Journal of Engineering and Applied Sciences

Year: 2020
Volume: 15
Issue: 22
Page No. 3684 - 3696

Dam Crack Analysis using the Fracture Mechanics Approach

Authors : Saeid Yekkebash and Vahid Yazdani

Abstract: The present study, with the aim of applying the principles and criteria of the linear elastic fracture mechanics has investigated crack propagation in the body and foundation of a concrete gravity dam under the worst loading condition including the extraordinary loading caused by the occurrence of earthquake under full reservoir conditions. Based on the results of the analysis of fatigue crack growth in different areas of the dam, the maximum crack length is related to the area around the upper gallery, the right side of the dam and the right wall of the tunnel and in the horizontal direction. Further, the maximum amount of crack growth is related to the vertical direction and is equal to 3.15 m which has occurred under model No. 6 related to the middle of the upstream wall of the dam and the area behind the lower gallery. The results demonstrated that the amount of toughness is 2.36 in all submodelsand only in submodel No. 12, the amount of toughness equals 1.29. The stress coefficients calculated by energy and CTOD methods are not much different and in most cases, the amount of the final stress intensity factor is higher in the CTOD method. According to the obtained results and with regard tomaximum stress intensity factors, critical areas in the dam were relatively identified to be the submodel of the dam-foundation joint, submodel of the area around the lower gallery in the middle of the upstream wall of the dam, submodel of the area around the lower gallery, the right wing and the left wall of the tunnel, submodel ofcracks in the stone foundation and submodel ofthe area around the lower gallery, the left wing and the right wall of the tunnel.

How to cite this article:

Saeid Yekkebash and Vahid Yazdani , 2020. Dam Crack Analysis using the Fracture Mechanics Approach. Journal of Engineering and Applied Sciences, 15: 3684-3696.

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