You are on page 1of 24

Introduction to the course

Design of concrete structures (2016-2017)


1st year Master of Architectural Engineering
1st year Master of Civil Engineering
University of Brussels ULB VUB (BRUFACE program)
Course N: ARCH-Y-400

Course characteristics
- Course is part of the BRUFACE program in the 1st year Master in :
- Civil Engineering (CE) and in
- Architectural Engineering (AE).
- 5 ECTS
- work load for the student = 5 x 27 Hr = 135 Hr
- 60 Hrs scheduled on the time table: 24 Hr teaching (courses) (12 x 2 Hr) + 36
Hrs practical work (9 x 4 Hr);
- time to allocate to personal work and exam: 135 Hr 60 Hr = 75 Hr

Lecturer
John Vantomme
Royal Military Academy, Civil and Materials Engineering Department
Tel: 02 / 44 13991 (Office); 02 / 44 13992 (Secretary)
E-mail: John.Vantomme@rma.ac.be

Vrije Universiteit Brussel, Vakgroep Mechanics of Materials and Constructions


(MEMC); Secretary:
- Mrs Katja BOSMAN; Tel: 02 / 629 28 40; E-mail: Katja.Bosman@vub.ac.be
- Mrs Ann HERMINAIRE; Tel: 02 / 629 29 60; E-mail:
Ann.Herminaire@vub.ac.be

Teaching-assistents
- ing Ward BRESSELEERS, project engineer in design office DECLERCK &
PARTNERS bvba;
E-mail : ward.bresseleers@vub.ac.be
- ir Sokratis ILIOPOULOS, PhD researcher VUB;
Tel: 02 / 629 29 83; office in VUB-KB1.10;
E-mail: Sokratis.Iliopoulos@vub.ac.be
- ir Batoma SOSSO, PhD researcher ULB in the department Building, Architecture
& Town Planning BATir;
Tel: 02 / 650 27 21; office in ULB-C4.128;
E-mail: batoma.sosso@ulb.ac.be
- Dr ir Eleni TSANGOURI, researcher VUB; Vakgroep MEMC;
Tel: 02 / 629 29 55; office in VUB-KB 1.09;
E-mail: eleni.tsangouri@vub.ac.be
- ir Martin VERAART, project engineer, administrator, design office SETESCO
S.A.; E-mail : martin.veraart@setesco.be

1
Competences to be acquired = the objectives of the course
After the end of the course, the students are expected to
- be able to calculate independently structures in reinforced concrete in both the
design and control phases, according to the prescriptions of the Eurocode 2
(EN1992-1-1);
- be able to analyse, to understand and to present in a schematic way, the
calculation notes of design offices;
- be able to understand the structure of design calculation software as well as the
results of computer calculations of structural elements in reinforced concrete;
- be able to identify the consequences of architectural choices on the level of
concrete design;
- be able to present in a synthetic way own calculation reports and to defend these
reports.

Content of the course


The course is composed of five parts.
Part 1 Fundamentals of the design of structures in reinforced concrete
This part starts with a short overview of design methods: elastic design, method using
partial safety factors, probabilistic design and failure design.
Next, the design loads are identified. This includes fundamental aspects on the
identification of structural schemes and the performance of structural analysis of
structures in reinforced concrete.
Finally, material behavior is discussed, with the identification of the design values.

EN FR NL
fresh concrete bton frais vers beton

Figure 1.1
Pouring of concrete for road construction (http://exactconcrete.ca/)

2
EN FR NL
steel rebars barres darmatures en acier wapeningsstaal
sources : http://www.1stresourcesolutions.com/rebar-size-12.html
http://www.lowes.com/

Figure 1.2
Steel reinforcing bars (rebars) for application in reinforced concrete
(http://www.1stresourcesolutions.com/rebar-size-12.html; http://www.lowes.com/)

Part 2 Basic theory of design of beams in reinforced concrete


This part first focuses on the determination of the main reinforcement in reinforced
concrete sections in the Ultimate Limit State (ULS), and on the verification of
sections in the Serviceability Limit State (SLS): verification of stress levels and
simplified criteria for avoiding unacceptable crack opening and deformation. Practical
detailing of reinforcement is also discussed.
Next, attention is paid to the design for shear, with analysis of shear strength of
members without and with shear reinforcement and to the detailing of shear
reinforcement.
Finally, fundamentals about crack opening are presented in view of the introduction of
the simplified model for deflection calculation.

3
Figure 2.1
Schematic representation of beams (or girders) in the context of a bridge

Figure 2.2
Schematic representation of a beam in reinforced concrete, loaded in bending: the
lower part is in tension, the upper part is in compression

4
Figure 2.3
The typical reinforcement for a beam in bending; the picture focuses on the
connection of the beam with a column. One distinguishes:
- the bottom reinforcement (the bottom steel) in the beam, composed of two
layers of bars; some of them are curtailed. The bottom reinforcement is needed
to take up the tensile stresses due to the sagging moment;
- the top reinforcement (the top steel) in the beam, needed for technological
reasons (the manufacturing of the reinforcement cage) and sometimes
necessary to take up tensile stresses in the upper side due to the hogging
moment (typical for site-cast beam-column constructions);
- the vertical stirrups, necessary to enhance the shear resistance capacity of the
beam;
- additional bars in the beam-column connection (the node);
- the bonding bars of the column (F: barres en attente; N: wachtstaven)

5
EN FR NL
reinforced concrete beam poutre en bton arm de gewapend betonbalk met
with rectangular cross- section rectangulaire rechthoekige doorsnede
section

Figure 2.4
Reinforced concrete beam with rectangular cross-section; schematic view on the
reinforcement cage
(https://hvasshaug.files.wordpress.com/2013/02/structural-rebars.jpg;
http://terajuprecast.com.my/precast_beam.html)

6
EN FR NL
beams with various cross- poutres de diverses sections balken met verschillende
sections doorsnedes

Figure 2.5
Beams in reinforced concrete can have T-shaped cross-sections. I-shaped cross-
sections are common with prestressed concrete
(http://www.archiexpo.com/ ; http://www.pw-comfort.com.pl/strunobetonowe-belki-
mostowe-typ-kujan/ ; http://technicalstudiescsat.myblog.arts.ac.uk/2013/04/28/)

7
Figure 2.6
Realization of the reinforcement cage for a T-beam in a workshop

8
Figure 2.7
Construction of an intermediate floor level in an existing building. The picture shows
the very dense reinforcement of a peripheral beam. To the right, one observes the
formwork or casing in wood (F: le coffrage en bois; N: bekisting in hout). To the left,
one observes the less dense reinforcement of the slab that is connected to the beam.
The beam that runs on the outside edge of a floor or roof is also called spandrel
beam.

9
Figure 2.8
Reinforcement scheme generated by the software TEKLA for structural design in
reinforced concrete. The 3D visualisation of the reinforcement cage is accompanied
by the bar list (F: bordereau des armatures; N: meetstaat)

Part 3 Design of slabs


This part is limited to the design of one-way, two-way and continuous slabs by means
of simplified design methods (Marcus, Czerny). Attention is paid to the practical
detailing of reinforcement and the torsion problem in corners.
The equivalent framework method for flat slab design is discussed and is
complemented by an introduction to the punching shear design problem.
Finally, the strip method is presented as a versatile tool for solving various design
problems: openings in slabs, concentrated loads, complex shapes and boundary
conditions.

10
EN FR NL
reinforcement for a slab armatures pour une dalle wapening voor een plaat

Figure 3.1
Typical reinforcement for slabs
(http://www.tullamoresteel.com/wordpress/reinforced/)

EN FR NL
concrete slab dalle en bton beton vloerplaat

11
Figure 3.2
Typical concrete slab after placement of concrete. In general, floating is the only
operation needed for most concrete that does not need additional finishing. An interior
concrete slab that has to be covered with thin floor tiles must be troweled to achieve a
smooth surface. Troweling is done after the concrete has stiffened somewhat
(http://www.travaux-maconnerie.fr/dalle-terrassse

Figure 3.3
Typical reinforcement for slabs. One distinguishes:
- the orthogonal grid of bars (bottom reinforcement of the slab), put onto the
formwork; the distance between bars and formwork is kept constant by means
of auxiliary chairs;
- the upper reinforcement along the edge of the slab supported by lattice girders,
to take up the hogging moments

12
Figure 3.4
Typical reinforcement for slabs.
The picture shows that more heavily reinforced strips can be integrated in slabs
(Eiffage)

Figure 3.5
Concrete is poured onto the very dense reinforcement of a slab; compaction will be
needed! (Eiffage)

13
Figure 3.6
The compaction of the concrete is performed by the workers, by means of power-
driven vibrators. To the left, a smooth result is obtained by striking and floating of the
concrete surface (Eiffage)

Figure 3.7
A slab with an opening, ready for casting. One observes the (grey colored) precast
beam elements, the (red colored) terra cotta hollow filler blocs and the orthogonal grid
of reinforcement. Formwork is used at the edges of the opening. One also observes
the extra reinforcement bars which are put around the opening (Eiffage)

14
Figure 3.8
Slab with opening (Eiffage)

15
EN FR NL
hollow core slabs dalles alvoles holle welfsels

Figure 3.9
Precast hollow core slabs can be realized in reinforced concrete or in prestressed
concrete
(http://www.archiexpo.com/ ; http://www.doubeton.be/flooring/nl/index.php ;
http://www.ergon.be )

16
Part 4 Design of columns
This part is limited to the determination of the sensitivity of columns for buckling and
to the detailing of reinforcement in columns. Buckling analysis is not part of this
course.

Figure 4.1
Schematic representation of the reinforcement in columns, which is composed of
longitudinal bars and stirrups; stirrups are necessary to prevent buckling of the
longitudinal bars

17
EN FR NL
columns colonnes / poteaux kolommen

Figure 4.2
Columns with circular cross-sections and columns with rectangular sections
(http://www.math.grin.edu/~walker/phase2/06-02-27/ground-photos-06-02-27.html)

Part 5 Strut and tie method


This part presents the strut and tie method for the design of walls, foundation blocs,
deep beams, corbels and all regions with discontinuity in geometry or actions.

18
EN FR NL
corbel corbeau / console console

Figure 5.1
Corbels cannot be calculated as beams
(https://www.ideastatica.com/service/idea-bracket-corbel/ ;
http://www.prefa25.fr/prefabrique/poteaux/)

Figure 5.2
The reinforcement of walls cannot be calculated by means of beam theory. The picture
shows that one side of the formwork is already present. The reinforcement of the
walls is composed of two orthogonal grids of bars. The second side of the formwork
has now to be put in place. One observes the auxiliary bars needed to keep the two
sides of the formwork at a constant distance

19
Figure 5.3
The reinforcement of a foundation slab cannot be calculated by means of beam or slab
theory

Figure 5.4
Slab composed of precast hollow core elements with a compression layer
F: dalle ralise en hourdis prfabriqus alvols, avec une couche de compression;

20
N: plaat bestaande uit geprefabriceerde holle vloerelementen (kanaalplaten in
Nederland) met een druklaag.
One distinguishes:
- the reinforcement grid in the compression layer (concrete has still to be put in
place);
- the reinforcement of the beam and the surrounding wall.

Figure 5.5
Detail view of the connection of the beam with the wall. One observes the high
density of reinforcement which is necessary for the transfer of loads from the beam to
the wall; the strut and tie method is appropriate for the calculation of this
reinforcement

21
Way of working

Theory course
- twelve sessions of 2 Hr.
- Ex-cathedra lectures.
- Planning (date, topic, class-room): see planning in complement to this
document.

Exercises
- nine sessions of 4 Hr.
- Planning (date, topic, class-room): see planning in complement to this
document.
- Method used = guided exercise: the teaching-assistants guide the students in
tackling particular problems. The students do not have to realize written
reports for verification by the teaching-assistants. Possible standard solutions
are available after each exercise session. The realization of an exercise report
that can be used as study-material is considered as part of the personal
involvement of the student. The students are warmly encouraged to try
working out themselves all exercises as well as the illustrative reports that are
available. The explanation of the exercise solutions is an integral part of the
exam.
- Questions have to be asked and discussions have to take place during the
course and exercise sessions. In principle, questions are not asked on
individual basis by means of E-mail messages. If additional explanations and
help are necessary, a meeting rendez-vous has to be arranged via the class-
representative.
- Session 9 concerns the discussion of an overview exercise, which can be seen
as a direct preparation for the written exam. The problem will be presented
already during session 6. In order to take full profit of session 9, students are
invited to well prepare in advance the discussion of the overview exercise.
- calculator, course notes and annexes are indispensable for all
exercise sessions, as well as the preparatory review of the
relevant course notes !!

Study Material
- The course notes are available on the following ftp site:
ftp://iristor.vub.ac.be/patio/MEMC/pub/vantomme/
- The course notes are composed of chapters and several annexes (which contain
interesting vade-mecum-like-tables and some worked out exercises).
- The standard solutions for the problems presented during the exercise sessions
will be available on the FTP site after the exercise sessions.
- Although the Eurocode 2 is the fundamental basis of the course, the students do
not get a copy of the standards EN 1992-1-1:2004 and NBN EN 1992-1-1-
ANB:2009. There are several arguments for that choice:
- the text in the standard is not easy to read and is certainly not a course
text;
- in order to keep the link between the course notes and the standards as
close as possible, and where appropriate, rules from the code are copied
into the course notes;

22
- standards are documents that are normally consulted on a regular basis in
design offices.

Mode Assessment = the examination process


The verification to see if competences are acquired by the student is realized by
means of an exam which is composed of two parts:
- the written part, where students are asked to solve several practical calculation
problems within a determined laps of time (4 hours); the problems are fully in
line with the exercises discussed during the practical work sessions. All
documentation is allowed during this exam;
- the oral exam. The sequence of events is as follows:
-the student draws
- two questions about topics that have been treated during the course
in class (the basis for the questions is the syllabus). The questions
may ask to explain a calculation model, to discuss the origin and the
development of an important formula, to discuss and prove the
usefulness of certain formulas as well as the assumptions that are on
the basis of the formulas, to explain certain code regulations and to
illustrate their application, etc.;
- a number that is related to one of the exercises that have been
developed during the practical work sessions;
-during a limited preparation time (typically 45 minutes), the student writes
down on paper the essential elements of his answers. This written
preparation is mandatory and is composed of:
- the key elements that permit to answer to the two questions related
to the course text. Students are asked NOT to copy whole
paragraphs of the course text. The students are requested to write
down only those key-words, key-formulas, key-figures or to draw
explicative sketches, which are essential to answer to the question;
- a synthetic overview (= executive summary) of the main problems
that have been tackled during the selected exercise session. The
student is invited to answer to the following questions:
o what problem has been discussed during the exercise session;
o what are the major steps in the solution of the problem;
o what are the major difficulties in this exercise;
o what is the solution that has been obtained?
The question is related to the exercise session that has taken place
during the year in the class-room and should not be answered by
developments of theory aspects.
During the preparation phase, it is allowed to use all documentation.
- after the preparation phase, the teacher evaluates the answers to the two
questions as well as the synthetic overview of the exercise, that are written
down on the paper. The teacher then asks complementary questions in order to
get clarified the written down answers and evaluates the oral responses of the
student to these complementary questions. Note: the student is allowed to use
the course text during the oral answering of the complementary questions, for
example in order to indicate detailed developments; yet, this does not mean that
the student should not be able to develop and analyze on the spot those formulas
that are very important or basic.

23
The impact factor for the different evaluations is:
50 % for the written exam;
50 % for the oral exam.

24

You might also like