ABSTRACT
When designing reinforced concrete elements which will be subjected primarily to pressure loads, as for example support columns, it is important to take into account any geometrical deviations (Fig. 1) and displacements under the loading condition (effects of the second order theory). The process of capturing the displacements may present certain difficulties, as the geometrical displacements have an impact not only on the influence models (e.g. additional activated momenta) and the current stress situations, but also change the stiffness ratios in the cross-sections. The presented approach demonstrates the importance of such considerations and enables to quantify the reliability indexes for reinforced concrete elements in general (Benko et al. 2015, Podroužek et al. 2014, Strauss et al. 2014). Deviations from the N-M interaction diagram. https://s3-euw1-ap-pe-df-pch-content-public-p.s3.eu-west-1.amazonaws.com/9781315207681/cd556cd4-4dcf-4efe-8e29-56fc67b8bfbd/content/fig37_1.tif"/>
The stochastic simulation was used to estimate the response characteristics of the investigated column by assuming various combinations of concrete class and eccentricity values. Independently on the concrete class, the largest scatter of the Moment capacity was always observed on the smallest loading eccentricity. Presented figures show selected results concerning the concrete class C45/55 and C80/90 and three types of eccentricity values. In general, the sample space was covered satisfactory by 30 LHS samples (Fig. 2), as higher numbers showed no effect on the overall characteristics. Scattering of M-N diagrams for the concrete class C45/55 and load eccentricity values of 2, 4 and 6 cm, each represented by 30 LHS samples. https://s3-euw1-ap-pe-df-pch-content-public-p.s3.eu-west-1.amazonaws.com/9781315207681/cd556cd4-4dcf-4efe-8e29-56fc67b8bfbd/content/fig37_2.tif"/>
Correlation structure for the random input variables can affect the resulting response characteristics significantly. Further study in this respect is recommended.
