Outline

Overview

Geoenvironmental Engineering is an applied science concerned with the protection of soil and aquifers from human activities. It can be divided into 2 main branches: waste containment and treatment of pollution sites. The former is usually a preventative activity, whereas the latter is corrective, i.e., it occurs after pollution has taken place. Geoenvironmental Engineering draws on fundamental science, especially fluid flow and contaminant migration in soil and the physics and chemistry of low-permeability material such as clay. The goal of CIVL5351 is to introduce you to the science behind Geoenvironmental Engineering and develop your skills at designing barrier systems for groundwater protection. Learning Outcomes: 1. Analyse flow regime in saturated and unsaturated soils using Darcy’s Law; 2. Analyse contaminant migration in soil using coupled flow and reactive diffusion-advection equations; 3. Describe the main processes of clay-water interactions and their influence on behaviour of barrier systems; 4. Design a contaminant barrier system satisfying groundwater quality requirements; 5. Assess the feasibility of waste-to-energy conversion; 6. Conduct research on a geoenvironmental topic; 7. Build simulation models and appraise quality of their predictions. Syllabus Summary: introduction to geoenvironmental engineering; integrated waste management and life cycle assessment; soil composition and mineralogy; types and characteristics of contaminants; theory of water seepage in saturated and unsaturated soils; theory of reactive contaminant transport in soil including molecular diffusion, mechanical dispersion and advective flow; analytical and numerical solutions of reactive diffusion advection equation; design of barrier systems; geosynthetics and geomembranes; defects and leakage rates; methane generation in landfills and waste-to-energy potential.

Unit details and rules

Academic unit	Civil Engineering
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Abbas El-Zein, abbas.elzein@sydney.edu.au

Type	Description	Weight	Due	Length
Oral exam ?	Final Exam	30%	Formal exam period	20 minutes (oral)
Outcomes assessed:
Participation	Participation	5%	Ongoing	0
Outcomes assessed:
Assignment	Computer lab session report 1 Computer Lab Report	3%	Week 02	2 hours
Outcomes assessed:
Online task	Online Quiz 1	5%	Week 03	30 min
Outcomes assessed:
Assignment	Computer lab session report 2 Computer Lab Report	3%	Week 04	2 hours
Outcomes assessed:
Online task	Online Quiz 2	5%	Week 05	30 min
Outcomes assessed:
Assignment	Computer lab session report 3 Computer Lab Report	3%	Week 06	2 hours
Outcomes assessed:
Online task	Online Quiz 3	5%	Week 07	30 min
Outcomes assessed:
Assignment	Computer lab session report 4 Computer Lab Report	3%	Week 08	2 hours
Outcomes assessed:
Assignment	Assignment project 1a Data Research for Barrier Modelling	7%	Week 09	n/a
Outcomes assessed:
Online task	Online Quiz 4	5%	Week 10	30 min
Outcomes assessed:
Assignment	Computer lab session report 5 Computer Lab Report	6%	Week 11	4 hours
Outcomes assessed:
Assignment	Assignment Project 1b Design of Barrier System for Groundwater Protection	20%	Week 12	n/a
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

Participation (5%). xxxxxxx
Lab session exercises (15%): In groups of 2 students. Note that for a submission to be valid for a given student, he or she must be present at the lab session from the start. 5 exercises, 3% each.
Assignment 1a (5%).
Assignment 1b (15%).
Midterm exam (25%): Water flow in saturated and unsaturated soils. Simple design problems.
Final exam (35%): All material covered in class and computer lab.

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.

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:

For Assignments and Computer Lab Exercises: a. 24 hour late: 20% deducted from mark b. more than 24 hours late: submission not accepted.

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.

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
Week 01	Introduction to Geoenvironmental Engineering	Lecture (2 hr)
Week 01	Water Flow in Saturated Soils I	Lecture (2 hr)
Week 02	Water Flow in Saturated Soils II	Lecture (2 hr)
Week 02	Water Flow in Saturated Soils (computer-lab exercise 1)	Simulation laboratory (2 hr)
Week 03	Water Flow in Unsaturated Soils I	Lecture (2 hr)
Week 03	Problem-Solving Session 1: Water Flow in Saturated Soils	Tutorial (2 hr)
Week 04	Water Flow in Unsaturated Soils II	Lecture (2 hr)
Week 04	Water Flow in Saturated Soil (computer-lab exercise 2)	Simulation laboratory (2 hr)
Week 05	Contaminant Migration in Soils I	Lecture (2 hr)
Week 05	Problem-Solving Session 2: Water Flow in Unsaturated Soils	Tutorial (2 hr)
Week 06	Contaminant Migration in Soils II	Lecture (2 hr)
Week 06	Water Flow in Unsaturated Soils (computer-lab exercise 3)	Simulation laboratory (2 hr)
Week 07	Contaminant Migration in Soils III	Lecture (2 hr)
Week 07	Problem-Solving Session III: Contaminant Migration in Soils	Tutorial (2 hr)
Week 08	Barrier Design I: Clay-Water Interactions	Lecture (2 hr)
Week 08	Contaminant Migration in Soils (computer-lab exercise 4)	Simulation laboratory (2 hr)
Week 09	Barrier Design II: Aims, Design and Materials	Lecture (2 hr)
Week 09	Problem-Solving Session IV: Barrier Design	Lecture (2 hr)
Week 10	Barrier Design II: Aims, Design and Materials	Lecture (2 hr)
Week 10	Contaminant Migration and Barrier Design (computer-lab exercise 5)	Simulation laboratory (2 hr)
Week 11	Barrier Design III: Modelling and Methane Management	Lecture (2 hr)
Week 11	Contaminant Migration and Barrier Design (computer-lab exercise 5)	Simulation laboratory (2 hr)
Week 12	Concluding Lecture and Revision for Final Exam	Lecture (2 hr)
Week 12	Computer Lab Session for Work on Assignment Project 2b	Simulation laboratory (2 hr)

Attendance and class requirements

The UoS includes 13 lectures, 7 computer lab sessions, and 4 tutorial sessions in total (over the whole semester). Each of these is of 2-hour duration. You are expected to attend ALL computer lab sessions and a minimum of 90% of lectures/tutorials.

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

All readings for this unit can be accessed online. Detailed lecture materials and readings for each lecture are provided in the UoS syllabus which can be accessed on Canvas.

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. Analyse saturated flow regime in soil using Darcy and flow equations.
LO2. Simulate infiltration problem in unsaturated flow and analyse difference in behaviour between sand, silt and clay.
LO3. Analyse contaminant migration in soil using coupled flow and reactive diffusion-advection equations.
LO4. Describe the main processes of clay-water interactions and how they affect behaviour of clay in geoenvironmental engineering.
LO5. Design a single or double composite landfill liner satisfying groundwater quality requirements.
LO6. Predict the potential for methane production in a landfill and assess the feasibility of waste-to-energy conversion.
LO7. Conduct research on geoenvironmental topic.
LO8. Appraise the quality of results of numerical simulations and modify numerical discretisation mesh in order to improve accuracy.
LO9. Write professional reports describing optimal designs and the rationale behind them.
LO10. Communicate technical knowledge verbally.

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. ENABLING SKILLS AND KNOWLEDGE DEVELOPMENT 1.1. Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice. 1.2. Tackling technically challenging problems from first principles. 2. IN-DEPTH TECHNICAL COMPETENCE 2.1. Appropriate range and depth of learning in the technical domains comprising the field of practice informed by national and international benchmarks. 2.2. Application of enabling skills and knowledge to problem solution in these technical domains. 5. PRACTICAL AND ‘HANDS-ON’ EXPERIENCE 5.5. Skills in the development and application of mathematical, physical and conceptual models, understanding of applicability and shortcomings.
	Engineers Australia Curriculum Performance Indicators - 1. ENABLING SKILLS AND KNOWLEDGE DEVELOPMENT 1.1. Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice. 1.2. Tackling technically challenging problems from first principles. 2. IN-DEPTH TECHNICAL COMPETENCE 2.1. Appropriate range and depth of learning in the technical domains comprising the field of practice informed by national and international benchmarks. 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. 5. PRACTICAL AND ‘HANDS-ON’ EXPERIENCE 5.5. Skills in the development and application of mathematical, physical and conceptual models, understanding of applicability and shortcomings.
	Engineers Australia Curriculum Performance Indicators - 1. ENABLING SKILLS AND KNOWLEDGE DEVELOPMENT 1.1. Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice. 1.2. Tackling technically challenging problems from first principles. 2. IN-DEPTH TECHNICAL COMPETENCE 2.1. Appropriate range and depth of learning in the technical domains comprising the field of practice informed by national and international benchmarks. 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. 5. PRACTICAL AND ‘HANDS-ON’ EXPERIENCE 5.5. Skills in the development and application of mathematical, physical and conceptual models, understanding of applicability and shortcomings.
	Engineers Australia Curriculum Performance Indicators - 1. ENABLING SKILLS AND KNOWLEDGE DEVELOPMENT 1.1. Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice. 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.
	Engineers Australia Curriculum Performance Indicators - 2. IN-DEPTH TECHNICAL COMPETENCE 2.2. Application of enabling skills and knowledge to problem solution in these technical domains. 2.3. Meaningful engagement with current technical and professional practices and issues in the designated field. 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. 3. PERSONAL AND PROFESSIONAL SKILLS DEVELOPMENT 3.3. Creativity and innovation. 4. ENGINEERING APPLICATION EXPERIENCE 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.
	Engineers Australia Curriculum Performance Indicators - 1. ENABLING SKILLS AND KNOWLEDGE DEVELOPMENT 1.1. Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice. 4. ENGINEERING APPLICATION EXPERIENCE 4.3. Proficiency in the engineering design of components, systems and/or processes in accordance with specified and agreed performance criteria.
	Engineers Australia Curriculum Performance Indicators - 3. PERSONAL AND PROFESSIONAL SKILLS DEVELOPMENT 3.2. Information literacy and the ability to manage information and documentation.
	Engineers Australia Curriculum Performance Indicators - 5. PRACTICAL AND ‘HANDS-ON’ EXPERIENCE 5.5. Skills in the development and application of mathematical, physical and conceptual models, understanding of applicability and shortcomings.
	Engineers Australia Curriculum Performance Indicators - 3. PERSONAL AND PROFESSIONAL SKILLS DEVELOPMENT 3.1. An ability to communicate with the engineering team and the community at large. 5. PRACTICAL AND ‘HANDS-ON’ EXPERIENCE 5.9. Skills in documenting results, analysing credibility of outcomes, critical reflection, developing robust conclusions, reporting outcomes.
	Engineers Australia Curriculum Performance Indicators - 3. PERSONAL AND PROFESSIONAL SKILLS DEVELOPMENT 3.1. An ability to communicate with the engineering team and the community at large. 3.2. Information literacy and the ability to manage information and documentation.

Responding to student feedback

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

Last year has been an extraordinary one and has required major adjustments from all of us. CIVL5351 was no exception. The UoS was overhauled and restructured with the aim of producing a positive student experience, despite the effects of Covid-19. In 2021, the lecture slides and notes were revised, based on 2020 students feedback, to make equations easier to read and the workload lighter. The most important changes from 2019 to 2020 were (apart from the fact that the UoS was delivered mostly over zoom): 1. The UoS content was remapped, and a set of short, pre-recorded videos (5-25min in length) was created and made available on Canvas covering the entire content of the UoS. These resources are available for students in 2021. 2. Assessment was reconfigured with a mid-term exam replaced by 4 shorter online quizzes spread over the semester. This has created a more balanced CIVL5351 timetable with only one submission/exam required every week: computer lab report, online quiz or project assignment submission. This was preserved for 2021. In addition based on feedback from students in 2020, the workload was made lighter by dropping one project component. 3. In terms of content, the computer lab exercises were re-written and a lecture on clay-water interactions was added because of its importance in barrier design. Note that the unit of study had already undergone significant change in 2019, based on student feedback from previous years, including major improvements in Soil Pollution Analysis System (SPAS) software introduced (used by students for their computer lab sessions and project assignment 2), new textbook references used, all of which are available in electronic form through the University of Sydney library and more tutorial problem-solving sessions introduced.

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

Attendance and class requirements

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

Media

Student links

About us

Connect

Current students

CIVL5351: Geoenvironmental Engineering

Semester 2, 2021 [Normal day] - 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

Attendance and class requirements

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

Media

Student links

About us

Connect