Modal Analysis of Five-Storey Reinforced Concrete Structure Using MATLAB Partial Differential Equation Toolbox


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Authors

  • Olgun KÖKSAL Lecturer Doctor, Kavak Vocational Junior College, Samsun University, Samsun, Turkey
  • Zeki KARACA Prof. Dr., Civil Eng. Depart., Ondokuz Mayıs University, Samsun, Turkey
  • Erdem TÜRKELİ Assoc. Prof. Dr., Ordu University Vocational School of Technical Sciences, Construction Depart., Ordu, Turkey

DOI:

https://doi.org/10.59287/icias.1638

Keywords:

Turkish Building Earthquake Code, Reinforced Concrete Structure, Finite Element Method, Modal Analysis

Abstract

Different methods such as the equivalent earthquake load method, response spectrum analysis, time domain analysis, and frequency domain analysis are used to determine the seismic behavior of reinforced concrete (RC) structures. Response spectrum analysis, one of these methods, is frequently preferred and used by civil engineers. Turkey Building Earthquake Regulations (entered into force on January 1, 2019) also includes information on the use of this cited method. It is stated that the response spectrum analysis of RC structures can be performed with horizontal and vertical elastic design spectra to be generated according to different earthquake ground motion levels and soil classes using the earthquake hazard map. In this study, a five-story RC building is produced. The produced RC building consists of structural elements such as columns, beams, slabs, shear walls, and a raft foundation. Modal analysis was performed by using MATLAB partial differential equation (PDE) toolbox based on the finite element method. The mode shapes and frequencies of the structure were determined by modal analysis. Then the obtained analysis results obtained from MATLAB PDE toolbox were compared with the ones obtained by using ANSYS software.

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Published

2023-10-06

How to Cite

KÖKSAL, O., KARACA, Z., & TÜRKELİ, E. (2023). Modal Analysis of Five-Storey Reinforced Concrete Structure Using MATLAB Partial Differential Equation Toolbox. International Conference on Innovative Academic Studies, 3(1), 821–825. https://doi.org/10.59287/icias.1638