Investigating the Effects of Various Crowd Characteristics on the Dynamic Properties of an Occupied Structure

One of the challenges for structural engineers during design is considering how the structure will respond to crowd-induced dynamic loading. It has been shown that human occupants of a structure do not simply add mass to the system when considering the overall dynamic response of the system, but interact with it and may induce changes of the dynamic properties from those of the empty structure. This study presents an investigation into the human-structure interaction based on several crowd characteristics and their effect on the dynamic properties of an empty structure. The dynamic properties including frequency, damping, and mode shapes were estimated for a single test structure by means of experimental modal analysis techniques. The same techniques were utilized to estimate the dynamic properties when the test structure was occupied by a crowd with different combinations of size, posture, and distribution. The goal of this study is to isolate the occupant characteristics in order to determine the significance of each to be considered when designing new structures to avoid crowd serviceability issues. The results are presented and summarized based on the level of influence of each characteristic. The posture that produces the most significant effects based on the scope of this research is standing with bent knees with a maximum decrease in frequency of the first mode of the empty structure by 32 percent atthe highest mass ratio. The associated damping also increased 36 times the damping of the empty structure. In addition to the analysis of the experimental data, finite element models and a two degree-of-freedom model were created. These models were used to gain an understanding of the test structure, model a crowd as an equivalent mass, and also to develop a single degree-of-freedom (SDOF) model to best represent a crowd of occupants based on the experimental results. The SDOF models created had an averagefrequency of 5.0 Hz, within the range presented in existing biomechanics research, and combined SDOF systems of the test structure and crowd were able to reproduce the frequency and damping ratios associated with experimental tests. Results of this study confirmed the existence of human-structure interaction andthe inability to simply model a crowd as only additional mass. The two degree-offreedom model determined was able to predict the change in natural frequency and damping ratio for a structure occupied by multiple group sizes in a single posture. These results and model are the preliminary steps in the development of an appropriate methodfor modeling a crowd in combination with a more complex FE model of the empty structure.

The Repairing of Misconceptions through the Use of Inquiry-Based Activities

Misconceptions exist in all fields of learning and develop through a person’s preconception of how the world works. Students with misconceptions in chemical engineering are not capable of correctly transferring knowledge to a new situation and will likely arrive at an incorrect solution. The purpose of this thesis was to repair misconceptions in thermodynamics by using inquiry-based activities. Inquiry-based learning is a method of teaching that involves hands-on learning and self-discovery. Previous work has shown inquiry-based methods result in better conceptual understanding by students relative to traditional lectures. The thermodynamics activities were designed to guide students towards the correct conceptual understanding through observing a preconception fail to hold up through an experiment or simulation. The developed activities focus on the following topics in thermodynamics: “internal energy versus enthalpy”, “equilibrium versus steady state”, and “entropy”. For each topic, two activities were designed to clarify the concept and assure it was properly grasped. Each activity was coupled with an instructions packet containing experimental procedure as well as pre- and post-analysis questions, which were used to analyze the effect of the activities on the students’ responses. Concept inventories were used to monitor students’ conceptual understanding at the beginning and end of the semester. The results did not show a statistically significant increase in the overall concept inventory scores for students who performed the activities compared to traditional learning. There was a statistically significant increase in concept area scores for “internal energy versus enthalpy” and “equilibrium versus steady state”. Although there was not a significant increase in concept inventory scores for “entropy”, written analyses showed most students’ misconceptions were repaired. Students transferred knowledge effectively and retained most of the information in the concept areas of “internal energy versus enthalpy” and “equilibrium versus steady state”.