| Effective Term: | 2025/05 |
| Institute / School : | Institute of Innovation, Science & Sustainability |
| Unit Title: | Geotechnical Engineering 2 |
| Unit ID: | ENGPG9104 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | (ENGIN3102 and ENGIN3202) |
| ASCED: | 030900 |
| Other Change: | |
| Brief description of the Unit |
Geotechnical Engineering 2 advances students’ understanding of applied geotechnical design. The unit explores in depth the planning and execution of geotechnical site investigations, soil reactivity and site classification in accordance with AS 2870, and the analysis and design of shallow and deep foundation systems. Students will also examine the stability of slopes and the design of earth-retaining structures under various soil and loading conditions. Through analytical exercises and design-based applications, this unit develops the ability to interpret geotechnical data, propose appropriate foundation systems, and design safe and efficient geotechnical solutions for small- to medium-scale civil engineering projects. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | |  | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Identify key issues involved in planning geotechnical site investigation programs |
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| K2. | Recognise soil reactivity characteristics, classify residential building sites, and apply relevant design principles for residential building foundations in accordance with AS 2870 |
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| K3. | Describe and apply design principles for shallow foundations, deep foundations, and earth-retaining structures under various loading and soil conditions |
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| K4. | Explain and analyse the principles and methods used in assessing soil slope stability |
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| Skills: |
| S1. | Propose and plan a site investigation for a medium-scale geotechnical engineering project, and produce a professional technical report to an acceptable industry standard |
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| S2. | Assess complex information to classify residential building sites based on soil reactivity |
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| S3. | Apply established engineering methods to analyse soil-foundation systems, determine allowable bearing capacity, and design basic foundation systems for complex loading and soil conditions |
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| S4. | Assess the stability of sloping embankments and design simple earth-retaining structures |
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| Application of knowledge and skills: |
| A1. | Apply technical and analytical knowledge to analyse and design common geotechnical engineering systems, and present the results using appropriate professional standards |
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| A2. | Apply advanced technical knowledge and skills to research-based problem-solving in geotechnical engineering, and demonstrate expert judgement in addressing complex engineering challenges |
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| Unit Content: |
Topics may include:
1. Geotechnical Site investigation Practices and Planning for Soil Exploration
2. Site Classification and Design of Residential Building Foundations Based on AS2870
3. Bearing Capacity Analysis and Design of Shallow Foundations
4. Design of Deep Foundations
5. Soil Slope Stability Analysis
6. Design of Earth-Retaining Structures |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate high-level skills to effectively communicate, interact and work with others both individually and in groups Students will be required to display (in person and/or online) high-level skills in-person and/or online in: • Effective verbal and non-verbal communication via a range of synchronous and asynchronous methods • Active listening for meaning and influencing • High-level empathy for others • Negotiating and demonstrating extended conflict resolution skills • Working respectfully in cross-cultural and diverse teams | | FEDTASK 2
Leadership | Students will demonstrate the ability to apply leadership skills and behaviours Students will be required to display skills in: • Creating, contributing to, and enabling collegial environments • Showing self-awareness and the ability to self-reflect for personal growth • Inspiring and enabling others • Making informed and evidence-based decisions through consultation with others • Displaying initiative and ability to solve problems | | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complex and ambiguous environments, using their imagination to create new ideas Students will be required to display skills in: • Reflecting critically on complex problems • Synthesising, evaluating ideas, concepts and information • Proposing alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts through deep inquiry • Proposing creative solutions in problem solving | | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work proficiently across a range of tools, platforms and applications to achieve a range of tasks Students will be required to display high-level skills in: • Finding, accessing, collating, evaluating, managing, curating, organising and appropriately and securely sharing complex digital information at a high-level • Receiving and responding to messages in a range of digital media • Using digital tools appropriately to conduct research • Contributing proficiently to digital teams and working groups • Participating in and utilising digital learning opportunities | | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to think ethically and sustainably. Students will be required to display skills in: • The responsible conduct of research • Making informed judgments that consider the impact of devising solutions in multiple global economic environmental and societal contexts • Demonstrating commitment to social responsibility as a professional and a citizen • Generating research solutions which are sustainable,ethical, socially responsible and/or sustainable • Extending lifelong, life-wide and life-deep learning to be open to diverse others • Demonstrate extended actions to foster sustainability in their professional and personal life. | |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, S1, S2, A2 | Geotechnical soil investigation (field/laboratory investigations) and preparation of geotechnical reports | Field/Laboratory Investigations and Reports | 10-20% | | 2. | K3, K4, S3, S4, A1, A2 | Design of residential building foundations based on AS2870, design of shallow and deep foundations, and earth-retaining structures | Design Reports, Presentations | 20-50% | | 3. | K3, K4, S2, S3, S4, A1 | Assessment of all or part of the unit by tests/examination | Test/Examination | 40-60% |
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