For the dynamic demand assessment of bridge structures under ship impact loading, it may be prudent to adopt analytical models
which permit rapid analysis with reasonable accuracy. Herein, a nonlinear dynamic macro-element is proposed and implemented
to quantify the demand of bridge substructures subjected to ship collisions. In the proposed nonlinear macro-element, a combination
of an elastic-plastic spring and a dashpot in parallel is employed to describe the mechanical behavior of ship-bows with strain
rate effects. Based on the analytical model using the proposed macro-element, a typical substructure under 5000 deadweight
tonnage (DWT) ship collision is discussed. Our analyses indicate that the responses of the structure using the nonlinear macro-element
agree with the results from the high resolution model, but the efficiency and feasibility of the proposed method increase
significantly in practical applications. Furthermore, comparisons between some current design codes (AASHTO, JTGD60-2004,
and TB10002.1-2005) and the developed dynamic analysis method suggest that these design codes may be improved, at least to
consider the effect of dynamic amplification on structural demand. 相似文献
Situating science concepts in concrete and authentic contexts, using information and communications technologies, including multimodal modeling tools, is important for promoting the development of higher-order thinking skills in learners. However, teachers often struggle to integrate emergent multimodal models into a technology-rich informal learning environment. Our design-based research co-designs and develops engaging, immersive, and interactive informal learning activities called “Embodied Modeling-Mediated Activities” (EMMA) to support not only Singaporean learners’ deep learning of astronomy but also the capacity of teachers. As part of the research on EMMA, this case study describes two prospective teachers’ co-design processes involving multimodal models for teaching and learning the concept of the seasons in a technology-rich informal learning setting. Our study uncovers four prominent themes emerging from our data concerning the contextualized nature of learning and teaching involving multimodal models in informal learning contexts: (1) promoting communication and emerging questions, (2) offering affordances through limitations, (3) explaining one concept involving multiple concepts, and (4) integrating teaching and learning experiences. This study has an implication for the development of a pedagogical framework for teaching and learning in technology-enhanced learning environments—that is empowering teachers to become active sense-makers using multimodal models.
