Overview
This unit introduces the principles and practices of design of concrete structures conforming to Standards. Structural systems and load paths for gravity and lateral loading are identified and determined and state-of-the-art construction materials are reviewed in the context of sustainability and environmental issues. Students interpret and apply Standards to design concrete structural components such as beams, slabs, columns, footings and retaining walls. They plan and prepare tests and carry out tests on structural concrete components, interpret results and prepare test reports. The social and cultural context of concrete building design and serviceability requirements are integrated in the design process through individual /team work that focuses on development of professionalism, ethical practice, problem solving and communication. Distance Education (Flex) students will be required to attend a residential school to provide an opportunity to develop unit learning outcomes.
Details
Pre-requisites or Co-requisites
[ENEC12007 Analysis of Structures or ENEC 13007 Analysis of Structures and Stresses] and (ENEG12001 Materials and Processes or ENEG12005 Materials Science and Engineering. Condition = Flex mode is not available to students in C0-op Course CF47.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2017
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Residential Schools
This unit has a Compulsory Residential School for distance mode students and the details are:
Click here to see your Residential School Timetable.
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Moodle course evaluation
Residential school in the middle of the term is not good
Residential school / Lab work is based on the content learned during the first half of the term.
Residential school time table is based on the availability of the lab, technical staff and also not to clash with other units.
Feedback from Moodle course evaluation
Lecturer was very engaged with ensuring students are achieving learning goals and is supportive based on individual circumstances
Lecturer will provide necessary assistance to students towards the successful completion of the unit.
Continued the same level of support towards students' learning
Feedback from Moodle course evaluation
Content was great and the study guides are excellent.
Glad to note that the students enjoyed the content and the Study Guide was helpful to their learning.
Continued to provide the study resources this term as well.
Feedback from Moodle course evaluation
The assessment items allowed for enhanced comprehension of the work being done during the weeks.
Thank you for the feedback. Assessment items were linked with the Learning Outcomes.
Assessment items were prepared to link the learning outcomes and learning outcomes are linked to the program requirements.
- select and specify materials for concrete structures in the context of sustainability and environmental issues and explain how these properties contribute to improved structural performance [1,3,5,7,8]
- determine identify load paths in structural systems for gravity and lateral loading[1,3,4]
- apply standards to design reinforced concrete beams, slabs, columns and retaining walls and explain the design process used for ultimate strength behaviour [3,4,5,7,8]
- design structural components to meet serviceability requirements and check and describe serviceability behaviour of concrete structural components [3,4,5]
- plan, test and interpret results of tests on structural materials and prepare reports of tests. [2, 4, 5, 6, 9]
- communicate effectively using terminology, symbols and diagrams associated with structural concrete design, and professionally document and check calculations and problem solutions [2, 3, 5, 9]
- demonstrate a capacity to work, learn and communicate in an ethical, professional manner both individually and in teams, using information literacy skills to investigate problems and present solutions. [2, 4, 6, 9, 10]
B Eng Graduate Attributes
1. Science and engineering.
2. Communicate effectively.
3. Technical competence.
4. Problem solution.
5. System approach.
6. Function in teams.
7. Social, cultural, global and environmental.
8. Sustainable design and development.
9. Professionalism and ethics.
10. Lifelong learning.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | |
| 1 - Written Assessment - 20% | |||||||
| 2 - In-class Test(s) - 40% | |||||||
| 3 - Practical and Written Assessment - 40% | |||||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | |
| 1 - Communication | |||||||
| 2 - Problem Solving | |||||||
| 3 - Critical Thinking | |||||||
| 4 - Information Literacy | |||||||
| 5 - Team Work | |||||||
| 6 - Information Technology Competence | |||||||
| 7 - Cross Cultural Competence | |||||||
| 8 - Ethical practice | |||||||
| 9 - Social Innovation | |||||||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Written Assessment - 20% | ||||||||||
| 2 - In-class Test(s) - 40% | ||||||||||
| 3 - Practical and Written Assessment - 40% | ||||||||||
Textbooks
Reinforced Concrete Basics
Edition: Second (2010)
Authors: Warner, RF., Foster,SJ and Kilpatrick,AE
Pearson Education Australia
NSW , Australia
Binding: Paperback
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Microsoft word and Excel
All submissions for this unit must use the referencing style: Harvard (author-date)
For further information, see the Assessment Tasks.
r.dhanasekar@cqu.edu.au
Module/Topic
Materials of construction and mix design
Chapter
Events and Submissions/Topic
Module/Topic
Theory of Serviceability Behaviour of Reinforced Concrete under Flexure
Chapter
Events and Submissions/Topic
Module/Topic
Theory of Serviceability Behaviour of Reinforced Concrete under Flexure
Chapter
Events and Submissions/Topic
Module/Topic
Flexural Capacity of RC Beams - Singly & Doubly reinforced rectangular beams and T beams.
Chapter
Events and Submissions/Topic
Module/Topic
Flexural Capacity of RC Beams - Singly & Doubly reinforced rectangular beams and T beams.
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Analysis and Design of RC Beams for Shear
Chapter
Events and Submissions/Topic
Module/Topic
Design of RC Slabs - one way & Two way slabs
Chapter
Events and Submissions/Topic
Module/Topic
Design of RC Slabs - one way & Two way slabs
Chapter
Events and Submissions/Topic
Module/Topic
Design of RC columns - Short and slender
Chapter
Events and Submissions/Topic
Module/Topic
Design of RC columns - Short and slender
Chapter
Events and Submissions/Topic
Module/Topic
Design of Footings
Chapter
Events and Submissions/Topic
Module/Topic
Design of Retaining wall
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
ENEC14013 has compulsory laboratory work. Flex students will do the laboratory work during residential school. Internal students from Rockhampton, Bundaberg , Mackay and Gladstone will do the laboratory work during weeks 6 to 10 and the schedule will be finalised on or before Friday,week-3.
1 Written Assessment
This assessment has questions from weeks 1 to 3 content and include theory and design questions. Question will be available via the course web site at the beginning of the term.
Week 5 Wednesday (5 Apr 2017) 5:00 pm AEST
Grade and feedback will be uploaded on the course web site on or before Week-7, Wednesday.
(5 %) Presentation and layout—includes the selection of typeface, written and general appearance, detail and quality of the assessment item submission
(95%) Content—includes the accuracy and relevance of information, application of knowledge, language and grammar used in answering questions, and proper referencing of sources of information, equations, images, data and tables used in the assessment submission. When referencing, use of the Harvard Referencing System
- select and specify materials for concrete structures in the context of sustainability and environmental issues and explain how these properties contribute to improved structural performance [1,3,5,7,8]
- determine identify load paths in structural systems for gravity and lateral loading[1,3,4]
- apply standards to design reinforced concrete beams, slabs, columns and retaining walls and explain the design process used for ultimate strength behaviour [3,4,5,7,8]
- design structural components to meet serviceability requirements and check and describe serviceability behaviour of concrete structural components [3,4,5]
- communicate effectively using terminology, symbols and diagrams associated with structural concrete design, and professionally document and check calculations and problem solutions [2, 3, 5, 9]
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 In-class Test(s)
This assessment cover the content from weeks 4 to 8. Assessment questions include theory and design of structural members . This assessment is of open book format and the duration is 2 hours. Students need to bring their own stationary.
Week 9 Friday (12 May 2017) 11:00 am AEST
Grade and feedback will be uploaded on the course web site on or before Week-11, Thursday.
(100% ) Content—includes the accuracy and relevance of information, application of knowledge, language and grammar used in answering questions, and proper referencing of sources of information, equations, images, data and tables used in answering questions.
- select and specify materials for concrete structures in the context of sustainability and environmental issues and explain how these properties contribute to improved structural performance [1,3,5,7,8]
- determine identify load paths in structural systems for gravity and lateral loading[1,3,4]
- apply standards to design reinforced concrete beams, slabs, columns and retaining walls and explain the design process used for ultimate strength behaviour [3,4,5,7,8]
- design structural components to meet serviceability requirements and check and describe serviceability behaviour of concrete structural components [3,4,5]
- communicate effectively using terminology, symbols and diagrams associated with structural concrete design, and professionally document and check calculations and problem solutions [2, 3, 5, 9]
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
3 Practical and Written Assessment
This assessment has questions from weeks 9 to 12 content, laboratory and industry visit and include theory and design questions. Assessment questions and Laboratory activities details and report format will be provided to all students on or before week-5
Review/Exam Week Wednesday (7 June 2017) 5:00 pm AEST
Grade and feedback will be uploaded on the course web site during University vcaction period, on or before 01 July 2016
(5 %) Presentation and layout—includes the selection of typeface, written and general appearance, detail and quality of the assessment item submission
(95%) Content—includes the accuracy and relevance of information, application of knowledge, language and grammar used in answering questions, and proper referencing of sources of information, equations, images, data and tables used in the assessment submission. When referencing, use of the Harvard Referencing System
- select and specify materials for concrete structures in the context of sustainability and environmental issues and explain how these properties contribute to improved structural performance [1,3,5,7,8]
- determine identify load paths in structural systems for gravity and lateral loading[1,3,4]
- apply standards to design reinforced concrete beams, slabs, columns and retaining walls and explain the design process used for ultimate strength behaviour [3,4,5,7,8]
- design structural components to meet serviceability requirements and check and describe serviceability behaviour of concrete structural components [3,4,5]
- plan, test and interpret results of tests on structural materials and prepare reports of tests. [2, 4, 5, 6, 9]
- communicate effectively using terminology, symbols and diagrams associated with structural concrete design, and professionally document and check calculations and problem solutions [2, 3, 5, 9]
- demonstrate a capacity to work, learn and communicate in an ethical, professional manner both individually and in teams, using information literacy skills to investigate problems and present solutions. [2, 4, 6, 9, 10]
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
