Project Info

Effect of curvilinear failure envelope on slope stability

The goals of this project are:
1. To obtain experimental evidence of curvilinear behavior of the failure envelope of soil samples obtained from shallow landslides.
2. To use the parameters obtained in a simple slope stability analysis to quantify the effects of using a linear failure envelope vs. a curvilinear failure envelope
These objectives are interesting because:
1. They combine laboratory, conceptual, and numerical modeling skills, which provide a well-rounded experience to the student.
2. They use soil samples obtained from real landslides, so the information can be published.
3. The contribution of the findings is significant. A large percentage of landslides are shallow, which means the parameters used probably fall in the curvilinear portion of the envelope. However, mos practitioners assume the failure envelope is linear.

More Information

VandenBerge, D.R., Castellanos, B.A. & McGuire, M.P. (2018) “Comparison and Use of Failure Envelope Forms for Slope Stability.” Analyses Geotech Geology Eng (. https://doi.org/10.1007/s10706-018-0742-1

Likos, W.; Wayllace, A.; Godt, J. & Lu, N. (2010). Modified Direct Shear Apparatus for Unsaturated Sands at Low Suction and Stress. Geotechnical Testing Journal – GEOTECH TESTING J. 33. 10.1520/GTJ102927.

M Das, Braja. (2019). “Fundamentals of Geotechnical Engineering,” 5th edition, Cengage Learning, Boston, MA.

Grand Engineering Challenge: Not applicable

Student Preparation

Qualifications

1. The student must have passed CEEN312A and CEEN312L. It is a plus if the student has taken CEEN415.

Time Commitment

24 hours/month

Skills/Techniques Gained

The skills the student will gain include:
1. Interpretation of laboratory results in context of theoretical concepts
2. Integration of laboratory results and theoretical concepts in the set up of a numerical model
3. Interpretation of results obtained with a numerical model
4. Critical reading of scientific articles
5. Presentation of results in the scientific community

Mentoring Plan

At the beginning of the project, the student will receive the background information on the project and will set up a schedule for the semester with weekly goals. Then, throughout the semester, the student will have 1 hour weekly meetings with me to review the progress, answer questions, and formulate the next steps.