.	30%	Week 13	20 hours
Outcomes assessed:

Assessment summary

The assessment contains project-based assignments and report writing.

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	Present an oustanding understanding of taught material, and can extend it to new domains
Distinction	75 - 84	Show a solid understanding of taught material, and can draw links to new domains
Credit	65 - 74	Show a solid understanding of taught material, but cannot extend ideas
Pass	50 - 64	Marginally pass the learning outcomes of the unit
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

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.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

5% per day.

Academic integrity

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.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

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
Week 01	1. Introduction; 2. Soil state	Lecture (3 hr)
Week 02	Working with tensors	Lecture and tutorial (3 hr)
Week 03	Experimental soil behaviour	Lecture and tutorial (3 hr)
Week 04	Soil elasticity	Lecture (3 hr)
Week 04	Quiz #1	Tutorial (1 hr)
Week 05	Elastoplasticity	Lecture and tutorial (2 hr)
Week 06	Clay elastoplasticity	Lecture and tutorial (3 hr)
Week 07	Sand elastoplasticity	Lecture and tutorial (3 hr)
Week 08	Soil hypoplasticity	Lecture and tutorial (3 hr)
Week 09	Project #1 due	Project (30 hr)
Week 10	Constitutive models in FEM	Lecture and tutorial (3 hr)
Week 11	Engineering of unsaturated soils	Lecture and tutorial (3 hr)
Week 12	Review	Lecture (3 hr)
Week 13	Quiz #2	Lecture and tutorial (2 hr)
Week 13	Project #2 due	Project (20 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.

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. develop an understanding of what determines the state of soil and its behaviour
LO2. Describe and manipulate tensorial state variables such as stress and strain
LO3. develop an ability to integrate incrementally constitutive models for soil including elasticity, elastoplasticity and hypoplasticity.
LO4. explain how to select models for predicting soil behaviour in practice, and evaluate their limitations
LO5. adopt a variety of soil models (Tresca, Drucker-Prager, Modified Cam Clay, etc) to produce meaningful predictions for geotechnical applications
LO6. develop an understanding of the role of water in saturated and unsaturated soils
LO7. engage with alternative possible interpretations of the same results, critically examine the merits of each and draw appropriate conclusions

Graduate qualities

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

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Stage 1 Competency Standard for Professional Engineer (UG) - 1.1 (L2). Scientific knowledge. (Level 2- Attaining required standard (Bachelor Honours standard)) Comprehensive, theory based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the engineering discipline. 1.2 (L1). Mathematical and computational methods. (Level 1- Contributing to required standard) Conceptual understanding of the mathematics, numerical analysis, statistics, and computer and information sciences which underpin the engineering discipline. 1.5 (L1). Discipline context knowledge. (Level 1- Contributing to required standard) Knowledge of contextual factors impacting the engineering discipline.
	Stage 1 Competency Standard for Professional Engineer (UG) - 1.1 (L3). Scientific knowledge. (Level 3- Exceeding required standard) Comprehensive, theory based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the engineering discipline. 1.2 (L3). Mathematical and computational methods. (Exceeding required standard) Conceptual understanding of the mathematics, numerical analysis, statistics, and computer and information sciences which underpin the engineering discipline. 1.3 (L3). Specialist discipline knowledge. (Level 3- Exceeding required standard) In-depth understanding of specialist bodies of knowledge within the engineering discipline. 1.4 (L3). Discipline research knowledge. (Level 3- Exceeding required standard) Discernment of knowledge development and research directions within the engineering discipline 1.5 (L2). Discipline context knowledge. (Level 2- Attaining required standard (Bachelor Honours standard AQF8)) Knowledge of contextual factors impacting the engineering discipline 2.1 (L2). Complex problem-solving. (Level 2- Attaining required standard (Bachelor Honours standard AQF8)) Application of established engineering methods to complex engineering problem solving 2.2 (L2). Use of engineering techniques, tools and resources. (Level 2- Attaining required standard (Bachelor Honours standard AQF8)) Techniques, tools and resources
	Stage 1 Competency Standard for Professional Engineer (UG) - 1.1 (L2). Scientific knowledge. (Level 2- Attaining required standard (Bachelor Honours standard)) Comprehensive, theory based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the engineering discipline. 1.3 (L2). Specialist discipline knowledge. (Level 2- Attaining required standard (Bachelor Honours standard)) In-depth understanding of specialist bodies of knowledge within the engineering discipline. 1.5 (L3). Discipline context knowledge. (Level 3- Exceeding required standard) Knowledge of contextual factors impacting the engineering discipline 1.6 (L2). Discipline professional practice knowledge. (Level 2- Attaining required standard (Bachelor Honours standard AQF8)) Understanding of the scope, principles, norms, accountabilities and bounds of contemporary engineering practice in the specific discipline.
	Stage 1 Competency Standard for Professional Engineer (UG) - 1.2 (L2). Mathematical and computational methods. (Level 2- Attaining required standard (Bachelor Honours standard)) Conceptual understanding of the mathematics, numerical analysis, statistics, and computer and information sciences which underpin the engineering discipline. 1.3 (L2). Specialist discipline knowledge. (Level 2- Attaining required standard (Bachelor Honours standard)) In-depth understanding of specialist bodies of knowledge within the engineering discipline. 1.4 (L2). Discipline research knowledge. (Level 2- Attaining required standard (Bachelor Honours standard AQF8)) Discernment of knowledge development and research directions within the engineering discipline 1.5 (L2). Discipline context knowledge. (Level 2- Attaining required standard (Bachelor Honours standard AQF8)) Knowledge of contextual factors impacting the engineering discipline 1.6 (L2). Discipline professional practice knowledge. (Level 2- Attaining required standard (Bachelor Honours standard AQF8)) Understanding of the scope, principles, norms, accountabilities and bounds of contemporary engineering practice in the specific discipline. 2.1 (L2). Complex problem-solving. (Level 2- Attaining required standard (Bachelor Honours standard AQF8)) Application of established engineering methods to complex engineering problem solving 2.2 (L2). Use of engineering techniques, tools and resources. (Level 2- Attaining required standard (Bachelor Honours standard AQF8)) Techniques, tools and resources 2.3 (L2). Engineering design. (Level 2- Attaining required standard (Bachelor Honours standard AQF8)) Application of systematic engineering synthesis and design processes.
	Stage 1 Competency Standard for Professional Engineer (UG) - 1.1 (L2). Scientific knowledge. (Level 2- Attaining required standard (Bachelor Honours standard)) Comprehensive, theory based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the engineering discipline. 1.2 (L2). Mathematical and computational methods. (Level 2- Attaining required standard (Bachelor Honours standard)) Conceptual understanding of the mathematics, numerical analysis, statistics, and computer and information sciences which underpin the engineering discipline. 1.3 (L2). Specialist discipline knowledge. (Level 2- Attaining required standard (Bachelor Honours standard)) In-depth understanding of specialist bodies of knowledge within the engineering discipline. 1.4 (L2). Discipline research knowledge. (Level 2- Attaining required standard (Bachelor Honours standard AQF8)) Discernment of knowledge development and research directions within the engineering discipline 1.5 (L2). Discipline context knowledge. (Level 2- Attaining required standard (Bachelor Honours standard AQF8)) Knowledge of contextual factors impacting the engineering discipline
	Stage 1 Competency Standard for Professional Engineer (UG) - 1.1 (L2). Scientific knowledge. (Level 2- Attaining required standard (Bachelor Honours standard)) Comprehensive, theory based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the engineering discipline. 1.2 (L3). Mathematical and computational methods. (Exceeding required standard) Conceptual understanding of the mathematics, numerical analysis, statistics, and computer and information sciences which underpin the engineering discipline. 1.3 (L2). Specialist discipline knowledge. (Level 2- Attaining required standard (Bachelor Honours standard)) In-depth understanding of specialist bodies of knowledge within the engineering discipline. 1.5 (L2). Discipline context knowledge. (Level 2- Attaining required standard (Bachelor Honours standard AQF8)) Knowledge of contextual factors impacting the engineering discipline

Responding to student feedback

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

The UoS has been reshaped to offer students with a more mathematical way of understanding the engineering behaviour of soils, while retaining a practical glimpse into how this knowledge could be used using the finite element method. This also better reflects the skills I have as a brand new lecturer of this UoS.

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.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

CIVL6455: Engineering Behaviour of Soils

Semester 1, 2022 [Normal evening] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect