civ4sd3 structural analysis
STRUCTURAL ANALYSIS AND DESIGN 3
CIV4SD3
2017
Credit points: 15
Subject outline
Using project-based learning in small groups alongside workshop teaching classes, students will develop skills in the first phase of the structural design process, decision making and the conceptual design and development of structural systems. This will be supplemented by coverage of related topics such as composite and prestressed concrete structures in the design section of the subject, while finite element modelling and analysis will be covered in the analysis section. The aims of this subject are to develop students' identities as student engineers, develop self-efficacy and accurate perceptions of structural engineering practice, in preparation for their transition to practice. Engineers Australia (EA) stage 1 competencies covered in this subject are: 1.3, 2.2, 2.3 and 3.2 (see intended learning outcomes for details).
SchoolSchool Engineering&Mathematical Sciences
Credit points15
Subject Co-ordinatorVipul Patel
Available to Study Abroad StudentsYes
Subject year levelYear Level 4 - UG/Hons/1st Yr PG
Exchange StudentsYes
Subject particulars
Subject rules
Prerequisites CIV3SD2
Co-requisitesN/A
Incompatible subjectsN/A
Equivalent subjectsN/A
Special conditionsN/A
Learning resources
Readings
| Resource Type | Title | Resource Requirement | Author and Year | Publisher |
|---|---|---|---|---|
| Readings | Analysis and Design of Steel and Composite Structures | Recommended | Qing Quan Liang (2014) | CRC press, Taylor and Francis Group |
| Readings | AS/NZS 1170.0 (2002) Australian/New Zealand Standard for Strucutral Design Actions, Part ): General principles | Recommended | 2002 | Australia: Standards Australian and Standards New Zealand |
| Readings | AS/NZS 1170.1 (2002) Australian/New Zealand standard for strucutral design actions, part 1: permanent, imposed and other actions | Recommended | 2002 | Australia: Standards Australia and Standards New Zealand |
| Readings | AS 2327.1 (2003) Australian Standards for composite Structures, Part 1: Simply supported beams | Recommended | 2003 | Australia:Standards Australia |
| Readings | Reinforced Concrete Basics | Recommended | Foster SJ, Kilpatrick AE and Warner RF | Pearson |
Graduate capabilities & intended learning outcomes
01. Apply the Limit States philosophy and appropriate key elements to the general process of structural design. EA stage 1 competencies include: 1.3 In-depth understanding of specialist bodies of knowledge within the engineering discipline discernment of knowledge development and research direction within the engineering. 2.2 Fluent application of engineering techniques, tools and resources.
- Activities:
- The first quarter of the semester is dedicated to limit states philosophy. Lecture notes have been designed based on international publications including the book and journal papers. Workshop problems are designed to monitor students' learning activities. The design projects and assignments are used to assess students' understanding of the subject contents and four core abilities that include self-learning, critical thinking, problem solving and creativity. The learning materials cover the design of engineering projects to the Australian Standards.
- Related graduate capabilities and elements:
- Literacies and Communication Skills(Quantitative Literacy)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Discipline -Specific Knowledge and Skills(Discipline-Specific Knowledge and Skills)
02. Assess loads and constraints upon a structure utilizing relevant Australian Standards. EA stage 1 competencies include: 1.3 In-depth understanding of specialist bodies of knowledge within the engineering discipline discernment of knowledge development and research direction within the engineering. 2.3 Application of systemic engineering synthesis and design processes.
- Activities:
- In the second half of the semester students compute loads and constraints. The material is covered in lecture notes, workshop problems and is assessed in mid-semester test and assignments. The program has been designed using the innovative project-based learning method. The learning outcomes, assessments, instruction and learning activities are designed for students to achieve the goals and to response to the knowledge base of students. The study plan, assessment tasks and workshop materials clearly indicate that teaching practices are explicit about what students are expected to do and how they will achieve it.
- Related graduate capabilities and elements:
- Literacies and Communication Skills(Quantitative Literacy)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Discipline -Specific Knowledge and Skills(Discipline-Specific Knowledge and Skills)
03. Analyse and design a structure that is stable and provides a complete load path to the foundation system, adopting various design and construction methods and using relevant Australian standards. EA stage 1 competencies include: 1.3 In-depth understanding of specialist bodies of knowledge within the engineering discipline discernment of knowledge development and research direction within the engineering. 2.2 Fluent application of engineering techniques, tools and resources. 3.2 Effective oral and written communication in professional and lay domains.
- Activities:
- in the third quarter of the semester students are expected to design a stable structure. Practice in applying them is undertaken by solving practice problems. Competency in applying these elements is demonstrated in the assignments. The assessment tasks in CIV4SD3 are designed to achieve the learning outcomes. They are designed not only to assess student's learning but also to train students' abilities of self-learning, critical thinking, problem solving and creativity. Students develop their skills by working on real-world engineering projects.
- Related graduate capabilities and elements:
- Literacies and Communication Skills(Quantitative Literacy)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Personal and Professional Skills(Teamwork including leadership and working in groups)
- Discipline -Specific Knowledge and Skills(Discipline-Specific Knowledge and Skills)
04. Explain the interaction between design and construction, and describe the construction procedure for a given structure Includes EA stage 1 competencies: 1.3 In-depth understanding of specialist bodies of knowledge within the engineering discipline discernment of knowledge development and research direction within the engineering. 2.3 Application of systemic engineering synthesis and design processes.
- Activities:
- The content, learning outcomes, learning activities and assessment tasks in CIV4SD3 have been designed with diverse range of consultation. Real-world engineering design problems are used in the subject as worked examples, workshop problems and design projects. Worked examples are used to train students' self-learning ability while workshop problems are designed to enhance students' critical thinking and problem solving abilities. The design projects are utilised to train students' four core abilities that include self-learning, critical thinking, problem solving and creativity.
- Related graduate capabilities and elements:
- Literacies and Communication Skills(Quantitative Literacy)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Discipline -Specific Knowledge and Skills(Discipline-Specific Knowledge and Skills)
05. Sketch components and assemblies based on design solutions. EA stage 1 competencies include: 3.2 Effective oral and written communication in professional and lay domains.
- Activities:
- CIV4SD3 covers the design of projects to the Australian and European Standards and clearly links outcomes, learning activities and assessment tasks. Innovative learning methods are used including project-based learning and blended learning. Assessment tasks are designed to develop deep learning in curriculum. Sketching of elements and assemblies are taught during the teaching activities.
- Related graduate capabilities and elements:
- Literacies and Communication Skills(Quantitative Literacy)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Personal and Professional Skills(Teamwork including leadership and working in groups)
- Discipline -Specific Knowledge and Skills(Discipline-Specific Knowledge and Skills)
Subject options
Select to view your study options…
Bendigo, 2017, Semester 2, Day
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorVipul Patel
Class requirements
LectureWeek: 31 - 43
One 2.0 hours lecture per week on weekdays during the day from week 31 to week 43 and delivered via face-to-face.
WorkShopWeek: 31 - 43
One 2.0 hours workshop per week on weekdays during the day from week 31 to week 43 and delivered via face-to-face.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Two group design assignments equivalent to 2,000 essay words in total per student | 50 | 01, 02, 03, 04, 05 | |
| One 1-hour written closed book test equivalent to 1,000 essay words in total per student | 25 | 01, 02 | |
| Group assignment for finite element analysis equivalent to 1,500 essay words in total per student | 25 | 01 |
Melbourne, 2017, Semester 2, Day
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorTai Thai
Class requirements
LectureWeek: 31 - 43
One 2.0 hours lecture per week on weekdays during the day from week 31 to week 43 and delivered via face-to-face.
WorkShopWeek: 31 - 43
One 2.0 hours workshop per week on weekdays during the day from week 31 to week 43 and delivered via face-to-face.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Two group design assignments equivalent to 2,000 essay words in total per student | 50 | 01, 02, 03, 04, 05 | |
| One 1-hour written closed book test equivalent to 1,000 essay words in total per student | 25 | 01, 02 | |
| Group assignment for finite element analysis equivalent to 1,500 essay words in total per student | 25 | 01 |