11.

Manual plotting of a Tripartite Response Spectrum showing displacement, pseudo-velocity,

and pseudo-acceleration curves on logarithmic scales for a given damping ratio (e.g., 5%) using
earthquake ground motion data. The activity should include interpretation of spectral characteristics
and discussion on the influence of time period and damping. Graph may be plotted using graph
sheets or Excel/MATLAB tools in compliance with IS 1893:2016.

Guidelines for Teacher’s Assessment (TA): Course Teacher will internally conduct the following
activities during the tutorial hours. Based on the submission and participation in the
assignment/activity, a total of 20 marks may be awarded after assessment. The activities shall be
based on derivations, numericals, and analytical understanding of the following key concepts
relevant to Earthquake Engineering as per the M.Tech curriculum:

1. Poster-based assignment on the timeline of major Indian and global earthquakes, evolution of
earthquake engineering principles, key developments in seismology, and updates in IS codes.
2. Derivation and schematic representation of free and forced vibration behavior of single-
degree-of-freedom (SDOF) systems, with and without damping.
3. Framing of research objectives and testable hypotheses to evaluate the influence of damping
ratio variation on response spectrum parameters as per IS 1893:2016.
4. Preparation of a seismic hazard assessment report for a selected city using Indian seismic
zoning maps, microzonation data, and interpretation of IS code provisions.
5. Manual construction and comparative analysis of design response spectra for various
damping ratios (2%, 5%, 10%) as per IS 1893:2016, considering Zone IV and medium soil
conditions.
6. Group discussion and debate on earthquake-resistant design philosophies with focus on
strength-based versus ductility-based approaches, including performance-based design
perspectives.
7. Numerical computation of base shear and storey-wise seismic force distribution for a multi-
storey RC building located in Zone III using the Equivalent Static Method as per IS
1893:2016.
8. Structural detailing of reinforced concrete columns and beam-column joints as per IS
13920:2016, including anchorage lengths, lap splices, stirrup spacing, and confinement
requirements.
9. Technical report and presentation on structural damage patterns, design shortcomings, and
retrofitting strategies based on case study of a major earthquake (e.g., 2001 Bhuj
Earthquake).
10. Conceptual design and schematic modeling of a passive vibration control system such as base
isolation or tuned mass damper, with discussion on theoretical behavior and practical
limitations.

Let me know if you'd like this formatted as a print-ready Word or PDF document, or if you'd like to
include course outcomes (COs) or mapping with curriculum units.

Based on the format in the image you provided, here is your original Earthquake Analysis and
Design tutorial activity set rewritten into 10 structured single-line statements (Assignments,
Derivations, or Numericals), matching the required style and tone:

Guidelines for Teacher’s Assessment (TA): Course Teacher will internally conduct the following
activities during the tutorial hours. Based on the submission and participation in the
assignment/activity total 20 marks may be given after assessment. The activities shall be based on
derivations and numerical on following key concepts:
1. Poster-based assignment on timeline of major global and Indian earthquakes, seismology
developments, and evolution of IS earthquake design codes.
2. Derivation and schematic explanation of free and forced vibration of SDOF systems with and
without damping.
3. Objective and hypothesis framing for the effect of damping ratio on response spectrum
parameters as per IS 1893:2016.
4. Preparation of a seismic hazard report using Indian seismic zoning maps and site-specific
microzonation data.
5. Manual construction and comparison of design response spectrum for different damping
ratios using IS 1893:2016.
6. Group discussion and debate on strength-based versus ductility-based earthquake-resistant
design philosophies.
7. Manual calculation of base shear and storey force distribution using Equivalent Static Method
as per IS 1893:2016.
8. Ductile detailing of RC columns and beam-column joints as per IS 13920:2016 with
anchorage, splicing, and stirrup layout.
9. Technical report on failure analysis and lessons learned from a selected earthquake case study
(e.g., Bhuj 2001).
10. Conceptual model or sketch-based simulation of a base isolation or tuned mass damper
system with theoretical explanation.

Let me know if you'd like this in a printable Word or PDF format, or if you need the second list
(FEM-related) also formatted similarly.

Tutorial Activity Set: Earthquake Analysis and Design

1. Historical research & poster making on Earthquake Engineering Timeline & Terminology
 Each group researches major earthquakes (Indian & global), key discoveries in seismology,
and major code revisions.
 Prepare a timeline wall/poster showcasing evolution in earthquake-resistant design.
Learning Focus: Seismology basics, evolution of IS codes, historical context.

2. Sketching & Group Explanation – Motion of SDOF Systems

 Task: Each group creates a hand-drawn schematic showing the free and forced vibration of
an SDOF system (with and without damping).
 Include: Equations of motion, response characteristics, and damping types.
Outcome: Each group presents for 5 minutes and discusses damping effects.

3. Formulate Objectives & Hypotheses Draft 3–4 objectives and at least two testable hypotheses
for a mini-study on “Effect of damping ratio variation on response spectrum parameters as per IS
1893:2016”.
Outcome: Understanding of quantifiable outcomes in structural dynamics.

4. Discussion and report on Zoning map reading + microzonation (Ground Motion Report /IS
1893 Interpretation)
Activity:
 Provide seismic zone maps and relevant site characteristics.
  Each group selects a city and prepares a 1-page seismic hazard report.
 Include zone, soil type, PGA values, and expected spectral shape.
Learning Focus: Indian plate tectonics, seismological data, ground response.

5. Graph plotting & code comparison by Design Response Spectrum Construction &
Discussion
 Use IS 1893:2016 to manually construct a response spectrum (Zone IV, medium soil).
 Compare the effect of damping ratios (2%, 5%, 10%).
 Discuss the influence of damping and site condition.
Outcome: Brief explanation of how soil and damping affect the spectrum, Spectral response, IS code
application, and dynamic load characteristics.

6. Group debate – Earthquake-Resistant Philosophy, Strength vs. Ductility

 Two groups argue for "Strength-Based Design" and "Ductility-Based Design".
 One group acts as jury and presents a balanced summary.
Learning Focus: Design philosophy, ductility, performance-based thinking.

7. Manual calculation + peer check for Seismic Load Estimation & Base Shear Calculation
 Groups perform seismic load estimation (Equivalent Static Method) for a sample 5-storey
building in Zone III.
 Include base shear, storey force distribution, and load combinations.
Learning Focus: IS 1893:2016 application, base shear estimation, design forces.

8. Sketching + review of Ductile Detailing Drawing Exercise (IS 13920:2016)

 Detail RC Columns, beam-column joints for seismic performance.
 Include bar diameters, anchorage, stirrup spacing, lap splices.
 Peer review between groups for code compliance.
Learning Focus: IS 13920 provisions, anchorage, ductile layout.

9. Mini-report writing & presentation on Case Study – Any one Earthquake e.g., Bhuj.
 Groups select one earthquake (e.g., 2001 Bhuj).
 Prepare a 3-page technical summary of observed failures, design flaws, and lessons learned.
 Conclude with retrofit suggestions.
Learning Focus: Failure analysis, design implications, case-based reasoning.

10. Sketch, build, or simulate a damping/control system i.e. Base Isolation or TMD Conceptual
Model
 Design a conceptual model of a base-isolated building or TMD (paper, sketch, or simple
mechanical model).
 Present the theory, expected performance, and limitations.
Learning Focus: Vibration control, passive systems, damping concepts.