, 7
Solutions Manual toStructural Loads
2012 IBC and ASCE/SEI 7-10
David A. Fanella,Ph,D.,S.E.,PE.FASCE
CHAPTER 2
Load Combinations
only have distinct areas of focus but also require unique approaches to assessment, with each exam testing different cognitive abilities, analytical skills, and subject-specific knowledge. In this
essay , we will explore the nature of exams in business, law, and mathematics, their format, and how they evaluate students’ c omprehension and application of core concepts. We will also
discuss the similarities and differences in these exams and how they prepare students for their respective careers.________________________________________1. Business Exams1.1.
Overview of Business EducationBusiness education prepares students for leadership and management roles in various industries. It focuses on critical thinking, decision-making, problem -
solving, and understanding organizational processes. A typical business program might cover topics like acc ounting, finance, marketing, management, economics, entrepreneurship, and
international business.1.2. Structure of Business ExamsBusiness exams are often a mix of theoretical knowledge and practical application. Depending on the subject area, these exams can vary
significantly in format. Common ty pes of business exams include:Multiple Choice Questions (MCQs): These are frequently used to assess students’ understanding of business terminology ,
theories, and principles.Case Studies: A staple of business exams, case studies present students with real-world business scenarios and ask them to apply their knowledge to solve complex
problems. Case studies evaluate students' ability to think critically and make strategic decisions.Essay/Short Answer Questions: These types of questions test the student’s ability to explain and
analy ze business concepts in a detailed and coherent manner.1.3. Skills Tested in Business ExamsCritical Thinking and Problem -Solving: Business exams often include case studies that
challenge students to apply theoretical knowledge to real-life situations. These tests assess decision-making skills, as well as the ability to evaluate various business alternatives.Quantitative
2.1. Determine the strength design load combinations for a reinforced concrete beam on a
typical floor of a multistory residential building using the nominal bending moments in
Table 2.11. All bending moments are in foot-kips. Assume the live load on the floor is less
than 100 psf.
Table 2.11 Design Data for Problem 2.1
External Negative Positive Interior Negative
Dead load, D –13.3 43.9 –53.2
Live load, L –12.9 42.5 –51.6
SOLUTION
Table P2.1 Summary of Load Combinations Using Strength Design for Beam in
Problem 2.1
Load Combination
IBC Equation No. Equation Exterior Interior
Positive
Negative Negative
16-1 1.4D –18.6 61.5 –74.5
16-2 1.2D + 1.6L –36.6 120.7 –146.4
16-3, 16-4, 16-5 1.2D + 0.5L –22.4 73.9 –89.6
16-6, 16-7 0.9D –12.0 39.5 –47.9
, 10
2.2. Determine the strength design load combinations for a steel beam that is part of an ordinary
moment frame in an office building using the nominal bending moments and shear forces
in Table 2.12. All bending moments are in foot-kips and all shear forces are in kips.
Assume the live load on the floor is less than 100 psf.
Table 2.12 Design Data for Problem 2.2
Bending Moment Shear Force
Support Midspan Support
Dead load, D –57.6 41.1 11.8
Live load, L –22.5 16.2 4.6
Wind, W 54.0 --- 4.8
1
SOLUTION
Table P2.2 Summary of Load Combinations Using Strength Design for Beam in
Problem 2.2
Load Combination
IBC Equation
Equation Bending Moment Shear Force
No.
Support Midspan Support
16-1 1.4D –80.6 57.5 16.5
16-2 1.2D + 1.6L –105.1 75.2 21.5
1.2D + 0.5L –80.4 57.4 16.5
16-3 1.2D + 0.5W –42.1 49.3 11.8
1.2D – 0.5W –96.1 49.3 16.6
1.2D + 1.0W + 0.5L –26.4 57.4 11.7
16-4
1.2D – 1.0W + 0.5L –134.4 57.4 21.3
16-5 1.2D + 0.5L –80.4 57.4 16.5
0.9D + 1.0W 2.2 37.0 5.8
16-6
0.9D – 1.0W –105.8 37.0 15.4
16-7 0.9D –51.8 37.0 10.6
only have distinct areas of focus but also require unique approaches to assessment, with each exam testing different cognitive abilities, analytical skills, and subject-specific knowledge. In this
essay , we will explore the nature of exams in business, law, and mathematics, their format, and how they evaluate students’ c omprehension and application of core concepts. We will also
discuss the similarities and differences in these exams and how they prepare students for their respective careers.________________________________________1. Business Exams1.1.
Overview of Business EducationBusiness education prepares students for leadership and management roles in various industries. It focuses on critical thinking, decision-making, problem -
solving, and understanding organizational processes. A typical business program might cover topics like acc ounting, finance, marketing, management, economics, entrepreneurship, and
international business.1.2. Structure of Business ExamsBusiness exams are often a mix of theoretical knowledge and practical application. Depending on the subject area, these exams can vary
significantly in format. Common ty pes of business exams include:Multiple Choice Questions (MCQs): These are frequently used to assess students’ understanding of business terminology ,
theories, and principles.Case Studies: A staple of business exams, case studies present students with real-world business scenarios and ask them to apply their knowledge to solve complex
problems. Case studies evaluate students' ability to think critically and make strategic decisions.Essay/Short Answer Questions: These types of questions test the student’s ability to explain and
analy ze business concepts in a detailed and coherent manner.1.3. Skills Tested in Business ExamsCritical Thinking and Problem -Solving: Business exams often include case studies that
challenge students to apply theoretical knowledge to real-life situations. These tests assess decision-making skills, as well as the ability to evaluate various business alternatives.Quantitative
2.3. Given the information in Problem 2.2, determine the basic allowable stress design load
combinations.
SOLUTION
, 7
Table P2.3 Summ ary of Load Combin atio ns Using Basic Allowable Stress Design for
Beam in Problem 2.3
Load Combination
IBC Equation
Equation Bending Moment Shear Force
No.
Support Midspan Support
16-8, 16-10 D –57.6 41.1 11.8
16-9 D+L –80.1 57.3 16.4
16-11, 16-14 D + 0.75L –74.5 53.3 15.3
D + 0.6W –25.2 41.1 8.9
16-12
D – 0.6W –90.0 41.1 14.7
D + 0.75(0.6W) + 0.75L –50.2 53.3 13.1
16-13
D – 0.75(0.6W) + 0.75L –98.8 53.3 17.4
0.6D + 0.6W –2.2 24.7 4.2
16-15
0.6D – 0.6W –67.0 24.7 10.0
16-16 0.6D –34.6 24.7 7.1
2.4. Given the information in Problem 2.2, determine the alternative basic allowable stress
design load combinations. Assume the wind loads have been determined using ASCE/SEI
7.
SOLUTION
Table P2.4 Summary of Load Combinations Using Alternative Basic Allowable Stress
Design for Beam in Problem 2.4
Load Combination
IBC Equation
Equation Bending Moment Shear Force
No.
Support Midspan Support
16-17, 16-21 D+L –80.1 57.3 16.4
D + L + 0.6W –38.0 57.3 12.7
16-18, 16-19
D + L – 0.6W –122.2 57.3 20.1
D + L + 0.6W/2 –59.0 57.3 14.5
16-20
D + L – 0.6W/2 –101.2 57.3 18.3
16-22 0.9D –51.8 37.0 10.6
only have distinct areas of focus but also require unique approaches to assessment, with each exam testing different cognitive abilities, analytical skills, and subject-specific knowledge. In this
essay , we will explore the nature of exams in business, law, and mathematics, their format, and how they evaluate students’ c omprehension and application of core concepts. We will also
discuss the similarities and differences in these exams and how they prepare students for their respective careers.________________________________________1. Business Exams1.1.
Overview of Business EducationBusiness education prepares students for leadership and management roles in various industries. It focuses on critical thinking, decision-making, problem -
solving, and understanding organizational processes. A typical business program might cover topics like acc ounting, finance, marketing, management, economics, entrepreneurship, and
international business.1.2. Structure of Business ExamsBusiness exams are often a mix of theoretical knowledge and practical application. Depending on the subject area, these exams can vary
significantly in format. Common ty pes of business exams include:Multiple Choice Questions (MCQs): These are frequently used to assess students’ understanding of business terminology ,
theories, and principles.Case Studies: A staple of business exams, case studies present students with real-world business scenarios and ask them to apply their knowledge to solve complex
problems. Case studies evaluate students' ability to think critically and make strategic decisions.Essay/Short Answer Questions: These types of questions test the student’s ability to explain and
analy ze business concepts in a detailed and coherent manner.1.3. Skills Tested in Business ExamsCritical Thinking and Problem -Solving: Business exams often include case studies that
challenge students to apply theoretical knowledge to real-life situations. These tests assess decision-making skills, as well as the ability to evaluate various business alternatives.Quantitative
2.5. Determine the strength design load combinations for a reinforced concrete column that is
part of an intermediate moment frame in an office building using the nominal axial forces,
bending moments and shear forces in Table 2.13. All axial forces are in kips, all bending
moments are in foot-kips and all shear forces are in kips. Assume the live loads on the
floors are equal to 100 psf and S DS = 0.41g.
Table 2.13 Design Data for Problem 2.5
Bending
Axial Force Shear Force
Moment
Solutions Manual toStructural Loads
2012 IBC and ASCE/SEI 7-10
David A. Fanella,Ph,D.,S.E.,PE.FASCE
CHAPTER 2
Load Combinations
only have distinct areas of focus but also require unique approaches to assessment, with each exam testing different cognitive abilities, analytical skills, and subject-specific knowledge. In this
essay , we will explore the nature of exams in business, law, and mathematics, their format, and how they evaluate students’ c omprehension and application of core concepts. We will also
discuss the similarities and differences in these exams and how they prepare students for their respective careers.________________________________________1. Business Exams1.1.
Overview of Business EducationBusiness education prepares students for leadership and management roles in various industries. It focuses on critical thinking, decision-making, problem -
solving, and understanding organizational processes. A typical business program might cover topics like acc ounting, finance, marketing, management, economics, entrepreneurship, and
international business.1.2. Structure of Business ExamsBusiness exams are often a mix of theoretical knowledge and practical application. Depending on the subject area, these exams can vary
significantly in format. Common ty pes of business exams include:Multiple Choice Questions (MCQs): These are frequently used to assess students’ understanding of business terminology ,
theories, and principles.Case Studies: A staple of business exams, case studies present students with real-world business scenarios and ask them to apply their knowledge to solve complex
problems. Case studies evaluate students' ability to think critically and make strategic decisions.Essay/Short Answer Questions: These types of questions test the student’s ability to explain and
analy ze business concepts in a detailed and coherent manner.1.3. Skills Tested in Business ExamsCritical Thinking and Problem -Solving: Business exams often include case studies that
challenge students to apply theoretical knowledge to real-life situations. These tests assess decision-making skills, as well as the ability to evaluate various business alternatives.Quantitative
2.1. Determine the strength design load combinations for a reinforced concrete beam on a
typical floor of a multistory residential building using the nominal bending moments in
Table 2.11. All bending moments are in foot-kips. Assume the live load on the floor is less
than 100 psf.
Table 2.11 Design Data for Problem 2.1
External Negative Positive Interior Negative
Dead load, D –13.3 43.9 –53.2
Live load, L –12.9 42.5 –51.6
SOLUTION
Table P2.1 Summary of Load Combinations Using Strength Design for Beam in
Problem 2.1
Load Combination
IBC Equation No. Equation Exterior Interior
Positive
Negative Negative
16-1 1.4D –18.6 61.5 –74.5
16-2 1.2D + 1.6L –36.6 120.7 –146.4
16-3, 16-4, 16-5 1.2D + 0.5L –22.4 73.9 –89.6
16-6, 16-7 0.9D –12.0 39.5 –47.9
, 10
2.2. Determine the strength design load combinations for a steel beam that is part of an ordinary
moment frame in an office building using the nominal bending moments and shear forces
in Table 2.12. All bending moments are in foot-kips and all shear forces are in kips.
Assume the live load on the floor is less than 100 psf.
Table 2.12 Design Data for Problem 2.2
Bending Moment Shear Force
Support Midspan Support
Dead load, D –57.6 41.1 11.8
Live load, L –22.5 16.2 4.6
Wind, W 54.0 --- 4.8
1
SOLUTION
Table P2.2 Summary of Load Combinations Using Strength Design for Beam in
Problem 2.2
Load Combination
IBC Equation
Equation Bending Moment Shear Force
No.
Support Midspan Support
16-1 1.4D –80.6 57.5 16.5
16-2 1.2D + 1.6L –105.1 75.2 21.5
1.2D + 0.5L –80.4 57.4 16.5
16-3 1.2D + 0.5W –42.1 49.3 11.8
1.2D – 0.5W –96.1 49.3 16.6
1.2D + 1.0W + 0.5L –26.4 57.4 11.7
16-4
1.2D – 1.0W + 0.5L –134.4 57.4 21.3
16-5 1.2D + 0.5L –80.4 57.4 16.5
0.9D + 1.0W 2.2 37.0 5.8
16-6
0.9D – 1.0W –105.8 37.0 15.4
16-7 0.9D –51.8 37.0 10.6
only have distinct areas of focus but also require unique approaches to assessment, with each exam testing different cognitive abilities, analytical skills, and subject-specific knowledge. In this
essay , we will explore the nature of exams in business, law, and mathematics, their format, and how they evaluate students’ c omprehension and application of core concepts. We will also
discuss the similarities and differences in these exams and how they prepare students for their respective careers.________________________________________1. Business Exams1.1.
Overview of Business EducationBusiness education prepares students for leadership and management roles in various industries. It focuses on critical thinking, decision-making, problem -
solving, and understanding organizational processes. A typical business program might cover topics like acc ounting, finance, marketing, management, economics, entrepreneurship, and
international business.1.2. Structure of Business ExamsBusiness exams are often a mix of theoretical knowledge and practical application. Depending on the subject area, these exams can vary
significantly in format. Common ty pes of business exams include:Multiple Choice Questions (MCQs): These are frequently used to assess students’ understanding of business terminology ,
theories, and principles.Case Studies: A staple of business exams, case studies present students with real-world business scenarios and ask them to apply their knowledge to solve complex
problems. Case studies evaluate students' ability to think critically and make strategic decisions.Essay/Short Answer Questions: These types of questions test the student’s ability to explain and
analy ze business concepts in a detailed and coherent manner.1.3. Skills Tested in Business ExamsCritical Thinking and Problem -Solving: Business exams often include case studies that
challenge students to apply theoretical knowledge to real-life situations. These tests assess decision-making skills, as well as the ability to evaluate various business alternatives.Quantitative
2.3. Given the information in Problem 2.2, determine the basic allowable stress design load
combinations.
SOLUTION
, 7
Table P2.3 Summ ary of Load Combin atio ns Using Basic Allowable Stress Design for
Beam in Problem 2.3
Load Combination
IBC Equation
Equation Bending Moment Shear Force
No.
Support Midspan Support
16-8, 16-10 D –57.6 41.1 11.8
16-9 D+L –80.1 57.3 16.4
16-11, 16-14 D + 0.75L –74.5 53.3 15.3
D + 0.6W –25.2 41.1 8.9
16-12
D – 0.6W –90.0 41.1 14.7
D + 0.75(0.6W) + 0.75L –50.2 53.3 13.1
16-13
D – 0.75(0.6W) + 0.75L –98.8 53.3 17.4
0.6D + 0.6W –2.2 24.7 4.2
16-15
0.6D – 0.6W –67.0 24.7 10.0
16-16 0.6D –34.6 24.7 7.1
2.4. Given the information in Problem 2.2, determine the alternative basic allowable stress
design load combinations. Assume the wind loads have been determined using ASCE/SEI
7.
SOLUTION
Table P2.4 Summary of Load Combinations Using Alternative Basic Allowable Stress
Design for Beam in Problem 2.4
Load Combination
IBC Equation
Equation Bending Moment Shear Force
No.
Support Midspan Support
16-17, 16-21 D+L –80.1 57.3 16.4
D + L + 0.6W –38.0 57.3 12.7
16-18, 16-19
D + L – 0.6W –122.2 57.3 20.1
D + L + 0.6W/2 –59.0 57.3 14.5
16-20
D + L – 0.6W/2 –101.2 57.3 18.3
16-22 0.9D –51.8 37.0 10.6
only have distinct areas of focus but also require unique approaches to assessment, with each exam testing different cognitive abilities, analytical skills, and subject-specific knowledge. In this
essay , we will explore the nature of exams in business, law, and mathematics, their format, and how they evaluate students’ c omprehension and application of core concepts. We will also
discuss the similarities and differences in these exams and how they prepare students for their respective careers.________________________________________1. Business Exams1.1.
Overview of Business EducationBusiness education prepares students for leadership and management roles in various industries. It focuses on critical thinking, decision-making, problem -
solving, and understanding organizational processes. A typical business program might cover topics like acc ounting, finance, marketing, management, economics, entrepreneurship, and
international business.1.2. Structure of Business ExamsBusiness exams are often a mix of theoretical knowledge and practical application. Depending on the subject area, these exams can vary
significantly in format. Common ty pes of business exams include:Multiple Choice Questions (MCQs): These are frequently used to assess students’ understanding of business terminology ,
theories, and principles.Case Studies: A staple of business exams, case studies present students with real-world business scenarios and ask them to apply their knowledge to solve complex
problems. Case studies evaluate students' ability to think critically and make strategic decisions.Essay/Short Answer Questions: These types of questions test the student’s ability to explain and
analy ze business concepts in a detailed and coherent manner.1.3. Skills Tested in Business ExamsCritical Thinking and Problem -Solving: Business exams often include case studies that
challenge students to apply theoretical knowledge to real-life situations. These tests assess decision-making skills, as well as the ability to evaluate various business alternatives.Quantitative
2.5. Determine the strength design load combinations for a reinforced concrete column that is
part of an intermediate moment frame in an office building using the nominal axial forces,
bending moments and shear forces in Table 2.13. All axial forces are in kips, all bending
moments are in foot-kips and all shear forces are in kips. Assume the live loads on the
floors are equal to 100 psf and S DS = 0.41g.
Table 2.13 Design Data for Problem 2.5
Bending
Axial Force Shear Force
Moment
