Department of Geology

DOORNFONTEIN CAMPUS

Bachelor of Engineering Technology (BEngTech) (Construction Management)

Engineering Geology 2B
(GLGB2B2)

Lecturer: Freeman E. D. Senzani

MSc, (Rhodes)
PGDEducation (UNAM)
(Pr. Sci. Nat.)
INTRODUCTION

An understanding of geology is a key aspect of understanding the nature and complexities of the rocks that form the
earth’s crust on which we live, and the strength of rocks and rock masse. This learning area on GEOLOGY is a module
forming part of Bachelor of Engineering Technology (Construction Management).

PURPOSE OF THIS COURSE

The purpose of this course is to provide the student with a general understanding of the science of geology. This will
provide a basic knowledge and understanding of the structure of the earth, and the rocks and minerals that make up the
crust of the planet. It will help in the interpretation of natural features in the rock formations of the environment. Part of
the module on Engineering Geology provides an understanding of rock mass strengths and how the geology of an area
influences the siting of excavations. This will help to relate geology to the other aspects of the degree programme.
Students are encouraged to do further reading and research to gain a greater and more thorough understanding of the
subject.

PREREQUISITE LEARNING

The following learning is assumed to be in place:

 Competence in high school Natural Science concepts.
 Competence in English (written and oral)

LOGISTICS FOR THE COURSE

- Geology module course structure.

The geology part of the course comprises two main sections:
- Introduction to basic geology and stratrigraphy of South Africa
- Basic engineering geology
The two sections are largely theory based and contribute equally towards the final promotion mark for the Geology
module.
- Lecturer contact time.
Direct contact time between the lecturer and students will be during formal lecture sessions from 1530hr and 1705hr
on Tuesdays and Thursdays.
While it is desirable that the lecturer be available at other consulting times for informal, one-on-one contact, it is not
practical in this course due to student numbers and lack of tutors. To maximise the use of time, the lecturer
will create time at the end of most of the lectures for follow up discussions – so that questions asked by any
student benefit the others in one sitting.

- Assessment
Two tests count towards a “geology” semester-mark (or final progress mark [FPM]) that will make up 50% of the final
qualification mark for Geology. There is a 3-hour written examination at the end of the semester, and this exam mark
makes up the remaining 50% of the final Engineering Geology mark.

- Textbooks
The textbook by Dr. Jos Lurie is strongly recommended for this module on Geology, and the bulk of the course is
based on this book.
Details of the textbook are given below. A complete set of course notes is also supplied. Students are encouraged to
do further reading and research, and a list of recommended references is attached in this guide.

Recommended textbook:
Bell, F. G., (1993). “Engineering Geology”
Blackwell Scientific Publications, London
Lurie, J., (2007). “South African Geology for Mining, Metallurgical, Hydrological and Civil Engineering”.
Lupon Publishing CC, Pinegowrie, South Africa.

- Structure of this learning guide

This learning guide is structured so as to give learners a full understanding of the outcomes that are to be attained,
what the context and scope of learning should be, and how attainment of the outcomes can be assessed.
The terms used in the tables outlining the specific outcomes are defined as follows:

 Specific Outcome: defines the essential competencies, attitudes and values that learners should acquire
 Assessment Criteria: provide information about what learners should do in order to achieve the outcomes.
 Range Statements: provide indication of the amount and complexity of the work expected from learners
 Performance Indicators: provide details of what learners should know and be able to do to show achievement of the specific
 outcome

SPECIFIC OUTCOME 1: Demonstrate an understanding of the concept and classification of minerals.

ASSESSMENT CRITERIA RANGE STATEMENT PERFORMANCE INDICATORS

Learners should do work in which: Learners should cover work in which: Attainment will be evident when learners:

1. Knowledge, concepts and principles are 1. The thicknesses/depth, mineralogical  Name the different layers of the solid earth,
used to determine the structure and composition and chemical composition of mention their compositions, give their depths
composition of the planet earth as well as the concentric layers of the solid earth are and thicknesses.
its thermal profile with depth. known and are understood.
 Describe how the temperature profile of the
2. Knowledge, concepts and principles 2. The layers of the earth, their activities, an earth the fluidity/plasticity of the
regarding the driving forces behind earth how these drive the formation, deformation asthenosphere drive the formation,
resulting in the formation, deformation of and recycling of rocks are understood. deformation and recycling of rocks.
rocks, and their recycling.
3.
Learners should do work in which: Learners should cover work in which: Attainment will be evident when learners:

4. Knowledge, concepts and principles are 3. The characteristics and physical properties  Name and classify minerals based on their
used to classify minerals. of minerals are understood. physical properties and characteristics.
5. Knowledge of physical properties is used to 4. The physical properties and characteristics  Name and classify the common rock-forming
identify minerals. of minerals are used for naming and minerals.
6. The role of minerals in forming rocks, and classifying minerals.
the classification of rock-forming minerals is 5. The common rock-forming minerals are
understood. identified and classified.
 SPECIFIC OUTCOME 2: Demonstrate an understanding of knowledge of igneous rocks.

ASSESSMENT CRITERIA RANGE STATEMENT PERFORMANCE INDICATORS

Learners should do work in which: Learners should cover work in which: Attainment will be evident when learners:

1. Knowledge and concepts are used to 1.
classify igneous rocks.
2. Knowledge and concepts are used to 2.
describe and identify igneous rocks.
3.
The characteristics and physical properties  Name and classify igneous rocks based on
of igneous rocks are understood. their properties and characteristics.
Igneous rocks are described and named  Name and classify igneous rock bodies
based on their mode of occurrence and based on their mode of occurrence.
properties.
The mode of occurrence is used for
describing igneous rock bodies.

SPECIFIC OUTCOME 3: Demonstrate an understanding of knowledge of sedimentary rocks.

ASSESSMENT CRITERIA RANGE STATEMENT PERFORMANCE INDICATORS

Learners should do work in which: Learners should cover work in which: Attainment will be evident when learners:

1. Knowledge and concepts are used to 1.
classify sedimentary rocks.
2. Knowledge and concepts are used to 2.
describe and identify sedimentary rocks.
3. The processes of diagenesis and the
consolidation of sedimentary rocks are 3.
investigated
4.
The characteristics and physical properties  Name and classify sedimentary rocks based
of sedimentary rocks are understood. on their properties and characteristics.
Sedimentary rocks are described and  Name and classify sedimentary rocks based
named based on their mode of formation on their mode of formation and environment
and properties. of deposition.
Sedimentary rocks are classified on the
basis of their environment of deposition.
Diagenesis and the processes involved in
the consolidation of sediments are
investigated.

SPECIFIC OUTCOME 4: Demonstrate an understanding of knowledge of metamorphic rocks.

 ASSESSMENT CRITERIA RANGE STATEMENT PERFORMANCE INDICATORS
Learners should do work in which: Learners should cover work in which: Attainment will be evident when learners:

1. Knowledge and concepts are used to 1.
classify metamorphic rocks.
2. Knowledge and concepts are used to 2.
describe and identify metamorphic rocks.
3. Types of metamorphic processes are
described.
The characteristics and physical properties  Name and classify metamorphic rocks
of metamorphic rocks are understood. based on their properties and
Metamorphic rocks are described and characteristics.
named based on their mode of formation  Name the types of metamorphism and the
and properties. resulting rock types.
3. The three types of metamorphism and the
resulting rock types are described.

SPECIFIC OUTCOME 5: Demonstrate an understanding of the concepts of erosion and weathering (physical geology)

ASSESSMENT CRITERIA RANGE STATEMENT PERFORMANCE INDICATORS

Learners should do work in which: Learners should cover work in which: Attainment will be evident when learners:

1. Knowledge and concepts are used to 1.
describe the erosion and weathering of
rocks.
2. The different processes of disintegration
and decomposition are identified and 3.
described.
The role of the 3 main destructive agencies  Name and describe the main processes of
in weathering is understood. weathering.
2. The four principal processes in the chemical  Describe the role of the atmosphere, water
decomposition of rocks are understood. and life in the erosion and weathering of
The work of water in erosion, transportation rocks.
and deposition is described.  Describe the main processes in the
decomposition of rocks.

SPECIFIC OUTCOME 6: Demonstrate an understanding of the concepts and description of folded and fractured rocks
(structural geology).
 ASSESSMENT CRITERIA RANGE STATEMENT PERFORMANCE INDICATORS
Learners should do work in which: Learners should cover work in which: Attainment will be evident when learners:

1. Knowledge and concepts are used to 1. The concept of strike and dip of strata are  Describe the concept of strike and dip of
describe folded rocks. understood. strata.
2. Knowledge and concepts are used to 2. The aspects of a fold described  Identify and describe various types and
describe faulted and fractured rocks. 3. Various types of fold are identified and shapes of folds.
described based on the attitude of strata  Identify and describe various types of faults.
and fold aspects.
4. The aspects of a fault are described
5. Various types of fault are identified and
described based on their attitude and throw.

SPECIFIC OUTCOME 7: Demonstrate an understanding of the concepts and principles in describing the strength of rocks
and rock masses.
 ASSESSMENT CRITERIA RANGE STATEMENT PERFORMANCE INDICATORS
Learners should do work in which: Learners should cover work in which: Attainment will be evident when learners:

1. Knowledge and concepts are used to 1. The various components of rock strength  Describe the components of rock strength.
describe the properties and strength of rock and the factors influencing them are  Describe the factors that influence rock
material. described. strength.
2. Knowledge and concepts are used to 2. Rock masses are classified according to  Classify and rate rock masses.
describe and classify rock masses. their various properties in Bieniawski’s
 Describe the strength of some typical rocks.
rating scheme.
3. The strengths of some typical rocks are
described and understood.
4. The strength of soils is described.

SPECIFIC OUTCOME 8: Demonstrate an understanding of the concepts and principles of ground water in rocks and
soils
 ASSESSMENT CRITERIA RANGE STATEMENT PERFORMANCE INDICATORS
Learners should do work in which: Learners should cover work in which: Attainment will be evident when learners:

1. Knowledge and concepts are used to 1. The properties of rocks that make them  Describe the properties of rocks.
describe rocks as water bearers. water bearers are understood.  Describe the movement of ground water in
2. Knowledge and concepts are used to 2. The concept of permeability and rocks.
describe the movement of ground water in aquifer/aquiclude are described and  Describe the various types of spring and
rocks and soils. understood. how they are formed.
3. Knowledge and concepts are used to 3. The features of water table and the various  Describe the formation of sinkholes and
describe the water table and springs. types of spring are described and dolines.
understood.
4. The formation of sinkholes and dolines are
described

SPECIFIC OUTCOME 9: Demonstrate an understanding of how the geology and rock-mass properties influence the
siting of excavations.
 ASSESSMENT CRITERIA RANGE STATEMENT PERFORMANCE INDICATORS
Learners should do work in which: Learners should cover work in which: Attainment will be evident when learners:

1. Knowledge and concepts are used to 1.
describe the geological influence on the
siting of excavations.
2. Knowledge and concepts are used to 2.
understand the stability of slopes.
3. Knowledge and concepts are used to
understand the influence of geological
conditions on tunnels.
The influence of rock strength and  Describe the factors influencing slope
discontinuities on slope stability are stability.
described and understood.  Describe the way in which geological
The influence of geological conditions such conditions influence the stability of tunnels.
as strike and dip, and discontinuities on the  Describe the more favourable geological
stability of tunnels in rock are described and conditions for the excavation of tunnels in
understood. rock.

SPECIFIC OUTCOME 10: Demonstrate an understanding of how properties of rocks influence their use in construction.

ASSESSMENT CRITERIA RANGE STATEMENT PERFORMANCE INDICATORS

Learners should do work in which: Learners should cover work in which: Attainment will be evident when learners:

1. Knowledge and concepts are used to 1. They know the ways in which rocks are used  List and describe the ways in which
describe the properties of rocks which make as construction materials. rocks are used as construction
suitable or unsuitable for different materials.
construction purposes. 2. Know how the properties of different rocks
make them suitable or unsuitable for use as  Argue for or against the use of
rip-rap, dimension stone, and aggregate. specific as material for rip-rap,
dimension stone and aggregate.

SPECIFIC OUTCOME 11: Demonstrate an understanding of how properties of rocks influence their use in construction.
 ASSESSMENT CRITERIA RANGE STATEMENT PERFORMANCE INDICATORS
Learners should do work in which: Learners should cover work in which: Attainment will be evident when learners:

1. Knowledge and concepts are used to
describe the properties of rocks which
make suitable or unsuitable bedrocks
occurring in the catchment area, the
reservoir/dam area, and the dam/wall
area.
2. They know the properties of rocks which
make suitable or unsuitable bedrocks
occurring in the catchment area, the
reservoir/dam area, and the dam/wall
areas.
 Show knowledge of the different
areas considering when siting dams.
 Show why the characteristics of
specific rocks make them suitable or
unsuitable as bedrocks for the and
the dam/wall area, and thereby why a
site may be or may not be a suitable
site for a dam.

CONCLUSION

The successful attainment of the specific outcomes of this course will give the competence and understanding of relevant
knowledge, concepts and principles of the basics of engineering geology. This will provide a better understanding of the
influences of geology and rock mass properties on the siting and/or stabilising of excavations and civil engineering works.

BIBLIOGRAPHY / REFERENCES

Bell, FG., (1993). “Engineering Geology”, Blackwell Scientific Publications, London

Lurie, J., (2007). “South African Geology for Mining, Metallurgical, Hydrological and Civil Engineering”. Lupon Publishing
CC, Pinegowrie, South Africa.