Slide 3.1

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

Slide 3.2

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

Slide 3.3

• 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)

Slide 3.4

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

Slide 3.5

Building 103• Located at 5636 E. McDowell Rd. in Phoenix

• Located on base rock

• Designed in 1982

6

Slide 3.6

Prescott Building

• Located at 201 S. Cortez, Prescott

• Remodeled in March, 1992

7

Slide 3.7

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

Slide 3.8

Scope

• One compliance with 1997 UBC

• Cost estimates for retrofit of non-structural elements

• Engineering drawings excluded

• Protection over the code level is excluded

Slide 3.9

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

Slide 3.10

Prescott Non-Structural Components

• Pump and Furnace Unit

• Hanging Tank

• Generator

• Telephone Cabinets

• Shear Wall Crack

• False Ceilings

Slide 3.11

Building 103•Frequency = 5.97 Hz•1997 Calculated Shear = 18.72 Kips

•Designed for 19.76 Kips•Retrofit not recommended

12

Slide 3.12

Prescott

• Buried basement

• Frequency 14.34 Hz

• Calculated Shear = 56 Kips

• Design Shear 44.5 Kips

• Retrofit not recommended because buried shear walls

Slide 3.13

References

• ASCE Paper by Singhal and Nuss, 1991, Journal of Performance of Constructed Facilities, Vol. 5

• UBC 1997 Code

• Regulation guide 1.60

Slide 3.14

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., 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)

Slide 3.15

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 ! )

• 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)

16

Slide 3.16

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.

Slide 3.17

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)

Slide 3.18

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

Slide 3.19

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)

Slide 3.20

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 ]

1 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?).

File Locations

Slide 3.21

Assessment Expectations for Chapter 7

2 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 ). Highlight feasible domain 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.

Slide 3.22

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 ‘best practices’ 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 recommended practices for spreadsheets found in your competency matrix (e.g. use variable names for values rather than ‘hard coded’ numbers.)

Slide 3.23

Assessment Expectations for Chapter 7

3 Show the unit consistency for each equation 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]

Slide 3.24

Assessment Expectations for Chapter 7

4 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.).

Slide 3.25

Optimization and SolutionChaper 7: The Developer's Dilemma

Cost [$] Sale Price [$] Time to Build [labor years]

Homes per acre Contractor Sale Maximum [homes] Other Parameters

40000 70000 2.5 12 75 Site Area [acres] 10

30000 50000 2 20 100Project Time

[years] 5

Zoning Maximum Homes

155

Profit $3,360,000Work Force

[people] 60

Minimum Low Income units

35 more than half of mid income

Low Income Homes

Maximum Low income Homes

Allowed

Mid Income Home

per eq 7.1

Maximum Mid Income Homes

Allowed

Mid Income Homes

per eq 7.4

Mid Income Home per eq 7.5

Low Income Homes

per eq 7.6

Slope of Eq 7.7

x1 x2 y1 y2 y3 y4 x3 y50 100 155 75 120.0 120.0 112.50 110.931 100 154 75 119.4 119.2 112.00 110.272 100 153 75 118.8 118.4 111.50 109.603 100 152 75 118.2 117.6 111.00 108.934 100 151 75 117.6 116.8 110.50 108.275 100 150 75 117.0 116.0 110.00 107.606 100 149 75 116.4 115.2 109.50 106.937 100 148 75 115.8 114.4 109.00 106.278 100 147 75 115.2 113.6 108.50 105.609 100 146 75 114.6 112.8 108.00 104.9310 100 145 75 114.0 112.0 107.50 104.2711 100 144 75 113.4 111.2 107.00 103.6012 100 143 75 112.8 110.4 106.50 102.9313 100 142 75 112.2 109.6 106.00 102.2714 100 141 75 111.6 108.8 105.50 101.6015 100 140 75 111.0 108.0 105.00 100.93

Mid Income Homes

Low Income Homes

Slide 3.26

Optimization and SolutionDeveloper's Dilemma: Low or Middle Income Homes

55

65

75

85

95

50 70 90Mid-Income Homes

Low

-Inco

me

Hom

es

x<100 (eqn 7.2)

Y<75 (eqn 7.3)

x+y<155 (eqn 7.1)

x/20+y/12<10 (eqn 7.4)

2x+2.5y<300 (eqn 7.5)

x>y/2+35 (eqn. 7.6)

Profit (eqn 7.7)

Developer's Dilemma

27

Slide 3.27

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.

Slide 3.28

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 8

Knowledge (J-47) and Responding (J-54).– Team Member # 2 read in Tab 8

Comprehension (J-48) and Valuing (J-55).– Team Member # 3 read in Tab 8

Application (J-49) and Receiving (J-53).– Team Member # 4 read in Tab 8

Analysis (J-50) and Responding (J-54).

Slide 3.29

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