This manuscript, the first in a four-part series, describes the response history analysis approach developed for Chapter 16 of the ASCE/SEI 7 Standard and critical issues related to the specification of ground motions. Our approach provides new procedures for demonstrating adherence to collapse safety goals for new buildings (≤10% collapse probability at the MCER shaking level), creating nonlinear structural models, selecting and applying ground motions to the structural model, interpreting computed structural responses, and enforcing acceptance criteria to achieve the collapse safety goal. The ground motion provisions provide the option of using target spectra having more realistic spectral shapes than traditional uniform hazard spectra. Ground motions are developed using a two-stage procedure emphasizing spectral shape in their selection, followed by scaling or matching them to the target, with a modest penalty for matching. Horizontal component motions are applied to the structural model with random components to avoid bias associated with the maximum-component definition of the target spectrum.
This paper represents the second part of a series of four publications on response history analysis for new buildings. It specifically focuses on modeling assumptions, consideration of important effects in the analysis, and interpretation of analysis results via global and local acceptance criteria. A statistical basis for development of both force- and deformation-controlled acceptance criteria consistent with the collapse probability goals of ASCE/SEI 7 is illustrated. More explicit sub-classifications of force- and deformation-controlled actions are proposed within the statistical framework. Additional philosophical discussion and simple probabilistic arguments are presented on the topic of consideration of unacceptable response, and guidance on addressing unacceptable response is given. Similarities and differences between the new requirements and those in other performance-based design guidelines are also enumerated.
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