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Session: 2022/23

Last modified: 09/06/2022 10:08:59

Title of Module: Structural Engineering 1

Code: ENGG09013 SCQF Level: 9
(Scottish Credit and Qualifications Framework)
Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Computing, Engineering and Physical Sciences
Module Co-ordinator:Alrazi  Earij

Summary of Module

Structural Analysis: Qualitative

  • Pin-jointed trusses subject to two-point loads.
  • Beams: single-span and continuous (multi-span).
  • Frames with no sway.

Structural Analysis: Quantitative

  • Statically-determinate structures with both continuous and pin-jointed elements. 
  • Method of Sections for pin-jointed trusses.
  • Varying-distributed loads on single-span beams.
  • The Moment Distribution (MD) Method:
    • Theory of indeterminate analysis.
    • Basic elements of the MD Method.
    • Continuous (multi-span) beams, frames with no sway, pinned supports, cantilevered elements, conditions of symmetry and anti-symmetry.

Reinforced Concrete Design to BS EN1992-1-1: 2004 + A1: 2014

  • Design of one-way spanning slabs: bending, shear, deflection and reinforcement detailing. 
  • Analysis of concrete structures; elastic methods, no-sway and sway frames, max-min load combinations, use of coefficients and approximations for bending moments and shear forces.
  • Design of continuous beams with moment redistribution; moment-rotation behaviour of a cross-section. 
  • Design of columns: braced and unbraced, short and slender, carrying axial forces and moment. 
  • Design of pad foundations: axially-loaded, bending, shear and punching shear, other types of foundation.
  • Introduction to reinforced concrete detailing.

General Design

  • Methods of ensuring structural stability: bracing, shear walls, rigid joints; robustness of structures.
  • Flooring systems: timber, steel, and reinforced concrete systems.
  • Introduction to the seismic behaviour of structures.
  • Sustainability with reference to material selection and structural design.

This Module aims at supporting students in developing their UWS graduate attributes, namely: Academic (critical and analytical thinking, inquiring, knowledgeable, innovation, and problem-solving); Personal (effective communicator, creative, imaginative); Professional (Collaborative, research-minded, and socially responsible).

  • In line with the UWS Curriculum Framework, this module is delivered in a 'hybrid' mode with 3 hours per week of on-campus practical tutorials designed for interactive and applied learning, and an online open-book examination.

Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations

Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.

Online with mandatory face-to-face learning on Campus

Online with optional face-to-face learning on Campus

Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.

Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:
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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1check markTerm 2


Term 3


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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Analyse structural beams and frames using a range of qualitative and quantitative methods.

L2. Design a range of elements of a reinforced-concrete building by a range of methods in accordance with Eurocode Standard BS EN1992-1-1: 2004 + A1: 2014.

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 9.

•Demonstrate a broad and integrated knowledge and understanding of the scope, main areas and boundaries of the topics covered in these key component areas of structural analysis and design.

• Demonstrate further knowledge and understanding of essential facts, concepts, theories and principles of the topics of this module and detailed knowledge in some of these areas.

• Demonstrate detailed knowledge in some of these areas.

• Further develop knowledge and understanding of characteristics of reinforced concrete as a structural material.

• Further develop knowledge and understanding of the characteristics of the structural design process, and specifically those of reinforced concrete in the contexts of using the Eurocode standard BS EN1992-1-1.

Practice: Applied Knowledge and Understanding SCQF Level 9.

• Use of a selection of the principal skills, techniques, practices and materials associated with these key component areas of structural analysis and design.

• Use of a few skills, techniques and practices in specialised and advanced structural analysis and design.

• Further develop practical structural engineering analysis and design skills acquired through a series of three integrated design coursework.

• Further develop the practice of working with, and use of, Eurocode Standard BS EN1992-1-1 (reinforced concrete).

Generic Cognitive skills SCQF Level 9.

• Identify and analyse routine professional problems and issues.

• Use a range of approaches to formulate evidence-based solutions to design problems, which invokes skills including critical analysis and evaluation and some synthesis.

• Further develop the ability to apply appropriate quantitative mathematical, scientific and engineering tools to the analysis of basic problems.

• Progress the ability to use appropriate design codes of practice and industry standards, which in this degree programme are the appropriate Eurocode standards.

Communication, ICT and Numeracy Skills SCQF Level 9.

• Interpret, use and evaluate numerical and graphical data to achieve goals/targets.

• Further develop numeracy skills in structural analysis and design.

• Further develop graphical communication skills through drawings prepared as a component of the series of design coursework.

Autonomy, Accountability and Working with others SCQF Level 9.

• Exercise some autonomy and initiative in selecting and justifying structural design solutions.

• Work under the guidance of the academic staff, who are professionally-qualified practitioners.

• Further develop skills in planning self-learning and improving performance, as the foundation for lifelong learning/CPD.

• Further develop organisational skills of learning and practice in structural analysis and design.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Design of Structural Elements
Other:Appropriate knowledge of mathematics and fundamentals of structural mechanics; or equivalent to the above module.
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
The learning and teaching activity for this Module includes lectures, tutorials, and independent study. The latter includes all study, learning, and processing undertaken by a student, outside of the scheduled lectures and tutorials.

Formative assessment and feedback are done mainly through (i) formal Tutorial Sessions, in which support is provided with specified Tutorial Questions, (ii) on-going Coursework Project, and (iii) any questions raised about other taught materials. This, being a Level 10 (Final Year) Module, the students are expected to work more independently and with relatively less instruction and guidance from the lecturers.
Learning Activities
During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below:
Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities)
Lecture/Core Content Delivery24
Tutorial/Synchronous Support Activity12
Independent Study164
200 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

• Earij, A. “Structural Analysis Notes & Tutorial Problems”, the University of the West of Scotland, available on the VLE.

• Earij, A. "Structural Design Notes & Tutorials": available on the VLE.

• Selected extracts from Eurocodes 1 and 2, and information on specific National Annex rules.

• SOFTWARE: Autodesk AutoCAD, Autodesk Revit, Autodesk Robot Structural Analysis, Concrete Centre Spreadsheets for Design to BS EN1992-1: 2004 + A1: 2014.

Extension Resources: Consultation of the undernoted resources is recommended and material from these resources may be of benefit to the student in the assessment process.

• Bond, A.J., Brooker, O., Burridge, J, Fraser, A.S., hARRIES, a.j., Harrison, T., Jones, A.E.K., Moss, R.M, Narayanan, R.S. Webster, R. (2018), "How to Design Concrete Structures using Eurocode 2, Second Edition", mpa The Concrete Centre.

• Brohn, D. (1984), “Understanding Structural Analysis”, New Paradigm.

• Ghali, A., Neville, A. & Brown, T. (2017), “Structural Analysis: A Unified Classical and Matrix Approach”, Spon Press.

• MacLeod, I. A. (2005), “Modern Structural Analysis: Modelling Process and Guidance”, Thomas Telford.

• Megson, T.H.G. (1995), "Structural and Stress Analysis”, Elsevier Butterworth-Heinemann.

• IStructE, “Manual for the Design of Concrete Building Structures to Eurocode 2”

• Martin, L.H., Croxton, P.C.L., and Purkiss, J.A. (2005), "Concrete Design to EN1992-1", Edward Arnold.

• Mosley, W.H., Hulse, R, and Bungey, J.H., “Reinforced Concrete Design", Palgrave (Macmillan).

• Reynolds, C.E., and Steedman, J.C. (1997), “Reinforced Concrete Designer’s Handbook”, Spon.

• IStructE, “Standard Method of Detailing Structural Concrete - a Manual for Best Practice”.

• Steel Construction Institute, Davison, B. and Owens G.W., "Steel Designers Manual", Wiley-Blackwell.

• Montague, P. and Taylor, R. (1989), "Structural Engineering", McGraw Hill.

• Westbrook, R. (1996), "Structural Engineering Design in Practice", Longman.

(**N.B. Although reading lists should include current publications, students are advised (particularly for material marked with an asterisk*) to wait until the start of session for confirmation of the most up-to-date material)

Engagement Requirements

In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure

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Supplemental Information

Programme BoardEngineering
Assessment Results (Pass/Fail) No
Subject PanelCivil Engineering and Quality Management
ModeratorJunseo Bae
External ExaminerE. Coakley
Accreditation DetailsThis module is accredited by Joint Board of Moderators of the ICE, IStructE, IHE and CIHT as part of BEng (Hons) Civil Engineering.
Version Number


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Assessment: (also refer to Assessment Outcomes Grids below)
Online Open-Book Examination.
(N.B. (i) Assessment Outcomes Grids for the module (one for each component) can be found below which clearly demonstrate how the learning outcomes of the module will be assessed.
(ii) An indicative schedule listing approximate times within the academic calendar when assessment is likely to feature will be provided within the Student Handbook.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Weighting (%) of Assessment ElementTimetabled Contact Hours
Unseen open bookcheck markcheck mark602

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Weighting (%) of Assessment ElementTimetabled Contact Hours
Design/ Diagram/ Drawing/ Photograph/ Sketchcheck markcheck mark400
Combined Total For All Components100% 2 hours

A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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  1. More than one assessment method can be used to assess individual learning outcomes.
  2. Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
    This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.

Equality and Diversity
The programme leaders have considered how the programme meets the requirements of potential students from minority groups, including students from ethnic minorities, disabled students, students of different ages and students from under-represented groups. Students with special needs (including additional learning needs) would be assessed/accommodated and any identified barriers to particular groups of students discussed with the Enabling Support Unit and reasonable adjustments would be made for classes and site visits.
UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.