Construction

UTS

Course Description

  • Course Name

    Construction

  • Host University

    UTS

  • Location

    Sydney, Australia

  • Area of Study

    Civil Engineering, Construction Management, Engineering Science, Environmental Engineering

  • Language Level

    Taught In English

  • Prerequisites

    48310 Introduction to Civil and Environmental Engineering

  • Course Level Recommendations

    Upper

    ISA offers course level recommendations in an effort to facilitate the determination of course levels by credential evaluators.We advice each institution to have their own credentials evaluator make the final decision regrading course levels.

    Hours & Credits

  • Credit Points

    6
  • Recommended U.S. Semester Credits
    4
  • Recommended U.S. Quarter Units
    6
  • Overview

    Description
    The objective of this subject is to give a broad-based introduction to the construction industry and to emphasise the technical and managerial skills needed by engineering professionals working in this area. Much of the value and strength of the subject relates to the development of an understanding that a leadership role in engineering construction projects requires a holistic approach that blends technical skill, logical reasoning, judgment and managing activities and people. The construction industry requires all of these aspects to be constantly applied to a myriad of issues both large and small.
    Subject objectives
    Upon successful completion of this subject students should be able to:
    1. Show a well-developed awareness of the equipment, processes and methodology associated with construction work
    2. Estimate productivity of earth-moving equipment using cycle time data and correctly balance fleets of machinery
    3. Exhibit a basic understanding of preliminary and detailed cost estimating
    4. Clearly show a basic understanding of project management
    5. identify many of the day-to-day problems encountered on construction sites
    6. participate actively in planning construction projects and solving construction problems
    This subject also contributes specifically to the development of the following course intended learning outcomes:
    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 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 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)
    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)
    Work as an effective member or leader of diverse teams within a multi-level, multi-disciplinary and multi-cultural setting [EA Stage 1 Competency:2.4, 3.2, 3.6] (E.2)
    Identify and apply relevant project management methodologies [EA Stage 1 Competency: 1.6, 2.2, 2.4] (E.3)
    Teaching and learning strategies
    Whilst your study approach is a personal choice, do keep in mind that this subject is not one that can be mastered by some cursory reading prior to the due dates for assignments and reviewing the material a few weeks prior to the final exam.
    An important part of the subject design is aimed at providing opportunity for students to develop their observation and reasoning skills as well as their independent learning capacity.
    A willingness to take personal responsibility is a key element of successful learning. It is estimated that you should set aside a minimum total of approximately 9 hours of study time per week (inclusive of any face to face contact) throughout the semester. This is a rough guide only as people learn at different rates and will approach the subject from different backgrounds and levels of experience and have different ambitions and expectations in regard to outcomes.
    To maximise your learning from this subject you should study consistently and progressively throughout the semester. The best way to achieve this is to plan your study time at the beginning of the semester and make sure you adhere to the planned schedule. In developing a study schedule be aware of the assignment due dates. Leaving assignments to the last minute is a common problem for most students. The due dates for the assignments set time limits for achieving necessary competence in some aspects of the material.
    The ?Notebook assignment? (Assessment item 1 and 2) aims at encouraging self-directed study of practical construction activity. Throughout the semester you must choose a number of sites where construction or building activities are being undertaken and critically observe and report on these activities.
    The ?Team Planning Assignment? (Assessment item 3 and 6) requires you to participate in a group assignment and contribute to building and maintaining a team. The team must complete the initial development of a project plan for the construction of an engineering artefact from a set of engineering drawings. The learning is as much associated with people management, as it is with the engineering content of the assignment.
    The lectures sessions and available subject resources (refer Required texts and Other resources) focus on students undertaking professional engagement with a body of knowledge. It is important to understand the difference between rote learning and the development of expertise. Rote learning merely helps you retain material in your Short Term Memory. ?Elaborative rehearsal? which places the material into your Long Term Memory is crucial for the development of professional expertise. Elaborative rehearsal requires you to pay attention to the meaning of the material (understanding) and, in the process, try to relate items with each other and with the structure of the facts and evidence. Elaborative rehearsal will place the material into ?schemata?, or structures in your cognition that relate one item to another, rather than into groups of disjointed facts. This is the underlying basis of expertise and will enhance easy retrieval during the exam and better application of domain knowledge in stressful situations (Assessment item 4).
    The UTSOnline quizzes (Assessment item 5) will aid elaborative rehearsal. As will the activities on UTSOnline which do not directly contribute to assessment marks, such as the ten case studies contained in the ?Discussion Boards? area and numerous self-assessment activities. The later represent learning opportunities and are intended to support private study.
    The subject outline for the specific semester of study being undertaken must be read in conjunction with the subject Instructions. The subject Instructions will be posted on UTSOnline. The Instructions provide additional information on various facets of the subject, but have a particular focus on providing detailed information regarding the Assessment items 1, 2 and 3. It is mandatory that students obtain, read and comply with the requirements of both the subject Outline and subject Instructions.
    Subject announcements will be made using UTSOnline. Students are expected to regularly check the announcements page for information.
    Content
    The subject contains two modules;
    Module 1 Equipment, Technology and Process Topics include initial site establishment; earthmoving grading and compaction equipment; shoring of excavations, underpinning; foundation work; pumps and groundwater control; compressors and air tools; formwork and falsework; concrete construction, large equipment productivity.
    Module 2 Planning/Organising/Control Topics include: Introduction to project management; basic planning tools; activity on arrow networks; planning and control; network techniques, analysing bar charts, managing resources, network crashing, activity on node, estimating, cost control, and case study planning example.
    Assessment
    Assessment task 1: Notebook Part 1
    Objective(s):
    This assessment task addresses subject learning objectives:
    1, 5 and 6
    This assessment task contributes to the development of the following course intended learning outcomes:
    B.1, C.1 and D.2
    Type: Report
    Groupwork: Individual
    Weight: 10%
    Criteria linkages:
    Criteria Weight (%) SLOs CILOs
    Selection of appropriate sites offering opportunities to advance knowledge and gain a broad understanding of the construction industry 17 1, 5 D.2
    Demonstrated critical observations and reasoning 17 1, 5 B.1, C.1, D.2
    Effective consideration of risk management pertaining to resources, budgets, quality, health & safety, and project outcomes. 17 1 B.1, C.1, D.2
    Exhibited diligence and enthusiasm, appropriately directed 17 6 D.2
    Demonstrated clear and simple writing style, appropriate referencing 17 6 D.2
    Clearly shown capacity to recognise strengths and weakness in the work of others. 15 6 D.2
    SLOs: subject learning objectives
    CILOs: course intended learning outcomes
    Assessment task 2: Notebook Part 2
    Objective(s):
    This assessment task addresses subject learning objectives:
    1, 5 and 6
    This assessment task contributes to the development of the following course intended learning outcomes:
    B.1, C.1 and D.2
    Type: Report
    Groupwork: Individual
    Weight: 20%
    Length: Parts 1 and 2 together should have a length of at least 6-8000 words
    Criteria linkages:
    Criteria Weight (%) SLOs CILOs
    Selection of appropriate sites offering opportunities to advance knowledge and gain a broad understanding of the construction industry 14 1, 5 D.2
    Demonstrated critical observations and reasoning 14 1, 5 B.1, C.1, D.2
    Effective consideration of risk management pertaining to resources, budgets, quality, health & safety, and project outcomes. 14 1 B.1, C.1, D.2
    Exhibited diligence and enthusiasm, appropriately directed 14 6 D.2
    Demonstrated clear and simple writing style, appropriate referencing 14 6 D.2
    Clearly shown capacity recognise strengths and weakness in the work of others. 14 6 D.2
    Demonstrated capacity to review and reflect productively on initial approaches and action reflective learning 16 6 D.2
    SLOs: subject learning objectives
    CILOs: course intended learning outcomes
    Assessment task 3: Team Planning Assignment
    Objective(s):
    This assessment task addresses subject learning objectives:
    1, 4, 5 and 6
    This assessment task contributes to the development of the following course intended learning outcomes:
    A.3, A.5, B.1, B.2, C.1, D.2, E.2 and E.3
    Type: Report
    Groupwork: Individual
    Weight: 30%
    Criteria linkages:
    Criteria Weight (%) SLOs CILOs
    Compliance with the assignment brief 13 1, 4, 5, 6 D.2
    Demonstrated ability to develop comprehensive project knowledge from a set of engineering drawings. 13 1, 4, 5, 6 A.3, A.5, B.1, B.2, C.1, E.3
    Identification of uncertainties and risk, and development of appropriate assumptions and strategies to mitigate their influence 13 1, 4, 5, 6 A.3, A.5, B.1, B.2, C.1, E.3
    Clearly shown capacity to select economic and feasible approaches to complex project activities 13 1, 4, 5, 6 A.3, A.5, B.1, B.2, C.1, E.3
    Demonstrated understanding of the factors most significant in controlling project time. 13 1, 4, 5, 6 E.3
    Report content and presentation ? accuracy, completeness, professional and relatively easy to read. 13 1, 4, 5, 6 A.3, A.5, B.1, B.2, C.1, E.3
    Evidence of sophisticated understanding of the commercial development of a tender 13 1, 4, 5, 6 A.3, E.3
    Clear demonstration that the group has combined as an effective team and developed strategies to monitor and ensure team performance. Exhibit capacity to review performance and learn from experience. 9 4, 6 B.1, E.2
    SLOs: subject learning objectives
    CILOs: course intended learning outcomes
    Assessment task 4: Final Exam
    Objective(s):
    This assessment task addresses subject learning objectives:
    1, 2, 3, 4 and 6
    Type: Examination
    Groupwork: Individual
    Weight: 35%
    Criteria linkages:
    Criteria Weight (%) SLOs CILOs
    Demonstrated knowledge and understanding of subject technical content 100 1, 2, 3, 4, 6
    SLOs: subject learning objectives
    CILOs: course intended learning outcomes
    Assessment task 5: Online quizzes
    Objective(s):
    This assessment task addresses subject learning objectives:
    1
    Type: Quiz/test
    Groupwork: Individual
    Weight: 5%
    Criteria linkages:
    Criteria Weight (%) SLOs CILOs
    Demonstrated knowledge and understanding of subject content 100 1
    SLOs: subject learning objectives
    CILOs: course intended learning outcomes
    Assessment task 6: UTSOnline home page
    Objective(s):
    This assessment task addresses subject learning objectives:
    4
    This assessment task contributes to the development of the following course intended learning outcomes:
    E.2
    Type: Report
    Groupwork: Individual
    Weight: Mandatory task that does not contribute to subject mark
    Criteria linkages:
    Criteria Weight (%) SLOs CILOs
    Timely submission compliant with stated requirements 100 4 E.2
    SLOs: subject learning objectives
    CILOs: course intended learning outcomes
    Minimum requirements
    A pass in the subject is achieved by gaining a total of 50 marks AND 45% of the total marks available in the final examination AND completing the compulsory UTSOnline Homepage.
    Generally Faculty Run Supplementary (FRS) exams are not available for this subject, however the maximum obtainable final mark of students offered a supplementary is 50%

Course Disclaimer

Courses and course hours of instruction are subject to change.

Credits earned vary according to the policies of the students' home institutions. According to ISA policy and possible visa requirements, students must maintain full-time enrollment status, as determined by their home institutions, for the duration of the program.