Advice for new Structures Course Professor 4

[vato]

I will be teaching a structures course as part of an undergrad historic preservation program. I would appreciate any recommendations for a text, not geared toward historic pres, but a very comprehensive structural engineering "manual". I don't want to dumb the text down, if they have to pay $100 bucks plus it better be a book I would have on my shelf.
thanks
It is only a one semester course and needs to touch on all materials. Anyone recall a good one semester project from a structures course? I have been thinking to assign a specific failure mechanism in a specific material and have the student show me some understanding of the analysis, photos of this type of failure, and help them suggest remedies for repair, then make them draft it. Maybe too much for non engineers, but we shall see.

 

[dhengr]

vato:

Assuming your primary audience is not structural engineers, you might take a look at these three texts:
1. “Simplified Engineering for Architects and Builders,” by Harry Parker, John Wiley &
Sons. Major materials, simple math.
2. “Structure in Architecture,” by Salvadori and Heller, Prentice-Hall, Inc.
No math, but good intuitive approach.
3. “Structural Design in Architecture,” by Salvadori and Levy, Prentice-Hall, Inc.
Many mat’ls. & struct. systems, plenty of math.

>> Bridgebuster, 14DEC 8:23; sounds like an interesting book, albeit kinda expensive for this class.
>> Dm3415, 13DEC 22:28; experienced speakers, with examples, photos, repair plans and specs.; to take the place of students finding failures and taking photos, etc.; those failures are not that easy to find without some experience and reputation and clients or attorneys who need help fixing same. The big student project or search would take up to much valuable time and effort and be to narrowly focused for all the ground that should (could) be covered in a meaningful laymen’s approach.
>> Paddintongreen, 13DEC 16:21; dozens of demonstrations to show materials, struct. members and systems, details and connections, along with lectures and reading assignments, probably generate more interest than some specific project, at least that’s been my experience when dealing with non-engineers, contractors and some engineers too. After all most of these people will be working for a preservation committee or some such, so tell them why they really need us, not how to be us, structural engineers that is.
>> Ron, 11DEC 7:30; all good sound advice, get his class notes, and you’ve got it made.

These guys would get my vote as course advisors

 

[Lion06]

My undergrad program had a senior project that required us to design a 1-story warehouse building. We had to do (4)preliminary designsrecast, steel, CIP concrete, steel columns with bar joists. Then we had to select one system and do a final design. We had to do a lateral analysis, design foundations, all main structural members, roof deck (not as a diaphragm, just for gravity loads), and connections (if you did steel). We had to provide detailed calcs and drawings.

We had to give a presentation and take questions for the preliminary design and for the final design.

It was a very worthwhile experience.

One thing I wish that I learned in undergrad (or anywhere, really) is diaphragm design.

 

[InDepth]

Everyone has great comments. If they are architectural students, then I would recommend the book Structures (or why things don't fall down), and even make your test and quiz questions similar to what they will see on an Arch exam. If they are engineering students, then try PE exam questions.

For both, though, I agree that having them sift through a historical set of plans and/or a modern day set of plans is very useful. Maybe even give test questions on a set of plans and/or make them draw section cuts.

For the historic preservation ascpect, I would also recommnend portions of a book that compares how similar structures evolve over time (Will find the name tommorrow), how they are part of our cultural fabric, and how we can preserve our history through inovative mopdernization and attentiveness to the surrounding environment.

 

[cntw1953]

For all types of students, and for the name sake of the program - historic preservation, I think it is essential to start your class with some historical touches, such as name the structures (type, style, era), and why some stand and some fail/deteriorated beyond repair. Keep a significant amount of time in historical structures built in latest centuries - the materials, construction methods, craftsmanship, and how to repair and preserve - useful modern technology, and role of codes.

Your students would require to read a few good books mentioned above, do some research in library, and write reports. Afterall, it can be a year long program to train some good ones to work in this field. Sure, field trips can be fun too.