Partial collapse of a ventilated stone façade: Diagnosis and analysis of the anchorage system

The mechanical behaviour of transventilated façades performed by natural stone is necessarily based on the correct execution of both anchoring elements on the stone cladding as in the ones corresponding to the enclosure support, either with brick masonry walls or reinforced concrete walls. In the case studied in the present work, the origin of the damages suffered on the façade of a building located in Alcoy has been analyzed, where the detachment of part of the outer enclosure occurred. This enclosure is a transventilated façade formed by Bateig Blue stone tiles. To this end, “in situ” tests of the anchoring systems employed have been performed, as well as laboratory tests of mechanical characterization of the material and of different types of anchor, comparing these results with those obtained in both the simplified analytical models of continuum mechanics as developed by the Finite Element Method (FEM).

New Approaches for Teaching Soil and Rock Mechanics Using Information and Communication Technologies

Soil and rock mechanics are disciplines with a strong conceptual and methodological basis. Initially, when engineering students study these subjects, they have to understand new theoretical phenomena, which are explained through mathematical and/or physical laws (e.g. consolidation process, water flow through a porous media). In addition to the study of these phenomena, students have to learn how to carry out estimations of soil and rock parameters in laboratories according to standard tests. Nowadays, information and communication technologies (ICTs) provide a unique opportunity to improve the learning process of students studying the aforementioned subjects. In this paper, we describe our experience of the incorporation of ICTs into the classical teaching-learning process of soil and rock mechanics and explain in detail how we have successfully developed various initiatives which, in summary, are: (a) implementation of an online social networking and microblogging service (using Twitter) for gradually sending key concepts to students throughout the semester (gradual learning); (b) detailed online virtual laboratory tests for a delocalized development of lab practices (self-learning); (c) integration of different complementary learning resources (e.g. videos, free software, technical regulations, etc.) using an open webpage. The complementary use to the classical teaching-learning process of these ICT resources has been highly satisfactory for students, who have positively evaluated this new approach.