Geotech Engineering Course Notes

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Steven F. Bartlett, 2010

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]


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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

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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

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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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BlankThursday, 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

3:00 PM

Homework Rules Page 8


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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.


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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.


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L . Landon (2001)

Significant FiguresWednesday, January 05, 2011

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Significant Figures Page 17


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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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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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Reading Assignments Page 20


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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

Announcements - Sp. 2013Thursday, March 11, 2010

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Announcements Page 21


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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.

Homework AnswersThursday, February 03, 2011

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Homework Answers Page 22


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HW#2

a.

b.

1.

2.

3.

4.

5.

6.

7.

Homework Answers (cont.)Thursday, February 03, 2011

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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.

Homework Answers (cont.)Thursday, February 03, 2011

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HW#4

1.

2.

Homework Answers (cont.)Thursday, March 11, 2010

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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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Ch. 1 - Introduction to Geotechnical Engineering Page 37


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Lean Tower of PisaFriday, January 04, 2013

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Signs of a Geotechnical EngineerFriday, January 04, 2013

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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

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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

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Steven F. Bartlett, 2013From Building Big by David Macaulay

Panama Canal Project MapFriday, January 04, 2013

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Panama Canal - Problems at CulebraFriday, January 04, 2013

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Panama Canal - Problems at Culebra (cont.)Friday, January 04, 2013

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Aswan Dam StatisticsFriday, January 04, 2013

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Aswan Dam - Coffer DamFriday, January 04, 2013

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Aswan Dam CoreFriday, January 04, 2013

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Steven F. Bartlett, 2013 From Building Big by David Macaulay

Aswan Dam Grout CurtainFriday, January 04, 2013

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Chunnel StatisticsFriday, January 04, 2013

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Constructing Tunnels - Old and NewFriday, January 04, 2013

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Golden Gate BridgeFriday, January 04, 2013

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Golden Gate Bridge - Creating PiersFriday, January 04, 2013

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Modern Sheet Piles with Retaining RingFriday, January 04, 2013

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Sheet Pile Coffer Dam with Dewating with PumpsFriday, January 04, 2013

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Petronas Towers StatisticsFriday, January 04, 2013

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Petronas Towers - Deep FoundationsFriday, January 04, 2013

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Pile FoundationsFriday, January 04, 2013

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Offshore Pile FoundationsFriday, January 04, 2013

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Ground Improvement ExamplesFriday, January 04, 2013

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Ground Improvement Examples (cont.)Friday, January 04, 2013

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Ground Improvement Examples (cont.)Friday, January 04, 2013

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Mechanically Stabilized Earth (MSE) Retaining WallFriday, January 04, 2013

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Light Weight Embankments Using Geofoam (Expanded Polystyrene)Friday, January 04, 2013

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Geologic Hazards - LandslidesFriday, January 04, 2013

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Geologic Hazards - Debris FlowFriday, January 04, 2013

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Geologic Hazards - Primary Types of Earthquake HazardFriday, January 04, 2013

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Fault Rupture and OffsetFriday, January 04, 2013

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Fault Offset - San Andres FaultFriday, January 04, 2013

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Fault Offset - Wasatch FaultFriday, January 04, 2013

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Fault Offset - Wasatch Fault (cont.)Friday, January 04, 2013

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Fault Offset - 1999 Taiwan EarthquakeFriday, January 04, 2013

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Strong Ground MotionFriday, January 04, 2013

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Strong Ground Motion and Building CollapseFriday, January 04, 2013

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LiquefactionFriday, January 04, 2013

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Liquefaction (cont.)Friday, January 04, 2013

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Earthquake Induced Ground FailureFriday, January 04, 2013

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Japan Earthquake and Tsnumai,

2011

TsunamiFriday, January 04, 2013

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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)

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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

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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/Groundwater


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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)

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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.

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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

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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.

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Ch. 2 - Learning ObjectivesTuesday, January 18, 2011

8:51 AM

Ch. 2a - Phase Relations Page 95


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SymbolsWednesday, January 05, 2011

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Symbols (cont.)Wednesday, January 05, 2011

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DefinitionsWednesday, January 05, 2011

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Definitions (cont.)Wednesday, January 05, 2011

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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

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Phase Diagram ExampleWednesday, January 05, 2011

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Phase Diagrams Example (cont.)Wednesday, January 05, 2011

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Phase Diagrams Example 1Wednesday, January 05, 2011

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Phase Diagrams Example 1 (cont.)Wednesday, January 05, 2011

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Learning ObjectivesWednesday, January 05, 2011

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Ch. 2b - Soil Classification Page 118


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Learning Objectives - Unified Soil Classification SystemWednesday, January 05, 2011

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Learning Objectives - AASHTO Classification SystemWednesday, January 05, 2011

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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

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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

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Soil Classification System Using Predominate Grain SizeWednesday, January 05, 2011

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Relative Frequency Histogram

Cumulative Relative Frequency Histogram

Grain Size DistributionsWednesday, January 05, 2011

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Grain Size Distributions (cont.)Wednesday, January 05, 2011

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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

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Determining Grain Size (Sieve Analysis) (cont.)Wednesday, January 05, 2011

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Coefficient of Uniformity, Cu

Coefficient of Curvature, Cc

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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

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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.flv


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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

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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

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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.

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Example grain size distribution and Atterberg limits in geotechnical report.

Plasticity and Soil ClassificationWednesday, January 05, 2011

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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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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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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)

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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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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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http://scienceblogs.com/startswithabang/files/2011/09/Layers-of-Earth.jpeghttp://scienceblogs.com/startswithabang/files/2011/09/Layers-of-Earth.jpeg


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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

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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.

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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

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