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Western Michigan University Western Michigan University
ScholarWorks at WMU ScholarWorks at WMU
Master's Theses Graduate College
4-2000
Learning Reinforced Concreyte Design Principles Using a Java-Learning Reinforced Concreyte Design Principles Using a Java-
VRML based Design Studio VRML based Design Studio
Amarneethi Vamadevan
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LEARNING REINFORCED CONCREYTE DESIGN PRINCIPLES USING A JA V A-VRML BASED DESIGN STUDIO
by
Amameethi V amadevan
A Thesis Submitted to the
Faculty of The Graduate College in partial fulfillment of the
requirements for the Degree of Master of Science
Construction Engineeering, Materials Engineering, and Industrial Design
Western Michigan University Kalamazoo, Michigan
April 2000
Copyright by Amameethi Vamadevan
2000
ACKNOWLEDGMENTS
I would like to express my gratitude to my thesis advisor, Dr. Mohammed E.
Haque, P.E., for his encouragement, valuable suggestions and guidance. It was always
comforting to know that Dr. Haque was available whenever i needed him. I owe a big
debt to Dr. Roman Rabieu. Departmental Chair, Mrs. Sai Ravichandran and Mr.
Gregory C. Johnson, P.E for their active participation in presenting this thesis. The
other fellows in construction laboratory have been also a major source of inspiration
and ideas.
Finally thanks to all faculties in the department who provided constant advice,
mentorship and support in my pursuit of this thesis project.
Amarneethi Vamadevan
11
LEARNING REINFORCED CONCREE DESIGN PRINCIPLES USING A JA V A-VRML BASED STUDIO
Amarneethi Vamadevan, M.S.
Western Michigan University, 2000
Dynamics involving reinforced concrete design are the first real engineering
course encountered by the undergraduate construction engineering students. Quite
often its associated rigorous theories makes it an uninteresting academic hurdle for
many below mediocre students. However when the theory is exemplified with
multimedia, interaction and visualization techniques, the conceptual understanding is
enhanced. The teaching methodology presented in this thesis is based on presenting
students with an individualized, interactive and guided learning environment. The
main elements of this approach are: a means of assimilating the student's interactive
learning knowledge and behavior (user model), representation of the instructor's
guidance and assessment knowledge (tutor model), utilization of motivational
techniques such as multimedia, animation (visual model) and navigation of designed
model VRML (virtual reality modeling language) model. Although the presented
approach is being applied to reinforced concrete design, it employs a generic
architecture, which is discipline independent and may be adapted to any other similar
domain which will certainly promote and enhance students' understanding.
TABLE OF CONTENTS
ACKNOWLEDGMENTS...................................................................................... 11
LIST OF FIGURES ................................................. ;.............................................. V
CHAPTER
I. INTRODUCTION AND OBJECTIVES ....... ............................................ 1
Introduction . . . . . . . . . . . . .. . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . .. . . . . . . . . . . . . . . . . . . .. . . . . . . . 1
Objectives ...... .................................................................................... 2
II. SURVEY OF LITERATURE .................................................................... 5
General ............................................................................................... 5
Instructional Strategy ..... ........ ............................................................ 6
Significance of Change .. . . . . . . . . .. . . .. . . . . . . . . . .. . . . .. .. . . . . . . . . .. . . . . .. . . . .. . . . . . .. . . . . . . . . 8
Comparison of Models .. . . . . . . . . .. .. . . .. .. . . . . . . . . . . . . .. .. . . . .. . .. . .. . .. . .. . . . . . . . . . . . . . . . . . 8
III. PROPOSED APPROACH .............. ............... ...................... ............. ......... 11
General ............................................................................................... 11
Tutor Model ....................................................................................... 12
Visual Model .................................................................................... 20
User Java Model ................................................................................. 25
VRML Model .................... .. .............................................................. 28
Modeling and User Interaction .......................................................... 30
Development Platform . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . .. . . . . . . .. . . . . .. . .. . . . . . . . . . . . . . . . . . 31
Capabilities of Design Studio .. .. .. .. .. . . . . . . . .. . . . . . .. .. . .. . .. .. . . .. . .. .. . .. .. . . . . . .. . .. 34
IV. IMPLEMENTATION AND EVALUATION .......................................... 37
lll
Table of Contents-continued
CHAPTER
Implementation . .. . . . .. . . . . .. . .. . . . . . . . .. .. .. . . .. . . .. . . .. . . .. . . . .. .. . . . .. . . . .. . .. ... .. . .. .. . .. . .. 37
Evaluation . .. . . . . . . .. . . . . . .. . .. . .. . .. . . . . .. .. . .. .. .. .. .. .. .. . . . . .. .. . .... .. . .. .. . .. . .. . .. .. . .. . . . . .. 37
V. CONCLUSION .................................................................. .-...................... 42
BIBLIOGRAPHY ................................................................ ........................... 44
IV
LIST OF FIGURES
1. System Architecture on Individualized Learning ......................................... 4
2. Kolb Model for Leaming Design ............................ ....................... ........... ... 7
3. Proposed Java and VRML Design Studio Screen ........................................ 11
4. Basic Models and Their Features ................................................................. 12
5. Tutor Models and Their Related Models ..................................................... 13
6. Sample Tutor Model Screen .. .... .. .. . .. .... .. .. .. .. .... .. .. .. .. .. .. .. .. .. .. .. .. .. .. ...... .. .. .... .. 15
7. Glossary of Design Principle Screen .. .. .. .... .. .. .... .. .. .. .. .. .. .. .. .. .. .. .. .. .. .... .. .. .. .. .. 17
8. Sample Questionnaire Screen ....................................................................... 17
9. Review Points Screen ................................................................................... 19
10. Feedback Form Screen ................................................................................. 19
11. Hierarchy of Interactive Visualization and Virtual Environment ................ 20
12. Visual Models and Their Related Modules .................................................. 21
13. Sample Visual Model Digital Images .......................................................... 23
14. Powerpoint Presentation of Visual Model ................................................... 24
15. Sample Digital Images ................................................................................. 24
16. Java User Models and Related Modules ...................................................... 26
17. Sample User Java Model Screen................................................................... 27
18. Sample VRML Model Input Screen ............................................................. 29
19. Sample VRML Model Navigation Screen ................................................... 30
20. Development Platform ................................................................................. 32
21. Sample VRML Coding for Interactive Action ........................ ..................... 33
V
List of Figures-continued
22. Sample Java Applet Coding for Interface . . .. . . ... . ....... ... .. .. .. ... .. .. .. . . . .. .. .. . . . . . ... . 35
23. Computer Integrated Construction Laboratory ............................................ 38
vi
CHAPTER I
INTRODUCTION AND OBJECTIVES
Introduction
Construction related reinforced concrete design education demands the
accumulation of a large amount of complex technical knowledge from the students.
Currently this is largely affected through a traditional lecture format with the main
principal being that of information transfer. Clearly, whatever knowledge
"traditional" teaching methods may have imparted, they have frequently failed to
produce design understanding (MacCallum, et al., 1996). There is a range of problems
in this method of instruction. Some of the problems experienced and cited are as
follows: (a) Lack of teaching aid to vividly explain the intricacies of the various
reinforced concrete structural design principles, (b) Lack of time to teach whole
detailed structural design, (c) Non-existent or inadequate visual learning environment,
(d) Inability of individualized tutoring due to increasing student numbers and
decreasing resources, ( e) Inability to excite students to study structural design
concepts interactively, (f) Difficulty in teaching students to make connection between
theory and application of reinforced concrete design, and (g) Inability to address
students who do not participate or view the traditional teaching as a chore.
Acknowledging the above problems, one of the methods of solving this is to
use simple models which demonstrate basic structural design concepts which can be
used to enhance the students understanding (MacCallum, et al., 1997). But general
relevance of their lessons may not be always understood in teaching reinforced
1
concrete design since when the required knowledge base increases, the ability of the
student to effectively absorb the relevant information is reduced (Maccallum, 1996).
There is, therefore, an identifiable need to establish alternative sources of information
and modes of learning for students.
It is in response to this need that the computer based interactive prototype
courseware model was conceived. As with other interactive computer aided learning,
this allows the students to proceed at their own pace, motivated by a curiosity about
"what happens" interactivity and " the need to know" the design principles. This can
also simulate a virtual design class and each student can participate and learn the
intricacies of various reinforced concrete design principles. In addition, this prototype
learning tool can be very valuable in enhancing learning, evaluating learning
outcomes and solving most of the problems outlined above.
Objectives
The main objective of this research proposal is to implement a computer aided
system prototype learning studio for structural design of reinforced concrete. This is
achieved by providing a tailored educational courseware suited to the open ended
nature of design problems. The main elements of this approach are (a) a means of
assimilating the students' learning knowledge and behavior, providing individualized
guidance, and (b) assessment of knowledge. These include: (a) Structuring of the
reinforced concrete design course material with respect to content; (b) Presenting,
modularizing and tailoring the presentation according to each student's level of
competence; (c) Identifying and utilizing the teaching strategies involved in the
learning process. This involves the use of multimedia to enhance learning experience
leading to increased motivation and better visualization and more learner
2
participation; ( d) Accommodating a flexible interactive reinforced concrete design
and step by step navigation.
The proposed design studio will consist of the four following modules:
Tutor Model
For teaching and learning of structural design concepts by providing a
personalized tailored approach to learning based on knowledge which is
individualized, guided and interactive.
Visual Model
Utilizing motivational techniques, such as PowerPoint presentation and digital
images to encourage interest in the domain topic.
User Java Model
Increase students' appreciation and utilization of basic engineering intellectual
skills involved in the design process.
VRMLModel
Designing and navigating three-dimensional simple structural models with
user interactions.
Figure 1 represents the above four modules with individualized user tasks.
In addition to this, this courseware model can be used to evaluate learning
outcome by sample questionnaires and solve most of the problems outlined above.
Although this approach is being applied to reinforced concrete design, it employs a
generic architecture, which is an independent discipline and can be adapted to any
3
other similar domain. The outcome of this project will promote and enhance students'
understanding of structural design principles.
Use Tutor Model
Visual
Model
Assessment
Problem
solving
Inferencing
Reasoning
Interactive Multimedia
Learning System
1 Navigational
VRML Model
Assessment
User Java Interactive
Model
Figure 1. System Architecture on Individualized Learning.
4
CHAPTER II
SURVEY OF LITERATURE
General
Engineering technology involving structural design has differentiated itself
from engineering education by teaching applied scientific and engineering knowledge
and methods combined with technical skills in support of engineering activities
(Grindberg, 1986). Particularly, engineering structural education program is designed
to be application oriented and builds upon a background of applied mathematics
through the structural concepts. The successful students must be able to discern the
components of design and conceptualize this to achieve goals established by the
engineer (Grindberg, 1986). Dynamics involving reinforced concrete design is the
first real engineering course encountered by the students and it offers the instructors
the opportune time to the applied aspect of engineering. It offers the student problems
involving simultaneous mix of mathematics, physics, and common sense in a
challenging way (Muramatsu, 1986).
The current textbooks available in structural design are mostly prepared for
engineering students, and do an excellent job, but the associated rigorous theory
makes it an uninteresting academic hurdle for many technological students. Quite
often this theory oriented approach results in some disparity between text coverage
and student comprehension (Roddis, et al., 1998). However when the theory is
exemplified with the modem educational media like multimedia, interaction and
visualization techniques, the conceptual understanding and visual analysis is
5
enhanced (Roddis, et al., 1998). Structural design is a subject that depends on
geometric and physical perception and every effort should be made to enhance this
ability. This makes it as an interesting challenge in an exciting area, requmng
creativity and imagination as well as knowledge and systematic thinking.
Instructional Strategy
In order to implement the aforesaid, the following issues were addressed as
four levels: (1) knowledge; (2) comprehension; (3) application; and (4) synthesis.
These are the main educational objectives when applied to the study of
dynamics and belongs mostly to the engineering domain (Arciszewski, 1998). The
study of each section is broken down into (a) basic principles and theory (for
knowledge), (b) problem solving (for comprehension), (c) common engineering
applications (for application), and (d) small design problems (for synthesis).
It is found that computer aided design courseware can greatly enhance
constructionivist and experimental learning approaches (Bostock, 1998). For
example, Kolb model (Kolb, 1984) of experimental learning (Figure 2) is of particular
importance to the engineering design as it is designed to promote integrative learning
by cycling students through four cognitive experimental modes that are key to the
success of engineering design: reflective observation, achieve interaction, concrete
design experience and abstract conceptualization. The design courseware is designed
to compliment traditional material of heavy analysis and abstract theory by filling the
gaps and motivating the full cycle of learning.Examples of general areas of synthesis
design courseware are described below (Kolb, 1984):
6
Visualization
Tutoring
User Participation
Figure 2. Kolb Model for Learning Design.
1. Concept modules teach specific engineering design concepts and are useful
where visualization is important. For example (a) dynamic systems are interactively
presented for better visualization of theoretical concepts, and (b) inspection design
courseware couples analytical information to string visual clues provided by real
world images.
2. Guided and interactive use computers to integrate analysis, design and
display of data. This provides the core for integrative design and synthesis projects in
which computing or embedded computing plays an important role.
3. Navigating structures of designed structures in which student can take part
in the engineered designed structure.
Depending on all above data, there are many computer-aided tools and
methodologies developed to take an engineering approach to the design problem.
7
Significance of Change
If the current prevalent design approach seems to work well enough, what is
the motivation for changing it? There are currently no software based reinforced
concrete design tools that integrate step by step analysis, design and detailing
available (Roddis, 1998). Recent development effort has focused on integrating
structural analysis and numerical design with convenient graphical user interfaces,
and has produced several very capable graphical analysis and design model generators
(PCA, 1994a). Progress has been very slow in developing the software design tools
for reinforced concrete design with the ability of (PCA, 1995b): (a) Providing
interactive way of learning principles, (b) Visualizing of examples, and (c)
Navigating designed components.
Comparison of Models
Following are two of the prototype model already developed to address some
of the above issues and discussed below.
Visual Mechanics Courseware Model
This is an exciting courseware model, which provides students with a virtual
laboratory for beam and stress analysis in order to understand design principles. This
is developed at University of Washington funded by National Science Foundation
(NSF) under the auspicious of Engineering Coalition of Excellence in Education and
Leadership (ECSEL). (www.pws.com/pws/vismech.html )
Primary features (Miller, 1998) included in this method are:
1. Easy-to-learn tools, which provide animated points and click analysis for
beams and stress states. Set up, solve and interpret a wide variety of beam and stress
8
problems in a direct, intuitive manner.
2. Instant feedback in shear, moment and stress diagram provides an
instantaneous test of assumptions and understanding.
3. Exercises to promote "hand-on" understanding of the behavior of beams
and stress states by means of direct, student centered observation.
Considering the outcome of this courseware model, it is primarily intended for
only teaching two principal topics in understanding design principles in reinforced
concrete design. These are (1) beam bending, and (2) analysis of stress states. There
are no guided individualized tutoring and navigational models included in this
courseware which is a primary concern in teaching reinforced concrete design.
Visual Concrete Software
This is mainly an analysis and design software, which can be used for
reinforced concrete design with good visual techniques to understand the design. This
is developed by Integrated Engineering Software for basic understanding of designing
reinforced concrete members such as beams, columns and walls or slabs. Assists with
the gross reinforcement detailing including stirrups or ties. Column interaction
diagrams are provided and serviceability checks are easily made for crack control
with visual understanding.
Main advantages (Rebizant, 1995) of this software include:
1. Easy handling of typical design problems. This include: (a) Understanding
uni-axial bending, main reinforcement sizing and stirrup sizing and placing in beam
design; (b) Biaxial bending, slender columns and graphical interaction in
understanding column design; (c) Shear, flexure checks, rectangular tank design and
irregular meshes in understanding slab design.
9
2. Make easy design selection and adjustment: This include optimized design
selection, simple redesign or adjustment and easy definition of design parameters.
3. Simplification of work with ACI Concrete Design: Provides ACI 318-95
Strength Design Provisions, recommended reinforcement selection and automatic,
adjustable member sizing.
4. Output visual images: Interactive visual diagrams, easy cross check with
specification and concise, easy to read reports.
The main disadvantage is that this is not a teaching tool to present reinforced
design concrete principles involved. But rather design tools, which can be used after
basic design principles, are well understood by the students. Main areas such as
individualized tutoring, user interaction in understanding the principles and
navigation of designed model are not presented in this software which should be the
primary concern of this research.
10
CHAPTER III
PROPOSED APPROACH
General
The proposed approach consists of four models: (1) tutor model, (2) user java
model, (3) visual model, and (4) VRML model. Although the domain of this design
teaching is fairly narrow in scope, it is an important topic in reinforced concrete
JAV � VRML BASED DESIGN STUDIO
■
TUTOR MODEL
a.. lActun l :Reinforced COM.rm DH!gl\
b �. Mtthww of Concrete. Slt'd
c. 1.4.:ew. J , RCC Theoey
VISUAL MODEL
Beam,
\t� /. �� /.'4twtJ.. r-P9HTMl ·1��./L..J
• '"'"Ai>""*
USER JAVA MODEL
ll<l"ERACTION
c Lo.MtirlgSdfction
VIRTUAL VRML MODEL
Figure 3. Proposed Java and VRML Design Studio Screen.
design education. Thus a system built with a strong student model can greatly benefit
the teaching process, enhance problem solving skills by giving a student an intuitive
interface that guides him to the important factors affecting various problem types
found, helps him visualize the nature and provides easy means of navigation. Figure 3
11
shows the proposed model initial screen. Figure 4 shows basic features of each of
these modules.
TUTORING MODEL
Individualisation
Abstract Conceptualization
Modularity
Development Models
DESIGN STUDIO
Figure 4. Basic Models and Their Features.
Tutor Model
The tutor adopted differs from most other attempts of teaching reinforced
concrete design. The model adopted here is conceived from expert teaching
experience (Stem M. et all, 1998) at a gross level where students can be partitioned
into two;
1. Group 1: Students who learned basic mechanics before and have forgotten
some of the procedural skills;
12
2. Group 2: Students who have never successfully learned the material before.
Figure 5. Tutor Models and Their Related Features.
Although this is an over-generalization, as students will retain fragments of
what they have learned previously, but it illustrates the wide variation in incoming
student knowledge. The lecture topics include the areas covered by "Design of
Reinforced Concrete" by Jack C.McCormac textbook used for this course. Figure 5
shows the related topics in tutor model, which is as follows:
1. Lecture 1: Reinforced Concrete Structures. This vividly explains what is
reinforced concrete is and main advantages of using it as a construction material. Also
to enhance understanding the user is also linked with digital images of reinforced
structures in visual model.
2. Lecture 2: Mechanics of Materials. This presents students to acqmre
thorough understanding of the properties of concrete and steel before they begin to
13
design reinforced concrete structure. An introduction to several main properties of
these materials are presented in this section with appropriate figures.
3. Lecture 3: Limit State Design. This section discusses limit states for a
reinforced concrete structure and process involving identification, determination of
acceptable levels of safety against occurrence of each limit state.
4. Lecture 4: Reinforcing Theory. This section particularly teaches how
concrete and steel reinforcing work together beautifully in reinforced concrete
structures and how advantages of each material seem to compensate for the
disadvantage of the other.
5. Lecture 5: Loading Effects, Resistances. This discusses the main loading
effects considered in the design and computation of these factored load effects. Also
resistances and basic design relationship of these with loading effects are defined in
this section.
6. Lecture 6: Design of Simple Beams. This section guides how the above
principles and several miscellaneous topics needed to design a rectangular beam. Also
this illustrates the design using the maximum permissible steel percentage.
7. Lecture 7: Shear Design. This section discusses shear stresses in concrete
beams and how shear reinforcement can be computed to resist diagonal tension
stresses.
Proposed approach for group 1 students is to help them remember topics in the
mechanics and design curriculum they may have forgotten. The tutor model starts by
showing individualized lecture topics from 1 to 7 (Figure 6). On selection of each
lecture notes, this displays all the topics covered in the introduction to reinforced
concrete design class which are presented in a sequential order to make the student to
learn in an organized manner. Since these students do fairly well in developmental
14
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Table of CootAnts
REINFORCED CONCRETE STRUCTURES Lecture 1
Introduction to Reinforced Structural Design, Western Michigan University
Review Points
General
Concrete is a mixture of sand, gravel, crushed rock, or other aggregates held together in a rock1ike mass with a paste of cement and water Reinforced concrete is a combination of concrete and steel wherein the steel reinforcement provides the tensile strength lacking in the concrete. Reinforced concrete is a dominant structural material in engineered construction. It is used in one form or another for almost all structures. great or smallbuildings, bridges. pavements, dams. retaining walls, tunnels, viaducts and tanks etc.
Figure 6. Sample Tutor Model Screen.
15
mechanics and design courses, and the success of the tutor can be measured by how
the lecture notes will allow these students to see and understand these lecture Thus
for this group, the instructional emphasis is on demonstrating procedural reviewing
technique skills. Here the tutor model should be flexible in teaching, so that these
students are not presented with unnecessary material in reinforced concrete design.
For group 2 students, who have never successfully learned this material
before, presentation is more difficult. Traditional instruction enables only a few
students from this group to pass the course. The success for this group of students
should not simply be measured by getting them through the material (i.e. time should
not be the primary factor, which can be achieved through web, teaching). Thus in our
approach tutor model is presented with more instructional strategies so that many of
these students who are frustrated with design and lack confidence are educated to
tackle difficult problems that may be within their ability to solve.
These instructional strategies for the tutor model for the second group of
students include "concrete design principles", with each technical term defined in
glossary (Figure 7) By selecting visual representations within tutor model (which is
also part of visual model) these students are allowed to explore and discover the
connection between real world objects and design theory. Also they are presented
with sample problems (Figure 8) which obviously contain the material that student
has not mastered, but this should be presented in such a manner that due to student's
anxiety, he should be able to solve it. There is an upper bound on problem difficulty,
i.e. if it is too difficult, the student will become discouraged and learning will suffer.
Therefore we have designed a student model which detects the difference between
these two classes of students, and then provides graduated help, hints, and problems
based on a student's needs.
16
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Glossary Fundamental Terminology of Structural Design
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Applied force: see�-
A>elal force: A sntem gf mt&mi!I facets whose� is a force acting along the longitudinal u:is of a structural member or assembly.
Bending moment A svstaro of mtemal forcu whose a.1..1.1.lJ.iol is a � Th,s term is most commonly used to refer to internal forces in beams.
Figure 7. Glossary of Design Principle Screen.
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Sample Questions An.swer.s f,om the c/a.s.s plu.s commentary
l"ii·oblem 1 Problem2 Prol1lmn '.\ !z_nhlnn.1_-! Problem 5
1f.i.'l.'J.b1!1.;.!�.
Figure 8. Sample Questionnaire Screen.
17
Additional items in the topic network include "Review Points" (Figure 9)
which are used to track student's understanding of higher-level design concepts.
Because topics are internally represented with their component parts, and because
problems are often broken down by the tutor into these parts, the students' actions can
be observed more closely. Thus, the tutor can detect sub skills that the student did not
perform correctly. This is used in the model both for providing feedback and building
more accurate student model (Figure 10).
Also in order to construct this feedback for tutor with an adaptive curriculum,
a model of student performance must be constructed. Therefore the system needs to
track students' actions in the problem solving process. The difference in initial
knowledge and informal feedback indicates that we need to have an adaptive
curriculum that allows students to receive more instruction and perform more
problem solving in areas in which they are relatively weak (group 2 students), and to
receive a summary for topics that are remembered from previous instruction (group 1
students).
The objectives take the form of self-assessed questions posted at the outset of
the tutorial session. Thus, rather than simply wandering aimlessly through the matrix
of information forming the media base of design education program, the students
should be allowed to search for specific information and coming into contact with
other relevant design concepts in the process. Students' knowledge of design
principles and mechanics involving deflection, tension and compression can be
assessed before and after using the design studio courseware, and their knowledge
towards this courseware can be measured. Studies confirm that this type of
courseware studio is a very good teaching tool, particularly when combined with
structured exercises.
18
User Mena
l.G!o0&0.::y
■ 4.
TUTOR MODEL
Table ofCoritenu
Mechanics of Materials
Review Points from Lecture 2
Introduction to Reinforced Structural Design, Western Michigan University
Mechanics ofMatcrials
o Structural design requires an understanding of how material respond to forces.
o Force-deformation (stress-strain) relationships are based in the fundamentals of matter and molecular bonds.
o Molecular bonds act like springs.
o Stress measures the force intensity in a material.
o Strain measures deformation intensity.
o Hooke's law says that forces are proportional to deformations.
■ This is more of an observation than a law, since it is not always true.
o E -modulus (a.k.a. Modulus of elasticity, Young's modulus) is the ratio of slress dMded by strain, and elCtends Hooke's law in terms of stresses and strains rather than forces and deformations.
Figure 9. Review Points Screen.
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■ 4
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JAVA-VRML BASED DESIGN STUDIO
Feedback Evaluation of Outcome
Construction En,g,neeI'Vlg and Management Department. Western Miclu,gan University
Suggestions and comments submitted through the form below will be used for' Evaluation' purpose. Feel free to offer comments and suggestions.
Figure 10. Feedback Form Screen.
19
Visual Model
Upon completion of the tutor model, user is then directed to run the visual
model. In order to aid students in attaining procedural skills, this model provides a
variety of scaffolding visual techniques, which reinforces the concepts previously
learned. The structure of this model is shown in Figure 11. Each design topic is
composed of various sub skills, which are themselves topics. Figure 12 illustrates this
sub skill hierarchy for teaching reinforced concrete design.
Design Perceptualizatoin
Enhanced Functionality
Design Conceptualization
Tutor Capability ----
Visual Interface
Visual Retrieval ----
3D Multi-user Interactive VRML,JAVA
Figure 11. Hierarchy of Interactive Visualization and Virtual Environment.
20
Figure 12. Visual Models and Their Related Features.
Visualization
Before a topic is presented in its abstract form, students are shown a concrete
representation of the problem. For example, when demonstrating the above figure
also shows how a student can relate it to the manipulated images those are normally
used to solve the problems involving this concept. If a student has difficulties making
this transition as said earlier, the visual model is to map the abstract symbols such as
manipulated arrows into pictorial form to aid the student understanding of structural
failure modes. This component has also been added to the tutor to address concerns
that student only learns route manipulation to abstract mechanics without any
21
conceptual understanding.
Furthermore, when presenting a hint, the earlier tutor model has the option to
use this graphical representation(Figure 13) which is based on the visual model. This
is to provide a mapping from real world objects to the design concept for the student
who is first learning the skills, but to gradually withdraw help to motivate him to
learn the symbols involved. The visual domain covered by the visual model includes
power point presentation(Figure 14), digital for reinforced structures (Figure15),
beam types and beam failure modes.
Manipulated Images
These are powerful tools for teaching design mechanics. If a student has
difficulty with a complex problem, these annotated version of manipulated images
used by the visual model explicitly show the foundations of the design mechanics by
breaking up problems into their natural components, and show the connectivity
between those components. For example, Figure 13 shows the arrow notation used by
the model to explain the shear failure modes in different reinforced concrete
structures. The comments below these images illustrate how these two individual
subparts can be related and combined to form the students understanding. These
images in this visual model show how components of sequential tasks relate to each
other in understanding design principle. Manipulated images are not used as visual
effects without pedagogical merit. However, images are used for reward upon
completion of activities. A benefit from this model's perspective is that by breaking
the problem up into individual visual components, an opportunity is provided to view
real-time behavior of reinforced concrete structure at a finer grain size than an entire
problem. These data are useful for building a more accurate student model.
22
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23
User Menu
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Figure 14. Powerpoint Presentation of Visual Model.
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Reinforced Concrete Structures Digital Images
a: beam structures
Historic, modern structures bridges, buildings, suppor1s. hinges, determinate and indeterminate, cantil.....,r, •imply supported, conlinuous, constant and variable sections; timber, w,ought tron, steal, reinfo,ced, prestressed concrete
b: arch structures
H1stonc, modern arches: voussoir, 3-hmged, 2-hingad, fiKad, tied-arches; supports, hinge details: bridges, buildings; open, solid spandrel; steel, concrete arches: rib
sections include solid, I, truss, shell; transverse brecing, rise-to-span ratio.
Figure 15. Sample Digital Images.
24
User Java Model
Design based user models are considered potentially powerful design tools by
their ability to generate sets of designs adhering to user specified constraints.
However, development of such tools in relevance to reinforced concrete design has
been slow, partly because of the lack of good interaction between user and system.
The conceptual principle adopted here is to reinforce students understanding
of the behavior of concrete beams with the aid of simple structure such as simply
supported beam with a point load on center of beam. As the load is increased
moment, deflection and shear forces increase. As soon as this moment attains the
critical moment of concrete, cracks appear in concrete and failure occurs. (Since
moment flexural failure is critical for this structure) Thus this structure is to be
designed to take loads not exceeding critical concrete moment capacity. Exceeding
this moment the concrete requires reinforcing steel. Students' major appreciation of
this principle is taken as the major goal in this model to reinforce the design theory
(Figure 16).
In our approach after selecting 'user interaction' the interactive screen is
displayed. Next the user can interact with beam by varying the structural load using
up and down arrow keys. Once the designed critical moment values are exceeded,
animation sound with message box and calculated stresses are displayed. Results such
as beam deflection, bending moment and shear force values are also shown on each
user interaction. This critique feature is used to confirm user understanding of
designed loading. This approach describes modes of user interaction and control
possible with reinforcement based design systems and presents issues to be examined
in the development of such a system of a model that posses the interactions.
25
Figure 16. Java User Models and Their Related Features.
This can lead to the development of better interfaces to reinforced-based
design tools which will be useful for concrete design. Figure 17 shows Java model
screen where user is allowed to define the load and beam geometry values in an
interactively.
26
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Figure 17. Sample User Java Model Screen.
27
.:J
These tools allow the user to automatically generate and explore design spaces. In
running this module on computer needs Java plugins, which are freely available in
many websites.
This system has the potential to both automate the design process and allow
greater exploration of design alternatives. These are production systems that generate
designs according to a specific set of user defined rules. A well-defined model will
generate a set of designs which adhere to a specific set of user defined constraints.
This system has the potential to generate designs with little or no input on the part of
the user. As this can generate a large set of designs that fulfill the designer's needs,
this can give the designer the potential to evaluate a large number of alternative
designs without laborious work. This set of designs generally includes many that
might have been overlooked by the designer working without the aid of model, thus
paving the way for possible innovative designs. A model of the potential user
interaction and control of design based systems is of great benefit. Such a model, as a
theoretical representation, may be manipulated independently of the actual system it
represents. This model also serves as a predictor of a system's behavior. Thus, the
model can serve as a template for prototyping interfaces for design based systems.
This can lead to the development of better interfaces to design tools and enhance their
utility.
Virtual VRML Model
The current VRML standard permits the construction of three-dimensional
models in design, and provides pre-set viewpoints in addition to user fly-through.
In designing 3-dimensional simply supported rectangular beam reinforcement
maximum permissible steel percentage principle is used. This procedure of course
28
provides the smallest number of steel required for the beam size. In calculating this
ultimate design load is calculated based on user input and thus ultimate moment is
computed. Using maximum percentage of steel, it is possible to calculate required
beam dimensions using ACI design code. Thus sectional area of the steel is calculated
to find number of reinforcement steel bars which is displayed along with 3-D beam.
In our approach after selecting the user navigation in VRML model, the input
screen for this model (Figure 18) is displayed for the user definition of loading effect
and beam geometry such as beam length, depth. On completion and selecting "
Calculate number of reinforcement bars" this will bring up 3-D navigational window.
Cosmo world is used as the author ware in creating these files. JavaScript is used to
link and run these files. Designed beam with reinforcement (Figure 19) is displayed
which allows 3-D user navigation by 'Cosmo player' thus reinforcing students
understanding. This provides photo-realistic scenes in interactive design.
2. S,a .. uph' (ll�d::i•mt
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29
Figure 19. Sample VRML Model Navigation Screen.
Modeling and User Interaction
The inclusion of support for interpreted scripts 1s a certain near-term
development in the VRML standard. This will enable the functionality and
interactivity of Java applets (and potentially other languages) to be included within
VRML worlds. No longer will the downloaded worlds remain static and sterile;
objects of design will be brought to life with pre-programmed behaviors and
responses, and independent applications will have their own existence within the
30
world. The user will be able to interact with menus and control panels relating to
design, just as they would in a conventional computer interface.
Potential services include: (a) educational experiments and simulations in
design, (b) interactive data visualizations and modeling, (c) navigation interfaces, and
(d) multi-user environments.
For further extension to server and browser functionality we could upgrade
this to enable multi-user environments within student domain. Such applications are
particularly attractive to in that participants contribute to the interest and "content" of
the world, thereby reducing the demand for regular updates, revisions, and costly new
material relevant to design.
So far in this approach, we have concentrated on extending the functionality
of the visual interface. However, the critical contribution of audio must also be
considered, and in particular the role of spatial audio in enhancing user experience of
virtual environments. Future developments will support spatial audio within
distributed applications. This will include when the present load exceeds the design
resistance of the structure, a sound as an aspect of object behavior will be beeped to
the understanding of the students. Such functionality will greatly enhance design
principles and applications.
Development Platform
Because this design studio is to be upgraded as a web-based tool, it has no
specific computer hardware requirements. All that is required is web browser capable
of interpreting standard html and JavaScript, such as Netscape or Internet Explorer,
and a VRML browser such as Cosmo Player .(Figure 20)
The development involves no high end programming, nor did it involve the
31
use of any expensive authoring programs. JavaScript was first keyed into the text
editor along with the html code. When these pages are opened by web browser,
correction to JavaScript can be made. No other programming packages are needed.
Once the pages for Design Studio are tried and tested on the computer where
they are being tried and tested on the computer, pages are uploaded on the university
web and accessible to all students. For navigational purpose, VRML. wrl files are
created on the server.
VRML (Virtual Reality Modeling Language)
With VRML, it is possible to define the geometry of the structure designed
and allow students to navigate in a three-dimensional space in addition to retaining
hyperlinks. VRML and its development is relatively new. Once the page is viewed
Development Platform
Figure 20. Development Platform.
32
through the browser, the user can navigate fairly easily through the beam designed.
The viewer also has the opportunity to view the model from predefined view points,
that may have been specified in the VRML geometry and hear sounds corning within
the VRML world.
In, practice VRML is a text based language, where objects are defined as
geometries in this modelling language. As an example, the following code (Figure 21)
describes the beam dimensional features with reinforcement in VRML 2.0.
VRML V2.0 utf8 [VRML source code for beam geometry] DEF Main Transform {
translation O O 0 rotation 5 3 2 1 scale 1 1 1
children [ Shape {
},
appearance Appearance { texture lmageTexture {
url "avi.jpg" repeats FALSE repeatT TRUE
} material Material {
diffuseColor 0.8 0.2 0.2 shininess .99
} }
geometry Box { size 2 2 2
}
DEF TOUCH TouchSensor { } ]
}
Figure 21. Sample VRML Coding for Interactive Action.
Java Script
The designed model uses JavaScript m programmmg. This is a script
33
language simple and flexible for developing user interface screen. JavaScript is
interpreted at runtime and executed by the web browser itself. As a scripting
language, it offers programming tools to a much wider audience because of its ease of
syntax, specially built in functionality, and minimal requirement for beam
reinforcement creation. This is also used as the method of generating new html and
VRML based on user interaction. VRML plugins are- responsible for interpreting and
displaying the three dimensional data. In addition, embedded JavaScript is also used
for calculation of beam reinforcement.
A benefit of using JavaScript is that Web access is not constantly needed.
Therefore, the web browser interprets JavaScript and not by the server, where pages
reside so that it is university wide available. Once the page is read by the local
computer, there is no more communication-taking place with the server. All further
calculation on finding reinforcement occurs directly on the local machine. Working
with a language such as a JavaScript does have its limitations. Specially, for this
model the program by itself would not be able to save files on the users local drive.
Therefore this can be used only for the educational learning time. This is due to the
memory buffer and in the cache of the browser are not permanently recorded. This
limitation requires a workaround for saving the files onto the users local drive. As an
example code in Figure 22 describes initial display screen partly.
Capabilities of Design Studio
The pnmary capabilities of Design Studio include calculating number of
reinforcement for simple structures such as beam, generating the position of this
reinforcement and plotting the three dimensional navigational structure. Inputting
beam dimensions and load information via a built in elementary geometry defines
34
program written in JavaScript, this generates the information as a VRML world file
for view from any direction/angle and walk through the designed structure.
*/
package java.applet;
import java.awt. *;
import j ava.awt.image. Color Model;
import java.net. URL;
import java.net.MalformedURLException;
import java.util.Hashtable;
import java.util.Locale;
/**
* An applet is a small program that is intended not to be run on
* its own, but rather to be embedded inside another application.
<p>
* The <code>Applet<lcode> class must be the superclass of any
* applet that is to be embedded in a Web page or viewed by the Java
* Applet Viewer. The <code>Applet<lcode> class provides a
standard
* interface between applets and their environment.
Figure 22. Sample Java Applet Coding for Interface.
35
Design studio consists of four main sections, the opening screen, the visual digital
image screen, user interactive screen and virtual VRML screen as discussed earlier.
The help files include glossaries, ACI concrete code and links to interesting
sites users may need. The glossary provides definitions of commonly used terms in
understanding design along with the help for the program itself. The sample
questionnaires and worked examples help students to" understand the problems and
work on their own. In addition, review points are available for each lecture in
understanding earlier lectures.
36
CHAPTER IV
IMPLEMENTATION AND EVALUATION
Implementation
Implementation and evaluation of this design studio should be done for peer
evaluation before use and course validation. The design studio is to be placed on the
civil engineering network server, whereby the students will be able to run the
courseware from any networked PC on campus.
All six Pentium PC's in the construction lab running windows NT
workstations are used with one as the main server and the others as mirrors (the file
system on both types are kept identical). If the main server fails, the mirror can be
quickly configured as the master server. The department network should be separated
from the other workstations for security reasons. The linkage can be made or broken
by reconfiguring the NT server. The only linkage currently made is to the
development PC for uploading of new versions of the design studio programs. Figure
23 shows the computer integrated construction laboratory.
Evaluation
Before finalizing the implementation, the design studio courseware must be
appraised by students from institution along with their feedback for improvement.
The appraisal is intended to investigate a number of key issues regarding the value of
the courseware as a computer aided learning for teaching structural reinforced
concrete design, its usefulness, and the ease of use, i.e. interaction with the interface.
37
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Java and VRML Based
Design Studio Student Name;
Figure 23. Computer Integrated Construction Laboratory.
Students' knowledge of design principles and mechanics involving deflection,
tension and compression can be assessed before and after using the design studio
courseware, and their attitudes towards this courseware can be measured. Past results
confirm that this type of courseware studio is a very good teaching tool, particularly
when combined with structured exercises.
During limited trial students will be exposed to the program in a variety of
situations. Feedback will be gathered on an informal basis. Evaluation will be based
on a study of the design studio use in three formal lectures attended by joint groups of
students in Construction Engineering Department. Also it is planned to have student
centered tutorials attended by course specific groups of students in the future. Thus,
38
its use both as a teaching resource for lecturers and a learning tool for student
centered activity is considered. During the tutorial sessions (tutor model) the students
are encouraged to simply explore the program, as they feel appropriate, with the aim
of satisfying prescribed learning objectives. These objectives take the form of self
assessed questions posted at the outset of the tutorial session. Thus, rather than simply
wandering aimlessly through the matrix of information forming the media base of
design education program, the students should be allowed to search for specific
information (user model) interactively and coming into contact with other relevant
design concepts in the process.
During the lecture sessions, the design studio model will be used as a source
of illustrations to enhance the traditional lecture scenario and replaced with more
usual visual aid material (Visual model). Students are provided with a written outline
of the core areas to be addressed in the lecture and are encouraged to structure
information around this core, based on the direction of the lecturer. In this process the
multimedia, animated model is utilized as little more than a teaching aid. From past
experiences, it is clear that students will be more interested by the line images and the
format.
The importance of interactivity in multimedia systems has been highlighted on
many occasions and the motivational benefit of engaging the student's interest is
encouraging. However, in a traditional lecture scenario, with large numbers of
students, such interactivity with the package cannot occur directly ( Jain, 1998). It is
here that paper based support material plays an important role. Structured tasks
incorporated into the lecture notes, which differ for each course grouping, encourage
the individual to embark on a personal quest for knowledge (user model) to satisfy the
goals set for them. In this way, although the display and explanation of the material in
39
the multimedia based design education cannot be directed by the student during the
lecture, the knowledge they attempt to draw from it is seen as individual. Thus a form
of remote interactivity with the package occurs.
This element ensures that the learning process was not based simply on mass
acquisition of technical knowledge, but on the satisfaction of prescribed learning
objectives directed to individuals, these objectives being specific to individual study
programs. The integration of any new material into an established course can be a
difficult task and is exacerbated when the course seeks to address the differing
learning needs of design education. Matters will be confused further if there exists the
potential differences in aptitude and learning styles of individuals within this cohort.
This model is particularly suggested for all four common types of learners; the
dynamic learner, the contemplative learner, the rigorous learner and the focused
learner.
One problem which is likely to be faced when attempting to integrate into an
existing design teaching and learning program is the correct targeting of the package.
It is probable that only 70% of learners include more than one of the often mentioned
learning styles in their repertoire (Sher, 1996). This problem presents the choice either
to target at the style that pre dominates (i.e. the common denominator) or to attempt
to encourage all styles so as not to discriminate. The design studio is to be sufficiently
non-linear so as to allow students to define their own pathway through it. In this way
the needs of individuals can be satisfied. It is also essential that information be
incorporated to satisfy the requirements of students at several levels of detail and
complexity. Individual student will probe this courseware package at a level
appropriate to his/her needs, based on the satisfaction of his/her own defined learning
objectives. If this situation arises during implementation stage, the design studio
40
should be modified in an attempt to appeal to as many learning styles as possible. The
only practical way to achieve this is to provide an interesting, comprehensive
package, through which the learner, of whichever type, effectively charts their own
course. Each student is free to probe as deeply as they feel necessary for his own
learning objectives to be satisfied.
41
CHAPTER V
CONCLUSIONS
Multimedia based virtual reinforced concrete design education is a new and
exciting field which has been examined at only its most primitive levels to date.
However, its potential as a learning tool is clear and there is little doubt that
development will take place quickly (Riley, 1996). Although multimedia is generally
considered as an individual pursuit, our study suggests that its use in classes with a
large audience can be accommodated, provided that it is linked directly to the
achievement of a specific group of learning objectives. In this sense the proposed
design studio model is seen to act as navigator rather than as an oracle or source of
knowledge. Hence the integration of this courseware in design education program can
be achieved effectively provided that a new paradigm of learning is accepted; that of
guided open learning supported by classroom activity and tutor direction to
individuals. One of the true benefits of this courseware model that is proposed here is
its flexibility of usage in design education. The past informal meetings and students'
centered lectures were positive in that they see design studio as being a valid self
learning mechanism. If the application of such technologies is to achieve its full
potential in reinforced concrete design education, the tendency to rigidly group the
design processes by which learning can be effected must be resisted. Multimedia
based design studio courseware can be valuable aids not only in teaching design in the
class room but also effective self directed tools for open learning. The key to its
success lies in process of recognizing on the part of those attempting to incorporate
them into existing design education programs of the potential for all aspects of its use.
42
By adopting a model of experiential learning in the higher education sector and
encouraging remote and direct interactivity with multimedia aided deign courseware
to enhance other existing forms of teaching and learning, positive results can indeed
be liberated. Further work in this area should be undertaken, with the full-scale
implementation of the system being introduced into the syllabus for construction
technology student in this university. Informal preliminary study shows the Design
studio is successful at improving the learning environment in reinforced concrete
education and will be expanded in future.
43
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45
