C&ENVENG 1013 - Introduction to Architectural Engineering

North Terrace Campus - Semester 1 - 2016

This course is an introduction to the context and practice of architectural engineering. It explores the relationship between the disciplines of architecture and engineering and their differing understanding of what is meant by "design". The course is structured as an integrated, problem-based learning course wherein students demonstrate their increasing knowledge and skills through the longitudinal development of two main projects; one architectural, one engineering. The course provides foundational knowledge, skills and understanding in the areas of: design process (architectural and engineering), structure, optimisation (capacity vs demand), construction materials and detailing, and the construction process. The course also contains the Small Group Discovery Experience project for Level 1 students in the B Eng (Hons) (Civil & Architectural) degree program.

  • General Course Information
    Course Details
    Course Code C&ENVENG 1013
    Course Introduction to Architectural Engineering
    Coordinating Unit School of Civil, Environmental & Mining Eng
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact 3 hours per week
    Available for Study Abroad and Exchange Y
    Assessment Assignments 100% (including graphic presentations, model making and report and group work)
    Course Staff

    Course Coordinator: Ms Bec Francis

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

    A weekly timetable will be available to students through MyUni.
  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course, students will be able to:
    1. Drawing: Interpret two-dimensional drawing(s) into to three-dimensional form(s) (and visa versa); interpret contour plans and levels; interpret architectural design drawing conventions and use them to create and communicate your own architectural design(s) (e.g. floor/site plans, elevations, sections, details, sketch perspectives…); interpret engineering design drawing conventions and use them to communicate your own engineering design(s) (e.g. single line drawings, free body diagrams…); create accurate free-hand and manually drafted technical drawings.
    2. Design Process: Conduct a site analysis; interpret the relationship(s) between the site, the brief, aesthetic aims, cultural considerations, practical/construction issues and preliminary design ideas for a small scale, site-specific design project; apply design-making strategies to generate an initial design concept; formulate ideas for form and materiality stemming from an initial design concept; evaluate the strengths and weaknesses of design ‘solutions’ and revise/respond to further develop and finalise the design; explore materials and understand their specific uses, methods of fixing and finishing, requirements and limitations in relation to your design.
    3. Professional/Discipline Knowledge: Assess and compare the roles of professionals within the construction industry; distinguish the limits of the fields of expertise of architects, engineers and builders, and recognise the collaborative nature of the design and construction process.
    4. Technical Studies: Explain the pragmatic factors involved in the design of details and their construction; investigate and select construction materials for your design(s) based on suitable structural, material and performance behaviour (e.g. weathering, slip resistance…); extend and apply concepts introduced in Statics (truss analysis, analysis vs design, ‘Method of Sections’ (Preliminary Design), ‘Method of Joints’ (Final Design)) to design a truss bridge (employ calculations, iterative design options, optimisation (capacity vs demand), truss member forces (tension vs compression)).
    5. Critical Awareness/Evaluation: Longitudinally and iteratively develop design assumptions; listen to feedback/criticism, and analyse and use this information to further develop, refine and resolve your work; respond to the work of other students with meaningful, constructive comments and suggestions.
    6. Communication: Prepare, present and communicate written and graphic information using a variety of media including drawings, posters, calculations, reports, 3D physical models and video presentations.
    7. Teamwork: Work effectively in problem-solving teams (including academic staff and students) and carry out meaningful performance assessments of individual team members.
    8. Research: Respond to a given research topic and clarify or determine what knowledge is required; find and generate needed information using appropriate methodology; determine and critique the degree of credibility of selected sources and reflect on the research processes used; organise information and data to reveal patterns and themes, and manage teams and research processes; analyse information/data critically and synthesise new knowledge to produce coherent team understandings; write and present the processes, understandings and applications of the research, and respond to feedback.
    University 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)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    1- 8
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    1- 8
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    1- 8
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    2 & 7
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    2, 5, 7 & 8
  • Learning Resources
    Required Resources
    Refer to the 'List of Required Equipment for Core Courses' issued by the School of Architecture & Built Environment (SABE).
    This list is explained and handed out to students during the O-Week activities arranged by SABE.
    Recommended Resources
    A reading list is provided in the online resources (MyUni) for this course. There is no single 'textbook' for this course.
    Online Learning
    This course is structured as a ‘blended’ course or ‘blended learning environment’. The curriculum has been conceived by considering all of the elements that need to be ‘delivered’ (lectures, tutorials, consultations, assignments and presentations) and aligning that element with a mode of delivery that is best suited for your learning (face-to-face, online, large class, small group, physical hand-ins and/or pin-ups or online submissions).
    At times students will be required to engage with the content face-to-face, at other times online. The key thing to remember is that this ‘blended’ course is designed for students to be actively engaged in both the online and face-to-face environments. Students who choose not to engage with both will struggle to prosper academically. They may find that they do not have all the pieces of the puzzle!
    Email: Check your student email REGULARLY (daily) as course-related announcements are communicated via email. This is the only way of communicating announcements in this course. It is assumed that students will always read their email and course announcements and no such excuse as: “I haven’t read my email” will be accepted. It is YOUR RESPONSIBILITY to always check your email and course announcements.
    Discussion Board: Individual e-mail communication with students on course issues WILL NOT be responded to by teaching staff. Students with any questions regarding the course must post these on the Course Discussion Board. This will be monitored by teaching staff and queries responded to within 2-working days (not over weekends).
    Wherever possible this course aims to be paperless. All Assignment Handouts with associated Assessment Criteria will be issued electronically. These are accessable through the Course website (MyUni).
    Download the relevant information in advance (before the studio/tutorials for the related subject). No other handouts will be given during the lectures or studio/tutorials, except for materials not capable of being up/downloaded from MyUni.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    The course is a ‘blended’ course which demands that students engage with a variety of teaching materials in a variety of different teaching modes. The course includes lectures (face-to-face and online), studio/tutorial sessions (with small exercises as well as presentations), and small group consultations (face-to-face with tutor).
    The course utilises ‘project-based learning’ for students to understand and integrate the lecture materials within a series of longitudinal assignments.

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    Activity     Contact Hours     Independent Study Hours     Total
    Lectures /e-Lectures / Quizzes 12 5 17
    Studio / Tutorials  / Site Visit 22 0 22
    Assignments 0 105 105
    Exam 0 0 0
    Total 34 110 144

    Attendance at lectures, studios/tutorials and other related activities is expected.
    Learning Activities Summary
    The course will explore the following topics:
    • Understanding Architectural Drawings / Expressing Design – ‘Representation’ & Basic Drawing Techniques
    • Architectural Design Thinking
    • Architectural Design Choices: Form / Materiality / Structure / Detailing
    • Truss Bridge Design
    • Quality Assurance in Industry / Verification

    Small Group Discovery Experience
    A Small Group Discovery Experience (SGDE) is part of the assessment for this course.
    Students will work in small groups (6-7 students) and each group shall spend time in consultation with their Supervising Academic. Across the semester, the group shall undertake a Literature Review from which they shall develop a ‘question’ which identifies a Research Gap, and propose a Research Methodology.
    The SGDE project will be explained in further detail in the Week 1 lecture.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    A detailed summary of Assessment Tasks shall be provided via the Course website (MyUni), including specific due dates and submission times and locations. This will be explained in detail in the first lecture in Week 1.
    Assessment Task Task Type Due Weighting Course Learning Outcomes
    B•1: Bridge 1 – Architectural Design
    - Concept Design
    - Final Design

    - Week 3
    - Mid-Sem Break (wk 1)

    B•2: Bridge 2 – Engineering Design
    - Report (Group Work)
    - Model (Group Work)
    - Week 10
    - Week 11
    Detail Diary:
    - #1
    - #2
    - #3
    - #4
    - Week 1
    - Week 4
    - Week 7
    - Week 9
    1-3, 5 & 6
    SGDE: Research Project (Group Work)
    - Proposed Methodology
    - Draft Report
    - Final Report
    - Presentation
    - Week 5
    - Week 8
    - Week 11
    - Week 12
    -Week 1 e-Lecture
    -Week 2 e-Lecture
    -Week 6 e-Lecture
    -Week 8 e-Lecture
    - Week 1
    - Week 2
    - Week 6
    - Week 8

    Assessment Detail
    Details of Assessment Tasks shall be provided via the Course website (MyUni).

    No information currently available.

    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 Access Adelaide.

  • 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.

  • Student Support
  • Policies & Guidelines
  • 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’s disciplinary procedures.

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