ABB226 Building Structures

Unit Outline: Semester 2 2025, Gardens Point, Internal

Overview

This is an intermediate level unit addressing the basic principles of structural engineering applicable to building structures. Quantitative and qualitative techniques are used as the basis for learning simple structural design. In this course, you must have the ability to understand structural equibrium and have a sound understanding of how a structure achieves structural stability through load paths. Furthermore, you are required to interpret engineering designs and convert the designer's intent and components specified, into a project. This demands proper understanding of structural actions and basic design and analysis of simple structures to ensure economy and safety. This unit introduces these concepts and builds upon knowledge of materials from ABB100 Introduction to Building Structures. It develops the learning skills to manage increasingly complex projects in later units.

Learning Outcomes

On successful completion of this unit you will be able to:

1. Identify and understand the basic principles of structures such as stability, equilibrium, load paths, shear force, bending moment to provide step by step calculation for solving problems.
2. Analyse data and design simple structures by considering theoretical knowledge learned from the unit and act as innovative thinkers to solve problem by providing solutions.
3. Collaboratively work in a professional team assuming a particular role and solve issues in the planning, design and construction process.

Content

Learning Approaches

This unit makes use of a range of teaching techniques including lectures (normally 2 hours/week) and tutorials (normally 2 hours/week). This unit will have additional 9 hours intensive tutorial in week 12 and 13 for the assessment, 'project'.

Whilst studying in this unit, you will be referred to the relevant Australian Standards relating to all relevant structural principles.

Feedback on Learning and Assessment

You will receive feedback in various forms throughout the semester which may include:

• Informal: worked examples, such as verbal feedback in class, personal consultation, review quizzes
• Formal: in writing, such as checklists (e.g. criteria sheets), written commentary. Criteria Reference Assessments will be provided to show the expectations for each assessment item
• Direct: to individual students, either in written form or in consultation. During the tutorial sessions a number of formative exercises will be discussed. Studio sessions may be available for group and individual feedback prior to assessment due dates and on completion of assessments
• Indirect: to the whole class. Generic comments may be provided in class and/or via the QUT Canvas site

Assessment

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Problem Solving Task

You will be required to respond to problem solving questions during the problem solving task.

Assessment: Project

You will study a real world Building structure which has experienced structural failure during its life. You will apply your knowledge developed in this unit to your project, building a model, analysing it, and finally identifying the reason of failure and corelating it with your learning outcomes from the unit. You will also liaise with a professional structural engineer to discuss your findings.

The late submission period does not apply to Project and no assignment extensions are available.

The use of generative artificial intelligence (AI) tools, such as ChatGPT, is not permitted in this assessment task. The use of such tools when not authorised may be treated as a breach of the Academic Integrity Policy

Assessment: Examination

Written examination on all course content

Academic Integrity

Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.

The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.

You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.

Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.

Resources

Resource Materials

Recommended text(s)

How Structures Fail - Why Buildings Fall Down by Matthys Levy and Mario Salvadori

The Strength of Architecture - Why Buildings Stand Up by Mario Salvadori.

Wyatt, K.J. and Hough, R., Principles of Structure (4th edition) UNSW Press (available in the library and from QUT bookshop)

Risk Assessment Statement

All commencing Faculty of Engineering students are required to complete the Mandatory Safety Induction

There are no extraordinary risks associated with the classroom/lecture activities in this unit.

Course Learning Outcomes

AB01 Bachelor of Built Environment (Honours)

1. Apply theoretical, practical and cultural knowledge and skills across a range of disciplines and specialist knowledge and skills in one built environment area.
   Relates to: Problem Solving Task, Project, Examination
2. Design and critically evaluate sustainable and creative solutions to social, economic, technological and environmental challenges.
   Relates to: Problem Solving Task, Project, Examination
3. Communicate knowledge, ideas and creative solutions in diverse modes, for a range of contexts and diverse audiences.
   Relates to: Problem Solving Task, Project, Examination
4. Strategically collaborate with diverse stakeholders and communities, including First Nations peoples.
   Relates to: Project, Examination