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University of Portland
School of Engineering
CE 321 - Geotechnical Engineering (MWF 11:25-12:20)
CE 371 - Geotechnical Laboratory (T or R, 2:30 – 5:40)
Fall Semester, 2007
Instructor: Dr. Matthew R. Kuhn (Room 103, 943-7361, kuhn@up.edu)
Office Hours:
Text: Donald P. Coduto, Geotechnical Engineering: Principles and Practices , Prentice Hall,
Upper Saddle River, NJ, 1999.
No text is required for the laboratory course, but you may find the following books useful.
All are available in Rm. 125.
- J.E. Bowles, Engineering Properties of Soils and Their Measurements , N.Y.: McGraw
Hill, 1992.
- B.M. Das, Soil Mechanics Laboratory Manual , San Jose, Ca.: Engineering Press, 1989.
- C. Liu and J.G. Evett, Soil Properties: Testing, Measurement, and Evaluation ,
Englewood Cliffs, N.J.: Prentice Hall, 1990.
Course Learning Objectives
- An understanding of fundamental concepts of geotechnical engineering and their relation
to civil engineering applications.
- Ability to solve geotechnical engineering problems.
- Ability to apply geotechnical concepts to typical engineering situations.
- Ability to perform geotechnical engineering laboratory tests and to collect, analyze, and
apply the resulting data.
- An improved proficiency in written and oral communication.
Course Prerequisite: EGR322, Strength of Materials.
Assessment Tools (Lecture) :
Homework (11), quizzes (6) 30 %
Examination 1 20 %
Examination 2 20 %
Final examination 30 %
Assessment Tools (Laboratory):
Writing assignments 75 %
Oral presentations (2 per student) 15 %
Attendance & participation 10 %
Overall Evaluation: Grading will be based upon the following descriptors:
“A" Denotes exceptional accomplishment:
mastery of vocabulary and concepts from text and lectures
demonstrated ability to consistently apply mathematics, science, and engineering
concepts to textbook problems and laboratory calculations
demonstrated ability to present easily understandable homework solutions
consistently presents assignments on time
insight in extending concepts to less common situations
insight in synthesizing concepts in this course with those from other courses
clear, concise, interesting and properly edited written reports with proper conclusions
and recommendations that demonstrate clear insight into the geotechnical issues.
“B" Denotes accomplishment significantly better than average:
thorough understanding of vocabulary and concepts from text and lectures
demonstrated ability to apply concepts to textbook problems
demonstrated ability to present understandable homework solutions
consistently presents assignments on time
clear, concise, interesting and properly edited written reports with proper conclusions
and recommendations
“C" Denotes satisfactory accomplishment:
knowledge of vocabulary and concepts from text and lectures demonstrated ability to
apply most concepts to textbook problems technical reports with proper conclusions
and recommendations
“D" Denotes accomplishment less than satisfactory but still passing
lacks either a knowledge of vocabulary and concepts or the demonstrated ability to
apply many concepts to textbook problems
poorly written reports that show little insight into the geotechnical issues
“F" Denotes failure.
less than 50% average score due to lack of the positive outcomes given above
Reading Assignments: You are expected to complete the reading assignments given in the
syllabus before the class period. The text material will be covered on examinations and
occasional quizzes.
2. Solving geotechnical engineering problems and applying
geotechnical engineering concepts:
a) can compute apparent and actual geologic dip from numeric or
graphical data
b) can compute grain size distributions from laboratory data
c) can compute weight–volume relations among soil components
d) can determine the classification of a soil using three standards:
USCS, AASHTO, and visual-manual
e) can compute Atterberg limits from laboratory data and understand
the texture of soils with various plastic and liquid limits
f) can apply compaction concepts and specifications to typical field
and laboratory situations
g) can compute capillary stresses
h) can compute soil permeability from laboratory data
i) can apply Darcy's law to one–dimensional flow and apply the
components of hydraulic head to compute flows, velocities,pressures,
gradients, and stresses
j) can construct and use flow nets to compute flows, velocities,
water pressures, hydraulic gradients, and stresses
k) can compute required filter sizes for geosynthetic and soil filters
l) can compute geostatic stresses: effective, water, and total stresses
m) can compute induced subsurface vertical stresses by using
equations and charts
n) can estimate settlements from laboratory consolidation data
o) can use a Mohr circle to estimate stresses upon various surface
inclinations. Can locate the pole.
p) can compute the results of direct shear tests
q) can compute the results of triaxial tests, both drained and
undrained
r) can compute relations among f, c, P/A, 1 , and 3
s) can estimate ground accelerations and liquefaction susceptibility
during an earthquake
Homework
Examinations
Written reports
3. Use of graphical tools and methods
a) can use a protractor and compass to construct a Mohr
circle with 2-digit precision
b) can plot data with logarithmic axes
c) can use straight edges and mechanical curves to construct and
analyze data plots, flow nets, and Mohr circles
Homework
Laboratory
calculations
4. Analysis, synthesis, and evaluation of typical geotechnical
engineering situations:
a) can evaluate the relevance of laboratory tests to field situations
b) can estimate field performance from laboratory tests
c) can recommend actions on the basis of laboratory tests and
calculations
d) can appraise geotechnical performance on the basis of laboratory
tests and calculations
Written reports
Oral reports
5. Improved written and oral communication
See the “Student Writing Outcomes" on pages 13-14.
Written reports
Oral reports
Homework:
Some homework problems will use data collected in the CE371 laboratory.
Grade Descriptors for Homework
Letter grades will be assigned on each homework assignment, based on the following
descriptors.
- Proper selection and manipulation of pertinent equations - 50%
- Mathematical accuracy - 25%
- Presentation (see guidelines below) - 25%
Guidelines on Homework Format:
- You may work with others on a homework assignment, but give them credit on the first
page. Failure to give credit is discourteous and will be penalized 25%.
- Every homework assignment will count toward the final grade.
- Homework is due at the beginning of class. Late homework will not be accepted.
- Use either square grid engineering paper, blank (white) paper, or recycled paper.
- Include a cover page with each homework set. Print on only one side of the paper.
Staple pages together.
- You do not need to rewrite the problem statement, but you should begin each problem
with the following introduction:
Given: Briefly describe the conditions of the problem. If you think that some necessary
information was not given in the problem statement, then clearly state your chosen
assumption.
Required: Briefly describe what is required in your problem.
Calculations: Your calculations.
- Present calculations in an orderly, linear fashion, explaining important steps and
assumptions.
- Be neat.
- When possible, give formulas in symbolic form before substituting numbers.
proper and carefully constructed conclusions and recommendations
Writing quality (see pages 13-14):
proper organization and development
clear introduction
clear presentation of background material
clear and concise presentation of laboratory procedures
proper technical writing style
correct editing
Guidelines
- All reports are due at the beginning of class. You should turn in a hard copy and an
electronic copy of each report. Reports handed in after the start of class will be
penalized 25%. Reports will not be accepted after 5:30 p.m.
- Reports should be typed. Calculations should be by hand, unless a spreadsheet is
appropriate.
- Do not use folders or binders for your written reports. Just staple your work, with the
grading sheet (if any) on top.
Laboratory Oral Reports
Each student will give two oral presentations: a debriefing on the results of the previous
week's laboratory test and a briefing on how to conduct a laboratory test.
Your presentations should be 6-8 minutes, not including time for audience questions.
Points will be deducted if your presentation is longer or shorter.
An overhead projector and screen will be available in the classroom. If you will be using
them, it is your responsibility to get them set up. If you need a slide projector, arrange this
with the instructor and the Instructional Media Center 2 to 3 days ahead (Library
basement).
You are encouraged to use “props" (material samples, testing equipment, etc.) during your
presentations.
Debriefing Presentations
You can use the following format for debriefing presentations:
- Introduce yourself and clearly state the topic of your presentation. You should give
credit to your laboratory partners, and briefly outline your presentation. (30 sec.)
- Explain the purpose of the laboratory test, the soil property that is being measured, the
general principle that is involved in its measurement, and the types of problems that the
test would be useful in analyzing. (1-2 min.)
- Briefly describe the equipment and the procedure. (1 min.)
- Give a brief description of the soil that was tested, and present the results of your
laboratory tests. (2 min.)
- Explain the engineering significance of the results and how the results could be applied
to a design situation. (1-2 min.)
- Briefly summarize and conclude your presentation. Invite questions from the audience.
(30 sec.)
Briefing Presentations
To prepare for this presentation, you should read about the laboratory test in the laboratory
manuals in Rm. 125. You should then make an appointment to work with the instructor to
review the test procedures and prepare your presentation. Your classmates will be relying
on you for instructions on how to perform their laboratory tests.
Assessment
A letter grade is assigned for each presentation. Assessment is based upon:
- a clear introduction that relates the topic to your audience
- an organized, interesting, and technically accurate body
- clear delivery, with professional posture, appropriate gestures, consistent and effective
eye contact, and absence of “filler" words
- minimal use of notes
- conformance with time limits
Laboratory Attendance and Participation
Laboratory attendance and participation is necessary for preparing a written or oral report.
Attendance also includes the following:
- arriving on time.
- attentiveness during lectures and presentations.
- active involvement in laboratory work and clean up.
Academic Integrity
The University's Code and Guidelines of Academic Integrity are available on the web
(www.up.edu > Academics > Registrar > Academic Regulations). Students should read
and be familiar with the code and guidelines and should be aware of the various types of
violations: cheating, forgery, and plagiarism. In this course, all violations will be
considered as being of Level 2 or higher.
Accommodation for Disability
If you have a disability and require an accommodation to fully participate in this class,
contact the Office for Students with Disabilities (OSWD), located in the University Health
Center (503-943-7314), as soon as possible.
If you have an OSWD Accommodation Plan, you should make an appointment to meet
with Dr. Kuhn to discuss your accommodations. Also, you should meet with Dr. Kuhn if
you wish to discuss emergency medical information or special arrangements in case the
building must be evacuated.
Problem Set No. 5
The following soil investigation reports are on reserve in the library:
- Geotechnical Investigation, New OMSI Facilities , Geotechnical Resources,
Inc., 1990.
- Geotechnical Investigation, Academics Hall, University of Portland,
Geotechnical Resources, Inc., 1993.
Read the following sections of these reports:
Project description - background
Site description
Field exploration - subsurface conditions
Appendices: Field (subsurface) explorations
Boring logs
Take note of the following information:
- The intended use of the site
- The particular geotechnical concerns at each site
- The type of drilling equipment that was used (auger, rotary drilling, etc.)
- The range in depth of the borings
- The number of soil layers encountered at the site
- The types of field tests that were performed
- The methods that were used for recovering soil samples
- The activities of the soil engineer as he/she directed the soil boring
operation
Problem Set No. 6
- Problem 7.13, p. 236
- Problem 7.6, p. 235
- Problem 7.
- Data sheets and permeability calculations from the permeability laboratory.
Problem Set No. 7
- An inclined permeable soil layer is underlaid by an impervious layer, as shown in the
figure below.
a. Sketch a set of flow and equipotential lines for the soil.
b. Derive an equation that gives the flow rate of seepage as a function of the slope
angle, q, and thickness, d.
- Problem 8.9, p. 284
- Compute the seepage rates for your laboratory letter.
Problem Set No. 8
- Problem 10.7, p. 336
- Problem 10.9, p. 345
- Compute solutions to the three questions raised in the graving dock laboratory
problem.
Problem Set No. 9
- Problem 11.6, p. 389. Use the data in your text to do the following:
a. Plot the void ratio, e , on a semi-logarithmic diagram. Choose an appropriate
extent for each axis.
b. Using Casagrande's method, find ^ ' c
c. Using Schmertmann's method, adjust the textbook data.
d. Determine C c
and C r
d
θ
Student Writing Outcomes
Audience analysis
- can distinguish between the different writing styles appropriate for the student–
teacher relationship and the engineer-client relationship
- can present technical information and analysis to a non–technical reader
- can recognize terms and concepts that require definition or explanation to a less–
technical reader
- can adopt a proper level of detail to suit the reader
- can analyze client needs in preparing a consulting report and a solicited
engineering proposal
Organization
- General
- can present ideas that are logically organized
- can organize writing material into each of five categories: introduction,
background, methods, results, and conclusions, discussion, and/or
recommendations
- Introductions
- can clearly describe the purpose of the work
- can clearly describe the writer's relation to the work
- can outline (in full sentences) the content of the writing
- can identify and clearly describe the scope of a project
- Background information
- can identify and present background information that clarifies the remainder
of the writing
- can identify and present the broader context of immediate technical issues
- Methods
- can present methods with clarity
- can explain why the methods were chosen
- can present methods with an appropriate level of generality or detail for the
intended readers
- can present methodologies in a manner that clarifies and provides a context
for the results
- when appropriate, can reference published procedures
- Results
- can present results with clarity
- can use tables and figures to effectively present results
- can present numerical results with an appropriate number of digits
- can distinguish between results and conclusions
- Conclusions, discussion, and/or recommendations (CDR's)
- can clearly present CDR's
- can write CDR's that are supported by the writer's methods and results
- can avoid speculation
- can present CDR's that stay within the scope of a project
- Proposals:
- can identify and clearly describe a scope of work
- can effectively present qualifications without bombast
- Executive summaries: can write a clear and organized executive summary of an
engineering report or laboratory report
- Paragraphs: can write organized and coherent paragraphs, each with a central
theme
Style
- when appropriate, can write in a direct and concise style by
- avoiding excessive use of the passive voice
- focusing on the real subject and verb
- avoiding expletives
- avoiding excessively ornate language
- avoiding unnecessary qualifiers
- when appropriate, can write clearly and precisely by
- avoiding vague and omnibus words
- avoiding vague pronoun references
- defining abbreviations
- avoiding verbs as modifiers
- avoiding jargon and cliches
- can avoid long, garbled sentences
- can avoid a choppy, telegraphic style
Mechanics and usage
- can consistently write proper sentences
- can recognize commonly misused words
- can demonstrate proper punctuation
- can demonstrate proper parallel constructions
- can demonstrate consistent subject–verb agreement
- can recognize and consistently use a proper verb tense
Layout
- can use conventional formats for letters, memorandums, reports, and proposals
- can properly reference tables and figures
12 9-21 Soil subsurface exploration, cont. 3.6 to p.72,
CPT
(pp. 75-78)
No. 5
13 9-24 Groundwater and Soil Hydraulics
Groundwater hydrology concepts
Groundwater flow conditions
One–dimensional flow and Darcy's law
7.3 to p. 225
14 9-26* Head and pore water pressure
Hydraulic head and its components
7.3 No. 6
15 9-28 Soil hydraulics examples
Seepage velocity pp. 232-
16 10-1 Examination No. 1
17 10-3 Soil hydraulics examples
Flow nets
8.1 to p. 252 No. 7
18 10-5* Flow nets, cont.
19 10-8 Soil hydraulics examples
Soil migration and filtration
pp. 270-
20 10-10 Capillarity
Negative water pressure
p. 344-
21 10-12 Stresses within a soil mass
Geostatic stresses
Induced subsurface stresses
FALL BREAK !!
(parts of 10.5)
No. 8
22 10-22 Induced subsurface stresses, cont.
Effective stresses
23 10-24 Compressibility and Settlement
Settlement processes
Consolidation process
24 10-26 Consolidation process, cont.
Consolidation tests
No. 9
25 10-29 Preconsolidation stress
Reconstructed consolidation curve
26 10-31 Consolidation settlement predictions 11.5, 11.7 No. 10
27 11-2* Consolidation settlement predictions,
cont.
28 11-5 Shear strength of soils
Mohr's circle and the pole
Direct shear testing
pp. 500-
29 11-7 Direct shear testing, cont.
Shear failure in soils
Mohr-Coulomb failure criterion
13.3 to p.
No. 11
30 11-9 Shear strength of sands and gravels
Mohr-Coulomb failure criteria
31 11-12 Triaxial testing of sands pp. 504-
32 11-14 Examination 2
33 11-16 Triaxial testing of sands, cont. 13.5 to p.490 No. 12
34 11-19 Triaxial testing of sands, cont.
Shear strength of clays and silts
pp. 490-
35 11-21 UU testing and CU testing
THANKSGIVING
36 11-26 Geotechnical earthquake engineering
Earthquake sources, intensities and
magnitudes
37 11-28 Site response
Liquefaction
38 11-30 Liquefaction, cont. 20.3 to p.
39 12-3* Liquefaction assessment pp. 695-
40 12-5 Ground improvement 19.1-19.
41 12-7 Course review and evaluation
Dec. 13 (Wednesday)
10:30-12:30 Final Examination
University of Portland
School of Engineering
CE 371 - Geotechnical Laboratory
Syllabus - Section B – Thursdays
Fall Semester, 2007
Lesson
No. Date Content (^) Assignment Due Dates
1 8-30 Course description
Engineers and writing
2 9-6 Sieve analysis for particle size
distributions
C 9-
3 9-13 Atterberg limits C–L C: 9-
L: 9-
4 9-20 Compaction testing C–L Calculations: 9-
Draft I: 9-
Draft II: 10-
Final: 10-
5 9-27* Field description of soils
6 10-4 Permeability testing L Calculations: 10-
Draft: 10-
Consultation
Final: 11-
7 10-11 Soil hydraulics & flow net
construction
C 10-
8 10-25 Consolidation testing, I
Computerized data acquisition
P Draft I: 11-
Draft II: 11-
Final: 11-
9 11-1* Consolidation testing, II C 11-
10 11-8 Direct shear testing of sand C 11-
11 11-15 Drained triaxial testing of sand
12 11-22 No class (Thanksgiving)
13 11-29 CU triaxial testing of clay
14 12-6 Course review
Report formats:
C - Calculations, due as CE321 homework
L - Engineering letter
P - Proposal
- Combined sections, Thursdays
