April 03, 2012
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Field Testing and Structural Analysis of Burr Arch Covered Bridges in Pennsylvania
Field Testing and Structural Analysis of Burr Arch Covered Bridges in Pennsylvania Douglas Rammer1, James Wacker2, Travis Hosteng3, Justin Dahlberg4 and Yaohua Deng5 ABSTRACT: The Federal Highway Administration sponsored a comprehensive research program on Historic Covered Timber Bridges in the USA. This national program's main purpose is to develop improved methods to preserve, rehabilitate, and restore timber bridge trusses that were developed during the early 1800s and, in many cases, are still in service today. One of the many ongoing research studies is aimed at establishing a procedure for safely and reliably load- rating historic covered bridges though physical testing and improved structural modelling. This paper focuses on recent field work and analysis of four Burr Arch through-truss-type covered bridges located in Lancaster County, Pennsylvania. An overview of field evaluation methods, loading testing, and structural modelling procedures are included along with a comparison of field measurements and structural model prediction of bridge behaviour. KEYWORDS: loading rating, structural analysis, covered bridges, historical landmark, burr arch 1 INTRODUCTION 123 established for historic covered bridges. Given the historic nature and unusual geometric features of these The Federal Highway Administration (FHWA), in structures, a procedure needs to be established detailing partnership with the USDA Forest Products Laboratory how to safely and reliably determine load ratings for and the National Park Service (NPS), sponsored a historic covered timber bridges through physical testing. comprehensive national research program on Historic Covered Timber Bridges in the USA. The main purpose Similarly, the complex behavior and unique details of is to develop improved methods to preserve, rehabilitate, covered bridges make structural modeling a daunting task and restore timber bridge trusses that were first developed for the typical bridge engineer. -
Over Jones Falls. This Bridge Was Originally No
The same eastbound movement from Rockland crosses Bridge 1.19 (miles west of Hollins) over Jones Falls. This bridge was originally no. 1 on the Green Spring Branch in the Northern Central numbering scheme. PHOTO BY MARTIN K VAN HORN, MARCH 1961 /COLLECTION OF ROBERT L. WILLIAMS. On October 21, 1959, the Interstate Commerce maximum extent. William Gill, later involved in the Commission gave notice in its Finance Docket No. streetcar museum at Lake Roland, worked on the 20678 that the Green Spring track west of Rockland scrapping of the upper branch and said his boss kept would be abandoned on December 18, 1959. This did saying; "Where's all the steel?" Another Baltimore not really affect any operations on the Green Spring railfan, Mark Topper, worked for Phillips on the Branch. Infrequently, a locomotive and a boxcar would removal of the bridge over Park Heights Avenue as a continue to make the trip from Hollins to the Rockland teenager for a summer job. By the autumn of 1960, Team Track and return. the track through the valley was just a sad but fond No train was dispatched to pull the rail from the memory. Green Spring Valley. The steel was sold in place to the The operation between Hollins and Rockland con- scrapper, the Phillips Construction Company of tinued for another 11/2 years and then just faded away. Timonium, and their crews worked from trucks on ad- So far as is known, no formal abandonment procedure jacent roads. Apparently, Phillips based their bid for was carried out, and no permission to abandon was the job on old charts that showed the trackage at its ' obtained. -
Timber Bridges Design, Construction, Inspection, and Maintenance
Timber Bridges Design, Construction, Inspection, and Maintenance Michael A. Ritter, Structural Engineer United States Department of Agriculture Forest Service Ritter, Michael A. 1990. Timber Bridges: Design, Construction, Inspection, and Maintenance. Washington, DC: 944 p. ii ACKNOWLEDGMENTS The author acknowledges the following individuals, Agencies, and Associations for the substantial contributions they made to this publication: For contributions to Chapter 1, Fong Ou, Ph.D., Civil Engineer, USDA Forest Service, Engineering Staff, Washington Office. For contributions to Chapter 3, Jerry Winandy, Research Forest Products Technologist, USDA Forest Service, Forest Products Laboratory. For contributions to Chapter 8, Terry Wipf, P.E., Ph.D., Associate Professor of Structural Engineering, Iowa State University, Ames, Iowa. For administrative overview and support, Clyde Weller, Civil Engineer, USDA Forest Service, Engineering Staff, Washington Office. For consultation and assistance during preparation and review, USDA Forest Service Bridge Engineers, Steve Bunnell, Frank Muchmore, Sakee Poulakidas, Ron Schmidt, Merv Eriksson, and David Summy; Russ Moody and Alan Freas (retired) of the USDA Forest Service, Forest Products Laboratory; Dave Pollock of the National Forest Products Association; and Lorraine Krahn and James Wacker, former students at the University of Wisconsin at Madison. In addition, special thanks to Mary Jane Baggett and Jim Anderson for editorial consultation, JoAnn Benisch for graphics preparation and layout, and Stephen Schmieding and James Vargo for photographic support. iii iv CONTENTS CHAPTER 1 TIMBER AS A BRIDGE MATERIAL 1.1 Introduction .............................................................................. l- 1 1.2 Historical Development of Timber Bridges ............................. l-2 Prehistory Through the Middle Ages ....................................... l-3 Middle Ages Through the 18th Century ................................... l-5 19th Century ............................................................................ -
Technical Approach. Results
October 27, 2017 Kevin R. Kline, PE, District Executive PennDOT Engineering District 2-0 1924 Daisy Street - P.O. Box 342 Clearfield County, PA 16830 Dear Mr. Kline: Reference. PennDOT Engineering District 2-0, Statement of Work, subj: Concept Design for Vehicle Bridge over Spring Creek along Puddintown Road in College Township, Centre County, PA, dated September 1, 2017. Statement of Problem. The Spring Creek bridge, an integral part of College Township, was destroyed by a flood and has significantly altered the daily routines for all community members. Objective. To create a new design for the now-destroyed Spring Creek bridge. Design Criteria Using the bridge designer software, undergo two phases of design for both a Howe bridge and a Warren bridge: one to test economic efficiency and the other for structural efficiency. After achieving optimal specifications, construct both bridges out of popsicle sticks and test them to failure. Technical Approach. Phase 1: Economic Efficiency. For both the Howe and Warren bridges, design solutions that fit the constraints of $150,000 to $300,000 while stably holding the bridge’s own weight and a dead load. Phase 2: Structural Efficiency. Minimize the compressive and tension forces acting on the Howe and Warren designs while keeping them stable and in the cost constraints. Results. Phase 1: Economic Efficiency. After much trial and error, we came to a design that was able to support its dead weight, and the weight required. Although this met all design constraints, the economics of the trusses were far too great. We then took to research to try to understand the types of materials and how they would react under tension or compression. -
Chapter 3—Historic Context for Common Historic Bridge Types
Chapter 3—Historic Context for Common Historic Bridge Types 3.0 HISTORIC CONTEXT FOR COMMON HISTORIC BRIDGE TYPES This Chapter presents the historic contexts for the most common bridge types extant in the United States today. A “common historic bridge type,” as defined for the purposes of this study, will possess all of the characteristics below. 1) It is Common: a bridge type that is prevalent, i.e., the type is widely represented in extant examples throughout the regions of the United States. (As the discussions of the individual bridge types in this chapter indicate, some types are much less common than others.) 2) It is Historic: a type of bridge that meets National Register of Historic Places (NRHP) criteria for evaluation of significance, as outlined in the National Register Bulletin, How to Apply the National Register Criteria for Evaluation. This includes types that are more than fifty years of age as of 2005. The date of 1955 was selected as the cut-off date for this study because it covers the period up to the passage of the Federal Aid Highway Act of 1956, which established the Interstate System and which permanently changed highway planning and design. (Since there are few NRHP-eligible or listed examples of types that have developed since 1955, they are not considered both historic and “common.”) 3) It is a Bridge Type: the primary determinate of “type” is the “form,” or manner in which the structure functions. A bridge type is not defined strictly according to materials; method of connection; type of span; or whether the majority of the bridge structure exists above or below the grade of travel surface. -
National Register of Historic Places Continuation Sheet
NPS Furm 10-900b OMR Nn. 1024-0018 (Rcviscd March 1992) United States Department of the Interior National Park Service NATIONAL REGISTER OF HISTORIC PLACES CONTINUATION SHEET Public School Buildings of Washington, D. C.,1862-1960 consolidated in a single office and removed from the building regulation functions. Snowden Ashford, who had been appointed Building Inspector in 190 1, was selected as the first Municipal Architect. While private architects continued to be involved in the design work associated with public schools, their design preferences were subservient to those of the Municipal Architect. Snowden Ashford preferred the then fashionable collegiate Gothic and Elizabethan styles for public school buildings. The U. S. Commission of Fine Arts, established in 1910, took a broad view of its responsibilities and sought to extend City Beautiful aesthetics to the design of all public buildings in the nationd capital. Authorized to review District of Columbia school designs, the Commission opposed the Gothic and Elizabethan styles in favor of a uniform standard of school architecture based upon a traditional Colonial style. Ashford prevailed, designing Eastern (1 92 1-23) and Dunbar High Schools (1 91 4-1 6) in collegiate Gothic style. Central High School (1 9 14- 16) was designed by noted St. Louis school architect William B. Ittner also in collegiate Gothic style. Although the Wilson Normal School (1 913) was designed in the collegiate Elizabethan style by Ashford over the Commission's protests, the members influenced the design of the Miner Normal School (1 9 13), by Leon Dessez. The original Elizabethan style submission was changed to a robust Colonial Revival--one of the first in the city. -
Replace Or Modernize?
Payne ES 1896 Draper ES 1953 Miner ES 1900 Shadd ES 1955 Ketcham ES Replace1909 Moten or ES Modernize1955 ? Bell SHS 1910 Hart MS 1956 Garfield ETheS Future191 0of theSharpe District Health of SE Columbia' 1958 s Thomson ES 191Endangered0 Drew ES Old and 195Historic9 Smothers ES 1923 Plummer ES 1959 Hardy MS (Rosario)1928 Hendley ESPublic 195School9 s Bowen ES 1931 Aiton ES 1960 Kenilworth ES 1933 J.0. Wilson ES May196 12001 Anacostia SHS 1935 Watkins ES 1962 Bunker Hill ES 1940 Houston ES 1962 Beers ES 1942 Backus MS 1963 Kimball ES 1942 C.W. Harris ES 1964 Kramer MS 1943 Green ES 1965 Davis ES 1943 Gibbs ES 1966 Stanton ES 1944 McGogney ES 1966 Patterson ES 1945 Lincoln MS 1967 Thomas ES 1946 Brown MS 1967 Turner ES 1946 Savoy ES 1968 Tyler ES 1949 Leckie ES 1970 Kelly Miller MS 1949 Shaed ES 1971 Birney ES 1950 H.D. Woodson SHS 1973 Walker-Jones ES 1950 Brookland ES 1974 Nalle ES 1950 Ferebee-Hope ES 1974 Sousa MS 1950 Wilkinson ES 1976 Simon ES 1950 Shaw JHS 1977 R. H. Terrell JHS 1952 Mamie D. Lee SE 1977 River Terrace ES 1952 Fletche-Johnson EC 1977 This report is dedicated to the memory of Richard L. Hurlbut, 1931 - 2001. Richard Hurlbut was a native Washingtonian who worked to preserve Washington, DC's historic public schools for over twenty-five years. He was the driving force behind the restoration of the Charles Sumner School, which was built after the Civil War in 1872 as the first school in Washington, DC for African- American children. -
What's in a Name
What’s In A Name: Profiles of the Trailblazers History and Heritage of District of Columbia Public and Public Charter Schools Funds for the DC Community Heritage Project are provided by a partnership of the Humanities Council of Washington, DC and the DC Historic Preservation Office, which supports people who want to tell stories of their neighborhoods and communities by providing information, training, and financial resources. This DC Community Heritage Project has been also funded in part by the US Department of the Interior, the National Park Service Historic Preservation Fund grant funds, administered by the DC Historic Preservation Office and by the DC Commission on the Arts and Humanities. This program has received Federal financial assistance for the identification, protection, and/or rehabilitation of historic properties and cultural resources in the District of Columbia. Under Title VI of the Civil Rights Act of 1964 and Section 504 of the Rehabilitation Act of 1973, the U.S. Department of the Interior prohibits discrimination on the basis of race, color, national origin, or disability in its federally assisted programs. If you believe that you have been discriminated against in any program, activity, or facility as described above, or if you desire further information, please write to: Office of Equal Opportunity, U.S. Department of the Interior, 1849 C Street, N.W., Washington, D.C. 20240.‖ In brochures, fliers, and announcements, the Humanities Council of Washington, DC shall be further identified as an affiliate of the National Endowment for the Humanities. 1 INTRODUCTION The ―What’s In A Name‖ project is an effort by the Women of the Dove Foundation to promote deeper understanding and appreciation for the rich history and heritage of our nation’s capital by developing a reference tool that profiles District of Columbia schools and the persons for whom they are named. -
Chambers Covered Railroad Bridge Salvage and Rehabilitation
Chambers Covered Railroad Bridge Salvage and Rehabilitation Gregory W. Ausland, PE Greg has more than 27 years of Senior Project Manager civil/structural design and project management experience, OBEC Consulting Engrs and since 1989 has had the Eugene, Oregon, USA distinctive experience of being [email protected] the designer and/or project manager on rehabilitation and repair projects for 32 of Oregon's 50 covered bridges. Tony LaMorticella,PE, SE Inspired by the graceful bridges Sr. Project Engineer on the Oregon Coast, Tony became an engineer after OBEC Consulting Engrs building custom furniture for 15 Eugene, Oregon, USA years. He's been engaged in [email protected] structural design for 20 years, and has been lead design engineer on 18 covered bridge rehabilitation projects. Summary The Chambers Covered Bridge was built in 1925 and is the last remaining covered railroad bridge in Oregon, possibly the only one west of the Mississippi. Therefore, its rehabilitation was critical to historic preservation efforts of the country's remaining covered rail bridges. Before rehabilitation, the 27.4 m (90-foot) long timber structure was in danger of collapse after decades of neglect. In 2010 a windstorm threatened to destroy the bridge. This unique, single-span, four-leaf Howe truss structure was dismantled and rebuilt using almost all the original iron and hardware, and 25 percent of the original timber. The bridge was reconstructed on dry ground and launched onto the existing concrete piers. The rehabilitated Chambers Covered Bridge now serves as a landmark pedestrian and bicycle crossing that provides safe access across the Coast Fork of the Willamette River. -
These Separate Schools: Black Politics and Education in Washington, D.C., 1900-1930
These Separate Schools: Black Politics and Education in Washington, D.C., 1900-1930 By Rachel Deborah Bernard A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in History in the Graduate Division of the University of California, Berkeley Committee in charge: Professor Waldo Martin, Chair Professor Mark Brilliant Professor Malcolm Feeley Spring 2012 Abstract These Separate Schools: Black Politics and Education in Washington, D.C., 1900-1930 by Rachel Deborah Bernard Doctor of Philosophy in History University of California, Berkeley Professor Waldo Martin, Chair “These Separate Schools: Black Politics and Education in Washington, D.C., 1900-1930,” chronicles the efforts of black Washingtonians to achieve equitable public funding and administrative autonomy in their public schools and at Howard University. This project argues that over the course of the early twentieth century, black Washingtonians came to understand their two-pronged goals of administrative autonomy and equitable allocation of resources in both their public schools and at Howard in terms of civil rights. At the turn of the twentieth century, many African Americans in Washington defended their educational institutions as venues for individually demonstrating their own good citizenship and respectability, in other words as means to social and economic uplift. By the 1910s and 1920s, however, they spoke about equal educational opportunity as a civil right, guaranteed to all citizens by the Constitution. Also, while these struggles for educational equality began in the public schools, they were soon taken up by leaders at Howard University and its law school. In addition to educational equality, administrative autonomy was another key part of black Washingtonians’ rights agenda. -
Timber As a Bridge Material
TIMBER AS A BRIDGE MATERIAL 1.1 INTRODUCTION The age of wood spans human history. The stone, iron, and bronze ages were dramatic interims in human progress, but wood-a renewable re- source-has always been at hand. As a building material, wood is abun dant, versatile, and easily obtainable. Without it, civilization as we know it would have been impossible. One-third of the area of the United States is forest land. If scientifically managed and protected from natural disasters caused by fire, insects, and disease, forests will last forever. As older trees are harvested, they are replaced by young trees to replenish the wood supply for future generations. The cycle of regeneration, or sustained yield, can equal or surpass the volume being harvested. Wood was probably the first material used by humans to construct a bridge. Although in the 20th century concrete and steel replaced wood as the major materials for bridge construction, wood is still widely used for short- and medium-span bridges. Of the bridges in the United States with spans longer than 20 feet, approximately 12 percent of them, or 71,200 bridges, are made of timber. In the USDA Forest Service alone, approxi mately 7,500 timber bridges are in use, and more are built each year. The railroads have more than 1,500 miles of timber bridges and trestles in service. In addition, timber bridges recently have attracted the attention of international organizations and foreign countries, including the United Nations, Canada, England, Japan, and Australia. Timber’s strength, light weight, and energy-absorbing properties furnish features desirable for bridge construction. -
Read Application
NPS Form 10-900 OMB No. 1024-0018 United States Department of the Interior National Park Service National Register of Historic Places Registration Form This form is for use in nominating or requesting determinations for individual properties and districts. See instructions in National Regist er Bulletin, How to Complete the National Register of Historic Places Registration Form. If any item does not apply to the property being documented, enter "N/A" for "not applicable." For functions, architectural classification, materials, and areas of significance, enter only categories and subcategories from the instructions. 1. Name of Property Historic name: Kingman Park Historic District________________________________ Other names/site number: ______________________________________ Name of related multip le property listing: Spingarn, Browne, Young, Phelps Educational Campus; Spingarn High School; Langston Golf Course and Langston Dwellings ______________________________________________________ (Enter "N/A" if property is not part of a multiple property listing ____________________________________________________________________________ 2. Location Street & number: Western Boundary Line is 200-800 Blk 19th Street NE; Eastern Boundary Line is the Anacostia River along Oklahoma Avenue NE; Northern Boundary Line is 19th- 22nd Street & Maryland Avenue NE; Southern Boundary Line is East Capitol Street at 19th- 22nd Street NE. City or town: Washington, DC__________ State: ____DC________ County: ____________ Not For Publicatio n: Vicinity: ____________________________________________________________________________ 3. State/Federal Agency Certification As the designated authority under the National Historic Preservation Act, as amended, I hereby certify that this nomination ___ request for determination of eligibility meets the documentation standards for registering properties in the National Register of Historic Places and meets the procedural and professional requirements set forth in 36 CFR Part 60.