1. Slide 3.1 ACES Seismic Evaluation of EOC Part 1 - Phoenix and Prescott Buildings Part 2 - 1994 Uniform Building Code Part 3 - Phase 1 - Site Visit Part 4 - Phase 2 - Calculations Part 5 - Phase 3 - Recommendations

2. Slide 3.2 ACES Introduction Part 1 - Phoenix and Prescott Buildings Part 2 - 1997 Uniform Building Code Part 3 - Phase 1 - Site Visit Part 4 - Phase 2 - Calculations Part 5 - Phase 3 - Recommendations

3. Slide 3.3 Professor Avi Singhal, Sc. D., P. E. Past Director-Earthquake Research Lab Department of Civil Engineering Arizona State University Tempe, Arizona 85287-5306 (avi.singhal@asu.edu)

4. Slide 3.4 Executive Summary Both Buildings meet 1997 UBC Code Requirements. No structural retrofit is recommended Seven non-structural retrofits are recommended for building 103 at an estimated cost of $8,000 Six non-structural retrofits are recommended for the building in Prescott at an estimated cost of $4,000

5. Slide 3.5 Building 103 Located at 5636 E. McDowell Rd. in Phoenix Located on base rock Designed in 1982

6. Slide 3.6 6 Prescott Building Located at 201 S. Cortez, Prescott Remodeled in March, 1992

7. Slide 3.7 7 ACES URL Http://www.public.asu.edu/~avixx/ACES.html Project pictures Layout drawings Excel files Working papers Prior Engineering Calculations Dynamic Spectrum Final Report

8. Slide 3.8 Scope One compliance with 1997 UBC Cost estimates for retrofit of non- structural elements Engineering drawings excluded Protection over the code level is excluded

9. Slide 3.9 Phoenix Non-Structural Components Command and Control Panels Chilled Water Tanks Telephone Cabinet Exterior Gas and Water Lines Computer and Control Room Diesel Engine False Ceiling

10. Slide 3.10 10 Prescott Non-Structural Components Pump and Furnace Unit Hanging Tank Generator Telephone Cabinets Shear Wall Crack False Ceilings

11. Slide 3.11 Building 103 Frequency = 5.97 Hz 1997 Calculated Shear = 18.72 Kips Designed for 19.76 Kips Retrofit not recommended

12. Slide 3.12 12 Prescott Buried basement Frequency 14.34 Hz Calculated Shear = 56 Kips Design Shear 44.5 Kips Retrofit not recommended because buried shear walls

13. Slide 3.13 References ASCE Paper by Singhal and Nuss, 1991, Journal of Performance of Constructed Facilities, Vol. 5 UBC 1997 Code Regulation guide 1.60

14. Slide 3.14 Structure Before Task # 4 : HTMI Chapter 7 Please RETRIEVE and OPEN YOUR BOOKS; Thank you ! Solving The Problem(20 min) –Each INDIVIDUAL, read pp. 3.43 - 3.44 up TO “Now Find a Solution” –In your SUBteams complete the next task ( i.e., solve the problem ! ) Report out by teams of the steps you took( 5 min) to solve the problem Each INDIVIDUAL, read pp. 3.45 - 3.46(15 min) ( N.B. only TO ‘A Mathematical Formulation’); –then discuss in your SUBteam and –compare your approach to the approach presented in the text Clarifying Work Product Expectations(10 min)

15. Slide 3.15 Structure Before Task # 5 : HTMI Chapter 7 Please RETRIEVE and OPEN YOUR BOOKS; Thank you ! Solving The Problem(20 min) –Each INDIVIDUAL, read pp. 3.43 - 3.44 up TO “Now Find a Solution” –In your SUBteams complete the next task ( i.e., solve the problem ! ) Report out by teams of the steps you took( 5 min) to solve the problem Each INDIVIDUAL, read pp. 3.45 - 3.46 (15 min) ( N.B. only TO ‘A Mathematical Formulation’); –then discuss in your SUBteam and –compare your approach to the approach presented in the text Clarifying Work Product Expectations(10 min)

16. Slide 3.16 16 Reporting Out When your name is called: –Quickly come to the overhead projector. –Present your plan or model. –State any questions you may have. –State any assumptions you made.

17. Slide 3.17 Structure Before Task # 6 : HTMI Chapter 7 Please RETRIEVE and OPEN YOUR BOOKS; Thank you ! Solving The Problem(20 min) –Each INDIVIDUAL, read pp. 3.43 - 3.44 up TO “Now Find a Solution” –In your SUBteams complete the next task ( i.e., solve the problem ! ) Report out by teams of the steps you took( 5 min) to solve the problem Each INDIVIDUAL, read pp. 3.45 - 3.46(15 min) ( N.B. only TO ‘A Mathematical Formulation’); –then discuss in your SUBteam and –compare your approach to the approach presented in the text Clarifying Work Product Expectations(10 min)

18. Slide 3.18 Session 3 - A Constructivist Learning Example Part 1 - General Class Management Structure (Arrival, Work Product Submission, Learning Outcomes, and Agenda) Part 2 - Reading and Understanding the Problem, Reporting Out Part 3 - Solving the Problem, Reporting Out, and Improving the Solution Part 4 - The Work Product Expectations Document Part 5 - Reflection : Workshop Attendees

19. Slide 3.19 Structure Before Task : HTMI Chapter 7 Please RETRIEVE and OPEN YOUR BOOKS; Thank you ! Solving The Problem(20 min) –Each INDIVIDUAL, read pp. 3.43 - 3.44 up TO “Now Find a Solution” –In your SUBteams complete the next task ( i.e., solve the problem ! ) Report out by teams of the steps you took( 5 min) to solve the problem Each INDIVIDUAL, read pp. 3.45 - 3.46 (15 min) ( N.B. only TO ‘A Mathematical Formulation’); –then discuss in your SUBteam and –compare your approach to the approach presented in the text Clarifying Work Product Expectations(10 min)

20. Slide 3.20 Assessment Expectations for Chapter 7 Tasks That MUST be Completed to Meet Expectations for This Chapter [ U:\MODELING\ASSESSMT \DOC\ \I_EXPECT.DOC, \EXPECT_7.DOC \CHKLST7.DOC ] 1 Finish reading the entire chapter and make a list of heuristics found in this chapter which you found useful, or believe may be useful, in the future. Specifically, summarize the heuristic found on p. 3.49 in the Workbook (i.e., where does the solution occur; where does it NOT occur?). File Locations

21. Slide 3.21 Assessment Expectations for Chapter 7 2 Construct a chart comparable to the Figure on pp. 3.59 using EXCEL (or any other tool of your choice that is ‘machine readable’ by the instructor which means that the file produced can be imported to one of the Microsoft Office application programs; i.e., Word, Excel, or PowerPoint ). Highlight feasible domain on the chart. –Note that this task requires you to become proficient in developing charts which are a very common and very powerful representation type. –The use of variable (or cell) names in place of ‘hard coded’ numbers is important.

22. Slide 3.22 Assessment Expectations for Chapter 7 See the example U:\MODELING\CLASS\XLS\CHARTS.XLS file for information on developing charts in EXCEL. The work submitted must meet the ‘best practices’ standard for the presentation of technical work which is discussed in Section J of the Introduction to Engineering Design textbook for this class. Do make an effort to comply with the recommended practices for spreadsheets found in your competency matrix (e.g. use variable names for values rather than ‘hard coded’ numbers.)

23. Slide 3.23 Assessment Expectations for Chapter 7 3 Show the unit consistency for each equation in your model (see example below) and display an appropriate number of significant figures in your printed output. F [lb/hr] X [1 hr/60 min] = F/60 [lb/min]

24. Slide 3.24 Assessment Expectations for Chapter 7 4 Submit answers to the questions below. The answers must meet the expectations established in the ‘Assessment Expectations’ document. l What should the contractor do (justify your answer based on the results of your modeling)? l Show or describe how equations 7.5, 7.6, 7.7 on pp. 3.47 were derived (i.e., explain them to yourself and summarize your explanation in your documentation). l Use your EXCEL model to answer ONE of the ‘What If’ questions on pp. 3.50 (N.B. if your model has been developed using the recommended best practices, this task should not require a great deal of effort or time.).

25. Slide 3.25 Optimization and Solution

26. Slide 3.26 Optimization and Solution

27. Slide 3.27 27 Process Check - Plus / Delta On WebNotes, write one thing about today’s class that helped you learn the material. On WebNotes, describe how we could improve your learning of this material.

28. Slide 3.28 Reading Assignment Everyone should –read Part IV, ‘Assessment - Levels of Learning’ in Tab 8, page J-31 - J-43. –read ‘A Simple Mechanics Problem With Three Solutions’ in Tab 8, page J-71 - J-75 –Briefly review Appendix A in Tab 8, page J-47 - J-55. Plus the following special reading: –Team Member # 1 read in Tab 8 Knowledge (J-47) and Responding (J-54). –Team Member # 2 read in Tab 8 Comprehension (J-48) and Valuing (J-55). –Team Member # 3 read in Tab 8 Application (J-49) and Receiving (J-53). –Team Member # 4 read in Tab 8 Analysis (J-50) and Responding (J-54).

29. Slide 3.29 Session 3 - A Constructivist Learning Example Part 1 - General Class Management Structure (Arrival, Work Product Submission, Learning Outcomes, and Agenda) Part 2 - Reading and Understanding the Problem, Reporting Out Part 3 - Solving the Problem, Reporting Out, and Improving the Solution Part 4 - The Work Product Expectations Document Part 5 - Reflection : Workshop Attendees