Presentation on theme: "1 Colloquium EURO-SiBRAM’2002 Prague, June 24-26, 2002 Session 7 Szczepan Wolinski Rzeszow University of Technology, Rzeszow, Poland “Teaching reliability."— Presentation transcript:
1 Colloquium EURO-SiBRAM’2002 Prague, June 24-26, 2002 Session 7 Szczepan Wolinski Rzeszow University of Technology, Rzeszow, Poland “Teaching reliability concepts in civil engineering using simulation techniques “ Questions: 1.What should be the scope and content of courses in the area of structural reliability useful for students and civil engineers? 2. How to bring understanding of structural reliability concepts to students and engineers? 3.How to introduce simulation techniques into civil engineering education and practice? 4. Which innovations in teaching and learning can be used for efficient implementation of the simulation- based structural design and assessment?
2 Scope and content of courses: a) Courses on the theory of probability and statistics, usually rigorous explanations of basic axioms, theorems, proofs and procedures b) Introductory courses on: reliability of structures, structural safety, probability models in civil engineering, the basics of design and reliability of structures, etc. Programs usually include the following issues: - review of the basics of probability and statistics, - uncertainties in the building process, - simulation techniques (Monte Carlo methods), - safety measures and methods of structural safety analysis, - probabilistic models of resistance and loads, - semi-probabilistic approach of the Limit States Method, - simplified and fully probabilistic methods of structural design and reliability assessment. c) Advanced courses on: probabilistic design, structural risk assessment, system reliability, statistical quality control, design codes, etc. for graduate and doctoral students.
3 People memorize about one-quarter of matter heard, nearly one-half of heard and seen, and about three-quarters of matter in which they actively participated. A traditional approach to structural reliability: - mathematical and theoretical perspective, - analytical and numerical methods, - semi-probabilistic and simplified probabilistic methods (usually the β-index theory). Disadvantages: sophisticated and difficult for practical applications, closed- form solutions not possible or extremely difficult for complex problems, limited number of practical examples, reputation of being difficult, boring and useless. A simulation-based approach to structural reliability: - emphasis placed on probabilistic method, - application of user-friendly computer programs, - students can solve a lot of complicated practical problems in short time and in transparent way.
4 Assignment: Calculate the load effect combination in the critical section of the beam exposed to dead, long-lasting and short-lasting loads
6 Critical cross-section of reinforced concrete column
7 M-Star program output. The amount of longitudinal tension reinforcement A s2 at the critical cross-section of the column
8 The nature of engineering places a particularly high requirements on its practitioners to undertaken continuing professional development (continuing engineering education or lifelong learning). The cooperation between faculties of civil engineering and professional milieus (engineering institutions, councils, chambers, associations) is essential for the implementation and dissemination of the probabilistic simulation-based design and assessments of structures. Higher engagement and active participation of students in education process result in greater interest in the subject and higher level of knowledge retention. New methods and tools for teaching and learning: - the project oriented programs of courses, - teaching/learning using computer network, - self-directed learning in interactive computer environment (SLICE), - use of the Internet technologies,
9 TERECO TERECO PROJECT The problem of the qualitative improvement of the structural reliability assessment concepts connected with the training of students and designers in this respect, was the reason why the international project on “Teaching reliability concepts in civil engineering using simulation techniques” (TERECO Project) – sponsored through the Leonardo da Vinci Agency in Brussels was introduced into practice in 1999 – 2001. The purpose of the project was to propose an innovation methods in education and to develop teaching tools leading to understanding the approaches applied in probabilistic design and reliability assessment of building structures, including the application of simulation techniques. The final product of the project consists of classes, courses and seminars for students and professional engineers, articles, papers and the textbook: Marek P., Brozzetti J. and Gustar M., editors, “Probabilistic Assessment of Structures using Monte Carlo Simulation”, ITAM, Praha, 2001. The application of the simulation-based reliability assessment and probabilistic design method is there explain using 150 solved examples worked out by 31 authors from eight European countries and from U.S. On the attached CD-ROM it can be found the input files and computational tool enabling the duplication of the examples on a PC, and presentations of examples in Microsoft Power Point. A series of courses for designers and graduate student have been organized in Portugal, Poland and other countries, using the lecture notes and computational tools developed within the confines of the TERECO Project.
10 CONCLUDING REMARKS - Concerning the scope and content of courses in the area of structural reliability, it emerges that they should familiarize students with the basic concepts and tools needed to understand and to intentionally apply reliability-based design criteria included in contemporary structural codes. Courses for advanced learners should give designers and students skills necessary to select the appropriate models and procedures for probability based design and assessment of structures. - The second question, which needs to be answered, is how to bring understanding of structural reliability concepts to students and practicing engineers. From a negative viewpoint, a certain frustration may be observed in some students and engineers who touch upon problems of probabilistic design and assessment but they do not understand concepts and methods using to solve them. It seems to be connected with the crucial problem of the transition from a deterministic to a probabilistic way of thinking about properties of structural materials, loads and load effects, resistance and safety of structures. Simulation techniques, especially powerful and simple Monte Carlo method, should assist in such a transition.
11 CONCLUDING REMARKS - Concerning methods of introduction of simulation techniques into civil engineering education and practice, it seems that potential of simulation techniques should be demonstrated to the milieu of student and civil engineers. Dissemination of reliable and user-friendly simulation-based computer programs is most likely to woo the support of students and engineers. - The last question is about innovations in teaching and learning which can be used for efficient implementation of the simulation- based structural design and assessment. Regarding to this question, promising opportunities are introduced with the use of new methods of knowledge presentation and the use of novel technologies: multimedia, interactivity and the Internet.