EOSC 536: Geotechnical Modelling in Practice

Land Acknowledgement: 

This course is delivered from UBC’s Point Grey Campus, which is located on the traditional, ancestral, and unceded territory of the xwməθkwəy̓əm (Musqueam) people. The land it is situated on has always been a place of learning for the Musqueam people, who for millennia have passed on their culture, history, and traditions from one generation to the next on this site.

Calendar Description

Application of geomechanics and engineering design tools in realistically complex geological environments. Influence and treatment of geological uncertainty, and use of field data, geotechnical monitoring, and numerical analyses for tunnelling, mining and rock slope engineering projects. Case histories.

Prerequisites: 

An undergraduate degree in an engineering or geology-related science discipline, with exposure to solid mechanics. Some knowledge of rock mechanics, geotechnical engineering and geology is beneficial but not essential.

Course Overview and Learning Outcomes: 

Engineering design is defined as a creative, iterative and open-ended process, subject to constraints imposed through legislative codes, project economics, health, safety, environmental and societal considerations. This course will examine different principles, approaches, and tools used in rock engineering design. Real-life examples and case histories will be used throughout the course.

Through this course, you will develop an awareness of the different design methodologies and tools available to practicing rock engineers (many of these are also relevant to other areas of geotechnical engineering). More importantly, you will learn how to approach problem-solving in the context of geological complexity and uncertainty. Emphasis will be placed on the importance of using design tools to aid in the thought and decision-making process, as opposed to relying on them for outright predictions. The assignments will include hands-on problem-solving directed toward the use and practical application of rock engineering design tools. These are complemented by a series of three open-ended design problems, which have been developed to more fully support the course learning goals by addressing design assumptions and the need to manage uncertainty and risk.

Course Delivery: 

This course will be delivered online and will be comprised of organized lecture modules and individual and group project work. The online delivery will focus on asynchronous learning. Different learners taking this course are located across different countries and time zones, and many are working professionals with different responsibilities, commitments and schedules. As such, "live" meeting times (via Zoom) will be limited and ad hoc. 

Instead, the course is structured as a number of paced modules hosted on UBC’s Canvas learning management system. Each week, a module will be made accessible, which the learner will work through as their schedule permits while respecting the due dates for assignments and group projects. The modules will contain subject matter, worksheets and a summary quiz. The practical examples used will draw from both underground and open-pit mining projects. Included in the assignments are three open-ended design problems that are meant to be worked on as a group project.

Course Schedule:

A1-5: Individual Assignments (Rocscience software)

DP1-3: Group Design Projects (Open-ended design problems)

Learning Goals:

By the end of this course, learners will be able to:

1. Explain the essential methods of geotechnical engineering design and practice, including the integration of site characterization, monitoring and analysis, hazard and risk assessment, and professional issues such as loss control, worker safety and professional ethics.

2. Recognize and differentiate the adverse effects that geology and geological processes can have on site conditions and geotechnical designs, and that geotechnical designs can have on the natural environment.

3. Compare and contrast different analytical, empirical and numerical tools used in geotechnical design, and identify their strengths and limitations in managing and reducing risk related to geological and parameter variability and model uncertainty.

4. Justify design assumptions and level of detail in design calculations relative to the project stage (from prefeasibility through to construction, implementation and performance), and update accordingly through iterative design as new data and knowledge is gained.

5. Compare and contrast examples of true-life geotechnical design problems, solutions implemented and lessons learned, and argue the value of case histories and need for lifelong learning and professional development for Geological Engineers.

Assessment Criteria and Grading: