Estruturas de Edifícios

Objectives

The main goals of the course are: - to motivate students to the area of structural design; - to introduce the methodologies of design practice, stressing particularly the importance of the conceptual design phase in the design of building structures; - to extend the basic training previously received by students in structural concrete area, and to integrate different structural engineering topics learned during the course, so applied to the design of building structures.

Syllabus

INTRODUCTION TO BUILDINGS STRUCTURAL DESIGN Framework of design – design phases and basis for design. General constraints and performance requirements. Conceptual design and buildings structural systems - vertical and horizontal actions. Summary of the main indications for structural elements preliminary design. BUILDINGS IN SEISMIC REGIONS Structural systems - conceptual design. Concrete elements under cyclic actions. design models in seismic regions – NP EN1998-1 recommendations. POST-TENSIONING IN BUILDINGS Design criteria and effects of prestressing (SLS, ULS). Post-tensioned slabs - modelling, design and detailing. Further applications – post-tensioned foundations and transfer structures. EFFECTS OF IMPOSED DEFORMATIONS ON BUILDINGS STRUCTURES Problems, analysis and design models. Joints in building structures - design and detailing. STRUCTURAL FIRE DESIGN OF CONCRETE STRUCTURES Behavior and design procedures of building concrete structures for fire exposure.

Prerequisites

Students should have training on the fundamental concepts related to the behaviour and design of concrete structures covered in UCs Concrete Structures I and II.

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.