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Solutions Manual To Accompany Statics and Strength of Materials For Architecture and Building Construction 4th Edition
Solutions Manual To Accompany Statics and Strength of Materials For Architecture and Building Construction 4th Edition
Editorial Reviews
From the Back Cover
An ideal reference source for architects, builders, and engineers, this user-friendly guide provides an
informative, richly illustrated and generously applied introduction to structures. Covers load paths
(tracing) in an extensive, organized, and highly visual manner, and fully integrates building structures
(structural design) with architectural and construction issues. Comes profusely illustrated,
representing structural elements as a part of an assemblage rather than as a discrete part, and
presenting a variety of two- and three-dimensional drawings to show the structural element and its
context. Presents "architectural" (rather than "scientific") illustrations/diagrams with building
construction examples, and places layout-figures and illustrations adjacent to the discussion.
Biographies of prominent contributors to the areas of statics and strength of materials offer historical
background. --This text refers to an out of print or unavailable edition of this title.
Introducing structural theory, without relying on a predominantly mathematical treatment, has been
challenging to say the least—and a non-calculus engineering alternative to the topic seemed
essential if the target audience (students of architecture, building construction, and some
engineering technology programs) were to remain interested. Early on it was decided that a heavily
illustrated, visual approach was essential in connecting and linking structural theory to real buildings
and components. Using examples and problems that are commonly found in buildings and
structures around us seemed to be a logical way of introducing mathematically based material in a
nonthreatening way.
This text is organized along the lines of traditional textbooks on statics and strength of materials
because it seems to be the most logical approach. A sound understanding of statics and strength of
materials establishes a theoretical and scientific basis for understanding structural theory Numerical
5alculations are included as a way of explaining and testing one's understanding of the principles
involved. Many fully worked example problems are included, with additional problems for student
practice. An interesting, descriptive narrative of structural concepts may stimulate the student's
interest in the subject matter, but it does not engage the student enough to ensure understanding.
This text is intended as the next step following a basic introductory course on structural principles
(for example, Salvadori and Heller's Structure in Architecture–The Building of Buildings).
Organizationally, the book consists of two parts: Statics in Chapters 2 through 4, and Strength of
Materials covered in Chapters 5 through 10. Load Tracing in Chapter 4 is not customarily covered in
statics, but was intentionally included to illustrate the power of the basic principle of mechanics and
the use of free-body diagrams. Gravity and lateral load tracing are often covered in subsequent
structures courses, but the fundamentals can be introduced at this stage without much anxiety on
the student's part. Chapter 11 is included as a synthesis of the prior topics and summarizes some of
the overall architectural, structural, and constructional issues outlined in the introduction to Chapter
1.
A heavy emphasis is placed on the use of free-body diagrams in understanding the forces acting on
a structural member. All problems begin with a pictorial representation of a structural component or
assembly and are accompanied by a free-body diagram. Illustrations are used extensively to ensure
that the student sees the connection between the real object and its abstraction. Chapter 3 uses the
principles discussed in the previous chapter to solve an array of determinate structural frameworks.
Load tracing in Chapter 4 attempts to examine the overall structural condition with regard to gravity
and lateral loads. This chapter illustrates the interaction of one member with other members and
introduces the concept of load paths that develop within a building.
Chapter 5 introduces the concepts of stress and strain and material properties as they relate to
materials commonly used in the building industry. The text would be greatly complemented by a
course on the methods and materials of construction taken concurrently or before the strength of
materials portion. Cross-sectional properties are covered in Chapter 6, again with an emphasis on
commonly used beam and column shapes. Chapters 7, 8, and 9 develop the basis for beam and
column analysis and design. Chapter 10 on steel connections has been added to this second edition
to emphasize the importance of the interconnection of parts in creating a stable, functional, and
economical structure. Elastic theory has been utilized throughout, and the allowable stress method
has been employed for the design of beams and columns. Some simplifications have been
introduced to beam and column design equations to eliminate the complexity unwarranted for
preliminary design purposes. Sizing of beams and columns is well within the range of a final, closely
engineered element sized by the more complex formulas. It is assumed that students will take
subsequent courses in timber, steel, and concrete. Therefore, building code equations and criteria
have not been incorporated in these chapters.
No attempt was made to include the study of indeterminate beams and frames since it would require
substantial development beyond the purview of statics and strength of materials. Indeterminate
structures is probably one of the more important structural topics for building designers since most of
the commercial and institutional buildings of moderate size are of this type. Indeterminate structural
behavior using one of the many available structural analysis software packages is emerging as a
critical area of study for all future building designers.
This text is intended to be used for a one-semester (15-week) class or two 10-week quarters in
architectural, building construction, and engineering technology programs. Chapters 4 and 10 might
be of interest and use to the civil engineering student who wants to better understand building
components in a larger context. Also, Chapters 8 and 9 might be useful for quick preliminary
methods of sizing beams and columns. Although this text might be used for self-study, its real
benefit is to supplement the instruction received in class.
Many of the topics covered in the text can be demonstrated in model form in class. Slides of actual
buildings representing the subject being covered help to reinforce the idea through visual images.
Previous teaching experience has been convincing about the need to use a variety of media and
techniques to illustrate a concept. Structures should by no means be a "dry" subject.
Computers and the availability of powerful structural software for desktop and laptop computers
have revolutionized the field of structural analysis and design. Most students enrolled in our
programs are generally quite computer literate and expect extensive use of structural software in
solving statics and strength of materials problems. However, it is this author's belief that the basic
principles and numerical techniques used in this book are easily within the grasp and understanding
of our students. A sound, fundamental working knowledge of free-body diagrams, equations of
equilibrium, stress, strain, and bending equations are key to developing a mental framework for the
understanding of structural behavior. Basic equations of equilibrium, although quantitative in nature,
still evokes a qualitative, intuitive sense about a structure. Matrix-based computer programs are
highly abstract and mathematical with little connectivity to real structures, except perhaps for the
exceptionally gifted student.
Computers can certainly be used to supplement these early foundation structures courses and add
to the student's understanding of structural behavior through the generation of graphically displayed
output. Although there are many excellent structural analysis/design software packages available for
purchase, reference will be made in selected sections of this book to free structural software of a
limited nature accessible on the Internet.
As part of an ongoing effort by the United States to convert from the U.S. customary system of units
to the international system of units (SI metric units), some example and practice problems in this text
use the SI units. A table defining both the U.S. customary system of units and the SI metric units is
included on page vii.
ACKNOWLEDGMENTS
I am indebted and grateful to a vast number of students over many years who have used the earlier
versions of this text and generously given suggestions for changes and improvements.
In particular, this book would not be possible without the shared authorship of Kevin Kane and his
skill and insightfulness illustrating the structural concepts. Kevin's major contributions, along with
drawing and coordinating all of the illustrations, are evident in Chapters 4 and 10. Additional thanks
to Cynthia Esselman, Murray Hutchins, and Gail Wong for drawing assistance that helped us meet
deadlines.
Special acknowledgment and appreciation is given to Tim Williams and Loren Brandford for
scanning and typing assistance; Robert Albrecht for reviewing the earlier manuscript; Ed Lebert for
some of the practice problems; Chris Countryman for proofreading the problems and solutions; Bert
Gregory and Jay Taylor for providing information pertinent to Chapter 10; and Elga Gemst, a
teaching assistant from long ago, for helping me prepare the original strength of materials sections
and the biographies of famous thinkers of the past. Thanks also go to the reviewers of this edition:
Robert W. Aderholdt, Auburn University; David Bilbo, Texas A&M University; and Madan Mehta,
University of Texas, Arlington; and our senior editor at Prentice Hall, Ed Francis. Finally, thanks to a
friend and colleague, Frank Ching, who encouraged us to pursue this project. He has served as a
mentor and role model for many of us who teach here at the University of Washington.
A warm and sincere thanks to our families for their support and sacrifice throughout this process.
Thank you Yvonne, Jacob, Qingyu, Jake, Amia, and Aidan.
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error; and I found that the best way was to increase still more the
deviation in the first instance. As this accident occurred most
frequently while I was recovering from a severe attack of fever, I
thought my near-sighted eyes were threatened with some new
mischief; and this opinion was justified in finding that, after removal
to my present house, where, however, the papers have no very
formal pattern, no such occurrence has ever taken place. The
reason is now easily understood from your researches.”[36]
Other cases of an analogous kind have been communicated to
me; and very recently M. Soret of Geneva, in looking through a
trellis-work in metal stretched upon a frame, saw the phenomenon
represented in Fig. 25, and has given the same explanation of it
which I had published long before.[37]
Before quitting the subject of the binocular union of similar
pictures, I must give some account of a series of curious phenomena
which I observed by uniting the images of lines meeting at an
angular point when the eye is placed at different heights above the
plane of the paper, and at different distances from the angular point.
Fig. 26.
Let ac, bc, Fig. 26, be two lines meeting at c, the plane passing
through them being the plane of the paper, and let them be viewed
by the eyes successively placed at e‴, e″, e′, and e, at different
heights in a plane, gmn, perpendicular to the plane of the paper. Let
r be the right eye, and l the left eye, and when at e‴, let them be
strained so as to unite the points a, b. The united image of these
points will be seen at the binocular centre d‴, and the united lines ac,
bc, will have the position d‴c. In like manner, when the eye
descends to e″, e′, e, the united image d‴c will rise and diminish,
taking the positions d″c, d′c, dc, till it disappears on the line cm,
when the eyes reach m. If the eye deviates from the vertical plane
gmn, the united image will also deviate from it, and is always in a
plane passing through the common axis of the two eyes and the line
gm.
If at any altitude em, the eye advances towards acb in the line
eg, the binocular centre d will also advance towards acb in the line
eg, and the image dc will rise, and become shorter as its extremity d
moves along dg, and, after passing the perpendicular to ge, it will
increase in length. If the eye, on the other hand, recedes from acb in
the line ge, the binocular centre d will also recede, and the image dc
will descend to the plane cm, and increase in length.
Fig. 27.
The preceding diagram is, for the purpose of illustration, drawn in
a sort of perspective, and therefore does not give the true positions
and lengths of the united images. This defect, however, is remedied
in Fig. 27, where e, e′, e″, e‴ is the middle point between the two
eyes, the plane gmn being, as before, perpendicular to the plane
passing through acb. Now, as the distance of the eye from g is
supposed to be the same, and as ab is invariable as well as the
distance between the eyes, the distance of the binocular centres oO,
d, d′, d″, d‴, p from g, will also be invariable, and lie in a circle odp,
whose centre is g, and whose radius is go, the point o being
determined by the formula
gm × ab
go = gd = .
ab + rl
Hence, in order to find the binocular centres d, d′, d″, d‴, &c., at
any altitude, e, e′, &c., we have only to join eg, e′g, &c., and the
points of intersection d, d′, &c., will be the binocular centres, and the
lines dc, d′c, &c., drawn to c, will be the real lengths and inclinations
of the united images of the lines ac, bc.
When go is greater than gc there is obviously some angle a, or
e″gm, at which d″c is perpendicular to gc.
This takes place when
gc
Cos. a = .
go
When o coincides with c, the images cd, cd′, &c., will have the
same positions and magnitudes as the chords of the altitudes a of
the eyes above the plane gc. In this case the raised or united
images will just reach the perpendicular when the eye is in the plane
gcm, for since
Fig. 35.
If we wish to make a microscopic stereoscope of this form, or to
magnify the drawings, we have only to cement plano-convex lenses,
of the requisite focal length, upon the faces ab, ac of the prism, or,
what is simpler still, to use a section of a deeply convex lens abc,
Fig. 35, and apply the other half of the lens to the right eye, the face
bc having been previously ground flat and polished for the prismatic
lens. By using a lens of larger focus for the right eye, we may
correct, if required, the imperfection arising from the difference of
paths in the reflected and direct pencils. This difference, though
trivial, might be corrected, if thought necessary, by applying to the
right eye the central portion of the same lens whose margin is used
for the prism.
Fig. 36.
If we take the drawing of a six-sided pyramid as seen by the right
eye, as shewn in Fig. 36, and place it in the total-reflexion
stereoscope at d, Fig. 33, so that the line mn coincides with mn, and
is parallel to the line joining the eyes of the observer, we shall
perceive a perfect raised pyramid of a given height, the reflected
image of cd, Fig. 36, being combined with af, seen directly. If we
now turn the figure round 30°, cd will come into the position ab, and
unite with ab, and we shall still perceive a raised pyramid, with less
height and less symmetry. If we turn it round 30° more, cd will be
combined with bc, and we shall still perceive a raised pyramid with
still less height and still less symmetry. When the figure is turned
round other 30°, or 90° degrees from its first position, cd will
coincide with cd seen directly, and the combined figures will be
perfectly flat. If we continue the rotation through other 30°, cd will
coincide with de, and a slightly hollow, but not very symmetrical
figure, will be seen. A rotation of other 30° will bring cd into
coalesence with ef, and we shall see a still more hollow and more
symmetrical pyramid. A further rotation of other 30°, making 180°
from the commencement, will bring cd into union with af; and we
shall have a perfectly symmetrical hollow pyramid of still greater
depth, and the exact counterpart of the raised pyramid which was
seen before the rotation of the figure commenced. If the pyramid had
been square, the raised would have passed into the hollow pyramid
by rotations of 45° each. If it had been rectangular, the change would
have been effected by rotations of 90°. If the space between the two
circular sections of the cone in Fig. 31 had been uniformly shaded,
or if lines had been drawn from every degree of the one circle to
every corresponding degree in the other, in place of from every 90th
degree, as in the Figure, the raised cone would have gradually
diminished in height, by the rotation of the figure, till it became flat,
after a rotation of 90°; and by continuing the rotation it would have
become hollow, and gradually reached its maximum depth after a
revolution of 180°.
Fig. 40.
In Fig. 39, mn is a small inverting telescope, consisting of two
convex lenses m, n, placed at the sum of their focal distances, and
op another of the same kind. When the two eyes, r, l, look through
the two telescopes directly at the dissimilar pictures a, b, they will
see them with perfect distinctness; but, by the slightest inclination of
the axes of the telescopes, the two images can be combined, and
the stereoscopic effect immediately produced. With the dissimilar
pictures in the diagram a hollow cone is produced; but if we look at b
with the telescope m′n′, as in Fig. 40, and at a′ with o′p′, a raised
cone will be seen. With the usual binocular slides containing portraits
or landscapes, the pictures are seen in relief by combining the right-
eye one with the left-eye one.
The instrument now described is nothing more than a double
opera-glass, which itself forms a good stereoscope. Owing, however,
to the use of a concave eye-glass, the field of view is very small, and
therefore a convex glass, which gives a larger field, is greatly to be
preferred.
The little telescopes, mn, op, may be made one and a half or
even one inch long, and fitted up, either at a fixed or with a variable
inclination, in a pyramidal box, like the lenticular stereoscope, and
made equally portable. One of these instruments was made for me
some years ago by Messrs. Horne and Thornthwaite, and I have
described it in the North British Review[42] as having the properties
of a Binocular Cameoscope, and of what has been absurdly called a
Pseudoscope, seeing that every inverting eye-piece and every
stereoscope is entitled to the very same name.
The little telescope may be made of one piece of glass, convex at
each end, or concave at the eye-end if a small field is not
objectionable,—the length of the piece of glass, in the first case,
being equal to the sum, and, in the second case, to the difference of
the focal lengths of the virtual lenses at each end.[43]
Fig. 41.
By employing two of these variable prisms, we have an Universal
Stereoscope for uniting pictures of various sizes and at various
distances from each other, and the prisms may be placed in a
pyramidal box, like the lenticular stereoscope.
Fig. 42.
Let us suppose the rays to be red and violet, those which differ
most in refrangibility. If the red rays radiate from the anterior focus r,
or red rays of the lens ll, they will emerge parallel, and enter the eye