MABY5440 Geotechnical Models and Simulations Course description

Numerical method based on finite element method (FEM) plays an important role in geotechnical analysis and design for consultants. The course focuses on application of soil models in numerical simulation tools (e.g. PLAXIS or GeoSuite). It covers the topics regarding soil physical and mechanical behaviours, elastic-plasticity theory, some frequently used soil models and their parameters. It starts with continuum mechanics and simple soil models based on Tresca and Coulomb criteria. The focus is then on understanding the hardening rule which correlates shear hardening with soil volumetric change and the introduction of 'Critical State Soil Mechanics'. The ideas of FEM and its mathematical basis are also included in this course. Students can be capable of using these soil models to solve geotechnical problems under numerical tools at the end of course.

Lectures, group work, teaching programs from the University Library, seminars with presentations and self-study.

After completing this course, the student will gain the following knowledge, skills and general competence:

Knowledge

Students have in-depth knowledge of:

• general mechanical behaviours of different soil types based on previous laboratory test results
• elastic-plasticity theory and stress-strain relationships
• concept of critical state and critical state soil mechanics
• soil models used in numerical simulation tools and their limitations
• Mathematical and theoretical basis of finite element method

Skills

Students can:

• capture key soil behaviours and interpret important soil parameters to be used for numerical simulation
• understand soil elastic-plasticity and critical state soil mechanics
• derive the simple constitutive equation to describe soil stress-strain behaviours
• modify / develop simple numerical work based on soil models to simulate soil elementary test
• use numerical tool (e.g. PLAXIS or GeoSuite) to solve the boundary value problem in geotechnical design

General competence

Students:

• deepen the understanding of soil mechanical behaviours and can use mathematics to simply describe it
• have good overview of typical soil models and can choose proper model to simulate soil behaviours

can use numerical tools (e.g. PLAXIS or GeoSuite) to perform numerical analysis with the selection of good parameter inputs, right boundary condition setting and result validation

Lectures, exercises and projects

Lectures: 2/3 lecture notes must be submitted and approved.

The exam consists of two parts:

1) Written group project report, weighted 50%, and

2) Oral group presentation of the project following by individual Q&A, weighted 50%.

The assessment is form of group evaluation with 2-4 students in each group. The project report is approximately 5000 words. The oral presentation should be within 15-20 mins followed by individual Q&A session of 5-10 mins each.

All assessment parts must be awarded a pass grade (E or better) for the student to pass the course.

Assessment part 1) can be appealed. Assessment part 2) can not be appealed.

In this course, you will learn about nursing, particularly related to acute, critical, and chronic illnesses, mental health, and substance abuse with a person-centred approach. The course builds upon the foundation of nursing and scientific principles from the first year of study. Integrating of Evidence-Based Practice (EBP) that forms the basis for nursing decision-making processes is central.

Key elements of the course also include an introduction to scientific theory and methodology as a basis for searching literature and knowledge related to the course's themes.

Grade scale A-F

To start this course, you must have passed:

• SYKP/SYKP1010 Foundations of Nursing 1, 15 credits.
• SYKK/SYKP1110 Anatomy, Physiology and Biochemistry, 15 credits.
• SYKK/SYKPPRA10 Foundations of Nursing 2, 15 credits.

or equivalent.*

* For year group 2023 at OsloMet, the equivalent is:

• Approved work requirements from SYKK/SYKP1300 Pharmacology and Drug Administration, 5 credits.

Passed course:

• SYKP/SYKP1000 Theoretical Foundations of Nursing/Foundations of Nursing 1, 13 credits.
• SYKK/SYKP1100 Anatomy, Physiology and Biochemistry, 12 credits.
• SYKK/SYKP1200 Microbiology and Infection Control, 5 credits.
• SYKK/SYKPPRA10 Fundamentals of Nursing/Foundations of Nursing 2, 15 credits.

On successful completion of the course, the student has acquired the following learning outcomes classified as knowledge, skills, and general competence:

Knowledge

The student

• can explain person-centered nursing for children and adults
• can describe normal development from childhood to adulthood
• can describe depression, anxiety (possibly mental illness), and substance abuse problems as possible part of a patient's reaction to illness
• can describe the care perspective related to hope and coping
• can give an account of nursing care for acute, critical and chronic illness and the consequences for person-centred nursing care
• can define what Evidence-Based Practice (EBP) is and understand the rationale behind EBP and shared decision-making
• have knowledge of scientific theory and research methodology.
• can describe various types of studies and characteristics of different issues and scientific articles, and explain how knowledge is placed in the knowledge pyramid
• can describe the terms informed consent and consent competence, and their importance in the health service

Skills

The student can

• apply knowledge of person-centered nursing to discussions about disease, mental health, and substance abuse issues
• prevent and resolve value conflicts/conflicts of interest in meetings with patients, relatives and other cooperating parties
• describe methods for collecting and analysing quantitative and qualitative data
• develop a relevant search strategy for a nursing professional/clinical question and conduct the search for summarised knowledge (from the top of the knowledge pyramid)
• critically evaluate health claims in the media and analyse and interpret the processes by which information and misinformation are distinguished, disseminated, and used in various contexts

General competence

The student can

• reflect on how person-centered nursing, as a working process, can contribute to caring for patients with disease, mental health, and substance abuse issues
• can describe research ethical aspects in all phases of research projects