CEE 545: Steel Structures II

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CEE 545 - Steel Structures II

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CIVENGR 545 Steel Structures II, Spring09 (1) Sections: 001

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Catalog Description

545 Steel Structures II. I or II; 3cr. Compression member strength including residual stress; stiffened and unstiffened compression plate elements; bending of unsymmetrical sections; design for torsion; lateral-torsional buckling criteria for design; strength and design criteria forhin-webbed plate girders; frame stability relating to design; composite steel-concrete members; design of components for connections. P:CivEngr445. Pincheira.

Course Prerequisite(s)

See catalog description above.

Prerequisite knowledge and/or skills

Basic understanding of the behavior of tension members, beams and columns Basic design of steel members in tension, compression and flexure.
Structural analysis (students should be able to compute bending moment and shear force diagrams, and deflections of beams and simple frames statically indeterminate to the first or second degree
Use of a spreadsheet program or similar

Textbook(s) and/or other required material

American Institute of Steel Construction (AISC), Manual of Steel Construction, Load and Resistance Factor Design (LRFD), Third Edition, 2001.(Required)
Salmon, C.G. and Johnson, J.E., Steel Structures, Design and Behavior, Emphasizing Load and Resistance Factor Design, Harper Collins, Fourth Edition, 1996. (Recommended)
Additional reading material from journal articles is provided in class.

Course objectives

To provide a basic understanding of the behavior of steel structural systems and to develop technical competence in the design of steel buildings.

Topics covered

Composite Construction:Common types of composite beams;Composite vs. Non-composite behavior;Shored vs. unshored construction;Concept of effective width in floor systems;Flexural and shear strength;Partially composite floor beams;Deflection of composite floors;Design of composite floor beams.
Stability of Frames:Braced and Unbraced;Second Order Effects;Columns in braced frames and in unbraced frames;Elastic buckling of frames;Modifications to alignment chart;Analysis of frames including second order effects (elastic);P-delta method;Leaner columns;Fictitious Lateral Load Method;Geometric Stiffness (introduction).
Strength of members subject to combined flexure and axial compression:Fully yielded section;Failure by instability in the plane of bending;Failure by lateral torsional buckling;Strength of frames including second order effects (inelastic);LRFD design provisions.
Plate Girders:Beams vs. Plate Girders;Vertical Flange Buckling (web slenderness limits);Flexural Strength;Design of hybrid girders (introduction);Shear Strength;Flexure and shear interaction;Stiffener Requirements for Plate Girders.

Class/laboratory schedule

Three 50-minute sessions per week

Contribution of course to meeting the professional component

This course contributes primarily to the students' knowledge of engineering topics, and does provide design experience.

The following statement indicates which of the following considerations are included in this course: economic, environmental, ethical, political, societal, health and safety, manufacturability, sustainability.

This course includes some economic, ethical, and constructability considerations commonly encountered in practice.

Relationship of course to undergraduate degree program objectives and outcomes

This course primarily serves students in the department. The information below describes how the course contributes to the undergraduate program objectives.

Related Program Objectives:

The course provides an education in the fundamentals of steel design, develops teamwork and communication skills, and provides experience in realistic design practice for students engaged primarily in the areas of structural and construction engineering.

Related Educational Outcomes:

Outcome 1,6: Students are required to work in teams to design a steel structural system (usually a frame building) as part of a term project. To the extent that it is possible, they need to evaluate feasible solutions for the project. An economical analysis is not required, but they must calculate the total cost of their selected design.

Outcome 2: Design problems of various levels of difficulty (discussed in class and assigned in homework and exams) that prepare the student to meet this educational outcome. Throughout the course the students need to apply their skills in mathematics, physics, material properties and use computer tools to solve design and analysis problems.

Outcome 5: The students must submit a written report of their solution to a well defined analysis and design problem as part of the term project.

Outcome 7: The failure modes of the material and steel members (instability, yielding and fracture) are discussed in detail throughout the course.

Assessment of student progress toward course objectives

Homework assignments are used to measure the students' learning of the fundamental concepts, but they are also intended to develop their ability to confront new problems (15 percent).
One evening exams (25 percent each),plus a final (30 percent). Exams consist of two parts. The first part contains essay type of questions and is intended to measure the students' understanding of fundamental concepts. The second part assesses problem solving kills.
A term project is used to develop team-work skills and measures the ability of the group to design a simple structural system (25 percent)

Person(s) who prepared this description

José A. Pincheira

Copyright 2009 The Board of Regents of the University of Wisconsin System
Date last modified: 27-Jul-2009
Content by: cee@engr.wisc.edu
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