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Course Notes for CVEEN 3310, Introduction to Geotechnical
Engineering
Prepared by:
Steven F. Bartlett, Ph.D., P.E.
Associate Professor
Permission for reuse must be sought.
Spring Semester 2013
CVEEN 3310 NotesMonday, January 07, 2013
11:43 AM
Introduction to Geotechnical Engineering Page 1
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Strength of Materials (CVEEN 2140 or equivalent), Chemistry II (CHE 1220
or equivalent) and Ordinary Differential Equations (MATH 2250 or
equivalent). The instructor can waive these prerequisites in specialcircumstances.
Prerequisites:
Steven F. Bartlett, P.E., Ph.D., Assistant Professor, 2032 MCE, Phone:
587-7726, Fax: 585-5477, Home: 435-884-3935, e-mail:
[email protected], Course website: http://www.civil.utah.edu/
~bartlett/CVEEN3310/ ; Office hours: M 9:30 a.m. 11:30 a.m., W 9:30
a.m. 11: 30 a.m.
Instructor:
1983 B.S., Geology, BYU1992 Ph.D., Civil Engineering (geotechnical emphasis), BYU
1984-1988 Construction and Materials, UDOT
1991-1995 Senior Engineer, Westinghouse Savannah River Company
1995-1998 Project Engineer, Woodward Clyde Consultants
1998-2000 Research Project Manager, UDOT
2000-2007 Assistant Professor, CVEEN Department, University of Utah
2007- Associate Professor, CVEEN Department, University of Utah
Educational/Professional Experience:
Ramesh Neupane ([email protected])
Shun Li ([email protected])
Office hours: Kiewit Mentoring Ctr. MCE 135
M, W 12:30 -1:30 p.m.
M, W 4:00-6:00 p.m. (in person and Skype session)
F 1:00 - 3:00 p.m.
Teaching Assistants:
An Introduction to Geotechnical Engineering (2nd Edition) [Hardcover]Robert D. Holtz (Author), William D. Kovacs (Author), Thomas C.
Sheahan (Author)
Text:
Course InformationMonday, January 07, 2013
11:43 AM
Course Information Page 2
mailto:[email protected]://www.civil.utah.edu/~bartlett/CVEEN3310/http://www.civil.utah.edu/~bartlett/CVEEN3310/http://www.amazon.com/s/ref=ntt_athr_dp_sr_1?_encoding=UTF8&field-author=Robert%20D.%20Holtz&ie=UTF8&search-alias=books&sort=relevancerankhttp://www.amazon.com/William-D.-Kovacs/e/B0028ENZJ4/ref=ntt_athr_dp_pel_2http://www.amazon.com/Thomas-C.-Sheahan/e/B004BVX4YS/ref=ntt_athr_dp_pel_3http://www.amazon.com/Thomas-C.-Sheahan/e/B004BVX4YS/ref=ntt_athr_dp_pel_3http://www.amazon.com/Thomas-C.-Sheahan/e/B004BVX4YS/ref=ntt_athr_dp_pel_3http://www.amazon.com/Thomas-C.-Sheahan/e/B004BVX4YS/ref=ntt_athr_dp_pel_3http://www.amazon.com/William-D.-Kovacs/e/B0028ENZJ4/ref=ntt_athr_dp_pel_2http://www.amazon.com/s/ref=ntt_athr_dp_sr_1?_encoding=UTF8&field-author=Robert%20D.%20Holtz&ie=UTF8&search-alias=books&sort=relevancerankhttp://www.civil.utah.edu/~bartlett/CVEEN3310/http://www.civil.utah.edu/~bartlett/CVEEN3310/mailto:[email protected]7/25/2019 Geotech Engineering Course Notes
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To understand how geologic processes form and affect soil behavior.
To gain knowledge of soil properties and geotechnical materials.
To help foster and develop the engineering judgment required to the
practice of geotechnical engineering.
To gain a detailed knowledge of:
(1) Index and Classification Properties of Soils,
(2) Soil Classification,
(3) Clay Mineral and Soil Structure,
(4) Compaction,
(5) Capillarity, Shrinkage, Swelling, Frost Action,
(6) Permeability, Seepage, Effective Stress,
(7) Consolidation and Consolidation Settlement, and
(8) Time Rate of Consolidation.
Course ObjectivesThursday, March 11, 2010
11:43 AM
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Participation:
At various times during each lecture, students will be asked questions or be given
the opportunity to answer questions posed by the instructor. Each student is
expected to participate in these discussions during the lectures throughout the
semester. Relevant information from students with practical working experienceon a particular topic is encouraged. Sleeping or reading materials or unauthorized
computer use or browsing regarding information not relevant to the class is not
appropriate.
Courtesy:
Your instructor will treat you with courtesy at all times. In return, he expects you
to give him the same respect. There should be no talking at any time during the
lecture except to ask or answer questions of the instructor. The class begins
promptly at 8:35 a.m. and you should arrive on time. Students who arrive late toclass disrupt the students who are already there and the instructor.
Homework and Laboratory Assignments:
Start the homework early, so you can ask questions in class before the homework
is due. Homework due dates are posted on the web. Homework is due at the
beginning of class on the due date. Homework will be assessed a penalty of 10%
per day. Homework or lab assignments that are more than 5 days late will be
assessed a 50 percent penalty and will be spot-checked, but not thoroughly
graded by the T.A. A grade of zero will be given on any homework that is copiedfrom another student. Students who do not complete at least 70 percent of the
homework will receive a failing grade for the semester. Specific homework rules
for properly completing the homework assignments are given in Homework
Rules.
Attendance:
No seats will be assigned and no attendance taken during the semester. However,
regular attendance is necessary to learn the material. Nonattendance increases
the amount of time you spend on the course and reduces the quality of youreducational experience. You are responsible for all announcements, material
covered in class. Some material covered or explained in class may not be found in
the lecture notes and may be included on the exam. In addition, you will not be
able to make up any unannounced quizzes that are given during class.
Course Policy and RulesThursday, March 11, 2010
11:43 AM
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Honor Pledge:
All homework submitted in this course is pledged as being your own work and
is submitted individually. Laboratory exercises and reports will be done in
groups. You may ask other students questions and have them assist you in
understanding difficult concepts or areas where you may be making errors inyour homework and laboratory assignments. However, you are individually
responsible for doing, understanding and knowing the concepts and will be
tested on that understanding. The honor code prohibits discussing any tests
with anyone until the test is graded and returned. Also, consulting or copying
homework and laboratory assignments from prior years is considered an honor
code violation.
Cheating:
Cheating of any kind on laboratory reports, quizzes or exams will not betolerated and will result in a grade of E for the course.
Course Policy and Rules (cont.)Thursday, March 11, 2010
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Course Grading: (Total Score from All Assignments and Exams)
Weight of Total Grade GradeScore (%)
GradeScore (%)
Homework (20%) A (94-100) A- (90-93)
Midterm Exam I (15%) B+ (87-89) B (84-86)
Midterm Exam II (15%) B- (80-83) C+ (77-79)
Final Exam (15%) C (74-76) C- (70-73)
Laboratory (20% )
Quizzes (Announced) (10 %)
Quizzes (Unannounced) (5 %)
D+ (67-69)
D- (60-63)
D (64-66)
E (< 60)
Announced quizzes will generally be issued the class period before each
midterm exam. Unannounced quizzes will be given at the instructors discretion
and will be issued at the beginning of class.
The homework score will consist of two parts: (1) One problem graded in detail
and scored by the T.A. This part will be worth 50 percent of the home grade.
(2) The remaining problems will be checked for completeness, but will not begraded in detail. This part will be worth 50 percent of the homework grade.
GradingThursday, March 11, 2010
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UNIVERSITY OF UTAH
DEPARTMENT OF CIVIL AND ENVIRONMENTAL ENGINEERING
HOMEWORK ASSIGNMENTS:
PROCESS OF SOLUTION AND FORMATTING REQUIREMENTS
EFFECTIVE DATE: SEPTEMBER 1, 2004
1. The completed homework assignments that you turn in for credit must be substantially
your own work. It is permissible to discuss the basic concepts and how to solve the problem
in a general sense with others prior to working on the assignment. Once you have started a
problem, you may ask questions of other students, but the questions should be limited to
specific aspects of a problem that you do not understand. It is not acceptable to work on
the assignments with another person or in a group where the assignments are worked
entirely together. You may get as much help from the Teaching Assistant and Professor for
the class as they can legitimately give you during their regularly scheduled office hours or via
e-mail (if the Teaching Assistant or Professor is willing to communicate via e-mail). It is not
permissible to use either solution manuals or solutions from past classes for homeworkassignments that are turned in for credit. All assignments must have the following signed
pledge at the front of the assignment:
On my honor as a student of the University of Utah, I have neither given nor received
unauthorized aid on this assignment.
If the pledge is missing or is not signed, the assignment will not be graded.
Note: These requirements may be modified by the instructor of any class to meet the needs
of that class. Students will be notified by the instructor if there are any modifications to therequirements described in this section. If you have any questions regarding these
equirements for any class, please ask the instructor for clarification.
2. The following format must be used to complete each problem requiring substantial
numerical calculations:
Given
Required
Assumptions
Solution
Summary of Answers
More information is given below regarding each section. An example showing a solved
problem using this format is given on pp. 5-6. (Note: The problem statement is shown in the
example on pp. 5-6 only to illustrate how to obtain the given and required information from
the problem statement. The problem statement should not be included in actual solutions.)
Homework RulesWednesday, January 05, 2011
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Given. Concisely list the important information given in the problem. Use appropriate
symbols whenever possible.
Required. Concisely summarize the task(s) required to solve the problem. If there is more
than one task, designate the tasks using a numerical or alphabetical character as appropriate.
For example, if the problem number is numerical (1, 2, 3, etc.) designate the tasks using an
alphabetical character (a, b, c, etc.).
Assumptions. List all assumptions needed to solve the problem. If other assumptions could
be made in place of any assumption you have make, discuss the logic used to select your
assumption rather than the alternative assumptions. If no assumptions are needed, write
None after the heading.
Solution. Show the solution to the problem in a logical, well-organized, and neat manner.
For handwritten solutions, it is highly recommended that you solve the problems first on
scratch paper and then transfer the solutions neatly to engineering paper. Do not turn in thescratch paper.
Summary of Answers. At the end of each problem, provide a summary of answers for all
tasks requiring numerical answers and tasks requiring text answers that can be summarized in
three sentences or less. If a task requires a text answer of more than three sentences, a figure
or a large table, refer in the summary to the location of the answer by page number and
figure or table number. Provide numerical answers with the appropriate number of significant
figures. As a general rule of thumb for Civil and Environmental Engineering, giving answers
to more than three significant figures is usually not warranted. The number of significant
figures warranted in a particular problem may be more or less than this value. Ask your
instructor for clarification of this rule of thumb for each class. When rounding off during
calculations, it is good practice, if possible, to use at least one more significant figure in all
rounded values than the desired number of significant figures for the final answer. For
example, if the appropriate number of significant figures is three, use at least four significant
figures, where possible, for all rounded values used in the calculation of the final answer.
If a problem or question requires only a text answer, use the following three sections:
Given
Required
Answer
An example is given on p. 7. In some instances it may be appropriate to use only twosections such as Required and Answer or Required and Solution.
3. Use engineering paper and pencil for every problem in which the solution is handwritten. If
the solution (or part of a solution) is done using a computer program, print out the solution
(or the part of a solution done using the computer program) on white paper. In all other
aspects, computer-printed solutions must strictly adhere to the same formatting standards as
handwritten solutions. In some instances, the instructor may require you to turn in an
Homework Rules (cont.)Wednesday, January 05, 2011
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electronic file in addition to the printout, only an electronic file, or electronic file plus partial
printout of the file.
4. Number, title, and label each figure or table produced for the assignment (for example,
Figure 1, Table 3, etc.) Labels for figures go below the figure, while labels for Tables goabove the table. Continue with one numbering sequence for each assignment. For example,
if there are two figures in Problem 1 and one figure in Problem 2, number the figures 1, 2,
and 3. In a derivation where you need to refer to a previous equation, number the equations
and refer to them by number. Examples of a figure, a table, and proper numbering of
equations are shown on pp. 8-9.
5. Graphs should be drawn on a separate piece of paper (one graph per page) to a scale large
enough that the graph takes up most of the paper. Both axes should be labeled, including
units. All straight lines (including axes and tick marks) must be drawn with a straight edge
(triangle, ruler, etc.). Data points must be represented by a symbol (circle, square, etc.), with
different symbols used for different relationships. If drawn by hand, the symbols must bedrawn with a template. When drawing lines or curves through the data points, a straightedge,
French curve, or other appropriate device must be used - freehand lines or curves are not
acceptable. You may also use a computer program to draw your graphs. Some programs do
not have the capability to draw smooth curves through data points. If the program you are
using does not have this capability, have the computer plot the data points but draw the
curves by hand with a French curve or other appropriate device. Do not draw straight lines
from data point to data point when the relationship is actually curved. Also, make sure that
the line or curve drawn by the computer program is appropriate for the relationship described
by the data. For labeling the tick marks on an axis, use the minimum number of decimal
places required (for examples, use 0, 5, 10, 15, 20, etc. rather than 0.00, 5.00, 10.00, 15.00,20.00, etc.; use 0.0, 0.1, 0.2, 0.3, etc. rather than 0.00, 0.10, 0.20, 0.30, etc.).
Note: If the line or curve you are drawing represents an equation or relationship with an
infinite or very large number of data points, do not use symbols to show data points on the
graph even if a finite number of data points are actually used to draw the graph.
6. When providing a table, use the same orientation of the text and/or data for all columns
(centered or left justified). In most cases, all numerical values within any column should
have the same number of significant figures. However, the number of significant figures in a
column may be different for one column compared to other columns in the table. In some
instances, it is appropriate to use the same number of decimal places for all values in a
column.
7. If you use a spreadsheet program to do a problem, which may be encouraged or required in
some cases, you MUST provide sample calculations for each type of calculation. These
sample calculations can be provided within the spreadsheet itself (but must be within the
section that will be printed and turned in) or on a separate page or pages.
Homework Rules (cont.)Wednesday, January 05, 2011
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8. Your solutions should be neatly written, well-organized, and coherent. Lack of neatness,
organization, or coherency will result in reduced credit. Examples of techniques and
conditions that are unacceptable include the following:
a. Parts of the solution are deleted using a line or an X
b. Erasures are dirty, smudgy, or incomplete
c. Arrows are used to show where a portion of a solution should be located rather than its
actual location
d. Printing is sloppy, too small, or too light to read
e. Inappropriate comments are included in the solution
f. Computer generated input and output are not properly integrated into your solution
9. Only one problem should be worked on each page. Start each problem on a separate piece
of paper. Use only one side of the paper. Each page should consist of a full piece of paper of
size 8.5 by 11 in. or A4.
10. Staple the pages of your assignment. Do not use paper clips because they come off easily
and some pages of your assignment may become lost.
11. Put your name, course number, assignment number, and problem number on each sheet
of the assignment. Number the pages for each problem. For handwritten solutions, list the
page number, followed by a slash, followed by the total number of pages for the problem in
the upper right hand side of the paper (see pp. 5-6). For a solution to a problem done entirely
using a computer program, use the following format centered in the footer: Page # of ##
(see p. 7).
The following abbreviations can be used, if desired, when referring to numbered pages,
figures, or equations:
Term Abbreviation
Page p.
Pages pp.
Figure Fig.
Figures Figs.
Equation Eq.
Equations Eqs.
13. Homework that does not comply with any of the requirements described herein will resultin reduced credit. If the instructor or grader believes that the violations are substantial,
flagrant, or habitual, a grade of zero (no credit) for the assignment will be given.
Homework Rules (cont.)Wednesday, January 05, 2011
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Homework Rules (cont.)Wednesday, January 05, 2011
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L . Landon (2001)
Significant FiguresWednesday, January 05, 2011
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L . Landon (2001)
Significant Figures (cont.)Wednesday, January 05, 2011
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L . Landon (2001)
Significant Figures (cont.)Wednesday, January 05, 2011
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Steven F. Bartlett, 2013
1/9/2013 - Ch. 1 and Ch. 2.1 to 2.4
1/14/2013 - Ch. 2.5 to 2.10
1/18/2013 - Ch. 3
1/25/2013 - Ch. 4
2/01/2013 - Ch. 52/14/2013 - Ch. 6
3/01/2013 - Ch. 7
CVEEN 3310 Reading Assignments - Sp. 2013Thursday, March 11, 2010
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EERI Joyner Lecture - Wed, Jan. 16th 7:00 p.m. WEB L104 - waive 1 unannounced quiz
Dr. Gary Norris - Analysis of Laterally and Axially Loaded Groups of Shafts or Piles - Mon. Feb.
4 - Warnock 2230
Feb 6 Quiz - Ch. 1 - 3 (Closed Book)
Feb 11 Exam 1 - Ch. 1 -3 (Open Book)
Mar 6 Quiz - Ch. 5 (Open Book)
April 5 Exam 2 - Ch. 5 - 7
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HW#1
38.5 percenta.
1.02b.
50.5 percentc.
1.82 g/cm^3d.1.31 g/cm^3e.
1.
122 lb/ft^3a.
109 lb/f^3b.
0.56c.
35.8 percentd.
58.7 percente.
0.0210 ft^3f.
2.
1872 kg/m^3a.
1462 kg/m^3b.88.6 percentc.
3.
e = 0.94, n = 48.5 percent, p = 1.53 Mg/m^3, = 21.35 KN/m^3a.
4.
Soil 1 = 1.95 Mg/m^3, = 19.1 KN/m^3a.
Soil 2 = 2 2.07 Mg/m^3, = 20.3 kN/m^3b.
5.
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HW#2
a.
b.
1.
2.
3.
4.
5.
6.
7.
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HW#3
1.
2.
3.
4.
(see text for descriptions)5.
6.
7.
yes, differing angularity will change the friction angle of the soil8.
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HW#4
1.
2.
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HW#4
5.5
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5.7
part A borrow A
part A borrow B
part B borrow A
part B borrow B
5.19
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HW #5 Supplemental Problem 1
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HW 6
Prob. 6.3
a.
b.
c.
Prob. 6.4
Prob. 6.5
a.
Supplemental problem 1
Supplemental problem 2
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HW 7 - Prob. 6-12
Prob. 6-23
Prob. 6-24
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HW 7 Supplemental 1
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Hw 8 Prob. 7.2
a.
b.
c.
Prob. 7.4
Prob. 7.5
Prob. 7.11
Supplemental Prob. 1
Supplemental Problem 2
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HW 9
Prob. 1
Prob. 2
Prob. 3
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Prob. 4
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1. Know and describe the branches of geotechnical engineering.
2. Know and describe other fields related to geotechnical
engineering.
3. Know and understand the term: heterogeneous, anisotropic,
nonconservative (i.e., inelastic) and nonlinear and how these terms
are related to soils.
4. Understand how defects in the soil or rock (e.g., joints, fractures,
weak layers and zones, etc.) can affect the behavior of the soil or
rock and may lead to unacceptable performance.
5. Know and describe an example where such defects have led to afailure condition.
6. Understand the knowledge that is required to practice geotechnical
engineering.
7. Know ways that you can develop/cultivate engineering judgment.
8. Understand the professional etiquette that will help may you a
successful engineer.
Ch. 1 - Learning ObjectivesThursday, March 11, 2010
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Lean Tower of PisaFriday, January 04, 2013
2:31 PM
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Steven F. Bartlett, 2013
Signs of a Geotechnical EngineerFriday, January 04, 2013
2:31 PM
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Geotechnical Engineering MaterialsFriday, January 04, 2013
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Branches of Geotechnical EngineeringFriday, January 04, 2013
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Recommended Geotechnical CurriculumFriday, January 04, 2013
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Soil BehaviorFriday, January 04, 2013
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HeterogeneityFriday, January 04, 2013
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AnisotrophyFriday, January 04, 2013
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Nonconservative (Inelastic)Friday, January 04, 2013
2:31 PM
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NonlinearityFriday, January 04, 2013
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From Building Big by David Macaulay
For more information see Pathway Between the Seas by David McCullough
Panama Canal StatisticsFriday, January 04, 2013
2:31 PM
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Steven F. Bartlett, 2013From Building Big by David Macaulay
Panama Canal Project MapFriday, January 04, 2013
2:31 PM
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From Building Big by David Macaulay
Panama Canal - Problems at CulebraFriday, January 04, 2013
2:31 PM
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From Building Big by David Macaulay
Panama Canal - Problems at Culebra (cont.)Friday, January 04, 2013
2:31 PM
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From Building Big by David Macaulay
Aswan Dam StatisticsFriday, January 04, 2013
2:31 PM
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From Building Big by David Macaulay
Aswan Dam - Coffer DamFriday, January 04, 2013
2:31 PM
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From Building Big by David Macaulay
Aswan Dam CoreFriday, January 04, 2013
2:31 PM
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Aswan Dam Grout CurtainFriday, January 04, 2013
2:31 PM
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From Building Big by David Macaulay
Chunnel StatisticsFriday, January 04, 2013
2:31 PM
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From Building Big by David Macaulay
Constructing Tunnels - Old and NewFriday, January 04, 2013
2:31 PM
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From Building Big by David Macaulay
Golden Gate BridgeFriday, January 04, 2013
2:31 PM
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From Building Big by David Macaulay
Golden Gate Bridge - Creating PiersFriday, January 04, 2013
2:31 PM
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Modern Sheet Piles with Retaining RingFriday, January 04, 2013
2:31 PM
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Sheet Pile Coffer Dam with Dewating with PumpsFriday, January 04, 2013
2:31 PM
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From Building Big by David Macaulay
Petronas Towers StatisticsFriday, January 04, 2013
2:31 PM
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Petronas Towers - Deep FoundationsFriday, January 04, 2013
2:31 PM
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Pile FoundationsFriday, January 04, 2013
2:31 PM
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Offshore Pile FoundationsFriday, January 04, 2013
2:31 PM
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Ground Improvement ExamplesFriday, January 04, 2013
2:31 PM
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Ground Improvement Examples (cont.)Friday, January 04, 2013
2:31 PM
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Ground Improvement Examples (cont.)Friday, January 04, 2013
2:31 PM
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Mechanically Stabilized Earth (MSE) Retaining WallFriday, January 04, 2013
2:31 PM
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Light Weight Embankments Using Geofoam (Expanded Polystyrene)Friday, January 04, 2013
2:31 PM
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Geologic Hazards - LandslidesFriday, January 04, 2013
2:31 PM
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Geologic Hazards - Debris FlowFriday, January 04, 2013
2:31 PM
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Geologic Hazards - Primary Types of Earthquake HazardFriday, January 04, 2013
2:31 PM
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Fault Rupture and OffsetFriday, January 04, 2013
2:31 PM
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Fault Offset - San Andres FaultFriday, January 04, 2013
2:31 PM
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Fault Offset - Wasatch FaultFriday, January 04, 2013
2:31 PM
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Fault Offset - Wasatch Fault (cont.)Friday, January 04, 2013
2:31 PM
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Fault Offset - 1999 Taiwan EarthquakeFriday, January 04, 2013
2:31 PM
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Strong Ground MotionFriday, January 04, 2013
2:31 PM
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Strong Ground Motion and Building CollapseFriday, January 04, 2013
2:31 PM
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LiquefactionFriday, January 04, 2013
2:31 PM
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Liquefaction (cont.)Friday, January 04, 2013
2:31 PM
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Earthquake Induced Ground FailureFriday, January 04, 2013
2:31 PM
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Japan Earthquake and Tsnumai,
2011
TsunamiFriday, January 04, 2013
2:31 PM
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End of PresentationFriday, January 04, 2013
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A. Most of the theories for the mechanic behavior of engineering materials
assume that the materials are homogeneous and isotropic, and that they follow
linear-stress strain law (e.g., steel and concrete).
B. Soils are heterogeneous, anisotropic, nonconservative, nonlinear
materials.
heterogeneous - material properties vary widely from point to point within
the soil mass.
homogeneous - material properties are the same from point to point within
the soil mass.
anisotropic - material properties are not the same in all directions
isotropic - material properties are the same in all directions
conservative - past history does not affect the current engineering behavior
(i.e., memoryless)
nonconservative - past history affects the current engineering behavior (i.e.
soils have a memory of past stress history
nonlinear - stress-strain curve is curved according the stress level
linear - stress-strain curve is a straight line
Because soils are heterogeneous, anisotropic, nonconservative, nonlinear
materials, we must use more complex theoryto describe their behavior, or
apply large empirical corrections (safety factors) to our design to account for
the real material behavior.
The behavior of soil and rock is often controlled by defects in the material (e.g.,
joints, fractures, weak layers and zones), yet laboratory tests and simplified
methods often do not take into account such real characteristics.
Engineering Behavior of SoilThursday, March 11, 2010
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A. Geotechnical Engineering is the application of civil engineering technology
to some aspect of the earth, usually the natural materials found at or near the
earth's surface (e.g., soil and rock).
B. Branches of geotechnical engineering
1. Soil Mechanics is engineering mechanics that deals with the properties
of soil and fluid flow through the soil. (CVEEN 3310 Intro. to Geotechnical
Engineering, CVEEN 6340 Advanced Geotechnical Testing, CVEEN 7360
Advanced Soil Mechanics)
2. Rock Mechanics is engineering mechanics that deals with the
properties of rock and fluid flow through rock. (Not taught by CVEEN, but
by G&G).
3. Foundation Engineering is the application of geology, soil mechanics,
rock mechanics, and structural engineering for the design and construction
of foundations for civil, architectural, and other engineered structures.
(CVEEN 5305 Into. to Foundations Engineering, CVEEN 6310 Foundations
Engineering, CVEEN 7350 Soil Improvement and Stabilization, CVEEN
Advanced Foundations Engineering)
4. Geoenvironmental Engineering is the application of the principles of
geotechnical engineering to environmental problems in the ground,
including groundwater contamination. (Not taught by CVEEN)
5. Soil Dynamics is a branch of soil mechanics that deals with the behavior
of soil under dynamic loads, including the analysis of stability of earth-
supported and earth-retaining structures. (CVEEN 6330)
6. Geotechnical Earthquake Engineering is a broad, multi-disciplinary
field that draws from seismology, geology, structural engineering, risk
analysis and other technical disciplines to study the effects on earthquakes
on the soil, earth-supported structures, or earth-retaining structures.
(CVEEN 7330)
Geotechnical Engineering and Related DisciplinesThursday, March 11, 2010
11:43 AM
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1. Geology is the study of the earth and other nearby planets. It is concerned
with the materials that makeup the planet, the physical and chemical process
that create and change these materials with time, and the history of the planet
and the life that has formed and evolved.
2. Geophysics is a branch of experimental physics dealing with the earth,
including it atmosphere and hydrosphere. It includes the sciences of dynamical
geology and physical geography, and make use of geodesy, geology, seismology,
meteorology, oceanography, magnetism, and other earth sciences in collecting
and interpreting earth data. Applied geophysics applies methods of physics and
engineering exploration by observation of seismic or electrical phenomena or of
the earth's gravitational or magnetic fields or thermal distribution.
3. Geological Engineering / Engineering Geologyare the application of the
earth sciences to engineering practice for the purpose of assuring that the
geologic factors affecting the location, design, construction, operation, and
maintenance of engineering works are recognized and adequately addressed.
4. Seismology a geophysical science which is concerned with the study of
earthquakes and how earthquake wave propagate through the earth and the
measurement of the elastic properties of the earth.
5. Geoenvironmental Engineering a branch of civil/geotechnical engineering.
Environmental concerns in relation to groundwater and waste disposal have
spawned a new area of study called geoenvironmental engineering
where biology and chemistry are important. This branch deals with waste
contamination, clean-up, containment systems, etc.
Fields Related to Geotechnical EngineeringThursday, March 11, 2010
11:43 AM
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http://en.wikipedia.org/wiki/Groundwaterhttp://en.wikipedia.org/wiki/Landfillhttp://en.wikipedia.org/wiki/Biologyhttp://en.wikipedia.org/wiki/Chemistryhttp://en.wikipedia.org/wiki/Chemistryhttp://en.wikipedia.org/wiki/Biologyhttp://en.wikipedia.org/wiki/Landfillhttp://en.wikipedia.org/wiki/Groundwater7/25/2019 Geotech Engineering Course Notes
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(From Application of Soil Mechanics in Practice by Ralph Peck)
A. The first area of required knowledge is the theoretical and experimental
tools that are often regarded as soil mechanics proper. Although the instances
may be few in which elaborate theoretical calculations are justified, or in which
elaborate testing programs of soil samples may be useful, the insight and
judgment arising from an intimate knowledge of these matters cannot be
overemphasized. In spite of the fact that some of the more experienced
practitioners of soil mechanics may rarely make a theoretical calculation,
unconsciously they bring to focus on many a problem the fruit of years of
theoretical studies and investigations that subsequently become an integral part
of the engineering background.
B. The second foundation of soil mechanics is experience and judgment. The
traditional knowledge of our predecessors, as well as a thorough knowledge of
design and construction procedures and their consequences, are utterly
indispensable for successful practice.
1. Empirical basis of judgment - There was a time when all engineering
judgment was empirical. Before the injection of science into engineering, the
test of a design was often precedent. The builders of the great Gothic
cathedrals were ignorant of stress analysis. There is considerable evidence
that they consulted with the local designers and builders.
No engineer can design successfully if he is not aware of what is practical to
accomplish with the tools and equipment available at the time and place of
his project. He needs detailed knowledge of what has to be done so that he
can appreciate whether his proposed enterprise fall routinely among projects
for which there is ample precedent or is in some respect unique. If he
recognizes his enterprise as falling within the limits of precedent, he can test
the results of all his calculations and assumptions against the accumulated
experience of his fellow engineers and their predecessors. (Ralph Peck)
Knowledge Req'd to Practice Geotechnical EngineeringThursday, March 11, 2010
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2. Theoretical basis of judgment - The power of theoretical and analytical
procedures in engineering is unquestioned. Computers not only enormously
accelerate our thinking , they change the pattern of our thought. The rewards to
be reaped from the computer seem almost limitless. Almost, but not quite.
Theory and calculations are not substitutes for judgment, but are the bases for
sounder judgment. A theoretical framework into which the known empirical
observations and facts can be accommodated permits us to extrapolate the new
conditions with far greater confidence than we could justify by empiricism alone.
Theory, particularly with the aid of the electronic computer, permits us to carry
out what we might call parametric exercises in which we can investigate the
influence on the final design of variations in each of the factors affecting the
design. (Ralph Peck)
C Sense of proportion is one of the main facets of engineering judgment.
Without it, an engineer cannot test the results of a calculation against
reasonableness. Physical quantities, the size of things, could have not real
meaning to him.
Knowledge Req'd to Practice Geotechnical Engineering (cont.)Thursday, March 11, 2010
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Make the most of your educational experience by devoting yourself to a
systematic study of your chosen subject and those related to it.
1.
Select your first job for the quality and kind of experience it can offer .Plan a program of successive jobs with different experience during the first
few years of your professional career. All too many graduates interested in
soil mechanics and foundations find themselves working in firms whose
principal endeavor is to obtain the logs of test borings, test the samples,
and write reports containing the recommendations for types of foundations
and for allowable soil or pile loads. Without an opportunity to follow
through on such projects, to see how the construction procedures work out
and to learn how successfully the facilities performed, such experience is
sterile. There is no feed-back.
2.
Be involved with construction, whenever possible. Learn how things are
constructed and how design and construction must interact.
3.
I would suggest that you not only read carefully your professional
magazines, but that you look closely at the advertisements. A foundation
engineer can profit greatly by reading the ads in magazines dealing with
heavy construction. He gets a feeling for the tools of the trade, the
problems being solved, and the general activity in the field.
4.
Attend specialty lectures offered at the University and professional
organizations.
5.
Keep a detailed notebook about everything you do. The purpose is not so
much as to make a record as to develop the power of observation. I also
kept in that notebook the records of conversations with all sorts of people,
including Terzaghi on his frequent visits.
6.
Read the Terzaghi Lectures (ASCE publication) and case histories of design
and construction failures in geotechnical engineering literature .
7.
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C. The third fundamental aspect of soil mechanics, and the one that has
increased in significance in my mind over the past 20 years, is geology. Except
for those projects dealing with earth as a construction material, all problems in
applied soil mechanics are concerned with the behavior of natural materials inplace. The history of formation and the anatomy of these deposits is the
domain of geology.
Listing of geology courses potentially useful to geotechnical engineer
Physical geology
Historical geology
Geomorphology
Stratigraphy and Sedimentology
Applied Geophysics
Geologic Hazards
Groundwater
Knowledge Req'd to Practice Geotechnical Engineering (cont.)Thursday, March 11, 2010
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A. Rules to Be Remembered (by Karl Terzaghi)
1. Engineering in a noble sport which calls for good sportmanship.
Occasional blundering is part of the game. Let it be your ambition to be
the first to discover and announce your blunders. If somebody else gets
ahead of you take it with a smile and thank him for his interest. Once you
begin to feel tempted to deny your blunders in the face of reasonable
evidence, you have ceased to be a good sport. You are already a crank or a
grouch.
2. The worst habit you can possibly acquire is to be come uncritical
towards your own concepts and at the same time skeptical towards those
of others. Once you arrive at that state you are in the grip of senility,regardless of your age.
3. When you commit one of your ideas to print, emphasize every
controversial aspect of you thesis, which you can perceive. Thus you win
the respect of your readers and it keeps you aware of the possibilities for
further improvement. A departure for this role is the safest way to wreck
you reputation and to paralyze your mental activities.
4. Very few people are either so dumb or so dishonest that you could notlearn anything from them.
Professional EtiquetteThursday, March 11, 2010
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BlankThursday, March 11, 2010
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Ch. 2 - Learning ObjectivesTuesday, January 18, 2011
8:51 AM
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SymbolsWednesday, January 05, 2011
1:48 PM
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Symbols (cont.)Wednesday, January 05, 2011
1:48 PM
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DefinitionsWednesday, January 05, 2011
1:48 PM
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Definitions (cont.)Wednesday, January 05, 2011
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Definitions (cont.)Wednesday, January 05, 2011
1:48 PM
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Definitions (cont.)Wednesday, January 05, 2011
1:48 PM
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rUseful Relations and ConversionsWednesday, January 05, 2011
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Helps
To switch sides on the phase diagram, you must know the mass density ofthe solids and water. The mass density of the soils is obtained from the
specific gravity (Gs) and the mass density of water is 1 Mg / m^3. If you
need to assume a specific gravity, then 2.7 is a typical value. This means
that the mass density of the soil is 2.7 Mg/m^3.
Steps for solving phase relations:
Draw the phase diagram1.
Determine the given values of the phase diagram2.
Determine the unknown values of the phase diagram3.
Solve for the unknown values using the mass density relations4.
Phase DiagramsFriday, January 11, 2013
1:48 PM
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Phase Diagram ExampleWednesday, January 05, 2011
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Phase Diagrams Example (cont.)Wednesday, January 05, 2011
1:48 PM
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Phase Diagrams Example (cont.)Wednesday, January 05, 2011
1:48 PM
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Phase Diagrams Example (cont.)Wednesday, January 05, 2011
1:48 PM
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Phase Diagrams Example 1Wednesday, January 05, 2011
1:48 PM
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Phase Diagrams Example 1 (cont.)Wednesday, January 05, 2011
1:48 PM
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Phase Diagrams Example 2Wednesday, January 05, 2011
1:48 PM
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Phase Diagrams Example 2 (cont.)Wednesday, January 05, 2011
1:48 PM
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Phase Diagrams Example 3Wednesday, January 05, 2011
1:48 PM
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Phase Diagrams Example 3 (cont.)Wednesday, January 05, 2011
1:48 PM
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Phase Diagrams Example 4Wednesday, January 05, 2011
1:48 PM
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Phase Diagrams Example 4 (cont.)Wednesday, January 05, 2011
1:48 PM
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Phase Diagrams Example 4 (cont.)Wednesday, January 05, 2011
1:48 PM
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BlankThursday, March 11, 2010
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Learning ObjectivesWednesday, January 05, 2011
1:48 PM
Ch. 2b - Soil Classification Page 118
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Learning Objectives - Unified Soil Classification SystemWednesday, January 05, 2011
1:48 PM
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Learning Objectives - AASHTO Classification SystemWednesday, January 05, 2011
1:48 PM
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Texture is the "feel" or appearance of the soil and depends on the size, shape
and distribution of the soil particle size.
Cohesion is the stickiness of the soil. It is caused by the presence of clay particles
that cause the soil fabric to stick together. A soil with high cohesion is called
cohesive. Cohesionless soils are not sticky and have a granular fabric.
Characteristics of Soils
Soil TextureWednesday, January 05, 2011
1:48 PM
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The angularity of granular soils greatly affects their frictional (strength)
properties and their ability to compact.
Soil Angularity - Granular SoilsWednesday, January 05, 2011
1:48 PM
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Soil Classification System Using Predominate Grain SizeWednesday, January 05, 2011
1:48 PM
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Relative Frequency Histogram
Cumulative Relative Frequency Histogram
Grain Size DistributionsWednesday, January 05, 2011
1:48 PM
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Grain Size Distributions (cont.)Wednesday, January 05, 2011
1:48 PM
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(ASTM D421)
Test performed by stacking a series of screens (sieves) of various sizes.
For particle size less than 0.075 mm (No. 200 sieve), the hydrometer test is
performed.
The initial sample is weighed to determine the total mass.Sieve with the largest opening is placed on the top of the stack.
Sieves with finer openings are placed consecutively toward the bottom of the
stack.
Pan is used at the bottom to catch particles that fall through the bottom
sieve.
Lid is placed on the top sieve.
Stack is placed in shaker and the shaker is operated and segregates the soil
according to particle size.
After shaking is stopped, the weight of soil retained on each sieve is weighedand the data plotted as a cumulative relative frequency histogram to show
the particle size distribution.
Determining Grain Size (Sieve Analysis)Wednesday, January 05, 2011
1:48 PM
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Determining Grain Size (Sieve Analysis) (cont.)Wednesday, January 05, 2011
1:48 PM
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Coefficient of Uniformity, Cu
Coefficient of Curvature, Cc
Determining Grain Size (Sieve Analysis) (cont.)Wednesday, January 05, 2011
1:48 PM
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Well graded soils generally compact to a higher density than poorlygraded soils
Grain size distribution or gradation is important for compaction
Soils with significant non-plastic fines are susceptible to retainingwater and heaving upon freezing. This can damage foundations.
Preventing frost heave
High fines content and the presence of plastic soils is undesirable in
many engineering applications because of poorer compaction and
the lower shear strength of soils with high fines content.
Controlling the amount of fines
Permeability is strongly affected by the fines content
Controlling permeability
Very fine soil particles are easily transported in suspension bypercolating water. This can cause drain systems to plug. The grain
size or gradation of the filter is important so that it allows for
proper flow of water but does not allow for migration of small
particles and the plugging of the drain.
Design filter and drain systems from soils
Suitability criteria - Determine if the soil is suitable for use in roads, levees,
dams and embankments or in other cases where the particle size and
distribution of the soil is important for engineering performance.
"French" drain system
at the base of a footing.
Perforated pipe
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Plasticity increases with increasing water content.
Shear strength decreases with increasing plasticity and water content
Permeability decreases with increasing plasticity
Shrinkage and swelling of the soil increases with plasticity.
The presence of water in the soil fabric can make some fine grained soils
behave plastically. Water greatly affects the engineering behavior of the
soil
Atterberg was a Swedish soil scientist who studied how the properties
of clay change with clay type and moisture content for the ceramic
industry.
Atterberg developed a series of test to determine the "states" of clays
according to their behavior as the moisture content increased. These
limit states are known as Atterberg limits.
Atterberg's tests were later modified by K. Terzaghi and A. Casagrande
for application in geotechnical engineering.
Measuring Plasticity
Shear
Stress
Shear
Strain
Determining the Plasticity of SoilsWednesday, January 05, 2011
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Plastic and Liquid Limits (Video)
Plastic Limit TestWednesday, January 05, 2011
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http://localhost/var/www/apps/conversion/tmp/scratch_5/Plastic%20and%20Liquid%20Limits.flvhttp://localhost/var/www/apps/conversion/tmp/scratch_5/Plastic%20and%20Liquid%20Limits.flv7/25/2019 Geotech Engineering Course Notes
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The liquid limit (LL) is defined as the water content at which a standard cut grove
(see above) will close over a distance of 13 mm (0.5 in) at 25 blows in a cup falling
10 mm on a hard rubber or micarta plastic base.
The best fit line for this
test can be determined
using regression analysis
(i.e., trendline feature in
Excel). Make sure that
use a semi-log plot as is
shown in this figure.
LL = moisture content at 25 blows
Liquid Limit TestWednesday, January 05, 2011
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These limits work best for predicting the behavior of remolded soils, fill,
clay liners, etc.
However, despite the remolding done in the test, the Atterberg limits
when compared to the natural moisture content of the soil in place can
be used to judge the behavior of the undisturbed sample.
They can also be used to judge the compressibility and initial stiffness of
soils.
Used to judge shrinkage and swell
They are an indication of shear strength and other properties for plastic,
fine-grained soils.
Atterberg limits are conducted on fully remolded soil. Because of this the
natural fabric and structure of the soil is destroyed.
Example correlation between liquid limit and compressibility from Salt Lake
Valley
Uses of Atterberg LimitsWednesday, January 16, 2013
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If the sample cannot be rolled
during the PL test, then the soil
is non-plastic and an NP is used
for the PL. For such a soil the PI
is set equal to zero.
Other Measures of PlasticityWednesday, January 05, 2011
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Example grain size distribution and Atterberg limits in geotechnical report.
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Example ProblemWednesday, January 05, 2011
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Plot of grain size distribution from previous page
Example Problem (cont.)Wednesday, January 05, 2011
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Example Problem (cont.)Wednesday, January 05, 2011
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Example Problem (cont.)Wednesday, January 05, 2011
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USCS - Major DivisionsWednesday, January 05, 2011
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USCS - SubgroupsWednesday, January 05, 2011
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USCS - Fine Grained Soils and Soils Fines > 12 percentWednesday, January 05, 2011
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Coarse Grained Soils
Fine Grained Soils
USCS - Lab ProcedureWednesday, January 05, 2011
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USCS - Flow Chart - Coarse Grained SoilsWednesday, January 05, 2011
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USCS - Flow Chart - Fine Grained SoilsWednesday, January 05, 2011
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USCS - ExampleWednesday, January 05, 2011
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USCS - Example (cont.)Wednesday, January 05, 2011
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USCS - Field ClassificationWednesday, January 05, 2011
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USCS - Field Classification (cont.)Wednesday, January 05, 2011
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USCS - Field Classification (cont.)Wednesday, January 05, 2011
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USCS - Field Classification (cont.)Wednesday, January 05, 2011
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USCS - Field Classification (cont.)Wednesday, January 05, 2011
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USCS - Field Classification (cont.)Wednesday, January 05, 2011
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USCS - Field Classification (cont.)Wednesday, January 05, 2011
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USCS - Field Classification (cont.)Wednesday, January 05, 2011
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USCS - Field Classification (cont.)Wednesday, January 05, 2011
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USCS - Field Classification (cont.)Wednesday, January 05, 2011
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USCS - Field Classification (cont.)Wednesday, January 05, 2011
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USCS - Field Classification (cont.)Wednesday, January 05, 2011
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Alluvium
Stream and river deposits (light and medium yellow areas marked with al symbol
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AASHTO ClassificationWednesday, January 05, 2011
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AASHTO (cont.)Wednesday, January 05, 2011
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AASHTO - Group Index+++Wednesday, January 05, 2011
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AASHTO - Group IndexWednesday, January 05, 2011
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A-6(21)
AASHTO - Group IndexWednesday, January 05, 2011
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AASHTO - Flow ChartWednesday, January 05, 201 1
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Soil Classification - ExampleWednesday, January 05, 2011
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Soil Classification - Example (cont.)Wednesday, January 05, 2011
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Soil Classification - Example (cont.)Wednesday, January 05, 2011
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Soil Classification - Example (cont.)Wednesday, January 05, 2011
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Soil Classification - Example (cont.)Wednesday, January 05, 2011
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BlankThursday, March 11, 2010
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1. Understand how geologic concepts aid in the practice of geotechnical
engineering.
2. Know the structure of the earth and the primary layers and their
characteristics.
3. Know the earth's dynamic systems and how these interact to change the
landforms and surface of the earth.
4. Know the 3 types of rock found on the earth surface.
5. Know the types of weathering and understand how these lead to soil
formation.
6. Understand the basic concepts of erosion, transportation and deposition of
sediments.
7. Understand the main characteristics of the following nonmarine
depositional environments: (1) semiarid/desert, (2) fluvial, (3) lacustrine, (4)
glacial.
Ch. 3 - Learning ObjectivesFriday, January 04, 2013
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A. Why study geology? How does it help in understanding geotechnical
engineering?
Answer
Geological methods, when understood by the engineer have proven highly
productive. The engineer with his borings and soil tests must always
interpolate or extrapolate in order to get suitable values for design or
construction, but he does not always realize that every such process of
interpolation or extrapolation is an exercise in geology. If he has the
assistance of a competent geologist or if he is trained in geology himself
and appreciates it significance, the engineer's interpolations will be
reasonable and meaningful. If he does not have such assistance, the results
may be ridiculous (Ralph Peck).
Example of complexity found in subsurface from a trench log.
How much of this complexity would be discovered solely from a borehole?
(borehole vs trench study)
Geologic Concepts Useful to Geotechnical EngineeringFriday, January 04, 2013
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1. The earth is a dynamic planet, as evidenced by the fact that the materials
are differentiated and segregated into distinct layers or zones (core, mantle,
lithosphere (i.e., crust), and surface fluids (water and air).
2. The central core is composed primarily of iron and nickel. The inner core is
solid and the outer core is liquid (see next page).
3. The mantle is a thick zone that surrounds the core and is composed of
silicate minerals rich in iron and magnesium.
4. The upper mantle is called the asthenosphere, which ins near the melting
point of rock and yields to plastic flow. It is upon the asthenosphere that the
plates of the earth move.
5. The rigid lithosphere is composed of relatively light silicate minerals that
include continental and oceanic crust. The crust is mainly granitic and basaltic
rock approximately that are 10 to 40 km thick.
6. Overlying the crust is a thin layer of unconsolidated material of variable
thickness. This material can vary in size from submicroscopic minerals to huge
boulders.
Structure of EarthFriday, January 04, 2013
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http://scienceblogs.com/startswithabang/files/2011/09/Layers-of-Earth.jpeg
Structure of the Earth (cont.)Friday, January 04, 2013
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Tectonic System1.
Hydrologic System2.
Tectonic System - This system involves movement of the material in the
earth's interior, which results in seafloor spreading, creation of new crust,
continental drift, volcanism, earthquakes, and mountain building.
Radiogenic heat in the upper mantle is probably the source of energy for
the tectonic system.
1.
Subduction Zone
Source: Clagu
e et. al. 2006.
At Risk:
Earthquakes
and Tsunamis
on the West
Coast. Tricouni
Press,
Vancouver,
Canad
Rift Zone
Earth's Dynamic Systems
Earth's Major SystemsFriday, January 04, 2013
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http://en.wikipedia.org/wiki/Plate_tectonics
Plate Tectonics
Asthenosphere
Plates more on the asthenosphere
Structure of Earth (cont.)Friday, January 04, 2013
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Important Parts of Hydrologic System
Hydrologic System - Processes working at the earths surface which are a
result of the global system of moving fluid.
2.
Ocean Systems
River Systems
Glacial Systems
Groundwater Systems
Shoreline Systems
What might the earth look like, if these two systems did not operate to change
the nature of the surface of the earth?
Hydrologic SystemFriday, January 04, 2013
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Note that the moon is essentially a dead planet. It has no active tectonic or
hydrologic system. Because the systems are not operating, the face of the
moon is very different from earth. Its topography is dominated by meteorite
strikes that a very ancient. The earth has undergone similar bombardment
early in its history; however the tectonic and hydrologic systems have
"erased," much of the evidence of this bombardment.
Inactive PlanetoidFriday, January 04, 2013
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Igneous rocks are formed by the cooling and crystallization of liquid
rock materials. The best known examples of igneous activity is volcanic
extrusions, where magma erupts on the earth surface. Crystallization inrocks formed this way is small and such rock is known as extrusive
igneous rock and basalt is a common example. Magma that solidifies
below the surface cools more slowly and has much larger crystals and a
noticeable texture. This type of rock is known as intrusive igneous rock
and granite is a common example.
1.
Sedimentary rocks form at the earths surface through the activity of
the hydrologic system. Their originate through erosion of preexisting
rock, transportation, and deposition of the eroded material. Two maintypes of sedimentary rock are recognized: (1) clastic rocks, which
contain rock and mineral fragments, and (2) chemical/organic rocks
consisting of chemical precipitates or organic material.
2.
Metamorphic rocks form as a result from changes in temperature and
pressure and chemistry of pore fluids. These changes develop new
minerals, new textures, and new structure within the rock body. The
major types of metamorphic rock are slate, schist, gneiss, quartzite,
marble, amphibolite, metaconglomerate, and hornfels.
3.
Types of RocksFriday, January 04, 2013
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Can you tell the difference between intrusive and extrusive igneous rocks?
http://showcase.scottsdale
cc.edu/geology/rocks/igne
ous-rocks/
Igneous rocks are primarily a result of the earth's tectonic system
Examples of Igneous RocksFriday, January 04, 2013
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http://showcase.scottsdalecc.edu/geology/rocks/igneous-rocks/http://showcase.scottsdalecc.edu/geology/rocks/igneous-rocks/http://showcase.scottsdalecc.edu/geology/rocks/igneous-rocks/http://showcase.scottsdalecc.edu/geology/rocks/igneous-rocks/http://showcase.scottsda