GEE2601/101/0/2025

Tutorial Letter 101/0/2025

GEOTECHNICAL ENGINEERING
GEE2601

Year Module

Department of Civil & Environmental

Engineering and Building Science
IMPORTANT INFORMATION
Please register on myUnisa, activate your myLife e-mail account and
make sure that you have regular access to the myUnisa module
website, GEE2601-25-Y, as well as your group website.

Note: This is a fully online module. It is, therefore, available only on myUnisa.

BARCODE
 CONTENTS

Page

1 INTRODUCTION .......................................................................................................................... 4
2 MODULE OVERVIEW .................................................................................................................. 5
2.1 Purpose ........................................................................................................................................ 5
2.2 Outcomes ..................................................................................................................................... 5
3 CURRICULUM TRANSFORMATION ........................................................................................... 7
4 LECTURER(S) AND CONTACT DETAILS................................................................................... 8
4.1 Lecturer(s) .................................................................................................................................... 8
4.2 Department ................................................................................................................................... 8
4.3 University ...................................................................................................................................... 8
5 RESOURCES ............................................................................................................................... 8
5.1 Prescribed book(s) ........................................................................................................................ 8
5.2 Recommended book(s) ................................................................................................................. 9
5.3 Electronic reserves (e-reserves) ................................................................................................ 9
5.4 Library services and resources ............................................................................................... 10
6 STUDENT SUPPORT SERVICES .............................................................................................. 10
6.1 The Unisa First-Year Experience Programme ............................................................................. 11
6.2 Using Recognition of Prior Learning (RPL) to apply for module credit within a qualification. ....... 12
7. STUDY PLAN ............................................................................................................................. 13
8 HOW TO STUDY ONLINE .......................................................................................................... 13
8.1 What does it mean to study fully online? ..................................................................................... 13
9. ASSESSMENT ........................................................................................................................... 14
9.1 Assessment criteria..................................................................................................................... 14
9.2 Graduate Attributes ..................................................................................................................... 14
9.3 Assessment plan ........................................................................................................................ 14
9.4 Assessment/assignment due dates............................................................................................. 15
9.5 Submission of assessments/assignments ................................................................................... 15
9.5.1 Types of assignments and descriptions ......................................................................................... 16
9.6 The assessments/assignments ................................................................................................... 17
9.7 Other assessment methods ........................................................................................................ 17
9.8 The examination ......................................................................................................................... 17
9.8.1 Invigilation/proctoring .................................................................................................................. 17

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10. ACADEMIC DISHONESTY ........................................................................................................ 18

10.1 Plagiarism ................................................................................................................................... 18
10.2 Cheating ..................................................................................................................................... 18
10.3 For more information about plagiarism, follow the link below: ..................................................... 19
11. STUDENTS LIVING WITH DISABILITIES .................................................................................. 19
12. FREQUENTLY ASKED QUESTIONS ........................................................................................ 19
13. SOURCES CONSULTED ........................................................................................................... 19
14. IN CLOSING ............................................................................................................................... 19
15. ADDENDUM ............................................................................................................................... 20
1 ANNEXURE 1: GRAPHICAL VIEW OF ENGINEERING QUALIFICATION ............................... 20
2 ANNEXURE 2: GENERAL INFORMATION ABOUT GRADUATES ATTRIBUTES DIPLOMA .. 20
3 ANNEXURE 3: LIST OF GRADUATE ATTRIBUTES DIPLOMA .............................................. 21
4 ANNEXURE 4: GLOSSARY OF TERMS ................................................................................... 25

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1 INTRODUCTION
Dear Student

Unisa is a comprehensive open distance e-learning (CODeL) higher education institution. Our
comprehensive curricula encapsulate a range of offerings, from strictly vocational to strictly
academic certificates, diplomas and degrees. Unisa's "openness" and its distance eLearning
character result in many students who may not previously have had an opportunity to enrol in
higher education registering at the university. Our CODeL character implies that our
programmes are carefully planned and structured to ensure success for students, ranging from
the under-prepared but with potential to those who are sufficiently prepared.

Teaching and learning in a CODeL context involves multiple modes of delivery, ranging from
blended to fully online learning. As a default position, all post-graduate programmes are offered
fully online with no printed study materials, while undergraduate programmes are offered using
a blended mode of delivery where printed study materials are augmented with online teaching
and learning via the learner management system, myUnisa. In some instances, undergraduate
programmes are offered fully online as well.

Furthermore, our programmes are aligned with the vision, mission and values of the University.
Unisa's commitment to serving humanity and shaping futures – combined with a clear
appreciation of our location on the African continent – means that Unisa's graduates have
distinctive graduate qualities, which include:

• being independent, resilient, responsible and caring citizens able to fulfil and serve in
multiple roles in their immediate and future local, national and global communities

• having a critical understanding of their location on the African continent and taking
account of its histories, challenges and potential in relation to globally diverse contexts

• the ability to critically analyse and evaluate the credibility and usefulness of information
and data from multiple sources in a globalised world with ever-increasing information
and data flows and competing worldviews

• how to apply their discipline-specific knowledges competently, ethically and creatively

to solve real-life problems

• an awareness of their own learning and developmental needs and future potential

GEE2601 is fully online

Whether a module is offered either as blended (meaning that we use a combination of printed
and online material to engage with you) or online (all information is available via the internet),
we use myUnisa as our virtual campus. This is an online system that is used to administer,
document and deliver educational material to you and support engagement with you. Look out
for information from your lecturer as well as other Unisa platforms to determine how to access
the virtual myUnisa module site. Information on the tools that will be available to engage with
your lecturer and fellow students to support your learning will also be communicated via various
platforms.
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You are encouraged to log into the module site on myUnisa regularly (that is, at least twice per
week). [the module website code written out in full, eg GEE2601-25-Y].

Welcome to Geotechnical engineering (GEE2601)

I am so glad you have enrolled for this module; it is going to be a great year. We going to
interact with each other and learn new things, and of course absorb every information this
module is offering.

Because this is a fully online module, you will need to use myUnisa to study and complete the
learning activities for this module. Visit the website for GEE2601-25-Y on myUnisa frequently.
The website for your module is [the module website code written out in full, e.g., GEE2601-25-Y].

We wish you every success with your studies!

2 MODULE OVERVIEW
2.1 Purpose

All structures (buildings, bridges, towers, etc.) and all civil engineering works are founded on
soil or rock formations. In this module, principles of soil and rock mechanics are used to
investigate subsurface conditions and materials. The purpose of this module is therefore to
enable students to identify and explain theories and models that describe the behaviour of soil
masses in different configurations subject to a variety of loads. For each of the configurations
mathematical models are applied to estimate the stresses, strains and deformations in soil
masses. Furthermore, students will develop skills to plan and perform a thorough site
investigation and subsurface exploration for a construction site. Lastly, students will able to
describe, perform and report laboratory and in situ testing techniques and sampling of
representative soils.

2.2 Outcomes

For this module, you will have to master several outcomes:

Specific outcomes Assessment criteria

1.1 The standard methods that are used to determine the

compaction characteristics of soil are identified and explained
Determine and evaluate the
compaction characteristics of soil 1.2 The various factors that determine the compaction characteristics
1 and use these characteristics to of soil, as well as the effects that compaction conditions have on
specify and measure the the soil structure are identified and described.
compaction achieved in the field. 1.3 Techniques used to measure the actual density achieved in the
field are applied.
1.4 The type of field compaction equipment that should perform well
in specific situations are distinguished and selected

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 2.1 The theoretical models of water movement in soil are
explained and utilized to estimate the relevant parameters.
2.2 The hydraulic conductivity of different types of soil is determined
Determine the hydraulic by means of laboratory or field tests.
2 conductivity of soil and utilize
2.3 The flow rates in natural soil layers are correctly calculated.
theoretical models to perform
calculations related to movement of 2.4 Flow nets for two-dimensional isotropic seepage conditions in
water through soil. the vertical plane in confined and unconfined situations are
drawn.
2.5 Calculations of seepage rates and pore-water pressures within
the soil are correctly performed.
2.6 Anisotropic cross-sections are transformed to the isotropic
equivalents.

3.1 The concept of effective stress is explained, and total normal

stress, effective normal stress and neutral stress are distinguished.
3.3 Vertical effective normal stress caused by self- weight of the soil
3 Distinguish between total normal is calculated.
stress, effective normal stress, and 3.2 The effects of gravity, seepage and a variety of applied surface
neutral stress, and determine the loads on the vertical compressive normal stress at any position in
effects of gravity, seepage, and a a soil profile are determined.
variety of applied surface loads on 3.4 The increase in vertical compressive stress at some depth below
the vertical compressive normal the surface of a soil mass, because of various applied loads at the
stress at any position in a soil profile. surface is determined, using the theory of elasticity.

4.1 The consolidation fundamentals are explained.

4.2 The consolidation settlement of foundations is estimated.
4.3 An oedometer test on an undisturbed clay specimen is
4 Calculate the consolidation performed.
settlement of foundations, perform
a consolidation test on clay, 4.4 The results are used to draw the relationship between the
interpret the results, and determine void ratio and the effective stress.
the various compressibility 4.5 The results are used to determine the pre- consolidation
coefficients of the clay. pressure.
4.6 The results are used to construct the in-situ consolidation
curve and determine the compression and swell indices of the
clay.
5.1 The main concepts of soil shear strength are explained.
5.2 The effect of drainage conditions on the shear behavior of soil is
explained.
5 Graphically represent the 5.2 The shear strength of course and fine-grained soils is
relationship between normal and differentiated.
shear stresses in a soil element, 5.3 The influence of stress changes on pore water pressure is
perform the various shear strength
explained.
tests on soil and interpret the
results to determine the shear 5.4 The Mohr-Coulomb failure criterion is explained.
strength parameters and/or pore 5.5 Calculations involving shear strength is performed.
water pressure coefficients.
5.6The shear strength parameters of soil are determined by means
of laboratory and on-site tests.

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6.1 The s a m p l i n g of soils and coring of rocks are correctly

described.
6 Plan and execu te a site
6.2 A variety of in situ tests are identified and explained.
investigat ion and subsurface
investigation program 6.3 The vital parts of the sampling and testing equipment are
sketched.

7.1 Lateral earth pressure is calculated at rest for dry and

submerged soils using the theories of Rankine and Coulomb.
7 Calculate lateral stresses and
forces against retaining structures 7.2 Lateral earth pressure is calculated at active and passive
for a variety of geometries and soil pressures using the theories of Rankine and Coulomb.
properties. 7.3 The effects of own weight, partial submergence, surcharge and
interface friction are correctly included in the calculations and the
correct theory is selected for a specific problem.

8.1 The factor of safety is correctly defined.

Analyse a variety of slopes to
8 8.2 The factors in the analysis of a particular slope are considered.
determine the factor of safety
against sliding along a trial failure 8.3 The appropriate method of analysis is selected. Ft
surface.

9.1 The bearing capacity calculations are adjusted to allow for:

• Foundation depth
9 Calculate the ultimate bearing
capacity of shallow foundations. • Partial submergence
• Inclined loads
• Eccentric loads
• Drained or undrained conditions
9.2 The settlement of foundations on clay and sand is estimated.

10.1 The theories of lateral earth pressure to real retaining structures

are applied.
10 Investigate the stability of gravity
10.2 The possible failure modes of gravity retaining walls and
retaining walls and embedded
embedded retaining structures are identified and factors of
retaining structures
safety against failure are determined.
10.3 The theory of ultimate bearing capacity is applied.

11.1 The interaction of a single pile with the soil to develop a

resistance to vertical loads is explained.
11 Explain the bearing capacity of
single piles in sand and in clay 11.2 The different methods of analysis are identified and explained.
11.3 Calculations that involve bearing capacity of single piles in sand
and in clay under drained and undrained conditions are correctly
performed.

3 CURRICULUM TRANSFORMATION
Unisa has implemented a transformation charter that places curriculum transformation high on the
teaching and learning agenda. Curriculum transformation includes student-centred scholarship, the
pedagogical renewal of teaching and assessment practices, the scholarship of teaching and learning, and
the infusion of African epistemologies and philosophies. All of these are being phased in at both
programme and module levels. As a result of this, you will notice a marked change in the teaching and

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learning strategy implemented by Unisa, together with the way in which the content is conceptualised in
your modules. We encourage you to embrace these changes during your studies at Unisa, responsively
and within the framework of transformation.

4 LECTURER(S) AND CONTACT DETAILS

4.1 Lecturer(s)

The primary lecturer for this module is Mr M Makaleng

Department: Civil & Environmental Engineering and Building Science
Telephone: N/A
E-mail: [email protected]

4.2 Department

You can contact the Department of Civil & Environmental Engineering and Building Science as
follows:

Ms PT Ramorei

Telephone number: 011 471 3132

E-mail: [email protected]

Mr VB Nkosi

Telephone number: 011 471 2697

E-mail: [email protected]

4.3 University

To contact the University, follow the instructions on the Contact us page on the Unisa website.
Remember to have your student number available whenever you contact the University.

Contact addresses of the various administrative departments appear on the Unisa website:
http://www.unisa.ac.za/sites/corporate/default/Contact-us/Student-enquiries.

Please include the student number in all correspondence

5 RESOURCES
5.1 Prescribed book(s)

Your study material for this module includes:

• The prescribed textbook
• The study guide
• Tutorial Letter 101

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The study guide is based on the following prescribed textbook, and must be studied
in conjunction with it:

• Das, BM & Sivakugan, N. 2017. Fundamentals of geotechnical engineering. 5th

ed., international edition. Connecticut: Cengage Learning. ISBN 13: 978-1-305-
63862-4.
• Das, BM & Sivakugan, N. 2017. Fundamentals of geotechnical engineering:
solutions manual. 5th ed., international edition. Connecticut: Cengage Learning.
ISBN 13: 978-
1-305-63862-4.
In addition to the prescribed book, the following book is also recommended:
• Das, BM & Luo, Z. 2017. Principles of soil dynamics. 3rd ed., international edition.
Connecticut: Cengage Learning. ISBN 13: 978-1-305-38944-1

Use the prescribed textbook and study guide

as follows:

• First study the relevant sections in the study guide.

• Then consult the prescribed textbook if you need further explanations
or references to certain information

Prescribed books can be obtained from the University’s official booksellers. Consult the
list of official booksellers and their addresses listed in the brochure my Studies
@ Unisa. If you have difficulty in locating your book at these booksellers, please
contact the Prescribed Book Section at:
Tel: 012 429-4152 or email:
[email protected].
za

5.2 Recommended book(s)

There are no recommemded books for this module.

5.3 Electronic reserves (e-reserves)

Search for E-reserves at http://oasis.unisa.ac.za/search/r

E-reserves can be downloaded from the library webpage, option Find E-reserves

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 5.4 Library services and resources
The Unisa Library offers a range of information services and resources and has made
numerous library guides available at http://libguides.unisa.ac.za

Recommended guides:

• For brief information on the library, go to https://www.unisa.ac.za/library/libatglance

• For more detailed library information, go to
http://www.unisa.ac.za/sites/corporate/default/Library
• For Frequently Asked Questions, go to
https://www.unisa.ac.za/sites/corporate/default/Library/Frequently-Asked-Questions
• For research support and services such as the Personal Librarian service and the
Information Search Librarian's Literature Search Request (on your research topic)
service, go to http://www.unisa.ac.za/sites/corporate/default/Library/Library-
services/Research-support
• For library training for undergraduate students, go to
https://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Training
• For Lending Services, go
to https://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Lending-
services
• For Services for Postgraduate students, go to
https://www.unisa.ac.za/sites/corporate/default/Library/Services-for-Postgraduates
• For Support and Services for students with disabilities, go to
https://www.unisa.ac.za/sites/corporate/default/Library/Services-for-students-with-
special-needs
• For Library Technology Support, go to https://libguides.unisa.ac.za/techsupport
• For information on finding and using library resources and tools, go to
http://libguides.unisa.ac.za/Research_skills
• For an A–Z list of library databases, go to https://libguides.unisa.ac.za/az.php

Important contact information:

• Technical problems encountered in accessing library online services: Lib-
[email protected]
• General library-related queries: [email protected]
• Queries related to library fines and payments: [email protected]
• Interlibrary loan service for postgraduate students: [email protected]
• Literature Search Service: [email protected]
• Social media channels: Facebook: UnisaLibrary and X Twitter: @UnisaLibrary

To view the Library orientation video – please click here : Unisa Library and Information
Services Video_1_1 (2).mp4

6 STUDENT SUPPORT SERVICES

The Study@Unisa brochure is available on myUnisa at www.unisa.ac.za/brochures/studies

This brochure contains important information and guidelines for successful studies through Unisa.

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If you need assistance concerning the myModules system, you are welcome to use the following
contact details:

• Toll-free landline: 0800 00 1870 (Select option 07 for myModules)

• E-mail: [email protected] or [email protected]

You can access and view short videos on topics such as how to view your calendar, how to access
module content, how to view announcements for modules, how to submit assessments and how
to participate in forum activities by visiting https://dtls-qa.unisa.ac.za/course/view.php?id=32130

Registered Unisa students receive a free myLife e-mail account. Important information, notices
and updates are sent exclusively to this account.

Please claim your e-mail account immediately after registering at Unisa by following this link:
https://www.unisa.ac.za/static/myunisa/Content/Announcements/Documents/Claim-myUnisa-
myLife-Nov-2017.pdf
Note that it can take up to 24 hours for your account to be activated after you have claimed it.

Your myLife account is the only e-mail account recognised by Unisa for official correspondence
between you and the University and it will remain your official primary e-mail address on record
at Unisa.

You remain responsible for the management of this e-mail account.

6.1 The Unisa First-Year Experience Programme

Many students find the transition from school education to tertiary education stressful and this is often true
for students enrolling at Unisa for the first time. Unisa is a dedicated open distance and e-learning
institution and is very different from face-to-face/contact institutions. It is a mega university and all its
programmes are offered through either blended learning or fully online learning. For these reasons, we
offer first-time students additional/extended support to help them navigate the Unisa teaching and learning
journey seamlessly and with little difficulty and few barriers.

Unisa’s First-Year Experience (FYE) Programme has been specially designed to provide you with prompt
and helpful information about the services that the institution offers.

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The following FYE services are currently available:

FYE Website Email Support

www.unisa.ac.za/FYE [email protected]

FYE1500
Post-
myUnisa; Study
Registration Referrals to Skills; Academic &
Orientation other support Digital Literacies;
services etc
e.g. Counselling;
Reading & Writing
workshops

To ensure that you do not miss out on important academic and support communication from the
SRU, please check your myLife inbox regularly.

6.2 Using Recognition of Prior Learning (RPL) to apply for module credit within a
qualification.
Now that you are a registered student, you are advised to familiarise yourself with the learning outcomes
of the module or modules you have chosen. If you have been exposed to those learning outcomes for
three years or more – either through work experience or other involvement – you can apply to be exempted
from completing assignments and writing examinations. As part of your application for this exemption, you
will be required to compile a portfolio of evidence substantiating how your experience is equivalent to the
learning outcomes. The diagram below shows the steps involved in obtaining recognition of prior learning
(RPL) for module credit. For more information on the process, RPL fees, and the contact details of your
college RPL coordinator, visit the Unisa website: www.unisa.ac.za/rpl

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7. STUDY PLAN
One teams meeting session before every assessment

8 HOW TO STUDY ONLINE

8.1 What does it mean to study fully online?

Studying fully online modules differs completely from studying some of your other modules at
Unisa.

• All your study material and learning activities for online modules are designed to be
delivered online on myUnisa.

• All your assignments must be submitted online. This means that you do all your activities
and submit all your assignments on myUnisa. In other words, you may NOT post your
assignments to Unisa using the South African Post Office.

• All communication between you and the University happens online. Lecturers will
communicate with you via e-mail and SMS, and use the Announcements, the Discussion
Forums and the Questions and Answers tools. You can also use all of these platforms to
ask questions and contact your lecturers.

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9. ASSESSMENT
9.1 Assessment criteria

Assessments are part of the learning material for this module. As you do the assignment, study
the reading texts, consult other resources, discuss the work with fellow students or do research,
you are actively engaged in learning.

9.2 Graduate Attributes

To maintain our programme/qualification accreditation, each programme must provide evidence
that our students are attaining key “attributes” as defined by the ENGINEERING COUNCIL of
SOUTH AFRICA (ECSA). As such it is important as a student that you are familiar with the ECSA
assessment criteria (graduate attributes). Please see the annexture regarding information about
graduate attributes.

No Graduate attributes
9.3 Assessment plan

School of Engineering is following a continuous assessment system. So, you will be able to
accumulate marks throughout the year.
The formative assessment for this module will be in the form of timed online tests and written
submissions via my. The major online tests will be 2 hours long with an additional 15 minutes
to download the test and 30 minutes to upload the answer script. There will be a total of two-timed
online tests plus one additional resubmission in the event you do not meet the passing mark.
There will also be two minor tests, these assessments will come before each test to guide students
on what is expected on the major tests.

Your final mark will be calculated from a total of 4 assessments. All 4 assessments are
compulsory.

• To complete this module, you will be required to submit 4 assessments.

• All information about when and where to submit your assessments will be made available
to you via the myModules site for your module.

• Due dates for assignments, as well as the actual assignments, will be available on the
myModules site for this module.

• Your continuous assessment mark allocation for this module is as follows:

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Assessments Contribution
Assignment (online) 10%
Practical 30%
Major test 1 (online) 30%
Major test 2 (online) 30%
Repeat major tests 30%
Total assessment 100%
contribution

9.4 Assessment/assignment due dates

• There are no assessment due dates included in this tutorial letter.

• Assessment due dates will be made available to you on the myUnisa landing page for this
module. We envisage that the due dates will be available to you upon registration.

• Please start working on your assessments as soon as you register for the module.

• Log on to the myUnisa site for this module to obtain more information on the due dates for
the submission of the assessments/assignments

9.5 Submission of assessments/assignments

• Unisa, as a comprehensive open distance e-learning institution (CODeL), is moving

towards becoming an online institution. You will see, therefore, that all your study material,
assessments and engagements with your lecturer and fellow students will take place
online. To facilitate this, we use myUnisa as our virtual campus.

• The myUnisa virtual campus offers students access to the myModules site, where
learning material is available online and where assessments should be completed.
Together, myUnisa and myModules form an online system that is used to administer,
document, and deliver educational material to students and support engagement between
those students and Unisa’s academics.

• The myUnisa platform can be accessed via https://my.unisa.ac.za. Click on the myModules
2025 button to access the online sites for the modules that you are registered for.

• The University undertakes to communicate clearly and as frequently as is necessary to

ensure that you obtain the greatest benefit from your use of the myModules learning
management system. Please access the Announcements on your myModules site
regularly, as this is where your lecturer will post important information to be shared with
you.

• When you access your myModules site for the module/s you are registered for, you will
see a welcome message posted by your lecturer. Below the welcome message you will

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 see the assessment shells for the assessments that you need to complete. Some
assessments may be multiple choice, some may be tests and others may be written
assessments/assignments, while some may be forum discussions and so on. All
assessments must be completed on the assessment shells available on the respective
module platforms.

• To complete quiz assessments, please log on to the module site where you need to
complete the assessment. Click on the relevant assessment shell (Assessment 1,
Assessment 2, etc.). There will be a date recorded there telling you when the assessment
will open for you. When the assessment is open, access the quiz online and complete it
within the time available to you. Quiz assessment questions are not included in this tutorial
letter (Tutorial Letter 101) and are made available online only. You must therefore access
and complete the quiz online where it has been created.

• It is not advisable to use a cellphone to complete quizzes and you should please use a
desktop computer, tablet or laptop for this task. Students who use cellphones find it difficult
to navigate the Online Assessment tool on the small screen and often struggle to navigate
between questions and successfully complete the quizzes. In addition, cellphones are
more vulnerable to dropped internet connections than other devices. If at all possible,
please do not use a cellphone for this assessment type.

• For written assessments/assignments, please note the due date by which your work must
be submitted. Ensure that you follow the guidelines given by your lecturer to complete the
assessment/assignment. Click on the submission button on the relevant assessment shell
on myModules. You will then be able to upload your written assessment to the myModules
site for the modules that you are registered for. Before you finalise the upload, double-
check that you have selected the correct file for uploading. Remember, no marks can be
allocated for incorrectly submitted assessments/assignments.

9.5.1 Types of assignments and descriptions

All assignments are defined as either optional, mandatory, compulsory, or elective.

• Elective assignments
- If not submitted, the student gets no mark for this item.
- The best of the required submissions will count.
• Mandatory assignments
- If not submitted, the student gets no mark for this item.
• Optional assignments – You are encouraged, as a student, to do optional
assignments in order to benefit your learning.

I. Elective assignments
a. The student is given a choice of which assignments within an identified group to submit
and only the best result/s, the number of which is specified in advance, will contribute
towards the year mark.
b. Elective assignments must be grouped into an elective group.
c. For the student to select which assignment to submit, the elective assignments must
be grouped together. For such an elective group, relevant information (such as how
many of the assignments must be submitted and how many of the assignment marks
should be combined into the year mark) will be supplied to you.

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d. The selection criteria define how marks received for assignments in an elective group
are to be combined into the year mark. Three different criteria may be used for
calculating the year mark:
• The best mark should be used, or
• If the student submits fewer than the required number of assignments per
group, or no assignment in a group, a mark of 0% will be used.
• 0% is awarded to all non-submitted or unmarked assessments. A best mark is
then calculated from all the qualifying items submitted.

II. Mandatory assessments/assignments

a. Mandatory assessments/assignments contribute to the year mark.
b. If a student fails to submit a mandatory assignment, no mark is awarded and the year
mark is calculated accordingly. The student will therefore forfeit the marks attached to
such an assignment when the final mark for the module is calculated.

III. Optional assessments assignments – You are encouraged, as a student, to do

optional assessments/assignments in order to benefit your learning.

9.6 The assessments/assignments

As indicated in section 9.2, you need to complete 4 assessments for this module. Details of the
tasks set will appear on the assessments/assignments themselves.

There are no assignments/tests included in this tutorial letter. Tests and due dates will be
made available to you on myModules for this module.

9.7 Other assessment methods

Non

9.8 The examination

As indicated above School of Engineering and Built environment follow a continuous assessment
approach and there is
no exam for this module, but minor and major tests only. Major tests will be proctoring.

9.8.1 Invigilation/proctoring

Since 2020, Unisa has conducted all its assessments online. Given the stringent requirements
imposed by professional bodies, as well as increased solicitation of Unisa’s students by third
parties to unlawfully assist them with the completion of assignments and examinations, the
University is obliged to assure the integrity of its assessment integrity by using various proctoring
tools: Turnitin, Moodle Proctoring, the Invigilator App and IRIS. These tools authenticate the
student’s identity and flag suspicious behaviour to assure the credibility of their responses during
assessments. The description below is for your benefit as you may encounter any or all of these
in your registered modules:

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Turnitin is plagiarism software that facilitates checks for originality in students’ submissions
against internal and external sources. Turnitin assists in identifying academic fraud and ghost
writing. Students are expected to submit typed responses when using the Turnitin software.

The Moodle Proctoring tool is facial recognition software that authenticates students’ identities
during their Quiz assessments. This tool requires access to a student’s mobile or laptop camera.
Students must ensure that their cameras are activated in their browser settings prior to starting
their assessments.

The Invigilator App is a mobile application-based service that verifies the identity of an
assessment participant. The Invigilator app detects student dishonesty-by-proxy and ensures that
the assessment participant is the student registered for the module concerned. This invigilation
tool requires students to download the app from the Google Play Store (Android devices), the
Huawei AppGallery (Huawei devices) or the Apple App Store (Apple devices) on their camera-
enabled mobile devices prior to their assessment.

The IRIS Invigilation software verifies the identity of a student during assessment and provides
for both manual and automated facial verification. It can record and review a student’s
assessment session and it flags suspicious behaviour by the student for review by an academic
administrator. The IRIS software requires installation on students’ webcam-enabled laptop
devices. IRIS invigilation software is used for all CSET online examinations/tests. It is the
responsibility of students to ensure the software is working properly before the examination
session, and attendance of training.

Students who are identified and flagged for suspicious or dishonest behaviour arising from the
invigilation and proctoring reports will be referred to the disciplinary office for formal proceedings.

Please note:

Students must refer to their module assessment information on their myModule sites to determine
which proctoring or invigilation tool will be used for their formative and summative assessments.

10. ACADEMIC DISHONESTY

10.1 Plagiarism
Plagiarism is the act of taking the words, ideas and thoughts of others and presenting them as
your own. It is a form of theft. Plagiarism includes the following forms of academic dishonesty:

• Copying and pasting from any source without acknowledging that source.
• Not including references or deliberately inserting incorrect bibliographic information.
• Paraphrasing without acknowledging the source of the information.
10.2 Cheating
Cheating includes, but is not limited to, the following:

• Completing assessments on behalf of another student, copying the work of another

student during an assessment, or allowing another student to copy your work.
• Using social media (e.g. WhatsApp, Telegram) or other platforms to disseminate
assessment information.

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• Submitting corrupt or irrelevant files. (This matter is addressed in the examination

guidelines.)
• Buying completed answers from so-called “tutors” or internet sites (contract cheating).
10.3 For more information about plagiarism, follow the link below:
https://www.unisa.ac.za/sites/myunisa/default/Study-@-Unisa/Student-values-and-rules

11. STUDENTS LIVING WITH DISABILITIES

The Advocacy and Resource Centre for Students with Disabilities (ARCSWiD) provides an
opportunity for staff to interact with first-time and returning students with disabilities.

If you are a student with a disability and would like additional support, or if you need additional
time for assignments/assessments, you are invited to contact M Makalengat
[email protected] to discuss the assistance that you need.

12. FREQUENTLY ASKED QUESTIONS

Non

13. SOURCES CONSULTED

Non

14. IN CLOSING
Do not hesitate to contact me by e-mail if you are experiencing problems with the content of this
tutorial letter or with any academic aspect of the module.

We wish you a fascinating and satisfying journey through the learning material, and trust that you
will complete the module successfully.

Enjoy the journey!

Mr M Makaleng– Lecturer for GEE2601

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15. ADDENDUM

1 ANNEXURE 1: GRAPHICAL VIEW OF ENGINEERING QUALIFICATION

2 ANNEXURE 2: GENERAL INFORMATION ABOUT GRADUATES

ATTRIBUTES DIPLOMA
The 360 credit Diploma in Department of Civil & Environmental Engineering and Building
Science was designed considering the HEQSF document from 2013 and the generic ECSA
document “Qualification Standard for Diploma in Engineering: NQF Level 6; Document: E-
02-PN; Rev 5; from 01 September 2020”.

Due to the extraordinary development of engineering knowledge and technology, there is a need
for defining a common denominator for the engineering qualifications in order to ensure the
mobility and global recognition. To this end, under the umbrella of International Engineering
Alliance (IEA), Dublin Accord was signed in 2002.
The Dublin Accord is an agreement for the international recognition of Engineering
Technician qualifications.

For the 360 credit Diploma the Dublin Accord rules and regulations are applicable

The following countries are the signatories of Dublin Accord.

• Australia - (Engineers Australia, 2013)

• Canada - (Canadian Council of Technicians and Technologists, 2002)
• Ireland - (Engineers Ireland, 2002)
• Korea - (Accreditation Board for Engineering Education of Korea, 2013)
• Malaysia - (Board of Engineers Malaysia, 2018)
• New Zealand - (Institution of Professional Engineers New Zealand, 2013)

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• South Africa - (Engineering Council of South Africa, 2002)

• United Kingdom - (Engineering Council UK, 2002)
• United States - (ABET, 2013)

Assurance of substantial equivalence through this agreement may enhance mutual exemption
between jurisdictions by leading to opportunities to streamline processes and procedures for the
recognition of competent individuals in other jurisdictions.

The agreement recognizes that there is substantial equivalence of programs accredited by

signatories. Graduates of accredited programs in any of the signatory countries are recognized
by the other signatory countries as having met the academic requirements for entry to the practice
of engineering.

The equivalency of the engineering programmes was possible through the introduction of
Graduate Attributes. Graduate Attributes are assessable outcomes, developed by the
signatories that give confidence that the educational objectives of programmes are being
achieved, ensuring the quality of the programme.

As the Graduate Attributes are “assessable outcomes”, each module part of the qualification has
several Graduate Attributes attached to them and must be assessed in a measurable way, namely
through assignment or laboratory reports or projects or exams. Some Graduate Attributes may
be assessed via several measurable ways.

From 2022 the Graduate Attributes are assessed in design, practical, project and Work-Integrated
learning modules and the total number of 12 Graduate Attributes will be assessed over the whole
qualification.

The Graduate Attributes may be assessed at basic, intermediate and exit level.

The qualification may be awarded only if:

• the student has obtained the minimum of credits distributed in the knowledge areas
defined in the E-02-PN document,
• The graduates of this qualification will be able to demonstrate competence in the
Graduate Attributes from 1 to 12 as defined in the E-02-PN document.
If the student is not declared competent in all 12 Graduate Attributes, he /she will not be
able to graduate, regardless of the credit obtained in the knowledge areas.
Therefore, it is extremely important for the students to understand the importance of the graduate
attributes, as is the only measure of the substantial equivalency of engineering technician
qualifications, between signatory countries.

3 ANNEXURE 3: LIST OF GRADUATE ATTRIBUTES DIPLOMA

The graduate attributes defined below are stated generically and may be assessed in various
engineering disciplinary or cross-disciplinary contexts in a provider-based or simulated practice
environment.

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General Range Statement: The competencies defined in the eleven graduate attributes may be
demonstrated in a university-based, simulated workplace context. Competencies stated generically may
be assessed in various engineering disciplinary or cross-disciplinary contexts.
Level Descriptor: Well-defined engineering problems:
a) can be solved mainly by practical engineering knowledge, underpinned by related theory; and have
one or more of the characteristics:

i) are largely defined but may require clarification.

ii) are discrete, focused tasks within engineering systems

iii) are routine, frequently encountered, may be unfamiliar but in a familiar context.
b) and their solutions have one or more of the characteristics:
i) can be solved in standard prescribed ways.
ii) are encompassed by standards, codes and documented procedures; requires authorization to
work outside limits.
iii) information is concrete and largely complete but requires checking and possible
supplementation.
iv) involve several issues but few of these impose conflicting constraints and have a limited range
of interested and affected parties.

Graduate Attribute 1: Problem solving.

Identify, formulate, analyse and solve well-defined engineering problems.

Graduate Attribute 2: Application of scientific and engineering knowledge

Apply knowledge of mathematics, natural sciences, engineering fundamentals and an engineering
speciality to solve well-defined engineering problems.
Level descriptor: Knowledge of mathematics, natural sciences and engineering sciences is
characterized by:
A thorough grounding in the natural sciences applicable to the sub-discipline.

A thorough grounding in mathematics, numerical analysis, statistics and formal aspects of computer
and information science to support analysis and modelling applicable to the sub-discipline;

A thorough grounding in the engineering fundamentals required in the engineering sub-discipline; and

Engineering specialist knowledge in the accepted practice areas in the engineering sub-discipline
Range Statement: Mathematics, natural science and engineering sciences are applied in analysis and
modelling of engineering situations, and for reasoning about and solving well-defined engineering
problems.

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Graduate Attribute 3: Engineering design

Perform procedural design and synthesis of components, systems, engineering works, products or
processes.
Range Statement: Design problems used in exit-level assessment must conform to the definition of a
well-defined engineering problem. A design problem should be used to provide evidence. The design
knowledge base and components, systems, engineering works, products or processes to be designed
are dependent on the sub-discipline or practice area.

Graduate Attribute 4: Investigations, experiments and data analysis

Demonstrate competence to design and conduct investigations and experiments.
Range Statement: The balance of investigation and experiment should be appropriate to the sub-
discipline. Research methodology is to be applied in research or an investigation where the student
engages with selected knowledge in the research literature of the sub-discipline.

Note: An investigation differs from a design in that the objective is to produce knowledge and
understanding of a phenomenon and a recommended course of action rather than specifying how an
artifact could be produced.

Graduate Attribute 5: Engineering methods, skills and tools, including information technology.
Demonstrate competence to use appropriate engineering methods, skills and tools, including those
based on information technology.
Range Statement: A range of methods, skills and tools appropriate to the disciplinary designation of the
program including:
• Sub-discipline-specific tools, processes or procedures.

• Computer packages for computation, modelling, simulation, and information handling

• Computers and networks and information infrastructures for accessing, processing, managing,
and storing information to enhance personal productivity and teamwork.

Graduate Attribute 6: Professional and technical communication

Demonstrate competence to communicate effectively, both orally and in writing, with engineering
audiences and the community at large.
Range Statement: Material to be communicated is in an academic or simulated professional context.
Audiences range from engineering peers, academic personnel and related engineering peers, using
appropriate academic or professional discourse. Written reports range from short (300 words) to long (a
minimum of 2000 words excluding tables, diagrams and appendices), covering material at exit-level.
Methods of providing information include the conventional methods of the sub-discipline, for example
engineering drawings, as well as subject- specific methods.

Graduate Attribute 7: Sustainability and impact of engineering activity

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Demonstrate critical awareness of the sustainability and impact of engineering activity on the social,
industrial and physical environment.
Range Statement: The combination of social, workplace (industrial) and physical environmental factors
must be appropriate to the sub-discipline or other designation of the qualification. Comprehension of the
role of engineering in society and identified issues in engineering practice in the sub-discipline: health,
safety and environmental protection; risk assessment and management and the impacts of engineering
activity: economic, social, cultural, environmental and sustainability.

Graduate Attribute 8: Individual, team and multidisciplinary working

Demonstrate competence to work effectively as an individual, in teams and in multidisciplinary environments.

Range Statement: Multidisciplinary tasks require co-operation across at least one disciplinary boundary.
Co-operating disciplines may be engineering disciplines with different fundamental bases other than that
of the programme or may be outside engineering.

Graduate Attribute 9: Independent learning ability

Demonstrate competence to engage in independent learning through well-developed learning skills.
Range Statement: Operate in well-structured environment with some unfamiliar elements requiring
personal responsibility and initiative, accurately self-evaluate and take responsibility for learning
requirements; be aware of social and ethical implications of applying knowledge in particular contexts.

Graduate Attribute 10: Engineering professionalism

Demonstrate critical awareness of the need to act professionally and ethically and to exercise judgment
and take responsibility within own limits of competence.
Range Statement: Evidence includes case studies typical of engineering practice situations in which the
graduate is likely to participate. Ethics and the professional responsibility of a technician and the
contextual knowledge specified in the range statement of Graduate Attribute 7 is generally applicable
here.

Graduate Attribute 11: Engineering management

Demonstrate knowledge and understanding of engineering management principles and economic
decision-making.
Range Statement: Basic techniques from economics, business management; project management
applied to one’s own work, as a member and leader in a team, to manage projects and in
multidisciplinary environments.

Graduate Attribute 12: Workplace practices

Demonstrate an understanding of workplace practices to solve engineering problems consistent with
academic learning achieved.

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Range Statement: Tasks to demonstrate this outcome should be designed to connect academic
learning with workplace practice and may be performed in one or more of the following types of work-
integrated learning:
i) Work-directed theoretical learning.

ii) Problem-based learning.

iii) Project-based learning.

iv) Work-based learning, and

v) Simulated learning.

Note: While attribute 12 is specific to workplace practices, other attributes may be demonstrated
simultaneously

References
Qualification Standard for Diploma in Engineering: NQF Level 6 E-02-PN
REVISION No. 5: 01 September 2020. Available via www.ecsa.co.za

4 ANNEXURE 4: GLOSSARY OF TERMS

©
Unisa 2025

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