16314 Construction Technology 3

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): ( 16265 Construction Technology 2 OR (48340 Construction AND (72 credit points of completed study in spk(s): C10067 Bachelor of Engineering OR 72 credit points of completed study in spk(s): C10061 Bachelor of Engineering Diploma Engineering Practice OR 72 credit points of completed study in spk(s): C09066 Bachelor of Engineering (Honours) OR 72 credit points of completed study in spk(s): C09067 Bachelor of Engineering (Honours) Diploma Professional Engineering Practice)) OR (16631 Construction and Development Process AND (48 credit points of completed study in spk(s): C10310 Bachelor of Property Economics OR 48 credit points of completed study in spk(s): C10320 Bachelor of Property Economics Bachelor of International Studies OR 48 credit points of completed study in spk(s): C10431 Bachelor of Property Economics Bachelor of Languages and Cultures)))
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.

Description

This is a hybrid subject that examines:

• construction technology for industrial buildings
• building quality and common defects;
• building disputes; and
• remedial building.

The construction of industrial buildings, such as warehouses and factories, are examined in detail, coupled with a site visit, with a particular focus on site sub-strata conditions, soil contamination and the main structural principles of wide-span buildings.

Students are then exposed to current industry case studies on how building quality affects a construction project manager's day-to-day duties and the process when minimum building standards are not met and when building quality is scrutinised during and after the handover process.

Subject learning objectives (SLOs)

1.	Describe the interrelationship, behaviour and function of components in steel framed construction
2.	Describe conventional construction methods, materials, terminology and details for industrial buildings
3.	Demonstrate an understanding of the purpose (attributes and intent of application) of standard building elements through the ability to make informed decisions of the appropriateness of alternate solutions
4.	Apply the statutory regulations governing construction in Australia to the management of industrial construction projects

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)
• Apply the body of knowledge underpinning construction project management practice. (P.2)
• Analyse and advise on alternative design solutions to promote the achievement of value on projects. (P.7)

Contribution to the development of graduate attributes

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 combination of on-campus and online lectures and discussion, online learning, independent research and examination. Lectures involve a combination of on-campus classes and online conference content delivery employing the use of media and electronic resources to enhance the delivery of the theory element of the subject. Class notes will be provided through Canvas with the expectation that students review these before and after attending the on-campus and online conference classes. Weekly reviews are undertaken to reinforce learning in a collaborative manner from previous classes. Authentic learning assessments place students in the industrial building environment as they undertake analysis of an active building site. Students will have several opportunities to receive feedback during the subject. The feedback provided will vary in form, purpose and in its degree of formality. 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, both 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 discussions, presentations and industry interactions. Summative feedback is provided in written form with all assessed work. Summative feedback focuses on assessment outcomes. It is used to indicate how successfully a student has performed in terms of specific assessment criteria. Quizzes, report writing, and bespoke student critique of industry practice are utilised to assess a student’s understanding of subject content. Grades and feedback are published online at UTS Review.

Content (topics)

1. Site Investigation Techniques and Risk Assessment

2. Site Establishment for Industrial Buildings

3. Construction for Industrial Buildings

4. Influences on building quality

5. Building Disputes

6. Remedial Building

Assessment

Assessment task 1: Online Quiz - Environmental Risk and Industrial Construction

Intent:	The intent of Online Quizzess is to consolidate the student's understanding of the content delivered in class.
Objective(s):	This task addresses the following subject learning objectives: 1, 2 and 3 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:	Quiz/test
Groupwork:	Individual
Weight:	20%
Criteria linkages:	Criteria Weight (%) SLOs CILOs Demonstrate understanding of the components of steel frame construction, their functions, behaviours and interrelations 34 1 P.2 Demonstrate understanding of conventional methods of industrial building construction 33 2 P.2 Demonstrate the ability to make informed decisions regarding the appropriate use of standard building elements 33 3 P.2 SLOs: subject learning objectives CILOs: course intended learning outcomes

Assessment task 2: Online Quiz - BCA & Australian Standards

Intent:	The intent of this assessment is to have students answer questions relating to industry case studies the BCA and Australian Standards using materials that would ordinarily be available to them when practising in industry.
Objective(s):	This task addresses the following subject learning objectives: 3 and 4 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.2 and P.7
Type:	Quiz/test
Groupwork:	Individual
Weight:	35%
Criteria linkages:	Criteria Weight (%) SLOs CILOs Demonstrate understanding of industry case studies, the BCA and Australian Standards 33 4 C.1 Demonstrate the ability to make informed decisions regarding the appropriate use of standard building elements 33 3 P.7 Demonstrate understanding of the application of statutory regulations governing construction in Australia 34 4 P.2 SLOs: subject learning objectives CILOs: course intended learning outcomes

Assessment task 3: Group Report - Response to Alleged Building Defects

Intent:	The intent of this assessment is to have students interact with scenarios that occur in industry when build quality is questioned. Students will apply their body of knowledge and understanding of the BCA, Australian Standards to form their own view on building quality.
Objective(s):	This task addresses the following subject learning objectives: 3 and 4 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 and P.7
Type:	Report
Groupwork:	Group, individually assessed
Weight:	45%
Criteria linkages:	Criteria Weight (%) SLOs CILOs Demonstrate an understanding of how construction management can influence building quality 50 3 P.2 Demonstrate understanding of how building regulation influences construction management 50 4 P.7 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

1. Australian Uniform Building Regulations Co-ordinating Council, Building Code of Australia (BCA), (Updated yearly)

2. UTS (2009), “Guide to Assignment Writing”, Faculty of Business, UTS

References

1. Barry, R. (1998), The Construction of Buildings (series), Blackwell Science

2. Chudley, R., & Greene, R. (2006), Building Construction Handbook (6th Ed.), Elsevier, 2006