SOIL-STRUCTURE INTERACTION - 2022/3
Module code: ENGM048
In light of the Covid-19 pandemic the University has revised its courses to incorporate the ‘Hybrid Learning Experience’ in a departure from previous academic years and previously published information. The University has changed the delivery (and in some cases the content) of its programmes. Further information on the general principles of hybrid learning can be found at: Hybrid learning experience | University of Surrey.
We have updated key module information regarding the pattern of assessment and overall student workload to inform student module choices. We are currently working on bringing remaining published information up to date to reflect current practice in time for the start of the academic year 2021/22.
This means that some information within the programme and module catalogue will be subject to change. Current students are invited to contact their Programme Leader or Academic Hive with any questions relating to the information available.
Geotechnical engineers and structural engineers tend to approach soil-structure interaction problems quite differently. On the one hand, geotechnical engineers take great care over the representation of the soil, but then often assume the structure to be either perfectly flexible or perfectly rigid. Structural engineers, on the other hand, may spend a great deal of time ensuring the structure is modelled as realistically as possible, but then often assume that the supporting soil behaves like a bed of linear elastic springs. For routine design, either approach may be sufficiently accurate – and, in any event, it may be difficult to justify the cost of more rigorous modelling.
When the situation demands, it will be necessary to create models that take into account the real behaviour of both soil and structure, and this module will provide you with some of the tools for doing this. A range of soil-structure interaction models and solution methods will be covered, ranging from the simple to the complex. At the conclusion of the module, you will be in a better position to judge what level of model may be appropriate for a given situation, and what information will be required in order to set up the analysis. In addition, you should be able to evaluate the analysis output with a clearer understanding of the strengths and limitations of the chosen representation.
Civil and Environmental Engineering
WOODS Rick (Civl Env Eng)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 7
JACs code: H250
Module cap (Maximum number of students): N/A
Overall student workload
Independent Learning Hours: 90
Tutorial Hours: 22
Guided Learning: 20
Captured Content: 18
Prerequisites / Co-requisites
A knowledge of soil mechanics and structural mechanics to FHEQ Level 5, and foundation engineering to FHEQ Level 6
Indicative content includes:
subgrade reaction (Winkler spring) models
constitutive models for soils
finite difference methods
finite element methods
Applications and Case Histories
continuous footings and raft foundations
embedded walls and laterally-loaded piles
pile groups and piled rafts
tunnels and culverts
in-house (spreadsheet-based) software for soil-structure interaction analysis
commercial software for soil-structure interaction analysis
|Assessment type||Unit of assessment||Weighting|
|Coursework||COURSEWORK - SSI MODELLING||40|
|Examination Online||ONLINE (OPEN BOOK) EXAM WITHIN 24HR WINDOW||60|
The assessment strategy is designed to provide students with the opportunity to demonstrate:
Through coursework assignments, the ability to use
· a closed-form analytical solution to a simplified SSI model to investigate a multiple loading case, being consistent with sign conventions when using superposition [LOs 3, c]
· a rigorous numerical (finite element) method to model a classic SSI problem [LOs 3, d] – demonstrating an understanding of the strengths and limitations of the method [LOs 1, 4], the selection of material parameters [LOs 2, a], and the importance of independent checks [LOs 5, b]
Through written examination, those aspects of LOs 1-4, a,b not fully covered by the coursework.
Thus, the summative assessment for this module consists of:
· coursework : analytical modelling of a beam on elastic foundation [Learning outcomes assessed 3, c] (5 hours, 5%)
· coursework : continuum and Winkler modelling comparison [Learning outcomes assessed 1, 2, 3, 4, 5 a,b,c,d] (20 hours, 20%)
· examination [Learning outcomes assessed 1, 2, 3, 4] (2 hours, closed book)
Formative assessment and feedback
Feedback will be given on both coursework assignments, in the form of generic comments through SurreyLearn and more detailed and individualised feedback given on the marked assignments within the time allowed for marking coursework. Formative assessment will be through solving problems in class (and getting feedback on the correct solution there and then) and also through tackling tutorial sheets – for which feedback takes the form of full worked solutions posted on SurreyLearn after the student has had an opportunity to try the problems for him/herself.
- An understanding of how real structures interact with the surrounding soil
- A knowledge of the different idealisations of soil-structure interaction (SSI) that have been devised, including their strengths and limitations
- Familiarity with some SSI modelling software
- An appreciation of the role of SSI analysis in practical design
|001||Select the most appropriate SSI model for a given application||K|
|002||Determine the data required for a given SSI model||KC|
|003||Set up and analyse SSI models of continuous footings, rafts, laterally-loaded piles, and embedded retaining walls||KCPT|
|004||Compare and contrast discrete spring and continuum models of SSI||KCPT|
|005||Validate the solutions obtained from commercially available software packages||KCPT|
|006||Synthesis of data||T|
|007||Reviewing, assessing, and critical thinking||T|
|008||Use of spreadsheets||T|
|009||Use of commercial software||T|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
Build on students’ knowledge of soil mechanics, structural mechanics and foundation engineering and extend it to situations where the structure cannot be considered perfectly flexible or rigid, and/or the soil cannot be considered to provide rigid support.
The learning and teaching methods include:
- combined lectures/problem-solving/software demonstration classes (3hrs per week for 11 weeks)
- independent learning (reading, tutorials, coursework assignments, and revision) (115hrs)
- unseen written examination (closed book) (2hrs)
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Upon accessing the reading list, please search for the module using the module code: ENGM048
Programmes this module appears in
|Bridge Engineering MSc||2||Compulsory||A weighted aggregate mark of 50% is required to pass the module|
|Structural Engineering MSc||2||Optional||A weighted aggregate mark of 50% is required to pass the module|
|Infrastructure Engineering and Management MSc||2||Optional||A weighted aggregate mark of 50% is required to pass the module|
|Civil Engineering MSc||2||Optional||A weighted aggregate mark of 50% is required to pass the module|
|Civil Engineering MEng||2||Optional||A weighted aggregate mark of 50% is required to pass the module|
|Advanced Geotechnical Engineering MSc||2||Compulsory||A weighted aggregate mark of 50% is required to pass the module|
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2022/3 academic year.