• Students fit the specimen beam between two supports with a choice of fixing methods; simply supported, fixed or propped cantilever. 
• One support includes roller bearings to allow horizontal translation. 
• A load cell assembly measures and applies force at the mid span of the beam. 
• A precision indicator measures the beam deformation.
• It explains how a structural element may fail, but still withstand loads to allow people to safely leave the structure or building. 
• The different fixings allow students to predict the position of hinge formation and the loads that will cause failure.
• Students use textbook beam equations and bending moment diagrams to predict the results, comparing them to measured results. 
• This helps confi rm the reliability of the textbook equations and the accuracy of the experiment results.
• This allows them to appreciate the ratio between yield moment and the fully plastic moment (form or shape factor), showing how this ratio provides an additional safety factor. 

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• Students apply loads to hangers suspended along the beam, held between two supports. 
• One support allows rotational movement only, acting as a pinned support. 
• The other support allows translational movement, acting as roller support. 
• A load cell at the cut at mid-span of the beam measures the bending moment due to the load. 
• Includes pointers that work with the scale on the platform for accurate positioning. 
• This product includes a uniformly distributed load (UDL) that may be applied across the span of the beam for comparison of results with a single point load.
• The beam has a central span with an overhanging end, so that students can create both positive and negative bending moments.
• The load cell connects to the USB interface hub of the Structures platform for computer display and data acquisition.
• Students use textbook equations to predict the bending moments due to the load, comparing them with measured results, and learn how to create the infl uence line and bending moment diagrams.

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• Students apply a buckling force to a strut, measuring the load and the point at which the strut collapses or ‘buckles’. 
• Students use textbook equations, including Euler’s theory to predict the buckling loads, comparing them with measured results. 
• This helps confirm the reliability of the textbook equations and the accuracy of the experiment results.
• This product includes specimen struts of different lengths for comparison of the buckling loads. 
• A Vernier caliper (included) allows students to measure the cross-section of the struts.
• The load cell connects to the USB interface hub of the Structures platform for computer display and data acquisition.
• It also includes different strut end fixings for comparisons of how they affect the buckling load and shape of the strut as it buckles.

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• Students apply loads to hangers suspended from the arch, held between two supports. 
• One support allows rotational movement only, acting as a pinned support. 
• The other support allows translational movement, acting as a roller support. 
• A load cell prevents the translation, while measuring the horizontal reaction due to the load.
• Each support includes pointers that work with the scale on the platform for accurate positioning. 
• Students use textbook equations to predict the reaction forces due to the load, comparing them with measured results, and learn how to create the influence line and bending moment diagrams. 
• This helps confirm the reliability of the textbook equations and the accuracy of the experiment results.
• This product includes additional masses so students may apply a uniformly distributed load (UDL) across the span of the arch for comparison of results with a single point load.
• The load cell connects to the USB interface hub of the Structures platform for computer display and data acquisition.

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• For shear centre tests, a chuck clamps the ‘U’ section beam. 
• A plate clamped to the free end allows various off set loads to twist the beam. 
• For the symmetrical and non-symmetrical tests, a chuck clamps a beam while allowing rotation on its axis and allowing loads to be applied at various angles.
• This product includes a Vernier caliper for accurate measurements of the beam cross-sections. 
• Load applied at the free end produce resulting deflections, measured by a pair of precision indicators. 
• These may be compared to those for the arbitrary section axes and the values calculated by textbook beam equations.
• This helps to confirm the reliability of the textbook equations and the accuracy of the experiment results.
• Students plot their results on a Mohr’s circle which allows them to find the experimental Principal Second Moments of Area and position of the principal axes. 
• The deflection indicators have their own displays, but they can connect to the USB interface hub of the Structures platform for computer display and data acquisition.

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• The other chuck connects to a load cell to measure the resulting torque. 
• Students apply angular deflection to the specimen using a chuck which includes a precision potentiometer to measure the angular deflection. 
• This helps confirm the reliability of the textbook equations and the accuracy of the experiment results.
• It also allows the student to vary the eff ective length of the rods to see how this aff ects the magnitude of deflection for a given torque.
• Students use textbook beam equations to predict the deflection and torque relationship and compare the calculated results with the measured results. 
• The potentiometer and load cell connect to the USB interface hub of the Structures platform for computer display and data acquisition.
• This product includes a set of rods of different metals and a tube for comparison of the elastic properties, dimensions and polar second moment of area (‘J’ value).

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• Students apply the load and measure the resulting strains.
• This product includes a Vernier caliper for accurate measurement of the beam cross-section.
• They use textbook beam equations to predict the stresses and bending moments for any given load, comparing them to measured results.
• This helps confirm the reliability of the textbook equations and the accuracy of the experiment results.
• The strain gauges connect to a strain gauge amplifier, which connects (with the load cell) to the USB interface hub of the Structures platform for computer display and data acquisition.

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• Students apply loads to any position along the beam and measure the resulting deflection, also at any point along the beam. 
• They may choose to fit the beams to one support only, forming a cantilever. 
• Each support includes pointers that work with the scale on the platform for accurate positioning.
• This product includes a set of beam ‘specimens’ of different metals and cross-section for comparison of the elastic properties and ‘I’ value. 
• It also allows the student to vary the effective length of the beam to see how this affects the magnitude of deflection for any given load.
• The deflection indicator has its own display, but it can connect to the USB interface hub of the Structures platform for computer display and data acquisition.
• They use textbook beam equations to predict the deflection for any given load and compare the calculated results with the measured results.