53:030 Soil Mechanics



53:030 Soil Mechanics 3 s.h.

Description: Identification and classification of soils; mass/volume phase relationships; fluid seepage in soils; effective stress concepts; consolidation theory; shear strength behaviors; and soil improvement methods.

Textbook: Das, Braja, M., Principles of Geotechnical Engineering, 4th Edition ,

PWS Publishers, 1998.

Coordinator: Colby C. Swan, Associate Professor, Civil and Environmental Engineering

Teaching Objective:

To teach concepts governing the mechanical and fluid transport properties of soils through integrated lectures, readings, exercises, and laboratory experiences.

Learning Objectives:

1. To develop an appreciation soil as a vital construction material, and of soil mechanics in the engineering of civil infrastructure;

2. To develop an understanding of the relationships between physical characteristics and mechanical properties of soils;

3. To understand and experience experimental measurement of the physical and mechanical soil properties commonly used in engineering practice.

4. To understand and be able to apply the modeling and analysis techniques used in soil mechanics: (a) Darcy's Law and flow-nets for seepage; (b) consolidation models for load-time-deformation responses of soils; (c) Mohr-Coulomb models for shear strength behavior of soils.

5. To develop good technical reporting and data presentation skills;

Prerequisites: 1. Mechanics of deformable bodies;

2. Basic physics;

3. Vector calculus.

Topics: (Class Hours):

1. Particles and mass/volume relations; (3)

2. Consistency and classification of soils; (2)

3. Fluid flow in soils; (4)

4. Effective stress concepts; (3)

5. Stresses under specific loading cases; (2)

6. Consolidation; (4)

7. Shear strength behaviors; (4)

8. Soil improvement; (2)

9. Earth pressure theories; (2)

10. Examinations and reviews; (2)

Total (28)

Laboratory Projects:

Laboratory experiences are designed to clarify lecture material. Eleven experiments are performed throughout the semester and are written up as four extensive group reports in which experiment results are used to address realistic geotechnical consulting type questions. Projects are as follows:

1. Measuring grain properties and size distributions; Atterberg limits; and classification.

2. Permeability tests; seepage computations using FEM software; and measurement

of pore pressures, seepage forces, and liquefaction.

3. Confined compression; direct shear; and triaxial compression of dry sands.

4. Consolidation testing of fine-grained soils.

5. Compaction studies.

Computer Usage:

1. Students use finite element methods to compute seepage rates and potential distributions in heterogeneous soil deposits;

2. Students use finite element software to compute the time-dependent consolidation

settlement of a structure built on a saturated soil.

Expected Course Outcomes:

Upon successfully completing this course in Soil Mechanics, it is expected that students will be able to:

1. Apply fundament concepts learned previously (or concurrently) in Mathematics, Statics, Mechanics of Deformable Bodies, and Fluid Mechanics to the solution of fundamental Civil Engineering soil mechanics analysis/design problems.

2. Understand the significance of the basic physical and mechanical properties of soils, and also the experimental methods used to measure them.

3. Recognize and be able to apply fundamental soil mechanics principles underlying common Civil Engineering applications. A few specific examples here would be: (1) computing the time-dependent settlement of a soil desposit after a given load is applied to it; (2) computing the rate of groundwater seepage into a constructed excavation; (3) computing the likelihood of liquefaction failures around hydraulic structures; and (4) computing the magnitude of loads that can be applied to an earthen system without generating shear failure in the soil.

4. Understand both the applications and limits of engineering methods commonly used to solve soil mechanics problems in Civil Engineering. Also to be aware of more advanced techniques that are available for unusual problems.

5. Recognize the importance of good written communication skills, and know how to write professional, clear, concise technical reports and letters to clients and colleagues.

Prepared by: C.C. Swan October, 2000

|Contribution to |ABET Outcomes |Course Activity |Material to be Collected |

|Outcome | | | |

| |They will have the ability to apply knowledge of |The students complete about one homework assignment|Homework and exams (high, |

| |mathematics, science and engineering in their chosen |per week, some of which require application |low, & typical) |

|● |fields. |mathematics, physics, and principles of mechanics. | |

| |They will have the ability to design and conduct |Students conduct experiments, interpret their data,|Laboratory assignments and |

| |engineering experiments, and to analyze and interpret |and answer basic engineering practice type |student reports (high, low, &|

|● |experimental results. |questions. |typical) |

| |They will have the ability to design systems, components,|None |None |

| |or processes to meet specified objectives in their chosen| | |

| |fields. | | |

| |They will have the ability to work as members of |Students perform lab experiments and write their |Laboratory assignments and |

|○ |multidisciplinary project and/or research teams, and have|reports as groups. This involves learning to work |student reports (high, low, &|

| |an understanding of leadership in teams and |well in a group environment. |typical) |

| |organizations. | | |

| |They will have the ability to identify, formulate, and |Several homework assignments and a exam questions |Homework & exams (high, low, |

|● |solve engineering problems. |require ability to identify, formulate, and solve |typical) |

| | |engineering problems. | |

| |They will have an understanding of professional and |None |None |

| |ethical responsibility and the value of mentoring and | | |

| |peer support. | | |

| |They will have the ability to communicate effectively in |Student lab write-ups are graded in part based on |Laboratory write-up |

|● |written form. |clarity and effectiveness of their reports and |guidelines and graded |

| | |letters. |write-ups (high, low, |

| | | |typical). |

| |They will have the ability to communicate effectively in |None |None |

| |oral form. | | |

| | |In laboratory write-ups, students are expected to |Laboratory write-up |

| |They will have the ability to communicate effectively in |present their data graphically. Write-ups are |guidelines and graded |

|○ |graphical form. |graded, in part, based on the clarity and |write-ups (high, low, |

| | |effectiveness of the graphical communications. |typical). |

| |They will have an education that is supportive of a broad|None |None |

| |awareness of the diversity of the world and its cultures,| | |

| |and that provides an understanding of the impact of | | |

| |engineering practice in the global community. | | |

| |They will understand the importance of updating and |The importance of lifelong learning and awareness |EASY survey questions. |

|○ |maintaining their technical skills and continuing their |of new developments is stressed in lectures. | |

| |education throughout their professional careers. | | |

| |They will have knowledge of contemporary issues. |None |None |

| |They will have the ability to use the principles, |Students are exposed to modern computing techniques|Computer assignments and |

|○ |techniques, skills and modern engineering tools |through two lab assignments which require them to |student write-ups. |

| |necessary for successful engineering practice and/or |use FEM software to solve two engineering problems.| |

| |research in their chosen fields. | | |

○ denotes moderate contribution to the outcome ● denotes substantial contribution to the outcome

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