Manual Oel Ver 1 May 2013

UNIVERSITI
TEKNOLOGI
MARA
KAMPUS PULAU PINANG
OPEN-ENDED MANUAL FOR STRUCTURAL ENGINEERING

LABORATORY
BACHELOR OF ENGINEERING (HONS) CIVIL

(INFRASTRUCTURE)
EC221
(VER: 1.0-INSTRUCTION TO STUDENT)
BY
MOHD ASHAARI MASROM

ROHAMEZAN ROHIM
DR. YEE HOOI MIN
AMER YUSUFF
Unitversiti Teknologi MARA Pulau Pinang

13500 Permatang Pauh,
Pulau Pinang.
Version 1.0 UiTM Penang March 2013
TABLE OF CONTENTS
Page
PREFACE ii
ACKNOWLEDGEMENTS iii
INTRODUCTION TO OPEN ENDED LABORATORY ACTIVITIES iv
LIST OF SYMBOLS xi
PART 1: LIGHTWEIGHT STRUCTURAL LABORATORY 1
LAB 1: Torsion: to find the torque of a structural member 2
LAB 2: Shear centre: to find the shear centre and shear flow of a section 6
LAB 3: Instability of struts: to find the critical load of a section experimentally 10
LAB 4: Indeterminate truss: to find the reaction by using the superposition 13
LAB 5:
a. Indeterminate beam: to find the reaction by using the superposition method. 16
b. Indeterminate frame: to find the reaction by using the superposition method. 19
LAB 6:
a. Three-Hinged Arch: to find forces at abutment. 21
b. Two Hinged Arch: to find forces at abutment. 24
PART 2: HEAVY STRUCTURAL LABORATORY 27
LAB 7, 8, 9: Reinforced Concrete beam retrofitting 28
LAB 10: Testing on Composite Materials: compressive test 31
LAB 11: Flexural strengthening of lightweight beam 33
LAB 12: Trusses strengthening techniques 35
APPENDIX 37
REFERENCES 38
i
PREFACE
The laboratory work provides a realistic simulation to the actual event at field scale. It is hoped that
the student should be able to comprehend and appreciate the object of conducting laboratory work.
Conventional techniques of laboratory testing seem to be too straightforward where the student
couldnt appreciate and extract the value of conducting the laboratory procedures. Thus, a new
direction of laboratory work is designed to emphasize the need of cultivating enthusiastic and
passionate among the student. Besides provides challenges and new approaches, open-ended
investigation provides real practice at the field scale. This short manuscript offers a brief guideline
for students before conducting open-ended laboratory experimentation for Structural Engineering
Laboratory. Four degree of difficulty is measured based on the four items namely preamble,
problem, ways & mean and the answers. All the topic in the syllabus are distributed by inferring
level 0 as the most and level 3 the least. Level 0 is the simple, direct and guide-oriented type
opposed to level 3 where a general problem is given with a minor guidance from the instructor. It is
hoped that this brief manual may help the student to carry out the open-ended laboratory work.
ii
ACKNOWLEDGEMENTS
I would like to acknowledge the constructive comments and suggestions I have received from my
colleagues and students over the years of my teaching profession. These valuable suggestions have
inspired me and helped me in the development of this Manual. I am indebted to the external
reviewers appointed by the publishers and am appreciative of their constructive criticisms. This
Manual would not have been completed without the support received from the School of Civil
Engineering at the University Teknologi Mara, Kampus Pulau Pinang, where I have been employed
as an academic member of staff. I would like to thank Associate Prof. Abd Rahman Mahamod for
his encouragement and editorial assistance. I am also grateful for the help I received from members
of staff at University Teknologi Mara, Kampus Pulau Pinang in preparing the first version of the
manuscript.
iii
INTRODUCTION TO OPEN ENDED LABORATORY ACTIVITIES

From Prescriptive to Investigative
Introduction
Various methods of innovative teaching may be implemented in the teaching and learning activities
to simulate an environment where students are encouraged to be proactive. These innovative
methods may be in the form of Project Based Learning (PBL), Project Oriented Problem Based
Learning (POPBL), Active Learning (AL), Cooperative Learning (CL), Independent Learning (IL)
and others.
Previous methods of teaching laboratory courses are basically in the form of fully guided
assignment. The methods are described as prescriptive or traditional methods. However these
methods are now no longer adequate within the context of outcome based learning environments (1).
It could not provide the platform where students are given opportunities to explore their own
simulation and design their own experimental works.
The Engineering Accreditation Manual (EAC) 2012 (2) stipulated that:
Students should receive sufficient laboratory work to complement engineering
theory that is learnt through lectures. The laboratory should help students develop
competence in executing experimental work. Throughout the programme, there
should be adequate provision for laboratory or similar investigative work, which will
develop the young engineer the confidence to deal with new and unusual engineering
problem.
Thus the need for an open ended laboratory is emphasized in enhancing independent learning and
inculcating creativity and innovation of students. They are required to determine the objectives and
scope, identifying apparatus needed and preparing the methodology, running the experiment and
iv
finally submitting the technical report. Through this process students must understand the principles
of technical reasoning and the experimental design (3).
This brief paper looks at the practicality of implementing the open ended laboratory activities at
different levels of education for a four year engineering degree programme and how it was
implemented at the Faculty of Civil Engineering, Universiti Teknologi MARA, Pulau Pinang.
Level of Openness
(1, 4)
Amongst the many papers which the author managed to review stated that fully open ended
laboratory activities should be introduced in the third year of the four year degree programme.
However, syllabi of most engineering programme contain laboratory courses spanning throughout
the four year programme. Thus it is impractical to introduce the open ended laboratory activities for
all laboratory courses from Year 1 to Year 4. The conduct of laboratory activities should be carried
out at different levels of openness throughout the period of study.
The concept of different level of openness was discussed by many authors. In most discussion the
(5)
area of concern is categorized as problem, ways and means and answers. Kilinc, A., 2005
described the level of openness as shown in Table 1 below based on the one proposed by Hegarty-
Hazel (1986). The ways and means are split into two different elements as apparatus and
procedures respectively.
v
Table 1 : Level of Openness according to Hegarty-Hazel, 1986
COMMON
LEVEL PROBLEM APPARATUS PROCEDURE ANSWER
NAME
O Given Given Given Given Verification
1 Given Given Given Open Guided Inquiry
Open guided
2a Given Given Open Open
inquiry
Open guided
2b Given Open Open Open
inquiry
3 Open Open Open Open Open Inquiry
(6)
McComas (1997) presented the level of openness as envisaged by Schwab-Herron as in Table 2
below. Four levels were identified and three elements to be addressed were categorized.
Table 2 : Level of Openness according to Schwab-Herron
Schwab/Herron Levels of Laboratory Openness
LEVEL PROBLEM WAYS & MEANS ANSWERS
0 Given Given Given
1 Given Given Open
2 Given Open Open
3 Open Open Open
(3)
Petropol-Serb (2011) categorized the elements to be addressed in the open ended laboratory
activities as the experimental set-up, the experimental design and data analysis and report.
Asanovic (2009, 2012) (7, 8) referred to the elements as a directed portion and an open ended portion.
vi
To simplify the matter it is suggested that there should be four (4) levels of openness, namely Levels
0-3, and three categories of element to be incorporated into the laboratory manual, namely problem,
ways and means and answers. The scientific enquiry rubric, as given by Fay, 2009, for the levels of
openness are summarized and described as in Table 3 below by the University of New South Wales,
Australia (9).
Table 3: Scientific Enquiry Rubric
Establishing the level of independence and autonomy expected of students to carry out
an assessment task
Level of
Description
Enquiry
The problem, procedure and methods for achieving solutions are provided to the
0 student. The student performs the experiment and verifies the results with the
manual
The problem and procedure are provided to the student. The student interprets the
1
data in order to propose viable solutions
The problem is provided to the student. The student develops a procedure for
2 investigating the problem, decides what data to gather, and interprets the data in
order to propose viable solutions
A raw phenomenon is provided to the student. The student chooses the problem
3 to explore, develops a procedure for investigating the problem, decides what data
to gather, and interprets the data in order to propose viable solutions
vii
Implementation of Laboratory Activities
Implementation of the laboratory activities at the Faculty of Civil Engineering, UiTM, Pulau Pinang
was progressively introduced, monitored, reviewed and streamlined since the last accreditation
exercise by EAC in 2008. New guidelines were introduced to facilitate the teaching and learning
activities to benefit not only the students but new lecturers taking the courses. Manual preparation
for each laboratory activities would include the elements as shown in Table 4. The preamble to the
laboratory manual should include introduction, objectives and learning outcomes. The lecturers may
also include basic theoretical information as and when necessary.
Table 4: Elements in a Laboratory Manual
COMMON
DEGREE OF
WAYS & NAME OF
LEVEL PREAMBLE PROBLEM ANSWERS OPEN
MEANS LAB
ENDED
ACTIVITIES
0 Given Given Given Given Traditional 0%
1 Given Given Given Open Partially open 33%
2 Given Given Open Open Partially open 66%
3 Given Open Open Open Fully open 100%
viii
The implementation of open ended laboratory in Structural Engineering Laboratory can be seen in
Table 5. Each topic consists in Structural Engineering laboratory syllabus has assigned according to
level of openness.
Table 5: Level assigned on each topic
Week Topic Hours Level
Light Structural Laboratory
1 Torsion: to find the torque of a structural member. 2 0
2 Shear centre: to find the shear centre and shear flow of a section 2 1
experimentally.
3 Instability of struts: to find the critical load of a section 2 0

experimentally.
4 Indeterminate truss: to find the reaction by using the superposition 2 0
5 Indeterminate beam and frame: to find the reaction by using the 2 0

superposition method.
6 Three and two hinged arch: to find forces at abutment. 2 1
Heavy Structural Laboratory
7 Strengthening of normal reinforced concrete beam. 4 3
8 Reinforced concrete beam patch repair: to test the repaired concrete 4 3

beam.
9 Monitoring of crack propagation and movement of reinforced 2 3

concrete structure.
10 Testing on composite materials: compressive test. 2 2
11 Flexural strengthening of lightweight beam. 2 2
12 Trusses strengthening techniques. 2 2
TOTAL 28
ix
The percentage for each level is calculated as the contact hours for each assigned topic. Table 6
shows percentage of each level.
Table 6: Elements in a Laboratory Manual
Suggested
Level Problem Way & Means Answer Percentage
Breakdown based
on hours
%
0 Given Given Given 28.57
1 Given Given Open 14.29
2 Given Open Open 21.43
3 Open Open Open 35.71
It can be seen in Table 5, the highest level of openness that can be implemented is up to level 1 for
the light structural laboratory activities. The reason why the level of openness of light structural
laboratory activities cant beyond to level 1 because most of the experimental setup/ procedure for
each lab topics have fixed standard specification that provided by the manufacturer. Therefore, the
student couldnt suggest their own procedure by themselves. Otherwise, they cant achieve the
objectives of study.
Conclusion
It is hope that the teaching of laboratory courses progressively from prescriptive to investigative in
nature will eventually mould the students to be better engineers in the future. It should be noted that
well-prepared laboratory manuals based on the different levels of openness alone could never
achieve the desired objectives without due attention and proper assessment of the activities by
respective course lecturers/laboratory facilitators. It is also anticipated that this nature of activities
would enable students to be better prepared in taking final year projects of investigative nature in the
fourth year.
x
LIST OF SYMBOLS
J polar moment of inertia
G shear modulus
T applied torque
angle of twist
Aw area of web
Af area of flange
e shear center
P cr critical buckling load or Euler load
Le effective length of strut
E Youngs modulus of material
I second moment of inertia
L length of specimen
tw thickness of web
tf thickness of flange
b1 width of flange
h height of sample
L deflection at left hand side of specimen cross-section
R deflection at right hand side of specimen cross-section
P,W,F applied load
V vertical reaction at support
M bending moment
d mid-span deflection of strut
H horizontal reaction at support
xi
PART 1
LIGHT STRUCTURAL
LABORATORY
1
UNIVERSITI
TEKNOLOGI
MARA
KAMPUS PULAU PINANG
CES511STRUCTURAL ENGINEERING LABORATORY

LAB 1: Torsion (CO1:PO3, CO2:PO6)
LEVEL: 0
CATEGORY
MANUAL
FOR DESCRIPTION
CONTENT
LEVELS
Torsion is basic type of deformation of a structural
member that is subjected to a twist action of applied
forces, as shown by the cantilever shaft subjected to a
torque at the free end (Figure 1). If the shaft is long and
has a circular section, its torsion and deformation are
characterized by the following:
Figure 1
i) The torque or twist moment is applied within a

PREAMBLE INTRODUCTION plane perpendicular to the axis of the circular
member.
ii) Under the action of the torque, shear stress

develops on the cross sections.
iii) Under the action of the torque, the deformation of

the bar is dominated by angle of twist, i.e., the
relative rotation between parallel planes
perpendicular to the axis.
iv) A plane section perpendicular to the axis remains

plane after the twist moment is applied, i.e., no
warpage or distortion of parallel planes normal to
the axis of a member occurs.
2
Recall the equation;

G*J
T= x
L
T Or = Constant x
Hence
G*J
Constant = = Slope of the graph T Vs.
L
Thus Shear Modulus,
G = (Slope x L) / J
( )
=

To determine the relationship between the applied torque

OBJECTIVES and the angle of twist and hence obtain the shear modulus.
At the end of the week, students should be able to:

LEARNING 1. determine the shear modulus, G of shaft.
OUTCOMES 2. describe the influence of torsion in structural design.
Beam is an element that normally sustains the vertical

loading. It tends to fail due to torsion besides bending and
PROBLEM
PROBLEM shear. Therefore, it is important to aware the torsion effect
STATEMENT
on the beam.
Procedure:
1. Switch on the digital proctractor and the load indicator
unit to warm the systems.
2. Measure the length (only the round section) and
diameter of the specimen.
3. Mount the torsiometer approximately at the center of
WAYS &
PROCEDURES
MEANS the specimen and set the dial gauge reading to zero.
4. Loosen the top screw that is attached to the specimen
setting bar.
5. Attached a socket to the end of the specimen setting
bar.
6. Place the specimen in the socket.
3
7. Place another socket at the free end.

8. Push the specimen setting bar towards the other
socket. Once the specimen is in contact with the
socket, try to push the specimen so that it slides into
the socket. If this is not possible, turn the handle to
rotate the socket slightly so that the specimen can slide
into the socket.
9. Once the socket and the specimen are in line pushed
the specimen until the whole the hexagon portion is
completely inside the socket.
10. When the hexagon portion is completely inside the
socket, lock the position of the specimen setting bar by
tightening the top and bottom screws.
11. Set the load indicator reading to zero by pressing the
tare button.
12. Set the digital protractor reading to zero by pressing
the R button
13. Set the torsiometer reading to zero by turning the dial
indicator face.
14. Turn the handle until the load cell records a small
reading (approximately 5 Newtons) and the specimen
is tight. This is a preload condition.
15. Set the load indicator, the digital protractor and the
torsiometer reading to zero by pressing the tare button,
the R button and turning the face of the dial gauge
respectively.
16. Apply torque to the specimen by turning the handle.
17. Record the load cell, the digital protractor and the
torsiometer readings initially for every 5 division of
the torsiometer. Once yield is achieved loosen the
18. Increase the applied torque and for each increament
4
record the corresponding angles of twist.

19. When the torsiometer reading starts to increase
rapidly, remove the torsiometer to avoid damage.
20. Continue increasing the load until the specimen
breaks.
21. If the experiment is to be conducted in the linear range
only, it is advisable that the torsional stress should not
exceed 0.3 the yield stress of the material.
22. When conducting test to destruction, remove the
torsiometer when the specimen approaches yield.
DATA Test data to be recorded in the tables as given in
ACQUISITION Appendix 1.
Analysis
1. Draw the graph of applied torque, T N-mm verses the
angle of twist, radian using the data from the
torsiometer.
2. Draw the best fit curve through the plotted points.
3. Determine the slope of the graph. This represents the
average torque per unit angle of twist. Compare with
the theoretical value.
Conclusion
ANALYSIS & 1. From the experimental data describe the relationship
ANSWERS
CONCLUSION
between applied torque and angle of twist.
2. How the value of G does obtained from the
experiment compares with that normally assumed in
practice for the material being tested.
3. What are the possible sources of error in this
experiment?
4. If the specimen is tested to failure describe the failure
surface. Does it reflect the type of material (brittle or
ductile) being tested?
5
UNIVERSITI
TEKNOLOGI
MARA
KAMPUS PULAU PINANG

LAB 2: Shear centre: to find the shear centre and shear flow of a section
experimentally.
LEVEL: 1
CATEGORY
MANUAL
FOR DESCRIPTION
CONTENT
LEVELS
If a beam is subjected to bending moments and shear
force in a plane, other than the plane of geometry,
which passes through the centroid of the section, then
bending moment will be accompanied by twisting. In
order to avoid twisting and cause bending only, the
transverse forces must act through a point which may
not coincide with the centroid, but will depend upon
the shape of the section and such a point is termed as
shear centre. In other words, loads must be applied at
particular point in the cross section, called shear
center, if the beam is to bend without twisting.
The shear center of C-channel:
PREAMBLE INTRODUCTION
F
t1
t2
h
e N.A
b1

=

+

= 2 = area of web
= 1 1 = area of flange
6
The shear centre for semicircle:

=

r = radius of semicircle
The shear centre for an angle:
The shear center (x O , yO ) is located at the intersection

of the angle leg axes.
The shear centre for Z-section:

The shear center for Z-section is located at O.
7
1. To validate the theoretical equation of shear centre

for semi-circle, Z-section, C-channel & angle section
in the laboratory.
OBJECTIVES
2. To ascertain the position of the shear centre for a
sections.

1. determine the shear center of different sections
(semi-circle, Z-section, C-channel and angle
LEARNING section).
OUTCOMES 2. differentiate the stability of varies sections due to
shear centre.
3. describe the influence of shear centre to the
structure element.
Most of the cross sectional members not symmetry in
x and /or y axis, it will cause bend including twisting.
PROBLEM
PROBLEM The shear centre is a point where the load applied will
STATEMENT
cause the member bend without twisting.
1. Loosen the two rearward facing thumbscrews on the

indicator bosses, turn the indicators outward to contact
the inner two datum pegs and lock off the
thumbscrews. This sets the two indicators parallel.
2. Fit the 'U' section into the bottom chuck.
3. Fit the top of the specimen into the top chuck in the
same relative position, ensuring that the specimen is
set squarely and all of the screws are tight.
4. Undo the top chuck hand wheel and rotate the
specimen so it is orientated. When hear the chuck
'click' into the correct position, tighten the hand wheel.
5. Fit the shear centre beam to the bottom chuck as
shown in Figure 3 and secure with the extension piece.
WAYS &
PROCEDURES 6. Ensure that the indicators have roughly equal travel
MEANS
forward and backward on the shear arm pegs. If not,
loosen the indicator top screw, slide the indicator to
the correct position and tighten the screw.
7. Tap the frame sharply to reduce the effect of
friction and zero the indicators.
8. Apply a load of 500 g to the left-hand notch (-25
mm). With the cord over the pulley, ensure that the
pulley and cord remain parallel to the lines on the
plate below.
9. Record the resulting indicator readings in Table 1.
10. Repeat with the same load at the other notch
positions ensuring the cord remains parallel at all
times.
8
Test data to be recorded in the table as given in

DATA
Appendix 2.
ACQUISITION
Analysis:
1. Based on the data collected in Table 2, purpose the
suitable way to plot the graph to determine the
shear center of sections for the experimental work.
2. How do you compare the theoretical value and

experimental result?
ANALYSIS & 3. How do you check the accuracy of experimental

ANSWERS result with respect to theoretical values?
CONCLUSION
Conclusion:
Discussion in laboratory work must be
reflecting according to objectives of study.
What is the important to carry out this
particular experiment as a structural engineer?
9
UNIVERSITI
TEKNOLOGI
MARA
KAMPUS PULAU PINANG

LAB 3: Instability of struts (CO1:PO3, CO2:PO6)
LEVEL: 0
CATEGORY
MANUAL
FOR DESCRIPTION
CONTENT
LEVELS
If compressive load is applied on a column, the member
may fail either by crushing or by buckling depending on
its material, cross section and length. If member is
considerably long in comparison to its lateral dimensions
it will fail by buckling. If a member shows signs of
buckling the member leads to failure with small increase
in load. The load at which the member just buckles is
called as crushing load. The buckling load, as given by
Euler, can be found by using following expression.
INTRODUCTION

=

Where L e = L. The coefficient, is depend on the
PREAMBLE following boundary condition:
Pined-Pined 1.0
Pined-Fixed 0.7
Fixed Fixed 0.5
To determine the buckling load for a strut.

OBJECTIVES
1. determine the critical buckling loads of strut for
LEARNING different types of boundary conditions.
OUTCOMES 2. describe the important of critical buckling load in
column design.
Column is a slender member. It tends to fail due to

PROBLEM buckling behavior instead of material itself. Therefore, it
PROBLEM
STATEMENT is important to determine the buckling load of column so
that can serve its primary function.
10
Procedure:
1. Choose a specimen and measure its length, width and
thickness at three places. Note the readings.
2. Calculate the theoretical buckling load for a strut with
pinned end condition. This is to ensure that the load
applied to the strut does not exceed the buckling load.
3. Placed the knife-edge support into the slot of the
attachment for the end conditions. Refer appendix for
proper installation of the knife-edge.
4. Move the top platen upwards or downwards to bring
the distance between the two knife edges closer to the
length of the strut
5. Note the reading on the digital indicator. If it is not
zero press F1 until the word tare is displayed.
(negative sign indicates compressive load)
WAYS &
PROCEDURES
MEANS 6. Place the specimen on the lower knife edges.
7. Adjust the jack so that the upper knife edge just rests
in the groove at the other end of the sample. If the
distance between the two knife edges is slightly less
than the length of the strut, turn the screw jack handle
counter clockwise. If the distance between the two
knife edges is slightly greater than the length of the
strut, turn the screw jack handle clockwise.
8. Note the reading on the digital indicator. If the
compressive load is greater than 10 N turn the jack
handle counter clockwise to bring the compressive
load to less then 10N.
9. Check the position of the dial gauge to ensure that it is
at the mid-length of the specimen. Set the dial gauge
reading to zero.
11
10. Press F1 until the word tare is displayed.

11. Load the specimen at suitable increments by turning
the screw jack handle slowly in the clockwise
direction.
12. Increase the load and for each load increment record
the load and the corresponding mid-span deflection.
(Important: please ensure that the applied load is
always less then 80 % of the buckling load.)
13. Unload the specimen by turning the jack handle in the
counter clockwise direction.
14. Carry out the experiment for pinned-pinned, pinned-
fixed and fixed-fixed boundary condition.
Test data to be recorded in the table as given in Appendix
DATA
3.
ACQUISITION
Analysis
1. From data plot the graph of deflection versus
(deflection/load)
2. Draw the best straight line through the points plotted.
3. From the plot determine the slope of the line. This
represents the buckling load for the specimen.
ANALYSIS &
ANSWERS
CONCLUSION 4. Compare the theoretical and the experimental value.
Conclusion
1. Comments on your findings in the experiment.
2. In your opinion, after went through the experiment,
what is the important to determine the buckling load in
column design?
12
UNIVERSITI
TEKNOLOGI
MARA
KAMPUS PULAU PINANG

LAB 4: Indeterminate truss (CO1:PO3, CO2:PO6)
LEVEL: 0
CATEGORY
MANUAL
FOR DESCRIPTION
CONTENT
LEVELS
In statics, a structure is statically indeterminate when the static
equilibrium equations are insufficient for determining the internal
forces and reactions on that structure. In order to analyze the
indeterminate structures, considerations in the material properties
and compatibility in deformations are taken to solve statically
indeterminate. A statically indeterminate truss can be determined
INTRODUCTION
using the formula as below:
DOI = (m + r) (2j + c)
Where m = member, r = reaction, j = joint, c = internal hinge

PREAMBLE
To compare the member forces of indeterminate truss determined
OBJECTIVES in theoretical structural analysis with respect to experimental
result.
1. able to find the member forces in the truss system by

LEARNING
using the superposition method.
OUTCOMES
2. describe the principal of superposition approach in
solving indeterminate truss problem.
A truss is a structure that is made of straight, slender bars that are

joined together to form a pattern of triangles. Trusses are usually
PROBLEM
PROBLEM designed to transmit forces over relatively long spans. Common
STATEMENT
examples of trusses are bridge trusses and roof trusses.
PROCEDURE
WAYS &
PROCEDURES
MEANS 1. Switch on the computer and the data acquisition module. For
13
stability of the reading the data acquisition must be switched

on 10 minutes before taking readings.
2. Select a truss configuration. (see attachment for possible
configuration)
3. Assemble the truss according to the selected configuration
using the members available.
4. Place one end of the plane truss on the roller support and the
other on the pin support (please ensure that the centre of the
joint is located on the knife edge and at the centre of the
roller).
5. Ensure that the pinned support is properly secured to the
frame.
6. Attached the screw jack to the joint to be loaded.
7. Loosen the screw jack so that the truss is free from applied
load.
8. Connect the wire from the load cell to the data acquisition
module, each load cell occupying one channel of the module.
9. Run the Winview CP Plus software.
10. Select the setting option to set the modules and channels to
be acquired
11. When the setting is complete, return to the sub menu. Click
the start button and choose the overwrite file option.
12. Some figures will be displayed in the boxes of the chosen
channels. These figures are the voltage outputs from the load
cells. They are in millivolt units. For this apparatus 1
millivolt is equivalent to 100 N force.
13. Allow approximately 20 seconds of readings to be captured.
After 20 seconds press the stop button (watch the graph for
the time span). This will be the initial readings for each load
cell.
14. On the sub menu click the start button. Choose the append
14
option.
15. Turn the screw jack handle to apply loads in the downward
direction and observe the readings of the screw jack. When
the desired load is reached, stop turning the screw jack.
16. Allow approximately 20 seconds of readings to be captured.
After 20 seconds press the stop button.
17. Repeat step 14 to 16 for a few more load increments.
18. At the end of the experiment, export the data to the excel
spreadsheet and carry out the necessary analysis.
DATA
Test data to be recorded in the table as given in Appendix 4.
ACQUISITION
Analysis:
1. Draw the truss and indicate the loaded joint.
2. Calculate the average force in each member for each load
increment. Remember to subtract the initial reading from the
data acquired for each load increment.
3. Fill the results in Table 4.
4. Plot the graph of forces in the members versus the applied
load for the experimental and theoretical case.
ANALYSIS & 5. Determine the percentage error by calculating the slope of

ANSWERS CONCLUSION each graph.
Conclusion:
1. State the relationship between the applied load and the force
in the members.
2. State the possible source of errors.
15
UNIVERSITI
TEKNOLOGI
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KAMPUS PULAU PINANG

LAB 5(a): Indeterminate beam
LEVEL: 0
CATEGORY FOR MANUAL

DESCRIPTION
LEVELS CONTENT
The redundant in form of reaction exist in an
indeterminate system. However, static equation
itself unable to solve that particular redundant.
The superposition method is one of the suitable
approaches to determine this reaction. The fixed
INTRODUCTION end moment of a fixed end beam is given by;
MF AB = - W * a * b2/ L2 (1)
MF BA = - W * a2 * b/ L2 (2)
To validate the theoretical equation of fixed end

PREAMBLE moment through experimental work by using
OBJECTIVES the superposition method for indeterminate
beam.
At the end of the week, students should be able

to:
LEARNING 1. determine the reaction of the indeterminate

OUTCOMES beam by using superposition method.
2. describe the principal of superposition
approach.
Structural could be classified into statically

determinate and indeterminate system. Static
equation can be use to solve the determinate
PROBLEM
PROBLEM problem. Meanwhile, superposition method can
STATEMENT
be use to solve the indeterminate problem.
16
PROCEDURE:
1. Please refer to attachment for experimental

set up in Figure 5(a) in appendix 5(a).
2. Fixed the two supports tightly to the base
with the distant between them equals to the
span of the beam.
3. Check that the load cell is properly secured
to the pivoting plate.
4. Place the ends of the beam between the
clamping plates of the supports and
tightened the two screws to fix the beam.
PROCEDURES 5. Clipped the load hanger at the position
where the beam is to be loaded.
WAYS & MEANS
6. Connect the load cell from the support pier
to the display unit, each load cell occupying
one terminal on the display.
7. Switch on the display and beginning with
channel 1 record the initial reading for each
channel.
8. Place a suitable load on the load hanger and
record the reading of each load cell.
9. Increase the load on the load hanger and
record the pier reaction.

DATA
Appendix 5(a).
ACQUISITION
Analysis:
1. From Equation 1 and 2 above write down
the equations for the fixed end moment at A
and B for this experiment.
2. Using the data from the Table 5(b) plot the
graph of fixed end moment verses load for
ANALYSIS & both supports
ANSWERS
CONCLUSION
3. Determine the slope of each graph.
4. Calculate the percentage error using the
slope obtained from the above graph.
For support A; Theoretical slope = a * b2/ L2
For support B; Theoretical slope = a2 * b/ L2
17
Experimental slope is obtained from the graph

(
= 100

Conclusion:
1. For a beam loaded with a single point load

as above, state the the relationship between
the fixed end moment and load
2. Will the relationship between reaction and
load be linear if the beam is loaded with
more than 1 load with different magnitude?
3. Comment on the accuracy of the result
obtained in this experiment.
18
UNIVERSITI
TEKNOLOGI
MARA
KAMPUS PULAU PINANG

LAB 5(b): Indeterminate frame (CO1:PO3, CO2:PO6)
LEVEL: 0
CATEGORY
MANUAL
FOR DESCRIPTION
CONTENT
LEVELS
In statics, a structure is statically indeterminate when the
static equilibrium equations are insufficient for
determining the internal forces and reactions on that
structure. In order to analyze the indeterminate structures,
considerations in the material properties and compatibility
in deformations are taken to solve statically
indeterminate. A statically indeterminate frame can be
INTRODUCTION
determined by using the following formula:
DOI = (3m + r) (3j + c)
PREAMBLE Where m = member, r = reaction, j = joint, c = internal

hinge
To validate the reactions of indeterminate frame

determined in theoretical structural analysis with respect
OBJECTIVES
to experimental result.

1. find the reactions of indeterminate frame by using
LEARNING
the superposition method.
OUTCOMES
2. describe the principal of superposition approach.
A portal frame is statically determinate if there are only

three external reactions. If a portal frame has more than
three reactions, it is classified as statically indeterminate.
PROBLEM The degree of indeterminacy or redundancy being equal
PROBLEM
STATEMENT to the number of redundant or extra reactions to be
determined.
19
1. Connect the load cell to the digital indicator

2. Switch on the indicator. For stability of the reading
the indicator must be switch on 10 minutes before
taking readings.
3. Place a load hanger at the location where the load is to
be applied.
4. Note the indicator reading. If it is not zero press the
PROCEDURES
tare button.
WAYS &
MEANS 5. Place a load on the load hanger.
6. Record the indicator reading. This represents the
horizontal reaction of the pinned support.
7. Increase the load on the load hanger and record the
horizontal reaction.
8. Repeat step 7 for another 4 load increments
Test data to be recorded in the table as given in Appendix
DATA
5(b).
ACQUISITION
Analysis:
1. Draw the shape of the portal frame under test and give
the important dimensions. Indicate the position where
the frame is loaded.
2. Using the data in the Table 5(c), draw the graph of
load verses displacement at the roller support. Draw
the best fit curve through the plotted points.
ANALYSIS & Conclusion:
ANSWERS
CONCLUSION
1. From the result of this experiment, deduce the
relationship between load and displacement at the
roller.
2. Comment on the accuracy of the experimental results.
3. List the probable factors that affect the accuracy of the
results and steps to be taken to overcome it.
20
UNIVERSITI
TEKNOLOGI
MARA
KAMPUS PULAU PINANG

LAB 6(a): Three-Hinged Arch
LEVEL: 1
CATEGORY MANUAL
DESCRIPTION
FOR LEVELS CONTENT
An arch may be looked upon as a curved girder, either
a solid rib or braced, supported at its ends and
carrying transverse loads which are frequently
vertical. Since the transverse loading at any section
normal to the axis of the girder is at an angle to the
normal face, an arch is subjected to three restraining
forces: thrust, shear force and bending moment.
Depending upon the number of hinges, arches may be
divided into four classes which is three hinged arch,
two hinged arch, single hinged arch and fixed arch
(hingeless arch).A three hinged arch is statically
determinate structures while the rest three arches are
statically indeterminate. In bridge construction,
PREAMBLE INTRODUCTION especially in railroad bridges, the more used arches
are two-hinged and the fixed end ones.
The horizontal thrust is given by :
H A = WkL / (2h)
21
To study three-hinged arch for the horizontal thrust of

the roller end for a given system of loading and to
OBJECTIVES
compare the same with those obtained analytically.
1. determine the relationship between applied

load and the horizontal thrust at the support of
a three-hinged parabolic arch.
LEARNING 2. analyze three-hinged arch for external loading.
OUTCOMES 3. compute horizontal reaction in three-hinged
arch.
4. realize the application of the three-hinged arch
in structure engineering.
In the case of three-hinged arch, we have three hinges:

two at the support and one at the crown thus making it
statically determinate structure. There are four
reaction components in the three-hinged arch. One
PROBLEM more equation is required in addition to three
PROBLEM
STATEMENT equations of static equilibrium for evaluating the four
reaction components. Taking moment about the hinge
of all the forces acting on either side of the hinge can
set up the required equation.
PROCEDURE:
1. Fix the simple support and the roller support to the
support frame at a distance equals to the span of
the arch i.e. 1000 mm.
2. The roller support must be anchored such that the
pulley is located on the inside of the arch.
3. Take the wire rope at the roller end of the arch and
pass it over the pulley attached to the roller
support.
4. Place a load hanger at the end of the wire rope and
WAYS &
PROCEDURES at a selected location of the arch.
MEANS
5. Offset the dead load by placing sufficient load on
the load hanger at the end of the wire rope so that
the arch is level. (Horizontal thrust due to dead
load is approximately 12 N)
6. Place a load on the load hanger at the selected
location of the arch.
7. Add sufficient loads on the load hanger at the end
of the wire rope to level the arch.
8. Record the magnitude of the applied load and the
load at the roller support.
22
9. Increase the applied load and repeat step 6 to 9.

10. Repeat the above experiment for another two tests
to obtain average reading of the measured values.
DATA
Appendix 6(a).
ACQUISITION
Analysis:
1. Derive the horizontal thrust at the pinned support

for the three hinged arch in terms of the applied
loading, span and height of the crown.
2. Based on the data collected in Table 6(a), purpose

the suitable way to plot the graph of thrust for the
experimental and theoretical case.
3. How do you check the accuracy of experimental

result with respect to theoretical values?
ANALYSIS &
ANSWERS Conclusion:
CONCLUSION
1. From the results above state the relationship
between the horizontal thrust at the support
and the applied load.
2. State the probable source of error for this
experiment.
3. Briefly explain the application of the three
hinged arch concept in structural analysis by
giving an example for bridge structure.
23
UNIVERSITI
TEKNOLOGI
MARA
KAMPUS PULAU PINANG

LAB 6(b): Two Hinged Arch
LEVEL: 1
CATEGORY FOR MANUAL

DESCRIPTION
LEVELS CONTENT
The two hinged arch is a statically
indeterminate structure of the first degree. A
typical two-hinged arch is shown in Fig.6 (b).
The horizontal thrust is the redundant reaction
and is obtained by the use of strain energy
methods. Two hinged arch is made determinate
by treating it as a simply supported curved
beam and horizontal thrust as a redundant
reaction. The arch spreads out under external
load. Horizontal thrust is the redundant reaction
is obtained by the use of strain energy method.
INTRODUCTION
PREAMBLE
Figure 6(b)
The horizontal thrust is given by :
H = 5 W L (k4 2k3 + k) / ( 8h )
To study two hinged arch for the horizontal

thrust of the roller end for a given system of
OBJECTIVES
loading and to compare the same with those
obtained analytically.
24
At the end of the week, students should be able

to:
1. determine the relationship between

applied load and the horizontal thrust at
the support of a two hinge parabolic
LEARNING arch.
OUTCOMES 2. analyze two-hinged arch for external
loading.
3. compute horizontal reaction in two-
hinged arch.
4. realize the application of the two-hinged
arch in structure engineering.
In the case of two-hinged arch, we have four

unknown reactions, but there are only three
PROBLEM equations of equilibrium available. Hence, the
PROBLEM
STATEMENT degree of statically indeterminacy is one for
two hinged arch.
PROCEDURE:
1. Switch on the indicator. For stability of the

reading the indicator must be switch on 10
minutes before taking readings.
2. Fix the two supports tightly to the support
frame. Measure the span of the arch.
3. Press the Tare button to set the dial
PROCEDURES
indicator reading to zero.
WAYS & MEANS 4. Place a load on the load hanger at the arch.
5. Record the indicator reading.
6. Increase the applied load and repeat step 4
and 5.
7. Repeat the experiment to get an average of
two readings.

DATA
Appendix 6(b).
ACQUISITION
Analysis:
1. Derive the horizontal thrust at the pinned

ANALYSIS &
ANSWERS support for the three hinged arch in terms of
CONCLUSION
the applied loading, span and height of the
crown.
25
2. Based on the data collected in Table 6(b),

purpose the suitable way to plot the graph of
thrust for the experimental and theoretical
case.
3. How do you check the accuracy of

experimental result with respect to
theoretical values?
Conclusion:
1. From the results above state the

relationship between the horizontal
thrust at the support and the applied
load.
2. State the probable source of error for
this experiment.
3. Brief explain the application of the two
hinged arch concept in structural
analysis by giving an example for bridge
structure.
26
PART 2
HEAVY STRUCTURAL
LABORATORY
27
UNIVERSITI
TEKNOLOGI
MARA
KAMPUS PULAU PINANG

LAB 7, 8, & 9: Reinforced Concrete beam retrofitting
LEVEL: 3
CATEGORY
MANUAL
FOR DESCRIPTION
CONTENT
LEVELS
Reinforced concrete building is the common
structure that constructed worldwide. Basically, RC
building is designed for 30 to 50 years designed life.
Sometimes, it cannot serve for intended designs life
INTRODUCTION
due to crack. Therefore, retrofitting of concrete
structure need to be carried out so that the buildings
can serve through it designs life.
Expose the student to the real case of deteriorated

beam that suffered by cracking and poor
construction quality. Subsequently, find the method
OBJECTIVES to retrofit the deteriorated beam and observe the
performance of strengthening beam with respect to
PREAMBLE the normal beam condition.
At the end of the week, student should be able to:
1. transform the designed experiment into

physical application.
2. determine the performance of the structures.
LEARNING 3. fix the problem of deteriorated beam by
OUTCOMES investigation.
4. develop critical thinking skills, team work
skills, scientific problem solving skills,
computer literacy skills, and time
management skills.
Some of the RC buildings deteriorated before it

PROBLEM reached the designed life due to overloading and lack
PROBLEM
STATEMENT of construction quality and design. In conjunction
with that, students are required to make an
28
observation (investigation) of existing building

around which suffered crack and undue flexural
deformation. The scope of observation is limited
only on the reinforced concrete beam element in the
structural building. To gain better understanding,
students need to enter the heavy structural laboratory
to carry out an experiment in order to study how to
enhance the flexural behavior of the RC beam by
using the composite material to strengthen the
cracked beam.
Three number of beams need to be casted in the

concrete and heavy structural laboratory. The three
beams consist of:
i) 1 normal RC beam(control specimen)
ii) 1 normal RC beam that has been
strengthened
iii) 1 normal RC beam that has been
deteriorated
Students need to propose the techniques for
strengthening one reinforced concrete beam by
using any composite material to enhance the flexural
PROCEDURES
performance of the beam. Then, set up an
experiment to carry out the flexural testing on the
WAYS &
specimens. (You may refer BS 1881 - Part
MEANS
118:1983: method for determination of flexural
strength). Patching repair need to be undertaken for
deteriorated specimen. During testing, students need
to monitor crack propagation of each specimen.
The task is accommodating for 5 sequences week.
The detail weekly program of work/tasks can be
seen in the lesson plan.
What data needs to be taken?

How is data reported? Data tables are good ideas!
DATA
The units for physical measurements in a data table
ACQUISITION
should be specified in the column heading only.
Analysis:
How do you interpret data?
Include all graphs, analysis of graphs,
ANALYSIS & laboratory calculation.
ANSWERS
CONCLUSION Conclusion:
reflecting with respect to objectives of study.
29
Student centered learning:

1. How does the crack width will affect the
strength of the beam?
2. What happened to the high rise building if
there are major crack occurred and how to
overcome this problem. Discuss deeply.
3. What happened to the structures if the
ultimate loads of the structures are not
achieved and how you can solve this
problem? Discuss briefly.
30
UNIVERSITI
TEKNOLOGI
MARA
KAMPUS PULAU PINANG

LAB 10: Testing on Composite Materials: compressive test.
LEVEL: 2
CATEGORY
MANUAL
FOR DESCRIPTION
CONTENT
LEVELS
Composite materials are formed by the combination
of two or more materials that retain their respective
characteristics when combined together to achieve
properties (physical, chemical, etc.) that are superior
to those of individual constituents. The main
INTRODUCTION components of composites are reinforcing agents
and matrix. Composites are able to meet diverse
design requirements with significant weight savings
as well as high strength-to-weight ratio as compared
to conventional materials.
To study the performance of composite material

PREAMBLE
OBJECTIVES under compressive stress.

1. transform the designed experiment into
physical application.
2. determine the performance of the composite
LEARNING material as compared to homogenous
OUTCOMES material.
3. develop critical thinking skills, team work
skills, scientific problem solving skills, and
time management skills.
The design of a structural component using

composites involves both material and structural
design. For instance, the hardened concrete itself is
PROBLEM
PROBLEM insufficient to withstand as a structures frame.
STATEMENT
Therefore, the composite action in between the
reinforced bar and concrete is able to meet diverse
design requirements with significant weight savings
31
as well as high strength-to-weight ratio as compared

to used concrete solely. Composite properties (e.g.,
stiffness, thermal expansion, etc.) can be varied
continuously over a broad range of values under the
control of the designer.
Prepare the sufficient cube specimens so that you

can make a compressive strength comparison
between homogenous and composite specimens. For
the composite specimen you may use steel, wood or
PROCEDURES any other possible material to combine with
concrete. You may refer BS 1881 - Part 116:1983 as
WAYS & a guideline for determination of compressive
MEANS strength of cubes.

DATA
ACQUISITION
Analysis:
How do you interpret data?
Include all graphs, analysis of graphs,
laboratory calculation.
Conclusion:
ANALYSIS &
ANSWERS
CONCLUSION Does the difference in compressive strength
between composite and homogenous material
follow your expectation? Briefly explain
according to result obtained in the
experiment.
32
UNIVERSITI
TEKNOLOGI
MARA
KAMPUS PULAU PINANG

LAB 11: Flexural strengthening of lightweight beam
LEVEL: 2
CATEGORY
MANUAL
FOR DESCRIPTION
CONTENT
LEVELS
Generally beam deflections are caused primarily by
the bending action of applied loads. In some
instances, however, where a beams cross-sectional
dimensions are not small compared with its length,
deflections due to shear become significant and must
be calculated. It is important to consider beam
INTRODUCTION
deflections due to shear in addition to those
produced by bending. There are several different
methods of strengthening the deflections in beams,
the choice depending upon the type of problem
PREAMBLE being solved.
To strengthen the flexural of simply supported beam

OBJECTIVES by reducing the deflection.

1. describe the parameters that influence the
LEARNING deflection of beam.
OUTCOMES 2. determine the method to reduce the
deflection of beam.
Beam must possess sufficient stiffness so that

excessive deflections do not have an adverse effect
on adjacent structural members. In many cases,
maximum allowable deflections are specified by
PROBLEM Codes of Practice in terms of the dimensions of the
PROBLEM
STATEMENT beam, particularly the span. Beams may be designed
using either elastic or plastic analysis. However,
since beam deflections must always occur within the
elastic limit of the material of a beam they are
determined using elastic theory. There are few
33
parameters that influence the deflection of the beam

such material properties, cross section and span of
the beam.
Work in group; determine the equation of deflection

for simply supported beam. Study the parameter
consists in the equation. By playing with the
parameters studied, setup your own experimental
PROCEDURES
work in order to strengthening the simply supported
beam so that the reduction in beam deflection can be
WAYS &
happened.
MEANS
DATA
ACQUISITION
Analysis:
1. How do you interpret and compare the
data from experimental result with
respect to theoretical?
2. Include all graphs, analysis of graphs,
Conclusion:
ANALYSIS &
ANSWERS
CONCLUSION Student centered learning:
1. Does maximum deflection always occur at
the position where bending moment is
maximum?
2. If two beams have the same length and

flexural rigidity and are subjected to the same
external loads, are the deflections of the two
beams identical, and why?
34
UNIVERSITI
TEKNOLOGI
MARA
KAMPUS PULAU PINANG

LAB 12: Trusses strengthening techniques
LEVEL: 2
CATEGORY MANUAL
DESCRIPTION
FOR LEVELS CONTENT
Truss system is light and can minimize the depth for
a long span beam compared to other beam system.
The knowledge of laboratory work as well as
INTRODUCTION
numerical approach (simulation) plays an important
role.
1. to collect the data for the member forces of

the determinate truss system.
PREAMBLE
OBJECTIVES 2. to reduce the member forces (certain
members) of the truss system.

1. trace the excessive stress that cause the
LEARNING
failure in the member of truss structure.
OUTCOMES
2. determine the method to strengthen the truss.
The members in the truss structure are exerted by

axial force either tension or compression force.
Sometimes, excessive axial stress imposes at certain
PROBLEM member in the truss. Therefore, it necessary to add
PROBLEM
STATEMENT up new members in the truss structure system so
that it can help to cater the excessive axial load at
particular member in the truss.
Work in group:
1. Collect the data (member forces) from the
determinate truss system.
WAYS &
PROCEDURES
MEANS 2. Using any numerical approach, compare the
result between laboratory work and
simulation.
35
3. Discuss with your team and suggest the

techniques to strengthen the truss system.
Show the result by using the simulation.
4. Produce the laboratory report.

DATA
ACQUISITION
Analysis:
1. How do you interpret and compare the
data between experimental result and
ANALYSIS & simulation result?
ANSWERS 2. Include all graphs, analysis of graphs,
CONCLUSION
Conclusion:
36
APPENDIX
37
Appendix 1
Results
Length of specimen = mm
Diameter of specimen = mm
Polar moment of inertia. = mm
Gauge length torsion meter = 50 mm
Torque arm, L = 100 mm
For the torsion meter, 1 division represents 0.015 degrees
Table 1(a)
Load Cell Torsiometer Digital Actual Angle

Proctractor
W
38
Appendix 1
Table 1(b)
Applied Torque Angle Of Twist Angle Of Twist
T = W * 100 (Torsiometer) (Digital Proctractor)
Nmm = (div * 0.02)*/180 = actual * /180
(radian) (radian)
39
Appendix 2
Table 2
Hole 1 2 3 4 5 6 7 8 9 10 11 12 13
Position
Left
L (mm)
Right
R (mm)
L - R (mm)
40
Appendix 3
Results
Length of member = mm
Width of member = mm
Thickness of member = mm
Moment of inertia of member = mm4
Dial gauge reading, 1 div = 0.01 mm
Table 3(a)
Load P Mid-Span Deflection (mm) Average Deflection
N Run 1 Run 2 (Run 1 +Run 2)

Div mm Div mm mm
Table 3(b)
d/P
Load, P Mid-Span Deflection, d
N div mm mm / N
41
Appendix 4
Table 4: Forces in Members of Truss
Members Initial Readings Final Readings In Members
Screw Jack
(Applied load, N)
Member 1
Member 2
Member 3
Member 4
Member 5
Member 6
Member 7
Member 8
Deflection(mm)
42
Appendix 5(a)
Results
Beam Span = mm
Distance of load from support A = mm
Fixed end moment (exp) = (V * 55) Nmm
Table 5(a)
Load On The Beam Load Cell Reading Load Cell Reading
At Support A, V A At Support B, V B
N N N
Table 5(b)
Load On Beam Fixed End Moment At Support A Fixed End Moment At Support B
(W) Nmm Nmm

F F F
M (Exp) = M (Theory), refer M (Exp) = MF(Theory), refer
equation 1 equation 2
V A * 55 V B * 55
43
L
55
a b
A B
Figure 5(a): Setup for Fixed End Beam
44
Appendix 5(b)
Results
Width of member = mm
Thickness of member = mm
Second moment of area, I = mm
Table 5(c)
Horizontal Displacement (N)

Load (N)
Experimental Theoretical
45
Appendix 6(a)
Results
Span of arch = mm
Thickness of the arch = mm
Width of the arch = mm
Distance of the load from the pinned support = mm
Table 6(a)
Load, W Horizontal Thrust (N)
Test 1 Test 2 Average
46
Appendix 6(b)
Results
Span of arch = mm
Thickness of the arch = mm
Width of the arch = mm
Distance of the load from the pinned support = mm
Table 6(b)
Load, W Horizontal Thrust (N)
Test 1 Test 2 Average
47
References
1 Abd Rahman, N., et al., 2011. Comparative Study between Open Ended Laboratory and
Traditional Laboratory
2 Engineering Acreditation Manual 2012, Board of Engineers (BEM), Malaysia
3 Petropol-Serb, G. D., et al., 2011. Open Ended Laboratory Method Applied in the
Conception of a Test Bench to Simulate a Diesel-Electric Transmission
4 Kofli, N. T., et al, 2012. Open Ended Laboratory Assignment As Enhancing Generic Skills
Amongst Engineering Students.
5 Kilinc, A., 2005. The Opinions of Turkish High School Pupils on Inquiry Based Laboratory
Activities
6 McComas, W.E, 1997. The nature of the laboratory experience: a guide for describing,
classifying and enhancing hands-on activities. CSTA Journal 6-9.
7 Asanovic, K., Beamer, S., 2009. C152 Laboratory Exercise 6
8 Asanovic, K., Celio, C., 2012. C152 Laboratory Exercise 1
9 UNSW, Australia. Assessment Toolkit. Assessing Laboratory Learning
10 Tianjian Ji and Adrian Bell, 2008. Seeing and Touching Structural Concepts. Taylor and
Francis.
11 Siti Hawa & et al, 2005. Understanding Reinforced Concrete through Experiment. Upena.
12 BS 1881-116-1983(1983). Testing concrete, Part 116: Method for determination of
compressive strength of concrete cubes, Britain.
13 BS 1881-118-1983(1983). Testing concrete, Part 118: Method for determination of flexural

strength, Britain.
38

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UNIVERSITI

OPEN-ENDED MANUAL FOR STRUCTURAL ENGINEERING

BACHELOR OF ENGINEERING (HONS) CIVIL

(VER: 1.0-INSTRUCTION TO STUDENT)

MOHD ASHAARI MASROM

Unitversiti Teknologi MARA Pulau Pinang

INTRODUCTION TO OPEN ENDED LABORATORY ACTIVITIES iv

PART 1: LIGHTWEIGHT STRUCTURAL LABORATORY 1

LAB 1: Torsion: to find the torque of a structural member 2

LAB 3: Instability of struts: to find the critical load of a section experimentally 10

LAB 4: Indeterminate truss: to find the reaction by using the superposition 13

a. Indeterminate beam: to find the reaction by using the superposition method. 16

b. Indeterminate frame: to find the reaction by using the superposition method. 19

b. Two Hinged Arch: to find forces at abutment. 24

PART 2: HEAVY STRUCTURAL LABORATORY 27

LAB 7, 8, 9: Reinforced Concrete beam retrofitting 28

LAB 10: Testing on Composite Materials: compressive test 31

LAB 11: Flexural strengthening of lightweight beam 33

LAB 12: Trusses strengthening techniques 35

INTRODUCTION TO OPEN ENDED LABORATORY ACTIVITIES

to simulate an environment where students are encouraged to be proactive. These innovative

simulation and design their own experimental works.

The Engineering Accreditation Manual (EAC) 2012 (2) stipulated that:

Students should receive sufficient laboratory work to complement engineering

competence in executing experimental work. Throughout the programme, there

of technical reasoning and the experimental design (3).

out at different levels of openness throughout the period of study.

Table 1 : Level of Openness according to Hegarty-Hazel, 1986

O Given Given Given Given Verification

1 Given Given Given Open Guided Inquiry

3 Open Open Open Open Open Inquiry

Table 2 : Level of Openness according to Schwab-Herron

Schwab/Herron Levels of Laboratory Openness

LEVEL PROBLEM WAYS & MEANS ANSWERS

0 Given Given Given

1 Given Given Open

2 Given Open Open

3 Open Open Open

Table 3: Scientific Enquiry Rubric

Implementation of Laboratory Activities

also include basic theoretical information as and when necessary.

Table 4: Elements in a Laboratory Manual

0 Given Given Given Given Traditional 0%

1 Given Given Given Open Partially open 33%

2 Given Given Open Open Partially open 66%

3 Given Open Open Open Fully open 100%

Table 5: Level assigned on each topic

Week Topic Hours Level

Light Structural Laboratory

1 Torsion: to find the torque of a structural member. 2 0

3 Instability of struts: to find the critical load of a section 2 0

4 Indeterminate truss: to find the reaction by using the superposition 2 0

5 Indeterminate beam and frame: to find the reaction by using the 2 0

6 Three and two hinged arch: to find forces at abutment. 2 1

Heavy Structural Laboratory

7 Strengthening of normal reinforced concrete beam. 4 3

8 Reinforced concrete beam patch repair: to test the repaired concrete 4 3

9 Monitoring of crack propagation and movement of reinforced 2 3

10 Testing on composite materials: compressive test. 2 2

11 Flexural strengthening of lightweight beam. 2 2

12 Trusses strengthening techniques. 2 2

Table 6: Elements in a Laboratory Manual

J polar moment of inertia

P cr critical buckling load or Euler load