•
Characteristics
Rarely Sometimes Often
•
Discussions are led by the students where outside content is brought in and expanded.
•
These discussions typically reach higher orders of critical thinking.
•
Collaborative work is fluid with students shifting between various simultaneous discussions depending on their needs and interests.
•
Content is given context as it relates to real-world scenarios.
•
Students challenge one another during class on content.
•
Student-led tutoring and collaborative learning forms spontaneously.
•
Students take ownership of the material and use their knowledge to lead one another without prompting from the teacher.
•
Students ask exploratory questions and have the freedom to delve beyond core curriculum.
•
Students are actively engaged in problem solving and critical thinking that reaches beyond the traditional scope of the course.
•
Students are transforming from passive listeners to active learners.
Modified from http://www.thedailyriff.com/articles/the-flipped-class-what-does-a-good-one-
look-like-692.php Westerberg 2012
Unit study package code: STEN2001
Mode of study: Internal
Tuition pattern summary: Note: For any specific variations to this tuition pattern and for precise information refer to the Learning Activities section.
Lecture: 2 x 1 Hours Weekly Workshop: 1 x 2 Hours Weekly
This unit does not have a fieldwork component.
Credit Value: 25.0
Pre-requisite units:
307529 (v.0) Engineering Mechanics 100 or any previous version OR
MCEN1000 (v.0) Engineering Mechanics or any previous version AND
307533 (v.0) Engineering Materials 100 or any previous version OR
MAEN1000 (v.0) Engineering Materials or any previous version AND
307538 (v.0) Engineering Mathematics 140 or any previous version OR
7062 (v.0) Mathematics 101 or any previous version OR
10926 (v.0) Mathematics 103 or any previous version OR
307537 (v.0) Engineering Mathematics 130 or any previous version OR
MATH1003 (v.0) Engineering Mathematics 2 or any previous version OR
MATH1010 (v.0) Advanced Mathematics or any previous version OR
MATH1004 (v.0) Mathematics 1 or any previous version OR
MATH1001 (v.0) Engineering Mathematics Specialist 2 or any previous version
Co-requisite units: Nil
Anti-requisite units: Nil
Result type: Grade/Mark
Approved incidental fees: Information about approved incidental fees can be obtained from our website. Visit fees.curtin.edu.au/incidental_fees.cfm for details.
Unit Outline
STEN2001 Structural Analysis 1
Semester 1, 2015
Unit coordinator: Title: Dr
Name: Natalie Lloyd Phone: +618 9266 7574 Email: N.Lloyd@curtin.edu.au Building: 204
Room: 511
Consultation times:
@drnatalielloyd #structstuf
StructuralAnalysis2678@groups.facebook.com
https://www.facebook.com/groups/StructuralAnalysis2678/
Teaching Staff:
Administrative contact: Name: Diane Garth
Phone: +618 9266 7524
Email: D.Garth@curtin.edu.au
Building: 204
Room: 401
Learning Management System: Blackboard (lms.curtin.edu.au)
Acknowledgement of Country
We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present.
Syllabus
Statically Determinate Structures: Introduction, Revision of concepts (actions, free body diagrams, shear and bending moment). Stress and Strain, Compatibility of Deformations, Superposition. Deflection: double integration, moment area methods, virtual work. Statically Indeterminate Structures: Concepts, Equilibrium and compatibility. Development of slope deflection equations and application to beams. Development of moment distribution equations and application to beams.
Introduction
This unit presents the theory and application of structural analysis as applied to trusses and statically determinate and indeterminate beams. It emphasizes the skills of modelling and analysing structures in response to applied actions. The methods presented are classical methods of analysis, that is, methods not requiring the use of computers to solve. It highlights the need to develop an understanding of structural behaviour.
Unit Learning Outcomes
All graduates of Curtin University achieve a set of nine graduate attributes during their course of study. These tell an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and attributes which employers say would be useful in a professional setting. Each unit in your course addresses the graduate attributes through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes tell you what you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your achievement of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes.
Your course has been designed so that on graduating we can say you will have achieved all of Curtin's Graduate Attributes through the assurance of learning process in each unit.
Curtin's Graduate Attributes
Learning Activities
Lectures (in person) present the theory and application of structural analysis. Active engagement with the lecture content is a learning activity. Essential reading, video tutorials and online module completion tasks are all learning activities. Workshops are essential learning activities. Students must take an active role in the workshops. Preparation is necessary before attending the workshop.
Assessment tasks are learning activities in which students develop and demonstrate their competency.
On successful completion of this unit students can: Graduate Attributes addressed 1 Apply key concepts of stiffness and strength, equilibrium and compatibility to the analysis of
structures
2 Discern the appropriate analysis technique or concepts to quantify and compare key structural responses
3 Effectively communicate structural analysis concepts and applications
Apply discipline knowledge Thinking skills
(use analytical skills to solve problems) Information skills
(confidence to investigate new ideas)
Communication skills Technology skills Learning how to learn
(apply principles learnt to new situations) (confidence to tackle unfamiliar problems)
International perspective
(value the perspectives of others) Cultural understanding
(value the perspectives of others)
Professional Skills
(work independently and as a team) (plan own work)
Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au
Learning Resources
Essential textsThe required textbook(s) for this unit are:
l Custom Text #structstuf compiled from Structural Analysis Eighth Edition SI Units R C Hibbeler available from www.pearson.com.au/9781486022618
OR
Structural Analysis Eighth Edition SI Units R C Hibbeler
Assessment
Assessment schedule
Detailed information on assessment tasks
1. The Investigations (2 of) are application of the theory to structural analysis problems submitted to the Assignment Office.
2. Exercises are online tests and journals. The tests are have an availability time of one week. The journals have an availability of two weeks. All Exercises are due online before Friday 1700. Online Exercises must be submitted before the due time – do not leave submission close to the deadline.
3. The mid semester may be conducted outside usual lecture times. Venue and time will be advised ASAP. The mid semester test is conducted under exam conditions; Student ID is required for entry to venue. Approved calculators only are permitted.
4. The exam is conducted in Exams Weeks and information is published from the Examination Office closer to the time. Student ID is required for entry to venue. Approved calculators only are permitted.
Pass requirements
Achieve a grade/mark greater than or equal to 5/50
Achieve a minimum of 45% (22.5 out of 50) for the Examination Complete online Structural Language Modules
Fair assessment through moderation
Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that student work is evaluated consistently by assessors. Minimum standards for the moderation of assessment are described in the Assessment and Student Progression Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm
Late assessment policy
This ensures that the requirements for submission of assignments and other work to be assessed are fair, transparent, equitable, and that penalties are consistently applied.
1. All assessments students are required to submit will have a due date and time specified on this Unit Outline.
Task Value % Date Due
Unit Learning Outcome(s)
Assessed
1 Investigations 12 percent Week: 8 ,13
Day: Friday Time: 1600
1,2,3
2 Exercises 18 percent TBA 1,2,3
3
Mid Semester Test 20 percent Week: 5
Day: TBA Time: TBA
1,3
4 Examination 50 percent Week: Examinations
Day: TBA Time: TBA
2,3
2. Late submission of assessments is not accepted in this unit. Students will receive a zero mark for any assessment item submitted late.
Assessment extension
A student unable to complete an assessment task by/on the original published date/time (eg examinations, tests) or due date/time (eg assignments) must apply for an assessment extension using the Assessment Extension form (available from the Forms page at students.curtin.edu.au/administration/) as prescribed by the Academic Registrar. It is the responsibility of the student to demonstrate and provide evidence for exceptional circumstances beyond the student's control that prevent them from completing/submitting the assessment task.
The student will be expected to lodge the form and supporting documentation with the unit coordinator before the assessment date/time or due date/time. An application may be accepted up to five working days after the date or due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior to the assessment date. An application for an assessment extension will not be accepted after the date of the Board of Examiners' meeting.
Deferred assessments
If your results show that you have been granted a deferred assessment you should immediately check your OASIS email for details.
Deferred examinations/tests will be held from 22/07/2015 to 24/07/2015 . Notification to students will be made after the Board of Examiners’ meeting via the Official Communications Channel (OCC) in OASIS.
Supplementary assessments
Supplementary assessments, if granted by the Board of Examiners, will have a due date or be held between 22/07/2015 and 24/07/2015 . Notification to students will be made after the Board of Examiners’ meeting via the Official Communications Channel (OCC) in OASIS.
It is the responsibility of students to be available to complete the requirements of a supplementary assessment. If your results show that you have been granted a supplementary assessment you should immediately check your OASIS email for details.
Referencing style
The referencing style for this unit is Chicago.
More information can be found on this style from the Library web site: library.curtin.edu.au.
Academic Integrity (including plagiarism and cheating)
Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be academic misconduct.
Plagiarism and cheating are serious offences that will be investigated and may result in penalties such as reduced or zero grades, annulled units or even termination from the course.
Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or referencing. Submitting work which has been produced by someone else (e.g. allowing or contracting another person to do the work for which you claim authorship) is also plagiarism. Submitted work is subjected to a plagiarism detection process, which may include the use of text matching systems or interviews with students to determine authorship.
Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any use of unauthorised materials or assistance during an examination or test.
For more information, including student guidelines for avoiding plagiarism, refer to the Academic Integrity tab in Blackboard or academicintegrity.curtin.edu.au.
Additional information
Engineers Australia competencies assessed and level of thinking
ENGINEERS AUSTRALIA Stage 1 competencies and elements of competency assessed in this unit 1
https://www.engineersaustralia.org.au/sites/default/files/shado/Education/Program%20Accreditation/110318%20Stage%201%
20Professional%20Engineer.pdf
1. KNOWLEDGE AND SKILL BASE
1.1. Science/Engineering fundamentals: Comprehensive, theory based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the engineering discipline.
1.2. Conceptual understanding: Conceptual understanding of the, mathematics, numerical analysis, statistics, and computer and information sciences which underpin the engineering discipline.
1.3. Specialist knowledge: In-depth understanding of specialist bodies of knowledge within the engineering discipline.
1.4. Development & Research: Discernment of knowledge development and research directions within the engineering discipline.
1.5. Context: Knowledge of contextual factors impacting the engineering discipline.
1.6. Engineering. Practice: Understanding of the scope, principles, norms, accountabilities and bounds of contemporary engineering Assessment Task EA Professional competencies assessed 1 Level of thinking 2
Exercises Online 1.1. Science/Engineering fundamentals 1.2. Conceptual understanding 1.3. Specialist knowledge 2.1. Problem solving 3.2. Communication
Comprehension
Investigations 1.1. Science/Engineering fundamentals 1.2. Conceptual understanding 1.3. Specialist knowledge 2.2. Use of techniques 3.2. Communication 3.3. Creativity
Application
Mid Semester Test 1.1. Science/Engineering fundamentals 1.2. Conceptual understanding 1.3. Specialist knowledge 2.2. Use of techniques 3.2. Communication
Application
Final Exam 1.2. Conceptual understanding
1.3. Specialist knowledge 2.2. Use of techniques 3.2. Communication
Application
practice in the specific discipline.
2. ENGINEERING APPLICATION ABILITY
2.1. Problem solving: Application of established engineering methods to complex engineering problem solving.
2.2. Use of techniques: Fluent application of engineering techniques, tools and resources.
2.3. Systematic use: Application of systematic engineering synthesis and design processes.
2.4. Project management: Application of systematic approaches to the conduct and management of engineering projects.
3. PROFESSIONAL AND PERSONAL ATTRIBUTES
3.1. Professionalism: Ethical conduct and professional accountability
3.2. Communication: Effective oral and written communication in professional and lay domains.
3.3. Creativity: Creative, innovative and pro-active demeanour.
3.4. Information use: Professional use and management of information.
3.5. Self Conduct: Orderly management of self, and professional conduct.
3.6. Team work: Effective team membership and team leadership.
Levels of thinking 2 (see: http://www.learningandteaching.info/learning/bloomtax.htm)
Knowledge
Recall of something encountered before but without having to change it, use it or understand it; facts.
Comprehension
Understanding the knowledge that has been acquired without needing to relate it to other information.
Application
Use of a learned concept to resolve some situation or solve a new problem in an appropriate way.
Analysis
Taking something learned apart into separate components for purposes of thinking about the parts and how they fit together.
Synthesis
Generating or creating something different by assembling or connecting ideas in a way that makes a whole.
Evaluation
Looking at the particular value of materials, information or methods in characterizing the whole.
Enrolment
It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.
Student Rights and Responsibilities
It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and responsibilities as a student. These include:
l the Student Charter
l the University's Guiding Ethical Principles
l the University's policy and statements on plagiarism and academic integrity
l copyright principles and responsibilities
l the University's policies on appropriate use of software and computer facilities
Information on all these things is available through the University's "Student Rights and Responsibilities website at:
students.curtin.edu.au/rights.
Student Equity
There are a number of factors that might disadvantage some students from participating in their studies or assessments to the best of their ability, under standard conditions. These factors may include a disability or medical condition (e.g. mental illness, chronic illness, physical or sensory disability, learning disability), significant family responsibilities, pregnancy, religious practices, living in a remote location or another reason. If you believe you may be unfairly disadvantaged on these or other grounds please contact Student Equity at eesj@curtin.edu.au or go to http://eesj.curtin.edu.au/student_equity/index.cfm for more information
You can also contact Counselling and Disability services: http://www.disability.curtin.edu.au or the Multi-faith services:
http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm for further information.
It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual circumstances so please get in touch with the appropriate service if you require assistance. For general wellbeing concerns or advice please contact Curtin's Student Wellbeing Advisory Service at:
http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm
Recent unit changes
We welcome feedback as one way to keep improving this unit. Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system (see evaluate.curtin.edu.au/info/).
Recent changes to this unit include:
This unit has been delivered with increasing on-line lecture delivery in the form of mini lectures and mini worked example lectures on Bentley campus. In 2015 face to face lectures will be reinstated with a view to enhance student perception of teaching quality and student learning outcomes.
To view previous student feedback about this unit, search for the Unit Summary Report at
evaluate.curtin.edu.au/student/unit_search.cfm. See evaluate.curtin.edu.au to find out when you can eVALUate this unit.
Program calendar
Program Calendar – Semester 1 2015
Assessment Due – Exercises TBA on BlackBoard, however, tentative weeks noted in table
Week Begin Date Lecture/
Seminar
Pre-readings Tutorial/Other Assessment Due
Orientation 23 February Orientation Week
1. 2 March Types of Structures and Loads
2. 9 March Analysis of Statically Determinate Structures Exercise
3. 16 March Analysis of Statically determinate trusses
4. 23 March Internal Loadings in Members Exercise
5. 30 March Internal Loadings in Members Mid Semester Test
6. 6 April Tuition Free Week
7. 13 April Tuition Free Week
8. 20 April Deflections of Beams Investigation
9. 27 April Analysis Statically Indeterminate Beams Exercise
10. 4 May Analysis Statically Indeterminate Beams
11. 11 May Slope Deflection Exercise
12. 18 May Slope Deflection
13. 25 May Moment Distribution Investigation
14. 1 June Moment Distribution
15. 8 June Study Week
16. 15 June Examinations
17 22 June Examinations
Title: Exercise Online Journal
Activity: Exercises Online Journals are short written assessments. They are to be submitted via the BlackBoard online Journal- Graded Writing system. On-line exercises are individual assignments. Collaborating too closely is not acceptable for individual assignments. Refer to the guide page 13 http://academicintegrity.curtin.edu.au/local/docs/StudentPlagiarismGuide.pdf For a detailed Assessment description and specification of work to be done refer to Instructions provided at the Journal.
Typical instructions may be similar to the following:
Write a journal entry __________________. Your journal entry should contain the following:
• an introduction
• 2-3 paragraphs in which you _____________________________________________, and
• a conclusion paragraph
Your journal entry should be no longer than ___ (500-1000 typically) words and must include at least ____(2-4 typically) academic references.
Instructions for a typical Exercise are shown here from 2014:
Access help for writing in Structural Language Modules and Resources ad Feedback for Language in BlackBoard.
Assessment criteria and marking distribution and Engineers Australia competencies addressed Value of the assessment based on the rubric provided below 6%
The total assessment mark awarded is made up of the marks awarded to each element assessed.
Each item of the assessment in the rubric shows the EA competencies (ENGINEERS AUSTRALIA Stage 1 competencies) to be demonstrated. ‘Level of learning’ (Levels of learning) is specified for those elements of the assignment when it is appropriate.
Detailed guidelines and feedback
This detailed assessment rubric sets out assessment expectations so that you will be aware of the competencies to be developed and the expected standards. This table will also be used for assessing your work to provide sufficient feedback on how you performed against these standards. Feedback is provided on-line at the time of completion of the journal via the Online Rubric and grades are displayed on-line in GradeCenter.
Words in italics align to the Editing Checklist – refer to this document for further details. Instructions given in the Journals may be explained with the aide of the Directives document – refer to this for details. These documents re found in the Resources and Feedback section of BlackBoard:
Item
Engineers Australia competencies 1
and (if appropriate) Level of Learning 2
Poor standard BELOW REQUIREMENTS
40%
Good Standard PARTIALLY PROFICIENT 70%
Excellent standard PROFICIENT (C1) 100%
Percentage of assessment
THEMES AND CONCEPTS : TECHNICAL CONTENT
1.2. Conceptual understanding 1.3. Specialist knowledge
3.2. Communication
Summarises, and uses a range of simple vocabulary to express basic ideas. Ability to express more complex thoughts and ideas is unsupported by critical interpretation of other sources or explanation of supporting points.
Technical errors evident.
Does not address the directive given.
Develops an argument systematically, giving
simple reasons and examples to support a particular point of view
or option. Shows synthesis of information
and simple arguments from a number of sources. Technical inaccuracy in some ideas.
Partially addresses the directive.
Journal is a clear, well- structured exposition of a complex argument, highlighting the relevant salient issues; expands and supports points of view at some length with subsidiary points, reasons and relevant examples. Technically accurate information.
Addresses the directive.
50%
STRUCTURE AND
REFERENCING 3.2. Communication
Paragraphs may not be present or may be poorly constructed; minor errors in layout and paragraphing.
Journal includes insufficient, non- academic or inaccurate referencing.
Paragraphs present;
some may be poorly constructed and/or minor errors in required layout or standard paragraphing conventions.
All paragraphs are present and well- constructed; work shows required layout and standard paragraphing conventions.
Report includes extended, accurate and detailed reference list of academic references.
25%
STYLE:
ACADEMIC WRITING 3.2. Communication
Sentence structure errors occur, and some sentences require re- reading to understand.
Writing is not concise or clear with frequent use of redundancies, unclear expressions and informal language.
Report includes minimum required accurate references;
there may be minor errors in referencing.
Writing is clear and smoothly flowing to produce a well- structured text, with variable sentence length, accurate sentences and formal (academic style) language using structural analysis vocabulary.
12.5%
STYLE:
MECHANICS 3.2. Communication
Moderate grammatical control, though with noticeable mother tongue influence.
Punctuation and spelling errors are frequent.
Uses a limited number of linking words to create a clear, coherent text, marking the relationships between ideas, although some disjointedness occurs. Some informal language and/or not concise writing are evident.
Consistently maintains a high degree of grammatical accuracy;
errors are rare and difficult to spot.
Spelling is accurate.
Writing shows controlled use of punctuation devices.
12.5%
Feedback comments will be provided at the time of marking of the Journal assessment via BlackBoard.
Expected time required after completion of all necessary preparation to complete this assessment <2 hours of focused work.
Feedback may also be provided in the comments section of GradeCenter in addition to specific comments provided within the Rubric.
• Real-life Structural Analysis – short answer
Select a structural system that you can access in person before the Workshop e.g. not an internet image. Record key details, measure or estimate dimensions, take images and think about these aspects of structural analysis:
a) Load path
b) Estimate of Actions c) Support types d) Estimate of Reactions
e) Structural type and determinacy f) Materials or sections choices
As a group in the Workshop, share your structural analysis research.
Describe the structural analysis of one the group members’ structure in a short response (1-2 paragraphs).
The response should contain at least one scholarly reference e.g. refer the essential text for this unit and / or Australian Standards. Use the Chicago Author-Date 16
thedition referencing style.
http://libguides.library.curtin.edu.au/referencing What structure?
You can choose the structure, the structure should be sufficiently challenging without being impossible to analyse. For example suitable structures could be:
i. pedestrian bridge or walkway
ii. portion of a bus or train station/shelter iii. patio/shed/roof or floor beams
iv. part of a shopping centres where the structure is exposed e.g. Bunning’s, car parks, warehouse type structures such as indoor cricket or soccer
v. shopping centre beams, ramps, roof structures or canopies
Ensure you can safely and legally access the structure to find the dimensions, sections and support.
Use a tape measure/ruler, pace out larger structures to estimate spans or photograph with a known object to scale. Most structural steel sections can be determined by accessing data sheets:
http://www.onesteel.com/publications.asp?category=238&cname=Structural%20Sections
Take care when photographing – seek permission if necessary (e.g. if you are on a business or private property or a public place which is privately owned, you must ask, government property is restricted etc.). If in doubt – ask.
http://www.artslaw.com.au/info-sheets/info-sheet/street-photographers-rights/
• http://www.findlaw.com.au/articles/4193/photographing-your-way-through-an-intellectual- pro.aspx
• Chapter 2 Fundamental Problems F2.1 to F2.6
