Experiential learning

Monkey see, Monkey Do, are we monkey?

Learning by doing refers to a theory of education expounded by American philosopher John Dewey. It’s a hands-on approach to learning, meaning students must interact with their environment in order to adapt and learn[1]. Dewey implemented this idea by setting up the University of Chicago Laboratory School.[2] His views have been important in establishing practices of progressive education. For instance, the learn-by-doing theory was adopted by Richard DuFour and applied to the development of professional learning communities[3].

I believe that the school must represent present life – life as real and vital to the child as that which he carries on in the home, in the neighborhood, or on the playground.

— John Dewey (My Pedagogic Creed)

“… The teachers were to present real life problems to the children and then guide the students to solve the problem by providing them with a hands-on activity to learn the solution … Cooking and sewing was to be taught at school and be a routine. Reading, writing, and math was to be taught in the daily course of these routines. Building, cooking, and sewing had these schooling components in it and these activities also represented everyday life for the students.”[4]

— Peggy Hickman

In higher education implementation teaching by doing through physical modeling sees increasing use in geotechnical engineering education, there is a need for a strategic approach for integrating this powerful simulation technique into courses in a way that ensures the greatest benefit for students. For this reason, a learning theory approach, which recognizes the natural learning cycle of students, has been developed. The approach is based on amodified version of the learning theorist David Kolb’s “theory of experiential learning.” The approach emphasizes a variety of learning styles and thus is appealing to a broad range of students. The approach is relatively easy to apply to traditional geotechnical engineering coursework and requires only a modest effort to adopt. It is expected that by using this approach when designing course modules,instructors can increase the likelihood that comprehensive learning will take place.

Tips on Leadership, Teamworking and Communication- Survey Camp

Universiti Teknologi Malaysia, especially in School of Civil Engineering had been producing a good quality professional with all set of generic skills. We have proved to produce a prominent leader in politics, business and government sectors. Among important skills are leadership, teamworking and communication. It is confusing at first and second year of study in Civil Engineering why those skills are important. With the confusion, the student required some understanding of those skills before that can acquire it through training in classroom, laboratory and fieldwork.

In School of Civil Engineering, we had a programme known as Survey Camp which been introduced in the first year. In summary, this programme instils the technical knowledge and integrate with real engineering problems with the development of three generic skills such as leadership, team working and communication. Following are some link of videos in related generic skills. Please enjoy watching.

Leadership
1. Level of leadership – John Maxwell

2. Confidence, Courage & Decision Making – John Maxwell

Teamworking

1.  Working together to make things happen- TED talk

2. Teamworking skills – Texas Higher Education

Communication

1.5 ways to improve your communication

2. How To Improve Communication Skills – 7 Unique Tips!

 

 

Mental Health a major concern in coming years among Malaysian Students?

Definition of Depression

Depression (major depressive disorder) is a common and serious medical illness that negatively affects how you feel, the way you think and how you act. Fortunately, it is also treatable. Depression causes feelings of sadness and/or a loss of interest in activities once enjoyed. It can lead to a variety of emotional and physical problems and can decrease a person’s ability to function at work and at home.

Depression symptoms can vary from mild to severe and can include:

  • Feeling sad or having a depressed mood
  • Loss of interest or pleasure in activities once enjoyed
  • Changes in appetite — weight loss or gain unrelated to dieting
  • Trouble sleeping or sleeping too much
  • Loss of energy or increased fatigue
  • Increase in purposeless physical activity (e.g., hand-wringing or pacing) or slowed movements and speech (actions observable by others)
  • Feeling worthless or guilty
  • Difficulty thinking, concentrating or making decisions
  • Thoughts of death or suicide

Symptoms must last at least two weeks for a diagnosis of depression.

Also, medical conditions (e.g., thyroid problems, a brain tumor or vitamin deficiency) can mimic symptoms of depression so it is important to rule out general medical causes.

Depression affects an estimated one in 15 adults (6.7%) in any given year. And one in six people (16.6%) will experience depression at some time in their life. Depression can strike at any time, but on average, first appears during the late teens to mid-20s. Women are more likely than men to experience depression. Some studies show that one-third of women will experience a major depressive episode in their lifetime. (https://www.psychiatry.org/patients-families/depression/what-is-depression)

In Malaysia, mental health cases have increases up 40% (read it in latest newpaper articles) due to concern in Malaysian citizens in recent years.

In newspaper excerpt following Mental health of Malaysian students cause of worry: Health Ministry causes me to worry more on my children development in coming years. Following are details of the paper excerpt

Experts cite anxiety and depression as the main causes of mental health problems among students although not ruling out the influence of drugs as a factor.

One of them, Dr Mohd Suhaimi Mohamad, said a prolonged state of mental health problems could make students become withdrawn, suffer from schizophrenia and develop the inclination to commit suicide.

The tendency to take one’s own life could become more severe if the mental health problems were not addressed within a period of two years, he said, adding that this was a serious matter that was often neglected.

Referring to the causes, Dr Mohd Suhaimi said anxiety developed from trauma, emotional disorders such as bulimia, developmental disorders such as hyperactivity, behaviourial disorders and severe stress due to family problems.

He said anxiety could be attributed to pressure of examinations that might instil fear in students.

“Low self-confidence as a result could cause a student to be in a state of worry and stress, coupled with the pressure from parents and teachers who drive them to be competitive.

“Besides studies, the fear of embarrassment over any matter could push students towards extreme consternation,” he told Bernama.

In a state of restlessness, a student would normally experience heavy sweating at all times and a pounding heart, inability to sleep at night and insomnia that could take a toll on his or her health if these were to prolong, he said.

“Depression, on the other hand, makes an individual isolate himself or herself from others,” Dr Mohd Suhaimi said, adding that the signs of extreme depression were sudden mood changes that led to extreme anger.

This could also occur due to heredity factors inherited from family members with mental health problems, he said.

Dr Mohd Suhaimi did not rule out the possibility of mental health problems stemming from the pressure from parents for their children to excel in the academic field.

“Parents should help their children live a normal life and not force them to study solely to meet their own expectations,” he said.

Dr Mohd Suhaimi said that once a child was diagnosed to have a mental health problem, treatment could be administered through the biopsychosocial way with an individual interacting with the patient so that the latter did not feel isolated and did not act aggressively.

“Besides, the administration of medication regularly can control and prevent a person from sliding towards mental illness,” he said.

He also said that the individual should be given guidance and support by those around him or her, especially parents, to rebuild his or her confidence.

“Parents should extend support and encouragement to children with mental health problems to prevent the condition from worsening,” he said. — Bernama

Lecture notes: MKAJ1033/SKAA4713 Advance Foundation- Problematic Soils

Problematic soils are those that make the construction of foundations extremely difficult. They include expansive soils, collapsing soils, and sanitary landfill. Their distribution can vary widely, both areas and with depth. However, the ability to identify these soils would be invaluable to developers and geotechnical engineers.

Besides that, problematic soil may also look on soil chemistry perspective. However on this lecture notes only we only touch upon on the geotechnical engineering prespective. Below is some discussion on acid, alkaline and saline problematic soils.

 

Click link below for further details:-

Lecture notes :-mkaj-problematic-soils

 

Problematic Soils: Type # 1. Acid Soils:

The soils with pH less than 6.5 and which respond to liming may be considered as acidic soils.

(a) Reasons for Acidity:

(i) Humus decomposition results in release of large amounts of acids. There by lowering the pH.

(ii) Rainfall: In areas with more than 100 cm rainfall associated with high R.H., Ca, Mg is dissolved in water and leached out due to this base saturation of soil decreases.

(iii) Application of elemental sulphur under goes reactions resulting in formation of H2SO4.

(iv) Continuous application of acid forming fertilizers like ammonium sulphates or ammonium chlorides results in depletion of Ca by CEC (cation exchange capacity) phenomenon.

(v) Parent Material: Generally rocks are considered as acidic, which contain large amount of silica (SiO2) when this combined with water, acidity increases.

(b) Characteristics:

(i) pH is less than 6.5

(ii) These soils are open textured with high massive Structure.

(iii) Low in Ca, Mg with negligible amount of soluble salts.

(iv) These soils appear as brown or reddish brown, sandy loams or sands.

(c) Injury to Crops:

(i) Direct Affects:

(1) Plant root system does not grow normally due to toxic hydrogen ions.

(2) Permeability of plant membranes are adversely affected due to soil acidity.

(3) Enzyme actions may be altered, since they are sensitive to pH changes.

(ii) Indirect Affects:

(1) Deficiency of Ca and Mg occur by leaching.

(2) Al, Mn and Fe available in toxic amounts.

(3) All the micro nutrients except molybdenum are available. So ‘Mo’ deficiency has been identified in leguminous crops.

(4) Phosphorous gets immobilized and its availability is reduced.

(iii) Effect on Activity of Microorganisms:

(1) Most of the activities of beneficial organisms like Azotobacter and nodule forming bacteria of legumes are adversely affected as acidity increases.

Crops Suitable for Cultivation

(e) Amelioration:

(i) Lime as reclaiming agent: Lime is added to neutralize acidity and to increase the pH, so that the availability of nutrients will be increased.

(ii) Basic slag obtained from Iron and steel industry can be substituted for lime. It contains about 48-54 per cent of CaO and 3-4 per cent MgO.

(iii) Ammonium sulphate and Ammonium chloride should not be applied to acid soils but urea can be applied.

(iv) Calcium Ammonium Nitrate (CAN) is suitable to acidic soils.

(v) Any citrate soluble phosphate fertilizer is good source of phosphorous for acidic soils.

(vi) Eg. Dicalcium phosphate (DCP), Tricalcium phosphate (TCP) Potassium sulphate is a suitable source of ‘K’ for acidic soils. But MOP is better than K2SO4 because CI of MOP replaces -OH ions, their by release of -OH ions tends to increase the pH.

Problematic Soils: Type # 2. Alkaline Soils:

Alkali soils are formed due to concentration of exchangeable sodium and high pH. Because of high alkalinity resulting from sodium carbonate the surface soil is discoloured to black; hence the term black alkali is used.

(a) Reasons for Alkalinity:

The excessive irrigation of uplands containing Na salts results in the accumulation of salts in the valleys.

(i) In arid and semi arid areas salt formed during weathering are not fully leached.

(ii) In coastal areas if the soil contains carbonates the ingression of sea water leads to the formation of alkali soils due to formation of sodium carbonates.

(iii) Irrigated soils with poor drainage.

(b) Characteristics:

(i) Saline soil has soil pH of more than 8.5

(ii) Ec is less than 4.0 m.mhos/cm

(iii) ESP (exchangeable sodium per cent) is more than 15

(iv) It has black colour that why it is also called as Black alkali

(c) Injury to Crops:

(i) High exchangeable sodium decreases the availability of calcium, magnesium to plants.

(ii) Dispersion of soil particles due to high exchangeable ‘Na’ leads to poor physical condition of soil, low permeability to water and air, tends to be sticky when wet and becomes hard on drying.

(iii) Toxicity due to excess hydroxyl and carbonate ions.

(iv) Growth of plant gets affected mainly due to nutritional imbalance.

(v) Restricted root system and delay in flowering in sensitive varieties.

(vi) Typical leaf burn in annuals and woody plants due to excess of chloride and sodium.

(vii) Bronzing of leaves in citrus.

(viii) It affects the solubility of zinc (Zn).

(d) Crops Suitable for Cultivation in Alkaline Soils:

(i) Barley, Sugar beet, Cotton, Sugarcane, Mustard, Rice, Maize, Red gram, Green gram, Sunflower, Linseed, Sesame, Bajra, Sorghum, Tomato, Cabbage, Cauliflower, Cucumber, Pumpkin, Bitter guard. Beetroot, Guava, Asparagus, Banana, Spinach, Coconut, Grape, Date palm, Pomegranate.

(e) Amelioration:

(i) The process of amelioration consists of two steps:

(1) To convert exchangeable sodium into water soluble form.

(2) To leach out the soluble sodium from the field. Amendments used for reclamation of Alkali soils.

(ii) Gypsum:

(1) It is slightly soluble in water. So it should be applied well in advance.

(2) For every 1 m.e. of exchangeable Na per 100 gm of soil, 1.7 tones of Gypsum/acre is to be added.

(3) If the requirement is 3 tonnes/acre- apply in one dose.

(4) If the requirement is 3 to 5 tonnes/acre- apply in 2 split doses.

(5) If the requirement is 5 or more tonnes/acre – apply in 3 split doses.

(iii) Use of Pyrites (FeS2) .

(iv) Sulphur present in pyrites causes decrease in pH of soil due to formation of H2SO4.

(v) Application of sulphur.

(vi) Application of molasses.

(vii) Drainage channels must be arranged around the field.

(viii) Growing the green manure crops and incorporates in the field.

Problematic Soils: Type # 3. Saline Soils:

The saline soils contain toxic concentration of soluble salts in the root zone. Soluble salts consist of chlorides and sulphates of sodium, calcium, magnesium. Because of the white encrustation formed due to salts, the saline soils are also called white alkali soils.

(a) Reasons for Salinity:

In arid and semi arid areas salts formed during weathering are not fully leached. During the periods of higher rainfall the soluble salts are leached from the more permeable high laying areas to low laying areas and where ever the drainage is restricted, salts accumulate on the soil surface, as water evaporates

(i) The excessive irrigation of uplands containing salts results in the accumulation of salts in the valleys.

(ii) In areas having salt layer at lower depths in the profile, seasonal irrigation may favour the upward movement of salts.

(iii) Salinity is also caused if the soils are irrigated with saline water.

(iv) In coastal areas the ingress of sea water induces salinity in the soil.

(b) Characteristics:

(i) Saline soil has soil pH of less than 8.5

(ii) EC is more than 4.0 m.mhos/cm

(iii) ESP (exchangeable sodium per cent) is less than 15

(iv) Dominated by sulphate and chloride ions and low in exchangeable sodium

(v) Flocculation due to excess soluble salts.

(vi) High osmotic pressure of soil solution

(vii) Presence of white crust

(viii) It has white colour that why it is also called as White alkali

(c) Injury to Crops:

(i) High osmotic pressure decreases the water availability to plants hence retardation of growth rate.

(ii) As a result of retarded growth rate, leaves and stems of affected plants are stunted.

(iii) Development of thicker layer of surface wax imparts bluish green tinge on leaves during to high EC germination per cent of seeds is reduced.

(d) Crops Suitable for Cultivation in Saline Soils:

(i) Barley, Sugar beet, Cotton, Sugarcane, Mustard, Rice, Maize, Red gram, Green gram, Sunflower, Linseed, Sesame, Bajra, Sorghum, Tomato, Cabbage, Cauliflower, Cucumber, Pumpkin, Bitter guard. Beetroot, Guava, Asparagus, Banana, Spinach, Coconut, Grape, Date palm, Pomegranate.

(e) Amelioration:

(i) The salts are to be leached below the root zone and not allowed to come up. However this practice is somewhat difficult in deep and fine textured soils containing more salts in the lower layers. Under these conditions, a provision of some kind of sub-surface drains becomes important.

(ii) The required area is to be made into smaller plots and each plot should be bounded to hold irrigation water.

(iii) Separate irrigation and drainage channels are to be provided for each plot.

(iv) Plots are to be flooded with good quality water up to 15 – 20 cms and puddled.

(v) Thus, soluble salts will be dissolved in the water.

(vi) The excess water with dissolved salts is to be removed into the drainage channels.

(vii) Flooding and drainage are to be repeated 5 or 6 times, till the soluble salts are leached from the soil to a safer limit

(viii) Green manure crops like Daincha can be grown up to flowering stage and incorporated into the soil. Paddy straw can also be used.

(ix) Super phosphate. Ammonium sulphate or Urea can be applied in the last puddle. MOP and Ammonium chlorides should not be used.

(x) Scrape the salt layer on the surface of the soil with spade.

(xi) Grow salt tolerant crops like sugar beet, tomato, beet root, barley etc. Before sowing, the seeds are to be treated by soaking the seeds in 0.1 per cent salt solution for 2 to 3 hours. Comparison between Saline and Alkaline SoilComparison between Saline, Saline Alkaline and Alkaline Soil

 

 

Lecture Notes: Soil Mechanics- Soil composition

Figure 1:  Layered soil : A represents soil; B representslaterite, a regolith;C represents saprolite , a less-weathered regolith;the bottom-most layer represents bedrock.

 

 Soil is a mixture of minerals, organic matter, gases, liquids, and the countless organisms that together support life on Earth. Soil is a natural body called the pedosphere which has four important functions: it is a medium for plant growth; it is a means of water storage, supply and purification; it is a modifier of Earth’s atmosphere; it is a habitat for organisms; all of which, in turn, modify the soil.

Soil is called the “skin of the Earth” and interfaces with its lithosphere, hydrosphere, atmosphere, and biosphere.[1] The term pedolith, used commonly to refer to the soil, literally translates ‘level stone’. Soil consists of a solid phase (minerals and organic matter) as well as aporous phase that holds gases and water.[2][3][4] Accordingly, soils are often treated as a three-state system of solids, liquids, and gases.[5]

Soil is a product of the influence of the climate, relief (elevation, orientation, and slope of terrain), organisms, and its parent materials(original minerals) interacting over time.[6] Soil continually undergoes development by way of numerous physical, chemical and biological processes, which include weathering with associated erosion.

Most soils have a density between 1 and 2 g/cm3.[7] Little of the

soil of planet Earth is older than the Pleistocene and none is older than the Cenozoic,[8] although fossilized soils are preserved from as far back as the Archean.[9]

Soil science has two basic branches of study: edaphology and pedology. Edaphology is concerned with the influence of soils on living things. Pedology is focused on the formation, description (morphology), and classification of soils in their natural environment,.[10] In engineering terms, soil is referred to as regolith, or loose rock material that lies above the ‘solid geology’.[11] Soil is commonly referred to as “earth” or “dirt“; technically, the term “dirt” should be restricted to displaced soil.[12]

As soil resources serve as a basis for food security, the international community advocates for its sustainable and responsible use through different types of Soil Governance.

Source: https://en.wikipedia.org/wiki/Soil

Click Here for Full Notes: 2014 August Chapter 1 – Introduction & Soil Composition (Revised)

Lecture Notes Soil Mechanics Chapter 3 – Water in Soils

Water in soil

Soil acts as a sponge to take up and retain water. Movement of water into soil is called infiltration, and the downward movement of water within the soil is called percolation, permeability or hydraulic conductivity. Pore space in soil is the conduit that allows water to infiltrate and percolate.

In this topic we will learn and discuss on permeability, stresses in soil and flow net.

 

CLICK BELOW FOR FULL NOTES

2014 August Chapter 3 – Influence of water in soil(Revised)

 

Source: 1. www3.geosc.psu.edu

2.  http://osp.mans.edu.eg/geotechnical/Ch1%20B.htm

3. http://people.uwplatt.edu/