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Bridges and Applications Bridges and Applications Bridges and Applications Arch Bridges
10/23/2014 Bridges and Applications Bridges and Applications • Bridges are used to span across distances that are difficult to otherwise pass through. • Rivers • Deep gorges • Other roadways Bridges and Applications Arch Bridges • There are four basic types of bridges – Arch – Beam – Suspension – Cable‐stayed • Each type has different design and is therefore better suited to different applications 1 10/23/2014 Arch Bridges Arch Bridges • Instead of pushing straight down, the weight of an arch bridge is carried outward along the curve of the arch to the supports at each end. Abutments, carry • These supports, called the abutments, carry the load the load and keep the ends of the bridge from spreading outward. and keep the ends of the bridge from spreading outward Arch Bridges Arch Bridges • When supporting its own weight and the • Today, materials like steel and pre‐stressed weight of crossing traffic, every part of the concrete have made it possible to build longer arch is under compression. and more elegant arches. • For this reason, arch bridges must be made of materials that are strong under compression. New River Gorge, – Rock West Virginia. – Concrete 2 10/23/2014 Arch Bridges Arch Bridges • Usually arch bridges employ vertical supports • Typically, arch bridges span between 200 and called spandrels to distribute the weight of 800 feet. the roadway to the arch below. Arch Bridges One of the most revolutionary arch bridges in recent years is the Natchez Trace Parkway Bridge in Franklin, Tennessee, which was opened to traffic in 1994. It's the first American arch bridge to be constructed from segments of precast concrete, a highly economical material. -
Modern Steel Construction 2009
Reprinted from 2009 MSC Steel Bridges 2009 Welcome to Steel Bridges 2009! This publication contains all bridge related information collected from Modern Steel Construction magazine in 2009. These articles have been combined into one organized document for our readership to access quickly and easily. Within this publication, readers will find information about Accelerated Bridge Construction (ABC), short span steel bridge solutions, NSBA Prize Bridge winners, and advancement in coatings technologies among many other interesting topics. Readers may also download any and all of these articles (free of charge) in electronic format by visiting www.modernsteel.org. The National Steel Bridge Alliance would like to thank everyone for their strong dedication to improving our nation’s infrastructure, and we look forward to what the future holds! Sincerely, Marketing Director National Steel Bridge Alliance Table of Contents March 2009: Up and Running in No Time........................................................................................... 3 March 2009: Twice as Nice .................................................................................................................. 6 March 2009: Wide River ..................................................................................................................... 8 March 2009: Over the Rails in the Other Kansas City ........................................................................ 10 July 2009: Full House ....................................................................................................................... -
Human Suspension Bridge.Pdf
Grades 60 minutes 3–5, 6–8 Human Suspension Bridge Create a bridge with your body. Instructions Materials Students create a suspension bridge with their bodies and PER CLASS: experience the forces that make a suspension bridge work. Two pieces of sturdy, wide rope, each 10–12 feet 1 Introduce the activity by showing different examples of Photographs of various suspension bridges suspension bridges, if available. (optional) 2 Next, demonstrate the force of tension. Let students know they will be making contact via their arms and get whatever consent is needed. Ask students to pair up and stand facing their partner. Have each team member grasp the other’s forearms. Both students lean back. Their arms should stretch out between them. Go around to several pairs and lean gently on top of their arms to test their structure. Explain that when you lean on them you are pushing down and causing their arms to stretch, or be put into tension. Find more activities at: www.DiscoverE.org 3 Now demonstrate the force of compression: Have partners press the palms of their hands together and lean toward one another, making an arch with their bodies. Go around to each pair and push on top of the arch. Explain that when you push down you cause them to push together, or to be put into compression. 4 To build the human bridge, select 16 students. Arrange students like so: • Two pairs of taller students—the “towers”—stand across from each other and hold the ropes (the cable) on their shoulders. • Four students act as anchors. -
Hidden Bridge Defect Investigation and Monitoring
Hidden bridge defect investigation and monitoring A definitive approach to managing hidden defects in bridges A part of James Fisher and Sons plc \ Hidden bridge defect investigation and monitoring Experts in hidden defect management The detection and management of hidden defects in bridges has BridgeWatch® – Setting the standard in structural health monitoring BridgeWatch® uses a highly sophisticated range of sensors, data acquisition equipment and Strainstall’s SAMTM software to provide become an area of increased focus across the infrastructure sector, constant, real-time monitoring in an integrated manner. following a number of high profile structural failures. The hardware system comprises: • A modular network of data acquisition units (DAUs) • Fully integrated systems including GPS, corrosion and weigh-in-motion Strainstall and Testconsult – Experts in hidden defect management • Sensors including; strain gauges, accelerometers, temperature, tilt and displacement transducers • Other data inputs, including inspector records New technologies and techniques make it possible to address Our BridgeWatch® system, based on our Smart Asset The sensors are distributed across areas of interest, resulting in an adaptive system that can be applied to any structure at any point in its defects, significantly increasing safety and increasing the Management (SAM)TM software, is one of the most advanced life cycle for one-off testing or continuous monitoring. lifespan of the asset. monitoring, analysis and data management systems available. TM It provides a comprehensive monitoring solution for a wide With the sophisticated SAM data analytics system, users can run multiple analysis routines, produce reports and generate health CIRIA, in conjunction with Strainstall and other industry range of structures, yielding data-rich insights into the indices for risk-based maintenance planning. -
Simple Innovative Comparison of Costs Between Tied-Arch Bridge and Cable-Stayed Bridge
MATEC Web of Conferences 258, 02015 (2019) https://doi.org/10.1051/matecconf/20192 5802015 SCESCM 20 18 Simple innovative comparison of costs between tied-arch bridge and cable-stayed bridge Järvenpää Esko1,*, Quach Thanh Tung2 1WSP Finland, Oulu, Finland 2WSP Finland, Ho Chi Minh, Vietnam Abstract. The proposed paper compares tied-arch bridge alternatives and cable-stayed bridge alternatives based on needed load-bearing construction material amounts in the superstructure. The comparisons are prepared between four tied arch bridge solutions and four cable-stayed bridge solutions of the same span lengths. The sum of the span lengths is 300 m. The rise of arch as well as the height of pylon and cable arrangements follow optimal dimensions. The theoretic optimum rise of tied-arch for minimum material amount is higher than traditionally used for aesthetic reason. The optimum rise for minimum material amount parabolic arch is shown in the paper. The mathematical solution uses axial force index method presented in the paper. For the tied-arches the span-rise-ration of 3 is used. The hangers of the tied-arches are vertical-The tied-arches are calculated by numeric iteration method in order to get moment-less arch. The arches are designed as constant stress arch. The area and the weight of the cross section follow the compression force in the arch. In addition the self-weight of the suspender cables are included in the calculation. The influence of traffic loads are calculated by using a separate FEM program. It is concluded that tied-arch is a competitive alternative to cable-stayed bridge especially when asymmetric bridge spans are considered. -
Arched Bridges Lily Beyer University of New Hampshire - Main Campus
University of New Hampshire University of New Hampshire Scholars' Repository Honors Theses and Capstones Student Scholarship Spring 2012 Arched Bridges Lily Beyer University of New Hampshire - Main Campus Follow this and additional works at: https://scholars.unh.edu/honors Part of the Civil and Environmental Engineering Commons Recommended Citation Beyer, Lily, "Arched Bridges" (2012). Honors Theses and Capstones. 33. https://scholars.unh.edu/honors/33 This Senior Honors Thesis is brought to you for free and open access by the Student Scholarship at University of New Hampshire Scholars' Repository. It has been accepted for inclusion in Honors Theses and Capstones by an authorized administrator of University of New Hampshire Scholars' Repository. For more information, please contact [email protected]. UNIVERSITY OF NEW HAMPSHIRE CIVIL ENGINEERING Arched Bridges History and Analysis Lily Beyer 5/4/2012 An exploration of arched bridges design, construction, and analysis through history; with a case study of the Chesterfield Brattleboro Bridge. UNH Civil Engineering Arched Bridges Lily Beyer Contents Contents ..................................................................................................................................... i List of Figures ........................................................................................................................... ii Introduction ............................................................................................................................... 1 Chapter I: History -
The Storied Past of the Brooklyn Bridge
Discuss & Recall The Storied Past of the Brooklyn Bridge Among the most iconic structures in the United States, the Brooklyn Bridge, which links the New York City boroughs of Manhattan and Brooklyn, serves as both a majestic sight and a vital passage over the East River. But the story of the bridge’s construction in the late 1800s is even more compelling than the inspiring structure itself. This discussion activity features the storied past of the Brooklyn Bridge, lists of surprising and fast facts, and some Trivia Q & A. Preparation & How-To’s • Read the informational portions of the activity and use the Discussion Starters to help get a conversation going. • Print the pictures to share or display them on the TV screen. • Check out the Additional Activities section for more information to bring to the activity. • Set the mood for this activity by playing Frank Sinatra’s “The Brooklyn Bridge” from the movie It Happened in Brooklyn (1947). The Storied Past of the Brooklyn Bridge Introduction Songs celebrate it. Photographs and paintings immortalize it. Poetry romanticizes it. And a woman who never held a degree in architecture or engineering saved it when the death of the chief engineer and the subsequent debilitating illness of his replacement put the entire project in jeopardy. It was 1855 when the bridge was first proposed, but by then, plans for crossing the river to connect Brooklyn and Manhattan had been discussed for half a century. Manhattan had a population that doubled that of Brooklyn in the early 1800s, and city planners sought a way to relieve overcrowding while promoting development in Brooklyn. -
And Bridge Overloads
FINAL REPORT Development of Risk Models for Florida's Bridge Management System (Reuters) Contract No. BDK83 977-11 John O. Sobanjo Florida State University Department of Civil and Environmental Engineering 2525 Pottsdamer St. Tallahassee, FL 32310 Paul D. Thompson Consultant 17035 NE 28th Place Bellevue, WA 98008 Prepared for: State Maintenance Office Florida Department of Transportation Tallahassee, FL 32309 June 2013 Final Report ii Disclaimer The opinions, findings, and conclusions expressed in this publication are those of the authors and not necessarily those of the Florida Department of Transportation (FDOT), the U.S. Department of Transportation (USDOT), or Federal Highway Administration (FHWA). Final Report iii SI* (MODERN METRIC) CONVERSION FACTORS APPROXIMATE CONVERSIONS TO SI UNITS SYMBOL WHEN YOU KNOW MULTIPLY BY TO FIND SYMBOL LENGTH in Inches 25.4 millimeters mm ft Feet 0.305 meters m yd Yards 0.914 meters m mi Miles 1.61 kilometers km SYMBOL WHEN YOU KNOW MULTIPLY BY TO FIND SYMBOL AREA in2 Square inches 645.2 square millimeters mm2 ft2 Square feet 0.093 square meters m2 yd2 square yard 0.836 square meters m2 ac acres 0.405 hectares ha mi2 square miles 2.59 square kilometers km2 SYMBOL WHEN YOU KNOW MULTIPLY BY TO FIND SYMBOL VOLUME fl oz fluid ounces 29.57 milliliters mL gal gallons 3.785 liters L ft3 cubic feet 0.028 cubic meters m3 yd3 cubic yards 0.765 cubic meters m3 NOTE: volumes greater than 1000 L shall be shown in m3 SYMBOL WHEN YOU KNOW MULTIPLY BY TO FIND SYMBOL MASS oz ounces 28.35 grams g lb pounds 0.454 kilograms -
Bayonne Bridge Lesson Plan
The Bayonne Bridge: The Beautiful Arch Resources for Teachers and Students [Printable and Electronic Versions] The Bayonne Bridge: The Beautiful Arch Resources for Teachers And Students [Printable and Electronic Versions] OVERVIEW/OBJECTIVE: Students will be able to understand and discuss the history of NOTES: the Bayonne Bridge and use science and engineering basics • Key words indicated in to investigate bridge design and test an arch bridge model. Bold are defined in call- out boxes. TARGET GRADE LEVEL: • Teacher-only text Fourth grade instruction, adaptable to higher levels as indicated with Italics. desired in the subjects of Social Studies and Engineering. FOCUS: In Part I, students learn about history of the Bayonne Bridge including the many engineering challenges encountered during the project and the people who helped overcome those challenges. In Part II, students learn engineering concepts to understand how bridges stay up and use these concepts to complete activities on bridge design before applying these concepts to theorize how the Bayonne Bridge works. MATERIALS: • Part I: DVD of “The Bayonne Bridge Documentary” • Part II: 2–4 heavy textbooks or 2 bricks per group; 2 pieces of “cereal box” cardboard or similar, 12 x 8 in; weights (anything small that can be stacked on the structure); red and blue marker, crayon or colored pencil for each student or group. The Bayonne Bridge: The Beautiful Arch Contents Teacher Materials | Part I: History of the Bayonne Bridge . T-1 Teacher Materials | Part II: Bridge Engineering . T-7 Student Materials | Part I: History of the Bayonne Bridge . S-1 Student Materials | Part II: Bridge Engineering . -
Polydron-Bridges-Work-Cards.Pdf
Getting Started You will need: A Polydron Bridges Set ❑ This activity introduces you to the parts in the set and explains what each of them does. A variety of traditional Polydron and Frameworks pieces are used in each of the activities. However, they are coloured to produce more realistic effects. For example, the traditional squares are black and used to represent the road on the bridge deck. Plinth ❑ On the right you can see the plinth or bridge base. All of the bridges use one or two of these. They give each bridge a firm base and allow special parts to be connected easily. Notice the two holes in the top on the plinth. These holes are for long struts. These can be seen in place below. ❑ The second picture shows the plinth with two right-angled triangles and a rectangle connected. All three of these parts clip into the plinth. Struts ❑ There are three different lengths of strut in the set. There are 80mm short struts that are used with the pulleys with lugs to carry cables. These are shown on the left. The lugs fit into long struts. On the Drawbridge 110mm short struts are used with ordinary pulleys and a winding handle. ❑ Long struts are also used to support the cable assembly of the Suspension Bridge and the Cable Stay Bridge. This idea can be seen in the picture on the right. ❑ Long struts are also used to connect the two sections of the Drawbridge. ® ©Bob Ansell Special Rectangles ❑ Special rectangles can be used in a variety of ways. -
Design and Construction of the First Composite Truss Bridge in Japan Kinokawa Viaduct, Wakayama, Japan
Concrete Structures: the Challenge of Creativity Design and Construction of the first composite truss bridge in Japan Kinokawa Viaduct, Wakayama, Japan Masato YAMAMURA Hiroaki OKAMOTO Hiroo MINAMI Professional Engineer Professional Engineer Professional Engineer Kajima Corporation Kajima Corporation Kajima Corporation Tokyo, Japan Tokyo, Japan Tokyo, Japan Summary This project is to build a viaduct in Wakayama, Japan. Owner adopted a design build bidding system for the first time in its history of a bridge project in order to tender a construction work including both the superstructure and the substructure together. As a result of bidding, it was decided that the first composite truss bridge in Japan is constructed. Through the project, it was confirmed that the construction and the economical efficiency of the composite truss bridge are equivalent to or better than the conventional pretressed concrete box girder bridge. Keywords: composite truss bridge; design build; steel truss diagonal; panel point section; steel box- type joint structure; balanced cantilever erection 1. Introduction This project is to build a viaduct over the Kinokawa River in Wakayama. Ministry of Land, Infrastructure and Transport (MLIT) adopted a design build bidding system for the first time in its history of a bridge project in order to tender a construction work including both the superstructure and the substructure together. In the tendering method used at this time, only the basic performance requirements such as the bridge length, road classification, effective width, and live loads are specified. A proposal of a variety of bridge design, mainly for its form and the number of span, was admitted by MLIT. -
Development of User Cost Model for Movable Bridge Openings in Florida Bernard Buxton-Tetteh
Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2004 Development of User Cost Model for Movable Bridge Openings in Florida Bernard Buxton-Tetteh Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] THE FLORIDA STATE UNIVERSITY COLLEGE OF ENGINEERING DEVELOPMENT OF USER COST MODEL FOR MOVABLE BRIDGE OPENINGS IN FLORIDA By BERNARD BUXTON-TETTEH A Thesis submitted to the Department of Civil Engineering in partial fulfillment of the requirements for the degree of Master of Science Degree Awarded: Spring Semester, 2004 The members of the Committee approve the thesis of Bernard Buxton-Tetteh defended on March 26, 2004. _______________________________________ John O. Sobanjo Professor Directing Thesis _______________________________________ Renatus N. Mussa Committee Member ________________________________________ Lisa Spainhour Committee Member Approved: ___________________________________________________ Jerry Wekezer, Chair, Department of Civil Engineering The office of Graduate Studies has verified and approved the above-named committee members. ii ACKNOWLEDGEMENTS Thanks to God who provided me with strength and wisdom and by whose grace I have come this far in my educational career. I would like to thank Dr. John O. Sobanjo for his advice, instruction, and support and for giving me the privilege to work him in the pursuance of my Master’s degree. I would also like to thank Dr. Renatus Mussa and Dr. Lisa K. Spainhour for serving on my committee and for their guidance in the preparation of this report. I would like to thank my mother, Madam Victoria for her prayers and my brother Michael who has been a source of inspiration throughout my educational career.