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<br /> ___ ___---.n ___ - __ ___n______ <br /> I <br /> AET #93-1379 - Page 7 I <br /> LABORATORY TESTING e, <br /> I <br /> To aid our judgment of soil stability properties, 5 of the split spoon samples were submitted to <br /> the laboratory for moisture content testing. The results of these tests appear on the boring logs I <br /> opposite the samples upon which they were performed (We column). <br /> I <br /> BeCause the granular layer at Keithson Drive appears to have been specifically placed as a sand <br /> layer within the subgrade, we combined samples from Borings #1 through #3 for a composite I <br /> sieve analysis test. The results of this test appears on the data sheet included in the appendix I <br /> (behind the boring logs). This sample had 19% by weight passing the #200 sieve. Therefore, <br /> this material would meet the gradation requirements for a Granular Borrow (MnDOT 3149.2A), I <br /> but not a Select Granular Borrow (MnDOT 3149.2B). <br /> ENGINEERING CONSIDERA nONS .. <br /> General I <br /> For roadway support, a high level of strength is quite important within the upper portion of the I <br /> soil subgrade. Bituminous pavements are "flexible" systems and wheel loads transmit high local <br /> stresses to the subgrade. However, the load intensity dissipates through the subgrade such that I <br /> the high level of strength is usually not needed below about 3'. This is the purpose of requiring <br /> a higher level of compaction within fill placed in the upper subgrade zone versus the lower I <br /> portion. Moderate compaction is usually desired below the upper critical zone, primarily to <br /> avoid settlements and sags of the roadway. I <br /> Long-term pavement performance is also dependent on the soil sub grade drainage and frost I <br /> characteristics. Poor draining soils tend to be susceptible to frost heave and subsequent <br />,-- weakening upon thaw. This condition can result in irregular frost movements and "popouts," I <br /> as well as a general softening of the subgrade. -- <br /> I <br /> ----------- <br />