CEME 2002 - Structural Mechanics
North Terrace Campus - Semester 2 - 2023
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General Course Information
Course Details
Course Code CEME 2002 Course Structural Mechanics Coordinating Unit School of Civil, Environmental & Mining Eng Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact 4 hours per week Available for Study Abroad and Exchange Y Prerequisites CEME 1004 or C&ENVENG 1010 Assumed Knowledge CEME 2001 or C&ENVENG 2025 Assessment Exam, Coursework, Project Course Staff
Course Coordinator: Dr Terry Bennett
Course Timetable
The full timetable of all activities for this course can be accessed from .
Week Lecture/Tutorials 1 Course Introduction Determinate Frames 2 Qualitative Analysis Qualitative Analysis 3 Approximate Analysis Influence lines 4 Virtual Work (truss deflections) Virtual Work (truss deflections) 5 Virtual Work (indeterminate truss) Virtual Work (indeterminate truss) 6 Virtual Work (beam) Virtual Work (Indeterminate) 7 Slope-deflection eqns (intro) Slope-deflection eqns (no-sway) 8 SDEs - sway frames SDEs - sway frames Mid semester break Mid semester break 9 Loading Load paths 10 Project 11 Project 12 Project
Revision lecture -
Learning Outcomes
Course Learning Outcomes
On successful completion of this course students will be able to:
- Determine the design loading on structures using design codes and assess the Load paths for common structural forms.
- Determine if a structure is statically determinate and apply principles from statics, or apply approximate methods of analysis to determine the internal forces in frames.
- Identify points of certainty regarding a structures deformation / rotation to qualitatively construct shear force and bending moment diagrams for both statically determinate and indeterminate structures.
- Apply Euler beam theory to calculate the deflection of beams using the double integration method.
- Apply the principle of virtual work to calculate the deflections and internal forces of structures.
- Demonstrate the analysis of both sway and no-sway frame structures using the Slope-Deflection equations.
The above course learning outcomes are aligned with the .
The course is designed to develop the following Elements of Competency: 1.1 1.2 1.3 1.5 1.6 2.1 2.2 3.2 3.4 3.5 3.6University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
1, 2, 3, 4, 5, 6 Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
1, 2, 3, 4, 5, 6 Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
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Learning Resources
Required Resources
A set of lecture notes and pre-recorded video materials are provided for this course. Students are expected to have a graphics calculator.Recommended Resources
Structural Analysis, R.C. Hibbeler, Pearson - any edition in S.I. Units. -
Learning & Teaching Activities
Learning & Teaching Modes
This course is taught in a flipped classroom style, course lectures are delivered via a series of short videos that are required to be viewed by students prior to attending workshop sessions. The workshop sessions are intended to reinforce the concepts and examples shown in the videos via tutorial problems solved in groups.
The course concludes with a group design project, where the students are expected to provide the calculations to determine the design actions on a simple structure and subsequently provide an initial sizing of structural members. The workshop sessions will be used for group working and consultation.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Activity Contact Hours Independent study Total Pre-reading / viewing 0 24 24 Workshops / tutorials 32 24 56 Assignments 0 16 16 Design Project 16 24 40 Exam (and revision) 3 11 14 Total 51 99 150 Learning Activities Summary
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Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
* The specific due date for each assessment task will be available on MyUni.Assessment Task Weighting % Formative/Summative Due (week)* Hurdle Criteria Course Learning Outcome(s) tutorials 0% Individual 2-10 1. 2. 3. 4. 5. 6. 7. e-assessments 24% Individual 2-9 1. 2. 3. 4. 5. 6. 7. Project 16% Group 10 - 12 1. 2 Examination 60% Individual min 40% Total 100%
This assessment breakdown complies with the University's Assessment for Coursework Programs Policy.
This course has a hurdle requirement. Meeting the specified hurdle criteria is a requirement for passing the course.Assessment Detail
The course has a blend of assessments to facilitate student learning. Each course component has formative assessments that are embedded in the provided course notes. The formative problems are worked on in timetabled workshops with feedback given by the course teachers in class. These assignments are designed to prepare students for the summative assignments, which are similar in both style and difficulty. Written and verbal beedback is provided, usually, within 10 days of the submission deadline.
The course also incorporates a design project where students work in small groups to design a simplified, but realistic, structure to withstand dead, live and wind loading. A small report to the client and corresponding engineering calculations are required to be submitted as a group assignment. The group members are required to submit a peer review of the contributions of the group members to the submission.
The final assessment piece is an invigilated written exam, covering topics throughout the course and unseen questions, similar in style to the formative and summative assignments that the students have received feedback.Submission
All assignments are submitted into MyUni online as document uploads. Students are expected to scan hand written calculations and drawings into portable document format.Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through .
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Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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Fraud Awareness
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.
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