Outline

Overview

This is an advanced course on geotechnical engineering. The Unit of Study will focus on the design and analyses of geotechnical applications related to energy and sustainability. This course covers essential geotechnical design concepts related to some of the current and emerging energy projects, starting from the governing mechanisms controlling heat and mass transfer, to designing geothermal foundations and geological storage facilities, as examples. Other energy geotechnical problems include the design and analyses of offshore foundations for oil and gas platforms, which must sustain unique and harsh loading conditions, and carbon geosequestration facilities subjected to high temperatures, pressures and hydrological conditions. The course concerns with the constitutive behaviour of soils, including stress, strain, heat and mass transfer, and the application of this knowledge in practical engineering problems. Theme topics related with these materials will be discussed with specific emphases on the areas of energy and environmental engineering. This course aims to develop theoretical and numerical skills for students interested in structural and geotechnical engineering.

Unit details and rules

Academic unit	Civil Engineering
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	[CIVL2410 or CIVL9410] and [CIVL3411 or CIVL9411]
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Yixiang Gan, yixiang.gan@sydney.edu.au

Assessment

The census date for this unit availability is 31 August 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Practical skill	Reports Mini Assignment Energy Storage	5%	Week 02 Due date: 14 Aug 2026 at 23:59 Closing date: 14 Aug 2026	-	AI allowed
Outcomes assessed:
Q&A following presentation, submission or placement	Mesoscale modelling presentation Mesoscale modelling presentation (20%)	20%	Week 06 Due date: 11 Sep 2026 at 23:59	20 mins	AI limited - refer to Canvas
Outcomes assessed:
Practical skill	Reports Heat equation	10%	Week 08 Due date: 25 Sep 2026 at 23:59	-	AI allowed
Outcomes assessed:
Presentation	Literature review Literature review presentation (Group, 10%) and individual report (10%), including an approximately 5-page written report to be submitted in class.	20%	Week 09 Due date: 09 Oct 2026 at 23:59	-	AI allowed
Outcomes assessed:
Q&A following presentation, submission or placement	FEA of Geothermal Piles Design projects FEM application with Geothermal pile;	25%	Week 13 Due date: 06 Nov 2026 at 23:59	20 mins	AI limited - refer to Canvas
Outcomes assessed:
Written work	Final report Final report (20%), with a written report of about 10 pages.	20%	Week 13 Due date: 06 Nov 2026 at 23:59	-	AI allowed
Outcomes assessed:
= hurdle task ? = early feedback task ?

Assessment summary

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

Exceptional work demonstrating advanced understanding and critical analysis of geotechnical concepts.

Distinction

75 - 84

Very high standard of work showing strong grasp of theories and applications.

Credit

65 - 74

Good standard of work with sound understanding and application of key concepts.

Pass

50 - 64

Acceptable work meeting minimum requirements and basic understanding.

Fail

0 - 49

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

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction	Lecture (2 hr)
Week 01	Introduction	Tutorial (1 hr)
Week 02	Thermodynamics and basic concepts	Lecture (2 hr)
Week 02	Thermodynamics and basic concepts	Tutorial (1 hr)
Week 03	THM model -1/3	Lecture (2 hr)
Week 03	THM model -1/3	Tutorial (1 hr)
Week 04	THM model -2/3	Lecture (2 hr)
Week 04	THM model -2/3	Tutorial (1 hr)
Week 05	THM model -3/3	Lecture (2 hr)
Week 05	THM model -3/3	Tutorial (1 hr)
Week 06	Design of energy geo-structures 1/3	Lecture (2 hr)
Week 06	Design of energy geo-structures 1/3	Tutorial (1 hr)
Week 07	Design of energy geo-structures 2/3	Lecture (2 hr)
Week 07	Design of energy geo-structures 2/3	Tutorial (1 hr)
Week 08	Design of energy geo-structures 3/3	Lecture (2 hr)
Week 08	Design of energy geo-structures 3/3	Tutorial (1 hr)
Week 09	Foundation design of offshore wind turbines 1/2	Lecture (2 hr)
Week 09	Foundation design of offshore wind turbines 1/2	Tutorial (1 hr)
Week 10	Foundation design of offshore wind turbines 2/2	Lecture (2 hr)
Week 10	Foundation design of offshore wind turbines 2/2	Tutorial (1 hr)
Week 11	Geological CO2 Sequestration 1/2	Lecture (2 hr)
Week 11	Geological CO2 Sequestration 1/2	Tutorial (1 hr)
Week 12	Geological CO2 Sequestration 2/2	Lecture (2 hr)
Week 12	Geological CO2 Sequestration 2/2	Tutorial (1 hr)
Week 13	Final project presentations	Lecture (2 hr)
Week 13	Final project presentations	Tutorial (1 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.

Required readings

The textbook and references will be provided in the classroom.

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. Source information from literature effectively, critically analyse the conclusions, and identify the assumptions used and limitations of the existing approaches
LO2. Determine the design parameters for given geotechnical engineering conditions based on a rational consideration of soil factors
LO3. Identify the contributing factors influencing thermo-hydro-mechanical (THM) behaviour of soils and explain their interactions, using the theoretical framework of poromechanics
LO4. Explain models used in predicting THM behaviour of geo-materials, including their practical requirements and potential limitations
LO5. Operate the poromechanics models using real laboratory data to produce meaningful results, and critically evaluate the quality of lab data and ensure readiness for use in soil behaviour modelling for energy geotechnics
LO6. Produce soundly-based interpretations of soil modelling results, giving due consideration to assumptions and limitations of the data used and those to the model used
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
	Engineers Australia Curriculum Performance Indicators - 1.1. Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice. 3.2. Information literacy and the ability to manage information and documentation.
	Engineers Australia Curriculum Performance Indicators - 1.1. Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice. 2.3. Meaningful engagement with current technical and professional practices and issues in the designated field. 4.2. Ability to use a systems approach to complex problems, and to design and operational performance. 4.3. Proficiency in the engineering design of components, systems and/or processes in accordance with specified and agreed performance criteria. 4.5. An ability to undertake problem solving, design and project work within a broad contextual framework accommodating social, cultural, ethical, legal, political, economic and environmental responsibilities as well as within the principles of sustainable development and health and safety imperatives. 5.6. Skills in the design and conduct of experiments and measurements.
	Engineers Australia Curriculum Performance Indicators - 1.1. Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice. 2.3. Meaningful engagement with current technical and professional practices and issues in the designated field. 4.2. Ability to use a systems approach to complex problems, and to design and operational performance. 5.6. Skills in the design and conduct of experiments and measurements.
	Engineers Australia Curriculum Performance Indicators - 4.2. Ability to use a systems approach to complex problems, and to design and operational performance. 4.5. An ability to undertake problem solving, design and project work within a broad contextual framework accommodating social, cultural, ethical, legal, political, economic and environmental responsibilities as well as within the principles of sustainable development and health and safety imperatives. 5.6. Skills in the design and conduct of experiments and measurements.
	Engineers Australia Curriculum Performance Indicators - 4.1. Advanced level skills in the structured solution of complex and often ill defined problems. 4.2. Ability to use a systems approach to complex problems, and to design and operational performance. 5.6. Skills in the design and conduct of experiments and measurements. 5.7. Proficiency in appropriate laboratory procedures; the use of test rigs, instrumentation and test equipment.
	Engineers Australia Curriculum Performance Indicators - 5.5. Skills in the development and application of mathematical, physical and conceptual models, understanding of applicability and shortcomings. 5.8. Skills in recognising unsuccessful outcomes, sources of error, diagnosis, fault-finding and re-engineering.
	Engineers Australia Curriculum Performance Indicators - 2.2. Application of enabling skills and knowledge to problem solution in these technical domains. 2.4. Advanced knowledge and capability development in one or more specialist areas through engagement with: (a) specific body of knowledge and emerging developments and (b) problems and situations of significant technical complexity. 4.1. Advanced level skills in the structured solution of complex and often ill defined problems. 5.8. Skills in recognising unsuccessful outcomes, sources of error, diagnosis, fault-finding and re-engineering.

Engineers Australia Curriculum Performance Indicators -

Competency code	Taught, Practiced or Assessed	Competency standard
3		PERSONAL AND PROFESSIONAL SKILLS DEVELOPMENT
3.1		An ability to communicate with the engineering team and the community at large.
3.3		Creativity and innovation.
3.4		An understanding of and commitment to ethical and professional responsibilities.
3.6		An ability to function as an individual and as a team leader and member in multi-disciplinary and multi-cultural teams.
4		ENGINEERING APPLICATION EXPERIENCE
4.1		Advanced level skills in the structured solution of complex and often ill defined problems.
4.2		Ability to use a systems approach to complex problems, and to design and operational performance.
5		PRACTICAL AND ‘HANDS-ON’ EXPERIENCE
5.1		An appreciation of the scientific method, the need for rigour and a sound theoretical basis.
5.3		Skills in the selection and characterisation of engineering systems, devices, components and materials.
5.8		Skills in recognising unsuccessful outcomes, sources of error, diagnosis, fault-finding and re-engineering.

Responding to student feedback

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

The UoS is designed for developing fundamental data and numerical skills for geotechnical design.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

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

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Study commitment

Required readings

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

CIVL6456: Advanced Geotechnical Engineering

Semester 2, 2026 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Study commitment

Required readings

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