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ABSTRACT Pre-treated crumb rubber technologies are emerging as a new method to produce asphalt rubber mixtures in the field. A new crumb rubber modifier industrially known as "RuBind" is one such technology. RuBindTM is a "Reacted and Activated Rubber" (RAR) that acts like an elastomeric asphalt extender to improve the

ABSTRACT Pre-treated crumb rubber technologies are emerging as a new method to produce asphalt rubber mixtures in the field. A new crumb rubber modifier industrially known as "RuBind" is one such technology. RuBindTM is a "Reacted and Activated Rubber" (RAR) that acts like an elastomeric asphalt extender to improve the engineering properties of the binder and mixtures. It is intended to be used in a dry mixing process with the purpose of simplifying mixing at the asphalt plant. The objectives of this research study were to evaluate the rheological and aging properties of binders modified with RuBindTM and its compatibility with warm mix technology. Two binders were used for this study: Performance Grade (PG) 70-10 and PG 64-22, both modified with 25% by weight of asphalt binder. Laboratory test included: penetration, softening point, viscosity, Dynamic Shear Rheometer (DSR) and Bending Beam Rheometer (BBR). Tests were conducted under original, short and long -term aging conditions. Observations from the test results indicated that there is a better improvement when RuBindTM is added to a softer binder, in this case a PG 64-22. For short-term aging, the modified binder showed a similar aging index compared to the control. However, long term aging was favorable for the modified binders. The DSR results showed that the PG 64-22 binder high temperature would increase to 82 °C, and PG 70-10 would be increased to 76 °C, both favorable results. The intermediate temperatures also showed an improvement in fatigue resistance (as measured by the Superpave PG grading parameter |G*|sinä). Test results at low temperatures did not show a substantial improvement, but the results were favorable showing reduced stiffness with the addition of RuBindTM. The evaluation of warm mix additive using EvothermTM confirmed the manufacturer information that the product should have no negative effects on the binder properties; that is the modified binder can be used in a warm mix process. These results were encouraging and the recommendation was to continue with a follow up study with mixture tests using the RuBindTM modified binders.

ContributorsMedina, Jose R. (Jose Roberto) (Author) / Kaloush, Kamil (Thesis advisor) / Underwood, Shane (Thesis advisor) / Mamlouk, Michael (Committee member) / Stempihar, Jeffrey (Committee member) / Arizona State University (Publisher)
Created2014
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This research focused on the structure-property relationships of a rejuvenator to understand the comprehensive rejuvenation mechanism of aged asphalt binder. Aged asphalt such as recycled asphalt shingles (RAS) and reclaimed asphalt pavement (RAP) contain various amounts of asphalt binder. However, the asphalt binder in RAS and RAP is severely aged

This research focused on the structure-property relationships of a rejuvenator to understand the comprehensive rejuvenation mechanism of aged asphalt binder. Aged asphalt such as recycled asphalt shingles (RAS) and reclaimed asphalt pavement (RAP) contain various amounts of asphalt binder. However, the asphalt binder in RAS and RAP is severely aged and inferior in properties compared to a virgin binder. To address this issue, liquid additives have been used under the general title of rejuvenators. That poses an additional challenge associated with the lack of clear metrics to differentiate between softeners and rejuvenators. Therefore, there is a need for a thorough study of rejuvenators. In this study, diverse-sourced rejuvenators have been used in RAS and RAP-modified binders as well as laboratory-prepared aged binders. The properties of the rejuvenated aged binder were characterized at a macro-level and molecular level. The study showed that the performance of the RAS-modified binder was significantly improved after bio-modification by a bio-rejuvenator.

This study further evaluated laboratory-prepared aged asphalt rejuvenated with different rejuvenators. The results found that oxidized bitumen became soft after adding rejuvenators, regardless of their source. Molecular dynamics simulation showed that the effective rejuvenator restored the molecular conformation and reduced the size of asphaltene nanoaggregates.

The study results showed that due to the specific chemical composition of certain rejuvenators, they may negatively impact the durability of the mixture, especially about its resistance to moisture damage and aging. Computational analysis showed that while the restoration capacity of rejuvenators is related to their penetration into and peptizing of asphaltene nanoaggregates, the durability of the restored aged asphalt is mainly related to the polarizability values of the rejuvenator. Rejuvenators with lower polarizability showed better resistance to aging and moisture damage.

In summary, this study develops the rheology-based indicators which relate to the molecular level phenomenon in the rejuvenation mechanism. The rheology-based indicators, for instance, crossover modulus and crossover frequency differentiated the rejuvenators from recycling agents. Moreover, the study found that rejuvenation efficiency and durability are depended on the chemistry of rejuvenators. Finally, based on the learning of chemistry, a chemically balanced rejuvenator is synthesized with superior rejuvenation properties.
ContributorsRajib, Amirul Islam (Author) / Fini, Elham (Thesis advisor) / Yin, Huiming (Committee member) / Kaloush, Kamil (Committee member) / Parast, Mahour (Committee member) / Mamlouk, Michael (Committee member) / El Asmar, Mounir (Committee member) / Arizona State University (Publisher)
Created2020
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The civil engineering curriculum includes the engineering fields of environmental, geotechnical, hydrology, structural, and transportation. A particular focus on the structural engineering curriculum outline involves courses in mathematics, engineering mechanics, structural analysis, and structural design. The core structural analysis and design course at Arizona State University (CEE 321) is a

The civil engineering curriculum includes the engineering fields of environmental, geotechnical, hydrology, structural, and transportation. A particular focus on the structural engineering curriculum outline involves courses in mathematics, engineering mechanics, structural analysis, and structural design. The core structural analysis and design course at Arizona State University (CEE 321) is a transition course to connect realistic structural design and analysis concepts to an engineering foundation created by the first and second year mathematics and mechanics courses. CEE 321 is styled after a flipped classroom model and students are assessed through quizzes, midterms, design projects, and a final exam. Student performance was evaluated for the Spring 2013 and Fall 2013 semesters through an error analysis technique designed to categorize student mistakes based on type of error and related topic. This analysis revealed that student's basic engineering mechanics skills improved throughout the course as well as identified the areas that students struggle in. The slope-deflection and direct stiffness methods of analysis and calculating cross-sectional properties are the primary areas of concern. Using appropriate technology in the engineering classroom has the potential to enhance the learning environment and address the areas of inadequacy identified by the performance analysis. A survey of CEE 321 students demonstrated that technology is a highly integrated and useful portion of student's lives. Therefore, the engineering classroom should reflect this. Through the use of analysis and design software, students are able to begin to develop design intuition and understanding while completing realistic engineering projects in their third year of undergraduate studies. Additionally, incorporating internet resources into and outside of the classroom allows students to be connected to course content from any web-enabled device of their choice. Lecture videos posted online covering the course content were requested by many CEE 321 students and are an emerging resource that supplements the flipped classroom model. The availability of such a tool allows students to revisit concepts that they do not understand or pause, rewind, and replay the lectures when necessary. An expansion of the structural analysis and design online lecture videos for CEE 321 are expected to address and improve the areas that students struggle in as identified by the error analysis.
ContributorsMika, Krista Nicole (Author) / Rajan, Subramaniam (Thesis director) / Mamlouk, Michael (Committee member) / Civil, Environmental and Sustainable Engineering Programs (Contributor) / Barrett, The Honors College (Contributor)
Created2013-12