Description
Objectives
Understanding the behaviour of concrete structures in relation to failure and service states. Verification of safety to the ultimate limit states and service limit states. Analysis and design methods for slabs supported by beams and flat slabs, reinforcement detailing. Design of prestressed concrete structures. Design of columns in frames. Analysis and design of members and discontinuity regions using stress field models and struts and ties models. Design of foundations.
Syllabus
1. COMPLEMENTARY ELEMENTS ON STRUCTURAL SERVICEABILITY FOR REINFORCED CONCRETE. Cracking: Behaviour models and safety verifications. Effects of imposed and restrained deformations. Deformations: Behaviour models and safety verifications. 2. COMPLEMENTARY ELEMENTS ON BEHAVIOUR AND DESIGN OF SLABS. Structural floor systems with beams and flat slabs: Analysis, design and reinforcement detailing. 3. COMPLEMENTARY ELEMENTS ON PRESTRESS. Design for Ultimate Limit States. Prestress in hyperstatic structures – Cable layouts. Prestress losses. 4. DESCONTINUITY REGIONS IN STRUCTURAL CONCRETE – STRESS FIELDS MODELS Concept and definition of design models for discontinuity regions. Safety verifications for discontinuity regions. Application to typical cases: deep beams, corbels beams, prestress anchorage regions, beam/column connection regions and foundations. 5. COMPLEMENTARY ELEMENTS FOR FRAME STRUCTURES Columns in frames structures – design considering second order effects.
Prerequisites
Students should have training on the fundamental concepts related to the behaviour of structural concrete covered in UC Concrete Structures I.
Cross Competence Component
The curricular unit actively encourages the development of transversal competences in Critical Reasoning (criativity and strategy focused on addressing real problems), Interpersonal and Intrapersonal Competences (written and oral communication skills, ability to work in teams) and Information and Media Literacy (search and management of additional information). The evaluation percentage associated with these competences should be around 20%.
Ethical Principles
All members of a group are responsible for the group's work. In any assessment, every students shall honestly disclose any help received and sources used. In an oral assessment, every students shall be able to present and answer questions about the entire assignment and solution.