syllabus

Duke University Dr. Joseph Nadeau Department of Civil and Environmental Engineering Fall 2023 CEE 423L — Metallic Structures Syllabus (08/28/2023) Instructor : Joseph Nadeau, Ph.D., P.E. Hudson Annex 173 919-660-5216 nadeau@duke.edu TA : Philemon Kiptoo ( philemon.kiptoo@duke.edu) Course Website : Sakai, CEE.423L.001.F23 Q&A : See “Ed Discussion” tool on Sakai Course Office Hours : See “Dashboard” page on Sakai Lecture : TuTh 10:05–11:20am Laboratory : Section 01L: Tuesdays 3:05-4:20pm, Hudson Hall 037 or Teer 113 Section 02L: Wednesdays, 3:05-4:20pm, Hudson Hall 037 or Teer 113 Section 03L: Thursdays 3:05-4:20pm, Hudson Hall 037 or Teer 113 Reference : AISC, Manual of Steel Construction, 15th/16th Edition , (AISC, 2017/2023) Opt. Textbooks: Geschwindner, Liu, Carter, Unified Design of Steel Structures, 4th Ed. (Providence, 2023) Segui, Steel Design, 6th Ed , (Cengage Learning, 2017) Salmon, Johnson, and Malhas, Steel Structures: Design and Behavior, 5th Ed (Pearson Prentice-Hall, 2009) Grading : 15% Homework 15% Laboratory reports 20% Term Project 25% Midterm 35% Final Exam 10% weighting reduction for midterm or final exam (lowest score) Final Exam : Saturday, December 16, 2023, 2-5pm, location TBA 1

Introductions My name is Joseph Nadeau (jo-sef NAY-doh) and I enjoy teaching this course every year. I am a registered, professional engineer specializing in structural engineering. I also teach courses in reinforced concrete design and structural steel design. I am married and we have a 7 year old daughter, Riley. We typically have a dog, or two, but currently we do not have any. I haven’t ridden in a few years but I enjoy road biking and have completed several centuries (100 mile rides). I wish I had more time for art and photography. For six years I was a faculty-in-residence in Few Quad. To assist me in getting to know you I would appreciate it if you would upload a photo of yourself and provide a phonetic spelling and/or recording of you speaking your name on Sakai. These features are available in your Profile on your Sakai “Home” site. If you have already done so, thank you. I have done this myself and you should be able to see this information on the course’s Sakai Roster page. I encourage you to attend office hours so we can expand on these introductions and improve your grasp of the course material. Course Grade The relative weight distribution between the graded components of the course are specified above. Grades on the exams reflect your comprehension of the material from the course. Grades on homeworks and lab reports reflect not only your comprehension but also your ability to complete work on time. Your grade is based on your demonstrated comprehension of the course material and your ability to complete assignments on time . Grading is done on an absolute, but adjustable scale. Anyone earning at least 93.3% = A, 90.0% = A-, 86.7% = B+, 83.3% = B, 80.0% = B-, etc. This scale may go down, but it will not go up. This means that, for example, a course average of 82.0 will result in a course grade of at least a B-, possibly higher. Homework An announcement will be posted (and email sent) when a homework assignment is assigned. Com- pleted assignments will be submitted to Gradescope as a single PDF file. Homework will generally be due by 11:59pm on a Thursday. Answers to homework must be clearly marked (e.g., boxed). Laboratory Reports Attendance at and participation in lab is a prerequisite for submitting the corresponding laboratory report. Even though experiments may be performed in groups, you, individually, are responsible for processing and analyzing the data and writing your laboratory report. An announcement will be posted (and email sent) when a lab assignment is assigned. Completed laboratory reports will be submitted to Gradescope as a single PDF file. Laboratory reports will generally be due by 11:59pm on a Thursday approximately two to two-and-a-half weeks after the lab is completed. 2

Requirements EGR 201L, Mechanics of Solids MATH 353, Ordinary and Partial Differential Equations EXCEL: Utilization of and programming in EXCEL will occur in this course. Course Policies Duke Community Standard (DCS) (https://students.duke.edu/get-assistance/community-standard/) It is my expectation that everyone will abide by the DCS. Violations of the DCS will be dealt with according to University policy. Duke University is a community dedicated to scholarship, leadership, and service and to the principles of honesty, fairness, respect, and accountability. Citizens of this community commit to reflect upon and uphold these principles in all academic and non-academic endeavors, and to protect and promote a culture of integrity. To uphold the Duke Community Standard: – I will not lie, cheat, or steal in my academic endeavors; – I will conduct myself honorably in all my endeavors; and – I will act if the Standard is compromised. While many actions are clearly violations of the DCS, you may encounter situations where the answer is not entirely clear. If you are unsure whether an action would be considered a violation of the DCS, please consult me before you do it. A guiding principle is, if you wouldn’t want anyone or everyone to know you did it, then you shouldn’t do it. Lapses in judgment tend to occur when people find themselves under time pressure to meet a deadline. Starting assignments well in advance of the deadline will greatly alleviate potential time pressures. Electronic devices: No electronic devices, except calculators, may be used during exams. Authorship: All work submitted for a grade, unless specifically authorized by the instructor to be a collaborative effort, is to be the sole work of the individual whose name appears on it (see “Assistance” below for additional details). It is not acceptable to use any form of solution (or partial-solution, or scratch work, etc.) prepared by anyone else to aid you in the preparation of your work to be submitted for a grade. This includes, but is not limited to, the solution manual (either in hardcopy or electronically), work of current students, work of previous students, solutions provided to other current or previous sections of this course, websites (e.g., Chegg.com, CourseHero.com), or online services (e.g., 24HourAnswers.com). There will be occasions when you will collect lab data as a group, nevertheless, lab data is to be analyzed and reports written individually. 4

Collaboration: I recognize that cooperative learning has the potential to enhance and enrich your learning experience, and as such I encourage you to engage with your fellow students in group discussions of concepts and problem solving approaches. While group discussions of concepts and problem solving approaches in general is acceptable, discussing, for example, “How do you get the answer for problem 1 on homework 2?” is not acceptable. You should not discuss with others any part of the sequence of steps of a particular problem that is to be submitted for a grade. Should you get stuck while solving a problem to be submitted for a grade you may ask for assistance. See “Assistance” below for details. Assistance: If, in your efforts working through your solution to a graded assignment, you encounter an obstacle that you are not able to surmount on your own then you are permitted to ask for specific assistance from those that you trust (e.g., instructor, TA, friend). The assistance you receive should be limited to assisting you in surmounting your current obstacle. Be sure that you understand and learn why the assistance works and how you would be able to employ the assistance again on your own given a similar situation. With the exception of the course textbooks and your course notes, cite all resources (individ- uals, books, webpages, etc) that assisted you in your solution to individual problems. Make the citation at the location in your solution where you received the assistance. If no assistance was received then write “Assistance: none” at the end of the problem. Late work: Work submitted late will receive the following late penalty depending on the number of days (or fraction thereof) late: – 1 day (0 + to 24 hours) late = 3% deduction – 2 days (24 + to 48 hours) late = 10% deduction – 3 days late = 25% deduction – 4 days late = 50% deduction – 5 + days late = 100% deduction The deduction is based on the total possible number of points for the assignment. The submission time of the assignment is determined by the Gradescope submission time stamp. Unless indicated otherwise, all days of the week after the deadline (M,Tu,W,Th,F,Sa,Su) count toward days late. Short-term Incapacitation (https://class-absences.trinity.duke.edu/if) : The course policy for making up a graded exercise missed due to a short-term incapacitation will be consistent with the university policy. Further details are available at the incapacitation form referenced above. Testing Center: For undergraduates registered with and approved by the Student Disability Access Office (SDAO) and/or Academic Resource Center (ARC), this class will use the Testing Center to provide testing accommodations and temporary test-taking supports. The Testing Center operates by appointment only and appointments must be made at least 7 consecutive days in advance, but schedule your appointments as far in advance as possible. Instructions on 5

Deadline Extensions: Extensions are not granted for “too much work.” A deadline extension for an individual assignment may be granted in justifiable situations (e.g., participation in University athletics, interviews, travel for religious holidays, travel for family emergency) when I have been informed in a timely manner. Timely is usually at least a week notice, but may be less time depending on the circumstances. To request an extension, email me (nadeau@duke.edu) with – the name of the assignment in question, – an explanation of the circumstances necessitating the request, and – a proposed, extended deadline. I will respond to your email indicating whether I accept, decline, or modify your request. If you ask me about an extension in person I will ask that you email your request to me as indicated above. Work submitted after an extended deadline will incur a late penalty consistent with the number of days late after the extended deadline. Grading: The solutions you author as an engineer are an extremely important form of communication. It is imperative that your solution–leading to an answer–be clear and concise. An answer, by itself, is worthless unless the underlying calculations and assumptions that arrived at that answer can be confirmed. I grade the communication of your solution and it’s accuracy, not exclusively your answer; This is how partial credit is determined. Let’s assume that you have completed your solution to a problem on an exam and boxed your final answer with it’s appropriate units. Now, having some time remaining for the exam you decide go over your solution. In doing so assume that you discover that in the very beginning you wrote 2 + 2 = 3 and you used 3 in the rest of your solution rather than 4. What should you do? Because I grade the process you do not need to start over. Rather, circle the error and indicate the correct calculation 2 + 2 = 4. That’s it! If your solution using 3 is otherwise correct and you note and correct the error you will receive full credit. Important caveat : if your error simplifies the problem then you would have to re-solve the problem. Regrades: Regrade requests may be submitted through Gradescope. Regrade requests must be submitted within 7 days of the work being returned. Lecture Note Templates (LNTs): Everything I project in class (i.e., Lecture Note Tem- plates (LNTs)) will be made available as a PDF on Sakai as needed throughout the semester. The LNTs have been developed with the intention/expectation that you will add your notes to the LNTs. Thus, prior to class, I recommend that you either download this PDF for inking on a tablet or print the PDF for hardcopy notes. I do not post my inked slides from lecture. Advice The following advice should be helpful in performing well in this course: 7

I want you to get as much out of this course as you desire and my objective is to foster that desire and to assist you. As such, please ask questions and make use of office hours; We–myself and the TA(s)–are here to assist you. You are encouraged to ask questions during class, immediately after class, during office hours, and via the Ed Discussion tool on Sakai. Please note that it is possible to ask questions 24/7 for the duration of the course. Complete the assigned reading and look through the corresponding LNT(s) prior to each lecture. See “Lecture Schedule” below for the reading assignments. It is not necessary that you fully understand what you have read but the more familiarity you have with the material that we’ll be covering the easier it should be for you to more deeply assimilate this material during class. The Academic Resource Center (ARC) offers free services to all students during their under- graduate careers at Duke. Services include Learning Consultations, Peer Tutoring and Study Groups, ADHD/LD Coaching, Outreach Workshops, and more. Because learning is a process unique to every individual, the ARC works with each student to discover and develop their own academic strategy for success at Duke. Undergraduates in any year, studying any disci- pline can benefit! Contact the ARC to schedule an appointment. https://arc.duke.edu/ Study by solving problems, not reading solutions. If you read a solution that solution will likely appear straight forward and obvious. In reality, however, it probably isn’t. Try an experiment: read through a solution to a problem and then cover-up that solution and try to solve the same problem on your own. Did you get stuck? Was it as straight forward as it appeared when you read the solution? Solve homework problems as independently as possible. How you get from what is Given to what it is you are to Find (i.e., the answer) is not trivial and it is essential that you hone– through practice–the thought processes that allow you to chart a path to the answer. If you regularly follow others along that path you will find it difficult, if not impossible, to chart your own path when working alone. There can be multiple paths of varying distance to the answer as well as multiple forks and dead ends along the way. Understanding this terrain can help you navigate it as efficiently as possible and efficient paths are less prone to making errors along the way. In your solutions, draw figures neatly, of ample size, and roughly to scale. This will help to avoid some common errors and misinterpretations. Do not forget that units are part of the answer. Intermediate results should also have units as this is a convenient way to find errors and check results using dimensional analysis. My intention is to test your understanding of the concepts from the course and not how quickly you can solve problems. That being said, there is a time limit on exams so do budget your time accordingly during timed assessments. The following advice may help you beyond this course: 8

energy conservation and reducing my carbon footprint but also actions related to personal wellness as it is beneficial to remember to support the sustainability of our own selves. Whenever possible, I use a reusable bottle for drinks and a reusable container for food. Please consider also using reusable beverage and food containers. Whenever possible, I place recyclable items in a recycling bin rather than a trash can. Please consider also placing recyclable items (e.g., paper, plastic, aluminum) in a recycling bin. It is also beneficial to support the sustainability of our own selves. Please explore resources available to you through the Duke Wellness Center ( https://studentaffairs.duke.edu/ wellness ) which includes Counseling and Psychological Services (CAPS), Student Health, and Oasis, and make use of these resources for your own benefit. I have taken the Duke Sustainability Pledge and have evaluated my carbon footprint, and have used this information to help me take actions to improve my sustainability. Please con- sider also taking the pledge ( https://forms.hr.duke.edu/sustainability/pledge/ ) and using the carbon calculator ( https://forms.hr.duke.edu/sustainability/calculator/ ) to evaluate your impact, and consider actions you could take to improve sustainability. The Office of Sustainability maintains a webpage outlining sustainability efforts at Duke and it is where you can learn more about sustainability at Duke ( https://sustainability.duke.edu/ ). 10

Lecture Topics & Readings The readings below are from the AISC Steel Manual and two supplementary texts. The format for the reading is Chapter :Section. AISC Steel Manual Hibbeler ( H ), “Mechanics of Materials, 7th Edition,” 2008, (this is not the EGR 201L text- book) and Brush and Almroth ( B&A ), “Buckling of Bars, Plates, and Shells,” 1975. The readings from H and B&A are available on Sakai. Readings from the three optional texts are available as a separate document on Sakai. Lecture Topic SJ&M AISC Steel Manual 1 overview 1 :1–7 2 bending of arbitrary cross sections 7 :10 3 product of inertia 4 plastic moment 7 :1–3 5 steels & properties 2 2 –20-22 6 residual stresses 6 :5 7 design philosophies; load cases 1 :8–11 2 :9–12 8 net area 3 :1–5 16 :B4.13,D3 9 block shear 3 :6 16 :J4 10 tension member design 3 :7-10 5 ; 9 ; 16 :D1,D2,J4 11 tension member design 12 tension member design 13 flexural column buckling 6 :1–3 4 ; 16 :E1,E2,E3 14 flexural column buckling 6 :7–10 15 math review 16 shear center; torsion H 7 :6; 8 :1,2,4,7 17 flexural-torsional column buckling 8 :12; B&A 2 :3 4 ; 16 :E3,E4 18 flexural-torsional column buckling 19 local buckling 6 :15–18 16 :B4.1 20 column design 21 column design 22 bolted connections 4 :1–9 7 ; 9 ; 16 :J3 23 bolted connections 24 welded connections 5 :1–14,16 8 ; 16 :J2 25 welded connections 26 lateral-torsional (beam) buckling 9 :1–4 27 beam bending design 9 :6,9,11 3 ; 16 :F1-F12 28 beam bending design 11

A new problem should begin on a new page. Exception: Multiple problems per page is permissible if problems are very short and more than one problem can comfortably fit on the same page. Clearly identify the answer for each problem (e.g., box the answer). Present solutions to problems in the same order in which they were assigned. Laboratory Report Format Requirements Your lab report is to be typed, unless otherwise noted, and to include the following items (which total 80 of the total 100 points possible) in the following order: 1. Title Page (5pts). Your title page should present the following information: course name name of the experiment your name and department date(s) performed date submitted 2. Introduction & Objective(s) (5pts). Start this section on a new page following the title page. Give a brief introduction and state (in your own words) the objective(s) of the experiment. 3. Methodology & Data (10pts). How was the data obtained and/or collected? Present the data. Original data should be included in report. A scan of your original – likely hand written – data sheet(s) should be included as an appendix. For data that was collected electronically, and which is sufficiently large in size so as to make printing the data file unreasonable (say over two pages), you should submit a point plot (do NOT include lines between data points) of the raw, collected data and the first page of the data file in an appendix. 4. Results (30pts). Textually and visually present the analysis of your data. Highlight unex- pected results. 5. Discussion (15pts). Comment on unexpected results and offer hypotheses to explain them. Do your findings confirm literature values or deviate from them? Be quantitative. If deviate, then why? 6. Feedback (5pts). Answer these three questions: What did you like most about the lab? What would you suggest to improve the lab? Did you identify any errors or vagueness in the lab manual? 7. Conclusions (5pts). Summarize the findings of your work. 8. References (5pts). Be sure to include the lab manual. 13

The remaining 20 points: Professionalism (20pts). Your submitted report should – be neat and presented with pride (5pts) – use correct grammar and spelling (5pts) – correct use of appendices, figures, tables, and numbered equations (10pts): appendices, if utilized, have a section heading (e.g., Appendix A) and are referenced in main body of the report figures and small tables should be inserted within the typed body of your report using a figure/table caption. Large tables can be placed in an appendix figures, tables, and important equations should be referenced within the body of the text. For example, “See Figure 2 for...”) images for figures should be obtain by printing/exporting the images and not from a screenshot figure (and table) titles should be descriptive and not “y-axis versus x-axis”. Con- sider presenting information in the figure title about the type of experiment, mate- rial, etc. labels for figure axes, table headings, etc., should include units 14