In the area of environmental engineering, recent investment into wastewater
treatment processes means it is now possible to use ‘before and after’ digital data to
illustrate and discuss with students the impacts of engineering activities on the
environment and society. Using videos and images, the theory of operation of these
systems is explored and fundamental questions relating to the inter-relationship
between engineering and society are discussed. Questions are posed such as:
Would the students, as future consulting engineers, recommend such systems for
the treatment of wastewater? What are the environmental/social consequences of
installing these systems? Are there health or safety concerns associated with these
systems? Working with ‘real world’ examples, digitally projected in the lecture hall,
concepts of design versus practicability versus public health and safety are explored.
This type of critical thinking forms part of the training of an engineer and addresses a
number of Engineers Ireland programme outcomes, particularly PO(c) and PO(d).
3.2 Software and Databases
As part of the Geotechnical Engineering module at NUI Galway, students are
required to design a suitable surcharge scheme to reduce post-construction
settlements for an embankment constructed on soft alluvium. The ground conditions
are based on those in existence in the vicinity of the Limerick Tunnel approach
embankments, reported on in Engineers Ireland publications by Buggy and Peters
(2007) and Buggy and Curran (2011). The project, conducted in Enquiry Based
Learning mode, requires the students to interpret geotechnical parameters for
themselves and grapple with the natural variability inherent in natural soft soils
before deciding what mathematical models are appropriate.
The surcharge design requires students to predict the excess pore water pressure
dissipation over time after the surcharge is applied, and they are required to
implement this in MS Excel using a finite difference (FD) solution to Terzaghi’s
theory of 1-D consolidation (Figure 2). Students develop experience in the choice of
appropriate time and depth steps for their Excel grid to guarantee convergence of
the FD equations, while also developing solutions to predict the variation of pore
water pressure with depth and time and taking account of boundary conditions. An
additional benefit of this activity is that students can assess how sensitive their final
surcharge solution is to the initial choice of soil parameters, and make adjustments
as appropriate. Brighter students are capable of modelling the fact that surcharge
schemes are not constructed instantaneously but are built gradually over time, and
such loading-time relationships can also be integrated into the Excel model. PO(a),
PO(b) and PO(c) are all achieved by this digital design exercise as students develop
solutions to the design problem by applying their knowledge of soil mechanics.
There are many instances of the use of advanced engineering design software in the
BE Civil Engineering programme and familiarity with such software products is a
necessary learning outcome of all engineering degree programmes. An interesting
example
is
the
use
of
the
Bridgebuilder
TM
software
package
(http://www.bridgebuilder-game.com/) in the design-and-build component of the first
year Fundamentals of Civil Engineering. Working in small groups, students are
required to design and build a bridge using only spaghetti and glue (Figure 3a).
Students are given maximum dimensions for the bridge (length x width x height) but
are free to choose any design they wish; therefore, a critical part of this problembased learning project is a review of bridge designs. As well as using online
treatment processes means it is now possible to use ‘before and after’ digital data to
illustrate and discuss with students the impacts of engineering activities on the
environment and society. Using videos and images, the theory of operation of these
systems is explored and fundamental questions relating to the inter-relationship
between engineering and society are discussed. Questions are posed such as:
Would the students, as future consulting engineers, recommend such systems for
the treatment of wastewater? What are the environmental/social consequences of
installing these systems? Are there health or safety concerns associated with these
systems? Working with ‘real world’ examples, digitally projected in the lecture hall,
concepts of design versus practicability versus public health and safety are explored.
This type of critical thinking forms part of the training of an engineer and addresses a
number of Engineers Ireland programme outcomes, particularly PO(c) and PO(d).
3.2 Software and Databases
As part of the Geotechnical Engineering module at NUI Galway, students are
required to design a suitable surcharge scheme to reduce post-construction
settlements for an embankment constructed on soft alluvium. The ground conditions
are based on those in existence in the vicinity of the Limerick Tunnel approach
embankments, reported on in Engineers Ireland publications by Buggy and Peters
(2007) and Buggy and Curran (2011). The project, conducted in Enquiry Based
Learning mode, requires the students to interpret geotechnical parameters for
themselves and grapple with the natural variability inherent in natural soft soils
before deciding what mathematical models are appropriate.
The surcharge design requires students to predict the excess pore water pressure
dissipation over time after the surcharge is applied, and they are required to
implement this in MS Excel using a finite difference (FD) solution to Terzaghi’s
theory of 1-D consolidation (Figure 2). Students develop experience in the choice of
appropriate time and depth steps for their Excel grid to guarantee convergence of
the FD equations, while also developing solutions to predict the variation of pore
water pressure with depth and time and taking account of boundary conditions. An
additional benefit of this activity is that students can assess how sensitive their final
surcharge solution is to the initial choice of soil parameters, and make adjustments
as appropriate. Brighter students are capable of modelling the fact that surcharge
schemes are not constructed instantaneously but are built gradually over time, and
such loading-time relationships can also be integrated into the Excel model. PO(a),
PO(b) and PO(c) are all achieved by this digital design exercise as students develop
solutions to the design problem by applying their knowledge of soil mechanics.
There are many instances of the use of advanced engineering design software in the
BE Civil Engineering programme and familiarity with such software products is a
necessary learning outcome of all engineering degree programmes. An interesting
example
is
the
use
of
the
Bridgebuilder
TM
software
package
(http://www.bridgebuilder-game.com/) in the design-and-build component of the first
year Fundamentals of Civil Engineering. Working in small groups, students are
required to design and build a bridge using only spaghetti and glue (Figure 3a).
Students are given maximum dimensions for the bridge (length x width x height) but
are free to choose any design they wish; therefore, a critical part of this problembased learning project is a review of bridge designs. As well as using online