16206 Structures

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2025 is available in the Archives.

UTS: Design, Architecture and Building: School of the Built Environment
Credit points: 6 cp

Subject level:

Undergraduate

Result type: Grade and marks

Requisite(s): 16109c Construction Technology 1 OR 16265 Construction Technology 2
The lower case 'c' after the subject code indicates that the subject is a corequisite. See definitions for details.

Recommended studies:

16103 Materials Science (or equivalent)

Description

This subject examines the role of structural engineers and the structural knowledge that project managers require to effectively manage and supervise projects and to be able to interact with and manage structural engineers as part of the design team. This includes the development of an understanding of structural principles by introducing students to the loads acting on simple and complex structures and demonstrating how these loads are supported by structural members and transmitted to footings. Students are provided with an appreciation of the structural behaviour of common structural systems and temporary structures through the calculation of internal structural forces and moments. Students also develop an understanding of typical structural design documentation with a focus on structural drawing and specification details.

Subject learning objectives (SLOs)

1.	Understand the role of structural engineers in the project team and communicate with them effectively
2.	Recognise and understand the main structural principles that project managers need to know to manage and supervise construction projects effectively
3.	Interpret and utilise structural design documentation
4.	Understand the main structural systems used on construction projects and the factors that need to be considered when selecting the most suitable system for a project
5.	Understand the loads imposed on buildings and how these loads are transferred to foundations
6.	Calculate loads on simple structures
7.	Understand possible mechanisms of failure of structures
8.	Determine reactions, shear forces and bending moments in basic structural components
9.	Determine deflections in simply supported and continuous beams
10.	Understand the principles of using computer software to carry out structural analysis and use software to do simple structural calculations.

Course intended learning outcomes (CILOs)

This subject also contributes to the following Course Intended Learning Outcomes:

• Apply a variety of communication skills and technologies in professional contexts. (C.1)
• Ability to provide and utilise innovative and creative solutions to industry/project issues and problems. (I.1)
• Apply the body of knowledge underpinning construction project management practice. (P.2)
• Demonstrate an understanding of construction technology and structural principles. (P.10)

Contribution to the development of graduate attributes

As a Construction Manager, it is likely you will be managing multi-disciplinary teams, including structural engineers. Having an understanding of the work they do, and some of the terminology they use, will assist you in fostering strong team collaboration. If you find yourself working in a site role, you may find yourself in situations where you are responsible for safe construction practices, and a basic understanding of structural behaviour is vital for this.

The term CAPRI is used for the five Design, Architecture and Building faculty graduate attribute categories where:

C = communication and groupwork
A = attitudes and values
P = practical and professional
R = research and critique
I = innovation and creativity.

Course intended learning outcomes (CILOs) are linked to these categories using codes (e.g. C-1, A-3, P-4, etc.).

Teaching and learning strategies

The learning activities in this subject involve a variety of face-to-face lectures and online teaching strategies. Lectures involve face-to-face content delivery employing the use of media and electronic resources to enhance the theoretical delivery of the subject to enhance students’ calculation skills and understanding of each topic and provide an opportunity for formative feedback.

This will be complemented by UTS Online learning material. A detailed overview of the pedagogy and associated tasks and assessment items are included in the subject documents. Also, there are online essential and recommended readings. It is important to note that the essential readings will introduce students to the lecture content. Students are expected to avail themselves of the online self-test quiz to assess their preparedness.?

Students will be expected to work in groups varying from 4 to 6 members. Project-based group learning activities are used to provoke participatory discussions and encourage multidisciplinary teamwork. UTS staff believe that collaborative peer learning enhances individual learning. To facilitate this, some of the assessments are framed in such a way as to encourage group-based learning.? In conjunction with the lectures, a project-based approach to designing and constructing a spaghetti bridge is undertaken as an example of how structural engineering concepts can be applied in class.

Time is allowed each week after lectures for group work, where students may use this or their own time to work on the bridge project. Students are encouraged to participate actively in the group discussions that occur during the course.?

All students are expected to attend all lectures and follow suggested learning patterns and activities in preparation for the class exercises and exams.

Formative feedback will be provided during the learning process, typically provided verbally by the subject's teaching staff. It will address the content of work and a student's approach to learning in general and more specific ‘assessment-orientated’ terms. It is designed to help students improve their performance in time for the submission of an assessment item. For this to occur, students need to respond constructively to the feedback provided. This involves critically reflecting on advice given and, in response, altering the approach taken to a given assessment. Summative feedback is provided in written form with all assessed work. It is published along with indicative grades at UTS online.

Content (topics)

The content of this subject covers the following topics:

• The role of structural engineers on construction projects
• Overview of the structural knowledge required for construction project managers
• Design team interaction between the structural engineer, project manager, architect and quantity surveyor
• Structural design documentation
• Structural systems and classification of structures
• Structural behaviour of common structural systems and temporary structures
• Dead and live loads on structures and structural responses
• Resolution of forces, concepts of moment, equations of equilibrium
• Lateral load resisting structures
• Determination of structural safety
• Failure mechanisms of structures
• Computer analysis of structures
• Structural failures – Case Examples

Assessment

Assessment task 1: Simple structural design problems utilising engineering software and manual calculations.

Intent:	This task is intended to develop basic structural analysis skills necessary to understand simple structural systems. Students will learn when and how hand calculations are carried out, and some of the basic steps involved in computer-based analysis of structural systems.
Objective(s):	This task addresses the following subject learning objectives: 1, 2, 4 and 7 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): C.1, I.1, P.10 and P.2
Type:	Exercises
Groupwork:	Individual
Weight:	40%
Length:	Details regarding format and suggested length of group report will be discussed in class
Criteria linkages:	Criteria Weight (%) SLOs CILOs Demonstrate understanding of the Structural Design Process and structural principles 20 2 P.10 Demonstrate understanding of the factors that need to be considered when selecting a structural system for a project 20 4 P.10 Demonstrate ability to learn from structural testing/failure modes 30 7 P.2 Structure a professional report 20 1 C.1 Demonstrate open-ness to new ideas/innovation in design / team performance 10 1 I.1 SLOs: subject learning objectives CILOs: course intended learning outcomes

Assessment task 2: Bridge design portfolio

Intent:	The purpose of this assessment task is to introduce students to the main processes involved in structural design, in a project-based learning format. Rather than focusing on the mathematics behind structural design, the task involves building prototype bridge structures and seeing how they fail. The task also aims to develop teamwork skills that will be necessary when managing multi-disciplinary teams as future construction professionals.
Objective(s):	This task addresses the following subject learning objectives: 10, 3 and 8 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): C.1, P.10 and P.2
Type:	Portfolio
Groupwork:	Group, group assessed
Weight:	30%
Length:	Further information will be supplied in class. Answers will be mostly short-answer or calculations.
Criteria linkages:	Criteria Weight (%) SLOs CILOs Carry out structural calculations with accuracy 80 8 P.10 Demonstrate ability to communicate construction information effectively and professionally 10 3 C.1 Demonstrate ability to use basic computer software tools to carry out simple structural analyses 10 10 P.2 SLOs: subject learning objectives CILOs: course intended learning outcomes

Assessment task 3: Class exams

Intent:	The class exams aim to cover elements of all the content covered during the session. Practice questions will be issued during the weekly tutorial sessions.
Objective(s):	This task addresses the following subject learning objectives: 5, 6, 7, 8 and 9 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): P.2
Type:	Examination
Groupwork:	Individual
Weight:	30%
Criteria linkages:	Criteria Weight (%) SLOs CILOs Demonstrate understanding of how loads on structures are calculated and transmitted through a building 20 5 P.2 Produce calculations of loads on structures 20 6 P.2 Demonstrate understanding of typical failure mechanisms of structures 20 7 P.2 Produce simple calculations of statically determinate structures to determine reactions, shear forces and bending moments 20 8 P.2 Produce calculations of deflections on simply supported beams 20 9 P.2 SLOs: subject learning objectives CILOs: course intended learning outcomes

Minimum requirements

The DAB attendance policy requires students to attend no less than 80% of formal teaching sessions (lectures and tutorials) for each class they are enrolled in to remain eligible for assessment.

Required texts

• Seward, D., Understanding Structures: Analysis, Materials, Design, Palgrave Macmillan (Available UTS llibrary online) 4th or 5th Edition is fine.
• Additional lecture notes / reading material to be handed out as required in class and online

Recommended texts

• Garrison, P. (2011), Basic Structures, 2nd Edition, Wiley-Blackwell (another basic introduction to structural engineering concepts). Not essential but has additional worked examples and information

• If your mathematics skills are a bit rusty, I recommend you get a copy of
  Baker, R and Virdi, S., Construction Mathematics, Elsevier.
  It's available at the Co-Op Bookshop and Amazon and is an excellent introduction to the basic maths needed by
  construction professionals, with real-life examples

Other resources

The following books may be useful or of interest and are available in the UTS library:

1. Shaeffer, R.E. (2007), Elementary Structures for Architects and Builders, 5th Edition, Pearson
2. Hilson, B.O. (1993), Basic Structural Behaviour: Understanding structures from models, Thomas Telford

The following Australian Standards will be referred to in class:

1. Standards Australia , AS 1684.4 (2006) Residential Timber Framed Construction – Simplified: Non-Cyclonic Areas.
2. AS/NZS 1170 set – 2007: Structural Design Actions Set