Use of Mathcad as a

Teaching and Learning

Tool for Reinforced
Concrete Design
of Footings
MOHAMMED S. AL-ANSARI, AHMED B. SENOUCI
Department of Civil Engineering, University of Qatar, P.O. Box 2713, Doha, Qatar

Received 2 September 1998; accepted 21 May 1999

ABSTRACT: Owing to their nature, numerous and complex equations are commonly
used in the design of reinforced concrete structures. This is because of the nature of
reinforced concrete design. Mathcad, which possesses efficient computation and presen-
tation capabilities, holds strong potential as a teaching tool and learning aid for education
and training. This article demonstrates the use of Mathcad to supplement and enhance
traditional teaching and learning methods for reinforced concrete design. The article, which
focuses on the topic of foundation design, demonstrates a Mathcad program for the design
of combined footings and shows its impact as a teaching and learning tool. © 1999 John Wiley
& Sons, Inc. Comput Appl Eng Educ 7: 146 –154, 1999

Keywords: footings; shear; moment; Mathcad

INTRODUCTION programs are not able to teach concrete design pro-

Designing reinforced concrete elements can be a te-
dious task for both students and instructors who face
the problem of redesigning these elements a number
of times to reach an optimum design. Commercial
programs such as STAAD3, SAP90, and PCA are
usually used by students and instructors to speed up
the design process. However, these programs present
a number of shortcomings as a teaching aid. First, the
Correspondence to M. S. Al-Ansari (m.alansari@qu.edu.qa).
© 1999 John Wiley & Sons, Inc. CCC 1061-3773/99/030146-09
146
cedures to students. Second, these programs usually
do not provide an environment in which the student or
designer can easily modify a design according to the
desired constraints. We have had such experiences
with our graduating students in their senior projects,
in which they were faced with the design of simple
reinforced concrete elements such as slabs, beams,
and columns using these commercial programs. The
students complained that these commercial programs
were usually time-consuming and not flexible enough
to suit their design requirements.
Mathcad (1995, MathSoft, Inc., Cambridge, MA) is
an efficient learning environment for technical topics
 MATHCAD AS A TEACHING AND LEARNING TOOL 147

Figure 1 First type of combined footing.

such as reinforced concrete design. Its computational
and presentation capabilities allow for the solution of
mathematically based problems and the effective com-
munication of both problems and solutions. Mathcad
contains powerful presentation capabilities including the
use of charts, graphic objects, and animation effects. It
also can easily import objects from other application
programs, such as images and digital photographs.
These capabilities offer significant learning enhance-
ments to students of technical subjects. Mathcad makes
possible new learning strategies for students and teach-
ers. What-if discussions, trend analyses, trial and error
analyses, and optimization are all valuable learning ac-
tivities which take more time than the traditional tech-
nical problem-solving approach permits. Taking advan-
tage of the computational power and speed of Mathcad,
instructors and students can quickly cycle through prob-
lem scenarios, observing trends in the design behavior of
reinforced concrete components.
This article describes the use of Mathcad as a
teaching and learning tool in reinforced concrete de-
sign courses. A program for the design of combined
footings is discussed and demonstrated to show the
attractive computational environment of Mathcad,
and to illustrate its importance as a teaching and
learning tool for civil engineering students.
REINFORCED CONCRETE OVERVIEW
A large number of structures are built of reinforced
concrete, which is a union of two materials: plain
concrete, which posseses high compressive strength
but little tensile strength; and steel bars embedded in
the concrete, which can provide the needed strength in
tension. Two philosophies of design are prevalent.
The working stress method, focusing on conditions at
service load (i.e., when the structure is being used),
was the principal method used from the early 1900s
until the 1960s. Today, the strength design method is
used, focusing on conditions at loads greater than
service loads when failure may be imminent. In the
strength design method, the service loads are in-
creased sufficiently by factors to obtain the factored
loads at which failure is considered to be imminent.
The structure or structural element is then propor-
tioned such that the strength is reached when the
factored loads are acting. The computation of this

Figure 2 Second type of combined footing.

148 AL-ANSARI AND SENOUCI

Figure 3 Step 1 of the Mathcad program.

strength takes into account the nonlinear stress–strain loads by load factors to cover possible overloads and
behavior of concrete. The strength design method is variations in design assumptions. The design strength of
expressed by the following equation: a section is obtained by multiplying the nominal strength
(based on static equilibrium and compatibility of stress

F
Strength required to
Strength provided $ carry factored loads G (1)
and stress) by a strength reduction factor f to account
for adverse variations in material strengths, workman-
ship, dimensions, control, and degree of supervision.
where Strength provided (such as moment strength) is
computed in accordance with rules and assumptions
of behavior prescribed by a building code, and MATHCAD PROGRAM FOR COMBINED
Strength required is that obtained by performing a FOOTING DESIGN
structural analysis using factored loads [1].
The factored loads (including moments, shears, and Footings are used to support columns and walls. They
axial forces) are obtained by multiplying the service must safely transmit column and wall loads to the
 MATHCAD AS A TEACHING AND LEARNING TOOL 149

Figure 4 Step 2 of the Mathcad program.

underlying soil without excessive or uneven settle-
ments or rotations, and must provide sufficient resis-
tance to sliding and overturning.
Combined footings support more than one column.
They are commonly used when the columns are so close
together that isolated individual footings would run into
each other (Fig. 1). They may also be used when one
column is very close to a property line, causing the usual
isolated footing to extend across the line. In this case, the
footing for the exterior column may be combined with
the one for an interior column, as shown in Figure 2.
A Mathcad program was written to automate the
manual design of combined footings. Further details
on design of combined footing can be found else-
where [2– 6]. The program, which totally emulates the
manual design procedure, consists of the following
computational steps.
Step 1
The input data of the Mathcad program, which is
summarized in Figure 3, is entered.
Step 2
The second step, which is summarized in Figure 4,
150 AL-ANSARI AND SENOUCI
Figure 5 Step 3 of the Mathcad program.
consists of the following steps.
1. The equivalent bearing capacity of the soil (qe)
is computed by subtracting from the allowable
bearing capacity of the soil the weight of the
concrete footing and the weight of the soil
above the footing.
2. The required area of the combined footing is
computed.
3. The center of gravity of the combined footing
is located using the service loads.
4. The ultimate bearing (qu) of the soil is com-
puted using the factored loads.
5. The required area of the footing is determined
for the service loads and the footing dimen-
sions are selected such that the centroids co-
incide. Because it is desirable to make bearing
pressures uniform throughout the footing, the
centroid of the footing should coincide with
the centroid of the column loads to attempt to
prevent load eccentricity and uneven settle-
ments.
 MATHCAD AS A TEACHING AND LEARNING TOOL 151

Figure 6 Bending moment diagram.

Step 3 where C1 is the the largest column dimension and C2

is the the smallest column dimension. The parameter
The third step is shown in Figure 5. The various loads (b c ) is given by the following equation:
are multiplied by the appropriate load factors and the
bending moments along the long side of the footing are
computed. Figure 6 shows the bending moment diagram C1
bc 5 (5)
which is automatically drawn by the Mathcad program. C2

Step 4 Finally, the column parameter (as) is defined as

S D
In the fourth step, the punching shear capacity of the
combined footing for one-way and two-way actions is 40 for interiors columns
checked. The shear capacity (Vc) for one-way action a s 5 30 for edge columns (6)
is given by the following equation: 20 for corner columns

V c 5 2 Îf 9c b wd
where f 9c is the compressive strength of concrete, bw
is the footing width for one-way action, and d is the
effective depth of the combined footing.
The shear capacity (Vc) for two-way action is given
by the following equation:
(2)
Step 5
In the fifth step, the longitudinal steel areas (AsL),
(Asm), and (AsR) are determined. In the short direc-
tion, the transverse steel areas (As1) and (As2), cor-
responding to the bandwidth of columns 1 and 2,
respectively, are determined. It is assumed that each
column load is spread over a bandwidth in the long

S DÎ
5 6
4 d direction equal to the column width plus half the
21 f 9c b o
bc 12 footing effective depth (d/2). Finally, the temperature

V c 5 minimum S a sd
bo
12 DÎ f 9c b o
12
d
(3)
and shrinkage steel area (Ast) are determined. The
number and size of the reinforcing bars are then
selected. Figure 7 shows the design results.
d
4 Îf 9c b o 12
Step 6
The parameter (bo), which represents the perimeter of
the failure planes in two-way action, is given by the The bearing stresses at the column-footing interface is
following equation: checked. Then, the reinforcing steel dowels are com-
puted for each column. Figure 8 shows the structural
b o 5 ~C 1 1 d!~C 2 1 d! (4) steel detailing of the combined footing.
152 AL-ANSARI AND SENOUCI

Figure 7 Mathcad program design results.

 MATHCAD AS A TEACHING AND LEARNING TOOL
Figure 8 Structural steel detailing for combined footing.
TRADITIONAL VERSUS MATHCAD-
ENHANCED INSTRUCTION
Traditional teaching methods usually involves the in-
structor writing detailed problem solutions on the
board while students copy the solutions into their
notebooks. The learning process in the classroom is
suspended while the teacher and the students occupy
themselves with transcribing information. This tradi-
tional classroom activity can discourage critical think-
ing and deprives both students and teachers of engag-
ing exchanges with each other about the subject.
A Mathcad-enhanced teaching method can be suc-
cessfully integrated into a concrete design course. The
Mathcad program, which was developed to design a
combined footing, is projected directly from the in-
structor’s computer onto a large screen in an appro-
priately equipped classroom. In the program, different
formats, including various fonts, colors, patterns, and
borders, are used. The readability of the text exceeds
what instructors can produce by hand on the class-
room board. The equations look the same as when
they are written on a blackboard or in a reference
book. To free students’ attention from transcription,
they are given a printed copy for taking additional
153
notes. An electronic copy of the Mathcad program is
also made available for students to review and prac-
tice later.
The sketches are annotated with dimensions and
notes. By using different drawing entities and varying
their color, pattern, and line weight attributes, highly
readable drawings are produced to illustrate the com-
putations.
Photographs and images are rich sources of visual
information that can be shared among teachers and
students. Images from the field or laboratory bring
glimpses of the engineering world into the classroom
where they can be shared by all. Existing photos and
slides can be digitized using slide and film scanning
processes. Digital photographs can be taken with dig-
ital cameras and downloaded directly to the computer
without the use of film. The bending moment diagram
is automatically drawn by Mathcad. Like spread-
sheets, as soon as a change is made in the input data,
the results are updated and the bending moment dia-
gram is redrawn. Other types of charts, such as pie
and histogram charts, also can 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.
154 AL-ANSARI AND SENOUCI
There are several benefits of a Mathcad-enhanced
approach to teaching. The time saved from tedious
transcription frees students and teachers for a discus-
sion of concepts and exploration of alternate problem
scenarios, observation of trends, and expansion of the
discussion to related topics. Outside the classroom,
the instructor uses the same program to quickly gen-
erate test questions and solution keys. Trial and error
solutions are cycled through rapidly. The student can
review the classroom material by changing input vari-
ables and observing results. Homework assignments
can be developed to encourage students to use the
program. Making the program available to students
encourages them to learn by exploring on their own.
Visual changes of the interaction diagram give stu-
dents good control of the design. Time spent using the
program to explore problem scenarios posed by the
instructor can lead students to a better understanding
of the concepts involved in the problems. Students
can learn to write Mathcad programs using their own
way of problem solving.
CONCLUSIONS
Mathcad contains tools which can enhance and sup-
plement traditional methods of teaching and learning.
Versatility, accessibility, and ease of use make Math-
cad a platform for creating learning modules for tech-
nically based courses. Mathcad contains the capabil-
BIOGRAPHIES
Mohammed S. Al-Ansari is currently an
assistant professor in the Department of Civil
Engineering at the University of Qatar. In
1992, he received his PhD degree in civil
engineering from the Catholic University of
America. His research interests include
earthquake response of structures, analytical
modeling of structures, and design and anal-
ysis of offshore structures. He is also inter-
ested in the development of simplified methods for the analysis and
design of concrete structures. Dr. Al-Ansari is currently teaching
structural analysis and concrete design courses.
ities for traditional classroom computation, but at a
greater degree of accuracy, reliability, and presenta-
tion quality. In addition, its speed at repetitive tasks
and its programmability make new learning strategies
possible. Mathcad programs take time for an instruc-
tor to develop, but with many benefits in return. By
freeing the instructor and student from tedious com-
putation and transcription, Mathcad programs create
opportunities for meaningful understanding of techni-
cal material. A well-designed Mathcad program can
engage both student and teacher, inviting their explo-
ration and discovery of the subject, drawing them
deeper into the secrets it holds.
REFERENCES
[1] ACI-318. 1995. Building code requirements for rein-
forced concrete, American Concrete Institute, Detroit,
MI, 1995.
[2] B. M. Das, Principles of foundation engineering, PWS
Publishing, Boston, MA, 1995.
[3] J. C. McCormac, J. C., Design of reinforced concrete,
HarperCollins College, New York, 1993.
[4] E. G. Nawy, Reinforced concrete: A fundamental ap-
proach, Prentice Hall, Upper Saddle River, NJ, 1996.
[5] L. Spiegel and G. F. Limbrunner, Reinforced concrete
design, Prentice Hall, Englewood Cliffs, NJ, 1992.
[6] C. K. Wang and C. G. Salmon, Reinforced concrete
design, HarperCollins, New York, NY, 1992.
Ahmed B. Senouci is currently an assistant
professor in the Department of Civil Engi-
neering at the University of Qatar. In Decem-
ber 1991, he received his PhD degree in civil
engineering from the University of Wiscon-
sin at Madison. His research interests include
structural design optimization, finite-element
modeling of structural systems, neural net-
works, genetic algorithms, and expert sys-
tems. Dr. Senouci is currently teaching the following courses:
structural steel design, structural concrete design, civil engineering
materials, and computer-aided structural design.