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Structural Engineering

The area of study of civil engineering that focuses on the analysis and design of structures, such as buildings and bridges. Structural engineers are responsible for the making of safe and functional structures capable of resisting loads, like those produced by earthquakes and hurricanes.

Transportation Engineering

The area of study of civil engineering that applies scientific principles to the planning, analysis, design, and operations of transportation systems such as highways, railways, marine ports, and airports to provide for the safe, rapid, confortable, convenient, economical, and environmentally compatible movement of people and goods.

Geotechnical Engineering

The area of study of civil engineering that applies earth sciences to investigate the mechanical properties of soils, their behavior, and their ability to resist loads, such as those produced by superstructures.

Environmental Engineering

The discipline that applies science and engineering principles to improve the natural environment. It deals with water resources, water quality and treatment, waste water treatment and disposal, air pollution control, solid and hazardous waste management, occupational safety and health, environmental toxicology, environmental impact assessment, public health issues, and pollution prevention.

Construction Engineering

The area of study that applies managerial sciences to the engineering processes involved in the construction of superstructure and infrastructure projects, such as buildings, bridges, highways, airports, railroads, dams, and utilities. Construction engineers ensure that the construction is carried out in accordance with the design drawings and specifications and the contract documents.

Land Surveying and Mapping

Land Surveying and Mapping is the science of determining the position of points on the surface of the Earth through the application of mathematics and the use of specialized instruments. Surveying includes the measurement of angles and distances, the establishment of horizontal and vertical control points, plan confection, cadastral measurements, highway tracing and building locations, submarine topography and oceanic depths, plus the location of legal boundaries.

Department of Civil and Environmental Engineering and Land Surveying

Director’s Message

Welcome to the Department of Civil and Environmental Engineering and Land Surveying of the Polytechnic University of Puerto Rico. We invite you to look through our website and learn more about our academic programs, faculty, students, and laboratory facilities. The Department offers three undergraduate programs leading to a Bachelor’s degree. These are the Bachelor of Science in Civil Engineering, the Bachelor of Science in Environmental Engineering and the Bachelor of Science in Land Surveying and Mapping. These three programs are accredited by the Engineering Accreditation Commission of ABET (www.abet.org). The Department also offers a program that leads to an Associate Degree in Land Surveying. Additionally, the Department has two graduate programs: one which leads to either a Master of Science or a Master of Engineering in Civil Engineering, and the other leads to a Master in Geospatial Science and Technology. The strengths of the Department are many. The programs’ curricula provide our students with the knowledge, technical skills, and experiences necessary to succeed in the ever-changing and competitive workforce. Our faculty members have strong educational and professional backgrounds that allow them to be excellent professors and researchers. Our support staff is highly committed to providing a first-rate environment. The Department’s laboratories are equipped to provide exceptional learning experiences, as well as to handle research projects of significance. We welcome prospective, current, and former students, employers of our graduates, and colleagues, and hope you find this site helpful. Please feel free to contact me with questions, comments, or suggestions by sending an e-mail to hcruzado@pupr.edu. We appreciate your interest and feedback.

Héctor J. Cruzado, PhD, PE
Professor and Department Head

Abet EngFor more information, please visit the following address www.abet.org

Prospective Students

Career Description

CIVIL ENGINEERING

Civil engineers are involved in almost all aspects of public works and utilities infrastructure development. They provide the engineering design of a multistory building, a highway, a bridge, a retaining wall to support soil pressure, a water supply system, a storm sewer, a sanitary sewer system, a dam, among other things. They may analyze the hydrologic conditions of a particular area, the mechanical properties of soils, the transportation needs of a community, or the expected behavior of a structure. They may also plan, overview, and manage the execution of the jobs previously mentioned.

ENVIRONMENTAL ENGINEERING

Modern engineering is one of the great pillars of economic and social development. But development must not occur at the expense of environmental degradation. Therefore, the engineering design of urban, agricultural, and industrial facilities must have environmental protection mechanisms or systems built in. The environmental engineer is the professional who is academically prepared to design these environmental protection mechanisms and systems; and to collaborate with other professionals in the creation of environmentally sound engineering works. The graduates from this program will have their place in government agencies with regulatory, construction, or maintenance responsibilities; in design and consulting engineering firms; and in the industrial sector, especially in the type of industry that, because of its industrial operations, results in significant environmental impact.

LAND SURVEYING AND MAPPING

Land Surveying and Mapping is currently undergoing the biggest process of growth among engineering related fields. This career offers new great job opportunities, along with conventional surveying opportunities. The combination of theoretical knowledge supported by the multidisciplinary technologies covered in this bachelor degree opens a big spectrum of opportunities for diverse types of jobs. Governmental agencies and the private sector are constantly hiring professionals to work on surveying related projects. The real estate industry is a market in which our students are highly demanded.

Opportunities
Admissions
Financial Aid

Current Students

Honor Roll
Student Chapters

Message from the Student Chapters Coordinator from the Department of Civil and Environmental Engineering and Land Surveying.

It is a great pleasure to present to all the following summaries of the activities and competitions that the students of the Department of Civil and Environmental Engineering and Land Surveying have participated in the academic year 2014-2015. The Faculty and Administration of the department share the vision that these activities complement the formation of our students. There is no doubt that the Polytechnic University provides its student body with an above average academic experience; the performance of these students in competitions says it all.

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Prof. Ginger Rossy (second from left) and Prof. José Borrageros (Department Head) with the winners of second place in the geotechnical competition in the ASCE 2015 Southeast Conference in Chattanooga, Tennessee.

In addition to the activities of each individual chapter, this year we have seen more integration between the chapters. Many of the groups have worked together to achieve goals that had not been possible in previous years. Chapters have worked together to raise the funds needed to travel to competitions; have presented together in prestigious conferences such as the “Mega Viernes Civil”; and have performed communitarian services such as educating high school students about engineering careers and have renovated school playgrounds.

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Students from various competitions working together to carry the concrete canoe after completing the races in the ASCE 2015 Southeast Conference in Chattanooga, Tennessee.

We are proud of our students. We hope you enjoy the following pages. If you need additional information please write to me. Prof. Ginger M. Rossy, grossy@pupr.edu.

American Concrete Institute – Polytechnic University of Puerto Rico Student Chapter (ACI-PUPR Student Chapter)

For the second consecutive year the Polytechnic University of Puerto Rico has received the American Concrete Institute (ACI) Excellent University Award. This award is given based on the student chapters’ performance in competition as well as the support given to the university student chapters by the faculty and administration. This year the members of the ACI student chapter participated in two competitions. During the ACI 2014 spring convention that was held at the Grand Sierra Resort in Reno, Nevada the students competed in the Concrete Bowling Ball Competition. The objective of this competition was to cast a spherical concrete mass from lightweight concrete that has a balanced center of mass and at the same time resists compressive loads. Two bowling balls were submitted along with three concrete cylinders from the same mix to determine mix density. The students also submitted a poster showcasing the mix design and specimen casting procedure. The ACI competed against 32 international universities including universities from Mexico, Ecuador, Canada and United States. In the concrete ball performance competition the PUPR chapter ranked 22 out of the 33 participating universities. In the poster competition they finished in the 5th place. Tabla

Team-ACi2014

The team that represented the Polytechnic University at the ACI 2014 Spring Convention in Reno Nevada: Jonathan Candelaria, Sheila M. Díaz Rodríguez, Sandimary Dávila Rosario, Kary Ayala Quiñones, Jennifer Chavarria and Prof. Ginger Rossy.

 

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Jonathan Candelaria bowling with the concrete ball to test mass uniformity.

 

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The ACI PUPR team in front of their poster which gave them 5th place in the competition. With former ACI President José (Pepe) Izquierdo (at the left).

 

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The ACI PUPR team with ACI 2014 President William (Bill) Rushing after receiving the ACI 2013 Excellent University Award.

In the Fall of 2014 the ACI PUPR chapter participated in the famous “Egg Protection Device” competition held in Washington DC in October 2014. The objective of this competition was to design a lightweight bridge-like concrete structure to protect an egg from a falling mass. The purpose of this competition is to research the behavior of concrete under impact loads and attempt to improve on it. The ACI PUPR team finished in 4th place out of the 22 universities that participated.

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The ACI PUPR team constructing the molds for the “Egg Protection Device” at the new Civil and Environmental Engineering Student Chapter offices.

 

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Casted “Egg Protection Device” along with concrete cylinders from the same mix.

 

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At the ACI 2014 Fall Convention in Washington, DC the PUPR “Egg Protection Device” is ready to be tested.

 

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The “Egg Protection Device” is crushed under a load of 8.39 kg dropped from a height of 1.5 meters.

 

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A PUPR team member verifying concrete mix calculations with competition sponsor Eng. Rubén Segarra from ESROC Corp.

 

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Former ACI President José (Pepe) Izquierdo and Eng. Rubén Segarra with the ACI PUPR team at the ACI 2014 Fall Convention in Washington, DC. Jonathan Candelaria, Sheila M. Díaz Rodríguez , Sandimary Dávila Rosario, Kary Ayala Quiñones, Jennifer Chavarria, Diana Prado, Jackeline Báez, Jesús Acevedo and Prof. Ginger Rossy.

 

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Upon their return, the ACI PUPR team showcased their work at the Mega Viernes Civil, the largest civil engineering venue in Puerto Rico, on May 2015 at the Puerto Rico Convention Center.

 

ACI-PUPR Student Chapter Board of Directives for the 2015-2016 School Year

President – Sheila M. Díaz

Vice-president – Jonathan Candelaria

Administrative Assistant – Sandimary Dávila

For more information contact aci.pupr.studentchapter@gmail.com.

The ACI PUPR Student Chapter wishes to thank their sponsors for the 2014-2015 school year, especially Eng. Rubén Segarra from ESROC San Juan. ACISpon

 

American Society of Civil Engineers- Polytechnic University of Puerto Rico Student Chapter (ASCE-PUPR Student Chapter)

The ASCE-PUPR Student Chapter participated for the third consecutive year in the Southeast ASCE Student Conferences. In the year 2014, the chapter participated for the first time in the nationally acclaimed Steel Bridge Competition in which they claimed a 3rd place in the speed of construction category and a 4th place in the concrete design competition. This year, the ASCE-PUPR Student Chapter participated for the first time in all thirteen competitions during the Southeast Student Conferences held at the University of Tennessee in Chattanooga, securing an 8th place overall among the 26 universities that participated. This year the conference was held in Chattanooga Tennessee from March 19 to March 21, 2015 but preparations commenced in August 2014, even before the official rules were received. The student chapter received full support from their 2014 sponsor, CIC Construction Corp in Caguas, Puerto Rico. As in the previous year CIC provided the chapter with the iron needed for constructing the Steel Bridge and also provided the materials for the first Concrete Canoe. CIC was also gracious in providing access to their facilities so the students could build the mold and cast the Concrete Canoe.

CIC

CIC Construction Corp in Caguas, Puerto Rico, top sponsor for the 2015 ASCE-PUPR competitions.

The second top sponsor was the Colegio Santa Gema school in Carolina, Puerto Rico. The school provided a space in their plastic arts workshop so the students could give the finishing touches to the Concrete Canoe. The theme chosen for the canoe display was wood, as our school mascot is a beaver and the beaver’s material of choice is wood.

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The Concrete Canoe was finished and painted at the Colegio Santa Gema in Carolina, PR. Former student chapter president Fabián Nazario with the school’s plastic arts teacher.

The third top sponsor was Sea Star Line LLC. Sea Star provided the transportation of our Concrete Canoe from San Juan to Jacksonville, Florida and back free of charge. Sea Star invited our students to get on board of the vessel, and gave them a tour of it while explaining the complexities in the operation of a maritime shipping company. The students expressed that this was an invaluable learning experience in the transportation field.

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Members of the ASCE PUPR student chapter Concrete Canoe team along with Eng. José Nazario from CIC Corp. deliver the trailer containing the canoe to the Sea Star docking port in San Juan.   The team started their journey to Chattanooga TN on March 16 at 2 am. From San Juan they traveled to Orlando, Florida where a pickup and a van were rented. The team arrived at the Jaxport in Jacksonville, FL at 3 pm where they had to wait inside the van for three hours for the trailer to be retrieved from the shipping vessel. Once they had the canoe and verified that it had survived the trip the team headed for a hotel in Jacksonville to spend the night.

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The Concrete Canoe team ready to leave. Anthony Fonseca, Anthony Feliciano, Fabián Nazario Juan Rivera, Melvin Rivera, Luz Rojas, Edwin Freire, Lixmrie González, Yelitza Jimenez, Arleen González, Gustavo Cardona, Aidelis Moyet, Miguel García (not in the picture) along with Prof. Ginger Rossy and the famous Agustín (driver and handyman).

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Arriving at Jaxport in Jacksonville, FL and retrieving the trailer containing the Concrete Canoe.   Early in the morning of March 17 the team started their 14 hour journey from Florida to Tennessee. On their way the student took pictures of very interesting buildings and bridges including those that cover the skyline in Atlanta, Georgia. We arrived close to midnight at Chattanooga, but the students didn’t felt like sleeping and began preparing the canoe display right away.

 

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The team having dinner at the City Diner in Chattanooga, TN after midnight.

 

 

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March 18 and the morning of the 19th were spent preparing the Concrete Canoe Display and practicing for many of the competitions and presentations.

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Cut-away section of the Concrete Canoe. The inverted wood and steel mold was covered with three layers of lightweight concrete. Fiberglass mesh can be observed between the layers of concrete.

Competitions started at 6:30 am on March 20. Several competitions took place on that day. Early in the morning the Concrete Canoe Display competition was prepared along with the Concrete Canoe Paper presentation and the Geotechnical, Concrete Cylinder, Transportation, Environmental, and Professional Paper competitions. All students in the team were extremely busy competing, cheering for their teammates or working in the Concrete Canoe display. On that same day the Steel Bridge Competition was held. The ASCE-PUPR Steel Bridge was one of the people’s favorites because of its stylish design and slender sections. It was also one of the lightest in show. The Steel Bridge qualified both in section weight and measures. The team also completed the construction phase of the competition. Unfortunately, the bridge exhibited an unexpected lateral deflection while being loaded which caused its disqualification although it never collapsed and returned to its original shape once unloaded.

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The ASCE-PUPR Steel Bridge Team preparing the bridge for inspection prior to the competition. Juan Rivera, Kevin Miranda, Yamil Hernández, Christian Escalera, Clemen Varas, Roberto Rivera, and Shanalee Soto (not in the picture).

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Professor Roberto Marte with the ASCE-PUPR female rowing team Luz Rojas, Arleen González, Lixmarie González and Yelitza Jiménez.

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Three views of the Concrete Canoe display area. The display was visited by many including several judges.

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The last requirement for the Concrete Canoe was to pass de “Swamp Test”. In this test the canoe would be submerged in the pool presented in the left photo. The canoe then had to return to the surface on its own. The ASCE-PUPR canoe completed the test with flying colors and was deemed “ship worthy”.   March 21 was spent at the Chattanooga Lake where the Concrete Canoe races took place. It was a cold morning, close to 48 degrees Fahrenheit. The rest of the competitions took place on that day: Surveying, T-shirt, Ladder Golf, Visual Display and Mystery competition.

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Even with the cold temperatures the team completed all of the races. The canoe was visually pleasing and stood out next to other universities canoes.

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The ASCE-PUPR Concrete Canoe team completed all of the required races: male sprint and endurance, female sprint and endurance, and four member mixed sprint. In the male sprint race the team placed in 8th place.

 

VDC

Visual Display Competition prepared by the ASCE-PUPR Environmental Team Lolivone de la Rosa and Andrés Febres. The theme was to show how history has influenced construction today. The team chose to showcase the Egyptian Pyramids as these are structures that have surpassed the test of time.

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Yamil Hernández presents the lightweight concrete balls used to play ladder golf.

dressed

In the evening of March 21 the students got dressed to attend the award banquet and ceremony to be held at the Chattanooga Convention Center. The team was hopeful that their hard work could provide them with prizes. They were not let down. They brought back two trophies: one for first place in the Concrete Cylinder competition and another for second place in the Geotechnical Competition.

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Lixmarie González and Arleen González won the second place in the Geotechnical Competition.

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Christian Escalera, Anthony Fonseca and Yamil Hernández received the first place in the Concrete Cylinder Competition.   Of the 26 universities that competed in the ASCE 2015 Southeast Competition the ASCE-PUPR Team had the following standings:

  • Conference Overall – 8th
  • Concrete Cylinder – 1st
  • Geotechnical – 2nd
  • Environmental – 10th
  • Professional Paper – 9th
  • Transportation – 6th
  • Concrete Canoe – 10th
  • Balsa Dam – 20th
  • Concrete Ladder Golf – 12th
  • Surveying – 16th
  • T-shirt – 21st

The entire ASCE-PUPR Team wants to thank Fabián Nazario, José Nazario, the Escalera-Castillo family and all of the sponsors as well as faculty, administrative personnel, and family that made possible the trip of a lifetime for us.

THANK YOU!!!!!
   ASCEPUPR

ASCE-PUPR Student Chapter Board of Directors for School Year 2015-2016

President- Anthony Feliciano

Vice-President- Yamil O. Hernández

Secretary- Lixmarie González

Sub- Secretary- Jahaira Rodríguez

Event Coordinator- Luz M. Rojas

Treasurer- Yelitza C. Jiménez

Quality Control- Melvin Rivera

For more information contact steelbridge.pupr@gmail.com.

 

Associated General Contractors of America – Polytechnic University of Puerto Rico Student Chapter (AGC – PUPR Student Chapter)

AGC Puerto Rico Chapter

The AGC Puerto Rico Chapter was established in 1963 to ensure equity between construction companies in Puerto Rico. The approximately 340 companies that form the association rely on its elected officials to provide guidance on unfair construction practices and risk conditions that could result in adverse circumstances for the companies. The AGC provides the necessary tools for protecting the construction business in Puerto Rico, which represents six thousand million dollars in the current economy. The AGC Puerto Rico Chapter also has social objectives. Among these are the Build Up! and On Site! initiatives, which provide the necessary resources to teach students from the Puerto Rico public schools the basics of what is engineering and how a construction company works. The final purpose would be to attract the future generation to the construction business which is the base for a sound infrastructure.

AGC- PUPR Student Chapter Activities 2014-2015

The AGC-PUPR Student Chapter has organized activities to take advantage of the resources provided by the professional chapter.

OSHA 10 Hour Safety Seminar

One of the activities that has had the greatest impact in the student body is the availability to take the OSHA 10 hour safety seminars at a price that is accessible to most students. The seminar has been provided for the last three consecutive trimesters at the Polytechnic University. OSHA1OSHA2

Students from several faculties attend the AGC-PUPR OSHA Safety Seminar and receive their certification.

Fund Raising for Student Chapters

Thanks to the income generated by the OSHA seminars, the AGC-PUPR student chapter has helped to raise funds for student chapters that compete outside of Puerto Rico. This year the AGC-PUPR gave a donation to the ASCE-PUPR team which was used to cover part of the costs to attend the 2015 ASCE Southeast Student Conferences.

ASCE

Former president of the ASCE-PUPR student chapter, Christian Escalera, receives a donation from the president of the AGC-PUPR student chapter Shanalee Soto. Also in the picture Sussan Cardona, Pamela Montilla and Prof. Ginger Rossy.

 

AGC Cost-Estimate Competition

For the third consecutive year the AGC-PUPR student chapter has participated in the AGC Cost-Estimate Competition. In previous years the AGC professional chapter provided the students with a set of construction plans and specifications and the participating students had to come up with the most accurate possible estimate of construction costs. The prize was a summer internship in one of the construction companies that are affiliated to the AGC professional chapter. This year the competition consisted of submitting the cost estimates from the projects generated in the Civil Engineering Senior Design Project II course. Six groups participated. The first prize winners were Berlinda Barreto, Erick J Caraballo, Eliana Mejia, Rafael Viera, Jose C. Gallardo and Marilid López. The second prize winners were Ismael Vazquez, Arniel Torres, Gagarin Medina, and Hector Garcia.

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Students presenting the cost estimates for their Senior Design projects to the ACG Cost-Estimate Competition judges.

Service Activity- Renovation of School Grounds at Escuela Padre Rufo, San Juan

The AGC-PUPR Student Chapter used part of the funds generated by the OSHA seminars to renovate the grounds and landscape of the Escuela Padre Rufo in San Juan. The renovation included the construction of a garden irrigation system. The AGC-PUPR students spent a weekend with the school students showing them how to care for the gardens once the project was completed.

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AGC-PUPR students work at renovating the grounds at the Escuela Padre Rufo in San Juan.

AGC-PUPR Student Chapter Photo Gallery

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The AGC Professional Chapter and the AGC-PUPR Student Chapter recognized the work of the ASCE-PUPR Student Chapter during the ASCE 2015 Southeast Student Conferences.

 

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The AGC-PUPR members had a day of fun bowling at Carolina.

 

AGC-PUPR Board of Directives for School Year 2015-2016

President-Shanalee Soto

Vice-President-Pamela Montilla

Secretary-Sussan Cardona

Promotions-Noel Colón and Maria T. Medina

Activities Coordinator-Yelitza Jiménez

Vocal-Anabel N. Merejildo

For more information contact agc.pupr@gmail.com, Shanalee Soto Rojas (939) 243-7986 or Pamela Montilla (787) 562-4570.

 

Institute of Transportation Engineers-Polytechnic University of Puerto Rico Student Chapter (ITE-PUPR Student Chapter)

Institute of Transportation Engineers (ITE)

The ITE is an association of professionals dedicated to promote mobility and safety in transportation. ITE was established in 1930 and currently has over 17,000 members which include engineers, urban planners, consultants, educators and researchers. ITE publishes hundreds of articles on new ideas to improve transportation systems.

ITE-PUPR Student Chapter

The chapter was officially inaugurated on December 19, 2012 by the ITE Puerto Rico Chapter. The ceremony was held at the Salón Milla de Oro at the PUPR Library. Special guests included the PUPR Dean of Engineering, the Director of the Metropolitan Bus Authority, and members from the Recinto Universitario de Mayaguez ITE student Chapter.

ITE- PUPR Student Chapter Activities 2014-2015 Photo Gallery

ITE Professional Chapter Annual Meeting

 

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The president of the ITE-PUPR , Jonathan Maestre and the public relations officer, Margueritte Smith attended the ITE annual meeting that took place in the San Juan area. At the meeting they had the opportunity to take cutting-edge seminars in transportation and meet prominent officials.

 

Technical Presentation – Planning and Permit Acquisition for Transportation Construction Projects

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On February 2015 Engineers Carmen Morales and Sindulfo Castillo gave a presentation of the planning process and permit acquisition process for transportation projects.

 

Visit to the Department of Transportation Intelligent Transportation System (ITS) Offices

 

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On April 2015 fifteen members of the ITE-PUPR student chapter had the opportunity to visit the ITS offices and learn how the semaphored intersections are controlled.

 

First ITE-PUPR Transportation Congress

 

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On May 2015 the ITE-PUPR student chapter organized their first Transportation Congress. It was held at the Polytechnic University Architecture Department amphitheater. In the congress the following themes were presented: the new Puerto Rico Strategic Highway Safety Plan, Workzone Safety, and the Transcriollo public transportation system in Caguas, PR.

 

ITE-PUPR Board of Directives for School Year 2015-2016

President-Jonathan Maestre

Vice-President-Luis Hernández

Secretary-Xoel Castillo

Treasurer-Máximo López

Public Relations-Fernando Martínez

For more information contact ite.pupr@gmail.com.

 

Capítulo Estudiantil del Instituto de Ingenieros Civiles del Colegio De Ingenieros y Agrimensores de Puerto Rico (IIC-PUPR)

The Puerto Rico Board of Engineers and Land Surveyors (in Spanish, Colegio De Ingenieros y Agrimensores de Puerto Rico (CIAPR), is the institution that regulates the practice of engineering and surveying in the island. All engineers have to be registered in the CIAPR to be able to practice engineering. The IIC-PUPR Student Chapter was created to ease the transition between the university and the Board. This transition is made by promoting activities between university students and Board members in which the students become familiarized with the proceedings and expectations of the profession. The major benefit the students receive from IIC-PUPR is the opportunity to attend CIAPR activities and conferences at reduced prices or sometimes free of charge. Also, the students meet with professionals that can help them expand their knowledge of the engineering profession and employment opportunities.

CEIIC Student Chapter Activities 2014-2015

Technical Presentation-Introduction to Water Distribution System Modeling Using EPA NET 2.0

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The presentation was open to all the student body and attracted over 45 attendees.

Attendance to the Institute of Civil Engineers “Mega Viernes Civil”

Former IIC-PUPR student chapter president, Carlos González, requested from the IIC professional chapter the opportunity for members of the student chapter to attend the Mega Viernes Civil free of charge and to prepare a program that was relevant to civil engineering students. The professional chapter quickly responded by opening the event free of charge in 2014. That year the students from the ASCE showcased the first Steel Bridge and the students from the ACI presented their projects that helped win the ACI Excellent University Award. This year the IIC-PUPR had a larger area in which to showcase not only the new Steel Bridge and ACI award but also the first Concrete Canoe built by the students.

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Members from the IIC-PUPR and ACI-PUPR student chapters meet at the entrance to the “Mega Viernes Civil” exhibition area.

 

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The students had the opportunity to meet with over 200 civil engineers that attended the meeting.

 

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The display area reserved for the Polytechnic University student chapters was large enough to showcase the ASCE Concrete Canoe.

 

CEIIC Board of Directives for School Year 2015-2016

President- Lixmarie González

Vice-President- Karem Ramirez

Secretary- Jahaira Rodríguez

Treasurer- Arleen González

Public Relations- Luz M. Rojas

Coordinator- Tiffany Zapata

Sub Coordinator- Fernando JM Martínez

Vocals- Sheila Pérez, Jaziel Martínez, Agustín Ruiz, Johamer Hernández

For more information contact lixmariegh@gmail.com.

 

Instituto de Ingenieros Ambientales del Colegio De Ingenieros y Agrimensores de Puerto Rico/Asociación Interamericana de Ingeniería Sanitaria y Ciencias del Ambiente (IIAM/AIDIS)

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Puerto Rico Water & Environment Association Student Chapter (PRW&EA Student Chapter)

During the 2013-2014 and 2014-2015 academic years the IIAM/AIDIS and the PRW&EA student chapters have joined forces with the professional chapters to supplement the classroom learning in the fields of water resources and environmental engineering. They have also participated together in activities sponsored by the professional associations.

PRW&EA and IIAM/AIDIS Student Chapters Activities

2014 OPERCOMP Competition

OPERCOMP is an annual competition created by the Puerto Rico Sewer and Aqueduct Authority to test the knowledge of their employees in their assigned duties. In these competitions different areas are tested: water filtration plant operation, system operations, field procedures and laboratory testing. Students can participate in two categories: Open Competition and Student Competition. Students from the IIAM/AIDIS and the PRW&EA competed and earned prizes in three categories. In the student categories the students from the Polytechnic University won the three first places. In the Open Laboratory category student Rachel Morales won first prize. In the Open Overall category student Jesuel Soto won first prize.

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Members of the IIAM/AIDIS and PRW&EA won the first three places on the Student Category at the 2014 OPERCOMP Competition. First place Jesuel Soto, second place Rachel Morales and third place José Armando Ramírez. In the photo is also Carmen Yulín Cruz, mayor of the city of San Juan.

 

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The president of the IIAM/AIDIS student chapter, Jesuel Soto, won second place at the Open Overall category. In the photo is also Carmen Yulín Cruz, mayor of the city of San Juan.

 

Other Activities

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Members of the PRW&EA and IIAM/AIDIS attended the Potable Water Tasting Congress of 2014 that was held in the streets of Old san Juan.

 

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Jesuel Soto, president of the IIAM/AIDIS student chapter and Josué Ortíz, president of the PRW&EA student chapter along with Erwin Samot attended the AIDIS-Puerto Rico Environmental Scientific Fair.

 

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Members from the PRW&EA and IIAM/AIDIS visited the Cerrillos Dam in Ponce, PR.

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Members from the PRW&EA and the IIAM/AIDIS student chapters visited the Costa Sur Power Generation Plant. This facility was the first one in Puerto Rico to produce electricity using natural gas.

IIAM/AIDIS Student Chapter Board of Directives for School Year 2015-2016

President- Natalia Maldonado

Vice-President- Andrés Febres

Secretary- Dianelys Ramírez

Treasurer- Laura Roldán

Activities Coordinator- Mónica Ruibal

Membership Coordinator- Mónica Rodríguez

Vocals- Orlando Nieves, Jan Paul Respeto, Jose Vila

For more information contact nataliamaldonado719@gmail.com.

PRW&EA Student Chapter Board of Directives for School Year 2015-2016

President- José I. Vila

Vice-President- Jomary Rivera

Secretary- Andrea Camacho

Treasurer- Lolivone De la Rosa

Activities Coordinator- Orlando Nieves

For more information contact grossy@pupr.edu.

Senior Design Projects

Civil Engineering Senior Design Projects, Environmental Engineering Senior Design Projects, and Land Surveying and Mapping Senior Projects are probably the most important courses of the Civil Engineering, Environmental Engineering, and Land Surveying and Mapping academic programs, respectively. In these courses, the students apply the concepts learned through their years in their undergraduate curricula. They work in teams to complete the design of a project that correlates all the major areas of their corresponding degree program.

Agricultural Development

Land Surveying and Mapping

Parks and Natural Reserves

Schools

Social Responsibility

Solids and Hazardous Waste Management

Sports, Leisure and Tourism

Transportation

Urban Planning and Housing

Water Supply, Stormwater Management, and Wastewater Management

Mentoring

ACADEMIC ADVISOR

PACHECO CROSETTI, GUSTAVO
Professor
Office: L-154
Phone: X-452
Email address: gpacheco@pupr.edu

MENTOR

LORENZANA COLLAZO, ISABEL
Assistant to the Department Head in Academic Affairs
Office: L-157
Phone: X-408
Email address: ilorenza@pupr.edu

Advising
Opportunities
Professional Development Programs

Professional Development Program in Transportation Infrastructure Inspection

PUPR/ACI-Herzog

Principal Investigator: Gustavo E. Pacheco Crosetti, PhD, PE

Co-Principal Investigator: Amado Vélez Gallego, MS

Consulting Faculty: José Borrageros Lezama, MS, PE

ACI Herzog

 

Students 2017/2018:

  • Mónica M. Aponte Alequín
  • Elisandro Carmona Cartagena
  • Lucía M. González Meléndez
  • Raymond A. Gutiérrez Rivera (graduate)
  • Enrique G. Méndez Cuevas (graduate)
  • Carlos A. Rodríguez Latoni

 

Students 2016/2017:

  • Paola V. Armada Rodríguez
  • Alejandro De La Mata Limardo
  • Pedro A. González García
  • Raymond A. Gutiérrez Rivera
  • Jonathan A. Maestre Morales (graduate)
  • Enrique G. Méndez Cuevas

 

Students 2015/2016:

  • Paola V. Armada Rodríguez
  • Alejandro De La Mata Limardo
  • Lolivone L. De La Rosa León
  • Luis A. De Soto Torres (graduate)
  • Jonathan A. Maestre Morales
  • Laura G. Roldán Hernández

PUPR-ACI Summary 2014-2015 2

 

 

 

 

 

 

 

Students 2014/2015:

  • Lolivone L. De La Rosa León
  • Edwin R. Freire Burgos
  • Edna N. Gómez Rosario (graduate)
  • Jonathan A. Maestre Morales
  • Armando Maldonado Rosario
  • Fernando J. M. Martínez Román

 

Students 2013/2014:

  • Khaled Aboomar Crespo
  • Edwin R. Freire Burgos
  • Edna N. Gómez Rosario (graduate)
  • María J. Martinez Jerez (graduate)
  • Diana C. Prado Garzón
  • Aneysha M. Serrano Santos

PUPR-ACI Summary 2014-2015 3

 

 

 

 

 

 

Students 2012/2013:

  • Juan A. Echagaray Romero
  • Edwin R. Freire Burgos
  • Edna N. Gómez Rosario
  • Silvio R. Martinez Jerez
  • Carlos M. Mateo Ortiz (graduate)
  • Jorge I. Reyes Ortiz (graduate)

 

Students 2011/2012:

  • Reisaac Colón Martínez
  • Jorge L. González Amaya (graduate)
  • Jonathan Herrera Roldán
  • Carlos M. Mateo Ortiz (graduate)
  • Andrea A. Merejo Alejo (graduate)
  • Carlos E. Ortiz Vázquez

PUPR-ACI Summary 2014-2015 4

 

 

 

 

 

 

Students 2010/2011:

  • Jorge González (graduate)
  • Hector Martinez
  • Carlos Otero
  • Erik Rivera
  • Yamayra Rodriguez (graduate)
  • Edwin Toledo

 

Students 2009/2010:

  • Carlos Alvarez (graduate)
  • Hector Martinez
  • Carlos Otero
  • Erik Rivera
  • Josué Rivera (graduate)
  • Yamayra Rodriguez

PUPR-ACI Summary 2014-2015 5

 

 

 

 

 

 

 

Students 2008/2009:

  • Glorielisa Gonzalez
  • Carlos Mateo
  • Josué Rivera (graduate)
  • Carlos Rodriguez
  • Gilberto Vigo
  • Félix Zurcher (graduate)

 

Students 2007/2008:

  • Carlos Cambrelén
  • Melvin Díaz
  • Carlos Mateo
  • Gisselle Márquez
  • Frances Tatis
  • Gilberto Vigo
  • Félix Zurcher (graduate)

PUPR-ACI Summary 2014-2015

 

 

 

 

 

 

  • Students 2007/2008:
  • Carlos Cambrelén
  • Melvin Díaz
  • Carlos Mateo
  • Gisselle Márquez
  • Frances Tatis
  • Gilberto Vigo
  • Félix Zurcher (graduate)

 

The Professional Development Program In Transportation Infrastructure Inspection is a cooperative agreement between Alternate Concepts Inc. (ACI) and the Polytechnic University of Puerto Rico (PUPR).

The Program has three principal objectives:

  • Stimulate the development of engineering students in the area of Transportation Infrastructure Inspection and Maintenance.
  • Develop an applied research process in the area of visual inspection, and propose possible improvements to the inspection, condition evaluation, and maintenance assessment processes of transportation facilities.
  • Perform an inspection and maintenance assessment program of the San Juan Railway System – Tren Urbano (TU) structures and drainage infrastructure.

 

Program Stages

  • Formative Stage
  • Research and Development Stage
  • Inspection Stage
  • Evaluation Stage
  • Reporting Stage

PUPR-ACI Summary 2014-2015
 

 

 

 

 

 

 

 

 

 

The program has five stages:

  • Formative Stage:
    • Students are trained through seminars and workshops in several topics:
      • Fundamentals of Inspection and Monitoring
      • Structural Failures, Damages, and 
Deterioration
      • Damage and Condition and Rating
      • Types of and Damages in:
        • RC Structures
        • Steel Structures
        • Retaining Walls
        • Earth Slopes
        • Drainage Infrastructure
        • Tunnel Facilities
      • Visual Inspection Procedures and Equipment
      • Safety
      • TU Infrastructure
      • Condition Assessment and Rating
      • Documentation and Reporting of Findings

 

  • Research and Development Stage:
    • Students have to perform extensive literature review on visual inspection procedures and condition assessment rating around the world, and propose improvements in all the stages of the process:
      • Inspection procedures and equipment
      • Inspection forms
      • Infrastructure identification and location
      • Findings documentations
      • Assessment of the field conditions found through objective and quantitative rating scales
      • Required level of intervention according to obtained rating (i.e. routine maintenance, repair, replacement, among others), to support the establishment of priorities in the maintenance process.

 

  • Inspection Stage
    • The concepts learned in the previous stage are applied to different components of the TU infrastructure.

 

  • Evaluation Stage
    • The findings of the inspection are evaluated, and a condition rating is assigned (that helps decide the type of maintenance process required to assure adequate safety and operational conditions).

 

  • Reporting Stage
    • A detailed report of the findings and the assigned condition is developed. An evaluation of possible causes to the discovered findings, and recommended intervention are also provided.

 

Internships / Coops
 

Alumni

 

BACHELOR OF SCIENCE IN CIVIL ENGINEERING

Civil engineers are responsible for providing the world’s infrastructure facilities, which are basic to the existence of modern society. These facilities can be large and complex, thus requiring the civil engineers to be broadly trained and able to deal with the latest technologies.

Learn More Watch Introductory Video

BACHELOR OF SCIENCE IN ENVIRONMENTAL ENGINEERING

The Environmental Engineering Program leads to the Bachelor of Science degree in Environmental Engineering. The program offers knowledge in environmental engineering subjects that will allow the students to understand and subsequently acquire additional knowledge in their specialized areas of interest, according to personal inclination and available opportunities. Throughout the curriculum the student develops the ability to apply pertinent knowledge to the practice of engineering design in the major discipline areas of environmental engineering.

Learn More Watch Introductory Video

BACHELOR OF SCIENCE IN LAND SURVEYING AND MAPPING

Land surveying is the science of determining the position of points on the surface of the Earth through the application of mathematics and the use of specialized instruments.

Learn More

MASTER IN GEOSPATIAL SCIENCE AND TECHNOLOGY

Geospatial Science and Technology refers to the science and technology used for visualization, measurement and analysis of features or phenomena that occur on the earth.

Learn More

MASTER IN CIVIL ENGINEERING

The CE graduate program seeks to promote advanced studies and research at the Polytechnic University of Puerto Rico. Moreover, it seeks to involve graduate students in this process and to instill in them an intense desire for knowledge. Students must select one of the four available Major Areas: (1) Geotechnical Engineering, (2) Water Resources and Water Treatment, (3) Structural Engineering, and (4) Construction Engineering.

Learn More

ASSOCIATE DEGREE IN LAND SURVEYING

The Associate Degree in Land Surveying is a two-year academic program. It has been designed to provide the student a body of knowledge directed to understand, measure, and analyze the boundaries of land, airspace and water resources of a property.

Learn More

Department Labs

Construction Materials Laboratory

1. Introduction

The development of any engineering project requires the civil engineer to have an understanding of the materials and the structural elements from which the project will be constructed. The physical and mechanical properties as well as the loads that each construction material and structural element can withstand are part of the information required for the design of a construction project. Technological advances, challenges in construction, and novel discoveries have been historically some of the motivators for the constant creation of new materials and systems used for the construction of structures. As new materials and structural systems are developed, the necessity to test these and gather data on their behavior increases. With its key personnel and technological resources, the Construction Materials Laboratory at the Polytechnic University of Puerto Rico is in a valuable position for helping in the advancement of new construction technologies. This laboratory is mostly used to support Civil Engineering undergraduate and graduate courses, as well as some extracurricular activities of the students, such as a competitions sponsored by the student chapters of professional societies, such as the American Concrete Institute and the American Society of Civil Engineers. Most importantly, the laboratories are used to support research projects targeted toward the better understanding of old and new construction materials and structural systems. In the Construction Materials course (CE 3502) the students learn the fundamental properties of the most common construction materials used in Puerto Rico and the United States. Concurrently, in the Construction Materials Laboratory course (CE 3503), the students have the opportunity to test the knowledge acquired in the theoretical course by experimenting with various construction materials.

2. Objectives

The Construction Materials Laboratory seeks to offer its services to the construction industry to help develop a better understanding of the structural behavior of construction materials and structural systems, be them old or new. This laboratory also seeks sponsors who want to help students to develop research projects or to participate in national competitions sponsored by professional societies.

3. Enrollment

The maximum enrollment of the CE 3503 course is 16 students. In each academic term (Fall, Winter, and Spring) two or three sections of the course are offered.

4. Staff

The following table summarizes the personnel that teach or assist at the Construction Materials Laboratory.

Resource Employment status
Roberto Marte, MSCE Associate professor
Balhan Alsaadi, PhD Professor
Salvador Montilla, MECE Assistant at the Construction Materials Laboratory

5. Facilities

The laboratory facilities are located in a 25 by 35 feet room that house four working counters with lower storage compartments, one closet compartment, several of the most sensitive testing equipment and one office. Another 12 feet by 45 feet room is used to store larger pieces of equipment, such as the concrete mixer and several other items used in the preparation of concrete mixes.

6. Tests Conducted and Equipment

6.1 Concrete aggregates.  Concrete is an artificial rock created by mixing cement, water, aggregates, and additives in the right proportions. The aggregates constitute between 60 and 80 percent of the total concrete mix. This is why the aggregates chosen must be of good quality. Several concrete aggregates tests are performed to obtain the necessary data about the sands and gravel available in the laboratory and from which the students create a concrete mix.

6.1.1 Fine and Coarse Aggregate Sieve Analysis.  This test is performed to verify if the chosen materials have an adequate particle size distribution to be used in normal weight concrete. The laboratory has a Fine Aggregate Sieves Shaker (Figures 1 and 2) and a Coarse Aggregate Sieves Shaker (Figure 3) to perform these analyses.

6.1.2 Coarse Aggregate Abrasion Test.  Concrete mixes used for pavement construction will be subjected to abrasion, which could have a negative impact on the aggregates. The Los Angeles Machine (Figure 5) is used to test the abrasive resistance of coarse aggregates.

6.1.3 Percent Absorption and Specific Gravity of Coarse and Fine Aggregates.  It is necessary to obtain the percent absorption, percent humidity, and specific gravity of the aggregates used in concrete to balance the moisture in a concrete mix. The data necessary for these measurements are obtained using the high precision scales (Figure 10) and ovens (Figure 8) that are available at the laboratory.

6.1.4 Unit weight of Coarse Aggregates.  Containers calibrated to various yields are available at the laboratory to determine the unit weight of various types of concrete aggregates (Figure 7).

6.1.5 Organic Impurities in Fine Aggregates.  Bottles, beakers, flasks, and other pieces of glass are available to make precise measurements of the chemicals used to detect organic impurities in fine aggregates which could be detrimental to concrete structures (Figures 6 and 9).

6.2 Concrete Design, Mixing, and Testing.  As part of the CE 3503 course the students are required to develop a concrete mix having a specific compressive resistance using the aggregates available at the laboratory. They must prepare the mix either using the concrete mixer or by hand, cast concrete cylinders as per specifications, cure them for periods of one week to 28 days and perform resistance tests on them. The resistance tests include compressive and split tests performed on one of the two available Forney Concrete Compression Machines (Figure 4). Also Modulus of Elasticity tests are performed using the available electronic or mechanical Compresometers (Figure 11).

6.3 Wood. The Forney Concrete Compression Machines are also used to perform compressive tests on samples of wood. Also, the specific gravity and humidity are calculated using the high precision balances and ovens.

6.4 Reinforcing Steel. An Instron Hydraulic Universal Testing Machine (Figure 12) is available to test the tensile resistance of various diameters of concrete reinforcing steel rods.

6.5 Asphalt. Several procedures and equipment are used at the Construction Materials Laboratory to test the compressive behavior of asphalt pavements.

7. Other Uses of the Laboratory

The Construction Materials Laboratory is also used by graduate students to perform material testing and by members of the student chapters of professional societies to develop concrete samples to participate in competitions sponsored by the American Concrete Institute and the American Society of Civil Engineers. Award winning pieces developed at the Polytechnic University of Puerto Rico are on display at the entrance of the laboratory.

8. Equipment

Figure 1. Fine Aggregate Sieves Shaker


Figure 2. Standard Fine Aggregate Sieves


Figure 3. Coarse Aggregate Sieves Shaker


Figure 4. Concrete Compression Machine


Figure 5. Los Angeles Machine (Coarse Aggregate Abrasion Test)


Figure 6. Glass Volumetric Flask


Figure 7. Yield Buckets: 1/10 cf, 1/3 cf, 1/2 cf


Figure 8. Stabile-Thermal Gravity Oven


Figure 9. Organic Impurities Test for Sands


Figure 10. High Precision Scales


Figure 11. Electronic Strain Measurements for Concrete


Figure 12. Instron Tensile Equipment and Other Special Testing Equipment

9. Research Projects

The following is a list of research projects that have been conducted by the students at the Laboratory:

  • Air-compressing concrete columns
  • Different curing methods for permeable concrete
  • Effects of drastic climate changes in concrete strength
  • FRP applied to concrete members
  • CMU units using Fly Ash from AES
  • Compressive capacity of concrete using destructive and non-destructive testing

A photograph of civil engineering students working during a laboratory session is presented in Figure 13.

Figure 13. Students performing laboratory work

Geotechnical Engineering Laboratory

1. Introduction

Soils are engineering materials usually formed under random and extremely variable circumstances, which make them rather difficult to characterize for design purposes. Consequently, it has been necessary to standardize laboratory tests to measure the engineering properties of soils with an acceptable rate of accuracy. The concepts discussed in the theoretical geotechnical engineering courses are reinforced through the direct measurement of soil properties, thus having a direct effect on the student as follows:

  1. Better understanding of the differences between soil types through result comparison and analysis.
  2. More accurate assessment of the limitations involved when considering the soil-structure interaction in design.
  3. Better knowledge of the local soil conditions and the effect of moisture changes and other factors on soil strength.

The Geotechnical Engineering Laboratory supports the courses Geotechnical Engineering I (CE 3210), Geotechnical Engineering Lab (CE 3211), Geotechnical Engineering II (CE 3220), and Geomechanics Lab (CE 3221).

The laboratory classes meet for two hours twice a week. Safety and test procedure briefs are followed by a Power Point presentation of the test, the students are provided with handouts to follow the test presentations. The Geotechnical Engineering Laboratory has multiple (usually, four to five) sets of equipment meeting or exceeding industry standards. The laboratory facilities provide enough space for four fully equipped workstations. The laboratory supports the theoretical courses, some elective courses, and research at PUPR.

2.Enrollment

The maximum enrollment per course section is 16 students. In each academic term (Fall, Winter, and Spring) one or two sections of the CE 3211 course and one or two sections of the CE 3221 course are offered.

3. Staff

Currently, two instructors teach the Geotechnical Laboratory courses with the assistance of one technician. The qualifications and relevant background data of the staff are shown in the following table:

Resource Employment status
José A. Martínez, MSCE Professor
Isabel Lorenzana, MEM and BSCE Assistant at the Geotechnical Engineering Laboratory

4. Facilities

The laboratory facilities are located in a 25 by 35 feet room that houses three working counters with lower storage compartments and a storage room. Another 12 feet by 45 feet room is dedicated to compaction testing and graduate student work. Figures 1 and 2 show the laboratory facilities. Some of the tests and research activities are carried out around the PUPR campus.

Figure 1. Geotechnical Engineering Laboratory facilities


Figure 2. Geotechnical Engineering Laboratory facilities

5. Tests Conducted and Equipment

5.1 Geotechnical Engineering I laboratory (CE 3210)

Following is a description of the tests performed for this course:

5.1.1 Sub-soil Exploration and Sampling.  A drilling crew performs two boring by means of the Standard Penetration Test (SPT) at the beginning of the term; the retrieved samples are used for testing throughout the term.

5.1.2 Water Content and Soil Phase Relationships.  The students evaluate the relationships between the three phases that make up a partially saturated soil sample by means of direct measurement of volume, total weight, water content, and specific gravity calculations. The results of the tests are then used to solve a geotechnical engineering problem involving earthwork calculations.

5.1.3 Consistency Limits.  The students determine the plastic limit, the liquid limit, and the plasticity index of clayey soil samples; the plasticity index value is used to have an idea of the swelling potential of the soil.

5.1.4 Mechanical Grain Size Distribution.  The students perform the mechanical grain size distribution of a sandy sample and use the results to determine whether the sample is suitable for use as fine aggregate for a concrete mix (ASTM C-33).

5.1.5 Washed Grain Size Distribution.  The students perform a washed grain size distribution of the same sample used for the consistency limits test.

5.1.6 Soil Classification.  The results of the consistency and washed grain size distribution tests are combined to classify the fine soil sample as per the Unified and AASHTO systems.

5.1.7 Compaction Test.  The maximum dry density and the optimum moisture content of a soil sample are determined by means of a Modified Proctor Test. The trend of the relationship between the water content and the dry density values is established by mixing the soil with a minimum of five different amounts of water.

5.1.8 Field Density.  The field density of a sample retrieved from the PUPR campus is determined using the sand cone method; that value is used to determine the degree of compaction of the sample.

5.1.9 Falling Head Permeability Test.  The hydraulic conductivity of a sandy sample is determined by means of a falling head test; the result is used to estimate the amount of seepage underneath a concrete dam. The effect of sample handling on void ratio and on the hydraulic conductivity value is discussed. An additional permeability test is conducted on a finer sample to demonstrate the significant (order of magnitude) reduction in hydraulic conductivity for fine soils. Figures 3 through 10 show the available equipment and the tests performed as part of this course.

 

Figure 3. Soil sample retrieved by Standard Penetration Tests at PUPR campus


Figure 4. Water content determinations


Figure 5. Consistency limits


Figure 6. Washed grain size distributions


Figure 7. Mechanical grain size distributions


Figure 8. Modified Proctor test


Figure 9. Field dry density


Figure 10. Falling head permeameter

5.2 Geomechanics Laboratory (CE 3221)

The following tests are performed as part of this course:

5.2.1 Sub-soil Exploration and Sample – Soil Profile.  Soil samples are obtained at the PUPR campus by means of the Standard Penetration Test, (SPT) from two borings to a depth of between 16 and 20 feet, the cohesive nature of the soils allows for high sample recovery yielding good, non-fractured specimens. Each of the teams of this course is in charge of performing the following tests on one of the specimens: moist and dry unit weight, water content, consistency limits, and washed grain size distribution. The data is shared with the rest of the teams of the other sections after being reviewed by the instructors. The students prepare a 17 in by 11 in soil profile depicting the variation of the geotechnical properties of the soil with the results from all the teams.

5.2.2 Consolidation test.  A saturated fine soil sample, retrieved using a thin wall (Shelby) tube, is subjected to increasing vertical overburden for five days; the teams collect and share the sample deformation data. An application problem is solved using the test results to estimate the amount and rate of consolidation settlement induced by an axial load on a rectangular footing.

5.2.3 Unconfined Compression Test.  A cohesive soil sample obtained at the PUPR campus by means of the Standard Penetration Test (SPT) is subjected to unconfined compression in order to determine its consistency, its modulus of elasticity, and the value of Poisson’s ratio at the peak value. The test results are used to estimate the immediate/elastic settlement underneath a rigid concrete footing due to axial loading.

5.2.4 Direct Shear Test.  A direct shear test is performed on a dry, cohesionless sandy soil sample in order to determine the value of its angle of internal friction. The unit weight of the soil sample is determined using a cylindrical mold; the results are used to evaluate the overturning moment due to soil pressure on a gravity wall.

5.2.5 Triaxial Compression Test. A triaxial compression test under unconsolidated/undrained (UU) conditions is performed on cohesive soil samples in order to determine its cohesion and internal angle of friction values. The results are used to determine the factor of safety against sliding for a slope.

5.2.6 Hydrometer Test.  A hydrometer test is performed on a fine clayey soil sample in conjunction with a washed grain size distribution in order to determine the clay fraction of the sample. Consistency test results are provided to the students so they can combine with the test results to estimate the swelling potential of the soil sample.

 

Figure 11. Unconfined compression test on sample retrieved by STP


Figure 12. Determination of sample dimensions


Figure 13. Soil grinder for subsoil evaluation


Figure 14. Reading of consolidation sample deformation


Figure 15. Sample at the end of the consolidation test


Figure 16. Unconfined compression test apparatus


Figure 17. Direct shear test apparatus


Figure 18. Preparation of soil sample for direct shear test


Figure 19. Triaxial compression test apparatus


Figure 20. Triaxial compression test equipment with automatic data acquisition system


Figure 21. Hydrometer test

 

6. Equipment Maintenance and Calibration

All the major equipment of the laboratory is periodically maintained by the staff and calibrated by external resources. The major equipment includes two triaxial test apparatus, two direct shear apparatus, two unconfined compression machine, three ovens, and two consolidation test stations.

Structural Engineering Laboratory

1. Introduction

The developing of any structural analysis and design process requires a clear understanding of the structural behavior, and the hypothesis and limitations of the analytical models adopted for such tasks. The Structural Engineering Laboratory provides students the opportunity to perform laboratory tests over structural models and elements that help them visualize the structural behavior and validate the theoretical response presented in the corresponding courses. The Structural Engineering Laboratory is prepared to support and complement undergraduate and graduate courses of Civil Engineering, such as Statics, Mechanics of Materials, Structural Analysis, Structural Steel Design, Structural Concrete Design, Masonry Design, among others. The Structural Engineering Laboratory also allows students to perform undergraduate and graduate research projects related to structural and member behavior, and to structural damages evaluation, and gives support to some extracurricular activities, such as the competitions organized by the student chapters of professional societies (i.e. the American Concrete Institute and the American Society of Civil Engineers).

2. Staff

All Structural Engineering Faculty members use the laboratory either to develop special laboratory experiences to complement/enhance their theoretical courses, or to support the research activities of their supervised students. The qualifications and relevant background data of the staff are shown in the following table:

Resource Employment status
Balhan Alsaadi, PhD Professor
Héctor Cruzado, PhD, PE Professor and Department Head
Alberto Guzmán, PhD, PE Professor
Gustavo Pacheco-Crosetti, PhD, PE Professor
Salvador Montilla, MECE Assistant at the Structural Engineering Laboratory

3. Facilities

The laboratory facilities are located in a 50 by 35 feet room connected to the Construction Material Laboratory. The room houses the laboratory equipment (described in section 4), and has one large closet compartment to store supplementary equipment, and two small closet compartments to store several of the most sensitive testing equipment.

4. Equipment and Brief Description of Tests

This section presents images of the equipment available at the Structural Engineering Laboratory, and a brief description of some of their uses. Figure 1 shows a test frame (manufacturer: Hi-Tech; model: Magnus) with two hydraulic jacks with capacity of 50 KN (11.5 kips) each. This frame may be used to show the behavior of simple structures such as trusses (as shown in Figure 2), beams, small frames, etc. This equipment is frequently used in several undergraduate courses, such as the Construction Materials Laboratory, the Mechanics of Materials courses, the Structural Analysis courses, the Capstone Design courses. Undergraduate and graduate students also use this device to perform their research projects, performing strength analysis and behavior of small non-scaled elements, as depicted in Figures 3 to 8. This test frame is complemented with a data acquisition system (DAS), with the corresponding electronic sensors for load, strain, deflection and temperature. Other mechanical sensors are also available, such as dial gauges of 1”, 2”, and 3” of displacement, and two load rings with capacity of 10 Kips.

Figure 1: Test Frame and Hydraulic Jacks


Figure 2: Truss Instrumented with Dial Gauges and Strain Gauges and DAS


Figure 3: Testing of a Reinforced Concrete Beam


Figure 4: Testing of a Reinforced Concrete T-Beam


Figure 5: Testing of a Reinforced Masonry Beam


Figure 6: Testing of a Steel Beam Instrumented with Dial Gages, Strain Gages and a DAS


Figure 7: Testing of a Wood Specimen


Figure 8: Testing of a Fiber-Reinforced Wood Specimen

 

The laboratory has also four (4) small testing frames that allow performing load tests over small-scaled structures; these experiences may be used to support the theory of structural lectures with experiments. In these structures the student can corroborate the theory, and visualize the structural behavior emphasized in the corresponding course. Figure 9 shows the analysis of a continuous steel beam, and Figure 10 the analysis of a portal steel frame. In both examples the deflected shape with the inflection points can be appreciated. The corresponding vertical displacements and joint rotations in the beam, or the horizontal drift in the frame, are measured and compared to the results from the theoretical analysis.

 

Figure 9: Testing Frame with Continuous Beam


 

Fig10Figure 10: Testing Frame with Portal Frame

The laboratory has also a device for the analysis of a two-way slab. Senior and graduate students use this equipment to analyze the behavior of a two-way under punctual loads, measuring its deflection and changing the support (boundary) conditions and the load pattern. The experimental results are compared with the results of a computerized analysis by means of the Finite Element Method (i.e. using SAP2000 or Visual Analysis programs). Figure 11 shows this equipment and its instrumentation.


Fig11

Figure 11: Two-way Slab Testing Device

The Laboratory is also equipped with small scale models, fully instrumented, of typical structures such as trusses (Figure 12) and arches (Figure 13). These models are mounted within a test frame that has a DAS to receive the input from the electronic transducers, and is connected to a PC that receives the data from the DAS. Other tests that can be conducted with these test frames are: Deflection of Beam (Figure 14), Buckling of Columns (Figure 15), Torsion of Circular Bars (Figure 16), Shear Force Diagram (Figure 17), Bending Moment Diagram (Figure 18) and Shear Center (Figure 19).

Fig12

Figure 12: Fully Instrumented Small Scale Truss


Fig13

Figure 13: Fully Instrumented Small Scale Arch


Fig14

Figure 14: Deflection of Beams Equipment


Fig15

Figure 15: Buckling of Columns Equipment


Fig16

Figure 16: Torsion of Circular Bars Equipment


Fig17

Figure 17: Shear Force Diagram Equipment


Fig18

Figure 18: Bending Moment Diagram Equipment


Fig19

Figure 19: Shear Center Equipment

Figure 20 presents the equipment used to perform the electronic measurement of strains on cantilever elements subjected to bending and torsional loads (manufacturer: Hi-Tech Scientific).

Fig20

Figure 20: Electronic Measurement of Strains

 

The laboratory has equipment to perform special studies on structures, structural elements, and member materials, such as the concrete moisture meter (used to measure moisture content in concrete floors and screeds without drilling) shown in Figure 21, and the ultrasonic tester (used to determine the uniformity and quality of concrete and presence of defects, cracks and voids, modulus of elasticity and concrete strength) shown in Figure 22.

 

Fig21

Figure 21: Concrete Moisture Meter


 

Fig22

Figure 22: Ultrasonic Tester

 

The Laboratory also has tools for students to work on the preparation of special projects (Figure 23). The following figures show the use of the laboratory for extracurricular projects (such as the design of a concrete canoe, Figure 24), and special class projects, such as the student proposal and development of devices that shows a particular structural behavior (portal frame, Figure 25) or concept (modal shapes and periods of vibration of multiple degree of freedom systems, Figure 26).

 

Fig23

Figure 23: Carpentry and Mechanical Tools

 

The following figures show the use of the laboratory for extracurricular projects (such as the design of a concrete canoe, Figure 24), and special class projects, such as the student proposal and development of devices that shows a particular structural behavior (portal frame, Figure 25) or concept (modal shapes and periods of vibration of multiple degree of freedom systems, Figure 26).

 

Fig24

Figure 24: Use of Lab Facilities for an Extracurricular Activity – Concrete Canoe Development


 

Fig25

Figure 25: Student Developed Device to Show Portal Frame Behavior


 

Fig26

Figure 26: Student Developed Device to Show Vibration Modes and Natural Periods of a Two DOF System

Highway and Transportation Engineering Laboratory

1. INTRODUCTION

The Highway and Transportation Engineering Laboratory is focused in data collection techniques and use of equipment and computer software associated with different types of transportation studies in which application of statistics and probability to analyze, interpret, manage and present transportation data is required. It supports the courses CE 3320 (Highway Engineering), CE 3330 (Transportation Engineering and Urban Planning), and CE 3331 (Highway and Transportation Engineering Laboratory) and is also used for research purposes.

1.2 Staff

During the academic year 2011-12, two professors taught the laboratory course with the assistance of one technician. Nevertheless, six professors are available on a regular basis to teach this course with the assistance of one technician. The qualifications and relevant background data of the personnel are shown in the following table:

Resource Employment Status
Ginger Rossy, PhD (c), EIT University of Missouri Assistant professor
Ileana Meléndez, BSCE Assistant at the Transportation Engineering Laboratory

2. FACILITIES

The laboratory facilities are located in room L-411 that houses 20 computer work stations and one storage room. Figures 1 and 2 show a class section at the laboratory facilities.

Figure 1: North-East side of the laboratory


Figure 2: South-West side of the laboratory

3. TESTS CONDUCTED

The classes meet for four hours once a week or for two hours twice a week; safety and field test procedure briefs are followed by a presentation of the test. The students are provided with the required software to perform the data analysis of the respective tests. The following topics are covered as part of the laboratory course:

A. Volume Studies:

  • Purpose and applications
  • Methods of counting and equipment use
  • Field Procedures
  • Data analysis

B. Intersection Counts:

  • Count periods
  • Manual data collection techniques
  • Automatic data collection and use of equipment
  • Data conversion and presentation
  • Data analysis

C. Intersection Delay and Saturation Flow Measurement:

  • Manual procedure
  • Mechanical procedures and use of equipment

D. Arrivals and Departures:

  • Data collection techniques
  • Application of distribution probability models

E. Traffic Control Devices:

  • Equipment and applications
  • Use of equipment
  • Field inspection

F. Transportation Planning Data:

  • Area definition and zoning
  • Data collection and forecasting techniques
  • Data analysis

G. Parking Studies

4. EQUIPMENT

The laboratory is equipped with the following items:

  • 20 High End Desktop Computers
  • 1 Digital Projector
  • 1 Digital Video Camera
  • 18 Traffic Tally Counters
  • 10 Portable Automatic Traffic Counters

All the major equipment of the lab is periodically maintained by the staff. Figures 3 to 6 show some of the equipment and tools used in the laboratory.

Figure 3: Traffic tally counter


Figure 4: Automatic traffic counter


Figure 5: Installation tools


Figure 6: Installation of road tube

Environmental Engineering Laboratory (CE Program)

1. Introduction

The Environmental Engineering Laboratory course was designed to develop in the Civil Engineering students the skills included in the program objectives, which require the application of modern technologies and criteria throughout the planning and design processes of civil engineering systems. The laboratory course also contributes partially or totally to the following program outcomes:

  • An ability to apply knowledge of mathematics, probability and statistics, science, and engineering
  • An ability to conduct laboratory experiments and to critically analyze and interpret data in a minimum of two of the following areas: water supply, wastewater management, air pollution control, and solid waste management
  • An ability to work in teams and to interact with professionals of other disciplines
  • An ability to communicate orally, in writing, and graphically in an effective way

The objectives of the CE 4441 course are:

  • Learn how to take, store, and preserve water and wastewater samples.
  • Learn how to determine the main physical, chemical and biological characteristics of water and wastewater.
  • Learn how to perform meteorological factors measurements.
  • Acquire knowledge of the laboratory techniques used to monitor the quality of water and wastewater.
  • Develop critical reasoning skills for underlying analytical principles, quality assessment and control of environmental analyses.
  • Learn how to report the work clearly via a lab report.
  • Learn how to work in groups.

2. Enrollment

The maximum enrollment of the CE 4441 course is 15 students. In each academic term (Fall, Winter, and Spring) one or two sections of the course are offered.

3. Staff

The following table summarizes the personnel that teach or assist at the Environmental Engineering Laboratory.

Resource Employment Status
Roger Malaver, PhD in Environmental Engineering Associate Professor
Angel Noriega, MEM and BSChE Assistant at the Environmental Engineering Laboratory

4. Facilities

The facilities provided for the Environmental Engineering Laboratory course for civil engineers are located in room P-413. The room is 21 feet wide and 24 feet long. One working table with drawers and cabinets is available for student work, plus two long counters where equipment and instruments are placed (Figure 1). The room is in compliance with fire protection, as well as with safety and health requirements (Figure 2). A list of the main equipment and instruments available is presented in section 7, together with illustrative photographs.

 

Figure 1. Environmental Engineering Laboratory facilities


Figure 2. Safety devices at the Environmental Engineering Laboratory facilities

5. Measurements and Experiments conducted

The laboratory course is taught in two weekly sections of two hours, which include lectures and hands-on activities. Procedures and methods for the routines performed are provided in the form of manuals and handouts. All measurements and experiments performed by the students use methods, equipment and instruments which are accepted by regulatory agencies and used in the environmental field practice. Orientation is also provided on report structure and content. Wastewater samples are obtained from the Caguas WWTP, as a courtesy of the Puerto Rico Aqueducts and Sewerage Authority. Potable water samples are collected from tap. Chemicals used are all reagent grade. The laboratory is equipped with water distillation and deionization units. A description of the measurements and experiments performed by the students in each class is presented below:

5.1. Meteorological Factors. In these exercises students collect data from the meteorological station available in the roof of the building, interpret it and report on findings and conclusions related to precipitation and evaporation, wind speed and direction, and atmospheric temperature.

5.2. Color, Turbidity, and Temperature. Measurements are performed on water samples for temperature, color and turbidity. The relevance of each different physical characteristic on water quality is discussed, and the difference between apparent and actual color is experimentally determined.

5.3. Solids.  Measurements are conducted for total, suspended and dissolved solids, using gravimetric analysis. The Imhoff cone is used to measure settleable solids. The relevance of these parameters on water quality is discussed, as well as the origin of each different type of solid constituent.

5.4. pH and Alkalinity. Measurements are conducted for pH, using standard pH meters. Topics discussed include the definition of pH, the physical characteristics of water that affect its value, and the importance of using well calibrated instruments. Measurements are also conducted for water alkalinity, using titration with sulfuric acid aided by pH indicators. Topics discussed include the definition of alkalinity, the constituents in water that cause alkalinity, and its relevance for water treatment and water quality.

5.5. Hardness. Measurements are conducted for hardness in water, using a titration method. Topics discussed include the definition of hardness, the typical constituents in water that constitute hardness, and its relevance for water treatment and water quality.

5.6. Chlorine and Conductivity.  Electric conductivity of water samples is measured using conductivity meters. The relationship of electric conductivity in water and its dissolved solids content is discussed. Measurements for total and free chlorine in water samples are performed in the same laboratory session, using colorimetric methods. The concepts of chlorine demand, dose, and residual are discussed.

5.7. Dissolved Oxygen.  Measurements of dissolved oxygen content in water samples are performed using a colorimetric method. Emphasis is placed on the need for proper sampling procedure to be adopted in the field to assure representative measurements. The importance of oxygen in water bodies is discussed.

5.8. Chemical Oxygen Demand.  The chemical oxygen demand (COD) is measured for wastewater samples, using a colorimetric measurement of chemically oxidized samples. The concept of COD is discussed, as well as the water constituents that may potentially contribute to COD. The difference between COD and BOD is well established.

5.9. Biological Oxygen Demand.  The biological oxygen demand (BOD) is measured for wastewater samples, using a respirometric measurement method, which incubates samples at 20oC. The concepts of BOD and BOD5 are discussed, as well as the water constituents that may potentially contribute to BOD. The difference between COD and BOD is well established.

5.10. Microbiological Characteristics of Water. Measurements are conducted to determine the microbiological characteristics of both potable water and wastewater. The Presence/Absence measurement is performed on tap water samples to detect the presence of coliform species, which would render the water not potable. The measurement of the most probable number (MPN) of microorganism colonies in wastewater samples is also performed. This measurement is required to determine WWTP effluent compliance with NPDES permits.

5.11. Jar Test.  The Jar test procedure is performed for a raw water sample, to detect optimum coagulant and alkalinity requirements for optimum coagulation, flocculation and settling of the respective raw water. The routine includes adequate design, performance and interpretation of the test and the results obtained. The procedure also allows the calculation of design overflow rates for the settling tank.

Evaluation

The basic instruments for evaluation of both laboratory courses are exams and experimental reports. The exams evaluate the knowledge of the students on background information in the subjects composing the course, on experimental procedures and methods, and/ or calculations and models used. The reports include presentation of background information, methods and materials, examples of calculations, statistical and error analysis, and presentation and discussion of results. Report presentation is also evaluated.

6. Equipment Maintenance and Calibration

To the extent possible, maintenance and calibration of equipment and instrumentation is performed by laboratory assisting personnel. When required, supplier representatives are called in for maintenance or calibration.

7. Equipment

Figures 3 to 8 show the main equipment and instrumentation used at the Environmental Engineering Laboratory.

Figure 3. Meteorological station


Figure 4. Titration unit, pH meter, turbidimeter, conductivity meter, Hach spectrophotometer, and BOD apparatus


Figure 5. Filtration unit and balances


Figure 6. Respirometer (BOD), digestion unit (COD), incubator (PA/MPN)


Figure 7. Oven and Furnace


Figure 8. Jar Test apparatus

Environmental Engineering Laboratory (ENVE Program)

1. Introduction

The two Environmental Engineering laboratory courses were designed to develop in the students the skills included in the program objectives, which require the application of modern technologies and criteria throughout the planning and design processes of environmental systems. The laboratory sequence also contributes partially or totally to the following program outcomes:

  • An ability to apply knowledge of mathematics, probability and statistics, science, and engineering
  • An ability to conduct laboratory experiments and to critically analyze and interpret data in a minimum of two of the following areas: water supply, wastewater management, air pollution control, and solid waste management
  • An ability to work in teams and to interact with professionals of other disciplines
  • An ability to communicate orally, in writing, and graphically in an effective way

1.1. Sequence structure

The Environmental Engineering Laboratory sequence is composed of two courses, Environmental Engineering Laboratory I (ENVE 4511) and Environmental Engineering Laboratory II (ENVE 4513).

1.2. Objectives of the course sequence

The objectives of the course sequence are:

ENVE 4511:

  • Learn how to take, store, and preserve water and wastewater samples.
  • Learn how to determine the main physical, chemical and biological characteristics of water and wastewater.
  • Learn how to perform meteorological factors and air priority pollutants measurements.
  • Acquire knowledge of the laboratory techniques used to monitor the quality of water, wastewater, and air.
  • Perform noise pollution tests in different life and industrial environments.
  • Develop critical reasoning skills for underlying analytical principles, quality assessment and control of environmental analyses.
  • Learn how to write a technical laboratory report.
  • Learn how to work in groups.

ENVE 4513:

  • Learn how to prepare, execute, and analyze environmental engineering experiments.
  • Learn how to execute and report measurements for air contaminants, solid waste physical properties, metals and dissolved components in wastewater, pH of soil suspensions in water, and absorption of Ultra Violet radiation to organic chemicals.
  • Develop critical reasoning skills for underlying analytical principles, quality assessment, and control of environmental analyses through experimental design.
  • Learn how to prepare experimental reports.
  • Acquire further training in group work.

2. Enrollment

The maximum enrollment per course section is 15 students. Two sections of ENVE 4511 and two sections of ENVE 4513 are offered in each academic year.

3. Staff

The following table summarizes the personnel that teach or assist at the Environmental Engineering Laboratory.

Resource Employment Status
Roger Malaver, PhD Associate professor
Angel Noriega, MEM and BSChE Assistant at the Environmental Engineering Laboratory

4. Facilities

The facilities provided for the Environmental Engineering Laboratory courses are located in room L-103. The room is 27 feet wide and 34 feet long, with a separate office (180 square feet) for the laboratory assistant that is equipped with a computer, a printer and closets to store books and documents. Two working tables with drawers and cabinets are available for student work, plus three long counters where equipment and instruments are placed (Figure 1). The room is in compliance with fire protection, as well as with safety and health requirements (Figure 2).

Figure 1. Environmental Engineering Laboratory facilities


Figure 2. Safety devices at the Environmental Engineering Laboratory

5. Measurements and Experiments Conducted

The two laboratory courses are taught in two weekly sections of two hours, which include lectures and hands-on activities. Procedures and methods for the routines performed are provided in the form of manuals and handouts. All measurements and experiments performed by the students use methods, equipment and instruments which are accepted by regulatory agencies and used in the environmental field practice. Orientation is also provided on report structure and content. Wastewater samples are obtained from the Caguas WWTP, as a courtesy of the Puerto Rico Aqueduct and Sewerage Authority. Potable water samples are collected from tap. Soil samples are typical of Puerto Rico, and are previously grinded, screened and dried. Chemicals used are all reagent grade. The laboratory is equipped with water distillation and deionization units. A description of the measurements and experiments performed by the students in each class is presented below:

5.1. Environmental Engineering Laboratory I (ENVE 4511)

5.1.1. Meteorological Factors.In this exercise students collect data from the meteorological station available in the roof of the building, interpret it and report on findings and conclusions related to precipitation and evaporation, wind speed and direction, and atmospheric temperature.

5.1.2. Color, Turbidity, and Temperature.Measurements are performed on water samples for temperature, color and turbidity. The relevance of each different physical characteristic on water quality is discussed, and the difference between apparent and actual color is experimentally determined.

5.1.3. Solids.Measurements are conducted for total, suspended, and dissolved solids, using gravimetric analysis. The Imhoff cone is used to measure settleable solids. The relevance of these parameters on water quality is discussed, as well as the origin of each different type of solid constituent.

5.1.4. pH, Alkalinity, and Hardness.Measurements are conducted for pH, using standard pH meters. Topics discussed include the definition of pH, the physical characteristics of water that affect its value, and the importance of using well calibrated instruments. Measurements conducted for water alkalinity use titration with sulfuric acid aided by pH indicators. Topics discussed include the definition of alkalinity, the constituents in water that cause alkalinity, and its relevance for water treatment and water quality. Measurements are also conducted for hardness in water, using a titration method. Topics discussed include the definition of hardness, the typical species in water that constitute hardness, and the relevance of hardness for water treatment and water quality.

5.1.5. Jar Test.The Jar test procedure is performed for a raw water sample, to detect optimum coagulant and alkalinity requirements for optimum coagulation, flocculation and settling of the respective raw water. The routine includes adequate design, performance and interpretation of the test and the results obtained. The procedure also allows the calculation of design overflow rates for the settling tanks.

5.1.6. Chlorine and Conductivity.Electric conductivity of water samples is measured using conductivity meters. The relationship of electric conductivity in water and its dissolved solids content is discussed. Measurements for total and free chlorine in water samples are performed in the same laboratory session, using colorimetric methods. The concepts of chlorine demand, dose, and residual are discussed.

5.1.7. Dissolved Oxygen.Measurement of dissolved oxygen content in water samples are performed using a colorimetric method. Emphasis is placed on the need for proper sampling procedure to be adopted in the field to assure representative measurements. The importance of oxygen in water bodies is discussed.

5.1.8. Chemical Oxygen Demand (COD) and Biological Oxygen Demand (BOD).COD is measured for wastewater samples, using a colorimetric measurement of chemically oxidized samples. The concept of COD is discussed, as well as the water constituents that may potentially contribute to COD. BOD is measured for wastewater samples using a respirometric procedure, which incubates samples at 20oC. The concepts of BOD and BOD5 are discussed, as well as the water constituents that may potentially contribute to BOD. The difference between COD and BOD is well established

5.1.9. Microbiological Characteristics of Water.Measurements are conducted to determine the microbiological characteristics of both potable water and wastewater. The Presence/Absence measurement is performed on tap water samples to detect the presence of coliform species, which would render the water not potable. The measurement of the most probable number (MPN) of microorganism colonies in wastewater samples is also performed. This measurement is required to determine WWTP effluent compliance with NPDES permits.

5.1.10. Air Quality (PM, CO2, CO, NOx, SOx, and O3) and Noise Pollution. Measurements are conducted to determine the air priority pollutants and to perform noise pollution tests in different life and industrial environments. Particulates in air are measured using membrane filtration coupled with gravimetric determination. This routine is useful for characterization of both ambient and atmospheric air samples.

5.2. Environmental Engineering Laboratory II (ENVE 4513)

5.2.1. Solid Waste measurements: Characterization and physical properties.Solid waste samples are collected by the students and characterized in a two session module. The sample is first characterized with respect to the fraction of each type of waste present, both organic and inorganic nature. Ana apparent density is then measured for each fraction, to determine the space occupied by each fraction relative to each other. Measurements are then performed for moisture content, dry mass and ash content for food waste and paper samples.

5.2.2. Wastewater measurements: Chemical Methods and Atomic Absorption.Measurements are conducted on water samples for the detection of metals and ions in a two session module. The first module uses wet chemistry methods combined with spectrophotometric detection. The second method uses atomic absorption, with special emphasis on the development of calibration curves.

5.2.3. Measurement of soil physicochemical properties: Organic matter content and pH.Two physicochemical properties of a typical soil from Puerto Rico are measured in these two modules. First, the organic matter content of the soil is measured by incineration combined with gravimetric measurements. Then, the pH of the soil sample is measured by the mass titration method.

5.2.4. Adsorption ExperimentThe adsorption isotherm of an organic compound on activated carbon is measured using the bottle-point method. Students prepare the reactors and place them on rotators for equilibrium. Liquid phase concentrations are measured by UV spectrophotometry. Solid phase concentrations are obtained by mass balances. Emphasis is given to determination of calibration curves. The isotherm data is fitted to adsorption models using linearization methods and regression analysis. Due to its length, this experimental procedure takes two sessions of two hours each, plus one session for discussion of theory and methods for data analysis.

5.2.5. Microbial Characteristics of WaterThe heterotrophic Plate Count (HPC) is measured for a wastewater sample, using filtration, followed by plate growth and microscopic reading.

5.2.6. ChromatographyVolatile organic compounds are measured in water samples by Gas Chromatography (GC) with flame ionization detection (FID) and Non-volatile organic compounds are measured by High Performance Liquid Chromatography (HPLC) with UV detection.

5.2.7. Head Loss Through Porous MediaTo develop pressure drop profiles (hL vs. filter depth) for different filtration velocities (vf). To model the pressure drop through the column as a function of filtration velocity using the equation: Collect all the data using the excel program and present a graph containing the profiles for head loss as a function of filter depth having filtration velocity as a parameter; and finally calculate the constant for the hydraulic model (k1 and k2).

 

Evaluation

The basic instruments for evaluation of both laboratory courses are exams and experimental reports. The exams evaluate the knowledge of the students on background information in the subjects composing the course, on experimental procedures and methods, and/or calculations and models used. The reports include presentation of background information, methods and materials, examples of calculations, statistical and error analysis, and presentation and discussion of results. Report presentation is also evaluated. Photographs of students working during laboratory sessions are presented in Figure 3.

 

Figure 3. Students performing laboratory work

6. Equipment Maintenance and Calibration

To the extent possible, maintenance and calibration of equipment and instrumentation is performed by laboratory assisting personnel. When required, supplier representatives are called in for maintenance or calibration.

7. Equipment

Figures 4 to 13 show the main equipment and instrumentation used at the Environmental Engineering Laboratory.

 

Figure 4. Meteorological Station


Figure 5. pH Meter, turbidimeter, conductivity meter, Hach spectrophotometer, centrifuge, and air pump


Figure 6. Filtration unit and Balances


Figure 7. Microscopes, respirometer (BOD), digestion unit (COD), and incubator (PA/MPN)


Figure 8. Oven and Furnace


Figure 9. Jar Test equipment


Figure 10. Atomic absorption equipment and spectrophotometer


Figure 11. Liquid chromatography equipment and gas chromatograph


Figure 12. Filtration Column and Air Monitor


Figure 13. BOD Apparatus

Engineering Simulations Laboratory

1. Introduction

The Engineering Simulations Laboratory is located at room L-410 and is divided in three mayor areas: a) the hardware area, where the computers and printers are located (Figure 1), b) the laboratory assistant’s office, and c) three meeting rooms used by senior students of both Civil and Environmental Engineering Senior Design Project courses (Figure 2).

engsimlab1

Figure 1: Simulations Laboratory Hardware Area

engsimlab2

Figure 2: Simulations Laboratory Senior Design Project rooms

 

The laboratory is dedicated to three principal uses:

  • A computer center for the civil and environmental engineering undergraduate and graduate students.
  • A classroom computer assisted for presentations made by professors and students.
  • A meeting room for students taking the Senior Design Project courses.

 

The Engineering Simulations Laboratory mainly serves the undergraduate Civil Engineering and Environmental core courses, as well as the graduate Civil Engineering program courses. The Laboratory is open Mondays through Thursdays from 9:00 AM to 10:30 PM and Fridays from 8:00 AM to 3:00 PM.

2. Staff

The following table summarizes the personnel that teach or assist at the Engineering Simulations Laboratory.

Resource Employment Status
Gustavo Pacheco, PhD Professor
Alberto Guzmán, PhD Professor
Ileana Meléndez, MEM and BSCE Assistant at the Engineering Simulations Laboratory

In each academic term, several professors of the Department teach their courses in the laboratory to use the computer facilities. Each year, various seminars are offered to students using the facilities of the laboratory which contains the state of the art in end-user engineering software.

 

3. Equipment and Software

Tables 1 and 2 summarize the main equipment and software currently available at the Engineering Simulations Laboratory.

Table 1: Basic hardware available at Engineering Simulation Laboratory
Equipment Quantity Model
Desktop Computers 20 DELL Precision T5500
Desktop Computers 1 Dell Optiplex 780
Printer 1 Xerox Phaser 7100
Plotter 1 OCE CS236
Projector 1 Panasonic LB75NT XGA

 

Table 2: Basic Software available at Engineering Simulation Laboratory
General Programs Quantity Company
Microsoft Windows 7 Site License Microsoft
Microsoft Office 2013 Site License Microsoft
Math Cad 14 Site License Math Soft
Auto CAD 2016 Site License Auto Desk
Sketchup 2015 30 Sketchup
Avast Antivirus Avast
Water Resources Engineering Programs Quantity Company
HEC-1 Unlimited U.S Corps of Engineers
HEC-2 Unlimited U.S. Corps of Engineers
HEC-RAS Unlimited U.S. Corps of Engineers
Storm Cad 30 Bentley
Water Cad 30 Bentley
Flow Master 30 Bentley
Culvert Master 30 Bentley
SewerCad 30 Bentley
ArCMap 30 EsRI
Structural Engineering Programs Quantity Company
SAFE 30 CSI
ETABS 30 CSI
SAP2000 30 CSI
ANSYS 10 Ansys
Midas 10 Midas
ATENA 1 Cervenka Consulting
Conspan 30 Bentley
Geotechnical Engineering Programs Quantity Company
GEOPRO 5 Data Surge
GEOCAL 5 Data Surge
GLOG 5 Data Surge
GEO SLOPE 30 Scientific
Apile, LPile, Shaft 1 (10 users) Ensoft
Plaxis V8 1 (10 users) Plaxis
Geostudio 2004 1 Geostudio
Construction Engineering Programs Quantity Company
Primavera Site License Agreement ORACLE
MS Project Site License Microsoft
Suretrack Unlimited Demo Version Primavera
CYPE 30 Cype Ingenieros S.A.

 

Figures 3 and 4 illustrate the laboratory laser printer and the inkjet plotter, where the students can print their computer documents and school works using the institution Equitrac System.

engsimlab3

Figure 3: Engineering Simulations Laboratory Printer System

engsimlab4

Figure 4: Engineering Simulations Laboratory Plotter

Every academic term the software is revised for updates and license renewal, and every three years the laboratory computers are updated to the latest in the market, as per laboratory necessity. This is one way to guarantee that our students are receiving, in a reasonable time intervals, the state of the art in computer technologies.

GIS and Cartography Laboratory

1. Introduction

The Geographic Information Systems (GIS) and Cartography Laboratory serves as classroom and computer room with GIS specialized software. It is located at the Pabellón Building, Room P-203, and has an approximate area of 476 square feet. The laboratory has sixteen (16) seating capacity (Figure 1) with a high quality scanner and plotter (Figure 2 and Figure 3). The laboratory also has a ceiling-mounted computer projector that is used for lecture instruction, software applications and student presentations. All computers have internet access and are networked to the other computing laboratories on the Geomatics’ Network.

gislab1

Figure 1: GIS Laboratory

 

The Laboratory is open Mondays thru Thursdays from 8:00 AM to 5:00 PM, Fridays from 8:00 AM to 3:00 PM.

 

gislab2

Figure 2: GIS Laboratory Scanner.

gislab3

Figure 3: GIS Laboratory Plotter

 

2. Staff

The following table summarizes the personnel that teach or assist at the GIS and Cartography Laboratory.

Resource Employment Status
Raúl Matos, MS Associate professor
Eneida Luz Ayala, MGST, PG Laboratory technician at the GIS and Cartography Laboratory

 

3. Equipment and Software

Tables 1 and 2 illustrate the main equipment and software currently available at Geographic Information Systems and Cartography Laboratory.

Table 1: Basic Software available at Geographic Information Systems Laboratory
General Programs Quantity Company
Microsoft Windows 7 Site License Microsoft
Microsoft Office 2013 Site License Microsoft
Microsoft Visio 2013 Site License Microsoft
Microsoft Project 2013 Site License Microsoft
Map 3D 2014 Site License Auto Desk
Google Earth Site License Google
Specialized Programs Quantity Company
ArcGIS for Desktop 10.3.1 17 ESRI
3D Analyst 17 ESRI
Geostatistical Analyst 17 ESRI
Spatial Analyst 17 ESRI
QGIS 2.14.0 GNU General Public License QGIS
Geomedia Professional 2015 15 Hexagon Geospatial
APOLLO Essentials 2015 1 Hexagon Geospatial
WinTopo Freeware SoftSoft Ltd
Corpscon Freeware U.S Corps of Engineers
ILWIS GNU General Public License 52°North
GeoDa GNU General Public License GeoDa Center
PostgreSQL GNU General Public License PostgreSQL Global Development Group

 

Table 2: Basic hardware available at Geographic Information Systems Laboratory
Equipment Quantity Model
Desktop Computers 16 DELL Precision T3500
Desktop Computers 1 Dell Precision T7600
Scanner 1 EPSON GT-20000
Plotter 1 HP Designjet 510
Projector 1 Panasonic LB75NT XGA

 

Every academic term the software is revised for updates and license renewal, and every three years the laboratory computers are updated to the latest in the market, as per laboratory necessity. This is one way to guarantee that our students are receiving, in a reasonable time intervals, the state of the art in computer technologies.

Land Surveying and Topographic Analysis Laboratory

1. Introduction

This laboratory is divided in two principal areas. One dedicated to the study of the Land Surveying science and the other is oriented to study and perform Topographic Analysis. The Land Surveying section has a principal computer-assisted classroom used primary by the surveying program students and professors. This is located at Pabellón building, Room P-201 and has an approximate area of 476 square feet with a sitting capacity of eighteen (18) students (Figure 1). The laboratory also has a ceiling-mounted computer projector that is used for lecture instruction, software applications and student presentations. All computers have internet access and are networked to the other computing laboratories on the Geomatics’ Network.

LSLab1

Figure 1: Topographic Analysis Laboratory

The Land Surveying and Topographic Analysis Laboratory mainly serves the undergraduate Land Surveying and Mapping Department core courses, as well as the graduate Geospatial program courses. The Laboratory is open Mondays through Thursdays from 9:00 AM to 5:30 PM and Fridays from 8:00 AM to 3:00 PM.

 

2. Staff

The following table summarizes the personnel that teach or assist at the Land Surveying and Topographic Analysis Laboratory.

Resource Employment Status
Marcos Colón, MEnvM Assistant Professor
Neyza M. Márquez Rivera, MEM., B.S.L.S. Assistant at the Land Surveying and Topographic Analysis Laboratory

 

3. Equipment

The following table illustrates the main equipment currently available at the Land Surveying and Topographic Laboratory.

Table 1: Surveying Laboratory Instruments
Quantity Instrument Type Instrument Description Type and its Software
1 GPS TOPCON GR-3, RTK Base and Rover
1 GPS ALTUS ,RTK Base and Rover
3 GPS TRIMBLE 4600LS Static Antenna
4 GPS Hand GPS TOPCON GMS-2 with Top Surv soft (1 unit) and Top Pad Soft and ArcPad 7.1 (3 units)
2 GPS DATA Hand Data Collector for GPS, ARCHER FIELD PC
5 DC Data Collector TDS RECON
4 DC Data Collector TDS NOMAD
2 TS Total Station GoWin TOPCON TKS-202
4 TS Total Station LEICA TC- 407
4 TS Total Station TOPCON GTS 239W
2 TS Total Station TOPCON GPT 2009
2 TS Total Station TOPCON GTS-213
3 TS Total Station SOUTH
2 DL Digital Level 200 SERIES
3 DL TOPCON Digital Level DL-102C
3 DL Pipe David White Pipe Digital Level
3 DL RL TOPCON Rotating Level RL-H3C
8 L Auto Level TOP-JR AT-24A
13 L Automatic Level TOPCON AT-G6

Remote Sensing and Photogrammetry Laboratory

1. Introduction

The Remote Sensing and Photogrammetry Laboratory serves as classroom and computer room with Remote Sensing and Photogrammetry specialized software. It is located at the Pabellón Building, Room P-204. The laboratory has seat for fifteen (15) students with its corresponding computers (Figure 1).

RSLab1

Figure 1: Remote Sensing and Photogrammetry Laboratory

The Laboratory is open Mondays through Thursdays from 9:00 AM to 5:30 PM and Fridays from 8:00 AM to 3:00 PM.

 

2. Staff

The following table summarizes the personnel that teach or assist at the Remote Sensing and Photogrammetry Laboratory.

Resource Employment Status
Victor Romero, MSEM Associate professor
Eneida L. Ayala, MGST, PG. Laboratory technician at the Remote Sensing and Photogrammetry Laboratory

 

3. Equipment and Software

Tables 1 and 2 illustrate the main equipment and software currently available at Remote Sensing and Photogrammetry Laboratory.

Table 1: Basic hardware available at Remote Sensing and Photogrammetry Laboratory
Equipment Quantity Model
Desktop Computers 15 DELL Precision T3600
Desktop Computers 1 Dell Precision T7600
Projector 1 Panasonic LB75NT XGA

 

Table 2: Basic Software available at Remote Sensing and Photogrammetry Laboratory
General Programs Quantity Company
Microsoft Windows 7 Site License Microsoft
Microsoft Office 2013 Site License Microsoft
Microsoft Visio 2013 Site License Microsoft
Microsoft Project 2013 Site License Microsoft
Auto CAD 2014 Site License Auto Desk
Google Earth Google
Specialized Programs Quantity Company
Carlson 2014 9 Carlson Software, Inc.
Geomatica 2014 16 PCI Geomatics
QGIS 2.14.0 GNU General Public License QGIS
ERDAS IMAGINE 2015 14 Hexagon Geospatial
Corpscon Freeware U.S Corps of Engineers

 

Every academic term the software is revised for updates and license renewal, and every three years the laboratory computers are updated to the latest in the market, as per laboratory necessity. This is one way to guarantee that our students are receiving, in a reasonable time intervals, the state of the art in computer technologies.

Department Personnel

Faculty

ALSAADI, BALHAN ALTAYEB

Professor, Ph.D. in Civil Engineering, Polytechnic University of Madrid, Spain, 1988; M.S.C.E. and B.S.C.E., Trian Vuia Polytechnic Institute, Timisoara, Romania, 1984
Area of Interest: Structural Engineering
E-mail Address: balsaadi@pupr.edu
Phone: X-496

BORRAGEROS LEZAMA, JOSÉ

Professor, M.S.C.E., Texas A & M University, 1985; B.S.C.E., University of Puerto Rico, Mayagüez Campus, 1984, PE
Area of Interest: Environmental Engineering
E-mail Address: jborrage@pupr.edu
Phone: X-356

COLLAZOS ORDÓÑEZ, OMAIRA

Professor, Ph.D. in Civil Engineering, University of Missouri, 2003; M.S.C.E., University of Puerto Rico, Mayagüez Campus, 1993; B.S.C.E., University of Cauca, Colombia, 1989
Area of Interest: Geotechnical Engineering
E-mail Address: ocollazos@pupr.edu
Phone: X-625

COLÓN MERCADO, MARCOS

Assistant Professor, Master in Environmental Management, Polytechnic University of Puerto Rico, 2003; Bachelor of Science in Surveying and Topography, University of Puerto Rico, Mayagüez Campus, 1993, PS
Area of Interest: Construction and Mapping Surveying
E-mail Address: macolon@pupr.edu
Phone: X-607

CRUZADO VÉLEZ, HÉCTOR J.

Professor and Department Head, Ph.D. in Wind Science and Engineering, Texas Tech University, 2007; M.S.C.E., Massachusetts Institute of Technology, 1998; B.S.C.E., University of Puerto Rico, Mayagüez Campus, 1996, PE
Area of Interest: Structural Engineering
E-mail Address: hcruzado@pupr.edu
Phone: X-436

DELGADO LOPERENA, DHARMA

Professor, Ph.D. in Human Environmental Sciences, University of Missouri, 2004; M. Arch., University of Puerto Rico, Rio Piedras Campus, 1983; B. in Environmental Design, University of Puerto Rico, Rio Piedras Campus, 1981
Area of Interest: Construction Engineering
E-mail Address: ddelgado@pupr.edu
Phone: X-626

DESCHAPELLES DUQUE, BERNARDO

Professor, Ph.D. in Civil Engineering, California Western University, Santa Ana, 1983; M.S.C.E., California Western University, Santa Ana, 1981; B.S.C.E., University of Havana, Cuba, 1954, B.S.Ch.E., University of Havana, Cuba, 1952, PE
Area of Interest: Structural Engineering
E-mail Address: bdeschapelles@pupr.edu
Phone: X-247

FERNÁNDEZ VALENCIA, MARÍA DE LOURDES

Lecturer II, M.S. in Environmental Management, Metropolitan University of Puerto Rico, 1997; Bachelor in Human Communication Therapy, National Institute of Human Communication, Mexico City, Mexico, 1989
Area of Interest: Environmental Risk Management
Email address: mfernandez@pupr.edu
Phone: X-453

GUZMÁN DE LA CRUZ, ALBERTO

Professor, Ph.D. in Civil Engineering, University of Puerto Rico, Mayagüez Campus, 1998; M.S.C.E., University of Puerto Rico, Mayagüez Campus, 1994; B.S.C.E., Technological Institute of Santo Domingo, Dominican Republic, 1990, PE
Area of Interest: Structural Engineering
E-mail Address: aguzman@pupr.edu
Phone: X-218

MALAVER MUÑOZ, ROGER

Associate Professor, Ph.D. in Chemical Engineering, University of Sherbrooke, Canada, 1999; M.S.Ch.E., University of Puerto Rico, Mayagüez Campus, 1993; B.S.Ch.E., National University of San Marcos, Peru, 1990; B.S. Food Technology Engineering, Villarreal University, Peru, 1987
Area of Interest: Environmental Engineering
E-mail Address: rmalave@pupr.edu
Phone: X-317

MARTE DE LA MOTA, ROBERTO

Associate Professor, M.S.C.E., University of Puerto Rico, Mayagüez Campus, 2001; M.E.C.E., Technological Institute of Santo Domingo, Dominican Republic, 1998, B.S.C.E., Technological Institute of Santo Domingo, Dominican Republic, 1997, PE
Area of Interest: Structural Engineering
E-mail Address: rmarte@pupr.edu
Phone: X-669

MARTÍNEZ GÁMEZ, JOSÉ A.

Professor, M.S.C.E., University of California-Berkeley, 1987; B.S.C.E., Albert Einstein University, El Salvador, 1984, PE
Area of Interest: Geotechnical Engineering
E-mail Address: amartine@pupr.edu
Phone: X-438

MATOS FLORES, RAÚL

Associate Professor, Ph.D. Candidate in Cartography, GIS, and Remote Sensing, University of Alcalá, Madrid, Spain; Master of Science in Geographic Information Systems, Huddersfield University, Great Britain, 2002; Master in Planning, University of Puerto Rico, 1997; Bachelor of Arts in Geography, University of Puerto Rico, 1991
Area of Interest: Cartography and Geographic Information Systems
E-mail Address: ramatos@pupr.edu
Phone: X-615

MELÉNDEZ AGUILAR, ÁNGEL R.

Lecturer II, M.B.A., University of Phoenix, Guaynabo Campus, 1995; B.S.Ch.E., University of Puerto Rico, Mayagüez Campus, 1991
Area of Interest: Environmental Engineering
E-mail Address: anmelendez@pupr.edu
Phone: X-453

MODESTO ORTIZ, PEDRO

Lecturer II, M.E.M., Polytechnic University of Puerto Rico, 1995; B.S.C.E., University of Puerto Rico, Mayagüez Campus, 1984, PE
Area of Interest: Environmental Engineering
E-mail Address: pmodesto@pupr.edu
Phone: X-453

MUESES PÉREZ, AURISTELA

Professor, Ph.D. in Civil Engineering, University of South Florida, 2006; M.S.C.E., University of Puerto Rico, Mayagüez Campus, 1992; B.S.C.E., Technological Institute of Santo Domingo, Dominican Republic, 1987, PE
Area of Interest: Environmental Engineering
E-mail Address: amueses@pupr.edu
Phone: X-812

PACHECO CROSETTI, GUSTAVO

Professor, Ph.D. in Civil Engineering, University of Puerto Rico, Mayagüez Campus, 2007; M.S.C.E., University of Puerto Rico, Mayagüez Campus, 1993; B.S.C.E., National University of Córdoba, Argentina, 1988, PE
Area of Interest: Structural Engineering
E-mail Address: gpacheco@pupr.edu
Phone: X-452

RIVERA GUZMÁN, NÉSTOR

Lecturer I, B.S. in Geology, University of Puerto Rico, Mayagüez Campus, 1985, PG
Area of Interest: Geology
E-mail Address: nerivera@pupr.edu
Phone: X-453

RODRIGUEZ CABRERA, JULIO

Lecturer I, Bachelor of Science in Biology, University of Puerto Rico, Mayagüez Campus, 1979
Area of Interest: Dendrology
E-mail Address: jurodriguez@pupr.edu
Phone: X-453

ROMERO GONZÁLEZ, VICTOR

Associate Professor, Ph.D. Candidate in Remote Sensing, Photogrammetry and Cartographic Engineering, Polytechnic University of Madrid, Spain; M.S.E.M., Metropolitan University, San Juan, Puerto Rico, 2006; Bachelor of Science in Land Surveying and Mapping, Polytechnic University of Puerto Rico, 1994, PS
Area of Interest: Surveying, Remote Sensing, and Photogrammetry
E-mail Address: vromero@pupr.edu
Phone: X-610

ROSSY ROBLES, GINGER

Assistant Professor, Ph.D. Candidate in Civil Engineering, University of Missouri; M.S.C.E., University of Puerto Rico, Mayagüez Campus, 2002; B.S.C.E., University of Puerto Rico, Mayagüez Campus, 1996
Area of Interest: Transportation Engineering
E-mail Address: grossy@pupr.edu
Phone: X-453

TARDY GARCÍA, RODOLFO

Associate Professor, M.S.C.E., University of Puerto Rico, Mayagüez Campus, 1989; B.S.C.E., University of Puerto Rico, Mayagüez Campus, 1983, PE
Area of Interest: Structural Engineering
E-mail Address: rtardy@pupr.edu
Phone: X-364

TORRES RIVERA, REINALDO

Associate Professor, M. Arch., University of Puerto Rico, Rio Piedras Campus, 1987; B. in Environmental Design, University of Puerto Rico, Rio Piedras Campus, 1983
Area of Interest: Architecture
E-mail Address: rtorres@pupr.edu
Phone: X-379

VÉLEZ GALLEGO, AMADO

Associate Professor and Associate Department Head, M.S.C.E., University of Texas at Austin, 1996; B.S.C.E., University of Puerto Rico, Mayagüez Campus, 1993
Area of Interest: Transportation Engineering
E-mail Address: avelez@pupr.edu
Phone: X-311

VILLALTA CALDERÓN, CHRISTIAN

Assistant Professor, Ph.D. in Civil Engineering, University of Puerto Rico, Mayagüez Campus, 2009; M.S.C.E., University of Puerto Rico, Mayagüez Campus, 2004; B.S.C.E., University of Costa Rica, 2000
Area of Interest: Environmental Engineering
E-mail Address: cvillalta@pupr.edu
Phone: X-695

Administrative

AYALA CARTAGENA, ENEIDA

Laboratory Technician at the GIS and Cartography Laboratory and the Remote Sensing and Photogrammetry Laboratory
E-mail address: enayala@pupr.edu 
Phone: X-623

LORENZANA COLLAZO, ISABEL

Assistant to the Department Head in Academic Affairs and Assistant at the Geotechnical Engineering Laboratory
E-mail address: ilorenza@pupr.edu 
Phone: X-408

MELÉNDEZ RODRÍGUEZ, ILEANA

Assistant at the Engineering Simulations Laboratory and the Highway and Transportation Engineering Laboratory
E-mail address: imelende@pupr.edu 
Phone: X-415

MONTILLA TURBIDES, SALVADOR

Assistant at the Construction Materials Laboratory and the Structural Engineering Laboratory
E-mail address: smontill@pupr.edu 
Phone: X-434

NORIEGA CASTELLANO, ANGEL

Assistant at the Environmental Engineering Laboratory
E-mail address: annoriega@pupr.edu 
Phone: X-413

RODRÍGUEZ CASTRO, CARMEN

Secretary
E-mail address: crodriguez@pupr.edu
Phone: X-453

Contact

The Department of Civil and Environmental Engineering and Land Surveying is located at Room L-108 of the Laboratories Building of the San Juan Campus.

The office hours are: Monday thru Thursday: 10:00 AM to 7:00 PM and Friday: 8:30 AM to 3:00 PM.

Telephones: (787) 622-8000, extensions 453, 436, 311, and 610.

You can contact the Department Head Héctor J. Cruzado, the Associate Department Head Amado Vélez, or the Coordinator of the Land Surveying Program Víctor Romero at their e-mail addresses: hcruzado@pupr.edu, avelez@pupr.edu, and vromero@pupr.edu.

 

Areas of Specialty

Structural Engineering

The area of study of civil engineering that focuses on the analysis and design of structures, such as buildings and bridges. Structural engineers are responsible for the making of safe and functional structures capable of resisting loads, like those produced by earthquakes and hurricanes.

Transportation Engineering

The area of study of civil engineering that applies scientific principles to the planning, analysis, design, and operations of transportation systems such as highways, railways, marine ports, and airports to provide for the safe, rapid, confortable, convenient, economical, and environmentally compatible movement of people and goods.

Geotechnical Engineering

The area of study of civil engineering that applies earth sciences to investigate the mechanical properties of soils, their behavior, and their ability to resist loads, such as those produced by superstructures.

Environmental Engineering

The discipline that applies science and engineering principles to improve the natural environment. It deals with water resources, water quality and treatment, waste water treatment and disposal, air pollution control, solid and hazardous waste management, occupational safety and health, environmental toxicology, environmental impact assessment, public health issues, and pollution prevention.

Construction Engineering

The area of study that applies managerial sciences to the engineering processes involved in the construction of superstructure and infrastructure projects, such as buildings, bridges, highways, airports, railroads, dams, and utilities. Construction engineers ensure that the construction is carried out in accordance with the design drawings and specifications and the contract documents.

Land Surveying and Mapping

Land Surveying and Mapping is the science of determining the position of points on the surface of the Earth through the application of mathematics and the use of specialized instruments. Surveying includes the measurement of angles and distances, the establishment of horizontal and vertical control points, plan confection, cadastral measurements, highway tracing and building locations, submarine topography and oceanic depths, plus the location of legal boundaries.

Did you know…

Did you know…that the Bachelor of Science in Civil Engineering started to be offered at the Polytechnic University of Puerto Rico in 1974 and that the first graduating class, formed by 17 students, obtained the degree in 1977?

Did you know…that 2,818 students have obtained a Bachelor of Science in Civil Engineering at the Polytechnic University of Puerto Rico?

Did you know…that the 2005 graduating class of our Bachelor of Science in Civil Engineering program was the largest with 150 students and that the 1982 graduating class was the smallest with 10 students?

Did you know…that at the beginning of this 2017-2018 academic year there were 243 students registered in our Bachelor of Science in Civil Engineering program?

Did you know…that since 2003 the Polytechnic University of Puerto Rico grants a medal to the civil engineering graduate with the highest grade point average? The students who have received this medal are:

  • Katia Nazario Fernández (2003)
  • Roxana Hernández Pastrana (2004)
  • Jorge J. Echeandía González (2005)
  • Alejandro Abrams González (2006)
  • Josué M. Rivera Reyes (2007)
  • Francheska M. Figueroa Vélez (2008)
  • Richard Lizardi Chapel (2009)
  • Verónica T. De Freitas Nicholson (2010)
  • Flora M. Colom Acosta (2011)
  • Inés V. Brás Silva (2012)
  • Silvio R. Martínez Jerez (2013)
  • Luca Barbarossa Baccaro (2014)
  • Jackeline Rivera Sánchez (2015)
  • Kettsy García Santiago (2016)
  • Enrique G. Méndez Cuevas (2017)

(A special recognition was given in 2005 to Adolfo I. Ayuso Saez for his academic excellence).

Did you know…that since 2006 the Institute of Civil Engineers of the College of Engineers and Land Surveyors of Puerto Rico grants the Eng. Max Figueroa Domínguez Medal to the most outstanding civil engineering graduate with academic excellence? The students who have received this medal are:

  • Alejandro Abrams González (2006)
  • Josué M. Rivera Reyes (2007)
  • Francheska M. Figueroa Vélez (2008)
  • Richard Lizardi Chapel (2009)
  • Verónica T. De Freitas Nicholson (2010)
  • Flora M. Colom Acosta (2011)
  • Jonathan Herrera Roldán (2012)
  • Silvio R. Martínez Jerez (2013)
  • Luca Barbarossa Baccaro (2014)
  • Jackeline Rivera Sánchez (2015)
  • Kettsy García Santiago (2016)
  • Enrique G. Méndez Cuevas (2017)

Did you know…that the Bachelor of Science in Environmental Engineering started to be offered at the Polytechnic University of Puerto Rico in 1997 and that the first graduating class, formed by five students, obtained the degree in year 2000?

Did you know…that 315 students have obtained a Bachelor of Science in Environmental Engineering at the Polytechnic University of Puerto Rico?

Did you know…that the 2009 graduating class of our Bachelor of Science in Environmental Engineering program was the largest with 25 students and that the 2001 class was the smallest with four students?

Did you know…that at the beginning of this 2017-2018 academic year there were 77 students registered in our Bachelor of Science in Environmental Engineering program?

Did you know…that since 2003 the Polytechnic University of Puerto Rico grants a medal to the environmental engineering graduate with the highest grade point average? The students who have received this medal are:

  • Juan M. Amador Gutiérrez (2003)
  • Lourdes M. Morales Cuevas (2004)
  • Eduardo González Eisenmann (2005)
  • Giselle Balaguer Dátiz (2006)
  • Karen A. Díaz Rivera (2007)
  • Madeline Rivera Figueroa (2008)
  • Alejandro Pinto Flores (2009)
  • Elizabeth Rosas Pérez (2010)
  • Damián Cuadrado Sánchez (2011)
  • Luis A. Méndez Santos (2012)
  • Carina López Cabrera (2013)
  • Widallys Collazo Hernández (2014)
  • Solanch S. Pastrana Del Valle (2015)
  • Edward I. Westerband Martínez (2016)
  • Laura G. Roldán Hernández (2017)

(A special recognition was given in 2008 to Annette M. Fernández Rosario for her academic excellence.)

Did you know…that since 2010 the Institute of Environmental Engineers of the College of Engineers and Land Surveyors of Puerto Rico grants the Eng. Rafael Miranda Franco Medal to the most outstanding environmental engineering graduate with academic excellence? The students who have received this medal are:

  • Elizabeth Rosas Pérez (2010)
  • Damián Cuadrado Sánchez (2011)
  • Luis A. Méndez Santos (2012)
  • Carina López Cabrera (2013)
  • Widallys Collazo Hernández (2014)
  • Solanch S. Pastrana Del Valle (2015)
  • Edward I. Westerband Martínez (2016)
  • Laura G. Roldán Hernández (2017)

Did you know…that the Bachelor of Science in Land Surveying and Mapping started to be offered at the Polytechnic University of Puerto Rico in 1966?

Did you know…that 576 students have obtained a Bachelor of Science in Land Surveying and Mapping at the Polytechnic University of Puerto Rico?

Did you know…that at the beginning of this 2017-2018 academic year there were 24 students registered in our Bachelor of Science in Land Surveying and Mapping program?

Did you know…that since 2003 the Polytechnic University of Puerto Rico grants a medal to the land surveying and mapping graduate with the highest grade point average? The students who have received this medal are:

  • Norman Orisini Rosado (2003)
  • John A. Eby (2004)
  • Rafael L. Ocasio Declet (2005)
  • Roberto Fernandini Torré (2006)
  • Dennise M. Ribot Díaz (2007)
  • Janette I. Rivera Franco (2008)
  • Manuel De la Mata De Jesús (2009)
  • Rafael E. Rivera Herrera (2010)
  • Juan L. Amaro Amaro (2011)
  • Álvaro Morales Vargas (2012)
  • Francisco J. Acevedo Claudio (2013)
  • Steven D. Gelpí Torres (2014)
  • Francisco J. De Benney Figueroa (2015)
  • Ángel L. Román Rodríguez (2016)
  • Leomar Berríos Barreto (2017)

Did you know…that since 2011 the Polytechnic University of Puerto Rico grants the Surveyor Francisco (Paco) Lugo Medal to the most outstanding land surveying and mapping graduate? The students who have received this medal are:

  • Ricardo García Cana (2011)
  • Álvaro Morales Vargas (2012)
  • Emérito Santiago Ramos (2013)
  • José F. López Rivera (2014)
  • Anthony Orlandi Gúzman (2015)
  • Carlos Y. Aponte Mariani (2016)
  • Leomar Berríos Barreto (2017)

Did you know…that 12 students have graduated Summa Cum Laude from the undergraduate programs of our department? They have been:

  • Norman Orisini Rosado (2003) (Land Surveying and Mapping)
  • Jorge J. Echeandía González (2005) (Civil Engineering)
  • Adolfo I. Ayuso Sáez (2005) (Civil Engineering)
  • Francheska M. Figueroa Vélez (2008) (Civil Engineering)
  • Janette I. Rivera Franco (2008) (Land Surveying and Mapping)
  • Alejandro Pinto Flores (2009) (Environmental Engineering)
  • Inés V. Brás Silva (2012) (Civil Engineering)
  • Jonathan Herrera Roldán (2012) (Civil Engineering)
  • Silvio R. Martínez Jerez (2013) (Civil Engineering)
  • Carina López Cabrera (2013) (Environmental Engineering)
  • Luca Barbarossa Baccaro (2014) (Civil Engineering)
  • Kettsy García Santiago (2016) (Civil Engineering)

Did you know…that at the beginning of this 2017-2018 academic year there were 46 students registered in the master program of Civil Engineering offered by our Department? The specialty areas of the program are: Structural Engineering, Geotechnical Engineering, Water Resources and Water Treatment Engineering, and Construction Engineering.

Did you know…that 178 students have graduated from the master program of Civil Engineering at the Polytechnic University of Puerto Rico?

Did you know…that at the beginning of this 2017-2018 academic year there were seven students registered in the master program in Geospatial Science and Technology offered by our Department?

Did you know…that 26 students have graduated from the master program in Geospatial Science and Technology at the Polytechnic University of Puerto Rico?

Did you know…that our  Bachelor of Science in Civil EngineeringBachelor of Science in Environmental Engineering, and Bachelor of Science in Land Surveying and Mapping programs are accredited by ABET?

Did you know…that in this 2017-2018 academic year 20 full-time professors and 10 part-time professors compose the faculty of the Department of Civil and Environmental Engineering and Land Surveying?

Did you know…that 11 professors of the Department of Civil and Environmental Engineering and Land Surveying have doctoral degrees, 12 professors are licensed professional engineers, and two professors are licensed professional surveyors?

Did you know…that 11 nationalities are represented in the faculty of the Department of Civil and Environmental Engineering and Land Surveying? In addition to Puerto Rico, professors from Argentina, Colombia, Costa Rica, Cuba, Dominican Republic, El Salvador, Mexico, Peru, Spain, and Syria teach courses at our Department.

Did you know…that professors Balhan A. Alsaadi, Gustavo Pacheco Crosetti, and José Borrageros Lezama were directors and that professors Omaira Collazos Ordóñez and Alberto Guzmán De la Cruz were associate directors of our Department? (Professor Raúl Matos Flores was director of the Department of Land Surveying and Geomatic Sciences.)

Did you know…that there are 8 active student chapters at the Department of Civil and Environmental Engineering? The student chapters are:

  • American Society of Civil Engineers
  • American Concrete Institute
  • Associated General Contractors of America
  • Institute of Civil Engineers of the College of Engineers and Land Surveyors of Puerto Rico
  • Institute of Transportation Engineers
  • Water Environment Federation / American Water Works Association
  • Institute of Environmental Engineers of the College of Engineers and Land Surveyors of Puerto Rico / Inter American Association of Sanitary Engineering and Environmental Sciences.
  • Asociación Puertorriqueña del Concreto

Professor Ginger M. Rossy Robles acts as coordinator of these chapters.

Did you know…that the outcomes assessment program of the Department of Civil and Environmental Engineering and Land Surveying is coordinated by five professors? The professors are:

  • Héctor J. Cruzado Vélez (Department Head)
  • Amado Vélez Gallego (Associate Department Head)
  • José A. Martínez Gámez (Civil Engineering)
  • José Borrageros Lezama (Environmental Engineering)
  • Marcos Colón Mercado (Land Surveying and Mapping)

Did you know…that the 2017-2018 Honor Roll of the Department of Civil and Environmental Engineering and Land Surveying has 25 undergraduate students who have approved at least 36 credit hours of their corresponding undergraduate curriculum (not including preparatory courses) at the Polytechnic University of Puerto Rico and have a grade point average of 3.25 or more?

Did you know…that six students participate during this 2017-2018 academic year in the professional development program of transportation infrastructure inspection? The students are:

  • Mónica M. Aponte Alequín (B.S. in Environmental Engineering)
  • Elisandro Carmona Cartagena (B.S. in Civil Engineering)
  • Lucía M. González Meléndez (B.S. in Environmental Engineering)
  • Raymond A. Gutiérrez Rivera (Master in Civil Engineering)
  • Enrique G. Méndez Cuevas (Master in Aerospace Engineering)
  • Carlos A. Rodríguez Latoni (B.S. in Civil Engineering)

This program is a professional development initiative of professors Gustavo Pacheco Crosetti and Amado Vélez Gallego, who, together with professor José Borrageros Lezama, act as academic mentors of the program.