Introduction to Structural Earthquake Engineering

All students are expected to be familiar with the University’s codes, policies, and procedures including but not limited to the Student Code of Conduct, Campus Drug and Alcohol Policy, Copyright Policy, Disability and Impairment Policy, and Equity and Diversity Policy. It is the responsibility of each student to be familiar with the definitions, policies and procedures concerning academic misconduct/dishonest behaviour. More information on UC’s policies and academic integrity can be found in the undergraduate handbook as well as at:

https://www.canterbury.ac.nz/about-uc/corporate-information/policies
https://www.canterbury.ac.nz/about-uc/what-we-do/teaching/academic-integrity

Generative AI (e.g., ChatGPT) is a new technology with clear implications for civil and natural resource engineering practice. In this course, the use of generative AI is permitted for report writing providing it adheres to this policy.
Generative AI can be used to improve your writing and provide editing feedback. When using AI to alter your writing, it is important to check that the substantive message of the text has not been altered. It is recommended that your prompt end with “…and explain the changes that you made” so that you can gain feedback to improve your own writing. It is not recommended to use AI to generate original text. Rather, it is safer to place yourself in the role of author, and AI in the role of editor, so that it is only improving the communication of your original ideas.

AI can be used to find, gather and summarize knowledge on a subject that is outside your expertise. However, it is important that you verify any information produced by AI. AI output can be convincingly wrong on technical matters. AI output can be incomplete, potentially omitting alternative hypotheses or views. AI output can be contradictory, offering concluding statements that are incoherent with arguments given earlier. Thus, it is important to verify AI-generated output.

This includes checking source material, asking or reprompting an AI for alternative views, and challenging it to justify its statements. Verification may only possible when you are a subject matter expert, i.e., a competent engineer.
An AI is not a substitute for a creative, problem-solving engineer. It cannot match the complex reasoning or emotional intelligence of a human. Relying on an AI to solve problems for you may prevent you from achieving course Learning Outcomes. Being unable to demonstrate your mastery of Learning Outcomes during an invigilated assessment (test or exam) when AI is unavailable could lead to you failing the course.

If you decide to use AI to complete a course assessment, then it is important that you are transparent about this use. If you use AI to edit the text of your submission, then you must disclose this in your submission. Use of AI that falls within the policy described here will not result in a penalty.

Students suspected of using AI outside the specifications of this document will be reported to the department Academic Integrity Officer. As part of their investigation, students may be invited to attend an interview, during which they may be asked to describe how the assessment was completed or to demonstrate their knowledge of the subject. If it is determined that a student is likely to have misused AI, then disciplinary action may be taken, including partial or full denial of credit for an assignment or course, X-mark on transcript denoting breach of academic integrity, suspension, fines and expulsion.

Further reading:

Academic Integrity at the University of Canterbury. https://www.canterbury.ac.nz/about-uc/what-we-do/teaching/academic-integrity Engineering NZ guidelines on ethical use of Generative AI. https://www.engineeringnz.org/programmes/engineering-and-ai/appropriate-safe-and-ethical-use/

The course is delivered in six modules as shown below. The indicative number of lectures for each module is shown alongside the module heading.

Module 1: Seismic hazard (3 lectures)
• Earthquake demands and impacts: faulting, magnitude, ground motion parameters, impacts
• Response spectrum concept and potential applications
• Seismic hazard analysis concept and seismic hazard curves
• Elastic Design Spectrum
• Site effects, basin effects, and geotechnical considerations

Module 2: Seismic demand on structures (3 lectures)
• Performance objectives and seismic design philosophy
• Importance of basic dynamic characteristics (period damping)
• Importance of ductility on response spectrum demands
• R-mu-T concept and application
• Equivalent lateral force method for SDOF systems
• The equivalent lateral force method – to compute design actions for SDOF systems

Module 3: Simple seismic analysis and design of MDOF structures (12 lectures)
• Different types of lateral-load resisting systems – and intended inelastic behaviour
• Equivalent-lateral-force method for MDOF systems
• Distribution of design base-shear in multi-storey buildings
• Calculation of design force in lateral-load resisting components
• Capacity design
• Limitations of force-based design
• Relating local and global ductility and deformation demands.
• Introduction to displacement-based design
• Demands on parts and components
• The need for life-long learning in structural earthquake engineering

Module 4: Fundamentals of MDOF dynamic response (4 lectures)
• Equation of motion
• Modal (eigenvalue) analysis
• Modal response spectrum analysis
• Modal combination rules (SRSS and CQC)

Module 5: Nonlinear dynamic behaviour of MDOF systems (10 lectures)
• Development of plasticity in steel and RC sections
• Limit analysis (or “push-over” concept/assessment) of structural systems
• Checking analysis results with hand calculations
• Potential for NLTH analyses to assess non-linear dynamic behaviour of structures
• Re-examining importance of higher-mode effects in MDOF buildings (relevance for capacity design)
• Behaviour of buildings with vertical eccentricities.
• Behaviour of buildings with in-plan eccentricities.
• Impact of P-delta effects on the dynamic response of structures
• Impact of soil-structure interaction on response of buildings
• Uncertainties in non-linear dynamic behaviour (modelling issues, blind prediction results)

Module 6: Floor diaphragm analysis and design (4 lectures)
• Types of floor systems
• Force demands on diaphragms (inertia versus compatibility forces)
• Deformation demands on floor systems
• Strut and tie method

Announcements about the course content and organisation will be made in class and on LEARN. Students can contact the course coordinator via email with general queries. If there are specific questions related to the homework assignments, students can contact the teaching assistants directly via email. If students have technical questions about the material being presented in class, please ask in or directly after class, or email the lecturer with query.