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64
MATHCAD: Teaching and Learning Tool for Reinforced Concrete Design 65
Step 1
The first step consists of reading the following
input data (Fig. 5):
1. The number of steel layers NSL.
2. The area of steel in each layer Asj
Asj ; j 1; . . . ; NSL.
3. The distance dj between each layer and the top
column fiber
dj ; j 1; . . . ; NSL.
Fig. 3. Uniaxially and biaxially loaded column. 4. The dimensions b and h of the column.
5. The yield strength of steel fy , the concrete ensure the strain compatibility (Fig. 5). The strain
compressive strength fc0 , and the steel modulus "i; j is computed using the following equation:
of elasticity Es .
6. The factored load Pu and bending moment Mu . Xi ÿ dj
"i; j 0:003
6
7. If the factored bending moment Mu is less than Xi
the minimum bending moment Mmin , Mu is set
equal to Mmin . On the other hand, the stresses fi; j in each reinforc-
ing steel bar is obtained using the expression:
The minimum bending moment Mmin is
computed using the following equation: fi; j Es "i; j
7
Mmin 0:1hPu
1 where fi; j has to be less than or equal to the yield
strength of steel fy .
Step 2 Using the equilibrium of the internal forces and
In the second step, the plastic centroid Yp , the moments, the design axial load Pni and the design
reinforcement ratio , and the parameter are bending moment Mni are, respectively, computed
computed. The plastic centroid of the column cross using the following equations:
section is computed using the following equation: !
X
N SL
Pni 0:7 0:85 f c0 ai b Asj fi; j
8
X
NSL
h2 j1
Asj fy dj 0:85 fc0 b
2
Yp
j1
2 Mni Pni e
X
NSL
Asj fy 0:85 fc0 bh ai
0:7 0:85 f c0 ai b Yp ÿ :
j1 2
X
NSL
The reinforcement ratio is determined using the
following equation: Asj Fi; j
Yp ÿ dj
9
j1
X
NSL
Asj The load eccentricity ei is computed using the
j1 following expression:
3 Mni
bd ei
10
Pni
Finally, the parameter is computed using the
following equation: The values of Pni and Mni represent a point on
the interaction diagram Pn ÿ Mn .
fc0 ÿ 27:6
0:85 ÿ 0:05 ( fc0 in MPa)
4 Step 5
6:895 The number of iterations (i) is incremented by 1.
Then, STEP 3 through STEP 5 are repeated until
Step 3
the value of (i) reaches the value of h.
The iterative procedure starts by selecting the
first position of the neutral axis Xi
Xi i d1 , Step 6
with i 0. At the end of the computation process, the
Then, the parameter ai (depth of the compression design bending moment Mn
N is set equal to
block) is computed using the following equation: zero while the design axial loads Pn
N ÿ 1 and
Pn
N are set equal to the following expression:
ai Xi
5 !
X
NSL
0
Pn
N Pn
N ÿ 1 0:8 0:85 fc hb Asj fy
Step 4 j1
The strain "i; j in each reinforcing steel bar is
determined by the linear strain distribution to
11
MATHCAD: Teaching and Learning Tool for Reinforced Concrete Design 67
STEP 1.
N : h Number of iterations
0:1 h Pu
Mmini : Minimum bending moment
1000
X h2
Asj fy dj 0:85 f 0 c b
j
2
Yp : X Plastic centroid
Asj fy :85 f 0 c b h
j
h h
y : if Yp 6 ; Yp;
2 2
X
Asj
j
: Reinforcement ratio
bh
STEP 2.
STEP 3.
Xi ÿ dj
"i; j : 0:003 Strain for steel layer j
Xi
fi; j : E "i; j Stress for steel layer j
j "i; j j
fi; j : if fy < E j "i; j j; fy ; fi; j Stress fi; j always ( fy (yield strength)
"i; j
: 0:7 Load factor for compression columns (tied)
" !#
0:7 X
Nsl
Pi :
0:85 f 0 c ai b Asj fi; j Nominal axial resisting force
1000 j1
"" ##
0:7 ai X Nsl
Mi : 6
0:85 f 0 c ai b y ÿ Asj fi; j
y ÿ dj Nominal bending moment
10 2 j1
STEP 4.
STEP 5.
MN : 0 MN 0 (last point in M ÿ P diagram)
0:7 ÿ ÿX
PN ÿ 1 : 0:8 f 0 c b h 0:85 As fy
1000
PN : PN ÿ 1 PN and PN ÿ 1 located on the horizontal plateau of M ÿ P diagram
sort
P Pi > PN ; PN ; Pi PN maximum value of Pi
STEP 6.
Mu : if
Mu < Mmini; Mmini; Mu Mu always > accidental moment (ACI Code)
Mu
eu : External load eccentricity
Pu
STEP 7
Draw a line that cuts the M ÿ P diagram in order to check the column strength.
z : 0 . . . 2
F0 : 0 m0 : 0 First point defined by
F0 ; m0
F1 : Pu m1 : Mu Second point defined by
F1 ; m1
m1
F2 : 1:7 F1 m2 : F2 Third point defined by
F2 ; m2
F1
The required column strength is represented by the second point
F1 ; m1 . The second point has to be inside or on the M ÿ P diagram for
the column to be safe.
The closest the second point is to the curve M ÿ P, the more economical is the design.
STEP 8
Another method for checking column strength. The method determines Pi and Mi which corresponds to the closest ei to the ultimate load
eccentricity eu .
sort
e Sort load eccentricities ei
eu 0:16
t
e; eu : j 0
while e eu
j
Find the closest ei to eu .
j j1
j
Fig. 6. (Continued).
The values of Pn
N ÿ 1 and Pn
N correspond to obtained design values Pn and Mn are higher
the design axial load of concentrically loaded than the factored values Pu and Mu , respectively.
columns (i.e., en 0 and Mn
N 0).
At this stage, the interaction diagram is fully
determined. TRADITIONAL VERSUS MATHCAD
Steps 7 through 9 are concerned with the manual ENHANCED INSTRUCTION
design reinforced concrete columns. In other
words, the remaining computational steps deal Traditional teaching methods usually involves
with checking the strength adequacy of reinforced the time consuming task of the instructor writing
concrete columns. detailed problem solutions on the board while
students hurriedly copy the solutions into their
Step 7 notebooks. The learning process in the classroom
The eccentricity eu of the factored load Pu is is often suspended while the teacher and the
computed using the following equation: students occupy themselves with transcribing
information. This traditional classroom activity
Mu can discourage critical thinking, and deprives
eu
12
Pu both the students and the teachers of engaging
exchanges with each other about the subject.
Step 8 A MATHCAD-enhanced teaching method can
The strength of the column is adequate if the be successfully integrated into a concrete design
point defined by Pu and Mu is inside, or on the course. Figure 6 shows a MATHCAD program
interaction diagram Pn ÿ Mn . The strength of developed for the design of reinforced concrete
the column is not adequate if the point is outside columns. The program is projected directly from
the curve Pn ÿ Mn . The closer is the point to the the instructor's computer onto a large screen in
curve Pn ÿ Mn , the more economical is the an appropriately equipped classroom. In the
design. program, different formatting, including various
fonts, colors, patterns, and borders are used. The
Step 9 readability of the text exceeds what instructors can
The design axial load Pn and the design produce by hand on the classroom board. The
bending moment Mn , which correspond to the equations look the same as they are written on a
ultimate load eccentricity eu , are first determined. blackboard or in a reference book. To free student
The strength of the column is adequate if the attention from transcription, students are given a
MATHCAD: Teaching and Learning Tool for Reinforced Concrete Design 69
Fig. 8. Input data and interaction diagram for first design trial.
70 M. S. Al-Ansari and A. B. Senouci
Fig. 9. Input data and interaction diagram for second design trial.
program, involves the design of an unsymmetri- the proposed program in the design of reinforced
cally reinforced column. The input data for the concrete columns.
first design trial is summarized in Fig. 8, along with
the corresponding interaction diagram. The results
show that the first design trial is not economical
since the point
Pu ; Mu is well inside the curve CONCLUSIONS
Pn ÿ Mn .
The program is easily used to improve the first MATHCAD contains tools which can enhance
design trial either by reducing the column cross- and supplement traditional methods of teaching
section area or by reducing the reinforcing steel and learning. The versatility, accessibility, and ease
area. In the second design trial, the column cross- of use make MATHCAD a platform for creating
section dimensions are changed to 400 mm and learning modules for technically-based courses.
350 mm, respectively. The interaction diagram, MATHCAD contains the capabilities for tradi-
Fig. 9, shows that the strength of the column is tional classroom computation, but at a greater
not adequate. Therefore, the selected cross- degree of accuracy, reliability, and presentation
section dimensions are not acceptable. In the quality. In addition, its speed at repetitive tasks,
third design trial, the selected column cross-section and its programmability, make new learning stra-
dimensions are changed to 450 mm and 350 mm, tegies possible. MATHCAD programs take time
respectively. The interaction diagram, Fig. 10, for an instructor to develop, but with many bene-
shows that an optimum design was easily reached fits in return. By freeing the instructor and student
after only two trials. This shows the efficiency of from tedious computation and transcription,
Fig. 10. Input data and interaction diagram for third design trial.
MATHCAD: Teaching and Learning Tool for Reinforced Concrete Design 71
MATHCAD programs create opportunities for engage both student and teacher, inviting their
meaningful understanding of technical material. exploration and discovery of the subject, drawing
A well-designed MATHCAD program can them deeper into the secrets that it holds.
REFERENCES
1. MATHCAD, MathSoft Inc., 101 Main Street, Cambridge, Massachusetts, 02142 USA (1995).
2. M. Fintel, Handbook of Concrete Engineering, Van Nostrand Reinhold Company, New York,
USA(1985).
3. J. C. McCormac, Design of Reinforced Concrete, HarperCollins College Publishers, New York, USA
(1993).
4. Nawy, Reinforced ConcreteÐA Fundamental Approach, Prentice-Hall, Upper Saddle River, New
Jersey (1996).
5. ACI-318, Building Code Requirements for Reinforced Concrete, American Concrete Institute,
Detroit, USA (1995).