Module name Building Structures
Module code TEC5STR
Assignment 1
Level 5
Programme start month and year April 2021
Assignment due time and date 10.00 a.m. (UK time), Tuesday
15 June 2021
Pass mark 40
Word count 1,600
Assessment weighting 40%
*for further information see the Word count and overwriting section.
Submission details
For this assignment, you are required to submit:
• a report as a Word (or similar) or PDF file.
Please refer to the assignment guidance in the assignment area of the module for further guidance on the file types accepted by Turnitin.
Submission of assignments
All assignments must be submitted online in the module area of the VLE. The assignment submission link opens 21 days before the due date. Please refer to the information provided in the ‘Assessment preparation’ week for submission guidance.
NOTE: Postal submissions will not be accepted.
1
Learning outcomes
Code Description
LO1 Examine the well-established principles of building structures and the way those principles have developed.
LO2 Apply key concepts, theories and principles in structures and undertake analysis of the appropriateness of different approaches.
LO3 Analyse information to develop technical arguments in the selection and application of structures in simple situations.
LO4 Apply relevant legislation, standards and regulations to develop a range of structural solutions in simple situations.
LO5 Present, interpret and communicate technical information on simple situations clearly and concisely, using sketches, drawings, calculations or in written form.
Scenario
You work for a construction management company as a site manager. Your line manager has asked you to report on a number of projects that the company is involved with, which require some calculation.
The list of projects is:
1. A marine defence project on the North Sea coast of England, which involves the placing of a mixture of large granite blocks which are up to 1m3 in volume, together with a mixture of concrete tetrapod blocks and concrete dolos blocks.
2. A multi storey car park consisting of pre-cast concrete T beams (Figure 1 – See Appendix).
3. A project to install a bridge (Figure 2 – See Appendix) on a service road. The bridge is designed to carry vehicles up to a four-axle articulated lorry with a gross weight of 36 Tonnes. The design incorporates Warren Trusses for the side walls and these are connected by Rolled Steel Joists (RSJs) which support the bridge deck. The bridge has a span of 10m and the width of the deck is 4m.
Task
Write a short report to your line manager in which you analyse and provide advice on the following matters:
a. Calculate the lifting capacity of plant for the marine defence project for the three different materials to be used in the scheme. Take into account that the cranes used to place and move around each item will have to operate so that their lifting cables can to be at an angle of up to 45°. Use your own research about marine protection to estimate typical weights for this project. Give your answers in Tonnes and in kN.
b. Determine the position of the centroid of the pre cast T beams that are used for the floor slabs of the car park and explain why this would be the best place to drill any small holes as lifting points or for the location of any small services.
c. Analyse the bridge structure with the aid of sketches. Your line manager is particularly interested in understanding the likely forces on the members of the bridge structure, the loads on the connecting RSJ’s and the necessary support reactions for the bridge.
Reference list
You should include a reference list with a minimum of six separate relevant and appropriate sources that you have written about and cited within your work.
A bibliography of uncited sources is not required.
Further information to support you with this assignment is available within the study materials for this module on the UCEM VLE. If you have any questions about this assignment, please contact your Module Tutor or Module Leader via the VLE.
Marking guidance for this activity
This guidance is designed to help you to do as well as possible in your assessment by explaining how the person marking your work will be judging it.
Your work will be assessed in relation to the requirements set out in the assessment criteria marking guide at the end of this document and the grading guidance section below.
It is recommended that you read both of these sections before starting your assessment to learn what will help you to achieve the highest marks. Once you have finished you should review the assessment before submitting it, to check you have done what is required to achieve the highest marks.
When you receive your feedback from your tutor you should clearly be able to see which categories you gained marks in and, where relevant, recommendations about how to improve your performance going forward.
Grading guidance
This grading guidance section explains in more detail what a submission for this assessment should include in order to achieve a mark at the threshold, good and excellent standards.
Threshold
You will have attempted all the tasks in the assignment and have arrived at approximate answers for parts a and b. You will have included a brief description as to why the centroid of the T beams is the best place for lifting points, and identified the likely forces on the bridge structure.
Good
You will have met the criteria for Threshold and have explained the method of analysis for all the tasks. You should have solutions to tasks a and b that are reasoned and supported and be within 25mm of the correct position of the centroid in task b. You will have included a brief explanation as to why the centroid of the T beams is the best place for lifting points, and realistic analysis of the likely forces on the bridge structure with basic sketches.
Excellent
You will have met the criteria for Good and your answers to parts 1 and 2 of the task will derive acceptable results, using the correct units. Your analysis for task 3 will be logical and clear. You will have assessed reasonable maximum loads for the supporting RSJ’s in the bridge structure and you will have analysed the warren truss, to determine the axial loads in the truss members, using a recognised method of analysis, such as the method of resolution of joints.
The overall structure of the report will be clear and informative and it will be supported with reliable sources.
Word count and overwriting
Exceeding 10% of the stated word count may limit the marks allocated for communication (see assessment criteria marking guide below).
The following table outlines the inclusions and exclusions in the word count of the most common features of assessed pieces of work.
Included Excluded
Introduction Executive summary/abstract
Main body Title page/front cover
Footnotes/endnotes Contents List
In text citations Calculations
Words in tables Drawings/Images
Conclusion List of references
Recommendations Bibliography
Headings and titles, except for those explicitly excluded Appendices
The total number of words used must be stated on the first page of your assessment.
Warning
Plagiarising someone else’s work, whether copying from the internet, UCEM study materials, a textbook, a fellow student or elsewhere, is a serious offence. Before you submit your work for assessment, you must check it to ensure that you have fully cited within the text all the sources of information you have used and that all your sources are listed in a reference section at the end of your submission. Quoted text must not be excessive in length. You will find guidance on correct citing and referencing in The UCEM Guide to Referencing and Citation in Section 6 of the e-Library on the VLE.
Be aware that your work will be checked using text-matching software. The ‘Turnitin‘ software is as much for your benefit as ours at UCEM. You can use it to check that all your citations have a matching reference, and review any highlighted text that may not be original and requires a reference.
A high text-matching result could indicate plagiarism. If plagiarism is identified, this could result in a penalty ranging from a loss of marks to exclusion from your programme.
Note: Please use the assignment referencing link to check the originality of your work before submitting it.
Appendix
Source: UCEM (2021)
Figure 2: A bridge
Source: UCEM (2021)
The bridge has a span of 10m and the width of the deck is 4m.
ASSESSMENT CRITERIA MARKING GUIDE
LEVEL 5
1. COMMUNICATION 15 0–2
Inadequate 3–4
Limited 5 Below threshold 6–7
Threshold 8
Good 9 Very good 10–11
Excellent 12–15
Outstanding
Relevance to task
• The relevance of the information provided to the context of the task
• The way the needs of the intended audience have been addressed. Irrelevant and addresses neither the task nor the needs of the intended audience. Largely irrelevant and does not effectively address the task or the needs of the intended audience. Partially relevant and attempts to address the task and the needs of the intended audience with significant irrelevance or omissions. Sufficiently relevant to the task and the needs of the intended audience to meet the learning outcomes. Mostly relevant to the task and the needs of the intended audience, with some minor irrelevance or omissions. Consistently relevant to the task and focussed on the requirements of the intended audience. Highly relevant to the task and precisely focussed on the requirements of the intended audience. Completely relevant to the task and fully focussed on the requirements of the intended audience.
Structure and presentation
• Organisation and presentation of ideas A lack of structure beyond a loosely connected list of points. Largely unstructured and does not have a clear logical flow. Inconsistent structure and logical flow. Adequate structure and logical flow. Reasonable
structure and logical flow. Capable structure and logical flow. Advanced structure and logical flow. Proficient structure and logical flow.
• Format appropriate to the intended audience and/or industry protocols
• How structure and presentation enable communication. Presentation format is inappropriate.
Communication is obstructed. Presentation format is ineffective.
Communication is hindered. Presentation format is confused.
Communication is only partially effective. Presentation format is satisfactory.
Communication is sufficient to meet the learning outcomes. Presentation format is appropriate.
Communication is clear. Presentation format is effective.
Communication is sound. Presentation format is sophisticated.
Communication is articulate. Presentation format is innovative.
Communication is insightful.
Grammar
• Selection of words, sentence construction, spelling and punctuation. Use of grammar is deficient and meaning is obstructed. Significant grammatical errors and meaning lacks clarity. Several grammatical errors and meaning conveyed insufficiently clearly. Notwithstanding some minor errors and oversights, grammar and clarity of meaning are sufficient to meet the learning outcomes. Grammar usage is fair and conveys meaning clearly. Grammar usage is capable and conveys meaning effectively. Grammar usage is advanced and conveys meaning precisely. Grammar using is exceptional and conveys meaning eloquently.
2. KNOWLEDGE AND
UNDERSTANDING 35 0–6
Inadequate 7–10
Limited 11–13
Below threshold 14–17
Threshold 18–20 Good 21–24
Very good 25–27
Excellent 28–35
Outstanding
Knowledge of the key principles of the field of study Little significant knowledge of the subject matter. Incomplete knowledge of the subject matter. Some knowledge of the subject matter with significant omissions. General knowledge of key elements of the subject matter. Reasonable knowledge of the key elements of the subject matter. Sound knowledge of the subject matter. Comprehensive knowledge of the subject matter. Full knowledge of the subject matter.
• Demonstration of understanding of the key principles of the field of study Misrepresented or misunderstood understanding of the key principles of the field of study. Ineffective understanding of the key principles of the field of study. Inconsistent and confused understanding of the key principles of the field of study. Basic understanding of the key principles of the field of study, sufficient to meet the learning outcomes.
Clear understanding of the key principles of the field of study. Effective understanding of the key principles of the field of study. Sophisticated understanding of the key principles of the field of study. Very advanced understanding of the key principles of the field of study.
• Knowledge and understanding of how the key principles have developed. Knowledge and understanding of how the key principles have developed is incorrect or omitted. Knowledge and understanding of how the key principles have developed is unsatisfactory. Knowledge and understanding of how the key principles have developed is inaccurate and partial with significant omissions. Knowledge and understanding of how the key principles have developed is adequate. Knowledge and understanding of how the key principles have developed is competent. Knowledge and understanding of how the key principles have developed is capable. Knowledge and understanding of how the key principles have developed is accurate. Knowledge and understanding of how the key principles have developed is exceptional.
3. USE AND
APPLICATION OF
SOURCE MATERIAL 30 0–5
Inadequate 6–8
Limited 9–11
Below threshold 12–14
Threshold 15–17 Good 18–20
Very good 21–23
Excellent 24–30
Outstanding
Application of UCEM Harvard referencing style A minimal number of sources have been referenced. The referencing system is applied incoherently. Referencing is unsatisfactory due to
significant omissions, inaccuracies or inconsistencies in the application of the referencing system. Referencing is insufficient due to several omissions, inaccuracies or inconsistencies in the application of the referencing system. Referencing is sufficiently complete, accurate and consistent in the application of the referencing system to meet the learning outcomes. Referencing is competent with mostly complete, accurate and consistent application of the referencing system. Referencing is effective with complete, accurate and consistent application of the referencing system with few errors. Referencing is comprehensive with complete, accurate and consistent application of the referencing system with minimal errors. Referencing is comprehensive and applied faultlessly.
Source materials
• Selection of course materials
Minimal and incoherent selection of course materials.
Ineffective selection of course materials with significant omissions.
Inconsistent and inaccurate selection of course materials.
Adequate selection of course materials.
Competent selection of course materials.
Capable selection of course materials.
Sophisticated selection of course materials.
Innovative selection of course materials.
• Further research Further research is minimal. Further research is incomplete and unsatisfactory. Further research is insufficient. Further research is basic. Further research is reasonable. Further research is sound. Further research is.
advanced. Further research is proficient.
• Use of industry practice and personal experience. Industry practice and personal experience omitted or irrelevant. Limited and incomplete reference to industry practice and personal experience. Simple reference to industry practice and personal experience. Satisfactory reference to industry practice and personal experience. Clear reference to industry practice and personal experience. Effective reference to industry practice and personal experience. Perceptive reference to industry practice and personal experience. Insightful reference to industry practice and personal experience.
Application of source materials to task Source materials are used inadequately and applied incoherently. The assessed work is not informed or improved by the source materials. Source materials are used ineffectively and applied unsatisfactorily. The assessed work is informed and improved in a limited manner by the source materials. Source materials are used inconsistently and applied partially. The assessed work is informed and improved in a simple manner by the source materials. Source materials are used satisfactorily and applied adequately. The assessed work is informed and improved in a basic manner by the source materials, sufficient to meet the learning outcomes.
Source materials are used competently and applied clearly. The assessed work is informed and improved in a reasonable manner by the source materials. Source materials are used capably and applied consistently. The assessed work is informed and improved in a consistent manner by the source materials. Source materials are used perceptively and applied accurately. The assessed work is informed and improved in a comprehensive manner by the source materials. Source materials are used innovatively and applied insightfully.
The assessed work is informed and improved in an exceptional manner by the source materials.
4. EVIDENCE
BASED CRITICAL
ANALYSIS 20 0–3
Inadequate 4–5
Limited 6–7
Below threshold 8–9
Threshold 10–11 Good 12–13
Very good
14–15
Excellent 16–20
Outstanding
Critical analysis
• Analysis of source materials Analysis of the source materials is superficial, deficient or minimal. Analysis of the source materials is shallow ineffective or incomplete. Analysis of the source materials is insubstantial, inaccurate or inconsistent. Analysis of the source materials is adequate and of sufficient depth to meet the learning outcomes. Analysis of the source materials is substantial clear and competent. Analysis of the source materials is thorough, effective and consistent. Analysis of the source materials is rigorous, accurate and comprehensive. Analysis of the source materials is profound, proficient and very advanced.
• Application of analysis to the demands of the task. Analysis is not applied to the demands of the task. Analysis is applied unsatisfactorily to the demands of the task. Analysis is partially applied to the demands of the task. Analysis is satisfactorily applied to the demands of the task. Analysis is reasonably applied to the demands of the task. Analysis is effectively applied to the demands of the task. Analysis is perceptively applied to the demands of the task. Analysis is innovatively applied to the demands of the task.
Development of solutions Proposed solutions are incoherent and deficient. Proposed solutions are unsatisfactory and ineffective. Proposed solutions are confused and inaccurate. Proposed solutions are satisfactory and sufficient to meet the learning outcomes. Proposed solutions are clear and reasonable. Proposed solutions are consistent and effective. Proposed solutions are advanced and sophisticated. Proposed solutions are ambitious and exceptional.
Technical ability
(where appropriate)
• Quality of drawings Drawings are incorrect or omitted. Drawings are incomplete or with
significant omissions. Drawings are inaccurate and only partially completed. Drawings are completed at a basic level sufficient to meet the learning outcomes. Drawings are completed at a competent level. Drawings are completed capably. Drawings are completed accurately. Drawings are completed to an exceptionally high standard.
• Accuracy of calculations Calculations are incorrect or omitted. Calculations are incomplete with significant omissions. Calculations are inaccurate and only partially completed. Calculations are completed at a basic level sufficient to meet the learning outcomes. Calculations are completed at a competent level. Calculations are completed capably. Calculations are completed accurately. Calculations are completed to an exceptionally high standard.
• Appropriate selection and application of information. Selection of information is incorrect or minimal. Information is applied inadequately or incoherently to the task. Selection of information is incomplete with significant omissions. Information is applied ineffectively or unsatisfactorily to the task. Selection of information is inconsistent and partial. Information is applied inaccurately to the task. Selection of information is satisfactory and sufficient to meet the learning outcomes. Information is applied adequately to the task. Selection of information is clear and reasonable. Information is applied competently to the task. Selection of information is consistent and effective. Information is applied capably to the task. Selection of information is accurate and comprehensive.
Information is applied perceptively to the task. Selection of information is proficient and insightful.
Information is applied innovatively to the task.

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