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Learning

Learning Log

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Learning Log

  1. Learning Log #1 – Set one goal for yourself for this semester. It does not need to be related to your performance in this or any other class. Briefly describe your goal and how you plan to achieve it.

My goal is to be an engineer. For me to accomplish this I must often be mindful of the following aspects;

  • Taking the first step
  • Writing my goals down
  • Working on my mentality
  • Developing my skillset
  • Rewarding myself
  • Setting a deadline for everything I do
  • Continuing to the conclusion so I can see my achievements.

I plan to achieve this goal by making a decision on what I wish to achieve, which is an essential part of goal achievement. So, I will set my intent by writing it down somewhere, so that I am always mindful of it. The above-listed aspects will guide me towards accomplishing my set goals if I follow them to the latter.

  1. Learning Log #2 – Reflect on the relationship between design and structural demand. How do you determine the “maximum” load on a structure? Is the “maximum” load always a positive value? You might want to discuss tension vs. compression axial loads or positive vs. negative bending moments.

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If a building engineer designs a building in a manner that resists other calamities, earthquakes, and from the aesthetic perception, then the demands of building design intensify. This is because global competition of engineers has heightened the need for accuracy and efficiency in designing bridges, buildings, irrigation structures, railways erections, tremor retaliatory design, and steel structure.  Thus, the world requires engineers who are capable of developing complex, contemporary, and advanced civil engineering buildings which will resist disasters and earth tremor.
The maximum load of a building is determined through the calculation of a combination of live load, dead load, earthquake/wind load, and environmental load.  The External load is often having a positive shear force and magnitude, while an internal capacity is established to counter interior stress in a building possessing both or either negative or positive quantity.

  1. Learning Log #3 – Consider the concept of limit states as applies to tension members. Discuss the types of tension member failures you have calculated for in this assignment. What are the similarities between the failure calculations, and what are the differences?

The non-uniform straining of a member causes shear lag due to function. It reduces the efficiency of tension member components that are not directly connected to the gusset plate.

Another tension member failure is the long joints. It is assumed that the bolts share the applied axial load equally but end bolts. Failure of bolts in long joints is sequential, starting with outer belts and progressing towards the center, leading to unbuttoning failure.

  1. Learning Log #4 – Compare and contrast the design process for tension vs. compression members. Which do you find easier to understand?

Compression is pushing a structure forcefully while tension is pushing a structure forcefully in a general decisive meandering moment known as sagging as well as the negative circuitous instant which is hogging.

Tension members

These are linear members where axial forces act, resulting from stretching or elongation.  The tension members are able to sustain loads up to the eventual load; at this stage, they might fail through separation at a critical section.

Tension members might fail either through reaching a single or two limit states either through fracture or excess deformity. Excess deformity might arise because of the gross section yielding along the member length. Breaches on remaining parts may occur if the pressure at the net segment reaches the ultimate stress limit.

Compression Members:

These are structural associates exposed to axial compressive forces. This design is governed by buckling, squashing, and strength.  The strength of buckling of compression members is impacted by residual stress, accidental eccentricities, and initial bow situations. Design Colum is reliant on lateral support, sufficient length, bracing positions, and buckling class. The compression member’s columns are susceptible to P-delta impacts when exposed to lateral loads.

Tension imperfection members can always adjust for some value, whereas compression imperfection members will result in buckling. Therefore, compared to tension members, the compression members are quite simpler to comprehend, as we learned in the previous topic, such as the strength of a material.

  1. Log #5 In your own words define these vocabulary terms: Design strength, nominal strength, service load, ultimate load.

Nominal strength is the capacity of a component or structure to resist the load’s effects.

Service load; this is defined level of load through which joint assembly and structures remain fully functional and elastic. This type of pressure is a load that a structure is supposed to bear and stay serviceable without any substantial strength loss.

Ultimate load: this is the maximum load that a structure bears without falling. An extra weight that exceeds eventual capacities might result in structural failure. Design strength: it can be defined as the strength of an object that is considered and used for structural elements and design members.  It is attained by dividing the failure load of the object with a safety factor.

  1. Learning Log #6 – In your own words, describe what it means for a cross-sectional element of a beam to be compact, non-compact, or slender. How does this affect design?

In a small section, there are no probabilities of web backing or local flange to the entire parts yielding strength. In simple terms, the beam won’t possess a local disaster. For a non-compact section, single or more components within the shaft possess the probabilities of buckling before the beam scopes to the plasticity state. Slender parts are sectors that are typically evaded in building design.  Such sections are susceptible to failure and buckling.  Therefore, it is vital to make distinct allowances for the impacts of local buckling when defining their compression and moment resistance. The section classification is essential for sections design to realize the possible mechanisms and failure patterns.

  1. Learning Log #7 – Deflection is a serviceability limit state. Shear and moment capacities are strength limit states. In your own words, what do these terms mean?

Serviceability limit state- deflection; the goal of the limit state is the acceptable limit for serviceability before failure. When a fault arises, this is known as limit state serviceability. Limit states are the acceptable limit within the safety bending, and shear such as flexwing before the failure happens. Shear is when a structure is subjected to live and dead loads.

  1. Learning Log #8 – In your own words, describe the purpose of the interaction equation.

When designing steel beam-columns, the current AISC-LRFD, AISC-SAD linear equations easy to utilize; however, they possess similar drawbacks. The AISC-ASD interaction equations hop from long to shorter members, for instance, a member who is very short the interaction stability equation does not often decrease the equation strength. For short term columns where the weak axis bends, the AISC-LRFD and the axial forces are dominant as well as possess double curvature turns. The AISC-LFRD linear interaction equation might lead to an exceedingly conservative plan.

The unified design interaction for braced steel beam-columns is subjected to compression merged with axial bending is proposed. a widespread evaluation of the projected design equation and the AISC equations are made as well as likened with particular stiff solution of one section beam columns of I-sections.

It is then determined that load carrying dimensions of steal beam columns can be approximated accurately and simply through the projected design interaction equation. The equation includes both normal stress and maximum shear stress which are stated in terms of the stress ratios.

In a simple general form interaction equation are written as Rm + R 1m=1. Rand R1 are shear stress ratios and normal correspondingly m and n are experimentally determined. Bending and normal stresses of interaction equation is R∂ +Rb=1

 

  1. Learning Log #9 – I would like to have more physical models that I can bring into class to illustrate geometry or concepts (such as the models for block shear rupture and the demonstration of buckling). What ideas do you have for a simple demonstration or model that could assist future students?

Some of the key ideas that I need to have is about three dimensional symmetry as well as line and point geometry. There must be idea bout visualization concepts as this enables the concept to be understood well. Knowledge about angles is also required in this point of knowledge. Some of the models I may carry with me include three dimensional triangles and rectangles.

  1. Learning Log #10 – Look back on your goal from the beginning of the semester (Learning Log #1). Are you making progress in achieving your goal? Will you stick with this goal next semester, or change it? If you change it, how?

Reflecting back on my goal of being an engineer, I am confident that am making a progress in accomplishing my goal because I learn new things daily which are essential for my goal. The course is also effective in supporting my dream because the units we pursue enable me to gain more knowledge concerning my goal. Therefore, I plan to stick to my goal in the next semester.

 

 

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