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This course introduces analytical methods and design concepts in structural earthquake engineering. The course covers fundamentals of seismic hazard and seismic demands on typical structures and components, as well as key concepts and techniques used to analyse, design, and understand the behaviour of structures under earthquake loads.
This course introduces emerging civil engineers to analysis and design concepts in structural earthquake engineering. The aim is to provide the fundamentals of seismic hazard and seismic demands on typical structures and structural components, as well as an introduction to key concepts and techniques used to analyse, design, and understand the behaviour of structures under earthquake demands.
At the conclusion of this course you should be able to:LO1: Explain the overall seismic design philosophy for structures, including key concepts dictating the choice of design seismic hazard at a site. (WA graduate attributes: WA6), (UC graduate attributes: EIE2, EIE3, GA1, GA2, CE3) LO2: Apply the equivalent-lateral-force method for the design of SDOF and MDOF systems.(WA graduate attributes: WA1, WA3), (UC graduate attributes: EIE3) LO3: Apply capacity-design principles to determine the strength hierarchy of different members in an overall structural system; (WA graduate attributes: WA2), (UC graduate attributes: EIE3)LO4: Relate local and global ductility demands and assess the ductility capacity of a structural system; (WA graduate attributes: WA1, WA2), (UC grad. attributes: EIE3) LO5: Calculate MDOF system response using modal response spectrum analysis concepts; (WA1, WA3, WA5), (UC graduate attributes: EIE3)LO6: Assess response of a typical building structure via “push-over” analysis and use hand calculations to confirm the adequacy of computer-based structural analyses; (WA1, WA3, WA5) LO7: Critically evaluate key aspects of the nonlinear behaviour of MDOF systems, including computational concerns, soil-structure interaction effects, and other concepts. ) (WA1, WA3, WA5), (UC graduate attributes: EIE3)LO8: Apply simplified methods to analyse and design floor diaphragms for earthquake demands; (WA1, WA3, WA5), (UC graduate attributes: EIE3) LO9: Recognize the need for, and have the ability to engage in independent and life-long learning in the field of structural earthquake engineering (WA12)
EMTH210, ENCI199, ENCN201, ENCN205, ENCN213, ENCN221, ENCN231, ENCN242, ENCN253, ENCN281, ENCI335, ENCI336
ENCI429
Students must attend one activity from each section.
Tim Sullivan
Brendon Bradley and Ke Jiang
The core material covered in the course will be presented in three lectures each week. Students are expected to jot down key concepts and ideas as they are discussed, or illustrated with diagrams and graphs. Examples and problems will be used to demonstrate techniques and concepts, but students are expected to put in time outside lectures to refine their understanding through revision and additional reading, and to develop problem-solving skills by working through illustrative problems.The lecture material is supported by tutorials. These tutorials provide an excellent opportunity to develop problem-solving skills in a supportive environment. Students are expected to take full advantage of these sessions. A rough guide to the amount of time students should be putting into the various parts of this course is listed as follows:Contact HoursLectures 36 hoursTutorials 24 hoursTotal 60 hours Independent StudyLecture review and reading 18 hoursTutorial prep, lab and homework 36 hoursTest and exam preparation 36 hoursTotal 90 hoursNote: This is an indication of average expected workload. Actual time spent by students may vary widely.Any student who has been impaired by significant exceptional and/or unforeseeable circumstances that have prevented them from completing any major assessment items, or that have impaired their performance such that the results are not representative of their true level of mastery of the course material, may apply for special consideration through the formal university process. The applicability and academic remedy/action associated with the special consideration process is listed for each assessment item below. Please refer to the University Special Consideration Regulations and Special Consideration Policies and Procedures documents for more information on the acceptable grounds for special consideration and the application process. Special Consideration for AssignmentsAn extension will be granted for evidence-supported requests. Extensions will typically be for up to one week, but the duration will be considered on a case-by-case basis. Students seeking an extension must contact the course coordinator as soon as possible with evidence of their situation.Special Consideration for Midterm TestsStudents with valid approved reasons for special consideration will be offered an equivalent alternative test that will replace their original test mark. This test will likely be held in the first week of Term 2 at a date to be advised by the course coordinator.Special Consideration for Final ExamSerious/Severe Impact: Students will be offered an equivalent alternative exam that will replace their original exam mark. This exam will be held in the week immediately following the exam period.Note: All communication associated with the arrangement of equivalent alternative tests/exams will be conducted using official UC email accounts. The offer to sit an alternative assessment will come with a list of potential dates/times. Students will have a clearly specified amount of time to respond to the offer to sit the alternative assessment and accept one of the listed dates/times. If the offer is declined or no response is received in the specified time frame, the original assessment mark will be used to compute the course grade.
Moehle, Jack P; Seismic design of reinforced concrete buildings ; McGraw-Hill Education, 2015.
New Zealand Concrete Society; Cement & Concrete Association of New Zealand; Examples of concrete structural design to New Zealand Standard 3101 ; Cement & Concrete Association of New Zealand, 1998.
Priestley, M. J. N. , Calvi, G. M., Kowalsky, Mervyn J; Displacement-based seismic design of structures ; IUSS Press, 2007.
Pujol, Santiago , Irfanoglu, Ayhan, Puranam, Aishwarya; Drift-driven design of buildings : Mete Sozen's works on earthquake engineering ; First edition; CRC Press, 2022.
The material presented in lectures will form the main basis for learning. However, students are also encouraged to read material that will be posted on the course LEARN page as well as the texts/reading listed below.
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/policieshttps://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 engineeringModule 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.
Domestic fee $1,268.00
International fee $6,238.00
* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.
For further information see Civil and Environmental Engineering .