Nanotechnology and Cementitious Materials

General vie

Numerical Simulation of Porosity in Cements

The pores in cementitious materials, their sizes and connectivity have an important influence on the durability of concrete. Several microstructural models have been developed to simulate the three-dimensional pore network in cement pastes. In this article, microstructures with the \upmu μ ic model are compared with experimental results. It is seen that despite having a resolution for the capillary pores very close to reality, the experimentally observed breakthrough diameter from mercury intrusion is much lower than the values obtained by applying an algorithm of mercury intrusion to the simulated microstructure. The effect of some of the most important input parameters on the pore sizes in the simulated microstructure explored. The phenomenon which seems best able to explain this discrepancy is that C-S-H is not in fact a phase with a smooth surface as represented in microstructural models, but a phase which grows as needles into the pore space, leading to very small water-filled capillary pores from quite young ages. The results demonstrate it will be extremely challenging to represent the porosity of real microstructures in microstructural models on the scale of hundreds of microns necessary to study macroscopic transpor

Revealing design complexity: Lessons from the Open University

Design is an inherently complex activity. Design thinking is cognitively complex and design practice is contextually complex. This has implications for university-level design education which has traditionally displayed clear distinctions between the full-time and part-time undergraduate sectors, particularly in their teaching and learning strategies. However, a number of pressures and trends are evident which suggest that these two sectors are moving closer together. One of the drivers in this phenomenon is the need for students to be exposed to realistic levels of design complexity. This paper examines complexity in design and draws some significant parallels between modern design practice in general and the production of a new undergraduate course at the Open University. Both are used to illuminate design complexity. The paper suggests that some of the tools, techniques and approaches of part-time, undergraduate, distance design education might usefully be exploited in more traditional, full-time course models

Numerical Simulation of Porosity in Cements

The pores in cementitious materials, their sizes and connectivity have an important influence on the durability of concrete. Several microstructural models have been developed to simulate the three-dimensional pore network in cement pastes. In this article, microstructures with the ic model are compared with experimental results. It is seen that despite having a resolution for the capillary pores very close to reality, the experimentally observed breakthrough diameter from mercury intrusion is much lower than the values obtained by applying an algorithm of mercury intrusion to the simulated microstructure. The effect of some of the most important input parameters on the pore sizes in the simulated microstructure explored. The phenomenon which seems best able to explain this discrepancy is that C-S-H is not in fact a phase with a smooth surface as represented in microstructural models, but a phase which grows as needles into the pore space, leading to very small water-filled capillary pores from quite young ages. The results demonstrate it will be extremely challenging to represent the porosity of real microstructures in microstructural models on the scale of hundreds of microns necessary to study macroscopic transport

Equivalency points: Predicting concrete compressive strength evolution in three days

Knowledge of the compressive strength evolution of concrete is critical for activities such as stripping formwork, construction scheduling and pre-stressing operations. Although there are several procedures for predicting concrete compressive strength, reliable methodologies involve either extensive testing or voluminous databases. This paper presents a simple and efficient procedure to predict concrete strength evolution. The procedure uses an experimentally-determined parameter called the Equivalency Point as an indicator of equivalent degree of reaction. Equivalency Points are based on early age concrete deformation and temperature variations. Test results from specimens made from seven concrete types validate the approach. © 2008 Elsevier Ltd. All rights reserved

Equivalency points: predicting concrete compressive strength evolution

Knowledge of the compressive strength evolution of concrete is critical for activities such as stripping formwork, construction scheduling and pre-stressing operations. Although there are several procedures for predicting concrete compressive strength, reliable methodologies involve either extensive testing or voluminous databases. This paper presents a simple and efficient procedure to predict concrete strength evolution. The procedure uses an experimentally-determined parameter called the Equivalency Point as an indicator of equivalent degree of reaction. Equivalency Points are based on early age concrete deformation and temperature variations. Test results from specimens made from seven concrete types validate the approach

The use of design activity for research into Computer Supported Co-operative Working (CSCW)

This paper describes current research at Loughborough University in the field of Computer Supported Co-operative Working (CSCW). The project, which is funded by the Information Engineering Directorate (IED) within the Science and Engineering Research Council (SERC), is titled 'Establishing the Communicational Requirements of Information Technology (IT) Systems that Support Humans Co-operating Remotely'. The research group have adopted a less cumbersome acronym for the project - ROCOCO which is derived from REmote COoperation and COmmunication. Design activity has been proposed as offering a suitable context for a study of co-operation and at the time of writing the first phase of the experiments - involving face to face or proximal co-operation - has been undertaken and the analysis begun. The ROCOCO project is about to embark on phase two involving remote co-operation. This paper presents, in some detail, the construction and operation of a pilot study that allowed project members to assess and adjust the experimental design prior to the start of Phase One. A selection of initial findings illustrate the nature of the investigation to be undertaken. The paper also seeks to highlight the importance of CSCW research for the design community. The substance of the paper is concerned with a presentation of issues involved in an analysis of co-operation, involving as it does, verbal and non-verbal communication

Is fluency being ‘neglected’ in the classroom? Teacher understanding of fluency and related classroom practices

This paper reports on a study examining second language (L2) teachers’ understanding of speech fluency and their self-reported classroom practices for promoting it. Qualitative and quantitative data collected from 84 L2 teachers in England were analysed to answer the research questions. In addition to the descriptive statistics and lexical frequency analysis used to explore teacher understanding of fluency, Rossiter, Derwing, Manimtim and Thomson’s (2010) framework was employed to analyse the teachers’ reported classroom practices. The results suggest that teachers often define fluency in a broad sense, with many using fluency and speaking ability interchangeably. Similarly, a large majority of the activities reported by the teachers were useful for enhancing speaking practice rather than focussing on fluency specifically. The findings underline the interaction between teacher understanding of fluency and their classroom practice (Borg, 2003), and highlight a mismatch between what fluency research recommends and what teachers do in class. Though the study highlights the complex and multifaceted nature of L2 oral fluency, we argue that adopting a narrower and more focused definition of fluency could help teachers take a more active and practical approach to promoting it in the classroom