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STEEL STRUCTURES VSM191

FEM-LAB

VT-08

Analysis of the shear buckling resistance of thin-walled steel


girder

Mohammad Al-Emrani

1. Introduction
Design models proposed in codes, handbooks or standards used in practice are usually based on
a number of simplifying assumptions and involve idealization of the real behaviour of the
structure or structural element under consideration. In most cases (but certainly not always),
these simple models yield results which are on the safe side and can thus be used directly for
design purposes.
However, the simplifications and idealizations adopted in various design models also invoke
some limitations on the frame within which these models can be considered adequate. A model
that assumes linear material response for example - cannot be directly employed to analyse a
problem which involves plastic deformation on a larger scale.
THUS, PROPOR USE OF ANY DESIGN MODEL REQUIRES A GOOD UDERSTANDING
OF THE VARIOUS ASSUMPTIONS, IDEALIZATIONS AND SIMPLIFICATIONS
ADOPTED IN DERIVING THIS MODEL.
In this exercise, we study the shear strength of steel girders with slender webs and for which
shear buckling is a governing mode of instability. Two types of girder are examined: prismatic
and non-prismatic, i.e. with straight or tapered webs. For both types, the model proposed in
Eurocode 3 for calculation of the shear resistance of the girder gives a lower bond for the real
capacity of the girder. This is however more pronounced in the case of tapered girders, where
Eurocode 3 might underestimate the shear strength of the girder substantially.

The load-carrying capacity of both girder types is to be calculated in this task using:
1. Hand calculation, with the models proposed in EC3 1993-1-5
2. Finite element analysis
Further, laboratory tests will be performed on each girder type.
The results from the hand calculations are to be compared to those obtained from (the more
refined) FE-analysis and further both to the real behaviour of the girders as obtained from the
tests.
ACHNOLEDGEMENT:
The welded beams to be tested in connection with this exercise have
been manufactured and provided by Lecor steel teknik AB (www.lecor.se). The tests are
conducted with partial sponsorship from Rambll Sverige (www.ramboll.se). The Department
of Structural Engineering deeply acknowledges this support.

2. Who, What, When..


Who?
The students are arranged in groups. Each group treats one of the two girder types (i.e. either
prismatic or tapered). Also, each group will be assigned one parameter, the effect of which on
the behaviour and strength of the girder is to be investigated by performing a parametric study.

What?
-

Calculate the shear strength of the girder according to EC3 1993-1-5 (hand calculations)
(See Section 3 below)
Construct an FE-model of your girder in Abaqus and analyse it
(See the leaflet FEM-LAB: Working with Abaqus and Section 4 below)
Perform a parametric study for the parameter specific for you group
(See the separate data sheet for you group)
Be present in the laboratory of the department when the tests are performed
(See the door opposite to the elevator forskarhuset, bottom floor)
Compile your work, study the results and make conclusions
(See Section 5 below)
Submit your model files and results as well as your power-point presentation
(See Section 6 below)
Present and discuss your work in a seminar

When?
-

Introduction of the task:


Working hours with supervision:
Working hours without supervision
Testing (preliminary date)
Presentations and discussions of the task

9:00 to 09:45 Monday, 8/9


10:00 to 11:45 Mondays 8/9 to 6/10
13:00 to 17:00 Mondays 8/9 to 6/10
9:00 to 12:00 Friday 3/10
8:00 to 12:00 Thursday 9/10

The final date for uploading the presentations and the model and result files to the
web-site of the course is 8th of October 2008 @ 09:00!

3. Hand calculations
Calculate the shear capacity of the girder using Eurocode 1993-1-5. Make distinction between
the shear capacity of the web and the contribution from the flanges. Note also the elastic critical
shear buckling stress cr and the corresponding shear force. All values should be calculated for
the different values of the parameter to be studied by your group.
If you are dealing with a tapered beam, use the following to calculate cr.
2

cr :=

E
2 d min
12 ( 1 )

( f 4) +

:=

( f 5.34) +

tg :=

:=

5.34

1.8

( 1) if 1
0.8

+ 2 tg

( 1) if < 1

d max d min
a
a

d max

f := c1
:=

0.8

5 tg

c2

c3

c4

bf
d max

bf
f :=
tf

c1 := 13.45 12.7 tg
c2 := 0.032 0.04 tg
c3 := 0.0075 0.0081tg

c4 := 1.39 + 0.76 tg

Hint: Using Mathcad or Excel would be a good way to avoid repeated calculations, especially if
these are lengthy as for the case of tapered beam.

4. FE-analysis
Next step is to analyse the plate girder using Abaqus. The FE-model should include the effect of
initial imperfections and geometrical nonlinearities as well as the nonlinear material response of
steel. The recommendations given in Annex C from EC3 1993-1-5 are to be followed here.
For material plasticity a true stress true strain curve modified from test results (standard dogbone specimens) should be used. The stress-strain curve from these tests can be found in the
course web site.
The FE-analysis should be conducted according to the following major steps:
1. Construct your model in Abaqus CAE using the nominal dimensions in the data sheet for your
group.
2. Mesh the model using element type C4R with 5 integration points. Start with a rather coarse
mesh density.
3. Using a general linear elastic analysis step, run the model and monitor the maximum
deflection and/or bending stresses in the flanges at beam mid-span. If necessary, refine your
mesh until the results converge (a difference of 5% in either deflection or stresses can be
accepted).
4. Create a buckling step and perform a linear buckling (Eigen value) analysis of the girder.
Monitor the magnitude of the Eigen value ( ) of interest (usually the first positive value). If
necessary, refine your mesh until this value converges (a difference of 5% in can be accepted).
5. Create a new step with a Riks analysis. In this step, you need to introduce 1) nonlinear
material behaviour and 2) initial imperfections. See the leaflet FEM-LAB: Working with
Abaqus for details on how to this in Abaqus and the data sheet for your group.
6. Run the Riks analysis
7. Repeat steps 4 to 6 to perform the parametric study. No mesh convergence study needs to be
performed for these steps.

5. Testing
Two girders, one of each type, will be tested in the laboratory to failure. The girders will be
supported laterally at the points of load application to prevent lateral-torsional buckling. Loads
are provided by two hydraulic jacks. The centrelines of the hydraulic jacks coincide with the
vertical stiffeners in the middle of the girder. Thick steel plates (220 mm wide) will be used to
distribute the loads on the upper flange of the girder. At the supports, the girders are provided
with fork supports which prevent lateral tilting of the girder but allow in-plane rotation.
The following will be measured and registered during the tests:
- Deflection in beam mid-span
- Lateral (out-of-plane) deformation of the web in each panel
- Strains in the flanges and selected locations in the web

6. Results and conclusions


If you have not already read the introduction to this exercise, please do before you proceed!
The major goal of this exercise is to gain good understanding of the behaviour of thin-walled
plate girders. In particular the shear resistance of these girders is studied. Examples of questions
of interest in this respect are given below.
Compare the model proposed in EC3 1993-1-5 to the behaviour and strength of the girder as
observed from the FE-analysis. Some relevant questions here are:
-

How does the maximum shear capacity calculated according to EC3 compare to the one
predicted by the FE-model? If these two values differ, what would you attribute the
difference to?
How does the theoretical critical shear buckling stress (cr) from hand calculations
compare to the one obtained from the Eigen-value analysis? Any differences? Why?
From your FE-model, can you identify the mechanism which defines failure according
to the model adopted in EC3, i.e. rotated stress field theory? What are the main
similarities and/or differences?

Compare the behaviour of the girder according to the FE-model to the real behaviour observed
from the tests. Some relevant questions here are:
-

How does the maximum shear resistance according to the FE-model correlate to the real
shear strength of the girders? What are the major sources of possible difference in these
values?
What are the main observations when comparing the behaviour of the girder studied from
FE and the tests?
How does the collapse mechanism obtained from FE resemble what is observed in the
test?

Finally, conducting the parametric study (different for each group), study the effect of the
parameter specific for your group on the behaviour and the maximum shear resistance of the
girder. What are the main findings here?

7. Reporting
Reporting of your work in this task is made in two steps:
1. Submit your work to the course home page
The following should be uploaded to the home page of the course:
1. Model files: this includes CAE-files of your Abaqus model ONLY!
2. Excel sheet with all relevant results extracted from the FE-model. It should be possible
for any group (other than yours) to understand these results without major problems.
3. Hand calculations, either in Mathcad files, MS-word or scanned handwritten calculations
as pdf-files.
4. Power-point presentation
The last date for uploading the presentations and the
model and result files to the website of the course is 8th of
October 2008 @ 09:00!

2. Oral presentation
Each group should presents the main results and conclusions from the work in this task and
should be prepared to discuss these results. The oral presentation should be limited to a
maximum of 10 minutes. Additional 5 minutes will be available per group for questions and
discussion.
The date for the oral presentations is Thursday 9/10 @ 8:00 to 12:00
After concluding all the oral presentations, the main conclusions based on the work done by all
groups will be summarized and discussed by the teacher.

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