Course Outline

CIV302 Concrete Design and Technology

Course Coordinator:Christophe Gerber (cgerber@usc.edu.au) School:School of Science, Technology and Engineering

2024Semester 2

UniSC Sunshine Coast

UniSC Moreton Bay

Blended learning Most of your course is on campus but you may be able to do some components of this course online.

Please go to usc.edu.au for up to date information on the
teaching sessions and campuses where this course is usually offered.

What is this course about?

Description

Civil engineers need to design concrete structures and infrastructures that adhere to regulatory standards. This course focuses on the design of reinforced concrete structures and their components, such as beams, slabs and columns, while considering both serviceability and ultimate limit states. You will learn to effectively design these structures and their members, ensuring compliance with the Australian Standard AS 3600. Additionally, the course covers the proper detailing of reinforcement for these structures and members.

How will this course be delivered?

Activity Hours Beginning Week Frequency
Blended learning
Learning materials – Asynchronous weekly learning material 2hrs Week 1 13 times
Tutorial/Workshop 1 – Online workshops 1hr Week 1 13 times
Tutorial/Workshop 2 – On campus 2hrs Week 1 13 times
Laboratory 1 – On campus 1hr Week 2 3 times

Course Topics

Topics May include:

  • Introduction to Concrete Structures and Design Procedures
  • Design of Reinforced Concrete Beams to Limit States according to AS 3600
  • Design of Reinforced Concrete Slabs to Limit States according to AS 3600
  • Design of Reinforced Concrete Columns to Limit States according to AS 3600
  • Structural Analysis of Concrete Structures

What level is this course?

300 Level (Graduate)

Demonstrating coherence and breadth or depth of knowledge and skills. Independent application of knowledge and skills in unfamiliar contexts. Meeting professional requirements and AQF descriptors for the degree. May require pre-requisites where discipline specific introductory or developing knowledge or skills is necessary. Normally undertaken in the third or fourth full-time study year of an undergraduate program.

What is the unit value of this course?

12 units

How does this course contribute to my learning?

Course Learning Outcomes On successful completion of this course, you should be able to... Graduate Qualities Mapping Completing these tasks successfully will contribute to you becoming... Professional Standard Mapping * Competencies from multiple Professional Bodies (see below) *
1 Describe and explain the nature of concrete and steel, and how they work as a composite members i.e. reinforced concrete. Knowledgeable
Empowered
1.1.a, 1.1, 1.2
2 Use and apply design codes e.g. AS/NZS 1170.0, AS/NZS 1170.1 and AS 3600; determine design loads and load combinations for strength and serviceability and understand their importance in limit state design. Knowledgeable
Ethical
1, 1.3.a, 1.3, 2, 2.1.g, 2.3.a, 2.1, 2.3
3 Analyse concrete structures to determine the critical design actions (effects of design loads) on their structural elements in compliance with Australian Standards. Creative and critical thinker
2, 2, 2.1.a, 2.1.a, 2.3.a, 2.1, 2.1, 2.3
4 Design concrete members and structures for durability (including fire resistance) and for ultimate and serviceability limit states compliantly to their relevant Australian Standards, guidelines and 'best' practice. Empowered
Ethical
Sustainability-focussed
1, 1.3.a, 1.3.a, 1.3, 1.3, 2, 2.3.b, 2.3
5 Create design documentation outlining the outcomes of engineering design solutions to a professional standard to and communicate, by graphical means, the results of the design process in an interpretable manner. Engaged
2, 2.1.a, 2.1, 3, 3.2.b, 3.1, 3.2
6 Collaborate with your Project team to design concrete structures (concept to optimised solutions), and produce and deliver a Design report and a Project presentation. Creative and critical thinker
Engaged
1, 1.3.a, 1.3, 2, 2, 2.1.f, 2.1.f, 2.1, 2.1

* Competencies by Professional Body

CODE COMPETENCY
Engineers Australia Stage 1 Professional Engineer Competency Standards
1.1.a Knowledge and Skill Base - Comprehensive, theory based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the engineering discipline: Engages with the engineering discipline at a phenomenological level, applying sciences and engineering fundamentals to systematic investigation, interpretation, analysis and innovative solution of complex problems and broader aspects of engineering practice.
1.3.a Knowledge and Skill Base - In-depth understanding of specialist bodies of knowledge within the engineering discipline: Proficiently applies advanced technical knowledge and skills in at least one specialist practice domain of the engineering discipline.
1 Elements of competency: Knowledge and Skill Base
1.1 Knowledge and Skill Base: Comprehensive, theory based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the engineering discipline.
1.2 Knowledge and Skill Base: Conceptual understanding of the mathematics, numerical analysis, statistics, and computer and information sciences which underpin the engineering discipline.
1.3 Knowledge and Skill Base: In-depth understanding of specialist bodies of knowledge within the engineering discipline.
2 Elements of competency: Engineering Application Ability
2.1.g Engineering Application Ability - Application of established engineering methods to complex engineering problem solving: Critically reviews and applies relevant standards and codes of practice underpinning the engineering discipline and nominated specialisations.
2.3.a Engineering Application Ability - Application of systematic engineering synthesis and design processes: Proficiently applies technical knowledge and open ended problem solving skills as well as appropriate tools and resources to design components, elements, systems, plant, facilities and/or processes to satisfy user requirements.
2.1.a Engineering Application Ability - Application of established engineering methods to complex engineering problem solving: Identifies, discerns and characterises salient issues, determines and analyses causes and effects, justifies and applies appropriate simplifying assumptions, predicts performance and behaviour, synthesises solution strategies and develops substantiated conclusions.
2.3.b Engineering Application Ability - Application of systematic engineering synthesis and design processes: Addresses broad contextual constraints such as social, cultural, environmental, commercial, legal political and human factors, as well as health, safety and sustainability imperatives as an integral part of the design process.
2.1.f Engineering Application Ability - Application of established engineering methods to complex engineering problem solving: Conceptualises alternative engineering approaches and evaluates potential outcomes against appropriate criteria to justify an optimal solution choice.
2.1 Engineering Application Ability: Application of established engineering methods to complex engineering problem solving.
2.3 Engineering Application Ability: Application of systematic engineering synthesis and design processes.
3 Elements of competency: Professional and Personal Attributes
3.2.b Professional and Personal Attributes - Effective oral and written communication in professional and lay domains: Prepares high quality engineering documents such as progress and project reports, reports of investigations and feasibility studies, proposals, specifications, design records, drawings, technical descriptions and presentations pertinent to the engineering discipline.
3.1 Professional and Personal Attributes: Ethical conduct and professional accountability.
3.2 Professional and Personal Attributes: Effective oral and written communication in professional and lay domains.
Engineers Australia Stage 1 Engineering Technologist Competency Standards
1 Elements of competency: Knowledge and Skill Base
1.3.a Knowledge and Skill Base - In-depth understanding of specialist bodies of knowledge within the technology domain: Proficiently applies advanced technical knowledge and skills to deliver engineering outcomes in specialist area(s) of the technology domain and associated industry, commercial and community sectors.
1.3 Knowledge and Skill Base: In-depth understanding of specialist bodies of knowledge within the technology domain.
2 Elements of competency: Engineering Application Ability
2.1.a Engineering Application Ability - Application of established engineering methods to broadly-defined problem solving within the technology domain: Identifies, discerns and characterises salient issues, determines and analyses causes and effects, justifies and applies appropriate simplifying assumptions, predicts performance and behaviour, synthesises solution strategies and develops substantiated conclusions.
2.1.f Engineering Application Ability - Application of established engineering methods to broadly-defined problem solving within the technology domain: Critically evaluates alternative implementation approaches using specialist engineering technologies and evaluates potential outcomes against appropriate criteria to justify an optimal solution choice.
2.1 Engineering Application Ability: Application of established engineering methods to broadly-defined problem solving within the technology domain.

Am I eligible to enrol in this course?

Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.

Pre-requisites

CIV200

Co-requisites

Not applicable

Anti-requisites

ENG451 and CIV451

Specific assumed prior knowledge and skills (where applicable)

Not applicable

How am I going to be assessed?

Grading Scale

Standard Grading (GRD)

High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL).

Details of early feedback on progress

Your engagement in weekly formative tutorial exercises will demonstrate your level of proficiency of the course material. You may peer-review the draft of your Tasks during the Tutorials. 

Assessment tasks

Delivery mode Task No. Assessment Product Individual or Group Weighting % What is the duration / length? When should I submit? Where should I submit it?
All 1 Written Piece Individual 30%
Four short design reports of max. 250 words. Word limit excludes calculations, diagrams, sketches & Appendices.
Refer to Format In Class
All 2 Oral and Written Piece Group 30%
One design report of max. 1000 words and one project presentation of max. 15 minutes.
Week 13 Online Assignment Submission with plagiarism check
All 3 Examination - not Centrally Scheduled Individual 40%
2 hours
Week 12 Online Assignment Submission with plagiarism check
All - Assessment Task 1:Written Piece
Goal:
Develop and consolidate your skills to determine the relevant limit state conditions of structural concrete members, design these elements to their relevant limit states and Australian Standards, provide the detailing of these elements if applicable, and discuss the design procedures and/or your design.
Product: Written Piece
Format:
You submit your tasks at the start of your tutorial (in class) in Weeks 2, 4, 6 & 8.
Criteria:
No. Learning Outcome assessed
1
Demonstration of competencies in utilising Australian Standards, relevant design guidelines and design handbooks where they are appropriate and applicable ('best' practice).
2
2
Analysis and design of concrete beams, slabs and columns in practical context in compliance with Australian Standard, eg. AS3600.
3 4
3
Production of design documentation that includes calculations, drawings and detailings to a professional standard.
5
4
210 Description and explanation of design aspects and phenomena.
1
All - Assessment Task 2:Oral and Report
Goal:
Advance and further your skills and competencies to analyse and design concrete structures compliantly to Australian Standards, relevant design guidelines and design handbooks where they are appropriate and applicable ('best' practice).
Product: Oral and Written Piece
Format:
Your group submit their report at the start of the tutorial and deliver their presentation during the tutorial in Week 13.
Criteria:
No. Learning Outcome assessed
1
Demonstration of competencies in utilising Australian Standards, relevant design guidelines and design handbooks where they are appropriate and applicable ('best' practice).
2
2
Use and application of methods and procedures to compliantly analyse and design concrete structures to limit states.
2 3 4
3
Description and explanation of design aspects and phenomena.
1
4
Production and delivery of a design report and presentation to professional engineering standard.
5
5
Functioning and collaborating in a project team when carrying out project tasks and producing project deliverables.
6
All - Assessment Task 3:Examination
Goal:
Demonstrate your skills and competencies to compliantly analyse and design structural concrete members to limit states, provide their detailing and/or discuss the design procedures and/or your design.
Product: Examination - not Centrally Scheduled
Format:
You complete Task 3 in class, during your Tutorial, in Week 12.
Criteria:
No. Learning Outcome assessed
1
Demonstration of competencies in utilising Australian Standards, relevant design guidelines and design handbooks where they are appropriate and applicable ('best' practice).
2
2
Use and application of methods and procedures to analyse and design concrete members compliantly to Australian Standard, eg. AS3600 with presentation of complete workings that include e.g. calculations, drawings and detailings.
3 4 5
3
Description and explanation of design aspects and phenomena.
1

Directed study hours

A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Student workload is calculated at 12.5 learning hours per one unit.

What resources do I need to undertake this course?

Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.

Prescribed text(s) or course reader

Please note that you need to have regular access to the resource(s) listed below. Resources may be required or recommended.

Required? Author Year Title Edition Publisher
Recommended Yew-Chaye Loo,Sanaul Huq Chowdhury 2018 Reinforced and Prestressed Concrete 3rd edition Cambridge University Press

Specific requirements

Nil

How are risks managed in this course?

Health and safety risks for this course have been assessed as low. It is your responsibility to review course material, search online, discuss with lecturers and peers and understand the health and safety risks associated with your specific course of study and to familiarise yourself with the University’s general health and safety principles by reviewing the online induction training for students, and following the instructions of the University staff.

What administrative information is relevant to this course?

Assessment: Academic Integrity

Academic integrity is the ethical standard of university participation.  It ensures that students graduate as a result of proving they are competent in their discipline.  This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.

Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person.  You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.

In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin.  This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.

Assessment: Additional Requirements

Eligibility for Supplementary Assessment

Your eligibility for supplementary assessment in a course is dependent of the following conditions applying:

The final mark is in the percentage range 47% to 49.4%
The course is graded using the Standard Grading scale
You have not failed an assessment task in the course due to academic misconduct

Assessment: Submission penalties

Late submission of assessment tasks may be penalised at the following maximum rate: 
- 5% (of the assessment task's identified value) per day for the first two days from the date identified as the due date for the assessment task. 
- 10% (of the assessment task's identified value) for the third day - 20% (of the assessment task's identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. 
- A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome.

SafeUniSC

UniSC is committed to a culture of respect and providing a safe and supportive environment for all members of our community. For immediate assistance on campus contact SafeUniSC by phone: 07 5430 1168 or using the SafeZone app. For general enquires contact the SafeUniSC team by phone 07 5456 3864 or email safe@usc.edu.au.

The SafeUniSC Specialist Service is a Student Wellbeing service that provides free and confidential support to students who may have experienced or observed behaviour that could cause fear, offence or trauma. To contact the service call 07 5430 1226 or email studentwellbeing@usc.edu.au.

Study help

For help with course-specific advice, for example what information to include in your assessment, you should first contact your tutor, then your course coordinator, if needed.

If you require additional assistance, the Learning Advisers are trained professionals who are ready to help you develop a wide range of academic skills. Visit the Learning Advisers web page for more information, or contact Student Central for further assistance: +61 7 5430 2890 or studentcentral@usc.edu.au.

Wellbeing Services

Student Wellbeing provide free and confidential counselling on a wide range of personal, academic, social and psychological matters, to foster positive mental health and wellbeing for your academic success.

To book a confidential appointment go to Student Hub, email studentwellbeing@usc.edu.au or call 07 5430 1226.

AccessAbility Services

Ability Advisers ensure equal access to all aspects of university life. If your studies are affected by a disability, learning disorder mental health issue, injury or illness, or you are a primary carer for someone with a disability or who is considered frail and aged, AccessAbility Services can provide access to appropriate reasonable adjustments and practical advice about the support and facilities available to you throughout the University.

To book a confidential appointment go to Student Hub, email AccessAbility@usc.edu.au or call 07 5430 2890.

Links to relevant University policy and procedures

For more information on Academic Learning & Teaching categories including:

  • Assessment: Courses and Coursework Programs
  • Review of Assessment and Final Grades
  • Supplementary Assessment
  • Central Examinations
  • Deferred Examinations
  • Student Conduct
  • Students with a Disability

For more information, visit https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching

Student Charter

UniSC is committed to excellence in teaching, research and engagement in an environment that is inclusive, inspiring, safe and respectful. The Student Charter sets out what students can expect from the University, and what in turn is expected of students, to achieve these outcomes.

General Enquiries

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