48353 Concrete Design
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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 2018 is available in the Archives.
Credit points: 6 cp
Subject level: Undergraduate
Result type: Grade and marksRequisite(s): 48349 Structural Analysis AND 48352c Construction Materials
The lower case 'c' after the subject code indicates that the subject is a corequisite. See definitions for details.
Anti-requisite(s): 48342 Structural Behaviour and Design
Description
All engineers who wish to practise as civil engineers in Australia must have knowledge of structural design, including the behaviour and design of reinforced concrete (RC) and, to a lesser extent, of prestressed concrete (PSC) elements as parts of overall structures. This subject builds on the knowledge of statics, solid mechanics and structural analysis of indeterminate structures that the students have learnt in the previous structural strand subjects. Students learn about the behaviour and design of RC beams, slabs and columns and PSC beams, for both serviceability and strength. Initially, the students are introduced to the Limit State Design philosophy of Australian Standards for structural design and to the material properties of concrete, reinforcement and prestressing steel used for design. RC topics include uncracked section analysis of beams, cracked section analysis of beams (linear-elastic, Desayi-Krishnan, ultimate) for strength and design for strength to AS3600, serviceability design of beams, ductility of singly and doubly reinforced sections, design for shear, T-beams, approximate analysis and design of one-way, two-way slabs and flat slabs/plates, columns (interaction diagrams and slenderness effects), pad footings, cantilever retaining walls and reinforcement detailing. PSC beam topics include history, uncracked section analysis, equivalent loads, load-balancing, cracked section analysis (linear-elastic and ultimate), design for bending, shear, transfer, anchorage.
Subject learning objectives (SLOs)
Upon successful completion of this subject students should be able to:
| 1. | Discuss the behaviour and design of RC beams, slabs, columns, pad-footings, retaining walls and PSC beams, for both serviceability and strength |
|---|---|
| 2. | Apply the Limit State Design philosophy of Australian Standards for structural design |
| 3. | Discuss the material properties of concrete, reinforcement and prestressing steel |
| 4. | Discuss the behaviour, of RC flexural members, for Serviceability and for Strength at Ultimate, RC beams, slabs & columns, pad footings, and cantilevered retaining walls to AS3600 for Strength at Ultimate |
| 5. | Apply AS3600 to analysis, design and detailing of PSC flexural members for Serviceability and Strength |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the development of the following faculty Course Intended Learning Outcomes (CILOs) and Engineers Australia (EA) Stage 1 competencies:
- Identify, interpret and analyse stakeholder needs, which is linked to EA Stage 1 Competencies: 1.2, 2.3, 2.4 (A.1)
- Establish priorities and goals, which is linked to EA Stage 1 Competencies: 2.3, 3.5 (A.2)
- Identify constraints, uncertainties and risks of the system (social, cultural, legislative, environmental, business etc.), which is linked to EA Stage 1 Competencies: 2.1, 2.2, 2.3 (A.3)
- Apply principles of sustainability to create viable systems, which is linked to EA Stage 1 Competencies: 1.5, 1.6, 2.3, 2.4 (A.4)
- Apply systems thinking to understand complex system behaviour including interactions between components and with other systems (social, cultural, legislative, environmental, business etc.), which is linked to EA Stage 1 Competency: 1.5 (A.5)
- Identify and apply relevant problem solving methodologies, which is linked to EA Stage 1 Competencies: 1.1, 2.1, 2.2, 2.3 (B.1)
- Design components, systems and/or processes to meet required specifications, which is linked to EA Stage 1 Competencies: 1.3, 1.6, 2.1, 2.2, 2.3 (B.2)
- Apply decision making methodologies to evaluate solutions for efficiency, effectiveness and sustainability, which is linked to EA Stage 1 Competencies: 1.2, 2.1 (B.4)
- Apply abstraction, mathematics and/or discipline fundamentals to analysis, design and operation, which is linked to EA Stage 1 Competencies: 1.1, 1.2, 2.1, 2.2 (C.1)
- Manage own time and processes effectively by prioritising competing demands to achieve personal goals, which is linked to EA Stage 1 Competencies: 3.5, 3.6 (D.1)
- Reflect on personal and professional experience to engage independent development beyond formal education for lifelong learning, which is linked to EA Stage 1 Competencies: 3.3, 3.5 (D.2)
- Communicate effectively in ways appropriate to the discipline, audience and purpose, which is linked to EA Stage 1 Competency: 3.2 (E.1)
- Identify and apply relevant project management methodologies, which is linked to EA Stage 1 Competencies: 1.6, 2.2, 2.4 (E.3)
- Be able to conduct critical self-review and performance evaluation against appropriate criteria as a primary means of tracking personal development needs and achievements, which is linked to EA Stage 1 Competency: 3.5 (F.1)
- Be aware of global perspectives (needs, rules/regulations, and specifications), which is linked to EA Stage 1 Competencies: 1.5, 1.6, 2.1, 2.2 , 2.3, 3.6 (F.4)
Teaching and learning strategies
The teaching and learning strategies focus on:
- theoretical material;
- its application to professional and construction practice in structural design and
- lectures supplemented by notes, worked examples and practice problems.
Students’ knowledge in this subject will be reinforced with design assignments and laboratory testing of concrete beams to failure. Finally, quizzes and examinations will thoroughly test the students’ knowledge in this subject to ensure only those students who can design concrete structures competently may proceed to the next design subject.
Content (topics)
General – Limit State Design, loads.
Reinforced concrete – introduction to reinforced concrete behaviour, uncracked and cracked section analyses, linear elastic and ultimate behaviour in beams, serviceability of beams and ultimate design for moment and shear in rectangular and T beams, one-way, two-way and flat slab analysis and design, punching shear, column design (stocky and slender), reinforcement detailing, footings, and retaining walls.
Prestressed concrete – pre-stressing steel material properties, geometry, losses and effective prestress force, equivalent loads and load balancing techniques to analyse uncracked and cracked sections under linear-elastic conditions.
Assessment
Assessment task 1: Design Assignment
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1, 2, 3, 4 and 5 This assessment task contributes to the development of the following course intended learning outcomes (CILOs): A.1, A.2, A.4, A.5, B.1, B.2, B.4, E.1, E.3, F.1 and F.4 | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Type: | Design/drawing/plan/sketch | ||||||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||||||
| Weight: | 20% | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Quiz
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1, 2, 3, 4 and 5 This assessment task contributes to the development of the following course intended learning outcomes (CILOs): A.1, A.2, A.3, A.5, B.1, B.2, B.4, C.1, D.1, D.2, E.1 and F.1 | ||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Type: | Quiz/test | ||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||
| Weight: | 30% | ||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 3: Final Exam
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1, 2, 3, 4 and 5 This assessment task contributes to the development of the following course intended learning outcomes (CILOs): A.1, A.2, A.3, A.5, B.1, B.2, B.4, C.1, D.1, D.2, E.1 and F.1 | ||||||||
|---|---|---|---|---|---|---|---|---|---|
| Type: | Examination | ||||||||
| Groupwork: | Individual | ||||||||
| Weight: | 50% | ||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Required texts
- AS3600 – 2009 Concrete Structures. Standards Australia.
- Foster SJ, Kilpatrick AE & Warner RF (2010) Reinforced Concrete Basics 2E Analysis and design of reinforced concrete structures. Pearson Prentice Hall Australia.
- Warner, Faulkes & Foster (2012) Prestressed Concrete. Pearson Australia.
- Loo YC & Chowdhury SH (2010) Reinforced & Prestressed Concrete Analysis and design. Cambridge University Press, Melbourne.
References
- Warner, R.F., Rangan, B.V., Hall, A.S. and Faulkes, K.A. (1998) Concrete Structures. Longman, Melbourne. 620.137 WARN
- Steel reinforcing data: http://www.onesteel.com/productspecs.asp?specID=3078
- Reinforced concrete column charts: http://www.onesteel.com/images/db_images/productspecs/RCB_3_Columns.pdf
- The Project Handbook: http://project-handbook.pbwiki.com/
- Cement, Concrete and Aggregates Australia: http://www.concrete.net.au/index.php
- Concrete Institute of Australia: http://www.concreteinstitute.com.au/
Other resources
Besides reading and understanding the required texts, students must be thoroughly familiar with the loading and concrete design codes. To pass this subject it is expected that students will need to read a number of texts to become familiar with the subject material.
Furthermore, students are expected to complete the “Practice Problems” on UTSOnline.
