Professional Documents
Culture Documents
Learning
Soil Mechanics Through
Project-Based Learning
Prefaceix
Conversion factorsxi
1 Introduction 1
1.1 Project description 2
1.2 Field data 6
1.3 Laboratory data 6
3 Soil constituents 23
3.1 Three phases in soil 23
3.2 Volumetric ratios 24
3.2.1 Void ratio 24
3.2.2 Relative density 24
3.2.3 Porosity 25
3.2.4 Degree of saturation 25
3.3 Mass ratios 26
3.3.1 Density 26
3.3.2 Unit weight 26
vi Contents
4 Soil classification 37
4.1 Size of soil fractions 37
4.2 Laboratory work: sieve test and analysis 37
4.3 Soil gradation 39
4.4 Clay fraction, clay minerals and clay properties 40
4.4.1 Atterberg limits 41
4.4.2 Laboratory work: Atterberg limits tests and analysis 42
4.4.3 The plasticity chart 43
4.5 Soil classification 43
4.6 Clay activity and liquidity index 46
4.7 Project analysis: soil classification 47
4.8 Problems for practice 49
4.9 Review quiz 51
5 Soil compaction 53
5.1 Compaction process 53
5.2 Laboratory work: compaction tests and analysis 54
5.3 Compaction in the field 55
5.4 Project analysis: soil compaction 56
5.5 Problems for practice 58
5.6 Review quiz 61
6 Stresses in soils 63
6.1 Stresses in soil mass 63
6.2 Effective stress and pore water pressure 64
6.2.1 Determination of pore water pressure in the field 65
6.2.2 Effective stress concept 65
6.2.3 Horizontal stresses 66
6.3 Excess pore water pressures 66
6.3.1 Water flow and hydraulic gradient 66
6.3.2 Upward seepage 67
6.3.3 Quick conditions 68
6.4 Project analysis: stresses and upward seepage 69
6.5 Problems for practice 71
6.6 Review quiz 75
Contents vii
References 159
Index 161
Preface
This book is written for students who would like to learn the fundamentals and practical
aspects of soil mechanics using a more hands-on approach than traditional textbooks. There
are several textbooks on soil mechanics on the market; however, most of these texts were
written many years ago using the traditional format of presentation. Students would then be
expected to rote learn and then regurgitate this information accordingly. However, our expe-
rience as teachers suggests that this traditional format where the instructor provides students
with theoretical knowledge through a series of lectures and abstract textbook problems is not
sufficient to prepare students to tackle real geotechnical challenges. There is a real disjunct
between what students are taught in universities and what they are expected to do in practice
as engineering practitioners. It is not an uncommon situation that students are able to derive
complex equations in the classroom, but struggle in the workforce when faced with practical
engineering challenges.
This book employs a more engaging project-based approach to learning, which partially
simulates what practitioners do in real life. The project-based method, which has proven to be
a valid alternative to the traditional one, not only provides students with opportunities to bet-
ter understand the fundamentals of soil mechanics, but also allows them to gain experience
that is more practical and learn how to apply theory to practice. Our teaching experience
indicates that working on a practical project makes the learning process more relevant and
engaging. This book will appeal to the new generations of students who would like to have a
better idea of what to expect in their employment future. In this book, readers are presented
with a real-world challenge (in the form of a project-based assignment) similar to that which
they would encounter in engineering practice and they need to work-out solutions using the
relevant theoretical concepts that are briefly summarized in the book chapters. To complete
this project-based assignment, readers are required to undertake a series of major geotechni-
cal tasks including: a) interpretation of field and laboratory data, b) analysis of soil condi-
tions, c) identification of geotechnical problems at a construction site and d) assessment of
their effect on construction.
This book covers all significant topics in soil mechanics and slope stability analysis.
Each section is followed by several review questions that will reinforce the reader’s knowl-
edge and make the learning process more engaging. A few typical problems are discussed
at the end of chapters to help the reader develop problem-solving skills. Once the reader
has sufficient knowledge of soil properties and mechanics, they will be able to undertake a
project-based assignment to scaffold their learning. The assignment is based on real field and
laboratory data including boreholes and test results so that the reader can experience what
geotechnical engineering practice is like, identify with it personally and integrate it into their
x Preface
own knowledge base. In addition, some problems will include open-ended questions, which
will encourage the reader to exercise their judgment and develop practical skills. To foster
the learning process, solutions to all questions will be provided and discussed.
We are grateful to all students of Soil Mechanics and Geotechnical engineering
courses at Griffith University for their constructive feedback in the past several years. We
are also grateful to Professor Arumugam Balasubramaniam for his continuous support and
encouragement.
Conversion factors
Introduction
Innovative approach used in this book. This book is written for students and those who
would like to learn the fundamentals and practical applications of soil mechanics without
having to go through numerous pages of “boring” theory and equations. It is intended to
show the reader how we use soil mechanics in practice and why it is important to know soil
behavior. Unlike existing books on soil mechanics, this one uses a different, project-based
approach where the reader is introduced to a real geotechnical project, which was con-
ducted to select the most appropriate place for canal construction. This project will under-
score the need for the theory presented in this book. The reader will learn how to interpret
and analyze the data from field and laboratory investigation as well as how to use it to solve
various geotechnical problems. Every step of this project is related to a certain aspect of
soil mechanics and as the reader acquires more knowledge in the process, they will be able
to see the practical importance of what they have learnt and thus better understand it. Our
teaching experience (Gratchev and Jeng, 2018) indicates that the understanding of basic
soil properties and soil behavior is much more important than remembering how to derive
theoretical equations or memorizing numbers. For this reason, we pay more attention to
explaining important concepts and discussing step-by-step solutions to common geotechni-
cal problems.
Book organization. The book is organized in such a way that each chapter first
explains its relevance to the project and then briefly introduces key theoretical concepts
necessary to complete a certain part of the project. Chapter 1 provides the project descrip-
tion and data from field investigation and laboratory testing. The following chapters deal
with soil origin and exploration (Chapter 2), basic soil properties (Chapters 3–4), fun-
damental concepts of soil compaction (Chapter 5) and stresses in soil mass (Chapter 6)
as well as more advanced geotechnical applications such as flow nets (Chapter 7), soil
deformation and consolidation (Chapters 8–10) and shear strength and slope stability
analysis (Chapter 11).
Material for self-practice. Each chapter provides practical problems that the reader
should use for more practice. We suggest trying to solve each problem first before refer-
ring to the step-by-step solution provided afterwards. Even though it may be difficult to
work it out all the way to the final answer, spending time on each problem will improve the
reader’s understanding of the relevant material and help to develop problem-solving skills.
In addition, to reinforce the knowledge of soil behavior and review the key concepts, the
reader can take a quiz at the end of each chapter. To make this book more interactive,
we have included several questions (and answers) that we commonly receive from our
students.
2 Introduction
BH 3
Pit 1
0.97
BH 2 1.2
1.24 BH 4 A
1.42
1.4
1.2
BH 6
1.60
BH 5 BH 1
1.15 1.40
BH 9 BH 8
A 1.67 BH 7 1.76
1.6
1.33
1.8
2.
0
1.8
2.0
2.4
2.2
BH 10
0 40 80 m 1.60