An Unorthodox Dissection of Structures with Sophisticated
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An Unorthodox Dissection of Structures with Sophisticated Features By Cory Gionet, Student, [email protected] Mechanical Engineering Department, Union College, Schenectady, NY 12308 Advisor Ashraf Ghaly, Professor, [email protected] Engineering Division, Union College, Schenectady, NY 12308 Abstract The design of sophisticated structures involves careful consideration of many technical and non-technical factors that influence their functionality. Buildings and constructed facilities do not only have engineering and architectural features but their design also requires an in-depth examination of impacting environmental, economical, historical, and cultural factors. Engineers are entrusted with the task of reconciling various view points in order to reach a consensus acceptable to all stakeholders. Artistic Engineering is a new course that explores the engineering and non-engineering aspects of structures. Students are asked to select a structure whose design embodies an insightful appreciation of the role each of the above factors plays in shaping the structure. Teams of two students, an engineer and a liberal artist, are charged with conducting a study that critically looks into the parameters considered in the design. A major component in this project is to dissect the structure and study what lies beneath its outer skin, including the foundation, skeleton, framing system, and other amenities. A requirement in this project is detailed three dimensional drawings of the structure and its various components using powerful software (SolidWorks) for engineering design and drafting which allows the user to view the assembled structure in a virtual space environment. The structure my team selected for this project was Dubai’s Burj Al-Arab, an engineering and architectural marvel that this paper will objectively scrutinize. The coupling of engineering and non-engineering students in each team complemented each other’s effort and helped create a climate of understanding that bridged the perceived gap between the two disciplines. Based on my experience, the assigned research methodology was greatly enjoyable and appealing. The course illustrated the interdependence of engineering and the liberal arts and developed a sense that integration is beneficial for the betterment of both disciplines. Introduction Structures are an essential component for the smooth functioning of all societies. Whether it is a home, school, hospital, road, or bridge, every structure serves some type of necessary purpose. This purpose is to make life for everyone as enjoyable and productive as possible. The design of any structure, no matter how small or large, involves the consideration of a number of technical and non-technical factors. Not only are there engineering and architectural aspects that must be addressed, but also economical, environmental, political, social, budgetary, and climatic factors that can exert a significant influence on what the final product (the structure) looks like. History is rich with examples of structures that have sophisticated technical features whose designs were also greatly impacted by non-technical factors. In many circumstances the debate and back and forth arguments about the non-technical aspects of a new project may take much longer than the time it takes to build the projects itself. Granted, some projects have a controversial nature such as bridges, towers, domes, dams, and tunnels, but these projects fall usually victim to passionate and emotional debates and less-than-factual public perception. A rational consideration of all influencing factors and a careful examination of all impacting parameters are the only way toward reaching decisions that are satisfactory to all concerned parties. It is usually the responsibility of the design engineer to comply with required codes and regulations, to harmonize conflicting viewpoints, and to find a common ground that is acceptable to all. 1 Student Competition, ASEE Zone 1 Conference, West Point, March 28-29, 2008 Methodology A course entitled Artistic Engineering was structured to address a research methodology that examines the effect of engineering and non-engineering factors on the design of some of the most sophisticated structures ever built. The instructor showed examples of structures that, in addition to their sophisticated technical nature, the public scrutiny manifested by lengthy debates and tedious arguments were tremendous. The construction and the successful realization of every one of these structures were a triumph of engineering as well as a celebration of the skill of the design engineer in addressing all non- technical concerns related to the project. The instructor offered a different weekly theme in this course. Each of these modules included a class presentation detailing the history and other factors related to the design of the structure under consideration and a lab exercise. The instructor gave the students electronic SolidWorks graphic files for all the parts of the structure under consideration and a roadmap showing how to assemble all the parts to build the structure on a virtual 3D space platform. This exercise demonstrated how very complex structures are put together and the numerous parts that go into their construction. Students were required do a similar exercise every week. They were asked to select any structure of a nature similar to that covered in the theme of the week, write a research paper about that structure, build graphic files of the parts of the structure, and assemble the parts into a complete structure. Artneering was the title of the final project in this course where students were required to research and virtually build an existing structure with sophisticated technical nature as well as interesting non-technical aspects. This paper details the weekly assignments and the final project the writer did in this course. It shows how this unorthodox method of studying structures helps in developing an appreciation for the engineering and non-engineering aspects involved in the construction of these facilities. Course Themes The following are the major themes covered in the course: Preliminary 2D and 3DAssignments, Suspension Bridges, Cable Stayed Bridges, Towers, Structures with Extraordinary Nature, Domes and Shells, Water Regulating Structures, and Final Project. Preliminary 2D Assignment The preliminary assignment was intended to allow the students to familiarize themselves with SolidWorks platform. After a demonstration showing the basic functions of the software, each student was required to design and to draw a 2D plan view of a house with at least two bedrooms, a living room, a bathroom, and an attached garage. This gave the students an opportunity to use many of the basic features of the software, which served as a foundation for the much more intricate projects that would follow. Figure 1 shows the 2D plan view the writer designed and drew within this theme. Preliminary 3D Assignment Building on the previous week’s assignment, students were required to use the plan view developed for the house to add the third dimension and show their creation in 3D virtual space. This assignment enhanced students’ appreciation of buildings in 3D and illustrated the functionality of the software in addressing various design scenarios. Figures 2a&b show the un-roofed and the roofed, respectively, 3D model created in this theme. All drawings were produced with SolidWorks. Suspension Bridges A suspension bridge consists of the following major components: the foundation, towers, anchorages, cables, main span, and the approach spans. The main principle behind a suspension bridge is that the main portion of the load is carried by the suspension cables that run from one anchorage, through the towers, and into the other anchorage. The Bronx Whitestone Bridge was the example used in the assignment of this theme. In 1905 the idea to build a bridge was proposed because residents of the area wanted a way to travel from Bronx, New York to Whitestone, Queens (1). However, it took until 1937 for John Moses’ proposal to be accepted by the state’s legislature as it became apparent that a bridge was needed for people to be able to get to the 1939 New York World’s Fair and LaGuardia Airport, and to reduce the 2 Student Competition, ASEE Zone 1 Conference, West Point, March 28-29, 2008 traffic congestion that was taking place at the Triborough Bridge. The engineer for the project was Othmar Ammann. His original design for the Bronx Whitestone Bridge consisted of two 377 foot towers that had no diagonal cross bracing, which were the first not to have them. Ammann’s design was also unique because, unlike most suspension bridges at that time, this bridge did not have a stiffening truss system. In its place, Ammann used 11-foot I-beam girders to give the bridge an “art deco” look (2). The bridge was a total of 3770 feet long with a main span of 2300 feet making it the fourth longest main span in the world at the time. Presently, the bridge is the 37th longest span in the world. The bridge has two long suspension cables each 3965 feet in length that supported the main span. Each of the two cables has a diameter of 21¾ inches made of 37 strands of 266 galvanized steel wires. Each cable is anchored at each end of the bridge. Each anchor block measures 110 feet wide by 180 feet long by 110 feet high and weighs about 58 thousand tons. The bridge has four lanes of traffic and pedestrian walkways. It was completed six months ahead of schedule with construction only taking a total of 23 months. The final construction cost totaled $19.7 million. It opened on April 29, 1939 with a toll of 25 cents. Figure 3 shows an isometric view of the Bronx Whitestone Bridge produced with SolidWorks. Figure 1. The plan view sketch of the house used in the preliminary assignment in SolidWorks. Figure 2a&b. The isometric view of the inside of the house and outside of the house in SolidWorks. 3 Student Competition, ASEE Zone 1 Conference, West Point, March 28-29, 2008 Figure 3.