50th ASEP Anniversary International Convention & Exposition, “Safer, Smarter & Greener”

Technical Proceedings ISSN 1656-7757, September 28-30, 2011 Makati City, Philippines

THEORY OF STRUCTURES LABORATORY IN THE CE CURRICULUM:

UNDERSTANDING STRUCTURAL BEHAVIOR THROUGH
LABORATORY EXPERIMENTS
Andres Winston C. Oreta1,
Marcelo V. Castillo Jr ., Manuel Antonio Mayo III2 and Ailene P. Tangonan2
2

1
Professor in Civil Engineering, De La Salle University – Manila
Email:andyoreta@yahoo.com
2
BSCE, De La Salle University – Manila

ABSTRACT: During the School Year 2010-2011, a one-unit laboratory course on Theory of
Structures was offered to third year undergraduate civil engineering students at De La Salle
University. The Theory of Structures Laboratory is a three-hour laboratory course that
complements lectures in Mechanics of Deformable Bodies and Theory of Structures. This paper
describes the equipment, laboratory experiments and the learning outcomes of the course.

Keywords: Engineering Education, Structures, Strength of Materials, Experiment

1. INTRODUCTION

The undergraduate curriculum for Bachelor of Science in Civil Engineering (BSCE) has
undergone many revisions in response to the changing times and new learning paradigms. In
2008, the BSCE curriculum at De La Salle University (DLSU) was revised in compliance to the
requirements of the Technical Panel on Engineering Education of the Commission of Higher
Education (CHED). One of the changes in the curriculum was the introduction of one-unit
laboratory courses on Theory of Structures to supplement the lectures. The traditional activities
in laboratory classes in structural analysis consist of computational exercises and problem
solving performed by students during
class meetings. However, new
approaches must be explored to Theory and Concepts
optimize learning. In engineering
education, there are three important
aspects or activities that may
optimize learning (Castillo et al
2010): (a) Theory and Concepts, (b)
Computation and Application, (c)
Experimentation. Class lectures and
discussions address the first aspect
wherein students learn and
understand theory and concepts. Computation
During lectures, the students should Experimentation and
not be just passive learners but they Application
should be actively involved in the
discussion and derivation of
theoretical equations to fully
comprehend the concepts. The Figure 1. An Optimized Learning Concept
second aspect which is the
computation and application phase is addressed through exams, homework and problem sets. In
these activities, students think analytically and critically in solving various types of problems in
structural analysis. Both calculator and computer software maybe used in performing the
rigorous computations. The third component for an effective learning experience which is
experimentation or laboratory classes in structural analysis is not common in the curriculum

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 50th ASEP Anniversary International Convention & Exposition, “Safer, Smarter & Greener”
Technical Proceedings ISSN 1656-7757, September 28-30, 2011 Makati City, Philippines

inspite the positive impact observed in studies on laboratory classes. Chan et al (2008)
emphasized that in laboratory classes, students are able to conduct the experiment wherein they
are able to operate the equipment, observe the phenomena, and evaluate the data and results for
further learning. This provides hands-on experience and application of the theories especially for
engineering courses. Karal et al (2008), conducted a study on the usability of the testing
apparatus on a constructivist class environment; a constructivist means a person who learns
through experience. The result stated that a technology product apparatus broadens the horizons
of the students in the application on real life that is related to the experiments done with the
apparatus.

In the pre-2008 BSCE curriculum, the third aspect where students perform laboratory
experiments to explore and understand concepts and verify the applicability and limitations of
the theory and equations in structural analysis has not been addressed. Recently, the DLSU Civil
Engineering Department acquired a structure teaching apparatus from TecQuipment, a company
that specialized in designing and manufacturing equipment for engineering education. The
apparatus which is called the
TecQuipment Modular
Structures Equipment
specializes in learning
fundamental concepts in
structural analysis. With the
availability of equipment, a
laboratory course on Theory
of Structures was designed
and offered using the
TecQuipment Modular
Structures Equipment.
(a) STR2 (b) STR3
2. DESCRIPTION OF
EQUIPMENT

TecQuipment Structures
Modules Equipment consists
of desk-mounting hardware
experiment modules supported
by fully automatic data
acquisition, and software. A
TecQuipment Structures
Modules Equipment is
composed of three major Figure 2. The STR1 Frame
ancillary equipments: (a) The (http://www.tecquipment.com/)
(c) STR4 (d) STR7
Structures Test Frame (STR1),
(b) The Structures Modules
Equipment, and (c) The
Digital Force Display, the
Automatic Data Acquisition
Unit (ADA) and software.

The STR1 in Figure 2 is a

sturdy lightweight aluminum
bench-mounting frame that
provides rigid support for the
interchangeable experimental
(e) STR8 (f) STR18
Figure 3. Structures Modules Equipment 120
(http://www.tecquipment.com/)
 50th ASEP Anniversary International Convention & Exposition, “Safer, Smarter & Greener”
Technical Proceedings ISSN 1656-7757, September 28-30, 2011 Makati City, Philippines

modules in TecQuipment's Structures Range (Tecquipment Website). The frame has specially
designed slots and self-positioning nuts that hold the Structures experiments and instruments.
Tecquipment has various Structures Modules Equipment (STR2-STR20) which uses the STR1 as
its basic frame. The Structures equipment and instrumentations are attached on the STR1 frame
using a special fixing system. The data acquisition instruments are connected to the Structures
equipment for displaying force, displacement and strain data. The data equipment can also be
connected to a computer through an Automatic Data Acquisition Unit and computer with
software.

At present, the Department of Civil Engineering has the modules shown in Figure 3. These
Structures equipment are: (a) STR2 - Bending Moments in a Beam, (b) STR3 – Shear Force in
Beam, (c) STR4 – Deflections of Beams and Cantilevers, (d) STR7 – Unsymmetrical Bending
and Shear Center, (e) STR8 – Pin-Jointed Frameworks, and (f) STR18 – Frame Deflections and
Reactions.

The Tecquipment Website briefly describes the Structures equipment shown in Figure 3:
STR2 is simply supported beam assembly to demonstrate and investigate the bending
moments and forces within a structure.
STR3 is simply supported beam assembly to demonstrate and investigate the shear forces
within a structure by use of a loaded beam designed to move in shear only.
STR4 is an experimental apparatus to allow students to investigate deflection and stability of
beam and cantilever structures.
STR7 is an experimental apparatus to allow students to investigate deflection and stability
within a structure in relation to beams with unsymmetrical sections.
STR8 is an experimental apparatus to allow students to create a wide selection of pin-jointed
frameworks and then investigate the effects resulting from applying loading forces to them.
STR18 is an experimental apparatus to allow students to investigate the reactions and
deflections of a loaded rectangular portal.

3. OBJECTIVES AND LEARNING OUTCOMES

The Theory of Structures Laboratory is a three-hour laboratory course that complements lectures
in Mechanics of Deformable Bodies and Theory of Structures. This course aims to enhance the
understanding and mastery of important concepts in stress and structural analysis through
laboratory experiments and computational exercises.

3.1 Course Objectives

The general objectives of the course are:

(a) To investigate and verify the theoretical concepts in Theory of Structures through
laboratory experiments,

(b) To introduce the students on experimental methods in structural mechanics and analysis,

(c) To enhance the understanding of the basic concepts in Theory of Structures through
experimentation, problem solving and computational exercises.

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 50th ASEP Anniversary International Convention & Exposition, “Safer, Smarter & Greener”
Technical Proceedings ISSN 1656-7757, September 28-30, 2011 Makati City, Philippines

3. 2 Learning Outcomes
Upon satisfactory completion of the course, the students will be able to:

(a) To present and analyze experimental data using various mathematical tools and software
and compare them with theory,

(b) To write laboratory reports in the proper format and in correct English using a word
processor, spread sheets and graphical tools,

(c) To derive theoretical equations related to stress and structural analysis and apply these
equations correctly using the proper units and sign convention, and

(d) To develop teamwork among students through the group laboratory experiments

To aid the students and the faculty in the experiments, Experiment Report Templates were
prepared by the professor, laboratory manuals by TecQuipment and a supplementary manual
designed by DLSU students (Castillo et al 2010) were used as references.

4. THE EXPERIMENTS
During the first offering of the course in 2010, the following experiments and their
corresponding objectives were conducted:
❖ Expt. No. 1 (STR2) Bending Moment in a Beam: This experiment aims to determine the
variation of the bending moment due to a single force of varying magnitude. Specifically, the
experiment will find the relationship between the bending moment at a “cut” and a point
loading, P, applied at a specified point, X, on the beam (Figure 4). This experiment also aims
to verify the theory on bending moment in beams.

❖ Expt. No. 2 (STR2) Influence Line for Bending Moment: This experiment aims to investigate
the influence of a moving load on the bending moment (both magnitude and sign) at the
“cut” of a beam by applying a constant load P at various positions of the beam in Figure 4
from the left end (x = 0 mm) to the right end (x = 580 mm). Specifically, this experiment
aims to determine the positions of P that will produce the maximum positive and negative
moments at the “cut.” This experiment aims to verify the theorems on influence lines for the
moment in a beam.

❖ Expt. No. 3 (STR3) Shear Force in a Beam: This experiment aims to determine the variation
of the shear force due to a varying point loading. Specifically, the experiment will find the
relationship between the shear force at a “cut” and a point loading, P, applied at a specified
point, X, on the beam (Figure 4) This experiment also aims to verify the theory on shear
force in beams.

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 50th ASEP Anniversary International Convention & Exposition, “Safer, Smarter & Greener”
Technical Proceedings ISSN 1656-7757, September 28-30, 2011 Makati City, Philippines

❖ Expt. No. 4 (STR3) Influence Line for Shear Force: This experiment aims to investigate the

influence of a moving load on the shear force (both magnitude and sign) at the “cut” of a
beam by applying a constant load P at various positions of the beam in Figure 4 from the left
end (x = 0 mm) to the right end (x = 580 mm). Specifically, this experiment aims to
determine the positions of P that will produce the maximum shear force (magnitude) at the
“cut.” This experiment aims to verify the theorems on influence lines for the shear force in a
beam.

P
X
“Cut”
mm

A
140 300 140
mm mm mm
580
mm
Figure 4. Model for STR2 & STR3 Experiments

❖ Expt. No. 5 (STR4) Deflection of a Simple Beam (P Varies): This experiment aims to
determine the maximum deflection of a simple beam (Figure 5) with length, L, due to a
concentrated load P with varying magnitude applied at mid span. Specifically the experiment
aims to find the relationship between the maximum deflection and a point loading, P, applied
at mid span, and to compare the maximum deflections of varoius types of beams with
different materials and cross-section properties and determine the effect of these properties
on beam deflection.

❖ Expt. No. 6 (STR4) Deflection of a Simple Beam (L Varies): This experiment aims to
determine the maximum deflection of a simple beam (Figure 5) with varying length, L, due
to a concentrated load P with constant magnitude applied at midspan. Specifically, the
experiment aims to find the relationship between the maximum deflection versus the length L
and to determine the modulus of elasticity (E) using the measured deflections.

❖ Expt. No. 7 (STR4) Deflection of a Cantilever Beam: This experiment aims to determine the
deflection of a cantilever beam with length, L, due to a concentrated load P with varying
magnitude. Specifically, the experiment aims to find the relationship between the deflection
and a point loading, P, applied at a specified point, X, on the beam. and to compare the
deflection of cantilever beams with different flexural stiffness (EI).

❖ Expt. No. 8 (STR8) Roof Truss: This experiment aims to verify the theory on pin-jointed
frameworks. Specifically, the experiment aims to illustrate how to determine the axial stress
and force of a truss member experimentally using strain gauges, to determine the axial forces
of a truss system and verify the method of joints, and to determine the joint deflection of a
truss system and verify the method of virtual work.

❖ Expt. No. 9 (STR18) Plane Frame: This experiment aims to determine the reactions of a
statically indeterminate rigid frame, to determine the joint deflection or side sway of a rigid
frame and to determine the effect of loading position on the reactions and deflection.

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 50th ASEP Anniversary International Convention & Exposition, “Safer, Smarter & Greener”
Technical Proceedings ISSN 1656-7757, September 28-30, 2011 Makati City, Philippines

5. SAMPLE OUTPUT OF AN EXPERIMENT

To illustrate the use of the TecQuipment

Structures Modules Equipment, Expt. No. 5
using STR4 for determining the maximum
deflection of a simple beam for three types of
materials (Figure 5) is described. In this
experiment, hanger and mass are applied at the
midspan of the beam (Figure 6). The deflection
at a midspan of the beam is measured by a
transducer and displayed on a digital dial test
indicator. The weight of the mass was varied.
The experiment was performed for three types Figure 5. Three Types of Beams
of beams: Aluminum, Steel and Brass For each
material, the experiment was conducted to obtain the data need in Table 1. The average
deflection can be obtained after two or more trials.

Table 1. Data for Expt. No. 5

Mass Deflection (mm) Deflection (mm) Deflection Y Y theory
Label Mass (g) P (N) Trial 1 Trial 2 (mm) expt (mm)
Ave (mm)
1
2
3
4
5

L/2

A
Ymax

Figure 6. (a) Model for Expt. No. 5 (b) STR4 simple beam deflection set-up

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 50th ASEP Anniversary International Convention & Exposition, “Safer, Smarter & Greener”
Technical Proceedings ISSN 1656-7757, September 28-30, 2011 Makati City, Philippines

Figure 7 (a) is a sample output of Expt. No. 5 for the steel beam comparing the experimental and
theoretical deflections. A curve was fitted for the experimental deflection versus the load P and a
line with a correlation coefficient R=0.99713 was obtained confirming their linearity
relationship. Figure 7 (b), on the other hand, is a graph of the experimental midspan deflection of
a simple beam with varying magnitude of the concentrated load P applied at midspan for the
three types of materials. It can be observed experimentally that the type of material affects the

Midspan Deflection of a Steel Beam (L=550 mm) Midspan Deflection of a Simple Beam (L=550mm)
0 0
y = 0.018711 - 0.41074x R= 0.99713
-0.5
Yexpt (mm)
Ytheory (mm) -1
Midspan Deflection (mm)

Midspan Deflection (mm)

-0.5
-1.5

-2
Aluminum
-2.5 Brass
-1 Steel
-3

-3.5

-1.5 -4
0 0.5 1 1.5 2 2.5 3 0 0.5 1 1.5 2 2.5 3
P (N)
P (N)

Figure 7. (a) Midspan Deflection of the Steel Beam.

(b) Midspan Deflection of 3 Types of Beams
deflection. The steel beam which has the largest modulus of elasticity (E) has the least
deflection. Various learning outcomes can be derived from this experiment. Students will
understand the effects of various factors such as beam material and dimension on the deflection.
Students can compare experimental and theoretical deflections and can verify the limitations and
applicability of the theory. Students learn to analyze data by regression analysis using advance
computing tools. Students learn to write laboratory reports complete with figures and table with
the aid of word processors and spreadsheets.
6. CONCLUSION
A Theory of Structures Laboratory was introduced in the BSCE curriculum at DLSU-Manila in
2008 and offered in 2010. The course was specifically designed using the TecQuipment
Structures Modules Equipment. Through this course, students discover and understand concepts
by experimentation. The use of the equipment helped them visualize the behavior of simple
structures due to various loading conditions. Various learning outcomes such as knowledge
acquisition, derivation of equations, data analysis, report writing and teamwork. In general, the
course enhances the students’ understanding of fundamental concepts in stress and structural
analysis which is necessary in molding students to become competent civil engineers.

REFERENCES
Castillo, M., Mayo, M. and Tangonan, A. (2010), “Design and Evaluation of Structural Analysis
Model Experiments Using the Tecquipment Structures Apparatus and Software”, Undergraduate
Thesis, De La Salle University, Manila

Chan, Ying-Chieh, Chen, Ya-Hsin et al. (2008). Development of virtual equipment for a hydraulic
mechanics experiment. Taipei: Elsevier B.V.

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 50th ASEP Anniversary International Convention & Exposition, “Safer, Smarter & Greener”
Technical Proceedings ISSN 1656-7757, September 28-30, 2011 Makati City, Philippines

Karal, H., Bahcekapilib, T., Reisogluc, I. (2008).Usability of testing apparatuses about renewable
energy resources in constructivist class environment. Trabzon: Elsevier.

Tecquipment Website. http://www.tecquipment.com/

ACKNOWLEDGEMENT
The TecQuipment Structures Modules Equipment are installed at the Structures Models Laboratory V513,
Velasco Building. The assistance by the CE Department Technicians, Mr. Jay Perez, Mr. Antonio Kalaw
and Mr. Bernardo Bernardo during the experiments is deeply appreciated. Special thanks to Mr. Arnold
Atayde (local representative from TecQuipment Ltd.) for helping us with the operation of the modules
and for attending to our inquiries during the testing of the equipment.

ABOUT THE AUTHORS

Marcelo V. Castillo Jr, Manuel Antonio Mayo III and Ailene P. Tangonan graduated Bachelor Science in
Civil Engineering with major in Structural Engineering at De La Salle University-Manila in 2010. Their
undergraduate thesis on “Design And Evaluation of Structural Analysis Model Experiments using the
Tecquipment Structures Apparatus And Software” served as a reference in the development of the Theory
of Structures Laboratory Course.

Andres Winston C. Oreta is a professor in civil engineering at De La Salle University-Manila. He is a also

a fellow of the Association of Structural Engineers of the Philippines (ASEP) and a life member of the
Philippine Institute of Civil Engineers (PICE). He can be contacted at andyoreta@yahoo.com.

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