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ACES Seismic Evaluation of EOC

ACES Seismic Evaluation of EOC. Part 1 - Phoenix and Prescott Buildings Part 2 - 1994 Uniform Building Code Part 3 - Phase 1 - Site Visit Part 4 - Phase 2 - Calculations Part 5 - Phase 3 - Recommendations. ACES Introduction. Part 1 - Phoenix and Prescott Buildings

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ACES Seismic Evaluation of EOC

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  1. ACES Seismic Evaluation of EOC • Part 1 - Phoenix and Prescott Buildings • Part 2 - 1994 Uniform Building Code • Part 3 - Phase 1 - Site Visit • Part 4 - Phase 2 - Calculations • Part 5 - Phase 3 - Recommendations

  2. ACESIntroduction • Part 1 - Phoenix and Prescott Buildings • Part 2 - 1997 Uniform Building Code • Part 3 - Phase 1 - Site Visit • Part 4 - Phase 2 - Calculations • Part 5 - Phase 3 - Recommendations

  3. Professor Avi Singhal, Sc. D., P. E. • Past Director-Earthquake Research Lab • Department of Civil Engineering • Arizona State University • Tempe, Arizona 85287-5306 • (avi.singhal@asu.edu)

  4. Executive Summary • Both Buildings meet 1997 UBC Code Requirements. • No structural retrofit is recommended • Seven non-structural retrofits are recommended for building 103 at an estimated cost of $8,000 • Six non-structural retrofits are recommended for the building in Prescott at an estimated cost of $4,000

  5. Building 103 • Located at 5636 E. McDowell Rd. in Phoenix • Located on base rock • Designed in 1982

  6. Prescott Building • Located at 201 S. Cortez, Prescott • Remodeled in March, 1992

  7. ACES URL • Http://www.public.asu.edu/~avixx/ACES.html • Project pictures • Layout drawings • Excel files • Working papers • Prior Engineering Calculations • Dynamic Spectrum • Final Report

  8. Scope • One compliance with 1997 UBC • Cost estimates for retrofit of non-structural elements • Engineering drawings excluded • Protection over the code level is excluded

  9. Phoenix Non-Structural Components • Command and Control Panels • Chilled Water Tanks • Telephone Cabinet • Exterior Gas and Water Lines • Computer and Control Room • Diesel Engine • False Ceiling

  10. Prescott Non-Structural Components • Pump and Furnace Unit • Hanging Tank • Generator • Telephone Cabinets • Shear Wall Crack • False Ceilings

  11. Building 103 • Frequency = 5.97 Hz • 1997 Calculated Shear = 18.72 Kips • Designed for 19.76 Kips • Retrofit not recommended

  12. Prescott • Buried basement • Frequency 14.34 Hz • Calculated Shear = 56 Kips • Design Shear 44.5 Kips • Retrofit not recommended because buried shear walls

  13. References • ASCE Paper by Singhal and Nuss, 1991, Journal of Performance of Constructed Facilities, Vol. 5 • UBC 1997 Code • Regulation guide 1.60

  14. Structure Before Task # 4 : HTMI Chapter 7 • Please RETRIEVE and OPEN YOUR BOOKS; Thank you ! • Solving The Problem (20 min) • Each INDIVIDUAL, read pp. 3.43 - 3.44 up TO “Now Find a Solution” • In your SUBteams complete the next task ( i.e., solvetheproblem ! ) • Report out by teams of the steps you took ( 5 min) to solve the problem • Each INDIVIDUAL, read pp. 3.45 - 3.46 (15 min) ( N.B. only TO ‘A Mathematical Formulation’); • then discuss in your SUBteam and • compare your approach to the approach presented in the text • Clarifying Work Product Expectations (10 min)

  15. Structure Before Task # 5 : HTMI Chapter 7 • Please RETRIEVE and OPEN YOUR BOOKS; Thank you ! • Solving The Problem (20 min) • Each INDIVIDUAL, read pp. 3.43 - 3.44 up TO “Now Find a Solution” • In your SUBteams complete the next task ( i.e., solve the problem ! ) • Reportout by teams of the steps you took ( 5 min) to solve the problem • Each INDIVIDUAL, read pp. 3.45 - 3.46 (15 min) ( N.B. only TO ‘A Mathematical Formulation’); • then discuss in your SUBteam and • compare your approach to the approach presented in the text • Clarifying Work Product Expectations (10 min)

  16. Reporting Out When your name is called: • Quickly come to the overhead projector. • Present your plan or model. • State any questions you may have. • State any assumptions you made.

  17. Structure Before Task # 6 : HTMI Chapter 7 • Please RETRIEVE and OPEN YOUR BOOKS; Thank you ! • Solving The Problem (20 min) • Each INDIVIDUAL, read pp. 3.43 - 3.44 up TO “Now Find a Solution” • In your SUBteams complete the next task ( i.e., solve the problem ! ) • Report out by teams of the steps you took ( 5 min) to solve the problem • Each INDIVIDUAL, read pp. 3.45 - 3.46 (15 min) ( N.B. only TO ‘A Mathematical Formulation’); • then discuss in your SUBteam and • compare your approach to the approach presented in the text • Clarifying Work Product Expectations (10 min)

  18. Session 3 - A Constructivist Learning Example • Part 1 - General Class Management Structure (Arrival, Work Product Submission, Learning Outcomes, and Agenda) • Part 2 - Reading and Understanding the Problem, Reporting Out • Part 3 - Solving the Problem, Reporting Out, and Improving the Solution • Part 4 - The Work Product Expectations Document • Part 5 - Reflection : Workshop Attendees

  19. Structure Before Task : HTMI Chapter 7 • Please RETRIEVE and OPEN YOUR BOOKS; Thank you ! • Solving The Problem (20 min) • Each INDIVIDUAL, read pp. 3.43 - 3.44 up TO “Now Find a Solution” • In your SUBteams complete the next task ( i.e., solve the problem ! ) • Report out by teams of the steps you took ( 5 min) to solve the problem • Each INDIVIDUAL, read pp. 3.45 - 3.46 (15 min) ( N.B. only TO ‘A Mathematical Formulation’); • then discuss in your SUBteam and • compare your approach to the approach presented in the text • Clarifying Work Product Expectations (10 min)

  20. File Locations Assessment Expectations for Chapter 7 Tasks That MUST be Completed to Meet Expectations for This Chapter [ U:\MODELING\ASSESSMT \DOC\ \I_EXPECT.DOC,\EXPECT_7.DOC \CHKLST7.DOC ] • Finish reading the entire chapter and make a list of heuristics found in this chapter which you found useful, or believe may be useful, in the future. Specifically, summarize the heuristic found on p. 3.49 in the Workbook (i.e., where does the solution occur; where does it NOT occur?).

  21. Assessment Expectations for Chapter 7 • Construct a chart comparable to the Figure onpp. 3.59 using EXCEL (or any other tool of your choice that is ‘machine readable’ by the instructor which means that the file produced can be imported to one of the Microsoft Office application programs; i.e., Word, Excel, or PowerPoint ). Highlightfeasibledomain on the chart. • Note that this task requires you to become proficient in developing charts which are a very common and very powerful representation type. • The use of variable (or cell) names in place of ‘hard coded’ numbers is important.

  22. Assessment Expectations for Chapter 7 • See the example U:\MODELING\CLASS\XLS\CHARTS.XLS file for information on developing charts in EXCEL . • The work submitted must meet the ‘bestpractices’ standard for the presentation of technical work which is discussed in Section J of the Introduction to Engineering Design textbook for this class. • Do make an effort to comply with the recommendedpractices for spreadsheets found in your competencymatrix(e.g. use variablenames for values rather than ‘hard coded’ numbers.)

  23. Assessment Expectations for Chapter 7 • Show the unitconsistency for eachequation in your model (see example below) and display an appropriate number of significant figures in your printed output. F [lb/hr] X [1 hr/60 min] = F/60 [lb/min]

  24. Assessment Expectations for Chapter 7 • Submit answers to the questions below. The answers must meet the expectations established in the ‘Assessment Expectations’ document. • What should the contractor do (justify your answer based on the results of your modeling)? • Show or describe how equations 7.5, 7.6, 7.7 on pp. 3.47 were derived (i.e., explain them to yourself and summarize your explanation in your documentation). • Use your EXCEL model to answer ONE of the ‘What If’ questions on pp. 3.50 (N.B. if your model has been developed using the recommended best practices, this task should not require a great deal of effort or time.).

  25. Chaper 7: The Developer's Dilemma Cost [$] Sale Price [$] Time to Build Homes per acre Contractor Sale [labor years] Maximum [homes] Other Parameters Mid Income Homes 40000 70000 2.5 12 75 Site Area [acres] 10 Project Time Low Income Homes 30000 50000 2 20 100 5 [years] Zoning Maximum 155 Homes Work Force Profit $3,360,000 60 [people] Minimum Low 35 more than half Income units of mid income Low Income Maximum Low Mid Income Maximum Mid Mid Income Mid Income Home Low Income Slope of Eq 7.7 Home per eq 7.1 Homes Homes income Homes Income Homes Homes per eq 7.5 per eq 7.6 per eq 7.4 Allowed Allowed x1 x2 y1 y2 y3 y4 x3 y5 0 100 155 75 120.0 120.0 112.50 110.93 1 100 154 75 119.4 119.2 112.00 110.27 2 100 153 75 118.8 118.4 111.50 109.60 3 100 152 75 118.2 117.6 111.00 108.93 4 100 151 75 117.6 116.8 110.50 108.27 5 100 150 75 117.0 116.0 110.00 107.60 6 100 149 75 116.4 115.2 109.50 106.93 7 100 148 75 115.8 114.4 109.00 106.27 8 100 147 75 115.2 113.6 108.50 105.60 9 100 146 75 114.6 112.8 108.00 104.93 10 100 145 75 114.0 112.0 107.50 104.27 11 100 144 75 113.4 111.2 107.00 103.60 12 100 143 75 112.8 110.4 106.50 102.93 13 100 142 75 112.2 109.6 106.00 102.27 14 100 141 75 111.6 108.8 105.50 101.60 15 100 140 75 111.0 108.0 105.00 100.93 Optimization and Solution

  26. Optimization and Solution

  27. Process Check - Plus / Delta • On WebNotes, write one thing about today’s class that helped you learn the material. • On WebNotes, describe how we could improve your learning of this material.

  28. Reading Assignment • Everyone should • read Part IV, ‘Assessment - Levels of Learning’ in Tab 8, page J-31 - J-43. • read ‘A Simple Mechanics Problem With Three Solutions’ in Tab 8, page J-71 - J-75 • Briefly review Appendix A in Tab 8, page J-47 - J-55. • Plus the following special reading: • Team Member # 1 read in Tab 8Knowledge (J-47) and Responding (J-54). • Team Member # 2 read in Tab 8Comprehension (J-48) and Valuing (J-55). • Team Member # 3 read in Tab 8Application (J-49) and Receiving (J-53). • Team Member # 4 read in Tab 8Analysis (J-50) and Responding (J-54).

  29. Session 3 - A Constructivist Learning Example • Part 1 - General Class Management Structure (Arrival, Work Product Submission, Learning Outcomes, and Agenda) • Part 2 - Reading and Understanding the Problem, Reporting Out • Part 3 - Solving the Problem, Reporting Out, and Improving the Solution • Part 4 - The Work Product Expectations Document • Part 5 - Reflection : Workshop Attendees

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