Prediction of Pore Water Pressure Buildup and Liquefaction of Sands During Earthquakes by the Cyclic Strain Method
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Global Hydrogeology Maps (GLHYMPS) of Permeability and Porosity
UVicSPACE: Research & Learning Repository _____________________________________________________________ Faculty of Engineering Faculty Publications _____________________________________________________________ A glimpse beneath earth’s surface: Global HYdrogeology MaPS (GLHYMPS) of permeability and porosity Tom Gleeson, Nils Moosdorf, Jens Hartmann, and L. P. H. van Beek June 2014 AGU Journal Content—Unlocked All AGU journal articles published from 1997 to 24 months ago are now freely available without a subscription to anyone online, anywhere. New content becomes open after 24 months after the issue date. Articles initially published in our open access journals, or in any of our journals with an open access option, are available immediately. © 2017 American Geophysical Unionhttp://publications.agu.org/open- access/ This article was originally published at: http://dx.doi.org/10.1002/2014GL059856 Citation for this paper: Gleeson, T., et al. (2014), A glimpse beneath earth’s surface: Global HYdrogeology MaPS (GLHYMPS) of permeability and porosity, Geophysical Research Letters, 41, 3891–3898, doi:10.1002/2014GL059856 PUBLICATIONS Geophysical Research Letters RESEARCH LETTER A glimpse beneath earth’s surface: GLobal 10.1002/2014GL059856 HYdrogeology MaPS (GLHYMPS) Key Points: of permeability and porosity • Mean global permeability is consistent with previous estimates of shallow crust Tom Gleeson1, Nils Moosdorf 2, Jens Hartmann2, and L. P. H. van Beek3 • The spatially-distributed mean porosity of the globe is 14% 1Department of Civil Engineering, McGill University, Montreal, Quebec, Canada, 2Institute for Geology, Center for Earth • Maps will enable groundwater in land 3 surface, hydrologic and climate models System Research and Sustainability, University of Hamburg, Hamburg, Germany, Department of Physical Geography, Faculty of Geosciences, Utrecht University, Utrecht, Netherlands Correspondence to: Abstract The lack of robust, spatially distributed subsurface data is the key obstacle limiting the T. -
Port Silt Loam Oklahoma State Soil
PORT SILT LOAM Oklahoma State Soil SOIL SCIENCE SOCIETY OF AMERICA Introduction Many states have a designated state bird, flower, fish, tree, rock, etc. And, many states also have a state soil – one that has significance or is important to the state. The Port Silt Loam is the official state soil of Oklahoma. Let’s explore how the Port Silt Loam is important to Oklahoma. History Soils are often named after an early pioneer, town, county, community or stream in the vicinity where they are first found. The name “Port” comes from the small com- munity of Port located in Washita County, Oklahoma. The name “silt loam” is the texture of the topsoil. This texture consists mostly of silt size particles (.05 to .002 mm), and when the moist soil is rubbed between the thumb and forefinger, it is loamy to the feel, thus the term silt loam. In 1987, recognizing the importance of soil as a resource, the Governor and Oklahoma Legislature selected Port Silt Loam as the of- ficial State Soil of Oklahoma. What is Port Silt Loam Soil? Every soil can be separated into three separate size fractions called sand, silt, and clay, which makes up the soil texture. They are present in all soils in different propor- tions and say a lot about the character of the soil. Port Silt Loam has a silt loam tex- ture and is usually reddish in color, varying from dark brown to dark reddish brown. The color is derived from upland soil materials weathered from reddish sandstones, siltstones, and shales of the Permian Geologic Era. -
Lecture 13: Earth Materials
Earth Materials Lecture 13 Earth Materials GNH7/GG09/GEOL4002 EARTHQUAKE SEISMOLOGY AND EARTHQUAKE HAZARD Hooke’s law of elasticity Force Extension = E × Area Length Hooke’s law σn = E εn where E is material constant, the Young’s Modulus Units are force/area – N/m2 or Pa Robert Hooke (1635-1703) was a virtuoso scientist contributing to geology, σ = C ε palaeontology, biology as well as mechanics ij ijkl kl ß Constitutive equations These are relationships between forces and deformation in a continuum, which define the material behaviour. GNH7/GG09/GEOL4002 EARTHQUAKE SEISMOLOGY AND EARTHQUAKE HAZARD Shear modulus and bulk modulus Young’s or stiffness modulus: σ n = Eε n Shear or rigidity modulus: σ S = Gε S = µε s Bulk modulus (1/compressibility): Mt Shasta andesite − P = Kεv Can write the bulk modulus in terms of the Lamé parameters λ, µ: K = λ + 2µ/3 and write Hooke’s law as: σ = (λ +2µ) ε GNH7/GG09/GEOL4002 EARTHQUAKE SEISMOLOGY AND EARTHQUAKE HAZARD Young’s Modulus or stiffness modulus Young’s Modulus or stiffness modulus: σ n = Eε n Interatomic force Interatomic distance GNH7/GG09/GEOL4002 EARTHQUAKE SEISMOLOGY AND EARTHQUAKE HAZARD Shear Modulus or rigidity modulus Shear modulus or stiffness modulus: σ s = Gε s Interatomic force Interatomic distance GNH7/GG09/GEOL4002 EARTHQUAKE SEISMOLOGY AND EARTHQUAKE HAZARD Hooke’s Law σij and εkl are second-rank tensors so Cijkl is a fourth-rank tensor. For a general, anisotropic material there are 21 independent elastic moduli. In the isotropic case this tensor reduces to just two independent elastic constants, λ and µ. -
Sand Dunes Computer Animations and Paper Models by Tau Rho Alpha*, John P
Go Home U.S. DEPARTMENT OF THE INTERIOR U.S. GEOLOGICAL SURVEY Sand Dunes Computer animations and paper models By Tau Rho Alpha*, John P. Galloway*, and Scott W. Starratt* Open-file Report 98-131-A - This report is preliminary and has not been reviewed for conformity with U.S. Geological Survey editorial standards. Any use of trade, firm, or product names is for descriptive purposes only and does not imply endorsement by the U.S. Government. Although this program has been used by the U.S. Geological Survey, no warranty, expressed or implied, is made by the USGS as to the accuracy and functioning of the program and related program material, nor shall the fact of distribution constitute any such warranty, and no responsibility is assumed by the USGS in connection therewith. * U.S. Geological Survey Menlo Park, CA 94025 Comments encouraged tralpha @ omega? .wr.usgs .gov [email protected] [email protected] (gobackward) <j (goforward) Description of Report This report illustrates, through computer animations and paper models, why sand dunes can develop different forms. By studying the animations and the paper models, students will better understand the evolution of sand dunes, Included in the paper and diskette versions of this report are templates for making a paper models, instructions for there assembly, and a discussion of development of different forms of sand dunes. In addition, the diskette version includes animations of how different sand dunes develop. Many people provided help and encouragement in the development of this HyperCard stack, particularly David M. Rubin, Maura Hogan and Sue Priest. -
Earth Materials Summary
GRADES 3–4 OVERVIEW EARTH MATERIALS GOALS The Earth Materials Module consists of four sequential investigations dealing with observable characteristics of solid materials from the earth—rocks and minerals. The focus is on taking materials apart to ○○○○○ find what they are made of and putting materials together to better ○○○○○○○○○○○ understand their properties. The module introduces fundamental OVERVIEW CONTENTS concepts in earth science and takes advantage of the students’ Goals 1 intrinsic interest in the subject matter and in the physical world FOSS and National Science around them. Education Standards 2 FOSS EXPECTS STUDENTS TO Science Background 3 • Develop an interest in earth materials. Working in Collaborative • Gain experiences with rocks and minerals. Groups 8 • Understand the process of taking apart and putting together Encouraging Discourse 9 to find out about materials. Guiding FOSS Investigations 10 • Use measuring tools to gather data about rocks. Assessing Progress 11 • Collect and organize data about rocks. Integrating the Curriculum 12 • Observe, describe, and record properties of minerals. FOSS for All Students 13 •Organize minerals on the basis of the property of hardness. The FOSS Teacher Guide • Investigate the effect of vinegar (acid) on a specific mineral, Organization 14 calcite. The FOSS Investigation Folio • Use evaporation to investigate rock composition. Organization 15 • Learn that rocks are composed of minerals and that minerals Scheduling the Earth cannot be physically separated into other materials. Materials Module 16 • Compare their activities to the work of a geologist. Safety in the Classroom 17 • Acquire vocabulary used in earth science. Earth Materials Module • Exercise language and math skills in the context of science. -
Earth Materials
Grade 4 Science, Quarter 1, Unit 1 Earth Materials Overview Number of instructional days: 10 (1 day = 45 minutes) Content to be learned Science processes to be integrated • Identify the four basic materials of the earth • Use physical properties to describe, compare, (water, soil, rocks, air). and sort objects. • Describe, compare, and sort rocks, soils, and • Make, record, and analyze observations and minerals by similar and different physical data. properties. • Cite evidence to support classification of • Record and analyze observations/data about objects. physical properties. • Identify and determine the uses of materials • Cite evidence to support why rocks, soils, or based on their physical properties. minerals are or are not classified together. • Support explanations using observations and • Determine and support explanations of the uses data. of earth materials. Essential questions • In what ways can we identify, describe, sort, • How can we use earth materials? and classify earth materials? Bristol-Warren, Little Compton, Portsmouth, Tiverton Public Schools, C-1 in collaboration with the Charles A. Dana Center at the University of Texas at Austin Grade 4 Science, Quarter 1, Unit 1 Earth Materials (10 days) Written Curriculum Grade-Span Expectations ESS1 - The earth and earth materials as we know them today have developed over long periods of time, through continual change processes. ESS1 (K-4) INQ –1 Given certain earth materials (soils, rocks or minerals) use physical properties to sort, classify, and describe them. ESS1 (3-4) –1 Students demonstrate an understanding of earth materials by … 1d identifying the four basic materials of the earth (water, soil, rocks, air). 1a describing, comparing, and sorting rocks, soils, and minerals by similar or different physical properties (e.g., size, shape, color, texture, smell, weight, temperature, hardness, composition). -
Types of Landslides.Indd
Landslide Types and Processes andslides in the United States occur in all 50 States. The primary regions of landslide occurrence and potential are the coastal and mountainous areas of California, Oregon, Land Washington, the States comprising the intermountain west, and the mountainous and hilly regions of the Eastern United States. Alaska and Hawaii also experience all types of landslides. Landslides in the United States cause approximately $3.5 billion (year 2001 dollars) in dam- age, and kill between 25 and 50 people annually. Casualties in the United States are primar- ily caused by rockfalls, rock slides, and debris flows. Worldwide, landslides occur and cause thousands of casualties and billions in monetary losses annually. The information in this publication provides an introductory primer on understanding basic scientific facts about landslides—the different types of landslides, how they are initiated, and some basic information about how they can begin to be managed as a hazard. TYPES OF LANDSLIDES porate additional variables, such as the rate of movement and the water, air, or ice content of The term “landslide” describes a wide variety the landslide material. of processes that result in the downward and outward movement of slope-forming materials Although landslides are primarily associ- including rock, soil, artificial fill, or a com- ated with mountainous regions, they can bination of these. The materials may move also occur in areas of generally low relief. In by falling, toppling, sliding, spreading, or low-relief areas, landslides occur as cut-and- La Conchita, coastal area of southern Califor- flowing. Figure 1 shows a graphic illustration fill failures (roadway and building excava- nia. -
Gabion Retaining Walls with Alternate Fill Materials
Gabion Retaining Walls with Alternate Fill Materials IGC 2009, Guntur, INDIA GABION RETAINING WALLS WITH ALTERNATE FILL MATERIALS K.S. Beena Reader, School of Engineering, Cochin University of Science and Technology, Cochin–682022, India. E-mail: [email protected] P.K. Jayasree Lecturer in Civil Engineering, College of Engineering, Trivandrum–695 016, India. E-mail: [email protected] ABSTRACT: Although gabions have been used from ancient times, it is only in the last few decades that their wide spread use has lead them to become an accepted construction material in Civil Engineering. Gabion retaining walls are mass gravity structure made up of strong mesh containers known as gabion boxes, filled with quarry stone. Considering the cost and scarcity of quarry stones, the replacement of it with some other cheaper material will make the construction more economical. This aspect is studied here. Considering the specific gravity, friction, cost and availability, quarry dust and red soil was selected as the fill material. Model gabion retaining walls were constructed for the purpose in which, different combinations of quarry dust, red soil and coarse aggregate were taken as the filling material. Analyzing the lateral deformations of various cases, it can be concluded that a 50%–50% combination of alternative material and aggregate will perform better than the coarse aggregate alone, considering the cost of construction. 1. INTRODUCTION dry stone gravity mass wall made of gabion boxes. They are cost effective, environmental friendly and durable structures. Retaining walls, one of the major geotechnical applications, Because of these reasons gabions are widely used now days are mainly used in the case of highways and railways to all over the world. -
Landslide Triggering Mechanisms
kChapter 4 GERALD F. WIECZOREK LANDSLIDE TRIGGERING MECHANISMS 1. INTRODUCTION 2.INTENSE RAINFALL andslides can have several causes, including Storms that produce intense rainfall for periods as L geological, morphological, physical, and hu- short as several hours or have a more moderate in- man (Alexander 1992; Cruden and Vames, Chap. tensity lasting several days have triggered abun- 3 in this report, p. 70), but only one trigger (Varnes dant landslides in many regions, for example, 1978, 26). By definition a trigger is an external California (Figures 4-1, 4-2, and 4-3). Well- stimulus such as intense rainfall, earthquake shak- documented studies that have revealed a close ing, volcanic eruption, storm waves, or rapid stream relationship between rainfall intensity and acti- erosion that causes a near-immediate response in vation of landslides include those from California the form of a landslide by rapidly increasing the (Campbell 1975; Ellen et al. 1988), North stresses or by reducing the strength of slope mate- Carolina (Gryta and Bartholomew 1983; Neary rials. In some cases landslides may occur without an and Swift 1987), Virginia (Kochel 1987; Gryta apparent attributable trigger because of a variety or and Bartholomew 1989; Jacobson et al. 1989), combination of causes, such as chemical or physi- Puerto Rico (Jibson 1989; Simon et al. 1990; cal weathering of materials, that gradually bring the Larsen and Torres Sanchez 1992)., and Hawaii slope to failure. The requisite short time frame of (Wilson et al. 1992; Ellen et al. 1993). cause and effect is the critical element in the iden- These studies show that shallow landslides in tification of a landslide trigger. -
International Society for Soil Mechanics and Geotechnical Engineering
INTERNATIONAL SOCIETY FOR SOIL MECHANICS AND GEOTECHNICAL ENGINEERING This paper was downloaded from the Online Library of the International Society for Soil Mechanics and Geotechnical Engineering (ISSMGE). The library is available here: https://www.issmge.org/publications/online-library This is an open-access database that archives thousands of papers published under the Auspices of the ISSMGE and maintained by the Innovation and Development Committee of ISSMGE. Interaction between structures and compressible subsoils considered in light of soil mechanics and structural mechanics Etude de l’interaction sol- structures à la lumière de la mécanique des sols et de la mécanique des stuctures Ulitsky V.M. State Transport University, St. Petersburg, Russia Shashkin A.G., Shashkin K.G., Vasenin V.A., Lisyuk M.B. Georeconstruction Engineering Co, St. Petersburg, Russia Dashko R.E. State Mining Institute, St. Petersburg, Russia ABSTRACT: Authors developed ‘FEM Models’ software, which allows solving soil-structure interaction problems. To speed up computation time this software utilizes a new approach, which is to solve a non-linear system using a conjugate gradient method skipping intermediate solution of linear systems. The paper presents a study of the main soil-structure calculations effects and contains a basic description of the soil-structure calculation algorithm. The visco-plastic soil model and its agreement with in situ measurement results are also described in the paper. RÉSUMÉ : Les auteurs ont développé un logiciel aux éléments finis, qui permet de résoudre des problèmes d’interactions sol- structure. Pour l’accélération des temps de calcul, une nouvelle approche a été utilisée: qui consiste a résoudre un système non linéaire par la méthode des gradients conjugués, qui ne nécessite pas la solution intermédiaire des systèmes linéaires. -
Geomorphic Processes
CHAPTER GEOMORPHIC PROCESSES fter learning about how the earth was forces continuously elevate or build up parts born, how it evolved its crust and other of the earth’s surface and hence the exogenic Ainner layers, how its crustal plates processes fail to even out the relief variations moved and are moving, and other information of the surface of the earth. So, variations remain on earthquakes, the forms of volcanism and as long as the opposing actions of exogenic and about the rocks and minerals the crust is endogenic forces continue. In general terms, composed of, it is time to know in detail about the endogenic forces are mainly land building the surface of the earth on which we live. Let forces and the exogenic processes are mainly us start with this question. land wearing forces. The surface of the earth is sensitive. Humans depend on it for their Why is the surface of the earth uneven? sustenance and have been using it extensively and intensively. So, it is essential to understand The earth’s crust is dynamic. You are well its nature in order to use it effectively without aware that it has moved and moves vertically disturbing its balance and diminishing its and horizontally. Of course, it moved a bit faster potential for the future. Almost all organisms in the past than the rate at which it is moving contribute to sustain the earth’s environment. now. The differences in the internal forces However, humans have caused extensive operating from within the earth which built up damage to the environment through over use the crust have been responsible for the of resources. -
Slope Stability 101 Basic Concepts and NOT for Final Design Purposes! Slope Stability Analysis Basics
Slope Stability 101 Basic Concepts and NOT for Final Design Purposes! Slope Stability Analysis Basics Shear Strength of Soils Ability of soil to resist sliding on itself on the slope Angle of Repose definition n1. the maximum angle to the horizontal at which rocks, soil, etc, will remain without sliding Shear Strength Parameters and Soils Info Φ angle of internal friction C cohesion (clays are cohesive and sands are non-cohesive) Θ slope angle γ unit weight of soil Internal Angles of Friction Estimates for our use in example Silty sand Φ = 25 degrees Loose sand Φ = 30 degrees Medium to Dense sand Φ = 35 degrees Rock Riprap Φ = 40 degrees Slope Stability Analysis Basics Explore Site Geology Characterize soil shear strength Construct slope stability model Establish seepage and groundwater conditions Select loading condition Locate critical failure surface Iterate until minimum Factor of Safety (FS) is achieved Rules of Thumb and “Easy” Method of Estimating Slope Stability Geology and Soils Information Needed (from site or soils database) Check appropriate loading conditions (seeps, rapid drawdown, fluctuating water levels, flows) Select values to input for Φ and C Locate water table in slope (critical for evaluation!) 2:1 slopes are typically stable for less than 15 foot heights Note whether or not existing slopes are vegetated and stable Plan for a factor of safety (hazards evaluation) FS between 1.4 and 1.5 is typically adequate for our purposes No Flow Slope Stability Analysis FS = tan Φ / tan Θ Where Φ is the effective