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Unit outline_

CIVL5351: Geoenvironmental Engineering

Semester 2, 2022 [Normal day] - Camperdown/Darlington, Sydney

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
Online task Assignment project 2
Oral Presentation on Technical Topic
5% Multiple weeks 5min
Outcomes assessed: LO9 LO6
Participation Participation
Participation
5% Ongoing 0
Outcomes assessed: LO1 LO9 LO8 LO7 LO6 LO5 LO4 LO3 LO2
Assignment group assignment Computer lab session report 1
Computer Lab Report
3% Week 02 2 hours
Outcomes assessed: LO1 LO9
Online task Online Quiz 1
Online quiz
6% Week 03 40-50 min
Outcomes assessed: LO1
Assignment group assignment Computer lab session report 2
Computer Lab Report
3% Week 04 2 hours
Outcomes assessed: LO1 LO7 LO9
Online task Online Quiz 2
Online quiz
6% Week 05 40-50 min
Outcomes assessed: LO2
Assignment group assignment Computer lab session report 3
Computer Lab Report
3% Week 06 2 hours
Outcomes assessed: LO2 LO7 LO9
Assignment hurdle task group assignment Computer lab session report 4
Computer Lab Report
3% Week 08 2 hours
Outcomes assessed: LO3 LO7 LO9
Online task Online Quiz 3
Online quiz
6% Week 09 40-50 min
Outcomes assessed: LO3
Assignment group assignment Computer lab session report 5
Computer Lab Report
6% Week 11 4 hours
Outcomes assessed: LO3 LO5 LO7 LO9
Assignment Assignment Project 1
Design of Barrier System for Groundwater Protection
22% Week 12
Due date: 30 Oct 2022 at 23:59
n/a
Outcomes assessed: LO1 LO3 LO4 LO5 LO6 LO7 LO8
Small test Final Exam
Final exam in class
32% Week 13 2 hours
Outcomes assessed: LO1 LO7 LO5 LO4 LO3 LO2
hurdle task = hurdle task ?
group assignment = group assignment ?

Assessment summary

  • 3 online quizzes (18%)
  • 1 final exam in class on last week of semester (32%)
  • 5 computer lab session reports (18%)
  • Assignment project 1 (22%)
  • Assignment project 2 (5%)
  • Participation (5%)

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.

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.

WK Topic Learning activity Learning outcomes
Week 01 Introduction to Geoenvironmental Engineering Lecture (2 hr) LO1
Water Flow in Saturated Soils I Lecture (2 hr) LO1
Week 02 Water Flow in Saturated Soils II Lecture (2 hr) LO1
Water Flow in Saturated Soils (computer-lab exercise 1) Simulation laboratory (2 hr) LO1
Week 03 Water Flow in Unsaturated Soils I Lecture (2 hr) LO2
Problem-Solving Session 1: Water Flow in Saturated Soils Tutorial (2 hr) LO1
Week 04 Water Flow in Unsaturated Soils II Lecture (2 hr) LO2
Water Flow in Saturated Soil (computer-lab exercise 2) Simulation laboratory (2 hr) LO1 LO7
Week 05 Contaminant Migration in Soils I Lecture (2 hr) LO3
Problem-Solving Session 2: Water Flow in Unsaturated Soils Tutorial (2 hr) LO2
Week 06 Contaminant Migration in Soils II Lecture (2 hr) LO3
Water Flow in Unsaturated Soils (computer-lab exercise 3) Simulation laboratory (2 hr) LO2 LO7
Week 07 Contaminant Migration in Soils III Lecture (2 hr) LO3 LO6 LO7
Problem-Solving Session III: Contaminant Migration in Soils Tutorial (2 hr) LO3 LO7
Week 08 Barrier Design I: Clay-Water Interactions Lecture (2 hr) LO4
Contaminant Migration in Soils (computer-lab exercise 4) Simulation laboratory (2 hr) LO3 LO7
Week 09 Barrier Design II: Aims, Design and Materials Lecture (2 hr) LO4 LO5
Problem-Solving Session IV: Barrier Design Lecture (2 hr) LO4 LO5
Week 10 Barrier Design II: Aims, Design and Materials Lecture (2 hr) LO4 LO5
Contaminant Migration and Barrier Design (computer-lab exercise 5) Simulation laboratory (2 hr) LO1 LO3 LO5 LO7 LO8
Week 11 Barrier Design III: Modelling and Methane Management Lecture (2 hr) LO3 LO5 LO7
Contaminant Migration and Barrier Design (computer-lab exercise 5) Simulation laboratory (2 hr) LO1 LO3 LO5 LO7 LO8
Week 12 Concluding Lecture and Revision for Final Exam Lecture (2 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8
Computer Lab Session for Work on Assignment Project 2b Simulation laboratory (2 hr) LO1 LO3 LO5 LO6 LO7 LO8

Attendance and class requirements

The UoS includes 14 lectures, 5 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 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. Conduct research on geoenvironmental topic.
  • LO7. Appraise the quality of results of numerical simulations and modify numerical discretisation mesh in order to improve accuracy.
  • LO8. Write professional reports describing optimal designs and the rationale behind them.
  • LO9. 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
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

Alignment with Competency standards

Outcomes Competency standards
LO1
Engineers Australia Curriculum Performance Indicators - EAPI
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.
LO2
Engineers Australia Curriculum Performance Indicators - EAPI
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.
LO3
Engineers Australia Curriculum Performance Indicators - EAPI
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.
LO4
Engineers Australia Curriculum Performance Indicators - EAPI
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.
LO5
Engineers Australia Curriculum Performance Indicators - EAPI
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.
LO6
Engineers Australia Curriculum Performance Indicators - EAPI
3. PERSONAL AND PROFESSIONAL SKILLS DEVELOPMENT
3.2. Information literacy and the ability to manage information and documentation.
LO7
Engineers Australia Curriculum Performance Indicators - EAPI
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.
LO8
Engineers Australia Curriculum Performance Indicators - EAPI
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.
LO9
Engineers Australia Curriculum Performance Indicators - EAPI
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.

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

This year, we go back to full, face-to-face delivery of CIVL5351. Some of the gains achieved during the covid-19 period have been preserved, most importantly, richer online resources for students (including a library of 15-20 min videos covering the full subject) and more attention to managing the workload during the semester. This year, a 5min oral class presentation has been reintroduced and the final exam is scheduled for the final week of the semester. As is the case every year, content of lectures, computer lab sessions and assignment projects was revised and refined, partly based on student feedback from the previous year.

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.