土木工程某大学5层框架结构教学附楼设计.doc

土木工程某大学5层框架结构教学附楼设计.doc

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土木工程某大学5层框架结构教学附楼设计

某大学5层框架结构教学附楼设计 摘 要:本次毕业设计是某大学5层框架结构教学附楼设计,包括建筑设计和结构设计两部分内容。 建筑设计是在总体规划的前提下,根据设计任务书的要求,综合考虑场地环境、使用功能、综合选型、施工、材料、建筑设备、建筑艺术及经济等。着重解决建筑物与周围环境、建筑物与各种细部构造,最终确定设计方案,画出建筑施工图。 结构设计是在建筑物初步设计的基础上确定结构方案;选择合理的结构体系;进行结构布置,并初步估算,确定结构构件尺寸,进行结构计算。结构计算包括荷载计算、变形验算、内力分析及截面设计,并绘制相关的结构施工图。 总之,适用、安全、经济是本设计的原则,两部分空间合理,连接紧凑,主次分明,使建筑空间的舒适度加以提高。 关键词:框架结构;建筑设计;结构设计;内力分析 The Design of University’s Five-story Teaching Building of Reinforced Concrete Frame Structure Abstract: This design is a scheme of a university’s teaching building it includes two parts-architecture design and structure design. Architectural design is at the premise of the master plan, according to the design requirements of the mission statement, considering the base averment using faction, structure type, construction building materials equipment, architecture economy and architecture art act. Then I mainly solve using space in this building and coordination between inside and outside conditions. Finally make the design program and draw all the blueprints of architecture. In the structure design, determine the structure design based on architecture first design. Select the right structure type. Precede structure arrangement and sizes of structure components to calculate. All work about calculation including load estimation deform test. Mechanics analysis and selection design. in the end, drawing all the blueprints of architecture construction and structure constructor. In a word, suitable, safety, economy and use facilitate is the principle of design, two parts space reasonable, join compact, primary and secondary distinct, make the comfortable degree of building space rise. Key words:Frame structure Architecture design Structure design Internal force calculation 摘要···································································1 目次···································································3 1 建筑设计说明··························································1 1.1 工程概况·································

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