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Lavonda Busing
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Discussion of materials, loads, and forms of structures. Analysis of determinate structures. Displacements of structures and their importance in applications. Experimental aspects of materials behavior in structural applications. Emphasis is placed on basic experimental techniques, design of experiments, selection and use of appropriate instrumentation, and interpretation of results.
(c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability
Criteria (a) through (k) coincide with the ABET Criteria (a) through (k). Criterion (l) has been added by our Civil Engineering Department to emphasize the importance of getting the students started on their way to eventual professional licensure in their careers.
1. Our civil engineering graduates will engage in life-long learning to stay abreast of the latest body of knowledge and professional practices in civil engineering and allied disciplines throughout their careers.
1. No student or group of students, undergraduate or graduate, can work in any of the CE labs, C-14 or non-C-14, unless a professor or a technician is present in that particular lab at all times that the students are working in that lab. This means that the buddy system is no longer allowed.
4. The CE department will try to accommodate all reasonable requests by CE students to work in the CE labs, but this will be permitted only during 9 AM - 5 PM weekdays when we can assure that a professor or a technician is present in the lab. A student must obtain prior approval from the faculty advisor or the Chairman at all times so we can assure that arrangements have been made for a faculty member or a technician to be present in the lab. Except for Room 401, students, undergraduate or graduate, have not been provided programmed ID card swipe access to any of the CE labs. This means that without prior approval, students cannot gain access to any of the CE labs.
Form groups (4 per group). Survey the lab and take measurements of the dimensions (rounded to the nearest inch) of the lab, lab equipment, and any other important features (do not include any details less than 6 in size except for white boards, First-Aid kits, and MSDS).
Read and understand all Material Safety Data Sheets (MSDS) of materials found in the lab located outside the door. You must be aware of the physical dangers presented by all chemicals used in a laboratory. Be familiar with MSDS sheets and understand the information they contain. Submit a report (one per person) with your notes for the chemicals handling, safety precautions and disposal procedures of the chemicals in the lab. Each member of a group can concentrate on a few chemicals so that the group covers all, but the individual reports should still list the most important safety precautions for all chemicals!
2) Draw using Autodesk AutoCAD an architectural floor plan of the lab with lab equipment, white boards, Fire-extinguishers, First-Aid kits, and MSDS indicated. The lines on your drawing should have different line weights according to their importance (i.e., dimensions should have the lightest line weight since they have the least importance. Emphasize the walls and contents of the lab not its dimensions!) The drawing should be dimensioned (feet-inches and fractions not decimals), printed on 11x17 paper with a title block, scale and list of equipment.
Report: 1) The written lab report for the Tension experiment is due (Always follow the report format and technical paper suggestions as shown at end of this syllabus). Compare the experimental and theoretical moduli of elasticity, proportional limits, 0.1% and 0.5% offset yield strengths, and ultimate tensile strengths. Plot the experimental stress strain curve on the same set of axes with the corresponding theoretical curve of your tensile rod.
Report: 1) The written lab report for this experiment is due. Compare the experimental and theoretical buckling loads and stresses and plot the experimental buckling load versus slenderness ratio curve on the same set of axes with the corresponding theoretical curve for the aluminum column.
Homework: 1) Prepare for the next experiment by researching the theory of concrete composition and concrete mixing. Develop the equations to calculate the volume (in ft3) of concrete needed for a standard concrete cylinder with a 6 in diameter and 12 in height.
Homework: 1) Prepare for the next experiment by researching the theory of the vibration of single and multi-degree of freedom systems, focusing on how to obtain the first 3 modes of vibration for a vertically cantilevered aluminum bar with uniformly distributed mass. Develop the equations to calculate the natural frequency and damping ratio for the aluminum bar.
3) Brainstorm and draw 2-D top, side, and cross-sectional views of bridge designs on the same X and Y scale (at least one design per person). These drawings can be done by hand on graph paper or on the computer. Submit your preliminary sketches with your name and title of views.
Homework: 1) Prepare for the next experiment by researching the theory of Euler-Bernoulli linear elastic beam bending. Develop the equations to calculate the bending stress, strain, and deflection of an aluminum beam.
Report: 1) The written lab report for this experiment is due. Compare the experimental and theoretical stresses, strains, and deflections; determine the shear center; and plot the experimental stress versus strain curve for the aluminum beam. Write about the Wheatstone Bridge Circuit and how it is used to measure strain.
Homework: 1) Prepare for the next experiment by researching the theory of standard concrete cylinder tests. Develop the equations to calculate the compressive strength of a standard concrete cylinder.
Homework: 1)Draw Connection details. Draw all connections to full scale in order to visually establish how to connect the members, paying special attention to how 3-D members must be cut in order to fit at the connections. For bolted connections, the edge distance of a bolted hole should not be less than 1.5 times the diameter of the hole. (see Week 11).
Unless you are welding, you should specify flat hollow sections in order to have enough remaining section to drill the connection holes! A solid round section is very difficult to drill and connect with gusset plates. It is better to have flat sections or tubes with flattened ends!
Do not order materials before you consider connections! Not only about how members fit at their connections but also how the member gross section is affected by the holes! Order considering NET sections!
Create construction drawings and use them to cut members to size, drill holes in members for bolted connections, and weld members for welded connections. Draw all connections to full scale in order to visually establish how to connect the members, paying special attention to how 3-D members must be cut in order to fit at the connections. For bolted connections, the edge distance of a bolted hole should not be less than 1.5 times the diameter of the hole. Ensure that there is minimal to no eccentricity between the tension and compression members at each end of the bridge (typically between the top compression members and the bottom tension members or cable).
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