ENG3176 – Structural Analysis 2

Coursework
1. Key information
Module name ENG3176 – Structural Analysis 2
Unit of Assessment Coursework
Unit of Assessment weighting 30%
Submission date 13th November 2024 (by 16.00), via SurreyLearn only

2. Learning Outcomes
1. Evaluate the appropriateness of structural models by formal verification and validation techniques.
2. Employ commercial structural analysis and FE applications to model structural problems.
3. Interpretation of numerical results to assess potential structural damage and to propose mitigating
measures.
4. Technical report writing, with the synthesis of data.

3. Task
An unreinforced masonry wall subjected to different types of loads is to be analysed; the results are
to be verified using alternative analysis methods and discussed in detail as stated in each question.
The report should have a maximum length of 15 pages (all inclusive, e.g. Tables, Figures, List of
References or Appendices if needed). The main geometric and mechanical properties are
Geometry and material properties
- The wall is 4 m long and variable height as shown in Figure 1 and wall thickness of 200 mm.
- Assume that masonry behaves as an equivalent homogeneous material from the properties
of bricks and mortar with an equivalent Young’s modulus of E = 3,000 MPa, a tensile strength
of 1.5 MPa and Poisson ratio of 0.2.

E D
1.2 m F

1.2 m
A B C

y
z x
2m 2m
Figure 1 – Front view of masonry wall
Support conditions
- The wall is supported on the ground at edge ABC; initially it can be assumed that the edge is
fully fixed although this assumption will need to be verified and justified in the analysis.
Loading assumptions
- Please refer to the load for each question, i.e. do not carry out a combination of loads from
different questions and do not consider self-weight unless indicated otherwise.

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Calculate
1) For a uniformly distributed load w in the (-z) direction (see section 6, page 3), calculate the
horizontal deflection (in the -z direction) at point E (z,E), longitudinal bending moments my at
points A, B and C (my,A, my,B, my,C), and transverse bending moment mx at point F (mx,F) using a
linear elastic FEA with shell elements. Discuss the results obtained (deflections, moments) and
how they compare to limits in design and assumed material behaviour.
2) Verify the results from the FEA (z,E, my,A, my,B, my,C, mx,F) in question (1) using simplified
beam/strip theoretical models. Explain the differences between the results from both
methods and if these differences are smaller/larger than expected based on the assumptions
made.
3) Two rigid masonry buttresses are used to restraint the wall at edges CD and AF. For the same
horizontal load w as in question (1), calculate the horizontal deflection at point E of the wall
(z,E) and longitudinal bending moment my at point B (my,B) using a linear FEA. Verify the results
using plate theory and discuss the differences obtained in the verification based on the
assumptions made.
4) For the original wall (without buttresses), a point load q in the (-y) direction (see section 6,
page 3) is applied at point E. Calculate for this load, using the FE model, the normal stresses
in the wall along the y direction (provide values at representative points) and discuss the load
spread in the wall and whether reinforcement is needed in the x direction. Indicate verification
of FE model and results obtained.
5) Due to unforeseen reasons, a differential settlement  in the (-y) direction (see section 6, page
3) takes place at section BC with respect to AB. Calculate the maximum tensile stress in the
wall and its location, using the FE model and reviewing the boundary conditions if needed.
Based on the results obtained, describe and sketch the type of damage to be expected in the
wall and propose one structural solution which could prevent this. Provide quantitative and
qualitative evidence to support your discussion and justify your proposed solution.

4. Marking Criteria

Question Mark out Mark out

Mark breakdown for each question
(Weighting) of 10 of 10

FE modelling: element type, properties, loading [25 %]

Q1
Deflections & bending moments [35 %]
(20%) Interpretation and discussion of results [40 %]
Q2 Verification using beam/strip models [25 %]
(10%) Discussion and justification of results [75 %]
Q3 FE modelling of effect of buttresses [40 %]
(20%) Verification of results using Plate Theory [60 %]
Q4 FE modelling and verification [50 %]
(20%) Interpretation of results (load spread and reinf.) [50 %]
Max. tensile stress and location [10 %]
Q5
Description of structural damage [50 %]
(20%) Discussion of structural solution and evidence [40 %]
Report Suitable level of detail & consistency [50 %]
(10%) Structure and presentation of the report [50 %]
TOTAL [%]

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5. Feedback opportunities
To get feedback prior to submission on general FE modelling and structural behaviour please raise
questions in the allocated Forum Discussion in SurreyLearn “Discussion on Coursework” and also in
the face-to-face Q&A sessions every week.

6. Any specific conditions

- Loads w and q, as well as settlement  are different for each student. These are calculated
from the student URN number (ignore any zero digits)
w = two-digit figure 0.A [kN/m2] (in the -z direction)
q = two-digit figure BA [kN] (in the -y direction)
 = two-digit figure A.A [mm] at section BC
where A is the last number of the URN; B is the penultimate number
Example URN: 6722304 → 672234 (w = 0.4 kN/m2; q =34 kN/m;  = 4.4 mm)
- Sign convention for bending moments mx and my are shown in Figure 2.

Figure 2 – Bending moment and labelling convention.

- Please specify units everywhere and declare clearly the values adopted in the calculations and
FE analysis for the relevant parameters (loading, material/physical properties, boundary
conditions and etc…) whether they are given or assumed. Refer to attached document on
General guidance on how to report results from FE models (Sagaseta 2024).

7. Feedback form
The following table will be returned to the student with specific feedback.
Question General comments Points to improve

Q1

Q2

Q3

Q4

Q5

Report

References
Sagaseta J. (2024) “General comments on good practice on how to report results from FE models”,
ENG3176 Structural Analysis 2 lecture notes, University of Surrey, Guildford, UK.

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 University of Surrey – Department of Civil and Environmental Engineering

General comments on good practice on how to report results from FE models

Often engineers have to produce reports in their designs and/or structural assessments
summarizing the results obtained from a FE analysis. The question arises on what is
the standard level of detail needed in the report. This might vary depending on the
client’s demands and stage in the project (e.g. preliminary or detail design) although
there are some general guidelines.

Basic principles
1- Summarize the objectives and the main questions that have been addressed in
the report. This summary can be a paragraph or a list of bullet points.
2- Minimum level of information required in a report
Enough information about the model must be given in the report so that the
analysis can be reproduced by others using the same or other FE software.
This allows others to check and validate your results.
3- Maximum level of information required in a report
Only relevant information must be reported. Relevant information can be
defined as the group of parameters (with units) and assumptions made which
affects directly the outcome of the analysis. This information must cover input
parameters (e.g. type of element, material/physical properties, boundary
conditions and load cases), solver parameters (e.g. type of analysis) and post-
processor options (e.g. specify units of every parameter given, and indicate
whether the results were obtained directly from the analysis or an additional
post-processing calculation was needed).
4- State whether the results presented have been validated against any
experimental data or verified using alternative predictions using first
principles or analytical approaches. This will help you towards justifying your
results. Provide brief explanation of this process, although this can be referred
to an appendix. Any further study performed to check the accuracy of the
model (i.e. change mesh density or type of element) is normally omitted or
only described partially in the text; alternatively it can be included as an
appendix if necessary.

Good practice:
- Good reports are
concise (only show relevant information) & well structured (easy to read)
- Include summarizing tables to describe cases studied, input and output parameters.
- Give units of all parameters and figures presented.
- Include simple sketches and figures to describe the basic geometry, type of elements
used and boundary conditions adopted.
Poor practice:
- To include irrelevant information in the report which does not affect the outcome of
the analysis.
- To vary parameters in the model without declaring them in the report.
- List FE results without giving a summary of the model adopted.
- List endless tables with numbers without commenting the results.
- Include tables with element or nodal labels which cannot be tracked in the model.
- Include too many decimal places in the results as it shows lack of understanding of
tolerances and accuracy in FE modelling and structural engineering in general.

Dr. Juan Sagaseta

 Code of practice for assessment and feedback
FHEQ Level 4, 5 and 6 grade descriptors
Level
Grade Criteria/ HE level
HE4 (Year 1) HE5 (Year 2) HE6 (Year 3)
Very impressive knowledge and understanding, evidenced through Extensive and relevant knowledge and understanding, evidenced through Comprehensive, deep, advanced knowledge and understanding evidenced
integration and application of a full range of appropriate principles, integration and application of full range appropriate principles, theories, through integration and application of full range appropriate principles,
Knowledge theories, evidence and techniques and an awareness of the limitations evidence and techniques, with awareness of the limitations of knowledge theories, evidence and techniques. Awareness of the limitations of evidence,
of knowledge. and impact of this on possible interpretations. and able to challenge convention and investigate contradictions.
EXCEPTIONAL (First)

Evidence of reading beyond provided texts, using an exceptionally wide Evidence of extensive, carefully selected independent reading of an Evidence of careful independent selection and rigorous evaluation of an
range of carefully selected literature that is integrated into work and exceptionally wide range of literature that is integrated into work and exceptionally wide range of high quality evidence, used to create the highest
Independent study used to critically inform arguments or problem solve. used to critically inform arguments or problem solve. level of compelling and coherent arguments, develop new insights and highly
persuasive conclusions, and to solve complex problems.

Clear, relevant and convincing explanation, evidencing high level ability Clear relevant explanations and persuasive arguments showing Exceptional scholarship, including very high quality independent critical
to analyse, showing critical insight and creativity. exceptional and thorough critical analysis, synthesis and reflection and a evaluation, analysis, synthesis and reflection that is innovative and challenges
Development of argument willingness to suggest alternatives. existing approaches, with persuasive arguments.
90-100

Relates theory to practice with a range of relevant examples. Integrates theory and practice with original insight and a range relevant Original and insightful integration of theory and practice, demonstrating
examples. excellent initiative and using a very wide range of relevant examples.
Application

Competent in subject-specific practical and transferable skills Competent in subject-specific practical and transferable skills appropriate Exhibits advanced subject-specific practical and transferable skills.
Transferable skills
appropriate to level. to level.
Impressive knowledge and understanding, evidenced through Competent
Impressive, in subject-specific
extensive knowledgepractical and transferable
and understanding, skills appropriate
evidenced through Comprehensive, detailed and advanced knowledge and understanding
integration and application of a full range of appropriate principles, integration and application of a full range of appropriate principles, evidenced through integration and application of a full range of appropriate
Knowledge theories, evidence and techniques and an awareness of the limitations theories, evidence and techniques, and an awareness of the limitations of principles, theories, evidence and techniques. Awareness of the limitations
of knowledge. knowledge and impact of this on possible interpretations. evidence, and ability to investigate contradictions and identify reasons for
these.
80-89 OUTSTANDING (First)

Evidence of reading beyond set texts using an impressively wide range Evidence of extensive, carefully selected independent reading of an Evidence of careful, independent selection and very high quality evaluation of a
of carefully selected literature that is integrated into work and is used impressively wide range of literature that is used to critically inform full range of high quality sources that is used to create a high level of
Independent study to critically inform arguments or problem solve. arguments or problem solve. compelling and coherent argument, developing innovative insights and highly
persuasive conclusions and solving complex problems.

Provides clear, relevant and convincing explanation, evidencing a Clear relevant explanations and persuasive arguments based on thorough Exceptional scholarship, including critical evaluation, synthesis and reflection
Development of argument sophisticated ability to analyse, and insight and creativity.
critical analysis, synthesis and reflection, and a willingness to critique and that is innovative and challenges existing approaches.
suggest alternatives.

Relates theory to practice with a range of relevant examples. Insightful integration of theory and practice, using a wide range of examples.
Application
Integrates theory and practice with insight and a range relevant examples.
Competent in subject-specific practical and transferable skills Competent in subject-specific practical and transferable skills appropriate Exhibits advanced subject specific practical and transferable skills.
Transferable skills
appropriate to level. to level.

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 Code of practice for assessment and feedback

Detailed/extensive knowledge and understanding of key concepts, Comprehensive, advanced and up-to-date knowledge and understanding of
Thorough and substantial knowledge and understanding of main evidenced through integration and application of a very wide range of main concepts and inter-relationships, evidenced through integration and
Knowledge concepts, evidenced through integration and application of a wide appropriate principles, theories, evidence and techniques, and an application of a full range of appropriate principles, theories, evidence and
range of appropriate principles, theories, evidence and techniques, and awareness of the limitations of knowledge techniques. Detailed appreciation of uncertainties, limitations or contradictions
70-79 EXCELLENT (First)

beginning to show an awareness of the limitations of knowledge. of information.

Some evidence of independent study beyond set texts, using a range of Evidence of significant independent reading, using a very wide range of Evidence of extensive independent reading using a very wide range of carefully
Independent study carefully selected literature. carefully selected literature that is used to draw sound conclusions or selected sources, used to critically inform arguments and problem solve
problem solve.
Literature is critically analysed to create perceptive and persuasive Literature is critically analysed and reflected on to develop very good, Literature is critically evaluated to create a high level of compelling, coherent
arguments, and strong conclusions. relevant, explanations and arguments, some original ideas, to solve argument that is often innovative or insightful and includes robust conclusions.
Development of argument
problems and to draw strong conclusions. Evidence of an excellent, mature and independent approach to problem solving.

Able to relate theory and practice with relevant examples. Able to relate theory and practice with relevant examples. Integration of theory and practice that is insightful, using a range of relevant
Application examples.
Competent in subject-specific practical and transferable skills Competent in subject-specific practical and transferable skills appropriate Exhibits advanced subject-specific practical and transferable skills.
Transferable skills
appropriate to level. to level.
Detailed knowledge and understanding, with only some minor Detailed, thorough knowledge and understanding of key concepts, Comprehensive, thorough, coherent and up-to-date knowledge and
misunderstandings, evidenced through integration and application of a evidenced through integration and application of a wide range of understanding of concepts and their inter-relationships, evidenced through
Knowledge range of appropriate principles, theories, evidence and techniques and appropriate principles, theories, evidence and techniques and awareness integration and application of a very wide range of appropriate principles,
some awareness of limitations of knowledge. of other stances, but with some minor misconceptions. theories, evidence and techniques, and an awareness of the uncertainties and
60-69 VERY GOOD (2:i)

limitations of the subject.

Evidence of reading set texts and use of some independently sourced Evidence of reading independently sourced, relevant literature.
Independent study literature . Evidence of considerable independent reading of a wide range of independently
sourced and relevant literature, used to inform arguments and problem solve.
Literature is analysed well to create basic, but relevant, explanations Critical analysis and synthesis of literature to support relevant Critical evaluation of, reflection on and synthesis of literature to create
Development of argument and arguments that are generally well-supported, but some conclusions explanations and arguments and derive valid conclusions and reflections arguments that are coherent, show good insights and have convincing
may be based on insufficient evidence. conclusions and reflections, and to resolve complex problems.

Able to relate theory to practice with only some relevant examples. Able to link theory and practice with only some relevant examples . Clear, critical integration of theory and practice that offers some insights and
Application
uses some relevant examples.
Competent in subject-specific practical and transferable skills Competent in subject-specific practical and transferable skills appropriate Exhibits advanced subject-specific practical and transferable skills.
Transferable skills
appropriate to level. to level.
Evidence of sound knowledge and understanding of core areas, Generally sound knowledge and understanding of key concepts, Strong, detailed, systematic knowledge and understanding of key concepts,
evidenced through integration and application of some appropriate evidenced through integration and application of a range of appropriate evidenced through integration and application of a wide range of appropriate
Knowledge principles, theories, evidence and techniques with emerging awareness principles, theories, evidence and techniques and awareness of different principles, theories, evidence and techniques, and recognition of the provisional
different stances, but there may be major misconceptions and limited stances, but there may be some misconceptions. nature of knowledge and an emerging awareness of different stances.
50-59 GOOD (2:ii)

recognition of inherent complexities.

Limited evidence of reading beyond lecture materials and set texts. Some evidence of reading beyond lecture materials and set texts Evidence of reading relevant, independently sourced literature.
Independent study
Work is largely descriptive, with limited evidence of reasoning, limited Accurate, analytical and generally critical use of literature to support Some logical analytical thinking and synthesis of a range of literature to create
Development of argument relevant explanations and broadly valid conclusions. arguments and generate generally sound conclusions and reflections, but and support arguments that exhibit some coherence and criticality, and lead to
there may be a lack of focus valid conclusions and reflections.
Application of theory to practice may be confused. Evidence of application of theory to practice, with some examples, but Evidence of integration of theory and practice, with relevant examples, but with
Application
may be confused. some limitations.
Competent in subject-specific practical and transferable skills Competent in subject-specific practical and transferable skills appropriate Exhibits advanced subject-specific practical and transferable skills.
Transferable skills
appropriate to level. to level.

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 Code of practice for assessment and feedback
Basic, but broadly accurate, knowledge, based only on lecture material, Some evidence of basic knowledge and understanding of key concepts. Coherent knowledge and understanding of key concepts, with only basic
Knowledge but little understanding and some flaws evident. recognition of the complexity of the subject, and some omissions or errors.
40-49 ADEQUATE (Third)

No evidence of reading beyond lecture material. Little evidence of reading beyond supplied texts. Some evidence of reading from a limited range of independently sourced
Independent study
literature
Work is descriptive, with some unsubstantiated assertion or logic, and Work is limited to description and only basic analysis, with weak Work is mainly descriptive, with some relevant conclusions and reflections.
only some valid conclusions. Arguments are weak, albeit that a sense of explanations and only some effective arguments and conclusions. There is some logical, analytical thinking and attempt to synthesise, and use
Development of argument
argument is emerging with some evidence used to support views. literature to support arguments, which are limited by underdeveloped critical
engagement.
Superficial links between theory and practice, and little application.
Ability to integrate theory and practice, but with limited application and Some evidence of integration of theory and practice, with some examples, but
Application
poor examples. may be confused.
Demonstrates adequate subject-specific practical and transferable skills Demonstrates adequate subject-specific practical and transferable skills Demonstrates advanced subject-specific practical and transferable skills
Transferable skills
for the level. for the level.
Emerging, but patchy knowledge of the subject, with superficial Basic, patchy knowledge of some relevant topics and partial or superficial Basic and patchy knowledge and superficial understanding (inadequate), with
30 - 39 BELOW EXPECTATIONS

Knowledge understanding and some errors and misunderstanding. understanding, but with some inaccuracies. little to no recognition of the complexity of the subject and some significant
inaccuracies.
Little evidence of reading and indiscriminate use of sources. Evidence of little independent reading and reliance on inappropriate or
Independent study
Evidence of little appropriate reading and indiscriminate use of sources indiscriminate sources.
(Fail)

Work is descriptive and uncritical, with generalisations and scant Work is largely descriptive, includes unsubstantiated assertion or scant
Development of argument evidence, and conclusions that lack validity. Work is largely descriptive with some unsubstantiated assertion and evidence and fails to show critical engagement or coherence, therefore
generalisations with scant evidence, and conclusions that lack validity. producing conclusions that lack relevance.
Links between theory and practice are confused. Little integration of theory and practice, or application of knowledge, and Some evidence of integration of theory and practice, but is inconsistent, and
Application
poor examples. with poor examples.
Fails to demonstrate adequate subject-specific practical and Fails to demonstrate adequate subject-specific practical and transferable Fails to demonstrate adequate subject-specific practical and transferable skills
Transferable skills
transferable skills for the level. skills for the level. for the level.
Little or confused knowledge and understanding, with major gaps. Little knowledge and understanding and significant inaccuracies. Major gaps in knowledge and understanding, and significant inaccuracies.
Knowledge
20 - 29 WELL BELOW
EXPECTATIONS (Fail)

Independent study No evidence of reading. No evidence of reading. Little evidence of reading.

Work is descriptive, containing only personal views and Work contains unsubstantiated generalisations without credible evidence, No attempt to analyse, synthesise or evaluate information, leading to work
unsubstantiated generalisations, and with little to no attempt to draw and unsupportable conclusions. with unsubstantiated generalisations with no credible evidence, no real
Development of argument
conclusions. underlying arguments, and a lack of critical engagement, and unsupportable
conclusions.
Application Unable to relate theory and practice. Unable to relate theory and practice. Mainly unable to relate theory to practice.
Fails to demonstrate adequate subject-specific practical and Fails to demonstrate adequate subject-specific practical and transferable Fails to demonstrate adequate subject-specific practical and transferable skills
Transferable skills
transferable skills for the level. skills for the level. for the level.
Knowledge Very weak understanding of key concepts, with major inaccuracies and much confusion.
EXPECTATIONS
10 - 19 FAR

Independent study No evidence of reference to relevant literature.

BELOW

Work is wholly descriptive, opinion-led, and largely irrelevant and has fundamental flaws in arguments.
(Fail)

Development of argument

Application Unable to demonstrate application of theory to practice.

Transferable skills Fails to adequately demonstrate subject-specific practical and transferable skills for the level.
Knowledge No understanding and no evidence of relevant learning, with many inaccuracies.
0 - 9 VERY FAR

EXPECTATIONS

Independent study No use of appropriate sources.

BELOW

Work is wholly descriptive and opinion led, and is incomprehensible and irrelevant, with an absence of any argument or focus.
(Fail)

Development of argument
Application Unable to demonstrate application of theory to practice.
Fails to demonstrate any subject-specific practical and transferable skills for the level.
Transferable skills

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