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OPEN
- ENDED MANUAL FOR UCTURAL
STR ENGINEERING
LABORATORY
BACHELOR OF ENGINEER
ING (HONS) CIVIL
( INFRASTRUCTURE
)
EC221
BY
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TABLE OF CONTENTS
Page
PREFACE ii
ACKNOWLEDGEMENTS iii
INTRODUCTION TO OPEN ENDED LABORATORY ACTIVITIES iv
LIST OF SYMBOLS x
LAB 2: Shear centre: to find the shear centre and shear flow of a section 6
LAB 4: Indeterminate truss: to find the reaction by using the superposition 13 LAB
5:
LAB 6:
a. Three-Hinged Arch: to find forces at abutment. 21
APPENDIX 37
REFERENCES 38
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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.
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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.
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Introduction
Various methods of innovative teaching may be implemented in the teaching and learning activities
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
(1)
methods are now no longer adequate within the context of outcome based learning environments .
It could not provide the platform where students are given opportunities to explore their own
theory that is learnt through lectures. The laboratory should help students develop
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
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finally submitting the technical report. Through this process students must understand the principles
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
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
HegartyHazel (1986). The ways and means are split into two different elements as apparatus and
procedures respectively.
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McComas (1997) (6) 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
(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.
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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).
Establishing the level of independence and autonomy expected of students to carry out
an assessment task
Level of Description
Enquiry
0 The problem, procedure and methods for achieving solutions are provided to the
student. The student performs the experiment and verifies the results with the
manual
1 The problem and procedure are provided to the student. The student interprets the
data in order to propose viable solutions
2 The problem is provided to the student. The student develops a procedure for
investigating the problem, decides what data to gather, and interprets the data in
order to propose viable solutions
3 A raw phenomenon is provided to the student. The student chooses the problem to
explore, develops a procedure for investigating the problem, decides what data to
gather, and interprets the data in order to propose viable solutions
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
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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
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.
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2 Shear centre: to find the shear centre and shear flow of a section 2 1
experimentally.
TOTAL 28
The percentage for each level is calculated as the contact hours for each assigned topic. Table 6
shows percentage of each level.
Suggested
Level Problem Way & Means Answer Percentage
Breakdown based
on hours %
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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.
LIST OF SYMBOLS
G shear modulus
T applied torque
angle of twist
Aw area of web
Af area of flange
e shear center
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L length of specimen
tw thickness of web
tf thickness of flange
b1 width of flange
h height of sample
M bending moment
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PART 1
LIGHT STRUCTURAL
LABORATORY
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UNIVERSITI
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CES
511STRUCTURAL ENGINEERING LABORATORY
FOR
LAB : Torsion
1 ( CO1:PO3, CO2:PO
6)
LEVEL:0 CONTENT
LEVELS
Figure 1
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L
T Or = Constant x
Hence
G*J
Constant = = Slope of the graph T Vs.
L
Thus Shear Modulus,
G = (Slope x L) / J
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Procedure:
1. Switch on the digital proctractor and the load indicator unit
to warm the systems.
9. Once the socket and the specimen are in line pushed the
specimen until the whole the hexagon portion is
completely inside the socket.
11. Set the load indicator reading to zero by pressing the tare
button.
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.
Analysis
1. Draw the graph of applied torque, T N-mm verses the
angle of twist, radian using the data from the torsiometer.
Conclusion
1. From the experimental data describe the relationship
ANALYSIS &
ANSWERS between applied torque and angle of twist.
CONCLUSION
2. How the value of G does obtained from the experiment
compares with that normally assumed in practice for the
material being tested.
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LAB2: Shear centre: to find the shear centre and
flowshear
of a section
experimentally.
LEVEL: 1
CATEGORY MANUAL
FOR DESCRIPTION
LEVELS CONTENT
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F t1
t2
h
e N.A
= 2 = area of web
= 11 = area of flange
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times.
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.
Conclusion:
Discussion in laboratory work must be reflecting
according to objectives of study.
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511STRUCTURAL ENGINEERING LABORATORY
: Instability of struts
LAB 3 ( CO1:PO3, CO2:PO
6)
LEVEL:0
CATEGORY MANUAL
FOR DESCRIPTION
LEVELS CONTENT
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
Procedure:
1. Choose a specimen and measure its length, width and
thickness at three places. Note the readings.
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.
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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.)
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: Indeterminate
LAB 4 truss( CO1:PO3,CO2:PO6)
LEVEL:0
CATEGORY MANUAL
FOR DESCRIPTION
LEVELS CONTENT
DOI = (m + r) (2j + c)
PREAMBLE
To compare the member forces of indeterminate truss determined
OBJECTIVES in theoretical structural analysis with respect to experimental
result.
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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).
8. Connect the wire from the load cell to the data acquisition module,
each load cell occupying one channel of the module.
11. When the setting is complete, return to the sub menu. Click the
start button and choose the overwrite file option.
14. On the sub menu click the start button. Choose the append
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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.
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.
ANALYSIS & 5. Determine the percentage error by calculating the slope of each
ANSWERS CONCLUSION graph.
Conclusion:
1. State the relationship between the applied load and the force in
the members.
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LAB5(a): Indeterminate beam
LEVEL: 0
MFBA = - W * a2 * b/ L2 (2)
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PROCEDURE:
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LAB 5(b):Indeterminate
frame( CO1:PO3, CO2:PO
6)
LEVEL:0
CATEGORY MANUAL
FOR DESCRIPTION
LEVELS CONTENT
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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 &
ANSWERS
CONCLUSION Conclusion:
1. From the result of this experiment, deduce the relationship
between load and displacement at the roller.
CATEGORY MANUAL
DESCRIPTION
FOR LEVELS CONTENT
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LAB6(a): Three
- Hinge
d Arch
LEVEL: 1
21
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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 at a
selected location of the arch.
WAYS & MEANS PROCEDURES 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.
Analysis:
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LAB6(b): Two Hinge
d Arch
LEVEL: 1
Figure 6(b)
The horizontal thrust is given by :
H = 5 W L (k4 2k3 + k) / ( 8h )
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PROCEDURE:
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Analysis:
Conclusion:
1. From the results above state the relationship
between the horizontal thrust at the support and
the applied load.
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PART 2
HEAVY STRUCTURAL
LABORATORY
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STRUCTURAL ENGINEERING LABORATORY
LAB7, 8, &9: ReinforcedConcrete beam retrofitting
LEVEL: 3
CATEGORY
FOR MANUAL CONTENT DESCRIPTION
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 due to crack.
INTRODUCTION Therefore, retrofitting of concrete structure need to
be carried out so that the buildings can serve through
it designs life.
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UNIVERSITI
TEKNOLOGI
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CATEGORY
FOR MANUAL CONTENT DESCRIPTION
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.
Analysis:
How do you interpret data?
Include all graphs, analysis of graphs, laboratory
calculation.
Conclusion:
ANALYSIS &
ANSWERS Does the difference in compressive strength between
CONCLUSION
composite and homogenous material follow your
expectation? Briefly explain according to result
obtained in the experiment.
LEVEL: 2
CATEGORY
FOR MANUAL CONTENT DESCRIPTION
LEVELS
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PREAMBLE INTRODUCTION 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
deflections due to shear in additionthat
parameters to those produced
influence the
by bending. There aredeflection
several different methods
of the beam such of
strengthening the deflections in beams, the
material properties, cross choice
depending upon the type of problem
section and spanbeing solved.
of the beam.
LEVEL: 2
Work in group:
1. Collect the data (member forces) from the
WAYS & determinate truss system.
PROCEDURES
MEANS 2. Using any numerical approach, compare the result
between laboratory work and simulation.
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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
laboratory calculation.
Conclusion:
Discussion in laboratory work must be
reflecting with respect to objectives of study.
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APPENDIX
Appendix 1
Results
Table 1(a)
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Appendix 1
Table 1(b)
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(radian) (radian)
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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)
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Appendix 3
Results
Length of member = mm Width of member =
mm
Thickness of member = mm
Table 3(a)
mm
Div mm Div mm
Table 3(b)
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Load, P Mid-Span Deflection, d d/P
N div mm mm / N
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Appendix 4
Table 4: Forces in Members of Truss
Screw Jack
(Applied load,
N)
Member 1
Member 2
Member 3
Member 4
Member 5
Member 6
Member 7
Member 8
Deflection(mm)
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Appendix 5(a)
Results
Beam Span = mm
Table 5(a)
At Support A, VA At Support B, VB
N N N
Table 5(b)
Load On Beam Fixed End Moment At Support A Fixed End Moment At Support B
49
L
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a b
A B
Appendix 5(b)
Results
Width of member = mm
Thickness of member = mm
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Table 5(c)
Appendix 6(a)
Results
Span of arch = mm
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Table 6(a)
Experimental Theoretical
Appendix 6(b)
Results
Span of arch = mm
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Table 6(b)
Experimental Theoretical
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References
1 Abd Rahman, N., et al., 2011. Comparative Study between Open Ended Laboratory and Traditional
Laboratory
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.
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.
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