Stress-Based FEM in the Problem of Bending of Euler–Bernoulli and Timoshenko Beams Resting on Elastic Foundation
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Glossary: Definitions
Appendix B Glossary: Definitions The definitions given here apply to the terminology used throughout this book. Some of the terms may be defined differently by other authors; when this is the case, alternative terminology is noted. When two or more terms with identical or similar meaning are in general acceptance, they are given in the order of preference of the current writers. Allowable stress (working stress): If a member is so designed that the maximum stress as calculated for the expected conditions of service is less than some limiting value, the member will have a proper margin of security against damage or failure. This limiting value is the allowable stress subject to the material and condition of service in question. The allowable stress is made less than the damaging stress because of uncertainty as to the conditions of service, nonuniformity of material, and inaccuracy of the stress analysis (see Ref. 1). The margin between the allowable stress and the damaging stress may be reduced in proportion to the certainty with which the conditions of the service are known, the intrinsic reliability of the material, the accuracy with which the stress produced by the loading can be calculated, and the degree to which failure is unattended by danger or loss. (Compare with Damaging stress; Factor of safety; Factor of utilization; Margin of safety. See Refs. l–3.) Apparent elastic limit (useful limit point): The stress at which the rate of change of strain with respect to stress is 50% greater than at zero stress. It is more definitely determinable from the stress–strain diagram than is the proportional limit, and is useful for comparing materials of the same general class. -
3 Concepts of Stress Analysis
FEA Concepts: SW Simulation Overview J.E. Akin 3 Concepts of Stress Analysis 3.1 Introduction Here the concepts of stress analysis will be stated in a finite element context. That means that the primary unknown will be the (generalized) displacements. All other items of interest will mainly depend on the gradient of the displacements and therefore will be less accurate than the displacements. Stress analysis covers several common special cases to be mentioned later. Here only two formulations will be considered initially. They are the solid continuum form and the shell form. Both are offered in SW Simulation. They differ in that the continuum form utilizes only displacement vectors, while the shell form utilizes displacement vectors and infinitesimal rotation vectors at the element nodes. As illustrated in Figure 3‐1, the solid elements have three translational degrees of freedom (DOF) as nodal unknowns, for a total of 12 or 30 DOF. The shell elements have three translational degrees of freedom as well as three rotational degrees of freedom, for a total of 18 or 36 DOF. The difference in DOF types means that moments or couples can only be applied directly to shell models. Solid elements require that couples be indirectly applied by specifying a pair of equivalent pressure distributions, or an equivalent pair of equal and opposite forces at two nodes on the body. Shell node Solid node Figure 3‐1 Nodal degrees of freedom for frames and shells; solids and trusses Stress transfer takes place within, and on, the boundaries of a solid body. The displacement vector, u, at any point in the continuum body has the units of meters [m], and its components are the primary unknowns. -
Bending Stress
Bending Stress Sign convention The positive shear force and bending moments are as shown in the figure. Figure 40: Sign convention followed. Centroid of an area Scanned by CamScanner If the area can be divided into n parts then the distance Y¯ of the centroid from a point can be calculated using n ¯ Âi=1 Aiy¯i Y = n Âi=1 Ai where Ai = area of the ith part, y¯i = distance of the centroid of the ith part from that point. Second moment of area, or moment of inertia of area, or area moment of inertia, or second area moment For a rectangular section, moments of inertia of the cross-sectional area about axes x and y are 1 I = bh3 x 12 Figure 41: A rectangular section. 1 I = hb3 y 12 Scanned by CamScanner Parallel axis theorem This theorem is useful for calculating the moment of inertia about an axis parallel to either x or y. For example, we can use this theorem to calculate . Ix0 = + 2 Ix0 Ix Ad Bending stress Bending stress at any point in the cross-section is My s = − I where y is the perpendicular distance to the point from the centroidal axis and it is assumed +ve above the axis and -ve below the axis. This will result in +ve sign for bending tensile (T) stress and -ve sign for bending compressive (C) stress. Largest normal stress Largest normal stress M c M s = | |max · = | |max m I S where S = section modulus for the beam. For a rectangular section, the moment of inertia of the cross- 1 3 1 2 sectional area I = 12 bh , c = h/2, and S = I/c = 6 bh . -
DEFINITIONS Beams and Stringers (B&S) Beams and Stringers Are
DEFINITIONS Beams and Stringers (B&S) Beams and stringers are primary longitudinal support members, usually rectangular pieces that are 5.0 or more in. thick, with a depth more than 2.0 in. greater than the thickness. B&S are graded primarily for use as beams, with loads applied to the narrow face. Bent. A type of pier consisting of two or more columns or column-like components connected at their top ends by a cap, strut, or other component holding them in their correct positions. Camber. The convex curvature of a beam, typically used in glulam beams. Cantilever. A horizontal member fixed at one end and free at the other. Cap. A sawn lumber or glulam component placed horizontally on an abutment or pier to distribute the live load and dead load of the superstructure. Clear Span. Inside distance between the faces of support. Connector. Synonym for fastener. Crib. A structure consisting of a foundation grillage and a framework providing compartments that are filled with gravel, stones, or other material satisfactory for supporting the structure to be placed thereon. Check. A lengthwise separation of the wood that usually extends across the rings of annual growth and commonly results from stresses set up in wood during seasoning. Creep. Time dependent deformation of a wood member under sustained load. Dead Load. The structure’s self weight. Decay. The decomposition of wood substance by fungi. Some people refer to it as “rot”. Decking. A subcategory of dimension lumber, graded primarily for use with the wide face placed flatwise. Delamination. The separation of layers in laminated wood or plywood because of failure of the adhesive, either within the adhesive itself or at the interface between the adhesive and the adhered. -
Beam Structures and Internal Forces
ENDS 231 Note Set 13 S2008abn Beam Structures and Internal Forces • BEAMS - Important type of structural members (floors, bridges, roofs) - Usually long, straight and rectangular - Have loads that are usually perpendicular applied at points along the length Internal Forces 2 • Internal forces are those that hold the parts of the member together for equilibrium - Truss members: F A B F F A F′ F′ B F - For any member: T´ F = internal axial force (perpendicular to cut across section) V = internal shear force T´ (parallel to cut across section) T M = internal bending moment V Support Conditions & Loading V • Most often loads are perpendicular to the beam and cause only internal shear forces and bending moments M • Knowing the internal forces and moments is necessary when R designing beam size & shape to resist those loads • Types of loads - Concentrated – single load, single moment - Distributed – loading spread over a distance, uniform or non-uniform. 1 ENDS 231 Note Set 13 S2008abn • Types of supports - Statically determinate: simply supported, cantilever, overhang L (number of unknowns < number of equilibrium equations) Propped - Statically indeterminate: continuous, fixed-roller, fixed-fixed (number of unknowns < number of equilibrium equations) L Sign Conventions for Internal Shear and Bending Moment Restrained (different from statics and truss members!) V When ∑Fy **excluding V** on the left hand side (LHS) section is positive, V will direct down and is considered POSITIVE. M When ∑M **excluding M** about the cut on the left hand side (LHS) section causes a smile which could hold water (curl upward), M will be counter clockwise (+) and is considered POSITIVE. -
A Simple Beam Test: Motivating High School Teachers to Develop Pre-Engineering Curricula
Session 2326 A Simple Beam Test: Motivating High School Teachers to Develop Pre-Engineering Curricula Eric E. Matsumoto, John R. Johnston, E. Edward Dammel, S.K. Ramesh California State University, Sacramento Abstract The College of Engineering and Computer Science at California State University, Sacramento has developed a daylong workshop for high school teachers interested in developing and teaching pre-engineering curricula. Recent workshop participants from nine high schools performed “hands-on” laboratory experiments that can be implemented at the high school level to introduce basic engineering principles and technology and to inspire students to study engineering. This paper describes one experiment that introduces fundamental structural engineering concepts through a simple beam test. A load is applied at the center of a beam using weights, and the resulting midspan deflection is measured. The elastic stiffness of the beam is determined and compared to published values for various beam materials and cross sectional shapes. Beams can also be tested to failure. This simple and inexpensive experiment provides a useful springboard for discussion of important engineering topics such as elastic and inelastic behavior, influence of materials and structural shapes, stiffness, strength, and failure modes. Background engineering concepts are also introduced to help high school teachers understand and implement the experiment. Participants rated the workshop highly and several teachers have already implemented workshop experiments in pre-engineering curricula. I. Introduction The College of Engineering and Computer Science at California State University, Sacramento has developed an active outreach program to attract students to the College and promote engineering education. In partnership with the Sacramento Engineering and Technology Regional Consortium1 (SETRC), the College has developed a daylong workshop for high school teachers interested in developing and teaching pre-engineering curricula. -
I-Beam Cantilever Racks Meet the Latest Addition to Our Quick Ship Line
48 HOUR QUICK SHIP Maximize storage and improve accessibility I-Beam cantilever racks Meet the latest addition to our Quick Ship line. Popular for their space-saving design, I-Beam cantilever racks can allow accessibility from both sides, allowing for faster load and unload times. Their robust construction reduces fork truck damage. Quick Ship I-beam cantilever racks offer: • 4‘ arm length, with 4” vertical adjustability • Freestanding heights of 12’ and 16’ • Structural steel construction with a 50,000 psi minimum yield • Heavy arm connector plate • Bolted base-to-column connection I-Beam Cantilever Racks can be built in either single- or double-sided configurations. How to design your cantilever rack systems 1. Determine the number and spacing of support arms. 1a The capacity of each 4’ arm is 2,600#, so you will need to make sure that you 1b use enough arms to accommodate your load. In addition, you can test for deflection by using wood blocks on the floor under the load. 1c Use enough arms under a load to prevent deflection of the load. Deflection causes undesirable side pressure on the arms. If you do not detect any deflection with two wood blocks, you may use two support arms. Note: Product should overhang the end of the rack by 1/2 of the upright centerline distance. If you notice deflection, try three supports. Add supports as necessary until deflection is eliminated. Loading without overhang is incorrect. I-Beam cantilever racks WWW.STEELKING.COM 2. Determine if Quick Ship I-Beam arm length is appropriate for your load. -
Symmetry Groups and Conservation Laws in Structural Mechanics
Proceedings of Institute of Mathematics of NAS of Ukraine 2000, Vol. 30, Part 1, 223–230. Symmetry Groups and Conservation Laws in Structural Mechanics Vassil M. VASSILEV and Peter A. DJONDJOROV Institute of Mechanics, Bulgarian Academy of Sciences, Acad. G. Bontchev St., Bl.4, 1113 Sofia, Bulgaria E-mails: [email protected] and [email protected] Recent results concerning the application of Lie transformation group methods to structural mechanics are presented. Focus is placed on the point Lie symmetries and conservation laws inherent to the Bernoulli–Euler and Timoshenko beam theories as well as to the Marguerre- von K´arm´an equations describing the large deflection of thin elastic shallow shells within the framework of the nonlinear Donnell–Mushtari–Vlasov theory. 1 Introduction The present paper is concerned with the invariance properties (point Lie symmetries) of three classes of self-adjoint partial differential equations arising in structural mechanics – the dynamic beam equations of Bernouli–Euler and Timoshenko type governing vibration of beams on a variable elastic foundation and dynamic stability of fluid conveying pipes, and Marguerre-von K´arm´an equations describing the large deflection of thin isotropic elastic shallow shells subjected to an external transverse load and a nonuniform heating. Once the invariance properties of a given differential equation are established, several impor- tant applications are available. First, it is possible to obtain classes of group-invariant solutions. For a self-adjoint equation another application of its symmetries arises since it is the Euler– Lagrange equation of a certain functional. If a symmetry group of such an equation turned out to be its variational symmetry as well, that is a symmetry of the associated functional, then Noether’s theorem guarantees the existence of a conservation law for the solutions of this equation. -
Structural Analysis
Module 1 Energy Methods in Structural Analysis Version 2 CE IIT, Kharagpur Lesson 1 General Introduction Version 2 CE IIT, Kharagpur Instructional Objectives After reading this chapter the student will be able to 1. Differentiate between various structural forms such as beams, plane truss, space truss, plane frame, space frame, arches, cables, plates and shells. 2. State and use conditions of static equilibrium. 3. Calculate the degree of static and kinematic indeterminacy of a given structure such as beams, truss and frames. 4. Differentiate between stable and unstable structure. 5. Define flexibility and stiffness coefficients. 6. Write force-displacement relations for simple structure. 1.1 Introduction Structural analysis and design is a very old art and is known to human beings since early civilizations. The Pyramids constructed by Egyptians around 2000 B.C. stands today as the testimony to the skills of master builders of that civilization. Many early civilizations produced great builders, skilled craftsmen who constructed magnificent buildings such as the Parthenon at Athens (2500 years old), the great Stupa at Sanchi (2000 years old), Taj Mahal (350 years old), Eiffel Tower (120 years old) and many more buildings around the world. These monuments tell us about the great feats accomplished by these craftsmen in analysis, design and construction of large structures. Today we see around us countless houses, bridges, fly-overs, high-rise buildings and spacious shopping malls. Planning, analysis and construction of these buildings is a science by itself. The main purpose of any structure is to support the loads coming on it by properly transferring them to the foundation. -
Module Code CE7S02 Module Name Advanced Structural Analysis ECTS
Module Code CE7S02 Module Name Advanced Structural Analysis 1 ECTS Weighting 5 ECTS Semester taught Semester 1 Module Coordinator/s Module Coordinator: Assoc. Prof. Dermot O’Dwyer ([email protected]) Module Learning Outcomes with reference On successful completion of this module, students should be able to: to the Graduate Attributes and how they are developed in discipline LO1. Identify the appropriate differential equations and boundary conditions for analysing a range of structural analysis and solid mechanics problems. LO2. Implement the finite difference method to solve a range of continuum problems. LO3. Implement a basic beam-element finite element analysis. LO4. Implement a basic variational-based finite element analysis. LO5. Implement time-stepping algorithms and modal analysis algorithms to analyse structural dynamics problems. L06. Detail the assumptions and limitations underlying their analyses and quantify the errors/check for convergence. Graduate Attributes: levels of attainment To act responsibly - ho ose an item. To think independently - hoo se an item. To develop continuously - hoo se an it em. To communicate effectively - hoo se an item. Module Content The Advanced Structural Analysis Module can be taken as a Level 9 course in a single year for 5 credits or as a Level 10 courses over two years for the total of 10 credits. The first year of the module is common to all students, in the second year Level 10 students who have completed the first year of the module will lead the work groups. The course will run throughout the first semester. The aim of the course is to develop the ability of postgraduate Engineering students to develop and implement non-trivial analysis and modelling algorithms. -
“Linear Buckling” Analysis Branch
Appendix A Eigenvalue Buckling Analysis 16.0 Release Introduction to ANSYS Mechanical 1 © 2015 ANSYS, Inc. February 27, 2015 Chapter Overview In this Appendix, performing an eigenvalue buckling analysis in Mechanical will be covered. Mechanical enables you to link the Eigenvalue Buckling analysis to a nonlinear Static Structural analysis that can include all types of nonlinearities. This will not be covered in this section. We will focused on Linear buckling. Contents: A. Background On Buckling B. Buckling Analysis Procedure C. Workshop AppA-1 2 © 2015 ANSYS, Inc. February 27, 2015 A. Background on Buckling Many structures require an evaluation of their structural stability. Thin columns, compression members, and vacuum tanks are all examples of structures where stability considerations are important. At the onset of instability (buckling) a structure will have a very large change in displacement {x} under essentially no change in the load (beyond a small load perturbation). F F Stable Unstable 3 © 2015 ANSYS, Inc. February 27, 2015 … Background on Buckling Eigenvalue or linear buckling analysis predicts the theoretical buckling strength of an ideal linear elastic structure. This method corresponds to the textbook approach of linear elastic buckling analysis. • The eigenvalue buckling solution of a Euler column will match the classical Euler solution. Imperfections and nonlinear behaviors prevent most real world structures from achieving their theoretical elastic buckling strength. Linear buckling generally yields unconservative results -
Designed Beam Deflections Lab Project
Paper ID #30349 Designed Beam Deflections Lab Project Dr. Wei Vian, Purdue University at West Lafayette Wei Vian is a continuing lecturer in the program of Mechanical Engineering Technology at Purdue Uni- versity Statewide Kokomo campus. She got her Ph.D from Purdue Polytechnic, Purdue University, West Lafayette. She got her bachelor and master degree both from Eastern Michigan University. Her recent research interests include grain refinement of aluminum alloys, metal casting design, and innovation in engineering technology education. Prof. Nancy L. Denton PE, CVA3, Purdue Polytechnic Institute Nancy L. Denton is a professor in Purdue University’s School of Engineering Technology, where she serves as associate head. She served on the Vibration Institute’s Board of Directors for nine years, and is an active member of the VI Academic and Certification Scheme Committees. She is a Fellow of ASEE and a member of ASME. c American Society for Engineering Education, 2020 Designed Beam Deflections Lab Project Abstract Structural mechanics courses generally are challenging for engineering technology students. The comprehensive learning process requires retaining knowledge from prior mechanics, materials, and mathematic courses and connecting theoretical concepts to practical applications. The various methods for determining deflection of the beams, especially statically indeterminate beams, are always hard for students to understand and require substantial effort in and out of class. To improve learning efficacy, enhance content understanding, and increase structural learning interest, a laboratory group project focusing on beam deflections has been designed for strength of materials students. The project spans design, analysis, construction, and validation testing of a metal bridge. Students design, construct, and test their bridges and do corresponding beam deflection calculations to verify the beam deflection type.