Evaluation of environmental engineering geology issues caused by rising groundwater levels in Xi'an, China

Groundwater control is required to allow excavations and tunnels to be formed in stable and workably dry conditions below groundwater level. Representative and relevant conceptual models are an essential requirement for the successful development of groundwater control schemes. Prior to construction, conceptual models can aid the planning of ground investigations to help select borehole depths, borehole locations and hydrogeological testing methods. During construction the effectiveness of groundwater control techniques will vary with different hydrogeological conditions and the hydraulic conductivity of the strata. A sound conceptual model reduces the risk of designs being developed using inappropriate approaches to groundwater control. Common misconceptions include the assumption of a single aquifer (where multiple aquifers and aquitards exist) and cases where significant transmissive zones (which may act as aquifers) are not identified. Other errors include assuming that groundwater levels reported during site investigations are representative of maximum levels that may occur during construction, or not considering the risk of external impacts caused by groundwater control methods. A suggested framework to produce better models is problem–solution–technology–impacts. This framework can avoid some of the common misconceptions that have resulted in problems during the design and implementation of groundwater control schemes.Thematic collection: This article is part of the Ground models in engineering geology and hydrogeology collection available at: https://www.lyellcollection.org/cc/Ground-models-in-engineering-geology-and-hydrogeology

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An interdisciplinary complex problem as a starting point for learning: Impact of the PBL method in second-year Environmental engineering students

Multidisciplinary Journal for Education Social and Technological Sciences ◽

10.4995/muse.2015.3697 ◽

2015 ◽

Vol 2 (2) ◽

pp. 153

Author(s):

E. Saez de Camara ◽

A. Lopez-Urionabarrenechea ◽

M. N. Azpiazu ◽

P. Ruiz de Arbulo ◽

G. Insunza

Keyword(s):

Success Rate ◽

Engineering Students ◽

Engineering Geology ◽

Real Life ◽

Problem Based Learning ◽

Business Administration ◽

Complex Problem ◽

Environmental Engineering ◽

Starting Point ◽

Second Year

<p class="Textoindependiente21">Three courses of the second year degree in Environmental Engineering (Geology and Pedology, Ecology and Economics and Business Administration) have been remodeled using the Problem-Based Learning methodology. The proposed problem is a real-life and integrative problem related to their specialization which must be solved in these three courses at the same time. The results reveal that during this experience students were considerably more active, cooperative and involved, and the success rate doubled that of similar engineering courses of the Faculty. Regarding students’ opinion, it should be emphasized that they perceive that this method is functional and encouraging. A high percentage of the students describe the experience as positive or very positive. Additionally, they stated that the Problem-Based Learning promoted the development of skills that, in their own view, are essential for their career, such as teamwork and communication.</p>

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