Aims

The aims of the course are to:

• Teach architects and engineers to work together to solve design problems at the intersection of their disciplines.

Objectives

As specific objectives, by the end of the course students should be able to:

• Operate and communicate effectively in multidisciplinary design teams of architects and engineers, and present solutions to and derive useful, actionable feedback from various stakeholders (e.g. client, peers and co-professionals, constructors)
• By reflecting on and through improved understanding of the collaborative design process, apply appropriate management strategies to design innovative efficient solutions to a client’s design brief
• Appreciate the principles of architectural engineering through investigation, critical appraisal and selection of appropriate structural systems, materials, and construction techniques relevant to architectural and engineering design , and assessing the e
• Demonstrate proficiency in specialized design subject matter which integrates with the team’s design solution, such as timber engineering, resource efficient design, designing for well-being, reciprocity of context and design.

Content

This module is run in conjunction with the Department of Architecture. CUED students who elect to do this module will work together one full afternoon per week with final year students from the Department of Architecture. The module involves an architectural engineering design exercise, with students working in mixed groups of architects and engineers.

The course focuses on integrating architecture and engineering to produce new designs.  Developing an understanding of the challenges and opportunities presented by multidisciplinary teamwork is integral to the course. 

Projects vary considerably from year to year. The Michaelmas 2019 project was to design a tall timber building over an underground station in London. This year’s project will be quite different.

The teaching format will be unconventional. Each afternoon will usually begin with a short talk by one of the lecturers or by an external speaker. For the remaining class time, students will work in groups on developing their design project(s) with regular ‘studio’ style consultation sessions with teaching staff and/or guest speakers to provide feedback on design development. Depending on the covid19 restrictions prevailing at the time of the course, some, or perhaps all, of this ‘class’ time may be virtual. This presents us with some new challenges, but we hope that in overcoming them we may also find some new opportunities. This year’s project has been carefully designed with these challenges in mind.

Towards the end of the course each group will make a presentation of its design to a review panel of architectural, structural, environmental experts.

Course Schedule

All classes will be 2.00-5.00pm on Thursdays.

Week 1: Thursday 8^th October

• Course introduction
• Groups will be allocated and teams will be built

Weeks 2-5: Thursday 15^th October – Thursday 5^th November

• Talks on key skills or elements of the design process relevant to the project at hand.
• Group work and ‘studio’ time with teaching staff supporting project development.

Week 6: Thursday 12^th November

• Presentations and design review
• Groups will present their designs to a panel of expert reviewers and receive feedback

Week 7-8: Thursday 19^th November - Thursday 26^th November

• Talks on key skills or elements of the design process relevant to the project at hand.
• Group work and ‘studio’ time with teaching staff to refine designs in response to reviewer feedback and progress to production of the final group design submission.

This syllabus contributes to the following areas of the UK-SPEC standard:

Toggle display of UK-SPEC areas.

 
Last modified: 30/05/2023 15:29

Aims

The aims of the course are to:

• Teach architects and engineers to work together to solve design problems at the intersection of their disciplines.

Objectives

As specific objectives, by the end of the course students should be able to:

• Operate and communicate effectively in multidisciplinary design teams of architects and engineers, and present solutions to and derive useful, actionable feedback from various stakeholders (e.g. client, peers and co-professionals, constructors)
• By reflecting on and through improved understanding of the collaborative design process, apply appropriate management strategies to design innovative efficient solutions to a client’s design brief
• Appreciate the principles of architectural engineering through investigation, critical appraisal and selection of appropriate structural systems, materials, and construction techniques relevant to architectural and engineering design , and assessing the e
• Demonstrate proficiency in specialized design subject matter which integrates with the team’s design solution, such as timber engineering, resource efficient design, designing for well-being, reciprocity of context and design.

Content

This module is run in conjunction with the Department of Architecture. CUED students who elect to do this module will work together one full afternoon per week with final year students from the Department of Architecture. The module involves an architectural engineering design exercise, with students working in mixed groups of architects and engineers.

The course focuses on integrating architecture and engineering to produce new designs.  Developing an understanding of the challenges and opportunities presented by multidisciplinary teamwork is integral to the course. 

Projects vary considerably from year to year. The Michaelmas 2019 project was to design a tall timber building over an underground station in London. This year’s project will be quite different.

The teaching format will be unconventional. Each afternoon will usually begin with a short talk by one of the lecturers or by an external speaker. For the remaining class time, students will work in groups on developing their design project(s) with regular ‘studio’ style consultation sessions with teaching staff and/or guest speakers to provide feedback on design development. Depending on the covid19 restrictions prevailing at the time of the course, some, or perhaps all, of this ‘class’ time may be virtual. This presents us with some new challenges, but we hope that in overcoming them we may also find some new opportunities. This year’s project has been carefully designed with these challenges in mind.

Towards the end of the course each group will make a presentation of its design to a review panel of architectural, structural, environmental experts.

Course Schedule

All classes will be 2.00-5.00pm on Thursdays.

Week 1: Thursday 8^th October

• Course introduction
• Groups will be allocated and teams will be built

Weeks 2-5: Thursday 15^th October – Thursday 5^th November

• Talks on key skills or elements of the design process relevant to the project at hand.
• Group work and ‘studio’ time with teaching staff supporting project development.

Week 6: Thursday 12^th November

• Presentations and design review
• Groups will present their designs to a panel of expert reviewers and receive feedback

Week 7-8: Thursday 19^th November - Thursday 26^th November

• Talks on key skills or elements of the design process relevant to the project at hand.
• Group work and ‘studio’ time with teaching staff to refine designs in response to reviewer feedback and progress to production of the final group design submission.

This syllabus contributes to the following areas of the UK-SPEC standard:

Toggle display of UK-SPEC areas.

 
Last modified: 31/05/2024 10:04

Aims

The aims of the course are to:

• introduce the behaviour and design of civil engineering structures subjected to time-varying loads.
• introduce earthquake-resistant design, dynamic soil-structure interaction, machine foundation design, blast effects on structures and the fundamentals of wind engineering.

Objectives

As specific objectives, by the end of the course students should be able to:

• identify cases where a static model of a structure is inadequate, and a dynamic model should be used
• produce a simple estimate of the natural frequency and fundamental natural mode of any linear-elastic structure.
• estimate linear-elastic spring parameters for a given foundation.
• compute the natural frequencies and natural modes of structures using the ABAQUS package and include simple soil models to account for soil-structure interaction.
• estimate the response of complex linear-elastic structures to earthquakes using modal superposition and the response spectrum.
• use elastic and inelastic design spectra, and to understand their form.
• perform simple designs for vibration isolation.
• perform simplified soil stiffness calculations accounting for partial liquefaction, and to use this approach in simple liquefaction resistant designs.
• describe some standard methods of seismic-resistant structural design.
• describe blast processes and their effects on structures.
• appreciate the factors involved in the estimation of wind climates and of structural response to wind.
• understand the various measures that characterise atmospheric turbulence.
• anticipate the circumstances under which aeroelastic phenomena may be problematic.
• estimate the dynamic response of a tall structure in a given wind environment

Content

LECTURE SYLLABUS

Structural dynamics (4L, Dr James Talbot)

               Linear Elastic dynamics

á        Introduction to dynamic loads in Civil Engineering;  dynamic amplification factors.

á        Approximate single-degree-of-freedom analysis of complex structures; sway frames; structures with distributed mass.

á        Rayleigh's principle;  natural frequency of simple systems using energy methods.

á        Linear models to represent structures and their relevance;  analysis in frequency domain; mode superposition method.

á        Modal analysis of vibration; use of finite element packages.

Spectral Analysis & Earthquake Spectra (2L, Dr Matt DeJong)

á        Introduction to spectral analysis

á        Earthquake Spectra and Design Spectra, Design of linear systems

á        Non-linear Spectral Analysis, Ductility in Structures

Application of dynamics in Civil Engineering Structures :

Part A:  Soil-Structure Interaction (5L, Dr S.P.G.Madabhushi)

Non-linear Systems

á        Sources of nonlinearity in structures and foundations.

á        Analysis in time domain;  numerical integration of equations of motion.

Seismic design

á        Earthquake loading on structures;  response and design spectra;

á        Structures subject to ground motion; deformations due to lateral accelerations; Newmark's sliding block analysis; concept of threshold acceleration

á        Foundations effects;  stiffness of soil foundation and soil-structure interaction;

á        Pore pressure build-up during earthquakes;  partial liquefaction; degradation in soil stiffness; non-linear soil models.

á        Liquefaction resistant design, simple examples.

á         

Part B : Seismic resistant design, blast effects and wind engineering   (3L, Mr F.A. McRobie)

Seismic Resistant Design

á        Structural design and detailing considerations.

Blast Loading

á        Physics of blasts;  blast effects on structures;  blast-resistant design.

Wind loading

á        Nature of wind;

á        Wind forces on structures.

á        Response of structures to buffetting.  Fluid-structure interaction (vortex-shedding, galloping and flutter). Long-span bridge case study.

This syllabus contributes to the following areas of the UK-SPEC standard:

Toggle display of UK-SPEC areas.

 
Last modified: 19/01/2018 11:58

Aims

The aims of the course are to:

• introduce the forces generated by rolling wheels;
• show how these forces affect the lateral stability and steady cornering behaviour of road and railway vehicles;
• introduce some simple mathematical models and performance criteria for vehicle vibration;
• show how vehicle suspension parameter values can be tuned to optimise vibration performance;
• review vehicle suspension technology;

Objectives

As specific objectives, by the end of the course students should be able to:

• understand steady state creep forces and moments in rolling contact and be able to calculate them using the 'brush' model for a variety of simple cases;
• derive the equations of motion of a simple automobile and understand the basic concepts of automobile handling and lateral stability;
• derive the equations of motion of a two-axle rigid railway bogie and to understand the implications for the steady cornering and stability of railway vehicles;
• derive the equations of motion of simple vehicle models and calculate the vibration responses;
• understand the trade-offs involved in suspension design;
• explain the influence of vehicle and road parameters on vehicle vibration behaviour.

Content

Introduction (1L) Prof. D Cebon and Dr D J Cole

Vehicle dynamics (6L) (Prof. D Cebon)

• Introduction to the creep forces and moments generated by rolling wheels, using the 'brush' model.
• Steady state and transient response of a simple automobile model to steering and side force inputs.
• Introduction to understeer, oversteer, and handling diagrams.
• Stability and cornering of a single railway wheelset and a two-axle railway bogie.

Vehicle vibration (6L) (Dr D J Cole)

• Introduction to random vibration, description of road surface roughness.
• Performance criteria.
• Quarter-car model of vehicle vibration, natural modes, conflict diagrams.
• Pitch-plane model, natural modes, wheelbase filtering, suspension tuning.
• Roll-plane model, lateral tyre behaviour, parallel road profiles.
• Vehicle suspension technology.

This syllabus contributes to the following areas of the UK-SPEC standard:

Toggle display of UK-SPEC areas.

 
Last modified: 09/03/2023 12:11