Journal of Architectural Engineering Technology
Open Access

The influence of various fiber-reinforcements on the mechanical characteristics of regular and high strength concrete was explored in this study. The design thickness of a jointed plain concrete pavement was then analysed utilising the mechanical characteristics of concrete under the same traffic-loading circumstances. Three distinct fiberreinforced concretes were made for this purpose, each with a 1% volume percentage of hooked steel fibre, polypropylene fibre, and glass fibre. Compressive strength, flexural strength, and residual strength are among the mechanical qualities studied. Mechanical testing has revealed that steel fibre outperforms glass and polypropylene fibre in terms of compressive and flexural strength.

Steel fibre produces a nearly twofold increase in flexural and residual strength when compared to polypropylene and glass fibre. The design thickness of the pavement was lowered by 1%, from 183 to 120 mm for regular strength concrete and 155 to 105 mm for high strength concrete. Steel fibres, in compared to polypropylene and glass fibres, were the most successful in lowering design thickness due to their superior flexural performance. However, a cost-benefit study shows that, for the same load-carrying capability, steel fiber-reinforced concretes are not as cost-effective as glass fibre and polypropylene fiber-reinforced concretes. As a result, glass and polypropylene fiberreinforced concretes are less expensive than steel fiber-reinforced concrete and plain concrete for the same performance [1-3].

Plain cement concrete (PCC) is naturally brittle, and its brittleness increases as compressive strength increases. In most situations, the tensile strength of PCC is less than 12% of its compressive strength. As a result, it splits rapidly under tensile loads and has low bending and tensile stress resistance. Steel, glass, basalt, and polypropylene fibres are commonly used in the building sector to increase the structural integrity. Concrete's compressive and flexural strength are both increased by 10% and 80%, respectively, when a 1% volume fraction of steel fibre is added. Glass fibres have also been shown to increase compressive and flexural strength by 3–7 percent and 25–28 percent, respectively. Polypropylene fibres can also boost concrete tensile strength by more than 20%. Fiberreinforcement is more efficient in flexural and tensile strength than in compressive strength, according to a review of the literature. As a result, fiber-reinforced concretes can greatly improve the tensile capabilities of structural elements.

We went to the necessity of sketching what we see, ignoring the words sketch and pondering. In this situation, the professor teaches students how to sketch existing architecture that they may see in their area and try to recreate visually using photos or plans, understanding its geometry, shape, structure, and space, among other things. Clearly, our pupils require knowledge of constructed architecture via methods and instruments that enable objective reconnaissance. Is it needed to know how to draw in order to study architecture? Basically, there are significant holes in our existing pre-university educational system regarding conceptions of art education, particularly drawing as a discipline.

Students entering modern architecture schools lack the necessary understanding of sketching, as well as the experience of observation and memory, to meet new difficulties. The amount of time spent sketching or studying visual subjects is decreasing. Drawing, like visual arts in general, like music, or even philosophy that "helps thinking or teaches to watch things," becomes part of the disciplines on the verge of being phased out with each curriculum revision. There is a conundrum in teaching architecture to students who want to learn architecture but have no prior experience sketching an object or piece in various ways or who are unfamiliar with important concepts such as perspective representation. We find our desire to study what we see when learning to watch. Is it feasible, though, those kids draw anything they want rather than what the teacher wants? It's a difficult question since we unintentionally convey patterns, representation methods, and formulae that we've learned over years of experience. It is obvious that students face problems and make mistakes in their first encounter with an unfamiliar setting [4,5].

Then we consider how to instruct students in sketching. Is drawing something we can learn or something we are born with? To begin with, sketching something we don't know is difficult and time-consuming. Drawing what we know is also difficult, even for draughtsmen. However, it is critical that students understand their limitations, open their spontaneity, and react to what they could achieve with a nonspecific picture.