ESCUELA SUPERIOR POLITÉCNICA DEL
LITORAL
COLLEGE OF GEOSCIENCES
ENGINEERING
DISPLAY MATERIALS
SOIL MECHANICS
(CIVG1012)
CLASS SECTION 1
(Write the number)
INSTRUCTOR:
ARNALDO BAYONA
ACADEMIC TERM: 2019-II
I. TABLE OF CONTENTS
ESPOL-FICT-CIVIL ENGINEERING SUBJECT
II TERM TEACHER NAME 2
II. COURSE OBJECTIVES
II.1 Main Objective
Design electric, electronic and hydro-sanitary building systems, applicable to
residential building projects, using local and international codes. [OBTENER DEL
CONTENIDO DE CURSO/SYLLABUS]
II.2 Learning objectives
1.- Determine the index properties of soils for the analysis of the interactions between
the phases of the porous medium.
2.- Analyze the soil compressibility for the computation of soil settlement and
consolidation.
3.- Conduct laboratory testing for the estimation of the geotechnical parameters of the
soil.
III. STUDENT OUTCOMES (SO)
Reported goals
III.1 Reported Student Outcome:
6. An ability to develop and conduct appropriate experimentation, analyze and interpret
data and use engineering judgment to draw conclusions.
IV. COURSE POLICIES
In this section you are required to start describing the class schedule. Then you can
mention the rules that are carried out inside the classroom regarding attendance,
participation, absence, tardiness, recording exams, laptop or electronics use and
others (write at least three course polices). Furthermore, include a table with
information about the practical and theoretical component with the corresponding
percentages.
The course is taught on Wednesdays, from 11h30 to 13h00. Office hours are the same
day, from 09h00 to 11h00.
Students must comply with the following policies:
Minimum attendance of 60%
Examinations and quizzes are intended to be solved individually
No cellphones during class, unless instructed to use it
Arrive on time to class (no later than 10 minutes late). Students must not
leave the classroom unless the instructor explicitly authorizes the student
to do so.
Electronic devices allowed for class purposes only
ESPOL-FICT-CIVIL ENGINEERING SUBJECT
Grading system:
10% Homework
10% Workshops
85% 5% Class participation
100% 10% Oral presentation
50% Midterm exam
15% 15% Term project
V. DISPLAY MATERIALS
V. 1 Summary
You are required to include the student outcomes and learning objectives related with the
subject. As evidence you are required to include a course project and a quiz, middle or final
exam in the activities
Evidence [Activity
A Student Outcomes Description/phase
title]
A. 1 3.2 This activity consisted of a 5- 1. RAP Actvity
minute presentation performed Report/Ppt
by each student, where verbal slides
and non-verbal communication
skills were assessed. An
automated system provided by
ESPOL was used. Ex. workshop, slides,
project, field/technical
There topic was provided by the visit, laboratory report,
class instructor, which quiz report, middle or
consisted of the analysis of the final exam
advantages and disadvantages
of the use of BIM methodology
for various building systems
throughout the life cycle of the
project (i.e. planning, design,
execution and operation). Six
case studies were analyzed,
each explaining the intricacies
of BIM, as well as the lessons
learned and recommendations
for future projects.
This activity was implemented
during the first half of the
semester.
Describe the activities related with
the student outcome. Also mention
the tools or software used to carry
out the formative activities of the
SO and indicate what are the skills
II TERM TEACHER NAME 4
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developed with the activities. You
can describe the activity by phases
(write 75 words minimum)
This team-based activity
consisted of a term project,
based on topics divided into two
categories: design development
and state of the art research.
The design component was
focused on the use of BIM
software (e.g. Revit) to develop
a 3D model of a building´s
electrical and/or plumbing
systems. On the other hand, the
research component was based 2. Abstract
on three different areas focused
primarily in: sustainable design
and construction: use of BIM
and lastly, smart cities. The
students were expected to
submit both a written report and
an oral presentation based on
the results obtained.
This activity was implemented
during the second half of the
semester.
DESCRIPTION OF
Learning objectives
B FORMATIVE Evidence
(LO)
TOOLS/ACTIVITIES
[Describe the activity, tools or
software used to carry out the
1.- Apply the fundamentals LO] 3. Electrical
of electrical, hydro-sanitary drawings and
and mechanical Students worked in teams at circuit schedule-
installations of a building, a workshop to develop a Worskhop
B.1 for the basic design of schematic layout of the Ex. workshop, slides,
residential and other civil project, field trip,
lighting appliances, outlets
infrastructure projects. laboratory report, quiz
and circuits from a
[Include the LO as it appears report, middle or final
in the course content/syllabus] residential building, using
architectural drawings exam.
provided.
B.2 Mention activity, tools or
2 software used to carry out the 4. Problem 1-
[Include the LO as it appears LO Homework 6
in the course content/syllabus]
Using architectural drawings of Ex. workshop, slides,
an existing house provided,
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students were asked to propose
three design recommendations project, field trip,
for the implementation of VRV laboratory report, quiz
systems in a residential building report, middle or final
project. exam.
Students had to compare
technical specifications for
domestic water distribution
B.3 3 systems, considering technical, 1. Problem 1-
economical, and environmental Homework 4
constraints.
Students used Revit and
AutoCAD to design and model Plumbing drawings-Final
B.4 4
storm-water harvesting systems project
for non-potable use.
Ex. workshop, slides,
[Include the LO as it appears Mention activity, tools or software project, field trip,
B.n
in the course content/syllabus] used to carry out the LO laboratory report, quiz
report, middle or final
exam.
C Evaluations Description Evidence
[Include a brief description of the
concepts evaluated, and a rationale of
the learning goals covered with this
evaluation]
2. Midterm written exam
C.1 Midterm
The midterm exam covered
topics ranging from basic
electricity principles to design
criteria for residential building
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projects based on NEC-NFPA
and local codes. Students were
expected to analyze the
possible constraints that
electrical systems have in
buildings.
[Include a brief description of the
concepts evaluated, and a rationale of
the learning goals covered with this
evaluation]
The final exam covered topics
that included: water supply
requirements, pressure loss 3. Final written exam
C.2 Final exam calculations, sizing of piping (pending submission)
and pressure systems for water
supply, sanitary drainage and
storm water drainage. Students
were expected to analyze the
possible constraints that
plumbing systems have in
buildings.
VI. 2 Evidence for reported SO
Write first names and last names with the corresponding registration number. You are required
to include a high, average and low sample.
**you can apply Developing, Satisfactory and Exemplary as quality
Student
Outcom Evidence Quality Team / Students name # reg.:
e
High
n Same as Averag
section V.1 e
Low
Student
Evidence Quality Student’s name # reg.:
Outcome
Same as
High
section V.1
(use if there
n is more than Average
one
evidence
Low
reported)
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VII. RECOMMENDATIONS
Make recommendations about how you can improve the formative process to attain
the student outcomes. Also include an overview about the use of technologies in
activity class and how the technologies have helped you throughout the formative
process.
Include a brief list of the common problems found
Make recommendations regarding how you can include tools offered by ESPOL
such as: academic writing center or RAP system.
Using Plickers has reduced the time needed to assess the student´s
academic performance and make sure they understand the concepts
explained in class.
The RAP activity helped as a means to assess each student´s English level
early in the course. Due to the various backgrounds of the students, various
teaching approaches had to be implemented among the students to ensure
a better attainment of SO 3.2.
Despite the fact that it was difficult to teach in a non-native language,
students showed more commitment when participation was encouraged
during class.
VIII. EVALUATION RUBRIC
The rubric used to evaluate the student´s performance in terms of the S.O. “**” is
shown next.
Annex the rubric used to evaluate the student´s performance in terms of the S.O.
mentioned.
IX. APPENDIX (write the numbers) *
Include evidence for the three sample, High, Average and Low Quality. In each sample you are
required to include the feedback given to the student according to the rubric before mentioned (write
at least 50 words).
If evidence are slides, write the topics explained in there. Two slides per page
If you include evidence such as project, you can annex the physical document, after the feedback
review before mentioned.
If project or workshop included as an evidence was uploaded by students in Sidweb platform and
feedback was given there as a comment, annex a screenshot of these feedback and save the project or
workshop in the corresponding subject carpet in display materials cloud.
You can include exams or quizzes in scanned document.
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ESPOL-FICT-CIVIL ENGINEERING SUBJECT
If you include videos as evidence, mention the name of the video and save with the same name in the
corresponding subject carpet in display materials cloud.
The teacher is required to carry out an anonymous survey to the students. In that way they will
evaluated the development of the class and how much useful and interactive it was. Please adjunct a
screenshot of survey results.
Error: Reference source not found
High sample
The student showed excellent verbal and nonverbal communication skills throughout most of
the presentation. Proper academic language. The arguments presented were supported with
evidence.
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Average sample
The student showed confidence throughout most of the presentation and the lexicon was
adequate to the topic. A clear thesis was not presented, however the student showed to
understand the fundamentals of BIM.
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Low sample
Even though the student´s verbal communication skills were acceptable, what the
student said was usually not connected to what was shown on the slides. A thesis was
not explicitly stated and it was hard to identify the position that the student had towards
the topic.
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Error: Reference source not found
High sample
The writing is concise and easy to understand- The scope, methodology and results of the work
are clearly presented. Even though there are some minor spelling mistakes or misuse of words,
any reader can have an idea of what the work was about.
Average sample
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The writing is clear and concise. The tone is adequate for an academic paper and the scope is
clearly understood. However, the results from the research are not mentioned, and the student
has no formally submitted an “abstract”, calling it an “introduction”.
Low sample
The abstract is clear and summarizes the scope of the work. However, it does not mention the
results obtained. The tone is adequate for an academic work. There are some minor spelling and
grammar errors.
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Electrical drawings and circuit schedule
High sample
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Average example
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Low sample
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Problem 1-Homework 6
(Pending submission by students)
Problem 1- Homework 4
High sample
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Average sample
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Low sample
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Plumbing drawings-Final project
High sample
Average sample
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Figure 1: Rain water distribution Low Level
Figure 2: Rain water distribution Top Floor
Low level
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Ilustración 1. Isometric view of the hydrosanitary system
Midterm written exam
High sample
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Average sample
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Low sample
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Final written exam
(Pending submission by students)
X.
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