Syllabus CIVL 516 Design of Timber Structures Overview Calendar description Design of timber structural elements using limit states design principles; joints and fasteners, sawn lumber and engineered wood products, light frame systems and shear walls. Course objectives The objectives of the course are: i) to help you understand the behavior of timber as a structural material, ii) to develop your ability to design timber structural elements and connections; and iii) to help you gain team-working and problem-solving skills. More specifically, by the end of this course, you will be able to: Relate the material properties of timber to its application as a structural material; Design elements, connections and shear walls according to CSA-086-09; Manage the process of publishing a paper; Describe one advanced component or system in detail. Class time and place Mondays: 10:00-11.50, Room B151 School of Population and Public Health (SPPH) Wednesdays: 10:00-11.50. Room B151 School of Population and Public Health (SPPH) Instructor Prof. Thomas Tannert, Departments of Wood Science and Civil Engineering, UBC For more information, please visit my personal website: http://tannert.forestry.ubc.ca/ Office: Room #2009, CEME Building, 6250 Applied Science Lane, thomas.tannert@ubc.ca Course website Connect page for CIVL 439: http://elearning.ubc.ca/connect/ Teaching assistant Md Riasat Azim, Graduate Research & Teaching Assistant, Department of Civil Engineering, E-mail: riasat@civil.ubc.ca Academic conduct Please refer to http://www.calendar.ubc.ca/vancouver/index.cfm?tree=3,0,0,0 for UBC s Policies and Regulations regarding Academic Conduct.
Syllabus 2013 CIVL516: Behaviour of Timber Structures Page 2/7 Course format Team-Based-Learning The course will be delivered in the Team Based Learning (TBL) format. In a conventional lecture based course, basic information is gained in the classroom, skill development begins in tutorials, and challenging problems are tackled outside of class. Numerous studies show that students retain very little of the content presented a conventional lecture, suggesting it is not a particularly effective use of time. TBL makes better use of the student and instructor time by switching where the learning activities take place: Initial exposure to material is gained out of class through reading assignments; Key points are reinforced by the instructor using mini lectures, and then exercises and active learning take place in the classroom and the tutorial room; Realistic, challenging problems are completed by students in and out of class, and conclude with debriefings and discussions by the instructor in class. This ensures you see the course material multiple times and in different ways. Other important aspects of TBL are the Readiness Assurance Process, and the formation of heterogeneous teams. Readiness Assurance Process The Readiness Assurance Process (RAP) is used to ensure that you are familiar with background information so that class time can be used more effectively. In preparation for each module and the RAP tests, you will be assigned short readings. The steps in the RAP in class are: Individual RAP quiz: a multiple choice test based on understanding of material from assigned readings; Team RAP quiz: the same multiple choice test as conducted by individuals but this time taken as a team; Feedback: given by instructor to ensure all students understand the material before proceeding with more advanced topics. Team structure You will be assigned to a team with 6 members (most teams). The teams will be formed based on responses to the Vista survey you will complete during the first week of classes. A number of criteria that relate to background and experience will be used, e.g. a mix of Civil and Wood Science students as well as a mix of undergraduate and graduate students. The objective in team formation is to ensure maximum heterogeneity in the teams. Teams will be announced at the end of first week. You will sit with your team during ALL classroom sessions. We will provide a room layout map to help you locate and sit with your teammates. Co-teaching with CIVL 439 The course will be co-taught with CIVL 439 (Design of Timber Structures). The lectures will be the same, graduate and undergraduate students will be assigned jointly to teams and collaborate on the laboratory project. Undergraduates will write a final exam.
Syllabus 2013 CIVL516: Behaviour of Timber Structures Page 3/7 Course content Module 1: Introduction Design process and structural loads Timber building terminology (e.g. building systems) Properties of timber and engineered wood products Module 2: Member design General timber design principles Design of bending, tension and compression members Design of members under combined loads Module 3: Connection design I Different types of timber connections covered by CSA-086 Aspects related to connection design (capacity, ductility, durability) Getting practical experience in designing, fabricating and testing a timber connection Module 4: Connection design II Different types of timber connections NOT covered by CSA-086 Connections using self-tapping-screws Moment connections Module 5: Lateral load resisting systems Horizontal load resting systems (diaphragms) Vertical load resting systems (shear walls) Practical design consideration of lateral design
Syllabus 2013 CIVL516: Behaviour of Timber Structures Page 4/7 Course schedule The approximate course schedule (subject to changes as we progress) is shown below. Module Class Day Class activity Out of class activity Module 1 Module 2 Module 3 Module 4 Module 5 1 Wed 04-Sep Introduction 2 Mon 09-Sep Lecture / team work 3 Wed 11-Sep RAP-1 4 Mon 16-Sep Problem-Set-1 Assignment 1 due 5 Mon 23-Sep RAP-2 6 Wed 25-Sep Lecture / team work 7 Mon 30-Sep Lecture / team work 8 Wed 02-Oct Problem-Set-2 Assignment 2 due 9 Mon 07-Oct RAP-3 10 Wed 09-Oct Lecture / team work 11 Wed 16-Oct Lecture / team work 12 Mon 21-Oct Problem-Set-3 Assignment 3 due 13 Wed 23-Oct Mid-term exam 14 Mon 28-Oct Laboratory 15 Wed 30- Oct RAP-4 16 Mon 04-Nov Lecture / team work 17 Wed 06-Nov Lecture / team work 18 Wed 13-Nov Problem-Set-4 Assignment 4 due 19 Mon 18-Nov RAP-5 20 Wed 20-Nov Lecture / team work 21 Mon 25-Nov Lecture / team work 22 Wed 27-Nov Problem-Set-5 Assignment 5 due
Syllabus 2013 CIVL516: Behaviour of Timber Structures Page 5/7 Course material Required books 1. "Wood Design Manual 2010" 2. "Introduction to Wood Design 2011" Both books can be obtained either at the UBC bookstore or online from the Canadian Wood Council: https://shop.cwc.ca/ CWC offers a 40% discount for students. You need to register and e-mail a copy of a valid student ID to orders@cwc.ca. Additional resources APEGBC Technical and Practice Bulletin on Wood Frame Residential Building Projects: http://www.apeg.bc.ca/ppractice/documents/ppguidelines/5and6storeywoodframebulletin.pdf National Building Code of Canada 2010: http://www.nrc-cnrc.gc.ca British Columbia Building Code 2011: http://resources.library.ubc.ca/1516/ CSA standard 086-09 Engineering design in wood: http://resources.library.ubc.ca/1616 WoodWorks software: http://www.cwc.ca/ WoodWorks software guide: http://www.cwc.ca/software/designofficeuserguide2010.pdf Wood Handbook: http://www.fpl.fs.fed.us/products/publications/ Timber, its nature and behaviour, Dinwoodie: http://resources.library.ubc.ca/682 Engineering Guide For Wood Frame Construction, Canadian Wood Council Mechanics of Wood and Wood Composites, Bodig and Jayne Structural Wood Design, Aghayere and Vigil Timber Construction Manual, American Institute of Timber Construction Wood Construction Manual, Herzog, Natterer, Volz Wood Engineering and Construction Handbook, Faherty and Williamson Laboratory project The purpose of the laboratory project is to apply the principles of connection design to a real situation. Each team will be provided with the material and is expected to: 1. Design the connection 2. Fabricate the connection 3. Test the connection 4. Present the results 5. Analyze the results 6. Prepare a report
Syllabus 2013 CIVL516: Behaviour of Timber Structures Page 6/7 Grading structure Item weight remarks RAPs individual 5% Best n-1 count RAPs team* 5% Best n-1 count Laboratory project* 10% Assignments 15% Best n-1 count Problem sets* 15% Best n-1 count Mid-term exam 15% Case study 35% Note: The instructor reserves the right to adjust or modify the course grading as deemed necessary. *Peer assessment The team components of your grade (RAPs team, laboratory, problem sets) will be multiplied with a peer assessment grade (using the ipeer software) to prevent people from letting the team carry them along without contributing themselves. Each person will be asked to recommend an allocation of the team marks to all other team members and to provide reasons for their recommendation. Each student s scores they receive from their peers will be averaged to create a multiplier to scale the team scores in order to determine each student s individual grade. There will be one peer assessment early in the course to help you identify any issues and make changes to how your team is functioning; this assessment will carry ¼ of the weight. A second peer assessment at the end of the term will carry ¾ of the weight in determining the total multiplier. Grading rules Assignments are due BEFORE the due date class. Late assignments will NOT be accepted. The RAP tests will be closed book and NO supporting materials allowed. The will be NO possibility to make up missed RAPs. RAPs missed for legitimate reasons will be discarded from the computation of the grade. For the problem sets and mid-term exam, the two textbooks can be used. The mid-term exam will be a two-stage exam composed of an individual part (counting for the individual grades) and a team part (counting as a problem set). The presentation of computations in a concise and readable manner, providing relevant assumption and equations to show how you arrived at the clearly identified answer is part of the marking criteria for assignments, team problem sets, mid-term and final exam. In order to pass the course, you must achieve an overall course grade of at least 68%.
Syllabus 2013 CIVL516: Behaviour of Timber Structures Page 7/7 Case study The purpose of the Case study is manifold: i) gain detailed knowledge about a specific topic in timber design, ii) practice the principles of scientific review and publishing process, iii) practice presenting in front of an audience, iv) facilitate the learning process for undergraduate students, and v) develop and practice teamwork skills. Two students (partners can be self-selected) are expected to contribute equally to the following: 1. Select a Case Study 2. Submit an abstract 3. Review two abstracts 4. Submit a draft paper 5. Review two draft papers 6. Give a presentation 7. Submit a final paper 8. Submit a set of design calculations