UNIT 14 APPENDIX DRAWINGS ESTIMATE potx

TRƯỜNG ĐẠI HỌC LẠC HỒNG KHOA KỸ THUẬT CÔNG TRÌNH Bài giảng môn: Anh Văn Chuyên Ngành ThS. Trịnh Thị Mỹ Linh LESSON PLAN 14 APPENDIX 1: DRAWINGS & ESTIMATE  Class :07 KQ-KC Time: 4 periods  Main language focus: Reading comprehension F. Objectives: Students will demonstrate successful reading for comprehension of types of drawings and how to work with an Estimate. G. Prior Knowledge Most students have knowledge on Basic English. H. Teaching Aids: Reading text, projector, laptop I. Teaching Points: A. Estimate: 1. Vocabulary: 2. Exercise: ESTIMATE PROJECT: ITEM: (Unit price is not currently in use) No DESCRIPTION UNIT QUANTITY LABOR MA TERIAL MACHINE TOTA L (VND) R E Unit Amount Unit Amount Unit Amount I Earthwork 1 Excavation 2 Remove surplus soil 3 Sand compacted II Concrete work 1 Lean concrete, TRƯỜNG ĐẠI HỌC LẠC HỒNG KHOA KỸ THUẬT CÔNG TRÌNH Bài giảng môn: Anh Văn Chuyên Ngành ThS. Trịnh Thị Mỹ Linh grade 100, aggre. 40x60e 2 Concrete bottom, grade 200, aggre 10x20 3 Concrete wall, grade200, aggre 10x20 4 Concrete top, grade 200, aggre 10x20 III Formwork 1 Bottom of manhole 2 Wall of manhole IV Rein bar work 1 Top 2 Wall 3 Bottom V Structural steel 1 Grating cover of manhole VI Concrete pipe 1 Reinforced concrete pipe D200, H30 2 Pipe foundation D200 SUM -TOTAL a. Significance of numerals. b. How to work with an Estimate TRƯỜNG ĐẠI HỌC LẠC HỒNG KHOA KỸ THUẬT CÔNG TRÌNH Bài giảng môn: Anh Văn Chuyên Ngành ThS. Trịnh Thị Mỹ Linh B. Drawings: o Drawing o Sketch o Right – of – way o Cadastral survey o Lot o Lot line o Setback o Location o Construction drawing o Shop drawings o Asbuilt drawings o Master plan o Existing plan o Site plan o Perspective o Rendering o Plan o Section o Longitudinal section o Cross section o Elevation o Front elevation o Side elevation o Rear elevation o Profile o Detail drawing o Footings layout plan o Basement plan o Floor plan o Roof plan o Job title o Drawing title o Scale o Date of drawing o Job number o Designer’s name o Controller’s name o Draftsman / woman’s name o Approving officer’s name and position LESSON PLAN 15: REVISION D. Class: 07 KQ-KC Time: 4 periods E. Main language focus: Reading comprehension A. Objectives: Students will review what they’ve learned about architecture, structure, building materials and actions in sequence and construction methods. B. Prior Knowledge Most students have knowledge on Basic English. Teaching Aids: TRƯỜNG ĐẠI HỌC LẠC HỒNG KHOA KỸ THUẬT CÔNG TRÌNH 33 Reading text, projector, laptop Teaching Points: 1. Architecture  Exercise 1:  Exercise 2:  Exercise 3: 2. Types of forces in a component: a. Compressive stress b. Tensile stress c. Diagonal tension 3. Building materials  Exercise 1:  Exercise 2: 4. Actions in sequence and construction methods.  Exercise 1:  Exercise 2:  Exercise 3:  Exercise 4: MORE READING UNIT 1: THE HISTORY OF ARCHITECTURE Architecture, the art of building, is perhaps the best example of partnership and whether a temple, church, exhibition hall, or domestic dwelling- must demonstrate the solution of the practical problems associated with its purpose. TRƯỜNG ĐẠI HỌC LẠC HỒNG KHOA KỸ THUẬT CÔNG TRÌNH 34 The primary concern of the builder is the definition and articulation of exterior space and the spanning and enclosure of interior space. The moment a square or circle has been described on the ground, one area has been separated from another, and the architectural process has begun. As the architect spans his space- on the ground as with a wall or a road or in the air as with an arch or bridge- he encounters not only the complex technical problems of his craft but also aesthetic factors to be shown in kinds of materials and the harmonious relationship of space. The history of architecture may be read in the progressive changes in the solution of the structural problems. The transition from the most primitive shed roof and simple truss construction to the vertical posts, or columns, supporting horizontal beams, or lintels, covers the period from the beginning of civilization through ancient Greek culture. The Romans exploited the arch, vault, and dome and made broader use of the load- bearing wall of mass masonry; and in the late medieval period the pointed arch, ribbing, and pier systems gradually emerged. At this point all the problems of brick and stone masonry construction had been solved and little innovation except in decoration was achieved until the Industrial Revolution. Not until the 19th century, with the advent of cast-iron and steel construction, did a new architectural age dawn and higher, broader, and lighter buildings become possible. With the advances of 20th century technology, new structural methods such as cantilevering received more extensive use. Building materials evolved much in the same way from the primitive grass thatch, stick frame, and wattle and daub, to clay, adobe, brick, stone, and cement. The modern use of reinforced and prestressed ferroconcrete, of various metals including steel, copper, and aluminium as well as of glass, had led not only to more daring structural innovations but also to greater beauty through the realization of the inherent qualities of such materials and their use in novel decorative schemes. Thus architecture as a fine art and engineering as a practical science, after being artificially separated since the Renaissance, have again been reunited in the 20th century. Exercise 1: Odd one out 1. a. roof b. truss c. floor d. top 2. a. modern b. primitive c. old d. ancient 3. a. post b. column c. pillar d. arch 4. a. stone b. brick c. load d. lime 5 . a. steel b. glass c. aluminium d. copper 6. a. beam b. lintel c. cantilever . door 7. a. dome b. road c. vault d. arch TRƯỜNG ĐẠI HỌC LẠC HỒNG KHOA KỸ THUẬT CÔNG TRÌNH 35 8. a. high b. length c. width d. depth 9. a. cast-iron b. thatch c. daub d. clay 10. a. vertical b. horizontal c. diagonal d. line UNIT 2: SKELETON CONSTRUCTION The modern skeleton structure is the result of the rational use of steel and concrete in building. Among its characteristic features are the reduction of all load-carrying members to minimum sizes and a clear division between structural and non-structural elements. The skeleton is composed of rigidly connected beams and columns. It is a particularly suitable form for multistory buildings. The great strength of modern building materials makes it possible to build higher and higher, to meet today’s ever-increasing demands. The pattern of our large cities is being determined by skeleton structures of steel and concrete as determined by the timber frame. Widespread use has made the modern skeleton structure a central theme of contemporary architecture. The visual impression received by the observer coincides quite closely with what it meant here by skeleton construction. This impression is captured in the accompanying sketches. Rectangular plane define box-shaped forms, grid-like subdivisions lead the gaze to cellular elements. These alone appear to bear any relation to human scale. The building is the sum of the individual elements and its internal organization must evidently remain subordinated to the structural function of the skeleton. The bareness of the facades, the size of the building and their severe regularity leave a sense of oppression with anyone who has not yet acquired a feeling for the technological component in modern architecture. The catch- phrase “glass and steel” used both in admiration and in contempt, stresses the singular material nature of skeleton construction. The pattern of the facade is determined not by masonry, brick, and wood but by glass, metal, and building panels of every kind. These form an outer, space – enclosing skin, which, with no loaf – carrying function of its own serves merely to fill out or clad the skeleton frame. The facades of skeleton structures reveal two opposing tendencies. On the one hand the structural skeleton may be visible from the outside, on the other, it may retain concealed behind a curtain wall. Naturally, in a discussion of “structural form” the exposed skeleton is of greater interest. The immediate intelligibility of the design favors a visually received understanding of the structure. Exercise 1: Odd one out a. requirement b. demand c. feature d. need a. strength b. beam c. column d. skeleton TRƯỜNG ĐẠI HỌC LẠC HỒNG KHOA KỸ THUẬT CÔNG TRÌNH 36 a. division b. addition c. subtraction d. element a. load-carrying b. non-structural c. structural d. ever-increasing a. broader b. higher c. clearer d. greater a. visually b. rigidly c. evidently d. obviously a. design b. impression c. sense d. feeling a. understanding b. intelligibility c. knowledge d. façade UNIT 3: SHEAR FORCES AND BENDING MOMENTS IN BEAMS Beams are structural members whose primary purpose is to carry transverse loads. Most beams carry some rather small loads in their axial direction (or perhaps tensional loads) along with transverse loads during their service, but these loads are usually small in comparison with the transverse loads. The beams we are mainly concerned with here are relatively slender members assumed stable against lateral buckling. The loads considered are resolved into components parallel and perpendicular (transverse) to the longitudinal axis of the beam. Only the transverse component and their effects will be considered at this time. The effects to be evaluated are the internal stress resultants, and subsequently the stresses necessary to preserve equilibrium. The internal transverse force on any transverse plane of the beam necessary to maintain equilibrium in the transverse direction is called shear force. The internal transverse necessary to maintain rotational equilibrium in the plane parallel to the transverse loads is called a bending moment. It’s clear to classify the types of beams and the type of reactions before we proceed to investigate the shear forces and bending moments. Beams are divided into two groups, statically determinate and statically indeterminate. There are three general types of supports: pins or hinges which resists translation in all directions but cannot resist rotation; roller which resists only translation; fixed or restrained, which resists translation in all directions and permits no rotation (fixed) or only a limited rotation (restrained). The magnitude of the shear force is found by merely summing the transverse forces on either side of the imaginary plane which contains it; it also has a sense always opposite of the resultant external loads. The internal bending moment is determined by taking moments of the external forces on either side of the plane where the bending moment is situated with respect to the horizontal axis in this plane. Its sense always opposes the rotational effect of the external loads. TRƯỜNG ĐẠI HỌC LẠC HỒNG KHOA KỸ THUẬT CÔNG TRÌNH 37 The sense of the shear force and moment may vary along the length of the beam. The sign convention adopted is as follows: The shear force is positive when it results in a clockwise rotation with respect to a point inside the segment in equilibrium; it is negative when it creates counterclockwise rotation. The bending moment is positive when it tends to bend the segment concave upwards. It is negative when the reverse is true. A positive moment creates tension on the bottom fibers of the beam and compression in the top fibers; the opposite is true for the negative moment. Exercise 1: Odd one out: a. internal b. external c. outside d. formal a. primary b. general c. basic d. last a. stick b. pole c. sphere d. axis a. longitudinal b. horizontal c. perpendicular d. vertical a. equilibrium b. horizontal plane c. balance d. load a. rotational b. structural c. clockwise d. axial a. force b. sense c. function d. feature a. positive b. negative c. male d. solar Exercise 2: Gap-filling: Three forces can act on a structure: vertical - those that act up or (1); horizontal – those that act sideways and those that act upon it with a rotating or (2) motion. Forces that act at an angle are a (3) of horizontal and vertical forces. Since the structures designed by civil engineers are intended to be stable, these forces must be kept (4) balance. The vertical forced, for example, must be equal to each other. If a beam supports a load above, the beam itself must have sufficient (5) to counterbalance that weight. The horizontal forces must also equal each other so that there is not too much thrust (6) to the right or to the left. And forces the might pull the structure around must be countered with forces that full in the opposite direction. One of the (7) spectacular engineering failures of modern times, the collapse of the Tacoma Narrows bridge in 1940, was the result of not considering the last of the factors (8) enough. When strong gusts of wind up to sixty-five kilometers an hour struck the bridge (9) a storm, they set up waves along the roadway of the bridge and also a lateral TRƯỜNG ĐẠI HỌC LẠC HỒNG KHOA KỸ THUẬT CÔNG TRÌNH 38 motion that caused the roadway to fall. Fortunately, engineers (10)from mistakes, so it is now common practice to test scale models of bridges in wind tunnels for aerodynamic resistance. a. back b. down c. forth d. to a. turning b. turned c. turn d. turns a. combine b. combining c. combination d. to combine a. at b. on c. in d. to a. strength b. strong c. strongly d. strengthen a. neither b. both c. either d. none a. more b. any c. some d. most a. careful b. carefully c. careless d. carelessly a. during b. while c. when d. if a. know b. teach c. learn d. practice UNIT 4: DESIGN FOR SHEAR AND DIAGONAL TENSION In addition to meeting flexural requirements, beams must be safe against premature failure due to diagonal tension. Beams may be designed with cross sections sufficiently large that concrete can resist all the diagonal tension. However, a more economical design will usually result if a smaller cross section is employed, with steel reinforcement provided to carry the excess shear greater than that which can be carried by the concrete alone. Reinforcement to resist diagonal tensile stresses in a beam may take several forms. A part of the longitudinal steel may be bent up where it is no longer needed to resist flexural tension. Usually such bars are bent at a 45O angle. Only the centre three – fourths of the inclined part of such a bar is to be considered effective as web reinforcement. Alternatively, separate web steel may be used. These separate bars, called stirrups, are usually placed perpendicular to the axis of the beam, although they may sometimes be inclined. Where inclined stirrups are used they must make an angle of at least 45O with the longitudinal reinforcement and they must be securely anchored against slipping. Because of the relatively short length of stirrup embedded in the compression zone of a beam, bond requirements usually dictate the use of special anchorage, obtained by hooking the end of the stirrup. The 180O and 90O hooks are most common. The closed stirrup is convenient when separate straight TRƯỜNG ĐẠI HỌC LẠC HỒNG KHOA KỸ THUẬT CÔNG TRÌNH 39 bars are used for negative flexural reinforcement. These bars can be wired directly to the upper part of the stirrup for temporary support while concrete is poured. Longitudinal bars at the bottom of a continuous beam are often bent up to provide tensile reinforcement at the top of the beam over the supports. The inclined portions of such bars can be used to provide some or all required diagonal tension reinforcement, as previously described. However, because the requirements for longitudinal reinforcement often conflict with those for diagonal tension, and because the saving in steel is usually small, many designers prefer to include separate stirrups to carry all the excess shear counting on the bent part of the longitudinal bars only to increase the overall safety against diagonal tension failure. The size of the stirrups should be chosen so as to avoid a close spacing. When vertical stirrups are required over a comparatively short distance, it is good practice to space them uniformly over the entire distance, the spacing being calculated for the point of greatest shear (minimum spacing). If the web reinforcement is required over a long distance, and if the shear varies materially throughout this distance, it is more economical to compute the spacing required at several sections and to place the stirrups accordingly, in groups of varying spacing. Exercise 1: Odd one out: a. addition b. subtraction c, division d. requirement a. safe b. dangerous c. harmful d. injurious a. cross section b. area c. plane d. tension a. vertical B. diagonal c. horizontal d. inclined a. bend b. straighten c. curve d. arch a. stirrup b. steel tie c. starter bar d. basement a. segment b. spacing c. distance d. length a. various b. same c. different d. unusual UNIT 5: CONCRETE, REINFORCED CONCRETE, PRESTRESSED CONCRETE Concrete is a stonelike material obtained by permitting a carefully proportioned mixture of cement, sand and gravel or other aggregate and water to harden in forms of the shape and dimensions of the desired structure. The bulk of the material consists of fine and coarse aggregate. Cement and water interact chemically to bind the aggregate particles into a solid mass. [...]... slab b floor c terrace d foundation a shape b dimension c size d specification 40 KHOA KỸ THUẬT CÔNG TRÌNH TRƯỜNG ĐẠI HỌC LẠC HỒNG a reservoir b tank c damp d bridge a strength b force c stress d range UNIT 6: CONVEYING, PLACING, COMPACTING, CURING Conveying of most building concrete from the mixer or truck to the form is done in wheel- barrow or buggies on horizontal runaways or by pumping through steel... the strength or more can be lost by premature drying out of the concrete To prevent such damage, concrete should be protected from loss of moisture for at least 7 days and, in more sensitive work, up to 14 days Curing can be achieved by keeping exposed surfaces continually wet through sprinkling, ponding, covering with wet burlap, or the like Recent methods include the use of sealing compounds which, . Anh Văn Chuyên Ngành ThS. Trịnh Thị Mỹ Linh LESSON PLAN 14 APPENDIX 1: DRAWINGS & ESTIMATE  Class :07 KQ-KC Time: 4 periods  Main language. Points: A. Estimate: 1. Vocabulary: 2. Exercise: ESTIMATE PROJECT: ITEM: (Unit price is not currently in use) No DESCRIPTION UNIT QUANTITY