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THE DESIGN 0? A CWiL EMS’EINEERING
EUHDWG FOR ME‘CHEGAN .‘STATE COLLEGE

Thesis fit?! We} magma an" M. g?
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This is to certify that the
thesis entitled
THE DESIGN OF A CIVIL ENGINEERING

BUILDING FOR MICHIGAN STATE comma

presented by

Milton E. Reader

has been accepted towards fulfillment
of the requirements for

___fl;§-_degree in.__ .CLL__-_

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Major professor
Date “May 2L-l&49__ _ -

M-795

 

 

 

THE DESIGN OF A CIVIL ENGINEERING BUILDING
FOR MICHIGAN STATE COLLEGE

by
MILTON E .. REEDER

A THESIS

Submitted to the Graduate School of Michigan
State Gellege of Agriculture and Applied
Science in partial fulfillment of the
requirements for the degree of

MASTER OF SCIENCE

Department of Civil Engineering
1949

 

INTRODUCTION AND SCOPE

‘x\ The preparation of this thesis was undertaken with
the intention of designing a building to house the Civil
Engineering Department of Michigan State College. In so
doing it is intended to make this housing unit sufficient
within itself so that the Department will not have to
rely on any other school or department within the college
for teaching facilities.

The design.of any type of structure is dependant
upon the use to which that structure is to be put.. Par-
ticularly is this true in the case of a college building
where laboratory design is dictated by curriculum. With
this knowledge the preposed design herein is based on
the existing graduate and undergraduate curriculum.
However” the author has taken the liberty to expand and
otherwise alter some of the existing laboratory famil-
ities and to include some additional facilities that are
desirable, but not available in the present teaching
plant.

This treatise is divided into two parts: first, the
architectural design and second, the structural design.
The architectural design involves the selection of the
design.module, the apportionment of floor space, the

(1)
217901

integration of the individual requirements into building
groups,, and the exterior treatment of the building.

The structural design.presented in the second part
of this thesis is not a complete design, but is intended
as a substantiation of practicability of the overall
design.. To this end the structural design is limited
to those portions of the building frames above ground.
Due to the location of the buildings near the river and
the danger of flooding, basements have been.eliminated
excepting for shallow venting tunnels and a small half
basement containing venting machinery. Thus it can.be
seen that while this design is not complete it does
contain all the framing constituents other than footings.

(2)

PART" I

THE

ARCHITECTURAL

DESIGN

 

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— BASIS OF DESIGN -
CLASSROOMS

In the design of an isolated classroom” size is
limited primarily by two factors” lighting and acous-
tics.. There are two sources of light available in the
classroom,,artificial‘electric light and natural day--
light.. In the case of artificial lighting this may be
designed to fit the room, whereas in daylighting the
room must be designed to make the best use of the avail-
able natural light. In buildings more than one story
high.and more than one room in depth daylight is avail-
able only unilaterally,,that is, through windows on one
side of the rooms While this is not as desirable from
a lighting standpoint the design is much more economical
with rooms on each side of a center corridor. Therefore
consideration.will be given onlmrto unilaterally lighted
rooms.. A

The intensity of light on a desk surface varies
directly as the distance from and the area cf the wins
dows.. Investigators vary in their recommendations of
optimum room depth and window area depending upon loca-
tion, condition of sky, reflectivity of walls, etc.
However,.a 24 ft. depth of room with a 12 ft..ceiling
and windows extending from 30 in. above the floor to

(3)

I.

'0

flush with the ceiling are generally accepted as opti-
mum dimensions for good daylighting.

The length of the room running parallel to the wins
dows has no effect on lighting and is a factor of acous-
tics.. A square classroom is considered ideal. acousti-
cally,.however variations in the form of rectangles with
the length up to twice the width have proved satisfactory.

Application of the preceding limitations results in
a basic classroom 24ft. x 24 ft. x 12 ft..high. An.inp
crease in length to 36 ft. may be desirable in some cases
where extra large occupancy is expected,.but sizes larger
than this are not deemed necessary for general classroom
use.

While not of importance in classroom size the effect
of direct sun light causing excessive brightness diff-
erential within the room has effect on window design.
Many methods have been devised to control direct sunlight
by diffusion.. Of these prismatic glass block has proven
the most successful, but not necessarily because of

better diffusion qualities, but due rather to their per-
manence and lahk of attention required. While the glass
block manufactures advocate their use on all classroom
windows regardless of orientation the author does not

feel that their advantages are sufficiently proven to

(4)

es

0.

dictate their use as windows other than southern expo-
sures,. The usual practice as to include a vision strip“
of clear glass windows below the glass block. In the
case of a 12 ft. ceiling the vision strip extends from
30 in. to 6 ft. above the floor, permitting the average
sized person to see out while standing or sitting. The

windows of the vision strip open to permit ventilation.

OFFICES

Here again the depth crom.window to corridor wall
is limited by the requirements of good daylighting, how-
ever the optimum size fcr good hearing may be omitted.
The length of the room along the windows is therefore
governed by the use and arrangement of furniture. As-
suming an occupancy of 3 persons per office, each with!
desk..file,.and bookcase, a room of 12 ft. x 24 ft., or

approximately 100 sq. ft. per person, should be adequate.

LABORATORIES

Good daylighting is as desirable in the laboratory
as in the classroom. Therfore the limitation of depth of
noom.must again be imposed.. However, while good hear-
ing is desirable the optimum sized room may not be attain-

able because of increased area demand imposed by the

(5)

s.

 

specialized.equipment. It must also be remembered that
the laboratory is essentially a work room and the speak-
ing voice would naturally be drowned out by the work
noise.. Thus the length of laboratory rooms may be ex-
tended to any length dictated by equipment and function.

As was pointed out, laboratories are work areas
and noise must be expected, therefore it may be wise to
locate all of the laboratories in a seperate building
sufficiently distant from the classrooms to insure no
interference.. Another advantage to this separation
would be the possible increase in room width due to bi-
lateral daylighting..

LECTURE HALL

Due to the double duty of lecture and motion pic-
ture projection the lecture hall is usually windowless.
-The size therefore is governed by acoustics and good
vision with artificial lighting.. This is best accom-
plished by the elevation of each successive row of seats
with each row forming an are about a center at the back
of the stage.. By so doing the distance from the stage
to the most distant seat may be held to,a minimum while

arranging the maximum number of seats in each row; The

(6)

overall dimensions would have a greater width that depth,
yet noeseat in the room would be farther from the plat-

form than the depth of the room.

CORRIDORS

Little evaluation can be made of corridor dimen~
sions.. The available height will depend on the height
of the classrooms on either side.. It is the general
practice not to use the full height available but
rather to place a false ceiling about 10 ft..above the
floor. This is not only effective in reducing corri-—
dor noise but may also furnish space to carry electrical
wiring and ducts of the ventilating system.

The width of the corridor is a function of the
traffic load. Accurate determination of the traffic load
is impossible and an estimate would be nothing more than
a wild guess, however, corridor widths of existing
structures on campus would be indicative.. The new
buildingsrhave corridor widths of 10 to 12 ft. while
those of older design are somewhat‘wider.

VENTILATION

Ventilation is usually accomplished either by

(7)

- A

,.

In

forcing air into a room, exhausting air from it. or by
combinations of both. Regardless of the method used
ducts must be provided to conduct air to and from the
room.. The arrangement of these ducts may vary greatly,
however,.one method using a venting tunnel has proven
very satisfactory in structures without basements. In
this method a shallow tunnel extends the length of the
structure directly under the corridors. Ducts estend
upward from this, running through the space between double
corridor-classroom walls on either side of the corridor.
At the desired level the duct is passed through the wall,
ending in a screen on the far side Just below the ceil-
ing.. Fresh air is either forced or drawn through the
ducts into the room. This forms the fresh air supply
syhtem. The exhaust air system works just in reverse.
Stale air is drawn from the the room at floor level
into the exhaust ducts.‘hence through the hollow wall
to memain duct in the attic or in the case of flat roof-
ed structures tc a duct above the false ceiling in the
upper corridor. From here the air is blown or displaced
to the outside..

This type of ventilating system is particularly
well adlpted to one way slabs over building frames
perpendicular to the direction of the tunnel.. Venting

(8)

IO

f\

machinery may be placed on the top floor or in a half
basement beside the venting tunnel. or in both.places=
depending upon the type of system emplged..

MISCELLANEOUS

Doors should be provided for entrance into and
exit from the building in all directions from which
traffic is anticipated. It is exceedingly difficult
to predict pwmerns of traffic to and from surrounding
buildings and the designer may find himself in the em-
harresing position of having placed to small a door at
ascritical opening. Therefore double doors with no
constriction of passageway on either side should be
minimum requirements. Vestibules should also be pro-
vided to reduce the effect of temperature differential
between inside and outside.

Stair wells should be located at each.end of the
main corridor and should be closely accessible to an
entrance. One stair well should be near the main en-
trance..

Toilet facilities for men should be provided on
each floor of the main structure.. Toilets and lockers
should be available on the main floor of the laboratqg
unit. Separate faculty toilet rooms should be provided

(9)

on the main floor and.elsewhere in the building inccon-
Junction with a faculty lounge. As women are not likely
to enter the civil engineering field to any great extent
in the near future only one toilet room need be provided.
This should be located.near the lecture ball as other
departments may schedule coeducational classes here.
These toilet facilities may also serve the secretaries
of the faculty members.

Janitor rooms should be provided on each floor for
the storage of maintenance materials. An.elevator should

service all floors of the main building.

(10)

- SOEUTION -

Presented on the subsequent pages of this part of
the thesis is the author's solution of the architectural
design.

The building site was selected as that which is now
the audience area of the college band shell. This would
necessitate the razing of the shell and the elimination
of this area as an outdoor theater.: The tradition value
of the band shell notwithstanding. it must be remembered
that this area is used only during a small part of the
year whereas, the proposed building would be of contin-
uous service to the college.

Furthermore, from a standpoint of convenience itis
the only area north of the river of sufficient size to
accommodate the proposed structure without crowding. This
lbcation would also facilitate the supply of water from
the river to the hydraulics laboratory. The band shell
could be duplicated elsewhere on the campus having the
same desirable attributes as the present site excepting
central location.

Due to its proximity to the river and the danger of

(11)

flooding all basement areas have been.eliminated exceptn
ing a shallow venting tunnel and half basement contain-
ing venting machinery. The structure is divided into
two units, the classroom and administrative building
and the laboratory group. The two units are Joined by
an open breezeway.. The classroom building has a main
section of three stories containing classrooms. stor-
age and some office space, drafting rooms, library. and
ventilating machinery rooms. Two, two story wings are
attached to the main section forming anC shaped struc-
ture. The right hand wing contains the lecture hall
whereas,.the left wing houses the major portion of the
faculty offices.

The laboratory unit consists of a main two story‘
section housing the hydraulics laboratory,.toilets.
lockers,,and various equipment rooms on the first
floor, with the sanitary group; the bituminous testing
and photo analysis laboratories on the second floor.
Adjoining the main.section is a two story general work
area with overhead crane. Opening fromthis on either
side are one story laboratories with small glassed—in
classrooms and computing rooms. The main work area
is bilaterally lighted through clerestory glass block

windows on each side above the one story laboratories.

(12)

(a

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I.

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In the developement of these floor plans a design
module of 12 ft..was used. It may be noted that the
corridors are 12 ft. wide with rooms on either side
24 ft. in depth. The passage of venting ducts through
the corridor walls will reduce these dimensions some-
what. Assuming duct widths up to 18 in. with 4 in.
cinder block walls on each side would necessitate pro-
vision for a 26 in. corridor wall. This would reduce
the corridor width to 9 ft. 10 in., and the room width
to 22 ft. 11 in.

Both units are covered by flat slab roofs. While
this is not in keeping with the new college architecture
other exterior treatments do much to make the structure
blend in with the overall trend. The large glass areas
have their parallel in the new Physics Building as does
the sand stone facing of the entrance ways. The overall
exterior is red face brick with limestone trim around

the windows, doors. and a strip under the eves.

(13)

 

 

 

 

 

 

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(7 3)

PART II

THE;

STRUCTURAL

DIESIGN

TYPE OF CONSTRUCTION

Reinforced concrete-was selected as the construction
medium. It is felt that the size and nature of this
structure is ideal for this type of design. The tall-
est part of the building is only three stories high, thus
the additional weight of concretcraa compared to steel
would not cause any unnecessary bulk in columns.. The
live loading anticipated is moderate to light as all
heavy equipment is located on the ground floor. Clear
span lengths are not excessive except in the case of
the roof beams of the lecture hall and the two story
laboratory, and here other provisions have been made.

As the building benta run-perpendicular to the window
surfaces the depth of the beams will not interfere with
the diffusion or light or ceiling height. Also vent-
ing ducts are carried'verticallyy,again depth of been
is not critical.

A 2500 lbs per sq. in. concrete with a extreme
fiber stress in compression of 1125 lbs per sq. in.
was selected as the basis of the concrete design. Inter-
sediate grade of reinforcing steel with a working stress
in tension of 20.00 lbs per sq. in. and in compression
of 16,000 lbs per sq. in. is used throughout.

(24)

I.

FRAMING DETAILS

The application of the 12 ft. design module makes
possible the selection of a basic building bent to which
minor alterations can be ads to satisfy the requirements
of the major portion of the building frames. To permit
an unobstructed two story space as is necessary in the
lecture hell and the two story laboratory with eraneway
an addtionsl bent, combined with 9. non rigid frame, was'
selected.. The supporting roof bean is a pro-fabricated,-
connerctall type steel Joist supported simply at the ends
witha clear span of #8 ft. The author selected this type
of roof support in this case because the dead weight of
a reinforced concrete beam of this length of span would
be prohibitive.

fiesented on pages 26, 2?! and 28 are the elevation
views of the bents,, and plan views showing their inte-
gration .into the building frame. Pages 29 and 30 show
franim details at critical points".-

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(30)

LIVE LOADING

Codes governing snow loads on flat roofs vary greatly
depending upon locality. Recommendations vary from 20
to 40 lbs per sq..ft. with an average of 30 lbs per sq.
ft.. The Hangs; g; the American Institute of Steel Gene
gigggtiggzsets a minimum snow load of 20 lbs per sq. ft.
with provisions to increase:the loading in portions of
the United States north of the 40th parallel of latitude.
As East Lansing is north of this line the adoption of 30
lbs per sq..ft. seems in accord with the above reconnens
dations.. 5

Classroom and corridor floor loadings of 50 and 100
lbs per sq. ft. respectively are accepted as standard by
most codes.. However this is for general elementary and
high school construction and does not include consider-
ation of additional weight or individual and specialized
equipment found in the engineering classroom. This would
indicate a moderate increase in floor loading. If, for
simplicity of design, the allowable combined total of
the wall load plus the live load were accepted as 100
lbs per sq. Its, the maximum allowable live load in the;
smallest sized room, 12 ft. by 24 ft., would be 62 lbs
per sq,.ft. (see page 32). As the size of the room

(31)

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increases the wall load per unit area of floor space
would decrease permitting a greater unit live load. In
the corridor where there are no transverse walls and the
lateral walls are carried at the Junction of the bean
and column the maximum allowable live load would be the
recommended 100 lbs per sq. ft.. By this analysis it is
apparent that the assumption of an overall load of 100
lbs per sq. ft. is not only permissible but desirable.
Wind loading recommendations vary widely, from city
to city..depending upon.the height of the building. .An
average would be difficult to determine but the arbi-
trary selection of a wind pressure of 20 lbs per sq.
ft..an a vertical projection seems to more than satisfy

all of the codes.

(33)

COMPUTATIONS‘

Presented on the following pages are the computa-
tions relative to the structural design of all slabs,
columns and beams of the building frame. Listed.below
along with short explanations are the calculations in
the order of their consideration.

The design of roof and floor slabs. These were.
designed as continuous one way slabs over supports 12
ft. on centers.. Moment analysis was by coefficients
recommended in the {pint Ggggitteg Repgrt. By this
method restraint is only by continuity of one span to;
the next over the supports. Concrete design.is by the
usual balanced design method as proposed in the 331p-
gggggg ancrete Epsigg Handbags.

Determination of fixed.end and midspan.moments.
Sizes of all members were assumed and dead loads calc-
ulated- These combined with the live load determined
the fixed end and midspan moments for dead and total
loading. Stiffness factors were also determined.

Moment and shear analysis due to wind pressure.
This is the method of practical analysis as set forth

e Buildi Fr mes.

(34)

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Moment and shear analysis of bents. Moment analy-
sis is by a method of limited moment distribution ex-
plained in Continuity of Concrete Building Frames. By
this method columns are assumed fixed at the floors
above and below the level considered. Distribution of
moments involves only two cycles. The method also uses
a system of tabulation to speed calculations.

The design of the roof and floor beams. This is
accomplished by the usual balanced design method as set
forth in the Reinforced Concrete Design Handbggg.

Column design. Columns were proportioned by the
abbreviated form discussed in Continuity in Concrete

Building anmes.
Design of wall beam. Moment analysis is by co-

efficient and concrete design by balanced design.method.

(35)

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BIBLIOGRAPHY

PERIODICALS
Architectural Forum
Architectural Record
Progressive Architecture
School and University learbook

BOOKLETS
Space for teaching..Texaa Engineering Experiment Station
A Bibliography on School Architecture...............Ibid
Seeing in the Classroom.................Eugene B. Elliot

American Standard Practice for School Lighting..........
Illuminating Engineering Society

9811181“. in SChOOl ClassroomaeeeeeeeeeeeeeeeeeeHUSh Paul

Concr‘t. Infomtion NOe- ST. 40,. 42.00.000.0000000000000
Pertland Cement Association

BOOKS

Reinforced Concrete Design. . . . . . . . . . . . . . .Hale Sutherland
and Raymond 0. Reese

Reinforced Concrete Structures.........Dean,Peabody, Jr.

Rainforced Concrotc 13981611 HandbOOkeeeoeeeeeeeeoeeeeeeeo
American Concrete Institute

Joint Committee Report on Specifications for Concrete...
Pbrtland Cement Assoc.

Continuity in Concrete Building Frames..............Ibid
Simplified Design.of Concrete:Floor Systems.........Ibid '

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