ECG426 – SOIL MECHANICS

WEEK 1
OVERVIEW OUTCOME BASED EDUCATION
(OBE)
 LEARNING OUTCOMES

Week 1 : Coverage : Finer points about OBE – Outcomes Based

Education

Learning outcomes:
At the end of this lecture the students would be
able to:

i. explain in brief the meaning of OBE and related

assessment system
ii. identify the requirements of the course and
methods of assessment.

OBE
 Outcome Based Education

WHAT

HOW WHY

WHEN

OBE
Outcome Based Education

WHAT
 Common Questions on Outcome
Based Education (OBE)

• What is OBE? Paradigm shift!

• Why OBE?
• When to start OBE?
• Who to develop and implement OBE?
• Where are the facilities for OBE?
• How to develop and implement OBE?

OBE
 OBE & QUALITY ASSURANCE

WHAT IS OBE ?
Outcomes Based Education (OBE)..

OBE is an approach/design of curriculum

which focuses on the final product with
definite statements of what the students
can do upon graduation.

OBE
 Outcome Based Education

OBE is a process that involves

assessment and evaluation
practices in education to reflect the
attainment of expected learning and
showing mastery in the programme
area

OBE
 Outcome Based Education

•OBE is an educational process.

•Directed/focussed at achieving certain specified
outcomes in terms of individual student learning.
•Outcomes - key things students should understand and
be able to do or the qualities they should develop.
•Both structures and curricula are designed to achieve
those capabilities or qualities.
•Educational structures and curriculum are regarded as
means not ends. If they do not do the job they are
rethought (Continuous Quality Improvement (CQI)).
OBE
Outcome Based Education

WHY
 Relevancy of OBE
Rating/Accreditation requirements:
1. Quality Assurance Audit by the Ministry of
Higher Education: Malaysian
Qualifications Framework (MQF) –
emphasis on learning outcomes.

2. Accreditation Requirement for

Professional Programmes by professional
bodies emphasizes learning outcomes
OBE
 Benefits of OBE

 More directed & coherent

curriculum
 Graduates will be more “relevant” to
industry & other stakeholders (more
well rounded graduates)
 Continual Quality Improvement
(CQI) is an inevitable consequence

OBE
Requirements from the students

• Active role – must come prepared for each

class; contribute by teaching others, actively
participating, taking risks, learning from
instructor/classmates

• Ethics – respect, trust and openness

• Committed to learning – continual
improvement
Outcome Based Education

WHEN
 OBE Meets IHL (Before ... 2005)

Who is the Smart

Alex that brought
Why do we need this OBE idea ?
OBE?
This is American
(WASHINGTON)
hegemony!

Canada, Hong Kong,

Singapore ... are not OBE

OBE
 OBE & QUALITY ASSURANCE

Implementation started in 2005

OUR EC220 PROGRAMME
IS CURRENTLY
ACCREDITED FOR
GRADUATES OF 2008-
2013

NEXT ACCREDITATION
EXERCISE DUE IN 2013
FOR GRADUATES
THEREAFTER
OBE
Outcome Based Education

HOW
 Outcome Based Education

OBE addresses the following key questions:

▪ What do you want the students to have or
able to do?
▪ How can you best help students achieve it?
▪ How will you know whether they have
achieved it?
▪ How do you close the loop?
OBE
 Outcome Based Education
OBE is a process that involves the restructuring of
curriculum, assessment and reporting practices in
education to reflect the achievement of high order
learning and mastery rather than accumulation of
course credits.

Amongst Expected Changes:

– Curriculum Restructuring/Revision
– Innovative/Flexible Delivery Method
– Variety of Assessment & Evaluation Methods
– Collection of Evidences
– Continuous Quality Improvement (Closing the Loop)
OBE
 Outcome Based Education

ACCREDITATION
Requirement now ..
❖ For the program to be accredited, the
process of Teaching and Learning must
follow the OBE way.
❖ Documented evidence of the processes
(delivery & assessment) must be made
available during accreditation process.
❖ Contents of course files are important.

OBE
 Outcome Based Education
The Curriculum must not only contain syllabus and
programme structure BUT also include...

Item Assessment Responsibility

ProgramEducational
3-5yrs after graduation Faculty
Objectives(PEO)
ProgramOutcomes
At the point of graduation Faculty
(PO)
After14 weeks of teaching Faculty’s
CourseOutcomes(CO)
the respective courses Division
After each activities:
LearningOutcomes
Lectures,tests,assignments, Lecturer
(LO)
etc
OBE
 Outcome Based Education
Important Terms & Definitions
Terms Definitions
Objectives Statementsthatdescribestheexpectedaccomplishmentof
graduatesduringthefirstfewyearsaftergraduation

Outcomes Statementsthatdescribewhatstudentsareexpectedto
knowandabletodobythetimeofgraduation
Performance Specific,measurablestatementsidentifyingthe
Criteria performancesrequiredtomeettheoutcome;confirmable
throughevidence.
Assessment Processesthatidentify,collect,useandpreparedatathat
canbeusedtoevaluateachievement

Processofreviewingtheresultsofdatacollectionand
Evaluation analysisandmakingadeterminationofthevalueof
findingsandactiontobetaken

OBE
 Outcome Based Education

Program Educational Objectives (PEO)

Program Outcomes (PO)
Course Outcomes (CO)
Learning Outcomes (LO)

OBE
 Outcome Based Education

CO

LO PO

PEO

OBE
 OBE & QUALITY ASSURANCE

Program Educational Objectives (PEO)

Degree Course
1. Have a sound understanding of, as well as the ability to apply,
fundamental principles of engineering knowledge and are capable
of expanding this knowledge through engineering and scientific
research.
2. Practice with strong professional ethics and understanding the
impacts of engineering projects on the environment, society,
politics and the well being of local regional economy.
3. Are able to communicate effectively with members of the
profession and the society in general on engineering and non-
engineering subjects

OBE
 OBE & QUALITY ASSURANCE

Program Educational Objectives (PEO) ..

Degree Course
4. Have the competency to contribute as a team member of a multi-
disciplinary team or assume the role of a team leader in projects
undertaken within or beyond the national boundaries.
5. Have the ability to adapt to change in economic climate through
awareness on contemporary issues, entrepreneurship and life
long learning skills.

OBE
 Outcome Based Education

FCE, UiTM has reviewed and developed

the curriculum for the Degree
Programme with CO-PO measurements
to meet the current requirements of
the Engineering Accreditation Board
(EAC).
Currently (Sept. 2013) FCE has also
developed the CO-PO matrixes for the
Diploma Programmes as well as Masters
Programmes by taught courses.
OBE
OBE & QUALITY ASSURANCE

The Faculty has defined the Course

Outcomes for each course and
decided on TWO main Program
Outcomes to be focused and
addressed by lecturers of the
respective courses. Assessment
must be tailor-made to achieve
the respective outcomes already
defined !
 OBE & QUALITY ASSURANCE

Program Outcomes .. Degree

Graduates from an accredited programme should have
the following attributes :
Apply knowledge of mathematics, natural science, engineering fundamentals and
PO1 an engineering specialization to the solution of complex engineering problems

Identify, formulate, research literature and analyse complex civil engineering

PO2 problems reaching substantiated conclusions using first principles of mathematics, natural sciences and engineering sciences.

Design solution for complex civil engineering problems and design systems, components
PO3 or processes that meet the specified needs with appropriate consideration for public
health and safety, cultural,societal, and environmental considerations.
Conduct investigations of complex problems using research-based knowledge and
PO4 Research methods incuding design of experiments, analysis and interpretation of
data, and synthesis of information to provide valid conclusions.

Create, select and apply appropriate techniques, resources and modern

PO5 engineering and IT tools, including prediction and modeling, to complex civil engineering problems, with and understanding
of the limitations

OBE
 OBE & QUALITY ASSURANCE

Program Outcomes .. Degree

Degree Graduates attributes …cont.
Apply reasoning informed by contextual knowledge to assess societal, health,
PO6 safety, legal and cultural issues and the consequent responsibilities relevant to professional engineering practice and
solutions to complex engineering problems.
PO7 Understand and evaluate the sustainability and impact of professional
engineering work in the solution of complex engineering problems in societal and environmental contexts

PO8 Apply ethical principles and commit to professional ethics and responsibilities and norms of engineering practice.

PO9 Function effectively as an individual, and as a member or leader in diverse teams and in Multi-disciplinary settings.

Communicate effectively on complex engineering activities with the engineering community and with societal at large,
P10 such as being able to comprehend and write effective reports and design documentation, make effective presentations,
and give and receive clear instructions.

OBE
 OBE & QUALITY ASSURANCE

Program Outcomes .. Degree

Degree Graduates attributes …cont.
Demonstrate knowledge and understanding of engineering management
PO11 principles and economic decision-making and apply these to one’s own work,
as a member and leader in a team, to manage projects and multidisciplinary environments.

Recognise the need for, and have the preparation and ability to engage in independent and life-long learning in the broadest
PO12 context of technological change.

OBE
 OBE & QUALITY ASSURANCE

WHAT IS CO (Course Outcomes) ?

Course outcomes has been defined and

basically are statements of what
students can do/be able to do as a
result of completion of the
respective courses (14-lecture
weeks) in the programme of study.

OBE
 OBE & QUALITY ASSURANCE

WHAT IS LO (Learning Outcomes) ?

Learning Outcomes

Learning Outcomes are defined here as

statements by respective course
instructor of what students can do as a
result of their weekly activity/lecture.

OBE
 EDUCATIONAL ASSESSMENT -
the OBE way

Why do we need to
measure/assess?

If you measure, it can be improved!!

Measurement carried out using a

specific performance criteria.

OBE
 ASSESSMENT:
Processes that identify, collect, use and
prepare data for evaluation of achievement
of programme outcomes or educational
objectives.
EVALUATION:
Processes for interpretation of data and
evidence from assessment practices that
determine the program outcomes are
achieved or result in actions to improve
programme.
OBE
OBE & QUALITY ASSURANCE

Performance Criteria

Specific, measurable
statements identifying the
performances required to
meet the outcomes;
confirmable through evidence.
 OBE & QUALITY ASSURANCE

Assessment – using rubrics

A rubric …

 Is a descriptive rating scale with several different

observable levels of performance possible for each
performance criteria being assessed
 Each performance level is described and assigned a
numeric score
 For example : 1 = exemplary, 2 = good, 3 =
adequate, 4 = marginal, and 5 = unacceptable
 The number of points on the scale will depend on
the level of cognition or skill that the outcome
requires
Soil Mechanics (ECG413)
 OBE & QUALITY ASSURANCE

Evaluation – last but not least

 A process for CQI –continuous quality

improvement
 To seek and find weaknesses/rooms
for improvement

OBE
 Continual Quality Improvement
• Assessment and evaluation processes provide
critical information to faculty (lecturers) and
administrators on the effectiveness of the
design, delivery, and direction of an educational
program - CQI
• Improvements based on feedback from
evaluations will close the system loop and the
process will continue year after year.

OBE
 OBE & QUALITY ASSURANCE

QI IS A CONTINUAL PROCESS
PDCA cycle

ACTION PLAN

CHECK DO

OBE
 OBE - SCL

What Is Outcome Based Education

Student-Centred Learning
(OBE-SCL)?

IT’S NOT WHAT WE TEACH,

IT’S WHAT THE STUDENTS LEARN

OBE
 Student-Centered Learning

OBE
A credit the agreed-upon value used to
measure a student workload in terms of
learning time required to complete
Credit = the measurementof
course units, resulting in learning students’
outcomes’(UNESCO, 2004). academic load
Teaching Learning
Activities

Achievement of Learning Lecture Project Work Study Tour Demonstration

Outcomes
Tutorial Presentation Case study Assignments

Laboratory Revision E-Learning Clinical

Teaching/Learning +Assessment
Work attachment Studio work Group Discussion

Group Assignment Field Work Research Project

e.g. 4 800 notional SLT = 120 Examination Industrial training Directed reading
credits
Total SLT  40 = credit
Student Learning Time (SLT)

OBE
 ECG426 – SOIL MECHANICS

Introduction to the course

NOR HAZWANI BINTI MD. ZAIN
T1-13-13A
03-55435271

ECG426 – Soil Mechanics

LEARNING OUTCOMES

Week 1 : Coverage ~ Overview of the Course Information

Learning outcomes:
At the end of this lecture the students would be
able to:

i. Identify the requirements of the course and

methods of assessment.
INTRODUCTION

SOIL MECHANICS
CODE : ECG426
SEMESTER : 03
CREDIT HOURS : 3.0
PRE-REQUISITE : -
CONT. HRS/WK. : Lecture :
• 3.0 hours/week
Tutorial :
• 1.0 hour/week
INTRODUCTION

SYNOPSIS

• This course deals with the principles of soil

mechanics and their application for civil
engineering works.
• It covers topics on basic soil properties, i.e.
soil composition and classification, flow of
water through soils, soil compaction and
consolidation, stresses and strength
behaviour of soils, lateral earth pressures and
earth retaining stuctures
INTRODUCTION

COURSE OUTCOMES
At the end of this course, the students should be able
to:

CO1: Identify the basic soil properties, the soils type and analyse the engineering
properties of soils.

CO2: Examine the significant field and laboratory tests of soils and the application
of soil mechanics fundamental to solve engineering problems related to
shear strength, compressibility and permeability.

CO3: Evaluate the significant of field and laboratory tests of soils and its application
in civil engineering related to shear strength, compressibility, permeability
and design of earth retaining structures.
INTRODUCTION

TOPICS TO BE COVERED

1. Physical properties and classification

of soils.
2. Flow of water through soils

3. Shear strength of soils

4. Compaction and consolidation of soils

5. Lateral earth pressures and retaining

structures
INTRODUCTION – TOPIC 1

CHAP 1 : Physical properties and

classification of soils
▪ Soils origin, soil engineering terminology, soil
composition, types and methods of identification.
▪ Basic soil properties - phase diagram.

▪ Soil description and classification.

▪ Soil consistency - Atterberg limits.
▪ Soil Classification system using BS standard and
compare with US standard (ASTM).
▪ Problematics soils in Malaysia
INTRODUCTION – TOPIC 2

CHAP 2 : Flow of water through soils

▪ Concept of heads and hydraulic gradient using
Darcy's Law approach.

▪ Permeability and 1D-flow of water through soils.

▪ Determination of the coefficient of permeability -

constant head, falling head and field tests.

▪ Seepage and 2D-flow in isotropic and

homogeneous soils. Seepage calculation using
flow net under concrete dam/sheet piles and
through earth dam.
INTRODUCTION – TOPIC 3

CHAP 3 : Shear strength of soils

▪ Concept of total and effective stresess, pore
pressure and excess pore pressures.
▪ Concept of friction model and soil shear strength.
Mohr-Coulomb failure theory, linear and non-linear
failure envelope and shear strength parameters of soils.
▪ Determination of shear strength parameters of soils
- direct shear, triaxial tests and shear box.
▪ Introduction of unsaturated soil, concept of suction and net
stress
 INTRODUCTION – TOPIC 4

CHAP 4 : Compaction and consolidation of

soils
Compaction theory and methods of compaction in the laboratory.
Field compaction - equipment, procedure and control. Relative compaction
and determination of in-situ dry density and moisture content.

Theory of consolidation. Determination of compressibility characteristics of

soils ~ coefficient of volume compressibility, mv .
Time rate consolidation. Determination of coefficient of consolidation, cv and
secondary compression index, Cα.

Collapse settlement for unsaturated soil, loading collapse, wetting collapse.

INTRODUCTION – TOPIC 5

CHAP 5 : Lateral earth pressures

▪ Introduction to lateral earth pressures - at rest, active and

passive conditions.

▪ Rankine and Coulomb theories.

▪ Distribution of lateral earth pressure behind a

wall and determination of the resultant force.

▪ Introduction to types and function of retaining walls,

design analysis for stability of retaining walls.
INTRODUCTION

Teaching methodology

▪ Lectures
▪ Tutorials

Lecture Notes
e-LEARNING (i-learn)
1. All lecture notes & hands on can be downloaded from i-learn.
2. Students should get ready the hard copies of lecturer note prior to the lecture.
INTRODUCTION

Assessment
MethodofAssessment Marks

COURSEWORK(formative) 40%

•CommonTest~30%
•Assignments~10%

FINALEXAMS(summative) 60%

TOTAL 100%
 INTRODUCTION
RECOMMENDED TEXTS

1. Budhu, M. (2011), Soil Mechanics and Foundation, 3rd Edition, John Wiley & Sons. Inc, USA.

2. Whitlow, R. (2004), Basic Soil Mechanics, 4th Edition, Prentice Hall, England.

REFERENCES
3. Briaud, J-L. (2013), Geotechnical Engineering: Unsaturated and Saturated Soils, John Wiley &
Sons Inc., USA.

4. Budhu, M. (2015), Soil Mechanics Fundamental, Metric Version, John Wiley & Sons Inc., USA.

5. Craigh, R.F. (2012), Craigh’s Soil Mechanics, 8th Edition, Spon Press, London and New York.

6. Das, B.M. (2007), Principles of Geotechnical Engineering, Adapted International Student

Edition, Thompson Canada Limited.

7. Fredlund, D.G., Rahardjo, H., and Fredlund, M.D. (2012). Unsaturated Soil Mechanics in
Engineering Practice, John Wiley & Sons Inc., USA.

8. Powrie, W. (2008), Soil Mechanics Concepts and Application, 2nd Edition, Spon Press, New
York.

9. Smith, I. (2014). Smith’s Elements of Soils Mechanics, 8th Edition, Blackwell Publishing,
Cornwall, UK.