The Effect of Structure Shape on the Amount of Drag from Wind Loads

Researched by Sierra S.
2002-03




PURPOSE

The purpose of this experiment was to determine the effect of structure shape on the drag from wind loads.

I became interested in this experiment when I heard about the destruction caused by the hurricanes occurring on the eastern coast of the United States.

The information gained from this experiment will benefit society by informing people who live in high wind areas of which type of house withstands hurricanes, tornadoes, and other storm winds the best.



HYPOTHESIS

My hypothesis was that dome buildings would have less drag from wind loads when compared to A-frames and cubes.

I based my hypothesis on a quote from Tom Culpepper at Culpepper E. Thomas, AIA, who says "domes will withstand wind loads the best since they do not give a flat surface so the wind cannot use it as a type of sail."



EXPERIMENT DESIGN

The constants in this study were: 

  •  The method of testing
  •  The method used to create the models
  •  The materials used for building the models (popsicle sticks and hot glue)
  •  The amount of wind applied to the models
  •  The place where the tests were administered
  •  The wind tunnel used
  •  The size of the models
  •  The amount of time the wind was being applied (1 minute)
The manipulated variable was the shape of structure used. I used 3 different types of structure shapes: A-frame, dome, and cube.

The responding variable was amount of drag from wind loads.

To measure the responding variable I placed the models (one at a time) in the wind tunnel on the starting mark. I then turned the fan on for 1 minute. After the time was up, I measured (in centimeters) the distance the model had moved.



MATERIALS

QUANTITY

ITEM DESCRIPTION
1 pack of popsicle sticks
1 box fan
1 roll of duck tape
1 pair of scissors
1 piece of cling wrap (23cm long, 17 cm wide)
1 medium sized cardboard box
1 hot glue gun
1 yard stick
1 stopwatch
1 black permanent marker


PROCEDURES

Create Models

Cube
1. Make a square; make sure to use a small amount of glue to connect the popsicle sticks.
2. Place the square flat on top of a desk or table to form a base.
3. Connect four popsicle sticks at each corner (glue the bottom of each popsicle stick to the outer edge of the bottom ones); make sure that they are at 90-degree angle with the popsicle sticks on the bottom.
4. Place 2 more popsicle sticks between each pair of popsicle sticks on the corners.
5. Repeat step 1.
6. Glue the 2nd square on top of the vertical popsicle sticks.
7. Repeat steps 1-5 three times.
Dome
8. Make a hexagon; use 2cm clay balls to connect the toothpicks.
9. Place the hexagon flat on top of a desk or table to form a base.
10. Make triangles coming out of every other 2 clay balls; you should have 3 triangles when you’re done.
11. Connect the top of the triangles so they form another triangle.
12. Repeat steps 8-11 three times.
A-Frame
13. Repeat step 1 three times.
14. Take two of the squares and connect them so that they resemble a tent.
15. Place the last square flat on a desk or table to form a base.
16. Connect the first two squares that resemble the tent to the base.
17. Repeat steps 13-16 three times.

Create Wind Tunnel

18. Lay the box (horizontally) on a flat surface.
19. Open both ends of the box.
20. Remove the flaps from both ends of the box.
21. Cut a rectangle (21cm long and 15cm wide) in the middle of the box on the left side.
22. Tape the cling wrap over the window.
23. Place the bottle separators in one end of the box so that it is facing you.

Conduct the Experiment

24. Mark a starting point inside the box.
25. Place the model on the point.
26. Turn the fan on for one minute, on high speed.
27. When the time is up, measure (in centimeters) the distance the model moved.
28. Repeat steps 25-27 three times.
29. Record your data
30. Repeat steps 25-29 for each type of model.



RESULTS

The original purpose of this experiment was to determine the effect of structure shape on the amount of drag from wind loads.

The results of the experiment were that the cube had the least amount of drag, moving only .45cm on average, and the dome had the most, moving an average of 10.875cm in one minute. The A-frame moved an average 6.05cm. 

See the table and graph.



CONCLUSION

My hypothesis was that the dome would have the least amount of drag when compared to A-frames and cubes.

The results indicate that this hypothesis should be rejected because the cube had the least amount of drag and the dome had the most. I believe that the weight of the models had a lot to do with the results.

Because of the results of this experiment, I wonder if different methods of building would have an effect on the structure strength. 

If I were to conduct this project again I would keep a more accurate project log. I would also have a wider variety of structure shape and do more trials. 


RESEARCH REPORT

INTRODUCTION
Wind loads, such as hurricanes and tornadoes, have been known to cause major destruction to homes and other structures. Some architects have a theory that dome structures would resist the drag from these wind loads better than cube and A-frame shaped structures, meaning that the occupants would be much safer.

HISTORY OF ARCHITECTURAL MATERIALS
Many different materials have been used in architecture throughout the years. Steel became common in the 19th century and was used to build stronger frames. Waterproof cement, the main ingredient in today’s concrete, was invented in the 19th century and became common. In the 20th century, aluminum became popular, being it was a lightweight and "low maintenance" material. Wood, however, has been the most used material for centuries.

Some societies  that don’t have enough (if any) of these materials would dry things like soil in the sun or bake them in kilns to make bricks and tiles for their structures.

ANCIENT ARCHITECTURE
Ancient architecture can be split into 2 categories;  "Indigenous Architecture" (self-developed methods of building in a local environment) and "Classical Architecture" (the techniques of Greece and Rome).

INDIGNEOUS ARCHITECTURE
Assyrian City in Khorsabad (located in Mesopotamia) was constructed with clay and bricks under the reign of Sargon II who ruled from 722 B.C. to 705 B.C. This city was unearthed around 1842 and a good portion of its plan was discovered and used as a sort of starting point for the education of Mesopotamian architecture until cities like Babylon, which are much older than Assyrian, were dug up in the 19th and 20th centuries.

Another culture that was developed early on was that of the Egyptians. Their monuments were constructed of limestone, granite, and sandstone. Each Pharaoh would have a personalized tomb built using these materials. The tombs later evolved into mastabas, rectangular objects made of brick and stone, around 2680 B.C. Mastabas were later replaced by "step-pyramids" which were finally replaced by regular pyramids. The largest pyramids existing today are located in Giza and belong to Khufu (this pyramid was built around 2570 B.C.) and Khafre (this pyramid was constructed around 2530 B.C).

In Southeast Asia, there are Buddhist temples called "wats". The largest of these structures, the Angkor Wat, was created in the 12th century during the Khmer dynasty in Cambodia. This structure is 200 feet tall and has a 600 feet bridge that stretches over the moat.

CLASSICAL ARCHITECTURE
The Romans first discovered the dome, which was sturdier than some of their existing structures. They planned to build throughout the Mediterranean using material s such as bricks, concrete, stone, marble, and mosaic. The Romans managed to construct things like roads, canals, and bridges.

THE MEDIEVAL WORLD
Monks were the first people to construct churches. Some early Christian churches that are still standing in Rome are San Clemente, Sant’ Agnese Fuor le Mura, and Sant’ Sabina. Hagia Sophia, the church of holy wisdom, is located in Istanbul. It was constructed is 532 and belonged to Eastern Emperor Justinian the 1st and gave an excellent example of how to place a large dome on a square plane. 

HURRICANES
Hurricanes got their name from the West Indian word "hurracan" meaning "big winds". These storms occur a lot in low-pressure areas. They start when humid air rises at a fast speed, collecting moisture as it rises. When the moisture condenses, clouds are formed. The clouds then produce rain. At this point, the heat descends, rises, and then fans out in a sort of cycle. Air is then pulled inward and begins to rotate (if it’s in the Northern Hemisphere, it rotates counterclockwise;  in the Southern Hemisphere, however, it rotates clockwise).

These monstrous storms often have waves at-least 50 feet high over water and around 20 feet against the shore. The eye (the center of the storm that has the lowest amount of pressure) usually takes one hour to move from one point to another. In the eye, the wind is around 10-20 mph versus the rest of the storm with winds around 75-180 mph. These storms are often near the equator and last approximately 13 days during which time communities, even those 100 miles away, can receive 6-12 inches of rain.

FORCE
Force causes change in movement and form. There are 2 forces, no contact and mechanical. No contact forces are like electricity, gravity, and magnetism. Mechanical forces need to make contact with an object in order to effect it. The weakest force is gravitation.  Next in line is weak nuclear force (weak interaction), then electromagnetism and finally, the strongest is the strong nuclear force (strong interaction). These are the 4 base forces that scientists claim all other forces originate from.

The total amount of forces being applied to an object is called the net force. When the net force is unbalance, the object moves. When they are balanced the object remains at rest. If all the forces are acting the same way then the object they are being applied to will move in that direction. If the forces are not acting in the same direction, then the object will move in the direction of the greater force.

BIBLIOGRAPHY
  •  Anderson, Lawrence B. "Architecture". Encarta Encyclopedia. 2000. CD-ROM.
  •  Anthes, Richard A. "Hurricanes and Typhoons". Academic American Encyclopedia. 1997
  •  Bayley, Stephan and Pepper, Simon. "Architecture". Academic American Encyclopedia. 1997
  •  Benford, Gregory. "Force". The World Book Encyclopedia. 1998. Volume 7. pgs.369-371
  •  Culpepper, Tom. Phone Interview. 11/13/02
  •  Engelbert, Phillis. The Complete Weather Resource Volume 2: Weather Phenomena. U.X.L. 1997
  •  Lauber, Patricia. Hurricanes: Earth’s Mightiest Storms. Singapore. Scholastic Inc. 1996 

ACKNOWLEDGEMENTS

I would like to thank the following people without whom, this project wouldn’t be possible.

  •  My parents and grandparents for providing transportation, being supportive, and helping with my experiment.
  •  Mr. Newkirk for correcting my journal and report.
  •  Mrs. Helms for helping with my project.
  •  My grandma for letting me borrow a box fan for my experiment. 

 


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