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Unit of study_

CIVL5269: Advanced Concrete Structures

Semester 2, 2022 [Normal day] - Remote

This Unit reviews the fundamental concepts of 'elastic' behaviour of reinforced concrete structures and introduces models of behaviour and methods of analysis related to the time-dependent effects of creep and shrinkage (at service loads). This Unit also examines the non-linear (strain-softening) behaviour of reinforced concrete and the related effects concerning the strength of statically-indeterminate reinforced concrete structures. In particular, this Unit examines the concepts of ductility, moment-redistribution and plastic design (for beams and slabs). Strut-and-tie modelling of reinforced concrete members is also described. Design guidelines will reflect requirements of the Australian Standards and Eurocodes. This Unit will provide students with the following knowledge and skills: understanding of the fundamental concepts and theoretical models concerning the time-dependent structural effects of concrete creep and shrinkage; ability to carry out calculations to estimate 'elastic' load-effects (stresses/strains/deformations) for reinforced concrete structures (at service loads), accounting for the time-dependent effects of concrete creep and shrinkage; understanding of the fundamental concepts and theoretical models of the strain-softening behaviour of reinforced concrete (in flexure); understanding of the fundamental concepts and numerical models of ductility and moment redistribution for reinforced concrete beams; ability to quantitatively assess the ductility and moment-redistribution capacity of reinforced concrete beams; understanding of the fundamental concepts and numerical models of plastic behaviour and design for reinforced concrete beams and slabs (including yield-line analysis); ability to determine the ultimate plastic load-carrying capacity of statically-indeterminate reinforced-concrete beams and slabs; ability to use strut-and-tie models of reinforced concrete behaviour.

Unit details and rules

Unit code CIVL5269
Academic unit Civil Engineering
Credit points 6
Prohibitions
? 
None
Prerequisites
? 
CIVL3205 OR CIVL9205
Corequisites
? 
None
Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Ali Amin, ali.amin@sydney.edu.au
Type Description Weight Due Length
Assignment group assignment Assignment 1
Design Assignment
25% Week 05
Due date: 25 Sep 2020 at 20:00
n/a
Outcomes assessed: LO1 LO2 LO3 LO4
Assignment group assignment Assignment 2
Design Assignment
25% Week 07
Due date: 16 Oct 2020 at 20:00
n/a
Outcomes assessed: LO1 LO2 LO3 LO4
Assignment group assignment Assignment 3
Design Assignment
25% Week 10
Due date: 06 Nov 2020 at 20:00
n/a
Outcomes assessed: LO1 LO2 LO3 LO4
Assignment group assignment Assignment 4
Design Assignment
25% Week 12
Due date: 20 Nov 2020 at 20:00
n/a
Outcomes assessed: LO1 LO2 LO3 LO4
group assignment = group assignment ?

Assessment summary

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name

Mark range

Description

High distinction

85 - 100

 

Distinction

75 - 84

 

Credit

65 - 74

 

Pass

50 - 64

 

Fail

0 - 49

When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website  provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.  

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

WK Topic Learning activity Learning outcomes
Week 01 Introduction and Material Modelling Block teaching (4 hr)  
Week 02 Introduction and Material Modelling Block teaching (4 hr)  
Week 03 Design for Serviceability Block teaching (4 hr)  
Week 04 Design for Serviceability Block teaching (4 hr)  
Week 05 Linear Stress Analysis Block teaching (4 hr)  
Week 06 Linear Stress Analysis Block teaching (4 hr)  
Week 07 Strut and Tie Modelling Block teaching (4 hr)  
Week 08 Strut and Tie Modelling Block teaching (4 hr)  
Week 09 Strut and Tie Modelling Block teaching (4 hr)  
Week 10 Design of Slabs Block teaching (4 hr)  
Week 11 Design of Slabs Block teaching (4 hr)  
Week 12 Design of Slabs Block teaching (4 hr)  

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All readings for this unit can be accessed through the Library eReserve, available on Canvas.

  • AS3600:2018..
  • Foster SJ, Kilpatrick AE, Warner RF, Reinforced Concrete Basics (2E) - Analysis and design of reinforced concrete structures. 2010. 9781442538450.
  • Wight JK, MacGregor JG, Reinforced Concrete: Mechanics and Design (Sixth edition). Pearson Prentice Hall, 2011.
  • Beletich AS, Hymas ID, Reid SG, Uno PJ, Reinforced concrete - The designers handbook. Cement and Concrete Services, 2013. 978-0- 646-59485-9.

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. demonstrate design and problem-solving skills required to carry out design tasks that could be assigned to a graduate engineer
  • LO2. analyse and design flat slabs/flat plates, retaining walls, footings, deep beams, and frames
  • LO3. perform reinforced concrete design calculations to be carried out by a graduate engineer
  • LO4. understand the science and engineering fundamentals that provide the foundation for current models of reinforced concrete behaviour, and current methods of analysis and design.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

Alignment with Competency standards

Outcomes Competency standards
LO1
Engineers Australia Curriculum Performance Indicators - EAPI
1. ENABLING SKILLS AND KNOWLEDGE DEVELOPMENT
1.1. Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice.
1.2. Tackling technically challenging problems from first principles.
2. IN-DEPTH TECHNICAL COMPETENCE
2.2. Application of enabling skills and knowledge to problem solution in these technical domains.
2.3. Meaningful engagement with current technical and professional practices and issues in the designated field.
3.7. A capacity for lifelong learning and professional development and appropriate professional attitudes.
4. ENGINEERING APPLICATION EXPERIENCE
4.1. Advanced level skills in the structured solution of complex and often ill defined problems.
4.3. Proficiency in the engineering design of components, systems and/or processes in accordance with specified and agreed performance criteria.
LO2
Engineers Australia Curriculum Performance Indicators - EAPI
2. IN-DEPTH TECHNICAL COMPETENCE
2.1. Appropriate range and depth of learning in the technical domains comprising the field of practice informed by national and international benchmarks.
2.2. Application of enabling skills and knowledge to problem solution in these technical domains.
4. ENGINEERING APPLICATION EXPERIENCE
4.1. Advanced level skills in the structured solution of complex and often ill defined problems.
4.2. Ability to use a systems approach to complex problems, and to design and operational performance.
LO3
Engineers Australia Curriculum Performance Indicators - EAPI
2. IN-DEPTH TECHNICAL COMPETENCE
2.2. Application of enabling skills and knowledge to problem solution in these technical domains.
2.3. Meaningful engagement with current technical and professional practices and issues in the designated field.
2.4. Advanced knowledge and capability development in one or more specialist areas through engagement with: (a) specific body of knowledge and emerging developments and (b) problems and situations of significant technical complexity.
3.3. Creativity and innovation.
3.7. A capacity for lifelong learning and professional development and appropriate professional attitudes.
4. ENGINEERING APPLICATION EXPERIENCE
4.1. Advanced level skills in the structured solution of complex and often ill defined problems.
4.2. Ability to use a systems approach to complex problems, and to design and operational performance.
LO4
Engineers Australia Curriculum Performance Indicators - EAPI
1. ENABLING SKILLS AND KNOWLEDGE DEVELOPMENT
1.1. Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice.
2. IN-DEPTH TECHNICAL COMPETENCE
2.1. Appropriate range and depth of learning in the technical domains comprising the field of practice informed by national and international benchmarks.
2.2. Application of enabling skills and knowledge to problem solution in these technical domains.
2.3. Meaningful engagement with current technical and professional practices and issues in the designated field.
2.4. Advanced knowledge and capability development in one or more specialist areas through engagement with: (a) specific body of knowledge and emerging developments and (b) problems and situations of significant technical complexity.
4. ENGINEERING APPLICATION EXPERIENCE
4.1. Advanced level skills in the structured solution of complex and often ill defined problems.
4.2. Ability to use a systems approach to complex problems, and to design and operational performance.
4.5. An ability to undertake problem solving, design and project work within a broad contextual framework accommodating social, cultural, ethical, legal, political, economic and environmental responsibilities as well as within the principles of sustainable development and health and safety imperatives.
5.9. Skills in documenting results, analysing credibility of outcomes, critical reflection, developing robust conclusions, reporting outcomes.
Engineers Australia Curriculum Performance Indicators -
Competency code Taught, Practiced or Assessed Competency standard
1.1 T P A Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice.
1.2 T P A Tackling technically challenging problems from first principles.
2.1 T P A Appropriate range and depth of learning in the technical domains comprising the field of practice informed by national and international benchmarks.
2.2 T P A Application of enabling skills and knowledge to problem solution in these technical domains.
2.3 T P A Meaningful engagement with current technical and professional practices and issues in the designated field.
2.4 T P A Advanced knowledge and capability development in one or more specialist areas through engagement with: (a) specific body of knowledge and emerging developments and (b) problems and situations of significant technical complexity.
3.3 T P A Creativity and innovation.
4.1 T P A Advanced level skills in the structured solution of complex and often ill defined problems.
5.1 T P A An appreciation of the scientific method, the need for rigour and a sound theoretical basis.

This section outlines changes made to this unit following staff and student reviews.

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