Pile Foundation (Expert Course)

Numericals on Pile Foundation, Group action of Piles, free-standing Pile, Ultimate load capacity of pile group, Pile Group in Sand and clay

Numericals on Pile Group in Sand and clay

Group Efficiency of Piles, Group Settlement Ratio, Settlement of Pile Group in clay, Settlement of Pile Group in Sand, Numericals on Settlement of pile group

Pile Capacity using Dynamic Pile formula, Engineering News-Record Formula, Numerical based on Pile Capacity using Dynamic Pile formula, Modified Hiley formula, Negative Skin Friction, Negative Skin Friction in a single pile, Negative Skin Friction for a group of piles, Effect of negative skin friction on Factor of Safety, Underreamed Piles, Selection of Pile types, Pile Load Test, Types of Pile Load Test

The voice-over is not there in the lecture as it is self-study.

Kindly solve these problems on your own. Once you are done with the problems, go through the solutions.

The voice-over is not there as the solution is self-sufficient to complete this lecture- numerical problems on pile foundation.

These problems are conceptual on covering topics viz. design of mechanically stabilized walls (not a part of Pile foundation), Settlement of Pile Groups, Using Elastic Methods and Brooms method for finding the allowable lateral load Qg at Ground level, the ultimate point load using the Vesic method, the ultimate shaft friction resistance, and the total allowable design load.

Sustainability Design Task: Foundation Design

Introduction

As a continuation of the implementation of sustainability concepts to the learning course on Pile foundation a level design task is introduced in this document. The design task is modeled to be an addendum to an existing design project, which will compare two foundation alternatives.

Objectives

· By the end of this design task, students will be able to determine the environmental impacts of a design, to include embodied energy and embodied carbon.

· By the end of this session, students will be introduced to the implementation of a Life Cycle Cost Analysis and how to interpret the results.

· Upon completion of the LCA and computations for environmental impacts, students will be able to decide on what parameters are most significant in ensuring an economical, and environmentally sustainable design.

Reasoning: This design task is to give students a practical analysis of two design alternatives and make a judgment on the sustainability of each. From this analysis students will also be able to search for, and find alternate measures that may impact key factors of sustainability, such as environmental, social and economic.

Reading Assignment

To properly understand the design task, and the parameters for measuring embodied energy and embodied carbon, students must read definition on these concepts. Attached to this is a procedural step handout to be given to the students. This handout has the definitions for embodied energy, embodied carbon, and annual cost computations. Further, students are encouraged to investigate the definitions provided by Circular Ecology Ltd (Circular Ecology 2016).

Completion of the design task is dependent upon access to the multiplying factors for embodied energy and embodied carbon. An excel file is available with this design task, downloaded from the Circular Ecology website, which contains the data base for all applicable materials and their multipliers (Circular Ecology 2016).

Activity

Student involvement in the design task is listed below:

• Students will receive a project task from the instructor, which will consist of contemporary methodologies for designing a pile foundation. The project will require that two alternatives be designed, one driven pile and one drilled shaft.

• Students will also be given two handouts, one that explains the detailed steps of how to compute for the embodied energy, embodied carbon, and annual cost associated with materials and construction of roadway. The other will be an excel file that has the provided database with all embodied energy and embodied carbon multipliers for given materials.

• Students will then design the foundation for both driven and drilled shaft piles.

• Upon completion of the design for the piles, students will use the provided material to conduct a partial Life Cycle Analysis, which will incorporate environmental impacts as well as economic impacts.

• From LCA computations, students will then determine the most sustainable methodologies for foundation design.

Judgement of what method is more sustainable over another is determined from complete analysis of all parameters. This includes the annual cost of a project over the lifetime, the total embodied energy of all materials used within the project, and total carbon emissions determined from the total embodied carbon.

Optional: if interested further about emissions that may prove to be harmful due to construction, students may compute total amounts of fuel consumed, waste material produced, and time delay for the entire construction. Each design offers further areas of study that could give a more complete picture of sustainability. However, for feasibility of educational design tasks only the three mentioned computations will be required.

Assessment

Assessing the sustainability computations will consist of the following:

· Determine correct volumes, and mass computations for each given material in two alternative foundation designs

· Correct assessment of embodied energy, and embodied carbon multipliers to given masses in design.

· Correct usage of annual worth computations from engineering economics.

· Valid discussion of reasons as to why one alternative was chosen over the other, along with discussion of all parameters analyzed to come to this conclusion.

Presentation

Students will prepare a five to ten-minute presentation and submit to me via mailto:[email protected]. This presentation will cover the design project, where the contemporary methods of designing a foundation will be covered, as well as the sustainability computations. Each aspect of the sustainability design task will be discussed in the presentation, to include definitions as to what the key aspects are and computations to obtain them. Further, students will cover why they believe one alternative is more sustainable over the other, with valid arguments as to why they have come to that conclusion.

Circular Ecology. (2016). “Embodied Energy and Embodied Carbon.” The ICE database, <http://www.circularecology.com/embodied-energy-and-carbon-footprint-database.html#.WSdL_GjyvD4>.

• To study the different methods for analyzing and designing foundation structures.

• Foundation structures are responsible for safely transferring the load of the superstructure (building, bridges, etc.) to the supporting soil without failure or excessive settlement.

• In this course, we will discuss three different types of foundations:

• Shallow Foundations

• Deep Foundations

• Lateral earth retaining structures

• Understanding the principles of soil mechanics is a prerequisite to learning this course

The Practical approach to the design of the PIle Foundation illustrates the detailing and design of the pile foundation in detail.

These videos are captured from the site and can be helpful for engineering students to get acquainted with the latest methodology adopted for pile installation. (Drilling operation inside Ground)

These videos are captured from the site and can be helpful for engineering students to get acquainted with the latest methodology adopted for pile installation. (Installation of Reinforcement)

These videos are captured from the site and can be helpful for engineering students to get acquainted with the latest methodology adopted for pile installation. (Pile Reinforcement)

The lecture has not provided with voice over the material used for preparing course material. The study material is well-drafted keeping in view the latest updates in course.

The voice-over is not there as it is a self-learning pdf based on lectures covered so far. The lecture Notes are copyrighted material and not allowed to replicate in any means. The material can be used for learning purpose.