Closure to “Concrete Damage Plasticity Model for Modeling FRP-to-Concrete Bond Behavior” by Y. Tao and J. F. Chen

The authors appreciate the discusser’s interest in the original paper and for the valuable discussion, which provides the opportunity to clarify and reiterate a few points made in the original paper. The comments and questions raised by the discusser are addressed in the following sections.

A bond model for DEM simulation of cementitious materials and deformable structures

There is an increasing use of the discrete element method (DEM) to study cemented (e.g. concrete and rocks) and sintered particulate materials. The chief advantage of the DEM over continuum based techniques is that it does not make assumptions about how cracking and fragmentation initiate and propagate, since the DEM system is naturally discontinuous. The ability for the DEM to produce a realistic representation of a cemented granular material depends largely on the implementation of an inter-particle bonded contact model. This paper presents a new bonded contact model based on the Timoshenko beam theory which considers axial, shear and bending behaviour of the bond. The bond model was first verified by simulating both the bending and dynamic response of a simply supported beam. The loading response of a concrete cylinder was then investigated and compared with the Eurocode equation prediction. The results show significant potential for the new model to produce satisfactory predictions for cementitious materials. A unique feature of this model is that it can also be used to accurately represent many deformable structures such as frames and shells, so that both particles and structures or deformable boundaries can be described in the same DEM framework. 

FRP-to-concrete bond-slip behaviour under dynamic loading

Strengthening reinforced concrete (RC) structures by externally bonded FRP composites has been widely used for static loading and seismic retrofitting since 1990s. More recently many studies on strengthening concrete and masonry structures with externally bonded FRP for improved blast and impact resistance in protective engineering have also been conducted. The bond behaviour between the FRP and concrete plays a critical role in a strengthening system with externally bonded FRP. However, the understanding of how the bond between FRP and concrete performs under high strain rate is severely limited. Due to the dynamic characteristics of blast and impact loading, the bond behaviour between FRP and concrete under such loading is very different from that under static loading. This paper presents a study on the dynamic bond-slip behaviour based on both the numerical analysis and test results. A dynamic bond-slip model is proposed in this paper.

Bond behavior of NSM FRP strips between two adjacent cracks in concrete beams: A numerical study

Strengthening RC structures with near-surface mounted (NSM) fibre reinforced polymer (FRP) composites has a number of advantages compared with that with externally bonded (EB) FRP sheets/plates. As with EB FRP, the performance of the bond between NSM FRP and concrete is one of the key factors affecting the behaviour of the strengthened structure. This paper presents a numerical investigation into the behaviour of NSM FRP loaded at its both ends to simulate the NSM FRP-toconcrete bond between two adjacent cracks in RC members. The main objective of this study is to quantitatively clarify the effect of the bondline damage during slip reversal on the ultimate load (bond strength). The results show that the bondline damage has a significant effect on the load-carrying capacity of the NSM FRP-to-concrete bonded interface and should be considered in FE modeling of the interface.

Solid-state NMR and powder XRD studies of the structure of SAPO-40 upon hydration-dehydration cycles

It is well known that after the removal of the template many porous aluminophosphates and related materials are very sensitive to water.' Depending on the type of structure, reversible or irreversible phase transitions, loss of crystallinity and changes in the coordination of some framework A1 upon rehydration are observed. For example, solid-state NMR shows that the rehydration of SAPO-5 leads to the formation of octahedral Al. Subsequent dehydration restores the initial tetrahedral coordination of Al. Template-free SAPO-37 becomes totally amorphous to X-rays after exposure to water and stays so after subsequent thermal treatment^.,,^ In contrast, Barthomeuf and co-workers have shown recently, that, on hydration, template-free SAPO-34, an analogue of chabasite, shows the opening of some Si-0-A1 bonds, the effect being reversible upon dehydrati~n.T~h e hydrated distorted structure was found to be stable for months with no further modifications and the ordered material could be regenerated by removal of water. Here we wish to report that the structure of template-free SAPO-40 undergoes a similar reversible modification.

Enseigner la lecture au primaire : un aperçu des pratiques d’enseignants des 2e et 3e cycles du primaire

Apprendre à lire exige de développer un ensemble de stratégies et, dans un contexte d’enseignement-apprentissage, il s’avère nécessaire que les stratégies de lecture soient enseignées (Fisher, Frey et Lapp, 2008). Toutefois, il semble que les enseignants se sentent peu à l’aise avec l’enseignement des stratégies de lecture par la modélisation (Martel et Lévesque, 2010; Pressley et Afflerbach, 1995). Au Saguenay-Lac-Saint-Jean, des enseignants des 2e et 3e cycles du primaire ont exprimé le besoin de réfléchir sur leurs pratiques d’enseignement des stratégies de lecture afin d’apporter les ajustements nécessaires à un apprentissage de la lecture plus accompli chez leurs élèves. Pour y parvenir, douze enseignantes, un enseignant, deux conseillères pédagogiques et une chercheure se sont engagés dans une recherche-action (Dolbec et Clément, 2004) visant l’amélioration des pratiques relatives à l’enseignement de la lecture. Comme le suggère Couture (2011), le portrait des pratiques déjà mises en place par les enseignants a été dressé dans un premier temps afin d’ancrer le processus de changement à même le travail et les besoins des enseignants. Les résultats indiquent que ce sont les stratégies utiles avant la lecture qui seraient les plus enseignées, que cet enseignement s’effectuerait principalement à l’aide du matériel didactique, et ce, avec l’ensemble du groupe classe.