Competencies / Study results |
Code
|
Study programme competences / results
|
A12 |
Ability to conceive, calculate, design, integrate in buildings and urban units and execute building structures (T) |
A17 |
Ability to apply technical and construction standards and regulations |
A18 |
Ability to maintain building structures, foundations and civil works |
A63 |
Development, presentation and public review before a university jury of an original academic work individually elaborated and linked to any of the subjects previously studied |
B1 |
Students have demonstrated knowledge and understanding in a field of study that is based on the general secondary education, and is usually at a level which, although it is supported by advanced textbooks, includes some aspects that imply knowledge of the forefront of their field of study |
B2 |
Students can apply their knowledge to their work or vocation in a professional way and have competences that can be displayed by means of elaborating and sustaining arguments and solving problems in their field of study |
B3 |
Students have the ability to gather and interpret relevant data (usually within their field of study) to inform judgements that include reflection on relevant social, scientific or ethical issues |
B4 |
Students can communicate information, ideas, problems and solutions to both specialist and non-specialist public |
B5 |
Students have developed those learning skills necessary to undertake further studies with a high level of autonomy |
B6 |
Knowing the history and theories of architecture and the arts, technologies and human sciences related to architecture |
B9 |
Understanding the problems of the structural design, construction and engineering associated with building design and technical solutions |
B11 |
"Knowing the industries, organizations, regulations and procedures involved in translating design concepts into buildings and integrating plans into planning " |
B12 |
Understanding the relationship between people and buildings and between these and their environment, and the need to relate buildings and the spaces between them according to the needs and human scale |
C1 |
Adequate oral and written expression in the official languages. |
C3 |
Using ICT in working contexts and lifelong learning. |
C4 |
Exercising an open, educated, critical, committed, democratic and caring citizenship, being able to analyse facts, diagnose problems, formulate and implement solutions based on knowledge and solutions for the common good |
C5 |
Understanding the importance of entrepreneurial culture and the useful means for enterprising people. |
C6 |
Critically evaluate the knowledge, technology and information available to solve the problems they must face |
C7 |
Assuming as professionals and citizens the importance of learning throughout life |
C8 |
Valuing the importance of research, innovation and technological development for the socioeconomic and cultural progress of society. |
Learning aims |
Learning outcomes |
Study programme competences / results |
Skills related to the modelling and analysis of structural systems, including the idealization of links, joins, materials and actions. |
A12 A17 A18
|
B2 B3 B4 B5 B11 B12
|
|
Capacities related to the conception and technical development of projects of metallic structures in the field of construction. |
A12 A17 A18 A63
|
B1 B2 B3 B4 B5 B6 B9 B11
|
C1 C3 C4 C5 C6 C7 C8
|
Determine the geometric configuration associated with the different constituent elements of a building structure solved with steel pieces, in order to satisfy the necessary limit state conditions |
A12 A17 A18
|
B3 B5 B9
|
C1 C3 C6 C7 C8
|
Project joints and construction details in the field of metal building structures |
A12 A17 A18
|
B3 B5 B9
|
C1 C3 C6 C7 C8
|
Become familiar with the consultation, interpretation and application of current regulations in the field of metal building structures. |
A12 A17 A18
|
B3 B9
|
C3 C6 C8
|
Get started in the use of computer applications for structural analysis, and basic tools related to the implementation of information and communication technologies. |
A17 A18
|
|
C3 C6 C7 C8
|
Encourage the development of capacities and attitudes of an autonomous nature (tendency to continuous learning, ability to solve problems effectively, capacities for analysis and synthesis, personal organization and planning, productive information management) or collaborative (effective communication, grounded behaviour in shared responsibilities). |
|
B1 B2 B3 B4 B5 B6 B9 B11
|
C1 C3 C4 C5 C6 C7 C8
|
Contents |
Topic |
Sub-topic |
Design of light roof structures |
Nomenclature
Main frames
End frames
Roof purlins and wall girts
Stability
Graphic representation
|
Design of portal frame building structures |
Systems with direct load paths
Systems with indirect load paths
Suspended systems
Stability
Floor systems
Stairs
Graphical representation
|
Joint design |
Classification by strength
Stiffness classification
Bolted joints
Dowel pins
Welded joints
Design details
|
Basis of design |
Materials
Structural safety
Resistance of cross-sections
Calculation of internal forces
Cross-section classification
Behavioral models
Initial imperfections
Global lateral stability
Deformation estimation
|
Strength of cross-sections |
Tension
Compression
Shear
Bending
Torsion
Combined forces
|
Compressed parts |
General concepts
Theoretical fundamentals
European buckling curves
Sizing of simple parts
Design of built-up columns
|
Solid-web beams |
General concepts
Lateral buckling
Web buckling
Combined bi-axial bending and axial force
Plated beams
Variable depth beams
Beams reinforced with plates
Composite beams
|
Castellated beams |
General concepts
Modeling
Tee dimensioning
Post dimensioning
Calculation of deflection
|
Triangulated beams and Vierendeel beams |
Types and classification
Trusses
Vierendeel beams
|
Support bases |
General concepts
Pinned supports with tensile axial force
Base plates with combined bending and compression
|
Planning |
Methodologies / tests |
Competencies / Results |
Teaching hours (in-person & virtual) |
Student’s personal work hours |
Total hours |
Guest lecture / keynote speech |
A12 A17 A18 B1 B2 B3 B4 B5 B6 B9 B11 B12 C1 C3 C4 C5 C6 C7 C8 |
30 |
25 |
55 |
Problem solving |
A12 A17 A18 A63 B3 B5 B9 C1 C3 C6 C7 C8 |
13 |
36 |
49 |
Workshop |
A12 A17 A18 A63 B2 B3 B4 B5 B6 B9 B11 C1 C3 C6 C7 C8 |
12 |
27 |
39 |
Diagramming |
B3 B9 |
0 |
2 |
2 |
Mixed objective/subjective test |
A12 A17 A18 B2 B9 B11 C1 C6 |
4 |
0 |
4 |
|
Personalized attention |
|
1 |
0 |
1 |
|
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies |
Methodologies |
Description |
Guest lecture / keynote speech |
A relevant fraction of the face-to-face activity uses the lecture method, whose responsibility falls fundamentally on the teaching staff, either orally or with the complement of audio-visual media. However, and regardless of the above, during these sessions the aim is to achieve a certain level of participation by students, enhancing their involvement, encouraging feedback from the process (and therefore the two-way nature of communication), and stimulating the mechanisms of learning through interaction techniques. |
Problem solving |
There will be practical tests, designed from the contents previously worked on. The progressive nature of such tests obeys criteria of continuous training, so that the conclusions of each phase can serve to redirect the teaching and learning processes conveniently, adapting them to the particularities of the group in order to achieve the intended competencies. |
Workshop |
The subject participates in the Sixth Semester Workshop, which also integrates Architectural design 5, Construction 4 and Urbanism 3. The workshop is understood as a work space and exchange designed to facilitate the confluence of the contents of the different subjects around the architectural project, and by both are based on multidisciplinary integration on case study resolution. |
Diagramming |
In the resolution of problems and mixed tests it is intended to use as a support a synoptic document that the student will make throughout the course. Attempts are thus made to reinforce meaningful learning through the structured synthesis of the main contents of the subject. The elaboration is understood progressive, ordering of continuous form concepts and expressions, schematizing processes of analyses, and affecting the deduction of possible relations between the successive subjects of the program. |
Mixed objective/subjective test |
Written tests are presented as a diagnostic and formative assessment tool. The design adjusts in each statement to the profile of knowledge and abilities that is intended to be valued, focusing on the understanding of the theoretical contents and the skills associated with the analysis and resolution of practical cases. |
Personalized attention |
Methodologies
|
Problem solving |
Workshop |
|
Description |
A learning-oriented methodology requires consideration of the singularities that distance some students from others within the same group, in terms of prior training, possible deficiencies, attitudes and aptitudes, expectations and motivations. Given the progressive nature of the subject, it is advisable to resolve all possible doubts as they arise, as soon as possible and making use of the corresponding tutorials. This issue is intensified, if possible, in the development of the projects proposed at workshop level, whose methodology only makes sense if there is regular and daily contact with teachers in order to optimize and, where appropriate, redirect ongoing activities. |
|
Assessment |
Methodologies
|
Competencies / Results |
Description
|
Qualification
|
Workshop |
A12 A17 A18 A63 B2 B3 B4 B5 B6 B9 B11 C1 C3 C6 C7 C8 |
The results obtained in the workshop will be valued taking into account their follow-up by the student, the complexity of the structural solution, its adequacy to the architectural proposal, as well as its development both in terms of design, calculation and graphic representation. |
20 |
Mixed objective/subjective test |
A12 A17 A18 B2 B9 B11 C1 C6 |
These tests will include the resolution of theoretical-practical exercises and the development of certain aspects related to the design of building structures. |
80 |
|
Assessment comments |
Assessment,
as a system for collecting information aimed at issuing value judgements (and,
where appropriate, merit) on the learning process, requires continuous
development with constant student involvement. With this premise, student
attendance and participation are considered fundamental, in such a way that an
unjustified and repeated absence may have an unfavourable effect on the grade
obtained per course, in a similar proportion to a lack of participation or a negative
attitude. The correction criteria include not only the accuracy of the results,
but also the clarity of the presentation, the structure of the analysis carried
out, the use of units, the correct application of the normative criteria, and
the terminology used; as well as the resolution, detail and graphic quality of
the representation of the structure, in general, and of the different elements
of which it is composed, in particular. The
continuous assessment system is configured with mixed tests (theoretical-practical
exam) to be carried out during the teaching period, and workshop practice, with
each of these items representing the aforementioned percentage of the overall
grade. In
order to pass the course, the following requirements must be met: •
To
have handed in the student form correctly by the stipulated deadline. •
Attendance
of no less than 80%, applicable to each of the categories of face-to-face
classes (expository, interactive and workshop). This condition will not be
required for students enrolled part-time or with academic dispensation, except
for the workshop follow-up. •
Obtain
a minimum mark of 4 out of 10 in each of the two mixed tests. •
Obtain
a minimum mark of 3 out of 10 in the workshop exercise, and have completed the
partial deliveries established for this purpose. It should be noted that the
workshop qualification requires continuous monitoring of its development, so
that, if this is insufficient, the exercise will be graded with a 0. The
conditions for the workshop exercise will be identical regardless of whether or
not the student has previously passed Projects 5. •
Obtain
a final course grade of at least 5 out of 10. Students
who do not pass the course must present themselves in any of the two official
opportunities of the same course. In both opportunities the grade obtained in
the workshop will be kept, since the delivery of this exercise is unique, on
the date defined for this purpose. In
accordance with article 14 of the Rules for assessment, review and claims of
grades for Bachelor's and Master's degree courses, any finding of plagiarism,
fraud, or relevant non-compliance with the conditions established for the
development of deliveries and/or exams, will result in a grade of failure (0),
of the disciplinary responsibilities that may arise after the corresponding
procedure.
|
Sources of information |
Basic
|
|
Proyecto de estructuras de acero. Martín, E.; Otero, D. Reprografía Noroeste. 2023. Estructuras de acero. Ejercicios y taller de estructura. Estévez, J. et al. Reprografía Noroeste. 2017. NORMATIVA Código Técnico de la Edificación. Documento Básico SE-A. Seguridad estructural. Acero. Ministerio de la Vivienda. 2008. Código Estructural. Volumen IV. Dimensionamiento y comprobación de estructuras de acero. Ministerio de la Presidencia, Relaciones con las Cortes y Memoria Democrática. 2021. |
Complementary
|
|
DISEÑO Sistemas de estructuras. Engel, H. Gustavo Gili. 2018. Estructuras para arquitectos. Salvadori, M.; Heller, R.CP67. 1987. Estructuras o por qué las cosas no se caen. Gordon, J.E. Calamar. 2004. Razón y ser de los tipos estructurales. Torroja, E. Instituto de Ciencias de la Construcción Eduardo Torroja. 2000. TIPOLOGÍAS Estructuras de acero en edificación. Hurtado, C. et al. Apta. 2008. Naves industriales con acero. Arnedo, A. Apta. 2009. PROYECTOS Construir con acero. Arquitectura en España. Araujo ,R.; Seco, E. Ensidesa. 1994. Construir con acero. Arquitectura en España. 1993-2007. Araujo, R.; Seco, E. Apta. 2009. ANÁLISIS Y CÁLCULO Estructuras de acero. Fundamento y cálculo según CTE, EAE y EC3. Argüelles, R. et al. Bellisco. 2013. Estructuras de acero 2. Uniones y sistemas estructurales. Argüelles, R. et al. Bellisco. 2007. PRONTUARIOS Prontuario Ensidesa. Tomo 0* Bases de cálculo.Dimensionamiento de elementos estructurales. Tomo 2 Acero para estructuras de edificación. Valores estáticos. Elementos estructurales. Ensidesa. 1990. Prontuario de estructuras metálicas. Rodríguez-Borlado, R. et al. Cedex. 2002. CONSULTA Y AMPLIACIÓN La estructura metálica hoy. Tomo 1. Volúmenes 1 y 2.Teoría y práctica. Tomo 2. Volumen 1. Proyectos. Texto y tablas. Tomo 2.Volumen 2. Proyecto. Planos. Argüelles, R. Bellisco. 2010. Estructuras metálicas para edificación. Adaptado al CTE. Monfort, J. Universidad Politécnica de Valencia. 2008. Problemas de estructuras metálicas adaptados al código técnico. Monfort, J. et al. Universidad Politécnica de Valencia. 2008. Curso de estructuras metálicas de acero laminado.Rodríguez, L.F. Colegio Oficial de Arquitectos de Madrid. 1983. Vigas alveoladas. Estévez, J. et al. Bellisco. 2000. CYPE 3D Cype 3D 2016. Diseño y cálculo de estructuras metálicas. Reyes, A.M. Anaya Multimedia. 2015. |
Recommendations |
Subjects that it is recommended to have taken before |
Structures 1/630G02019 | Structures 2/630G02023 |
|
Subjects that are recommended to be taken simultaneously |
Construction 4/630G02027 | Architectural Design 5/630G02021 | Urbanism 3/630G02029 |
|
Subjects that continue the syllabus |
|
|