Reference : Use of Time- and Frequency-Domain Approaches for Damage Detection in Civil Engineerin...
Scientific journals : Article
Engineering, computing & technology : Civil engineering
http://hdl.handle.net/2268/170617
Use of Time- and Frequency-Domain Approaches for Damage Detection in Civil Engineering Structures
English
Nguyen, Viet Ha mailto [University of Luxembourg - UL > Faculty of Science, Technology and Communication > > >]
Mahowald, Jean [University of Luxembourg - UL > Faculty of Science, Technology and Communication > > >]
Maas, Stefan mailto [University of Luxembourg - UL > Faculty of Science, Technology and Communication > > >]
Golinval, Jean-Claude mailto [Université de Liège - ULiège > Département d'aérospatiale et mécanique > LTAS - Vibrations et identification des structures >]
2014
Shock and Vibration
Hindawi Publishing Corporation
2014
Yes (verified by ORBi)
International
1070-9622
1875-9203
New York
NY
[en] damage detection ; modal identification
[en] The aim of this paper is to apply both time- and frequency-domain-based approaches on real-life civil engineering structures and to assess their capability for damage detection. The methodology is based on Principal Component Analysis of the Hankel matrix built from output-only measurements and of Frequency Response Functions. Damage detection is performed using the concept of subspace angles between a current (possibly damaged state) and a reference (undamaged) state. The first structure is the Champangshiehl Bridge located in Luxembourg. Several damage levels were intentionally created by cutting a growing number of prestressed tendons and vibration data were acquired by the University of Luxembourg for each damaged state. The second example consists in reinforced and prestressed concrete panels. Successive damages were introduced in the panels by loading heavy weights and by cutting steel wires. The illustrations show different consequences in damage identification by the considered techniques.
National Research Fund, Luxembourg
Researchers ; Professionals ; Students
http://hdl.handle.net/2268/170617
10.1155/3148
http://dx.doi.org/10.1155/2014/872492

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