2024/25 Taught Postgraduate Module Catalogue
CIVE5980M Structural Engineering Design Project
30 creditsClass Size: 50
Module manager: Mr David Richardson
Email: D.Richardson@leeds.ac.uk
Taught: Semesters 1 & 2 (Sep to Jun) View Timetable
Year running 2024/25
Pre-requisite qualifications
Academic and English language qualifications required for entry to the MSc (Eng) in Structural Engineering (or the part-time study variant).Co-requisites
| CIVE5970M | Advanced Structural Analysis (MSc/PGD) |
| CIVE5975M | Foundation Engineering (MSc) |
| CIVE5977M | Advanced Steel and Composite Design - (MSc) |
This module is not approved as an Elective
Module summary
This module requires the students to develop concept and detailed structural engineering design solutions to meet the requirements of a site-specific client's brief. The results of the design activity are presented in the form of a written report and drawings with supporting calculations and, where applicable, computational output.Objectives
On completion of this module, students should be able to:a) Develop at least 2 distinct and viable alternative concept design solutions to a structural engineering problem;
b) Critically appraise and evaluate alternative concept solutions and recommend a preferred concept solution taking into account safety, stability, buildability, durability, sustainability and economy;
c) Justify the size and disposition of all the principal structural elements (including the foundations) of their preferred structural engineering solution by appropriate processes of structural analysis and detailed element design using the guidance contained within current guides and codes of practice;
d) Present their concept design evaluations and detailed structural engineering proposals in the form of drawings, a report and supporting calculations;
e) Demonstrate their knowledge and understanding of construction process and health and safety risk management through the provision of an outline construction programme, method statements and risk assessment.
Learning outcomes
1. Apply a comprehensive knowledge of maths/engineering principles, to formulate/analyse complex problems and reach substantial conclusions/solutions (AHEP 4 Learning Outcomes M1 & M2);
2. Select and apply appropriate computational and analytical techniques to model complex problems, discussing the limitations of the techniques employed (AHEP 4 Learning Outcome M3);
3. Apply an integrated approach to design solutions for complex problems that demonstrate originality and meet the diverse needs of various stakeholders (AHEP 4 Learning Outcomes M5 & M6);
4. Evaluate the environmental and societal impact of solutions to complex problems, including the entire life cycle of a product or process, to minimise adverse impacts (AHEP 4 Learning Outcomes M7);
5. Consider ethical implications and make well-reasoned ethical choices (AHEP 4 Learning Outcomes M8);
6. Use risk management processes to identify, evaluate and mitigate risks associated with the project and adopt a holistic and proportionate approach to mitigate security risks (AHEP 4 Learning Outcomes M9 & M10);
7. Select and apply appropriate materials, equipment, engineering technologies and processes, recognising their limitations (AHEP 4 Learning Outcomes M13);
8. Demonstrate an understanding of continuous improvement in the context of complex problems (AHEP 4 Learning Outcomes M14);
9. Function effectively as an individual, and as a member or leader of a team. Evaluate effectiveness of own and team performance (AHEP 4 Learning Outcomes M16);
10. Communicate effectively on complex engineering matters with technical and non-technical audiences, evaluating the effectiveness of the methods used (AHEP 4 Learning Outcomes M17);
11. Adopt an inclusive approach to structural design and recognise the responsibilities, benefits and importance of supporting equality, diversity and inclusion (AHEP 4 Learning Outcome M11).
This module contributes to AHEP 4 Learning Outcomes M1, M2, M3, M5, M6, M7, M8, M9, M10, M11, M13, M14, M16 and M17.
Skills outcomes
Academic:
a). The ability to plan time, prioritise tasks and organise academic and personal commitments effectively;
b). An ability to extract and evaluate pertinent data and to apply engineering analysis techniques in the solution of structural Engineering design problems.
Digital:
c). The ability to find, evaluate, organise and share information across a variety of formats, ensuring the reliability and integrity both of the sources used;
d). The ability to use digital technology and techniques to create digital items, and the willingness to engage with new practices and perspectives to solve problems, make decisions and answer questions.
Enterprise:
e). The ability to search for, evaluate and use appropriate and relevant information sources to help strengthen the quality of academic work and independent research.
Sustainability Skills:
f). Understands and evaluates multiple outcomes; their own visions for the future; applies the precautionary principle; assesses the consequences of actions; deals with risks and changes; uses scenario planning;
g). Applies different problem-solving frameworks to complex sustainable development problems; develops viable, inclusive and equitable solutions; utilises appropriate competencies to solve problems; develops innovative and creative solutions.
Work ready:
h). The ability to prioritise, work efficiently and productively and to manage your time well in order to meet deadlines;
i). The ability to take a logical approach to solving problems; resolving issues by tackling from different angles, using both analytical and numerical skills. The ability to understand, interpret, analyse and manipulate analytical and numerical data;
j). The ability to take a logical approach to solving problems; resolving issues by tackling from different angles, using both analytical and creative skills. The ability to understand, interpret, analyse and manipulate numerical data;
k). The ability to gather information from a range of sources, analyse, and interpret data to aid understanding and anticipate problems. To use reasoning and judgement to identify needs, make decisions, solve problems, and respond with actions.
Syllabus
General topics:
- Structural engineering problem solving strategies and critical evaluation of alternative concept solutions.
- The precise range of topics covered will vary from year to year depending on the design brief set but will, typically include:
- Concept Design: evaluation of the design brief; consideration of alternative structural forms and framing solutions (appropriate to the design brief); consideration of alterative materials and methods of construction taking into account safety and stability, economy, maintenance and durability, exposure conditions; physical and operational site constraints; sustainable design principles and buildability.
- Detailed Design: serviceability (deflection, settlement effects, vibration and crack control) and ultimate limit states (axial, flexural and torsional load effects/actions and combinations, as appropriate; global and local stability; robustness); wind load effects; design of a variety of different structural forms (to meet the needs of the brief); evaluation of ground conditions on the site, foundation design.
Teaching methods
| Delivery type | Number | Length hours | Student hours |
| Consultation | 14 | 0.50 | 7.00 |
| presentation | 1 | 3.00 | 3.00 |
| Lecture | 4 | 2.00 | 8.00 |
| Tutorial | 14 | 2.00 | 28.00 |
| Private study hours | 244.00 | ||
| Total Contact hours | 46.00 | ||
| Total hours (100hr per 10 credits) | 290.00 | ||
Private study
Students will be required to carry out independent research to identify alternative structural forms; methods and types of construction; explore alternative materials and suitable combinations of materials to meet the performance requirements set in the brief; etc. They will also use private study periods to develop and critically evaluate their design alternatives; to carry out structural analysis; member and foundation design; produce drawings; identify the principal hazards and to assess the associated risks.Some students may need to carry out additional private study to improve their knowledge and understanding of simple construction programming, construction methods and risk management as these are not always included in non-accredited (JBM) programmes (particularly those studied outside the UK).
Opportunities for Formative Feedback
Formative feedback will be provided in the compulsory small group tutorial sessions held every week throughout semester 1 and 2. Progress of individual students will also be identified and monitored at these tutorials.At the beginning of Semester 2 each group will deliver a presentation on the conceptual design of the project. Formative feedback (verbal) will be provided to all groups at the end of each presentation.
Methods of assessment
Coursework
| Assessment type | Notes | % of formal assessment |
| Project | Group Conceptual Design Report | 30.00 |
| Project | Individual Detailed Design Report | 60.00 |
| Oral Presentation | Group Oral Presentation | 10.00 |
| Total percentage (Assessment Coursework) | 100.00 | |
The resit will be assessed in the same method as the original unless stated otherwise. The Group Conceptual Design Report will be submitted at the end of Semester 1. Exact details on the form of this report and the mark scheme are contained in the Design Brief which is available on Minerva. The Group Oral Presentations will take place after the January exam period. Individual Detailed Design Reports will be submitted at the end of Semester 2. Exact details on the form of this report and the mark scheme are contained in the Design Brief which is available on Minerva. Group Work: As indicated above, the Conceptual Design Report will be undertaken in groups while the Detailed Design Report will be undertaken individually. Groups will be pre-allocated by the module leader. For the Group Conceptual Design Report, ideally, each group member will be awarded the same mark. However, if it is evident an individuals efforts vary significantly from their team-mates, adjustments will be made to individuals marks to reflect the quality and quantity of work. There will be a further opportunity to differentiate between the contributions of individuals via a peer assessment exercise, details of which will be published on Minerva.
Reading list
There is no reading list for this moduleLast updated: 20/11/2024 14:27:45
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