Tailor Made Concrete Structures – Walraven & Stoelhorst (eds)© 2008 Taylor & Francis Group, London, ISBN 978-0-415-47535-8

BA-Cortex: Learning tools for EC2

C. Lanos & V. BonamyIUT Université Rennes 1, Rennes, France

P. GuiraudCIMBETON, Paris, France

C. CasandjianINSA, Rennes, France

ABSTRACT: The project named BA-Cortex relates more particularly to the “Eurocodes 2: Design of concretestructures – Part 1-1: General rules and rules for buildings”. The objective of the project is to build an educativetool accessible to everyone via a website. The didactic tool presents different training, dimensioning and projectmodules. It synthesizes a basic teaching for reinforced concrete and pre-stressed concrete, examples of calculationand project situations.

1 INTRODUCTION

Eurocodes must be popularized for various com-munities: civil engineering teachers and students,professionals of the companies and design offices.

In France, the number of people (table 1) havingto be quickly formed with the Eurocodes related tothe concrete construction is very important. However,few training courses are accessible. Those are oftenvery expensive what limits the number of partici-pants. Few books (Thonier 2006), (Calgaro 2005) ortraditional formation tools are available whereas appli-cation of Eurocodes in European Communities, andmore particularly in France is started.

In order to produce a tool of teaching assistance andof self-formation, a group of teachers and profession-als of the construction has been constituted under theimpulse of the federation “Ecole Française du Béton”(EFB) and the Numerical University for Industry andTechnology (UNIT). This project is a first in the worldof the Civil Engineering teaching in France.

This project named BA-Cortex relates more par-ticularly to the “Eurocodes 2: Design of concretestructures – Part 1-1: General rules and rules for build-ings”. The objective of the project is to build a freelyaccessible formation tool (free of charges) on the weband consultable by everybody: www.ba-cortex.com.

Online studies, released from the time contin-gencies of the synchronous course, are particularlyadapted for the individualized training and for acontinue self-evaluation.

Table 1. Number of peoples dealing withEurocodes related to the concrete in France.

Pupils and students 3 000 pers/anTeachers 1 000 persEngineers and technicians 10 000 persArchitects 5 000 persOthers peoples in links with 100 000 pers

construction act

The tool was thus developed so that learner can adaptits rate of formation, carry out its choice freely, dis-cover the content according to its own study plan, findsufficient stimulating exercises and carry out tests ofself-evaluation possibly criticized by a teacher.

This collaborative work, based on innovativepartenship between teaching and professional experts,is described in this paper and the tool architectureis presented. The reader can connect himself on thewebsite to discover the contents.

2 BA-CORTEX OBJECTIVES

The BA-Cortex tool can be used in basic student train-ing or as support for continuous training activities(including self-training).

So, BA-Cortex is devoiced to:

– the students and the teachers of specialized trainingsof the colleges, universities, engineer schools andarchitecture schools.

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– the technicians and the engineers of Civil Engineer-ing of building enterprises and design or architectoffices who must familiarize themselves with theuse of Eurocodes.

– all the concerned professionals requiring an actual-ization of their knowledge.

Two types of deliverables are expected:

– some deliverables linked to the theoretical trainingabout reinforced concrete and pre-stressed concrete.The main equivalent time of training is about 60hours.

– some deliverables linked to the practical as con-crete structure dimensioning and project studies.The structure is then analysed pieces by pieces (slab,beams, column. . .). The main equivalent time oftraining is about 60 hours.

Three distinct training levels (and then distinctcontents levels) are proposed to the learners:

– Beginners (as college),– intermediate (of technician, with raise-engineer),– expert (engineers and experts).

The selection of the training level is made by learn-ers, at the moment of its connection to the tool. Thechange of training level required to come back to theBA-Cortex project open file.

The content of BA-Cortex relates more particularlyto the following text:

– Some recall of Eurocodes 0: bases for the calculusof structures.

– Specific data for concrete structures from Eurocodes1: Actions on structures.

– Eurocodes 2: Design of concrete structures – Part1-1: General rules and rules for buildings (includ-ing French national annexes). The national annexesdefine the conditions for application of the Euro-pean standard. It makes it possible to take accountof the geographical, geological or climatic charac-teristics as well as levels of protection specific toeach country.

– Calculation methods provided by French profes-sional recommendations (FFB, 2007).

3 BA-CORTEX WORKGROUP

The partners involved in the teaching tool developmentare teachers of Civil Engineering from the college,bachelor or university levels. They represent all themost important places of the French Civil Engineeringformation. Engineers and experts reinforce the “thinktank” (figure 1). Nearly 35 peoples are thus associ-ated within the project, under the coordination of aManagement committee (figure 2).

The members of the workgroup are voluntary.Their production is not paid. The creation of this

Figure 1. Geographical localisation of the BA-Cortex work-group members.

Experts: Contents analysis Scientific validation

Writers: Definition andoptimizationof the project architecture Creation of contents Formalization of the teaching choices scenario:multi-media contents pictures, movies…

Numerisation

Lecture committee: Harmonization ofthe contents, Background andforms Coherence with architecture

Management committee: Search for financialsupport Organization of meetings Project promotion Interface withthe writers and experts

Figure 2. Structuration of BA-Cortex members.

workgroup received the assistance of a certain numberof university or professional French associations:

EFBAUGCCERPETAPMBTPASCO TPAFGCSETECCIMBETON. . .

The workgroup forms a true scientist communitybased on a real interaction between the teachers andthe professionals, including some experts having takenpart in the writing of Eurocodes.

The members of the workgroup are specialists inthe Civil Engineering. They do not have however nec-essary competences to format a numerical tool. The

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support of a company specialized in the website devel-opment is thus necessary. MediaCD company wasselected for this purpose, taking into consideration itscompetence for the development of e-learning tools:www.mediacd.fr.

A financial grant was found in order to supportthe financial cost dues to MediaCD company worksand to the periodical meetings of the workgroup. Thegrant is provided by the federation “Ecole Françaisedu Béton” (EFB) and the Numerical University forIndustry and Technology (UNIT). EFB is a founda-tion founded by cement industry in partnership withthe French ministry of teaching and the ProfessionalFederations intended for the formation. The founda-tion centralizes resources on concrete topics and is acreator and diffuser of teaching supports. UNIT is anassociation linked to the French ministries of teachingand research. This association provide financial grantannually for project dealing with learning tools basedon use of numerical teaching resources.

4 TOOL ARCHITECTURE

4.1 Notion of module

The didactic tool presents different separate modules.The total content synthesizes a basic teaching for rein-forced concrete and pre-stressed concrete, examplesof calculation and project situations. The three train-ing levels are considered for each module. Then, thecontents of the modules are adapted to each level.Three types of modules are presents: notional modules,application modules and project modules.

The choice of a modular architecture permits a pro-gressive teaching approach. Each learner can createits teaching course and advance at its rate in the train-ing and the appropriation of the modules contents.This architecture facilitates self-tuition or a targetedconsultation of the data.

The architecture of the project, its modularity andits evolutionary character will allow an uninterruptedupdate and a progressive enrichment of the whole ofthe formation by addition of complementary modulestaking into account the standards evolutions.

A specific module is also integrated, which con-stitutes deliverable of self evaluation. This module isconstituted with a whole of questions relating to thecontent of each other module.

4.2 Notional modules

Those modules deal with various traditional chap-ters of the teaching of the reinforced concrete andthe pre-stressed concrete: calculations of the actions,structural analysis, dimensioning of the sections. . .(table 2).

In the notional modules, the learner follows a mainscreen which unrolls the contents of the course. This

Table 2. Detail of notional modules contents.

NOTIONALMODULES TOPICS

ACTIONS Definition and principalclassification of actions :

Permanent actions,Variable and accidental actions

Combination of actions for SLSand ULS

Concrete :Mechanical behavior Calculus

stress-strain diagramsStrain, creep, shrinkage

MATERIALS Reinforced bars, prestressedtendons :

Mechanical behaviorCalculus stress-strain diagramsAnchorage, bond, splices

SLS Limit states definitionULS Concrete limit values

Steel limit valuesCrack and deflexion control, limit

valuesBUILDING AND DurabilityENVIRONMENT Design working life

Exposure classesCover optimization

STRUCTURAL Structures modelizationANALYSIS Structural models for overall

analysisLinear elastic analysisLinear analysis with limited

redistributionPlastic analysisAnalysis with struts and ties

modelsNon-linear analysisTying systems

SECTION Ultimate Limit States :DIMENSIONING Bending with or without axialOF LONGITUDINAL forceREINFORCEMENT Serviceability limit states :

Stress limitationCrack controlMinimum cross sectional area of

reinforcementDIMENSIONING ShearOF TRANSVERSAL TorsionREINFORCEMENT Punching

Strut and tie modelsFatigueLocalized pressure

DEFLECTION Deflection calculusAND CRACKS Creep condition

Calculation of crack widthsControl of cracking

ELEMENT UNDER Columns, walls and ties designCOMPRESSION Design procedures detailing

Second order effects(continued)

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Table 2. (continued)

NOTIONALMODULES TOPICS

HORIZONTAL Beams, solid and flat slabs designELEMENTS Curtailment of the longitudinal

tension reinforcementEnd element conditionsSill conditionsNode conditionsDesign procedures detailing

PARTICULAR Short consolesELEMENTS Shallow foundations

Piles capsDeep beamsInstability of slender beams

PRECASTING Design factorsPRODUCTS Design procedures linked with

assemblingJunctures

PRE-STRESSED Post-tensioning prestressELEMENTS Pre-tensioning prestress

Anchorages and anchored devicesDesign procedures detailingPrestressed steel relaxation lossesTransfer of prestress

screen is made up of a succession of pages contain-ing short texts and the illustrations. The user selectedhis rate of course and can retrogress in the screen.Each page of screen offers specific references towardssegments of notional modules or dimensioning. Thecalled data appear on a new window. The windows ofcalled data can also include connections towards othersegments of notional or dimensioning modules.

4.3 Application and project modules

The application modules are composed of exercises ofapplication associated with a correction and accom-panying notes and comments. Calculus methods toevaluate the section of reinforcement bars in con-crete slabs or beams are exposed. Column case is alsostudied as foundations, short beams. . .

With the project modules, the learner is placed insituation of project. The elements of the structure of abuilding are identified. The analysis of each elementcorresponds to a project module. A first stage allowsthe calculation of the actions acting on the studiedbuilding Appling Eurocodes 1. A situation plan of theproject including the architectural and technical datais provided.The materials used and their properties arereviewed at the same time from a technical and nor-mative point of view. Then, various modules detailingthe study of the structural elements become accessiblein an order chosen by learner (table 3).

Table 3. Detail of application and project modules contents.

APPLICATIONand PROJECT PRINCIPAUX THEMESMODULES TRAITES

APPLICATION Structural analysisMODULES design of sections :

Bending without axial forceSLS designSLS stress and strains verificationsULS designBending with axial force :SLS designSLS stress and strains verificationsULS designMinimum reinforcement areas,

non-weakness conditionLongitudinal reinforcementCurtailment of the longitudinal

reinforcementDesign procedures

detailingSections choiceLinks positionsCalculation of deflectionCrack control

PROJECT Project synoptic walk-throughMODULES Associate structural analysis beams

Continuous beams slabsContinuous slabsCorbelsDeep beamsStrip and pad footingsPiles capsColumnsWalls

Some links give directly access to the applicationmodules presenting the principles of dimensioningor the studied structural element or to the associatednotional contents.

4.4 Other contents

Different other content are present in BA-Cortex.Theyconstitute a toolbox. As example, some part of ref-erences texts (standard or technical descriptions. . . )are directly accessible from notional modules. Eachmodule is illustrated with supports documents. Thesedocuments allow to the learner how to obtain precisedetails on the teaching contents on the optimisation ofdimensioning, technology and additional informationfor a more precise analysis. Toolbox is also com-posed of constructive principles, interactive diagrams,pictures and movies or the justification of certainformulas used in Eurocodes.

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Notionalmodules

Applicationmodules

Project modules

Reference texts, media

Support documents

Scientific supplements

Figure 3. Links between BA-Cortex contents.

Some other documents gather technical data neces-sary to comprehension of the behaviour of reinforcedconcrete and pre-stressed concrete, behavior of thematerial concrete.

5 PROJECT DURATION AND COURSE

The course of the project is two years long (2007 and2008). During the fist year of the project the work-group have a meeting quite each two months. Duringthe first meeting, the architecture and the scenario ofeach module is proposed. The redaction of the mod-ule is realized by small teams of writers working in acollective way. Text are presented during meetings andread and corrected by the experts and by members ofmanagement committee to ensure the homogeneity ofall the content in parallel, the definition of a graphiccharter is carried out in conformity with the selectedarchitecture. The validation of this choice is finalizedin July 2007. First content of notional modules aredeliverable in June 2007. Then the content is numer-ized. To follow the evolution of the content, MediaCDuse a pilot website accessible for each workgroupmember.

More content are added each month. A first publicversion of the content is al ready available (figure 4).This content corresponds essentially to notional mod-ules. This content will soon evolve with the additionof applications and project modules.

6 CONCLUSIONS

The initial configuration of the project must be com-pleted in the early 2009. This project is a first in theworld of the Civil Engineering teaching in France. Wehope that the synergy initiated for this project stayspersistent.

Figure 4. Presentation of BA-Cortex: www.ba-cortex.com.

The project BA-CORTEX being based on a verylarge base of knowledge will make it possible tostandardize and accelerate the acquisition and theappropriation of competences of the various actorsof the world of construction and teaching and thus toallow to the French community members to reach theEuropean requirements level.

BA-Cortex proposes some answers to meet the needof education methods evolution, of a fast diffusion ofknowledge and of formation for all the actors of theconstruction world.

The content of BA-Cortex is written in French.However, the modular aspect of it construction mustfacilitate is translation and adaptation to the use inother countries.

REFERENCES

Thonier, H. 2006. Conception et calcul des structures de bâti-ment, l’eurocodes 2 pratique, Cours de l’ENPC tome 7;ed. Presse des Ponts et Chaussées.

Calgaro, J.A., Cortade, J. 1995. Application de l’Eurocode2, Calcul des bâtiments en béton: ed. Presse des Pontset Chaussées.

FFB. Recommandations professionnelles pour l’applicationde la norme NF EN1992-1-1 et son annexe nationalerelatives au calcul des structures en béton. FédérationFrançaise du Bâtiment, ed. SEBTP Paris.

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