UNIVERSITY OF KENT – CODE OF PRACTICE FOR QUALITY ASSURANCE
MODULE SPECIFICATION TEMPLATE
1
The title of the module
UU536 ~ Geology and Soil Mechanics
2
The Department which will be responsible for management of the module
Building & Civil Engineering
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The Start Date of the Module March 2006
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The number of students expected to take the module 25
5
Modules to be withdrawn on the introduction of this proposed module and consultation with other
relevant Departments and Faculties regarding the withdrawal
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The level of the module Intermediate [I]
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The number of credits which the module represents 15
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Which term(s) the module is to be taught in (or other teaching pattern): Semester. 2
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Prerequisite modules:
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The programmes of study to which the module contributes
Foundation Degree in Civil Engineering, HNC Building Services Engineering, HNC Civil
Engineering
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The intended subject specific learning outcomes and, as appropriate, their relationship to programme
learning outcomes
1) Evaluate the uses of common rock types within construction
2) Evaluate the engineering performance of rock materials and rock masses
3) Perform soil descriptions with classifications and determine basic soil properties
4) Justify the application of differing soil tests for primary design parameters.
These objectives directly relate to the listed programme learning outcomes A1 and A5 –
Knowledge & Understanding of the Foundation Degree & HNC in Civil Engineering & HNC in
Building Services Engineering.
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The intended generic learning outcomes and, as appropriate, their relationship to programme
learning outcomes
The following generic learning outcomes directly relate to the subject specific skills (C) and
transferable skills (D) of the Foundation Degree & HNC in Civil Engineering & HNC in Building
Services Engineering
1). Evaluate the characteristics of various construction techniques and materials and their
effect on building production
2). Collect, analyse and interpret data using appropriate techniques in the field and laboratory
an when necessary design experiments to gain new data
3). Undertake field and laboratory investigations in a responsible and safe manner, paying due
attention to RISK assessment and relevant health and safety regulations.
4). Communicate effectively with other people using visual, graphic, written and verbal means.
13. A synopsis of the curriculum
UNIVERSITY OF KENT – CODE OF PRACTICE FOR QUALITY ASSURANCE
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Common rock types: igneous, sedimentary and metamorphic, petrographic classification,
stable and unstable minerals, diverse nature of sedimentary, grades of metamorphism;
common usage in construction, characteristics of main rock and soil deposits, suitability
for use.
Rock materials and rock masses: description/classification, petrographic and engineering,
codes of practice; differences between rock mass and rock material in construction,
type/nature of rock discontinuities. Characteristics, influence on engineering performance.
Soil description, classification, properties: difference between description/classification,
classification tests, codes of practice, liquidity and consistency indices for fine grained
soils; soil properties, particulate nature, three phase/two phase states, calculations-soil
density, moisture content, void ratio, degree of saturation, characteristics of fine grained
soil and apparent cohesion; influence of effective stress, drained and undrained behaviour,
calculations – total stress, pore water pressure, effective stress for simple soil sequence
under hydrostatic conditions, influences of seepage.
Application of soil tests: common tests, strength compressibility, permeability, codes of
practice, potential limitations; soil sampling methods, impact of sample quality on
measured parameters, in-situ testing methods; results of soil tests; shear strength
parameters, shear box, unconsolidated/consolidated undrained pore pressure, Triaxial
tests, stress path; permeability, constant/falling head permeameters, from field, pumping
tests, co-efficient of permeability, radius of cone depression; one-dimensional
consolidation test, oedometer, coefficient of volume compressibility.
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14. Indicative Reading List
- Barnes, G – Soil Mechanics Principles and Practice 2nd Edition – (Macmillan, 2000)
- Bell, F – Engineering Geology – (Blackwell Science, 1993)
- Clayton, C and Matthews, M et al – Site Investigation 2nd Edition – (Blackwell Scientific, 1995)
- Craig, R – Soil Mechanics 6th Edition – (E and FN Spon, 1997)
- Head, K – Manual of soil Laboratory Testing Volumes 1-3 – (Pentech Press, 1982-1992)
- Prentice, L – Geology of Construction Materials – (Chapman and Hall, 1990)
- Waltham, A– Foundations of Engineering Geology 2nd Edition – (Spon, 2002)
- Whitlow, R – Basic Soil Mechanics 4th Edition – (Prentice Hall, 2000)
Other publications
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BRE – Selection of Natural Building Stone – (BRE, 1997 Digest 420)
BRE – Site Investigation for Low-rise Building: Direct Investigations – (BRE, 1995 Digest 411)
BRE – Site Investigation for Low-rise Building: Soil Description – (BRE, 1993 Digest 383)
BRE – Soils for Civil Engineering Purposes – Parts 1-9 – (BSI BS 1377, 1990)
Code of Practice for Site Investigations – (BSI BS 5930, 1999)
Stylith, M – Stone: Building Stone, Rock Fill and Armourstone in Construction Geological
Society Engineering, Geology Special Publication No 16 – (The Geological Society, 1999)
15. Learning and Teaching Methods, including the nature and number of contact hours and the total study
hours which will be expected of students, and how these relate to achievement of the intended learning
outcomes
Students will be expected to spend 150 hours of study, which will be apportioned as follows:

47 contact hours - involving a mixture of lectures, classes & tutorials. Case studies will be
used extensively in order to develop a working knowledge of the processes and practices of
soil/geology to Civil Engineering situations. Learners will work both in groups and
individually and may be required to provide oral presentations from their own studies or
experiences. Practical/laboratory work will be included and site visits are an integral part
of the module.
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40 hours – assessment & revision
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63 hours – private study
16. Assessment methods and how these relate to testing achievement of the intended learning outcomes
Assessment
Evidence for learning outcomes is achieved through course work assignments (60%) and end of
module examination (40%). Assessment will focus upon the individual achievement of each
learner in their understanding of the Specific Learning Outcomes, however group work activities
UNIVERSITY OF KENT – CODE OF PRACTICE FOR QUALITY ASSURANCE
will also be part of the assessment strategy. Assessment will also test the ability to undertake
tests, perform calculations, analyse and prepare results of soil investigations. Where relevant,
evidence from the workplace can also be incorporated to enhance the learning outcomes
provided that this evidence is authenticated as the learners own work. Consideration will be
given to health, safety and welfare arrangements and particularly risk and COSHH assessments
throughout the delivery of this module.
Subject Specific Learning Outcomes
1) Evaluate the uses of common rock types
within construction
Assessment Criteria
 Classify the commonly occurring rock types
and explain the mode of formation
 Compare the different weathering of common
rock forming minerals
2) Evaluate the engineering performance of rock
materials and rock masses
 Explain the discontinuous nature of rock mass
 Explain the characteristics of discontinuities
which influence rock mass performance
 Produce engineering description and
classification for rock within the region of the
centre
 Produce soil descriptions for in-situ and
sampled materials
3) Perform of soil descriptions with
classifications and determine basic soil
properties
 Explain classification tests and related indices
 Identify the particulate nature of soil and the
relationship between the phases
 Determine fundamental soil properties
 Perform calculations and sketches for total
stress, effective stress and pore water
pressure for differing strata.
 Outline common in-situ tests to determine
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4) Justify the application of differing soil tests for
primary design parameters.
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Generic Learning Outcomes
1) Evaluate the characteristics of various
construction techniques and materials and
their effect on building production
2) Collect, analyse and interpret data using
appropriate techniques in the field and
laboratory and when necessary design
experiments to gain new data

Appraise the suitability of common usage of rock
and uncemented sediments for construction use.

Carry out soil classifications from visual
descriptions
Obtain, process, analyse and interpret laboratory
data for the measurement of common soil tests
Extract and analyse research information from
field samples, class texts, published accounts
and on line sources.
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3) Undertake field and laboratory investigations
geotechnical parameters
Describe the measurement of shear strength
under undrained and drained conditions
Explain the limitations of one dimensional
consolidation
Explain the limitations of laboratory
measurement of soil permeability
Review the methods of in-situ sample
acquisition and causes of sample disturbance
Analyse the results of soil tests
Plan, prepare and undertake practical field
sampling and laboratory tests with regard to risk
and COSHH assessments and other appropriate
Health and Safety measures.
UNIVERSITY OF KENT – CODE OF PRACTICE FOR QUALITY ASSURANCE
in a responsible and safe manner, paying due
attention to RISK assessment and relevant
health and safety regulations.


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4) Communicate effectively with other people
using visual, graphic, written and verbal
means.

Produce laboratory reports
Write accounts of selected key points from
researched information using own text style and
structure.
Provide brief specifications where required to
describe materials and quality
Provide written text coherently using appropriate
technical language
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Implications for learning resources, including staff, library, IT and space.
This module will be taught by appropriately qualified lecturers who have experience in
delivering these topics.
All the items stated in the Indicative Reading List are available at the Horsted Centre, Learning
Resource Centre IT suites which all allow Internet, On-line T.I. Onestop Technical Index Facility
are also available for students to book as required. The Department has its own well equipped
soils laboratories with technician support to enable the practical tests and sampling of soils to
be completed.
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A statement confirming that, as far as can be reasonably anticipated, the curriculum, learning and
teaching methods and forms of assessment do not present any non-justifiable disadvantage to students
with disabilities
The learning outcomes, teaching and learning methods and assessments are accessible to and
achievable by all students. Any student with disabilities will not face any foreseen disadvantage
or difficulties that cannot be reasonably addressed.
Statement by the Director of Learning and Teaching: "I confirm I have been consulted on the above
module proposal and have given advice on the correct procedures and required content of module proposals"
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Director of Learning and Teaching
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Date
Statement by the Head of Department: "I confirm that the Department has approved the introduction of the
module and will be responsible for its resourcing"
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Head of Department
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Date