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Session 2793

The Geotechnical Virtual Laboratory

Srboljub Masala, Kevin Biggar, Colin Geissler University of Alberta

Abstract

The Geotechnical Virtual Laboratory is a computer based instructional package intended to complement, and potentially replace, some physical testing in a real geotechnical laboratory. The focus of this software is toward active learning and development of critical thinking skills, including data interpretation, understanding of the processes and influential factors, and problem solving. This paper is a progress report for a software development project, which has been underway at the University of Alberta since December 1998. A module on permeability testing has been completed and beta-tested, and another module on consolidation testing is in the final stage of development. The paper covers the initial design stages of the project (task analysis, initial concept, the teamwork management, etc.) and describes the outcomes from the permeability module and the results of its evaluation. It is clearly indicated by the students’ feedback that a winning combination should include both a test simulation and experimental data sets, together with the data analysis tools. As well, it should address both theoretical and experimental aspects of a geotechnical problem, and enable their comparison.

I. Introduction

The geotechnical curriculum of the Civil Engineering Department at the University of Alberta has a significant laboratory component, in which students must conduct a variety of soil tests to fulfil course requirements. The intention is to make them familiar with the most often used experimental tools in geotechnical engineering, and to establish an understanding of the role and benefits of experimental work for their future professional practice.

Problems that are recently faced at the Department are probably typical for many colleges and universities offering geotechnical programs: with increasing number of undergraduate students (60 – 90 per class) there is less laboratory space, equipment and time to allow each student to participate actively in all laboratory exercises. For example, the consolidation test procedure requires one to two weeks to test a single specimen. Few laboratories have enough space to accommodate the equipment and enough time to permit such a long test. This experiment is, thus, usually limited to a single load increment, with readings taken only for the duration of a regular laboratory class – about 3 hours. Another example is the triaxial test, a crucial experiment for the understanding of soil stress states and strength. The apparatus is expensive for teaching purposes and, also quite complicated to operate and comprehend in a limited time available for laboratory classes. Therefore, this test has been omitted from the undergraduate laboratory program.

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Masala, S. R., & Biggar, K. W., & Geissler, C. (2000, June), The Geotechnical Virtual Laboratory Paper presented at 2000 Annual Conference, St. Louis, Missouri. 10.18260/1-2--8406