Preliminary design of beam
before going to give properties to the structure in the staad pro preliminary design have to be done to find out the dimensions of beam
Preliminary design of beam
before going to give properties to the structure in the staad pro preliminary design have to be done to find out the dimensions of beam
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
Lamyu 4
1. BLD61203 STRUCTURES
GROUP 8 ANDY CHIN 0326973 I DAPHNE TAN 0329055 I TANG LAM YU 0324966 I TEOW KAH YAN 0327201
Determine One way or two way slab
Slab C-E/5-8 = Ly/Lx
= 8.925/6.850
= 1.30<2
(Two way slab)
Slab D-E/2-5 = Ly/Lx
= 5.000/4.925
= 1.02<2
(Two way slab)
Slab E-F/3-5a = Ly/Lx
= 6.000/4.934
= 1.22<2
(Two way slab)
Slab self-weight = Thickness of slab x Density of concrete
= 0.15m x 24kN/m3
= 3.60kN/m2
Beam E/3-5a
2. BLD61203 STRUCTURES
GROUP 8 ANDY CHIN 0326973 I DAPHNE TAN 0329055 I TANG LAM YU 0324966 I TEOW KAH YAN 0327201
Dead load
Beam Self Weight = Beam size x Density of concrete
= (0.15 x 0.30)m2 x 24kN/m3
= 1.08kN/m
Brick Wall Weight = Wall height x Wall thickness x Density of wall
= (3.5 x 0.15) m2 x 19 kN/m3
= 9.98 kN/m
Dead load on slab = Slab self weight x (Lx/2)
C-E/5-8 = 3.60kN/m x (6.850m/2)
= 12.33kN/m
Dead load on slab = Slab self weight x (Lx/2) x 2/3
D-E/2-5 = 3.60kN/m x (4.925m/2) x 2/3
= 5.91kN/m
Dead load on slab = Slab self weight x (Lx/2) x 2/3
E-F/3-5a = 3.60kN/m x (4.934m/2) x 2/3
= 5.92kN/m
Total dead load
on beam E/3-5 = (1.08+9.98+5.91+5.92)kN/m
= 22.89kN/m
on beam E/5-5a = (1.08+9.98+12.33+5.92)kN/m
= 29.31kN/m
3 5a
1.08kN/m
Slab C-E/5-8
12.33kN/m
Slab D-E/2-5
5.91kN/m
Slab E-F/3-5a
5.92kN/m
5
4.934m
1.009m3.925m
Total Dead Load
22.89 kN/m 29.31 kN/m
9.98kN/m
Brick wall weight
Beam self weight
3. BLD61203 STRUCTURES
GROUP 8 ANDY CHIN 0326973 I DAPHNE TAN 0329055 I TANG LAM YU 0324966 I TEOW KAH YAN 0327201
Live load
Live load on slab = Live load (UBBL) x (Lx/2)
C-E/5-8 = 2.0kN/m2 x (6.850m/2)
= 6.85kN/m
Live load on slab = Live load (UBBL) x (Lx/2) x 2/3
D-E/2-5 = 2.0kN/m2 x (4.925m/2) x 2/3
= 3.28kN/m
Live load on slab = Live load (UBBL) x (Lx/2) x 2/3
E-F/3-5a = 1.5kN/m2 x (4.934m/2) x 2/3
= 2.47kN/m
Total live load
on beam E/3-5 = (3.28+2.47)kN/m
= 5.75kN/m
on beam E/5-5a = (6.85+2.47)kN/m
= 9.32kN/m
6.35kN/m
Slab D-E/2-5
Total Live Load
Slab C-E/5-8
3 5a
Slab E-F/3-5a
6.85kN/m
3.28kN/m
2.47 kN/m
5.75 kN/m 9.32 kN/m
5
4.934m
1.009m3.925m
4. BLD61203 STRUCTURES
GROUP 8 ANDY CHIN 0326973 I DAPHNE TAN 0329055 I TANG LAM YU 0324966 I TEOW KAH YAN 0327201
The Ultimate load
For E/3-5
Ultimate load = Ultimate Dead Load+Ultimate Live load
= (22.89kN/m x 1.4) + (5.75kN/m x1.6)
= 41.25kN/m
For E/5-5a
= Ultimate Dead Load+Ultimate Live load
= (29.31kN/m x 1.4) + (9.32kN/m x1.6)
= 55.95kN/m
Point Load
Point load at point C/1a
= Reaction force B from beam B-D/3
= 159.22kN
Reaction forces
Total load on
For E/3-5 = 41.25kN/m x 3.925m
= 161.91kN
For E/5-5a = 55.95kN/m x 1.009m
= 56.45kN
∑Mb = 0
0 = Ra(4.934) - 161.91(2.972) - 159.22(1.009)
- 56.45(0.505)
4.934Ra = 670.36
Ra = 135.86kN
∑y = 0
0 = 135.86 - 161.91 - 159.22 - 56.45 + Rb
Rb = 241.72kN
The load factor that needs to be applied: 1.4 for dead load and 1.6 for
live load
159.22 kN
56.45 kN161.91 kN
159.22 kN
159.22 kN
159.22 kN
56.45 kN161.91 kN
Rb=241.72kNRa=135.86kN
RbRa
RbRa=135.86kN
3 5a
0.505m1.963m
41.25 kN/m 55.95 kN/m
Ultimate Load
56.45 kN161.91 kN
5
4.934m
1.009m3.925m
5. BLD61203 STRUCTURES
GROUP 8 ANDY CHIN 0326973 I DAPHNE TAN 0329055 I TANG LAM YU 0324966 I TEOW KAH YAN 0327201
Load Diagram
Shear Diagram
x/3.925 = 26.05/(26.05+135.86)
x = 0.63
Bending moment
Area (+)
= 1/2(3.925-0.63)(135.86)
= 223.83 ≈ 224
Area (-)
= 1/2(0.63)(26.05) + 1/2(185.27+241.72)(1.009)
= 8.21 + 215.42
= 223.63 ≈ 224
3 5a5
4.934m
1.009m3.925m
135.86kN
-241.72kN
-26.05kN
-185.27kN
56.45 kN161.91 kN
Rb=241.72kNRa=135.86kN
159.22 kN
x
26.05 kN
135.86kN
3.925
224 kN
0 kN 0 kN
6. BLD61203 STRUCTURES
GROUP 8 ANDY CHIN 0326973 I DAPHNE TAN 0329055 I TANG LAM YU 0324966 I TEOW KAH YAN 0327201
7. BLD61203 STRUCTURES
GROUP 8 ANDY CHIN 0326973 I DAPHNE TAN 0329055 I TANG LAM YU 0324966 I TEOW KAH YAN 0327201
