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Lecture Notes in Civil Engineering

Sondipon Adhikari
B. Bhattacharjee
J. Bhattacharjee Editors

Advances in
Structural
Engineering and
Rehabilitation
Select Proceedings of TRACE 2018
Lecture Notes in Civil Engineering

Volume 38

Series Editors
Marco di Prisco, Politecnico di Milano, Milano, Italy
Sheng-Hong Chen, School of Water Resources and Hydropower Engineering,
Wuhan University, Wuhan, China
Ioannis Vayas, Institute of Steel Structures, National Technical University of
Athens, Greece
Sanjay Kumar Shukla, School of Engineering, Edith Cowan University, Joondalup,
WA, Australia
Anuj Sharma, Iowa State University, Ames, IA, USA
Nagesh Kumar, Department of Civil Engineering, Indian Institute of Science
Bangalore, Bangalore, Karnataka, India
Chien Ming Wang, School of Civil Engineering, The University of Queensland,
Brisbane, QLD, Australia
Lecture Notes in Civil Engineering (LNCE) publishes the latest developments in
Civil Engineering - quickly, informally and in top quality. Though original research
reported in proceedings and post-proceedings represents the core of LNCE, edited
volumes of exceptionally high quality and interest may also be considered for
publication. Volumes published in LNCE embrace all aspects and subfields of, as
well as new challenges in, Civil Engineering. Topics in the series include:
– Construction and Structural Mechanics
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Indexed by Scopus

More information about this series at http://www.springer.com/series/15087

Sondipon Adhikari B. Bhattacharjee
• •

J. Bhattacharjee
Editors

Advances in Structural
Engineering
and Rehabilitation
Select Proceedings of TRACE 2018

123
Editors
Sondipon Adhikari B. Bhattacharjee
Swansea University Indian Institute of Technology Delhi
Swansea, Wales, UK New Delhi, India

J. Bhattacharjee
Amity University
Noida, India

ISSN 2366-2557 ISSN 2366-2565 (electronic)

Lecture Notes in Civil Engineering
ISBN 978-981-13-7614-6 ISBN 978-981-13-7615-3 (eBook)
https://doi.org/10.1007/978-981-13-7615-3
© Springer Nature Singapore Pte Ltd. 2020
This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part
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Preface

The world focuses on civil engineering to meet the ever-growing demand to handle
rising population, various energy and environmental concerns, and safety of
structures and inhabitants. Reckoning the ever-growing demand in the civil engi-
neering sector, the Second International Conference on “Trends and Advancement
in Civil Engineering” was hosted by the Department of Civil Engineering, ASET,
Amity University, Noida, on August 23 and 24, 2018. The objective of the
TRACE-2018 was to provide a platform for researchers, engineers, academicians,
and industrial professionals from all over the world to present their research results
and development activities over broad spectrum of topics and domains such as
building construction, design, smart and green materials, sustainable development
of infrastructure, rehabilitation and retrofitting, and application of GIS in civil
engineering. Such exposure was helpful for the aspiring engineers and practitioners
to share and discuss innovative ideas with field professionals and academicians,
both national and international. This conference provided opportunities for the
delegates to exchange new ideas and application experiences face to face, to
establish business or research relations, and to find global partners for future
collaboration.
The book on Advances in Structural Engineering and Rehabilitation includes
the following:
• Covers a wide range of research areas in structural engineering, making it a
useful reference resource for researchers, academicians, and practicing
engineers.
• Presents recent advances in structural engineering along with contributions from
top experts in the field.
• Includes articles on applications like structural health monitoring, vibration
control, nanomaterials, machine learning, and artificial intelligence.

v
vi Preface

This book includes research articles from pioneer researchers in the field of
structural engineering. The articles are peer-reviewed by experts to ensure the best
standard of research work. After the rigorous process of review and the subsequent
revision by authors, the articles are accepted to be a part of this esteemed book.

Swansea, UK Sondipon Adhikari

New Delhi, India B. Bhattacharjee
Noida, India J. Bhattacharjee
Acknowledgements

To fulfill the vision of most Honorable Founder President Dr. Ashok K. Chauhan
and under the able leadership of Honorable Chancellor Dr. Atul Chauhan, we are
honored to organize such prestigious conference which connects the world’s
foremost industries with the world’s topmost academia.
I want to thank everyone involved in making TRACE-2018 a grand success.
I appreciate the indispensable contribution of all the invited speakers and authors
from the field as well as the academia. Further, I want to convey my sincere thanks
to all the co-editors of the book. I extend my warm gratitude toward all our
sponsors: academic partners: Liverpool John Moores University, National
University of Malaysia, Springer; industry partner: DIPM; knowledge partners:
ICE, WiSE, Indian Association for Structural Engineers, and IGS; gold partner: JK
Cement; hospitality partner: BFD Weddings and Events; support partners: Bentley,
HEICO, VCL, Shubham Builders, Amaatra Group, and BL Goel and Co.
More importantly, I am happy to acknowledge that the research paper publi-
cation is planned to be published with Springer. This is in itself a stamp for top
quality and originality of work to be presented during this conference.
Finally, I compliment my team for their hard work and enthusiasm to make
TRACE a grand success story.

Noida, UP, India Prof. Dr. J. Bhattacharjee

October 2018 Editor and Co-Chair, TRACE-18
Advisor, Civil Engineering Department
Amity University

vii
Contents

Experimental and Numerical Study to Improve Lateral Load

Resistance of Masonry Stack . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
A. K. Shukla, Saurav and P. R. Maiti
Experimental Study of Confined Brick Masonry Building . . . . . . . . . . . 15
A. K. Shukla and P. R. Maiti
A Stochastic Investigation of Effect of Temperature on Natural
Frequencies of Functionally Graded Plates . . . . . . . . . . . . . . . . . . . . . . 41
P. K. Karsh, T. Mukhopadhyay and S. Dey
Retrofitting of a Multistoried Building with Earthquake-Resistance
Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
J. Bhattacharjee, Harshul Mehta, Shiv Dutt Singh Thakur and Aditya Jain
Biological Methods to Achieve Self-healing in Concrete . . . . . . . . . . . . . 63
Sunita Bansal, Raj Kumar Tamang, Prince Bansal and Pratik Bhurtel
Finite Element Analysis of Profiled Deck Composite Slab
Using ANSYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Aniket A. Shirgaonkar, Yogesh D. Patil and Hemant S. Patil
A Brief Review of Structural Aspects of IS 16700:2017 . . . . . . . . . . . . . 83
Vikalp Gupta, Sanket Rawat, Ravi Kant Mittal and G. Muthukumar
Are FRPs the Way Forward for the Blast Retrofitting of Reinforced
Concrete Structures? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Aashish Kumar Jha, Abhiroop Goswami and Satadru Das Adhikary
Analytical Study of Triple Friction Pendulum Under a Different
Hazard Level of Earthquakes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Ankit Sodha, Sandeep Vasanwala, Devesh Soni, Shailendra Kumar
and Kanan Thakkar

ix
x Contents

Finite Element Simulation of Impact on RCC Water Tank . . . . . . . . . . 113

Partheepan Ganesan, M. V. A. N. Jagadeesh Babu, M. Nizamuddin
and T. Sai Ram Kiran
Mix Design and Factors Affecting Strength of Pervious Concrete . . . . . 125
Bishnu Kant Shukla and Aakash Gupta
Effects of Change of Material Grade on Building Design . . . . . . . . . . . . 141
J. Bhattacharjee, Abhishek Payal, Vikrant Jain and Adil Ahmed
Feasibility of Redesigning and Retrofitting of a Structure for Vertical
Expansion to Avoid Disasters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
J. Bhattacharjee, Kratika Sharma and Saahil Bader
Comparison of Number of Piles Required for Deep Foundation Design
Using Indian and European Codes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Modita Kulshrestha, Altaf Usmani and Rajan Srivastava
Comparative Analysis of Cement Mortar Roof Tiles Using
Agricultural Waste . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
Prakhar Duggal, Bishwajeet Yadav, Harsh Choudhry and Arpit Garg
Use of Waste Plastic in Wearing Course of Flexible Pavement . . . . . . . 177
Prakhar Duggal, Avneesh Singh Shisodia, Suparna Havelia
and Keshav Jolly
Influence of Silpozz on the Properties of Self-Compacting Recycled
Aggregate Concrete . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189
M. Mishra and K. C. Panda
Comparative Study on Dynamic Behaviour of RC Building
With Conventional and Flat Slab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
G. Sridevi, Antaratana Shivaraj, Gouda Sudarshan and Umesh Biradar
Evaluation of Separation Gap between Multi-storey Buildings
Subjected to Dynamic Seismic Load . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211
G. Sridevi, Umesh Biradar, Gouda Sudarshan and Antaratana Shivaraj
Characterizing the Rutting Behaviour of Reinforced Cold Mix
Asphalt with Natural and Synthetic Fibres Using Finite
Element Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221
Hayder Kamil Shanbara, Ali Shubbar, Felicite Ruddock
and William Atherton
Design for FRP-Based Structural Strengthening:
How Safe Is Safe Enough? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229
Kunal D. Kansara and Tim Ibell
A Relook on Dosage of Basalt Chopped Fibres and Its Influence
on Characteristics of Concrete . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239
Sanket Rawat, Rahul Narula, Nitant Upasani and G. Muthukumar
About the Editors

Dr. Sondipon Adhikari is a professor at the College of Engineering, Swansea

University. He graduated in civil engineering from Bengal Engineering and Science
University, Shibpur, Kolkata in 1995 and then completed his M.S. from the Indian
Institute of Science, Bangalore in 1997. He obtained his Ph.D. in 2001 from Trinity
College, University of Cambridge. He is a recipient of the Wolfson Research Merit
Award from the Royal Society and the Philip Leverhulme Prize. Since 2015, he has
been a distinguished Visiting Professor at the University of Johannesburg.
Dr. Adhikari is currently the Chair of Aerospace Engineering at the College of
Engineering, Swansea University, and a fellow of the Royal Aeronautical Society.
He has published over 280 articles in peer reviewed international journals and has a
h-index of 50 in Scopus.

Dr. B. Bhattacharjee is a professor in the Department of Civil Engineering, Indian

Institute of Technology, Delhi. After completing his B.Tech. from IIT Kharagpur in
1978, he worked for a short period for Gammon India Limited. Subsequently, he
obtained his M.Tech. and Ph.D. from IIT Delhi in 1982 and 1990, respectively. His
research interests include corrosion of rebar in concrete, high-performance concrete,
microstructure modeling of concrete, chloride ingress, service life prediction and
life cycle costing of concrete structures, condition evaluation and health monitoring
of structures. He has published 185 articles in international and national journals
and conferences. He is on the editorial board of several journals, and is also a Life
Member of the Indian Concrete Institute, Indian Society for Construction Materials
and Structure, Indian Society for Technical Education, and the American Society of
Civil Engineers-India Section (ASCE-IS).

Dr. J. Bhattacharjee is a professor and adviser in the Civil Engineering depart-

ment of Amity University, Noida since 2012. He is a former Chief Engineer and
Joint Director General, Ministry of Defense. He obtained his bachelors in civil
engineering from Bengal Engineering College, Shibpur, Kolkata, M.Tech. from IIT
Madras, and M.Phil. from Madras University. He did his Ph.D. in disaster man-
agement. He has a vast experience of over 46 years in the industry in planning,

xi
xii About the Editors

designing and execution of various types of civil engineering works including about
5 years in the multinational consultancy organization Gherzi Eastern Ltd. He has
also published about 100 articles in various national and international journals and
conferences. Dr. Bhattacharjee received two prestigious Awards for Excellence
from Indian Building Congress. He has also developed and taught a number of new
courses at the graduate and postgraduate levels at Amity University. He is a Life
Member of 16 technical bodies in India and abroad, and is a governing council
member of the Indian Building Congress. He has authored a book entitled Concrete
Structures – Repair, Rehabilitation and Retrofitting.
Experimental and Numerical Study
to Improve Lateral Load Resistance
of Masonry Stack

A. K. Shukla , Saurav and P. R. Maiti

Abstract Lateral load capacity of any structure plays a very important role to resist
earthquake [1]. To understand the lateral load capacity of any low-rise masonry
building, a 3D finite element model of unconfined brick masonry stack has been
drawn here. The ANSYS modeling of plain brick masonry shows that masonry
structure fails at the joint. Therefore, to impart ductility and strength in the stack,
shear key of 4 mm diameter TMT bar of 1/8th, 1/6th, and 1/4th of longitudinal
length of brick length is provided at every joint separately in different samples and
performance of both confined and unconfined prism is tested against vertical and
horizontal load [2]. The purpose of this study was to develop a better behavior of
low-rise masonry building during earthquake. Numerical as well as experimental
methods have been adapted to calculate the stress developed in masonry stack [3].

Keywords Masonry structure · Confined masonry · Unconfined masonry · FEM

analysis of masonry structure

1 Introduction

Unconfined masonry was used in approx. all types of structure since the life begins
[4]. The masonry structures were made by two basic materials: brick and stone.
These structures were not reinforced and designed to support mainly gravity loads.
These masonry structures were very good at resisting wind and earthquakes. Masonry
building has shown very poor performance during strong earthquake, so it is very
important to improve the lateral load resistance of masonry buildings [5]. So to
achieve this objective, many researches have been performed in the past. The main

A. K. Shukla (B) · P. R. Maiti

Indian Institute of Technology (IIT-BHU), Varanasi 221005, India
e-mail: [email protected]
Saurav
Jaypee University of Information Technology, Solan, HP, India

© Springer Nature Singapore Pte Ltd. 2020 1

S. Adhikari et al. (eds.), Advances in Structural Engineering
and Rehabilitation, Lecture Notes in Civil Engineering 38,
https://doi.org/10.1007/978-981-13-7615-3_1
2 A. K. Shukla et al.

focus is on ensuring that these inertial forces caused by the ground vibrations reach
the ground without causing major damage or complete collapse in the structures [6].
This research starts with analyzing the scaled unconfined model of four bricks on
shake table in laboratory and then confined the same four brick model with varying
diameter reinforced to strengthening the unconfined brick model to resist the lateral
load [7]. And when the confined models were tested on shake table and compared
the result with unconfined brick masonry, a significant lateral strength was observed.

2 Modeling of Structure

2.1 Choice of Elements

The ANSYS software contains more than 100 different element types in its element
library. Each element has a unique number and a prefix that identifies the element
category, such as BEAM3, PLANE42, and SOLID45. ANSYS classifies the ele-
ments into 21 different groups, out of which our main concern is of structural group.
SOLID45 is used for the 3D modeling of solid structures [8]. The element is defined
by eight nodes having three degrees of freedom at each node: translations in the nodal
x, y, and z directions. The element has plasticity, creep, swelling, stress stiffening,
large deflection, and large strain capabilities [9].

2.2 Material Properties

For the brick element material properties which are assigned are modulus of elasticity
(EX) and Poisson’s ratio (PRXY) [10]. Values of EX and PRXY are taken according
to Ali and page 1986 [5] and are tabulated below (Tables 1 and 2).

Table 1 Material properties Properties Mean

of bricks
(a) Bricks
Modulus of elasticity 14,700 MPa
Poisson’s ratio 0.16
Tensile strength 1.20 MPa
Experimental and Numerical Study to Improve Lateral Load … 3

Table 2 Material properties Properties Mean

of mortar
(a) Mortar
Modulus of elasticity 7400 MPa
Poisson’s ratio 0.21
Tensile strength 0.78 MPa

Fig. 1 Model of specimen M1

2.2.1 Model Detail of Specimen

To model the masonry, rectangular blocks are used for bricks and also for mortar.
Four numbers of bricks of standard size, i.e., 190 mm × 90 mm × 90 mm are used,
and mortar of thickness 10 mm is placed in between them as shown in Figs. 1 and 2.

2.3 Result and Discussion

Postprocessing includes defining boundary condition and application of loads. For

specimen M1, the one end of the brick masonry is fixed. The load is applied on the
other end of the blocks. Pressure loads of 70 kN, 80 kN, and 90 kN are applied on
the top face of the brick masonry. In addition to the vertical load, horizontal load is
4 A. K. Shukla et al.

Fig. 2 Model of specimen M2

Fig. 3 X-component of stress on UTM and ANSYS

Experimental and Numerical Study to Improve Lateral Load … 5

Fig. 4 XZ shear stress

also applied to the specimen M1. Different stress contours are drawn, and graph has
been plotted between different parameters. For specimen M2 in Fig. 2, one end is
fixed to make it confined and vertical load is applied.

2.4 Stress Computation

Stress computation for specimen M1 with vertical loading

From Fig. 3, it can be seen that X component of stress is maximum at the middle
points. It increases parabolically from ends toward the center. For middle bricks, this
stress is more as compared to top and bottom bricks.
Figures 4 and 5 show that the maximum stress is at the joint of brick mortar in
XZ direction.
It can be observed in Figs. 6 and 7 that shear stress increases with distance along
Y-axis. At a distance of 90 mm, stress is approximately 1400 MPa but from 90 to
100 mm, i.e., at the level of mortar, it decreases abruptly to −1563 MPa. Maximum
shear stress is also observed at 28 mm which is equal to 1693 MPa.
6 A. K. Shukla et al.

Fig. 5 Variation of XZ shear stress Y-axis

Fig. 6 Von Misses stress along Y-axis

Experimental and Numerical Study to Improve Lateral Load … 7

Fig. 7 Variation of Von Misses stress along Y-axis

3 Experimental Investigation

For confinement of the masonry prism, TMT steel bars of 4 mm diameter were used.
Between every course, shear keys of 26.25 mm = 1/8th, 35 mm = 1/6th, 52.5 mm
= 1/4th of longitudinal length of brick length consecutively in different specimens
were used as shown in Fig. 8a–c.

3.1 Compressive Strength

For determination of compressive strength, bricks were taken out from curing tank
and tested in UTM (Figs. 9 and 10). Tests were carried out at 7, 14, and 28 days of
curing.

3.2 Testing of Masonry in Universal Testing Machine

Different Stresses at Failure for Confined and Unconfined Masonry are tabulated
below in Table 3.
8 A. K. Shukla et al.

Fig. 8 a and b Schematic view of masonry prism. c Pictorial view of reinforcement used

Table 3 Compressive strengths at failure

Compressive stress at failure
Prism type Strength in MPa of stack after
7 Days 14 Days 28 Days
Unconfined brick masonry 4.32 6.02 6.66
Confined brick masonry Shear key length 26.25 mm 5.80 9.19 10.33
Shear key length 35.00 mm 6.47 9.19 10.33
Shear key length 52.50 mm 7.61 10.42 12.14
Experimental and Numerical Study to Improve Lateral Load … 9

Fig. 9 Unconfined masonry

failure

Fig. 10 Confined masonry

failure
10 A. K. Shukla et al.

Fig. 11 Experiments performed on shake table

For understanding the behavior of masonry prism against lateral loading, i.e., in
earthquake or in wind load, shaker table test with varying frequency was performed.
The unconfined brick masonry samples were put on the shaker table platform and
fixed with the help of clamp (Fig. 11). After fixing unconfined masonry tightly on
the platform, a frequency of 5 Hz and amplitude of 10 mm was set and the motor
was run on this frequency for at least 120 s.

3.3 Testing of Structure Under Horizontal Load: Shake Table

Results

All the samples including confined and unconfined masonry are tested under the hori-
zontal load using the unidirectional shake table with varying frequency and amplitude
as shown in Fig. 11. The result is tabulated in Table 4.

4 Results and Discussion

When brick was tested under universal testing machine (UTM), the average strength
of brick was found to be 9.21 N/mm2 and strength of cement sand mortar was found
to be 14.57 N/mm2 at 28 days of curing.
So material was found according to weak brick strong mortar theory.
Test conclusion of unconfined and confined brick masonry tested under universal
testing machine and under shake table test is summarized below in Table 5.
Table 4 Shake table test results
Stability analysis
S. No. Frequency of Amplitude ‘g’ value Unconfined brick Confined Confined Confined
shake table (mm) masonry
(Hz) Brick masonry (shear Brick masonry (shear Brick masonry
key = 26.25 mm) key = 35 mm) (shear key =
52.5 mm)
Stability Time (in s) Stability Time (in s) Stability Time (in s) Stability Time
1 0.3 2.5 2 Stable 120 Stable 120 Stable 120 Stable 120
2 0.4 5.0 2 Stable 120 Stable 120 Stable 120 Stable 120
3 0.5 7.5 2 Collapse 26 Stable 120 Stable 120 Stable 120
Experimental and Numerical Study to Improve Lateral Load …

4 0.6 10 2 Cracking seems at Very small cracking Stable 360

joints after 80th s pattern observed at
joint after 360 s
11
12 A. K. Shukla et al.

Table 5 Result of UTM and shake table

S. No. Sample (after Failure load Stability on shake table
28 days) KN Frequency Amplitude Remarks
(Hz) (mm)
1 Unconfined 137 15 35 Total Collapse
masonry prism at 26th s
2 Confined with 217 20 50 Cracking at
shear key 80th s
26.25 mm
3 Confined with 230 20 50 Very small
shear key cracking at
35.00 mm 360th s
4 Confined with 255 20 50 Stable after
shear key 360 s
52.50 mm

Stress analysis of confined & unconfined Masonry Prism at 7,14

& 28 Days
Green- 7 day, Blue-14 days, Yellow- 28 days
8
6
4
2
0
Unconfined Shear key 26.25mm Shear key 35mm Shear key 52.5mm
Sample Type

Chart 1 Stress analysis

5 Conclusion

After analyzing Chart 1 of performance of confined and unconfined brick masonry,

it is concluded that the stress capacity of unconfined brick masonry at 28 days of
curing was found to be 6.6 N/mm2 while after confinement, stress capacity increased
to 12.14 N/mm2 for shear key length 52.5(1/4th of sample length) mm, i.e., the
compressive load capacity of confined brick masonry was approximately doubled of
unconfined brick masonry structure at 28 days. But if we look the shake table result,
then we found that this stack does not show any crack even after the application of
vibration for 360 s.
From the experimental study, it can be concluded that the brick stack with shear key
length 1/6th of longitudinal length will be an economical solution for confinement.
Experimental and Numerical Study to Improve Lateral Load … 13

References

1. Page AW, Brooks DS (1985) Load bearing masonry—review. In: Proceedings of the 7th inter-
national brick masonry conference, pp 81–99
2. Drysdale RG, Wong HE (1985) Interpretation of the compressive strength of masonry prisms.
In: Proceedings of the 7th international brick masonry conference
3. Suter GT, Naguib EMF (1987) Effect of brick stiyness orrhorrapy on the lateral stress in stuck-
bonded brick masonry prisms. In: Proceedings, fourth North American masonry conference,
paper 18
4. Khoo CL, Hendry AW (1973) A failure criterion for brick work in axial compression. In:
Proceedings of the 3rd international brick masonry conference
5. Ali S, Page AW (1988) Finite element model for masonry subjected to concentrated loads. J
Struct Div ASCE 114(8):1761–1784
6. Rots JG (1991) Computer simulation of masonry structure: continuum and discontinuum mod-
els. In: Proceedings of the international symposium on computer methods in structural masonry
Swansea, UK, April 1991, pp 93–103
7. Stockl S, Bienvirth H, Kupfer H (1994) The influence of test method on the results of compres-
sion tests on mortar. In: Proceedings of the 10th IBMAC, University of Calgary, pp 1397–1406
8. Brooks JJ, Abu Baker BH (1998) The modulus of elasticity of masonry. Br Mason Soc J 12(2)
9. Yoshimura K et al (2004) Experimental study for developing higher seismic performance of
brick masonry walls. In: Proceedings of the 13th World conference on earthquake engineering,
Vancouver, Canada, Paper No. 1597
10. Mohammed MS (2009) Finite element analysis masonry walls of unreinforced masonry
Experimental Study of Confined Brick
Masonry Building

A. K. Shukla and P. R. Maiti

Abstract The frequency of the occurrence of earthquake has risen in the last decade
and the casualties with low-rise structure, especially unconfined structure, were very
high in comparison to reinforced concrete structure worldwide. In this study, the
behaviour of confined building in lateral load has investigated. A confined building
model has been constructed in the laboratory with the help of scaled bricks, mortar and
reinforcement. The building model is tested on shake table under external excitation
force of different magnitudes and frequencies. With the help of PULSE Labshop, the
values of displacement, velocity and acceleration are measured at different locations
of model. The response of the four-storey building model is measured and presented,
and the response of the building is analysed under harmonic vibration.

Keywords Building model · Confined masonry · Shake table test · B&K Pulse ·
Frequency analysis

1 Introduction

Confined brick masonry system is an alternate way of constructing low to medium-

rise buildings, in this masonry walls are confined by the reinforced cement concrete.
As per Euro Code 8, a construction system where plain masonry walls are confined
on all four sides by reinforced concrete members or reinforced masonry is called
confined brick masonry (CBM). Design philosophy of CBM buildings is adopted
such that neither the reinforced concrete nor brick masonry gets damaged in an
earthquake. Masonry buildings will be continued to be used because of its low cost,
thermal and sound insulation, easily availability, and good lateral and vertical loading
resistance. But the performance of non-confined brick masonry system is quite bad
under the seismic loading, the sudden collapse of buildings leads to great loss to the
lives and money, and hence, there arises a demand of low-cost earthquake-resistant

A. K. Shukla (B) · P. R. Maiti

Indian Institute of Technology (IIT-BHU), Varanasi 221005, India
e-mail: [email protected]

© Springer Nature Singapore Pte Ltd. 2020 15

S. Adhikari et al. (eds.), Advances in Structural Engineering
and Rehabilitation, Lecture Notes in Civil Engineering 38,
https://doi.org/10.1007/978-981-13-7615-3_2
16 A. K. Shukla and P. R. Maiti

building system. The use of confined brick masonry system fulfils this demand up to a
good level for low to medium-rise buildings. San Bartolomé et al. [1], in his research
work, used reduced scale (1:2.5) confined brick masonry building of three storey
height made up of clay masonry, whose walls were confined by reinforced concrete
elements. The weight of the specimen was 57.78 kN. He kept vibration properties,
strength of materials and axial stress of the model similar to those of actual buildings.
Ishibashi et al. [2], in this paper, used three full-scale confined masonry specimens
which were designed and constructed on the basis of the Mexican codes. In the
experimental programme, the variable was the flexural coupling between two wall
panels. They find that the degree of coupling did not influence the failure mode of
the specimen, which was governed by shear failure of the masonry panels.
All the models were consisted of two wall units which were made up of clay bricks.
Tomaževič [3] two models of a typical confined masonry building as per EURO
CODE 8 have been tested on a shaking table which was constructed with a reduced
scale of 1:5, and a wall to floor area was kept as 5%. Both models were subjected to a
series of simulated ground motions with increased intensity of shaking. They find that
diagonal cracks were observed in all stories at maximum resistance state [4]. Also, the
rupture of the reinforcement of tie column and crushing of concrete was also observed
at the ultimate state. Abrams [5], in the University of Illinois, tested two reduced-
scale unreinforced masonry buildings on shake table to highlight selected aspects
of dynamic response that helps in confirming or denying engineering practices for
seismic evaluation of unreinforced buildings. A scale of 3:8 and type O mortar
was used for constructing models of clay masonry units in running bond pattern.
Naseer [6], in his research work, determines the behaviour of typical confined brick
masonry building under seismic loading, and he also evaluated response modification
factor and ductility ratio of the confined brick masonry model. He presented failure
mechanism and behaviour of confined masonry buildings during past earthquakes all
over the world. Kazemi et al. [7] made a single-storey model full-scale unreinforced
confined brick masonry building on the shaking table facility of 4 × 4 m dimensions.
It consists of four brick masonry walls conned with reinforced mortar tie columns
and steel bond beams. The model was subjected to the scaled earthquake records
of Bam, Tabas and El Centro, as well as a harmonic acceleration with gradually
increasing amplitude.

2 Building of Model

The building model on geometrically reduced scale of 1/8th is prepared in the struc-
tural engineering laboratory of IIT (BHU) Varanasi. The property of the model is as
follows:
Experimental Study of Confined Brick Masonry Building 17

Length—355 mm, width—345 mm, storey height—350 mm

Openings
Door width—85 mm, window width—75 mm, door height—225 mm, window
height—130 mm
Weight Calculation of the Single Storey
Thickness of the walls = 25 mm, height of the walls = 350 mm, length of walls =
350 mm
Volume of building = 4 × (25 × 350 × 350 − 25 × 25 × 350) = 1.137 × 107 mm3
Opening deductions
Door opening (25 × 85 × 225) = 4.78 × 105 mm3 , window opening 2 × (75 × 25
× 130) = 4.87 × 105 mm3
Volume of columns—4 × 25 × 25 × 350 = 8.75 × 105 mm3
So total volume of the brickwork = 1.137 × 107 − (4.78 + 4.87 + 8.75) × 105
mm3 = 9.53 × 106 mm3
Since volume of one brick with mortar = 31 × 16 × 11 = 5456 mm3
Hence, the number of bricks used = 1750 (approximately)
Weight of one brick = 9.5 g, so weight of brickwork = 1750 × 9.5 = 16,625 g
= 16.6 kg
Weight of mortar = 0.02 × 9.02 × 10−3 × 1750 = 0.3157 kg
Weight of column and slab (concrete work) = (25 × 25 × 350 + 10 × 350 ×
350) × 2.4 × 10−6 = 3.465 kg

Hence total weight of single storey = weight of (brickwork + mortar + concrete work)
= 16.6 + 0.3157 + 3.465 = 20.38 kg
Total weight of the building model = 20.38 × 4 = 81.5 kg

2.1 Plan of the CBM Model

The CBM model is a 350 mm × 350 mm G+3 storey model with four openings,
out of which two doors of width 85 mm are provided on the opposite sides and two
windows of width 75 mm on the other two walls (Fig. 1).
Wall density of the CBM model—Wall density is defined as the ratio of total
cross-sectional area of all walls in one direction to the total floor area.

Since floor area of each floor = 350 × 350 = 122, 500 mm2
Total floor area for 4 floors = 4 × 122, 500 = 490, 000 mm2

Wall density in the longitudinal direction (parallel of windows)

18 A. K. Shukla and P. R. Maiti

Fig. 1 Plan of the CBM model

Two wall area = (350 − 75) × 2 × 25 = 13,750 mm2

13, 750
i.e. Wall Density in longitudinal direction = = 0.028 = 2.8 %
490, 000

Hence, wall density in longitudinal direction 2.8% is larger than 2%, in which the
minimum value is required for buildings located in the seismic zone III of India.
Wall density in the longitudinal direction (parallel of doors)

Two wall area = (350 − 85) × 2 × 2 = 13, 250 mm2 ,

13, 250
Hence wall density = = 0.027 %
490, 000

Hence, it also fulfils the minimum value of 2% required for buildings located in
the seismic zone III of India.

2.2 Reinforcement Detailing of the Model

The detail of reinforcement of the CBM model is as follow (Table 1).

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 Fig.
267

The picture above (Fig. 266) shows you a daisy cut in two, and
next you have one of the white outer flowers (Fig. 267). This flower,
as we must call it, has a pistil, but no stamens. The pollen is brought
by flies from the yellow central flowers to this pistil.

Fig.
268

Here (Fig. 268) you see a picture of one of those yellow flowers
which have both stamens and pistil inside its tube.
If you children once make yourselves well acquainted with the
make-up of the daisy, seeing with your own bright eyes (not believing
it just because I tell you it is so) that there are many little flowers
where most people think they see only one big one, you will never
forget it as long as you live; and you will know something that many
of the big people about you do not know. Some day while walking
across the fields I think you will enjoy surprising them by pulling to
pieces a daisy, and explaining to them this favorite flower trick.
 ROBIN’S PLANTAIN, GOLDEN-ROD, AND
ASTER

A LONG the roadsides, in the month of May, grows a flower which

you children call a blue daisy. This has the yellow center of the
field daisy; but the narrow outer flowers which surround the yellow
center are not white, they are blue.

Fig. 269

The real name of this flower is “robin’s plantain.” It is not a daisy,

though it belongs to the same big family. Here, too, the yellow center
is made up of many little tube-shaped flowers.
Later in the year the fields are white and purple with beautiful
asters (Fig. 269). It is easy to see that these asters are own cousins
to robin’s plantain. Their flower heads are put together in the same
way, and many of the asters wear the same blue or purple dress
(Fig. 269).
 Fig. 270

When once you have become acquainted with the secret of

dandelion and daisy and aster and robin’s plantain, you will find it
quite easy to discover their little separate flowers. All these plants
have large, plain flower heads that you cannot mistake.
But with some members of this great Composite family you are
going to have more trouble, unless you take your time and keep your
wits about you.

Fig.
271

Just when the asters begin to border the roadsides in the month of
August, the golden-rod (Fig. 270) hangs out its bright yellow flowers.
This golden-rod is one of the plants which you may find a little
troublesome; for its little flowers are so tiny, that even when a
number of them are fastened together in a bunch, the whole bunch
looks like a very small blossom (Fig. 271).

Fig.
272

In each of these little bunches or heads (for when a number of

flowers are packed together in this way, we call the whole bunch a
“head”) there are a few of the strap flowers (Fig. 272) on the outside,
and a few tube flowers (Fig. 273) in the center; but the outer strap
flowers are so small that you can hardly believe they are really
flowers, and the tube flowers look hardly larger than ordinary
stamens. To see them at all clearly, you must use a good magnifying
glass.

Fig.
273

And you must search very patiently for the tiny bunch (Fig. 271)
which is the head of the golden-rod. Next you must pick to pieces
this little head, separating the outer from the inner flowers.
In hunting for a single head in this great yellow flower cluster, you
must look for the little cup-like arrangement, the tiny greenish or
yellowish leaves; for each head is held in one of these small cups.
Although the golden-rod is one of the most difficult of all the
flowers to understand, once you have seen for yourselves how each
little head is held in its tiny cup, you will find it easy enough to pick
out its single flowers, and then you will have mastered the secret of
the golden-rod.
 THE LAST OF THE FLOWERS

W E found, you remember, that the dandelion head was made up

entirely of strap flowers; and we saw that the daisy and aster
and golden-rod were made up partly of strap flowers, and partly of
tube flowers.
And here you have a great thistle head (Fig. 274). If you should
pull it to pieces, you would find only tube flowers.
The Composite family always makes up its head in one of these
three ways, using either nothing but strap flowers, or nothing but
tube flowers, or else using tube flowers for the center of the head,
and strap flowers for the outside.
 Fig. 274

Now, I hope you will remember these three ways in which this
important family puts together its little flowers.

Fig. 275

When you go into the garden where a big sunflower (Fig. 275) is
trying to peep into your neighbor’s yard, I hope your eyes will be
sharp enough to see that this sunflower is a cousin to the field daisy,
and that, although its brown center is much larger than the daisy’s
golden eyes, it is made up of tube flowers (Fig. 276) shaped much
like the tube flowers of the daisy.
And you will notice, I am sure, that the yellow circle about this
brown center is made up of strap flowers (Fig. 277) just like the circle
about the daisy center.
Fig.
276

And what is that which falls like a golden shower from the great
brown center of the sunflower? Ah, you know well that that is the
precious pollen which powders thickly the visiting bees and
butterflies, and goes to make new sunflower plants.
The picture at the head of this chapter shows the wild sister of the
garden sunflower.

Fig.
277

When you come across the bright blue flower of the chicory, you
will be reminded, I hope, of your dear old friend the dandelion; for the
chicory head, like that of the dandelion, is made up entirely of strap
flowers.
But when you pick a spray of everlasting, whose white and yellow
clusters you find on the rocky hillsides, you will have to use your
eyes with great care if you are to discover that here, as in the great
purple thistle head, are nothing but tube flowers.
 Part VII—Learning to See

A BAD HABIT

I N fact, if you are to see any of the things that are really worth
seeing, you must study the art of using your eyes. You must learn
to see.
This world is full of things that are beautiful and interesting, things
that do not cost money, that can be had for the seeing.
School is nearly over now, and during the weeks that lie before
you there will be many hours which you children can call your own.
I wonder what you will do with these holiday hours?
Of course, you will play a great deal; at least, I hope you will, for
we need play almost as much as we need work. But one does not
play every minute, even in the holidays. I hope that all of you will
spend a part of your holidays in trying to be a little useful to your
mothers.
But even then there will be some time left for other things,—things
that are not work, and that are not exactly play, yet that are a little of
each, and so perhaps better than either play or work alone.
Among these “other things” I hope “learning to see” will find its
place. I wish that every child who reads this book would make a
resolution that during these coming holiday weeks he will “learn to
see.”
There are many different ways of doing this. The children in the
city can learn this great lesson as well as those who live in the
country. There is much to be seen in the city besides people and
houses, and horses and wagons. There are the clouds of the sky by
day, and its stars by night. There are the trees in the squares, the
birds and flowers in the parks, and much besides.
The children who live by the sea do not have the great forest trees
that grow among the mountains; but for this loss they can comfort
themselves by the beautiful rose mallows (see the picture at the
head of this chapter) that grow in the marsh, by the sea pinks along
the creek, by the pretty shells and seaweeds on the beach.
But perhaps you think I am quite wrong in taking it for granted that
you need to “learn to see.” What gives me the idea that you ought to
learn any such lesson?
Well, nine times out of ten, if I hand a flower to a child and ask him
to look at it and then to tell me about it, he will stare at it, oh, very
hard indeed, for some moments, and then he will have nothing to
say.
Now, this cannot be the fault of the flower; for we have seen that
the flower is made up of so many different things that to tell about
them all takes some time. It must be the fault of the child; or at least
the fault of his eyes and brain, both of which are needed for really
seeing, and which probably he does not know how to use.
It must be that he has never “learned to see.” Perhaps he has
used his eyes well enough, and has really seen a great many things
in the flower; but his brain may not be able to put them together in
the right way, and to find the words that are needed.
If this is the only trouble, a little practice will make it all right. He
will find that his brain works better after each trial, just as a new pair
of scissors works better after it has been used several times.
But often the eyes do not seem to do their share of the work; and if
they do not, there is no chance for the brain to come to their help.
That is a sad state of affairs, because, if when we are young we let
our eyes form bad habits, such as not seeing the things they ought
to see, we are likely to be half blind all the rest of our lives.
It would be a terrible thing, would it not, to be told that you were
about to become blind, that soon you would be unable to see the
things about you?
Now, while I trust that none of you will ever become altogether
blind, I tell you honestly, I greatly fear that some of you are in danger
of becoming partly so,—of becoming blind to many of the things
about you that would please you greatly if you only saw them. And I
know that this sort of blindness must take from your lives much
happiness.
But still you may wonder how I know this about children whom I
have never seen. How can I know whether the boys and girls who
read this are in any danger of losing their power to see?
Well, the only way I know about you boys and girls, whom I have
never seen, is by watching very carefully the ones I do see.
You children who live in New York, say, have never seen the
children who live in California; yet you feel sure that they have eyes
and ears just as you have, do you not?
And you are pretty confident that most of them like to play far
better than they like to work; that sometimes they are good-natured,
and that again they are quarrelsome; and that in many ways they are
like the boys and girls who live near you.
In just the same way I am able to guess that you children whom I
do not know are more or less like the ones I do know.
 Now, among these children only a few, as I have said before,
seem to have the full use of their eyes. This troubles me, because
the evil is one that grows greater as the children grow older. Perhaps
you know that if you stop using any part of your body, that part soon
begins to lose its power of doing the things it was meant to do.
If you should not use your legs for a long time, they would grow so
weak that they could hardly carry you. It would be much as if you
had no legs, or at least as if you had legs that could not do the work
they were meant to do.
If you stopped using your hands, you would find your fingers
growing stiffer and stiffer, so that at last they could not take a good
hold of things.
And if your eyes are not used for seeing clearly the things before
them, they will grow less and less able to see clearly.
 A COUNTRY ROAD

I HAVE taken a walk along a country road which was bright with
flowers of many kinds, where lovely-colored butterflies and
buzzing bees were hard at work hunting for sweet stuff, where birds
were singing in the trees as they watched their nests, where a rabbit
would dart from the bushes close by, and a squirrel would scold at
me from overhead,—where, in short, there was so much to look at
and delight in, that I could hardly make up my mind to keep on to my
journey’s end, instead of stopping to see if I knew the names of all
the flowers, to admire the queer, bright-colored little patterns on the
wing of the butterfly which was resting on a neighboring blossom,
and to find out what sort of eggs were in the nest that I knew must be
near at hand, for the mother bird let out her secret by her frightened
clucking.
Well, I have taken just such a walk; and on going into the house I
have felt as if I were obliged to put aside a book of enchanting fairy
stories, or rather as if I were turning my back on fairyland itself, with
all its wonderful sights and sounds and adventures.
And then what has happened?
Why, some child (it has not always been a child) has come in, and
I have said, “Was not that a fine walk? What did you see along that
lovely road?”
Now, if he was a boy (for I want to be quite fair), he probably had
seen the rabbit and given it chase; and it is more than likely that he
had stopped long enough to chuck a stone at the squirrel; and if the
mother bird had not finished with her foolish chatter, I fear he gave
her some evil moments by hunting for her nest, with no good
intentions. But if, fortunately for them, he had met none of these
creatures, he probably looked at me in surprise, and answered by
look, if not by words, “No, I thought it a long, stupid walk. I did not
see a thing.”
 And if it was a girl, I fear the answer, silent or spoken, was much
the same.
Now, I say that boy or girl must have been partly blind to have
missed seeing those wonderful flowers, and butterflies, and bees,
and birds, and many other interesting things which I have not time
here to tell about. Certainly they were not using their eyes properly;
and the longer they go about in such a way, more worthy of a bat
than of a well-made child, the more useless and bat-like will their
eyes become.
It is really more natural for a child to use his eyes constantly than it
is for an older person. The grown-up man or woman is likely to have
so many things to think about, that eyes and brain do not always
work together, and so the surroundings are not noticed.
For every boy knows that if his head is full of the ball game he is
going to play, he runs along without eyes or thoughts for other
things.
And every girl knows that if she is on her way to some friend to
whom she has a secret to tell, she is in such haste to reach her
journey’s end, and is so busy thinking what her friend will have to
say about it all, that of course there is no time to pay attention to
anything else. Her eyes may be in good working order, yet they are
not of much use unless her brain is ready to help them; and that little
brain just now is too busy with its secret.
No, by the people who are half blind I mean only those who much
of the time use neither eyes nor brain, who can neither tell you what
they have seen nor what they have been thinking about. Sometimes
it seems as if such people were not only half blind, it seems as if
they were only half alive.
 A HOLIDAY LESSON

B UT I am in hopes that some of the children who read this book

will say, “I do not think it fair to call children half blind and only
half alive. I know I am not half blind. I saw all those things that Mrs.
Dana saw along that country road, and” (perhaps some of them may
add) “a good deal more too. I know all the different flowers by sight,
and the sunny hollows where the first ones come. I know where ever
so many of the birds build their nests, and how their different eggs
are marked and colored. Often I go down to the little pool in the
woods where they come for their bath. I know how the caterpillars
wrap themselves in leaves and come out beautiful butterflies. I have
peeped into the hollow of the tree where the red squirrel is bringing
up its family; and I have seen how the pretty green katydid scrapes
his wings along his sides, and makes the sound, ‘Katy did, Katy
didn’t,’ and oh, so many more things that I have not time to tell them
all.”
Ah! that is just it. The child that knows how to use his eyes can
see so much, so many wonderful things!
That is why I am so anxious that he or she should not miss
through carelessness the revelations that come to the child alone.
It seems as though the woods and fields were more ready to tell
their stories, to whisper their secrets, to children than to grown
people. If people learn to use their eyes and ears only after they are
grown, I hardly think that they will ever read quite the same stories,
ever listen to quite such wonderful secrets, as if they had begun to
look and to listen when they were little children.
If fairy godmothers came now, as the stories tell us they did once
upon a time, to the christenings of our little ones, offering whatever
gifts the parents should choose, it seems to me one of the wisest
selections would be the power to see.
And so when I ask you children, now that you are putting by your
lesson books for many weeks, to learn one lesson this holiday time,
—to learn to see,—I am asking you to do something that will make
your lives far happier than they could be were this lesson left
unlearned.
 INDEX

(For the convenience of teachers and other older readers, technical

terms avoided in the body of the book are given in the index.)

A
Above-ground roots, 106-111.
Acorn, seed of oak, 68.
seed leaves of, 87.
a fruit, 95.
Adder’s tongue, yellow, 203, 216, 219.
Air, composition of, 151.
Air roots, 107.
Alder, black, 49.
Alder, speckled, 173.
Alder, swamp, 173.
Alder tassels, 207-209.
Almond seed, a food, 91.
Amphibious knotweed, 119, 123.
Anemone, 203, 209, 216, 219.
Animals and plants, difference between, 154, 155.
Anthers, see “dust boxes.”
Apple, study of, 11-19.
seed of, 20, 24, 27, 29, 93.
signs of ripeness of, 28, 29.
Apple blossom, parts of, 14, 15, 32.
buds of, 129.
Ash, seed of, 62.
Aster puffball, 59.
Asters, 251, 252, 254.

B
Baneberry, red, 49.
Baneberry, white, 49.
Barberry, 49.
stamens of, 193.
Bark, defined, 120, 121.
Basswood, leaves of, 165.
Bean, planting of seed of, 80.
seed leaves of, 81.
development of seed, 81-83, 96-98.
root of, 99.
stem of, 115, 117.
Bee, a pollen carrier, 17, 18, 189, 207, 226, 227, 233.
Beech tree, 215.
Beet, root of, 102, 103.
Birch tassels, 208, 209.
Birds, as seed transporters, 72, 73.
Bittersweet berries, 42.
Black alder, 49.
Blackberry, development of, 235-237.
Bladderwort, 179, 180.
Bloodroot, 106.
Bloom, 173.
Blue daisy, 251.
Blue flag, classified, 88.
Bristles, 175.
Bryophyllum, 132, 133, 150.
Buckwheat seed, a food, 91.
Buds, 125-133.
protection of, 126, 127, 131.
position of, 128, 132.
unprotected, 130.
on leaves, 132, 133.
Bulb, described, 105, 106.
an underground stem, 216, 217.
Bulblets, defined, 132.
Burdock burr, 35, 36, 52, 53, 95.
Burrs, description of, 52.
use of, to plant, 53.
as seed cases, 67, 68.
Buttercup, pistils and stamens of, 201
Buttonwood buds, 130, 131.

C
Cabbage leaves, 173.
Cabbage, skunk, 204.
Caladium, 163, 164.
Calyx (cup), described, 15.
position of, 18.
function of, 188.
defined, 189.
Carrion vine, 230, 231.
Carrot root, 102.
Carrot, wild, 246, 247.