| Effective Term: | 2026/05 |
| Institute / School : | Institute of Innovation, Science & Sustainability |
| Unit Title: | Structural Engineering 2 |
| Unit ID: | ENGPG9106 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (ENGIN2203 or ENGPG9103) |
| Co-requisite(s): | Nil |
| Exclusion(s): | (ENGIN3201 and ENGRG3101) |
| ASCED: | 030900 |
| Other Change: | |
| Brief description of the Unit |
This unit introduces students to the structural design of timber, steel and reinforced concrete structural components, in accordance with relevant Australian Standards. The design principles which underpin the code provisions are described and explained and, upon completion of the unit, students should be able to competently undertake design of simple timber, steel and reinforced concrete elements in practical situations. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | | | | | Advanced | | | |  | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Identify the types of failures possible in timber, steel and reinforced concrete structural elements. |
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| K2. | Apply the principles of strength limit state design to the design of timber and steel beams, columns and connections. |
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| K3. | Apply the principles of strength limit state design to the design of reinforced concrete members. |
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| K4. | Recognise and explain the design factors which need to be considered in order to achieve durable reinforced concrete structures in a range of environmental conditions. |
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| Skills: |
| S1. | Demonstrate competence in utilising Australian Standards and relevant design guidelines where they are appropriate and applicable. |
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| S2. | Create a report outlining the outcomes of engineering design computations to a professional standard. |
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| S3. | Produce and communicate, the results of the design process in a way which is useful and convenient for those required to transform the design onto reality. |
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| Application of knowledge and skills: |
| A1. | Propose structural designs for timber beams and columns in accordance with AS1720.1 with regard to various requirements such as safety, economy and durability |
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| A2. | Propose structural designs for steel beams, columns and connections in accordance with AS4100 with regard to various requirements such as safety and economy. |
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| A3. | Propose structural designs for reinforced concrete beams and slabs in accordance with AS3600 and with regard to various requirements such as safety, economy and durability. |
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| Unit Content: |
Topics may include: 1. Design of timber beams under flexure and timber columns under compression according to AS1720. 2. Design of steel beams to AS4100 on the basis of stiffness and strength (bending, shear, bearing, deflection). 3. Design of simple steel members under compression or tension and design of simple connections in accordance to AS4100. 4. Design of reinforced concrete members under bending actions according to AS3600. |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate high-level skills to effectively communicate, interact and work with others both individually and in groups Students will be required to display (in person and/or online) high-level skills in-person and/or online in: • Effective verbal and non-verbal communication via a range of synchronous and asynchronous methods • Active listening for meaning and influencing • High-level empathy for others • Negotiating and demonstrating extended conflict resolution skills • Working respectfully in cross-cultural and diverse teams | 1 - Yes | FEDTASK 2
Leadership | Students will demonstrate the ability to apply leadership skills and behaviours Students will be required to display skills in: • Creating, contributing to, and enabling collegial environments • Showing self-awareness and the ability to self-reflect for personal growth • Inspiring and enabling others • Making informed and evidence-based decisions through consultation with others • Displaying initiative and ability to solve problems | 1 - Yes | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complex and ambiguous environments, using their imagination to create new ideas Students will be required to display skills in: • Reflecting critically on complex problems • Synthesising, evaluating ideas, concepts and information • Proposing alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts through deep inquiry • Proposing creative solutions in problem solving | 1 - Yes | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work proficiently across a range of tools, platforms and applications to achieve a range of tasks Students will be required to display high-level skills in: • Finding, accessing, collating, evaluating, managing, curating, organising and appropriately and securely sharing complex digital information at a high-level • Receiving and responding to messages in a range of digital media • Using digital tools appropriately to conduct research • Contributing proficiently to digital teams and working groups • Participating in and utilising digital learning opportunities | 2 - No | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to think ethically and sustainably. Students will be required to display skills in: • The responsible conduct of research • Making informed judgments that consider the impact of devising solutions in multiple global economic environmental and societal contexts • Demonstrating commitment to social responsibility as a professional and a citizen • Generating research solutions which are sustainable,ethical, socially responsible and/or sustainable • Extending lifelong, life-wide and life-deep learning to be open to diverse others • Demonstrate extended actions to foster sustainability in their professional and personal life. | 1 - Yes |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, K4, S1, S2, S3, A1, A2, A3 | Laboratory or problem based design assignment. | (Design) Report | 30-50% | | 2. | K1, K2, K3, K4, S1, A1, A2, A3 | Assessment on parts of covered topics. | Tutorial assessment, quiz | 10-30% | | 3. | K1, K2, K3, K4, S1, S3, A1, A2, A3 | Test or examination on all covered topics. | Final test/exam | 40-60% |
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