Description of exam material for Inland waterways and locks

Transcription

1 For reasons of simplicity, the description underneath is based on the printed course notes. Page numbers are indicated to facilitate the studying process. It is strongly recommended that the student is able to make links between different aspects appearing in this and other parts of the course on Inland waterway and locks! Do not forget the additional information presented on the slides when preparing for the exam! It is strongly recommended that the student is able to make sketches! During the exam, the student might be requested to describe different erosion-protection-related aspects visible on a photograph or on a figure without text. Aspects on which students taking the 4 credits programme will not be interrogated, are marked in yellow. BED AND BANK PROTECTION Part 1: Introduction Given Figure 1-14, being able to explain and illustrate the contradictory demands depicted in that figure. Part 2: Flow (loads) Being able to explain turbulence intensities and Reynolds stresses [see slides nr. 4, 5, 6] Given slide nr. 8, being able to explain the figures, formulae and variables. Part 3: Flow (stability) Being able to derive the structure of the Izbash formula, starting from the forces on a loose grain in a flow (Figure 3-1) [see p ] Being able to explain the meaning and use of d n50 [see p and p ] Being able to derive the slope factors K(α ) and K(α ) and explain their use in equation (3.9) [see p ] Given slides nr. 8, 12 and 15, being able to explain the design of a stable rip-rap under a non-uniform flow. Being able to explain how the stability of a gabion under a current is dealt with [see p. 72] Being able to explain how the stability of mats under a current is dealt with [see p. 73]

2 Part 4: Flow (erosion) Being able to explain clean-water scour and live-bed scour [see slide nr. 3] Being able to explain the time evolution of scour [see slides nr. 4,5,6] Being able to explain scour when using a protection [see slides nr. 7,8,9] Part 5: Porous flow (general) Being able to explain the filter velocity [see p. 99 and Figure 5-2] Being able to explain links between permeability of soil, type of porous flow and Forchheimer equation [see p ] Being able to explain the flow force and its use [p. 103] Being able to explain the design of a stable impervious bottom protection [see p ] Being able to explain the design of a stable impervious slope protection [see p ] Being able to sketch and explain heave and piping [see p. 108] Being able to explain the approach of Bligh and Lane [see p ] Being able to explain the micro-stability of slopes [see p ] Being able to explain the various methods of load reduction [see p ] Part 6: Porous flow (filters) Being able to explain the functions of filters [see p. 124] Being able to explain the difference between geometrically closed and geometrically open granular filters [see p ] Given Figure 6-4, being able to explain (qualitatively) the objectives of the filter laws for a geometrically closed granular filter: stability, internal stability and permeability [see p ] Being able to explain why geotextiles are considered to be a breakthrough in filter design [see p ] Being able to explain the meaning of O 90 for a geotextile and the way it is being determined [see p and 343] Being able to explain why in geometrically closed geotextile filters, the stability rule for stationary flow (O < 2. d ) works fine [see p ] Being able to explain why a geotextile should be sufficiently permeable and what are the risks of blocking and clogging [see p ]

3 Part 9: Ships (loads, stability and erosion) Being able to sketch and describe (qualitatively) the primary waves generated by a sailing vessel, including the influence of blockage ratio and vessel speed. Being able to sketch and describe (qualitatively) the secondary waves generated by a sailing vessel. Part 10: Dimensions --- Part 11: Protections Being able to explain what are the main solutions if erosion occurs [see p. 258] Being able to explain the differences between a loose and a coherent protection in case of a sliding scour hole [p. 267] Being able to give an overview of criteria that play a role in selection of a protection [see p ] Being able to explain the potential problems and solutions with respect to transitions of different (parts of) revetments [see p ] Being able to explain the potential problems and solutions with respect to toes [see p. 281] Part 13: Construction Being able to give an overview of typical land based and waterborne equipment for construction of revetments, their use and limitations [see p ] Being able to sketch and explain fascine mattresses: materials, composition, construction, functions. [Part 13 and Appendix A] Being able to sketch and explain for a bank protection, the different ways for placement of a geotextile as well as of the top layer [see p ] Being able to sketch and explain the use of temporary mounds when constructing a new dike body of sand [see p. 324] Appendix A Being able to give an overview of the possible functions of a geotextile [see p. 339] Being able to sketch and explain gabions and gabion mattresses [see p and slides nr ] Being able to explain grouted rip-rap [see slides nr ] Being able to explain open stone asphalt and asphalt concrete revetments [see slides nr ]

4 It is strongly recommended that the student is able to make links between different aspects appearing in this and other parts of the course on Inland waterway and locks! Do not forget the additional information presented on the slides when preparing for the exam! It is strongly recommended that the student is able to make sketches! During the exam, the student might be requested to describe aspects visible on a photograph or on a figure without text. Aspects on which students taking the 4 credits program will not be interrogated, are marked in yellow. Dredging See slides (and if needed the printed course notes, though the latter go too much in depth for a number of aspects) Being able to explain different types of dredging (capital, maintenance, mineral, environmental) and give some examples (either in general, or more specifically in other parts of the course). Being able to give an overview of different methods for pretreatment, vertical transport, horizontal transport and disposal of soils. For a given type of dredger (amongst the ones considered in the slides), being able to sketch and explain: whether and how pretreatment is taken care of ; how vertical transport is taken care of ; how horizontal and vertical forces during dredging operations are sustained ; the way the dredger progresses in order to gradually remove the soil in a given area ; the (de)mobilization of the dredger ; the different methods of vertical transport of dredged soil that are compatible with the given dredger. For a given hydraulic engineering project that involves soil to be dredged, transported and disposed, being able to propose a (practically feasible) chain of operations in order to carry out the job. Being able to sketch and explain the swell compensator of a TSHD. Being able to sketch and explain the dredging cycle of a TSHD. Being able to sketch and explain the use and functioning of the overflow of a TSHD, including the potential environmental problems of the associated sediment plumes. Being able to sketch and explain the similarities and differences between a bucket chain dredger, a cutter suction dredger and a bucket wheel dredger. Being able to give a (qualitative) overview of criteria that play a role in the selection of a specific dredger for a given job. Being able to sketch and explain the potential problems related to hydraulic transport of dredged soil (including the definition of important parameters used for slurry transport) and the means to overcome them.

5 For reasons of simplicity, the description underneath is based on the printed course notes. Page numbers are indicated to facilitate the studying process. It is strongly recommended that the student is able to make links between different aspects appearing in this and subsequent descriptions of the lock-related exam material, as well as with aspects of other parts of the course on Inland waterway and locks! Do not forget the additional information presented on the slides when preparing for the exam! It is strongly recommended that the student is able to make sketches! During the exam, the student might be requested to describe different lock-related aspects visible on a photograph or on a figure without text. Aspects on which students taking the 4 credits programme will not be interrogated, are marked in yellow. LOCKS (p. 1-52) Chapter 1. Introduction to sluices, locks, especially navigation locks (p. 3-11, without pente d eau ) Being able to give an overview of different types of sluices/locks Functions of a navigation lock (p , without table 2-1) Being able to describe the main functions of a navigation lock. Being able to describe and explain (incl. sketches + formulae) the water losses during a locking cycle. Operational: Navigation through the lock (p. 18) Being able to describe the design requirements and required facilities resulting from the operational aspect navigation through the lock Duration of lock cycle and vessel passage (p. 21 till Table 2-4 at p. 22) Being able to describe (qualitatively, no numbers!) the vessel passage through a sea lock and the events which determine the duration of navigation through a lock Lock capacity versus Traffic intensity (p ) Being able to describe the factors influencing the lock cycle and their effect on the lock capacity. 2.3 Manoeuvrability while navigating through the lock and approach areas (p ) Being able to describe the factors influencing the manoeuvrability of vessels in the vicinity of a navigation lock.

6 3.1.1 Typical inland waterway lock lay-out and geometry (p ) Being able to describe the lay-out of a typical inland navigation lock Special lock geometries and/or lock configurations (p ) Being able to explain in which situations more than one set of mitre gates might be used in a lock head. Being able to explain why an intermediate lock head (equipped with some type of lock gate) might be advantageous Ship s draught and keel clearance (p ) Being able to describe (qualitatively) the factors determining the minimum waterdepth in a lock chamber.

7 For reasons of simplicity, the description underneath is based on the printed course notes. Page numbers are indicated to facilitate the studying process. It is strongly recommended that the student is able to make links between different aspects appearing in this and subsequent descriptions of the lock-related exam material, as well as with aspects of other parts of the course on Inland waterway and locks! Do not forget the additional information presented on the slides when preparing for the exam! It is strongly recommended that the student is able to make sketches! During the exam, the student might be requested to describe different lock-related aspects visible on a photograph or on a figure without text. Aspects on which students taking the 4 credits programme will not be interrogated, are marked in yellow. LOCKS (p ) 4.1 Filling and emptying systems (F/E) (p ) Being able to sketch and explain the different types of F/E systems. Being able to recommend a type of F/E system for a given practical situation (which implies knowing qualitatively the field of application of the different F/E systems). Given formula (6) on page 61, being able to explain the parameters it depends on. (Derivation of formula not requested!) Given formula (12) on page 63, being able to explain the parameters it depends on. (Derivation of formula not requested!) Being able to explain qualitatively what a discharge coefficient for a given F/E system depends on. Being able to describe qualitatively the importance and the possible evaluation methods of the (hawser) force criterion in the design of an F/E system, as well as the means to reduce those forces. Being able to explain the operation and the use of water-saving basins (incl. sketches + derivation of formula for % water saved per lock cycle). 4.2 Lock gates (p ) Being able to describe the functions of a lock gate. Being able to sketch and recommend a type of lock gate for a given practical situation (which implies knowing qualitatively the pro s and con s of the different lock gate types).

8 Being able to sketch and describe the main components of a wooden mitre gate, as well as the transfer of forces. Being able to sketch and describe the main components of a steel mitre gate, as well as the transfer of forces (depending on the structure of girders and posts). Being able to describe the similarities and differences between a mitre gate and a single leaf gate. Being able to sketch and describe the main components and the mode of operation of rolling gates. 4.3 Lock head (p ) Being able to describe the functions of a lock head. 4.4 Lock chamber (p ) Being able to describe the functions of the lock chamber walls. Being able to describe the functions of the lock chamber floor. 4.5 Seepage cut-off screens (p ) Being able to describe and explain the various measures to prevent piping. 4.6 Lock approach structures (p ) Being able to describe the functions, the design requirements and the common solution in Europe for a lock approach structure. A2 Water management (p ) Being able to explain qualitatively the origin, the consequences and the mitigation measures of salt water intrusion due to locking ships in a (maritime) navigation lock. Overall question Being able to explain how the risk of water shortage in a waterway (canal) can be mitigated through various lock-related measures (both in the design phase, as well as during exploitation and maintenance).

9 It is strongly recommended that the student is able to make links between different aspects appearing in this and other parts of the course on Inland waterway and locks! Do not forget the additional information presented on the slides when preparing for the exam! It is strongly recommended that the student is able to make sketches! During the exam, the student might be requested to describe aspects visible on a photograph or on a figure without text. Aspects on which students taking the 4 credits programme will not be interrogated, are marked in yellow. Navigable rivers and canals See slides (and if needed Wetten_van_Fargue.pdf, paragraph 4.5 intro, 4.5.1, 4.5.5, 4.5.6) Being able to sketch and explain Fargue s law of the shift, law of the continuity and law of the bed slope. See slides (and if needed Normalisatie_van_rivieren.pdf, paragraphs 5.1, (only a/b/c/h), 5.2.2, 5.3, 5.4.1, but no formulae, 5.4.4, 5.5 intro, 5.5.1, 5.6) Being able to sketch and explain normalization of a river through simple narrowing: in which conditions it might work fine and why it sometimes results in a failure? ; design methodology (no formulae)? ; which infrastructural means can be relied upon (pro s, con s)? ; for which type of rivers this type of normalization is not an option? Being able to sketch and explain normalization of a river through simple narrowing but maintaining the riffles: what s the difference with simple narrowing? ; which infrastructural means can be relied upon? ; for which type of rivers this type of normalization is not an option? Being able to sketch and explain normalization by dredging: what measures are taken in this method? pro s and con s of this method ; for which type of rivers this method is not an option? See slides (and if needed Kanalisatie_van_rivieren.pdf, paragraphs 6.1, 6.2 intro, 6.2.2, 6.2.3, ) Being able to sketch and explain canalization of rivers: for what type of rivers this method can be used?; what infrastructural measures are taken? ; how can the location of the weirs be determined? ; how can the number of weir-lock complexes be reduced? ; pro s and con s of reducing number of weir-lock complexes?

10 See slides (and if needed Kanalen_voor_de_binnenvaart.pdf, paragraphs 7.1, 7.2, 7.3, 7.6) Being able to sketch and explain why canals are in some cases relied upon to realize a waterway. What are important aspects to be taken into account in the design of the canal as a whole and of the canal reach passing a water divide in particular?

11 It is strongly recommended that the student is able to make links between different aspects appearing in this and other parts of the course on Inland waterway and locks! Do not forget the additional information presented on the slides when preparing for the exam! It is strongly recommended that the student is able to make sketches! During the exam, the student might be requested to describe aspects visible on a photograph or on a figure without text. Aspects on which students taking the 4 credits programme will not be interrogated, are marked in yellow. Navigation and waterways Being able to sketch and explain the difference between port and starboard side, including the IALA convention for buoys indicating the navigation channel. Being able to sketch and explain the classical steering and propulsion system based upon a main propeller and a rudder. Being able to sketch and explain a bow thruster, including its function and the associated hydraulic loads (when de-berthing from a quaywall). Being able to covert ship speeds in different units. Being able to sketch and explain the terminology of ship length, ship beam, ship draft. Being able to explain TEU and its use to quantify the cargo capacity of (sea-going) container vessels (among others Panamax and Nex Panamax vessels). Being able to explain displacement, displacement weight and deadweight tonnage. Being able to sketch and explain under-keel clearance. Being able to sketch and explain pushed convoys. Being able to describe (qualitatively) the CEMT classification system for inland waterways. Being able to sketch and describe (qualitatively) the primary waves generated by a sailing vessel, including the influence of blockage ratio and vessel speed. Being able to sketch and describe (qualitatively) the secondary waves generated by a sailing vessel. Being able to describe and explain the requirements imposed upon waterways (by a normative vessel with given dimensions).

12 Being able to explain (qualitatively) the waterway guidelines for a bend in a waterway. Being able to sketch and describe the main components of the equipment used for mooring vessels in locks.

13 GENERAL The description of the exam material is valid both for students taking the 6 credits programme as well as for the students taking the 4 credits programme. WEIRS Sections in printed course notes on which the student will not be interrogated during the exam: 6.1: Vaste stuwen: stuwdammen 3.7: Voorbeeld krachtsoverdracht waterkerende constructie Being able to recognize (e.g. on a photograph or on a figure without text) the different components of a weir, and being able to describe their functionality. Being able to draw a sketch of the different gate types and explain their mode of operation. Being able to recommend (and motivate) one or more gate types for a given river configuration, taking into account the pro s and con s of the different movable weir types. Being able to make links with other parts of the course (e.g. lock heads, lock gates, piping, bed and bank protection, canalization of a river, ) Being able to explain the risks of gate vibration and possible mitigation techniques.