Architecture (Conservation)

The course is organised in the three blocks. For each one the relative lessons are reported. A pdf print of the lessons is available on the teaching website. Additionally, the student can further deepen the lessons’ topics on the references suggested within the bibliography. The first block has a qualitative and discursive attitude. The second part of each of these lessons will be devoted to a summary of prerequisites, aiming at both refreshing them and making the student aware of possible deficiencies that they will have to overcome autonomously. The second block has an explicitly quantitative attitude, introducing mathematical models and their resolution by means of spreadsheets and computer aided design. The third block aims at recapping the previous topics, by means of the review of the monographic work prepared by a team of students, and at making possible giving the exam during the first date available after the end of lectures . General concepts and framework Lesson #1. Introduction to the course. Behaviour of existing unreinforced masonry constructions with special emphasis on recent earthquakes Lesson #2. Course organisation and preparation of the monographic work Lesson #3. As-built existing constructions: Analysis criteria, safety assessment, knowledge Lesson #4. Types of masonry: rule of art and structural behavior. Masonry mechanical parameters Lesson #5. Investigation techniques and knowledge framework according to the Italian building code Lesson #6. As-built existing constructions: Interventions classification, materials, intervention techniques Follow-up study Lesson #7. Permanent and variable actions. Man-induced and natural actions. Seismic action: nominal life, coefficient of use, reference period. Seismic hazard: ground acceleration, site response. Elastic response spectrum. Snow load. Wind load. Tutorial: load analysis by means of spreadsheet Lesson #8. Safety and expected performance. Theoretical background. Ultimate limit states. Serviceability limit states. Partial safety factors Lesson #9. Local collapse mechanisms. Limit analysis. Code safety verification of isolated or elevated local mechanisms. Structural restoration by means of tie rods Lesson #10. Steel structural elements. Section classification. Ultimate and serviceability limit states under shear and bending moment Lesson #11. Timber structural elements. Behaviour varying material, humidity, load duration. Ultimate limit states of cross sections. Serviceability limit states of elements under bending and shear. Lesson #12. Investigation of thrusting structures: arches. Graphical statics: forces polygon, funicular polygon, Culmann’s axis. Equilibrium verification. Ultimate limit state verification of cross sections under axial and shear forces. Tutorial: Funicular polygon passing through three points by means of computer aided design. Lesson #13. Investigation of thrusting structures: simple and compound vaults. Tutorial: verification of a barrel vault with lunes by means of computer aided design. Lesson #14. Construction supervision and final inspection, material testing laboratory visit. Design studio activities Lessons #15-22: reviews.

In order to understand the topics of the course and achieve the learning outcomes, at the beginning of teaching activities it is necessary that the student can determine: 1. Derived units of measures, their multiples and submultiples 2. Resultant and position of a system of applied forces 3. Centre of masses 4. External and internal reaction forces of statically determinate systems 5. Internal forces of a beam in equilibrium 6. Axial second moment of inertia of elementary two-dimensional figures 7. Stresse state in the Saint Venant beam 8. Kinematics characteristics of a system of rigid bodies due to an infinitesimal displacement Moreover, it is important that the student can determine: 9. External and internal reaction forces of statically determinate systems 10. Axial second moment of inertia of compound two-dimensional figures 11. Displacement of an elastic beam Finally, it is useful if the students knows: 12. Polar momrnt of inertia of two-dimensional figures 13. Two- and three-dimensional stress states 14. Failure criteria of ductile materials

There are no compulsory textbooks as support to the learning activities, being sufficient attending the lessons and the analysis of the contributions uploaded on the teaching website, namely: 1. pdf version of the projected lessons, 2. excerpts from previous monographic works 3. excerpts from degree theses 4. technical standards

Teaching activities are organised according to a combination of the following teaching models: 1. frontal classes 2. classroom tutorials 3. teamwork Frontal classrooms, with projected presentations integrated at the chalkboard, contribute at achieving the specific learning outcomes related to knowledge and understanding of the structural behaviour of unreinforced masonry constructions with timber and steel elements. Classroom tutorials, by means of a personal laptop, contribute at achieving the specific learning outcomes related to knowledge applied to specific problems. The teamwork, with reference to the preparation of a monographic work related to a case study, contributes at achieving the specific learning outcomes corresponding to transverse skills. Special emphasis is given to the pianification and management of design, as well as the development of strengthening solutions adapted to existing buildings. Transverse skills involve: a. making judgement skill, by means of the application of general models to the specific problems of the case study as well as performing verifications with limited or incomplete information b. communication skill, about has been learnt and about adopted verification and strengthening solutions, both during projected reviews and during the exam c. learning skill, with reference to problems not directly covered during frontal classes because -specific of the case study In order to give the final exam the student, within a teamwork, prepares a monographic work on an existing unreinforced masonry building, having timber and/or steel horizontal structures, which was not previously studied within the course. The work entails at least four safety verifications in the as built condition and the design of at least one intervention. The work is reviewed according to a system that encourages the course attendance. Each team is composed by four students and can take advantage of up to four reviews if performed before the end of the lessons. A single review after the lessons have ended can be performed if no more than two reviews are taken advantage of before the end of the lessons. Smaller teams have no reduction of verifications and design, whereas have a linear decrement of the number of reviews.

Attending classes is voluntary and takes place in the classrooms and according to the timetable published by the Dean office. Attending classes, although warmly encouraged, does not contribute to the final mark.

The way the exam is conceived allows determining the student actual achievement of learning outcomes, with special emphasis on the applying knowledge and understanding skills. The exam is carried out in a single session at the end of the course. It a closed book on, in order to ascertain if the student is correctly aware of the monographic work content. The exam entails a combination of written open ended answers (equations, statical schemes) and their oral presentation to closed ended question given orally by the lecturer. Questions are related to the monographic work content. Give the predominantly oral nature of the exam, its duration can hardly be predetermined, but seldom overcomes an hour. The exam involves usually four questions and the final mark is given as simple mean of the four marks. The final mark is individual and in most cases different within the team. Some of the elements assessed are: use of a technical language; correct use of symbols and unit of measures; presentation of the process leading to the answer, with specific reference to dimensional coherence of the compared parameters; understanding of the structural behaviour mathematically modelled.

For those students unable to attend the classes or that do not find previous contributions as adequately comprehensive, recommended textbooks chapters and related library call numbers (refer to the teaching website for abbreviations and for libraries’ websites hyperlinks) are listed hereinafter. For the sake of simplicity a single Italian language textbook is usually listed for each lesson, but interested students may contact the lecturer for additional references and alternative English language textbooks. Lesson #1. Study not necessary Lesson #2. Pdf print and excerpts from previous monographic works Lesson #3. Doglioni, F., & Mazzotti, P. (2007). Codice di pratica per gli interventi di miglioramento sismico nel restauro del patrimonio architettonico. Integrazioni alla luce delle esperienze nella Regione Marche. Ancona: Regione Marche. Cap. 4. BI (G87 bis) Lesson #4. Giuffrè, Antonino, Letture sulla Meccanica delle Murature Storiche, Roma, Kappa, 1991. Cap. 1. BI (624.01.118); BS (Hc 87); BA (1998 B 315) Lesson #5. Roche, Guido. La termografia per l'edilizia e l'industria: manuale operativo per le verifiche termografiche, Santarcangelo di Romagna: Maggioli, 2012. Capp. 2 e 3. BI (biblioteca E688) Lesson #6. Borri, A. (ed.) (2011). Manuale delle murature storiche. Roma Dei, Vol. 2. BS (Ka 387 II) Lesson #7. Giannini, Renato. Teoria e tecnica delle costruzioni civili. Milano: Città Studi, 2011. Cap. 10. BE (E430) Lesson #8. Bernardini, Davide, Introduzione alla meccanica delle strutture. Novara: CittàStudi, 2012. Cap. 12. BC (DA 2284), BI (G318-322), BE (E585) Lesson #9. Giuffrè, Antonino (a cura di), Sicurezza e conservazione dei centri storici: il caso Ortigia, Roma-Bari, Laterza, 1993. Appendice 1 al Cap. 9. BI (690.59.16); BS (sH 22) Sorrentino L 2010. Meccanismi locali di collasso negli edifici esistenti di muratura: modellazione per la verifica nello stato di fatto e per l’intervento. G Scalora, G Monti, La conservazione dei centri storici in zona sismica. Un metodo operativo di restauro urbano, Milano, Academia Universa Press, pp. 283-323 Cangi, Giovanni - Caraboni, Mauro - De Maria, Alessandro, Analisi strutturale per il recupero antisismico : calcolo dei cinematismi per edifici in muratura secondo le NTC, Roma, DEI, 2010. Cap. 4. BI (G195) Lesson #10. Bernuzzi, Claudio, Progetto e verifica delle strutture in acciaio: secondo le Norme Tecniche per le Costruzioni e l'Eurocodice 3 (UNI EN 1993). Milano, Hoepli, 2011. Capp. 1.1, 1.5, 5.2 e 5.4. BC (DA 1905) Lesson #11. Piazza, Maurizio - Tomasi, Roberto - Modena, Roberto, Strutture in legno: materiale, calcolo e progetto secondo le nuove normative europee. Milano, Hoepli, 2005. Cap. 2. BI (620 83), BB (C 44.C 204) Lesson #12. Giuffrè, Antonino, La meccanica dell’architettura. La statica, Roma, NIS, 1986. Cap. 6.2.5. BI (624.07.155) BC (S 835; S 836; LT 371; LT 372); BS (Q 85; Q 90) Benvenuto, Edoardo, La scienza delle costruzioni e il suo sviluppo storico, Firenze, Sansoni, 1981. Cap. 18.3. BS (Hc 13); BS (Hc 78); BE (biblioteca 479.H) Lesson #13. Giuffrè, Antonino, La meccanica dell’architettura. La statica, Roma, NIS, 1986. Capp. 6.2.6-62.7. BI (624.07.155) BC (S 835; S 836; LT 371; LT 372); BS (Q 85; Q 90) Lesson #14. Salomone, Pietro, Il collaudo statico delle strutture, Santarcangelo di Romagna: Maggioli Editore, 2019

Teaching activities are organised according to a combination of the following teaching models: 1. frontal classes 2. classroom tutorials 3. teamwork Frontal classrooms, with projected presentations integrated at the chalkboard, contribute at achieving the specific learning outcomes related to knowledge and understanding of the structural behaviour of unreinforced masonry constructions with timber and steel elements. Classroom tutorials, by means of a personal laptop, contribute at achieving the specific learning outcomes related to knowledge applied to specific problems. The teamwork, with reference to the preparation of a monographic work related to a case study, contributes at achieving the specific learning outcomes corresponding to transverse skills. Special emphasis is given to the pianification and management of design, as well as the development of strengthening solutions adapted to existing buildings. Transverse skills involve: a. making judgement skill, by means of the application of general models to the specific problems of the case study as well as performing verifications with limited or incomplete information b. communication skill, about has been learnt and about adopted verification and strengthening solutions, both during projected reviews and during the exam c. learning skill, with reference to problems not directly covered during frontal classes because -specific of the case study In order to give the final exam the student, within a teamwork, prepares a monographic work on an existing unreinforced masonry building, having timber and/or steel horizontal structures, which was not previously studied within the course. The work entails at least four safety verifications in the as built condition and the design of at least one intervention. The work is reviewed according to a system that encourages the course attendance. Each team is composed by four students and can take advantage of up to four reviews if performed before the end of the lessons. A single review after the lessons have ended can be performed if no more than two reviews are taken advantage of before the end of the lessons. Smaller teams have no reduction of verifications and design, whereas have a linear decrement of the number of reviews.