1
2
Flipped classroom check-list
•
Characteristics
•
Discussions are led by the students
where outside content is brought in
and expanded.
•
These discussions typically reach
higher orders of critical thinking.
•
Collaborative work is fluid with
students shifting between various
simultaneous discussions depending
on their needs and interests.
•
Content is given context as it relates
to real-world scenarios.
•
Students challenge one another
during class on content.
•
Student-led tutoring and
collaborative learning forms
spontaneously.
•
Students take ownership of the
material and use their knowledge to
lead one another without prompting
from the teacher.
•
Students ask exploratory questions
and have the freedom to delve
beyond core curriculum.
•
Students are actively engaged in
problem solving and critical thinking
that reaches beyond the traditional
scope of the course.
•
Students are transforming from
passive listeners to active learners.
Rarely
Sometimes
Often
Modified from http://www.thedailyriff.com/articles/the-flipped-class-what-does-a-good-onelook-like-692.php Westerberg 2012
4

Faculty of Science and Engineering
Department of Civil Engineering
Unit Outline
STEN2001 Structural Analysis 1
Semester 1, 2015

Unit study package code:
STEN2001
Mode of study:
Internal
Tuition pattern summary:
Note: For any specific variations to this tuition pattern and for precise information refer to
the Learning Activities section.
Lecture: 2 x 1 Hours Weekly
Workshop: 1 x 2 Hours Weekly
This unit does not have a fieldwork component.
Credit Value:
25.0
Pre-requisite units:
307529 (v.0) Engineering Mechanics 100 or any previous version
OR
MCEN1000 (v.0) Engineering Mechanics or any previous version
AND
307533 (v.0) Engineering Materials 100 or any previous version
OR
MAEN1000 (v.0) Engineering Materials or any previous version
AND
307538 (v.0) Engineering Mathematics 140 or any previous version
OR
7062 (v.0) Mathematics 101 or any previous version
OR
10926 (v.0) Mathematics 103 or any previous version
OR
307537 (v.0) Engineering Mathematics 130 or any previous version
OR
MATH1003 (v.0) Engineering Mathematics 2 or any previous version
OR
MATH1010 (v.0) Advanced Mathematics or any previous version
OR
MATH1004 (v.0) Mathematics 1 or any previous version
OR
MATH1001 (v.0) Engineering Mathematics Specialist 2 or any previous version
Co-requisite units:
Nil
Anti-requisite units:
Nil
Result type:
Grade/Mark
Approved incidental fees:
Information about approved incidental fees can be obtained from our website. Visit
fees.curtin.edu.au/incidental_fees.cfm for details.
STEN2001 Structural Analysis 1
Bentley Campus
02 Mar 2015
Department of Civil Engineering, Faculty of Science and Engineering
Page: 1 of 9
CRICOS Provider Code
WA 00301J, NSW 02637B
The only authoritative version of this Unit Outline is to be found online in OASIS


Faculty of Science and Engineering
Department of Civil Engineering
Dr
Title:
Natalie Lloyd
Name:
+618 9266 7574
Phone:
N.Lloyd@curtin.edu.au
Email:
204
Building:
511
Room:
Consultation @drnatalielloyd #structstuf
StructuralAnalysis2678@groups.facebook.com
times:
https://www.facebook.com/groups/StructuralAnalysis2678/
Unit coordinator:
Teaching Staff:
Diane Garth
+618 9266 7524
D.Garth@curtin.edu.au
204
401
Administrative contact:
Name:
Phone:
Email:
Building:
Room:
Learning Management System:
Blackboard (lms.curtin.edu.au)
STEN2001 Structural Analysis 1
Bentley Campus
02 Mar 2015
Department of Civil Engineering, Faculty of Science and Engineering
Page: 2 of 9
CRICOS Provider Code
WA 00301J, NSW 02637B
The only authoritative version of this Unit Outline is to be found online in OASIS


Faculty of Science and Engineering
Department of Civil Engineering
Acknowledgement of Country
We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present.
Syllabus
Statically Determinate Structures: Introduction, Revision of concepts (actions, free body diagrams, shear and bending moment). Stress
and Strain, Compatibility of Deformations, Superposition. Deflection: double integration, moment area methods, virtual work. Statically
Indeterminate Structures: Concepts, Equilibrium and compatibility. Development of slope deflection equations and application to
beams. Development of moment distribution equations and application to beams.
Introduction
This unit presents the theory and application of structural analysis as applied to trusses and statically determinate and indeterminate
beams. It emphasizes the skills of modelling and analysing structures in response to applied actions. The methods presented are
classical methods of analysis, that is, methods not requiring the use of computers to solve. It highlights the need to develop an
understanding of structural behaviour.
Unit Learning Outcomes
All graduates of Curtin University achieve a set of nine graduate attributes during their course of study. These tell an employer that,
through your studies, you have acquired discipline knowledge and a range of other skills and attributes which employers say would
be useful in a professional setting. Each unit in your course addresses the graduate attributes through a clearly identified set of
learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes tell you what
you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully
designed to test your achievement of one or more of the unit learning outcomes. On successfully completing all of the assessments
you will have achieved all of these learning outcomes.
Your course has been designed so that on graduating we can say you will have achieved all of Curtin's Graduate Attributes through
the assurance of learning process in each unit.
On successful completion of this unit students can:
Graduate Attributes
addressed
1 Apply key concepts of stiffness and strength, equilibrium and compatibility to the analysis of
structures
2 Discern the appropriate analysis technique or concepts to quantify and compare key structural
responses
3 Effectively communicate structural analysis concepts and applications
Curtin's Graduate Attributes
Apply discipline knowledge
Thinking skills
Information skills
(use analytical skills to solve problems)
(confidence to investigate new ideas)
Communication skills
Technology skills
International perspective
Cultural understanding
(value the perspectives of others)
(value the perspectives of others)
Learning how to learn
(apply principles learnt to new situations)
(confidence to tackle unfamiliar problems)
Professional Skills
(work independently and as a team)
(plan own work)
Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au
Learning Activities
Lectures (in person) present the theory and application of structural analysis. Active engagement with the lecture content is a learning
activity. Essential reading, video tutorials and online module completion tasks are all learning activities. Workshops are essential
learning activities. Students must take an active role in the workshops. Preparation is necessary before attending the workshop.
Assessment tasks are learning activities in which students develop and demonstrate their competency.
STEN2001 Structural Analysis 1
Bentley Campus
02 Mar 2015
Department of Civil Engineering, Faculty of Science and Engineering
Page: 3 of 9
CRICOS Provider Code
WA 00301J, NSW 02637B
The only authoritative version of this Unit Outline is to be found online in OASIS


Faculty of Science and Engineering
Department of Civil Engineering
Learning Resources
Essential texts
The required textbook(s) for this unit are:
l
Custom Text #structstuf compiled from Structural Analysis Eighth Edition SI Units R C Hibbeler available from
www.pearson.com.au/9781486022618
OR
Structural Analysis Eighth Edition SI Units R C Hibbeler
Assessment
Assessment schedule
Task
1
2
3
4
Value %
Unit Learning
Outcome(s)
Assessed
Date Due
Investigations
12 percent
Week: 8 ,13
Day: Friday
Time: 1600
1,2,3
Exercises
18 percent
TBA
1,2,3
Mid Semester Test
20 percent
Week: 5
Day: TBA
Time: TBA
1,3
Examination
50 percent
Week: Examinations
Day: TBA
Time: TBA
2,3
Detailed information on assessment tasks
1. The Investigations (2 of) are application of the theory to structural analysis problems submitted to the Assignment Office.
2. Exercises are online tests and journals. The tests are have an availability time of one week. The journals have an availability of
two weeks. All Exercises are due online before Friday 1700. Online Exercises must be submitted before the due time – do not
leave submission close to the deadline.
3. The mid semester may be conducted outside usual lecture times. Venue and time will be advised ASAP. The mid semester test
is conducted under exam conditions; Student ID is required for entry to venue. Approved calculators only are permitted.
4. The exam is conducted in Exams Weeks and information is published from the Examination Office closer to the time. Student
ID is required for entry to venue. Approved calculators only are permitted.
Pass requirements
Achieve a grade/mark greater than or equal to 5/50
Achieve a minimum of 45% (22.5 out of 50) for the Examination
Complete online Structural Language Modules
Fair assessment through moderation
Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that
student work is evaluated consistently by assessors. Minimum standards for the moderation of assessment are described in the
Assessment and Student Progression Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm
Late assessment policy
This ensures that the requirements for submission of assignments and other work to be assessed are fair, transparent, equitable, and
that penalties are consistently applied.
1.
All assessments students are required to submit will have a due date and time specified on this Unit Outline.
STEN2001 Structural Analysis 1
Bentley Campus
02 Mar 2015
Department of Civil Engineering, Faculty of Science and Engineering
Page: 4 of 9
CRICOS Provider Code
WA 00301J, NSW 02637B
The only authoritative version of this Unit Outline is to be found online in OASIS


Faculty of Science and Engineering
Department of Civil Engineering
2.
Late submission of assessments is not accepted in this unit. Students will receive a zero mark for any assessment item
submitted late.
Assessment extension
A student unable to complete an assessment task by/on the original published date/time (eg examinations, tests) or due date/time
(eg assignments) must apply for an assessment extension using the Assessment Extension form (available from the Forms page at
students.curtin.edu.au/administration/) as prescribed by the Academic Registrar. It is the responsibility of the student to demonstrate
and provide evidence for exceptional circumstances beyond the student's control that prevent them from completing/submitting the
assessment task.
The student will be expected to lodge the form and supporting documentation with the unit coordinator before the assessment
date/time or due date/time. An application may be accepted up to five working days after the date or due date of the assessment
task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior
to the assessment date. An application for an assessment extension will not be accepted after the date of the Board of Examiners'
meeting.
Deferred assessments
If your results show that you have been granted a deferred assessment you should immediately check your OASIS email for details.
Deferred examinations/tests will be held from 22/07/2015 to 24/07/2015 . Notification to students will be made after the Board of
Examiners’ meeting via the Official Communications Channel (OCC) in OASIS.
Supplementary assessments
Supplementary assessments, if granted by the Board of Examiners, will have a due date or be held between 22/07/2015 and
24/07/2015 . Notification to students will be made after the Board of Examiners’ meeting via the Official Communications Channel
(OCC) in OASIS.
It is the responsibility of students to be available to complete the requirements of a supplementary assessment. If your results show
that you have been granted a supplementary assessment you should immediately check your OASIS email for details.
Referencing style
The referencing style for this unit is Chicago.
More information can be found on this style from the Library web site: library.curtin.edu.au.
Academic Integrity (including plagiarism and cheating)
Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be academic misconduct.
Plagiarism and cheating are serious offences that will be investigated and may result in penalties such as reduced or zero grades,
annulled units or even termination from the course.
Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or
referencing. Submitting work which has been produced by someone else (e.g. allowing or contracting another person to do the work
for which you claim authorship) is also plagiarism. Submitted work is subjected to a plagiarism detection process, which may include
the use of text matching systems or interviews with students to determine authorship.
Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any use of
unauthorised materials or assistance during an examination or test.
For more information, including student guidelines for avoiding plagiarism, refer to the Academic Integrity tab in Blackboard or
academicintegrity.curtin.edu.au.
STEN2001 Structural Analysis 1
Bentley Campus
02 Mar 2015
Department of Civil Engineering, Faculty of Science and Engineering
Page: 5 of 9
CRICOS Provider Code
WA 00301J, NSW 02637B
The only authoritative version of this Unit Outline is to be found online in OASIS


Faculty of Science and Engineering
Department of Civil Engineering
Additional information
Engineers Australia competencies assessed and level of thinking
EA Professional competencies assessed 1
Assessment Task
Exercises Online
1.1. Science/Engineering fundamentals
Level of thinking 2
Comprehension
1.2. Conceptual understanding
1.3. Specialist knowledge
2.1. Problem solving
3.2. Communication
Investigations
1.1. Science/Engineering fundamentals
Application
1.2. Conceptual understanding
1.3. Specialist knowledge
2.2. Use of techniques
3.2. Communication
3.3. Creativity
Mid Semester Test
1.1. Science/Engineering fundamentals
Application
1.2. Conceptual understanding
1.3. Specialist knowledge
2.2. Use of techniques
3.2. Communication
Final Exam
1.2. Conceptual understanding
Application
1.3. Specialist knowledge
2.2. Use of techniques
3.2. Communication
ENGINEERS AUSTRALIA Stage 1 competencies and elements of competency assessed in this unit 1
https://www.engineersaustralia.org.au/sites/default/files/shado/Education/Program%20Accreditation/110318%20Stage%201%
20Professional%20Engineer.pdf
1. KNOWLEDGE AND SKILL BASE
1.1. Science/Engineering fundamentals: Comprehensive, theory based understanding of the underpinning natural and physical
sciences and the engineering fundamentals applicable to the engineering discipline.
1.2. Conceptual understanding: Conceptual understanding of the, mathematics, numerical analysis, statistics, and computer and
information sciences which underpin the engineering discipline.
1.3. Specialist knowledge: In-depth understanding of specialist bodies of knowledge within the engineering discipline.
1.4. Development & Research: Discernment of knowledge development and research directions within the engineering discipline.
1.5. Context: Knowledge of contextual factors impacting the engineering discipline.
1.6. Engineering. Practice: Understanding of the scope, principles, norms, accountabilities and bounds of contemporary engineering
STEN2001 Structural Analysis 1
Bentley Campus
02 Mar 2015
Department of Civil Engineering, Faculty of Science and Engineering
Page: 6 of 9
CRICOS Provider Code
WA 00301J, NSW 02637B
The only authoritative version of this Unit Outline is to be found online in OASIS


Faculty of Science and Engineering
Department of Civil Engineering
practice in the specific discipline.
2. ENGINEERING APPLICATION ABILITY
2.1. Problem solving: Application of established engineering methods to complex engineering problem solving.
2.2. Use of techniques: Fluent application of engineering techniques, tools and resources.
2.3. Systematic use: Application of systematic engineering synthesis and design processes.
2.4. Project management: Application of systematic approaches to the conduct and management of engineering projects.
3. PROFESSIONAL AND PERSONAL ATTRIBUTES
3.1. Professionalism: Ethical conduct and professional accountability
3.2. Communication: Effective oral and written communication in professional and lay domains.
3.3. Creativity: Creative, innovative and pro-active demeanour.
3.4. Information use: Professional use and management of information.
3.5. Self Conduct: Orderly management of self, and professional conduct.
3.6. Team work: Effective team membership and team leadership.
Levels of thinking 2 (see: http://www.learningandteaching.info/learning/bloomtax.htm)
Knowledge
Recall of something encountered before but without having to change it, use it or understand it; facts.
Comprehension
Understanding the knowledge that has been acquired without needing to relate it to other information.
Application
Use of a learned concept to resolve some situation or solve a new problem in an appropriate way.
Analysis
Taking something learned apart into separate components for purposes of thinking about the parts and how they fit together.
Synthesis
Generating or creating something different by assembling or connecting ideas in a way that makes a whole.
Evaluation
Looking at the particular value of materials, information or methods in characterizing the whole.
Enrolment
It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on
OASIS, where you can also print an Enrolment Advice.
Student Rights and Responsibilities
It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and
responsibilities as a student. These include:
l
l
l
l
l
the Student Charter
the University's Guiding Ethical Principles
the University's policy and statements on plagiarism and academic integrity
copyright principles and responsibilities
the University's policies on appropriate use of software and computer facilities
Information on all these things is available through the University's "Student Rights and Responsibilities website at:
students.curtin.edu.au/rights.
STEN2001 Structural Analysis 1
Bentley Campus
02 Mar 2015
Department of Civil Engineering, Faculty of Science and Engineering
Page: 7 of 9
CRICOS Provider Code
WA 00301J, NSW 02637B
The only authoritative version of this Unit Outline is to be found online in OASIS


Faculty of Science and Engineering
Department of Civil Engineering
Student Equity
There are a number of factors that might disadvantage some students from participating in their studies or assessments to the best
of their ability, under standard conditions. These factors may include a disability or medical condition (e.g. mental illness, chronic
illness, physical or sensory disability, learning disability), significant family responsibilities, pregnancy, religious practices, living in a
remote location or another reason. If you believe you may be unfairly disadvantaged on these or other grounds please contact
Student Equity at eesj@curtin.edu.au or go to http://eesj.curtin.edu.au/student_equity/index.cfm for more information
You can also contact Counselling and Disability services: http://www.disability.curtin.edu.au or the Multi-faith services:
http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm for further information.
It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual
circumstances so please get in touch with the appropriate service if you require assistance. For general wellbeing concerns or advice
please contact Curtin's Student Wellbeing Advisory Service at:
http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm
Recent unit changes
We welcome feedback as one way to keep improving this unit. Students are encouraged to provide unit feedback through eVALUate,
Curtin's online student feedback system (see evaluate.curtin.edu.au/info/).
To view previous student feedback about this unit, search for the Unit Summary Report at
evaluate.curtin.edu.au/student/unit_search.cfm. See evaluate.curtin.edu.au to find out when you can eVALUate
this unit.
Recent changes to this unit include:
This unit has been delivered with increasing on-line lecture delivery in the form of mini lectures and mini worked example lectures on
Bentley campus. In 2015 face to face lectures will be reinstated with a view to enhance student perception of teaching quality and
student learning outcomes. STEN2001 Structural Analysis 1
Bentley Campus
02 Mar 2015
Department of Civil Engineering, Faculty of Science and Engineering
Page: 8 of 9
CRICOS Provider Code
WA 00301J, NSW 02637B
The only authoritative version of this Unit Outline is to be found online in OASIS


Faculty of Science and Engineering
Department of Civil Engineering
Program calendar
Program Calendar – Semester 1 2015
Week
Begin Date
Lecture/
Pre-readings
Tutorial/Other
Assessment Due
Seminar
Orientation
23 February
Orientation Week
1.
2 March
Types of Structures and Loads
2.
9 March
Analysis of Statically Determinate Structures
3.
16 March
Analysis of Statically determinate trusses
4.
23 March
Internal Loadings in Members
Exercise
5.
30 March
Internal Loadings in Members
Mid Semester Test
6.
6 April
Tuition Free Week
7.
13 April
Tuition Free Week
8.
20 April
Deflections of Beams
Investigation
9.
27 April
Analysis Statically Indeterminate Beams
Exercise
10.
4 May
Analysis Statically Indeterminate Beams
11.
11 May
Slope Deflection
12.
18 May
Slope Deflection
13.
25 May
Moment Distribution
14.
1 June
Moment Distribution
15.
8 June
Study Week
16.
15 June
Examinations
17
22 June
Examinations
Exercise
Exercise
Investigation
Assessment Due – Exercises TBA on BlackBoard, however, tentative weeks noted in table
STEN2001 Structural Analysis 1
Bentley Campus
02 Mar 2015
Department of Civil Engineering, Faculty of Science and Engineering
Page: 9 of 9
CRICOS Provider Code
WA 00301J, NSW 02637B
The only authoritative version of this Unit Outline is to be found online in OASIS

School of Civil & Mechanical Engineering
Assessment and Feedback Specification
Unit:
Structural Analysis 1
Title: Exercise Online Journal
Activity: Exercises Online Journals are short written assessments. They are to be submitted via the BlackBoard online JournalGraded Writing system. On-line exercises are individual assignments. Collaborating too closely is not acceptable for individual
assignments. Refer to the guide page 13 http://academicintegrity.curtin.edu.au/local/docs/StudentPlagiarismGuide.pdf
For a detailed Assessment description and specification of work to be done refer to Instructions provided at the Journal.
Typical instructions may be similar to the following:
Write a journal entry __________________. Your journal entry should contain the following:
•
an introduction
•
2-3 paragraphs in which you _____________________________________________, and
•
a conclusion paragraph
Your journal entry should be no longer than ___ (500-1000 typically) words and must include at least ____(2-4 typically)
academic references.
Instructions for a typical Exercise are shown here from 2014:
Access help for writing in Structural Language Modules and Resources ad Feedback for Language in BlackBoard.
Assessment criteria and marking distribution and Engineers Australia competencies addressed
Value of the assessment based on the rubric provided below 6%
The total assessment mark awarded is made up of the marks awarded to each element assessed.
Each item of the assessment in the rubric shows the EA competencies (ENGINEERS AUSTRALIA Stage 1 competencies) to be
demonstrated. ‘Level of learning’ (Levels of learning) is specified for those elements of the assignment when it is appropriate.
Detailed guidelines and feedback
This detailed assessment rubric sets out assessment expectations so that you will be aware of the competencies to be developed
and the expected standards. This table will also be used for assessing your work to provide sufficient feedback on how you
performed against these standards. Feedback is provided on-line at the time of completion of the journal via the Online Rubric
and grades are displayed on-line in GradeCenter.
Words in italics align to the Editing Checklist – refer to this document for further details. Instructions given in the Journals may
be explained with the aide of the Directives document – refer to this for details. These documents re found in the Resources and
Feedback section of BlackBoard:
Item
THEMES AND CONCEPTS :
TECHNICAL CONTENT
STRUCTURE
AND
REFERENCING
STYLE:
ACADEMIC WRITING
STYLE:
MECHANICS
Engineers Australia
competencies 1
and (if appropriate) Level
of Learning 2
1.2. Conceptual
understanding
1.3. Specialist knowledge
3.2. Communication
3.2. Communication
3.2. Communication
3.2. Communication
Poor standard
BELOW REQUIREMENTS
40%
Summarises, and uses a
range of simple
vocabulary to express
basic ideas. Ability to
express more complex
thoughts and ideas is
unsupported by critical
interpretation of other
sources or explanation of
supporting points.
Technical errors evident.
Does not address the
directive given.
Good Standard
PARTIALLY PROFICIENT
70%
Develops an argument
systematically, giving
simple reasons and
examples to support a
particular point of view
or option. Shows
synthesis of information
and simple arguments
from a number of
sources. Technical
inaccuracy in some ideas.
Partially addresses the
directive.
Paragraphs may not be
present or may be poorly
constructed; minor
errors in layout and
paragraphing.
Journal includes
insufficient, nonacademic or inaccurate
referencing.
Paragraphs present;
some may be poorly
constructed and/or
minor errors in required
layout or standard
paragraphing
conventions.
Sentence structure errors
occur, and some
sentences require rereading to understand.
Writing is not concise or
clear with frequent use
of redundancies, unclear
expressions and informal
language.
Report includes
minimum required
accurate references;
there may be minor
errors in referencing.
Moderate grammatical
control, though with
noticeable mother
tongue influence.
Punctuation and spelling
errors are frequent.
Uses a limited number of
linking words to create a
clear, coherent text,
marking the relationships
between ideas, although
some disjointedness
occurs. Some informal
language and/or not
concise writing are
evident.
Excellent standard
PROFICIENT (C1) 100%
Journal is a clear, wellstructured exposition
of a complex
argument, highlighting
the relevant salient
issues; expands and
supports points of view
at some length with
subsidiary points,
reasons and relevant
examples. Technically
accurate information.
Addresses the
directive.
All paragraphs are
present and wellconstructed; work
shows required layout
and standard
paragraphing
conventions.
Report includes
extended, accurate and
detailed reference list
of academic
references.
Writing is clear and
smoothly flowing to
produce a wellstructured text, with
variable sentence
length, accurate
sentences and formal
(academic style)
language using
structural analysis
vocabulary.
Consistently maintains
a high degree of
grammatical accuracy;
errors are rare and
difficult to spot.
Spelling is accurate.
Writing shows
controlled use of
punctuation devices.
Percentage of
assessment
Rubric for Journal: Second year level (C1), or equivalent modified by N Lloyd from D Butorac “Rubric for Report Writing” 2013
50%
25%
12.5%
12.5%
Feedback comments will be provided at the time of marking of the Journal assessment via BlackBoard.
Expected time required after completion of all necessary preparation to complete this assessment <2 hours of focused work.
Your Feedback Rubric will be provided online via GradeCenter and will look like this:
Feedback may also be provided in the comments section of GradeCenter in addition to specific comments provided within the
Rubric.
Workshop Week #2 for SA 267
Module 2 Analysis of Determinate Structures 2014
Natalie Lloyd
•
Real-life Structural Analysis – short answer
Select a structural system that you can access in person before the Workshop e.g. not an internet
image. Record key details, measure or estimate dimensions, take images and think about these
aspects of structural analysis:
a)
b)
c)
d)
e)
f)
Load path
Estimate of Actions
Support types
Estimate of Reactions
Structural type and determinacy
Materials or sections choices
As a group in the Workshop, share your structural analysis research.
Describe the structural analysis of one the group members’ structure in a short response (1-2
paragraphs).
The response should contain at least one scholarly reference e.g. refer the essential text for this unit
and / or Australian Standards. Use the Chicago Author-Date 16th edition referencing style.
http://libguides.library.curtin.edu.au/referencing
What structure?
You can choose the structure, the structure should be sufficiently challenging without being
impossible to analyse. For example suitable structures could be:
i.
ii.
iii.
iv.
v.
pedestrian bridge or walkway
portion of a bus or train station/shelter
patio/shed/roof or floor beams
part of a shopping centres where the structure is exposed e.g. Bunning’s, car parks,
warehouse type structures such as indoor cricket or soccer
shopping centre beams, ramps, roof structures or canopies
Ensure you can safely and legally access the structure to find the dimensions, sections and support.
Use a tape measure/ruler, pace out larger structures to estimate spans or photograph with a known
object to scale. Most structural steel sections can be determined by accessing data sheets:
http://www.onesteel.com/publications.asp?category=238&cname=Structural%20Sections
Take care when photographing – seek permission if necessary (e.g. if you are on a business or private
property or a public place which is privately owned, you must ask, government property is restricted
etc.). If in doubt – ask.
http://www.artslaw.com.au/info-sheets/info-sheet/street-photographers-rights/
•
http://www.findlaw.com.au/articles/4193/photographing-your-way-through-an-intellectualpro.aspx
Workshop Week #2 for SA 267
Module 2 Analysis of Determinate Structures 2014
Natalie Lloyd
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Chapter 2 Fundamental Problems F2.1 to F2.6
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Belbin Team Roles
Shaper
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Plant
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Co-ordinator •
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Monitor
Evaluator
Resource
investigator
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Implementer •
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Team worker •
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Completer- •
Finisher
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Specialist
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Highly motivated with a lot of nervous energy and a great need for
achievement.
Like to challenge lead and push others to action, can be headstrong and
emotional in response to disappointment or frustration.
Generally make good managers because they generate action and thrive on
pressure.
Innovators and inventors – can be highly creative.
Often enjoy working on their own away from other members of the team.
Tend to be introvert and react strongly to criticism and praise.
Great for generating new proposals and to solve complex problems.
Ability to pull a group together to work towards a shared goal.
Mature, trusting, and confident they delegate readily. They stay calm under
pressure.
Quick to spot an individual’s talents and use them to pursue group objectives.
Co-ordinators are useful to have in charge of a team with their diverse skills
and personal characteristics.
Serious-minded, prudent individuals.
Slow deciders who prefer to think things over – usually highly critical thinking
ability.
Usually make shrewd judgements by taking into account all the factors.
Important when analysing problems and evaluating ideas and suggestions.
Good communicators both with other members of the group and with external
organisations.
Natural negotiators, adept at exploring new opportunities.
Adept at finding out what resources are available and what can be done.
Relaxed personalities with strong inquisitive sense and a readiness to see the
possibilities of anything new.
Very good for finding resources and heading negotiations.
Well organised, enjoy routine and have a practical common-sense and self
discipline.
Systematic approach to tackling problems
Reliable and hardworking.
Will do what needs to be done whether or not they will enjoy the task.
Supportive members of the team.
Flexible and adaptable to different situations and people.
Perceptive and diplomatic.
Good listeners
Avoid conflict
Good at allowing everyone in the group to contribute.
Have a great capacity for follow-through and attention to detail, and seldom
start what they cannot finish.
Dislike carelessness
Reluctant to delegate, they prefer to tackle tasks themselves.
Good at tasks that involve close concentration and a close degree of
accuracy.
Pride themselves on acquiring technical skills and specialist knowledge.
Priorities are to maintain professional standards and advance their own
subject.
Very committed.
Important in providing the technical expertise and are usually called upon to
make decisions involving in depth experience and expertise.
R Meredith Belbin, Management Teams: Why They Succeed or Fail (Butterworth Heinemann, 2nd ed., 2004)
ISBN: 0 7506 5910 6
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After the activity get students to work in pairs to talk about the group process. What were their observations?
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Sample Team Contract
Team Name: ____________________________________________ Date:_______________________________
GOALS: What are our team goals for this project?
What do we want to accomplish? What skills do we want to develop or refine?
EXPECTATIONS: What do we expect of one another in regard to attendance at
meetings, participation, frequency of communication, the quality of work, etc.?
POLICIES & PROCEDURES: What rules can we agree on to help us meet our goals
and expectations?
CONSEQUENCES: How will we address non-performance in regard to these goals,
expectations, policies and procedures?
We share these goals and expectations, and agree to these policies, procedures, and
consequences.
Team member name
Team member name
Team member name
Team member name
Accessed
http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/groupp
rojects/tools/index.html
Sample Group Process Evaluation Form
Individually, reflect on your group’s dynamics and – anonymously – rate them
according to each of the following variables (using a scale from 1 to 5). As a group,
discuss the results and brainstorm concrete ways to improve your group processes.
Goals
Goals are unclear or poorly
understood, resulting in little
commitment to them.
Openness
1 2 3 4 5 Goals are clear, understood, and
have the full commitment of team
members.
Members are guarded or cautious 1 2 3 4 5 Members express thoughts,
in discussions.
feelings, and ideas freely.
Mutual Trust
Members are suspicious of one
another’s motives.
Attitudes Toward Difference
1 2 3 4 5 Members trust one another and
do not fear ridicule or reprisal.
Members smooth over
1 2 3 4 5 Members feel free to voice
differences and suppress or avoid
differences and work through
conflict.
them.
Support
Members are reluctant to ask for
or give help.
Participation
1 2 3 4 5 Members are comfortable giving
and receiving help.
Discussion is generally
dominated by a few members.
Decision-making
1 2 3 4 5 All members are involved in
discussion.
Decisions are made by only a few
members.
1 2 3 4 5 All members are involved in
decision-making.
Flexibility
The group is locked into
established rules and procedures
that members find difficult to
change.
1 2 3 4 5 Members readily change
procedures in response to new
situations.
Individuals’ abilities, knowledge
and experience is not well
utilized.
1 2 3 4 5 Each member’s abilities,
knowledge, and experience are
fully utilized.
Use of Member Resources
Adapted from Russ Christianson, CoopZone.
Accessed
http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/groupp
rojects/tools/index.html
Sample Group Process Assessment
Please check the box that best reflects the extent to which each statement describes
your group.
1.
2.
3.
4.
5.
6.
7.
8.
We work
together.
There is group
concern for
quality
performance.
We share high
performance
expectations.
Some take our
group work too
lightly.
Some team
members with
good ideas don’t
speak up.
Some members of
the group would
not disagree for
fear of what
others might
think.
Some team
members act like
they know it all.
One or two
members tend to
dominate the
discussion.
To a very
little extent
To a little
extent
To a great
extent
To a very
great extent
9.
We listen to each
individual’s input.
10. Team members
feel free to make
positive and
negative
comments.
11. An atmosphere of
trust exists in our
group.
12. We are
comfortable in
the roles we play
in the group.
Adapted from Watson, W.E. & Michaelsen, L.K. (1988). Group interaction behaviors
that affect performance on an intellective task. Group and Organizational Studies. 13
(4), 495-516.
Accessed
http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/groupp
rojects/tools/index.html
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