The Geotechnical design module is a core component of the undergraduate program in civil engineering. Understanding geotechnical design is crucial in the design of foundations
2025-04-19 14:42:41
TC60034E Geotechnical Design
Level 6
Academic Year 2024-25
1.Team contact details
2.Module overview
3.Preparing for your Assessment
4.Summative Assessments
Summative Assessment 1
Summative Assessment 2
Summative Assessment 3
5.Learning materials
Recommended reading
6.Maintaining Academic Honesty and Integrity
7.Meeting Deadlines
8.Getting Support
9.Glossary and Acronyms
1.Team contact details
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Module Leader
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Email
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Module Tutor
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Same as the module leader.
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Email
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Same as the module leader.
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Subject Librarian
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Edyta Krol
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Email
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External Examiner
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University College London (UCL)
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2.Module overview
The Geotechnical design module is a core component of the undergraduate program in civil engineering. Understanding geotechnical design is crucial in the design of foundations, earth retaining structures, landslide, and slope stability analysis. This module will enable students to design more complex structures in ever-ambitious locations. The focus is on applying a fundamental understanding of soil mechanics to geotechnical problem-solving. Following are the indicative contents of the module.
- Eurocode 7
- Foundation engineering
Foundation types and construction methods, limit states, bearing capacity of shallow and deep foundations, stress distributions, theory of elasticity, settlement of shallow and deep foundations, sustainability in foundation design, practical design issues and case histories
- Earth retaining structures
Lateral earth pressure calculations, limit states for design, general wall selection, design of cantilever reinforced concrete retaining wall, design of cantilever sheet pile wall, practical design issues and case histories
Slope types, limit states and drainage conditions, translational, circular, and non-circular failure mechanisms, force and moment equilibrium, total and effective stress analysis, Fellenius and Bishop slope stability analysis methods, practical design issues and case histories
3.Preparing for your Assessment
A key part of your learning will be preparation for your summative assessment. You will be provided feedback on your formative assessments, and this will help you to better understand what is required of you when you submit your summative assessment. Please see below guidance on your formative assessment and how to access your feedback.
Every week, your module tutor will task you with a design problem as a consolidate activity. You are required to solve this in the same week and the module tutor will provide guidance and insights as you work through each design problem. This continuous feedback aims to enhance your understanding and proficiency in the subject matter. It`s essential to actively engage with the module by attending all sessions. Doing so will not only help correct any misconceptions but also refine your approach for the summative assessment, positioning you favourably for the final evaluation.
4.Summative Assessments
Summative Assessment 1
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Assessment title
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Coursework Design Project
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Submission date and time
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Week 14
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Word Count (or equivalent)
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N/A
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Where to submit
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Turnitin
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Feedback date
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15 Working Days
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Assessment Weighting
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30%
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PSRB requirements (if applicable)
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This assessment consists of solutions to four design problems i.e., shallow foundation, pile foundation, earth retaining structure, and slope stability analysis. The details are available on the Blackboard under assessments.
Summative Assessment 2
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Assessment title
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In-class test (conceptual understanding)
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Submission date and time
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Week 13
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Word Count (or equivalent)
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N/A
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Where to submit
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Face-to-face examination
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Feedback date
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15 Working Days
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Assessment Weighting
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20%
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PSRB requirements (if applicable)
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This assessment will require you to answer 20 multiple-choice and short-answer questions in week 13.
Summative Assessment 3
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Assessment title
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Final Examination (closed book)
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Submission date and time
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TBC
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Word Count (or equivalent)
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N/A
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Where to submit
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Face to face Examination
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Feedback date
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15 Working Days
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Assessment Weighting
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50%
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PSRB requirements (if applicable)
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This assessment consists of 4 design problems to answer in 3 hours.
Main objectives of the Assessments
The main objectives of the above-mentioned assessments are to provide students with the opportunity to demonstrate:
Provide the basic analytical tools for designing both shallow and deep foundations, earth retaining structures, cut slopes and embankments - satisfying relevant stability and deformation criteria, and distinguishing between short and long-term conditions
Develop an understanding of why foundations, earth retaining structures and slopes become unsafe, what the possible consequences are, and how the risk of failure can be managed
Promote an awareness of health and safety, and of sustainability issues in foundation, earth retaining structures and slope design and construction
Learning outcomes
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No.
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Learning Outcome
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1
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Make appropriate choices of strength parameters and soil stiffness to be used in geotechnical design for various ground conditions and loading conditions.
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2
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Select foundation options for a specific project and compare the advantages and limitations of different types of foundations. Carry out design of shallow foundation. Carry out design of deep foundations for bridges and tall buildings.
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3
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Compute stress distributions in the ground resulting from foundation loading.
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4
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Estimate the settlement of a shallow or deep foundation during its working life, distinguishing between immediate and long-term settlement
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5
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Carry out earth pressure calculations for earth retaining structures design. Design cantilever reinforced concrete and sheet pile wall.
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6
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Carry out slope stability analysis using limit equilibrium methods for vertical excavations, man-made and natural slopes.
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7
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Devise appropriate drainage measures to improve the stability of a slope
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8
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Use of word processor, spreadsheet, drawings.
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Marking criteria
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%
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Descriptor
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86 - 100
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The standard achieved is exceptional and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved with many at an exceptional standard.
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76 - 85
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The standard achieved is outstanding and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved with many at an outstanding standard.
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70 - 75
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The standard achieved is excellent and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved with many at an excellent standard.
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65 - 69
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The standard achieved is very good and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved with many at a very good standard
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60 - 64
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The standard achieved is good and the work provides evidence that the knowledge, understanding, and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved with many at a good standard
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55 - 59
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The standard achieved is acceptable and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved with many at an acceptable standard
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50 - 54
Marginal pass
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The standard achieved is acceptable and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved though a few at only a very basic level
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45 - 49
Marginal fail
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The standard achieved is weak and the work provides evidence of insufficient knowledge, understanding and/or skills at a level appropriate to the level of study. There is evidence showing that a majority but not all of the learning outcomes appropriate to that level are achieved
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40 - 44
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The standard achieved is weak and the work provides evidence of insufficient knowledge, understanding and/or skills are at a level appropriate to the level of study. There is evidence showing that several of the learning outcomes appropriate to that level are achieved
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35 - 39
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The standard achieved is very weak and the work provides evidence of insufficient knowledge, understanding and/or skills appropriate to the level of study, although some of the learning outcomes appropriate to that level are achieved
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30 - 34
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The standard achieved is very weak and the work provides evidence of insufficient knowledge, understanding and/or skills appropriate to the level of study. The evidence shows that some of the learning outcomes appropriate to that level are achieved OR that none is achieved but there is evidence that many of the learning outcomes may be almost achieved.
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25 - 29
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The standard achieved is unacceptable and the work provides little evidence of the knowledge, understanding and/or skills appropriate to the level of study. The evidence shows that few, if any, of the learning outcomes appropriate to that level are achieved.
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15 - 24
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The standard achieved is unacceptable and the work provides very little evidence of the knowledge, understanding and/or skills appropriate to the level of study. The evidence shows that very few, if any, of the learning outcomes appropriate to that level are achieved.
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0 - 14
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The standard achieved is unacceptable and the work provides negligible or no evidence of the knowledge, understanding and/or skills appropriate to the level of study. The evidence fails to show that any of the learning outcomes appropriate to that level are achieved.
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5.Learning materials
The reading list for this module is available on Blackboard in the module area and online by searching readinglists. This shows real-time availability of books in the library and provides direct links to digital items, recommended by your lecturer.
Remember to log into Blackboard daily to receive all the latest news and support available at your module information sites!
Subject guides are also available to help you find relevant information for assignments, with contact details of the Subject Librarian for your School.
Recommended reading
Key Text
1- Eurocode 7, Geotechnical Design – Part 1: General rules
2- Eurocode 7, Geotechnical Design – Part 2: Ground investigation and testing
3- I. M. Smith 2021. Smith’s Elements of Soil Mechanics, Wiley Blackwell, 10th edition, ISBN 9781119750390
4- John Atkinson 2007. The mechanics of soils and foundations, Taylor and Francis, 2nd edition, ISBN-10 0415362563
6.Maintaining Academic Honesty and Integrity
Academic Integrity means avoiding plagiarism and cheating and owning your own work, the use of essay mills and AI content is also considered academic misconduct. This is when you submit a piece of work which is not completely your own, but which you are presenting as your own without acknowledging the author or properly referencing the original source. All your work must demonstrate Academic Integrity; it must be an honest and fair submission, complying with all the requirements of the assessment. Failure to meet these standards of behaviour and practice is academic misconduct, which can result in penalties being applied under the Academic Offences Regulations. You can get support with your academic writing by speaking to our Study support team.
7.Meeting Deadlines
You should always try your best to submit your work on time. If your circumstances mean that you are not able to submit on time or are unable to attend an in-person assessment like an exam or in-class test, then you can request Exceptional circumstances for the assessment. An extension allows you to submit coursework up to 10 calendar days late without penalty, (calendar days include all weekends and bank holidays where the University is open). Without an extension, the maximum mark you will be able to get for that work will be the pass mark. Mitigation allows you a further attempt without penalty if you fail an assessment or do not submit.
You can apply for an extension or mitigation by self-certifying that you have exceptional circumstances which affected your ability to undertake the assessment. Self-certifying means that evidence does not have to be provided, although the University reserves the right to request evidence. All self-certified requests must be made before the deadline and detail the exceptional circumstances that have prevented you from submitting by the original submission deadline. You can only self-certify three assessments per academic year. If you have used all your self-certification opportunities, or requested mitigation after the deadline, you will need to provide evidence of your exceptional circumstances for your request to be granted.
8.Getting Support
There may be times when you experience circumstances outside of your control and talking to your Module Leader/Tutor and seeking help from other support services in the university will keep you on track with your studies. You can access support and guidance and confidential help at our Support for current studentspage and by vising the Student Hub. It is equally important to consider your safety and the safety of others around you, especially how to stay safe online and ensure your communications are secure and appropriate. You should also familiarise yourself with the University Safeguarding Policy, process, and procedure.
Your Students’ Union Advice Team can help you to obtain the right support.
9.Glossary and Acronyms
Terms and definitions
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