November 26, 1984 Reston, Virginia
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Raw earth construction: is there a role for unsaturated soil mechanics ? D. Gallipoli, A.W. Bruno & C. Perlot Université de Pau et des Pays de l'Adour, Laboratoire SIAME, Anglet, France N. Salmon Nobatek, Anglet, France ABSTRACT: “Raw earth” (“terre crue” in French) is an ancient building material consisting of a mixture of moist clay and sand which is compacted to a more or less high density depending on the chosen building tech- nique. A raw earth structure could in fact be described as a “soil fill in the shape of a building”. Despite the very nature of this material, which makes it particularly suitable to a geotechnical analysis, raw earth construc- tion has so far been the almost exclusive domain of structural engineers and still remains a niche market in current building practice. A multitude of manufacturing techniques have already been developed over the cen- turies but, recently, this construction method has attracted fresh interest due to its eco-friendly characteristics and the potential savings of embodied, operational and end-of-life energy that it can offer during the life cycle of a structure. This paper starts by introducing the advantages of raw earth over other conventional building materials followed by a description of modern earthen construction techniques. The largest part of the manu- script is devoted to the presentation of recent studies about the hydro-mechanical properties of earthen materi- als and their dependency on suction, water content, particle size distribution and relative humidity. A raw earth structure therefore consists of com- pacted moist soil and may be described in geotech- 1 DEFINITION OF EARTHEN nical terms as a “soil fill in the shape of a building”. -
Chapter 3. the Crust and Upper Mantle
Theory of the Earth Don L. Anderson Chapter 3. The Crust and Upper Mantle Boston: Blackwell Scientific Publications, c1989 Copyright transferred to the author September 2, 1998. You are granted permission for individual, educational, research and noncommercial reproduction, distribution, display and performance of this work in any format. Recommended citation: Anderson, Don L. Theory of the Earth. Boston: Blackwell Scientific Publications, 1989. http://resolver.caltech.edu/CaltechBOOK:1989.001 A scanned image of the entire book may be found at the following persistent URL: http://resolver.caltech.edu/CaltechBook:1989.001 Abstract: T he structure of the Earth's interior is fairly well known from seismology, and knowledge of the fine structure is improving continuously. Seismology not only provides the structure, it also provides information about the composition, crystal structure or mineralogy and physical state. In subsequent chapters I will discuss how to combine seismic with other kinds of data to constrain these properties. A recent seismological model of the Earth is shown in Figure 3-1. Earth is conventionally divided into crust, mantle and core, but each of these has subdivisions that are almost as fundamental (Table 3-1). The lower mantle is the largest subdivision, and therefore it dominates any attempt to perform major- element mass balance calculations. The crust is the smallest solid subdivision, but it has an importance far in excess of its relative size because we live on it and extract our resources from it, and, as we shall see, it contains a large fraction of the terrestrial inventory of many elements. In this and the next chapter I discuss each of the major subdivisions, starting with the crust and ending with the inner core. -
Italy and China Sharing Best Practices on the Sustainable Development of Small Underground Settlements
heritage Article Italy and China Sharing Best Practices on the Sustainable Development of Small Underground Settlements Laura Genovese 1,†, Roberta Varriale 2,†, Loredana Luvidi 3,*,† and Fabio Fratini 4,† 1 CNR—Institute for the Conservation and the Valorization of Cultural Heritage, 20125 Milan, Italy; [email protected] 2 CNR—Institute of Studies on Mediterranean Societies, 80134 Naples, Italy; [email protected] 3 CNR—Institute for the Conservation and the Valorization of Cultural Heritage, 00015 Monterotondo St., Italy 4 CNR—Institute for the Conservation and the Valorization of Cultural Heritage, 50019 Sesto Fiorentino, Italy; [email protected] * Correspondence: [email protected]; Tel.: +39-06-90672887 † These authors contributed equally to this work. Received: 28 December 2018; Accepted: 5 March 2019; Published: 8 March 2019 Abstract: Both Southern Italy and Central China feature historic rural settlements characterized by underground constructions with residential and service functions. Many of these areas are currently tackling economic, social and environmental problems, resulting in unemployment, disengagement, depopulation, marginalization or loss of cultural and biological diversity. Both in Europe and in China, policies for rural development address three core areas of intervention: agricultural competitiveness, environmental protection and the promotion of rural amenities through strengthening and diversifying the economic base of rural communities. The challenge is to create innovative pathways for regeneration based on raising awareness to inspire local rural communities to develop alternative actions to reduce poverty while preserving the unique aspects of their local environment and culture. In this view, cultural heritage can be a catalyst for the sustainable growth of the rural community. -
Earth's Structure and Processes 8-3 the Student Will Demonstrate An
Earth’s Structure and Processes 8-3 The student will demonstrate an understanding of materials that determine the structure of Earth and the processes that have altered this structure. (Earth Science) 8-3.1 Summarize the three layers of Earth – crust, mantle, and core – on the basis of relative position, density, and composition. Taxonomy level: 2.4-B Understand Conceptual Knowledge Previous/future knowledge: Students in 3rd grade (3-3.5, 3-3.6) focused on Earth’s surface features, water, and land. In 5th grade (5-3.2), students illustrated Earth’s ocean floor. The physical property of density was introduced in 7th grade (7-5.9). Students have not been introduced to areas of Earth below the surface. Further study into Earth’s internal structure based on internal heat and gravitational energy is part of the content of high school Earth Science (ES-3.2). It is essential for students to know that Earth has layers that have specific conditions and composition. Layer Relative Position Density Composition Crust Outermost layer; thinnest Least dense layer overall; Solid rock – mostly under the ocean, thickest Oceanic crust (basalt) is silicon and oxygen under continents; crust & more dense than Oceanic crust - basalt; top of mantle called the continental crust (granite) Continental crust - granite lithosphere Mantle Middle layer, thickest Density increases with Hot softened rock; layer; top portion called depth because of contains iron and the asthenosphere increasing pressure magnesium Core Inner layer; consists of Heaviest material; most Mostly iron and nickel; two parts – outer core and dense layer outer core – slow flowing inner core liquid, inner core - solid It is not essential for students to know specific depths or temperatures of the layers. -
Earth Layers Rocks
Released SOL Test Questions 4. Which of these best describes the relationship between Sorted by Topic Earth’s layers? Compiled by SOLpass – www.solpass.org (2007-12) a. The hottest layers are closest to the core. SOL 5.7 Earth’s Constantly b. The more liquid layers are closest to the crust. Changing Surface c. The lightest layers are closest to the core. The student will investigate and understand how Earth’s d. The more metallic layers are closest to the crust. surface is constantly changing. Key concepts include 5. What layer of Earth is located just below the crust? a) identification of rock types (2007-26) b) the rock cycle and how transformations between rocks a. Inner core occur b. Mantle c) Earth history and fossil evidence c. Continental shelf d) the basic structure of Earth’s interior d. Outer core e) changes in Earth’s crust due to plate tectonics 6. Which of these Earth layers is the thinnest? f) weathering, erosion, and deposition; and (2003-24) g) human impact a. The inner core b. The outer core EARTH LAYERS c. The mantle 1. Which layer of Earth is the thinnest? d. The crust (2011-34) a. Inner core ROCKS b. Crust 7. Pumice is formed when lava from a volcano cools. Which c. Outer core rock type is pumice? d. Mantle (2011-26) a. Gaseous rock 2. Earth is composed of four layers. Many scientists believe that as Earth cooled, the denser materials sank to the b. Igneous rock center and the less dense materials rose to the top. -
Evaluation of Seismic Performance in Mechanically Stabilized Earth Structures
Evaluation of seismic performance in Mechanically Stabilized Earth structures J.E. Sankey The Reinforced Earth Company, Vienna, Virginia – USA P. Segrestin Freyssinet International, Velizy, France ABSTRACT: Recent earthquake events have brought about renewed interest in the response of a variety of structures to seismic loads. In the case of mechanically stabilized earth structures, such as Reinforced Earth®, current seismic design codes do not appear to fully incorporate their inherent flexibility. A brief catalogue of major earthquakes and corresponding descriptions regarding the condition of local Reinforced Earth structures is provided to demonstrate the realistic flexibility of the structures. A call for better consideration of the ductile response of Reinforced Earth is recommended based on its flexible composition of discrete steel reinforcements and select soil matrix. 1 BACKGROUND subjected to seismic events in the Northridge, Kobe and Izmit Earthquakes. The actual physical In the last decade there have been major earthquake condition will then be compared to the criteria used events in the United States (Northridge, California, in design for the walls. Even in cases where the 1994, 6.7 Richter magnitude), Japan (Great Hanshin, seismic accelerations exceeded the design Kobe, 1995, 7.2 Richter magnitude), and Turkey accelerations, it will be shown that little if any (North Anatolian, Izmit, 1999, 7.4 Richter distress resulted. The rationale shall be presented magnitude). The Northridge Earthquake was that the ductility of the Reinforced Earth may allow responsible for 57 deaths, 11,000 injuries and $20 minor permanent deflections to occur without billion US in damages. The Kobe Earthquake was a distress that would affect service life. -
Guidebook for Field Trips for the Thirty-Fifth Annual Meeting of the North-Central Section of the Geological Society of America
Guidebook for Field Trips for the Thirty-Fifth Annual Meeting of the North-Central Section of the Geological Society of America April 23-24, 2001 David Malone, Editor ISGS Guidebook 33 2001 George H. Ryan, Governor Department of Natural Resources ILLINOIS STATE GEOLOGICAL SURVEY William W. Shilts, Chief EDITOR'S MESSAGE Greetings from the Executive Committee of the North Central Section of the Geological Society of America! As geologists, we all recognize the great importance of field experiences. This year's meeting includes a diverse and excellent set of field trips. Collectively, this year's field trips visit a broad spectrum of the geologic features of Illinois and Missouri that range in age from Precambrian to Quaternary. These trips present a number of new ideas and interpretations that will broaden the perspectives of all field trip participants. Your participation, interaction, and exchange of ideas with the field trip leaders are encouraged at all times These trips are the culmination of the time and energy freely given by a number of individuals. I would like to thank and recognize the field trip leaders for their hard work in planning the field trips and preparing the individual field guides. I would also like to thank the technical reviewers at Illinois State University and the Illinois State Geological Survey for their efforts. I appreciate the efforts of Jon Goodwin and the publication staff at the Illinois State Geological Survey for their substantial work in preparing this field guide. A special thanks goes out to the property owners who have been most helpful in planning these trips. -
Lecture Liquefaction of Soils During Earthquakes I.M
LECTURE LIQUEFACTION OF SOILS DURING EARTHQUAKES I.M. Idriss Woodward-Clyde Consultants San Francisco, California, U.S.A. DEFINITION OF TERMS The following definitions perta1n1ng to cyclic loading conditions are based on slight modifications of those originally proposed by Lee and Seed (1967). FAILURE: When the induced cyclic: strains become excessive. COMPLETE LIQUEFACTION: When a soil exhibits no resistance to de formation over a wide strain range. PARTIAL LIQUEFACTION: When a soil exhibits no resistance to de formation over a strain range less than that considered to cons titute failure. INITIAL LIQUEFACTION: When a soil first exhibits any degree of partial liquefaction during cyclic loading. Ordinarily, the fir@t condition reached is INITIAL LIQUEFACTION, followed by PARTIAL, and COMPLETE liquefaction, with FAILURE being reached at some stage during the partial or complete liquefaction stages. The following definitions are given by Seed, Arango and Chan (1975) : INITIAL LIQUEFACTION: Denotes a condition where ,during the course of cyclic stress applications, the residual pore water pressure on completion of any full stress cycle becomes equal to the applied 507 J. B. MlUtins (ed.), Numerical Methods in GeomechanicB, 507-530. Copyright e 1982 by D. Reidel Publishing Company. 508 1. M.IDRISS confining pressure; the development of initial liquefaction has no implications concerning the magnitude of the deformations which the soil might subsequently undergo; however,it defines a condition which is a useful basis for assessing various possible forms of subsequent soil behavior. INITIAL LIQUEFACTION WITH LIMITED STRAIN POTENTIAL OR CYCLIC MOBI LITY: Denotes a condition in which cyclic stress applications develop a condition of initial liquefaction and subsequent cyclic stress applications cause limited strains to develop either be cause of the remaining resistance of the soil to deformation or because the soil dilates, the pore pressure drops, and the soil stabilizes under the applied loads. -
Reinforced Earth: Principles and Applications in Engineering Construction
International Journal of Advanced Academic Research | Sciences, Technology & Engineering | ISSN: 2488-9849 Vol. 2, Issue 6 (June 2016) REINFORCED EARTH: PRINCIPLES AND APPLICATIONS IN ENGINEERING CONSTRUCTION Okechukwu, S.I; Okeke, O. C; Akaolisa, C. C. Z; Jack, L. And Akinola, A. O. Department of Geology, Federal University of Technology, Owerri, Imo State, Nigeria Abstract Reinforced earth is a material formed by combining earth and reinforcement material. The reinforced soil is obtained by placing extensible or inextensible materials such as metallic strips or polymeric reinforcement within the soil to obtain the requisite properties. The reinforcement enables the soil mass to resist tension in a way which the earth alone could not. The source of this resistance to tension is the internal friction of soil, because the stresses that are created within the mass are transferred from soil to the reinforcement strips by friction. Reinforcement of soil is practiced to improve the mechanical properties of the soil being reinforced by the inclusion of structural elements. The reinforcement improves the earth by increasing the bearing capacity of the soil. It also reduces the liquefaction behavior of the soil. Reinforced earth is not complex to achieve. The components of reinforced earth are soil, skin and reinforcing material. The reinforcing material may include steel, concrete, glass, planks etc. Reinforced earth has so many applications in construction work. Some of the applications include its use in stabilization of soil, construction of retaining walls, bridge abutments for highways, industrial and mining structures. Keywords: Reinforcement, Reinforced earth. 1.0 Introduction An internally stabilized system such as reinforced earth involves reinforcements installed within and extending beyond the potential failure mass. -
Grade Separation Methods/Vertical Options Context
Ref Doc: CSS1_001_GradeSepMethods Date: 3/15/10 TYPICAL GRADE SEPARATION METHODS for the Peninsula Rail Program San Francisco to San Jose on the Caltrain Corridor Characteristics of Typical Methods for Grade Separating Railroad Tracks from Roadways This table summarizes general information for each vertical option for ten areas of interest. TYPE OF ELEVATION (TOP OF COST STRUCTURE RAIL, RELATIVE TO (RELATIVE TO DESCRIPTION FOR AT-GRADE TOP OF AT-GRADE RAILROAD RAIL) CONSTRUCTION) An aerial structure called a "viaduct" supported by AERIAL columns or, sometimes when spanning long ~30 feet above 3 times VIADUCT distances, on beams (i.e. bents) supported by columns. There are three options for berms, or raised earth options. (1) Berm: compacted raised earth with tracks located at the top. BERM 0 to 15 feet above 2 times (2) Mechanically Stabilized Earth: compacted raised earth stabilized by metal "straps" and contained by walls on either side. (3) Retained Fill: compacted raised earth stabilized by retaining walls Tracks at the same level as surrounding ground level. Roads go over or under the tracks. Most of AT-GRADE 01 the trains on the Caltrain right of way are at grade and intersect with roads at grade crossings (i.e. they are not separated from one another). Below ground option where tracks are constructed OPEN 0 to 30 feet below 3.5 times below ground level with the space above tracks TRENCH open to air. CLOSED TRENCH Shallow tunnel constructed by first excavating a (CUT AND 30 to 45 feet below 5 times trench and then roofed over. COVER TUNNEL) Deep tunnel constructed using a tunnel boring DEEP machine (TBM) that starts at one end and bores TUNNEL ~100 feet below 7 times through to the tunnel exit. -
Challenging Students Ideas About Earth's Interior Structure Using a Model-Based, Conceptual Change Approach in a Large Class Setting
Challenging Students Ideas About Earth's Interior Structure Using a Model-based, Conceptual Change Approach in a Large Class Setting David N. Steer Department of Geology, University of Akron, Akron, OH 44325-4101 [email protected] Catharine C. Knight Educational Foundations & Leadership, College of Education, University of Akron, Akron, OH 44325-4208 [email protected] Katharine D. Owens Department of Curricular and Instructional Studies, University of Akron, Akron, OH 44325-4205 [email protected] David A. McConnell Department of Geology, University of Akron, Akron, OH 44325-4101 [email protected] ABSTRACT the outcome related to a concept. Students then share their views and ideas with peers. This idea sharing is a A model-based, conceptual change approach to teaching scaffolding technique to help students articulate their was found to improve student understanding of earth beliefs about the topic at hand and then resolve conflicts structure in a large (100+ student) inquiry-based, general (Zeidler, 1997). At the university level, professors then education setting. Results from paired pre- and commonly step in to challenge students to resolve post-instruction sketches indicated that 19% (n = 18/97) conflicts that arise when their initial ideas are not of the students began the class with naïve preconceptions supported by actual data, expert models or other of the structure of the interior of the Earth. Many of the information. Students learn how to extend and transfer remaining students (95%; n = 75/79) began the lesson their knowledge through this process of raising and believing that the crust is several hundred kilometers answering questions about the application of concepts to thick. -
The Confluence | Fall/Winter 2016–2017 Paddle the Spring-Fed Rivers of Ozark National Forest South of Winona
So Much to Learn: The Ozark National Scenic Riverways and Its Karst Landscape BY QUINTA SCOTT 14 | The Confluence | Fall/Winter 2016–2017 Paddle the spring-fed rivers of Ozark National Forest south of Winona. It has two major tributaries: Scenic Riverways, the Current and its tributary, the Greer Spring and Hurricane Creek, a classic Ozark Jacks Fork. Montauk Spring, Welch Spring, Cave losing stream. Spring, Pulltite Spring, Round Spring, Blue Spring, Use your imagination to understand the and Big Spring are also Current tributaries. A second subterranean drainage of the three rivers. Consider Blue Spring and Alley Spring feed the Jacks Fork. Hurricane Creek, the losing stream with a Put in below at Akers, below Welch Spring, where topographic watershed of 116 square miles. Yes, it’s it is the sixth largest spring in the state and turns the a tributary to the Eleven Point River, but only its last Current from a lazy Ozark stream into a first-class mile carries surface water to the river. The rest seeps float. Don’t forget the Eleven Point, the Wild and into a subterranean system that carries water under Scenic River that flows through Mark Twain National the drainage divide between the Eleven Point and the Current to deliver water to Big Spring. The same holds true for Logan Creek, a losing stream that is a tributary to the Black River. Rain falls on Logan Creek, spills into the subterranean system, crosses under the surface divide between the Black and the Current, and delivers water to Blue Spring. Alley Spring draws from an amazing system of sinkholes and losing streams, including Spring Valley Creek, which becomes a tributary of the Current, once it passes through Round Spring.