Simple Innovative Comparison of Costs Between Tied-Arch Bridge and Cable-Stayed Bridge
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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. -
2020.06.04 Lecture Notes 10Am Lecture 3 – Estereostàtic (Stereostatic: Solid + Force of Weight Without Motion)
2020.06.04 Lecture Notes 10am Lecture 3 – Estereostàtic (stereostatic: solid + force of weight without motion) Welcome back to Antoni Gaudí’s Influence on the Contemporary Architecture of Barcelona and Bilbao. Housekeeping Items for New Students: Muting everyone (background noise) Questions > Raise Hand & Chat questions to Erin (co-host). 5 to 10 minute break & 10 to 15 minutes at end for Q&A 2x (Calvet chair) Last week, 1898 same time Gaudí’s finishing cast figures of the Nativity Façade. Started construction on Casa Calvet (1898-1900) influence of skeletons on chair, bones as props/levers for body movement, develops natural compound curved form. Gaudí was turning toward nature for inspiration on structure and design. He studied the growth and patterns of flowers, seeds, grass reeds, but most of all the human skeleton, their form both functional and aesthetic. He said, these natural forms made up of “paraboloids, hyperboloids and helicoids, constantly varying the incidence of the light, are rich in matrices themselves, which make ornamentation and even modeling unnecessary.” 1x (Calvet stair) Traditional Catalan method of brickwork vaulting (Bóvedas Tabicadas), artform in stairways, often supported by only one wall, the other side open to the center. Complexity of such stairs required specialist stairway builders (escaleristas), who obtained the curve for the staircase vaults by hanging a chain from two ends and then inverting this form as a guide for laying the bricks to the arch profile. 1x (Vizcaya bridge) 10:15 Of these ruled geometries, one that he had studied in architectural school, was the catenary curve: profile resulting from a cable hanging under its own weight (uniformly applied load)., which five years earlier used for the Vizcaya Bridge, west of Bilbao (1893), suspension steel truss. -
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 -
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 . -
G 13.1 Guidelines for Steel Girder Bridge Analysis.Pdf
G13.1 Guidelines for Steel Girder Bridge Analysis 2nd Edition American Association of State Highway Transportation Officials National Steel Bridge Alliance AASHTO/NSBA Steel Bridge Collaboration Copyright © 2014 by the AASHTO/NSBA Steel Bridge Collaboration All rights reserved. ii G13.1 Guidelines for Steel Girder Bridge Analysis PREFACE This document is a standard developed by the AASHTO/NSBA Steel Bridge Collaboration. The primary goal of the Collaboration is to achieve steel bridge design and construction of the highest quality and value through standardization of the design, fabrication, and erection processes. Each standard represents the consensus of a diverse group of professionals. It is intended that Owners adopt and implement Collaboration standards in their entirety to facilitate the achievement of standardization. It is understood, however, that local statutes or preferences may prevent full adoption of the document. In such cases Owners should adopt these documents with the exceptions they feel are necessary. Cover graphics courtesy of HDR Engineering. DISCLAIMER The information presented in this publication has been prepared in accordance with recognized engineering principles and is for general information only. While it is believed to be accurate, this information should not be used or relied upon for any specific application without competent professional examination and verification of its accuracy, suitability, and applicability by a licensed professional engineer, designer, or architect. The publication of the material contained herein is not intended as a representation or warranty of the part of the American Association of State Highway and Transportation Officials (AASHTO) or the National Steel Bridge Alliance (NSBA) or of any other person named herein, that this information is suitable for any general or particular use or of freedom from infringement of any patent or patents. -
K'nex Intro to Structures: Bridges Teacher Guide
INTRO TO STRUCTURES BRIDGES Teacher’s Guide KNX 96168-V2 K’NEX Education is a Registered Trademark © 2007 K’NEX Limited Partnership Group of K’NEX Limited Partnership Group. and its licensors. Conforms to the Requirements of ASTM Standard Consumer Safety Specification on Toy Safety, F963-03. Manufactured under U.S. Patents 5,061,219; 5,199,919; 5,350,331; 5,137,486. Other U.S. and foreign patents pending. Protected by International Copyright. All rights reserved. A NOTE ABOUT SAFETY: CAUTIONS: Safety is of primary concern in science and Students should not overstretch or overwind their technology classrooms. It is recommended that Rubber Bands. Overstretching and overwinding you develop a set of rules that governs the safe, can cause the Rubber Band to snap and cause proper use of K’NEX in your classroom. Safety, personal injury. Any wear and tear or deterioration as it relates to the use of the Rubber Bands of Rubber Bands should be reported immediately should be specifically addressed. to the teacher. Teachers and students should inspect Rubber Bands for deterioration before each experiment. Caution students to keep hands and hair away from all moving parts. Never put fingers in moving Gears or other moving parts. CHOKE HAZARD - Small parts. Not for children under 3 years. BRIDGES Introduction: OVERVIEW This Teacher’s Guide has been developed to support you as your students investigate the K’NEX Introduction to Structures: Bridges set. In conjunction with the K’NEX materials and individual student journals that we suggest your students maintain throughout their investigations, the information and resources included here can be used to build your students’ understanding of scientific, technical and design concepts and to channel their inquiries into active and meaningful learning experiences. -
People and Power to Move the World
Parsons Bridge and Tunnel People and power to move the world. 100 M Street, S.E. Washington, D.C. 20003 U.S.A. Phone: +1 202.775.3300 www.parsons.com Power to Connecting past, change present, the global and future. Parsons is a recognized leader in the design and landscape. construction of complex structures and bridges across the globe. Having completed more than 4,500 bridges and 250 tunnels around the world, we apply creative expertise to solve the most challenging issues our customers face today with a vision for the future. Massive or modest, new or rehabilitated, our purpose in every bridge and tunnel is to carry traffic safely with sound engineering and exceptional style while connecting people and places. Parsons’ Bridge and Tunnel Division provides connections and cost-efficient. By combining form with function, economy, to communities of the past, present, and future. We and sustainability, our award-winning bridges and tunnels understand the importance of our customers’ existing fulfill an important purpose and often serve as historic or infrastructure and the history of their community, as well as world-class landmarks. the principles of sustainability, safety, and quality. Parsons Across the globe, our bridges enrich skylines and our tunnels has proudly provided design, construction management, feature state-of-the-art technology. And by minimizing and inspection services for some of the world’s largest and impacts to the environment and maintaining the culture of most complex bridges. Our reputation for innovative the community, Parsons’ custom infrastructure pays homage design and construction methods, and our commitment to to the past while recognizing the importance of tomorrow. -
Bridge Strength: Truss Vs. Arch Vs. Beam
CALIFORNIA STATE SCIENCE FAIR 2015 PROJECT SUMMARY Name(s) Project Number Christopher J. Nagelvoort J0322 Project Title Bridge Strength: Truss vs. Arch vs. Beam Abstract Objectives/Goals The objective of this experiment was to determine which bridge design is the strongest against heavy loads through deflection testing on three bridge models. Also the goal was to understand and analyze how much greater the strength would be between the three models and plausibly why their strengths differ. Methods/Materials The project began with the design and then construction of the bridge models that were 0.75 meters long, out of glue and wooden popsicle sticks. Before deflection testing occurred, supplies need were a bucket, bag of sand, string, scale, caliber, construction paper, and a testing stand to stabilize the bridge models before loads were attached. Finally deflection testing initiated by loading each bridge model with 1 # 7 pounds of sand, with 1 pound increments. For each load the deflection was measured and recorded. Results For cumulative deflection, the truss bridge under 7 pounds of load deflected 0.2 cm. The arch bridge under 7 pounds achieved 0.69 cm. While the span/beam bridge deflected by 2.01 cm under the same 7 pound load. The deflection for each 1 pound load increment was also measured and recorded. This deflection is referred as incremental deflection. The average incremental deflection for the truss bridge was 0.0285 cm. For the arch bridge, the average is 0.0985 cm and the span/beam bridge#s average is 0.2871 cm. Conclusions/Discussion With the bridge#s designs researched and tested, it was determined that the truss is the strongest bridge, with arch the second, and span/beam dramatically weaker than the other two. -
Optimal Forms of Two-Pin Arches
7th International Conference on Modern Research in Civil Engineering, Architectural & Urban Development October 19-21, 2018 Munich - Germany Optimal forms of two-pin arches Asal Pournaghshband PhD graduate Warwick University [email protected] Abstract A comprehensive review of the response of two-pin arches including catenary, parabolic and circular form to loading is presented. The effects of form on the arch structural response for static loading and span-to- height ratios (L:h) ranging from 2 to 8 are presented using finite element solution provided by the GSA software. Results have shown that circular arches represent least optimal shape, exhibiting high combined stresses and bending moments, particularly for the L:h ratio of 2 (semi-circular arch). The optimum L:h ratio for a circular rib arch is between 4 and 6, but the stresses that develop in it are still higher than in parabolic or catenary arches. This is with regard to the pure arch behavior for L:h≤5. The minimum of the combined compressive stresses in parabolic and catenary arches are observed at L:h ratio between 2 and 4. The parabolic arch demonstrated lower structural action effects when the uniformly distributed load (UDL) is greater than the self-weight (SW). Overall, the findings demonstrate that the response of 2-pin arch forms to applied loading is critically dependent on the arch form and its shape governed by the L:h ratio. Keywords: form; span-to-height; combined stress; bending moment; optimal 100 7th International Conference on Modern Research in Civil Engineering, Architectural & Urban Development October 19-21, 2018 Munich - Germany 1. -
Arched Bridges
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 -
A Context for Common Historic Bridge Types
A Context For Common Historic Bridge Types NCHRP Project 25-25, Task 15 Prepared for The National Cooperative Highway Research Program Transportation Research Council National Research Council Prepared By Parsons Brinckerhoff and Engineering and Industrial Heritage October 2005 NCHRP Project 25-25, Task 15 A Context For Common Historic Bridge Types TRANSPORATION RESEARCH BOARD NAS-NRC PRIVILEGED DOCUMENT This report, not released for publication, is furnished for review to members or participants in the work of the National Cooperative Highway Research Program (NCHRP). It is to be regarded as fully privileged, and dissemination of the information included herein must be approved by the NCHRP. Prepared for The National Cooperative Highway Research Program Transportation Research Council National Research Council Prepared By Parsons Brinckerhoff and Engineering and Industrial Heritage October 2005 ACKNOWLEDGEMENT OF SPONSORSHIP This work was sponsored by the American Association of State Highway and Transportation Officials in cooperation with the Federal Highway Administration, and was conducted in the National Cooperative Highway Research Program, which is administered by the Transportation Research Board of the National Research Council. DISCLAIMER The opinions and conclusions expressed or implied in the report are those of the research team. They are not necessarily those of the Transportation Research Board, the National Research Council, the Federal Highway Administration, the American Association of State Highway and Transportation Officials, or the individual states participating in the National Cooperative Highway Research Program. i ACKNOWLEDGEMENTS The research reported herein was performed under NCHRP Project 25-25, Task 15, by Parsons Brinckerhoff and Engineering and Industrial Heritage. Margaret Slater, AICP, of Parsons Brinckerhoff (PB) was principal investigator for this project and led the preparation of the report. -
Design of Reinforced Concrete Bridges
Design of Reinforced Concrete Bridges CIV498H1 S Group Design Project Instructor: Dr. Homayoun Abrishami Team 2: Fei Wei 1000673489 Jonny Yang 1000446715 Yibo Zhang 1000344433 Chiyun Zhong 999439022 Executive Summary The entire project report consists of two parts. The first section, Part A, presents a complete qualitative description of typical prestressed concrete bridge design process. The second part, Part B, provides an actual quantitative detailed design a prestressed concrete bridge with respect to three different design standards. In particular, the first part of the report reviews the failure of four different bridges in the past with additional emphasis on the De La Concorde Overpass in Laval, Quebec. Various types of bridges in terms of materials used, cross-section shape and structural type were investigated with their application as well as the advantages and disadvantages. In addition, the predominant differences of the Canadian Highway and Bridge Design Code CSA S6-14 and CSA S6-66, as well as AASHTO LRFD 2014 were discussed. After that, the actual design process of a prestressed concrete bridge was demonstrated, which started with identifying the required design input. Then, several feasible conceptual design options may be proposed by design teams. Moreover, the purpose and significance of structural analysis is discussed in depth, and five different typical analysis software were introduced in this section. Upon the completion of structural analysis, the procedure of detailed structure design and durability design were identified, which included the choice of materials and dimensions of individual specimens as well as the detailed design of any reinforcement profile. Last but not least, the potential construction issues as well as the plant life management and aging management program were discussed and presented at the end of the Part A.