CVEEN 3310 Notes - Civil & Environmental Engineering - University ...

CVEEN 3310 Notes Monday, January 07, 2013 11:43 AM

Course Notes for CVEEN 3310, Introduction to Geotechnical Engineering Prepared by: Steven F. Bartlett, Ph.D., P.E. Associate Professor

Spring Semester 2013

Permission for reuse must be sought.

Steven F. Bartlett, 2010

Introduction to Geotechnical Engineering Page 1

Course Information Monday, January 07, 2013 11:43 AM

Prerequisites: 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 special circumstances. Instructor: 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. Educational/Professional Experience: 1983 B.S., Geology, BYU 1992 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 2007Associate Professor, CVEEN Department, University of Utah Teaching Assistants: 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. Text: An Introduction to Geotechnical Engineering (2nd Edition) [Hardcover] Robert D. Holtz (Author), William D. Kovacs (Author), Thomas C. Sheahan (Author)

© Steven F. Bartlett, 2013

Course Information Page 2

Course Objectives Thursday, March 11, 2010 11:43 AM

○ 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 Policy and Rules Thursday, March 11, 2010 11:43 AM

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 experience on 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 to class 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 copied from 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 your educational 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 Rules (cont.) Thursday, March 11, 2010 11:43 AM

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 in your 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 be tolerated and will result in a grade of E for the course.



Grading Thursday, March 11, 2010 11:43 AM

Course Grading: (Total Score from All Assignments and Exams) Weight of Total Grade

Grade Score (%)

Grade Score (%)

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 be graded in detail. This part will be worth 50 percent of the homework grade.



Blank Thursday, March 11, 2010 11:43 AM



Homework Rules Wednesday, January 05, 2011 3:00 PM

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 homework assignments 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 the requirements 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 Rules Page 8

Homework Rules (cont.) Wednesday, January 05, 2011 3:00 PM

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 the scratch 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 two sections 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



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 go above 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 be drawn 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.



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 result in 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.












Significant Figures Wednesday, January 05, 2011 1:48 PM

L . Landon (2001)

Significant Figures Page 17

Significant Figures (cont.) Wednesday, January 05, 2011 1:48 PM

L . Landon (2001)


Significant Figures (cont.) Wednesday, January 05, 2011 1:48 PM

L . Landon (2001)


CVEEN 3310 Reading Assignments - Sp. 2013 Thursday, March 11, 2010 11:43 AM

○ ○ ○ ○ ○ ○ ○

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. 5 2/14/2013 - Ch. 6 3/01/2013 - Ch. 7


Reading Assignments Page 20

Announcements - Sp. 2013 Thursday, March 11, 2010 11:43 AM

○ 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 Page 21

Homework Answers Thursday, February 03, 2011 11:06 AM

HW#1

1. a. b. c. d. e.

38.5 percent 1.02 50.5 percent 1.82 g/cm^3 1.31 g/cm^3

a. b. c. d. e. f.

122 lb/ft^3 109 lb/f^3 0.56 35.8 percent 58.7 percent 0.0210 ft^3

2.

3. a. 1872 kg/m^3 b. 1462 kg/m^3 c. 88.6 percent 4.

a. e = 0.94, n = 48.5 percent, p = 1.53 Mg/m^3,  = 21.35 KN/m^3 5.

a. Soil 1 = 1.95 Mg/m^3,  = 19.1 KN/m^3 b. Soil 2 = 2 2.07 Mg/m^3,  = 20.3 kN/m^3


Homework Answers Page 22

Homework Answers (cont.) Thursday, February 03, 2011 11:06 AM

HW#2 1.

a.

b.

2.

3. 4.

5.

6.

7.



Homework Answers (cont.) Thursday, February 03, 2011 11:06 AM

HW#3

1.

2.

3.

4.

5. (see text for descriptions) 6.

7.

8. yes, differing angularity will change the friction angle of the soil



Homework Answers (cont.) Thursday, March 11, 2010 11:43 AM

HW#4

1.

2.



HW#4

5.5



5.7 part A borrow A

part A borrow B

part B borrow A

part B borrow B

5.19



HW #5 Supplemental Problem 1



HW 6 Prob. 6.3 a. b.

c.

Prob. 6.4 a.

Prob. 6.5

Supplemental problem 1

Supplemental problem 2



HW 7 - Prob. 6-12

Prob. 6-23

Prob. 6-24



HW 7 Supplemental 1



Hw 8

Prob. 7.2

a. b. c.

Prob. 7.4

Prob. 7.5

Prob. 7.11

Supplemental Prob. 1

Supplemental Problem 2



HW 9 Prob. 1

Prob. 2

Prob. 3



Prob. 4






Ch. 1 - Learning Objectives Thursday, March 11, 2010 11:43 AM

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 a failure 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 - Introduction to Geotechnical Engineering Page 37

Lean Tower of Pisa Friday, January 04, 2013 2:31 PM



Signs of a Geotechnical Engineer Friday, January 04, 2013 2:31 PM



Geotechnical Engineering Materials Friday, January 04, 2013 2:31 PM



Branches of Geotechnical Engineering Friday, January 04, 2013 2:31 PM



Recommended Geotechnical Curriculum Friday, January 04, 2013 2:31 PM



Soil Behavior Friday, January 04, 2013 2:31 PM



Heterogeneity Friday, January 04, 2013 2:31 PM



Anisotrophy Friday, January 04, 2013 2:31 PM



Nonconservative (Inelastic) Friday, January 04, 2013 2:31 PM



Nonlinearity Friday, January 04, 2013 2:31 PM



Panama Canal Statistics Friday, January 04, 2013 2:31 PM

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

For more information see Pathway Between the Seas by David McCullough


Panama Canal Project Map Friday, January 04, 2013 2:31 PM


From Building Big by David Macaulay


Panama Canal - Problems at Culebra Friday, January 04, 2013 2:31 PM



Panama Canal - Problems at Culebra (cont.) Friday, January 04, 2013 2:31 PM



Aswan Dam Statistics Friday, January 04, 2013 2:31 PM




Aswan Dam - Coffer Dam Friday, January 04, 2013 2:31 PM



Aswan Dam Core Friday, January 04, 2013 2:31 PM




Aswan Dam Grout Curtain Friday, January 04, 2013 2:31 PM




Chunnel Statistics Friday, January 04, 2013 2:31 PM




Constructing Tunnels - Old and New Friday, January 04, 2013 2:31 PM




Golden Gate Bridge Friday, January 04, 2013 2:31 PM




Golden Gate Bridge - Creating Piers Friday, January 04, 2013 2:31 PM




Modern Sheet Piles with Retaining Ring Friday, January 04, 2013 2:31 PM



Sheet Pile Coffer Dam with Dewating with Pumps Friday, January 04, 2013 2:31 PM



Petronas Towers Statistics Friday, January 04, 2013 2:31 PM




Petronas Towers - Deep Foundations Friday, January 04, 2013 2:31 PM



Pile Foundations Friday, January 04, 2013 2:31 PM



Offshore Pile Foundations Friday, January 04, 2013 2:31 PM



Ground Improvement Examples Friday, January 04, 2013 2:31 PM



Ground Improvement Examples (cont.) Friday, January 04, 2013 2:31 PM



Ground Improvement Examples (cont.) Friday, January 04, 2013 2:31 PM



Mechanically Stabilized Earth (MSE) Retaining Wall Friday, January 04, 2013 2:31 PM



Light Weight Embankments Using Geofoam (Expanded Polystyrene) Friday, January 04, 2013 2:31 PM



Geologic Hazards - Landslides Friday, January 04, 2013 2:31 PM



Geologic Hazards - Debris Flow Friday, January 04, 2013 2:31 PM



Geologic Hazards - Primary Types of Earthquake Hazard Friday, January 04, 2013 2:31 PM



Fault Rupture and Offset Friday, January 04, 2013 2:31 PM



Fault Offset - San Andres Fault Friday, January 04, 2013 2:31 PM



Fault Offset - Wasatch Fault Friday, January 04, 2013 2:31 PM



Fault Offset - Wasatch Fault (cont.) Friday, January 04, 2013 2:31 PM



Fault Offset - 1999 Taiwan Earthquake Friday, January 04, 2013 2:31 PM



Strong Ground Motion Friday, January 04, 2013 2:31 PM



Strong Ground Motion and Building Collapse Friday, January 04, 2013 2:31 PM



Liquefaction Friday, January 04, 2013 2:31 PM



Liquefaction (cont.) Friday, January 04, 2013 2:31 PM



Earthquake Induced Ground Failure Friday, January 04, 2013 2:31 PM



Tsunami Friday, January 04, 2013 2:31 PM

Japan Earthquake and Tsnumai, 2011



End of Presentation Friday, January 04, 2013 2:31 PM



Engineering Behavior of Soil Thursday, March 11, 2010 11:43 AM

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 theory to 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.



Geotechnical Engineering and Related Disciplines Thursday, March 11, 2010 11:43 AM

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 earthsupported 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)



Fields Related to Geotechnical Engineering Thursday, March 11, 2010 11:43 AM

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 Geology are 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.



Knowledge Req'd to Practice Geotechnical Engineering Thursday, March 11, 2010 11:43 AM (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 Engineering (cont.) Thursday, March 11, 2010 11:43 AM

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.



Ways to Develop Engineering Judgment Thursday, March 11, 2010 11:43 AM

1. Make the most of your educational experience by devoting yourself to a systematic study of your chosen subject and those related to it.

2. 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. 3. Be involved with construction, whenever possible. Learn how things are constructed and how design and construction must interact.

4. 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. 5. Attend specialty lectures offered at the University and professional organizations.

6. 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. 7. Read the Terzaghi Lectures (ASCE publication) and case histories of design and construction failures in geotechnical engineering literature.



Knowledge Req'd to Practice Geotechnical Engineering (cont.) Thursday, March 11, 2010 11:43 AM

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 in place. 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



Professional Etiquette Thursday, March 11, 2010 11:43 AM

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 not learn anything from them.






Ch. 2 - Learning Objectives Tuesday, January 18, 2011 8:51 AM


Ch. 2a - Phase Relations Page 95

Symbols Wednesday, January 05, 2011 1:48 PM



Symbols (cont.) Wednesday, January 05, 2011 1:48 PM



Definitions Wednesday, January 05, 2011 1:48 PM



Definitions (cont.) Wednesday, January 05, 2011 1:48 PM









r

Useful Relations and Conversions Wednesday, January 05, 2011 1:48 PM



Phase Diagrams Friday, January 11, 2013 1:48 PM

1. 2. 3. 4.

Steps for solving phase relations: Draw the phase diagram Determine the given values of the phase diagram Determine the unknown values of the phase diagram Solve for the unknown values using the mass density relations

To switch sides on the phase diagram, you must know the mass density of the 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.

Helps



Phase Diagram Example Wednesday, January 05, 2011 1:48 PM



Phase Diagrams Example (cont.) Wednesday, January 05, 2011 1:48 PM









Phase Diagrams Example 1 Wednesday, January 05, 2011 1:48 PM



Phase Diagrams Example 1 (cont.) Wednesday, January 05, 2011 1:48 PM



























Learning Objectives Wednesday, January 05, 2011 1:48 PM


Ch. 2b - Soil Classification Page 118

Learning Objectives - Unified Soil Classification System Wednesday, January 05, 2011 1:48 PM



Learning Objectives - AASHTO Classification System Wednesday, January 05, 2011 1:48 PM



Soil Texture Wednesday, January 05, 2011 1:48 PM

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 Angularity - Granular Soils Wednesday, January 05, 2011 1:48 PM

The angularity of granular soils greatly affects their frictional (strength) properties and their ability to compact.



Soil Classification System Using Predominate Grain Size Wednesday, January 05, 2011 1:48 PM



Grain Size Distributions Wednesday, January 05, 2011 1:48 PM

Relative Frequency Histogram

Cumulative Relative Frequency Histogram



Grain Size Distributions (cont.) Wednesday, January 05, 2011 1:48 PM



Determining Grain Size (Sieve Analysis) Wednesday, January 05, 2011 1:48 PM

(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 weighed and the data plotted as a cumulative relative frequency histogram to show the particle size distribution.



Determining Grain Size (Sieve Analysis) (cont.) Wednesday, January 05, 2011 1:48 PM



Determining Grain Size (Sieve Analysis) (cont.) Wednesday, January 05, 2011 1:48 PM

Coefficient of Uniformity, Cu

Coefficient of Curvature, Cc



Application of Grain Size Distribution Wednesday, January 05, 2011 1:48 PM

○ 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.  Grain size distribution or gradation is important for compaction □ Well graded soils generally compact to a higher density than poorly graded soils

–

 Preventing frost heave □ Soils with significant non-plastic fines are susceptible to retaining water and heaving upon freezing. This can damage foundations.  Controlling the amount of fines □ 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 permeability □ Permeability is strongly affected by the fines content  Design filter and drain systems from soils □ Very fine soil particles are easily transported in suspension by percolating 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.

"French" drain system at the base of a footing.

Perforated pipe



Determining the Plasticity of Soils Wednesday, January 05, 2011 1:48 PM

○ 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  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. ○ Measuring Plasticity  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.

Shear Stress

Shear Strain




Plastic Limit Test Wednesday, January 05, 2011 1:48 PM

Plastic and Liquid Limits (Video)



Liquid Limit Test Wednesday, January 05, 2011 1:48 PM

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 Steven F. Bartlett, 2011


Uses of Atterberg Limits Wednesday, January 16, 2013 1:48 PM

Atterberg limits are conducted on fully remolded soil. Because of this the natural fabric and structure of the soil is destroyed. ○ 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.

Example correlation between liquid limit and compressibility from Salt Lake Valley



Other Measures of Plasticity Wednesday, January 05, 2011 1:48 PM

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.



Plasticity and Soil Classification Wednesday, January 05, 2011 1:48 PM

Example grain size distribution and Atterberg limits in geotechnical report.



Example Problem Wednesday, January 05, 2011 1:48 PM



Example Problem (cont.) Wednesday, January 05, 2011 1:48 PM

Plot of grain size distribution from previous page









USCS - Major Divisions Wednesday, January 05, 2011 1:48 PM



USCS - Subgroups Wednesday, January 05, 2011 1:48 PM



USCS - Fine Grained Soils and Soils Fines > 12 percent Wednesday, January 05, 2011 1:48 PM



USCS - Lab Procedure Wednesday, January 05, 2011 1:48 PM

Coarse Grained Soils

Fine Grained Soils



USCS - Flow Chart - Coarse Grained Soils Wednesday, January 05, 2011 1:48 PM



USCS - Flow Chart - Fine Grained Soils Wednesday, January 05, 2011 1:48 PM



USCS - Example Wednesday, January 05, 2011 1:48 PM



USCS - Example (cont.) Wednesday, January 05, 2011 1:48 PM



USCS - Field Classification Wednesday, January 05, 2011 1:48 PM



USCS - Field Classification (cont.) Wednesday, January 05, 2011 1:48 PM


































Alluvium Stream and river deposits (light and medium yellow areas marked with al symbol Steven F. Bartlett, 2011


AASHTO Classification Wednesday, January 05, 2011 1:48 PM



AASHTO (cont.) Wednesday, January 05, 2011 1:48 PM



AASHTO - Group Index+++ Wednesday, January 05, 2011 1:48 PM



AASHTO - Group Index Wednesday, January 05, 2011 1:48 PM



AASHTO - Group Index Wednesday, January 05, 2011 1:48 PM

A-6(21)



AASHTO - Flow Chart Wednesday, January 05, 2011 1:48 PM



Soil Classification - Example Wednesday, January 05, 2011 1:48 PM



Soil Classification - Example (cont.) Wednesday, January 05, 2011 1:48 PM















Ch. 3 - Learning Objectives Friday, January 04, 2013 11:43 AM

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 - Geological Concepts Page 174

Geologic Concepts Useful to Geotechnical Engineering Friday, January 04, 2013

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)



Structure of Earth Friday, January 04, 2013 11:43 AM

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 the Earth (cont.) Friday, January 04, 2013 11:43 AM

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



Earth's Major Systems Friday, January 04, 2013 11:43 AM

Earth's Dynamic Systems

1. Tectonic System 2. Hydrologic System 1. 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. Source: Clagu

e et. al. 2006. At Risk: Earthquakes and Tsunamis on the West Coast. Tricouni Press, Vancouver, Canad

Rift Zone

Subduction Zone © Steven F. Bartlett, 2013


Structure of Earth (cont.) Friday, January 04, 2013 11:43 AM

Plate Tectonics

http://en.wikipedia.org/wiki/Plate_tectonics

Asthenosphere

Plates more on the asthenosphere



Hydrologic System Friday, January 04, 2013 11:43 AM

2. Hydrologic System - Processes working at the earth’s surface which are a result of the global system of moving fluid. Important Parts of Hydrologic System

□ □ □ □ □

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?



Inactive Planetoid Friday, January 04, 2013 11:43 AM

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.



Types of Rocks Friday, January 04, 2013 11:43 AM

1. 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 in rocks 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.

2. Sedimentary rocks form at the earth’s surface through the activity of the hydrologic system. Their originate through erosion of preexisting rock, transportation, and deposition of the eroded material. Two main types 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. 3. 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.



Examples of Igneous Rocks Friday, January 04, 2013 11:43 AM

http://showcase.scottsdale cc.edu/geology/rocks/igne ous-rocks/

Igneous rocks are primarily a result of the earth's tectonic system Can you tell the difference between intrusive and extrusive igneous rocks?



Examples of Sedimentary Rocks Friday, January 04, 2013 11:43 AM

http://showcase.scottsdalecc.edu/geology/ rocks/sedimentary-rocks/



Examples of Metamorphic Rocks Friday, January 04, 2013 11:43 AM

http://showcase.scottsdalecc.ed u/geology/rocks/metamorphicrocks/



Weathering Friday, January 04, 2013 11:43 AM

1. Weathering is the process whereby the earth's crust is broken down into unconsolidated material. a. The major types of weathering are mechanical and chemical. b. Frost wedging and sheeting are the most important form of mechanical weathering. Frost wedging occurs when water seeps into cracks, joints, and bedding planes, freezes, expands, and cracks the rock. Sheeting is a series of fractures in the rock produced by expansion due to removal or unloading of the overlying material. c. The major types of chemical weathering are oxidation, dissolution and hydrolysis. Oxidation is the combination of atmospheric oxygen with a mineral to produce an oxide. It is especially import in minerals having a high iron content( e.g., olivine, pyroxene, and amphibole). The iron in silicate minerals unites with oxygen to form hematite (Fe2O3) or limonite (FeO(OH)). Dissolution is the dissolving away of rock by a solvent, usually water. Water is one of the most effective and universal solvents know, and practically all minerals are soluble in water to some extent. There are a number of good examples of various rock types being completely dissolved and leached away by water (rock salt, gypsum, limestone). Hydrolysis is the chemical union of water and a mineral where a specific chemical change in the mineral is produced from the original mineral. A good example is the hydrolysis of potassium feldspar by water and carbonic acid which changes the feldspar to potassium carbonate, clay, and soluble hydrated silica. 2KAlSi3O8 + H2CO3 + nH2O => K2CO3 + Al2(OH)2Si4O10*nH2O + 2SiO2

K feldspar + carbonic acid + water => soluble K carbonate + clay mineral + soluble hydrated silica



Weathering (cont.) Friday, January 04, 2013 11:43 AM

d. Joints and fractures in bedrock are important to mechanical weathering in that they permit the atmosphere and water to attack a rock body at considerable depth. They also greatly increase the surface area of a rock on which chemical reactions can occur.

Weathered joint system in sandstone in Arches National Park, Utah



Soil Formation from Weathering Friday, January 04, 2013 11:43 AM

The major products of weathering are a blanket of soil and regolith and spheroidal rock forms. ○ Soil is a relatively loose agglomeration of mineral and organic materials found above bedrock. It is produced by rock disintegration, decomposition, and organic processes. ○ Regolith is a blanket of loose rock fragments that overlie bedrock that have not undergone chemical weathering. ○ Spheriodal Rock is the tendency to produce rounded surfaces on decaying rock. The rounded shape is the result of weathering attack on exposed rock from all exposed sides. Soil Horizons (see next page)

Horizon A is the topsoil layer (i.e., has significant organic matter). This horizon has maximum biological activity and is a zone of eluviation (i.e., removal of materials dissolved or suspended in water). Horizon B is a zone of illuvation (i.e., accumulation of suspended material from Horizon A). The subsoil in Horizon B contains fine clays and colloids washed down from the topsoil. It is commonly is reddish in color.

Horizon C is a zone of weathered parent material Climate greatly influences the type and rates of weathering; the major controlling factors are precipitation and temperature and their seasonal variations.



Soil Formation (cont.) Friday, January 04, 2013 11:43 AM



Erosion, Transportation and Deposition of Sediments Friday, January 04, 2013 11:43 AM

Unconsolidated material from the weathering process is eroded, transported and deposited as sediment by the earth's hydrologic system. This dynamic system sculpts the earth's surface into many different land forms and bodies of water an involves movement of water and air in oceans, rivers, glaciers, groundwater and the atmoshpere. The volume of fluid in motion is almost incomprehensibly large, and, as it moves, erodes, transports, and deposits sediment. The source of energy for the hydrologic system is heat from the sun. In dealing with depositional processes relating to the hydrologic system, geologists are confronted not with the products of processes that operated in isolation, but with products of associated processes that operated collectively in what are termed depositional environments. A depositional environment is a natural geographic entity in which sediments accumulate. In attempting to infer the history of a sedimentary deposit, a geologist needs to do more than simply work out the physical and chemical processes that operated. The ultimate goal is the reconstruction of the pattern of ancient depositional environments.



Desert and Semi Arid Depositional Environments Friday, January 04, 2013 11:43 AM

1. Nonmarine Depositional Environments Note: (We will only consider non-marine environments because they are most common, except for coastal areas. Other depositional environments besides nonmarine are transitional environments, shallow marine environments, and deep marine environments). a. Desert and Semiarid Depositional Environments (1) Bare rock surfaces - Bedrock highlands (2) Pediments - Sloping surfaces adjacent to highlands that were cut across bedrock by periodical floods that formed sheets of water. (3) Fans - Sometimes called alluvial fans are broad, cone-shaped deposits of mixed gravel, sand, silt, and clay deposited at the break in slope just below the pediment. (4) Intermittent Rivers - Form when intense cloudbursts dump their moisture on the highlands; the intermittent streams flow violently. Floodwater of mud and coarser sediment sweep across the pediment and fans into stream channels and are deposited on the valley floor. (5) Wind (Eolian) Deposits - Because of long dry spells in the desert, deposits from intermittent streams are reworked by the wind. Sand, silt and clay size particles transported and deposited as loess (silt and clay size), dunes (sand size), and desert pavement (sand to fine gravel size) (6) Sabkhas - Deposits of sand, silt, and clay brought in by intermittent streams to the middle of the valley. Sabkhas are flat surfaces where the removal of sediments by the wind has been arrested by the capillary fringe of ground water. Sediments above the capillary fringe is removed by the wind, hence a flat surface is formed that is related to the groundwater table. (7) Playas - Playa is a Spanish word which means a shore, strand, or body of water. It is commonly used by English-speaking geologists for a dry lake bed. Sometimes playas may be covered with a thin sheet of water termed a playa lake. © Steven F. Bartlett, 2013


Desert and Semi Arid Environments - Map and X-sectional View Friday, January 04, 2013 11:43 AM



Desert and Semi Arid Environments - Bare Rock Surfaces and Pediments Friday, January 04, 2013 11:43 AM

Bare Rock Surface and Highlands

Pediments

Pediments - Sloping surfaces adjacent to highlands that were cut across bedrock by periodical floods that formed sheets of water. © Steven F. Bartlett, 2013


Desert and Semi Arid Environments - Fans Friday, January 04, 2013 11:43 AM

Fans - Sometimes called alluvial fans are broad, cone-shaped deposits of mixed gravel, sand, silt, and clay deposited at the break in slope just below the pediment. To learn more about fans - click here.



Desert and Semi Arid Environments - Intermittent Rivers Friday, January 04, 2013 11:43 AM

Intermittent Rivers - Form when intense cloudbursts dump their moisture on the highlands; the intermittent streams flow violently. Floodwater of mud and coarser sediment sweep across the pediment and fans into stream channels and are deposited on the valley floor.

Intermittent rivers or channels that develop on the fan.



Desert and Semi Arid Environments - Eolian Deposits Friday, January 04, 2013 11:43 AM

Wind (Eolian) Deposits - Because of long dry spells in the desert, deposits from intermittent streams are reworked by the wind. Sand, silt and clay size particles transported and deposited as loess (silt and clay size), dunes (sand size), and desert pavement (sand to fine gravel size) Loess deposits are highly susceptible to collapse when wetted. This has caused serious damage to foundations and other constructed works that are founded on these soils. To learn more about loess deposits, click here.



Desert and Semi Arid Environments - Sabkhas Friday, January 04, 2013 11:43 AM

Sabkhas - Deposits of sand, silt, and clay brought in by intermittent streams to the middle of the valley. Sabkhas are flat surfaces where the removal of sediments by the wind has been arrested by the capillary fringe of ground water. Sediments above the capillary fringe is removed by the wind, hence a flat surface is formed that is related to the groundwater table.



Desert and Semi Arid Environments - Playa Lake Friday, January 04, 2013 11:43 AM

Playas - Playa is a Spanish word which means a shore, strand, or body of water. It is commonly used by English-speaking geologists for a dry lake bed. Sometimes playas may be covered with a thin sheet of water termed a playa lake.

Example of a playa lake is the Sevier Dry Lake located south west of Delta, Utah.



Fluvial Depositional Environment Friday, January 04, 2013 11:43 AM

b. Fluvial Depositional Environments (1) Braided Streams (2) Meandering Stream/River (3) Sediments on Alluvial Plain Fluvial is used in geography and Earth science to refer to the processes associated with rivers and streams and the deposits and landforms created by them. When the stream or rivers are associated with glaciers, ice sheets, or ice caps, the term glaciofluvial or fluvioglacial is used. Fluvial processes comprise the motion of sediment and erosion or deposition (geology)on the river bed. Pasted from



Fluvial Depositional Environment - Braided Streams Friday, January 04, 2013 11:43 AM

(1) Braided Stream/River - Braided stream deposits are river deposits that form on surfaces of moderate to high slope and within their channels develop longitudinal bars. As the bar builds vertically above the stream channel, the channel bifurcates. Bars build up rapidly, and newly formed channels cut earlier bars.



Fluvial Depositional Environment - Meandering Streams Friday, January 04, 2013 11:43 AM

(2) Meandering Stream/River - Floodplain rivers are active streams that flow in definite channels. Typically, such water-filled channels meander and are bordered on each side by low, rounded ridges of very fine sand and coarse silt known as natural levees. Extending from the meander belt to the margins of the valley-floor lowland is the floodplain, that is covered by water only during a flood. Closed depressions within a floodplain that hold water for long periods of time are backswamps.

The deposits of meandering rivers consist of three suites: ○ channel deposits (sands and gravel) ○ channel margin deposits of fine sand and coarse silt (natural leeves ○ overbank deposits (silts and clay) that are outside of the leeves.



Fluvial Depositional Environment - Alluvial Plains Friday, January 04, 2013 11:43 AM

(3) Alluvial Plains ○ Fillings of abandoned channels - Oxbow lakes (abandoned meander bends) typically fill in with fine clay. ○ Sediments wash in from valley side slopes - Along the margins of alluvial plains, near the sloping valley sides underlain by bedrock, thin deposits are spread by the sheets of slopewash runoff. Such sediment is termed colluvium. ○ Fans - Places of deposition where the stream gradient is decreased such as entering a valley, depression or basin.

Oxbow Lake

Colluvium © Steven F. Bartlett, 2013


Lacustrine Depositional Environments Friday, January 04, 2013 11:43 AM

c. Lacustrine Depositional Environments

(1) Lake Basins (2) Proglacial Lakes (3) Other Sediments Found Around Lakes Lake Basins - Many large, modern lakes occupy depressions that have been created by faulting or by crustal warping. The relationships between the characteristics of the water in the lake and the bottom sediments are very close and are greatly affected by climate and seasonal variations. Other aspects that affect lake sediments include shoreline processes (e.g., waves, ice, deltas) and gravity-powered processes that transport sediment from the shallower to deeper parts of the lake. Lake deposits follow a similar general pattern. From the center of the lake to the shore, one can usually recognize a central-lake suite, typically composed of fine-grained materials, and a marginal suite that may either be coarse or fine. Coarse marginal deposits are the products of deltas, fans, fluvial plains, and beaches. Because most large modern lakes are situated in fault troughs, and because many ancient large lakes were similarly situated, the typical coarse marginal deposits are fan sediments. Finegrained marginal deposits are the products



Lacustrine Depositional Environments Friday, January 04, 2013 11:43 AM

Proglacial Lake - A proglacial lake is found at the leading edge of a glacier and is fed by the meltwater from the glacier. Varves (thin laminations of alternating sediment) are caused by the abundant sediment brought to the bottom of the lake during the summer ice-free period and followed by sparse sediment deposited during the long frozen period. Varves are usually comprised of clay size particles of differing colors. Because small icebergs are common in proglacial lakes, large rock fragments (dropstones) can be rafted out from the shore and dropped in the bottom deposits.



Other Sediments Found Around Lakes Friday, January 04, 2013 11:43 AM

○ Deltas ○ Beaches ○ Spits Deltas - Places of deposition in the lake basin (i.e., underwater) where the stream gradient is decreased such as entering a lake or the ocean. Deltas are usually layered deposits of fine sand and silt at the mouth of rivers and streams.

Beaches - Generally consist of medium sand in the zone of shoaling waves.



Other Sediments Found Around Lakes (cont.) Friday, January 04, 2013 11:43 AM

Spits - Small, narrow point of land or beach projecting into the lake created by currents that parallel the shoreline.



Glacial Depositional Environments Friday, January 04, 2013 11:43 AM

d. Glacial Depositional Environments Glaciers are a large mass of ice formed, at least in part, on land by the compaction and recrystallization of snow, moving slowly by creep downslope or outward in all directions due to the stress of its own weight, and surviving from year to year.

Glaciation can be: (1) continental (e.g., Greenland and Antarctica), or alpine (e.g., Alps, Alaska, etc.)

Example of Alpine Glaciation like that found in Little Cottonwood Canyon, or the Uinta Mountains, Utah. To learn more about glaciers, click here.

Sediments from glaciers ○ Drift ○ Till ○ Outwash



Glacial Depositional Environments (cont.) Friday, January 04, 2013 11:43 AM

Drift is a collective term for any sediment related to a glacier. Irregular mounds at the margins and terminus of the glacier are moraines. Moraines are composed of till, which is an unstratified and unsorted conglomeration of sediments ranging from boulder size to clay particles. Boulder clay is a synonym for till. Meltwater from the glacier forms braided streams that flow over the outwash plain and deposit glacial sediment known as outwash. In contrast to till, outwash is stratified and is sometimes referred to as “stratified drift.” Proglacial lakes also form at the end of the glacier.

Glacial Drift

Moraines




Till contains a wide variety of particle sizes. The sizes of stones varies according to the partings and joints in the local bedrock. Flow of the glacier reduces the size of clasts, especially those with low crushing strength. At first glance, much till appears to be uniform, but closer study shows that some till possess a crude fissility (i.e., parting along bedding planes). Basal till may be overlain by debris that traveled on top of the glacier and that was let down from above when the glacier became a stagnant mass of ice and afterwards melted. The bulk of till consists of material that was scoured from local bedrock. Mixed in with this material are particles that may have been transported for several kilometers. Particles that are unlike the local bedrock are called erratics.

Glacial Till




Outwash - has the combined characteristics of ordinary stream (fluvial) and lake (lacustrine) deposits with special peculiarities caused by the large ice mass with ample supply of freshly ground sediments of all sizes. Much outwash is deposited by braided streams on fans and fluvial plains.

Outwash Plain Alaska



Other Depositional Environments Friday, January 04, 2013 11:43 AM

2. Transitional Depositional Environments (Not Discussed) (a) Estuaries (b) Fjords (c) Marine Deltas and Delta-Marginal Plains (d) Fans at the Seashore (e) Barrier Complexes (f) Peritidal Complexes 3. Marine Depositional Environments (Not Discussed) (a) Continental Shelves (shallow marine) (b) Epeiric Seas (c) Deep-Sea Basins



Geologic Hazards of Utah Friday, January 04, 2013 11:43 AM

Earthquakes & Geologic Hazards Hazards from the Utah Geological Survey Website Earthquakes & Faults Liquefaction Landslides & Rock Falls Ground Cracks Radon Pasted from



Liquefaction Hazard Friday, January 04, 2013 11:43 AM



Liquefaction Hazard (cont.) Friday, January 04, 2013 11:43 AM

Liquefaction in and around stadium at Christ Church, New Zealand © Steven F. Bartlett, 2013


Liquefaction Hazard Friday, January 04, 2013 11:43 AM

Types of Maps Developed for Utah (1) Liquefaction Potential (Triggering) Maps (2) Lateral Spread Displacement Hazard Maps (3) Liquefaction-Induced Ground Settlement Maps

Lateral Spreading is permanent horizontal ground displacement caused by liquefaction of underlying liquefied layer.

Differential ground settlement and bearing capacity failure can cause damage to infrastructure, 1964, Niigata, Japan Earthquake



Liquefaction Hazard - Triggering Map - Salt Lake Valley Friday, January 04, 2013 11:43 AM



Liquefaction Hazard - Lateral Spread Map - Salt Lake Valley Friday, January 04, 2013 11:43 AM



Liquefaction Hazard - Liquefaction Settlement Map - Salt Lake Valley Friday, January 04, 2013 11:43 AM



When Things Go Wrong - Quail Creek Dam Failure Friday, January 04, 2013 11:43 AM

Quail Creek Quick Facts ○ ○ ○ ○ ○ ○ ○ ○ ○

Reservoir between Hurricane and St. George Parts of the dam/dikes were built atop a fractured anticline Fractures in the anticline were partially filled with gypsum Grouting was done during construction to try to prevent leakage through fractures Gypsum left in cracks dissolved with time Leakage started that lead to piping Southwest Dike of reservoir failed on Jan. 1, 1989 due to piping Released approximately 25,000 acre-ft water downstream Caused approximately $12 M in damages

Breech of Quail Creek Dam



When Things Go Wrong - Quail Creek Dam Failure (cont.) Friday, January 04, 2013 11:43 AM

Aerial photography of Quail Creek dam site at the head of the Hurricane, Utah anticline

Lesson learned - Because of complexity of geomaterials (e.g., heterogeneous, anisotropic, nonconservative, nonlinear, defective materials), the practice of geotechnical engineering is more of an "art" than a "science" and requires the application of applied geology and sound engineering judgment. © Steven F. Bartlett, 2013


Blank Friday, January 04, 2013 11:43 AM



Learning Objectives Wednesday, January 26, 2011 8:40 PM


Ch. 4 - Clay Minerals, Rock Classification Page 222

Symbols Wednesday, January 26, 2011 8:40 PM



Clay Minerals and Structure Wednesday, January 26, 2011 8:40 PM



Phyllosilicates Wednesday, January 26, 2011 8:40 PM



Silica Sheets - Hexagonal Network of Silicon Tetrahedral Wednesday, January 26, 2011 8:40 PM



Alumina Sheets - Octrahedral Network of Aluminum Octahedron Wednesday, January 26, 2011 8:40 PM



Gibbsite and Brucite Sheets and Isomorphous Substitution Wednesday, January 26, 2011 8:40 PM



Building Clay Minerals for Tetrahedral and Octahedral Sheets Wednesday, January 26, 2011 8:40 PM



Intersheet Bonding Wednesday, January 26, 2011 8:40 PM



Bonding (cont.) and Cation Exchange Capacity Wednesday, January 26, 2011 8:40 PM

(see diffused double layer)



Cation Exchange Capacity (cont.) Friday, January 04, 2013 11:43 AM

Standard values Kaolinite

3-15

Halloysite 2H2O

5-10

Halloysite 4H2O

40-50

Montmorillonite-group 70-100

Illite

10-40

Vermiculite

100-150

Chlorite

10-40

Glauconite

11-20+

Palygorskite-group

20-30

Allophane

~70

These are the values reported by Carroll (1959)[5] for the cation-exchange capacity of minerals in meq./100g at pH of 7. Pasted from

The equivalent (symbol: eq or Eq), sometimes termed the molar equivalent, is a unit of amount of substance used in chemistry and the biological sciences. A historical definition, used especially for the chemical elements, describes an equivalent as the amount of a substance that will react with one gram of hydrogen, or with eight grams of oxygen, or with 35.5 grams (1.25 oz) of chlorine, or displaces any of the three.[3] In practice, the amount of a substance in equivalents often has a very small magnitude, so it is frequently described in terms of milliequivalents (mEq or meq), the prefix milli denoting that the measure is divided by 1000. Very often, the measure is used in terms of milliequivalents of solute per litre of solvent (or milliNormal, where mEq/L = mN). This is especially common for measurement of compounds in biological fluids; for instance, the healthy level of potassium in the blood of a human is defined between 3.5 and 5.0 mEq/L. Pasted from



Kaolinite and Halloysite Wednesday, January 26, 2011 8:40 PM



Pyrophyllite and Smectite Wednesday, January 26, 2011 8:40 PM



Montmorillonite and Vermiculite Wednesday, January 26, 2011 8:40 PM



Illite and Chlorite Wednesday, January 26, 2011 8:40 PM

See next page



Illite and Chlorite Wednesday, January 26, 2011 8:40 PM

Illite

Chlorite



Simple Way to Identify Type of Clay Mineral Wednesday, January 26, 2011 8:40 PM

Grouping of soils by Atterberg limits on A-line chart



Specific Surface Wednesday, January 26, 2011 8:40 PM



Activity Wednesday, January 26, 2011 8:40 PM



Absorbed Water Wednesday, January 26, 2011 8:40 PM

inner

outer layer

Polar water molecules and cations are strong bound to the clay surface in the inner layer and the absorbed water in the inner layer cannot be removed by drying because of this bond



Absorbed Water (cont.) Wednesday, January 26, 2011 8:40 PM



Fabric of Fine-grained Soil Wednesday, January 26, 2011 8:40 PM



Flocculated and Dispersed Fabric Wednesday, January 26, 2011 8:40 PM

Marine Clay Flocculated

Fresh water Clay Dispersed



Fabric of Granular Soils Wednesday, January 26, 2011 8:40 PM

FIGURE 4.29 Single-grained soil structures: (a) loose; (b) dense; and (c) honeycomb.

FIGURE 4.30 Potential ranges in packing of identical particles at the same relative density (a) versus (b) (G. A. Leonards, 1976, personal communication) and particle orientations (c) versus (d) of identical particles at the same void ratio (after Leonards et al., 1986).



Description of Structure of Fine-grained Soils/Rock Wednesday, January 26, 2011 8:40 PM

Homogeneous - Same color and appearance throughout

Stratified - Alternating layers of varying materials or color layers > 6 mm

Laminated - Alternating layers of varying material or color with layers < 6 mm

Banded - Layers of same material but with different colors



Description of Structure of Fine-grained Soils/Rock (cont.) Wednesday, January 26, 2011 8:40 PM

Fissured - Breaks along definite planes of fracture with little resistance to fracturing

Slickensided - Fracture planes appear polished or glossy, sometimes striated

Blocky - Cohesive soil than can be broke down into small angular lumps that resist further breakdown

Lensed or seamed - Inclusion of small pockets of different soils



Description of Structure of Fine-grained Soils/Rock (cont.) Wednesday, January 26, 2011 8:40 PM

Mottled - Contains color blotches

Honeycombed - Porous or vesicular

Root holes - Presence of holes made by roots



Particle Assemblages Wednesday, January 26, 2011 8:40 PM

Schematic representations of particle assemblages: (a), (b), and (c) connectors; (d) irregular aggregations linked by connector assemblages; (e) irregular aggregations forming a honeycomb arrangement; (f) regular aggregations interacting with silt or sand grains; (g) regular aggregation interacting with particle matrix; (h) interweaving bunches of clay; (i) interweaving bunches of clay with silt inclusions; (j) clay particle matrix; (k) granular particle matrix (after Collins and McGown, 1974).



Rock Types Wednesday, January 26, 2011 8:40 PM

• 1 Igneous • 2 Sedimentary • 3 Metamorphic Pasted from

○ Igneous rocks  Extrusive or Volcanic  Intrusive or Plutonic ○ Sedimentary rocks  Precipitates  Clastic  Biological ○ Metamorphic rocks  Nonfoliated  Foliated



Rock Structure Wednesday, January 26, 2011 8:40 PM

Joints

Fault

Fissure



Rock Structure (cont.) Wednesday, January 26, 2011 8:40 PM

Fold



Residual Soil and Weathered Rock Wednesday, January 26, 2011 8:40 PM

FIGURE 4.31 Schematic of a residual soil and weathered rock profile (adapted from Kulhawy et al., 1991). (See also Fig.3.6.)



Description and Classification of Rock Masses Wednesday, January 26, 2011 8:40 PM

1. Rock material a. Type b. Compressive Strength c. Degree of Weathering 2. Discontinuities a. Type (fault, joint, bedding, foliation, cleavage, schistosity) b. Orientation (dip angle and direction) c. Roughness (e.g., smooth, slickensided, stepped, undulating, etc.) d. Aperture width 3. Nature of infilling (type/width) a. Mineralogy, particle size, water content, hydraulic conductivity, fracturing, etc.) 4. Rock mass description (e.g., massive, blocky, tabular, columnar, crushed, etc.) a. Joint spacing (close, moderate, wide, etc.) i. Extremely wide (> 6 m) ii. Very wide (2 - 6 m) iii. Wide (0.6 - 2 m) iv. Moderate (0.2 - 0.6 m) v. Close (0.06 - 0.2 m) vi. Very close (0.02 - 0.06 m) vii. Extremely close (

Examples of collapsible soils include loess (windblown silts and sands, Sec. 3.3.6), weakly cemented sands and silts, and certain residual soils. Other collapsible soils are found in alluvial flood plains and fans as the remains of mudflows and slope wash and colluvial slopes. Many but not all collapsible soil deposits are associated with arid or semi-arid regions (such as the southwest (United States and California). Some dredged materials are collapsible, as are those deposited under water, in which the sediment forms at very slow rates of deposition (Rogers. 1994). As a consequence of their deposition, these deposits have unusually high void ratios and low densities. All soil deposits with collapse potential have one thing in common. They possess a loose, open, honeycomb structure [Fig. 4.29(c)I in which the larger bulky grains are held together by capillary films, montmorillonite or other clay minerals. or soluble salts such as halite, gypsum. or carbonates. Steven F. Bartlett, 2011

Ch. 6 - Effects of Water in Soil and Rock Page 353

Collapsible Soils Map - U.S. Wednesday, January 05, 2011 1:48 PM



Quaternary Geology of Utah

Geologic Map of Utah http://www.uwgb.edu/dutchs/StateGeolMaps/UtahGMap.HTM Screen clipping taken: 2/17/2012, 5:15 AM

• • • • • • •

Green: glacial deposits Gray: Aeolian deposits Yellow: Alluvial deposits Magenta: Outwash deposits Blue: Lacustrine deposits Violet: Salt Pink: Quaternary lava flows Steven F. Bartlett, 2011


Loess Deposits Wednesday, January 05, 2011 1:48 PM

Loess is an aeolian sediment formed by the accumulation of wind-blown silt, typically in the 20–50 micrometre size range, twenty percent or less clay and the balance equal parts sand and silt [1] that are loosely cemented by calcium carbonate. It is usually homogeneous and highly porous and is traversed by vertical capillaries that permit the sediment to fracture and form vertical bluffs. The word loess, with connotations of origin by wind-deposited accumulation, is of German origin and means “loose.” It was first applied to Rhine River valley loess about 1821. Pasted from

Pasted from



Alluvial Fan Wednesday, January 05, 2011 1:48 PM

An alluvial fan is a fan-shaped deposit formed where a fast flowing stream flattens, slows, and spreads typically at the exit of a canyon onto a flatter plain. A convergence of neighboring alluvial fans into a single apron of deposits against a slope is called a bajada, or compound alluvial fan.[1] Pasted from

Pasted from



Collapsible Soils Map - S. Utah Wednesday, January 05, 2011 1:48 PM



Collapsible Soils Map - S. Utah (cont) Wednesday, January 05, 2011 1:48 PM



Collapse and Liquid Limit Wednesday, January 05, 2011 1:48 PM



Collapse Potential - Measurement Wednesday, January 05, 2011 1:48 PM

Wetting



Collapse Potential - Loess Wednesday, January 05, 2011 1:48 PM



Loading and Wetting Effects on Collapse Wednesday, January 05, 2011 1:48 PM



Collapsible Soil - Treatment Wednesday, January 05, 2011 1:48 PM

If a site is identified that has significant collapse potential, what can engineers do to improve the soils at the site and reduce the impact of potential collapse? Choice of method depends on depth of treatment required and the nature of the cementation or bonding between soils grains. For modest depths, compacting with rollers, inundation, or overexcavation and recompaction, sometimes with chemical stabilization, are often used. Dynamic compaction (Sec. 5.5.2) would also be feasible. For deeper deposits, ponding or flooding is effective and often the most economical treatment method (Bara, 1978). Depending on the nature of the bonding between soil grains, inundation can result in a compression of up to 8% or 10% of the thickness of the collapsible soil layer. Dynamic compaction, blasting, vibro compaction-replacement, and grouting are potentilly feasible improvement techn iques. Much of this work is summarized by Holtz (1989) and Holtz et a!. (2001).



Frost Action Wednesday, January 05, 2011 1:48 PM

Whenever the air temperature falls below freezing, especially for more than a few days, it is possible for the pore water in soils to freeze. Frost action in soils can have several important engineering consequences. First, the volume of the soil can immediately increase about 10% just due to the volumetric expansion of water upon freezing. A second but significantly more important factor is the formation of ice crystals and lenses in the soil. These lenses can even grow to several centimeters in thickness and cause heaving and damage to light surface structures such as small buildings and highway pavements. If soils simply froze and expanded uniformly, structures would be evenly displaced, since the frozen soil is quite strong and easily able to support light structures. However, just as with swelling and shrinking soils, the volume change is usually uneven, and this is what causes structural and other damage.

Photo Gallery http://www.netpilot.ca/geocryology/Photo%20Gallery/default.htm Screen clipping taken: 2/17/2012, 5:41 AM



Frost Action (cont.) Wednesday, January 05, 2011 1:48 PM

4.4 Design Parameters - Environment http://training.ce.washington.edu/wsdot/Modules/04_design_parameters/04-4_body.htm Screen clipping taken: 2/17/2012, 5:45 AM

Pasted from



Frost Action and Damage to Roadways (cont.) Wednesday, January 05, 2011 1:48 PM

4.4 Design Parameters - Environment http://training.ce.washington.edu/wsdot/Modules/04_design_parameters/04-4_body.htm Screen clipping taken: 2/17/2012, 5:44 AM



Frost Action and Moisture Content Wednesday, January 05, 2011 1:48 PM

Screen clipping taken: 2/17/2012, 6:07 AM



Depth of Frost Penetration - U.S. (meters) Wednesday, January 05, 2011 1:48 PM



Prediction of Frost Action Wednesday, January 05, 2011 1:48 PM



Prediction of Frost Action (cont.) Wednesday, January 05, 2011 1:48 PM



Frost Action and Insulation Wednesday, January 05, 2011 1:48 PM

Expanded Polystyrene Insulation Pasted from

In a heated building, the frost protected shallow foundation (FPSF) relies on heat from the house to raise soil temperatures around the foundation. One layer of insulation covers the outside face of the foundation, while a second extends horizontally away from it. The rigid foam traps any heat that the ground absorbs from the building, keeping soil temperatures around the footing above freezing. The building's heating system can be safely turned off for a three week period in the winter because thermal lag in the concrete will maintain the soil temperature above freezing Pasted from



Blank Wednesday, January 05, 2011 1:48 PM



Groundwater Flow Wednesday, January 05, 2011 1:48 PM


Ch. 7 - Fluid Flow in Porous Medium Page 374

1 and 2D Flow 1:48 PM



Laminar vs. Turbulent Flow Wednesday, January 05, 2011 1:48 PM



Micro vs. Macroscopic Scale Wednesday, January 05, 2011 1:48 PM



Bournoulli's Equation (Energy Equation) Wednesday, January 05, 2011 1:48 PM



Bournoulli's Equation and D'Arcy's Law Wednesday, January 05, 2011 1:48 PM



D'Arcy's Law and Seepage Velocity Wednesday, January 05, 2011 1:48 PM



D'Arcy's Law and Constant Head Test Wednesday, January 05, 2011 1:48 PM



Falling Head Test Wednesday, January 05, 2011 1:48 PM



Falling Head Test (cont.) Wednesday, January 05, 2011 1:48 PM



1D Flow with Head Loss Wednesday, January 05, 2011 1:48 PM



1D Flow with Head Loss (cont.) Wednesday, January 05, 2011 1:48 PM



1D Flow and Heterogeneous Soil Wednesday, January 05, 2011 1:48 PM



1D Flow and Heterogeneous Soil (cont.) Wednesday, January 05, 2011 1:48 PM









1D Vertical Flow and Critical Gradient Wednesday, January 05, 2011 1:48 PM

499.2



1D Vertical Flow and Critical Gradient (cont.) Wednesday, January 05, 2011 1:48 PM

499.2

499.2

499.2



Critical Gradient Thursday, March 11, 2010 11:43 AM

Questions: 1. What does a quick condition mean?

Pasted from


Seepage Force Thursday, March 11, 2010 11:43 AM

Another example Movement of sheet pile coffer dam at Salt Lake City Airport Control Tower 2.

(This is an example of a sheet pile coffer dam, but is not from the SLC airport control tower 2 construction.)


Seepage Force (cont) Thursday, March 11, 2010 11:43 AM

Soil


Seepage Force (cont) Thursday, March 11, 2010 11:43 AM


1-D Horizontal Flow in Heterogeneous Material Thursday, March 11, 2010 11:43 AM

Soils are typically deposited in alternating layers and the affect of soil heterogeneity must be considered when estimating the amount of flow in a layered system.

The horizontally layered system above can be converted to an equivalent system with a single, equivalent hydraulic conductivity (i.e., Kh eq). Note that in doing this transformation, the geometry of the flow system has not changed. Instead, only the K value has changed to Kh eq.


3-D Flow in Homogeneous, Isotropic Material Thursday, March 11, 2010 11:43 AM

Questions: 1. 2. 3. 4. 5.

What does homogeneous mean? What does isotropic mean? What is a point source? What is a point sink? Is the flow entering the unit cube above equal to the flow exiting the unit cube?

Derivation of the 3D Flow Equation for a Homogeneous, Isotropic Material


Derivation of the 3-D Flow Equation (cont) Thursday, March 11, 2010 11:43 AM

Questions: 1. 2. 3. 4. 5.

What does homogeneous mean? What does isotropic mean? What is a point source? What is a point sink? Is the flow entering the unit cube above equal to the flow exiting the unit cube?

Derivation of the 3D Flow Equation for a Homogeneous, Isotropic Material


Derivation of the 3-D Flow Equation (cont) Thursday, March 11, 2010 11:43 AM

Laplace's equation From Wikipedia, the free encyclopedia In mathematics, Laplace's equation is a partial differential equation named after Pierre-Simon Laplace who first studied its properties. The solutions of Laplace's equation are important in many fields of science, notably the fields of electromagnetism, astronomy, and fluid dynamics, because they describe the behavior of electric, gravitational, and fluid potentials. The general theory of solutions to Laplace's equation is known as potential theory. In the study of heat conduction, the Laplace equation is the steady-state heat equation. Pasted from