Concrete 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 objectives

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

This subject also contributes specifically to the development of the following course intended learning outcomes:

Identify, interpret and analyse stakeholder needs [EA Stage 1 Competency: 1.2, 2.3, 2.4] (A.1)

Establish priorities and goals [EA Stage 1 Competency: 2.3, 3.5] (A.2)

Identify constraints, uncertainties and risks of the system (social, cultural, legislative, environmental, business etc.) [EA Stage 1 Competency: 2.1, 2.2, 2.3] (A.3)

Apply principles of sustainability to create viable systems [EA Stage 1 Competency: 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.) [EA Stage 1 Competency: 1.5 ] (A.5)

Identify and apply relevant problem solving methodologies [EA Stage 1 Competency:1.1, 2.1, 2.2, 2.3] (B.1)

Design components, systems and/or processes to meet required specifications [EA Stage 1 Competency: 1.3, 1.6, 2.1, 2.2, 2.3] (B.2)

Apply decision making methodologies to evaluate solutions for efficiency, effectiveness and sustainability [EA Stage 1 Competency: 1.2, 2.1] (B.4)

Apply abstraction, mathematics and/or discipline fundamentals to analysis, design and operation [EA Stage 1 Competency:1.1, 1.2, 2.1, 2.2] (C.1)

Manage own time and processes effectively by prioritising competing demands to achieve personal goals [EA Stage 1 Competency: 3.5, 3.6] (D.1)

Reflect on personal and professional experience to engage independent development beyond formal education for lifelong learning [EA Stage 1 Competency:3.3, 3.5] (D.2)

Communicate effectively in ways appropriate to the discipline, audience and purpose [EA Stage 1 Competency: 3.2] (E.1)

Identify and apply relevant project management methodologies [EA Stage 1 Competency: 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 [EA Stage 1 Competency: 3.5 ] (F.1)

Be aware of global perspectives (needs, rules/regulations, and specifications) [EA Stage 1 Competency: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

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

Intent:

Assignment-1(Basic Concepts & RC Beams)

Assignment-2 (RC Slabs)

Assignment-3 (RC Columns)

Assignment-4 (Pad Footings & Retaining Walls)

Objective(s):

This assessment task addresses subject learning objectives:

1, 2, 3, 4 and 5

This assessment task contributes to the development of the following course intended learning outcomes:

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:

Criteria Weight (%) SLOs CILOs

Basic Concepts and Design of Beams 25 1, 2, 3, 4, 5 A.1, A.2, A.4, A.5, B.1, B.2, B.4, E.1, E.3, F.1, F.4

Design of Slabs 25 1, 2, 3, 4, 5 A.1, A.2, A.4, A.5, B.1, B.2, B.4, E.1, E.3, F.1, F.4

Design of Columns 25 1, 2, 3, 4, 5 A.1, A.2, A.4, A.5, B.1, B.2, B.4

Design of Pad-Footings and Retaining Walls 25 1, 2, 3, 4, 5 A.1, A.2, A.4, A.5, B.1, B.2, B.4, E.1, E.3, F.1, F.4

SLOs: subject learning objectives

CILOs: course intended learning outcomes

Assessment task 2: Quiz

Intent:

Quiz-1 (RC Beams)

Quiz-2 (RC Slabs)

Quiz-3 (RC Columns)

Objective(s):

This assessment task addresses subject learning objectives:

1, 2, 3, 4 and 5

This assessment task contributes to the development of the following course intended learning outcomes:

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:

Criteria Weight (%) SLOs CILOs

Basic Concepts and Design of Beams 33 1, 2, 3, 4, 5 A.1, A.2, A.3, A.5, B.1, B.2, B.4, C.1, D.1, D.2, E.1, F.1

Design of Slabs 33 1, 2, 3, 4, 5 A.1, A.2, A.3, A.5, B.1, B.2, B.4, C.1, D.1, D.2, E.1, F.1

Design of Columns 34 1, 2, 3, 4, 5 A.1, A.2, A.3, A.5, B.1, B.2, B.4, C.1, D.1, D.2, E.1, F.1

SLOs: subject learning objectives

CILOs: course intended learning outcomes

Assessment task 3: Final Exam

Objective(s):

This assessment task addresses subject learning objectives:

1, 2, 3, 4 and 5

This assessment task contributes to the development of the following course intended learning outcomes:

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:

Criteria Weight (%) SLOs CILOs

Design of RC beams, Slabs, Columns, Pad-Footings, Retaining Walls for both serviceability and strength; and basic concepts of PSC beams. 100 1, 2, 3, 4, 5 A.1, A.2, A.3, A.5, B.1, B.2, B.4, C.1, D.1, D.2, E.1, F.1

SLOs: subject learning objectives

CILOs: course intended learning outcomes

Minimum requirements

The minimum requirements to pass this subject are:

A pass (at least 50%) is required in the main assessment tasks as compulsory components of assessment ? the Quizzes and the Final Exam ? and a total mark of at least 50% is necessary, but not sufficient, in order to pass this subject.