Lab Manual Ceg551 Word

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GEOTECHNICAL LABORATORY

CEG551

OPEN ENDED LABORATORY

WORKBOOK MANUAL

GEOTECHNICAL, HIGHWAY, TRANSPORTATION AND SURVEY DIVISION

FACULTY OF CIVIL ENGINEERING

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Table of Content

Item 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.

Lab. 2.2 – Falling Head test on fine‐grained soil. Lab. 3.1 – Direct Shear Box test.

Lab. 3.2 – Unconfined Compression test (UCT).

Lab. 3.3 – Unconsolidated Undrained (UU) Triaxial test / Consolidated Undrained (CU) Triaxial tests. Lab. 5.1 – JKR Probe Test

Lab. 5.2 – Vane Shear Test

Construction of Sport Complex UiTM Pulau Pinang

23 26 29 32 34 36 38 Topics

General Laboratory Safety Procedures General Laboratory Rules and Regulations Concept of Open Ended Laboratory Activities  Introduction

 Level of Openness in Open Ended Laboratory  Implementation of Laboratory Activities  Assessment of the Laboratory Activities  Course Outline

 Summary Remark

Lab.1.1 – Moisture content and particle density tests.

Lab. 1.4 – Atterberg Limit tests (Plastic and Liquid Limit tests) –

Cone Penetration and Casagrande tests.

Lab. 2.1 – Constant Head test on coarse‐grained soil.

Page 1 2 3 3 4 4 5 9 10 11 15 20

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GENERAL LABORATORY SAFETY PROCEDURES

Students or laboratory users are advised to read the following safety

procedures and rules carefully before or when using the equipment or run

the experiments:

1. Not point the open end of a test tube, breaker or any glassware that

is being heated at yourself or anyone else.

2. Keep the lab clean and neat before and after conducting an

experiment.

3. Keep the work area clear of all materials except those needed

for

your work.

4. If a piece of equipment falls while being used, report it immediately

to your lab assistant or tutor. Never try to fix the problem

yourself

because you could harm yourself and others.

5. If the chemicals are splashed into your eyes, immediately use

tap

water to flush your eyes with water and continue rinsing your

eyes

for at least 15 minutes.

6. If the chemicals are splashed on your skin or clothing, flush

the

affected areas with large quantities of water or if a large area

is

affected, please use the safety shower.

7. Wash your hands thoroughly before leaving the laboratory.

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GENERAL LABORATORY RULES AND REGULATIONS

1. Student must arrive at each sessions on time, with proper dress code

(example: lab coat and covered shoes, and no slippers are allowed)

2. Students are not allowed to enter the laboratory without permission

from the lecturers or the technicians. Working alone or unsupervised

in laboratory is forbidden.

3. Bags are not allowed in the laboratory.

4. Students are not allowed to eat, drink or smoke while working in the

laboratory and are not allowed to run the experiments with

their

hands wet.

5. Students are not allowed to run the experiments when they are

sleepy or under medication.

6. Read the instruction carefully and follow the laboratory procedures.

Do not touch anything that you are not completely familiar with.

7. Ensure that your circuit and equipment connections are correct

before turning ‘on’ the power supply.

8. Ensure that the switches are ‘off’, the power plugs are unplugged and

the working area is cleaned before you leave the laboratory.

9. Place the equipment, tools and components back to their

original

place after the experiments.

10.Notify your instructor immediately if there is an accident.

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CONCEPT OF OPEN ENDED LABORATORY ACTIVITIES From Prescriptive to Investigative

Introduction

Various methods of innovative teaching may be implemented in the teaching and learning

activities to simulate an environment where students are encouraged to be proactive. These

innovative methods may be in the form of Project Based Learning (PBL), Project Oriented

Problem Based Learning (POPBL), Active Learning (AL), Cooperative Learning (CL), Independent Learning (IL) and others.

Previous methods of teaching laboratory courses are basically in the form of fully guided

assignment. The methods are described as prescriptive or traditional methods. However these methods are now no longer adequate within the context of outcome based learning

environments (1). It could not provide the platform where students are given

opportunities to

explore their own simulation and design their own experimental works.

The Engineering Accreditation Manual (EAC) 2012 (2) stipulated that:

“Students should receive sufficient laboratory work to complement engineering theory that is learnt through lectures. The laboratory should help students develop competence in executing experimental work. Throughout the programme, there should be adequate provision for laboratory or similar investigative work, which will develop the young engineer the confidence to

deal with new and unusual engineering problem.”

Thus the need for an open ended laboratory is emphasized in enhancing independent learning and inculcating creativity and innovation of students. They are required to determine the

objectives and scope, identifying apparatus needed and preparing the methodology, running th e

experiment and finally submitting the technical report. Through this process students must

understand the principles of technical reasoning and the experimental design (3).

This manual looks at the practicality of implementing the open ended laboratory activities at

different levels of education for a four year engineering degree program and how it was

implemented at the Geotechnical Laboratory, Faculty of Civil Engineering, Universiti Teknologi

MARA, Pulau Pinang.

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Level of Openness in Open Ended Laboratory

The conduct of laboratory activities should be carried out at different levels of openness

throughout the period of study. The concept of different level of openness is categorized as

problem, ways and means and answers. as shown in Table 1 as envisaged by Schwab‐Herron McComas (1997). Four levels were identified and three elements to be addressed were categorized.

Table 1 suggests that there should be four (4) levels of openness, namely Levels 0‐3, and three categories of element to be incorporated into the laboratory manual, namely problem, ways an d

means and answers. The ways and means are also mean as apparatus and procedures respectively. The scientific enquiry rubric, as given by Fay, 2009, for the levels of openness are summarized and described as in Table 2.

Table 1 Level of Openness according to Schwab‐Herron Schwab/Herron Levels of Laboratory Openness

LEVEL O 1 2 3 PROBLEM Given Given Given Open

WAYS & MEANS Given Given Open Open ANSWERS Given Open Open Open SUGGESTED PERCENTAGE BREAKDOWN (%) 25 20 20 35

Note: Given means the traditional way of writing the documentation for each lab activities.

Implementation of Laboratory Activities

Implementation of the laboratory activities at the Faculty of Civil Engineering, UiTM, Pulau

Pinang was progressively introduced, monitored, reviewed and streamlined since the last accreditation exercise by EAC in 2008. New guidelines were introduced to facilitate the teachin g

and learning activities to benefit not only the students but new lecturers taking the courses. Thi s

manual for each laboratory activities would include the elements such as introduction, objectives and learning outcomes. Basic theoretical information are also included in each

laboratory activity as found in the manual. 4

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Table 2 : Scientific Enquiry Rubric

Establishing the level of independence and autonomy expected of students to carry out an assessment task Level of Enquiry 0 1 2 Description

The problem, procedure and methods for achieving solutions are provided to the

student. The student performs the experiment and verifies the results with the

manual

The problem and procedure are provided to the student. The student interprets the data in order to propose viable solutions

The problem is provided to the student. The student develops a procedure for

investigating the problem, decides what data to gather, and interprets the data in order to propose viable solutions

A “raw” phenomenon is provided to the student. The student chooses the problem to explore, develops a procedure for investigating the problem, decides what data to gather, and interprets the data in order to propose viable solutions

3

Assessment of the Laboratory Activities

Twelve elements were identified to be assessed for the laboratory activities. These elements ar e

grouped into individual, group or technical report assessments. Table 3 shows the suggested

elements that could be assessed for the laboratory activities.

Table 3 : Suggested Elements to be Assessed for the Laboratory Activities NO 1 2 3 4 5 6 7 8 9 10 11 12 ELEMENTS TO ASSESS

INDIVIDUAL IN‐LAB ACTIVITIES ASSESSMENT PUNCTUALITIY

DISCIPLINE (DRESS CODE,SAFETY SHOES,SAFETY REGULATIONS) KNOWLEDGE ON OPEN ENDED LABORATORY

GROUP IN‐LAB ACTIVITIES ASSESSMENT LEADERSHIP SKILL COMMUNICATION ORGANISATION/TEAMWORK TEST/REPORT/ASSIGNMENT ASSESSMENT INTRODUCTION BASIC CONCEPTS

SUMMARY OF PROCEDURES/ METHODS ANALYSIS AND INTERPRETATION OF DATA DISCUSSION OF RESULT

CONCLUSION

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In order to facilitate the assessment process rubrics for the suggested elements are prepare d

and given as in Table 4.

Table 4 : Assessment Rubrics for Laboratory Activities A. INDIVIDUAL IN LABORATORY‐ACTIVITIES ASSESSMENT

NO ELEMENT 2 More than 10 min. late 10 Arrive on time

and fully Between 5 to Up to 5 min. utilizing lab 10 min. late late hours

Conform to Conform to Conform to

lab’s dress lab’s dress Does not fully lab’s dress

code, code, conform to code,

consistently consistently lab’s dress consistently

clean up the clean up the code, major clean up the

equipment and equipment flaws in safety equipment and

nearly all lab without and seldom nearly all lab

regulation but reminding and clean up the regulation and

all regulation with minor equipment safety

and safety flaws in safety Able to design,

Able to design, Able to design,

conduct, Not able to conduct and conduct, testing

testing, explain the explain the data and explain the

interpret and experiment and data obtained obtained but

explain the data the work and the work not the work

and the work assigned assigned assigned assigned 4 RUBRICS/Marks 6 ₈ Arrive on time but not fully utilizing lab hours 1 Punctuality 2 Discipline (such as lab dress codes, safety shoe, safety and all laboratory regulations)

Does not wear dress code, safety shoe, did not clean up the equipment and did know follow lab procedures 3 Not able to Knowledge explain, design on the

and conduct the open‐ended

experimental laboratory

work in the lab

B. GROUP IN LABORATORY ACTIVITIES ASSESSMENT

NO ELEMENTS

2 Unable to control, lead, fail to deliver the task to the group and does not compromise to achieve the objectives of experiments Unable to deliver ideas 4 Able to control, lead the group but fail to deliver the task and does not compromise towards the achieveme5nt objectives of the experiments Able to deliver ideas ONLY RUBRICS/Marks 6 8 Able to control, Able to control, lead and lead and delivering the delivering the task to the task to the group group members efficiently and and usually does occasionally

what is the best helps the group

interest of the to achieve the group towards objectives of the the achievement of experiments the objectives Able to deliver

ideas with Able to deliver ideas clearly,

10 Able to control, lead and delivering the task to the group efficiently and serves as a leader in managing individual ideas towards the achievement of the objectives Able to deliver ideas clearly, 4 Leadership _skill 5 Communi_cation 6

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clearly, effectively and confidently in the group with constant prompting. Delivery of ideas is still not clear, not confident and not effective in the group Team demonstrated some cohesion, interaction respect. Most work was done by only 1 member team. Tasks were completed on time but with unsatisfactory results limited clarity, confidence and effectiveness in the group confidently, and effectively most of the time in the group confidently and effectively at all times within the group 6 Organization_/Teamwork Team showed poor cohesion, poor interaction and poor respect. Only one person does all the tasks. Tasks were not completed. Team showed good cohesion, interaction respect. Team member did not share the tasks equally and did not utilize abilities of each team members. Team showed great cohesion, interaction respect. Team member did not share the tasks equally and did not utilize abilities of each team members. Tasks were completed on time with satisfactory results. Team showed great cohesion, interaction respect. Team member shared the tasks equally and did not utilizing abilities of each team members. Tasks were completed on time and with great results. C. TEST/REPORT/ASSIGNMENT ASSESSMENT RUBRICS/Marks 6 Some discussion on purpose of work and no background information Able to apply the basic concepts of solid mechanics and structures through formative test and lab report

Able to design experiment, find relevant standard procedure and sufficient explanations of NO ELEMENT 2 4 Little information on purposes, objectives of work and no background information Able to discuss the basic concepts of solid mechanics and structures through formative test and lab report

Able to design the experiment with little explanations on the procedures of conducting experimental 8 Some discussion on purpose of work , missing some information background Able to analyzes the basic concepts of solid mechanics and structures through formative test and lab report

Able to design, find standard procedure and clear with precise 10 Discussion the purpose of work with relevant background information Able to design and evaluate the basic concepts of solid mechanics and structures through formative test and lab report

Able to design, find Relevant standard procedure and clearly stated 7 No information on purpose/ objectives of Introduction work, no background information Able to identify the basic concepts of solid mechanics and structures through formative test and lab report

Unable to design experiment and no explanations on the procedures of conducting 8 Basic _concepts 9 Summary of procedures/ methods 7

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10 11 12 with good explanations on conducting experimental work Data collected

is relevant, Data collected Data collected

related to the Data collected Data collected is relevant, was not

objectives, Analysis and is relevant but is relevant and related to the relevant and

sufficient to interpretatinot sufficient to sufficient to objectives and

not sufficient to

analyze and on of data analyze and analyze and sufficient to analyze and

analyze and accurate interpret interpret interpret

interpret interpretation of data.

Result and Discussion on Little discussion Description of

discussion are results is very result is on what result

clearly stated, difficult to generally clear. mean and

through No discussion follow, no implications of Some

discussion on on the meaning discussion on results. Enough discussion on

what results Discussion of experimental the meaning of

errors are made what results

mean and of result results and very results and mean and to be

implications of difficult to information is distracting, but implications of

results. Provide follow so inaccurate results. No some

consistently that makes the significant information is

accurate report errors are made accurate

information unreliable Conclusion is Conclusion is Conclusion is

excellent and good and good and

derived from Conclusion is derived from derived from No attempt was

the collected derived from the collected the collected made to

and analyzed the collected and analyzed and analyzed conclude and

Conclusion data and not and analyzed data and not

data and not objectives of

from other data but it is from other from other the lab were

sources. not answering sources but did sources and not answered

Conclusion the objectives not directly directly answer

answering the clearly answers the objectives objectives. the objectives.

experimental

work work conducting experimental

work explanations on conducting experimental work 8

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Course Outline

The course provides exposures to students on the basic theories and procedures in performing standard laboratory tests for civil engineering purposes. Introduction to simple field tests

method will also be presented. Course outcomes as well as the Program Outcome of this subjec t

are stated in Table 5.

Table 5 : Course Outcome and Program Outcome of CEG551 Course Outcomes

1. Apply knowledge of soil mechanics on standard laboratory soil tests and analyze data obtain from the lab session.(C4) 2. Conduct a laboratory test and produce report related to basic physical and mechanical properties of soils.(P4)

PO1 

PO2 PO3



PO4 PO5 …… PO12

Throughout the semester, students are required to conduct a series of laboratory activities in

group as stated in the manual. Each laboratory activity has been assigned a level of openness a s

stated in Table 6. Besides that, there are two formal assessments, i.e. Test 1 and Test 2 are used to determine student understanding about the subject. The formal assessments will be commenced on Week 7 and Week 13 as shown in Table 6.

Table 6 : Laboratory Activity based on the Level of Openness WEEK TOPIC

1. Briefing on the health and safety aspects in conduction

laboratory works.

Briefing on the purposes and objectives of soil

characterization and classification for civil engineering works.

1.1 Moisture content and particle density tests. 1.4 Atterberg Limit Tests ‐ Plastic and liquid limit tests (a) Cone Penetration test.

(b) Casagrande test.

2.1 Constant Head test on coarse‐grained soil. 2.2 Falling Head test on fine‐grained soil. 3.1 Direct shear box test.

HOURS 2 LEVEL 2. 3. 2 2 Level 0 Level 0 4. 5. 2 2 Level 0 Level 1 9

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6. 7. 8. 9. 10. 11. 12. 13. 14. Common Test 1.

3.2 Unconfined Compression test (UCT).

3.3 Unconsolidated Undrained (UU) / Consolidated Undrained (CU) triaxial test.

5.1 JKR probe test. 5.2 Vane shear test.

Open Ended Laboratory Level 3 Practical test Open Ended Laboratory Level 3 Practical test Open Ended Laboratory Level 3 Practical test Open Ended Laboratory Level 3 Practical test Common Test 2. 2 2 2 2 2 2 2 2 2 Level 1 Level 2 Level 2 Level 3 Level 3 Level 3 Level 3 Summary Remark

The concept of adopting the new method in laboratory courses from prescriptive to investigative in nature will eventually mould the students to be better engineers in the future. It should be noted that well‐prepared laboratory manuals based on the different levels of openness would also enable students to be better prepared in taking final year

projects of

investigative nature in the fourth year in the studied program.

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TITLE LEVEL OFO OPENNEESS PREAMBBLE

La 1.1a: PARabRTICLE DENNSITY TEST ON SAND SOILTDY 0

1.1 Introduction1

Th specific gravity of soi solids is ohegiloften needed for various calculations in soilds meechanics. It can be deteermined acccurately in th laboratory i.e. it is th mosthey,he acccurate methhod; whereas the flask o pycnomete methods a only suitsoreraretable for deetermination of specific gravity of coagarse-grained soil.d

1.2 Objectives2s

otnengottle.To determine the specific gravity of fin sand usin density bo 1.3 Learning Outcomes3O

By the end of this laborato work, stuytoryudents should be able:

or1. To recor the masrdsses of saample and/o density bottle during the

performan of the pancearticle densit test.ty 2. To calcula the spec gravity o sandy soil.atecificof 1.4 Theoretica Backgrou4alund

Sppecific gravit Gs is defty,fined as the ratio of the weight of a certain voeolume of

soil solids to the weight of an equa volume o distilled walofwater at a cconstant temmperature

PROBLEEM

STATEMMENT Wh are the inherent prhatroblems and assumptiodons that had to be madade withreggards to the sample, apparatus an procedures used th might afeandhatffect the acccuracy and reliability of the results??

3.1 Apparatus

ensity bottle with stoppe having caerapillary hole at its centeter, vacuum flask &De deesiccators, wash bottle with de-aired distilled wawwdater, weighin balance, alcohol,ng constant tempperature wate bath, etc.er

WAYS & MEANS

Density bott with stopper havingtle capillary hole at its centery

Vacuuum flask & ddesiccators

23.2 Procedures

1 Clean and dry the deensity bottle a stopper properly.andr

2. Weight th dried bottle with stopp and reco the mass (m1).2heperords

3. Take abo 10 to 20 g of dry sa3outand sample in desiccato Pour it cors.carefully into the density bottle Weight th e bottle with sand and sde.hstopper. Reccord the mass (m22).

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4. Pour distilled water in the bottle until about ¾ full and shake for 5 minutes. 5. Remove the entrapped air further by applying partial vacuum for 10 minutes.

6. Gently pour some more water into the bottle until completely filled without any entrapped bubble. Put the stopper on.

7. Keep the bottle on the stand in constant temperature water bath for one hour.

8. Take out the bottle from water bath. Wipe to clean and dry from outside. If the capillary of the stopper is not full, fill it with drops of distilled water. Again make sure the bottle and stopper are clean cry.

9. Weight the bottle filled with water and sand samples, with stopper. Record the mass (m3).

10. Empty the bottle and clean it properly. Fill the bottle entirely with distilled water. Make sure there are not entrapped air bubbles, or otherwise the partial vacuum has to be used.

11. Put on the stopper as in step (8) and wipe dry from outside. Record the mass (m4). Again empty the bottle and dry it properly.

12. Repeat the step (2) to (11) for two observations to obtain an average specific gravity of the sample.

RESULTS 4.0 Results, Analysis and Conclusion

The group is required to submit the technical report of the laboratory results highlighting the data acquisition process, analysis carried out and the relevancy of the set-out output to achieve the objective.

The report must incorporate the results in the form below and answer the following questions:

Density bottle no.

Mass of density bottle + stopper (gm) Mass of density bottle + stopper + dry soil (gm) Mass of density bottle + stopper + soil + water (gm) Mass of density bottle + stopper + full of water (gm) Mass of dry soil used (gm)

# m1 m2 m3 m4 m2-m1

Mass of water used (gm) m3-m2

Mass of water to fill density bottle (gm) m4-m1

Particle density of soil (Mg/m ) 3

Gs= m2-m1 (m4-m1)-(m3-m2) Average particle density (Mg/m ) 3

Gs,ave= Gs,1+Gs,2+Gs,3 3

a. What are the recommendations that can be implemented to improve the accuracy and reliability of the results

b. What is the value of particle density or specific gravity, Gs for the tested

soil? Discuss the suitability of the soil as a construction material in a backfilling works.

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La 1.1b: MOISTURE COabONTENT ON COHESIVE SOILNE 0

1.1 Introduction1

Th ratio of th mass of water to th mass of solids in a soil specimhehehemen is terrmed the mooisture conte of the soiil.ent

1.2 Objectives2s

To determine the moisture content of cohesive sooteoils. 1.3 Learning Outcomes3O

By the end of this laborato work, stuytoryudents should be able:

1. To record the masses of sample and/or contadsainer during the performmance of the moisture content test.

2. To calcula the moisatesture content of cohesive soil.te 1.4 Theoretica Backgrou4alund

Mooisture conte is referre to as wat content a is define as the ra ofentedterandedatio weeight of wate to the weig of solids in a given verghtvolume of sooil.

PROBLEEM

STATEMMENT Wh are the inherent prohatoblems and assumption that had to be made withnsereggards to the sample, apepparatus and procedure used that might affec thedestct acccuracy and reliability of the results??

& 3.1 Apparatus

Deensity bottle with stoppe having caperpillary hole a its center vacuum fla &atr,ask deesiccators, wash bottle with de-aiired distilled water, wewdeighing balaance, alccohol, consta temperature water bantbath, etc.

WAYS MEANS

Set of containeters WWeighting balance

Drying ovenD 3.2 Procedures3

1. Clean and dry a set of 3 containeoers.

r2. Weight th dried emp container and record the mass (m1).2heptydm

3. Take abo 10 to 20 g of natura cohesive soil each an place int the3out0alndto 13

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respective containers. Weight the container with the wet soil. Record the

mass (m2).

4. Oven-dry the container & specimen to a constant mass in an oven maintained at a temperature of 105°C to 110°C.

5. Weight the container with the dried soil. Record the mass (m3).

Container no.

Mass of container (g)

Mass of container + wet soil (g) Mass of container + dry soil (g) Mass of water (g) # M1 M2 M3 Mw=M2-M3

Mass of dry soil (g) Ms=M3-M1

Moisture content (%)

w= Mw Ms

x100%

Average moisture content (%) wave=

w,1+w,2+w,3

3

a. What are the recommendations that can be implemented to improve the accuracy and reliability of the results?

b. What is the value of moisture content, w for the tested soil? Discuss the significance of water in determining the engineering properties of the soil.

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TITLE LEVEL OF OPENNESS PREAMBLE

Lab 1.4: ATTERBERG LIMIT TESTS ON COHESIVE SOIL 0

1.1 Introduction

The physical state of a fine-grained soil at particular water content is known as consistency. Consistency or plasticity refers to the relative ease at which a soil can be deformed via rolling & molding without breaking apart. Depending on its water content, a soil may exist in liquid, plastic, semi-solid or solid state. A Swedish agriculturist, Atterberg (1911) set arbitrary limits for these divisions in terms of water content.

Liquid limit is defined as the water content at which soil, cut by a groove of standard dimensions, will flow together for a distance of 12.7 mm (½ in) under a impact of 25 blows in a standard liquid limit device (ASTM D 4318-98, 2000).

Plastic limit is defined as the water content at which a silt or slay will just begin to crumble when rolled into a thread approximately 3.2 mm (1/8 in) in diameter (ASTMD 4318-98, 2000).

Shrinkage limit is defined as the water content at which any further reduction in water content will not result in a decrease in volume of the soil mass (ASTM D 427-98 or D 4943-95, 2000).

1.2 Objectives

1. To determine the water content corresponding to the behavior change between the liquid and the plastic state of a silt or clay.

2. To determine the water content corresponding to the behavior change between the plastic and the semi-solid state of a silt or clay.

1.3 Learning Outcomes

By the end of this laboratory work, students should be able:

1. To record the masses of sample and/or container during the performance of the Atterberg limit tests.

2. To calculate the moisture content, and determine the Liquid Limit & Plastic Limit thresholds of soil.

1.4 Theoretical Background

Plastic limit is defined as the moisture content, in percent, at which the soil crumbles, when rolled into threads of 3mm in diameter.

Liquid limit is the moisture content at the point of transition from plastic to to liquid state.

PROBLEM

STATEMENT What are the inherent problems and assumptions that had to be made withregards to the sample, apparatus and procedures used that might affect the accuracy and reliability of the results?

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WAYS

MEANS AND 3.1 Apparatus1s Te sieves of size 425 µm and 2 mm & a receivestfmver, wash boottle with disstilled

waater, sharp knife, paleettes knife, airtight conntainer, glas plate, set ofss containers, weeighting balaance, cone penetromete & brass cercup, Casagrrande liquid limit appparatus & groooving tool, etc.

Set of contaainers

Wash bottle with distilled waterWw

Weighting balannce

Drying ovven 2es3.2 Procedure

Co Penetraoneation test (LLiquid Limit test):

1. Take a saample of the soil of sufficient size to give a test specimen weoweight at least 150 g which passed the 4p425µm test ssieve.

2. Transfer the soil to a flat glas plate. A2ossAdd distilled water and mixd thoroughl with 2 palettes klyknives the mass beecomes a thick homogenneous paste..

3. If necess3sary add mo distilled water so that the first corecone penetrration reading is about 15 mm.sm

4. Push a po4ortion of the mixed soil i nto the cub with palette knife taking careg not to trap air.p

5. Strike off excess so with the straightedg to give a smooth level5ffoilege surface.

6. With the penetration cone loc6cked in the raised poeosition lower the supportin assembly so that the t of cone ju touches the surface soil.ngtipust 7. Lower the steam of the dial gau ge to contac the cone shaft and re7etctecord the readin of the dia gauge to th nearest 0 mm.ngalhe0.1

8. Release the cone a period 5 s ± 1 s. If the a8tpapparatus is not fitted wi anith automatic release and locking decevice.

9. Record th difference between t9heethe beginnin and end of the drop coneng penetratioon.

10. Lift out th cone and clean it careheefully to avoiid scratchingg.

11. Add little more distill water to the cub. Make sure the difefference betwween setration is les than 0.5 mm.first and second peness

12. Take a moisture content sample of about 10 g from the area penetme0etrated by the cone.

13. Repeat st 2 to 12 at least 3 mo time.tepaore

14. The reading of the liqquid limit shoould be arou 15 to 30 mm.und 16

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Casagrande test (Liquid limit test):

1. Clean the apparatus and adjust height of drop of the cup using adjustment screws.

2. Take about 150 g soil sample, passing though 0.425 mm sieve.

3. Form uniform paste of the soil sample by mixing it with distilled water on glass plate. Leave the soil paste for some time to let the water permeate thoroughly.

4. Fill the cup half with the paste and make surface level using spatula. 5. Cut a ‘V’ shape groove (2 mm wide at bottom, 11 mm at top, and mm deep) along cup diameter using grooving tool.

6. Turn the handle of the apparatus at the rate of 2 revolutions per second. Count the number of blows required to cause the groove to close along a distance of about 10 mm.

7. Collect a soil sample for water content determination by mixing the spatula from one edge to the other edge of the soil cake at right angles to the groove. Record the weight of sample and keep it in oven.

8. Remove the remaining soil from the cup. Change the consistency (water content) of the mix either by adding some water or leaving the soil paste to dry.

9. Repeat step (3) for four times. The soil paste in this repetition should be of such a consistency that numbers of revolution (drop) to close the groove are ± 10. (It is always better to proceed from drier to the wetter condition of the soil).

10. Record dry weights of soil sample kept in oven after 24 hours.

Plastic Limit test:

1. Take a sample about 20 g from the soil paste and place it on the mixing plate.

2. Allow the soil to dry partially on the plate until it becomes plastic enough to be shape it into a ball.

3. Mould the ball of the soil between the fingers and roll it between the palms of the hand until the heat of the hands has dried. The soil sufficient for slight cracks to appear on its surface.

4. Device the sample in two sub sample of about 10 g each and carry out a separate determination on each portion.

5. Divide into four more or less equal parts.

6. Mould the soil in the finger to equalize the distribution of moisture, then from the soil into the tread about 6 mm diameter between first finger and thumb of each hand.

7. Roll the tread to reduce to about 3 mm in 5 to 10 complete, forward and backward movement of the hand.

8. Mould it between the fingers to dry it further. The first crumbling point is the plastic limit.

9. Replace it to the container. Determine the moisture content of the soil in the container.

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Cone Penetration test (Liquid Limit test): Container no.

Mass of container (g) Mass of container + wet soil (g) PLASTIC LIMIT

DETERMINATION

Mass of container + dry soil (g) Mass of water (g)

M1

M2

M3

Mw=M2-M3

MOISTURE CONTENT (%) w=Mw/Msx100

Container no.

Cone penetration (mm) Individual

Average

LIQUID LIMIT

DETERMINATIONMass of container (g) Mass of container + wet soil (g) Mass of container + dry soil (g) Mass of water (g)

M1

M2

M3

Mw=M2-M3

MOISTURE CONTENT (%) w=Mw/Msx100 60 50 Cone penetration (mm)40 PENETRATION CURVE 30 20 10 10 20 30 4050 Moisture content, w (%) 60 70 80 Plastic

limit, PL (%) Liquid limit, LL (%) Plasticity index,PI=LL-PL (%)

Soil classification

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Casagrande test (Liquid limit test): Container no.

Mass of container (g) Mass of container + wet soil (g) P L A S T IC L IM IT

D E T E R M IN A T IO N

M1

M2

M3

Mw=M2-M3

MOISTURE CONTENT (%) w=Mw/Msx100

Container no. Number of blows Mass of container (g) Mass of container + wet soil (g) L IQ U ID L IM IT

D E T E R M IN A T IO N

M1

M2

M3

Mw=M2-M3

MOISTURE CONTENT (%) w=Mw/Msx100 80 70 Moisture content, w (%) 60 P E N E T R A T IO N C U R V E 50 40 30 20 10 1 Plastic

limit, PL (%) Liquidlimit, LL (%)

10 25100 No. of blows Plasticity index, PI=LL-PL (%) 1000 Soil classification

a. What are the recommendations that can be implemented to improve the accuracy and reliability of the results

b. What are the classification of the soil based on both Cone Penetration and Casagrande tests? Discuss the potential causes for the difference in soil classification between the two tests, if any. Also discuss the typical engineering characteristics of the soil.

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La 2.1: CONSTANT HEA TEST ON COARSE-GRAINED SOILabADN 0

1.1 Introduction1

A material e.g sand is to be permg.meable if it contains coontinuous vvoids. ermeability is a property of permeasyable material that permit flow of liqtsquidsPe thrrough the voids. The flows of liqvquid through soil eithe by lamina orherar turrbulent depeending on peermeability o soil and the head causofsing flow. 1.2 Objectives2s

To determine coefficient of permeabiility of coarsoose-grained ssoils by connstant head method.

1.3 Learning Outcomes3O

By the end of this laborato work, stu dents should be able:ytory

1. To record the amount of water c.dcollected ove a specific duration of timeercf during the performanc of the conecenstant head test.

2. To calcula the coeff.ateficient of perrmeability for coarse-grarained soil. 1.4 Theoretica Backgrou4alund

q  kiA

wh :here

rgemeq  Dischar per

unit tim

fyk  Darcy's coefficient

of permeability

ulici  Hydrau gradient

rossalmassA  Total cr - sectiona area

of soil m

perpendicular to the diirection of floow PROBLEEM

STATEMMENT Wh are the inherent prohatoblems and assumption that had to be made withnsereggards to the sample, apepparatus and procedure used that might affec thedestct accuracy and reliability of the results?r

WAYS

MEANS AND 3.1 Apparatus1s Peemeameter complete with accessowories, de-aiired distilled water source,d

stoopwatch, graaduated meaasuring cylinnder, thermoometer, etc.

Permeameter with accessoriesPr De-aire distilled wedwater sourcee

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StopwatchS

2es3.2 Procedure

1. Clean the mould an apply greendside the moould. Recor itsrdease on ins weight.

2. Prepare sample:s

3. Trim the sample to the size of mould from undisturbfmbed lump of soilf collected from the site. Fit this saample into th mould. AheApply wax arround periphery of the samp mould to prevent leaypleoakage OR.

4. Prepare statically comsmpacted remmolded speccimen of dessired density andy water conntent. OR.

5. Prepare dynamically compacted remolded sdspecimen of desired defensity and water content.

6. Trim of th excess so Place filt paper on top of soil sheoil.terspecimen an fixnd perforated base plate to it.de

7. Turn the assembly upside down and remov compactunvetion plate or endr plug and collar, as th case ma be, place top perforaheayated plate on then top of soil specimen insert sealing gasket and fix top cap properly.gdp 8. Saturate the sample. Use vacuum desiccator facility if atmrsavailable. 9. Take out specimen (mmould) when saturation is complete.n

10. Place the mould in boeottom tank.

11. Fill the boottom tank with water up to its outletwpt.

12. Connect out tube of constant head tank to the inle nozzle of theoetf permeammeter. Remov all air bubvebbles from th system.he 13. Adjust hydraulic head Record the head.d.e

14. Start the stop watch, and the sam time put a beaker unmender the out oftlet the bottom tank.m

15. Run the te for same convenient time interva Record th time.estetal.he 16. Measure and record the quantity of water colllected durin that time.tng 17. Repeat th test two times more under the shetsame head a for the sandsame time interrval.

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The report must incorporate the results in the form below and answer the following questions: Hydraulic head Length of sample Hydraulic gradient h L h/L (cm) (cm) Diameter of sample Cross sectional area of sample D A (cm) 2 (cm ) Time interval Quantity of flow - Test no. - Individual - Average t Q (sec) (ml) (ml) Coefficient of permeability - Individual k=QL_(cm/sec) thA - Average (cm/sec) Temperature ( C)o

a. What are the recommendations that can be implemented to improve the accuracy and reliability of the results ?

b. What is value for the coefficient of permeability of the soil? Discuss on the drainage capability of the soil and its likely usage in the

construction industry ?

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Lab 2.2: FALLING HEAD TEST ON FINE-GRAINED SOIL 0

1.1 Introduction

Permeability is defined as the capacity of a soil to allow water to pass through and the coefficient of permeability is the flow velocity produced by a hydraulic gradient of unity.

The falling head test is used to determine the coefficient of permeability of fine-grained soils such as silts and clays. For these types of soil, the rate of water flowing through them is too small to enable accurate measurements using constant head permeameter. The determination of k using the falling head test is govern by Darcy’s Law which states that the flow velocity of proportional to the hydraulic gradient and derived as:

1.2 Objectives

To determine the coefficient of permeability of fine-grained soils by falling head method.

1. To record the duration of time required for a column of water to fall during the performance of the falling head test.

2. To calculate the coefficient of permeability for coarse-grained soil. 1.4 Theoretical Background h2 k= A(t 2 - t 1 ) where : h aLln( 1 )

a  Cross - sectional area of the standpipe A  Cross - sectional area of the sample L  Length of the sample

h1  Initial height of the standpipe

hs  Final height of the standpipe

t1  Initial time before the start of the test

t 2  Final time before the end of the test PROBLEM

STATEMENT Permeability of soil is an important soil parameters used in the design of_{geotechnical structures. As a group you are given a set of samples to test to} determine the permeability parameter using a falling head test apparatus. The group must carry out the test following the procedures outline and subsequently analyse the data and present it in a proper technical format.

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WAYS

MEANS AND 3.1 Apparatus1s Peemeameter complete with accesswsories, de-aired distilled water sodource,

stoopwatch, graaduated meaasuring cylinnder, thermoometer, etc.

urceWater sou Falling head permeamFmeter withh

sttandpipes & other accesssories

Stopwatch

CCompaction mould 2es3.2 Prosedure

1. Take a U100 sample or from a core-cutter tube and tri the samp toUeimple assure th both surfa is flat an smooth.hatacend

2. Place the soil sample fully into a triaxial cell o top of a p2eeonporous stone ande again place a porous stone on to of the soil sample.sop

3. Place the whole set up in a bu3eucket partially submerge in water. Theed. sample should be ensncased in th triaxial c to make sure that n airhecellno bubbles are entrappe in the soill sample.aed

4. Measure the length, (L) and the diameter, (D of the sam4D)mple. Recor therd diameter, d of the sta,andpipe used in the test.d.

5. Connect the standpip to the sam5pemple. The coonnection of the standpi tofipe the samp should be intact to make sure that the prplebresence of air is

minimizedd.

6. Open the valve and fill the wate into the s6eerstandpipe to a marked initialo height of the standpip Record t initial reape.theading for heiight, h1 and time, t1 before the commenncement of t test.the

7. Close the valve and start the test by observin the flow o water and time7estngofd of the redduction. Onc the flow of water reaches the final height mcemark, stop the time and reecord the fi nal reading for height, h2 and tim t2me, simultaneeously.

8. Record the temper8trature at th time of the test and obtain thehefn temperatuure correction from Taable 1 for kT and k20. Compute thee

average value of k by repeating the above pvyprocedure. T correctio forTheon the effect of temperatttures is give by:en

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k t = t k 20 where :

k t  Value of k coorresponding to a teemperature of k k 20  Value of k coorresponding to a teemperature of 20C

t  Temperature correction coefficie tcen

RESULTTS 4.0 Results, Analysis and Conclusio0Aon

Th group is reheequired to submit the te chnical repo of the labortboratory resuults higghlighting the data acquisition proceeess, analysis carried out and thes

rellevancy of th set-out ouheutput to achiieve the objeective.

Th report must incorpora the result in the form below and answer theheatetsmde following quesstions: SO SAMPLE DATAOIL Diaameter of sampleD Crooss-sectional area of sa Acm cm2 Len of samplength Ma of dry sampleass Mooisture content of sample Bulk density of sample STTANDPIPE DATA Staandpipe no. Diaameterd cm Areeaa cm2 L Ms w ρ cm g % Mg/cm3 Test No. Standpipe a No. cm2 h1 cm Individual t1t2t3

cm sec sec secs

h2 Average t sec A L k= cm2 cm h1aL ln() h2At cm/sec

Ov average coefficient of permeability of soil sam

kverallomple, ccm/sec

a. What are the recoaommendatio ns that can be implemeented to improve the acccuracy and reliability of t resultsrthe

b. What is value for the coefficien of permeasntability of the soil? Discuss one the drrainage cappability of tthe soil an its likely usage in thendyn

construuction industtry.

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Lab 3.1: Direct Shear Box Test on Cohesionless Soil 1

1.1 Introduction

The shear strength of a soil is its maximum resistance to shearing stresses. It is usually considered to be equal to the shear stress at failure on the failure plane. The shear strength of soil mainly consists of the resistance due to interlocking of particle and friction between individual particles at their contact point i.e. internal friction and the resistance due to inter particle forces which tend to hold the particles together in a soil mass, what so called cohesion. 1.2 Objectives

To determine the shear strength of soil using direct shear or shear box apparatus.

By the end of this laboratory work, students should be able: 1. To record the normal & shear loads, and deformation of soil.

2. To plot the shear load vs. deformation, and determine the shear load at failure.

3. To plot the Coulomb failure envelope, and determine the cohesion & internal friction angle of soil.

1.4 Theoretical Background

The shear strength t of soil can be represented by coulomb’s equation of:



f  c 



n tan



where :



n  Total normal stress on failure plane

c  Cohesion



 Angle of internal friction

Problems

Statement Shear strength parameters are important soil parameters used in the design_{of geotechnical structures. As a group you are given a set of samples to test} to determine the strength parameters using a shear box apparatus.

The group must carry out the test following the procedures outline and subsequently analyse the data and present it in a proper technical format.

TASK/ ACTIVITIES/ CASE STUDY

3.1 Apparatus

Triaxial testing machine with accessories, triaxial cell, deformation dial gauge, proving ring, stopwatch, sampling tube, extractor & trimmer, verniercallipers, weighting balance, etc.

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Direct shear apparatus with

accessories Shear box

Weighting balance Loading weights

3.2 Procedures

1. Find the volume of the space assigned for sample in the shear box, i.e. measure length and width of the shear box and height from lower grid plate to mark for upper grid plate and calculate volume, V.

2. Calculate weight of the soil required to obtain desired density of soil sample in the shear box i.e. .

3. Place the grid plate on the base plate such that the serrations of grid plate are at right angles to the direction of the shear. Tighten the locking screws.

4. Pour the weighed sand carefully into the shear box in two or three layers and tamp each layer by the wooden piece to obtain the desired density. 5. Place upper grid plate on the soil with serrations of grid plate at right angles to the direction of shear.

6. Keep the loading pad on the top grid plate.

7. Choose a suitable strain rate and select the gear accordingly. 8. Position the loading frame on the top of loading pad.

9. Fix the dial gauges to measure change in thickness and deformation of the specimen (if required).

10. Make sure that the proving ring to measure the shear force is in contact with the shear box.

11. Set proving ring dial gauge and deformation dial gauge to zero. 12. Apply the required normal stress depending on design requirements. 13. Remove the locking screws.

14. Raise upper half of the shear box by about 1.0mm above lower half for free movement by turning spacing screws.

15. Apply the shear force at the selected strain rate toll failure or until 20 % of longitudinal displacement, whichever occurs earlier.

16. Record the shear force reading (proving ring reading) longitudinal displacement and change in thickness of specimen, if required until failure of the sample occurs.

17. Remove the dial gauges, loading frame, loading pad etc and remove the sample from the shear box.

18. Repeat step (3) to (16) on three more specimens with same initial

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condition but at different normal stresses applied.

19. Plot the graph between shear and longitudinal displacement for each set of the test. Note the maximum shear stress and corresponding

longitudinal displacement. Finally plot a graph between normal stress and maximum shear stress. The slope of the average line joining above points with normal stress axis, gives value of internal friction angle, φ and the intercept on shear stress axis gives value of cohesion, c.

Results _{4 Results, Analysis and Conclusion}

The group is required to submit the technical report of the laboratory results highlighting the data acquisition process, analysis carried out and the relevancy of the set-out output to achieve the objective. The format of the report is left to the creativity discretion of the group.

The report must be submitted 7 days after the completion of the test.

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Lab 3.2: Unconfined Compression Test (UCT) on Cohesive Soil 1

1.1 Introduction

The unconfined compression test (UCT) is a type of the triaxial test in which a cylindrical specimen is failed due to axial compressive stress only, thus as without any lateral stress (σ₂=σ₃=0). This test is considered as an undrained shear test assuming that there is no moisture loss from the specimen during the test.

This test is used to determine the in-situ strength of fully or partially saturated cohesive soils in the field and to study the decrease in shear strength due to remoulding. The failure occurs along the weakest portion of the sample and hence the test gives conservative shear strength value.

1.2 Objectives

To determine shear strength of soil by conducting unconfined compression test.

By the end of this laboratory work, students should be able: 1. To record the deviator force & deformation of soil.

3. To plot the Mohr-Coulomb failure envelope, and determine the unconfined compressive strength & undrained shear strength of soil. 1.4 Theoretical Background

From the major principal stress:

1 3 tan 2  2cu tan 

where :

For



3  0 , the above equation reduces to:

u  45  u 2

1  2cu tan  2cu tan  45  u

2 

  

For pure cohesive soils,



u  0 & tan  0 :

1  2cu

The major principal stress at failure in an unconfined compression test is

called the unconfined compressive strength, qu of the soil:

1  qu qu  2cu

The undrained shear strength of a saturated clay (where,



u  0 ),



f may be

expressed as:

f  cu  q u 2

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PROBLEM

STATEMENT Shear strength parameters are important soil parameters used in the design_{of geotechnical structures. As a group you are given a set of samples to test} to determine the strength parameters using an unconfined compression test. The group must carry out the test following the procedures outline and subsequently analyse the data and present it in a proper technical format. WAYS

MEANS AND 3.1 Apparatus Triaxial testing machine with accessories, triaxial cell, deformation dial gauge,

proving ring, stopwatch, sampling tube, extractor & trimmer, verniercallipers, weighting balance, etc.

Triaxial testing machine with

accessories Triaxial cell

Upper & lower porous stones 3.2 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. Stopwatch Procedures

Prepare the cylindrical specimens, undisturbed, compacted or remoulded as per requirement, at pre-determined water content. Measure the dimensions of the specimen and record.

Record the weight of the specimen.

Keep representative sample for water content determinations, i.e. record the weight of wet sample, keep it into the oven and take weight after 24 hours when it becomes dry.

Place the specimen on the bottom plate of the loading device of the testing machine. Adjust the upper plate to make contact with the specimen.

Fix the deformation dial gauge in position.

Make sure that the proving ring is central and just in contact with the upper plate.

Adjust deformation and proving ring dial to zero. Set the strain rate of 1.5 mm/min.

Apply the axial load with preset strain rate.

Record force and deformation reading at suitable intervals, preferably at closer intervals during initial stages of the test.

Continue the test until the specimen fail or 20 % of axial strain is reached.

Carefully sketch the failure pattern of the specimen.

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14. Take a sample from the failure zone of the specimen for water content determinations, i.e. weight the wet sample, keep it after about 24 hours when it becomes dry into oven, obtain dry weight.

15. Repeat steps (2) to (14) for other sample (at least three samples).

RESULTS _{4.0 Results, Analysis and Conclusion}

The report must be submitted 7 days after the completion of the test.

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TITLE LAB 3.3: UNCONSOLIDATED COHESIVE SOIL

2

UNDRAINED (UU) TRIAXIAL ON

LEVEL OF OPENNESS

PREAMBLE _{1.1 Introduction}

The shear strength of soil is its maximum resistance to shearing stresses and represented by coulomb’s equation of:



f  c 



n tan



where :



n  Total normal stress on the failure plane

c  Cohesion



 Angle of internal friction

In a triaxial compression test, a specimen of soil is subjected to three principal compressive stresses at right angle to eagle other. The specimen is failed by changing one of the stresses. The specimen used in triaxial test in cylindrical in shape and confining pressure is applied by a liquid under pressure, which creates a condition where the intermediate and minor principal stress (σ₂ and σ₃) become equal to the confining pressure. In order to fail the specimen, the major principle stress σ₁ is applied axially on top of the specimen. The relationships between principle stresses at failure are obtained by using Mohr circle concept. In terms of total stress:



1 



3 tan 2



 2cu

tan



where :



u  45  



u 2

When the stresses in a soil mass are in accordance with the above equations, the soil mass is considered in a state of plastic equilibrium.

The difference bet major and minor principal stresses in a triaxial test is called deviator stress . Deviator stress at failure is the compressive strength of the specimen.

For calculation of stress at any state of test, it is assumed that any changes in length and volume of specimen results in a uniform change in area over the entire length of the specimen. Average cross sectional area A at a particular strain is given by:

A A o 1 

where :

Ao  Initial average area of cross - section of the specimen

 Axial strain

L  Lo

L  The change in specimen length (mm)

Lo  Initial length of specimen (mm)

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Deviator stress, 



Proving ring reading _A  Proving ring constant

Plot deviator stress versus strain curve. Peak of the plot gives ultimate stress. If a distinct peak does not exist before 20 % straining of the specimen, take stress corresponding to 20 % strain calculate major principal stress σ1:



1 



3  



Plot Mohr’s circles for principal stress and obtain shear strength parameters. 1.2 Objectives

To determine the shear strength of soil using triaxial shear apparatus. 1.3 Learning Outcomes

By the end of this laboratory work, students should be able: 1. To record the deviator force & deformation of soil.

3. To plot the Mohr-Coulomb failure envelope, and determine the cohesion & internal friction angle of soil.

4. PROBLEM

STATEMENT Shear strength parameters are important soil parameters used in the design_{of geotechnical structures. As a group you are given a set of samples to test} to determine the strength parameters using an unconfined undrained triaxial test.

3.1 Apparatus (OPEN)

The group must identify the availability of the chosen apparatus in the lab before the right procedures can be identified.

3.2 WAYS &

MEANS

3.3

Procedures (OPEN)

The group is required to search for the relevant procedure to carry out the test based on the available apparatus in your laboratory. The document must be made ready for verification by the instructor during the laboratory activity.

Data Acquisition (OPEN)

All data collected and observed during the test must be tabulate in proper format for easy verification and presentation of the technical report

RESULTS _{4 Results, Analysis and Conclusion}

The report must be submitted 7 days after the completion of the test. 33

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Lab 5.1: JKR Probe Test on In Situ Soil 2

1.1 Introduction

The supporting power of a soil or rock is referred to as its bearing capacity. The value of bearing capacity can also be determined by conducting tests on undisturbed sample in laboratory. But it is very difficult and expensive to collect undisturbed samples from cohesionless soils. The bearing capacity of cohesionless soils can be determined most economically by conduction in-situ dynamic and static penetration tests. The most commonly used test in

Malaysia is JKR probe test. This is a light dynamic test. The cone is driven into the soil by a 5 kg hammer falling freely from a height of 280 mm. the numbers of blow required for every 300mm penetration of cone are noted and from which the allowable bearing is estimated using empirical relationship between number of blows and allowable bearing capacity. The test is stopped when the number of blows required for 300mm penetrations reach 400 blows. The JKR probe can be used up to 12.0 m depth.

1.2 Objectives

To determine allowable bearing capacity of the ground using JKR dynamic cone penetrometer.

1. To record the number of blows required over every 1 foot penetration, and plot the total depth of penetration versus the number of blows/foot. 2. To correlate the number of blows/foot with the safe bearing capacity of the soil, and recommend the founding depth & design bearing capacity of shallow foundation.

PROBLEM

STATEMENT Bearing capacity parameters are important soil parameters used in the design_{of geotechnical structures. As a group you are given a set of samples to test} to determine the bearing capacity parameters using JKR Probe Test.

3.2 Procedures (OPEN)

3.3 Data Acquisition (OPEN)

All data collected and observed during the test must be tabulate in 34

WAYS & MEANS

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proper format for easy verification and presentation of the technical report

The report must be submitted 7 days after the completion of the test.Refer to BS1377:1990 Part 7 Clause 8 & other relevant soil engineering references.

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Lab 5.2: Vane Shear Test on Cohesive Soil 2

1.1 Introduction

The measuring part of the instrument is a spiral-spring, max torque

transmitted 38kgcm. When the handle is turned, the spring deforms and the upper part and the lower part of the instrument get a mutual angular displacement. The size of this displacement depends on the torque which is necessary to turn the vane. By means of a graduated scale the shear strength of the clay is obtained.

The lower and upper halves of the instrument are connected by means of threads. The scale is also supplied with threads and follows the upper part of the instruments by means of two lugs. The 0-point is indicated by a line on the upper part. When torque is applied, the scale-ring follows the upper part of the instrument and when failure is obtained, the scale-ring will remain in its position due to friction in the threads.

Three sizes of four-bladed vanes are used:

16 mm × 32 mm (extra)multiply readings with 2 20 mm × 40 mm (standard) direct readings

25.4 mm × 50.8 mm (extra) multiply reading with 0.5

This makes it possible to measure shear strength of 0 to 260, 0 to 130 and 0 to 65 kPa respectively.

The area ratio of the vanes is 14, 16.5 and 24 % (ratio of cross sectional area of vane to the area to be sheared).

The vane blades are soldered to a vane shaft which again is extended by one or more 0.5m (0.49m) long rods. The connection between the shaft-rods the instrument is made by threads. To make the connection as straight as possible, the rods have to be screwed tightly together and the threads are to be cleaned.

The maximum shear strength that can be measured with the inspection vane tester is 260 kPa.A force of about 40 to 50 kN is required to press the vane down into the clay. The vane shaft is designed to take this force, but if extension rods are used, precautions against buckling are required. 1.2 Objectives

To measure the in situ undrained shear strength in clays primarily in trenches and excavation at a depth not influenced by drying and excavation procedure. 1.3 Learning Outcomes

1. To record the undrained cohesion readings from the graduated scales in both natural & disturbed soil conditions.

2. To determine the sensitivity of the vane shear apparatus.

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PROBLEM

STATEMENT In situ undrained shear strength is an important soil parameter used in the_{design of geotechnical structures. As a group you are given a set of} apparatus to determine the in situ undrained shear strength using Vane Shear Test.

3.2 Procedures (OPEN)

3.3 Data Acquisition (OPEN)

All data collected and observed during the test must be tabulate in proper format for easy verification and presentation of the technical report

WAYS & MEANS

The report must be submitted 7 days after the completion of the test.Refer to BS1377:1990 Part 7 Clause 8 & other relevant soil engineering references.

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Construction of Sport Complex UiTM Pulau Pinang 3

1.1 Introduction

This open-ended laboratory is prepared to assess students’ ability operating within cooperative intra-group environment in solving practical civil

engineering problem specifically involving soil investigation (S.I.) works. The problem encompasses issues relating to soil type determination & drainage capability, backfill & sub-grade compaction, and soft ground settlement. The S.I. works involve planning, site preparation, sampling, testing, analyzing & recommending appropriate soil design parameter, which form indispensable complement to the structural design & implementation processes.

1.2 Objectives

1. To identify specific engineering problems relating to sport complex construction over soft ground.

2. To determine comprehensive S.I. program aimed towards solving the said problem.

1. To identify engineering problems relating to sport complex construction over soft ground, which involves among others soil type determination & drainage capability, backfill & sub-grade compaction, and soft ground settlement.

2. To collect representative samples, and conduct laboratory & field testing. 3. To analysize the data & obtain results relating to the classification and compressibility of soil, and recommend valid design parameter.

PROBLEM

STATEMENT A sport complex is to be constructed at site which is located opposite PusatIslam, UiTM (Penang) campus. The underlying soil is found to be of Penang marine clay and the area is susceptible to flooding due to its low-lying topography formerly made of a paddy field. Furthermore any superimposed load might result in large consolidation settlement. Consequently, a 3 feet residual soil shall be placed on top of the clay formation to raise the platform level.

In the construction, four problems have been foreseen with regards to the materials used as given below:

1. Suitability of the residual soils as a back fill material. 2. Relative compaction for the raised platform.

3. CBR values for the sub-grade to be used in the design of the flexible pavement.

4. Total consolidated settlement expected at the site.

Each group will be assigned to collect representative samples of the soils to be used (i.e. residual soil and undisturbed clay from the site) for laboratory testing from a makeshift construction or any real construction work which