Engineering Journal ofthe University of Qatar, Vol. 13, 2000, pp.

TEACHING STRUCTURAL STEEL DESIGN

USING MATHCAD PROGRAM

Ahmed B. Senouci
Department of Civil Engineering
University of Qatar
PO Box 2713
Doha, Qatar

ABSTRACT

This paper demonstrates the integration of Mathcad programming in a steel

design course at the University of Qatar. It discusses the advantages of Mathcad
programming over other programming formats and provides guidelines to
incorporate Mathcad programming into the steel design course. A Mathcad
program for the analysis and design of steel beams is presented to show the
attractive computational environment of Mathcad. The importance of Mathcad
programming in teaching steel design courses is also illustrated. Successful
integration of Mathcad programming as a teaching and learning tool in the steel
design course resulted in an increased students' understanding of structural
analysis and design.

KEY WORDS: Mathcad, Learning Tool, Teaching Tool, Structural Steel Design, High-Level
Programming.

INTRODUCTION
Computers have become indispensable analysis and design tools for engineers
because they are capable of producing massive amounts of visual data. A large
number of commercial computer programs are currently available to solve engineering
problems. This situation led computer users to forget that they have to be always
familiar with the theory and assumptions behind these programs. This problem is
especially significant for undergraduate engineering students who probably do not
completely understand the theory.

One solution to this problem consists of having students write their own analysis

309
 Senouci

and design programs using a high-level programming language such as FORTRAN or

C++. This approach is not desirable for two reasons. The effort required on the part of
the students would exceed the benefit they might achieve relative to the course
objectives. Also, the level ofprogramming expertise of students at the undergraduate
level is not adequate.

A better solution consists of having students write their own analysis and design
programs using a commercial software platform such as Mathcad [ 1], which is an
efficient learning environment for technical topics such as engineering design. The
computational and presentation capabilities of Mathcad allow for the solution of
mathematically based problems and for the effective communication of both problem
and solution. It contains powerful presentation capabilities, which include the use of
charts, graphic objects, and animation effects. It can also easily import objects from
other application programs, such as images and digital photographs. These capabilities
offer significant learning enhancements to engineering students. Mathcad makes
possible new learning strategies for students and instructors. What-if discussions, trend
analyses, trial and error analyses, and optimization are all valuable learning activities.
Taking advantage of the computational power and speed of Mathcad, instructors and
students can quickly cycle through design problem scenarios. It allows students to
apply the solution logic without the programming difficulties and overhead associated
with high-level language programming. Mathcad has proven to be an excellent
teaching and learning tool for reinforced concrete design[2].

The proposed paper describes the integration ofMathcad programming in a steel

design course. It discusses advantages of Mathcad programming and provides
recommendations for incorporating Mathcad programming in the steel design course.
A Mathcad program for the analysis and design of steel beams is presented to show the
attractive computational environment of Mathcad. The importance of Mathcad
programming in teaching steel design courses is also illustrated.

COURSE DESCRIPTION
Structural Steel Design is an introductory steel design course, which is required for
civil engineering students specializing in structures. There are three lecture hours per
week and one weekly two-hour tutorial session. The course uses the American
Institute of Steel Construction Load and Resistance Factor Design (LRFD)
methodology throughout [3]. Six distinct blocks or topics are covered within the
course including structural systems, tension members, compression members, flexural

310
 Teaching Structural Steel Design Using Mathcad Program

members, beam-columns, and connections. During the semester, the students must
complete an engineering design project involving the design of a simple structural
system.

ADVANTAGES OF MATHCAD PROGRAMMING

Because it eliminates much of the programming overhead, Mathcad is superior to

high-level languages. Mathcad is relatively easy to learn and straightforward and at the
same time offers powerful tools to create sophisticated programs. More accomplished
students can make advanced Mathcad programs while less experienced students can
still write a simple Mathcad program that gets the job done.

Mathcad programming logic closely resembles the logical flow of the engineering
thought process. In Mathcad, the equations used to represent the engineering thought
process look the same as they are written in a reference book. Once the equations are
entered into the program, it is easy to check the validity of the logic because the
calculations are immediate. As a result, there is an obvious relationship between the
engineering thought process, the equations needed to represent that thought process,
and the iteration through those equations to achieve an optimal solution.

In Mathcad program, different formatting, including various fonts, colors, patterns,

and borders can be used to improve the readability of the text. By using different
drawing entities and varying their color, pattern, and line weight attributes, highly
readable drawings are produced to illustrate the computations.

Mathcad program provides outstanding graphics capabilities. The way in which

Mathcad tend to relate numbers to graphics is important. Since Mathcad can generate
graphs from a range of numerical values, it is easy to generate a graphical depiction of
a solution. Furthermore, it is possible to directly alter the graphical output by changing
the desired parameters. Like spreadsheets, as soon as a change is made in the input
data, the results are updated and the plots are redrawn. Other types of charts, such as
pie and histogram charts, can also be easily generated. The Mathcad program allows
for the determination of an optimum design simply by changing the input data and
observing the changes in the design.

GENERAL GUIDELINES FOR INCORPORATING MATHCAD

The computer usage in undergraduate courses aims at helping students to learn the

311
 Senouci

actual course objectives. Therefore, the effort required to learn the software package
should not eclipse the student's effort devoted to learning the course objectives.

When using Mathcad students should start by outlining their solution thought
process using a complete hand solution. This is important for two reasons. First, it
ensures that students work through the theory. Second, it improves their chances of
entering the correct equations into the program. Students needs to generate some type
of graphic output from their Mathcad program. This is important because it causes
them to visualize the effect of their decisions. Students should be reminded that the
computer program is a merely a tool. They must always evaluate the computer output.
They should use Mathcad program for the exploration of alternate problem scenarios,
observation of trends, and expansion of the discussion to related topics. The time spent
using the program to explore problem scenarios can lead students to a better
understanding of the concepts involved in the problems.

MATHCADPROGRAMFORSTRUCTURAL
STEEL ANALYSIS AND DESIGN

The key to incorporate Mathcad in the steel design course is to constantly reinforce
the notion that it is the engineer not the computer who must eventually solve the
problem. The computer is merely a tool.

A Mathcad program, which has been incorporated into a steel design course, is
discussed. The program, which is concerned with the design of structural steel beams,
was written to automate the manual design procedure [4-7]. The Mathcad program
consists of the following computational steps:

STEP 1.
The first step consists of reading the required beam input data (Figure 1).

STEP 2.
The second step involves the determination of the ultimate bending moment Mu
(Figure 2). The number and positions of the concentrated (point) loads are not fixed in
order to create a generic program.

STEP 3.
The third step involves the determination of the beam moment gradient Cb (Figure 3).

312
 Teaching Structural Steel Design Using Mathcad Program

STEP4.
The fourth step consists of computing the design bending moment Mn (Figure 4).

STEP 5.
The fifth step consists of displaying the analysis results and drawing the beam bending
moment diagram (Figure 5).

ILLUSTRATIVE EXAMPLE
This example is presented to demonstrate the analysis and design features of the
Mathcad program. The example consists ofthe design of a simply-supported structural
steel beam with a span of30 ft. The beam is subjected to a uniform dead load of0.31
kip/ft and to a uniform live load of 1.0 kip/ft. The objective of the design is to select
the lightest (i.e., most economical) W-shape that resists these loads. The first W-shape
considered (W10*77) was selected using the Zx table of the LRFD Book. The input
data and output results for the first design trial is summarized in Figure 6. The results
show that the first design is not economical (i.e., Mn >> Mu).

The program is easily used to improve the first design trial by selecting a smaller
and lighter W-shape. In the second trial, the shape W10*49 is selected. The input data
and output results for the section design trial are summarized in Figure 7. Since the
design strength of the section is less than the ultimate moment (i.e., Mn < Mu), the
selected shape is not adequate. In the third design trial, the W12*58 is selected. The
input data and output results for the third design trial is summarized in Figure 8. The
results show that an optimum design was easily reached after only two trials. This
shows the efficiency of the Mathcad program presented.

313
 Senouci

STEEL BEAM DESIGN USING LRFD METHOD

STEP 1. READ INPUT DATA

Read material properties data
Fy•SO ksi Fr=IO ksi Yield and residual strength
E•29000 ksi G•ll200 ksi Elastic and shear modulus

Read section properties data

h•l4.0 in A=26.5
. 2
m kips
ow=0.09 Beam height, area, and own weight
ft
Bf=l4.520 in Tf=0.710 in Flange width and thickness
. 4 . 3 . 3
Ix=999 m Sx=l43 m Zxiil57 m Moment of inertia, section modulus, and
plastic modulus (about x-axis)
. 4 . 4 . 3
Iy •362 m 1=4.06 m Cw"'l6000 m Moment of inertia (about y-axis , torsional
constant, and warping constant
Read geometry data
L=40 ft Beam span
Lb•40 ft Braced length
Lbl"'O ft Lb2=40 ft Beam lateral bracing positions (left and right)

Read load data

Ml EO ftkips M2 =o ftkips Left and right- end moments
DL =0.31 kips LL=I.O kips Beam uniform dead and live loads
ft ft
NCL=I Number of concentrated loads
AA :=READPRN ( "test.dat"

p :=AA <I> I :=AA <O>

Fig.l. Step 1 ofMathcad program

314
 Teaching Structural Steel Design Using Mathcad Program

STEP 2. DETERMINATION OF ULTIMATE BENDING MOMENT Mu

Compute the beam reaction Rl due to the uniform load (w), the concentrated loads (KP),
and the end-moments (Ml & M2)

w := 1.2·(DL+ ow)+ 1.6·LL

k :=o .. NCL

Rl :=Rl- Ml +M2
L

Compute the beam ultimate bending moment Mu

i :=o .. L j :=o.. o
x:=i
I

XX
I
•-
,j ,-
X-
I
I.J if X-
I
I.J ~0

0 otherwise

NCL-1
w·( x;) 2
M.1 :=Ml +Rl·x-
I

j =
L 0
P.·xx.
J I ,J
2

Mu :=max(M)

Fig.2. Step 2 of Math cad program

315
 Senouci

STEP 3. DETERMINATION OF MOMENT GRADIENT Cb

Compute the maximum bending moment (Mmax) in the braced length (Lb3)
Lb3 :=Lb2 - Lb1
k :=0 .. Lb3 j :=0 .. 0
yk := k + Lb1

xxk ,j := I y
0
k - 11
otherwise
if y k - 1j :?!0

NCL - 1
MX k :=M1 +R1 ·yk-

j = 0
L:
Mmax :=max ( MX )

Compute the bending moment MA, MB, and MC

k :=0 .. 2 j :=0 .. 0
. ( Lb2 - Lb 1
y k := Lb1 + ( k + 1)

I
4

:= yk - 1j if xk - 1j C!!::O
0 otherwise

NCL - 1
MY k :=M1 + R1 ·y k -
j = 0
L: P.·MX ..
J I ,Jl

MA :=MY MB :=MY MC :=MY

0 2

Compute the beam moment gradient Cb

Cb :=~~~---------1_2_.5~·-Mm
___a_x~~------~~~
2.5 ·Mmax + 3 ·MA + 4 ·MB + 3 ·MC

Fig. 3. Step 3 of Math cad program

316
 Teaching Structural Steel Design Using Mathcad Program

STEP 4. COMPUTE BEAM DESIGN STRENGTH(<{) Mn)

Check Oange local buckling (I.e., check if the section Is compad)

A.:=~ 65
A.p : = - - A.r :- 141
2·Tf
,JF; ..}Fy- 10

FLB := 0 if A. <A.p Shape is compact

if A.p<A. ~A.r Shape is noncompact
2 if A.p>A.r Shape is slender

Check lateral torsional buckling

Ry:=§

Cw·(~)
2

XI X2 :=4· G·J
Sx Iy

2
Lp :=300· Ry Lr :-Ry.Xl·jl +Jl +X2·(Fy- Fr)
12·(Fy- Fr)
12-,JF;

LTB := 0 if Lb SLp No risk oflateral torsional buckling

if Lp<Lb ~Lr Risk of inelastic lateral torsional buckling
2 if Lb>Lr Risk of elastic lateral torsional buckling

Compute plastic moment (Mp)

Mp := Fy ·Zx if ( Zx) ~1.5

12 Sx Plastic moment

( 1.5 -~; ·Sx) if ( ~:) > 1.5

+Mp :=0.9·Mp

Mr :- ( Fy - Fr) ·Sx Moment corresponding to frrst yield

12

Fig. 4. Step 4 of Math cad program

317
 Senouci

Mnl :=Cb·[Mp- (Mp- Mr)·'-'-(L_b_-_L-"p-'-)]

(Lr- Lp)

Mn2 := IMnl if Mnl~p

Mp otherwise Nominal strength M 0 (compact+ inelastic torsional buckling)

2
Cb·Sx.Xl·[2· l+ Xl X2

~ 2r~~br
Mer :-------'-----'-----"---'--
12_12-Lb
Ry

I
Mn3 := Mer if Mer ~p
Mp otherwise
Nominal strength M 0 (compact+ elastic torsional buckling)

Mn4 := Mp if LTB=O
Mn2 if LTB=l Nominal strength M 0 for compact sections

Mn3 if LT8=2

Mn5 :=[Mp- (Mp- Mr)· (A.- A.p)]

(A.r- A.p)

I
Mn6 := Mn4 if Mn5 ~Mn4
Mn5 otherwise
Nominal strength M 0 for noncompact sections

+Mn := 1(0.9·Mn4) if FLB=O

Design strength ,PM0
(0.9·Mn6) if FLB=l

Fig. 4. Step 4 ofMathcad program (continued)

318
 Teaching Structural Steel Design Using Mathcad Program

STEP 5. OUTPUT RESULTS

Lb= 40 ft Lp= 13.07 ft Lr= 38.4 ft

1- = 10.23 1-p=9.19 1-r= 22.29
~Mp= 588.75 ft kips Plastic bending moment

Mu= 416 ft kips Ultimate bending mome

~Mn= 462.02 ft kips Design bending moment

"The beam is adequate~Mn >= Mu"

"The beam is not adequate~Mn < Mu"

Bend.mg M oment n·1a~ ram

416
v ...........

Q.
g
356.57

£.; 297.14

237.71
I
v
I
/
"'1\ \
\
5E
~
0

bJl
.5
178.29
I
I \ \
"0

~
c
0)
118.86
I r\

59.43
I \
I \
0 4 8 12 16 20 24 28 32 36 40
Position (ft)

Fig. 5. Step 5 of Math cad program

319
 Senouci

INPUT DATA
Material properties data
Fy a50 ksi Frz10 ksi Yield and residual strength
Ea29000 ksi Ga!l200 ksi Elastic and shear modulus

Section properties data

d =10.6 . 2
io A z22.6 m ow a0.077 kips Beam height, area, and own weight
ft
Bfe10.19 io Tf,.0.870 io Flange width and thickness
. 4 . 3 Moment of inertia, section modulus, and
Ixa455 tn Sxa85.9 Zxa97.6 m
plastic modulus (about x-axis)
. 4 . 4 . 6 Moment of inertia (about y-axis , torsional
Iy a154 tn Ja5.11 m Cw a3630 m
constant, and warping constant

OUTPUT RESULTS
Lb : 30 ft Lp : 9.23 ft Lr: 40.01 ft
A : 5.86 Ap : 9.19 Ar: 22.29

+Mp : 366 ft kips Plastic bending moment

+Mn : 332.86 ft kips Design bending moment
Mu : 232.25 ft kips Ultimate bendiog moment

"The beam is adequate if +Mn>=Mu"

"The beam is not adequate if +Mn < Mu"
B en d"'118_ M omentD"1ag am
232.25
~-"""" ........
199.o7 L ~
2
~
ilEi
0
::.
165.89

132.71

I
_j_
v
L
"' \ \
!"-

lii
99.53
v 1\
66.36
"'
L \
33.18

v 12 15 18 21 24 27
\
30
Position(ft)

Fig. 6. Input and output results for first design trial

320
 Teaching Structural Steel Design Using Mathcad Program

INPUT DATA
Material properties data

Fy •50 ksi Fr slO ksi Yield and residual strength

E•29000 ksi G "'11200 ksi Elastic and shear modulus

Section properties data

2 kips
d •9.98 in A El4.4 in ow •0.049 Beam height, area, and own weight
ft
Bf•10.0 in Tf "'0.560 in Flange width and thickness

4 3 3 Moment of inertia, section modulus, and

lx •272 in Sx E54.6 in Zx s60.4 in plastic modulus (about x-axis)

4 4 6 Moment of inertia (about y-axis , torsional

Iy •93.4 in J •1.39 in Cw •2070 in constant, and warping constant

OUTPUT RESULTS

Lb = 30 ft Lp = 9 ft Lr = 28.37 ft
A. = 8.93 A.p = 9.19 A.r = 22.29

+Mp = 226.5 ft kips Plastic bending moment

+Mn = 173.71 ft kips -Design bending moment

Mu = 228.47 ft kips Ultimate bending moment

"The beam is adequate if cj> Mn >=Mu"

"The beam is not adequate if cj> Mn <Mu"

Bend"mg M oment o·1agram

228.47
...... .....

.
l
I9S.83

163.19

130.SS
v
/
/
"" " '~
I~ 97.91
I
I \\
~ 6S.28
I \.

/ ~
32.64

v 12 IS 18 21 24
\
30
Pooilion(ft)

Fig. 7. Input and output results for second design trial

321
 Senouci

INPUT DATA
Material properties data
Fy ESO ksi Fr •10 ksi Yield and residual strength
Ea29000 ksi Gel1200 ksi Elastic and shear modulus
Section properties data
d=12.19 in A "'17.0
2 kips
in ow EO.OS8 Beam height, area, and own weight
ft
Bf•10.01 in Tf a0.640 in Flange width and thickness
4 3 3 Moment of inertia, section modulus, and
Ix=47S in Sx•78 in Zx •86.4 in
plastic modulus (about x·axis)
4 4 6 Moment of inertia (about y-axis , torsional
Iy E107 in J•2.10 in Cw •3S70 in
constant, and warping constant

OUTPUT RESULTS
Lb = 30 ft Lp = 8.87 ft Lr • 26.96 ft
A. = 7.82 A.p = 9.19 A.r • 22.29
~Mp = 324 ft kips Plastic bending moment
~Mn = 232.17 ft kips Design bending moment
Mu = 229.68 ft kips Ultimate bending moment

"The beam is adequate if ~ Mn>=Mu"

"The beam is not adequate if ~ Mn<Mu"

Bend"llll[ M oment o·UlJ!I"Bm

229.68
/-""'" -.......
196.87 / ~
Q' 164.06 L '\.
1 v \
1\
131.25
1
~
J
98.43
v
L \
~ 65.62 ..1. ' ~

32.81 L \
~ ~
12 15 18 21 24 27 30
Position (ft)

Fig. 8. Input and output results for third design trial

322
 Teaching Structural Steel Design Using Mathcad Program

CONCLUSIONS

Mathcad contains tools, which enhances and supplements student's understanding

of the course material. The versatility, accessibility, and ease of use make Mathcad a
platform for creating learning modules for technically based courses. Mathcad
contains the capabilities for classroom computation with a greater degree of accuracy,
reliability, and presentation quality. In addition, its speed at repetitive tasks, and its
programmability, makes new learning strategies possible. Mathcad programs take time
. for students to develop, but with many benefits in return. They create opportunities for
meaningful understanding of technical material. A well-designed Mathcad program
can engage students to explore and discover the subject, drawing them deeper into the
secrets that it holds.

REFERENCES

1. Mathcad, MathSoft Inc., 101 Main Street, Cambridge, Massachusetts 02142, USA
(1995).

2. AI-Ansari M. and Senouci A., "Mathcad: Teaching and Learning Tool for
Reinforced Concrete Design," International Journal of Engineering Education, Vol.
15, No.1, pp. 64-71 (1999).

3. AISC, Manual of Steel Construction-Load and Resistance Factor Design,

American Institute of Steel Construction, Inc., Detroit, USA (1995).

4. McCormac J. C, Structural Steel Design-LRFD Method, HarperCollins College

Publishers, Inc., 10 East 53rd Street, New York, NY 10022, USA (1995).

5. Salmon C. G. and Johnson J. E., Steel Structures - Design and Behavior,

HarperCollins Publishers, Inc., 10 East 53rd Street, New York, NY 10022,
USA(l992).

6. Segui, W. T., LRFD Steel Design, PWS Publishing Company, 20 Park Plaza,
Boston, MA 02116-4324, USA(1994).

7. Smith, J.C., Structural Steel Design, John Wiley & Sons, Inc., New York (1996)

323
 Senouci

APPENDIX

Some Conversion factors, between customary and SI metric unit, Useful in Structural
Steel Design

To Convert To Multiply
b
Forces kip force kN 4.448
lb N 4.448
kN kip 0.225
Stresses ksi :MPa 6.895
psi :MPa 0.006985
:MPa ksi 0.1450
:MPa pst 145.0
Moments ft.kip kN.m 1.356
kN.m ft.kip 0.7376
Uniform kip/ft kN/m 14.590
Loading
kN/m kip/ft 0.06852
kip/ft2 kN/m2 47.88
psf Nlm 2 47.88
kN/m2 kip/ft 2 0.02089

324