Geotech Engineering Course Notes

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:
bartlett@civil.utah.edu, 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 (ramesh.neupane@utah.edu)
Shun Li (shun.li@utah.edu)
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)
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

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.)

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
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
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.)

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

3:00 PM
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.

3:00 PM
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.

3:00 PM

3:00 PM

3:00 PM

3:00 PM

3:00 PM
Significant Figures
1:48 PM
L . Landon (2001)
Significant Figures Page 17
Significant Figures (cont.)

1:48 PM
L . Landon (2001)
Significant Figures (cont.)

1:48 PM
L . Landon (2001)
CVEEN 3310 Reading Assignments - Sp. 2013

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

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.)

11:06 AM
HW#2
1.
a.
b.
2.
3.
4.
5.
6.
7.

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

11:43 AM
HW#4
1.
2.

11:43 AM
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

11:43 AM
HW #5 Supplemental Problem 1

11:43 AM
HW 6
Prob. 6.3
a.
b.
c.
Prob. 6.4
a.
Prob. 6.5
Supplemental problem 1
Supplemental problem 2

11:43 AM
HW 7 - Prob. 6-12
Prob. 6-23
Prob. 6-24

11:43 AM
HW 7 Supplemental 1

11:43 AM
Hw 8
Prob. 7.2
a.
b.
c.
Prob. 7.4
Prob. 7.5
Prob. 7.11
Supplemental Prob. 1
Supplemental Problem 2

11:43 AM
HW 9
Prob. 1
Prob. 2
Prob. 3

11:43 AM
Prob. 4

11:43 AM
Blank
11:43 AM
Ch. 1 - Learning Objectives

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

2:31 PM
Geotechnical Engineering Materials

2:31 PM
Branches of Geotechnical Engineering

2:31 PM
Recommended Geotechnical Curriculum

2:31 PM
Soil Behavior
2:31 PM
Heterogeneity
2:31 PM
Anisotrophy
2:31 PM
Nonconservative (Inelastic)
2:31 PM
Nonlinearity
2:31 PM
Panama Canal Statistics

2:31 PM
From Building Big by David Macaulay

For more information see Pathway Between the Seas by David McCullough
Panama Canal Project Map

2:31 PM
Panama Canal - Problems at Culebra

2:31 PM

Panama Canal - Problems at Culebra (cont.)

2:31 PM

Aswan Dam Statistics

2:31 PM
Aswan Dam - Coffer Dam

2:31 PM

Aswan Dam Core

2:31 PM
Aswan Dam Grout Curtain

2:31 PM
Chunnel Statistics
2:31 PM
Constructing Tunnels - Old and New

2:31 PM
Golden Gate Bridge

2:31 PM
Golden Gate Bridge - Creating Piers

2:31 PM
Modern Sheet Piles with Retaining Ring

2:31 PM
Sheet Pile Coffer Dam with Dewating with Pumps

2:31 PM
Petronas Towers Statistics

2:31 PM
Petronas Towers - Deep Foundations

2:31 PM
Pile Foundations
2:31 PM
Offshore Pile Foundations

2:31 PM
Ground Improvement Examples

2:31 PM
Ground Improvement Examples (cont.)

2:31 PM
Ground Improvement Examples (cont.)

2:31 PM
Mechanically Stabilized Earth (MSE) Retaining Wall

2:31 PM
Light Weight Embankments Using Geofoam (Expanded Polystyrene)

2:31 PM
Geologic Hazards - Landslides

2:31 PM
Geologic Hazards - Debris Flow

2:31 PM
Geologic Hazards - Primary Types of Earthquake Hazard

2:31 PM
Fault Rupture and Offset

2:31 PM
Fault Offset - San Andres Fault

2:31 PM
Fault Offset - Wasatch Fault

2:31 PM
Fault Offset - Wasatch Fault (cont.)

2:31 PM
Fault Offset - 1999 Taiwan Earthquake

2:31 PM
Strong Ground Motion

2:31 PM
Strong Ground Motion and Building Collapse

2:31 PM
Liquefaction
2:31 PM
Liquefaction (cont.)
2:31 PM
Earthquake Induced Ground Failure

2:31 PM
Tsunami
2:31 PM
Japan Earthquake and Tsnumai,

2011
End of Presentation
2:31 PM
Engineering Behavior of Soil

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

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

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

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.)

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

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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.)

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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 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
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.
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Tuesday, January 18, 2011
8:51 AM
Ch. 2a - Phase Relations Page 95
Symbols
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Symbols (cont.)
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Definitions
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Definitions (cont.)
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Definitions (cont.)
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Definitions (cont.)
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Useful Relations and Conversions

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Phase Diagrams
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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

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Phase Diagrams Example (cont.)

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Phase Diagrams Example 1

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Phase Diagrams Example 1 (cont.)

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Learning Objectives
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Ch. 2b - Soil Classification Page 118
Learning Objectives - Unified Soil Classification System

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Learning Objectives - AASHTO Classification System

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Soil Texture
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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 Angularity - Granular Soils

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The angularity of granular soils greatly affects their frictional (strength)

properties and their ability to compact.
Soil Classification System Using Predominate Grain Size

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Grain Size Distributions

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Relative Frequency Histogram
Cumulative Relative Frequency Histogram
Grain Size Distributions (cont.)

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Determining Grain Size (Sieve Analysis)

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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 weighed
and the data plotted as a cumulative relative frequency histogram to show
the particle size distribution.
Determining Grain Size (Sieve Analysis) (cont.)

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Determining Grain Size (Sieve Analysis) (cont.)

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Coefficient of Uniformity, Cu
Coefficient of Curvature, Cc
Application of Grain Size Distribution

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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

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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

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Plastic and Liquid Limits (Video)
Liquid Limit Test

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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

Uses of Atterberg Limits

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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

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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.
Plasticity and Soil Classification

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Example grain size distribution and Atterberg limits in geotechnical report.
Example Problem
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Example Problem (cont.)

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Plot of grain size distribution from previous page

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USCS - Major Divisions

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USCS - Subgroups
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USCS - Fine Grained Soils and Soils Fines > 12 percent

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USCS - Lab Procedure

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Coarse Grained Soils
Fine Grained Soils
USCS - Flow Chart - Coarse Grained Soils

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USCS - Flow Chart - Fine Grained Soils

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USCS - Example
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USCS - Example (cont.)

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USCS - Field Classification

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USCS - Field Classification (cont.)

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Alluvium
Stream and river deposits (light and medium yellow areas marked with al symbol
AASHTO Classification
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AASHTO (cont.)
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AASHTO - Group Index+++

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AASHTO - Group Index

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AASHTO - Group Index

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A-6(21)
AASHTO - Flow Chart

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Soil Classification - Example

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Soil Classification - Example (cont.)

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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 - Geological Concepts Page 174
Geologic Concepts Useful to Geotechnical Engineering

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
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.)

11:43 AM
http://scienceblogs.com/startswithabang/files/2011/09/Layers-of-Earth.jpeg
Earth's Major Systems

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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
Structure of Earth (cont.)

11:43 AM
Plate Tectonics
http://en.wikipedia.org/wiki/Plate_tectonics
Asthenosphere
Plates more on the asthenosphere
Hydrologic System
11:43 AM
2. Hydrologic System - Processes working at the earths 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
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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.
Types of Rocks
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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 earths 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

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

11:43 AM
http://showcase.scottsdalecc.edu/geology/
rocks/sedimentary-rocks/
Examples of Metamorphic Rocks

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

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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.)

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Erosion, Transportation and Deposition of Sediments

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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

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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.
Desert and Semi Arid Environments - Map and X-sectional View

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Desert and Semi Arid Environments - Bare Rock Surfaces and

Pediments
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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.
Desert and Semi Arid Environments - Fans

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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

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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

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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

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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

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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

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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 <http://petroleumsys.blogspot.com/2010/09/fluvial.html>
Fluvial Depositional Environment - Braided Streams

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(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

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(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

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(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
Lacustrine Depositional Environments

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

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

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.)

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

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.)

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

11:43 AM
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

11:43 AM
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

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

11:43 AM
Earthquakes & Geologic Hazards

Hazards from the Utah Geological Survey Website
Earthquakes & Faults
Liquefaction
Landslides & Rock Falls
Ground Cracks
Radon
Pasted from <http://geology.utah.gov/utahgeo/hazar ds/index.htm >
Liquefaction Hazard
11:43 AM
Liquefaction Hazard (cont.)

11:43 AM
Liquefaction in and around stadium at Christ Church, New Zealand

Liquefaction Hazard
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

11:43 AM
Liquefaction Hazard - Lateral Spread Map - Salt Lake Valley

11:43 AM
Liquefaction Hazard - Liquefaction Settlement Map - Salt Lake

Valley
11:43 AM
When Things Go Wrong - Quail Creek Dam Failure

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.)

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.
Blank
11:43 AM
Learning Objectives
8:40 PM
Ch. 4 - Clay Minerals, Rock Classification Page 222
Symbols
8:40 PM
Clay Minerals and Structure

8:40 PM
Phyllosilicates
8:40 PM
Silica Sheets - Hexagonal Network of Silicon Tetrahedral

8:40 PM
Alumina Sheets - Octrahedral Network of Aluminum Octahedron

8:40 PM
Gibbsite and Brucite Sheets and Isomorphous Substitution

8:40 PM
Building Clay Minerals for Tetrahedral and Octahedral Sheets

8:40 PM
Intersheet Bonding
8:40 PM
Bonding (cont.) and Cation Exchange Capacity

8:40 PM
(see diffused double layer)
Cation Exchange Capacity (cont.)

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
<http://en.wikipedia.org/wiki/Cationexchange_capacity>
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
<http://en.wikipedia.org/wiki/Equivalent_(chemistr y)>
Kaolinite and Halloysite

8:40 PM
Pyrophyllite and Smectite

8:40 PM
Montmorillonite and Vermiculite

8:40 PM
Illite and Chlorite

8:40 PM
See next page
Illite and Chlorite

8:40 PM
Illite
Chlorite
Simple Way to Identify Type of Clay Mineral

8:40 PM
Grouping of soils by Atterberg limits on A-line chart
Specific Surface
8:40 PM
Activity
8:40 PM
Absorbed Water
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.)

8:40 PM
Fabric of Fine-grained Soil

8:40 PM
Flocculated and Dispersed Fabric

8:40 PM
Marine Clay
Flocculated
Fresh water
Clay
Dispersed
Fabric of Granular Soils

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

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.)

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.)

8:40 PM
Mottled - Contains color blotches
Honeycombed - Porous or vesicular
Root holes - Presence of holes made by roots
Particle Assemblages
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
8:40 PM
1 Igneous
2 Sedimentary
3 Metamorphic
Pasted from <http://en.wikipedia.org/wiki/List_of_rock_types>
Igneous rocks
Extrusive or Volcanic
Intrusive or Plutonic
Sedimentary rocks
Precipitates
Clastic
Biological
Metamorphic rocks
Nonfoliated
Foliated
Rock Structure
8:40 PM
Joints
Fault
Fissure
Rock Structure (cont.)

8:40 PM
Fold
Residual Soil and Weathered Rock

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

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 (<0.02 m)
b. Persistence (areal extent or size within a plane area)
c. Number of joint sets
d. Block size and shape (small to large)
5. Groundwater (seepage of water from joints or rock mass)
Strength of Rock
8:40 PM
Rock Quality
8:40 PM
The rock quality designation (RQD):

Quantifies the degree of fracturing and alteration in the original rock mass
Obtained from rock coring
Expressed as a percentage
Developed by Deere (1963)
ASTM (2010) D 6032
Care should be taken to distinguish between natural discontinuities and
those cause by the drilling process.
Rock core box from Cumberland, Rhode

Island showing degree of weathering and
fracturing.
Double Core Barrel Sampler

Rock Quality (cont.)

8:40 PM
RQD (%) Rock Quality
90-100
Excellent
75-90
Good
50-75
Fair
25-50
Poor
0-25
Very Poor
Blank
11:43 AM
Learning Objectives
11:06 AM
Ch. 5 - Compaction Page 259
Symbols
11:06 AM
Symbols
An Introduction to Geotechnical Engineering, Second Edition

Robert D. Holtz William D. Kovacs Thomas C. Sheahan
Copyright 2011, 1981 by Pearson Education, Inc.

All rights reserved.
Compaction - Introduction
11:06 AM
Compaction - Introduction (cont.)

11:06 AM
Types of Compaction
11:06 AM
Static (rolling)
Dynamic (impact)
Kneading (remolding)
Vibratory (shaking)
Static Compaction
laboratory
Field
Smooth drum roller
Types of Compaction (cont.)

11:06 AM
Dynamic Compaction
Laboratory
Field
Dynamic compaction at a site in

Bangladesh. The 100-ton crane is
dropping a 16-metric-ton weight 30 m
(courtesy of S. Varaksin, Techniques Louis
Mnard, Longjumeau, France).
rod (i.e., hammer inside
soil mold lifts ups and
free falls to compact
soil.)

11:06 AM
Kneading Compaction
Field
Laboratory
Sheepsfoot Roller
Kneading compaction of clay by

potter
Modern compactor with

tamping drum
Laboratory Kneading Compactor


11:06 AM
Vibratory Compaction
Laboratory
Vibrating Table in lab
Field
Vibratory plate compactor
Vibratory drum roller (static +

vibratory compaction
Comparison of Compaction Methods

11:06 AM
Note that the type of compaction used varies with type of material (clay vs
sand vs gravel).
Design Process
11:06 AM
Desired Engineering Properties

11:06 AM
Soil compaction is a vital part of the construction process. It is used for support
of structural entities such as building foundations, roadways, walkways, and
earth retaining structures to name a few. For a given soil type certain properties
may deem it more or less desirable to perform adequately for a particular
circumstance. In general, the preselected soil should have adequate strength,
be relatively incompressible so that future settlement is not significant, be
stable against volume change as water content or other factors vary, be durable
and safe against deterioration, and possess proper permeability
Pasted from <http://en.wikipedia.org/wiki/Soil_compaction>
Note that part of this

house is being placed
on fill. It is important
that the fill be
compacted properly
to prevent damage
to the structure and
other adjoining
items.
cracking from improper compaction
Damage to masonry wall

from settlement
Desired Engineering Properties (cont.)

11:06 AM
Compaction is required for almost all constructed works in one form or

another. It is routinely done to improve the performance of the soil so that it
can used as part of a geosystem without causing adverse effects to the
constructed works.
Engineering Objectives of Compaction
Reduce Differential Settlement
Structures
Driveways and Walkways
Roadways
Pipelines
Other Utilities
Embankments Dams
Improve Shear Strength and Bearing Capacity
Embankment and Earthen Dams Stability
Slope Stability
Shallow Foundations and Footings
Retaining walls
Roadways
Prevent Undesirable Volume Change
Reduce Shrinkage
Reduce Swell
Decrease permeability
Clay core of earthen dams
Covers and liners of landfills and waste containment facilities
Laboratory Testing
11:06 AM
Laboratory testing is required to determine the compactive nature of the soil

and its ability to achieve the desired engineering properties.
Standard Proctor Test (ASTM D698)
Note that compactive effort is in terms of potential energy per volume

of soil (see below).
Laboratory Testing (cont.)

11:06 AM
Equipment for Standard and Modified Proctor Test
Standard
Proctor Hammer
Molds
Modified
Proctor Hammer
Laboratory Testing (cont.)

11:06 AM
Modified Proctor Test (ASTM D1557)
Laboratory Compaction Curves

11:06 AM
Optimum moisture
content is where the
dry density reaches a
peak
(See next page for answer to this question)
Laboratory Compaction Curves (cont.)

11:06 AM
Because water is less dense than the soil and by adding too much water one can
actually cause the density of soil to decrease during the compaction process.
Laboratory Compaction Curves and the Line of Optimums

11:06 AM
Circles represent a
single compaction test
at varying moisture
content
The zero air voids curve shown below represents a theoretical soil where
all of the air void has been removed (i.e., saturation equals 100 percent).
Note that the line of optimum moisture content is about saturation equals
80 percent and that the slope of the line parallels that of the zero air voids
curve.
Is it possible to remove all of the voids if a sample is compacted

completely dry?
If it were possible, what would be the value of d if all of the air voids
were removed by compaction?
Is it possible to remove all of the voids, if a sample is compacted with
some water in its fabric?
Is it possible to remove all of the air voids, if a sample is compacted with
some water in its fabric.
Laboratory Compaction Curves Calculations

11:06 AM
As an alternative, the chart on the following page can be used to verify a

solution.
Laboratory Compaction Curve Calculations (cont.)

11:06 AM
Solution of the soil solids water-voids relationships of soil masses (Bureau of

Public Roads, now the Federal Highway Administration).
Laboratory Compaction Curves Calculations

11:06 AM
Soils with different soil type and gradations will have different compactions
curves, thus the compactability of soil must be determined on a case-by-case
basis.
Specify Design Values - Concept of Relative Compaction

11:06 AM
Note that maximum dry density obtained in the laboratory from the
compaction test does not necessarily represent the maximum density that
will be obtained in the field using construction compaction equipment.
The field values are compared with the laboratory curves using the relative
compaction.
To calculate the relative compaction, this requires a field measurement of the

compaction achieved by the compaction equipment using field compaction
control measurements, as discussed later.
Specify Design Value - Equipment Selection Considerations

11:06 AM
Comparison of field and laboratory compaction. (1) Laboratory static

compaction, 2000 psi; (2) modified Proctor; (3) standard Proctor; (4)
laboratory static compaction, 200 psi; (5) field compaction, rubber-tired
load, 6 coverages; (6) field compaction, sheepsfoot roller, 6 passes. Note:
Static compaction from top and bottom of soil sample. (After Turnbull,
1950, and as cited by Lambe and Whitman, 1969.) (See also USAE WES
1949.)
Specify Design Value - Importance of Vibration

11:06 AM
Compaction results on 30 cm (12 in.) layers of silty sand, with and without
vibration, using a 7700 kg (17000 lb) towed vibratory roller (after Parsons
et al., 1962, as cited by Selig and Yoo, 1977).
Vibratory Steel Drum Roller Compactor
Specify Design Value - Importance of Weight and Vibration

Frequency for Various Soil Types
11:06 AM
Variation with frequency of compaction by smooth-drum vibratory

rollers (after several sources as cited by Selig and Yoo, 1977).
Specify Design Values - Importance of Speed and No. of Passes

11:06 AM
Effect of roller travel speed on amount of compaction with 7700 kg

(17 000 lb) towed vibratory roller (after parsons et al., 1962, as cited
by Selig and Yoo, 1977).
Specify Design Value - Effects of Compaction on Permeability for

Clayey Soils Used for Landfill Liners and Covers
11:06 AM
Specify Design Value - Effects of Compaction on Permeability for

Clayey Soils Used for Landfill Liners and Covers
11:06 AM
Specify Design Values - Effect of Roller Passes on Depth

11:06 AM
Density-depth relationship for a 5670 kg (12 500 lb) roller operating at

27.5Hz for a 240 cm (94.5 in.) lift height.
Specify Design Values - Determining Lift Thickness

11:06 AM
Approximate method for determining lift thickness required to achieve a

minimum compacted relative density of 75% with five roller passes, using
data for a large lift thickness (after DAppolonia et al., 1969).
Specify Design Values - Controlling Shrinkage and Swell (Clayey

Soils)
11:06 AM

Soils)
11:06 AM

Soils)
11:06 AM
Write Specification - Specification Checklist

11:06 AM
Items usually found in most specifications

Type(s) of items to be compacted
base
subbase
embankment
select fill
structural fill
liners and covers
Material specification for acceptable material(s)
acceptable soil type (USCS or AASHTO classification)
acceptable gradation range
limits on plasticity (granular soils)
limits on fines content (granular soils)
limits on over-sized particles (granular soils)
Acceptable minimum value of relative compaction based on modified
Proctor test or standard proctor test
Acceptable moisture content range
Maximum lift thickness
Minimum number of passes
Maximum allowable permeability value (clay covers and liners onlyO
Quality control requirements
Type of field verification (nuclear density gage, sand cone, etc.)
Frequency of field testing
every 1000 to 3000 m3
when material changes
minimum one test per lift
depth test within the lift
Frequency of allowable failures
Corrective action for non conformance
Replace
Rescarify and recompact
Note that some items, such as type of equipment are not specified because this
is usually determined by the contract. However, sometimes a list of acceptable
types of equipment is furnished.
Write Specification - Typical Required Max. Dry Density

11:06 AM
Typical Requirements for Relative Compaction - Highway Construction
Recompaction of subgrade after scarifying

A1 Soils - 96% Modified Proctor
A2 - A7 Soils - 96% Standard Proctor
Recompaction of embankment after scarifying
Embankment Construction
Untreated Base Course (UTBC)
97% Modified Proctor
+ 2% of Optimum moisture content
Hydrated lime treated roadbed
Typical Requirements for Relative Compaction - Commercial Construction
Under footings and bearing elements

Structural Fill - 95% Modified Proctor
Under concrete slabs (sidewalks, driveways, parking lots, etc.)
Under roadways
Compaction of Roadbase
Write Specification - Example Specification

Wednesday, February 13, 2013
11:06 AM
Write Specification - Example Specification (cont.)

11:06 AM

11:06 AM

11:06 AM

11:06 AM

11:06 AM

11:06 AM
Compaction Control - Field Verification - Nuclear Density Gage

Friday, February 15, 2013
11:06 AM
Nuclear Density
Gage
A nuclear density gauge is a tool used in

civil construction and the petroleum
industry, as well as for mining and
archaeology purposes. It consists of
a radiation source that emits a directed
beam of particles and a sensor that
counts the received particles that are
either reflected by the test material or
pass through it. By calculating the
percentage of particles that return to
the sensor, the gauge can be calibrated
to measure the density and inner
structure of the test material
Pasted from
<http://en.wikipedia.org/wiki/Nuclear_density_gaug
e>
Different variants are used for different purposes. For density analysis of very
shallow objects such as roads or walls, a gamma source emitter such
as 137Cesium is used to produce gamma radiation. Those particles are
effective in analyzing the top 10 inches (25 centimeters) with high
accuracy. 226Radium is used for depths of 328 yards (300 meters). Such
instruments can help find underground caves or identify locations with lower
density that would make tunnel construction hazardous.
Another variant is to use a strong neutron source like 241Americium to
produce Neutron radiation and then measure the energy of
returning neutron scattering. As hydrogen characteristically slows down
neutrons, the sensor can calculate the density of hydrogen - and find pockets
of underground water, humidity up to a depth of several meters, moisture
content, or asphalt content. Neutron sources can also be used to assess the
performance of a Separator (oil production) in the same way. Gas, oil, water
and sand all have different concentrations of hydrogen atoms which reflect
different amounts of slow neutrons. Using a head which contains an 241AmBe
neutron source and a slow neutron detector, by scanning it up and down a
separator it is possible to determine the interface levels within the separator
Pasted from <http://en.wikipedia.org/wiki/Nuclear_density_gauge>
Compaction Control - Field Verification - Nuclear Density Gage

Friday, February 15, 2013
11:06 AM
Nuclear density and water content

determination: (a) direct transmission;
(b) backscatter; and (c) air gap (after
Troxier Electronic Laboratories, Inc.,
Research Triangle Park, North Carolina)
Direct transmission: The retractable

rod is lowered into the mat through a
pre-drilled hole. The source emits
radiation, which then interact with
electrons in the material and lose
energy and/or are redirected
(scattered). Radiation that loses
sufficient energy or is scattered away
from the detector is not counted. The
denser the material, the higher the
probability of interaction and the
lower the detector count. Therefore,
the detector count is inversely
proportional to material density. A
calibration factor is used to relate the
count to the actual density.
Backscatter: The retractable rod is
lowered so that it is even with the
detector but still within the
instrument. The source emits
radiation, which then interact with
electrons in the material and lose
energy and/or are redirected
(scattered). Radiation that is
scattered towards the detector is
counted. The denser the material,
the higher the probability that
radiation will be redirected towards
the detector. Therefore, the detector
count is proportional to the density.
A calibration factor is used to
correlate the count to the actual
density
Pasted from
<http://en.wikipedia.org/wiki/Nuclear_density_g
auge>
Compaction Control - Field Verification - Sand Cone Test

11:06 AM
Sand Cone Test
Blank
11:43 AM
Learning Objectives
11:43 AM
Ch. 6 - Effects of Water in Soil and Rock Page 306
Symbols
1:48 PM
Introduction
1:48 PM
Introduction and Capillarity

1:48 PM
Capillarity (cont.)
1:48 PM
Capillarity (cont.)
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Capillarity (cont.)
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Capillarity (cont.)
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Capillarity (cont.)
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Capillarity (cont.)
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Capillarity (cont.)
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Capillarity (cont.)
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Capillarity (cont.)
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Capillarity (cont.)
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Capillarity and Effective Stress

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Effective Stress (cont.)

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Shrinkage and Swell - Engineering Significance

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Shrinkage - Decrease in volume or void ratio soil related to decrease in

moisture content of the soil.
Swell - Increase in volume or void ratio of soil related to moisture
absorption of the soil.
Most soils that are susceptible to shrinkage are also susceptible to swell
Damages 1) Pavements, 2) Light-weight structures and foundations, 3) other
infrastructure (tanks, sidewalks, parking garage, concrete slabs, pools, etc.
Pasted from
<http://www.geology.ar.gov/geohazards/expansive_soil
s.htm>
Expansive Soil - Arkansas - Note

large, desiccation cracks.
Estimated damage from shrinkage

and swelling of soils is $10 to $15 B
annually.
Damaged brick house caused by

differential movement caused by
expansive soil beneath foundation.
Characteristics of Expansive Soils

Fine- grained
High plasticity (usually smectite clays)
Have large shrinkage cracks
Result from weathering of volcanic ash in Western U.S.
Shrinkage and Swell (cont.)

1:48 PM
Shrinkage
Shrinkage cracks occurs when capillary pressure (tension) exceeds the
tensile strength of the soil
Causes zones of weakness in the soil near the ground surface that affect:
Performance of roadways and pavements
Stability of clay slopes
Bearing capacity of foundations
Permeability of barriers such as clay liners and covers
Causes of shrinkage
Evaporation
Lowering of groundwater table
Desiccation of the soil by root action from vegetation
Swell
Swelling soils are commonly called expansive soils

Swelling is generally confined to upper part of the soil profile
Swelling pressure can be as high as 1000 kPa (10 tsf), but is more commonly
in the range of 100 to 200 kPa (1 to 2 tsf)
This is still enough uplift pressure to lift light-weight buildings, which have
an average dead load of 10 kPa (100 psf) per story.
Shrinkage (cont.)
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Shrinkage (cont.)
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Shrinkage (cont.)
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Shrinkage (cont.)
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Shrinkage (cont.)
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Shrinkage (cont.)
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Shrinkage (cont.)
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Shrinkage (cont.)
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Shrinkage (cont.)
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FIGURE 6.16 Shrinkage characteristics of a compacted silt and glacial till

(Ho and Fredlund, 1989).
Slaking
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Expansive Soils Map - U.S.

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Expansive Soils - Utah

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Expansive Soils Map - S. Utah

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Expansive Soils Map - S. Utah (cont.)

1:48 PM
Geological Origins of Expansive Soils - Utah

1:48 PM
Weathering of Volcanic Ash to Smectite (Bentonite) Clay
Example - Weathering of Petrified Forest Member of the Chinle Formation to

"Blue Clay" in Southern Utah.
Note that other geologic units with ash deposits have similar problem soils such
as the Green River Formation and the Mancos Shale, both are located in eastern
Utah.
Expansive Soil Prediction

1:48 PM
FIGURE 6.18 Soil expansion prediction based on: (a) activity (van der Merwe,
1964); (b) in situ dry density and liquid limit (adapted from Mitchell and Gardner,
1975, and Gibbs, 1969); (c) suction versus water content (McKeen, 1992); (d)
log PI versus log LL/PI (Marin-Nieto, 1997 and 2007).
Expansive Soil and Compaction

1:48 PM
FIGURE 6.19 Influence of molding water content and soil structure on the swelling
chartacteristics of a sandy clay (Seed and Chan, 1959).
Expansive Soil and Compaction (cont.)

1:48 PM
FIGURE 6.20 Effects of placement water content and dry density on the expansion
characteristics of a CH clay from the Delta-Mendota Canal, California: (a) percent
expansion for various placement conditions under 7 kPa; (b) total uplift pressure at
zero volume change caused by wetting for various placement conditions (U.S. Dept.
of the Interior, 1998).
Swell Test
1:48 PM
Swelling TestThis involves a simplified oedometer test in which

the sample (of measured mass) is installed in a rigid ring, (of measured
volume; usually around 20 mm high and 4045 mm in diameter) and placed
between porous stones in a consolidation apparatus. A gage to monitor the
sample height is then zeroed under a nominal seating pressure of 5 kPa. A
load of 25 kPa or the estimated in situ overburden pressure (whichever is
greater) is then applied for 30 min to record any initial settlement or seating
adjustment. This displacement is used to correct the initial sample height for
determination of swelling strain. After re-zeroing the displacement gage, the
sample is inundated with distilled water and allowed to swell until the
swelling increment, in a period of not less than 3 h duration, is not more than
5 % of the total recorded swell. The initial water content is determined from
the sample trimmings, and the final water content is measured from the
extracted sample at the end of the test. In the sample preparation process,
particular care is taken to ensure that the sample neatly fills the sample ring,
as voids and recompacted or remolded portions will accommodate internal
adjustments in the volume of the sample and hence, affect the realized
vertical swell.
Pasted from <http://www.google.com/blank.html>
Swelling Pressure
1:48 PM
Swelling pressure can be measured in a consolidometer in a swell test.
Expansive Soils - Remediation Alternatives

1:48 PM
Avoid placing engineered structures (buildings, roadways) on soils (not

always practicable)
Excavation and replacement (if problem soil is shallow and easily removed)
Structural
Deeper foundations that extend below the problem soil (e.g. piles and
drilled piers, etc. such as used for Pierre Shale in Colorado in Denver
area.)
Soil Treatment
Moisture control (using horizontal and vertical barriers)
Pre-wetting
Chemical Stabilization
Lime (CaO) stabilization
Cement Stabilization
Note that sulfates in soil can prevent effectiveness of chemical
stabilization.
Collapsible Soils
1:48 PM
Loose dry soil structure before wetting
Collapsed soil structure after

wetting
Cracking to house from

collapsible soil
Pasted from
http://www.geoconsult.co.nz/buildingset.ht
m>
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.
Collapsible Soils Map - U.S.

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
Loess Deposits
1:48 PM
Loess is an aeolian sediment formed by the accumulation of wind-blown silt,

typically in the 2050 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 <http://en.wikipedia.org/wiki/Loess>
Pasted from <http://en.wikipedia.or g/wiki/File: LoessVicksburg.jpg >
Alluvial Fan
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 <http://en.wikipedia.org/wiki/Alluvial_fan>
Pasted from <http://en.wikipedia.or g/wiki/File:Alluvial_Fan.jpg>
Collapsible Soils Map - S. Utah

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Collapsible Soils Map - S. Utah (cont)

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Collapse and Liquid Limit

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Collapse Potential - Measurement

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Wetting
Collapse Potential - Loess

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Loading and Wetting Effects on Collapse

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Collapsible Soil - Treatment

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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
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
Frost Action (cont.)

1:48 PM
4.4 Design Parameters - Environment

http://training.ce.washington.edu/wsdot/Modules/04_design_parameters/04-4_body.htm
Pasted from
<http://www.myfoundationrepairs.com/blog/post/2011/04/24/Foundation-Crackse28093-Diagonal-basement-wall-cracks.aspx>
Frost Action and Damage to Roadways (cont.)

1:48 PM
4.4 Design Parameters - Environment

http://training.ce.washington.edu/wsdot/Modules/04_design_parameters/04-4_body.htm
Frost Action and Moisture Content

1:48 PM
Depth of Frost Penetration - U.S. (meters)

1:48 PM
Prediction of Frost Action

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Prediction of Frost Action (cont.)

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Frost Action and Insulation

1:48 PM
Expanded
Polystyrene
Insulation
Pasted from <http://oikos.com/esb/43/foundations.html>
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 <http://oikos.com/esb/43/foundations.html>
Blank
1:48 PM
Groundwater Flow
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Ch. 7 - Fluid Flow in Porous Medium Page 374
1 and 2D Flow
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Laminar vs. Turbulent Flow

1:48 PM
Micro vs. Macroscopic Scale

1:48 PM
Bournoulli's Equation (Energy Equation)

1:48 PM
Bournoulli's Equation and D'Arcy's Law

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D'Arcy's Law and Seepage Velocity

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D'Arcy's Law and Constant Head Test

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Falling Head Test

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Falling Head Test (cont.)

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1D Flow with Head Loss

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1D Flow with Head Loss (cont.)

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1D Flow and Heterogeneous Soil

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1D Flow and Heterogeneous Soil (cont.)

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1D Vertical Flow and Critical Gradient

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499.2
1D Vertical Flow and Critical Gradient (cont.)

1:48 PM
499.2
499.2
499.2
Critical Gradient
11:43 AM
Questions:
1. What does a quick condition mean?
Pasted from
<http://www.unmuseum.org/quickdiagram.jpg>
Seepage Force
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)

11:43 AM
Soil
Seepage Force (cont)

11:43 AM
1-D Horizontal Flow in Heterogeneous Material

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

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)

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)

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 <http://en.wikipedia.or g/wiki/Laplace's_equation>
The above equation (Laplace's equation) is a 2nd order partial differential equation that
describes fluid flow in a homogeneous, isotropic porous medium for steady-state conditions.
Questions
1. What does steady-state mean?
2-D Flow Equation for Homogenous, Isotropic Material

11:43 AM
In some cases, the system can be analyzed in cross-sectional view (2D) and Laplace's equation for
2D can be used to determine the flow. (We will only consider 2D flow in this course. More
advanced courses consider 3D flow.
Flow nets can be used to solve the above equation graphically and are the
method we will consider in this course.
Water
Water
Equipotential
Lines
Flow lines
Soil
Equipotential lines represent lines of equal potential energy (lines of equal total head).
Flow lines represent flow paths or the direction of the fluid flow.
Flow Net Examples

11:43 AM
Flow Net Examples

11:43 AM
Flow Nets - Instructions for Drawing and Making Calculations

11:43 AM

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Flow Net Calculations - Example

11:43 AM
Question
1. If the dam was 75 m long (in the direction out of the page), what would be the total flow under the
dam?
Flow Net Calculations - Example (cont)

11:43 AM

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Blank
11:43 AM
Consolidation (Overview)
11:43 AM
Ch. 8 - Consolidation Page 415
Consolidation (Overview) (cont.)

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Definitions
11:43 AM
Definitions (cont.)
11:43 AM
Stress - Strain Relations for 1D Compression

11:43 AM
Components of Settlement and Immediate Settlement

11:43 AM
Components of Settlement (cont.) and Consolidation Settlement

11:43 AM
Consolidation Settlement - Spring Analogy

11:43 AM
The rate at which the excess pore water pressure dissipates, u, is a function of the permeability of the soil and
the thickness of the layer undergoing consolidation. When consolidation is complete, u approaches zero once
again.
Components of Settlement and Secondary Settlement

11:43 AM
Secondary consolidation
or creep settlement
Effects of surcharging on the rate of secondary settlement
1D Consolidation Testing
11:43 AM
1D Consolidation Testing (cont.)

11:43 AM
Consolidation curve on arithmetic plot
Cr
Consolidation curve on semi log plot
Consolidation Calculations
11:43 AM
How do we calculate the initial void ratio of the sample?
Consolidation Calcs (cont.)

11:43 AM
Consolidation Calcs (cont.)

11:43 AM
Preconsolidation Stress and Overconsolidation

11:43 AM
Preconsolidation Stress and Overconsolidation (cont.)

11:43 AM
Preconsolidation Stress - Casagrande's Method

11:43 AM
Schmertmann's correction for disturbance

11:43 AM
Void ratio versus log effective consolidation stress curve illustrating

deposition, sampling (unloading) and reconsolidation in the consolidation test
apparatus.
Schmertmann's correction for disturbance (cont.)

11:43 AM
Illustration of the Schmertmann (1955) procedure to obtain the field virgin compression curve: (a) normally
consolidated soil; (b) overconsolidated soil.
Schmertmann's technique notes

11:43 AM
Notes for use of Schmertmann's technique for overconsolidated clay (i.e., refer
to Fig. b. on previous page.
1. Perform the Casagrande (1936) construction and evaluate the
preconsolidation pressure s'p
2. Calculate the initial void ratio eo. Draw a horizontal line from eo, parallel to
the log effective stress axis, to the existing vertical overburden pressure
s'vo. This establishes control point 1, illustrated by triangle 1 in Fig. b.
3. From control point 1, draw a line parallel to the rebound-reload curve to
the preconsolidation pressure s'p. This will establish control point 2, as
shown by triangle 2 in Fig. b.
4. From a point on the void ratio axis equal to 0.42 eo, draw a horizontal line,
and where the line meets the extension of the laboratory virgin
compression curve L, establish a third control point, as shown by triangle 3.
The coefficient of eo is not a magic number, but is a result of many
observations on different clays.
5. Connect control points 1 and 2, and 2 and 3 by straight lines. The slope of
the line F joining control points 2 and 3 defines the compression index C c
for the field virgin compression curve. The slope of the line joining control
points 1 and 2 of course represents the recompression index Cr.
Pasted from <file:///C:\Users\sfbartlett\Documents\My%20Papers\UDOT%20Preconsolidation%20Stress
\UDOTREPORT.doc>
Settlement Calculations
11:43 AM
Settlement Calculations (cont.)

11:43 AM

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Note: In this case,

all of the
consolidation will
occur in
recompression.
Note: In this
case, some of the
consolidation will
occur in
recompression
and some will
occur in virgin
compression.

11:43 AM
Note: If the clay is normally consolidated,

then the first half of this equation is zero and
is not needed
Example 1 - Overconsolidated Clay

11:43 AM
A 6-foot thick clay layer is subjected to an increase in vertical stress of 700 psf
at the center of the layer from a very wide embankment fill. Laboratory
consolidation tests for the clay layer produced an initial void ratio, e0, of 1.50,
an preconsolidation stress 1500 psf, and Cc and Cr values of 0.30 and 0.05,
respectively. Calculate the consolidation settlement for this clay layer.
Example 2
Wednesday, April 24, 2013
12:43 PM
Use this information to calculate the consolidation settlement given on the

next page
Example 2 (cont.)
12:43 PM
Blank
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Definitions
11:43 AM
Ch. 9 - Time Rate of Consolidation Page 1
Analog Model for Time Rate of Consolidation

11:43 AM
1D Flow Equation
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1D Flow Equation (cont.)

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Consolidation at a point
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Consolidation at a point
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Consolidation of a Layer
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Consolidation of a Layer (cont.)

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Settlement Estimates
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Settlement Estimates (cont.)

11:43 AM
Plots of Consolidation Versus Time

11:43 AM
Log of Time Method (Casagrande's Method)

11:43 AM
Square Root of Time Method

11:43 AM
Square Root of Time Method (Example)

11:43 AM
Another Example - Consolidation Data

11:43 AM
Another Example - Consolidation Data (cont.)

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Example 1
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Example 2
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Example 2 (cont.)
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Example 3
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Example 3 (cont.)
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Example 3 (cont.)
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Example 3 (cont.)
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Example 3 (cont.)
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Example 3 (cont.)
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1D Vertical Stress in Soil

11:43 AM
Ch. 10 - Stress Distributions and Settlement Page 1
2D Stress in Soils
11:43 AM
2D Stress in Soils (cont.)

11:43 AM

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2D Stress - Example 1
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2D Stress - Example 1 (cont.)

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2D Stress in Soils - Example 2

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2D Stress in Soils - Example 2 (cont.)

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2D Stress in Soils - Example 2 (cont.)

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Blank
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CVEEN 3310 Notes

Monday, January 07, 2013

Course Notes for CVEEN 3310, Introduction to Geotechnical

Spring Semester 2013

Permission for reuse must be sought.

Steven F. Bartlett, 2010

Introduction to Geotechnical Engineering Page 1

Steven F. Bartlett, 2013

Course Information Page 2

To understand how geologic processes form and affect soil behavior.

To gain knowledge of soil properties and geotechnical materials.

(1) Index and Classification Properties of Soils,

Steven F. Bartlett, 2013

Course Information Page 3

Course Policy and Rules

Steven F. Bartlett, 2013

Course Information Page 4

Course Policy and Rules (cont.)

Steven F. Bartlett, 2013

Course Information Page 5

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

Midterm Exam I (15%)

Midterm Exam II (15%)

Final Exam (15%)

Steven F. Bartlett, 2013

Course Information Page 6

Steven F. Bartlett, 2013

Course Information Page 7

Homework Rules Page 8

Homework Rules (cont.)

Homework Rules Page 9

Homework Rules (cont.)

Homework Rules Page 10

Homework Rules (cont.)

a. Parts of the solution are deleted using a line or an X

Homework Rules Page 11

Homework Rules (cont.)

Homework Rules Page 12

Homework Rules (cont.)

Homework Rules Page 13

Homework Rules (cont.)

Homework Rules Page 14

Homework Rules (cont.)

Homework Rules Page 15

Homework Rules (cont.)

Homework Rules Page 16

Significant Figures Page 17

Significant Figures (cont.)

Significant Figures Page 18

Significant Figures (cont.)

Significant Figures Page 19

CVEEN 3310 Reading Assignments - Sp. 2013

1/9/2013 - Ch. 1 and Ch. 2.1 to 2.4

Steven F. Bartlett, 2013

Reading Assignments Page 20

Announcements - Sp. 2013

Steven F. Bartlett, 2013

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

a. Soil 1 = 1.95 Mg/m^3, = 19.1 KN/m^3

Steven F. Bartlett, 2013

Homework Answers Page 22

Homework Answers (cont.)

Steven F. Bartlett, 2013

Homework Answers Page 23