Civil Engineering @ University of Limerick

CE4024 Structural Steel & Timber Design

Problem-Based Learning

Besiege King Johns Castle

Tutor Document
CE4024 Structural Steel & Timber Design Civil Engineering @ University of Limerick

Trigger (Brief Form): Besiege King Johns Castle

1. Trigger

1.1. Trigger

Design and build a timber siege device to support 4 people 6.0m off the ground and a
means to convey them from the ground to besiege King Johns Castle on Tuesday /
Wednesday 1st/2nd March 2011. Creative designs of lesser capacity may be considered.
Design in steel a selection of scaled up elements from the timber solution.

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2. Programme with Milestones

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CE4024 Structural Steel & Timber Design Civil Engineering @ University of Limerick

3. Plenary Session (When? First Year with recap in

Second Year? Mature
Students? - Refer to on-line
Table Group Membership and direct group to sit together examples?)
Present Trigger
PBL Orientation using PBL Briefing Document
Facilitator led review and discussion of programme, deliverables overview of
Briefing Notes and Exam

3.1. Deliverables

(for all deliverables, Briefing Notes are available on Sulis)

Microsoft Project Detailed Programme

A4 Interim Timber Design Calculation Set and Calculation Flowchart
Interim Presentation
Materials Schedule
A4 Final Timber Design Calculation Set
Learning Logs
Final presentation (5 mins + 5 mins Q+A) with aid of A1 poster.
Fabricate and Construct Structure on site
A4 Steel Design Calculation Set
Self/group assessments.

3.2. Briefing Notes

Briefing Notes to be developed and uploaded to Sulis for the following:

1. H&S Induction;
2. PBL Orientation;
3. Research and Knowledge Sources;
4. MS Project;
5. Learning Logs (Scanned Best Practice pages);
6. Reflection (Examples, non-examples);
7. A1 Sheet (Best Practice exemplar);
8. Verbal Presentations (Interim and Final);
9. Laboratory discipline (Trigger Specific);
10. Calculations: (a) Sample Format, (b) Exemplar Calculation Set and Exemplar
Flowchart, (c) Assessment Criteria;
11. Construction Event! (PPE, times etc);

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CE4024 Structural Steel & Timber Design Civil Engineering @ University of Limerick

12. Exam.

3.3. Exam

There will be a class exam including topics from both Timber and Steel design. A
Briefing Note will be provided.
The purpose of the class exam is to ensure that a select number of key concepts or
procedures are understood. In addition to past papers, a Sample Exam will be
made available.

4. Meeting 1
4.1. Stage 1: Starting Procedure

Appoint a scribe and timekeeper;

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CE4024 Structural Steel & Timber Design Civil Engineering @ University of Limerick

Develop Meeting 1 Timetable;

Trigger/problem presentation: this is documented and may include text, images,
drawings, sketches, numerical information, audio or video;
Clarify and Define any unfamiliar or unclear language in the problem scenario (or add
to research needs).

4.2. Stage 2: Core Objectives

Brainstorm : there is no such thing as a bad idea at this stage;

Brainstorm may include jumping to possible solutions, unstructured review of existing
knowledge held by group members, speculation as to possible relevance of different ideas
or facts, free association of ideas, phrases, words and images. Avoid critique evaluation or
discussion. Fill the whiteboard with a jumble of words and sketches.
Encourage participation by each group member from the beginning. Initiate the
brainstorming by a quick go-around. (Go-around: each person in sequence is allowed to
contribute without interruption or pass to the next person).
Identify sources of prior knowledge. Refer to Briefing on Research and Knowledge
Source;
Organise thoughts into some thematic scheme (Structural Form / Geometry,
performance, mechanism type);
Identify key knowledge areas themes;
Critically examine brainstorm output. Scribe records questions that arise.

4.3. Stage 3: Learning / Action Plan

Develop a Learning Plan with specific questions agreed by everyone; (Choose

reasonable number of questions to complete in available time);
Check that everyone is clear on the learning plan: Everyone writes down an identical
list of agreed questions / tasks for research;
Tutor may help prioritise questions, decide priority questions that everyone will research.
Some questions may be delegated to individuals for specialist study and reporting at next
session, (latter arises if volume of work cannot be done in time available);
Define potential learning resources (later on in a project this might include sharing
about which books are particularly relevant or well written/illustrated);
Check that everyone is clear on the learning plan: Everyone writes down an identical
list of agreed questions for research;
Guide the discussion towards evaluation and decision criteria (See Appendix B);

Precise Learning Plan Questions:

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CE4024 Structural Steel & Timber Design Civil Engineering @ University of Limerick

1. How do I know I have captured the widest and most complete set of possible
solutions? - Develop a classification scheme for solutions to (a) supporting and (b)
conveying.
2. How have others solved similar problems?

4.4. Prescribed Reading

Briefing Notes 1, 2 and 3 available on Sulis;

Structure Systems by Heino Engel;
Siege Machine Readings.

5. Meeting 2:
5.1. Stage 1: Starting Procedure

Appoint a scribe and timekeeper;

Develop Meeting 2 Timetable;
Tutor directs attention to last sessions questions;
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Table Research output and organise information as it relates to questions;

Target/Aspiration that there is a requirement for each group member to bring along at
least one research output from outside reading lists;
Compare notes on common research: did everybody find same information?
Delegated special research is now presented.

5.2. Stage 2: Core Objectives

Apply new knowledge;

Avoid / minimise tendency to jump to evaluation too fast
Review Solution Set;
Review Solution Classification;
Fill any gaps in Solution Set;
Begin Solution Evaluation;
Review Evaluation Criteria;
Buildablility, erection scheme and especially safety at all intermediate stages of
construction (balustrades) to emerge here.
Solution Evaluation;
Solutions are now refined/altered/rejected;
Further questions are identified for research;

5.3. Stage 3: Learning / Action Plan

Develop a Learning Plan with specific questions agreed by everyone; (Choose

reasonable number of questions to complete in available time);
Check that everyone is clear on the learning plan: Everyone writes down an identical
list of agreed questions / tasks for research;
Define potential learning resources (later on in a project this might include sharing
about which books are particularly relevant or well written/illustrated)

Precise Learning Plan Question(s):

1. Create a set of evaluation criteria for support structure and conveyance devices.

5.4. Prescribed Reading

1. Briefing Note 4 available on Sulis;

2. Forensic Readings e.g. Inadequate consideration of appropriate design criteria (White
Elephants of all kinds; Olympic Stadia, Lartigue Monorail, thalidomide etc).

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6. Meeting 3:
6.1. Stage 1: Starting Procedure

Appoint a scribe and timekeeper;

Develop Meeting 3 Timetable;
Tutor directs attention to last sessions questions;
Table Research output and organise information as it relates to questions;

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6.2. Stage 2: Core Objectives

Review Impact on Solutions;

Review Evaluation Criteria;
Expect discussion of safety during construction (balustrades etc);
Check for any new solutions;
Formal solution evaluation (Tabulate and score);
Site Issues (See Appendix B);
Shortlist Solutions (quick sketch of erection schemes);
Discuss Shortlist;
Marking discussion (decision / group solution);
Agree a team solution / hybrid.

6.3. Stage 3: Learning / Action Plan

Develop a Learning Plan with specific questions agreed by everyone; (Choose
reasonable number of questions to complete in available time);
Check that everyone is clear on the learning plan: Everyone writes down an identical
list of agreed questions / tasks for research;
Define potential learning resources (later on in a project this might include sharing
about which books are particularly relevant or well written/illustrated)
What do you need to know to progress detail design? (See Precise Learning Plan
Questions below)

Precise Learning Plan Question(s):

1. Loads;
2. Load Cases;
3. Limit States (ULS, SLS);
4. Combinations for ULS, SLS;
5. Analysis;
6. Material Properties;
7. Element Sizing;
8. Assembly & Connection Design and Detailing;
9. Foundation Information.

6.4. Identify key references / Prescribed Readings

Lectures (Review all Lecture Notes to identify all design checks to be included)
EC0, EC1 EC5 as necessary
More detailed H&S reading (e.g. HSA on access towers and platforms)
Briefing Notes 5, 6 available on Sulis.

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CE4024 Structural Steel & Timber Design Civil Engineering @ University of Limerick

7. Meeting 4:
7.1. Stage 1: Starting Procedure

Appoint a scribe and timekeeper;

Develop Meeting 4 Timetable;
Tutor directs attention to last sessions questions;
Table Research output and organise information as it relates to questions.

7.2. Reflection Pause

(Refer to Briefing Notes 4 & 5)

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CE4024 Structural Steel & Timber Design Civil Engineering @ University of Limerick

7.3. Stage 2: Core Objectives

Detail Design:

Sketch team solution;

Develop detailed diagrammatic/construction;
Account for safety at all stages of construction;
Identify and label all connections;
Classify / group similar elements and details. (Consider geometry and / or type or load
transferred);
Decide how many critical element and connection designs are required to cover all
situations;
Sketch (with continuous elements) these details;
Make some crude simplifying assumptions or reference precedents to generate initial
element size estimates. (Span / depth ratios, represent all loads as UDL, Bending
check only, I. Struct. E. Manual Tables, Built Precedents);
Review Loads, Load Cases, Load Combinations from previous meeting (review
Calculation Briefing Sheet);

Construction Method:

Rework Erection Scheme in detail;

Generate sketch sequence;
Modify design as necessary.

7.4. Stage 3: Learning / Action Plan

Develop a Learning Plan with specific questions agreed by everyone; (Choose

reasonable number of questions to complete in available time);
Check that everyone is clear on the learning plan: Everyone writes down an identical
list of agreed questions / tasks for research;
Define potential learning resources (later on in a project this might include sharing
about which books are particularly relevant or well written/illustrated)

Precise Learning / Action Plan Question(s):

1. Complete MS Project Programmes (assignment);
2. Compute Load Combinations for ULS and SLS;
3. Record Reflections.

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7.5. Prescribed Reading

I Struct E Guide (Sections ???)

ISEN338

8. Meeting 5:
8.1. Stage 1: Starting Procedure

Appoint a scribe and timekeeper;

Develop Meeting 5 Timetable;
Tutor directs attention to last sessions questions;
Table Research output and organise information as it relates to questions.

8.2. Stage 2: Core Objectives

Table Load Combinations discuss and agree with reference to EC0, EC1 and
lectures);

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Create Calculation Flowchart for 2No. Elements (Beam & Strut). See Calculation
Briefing Note (b);
Review and Identify all inputs required;
Decide all discretionary values and k factors (e.g. Exposure Class, Load Duration,
Timber Grade, etc);
Set up model(s) for analysis (agree simplifications with tutor);
Construct FBDs.

8.3. Stage 3: Learning / Action Plan

Develop a Learning Plan with specific questions agreed by everyone; (Choose

reasonable number of questions to complete in available time);
Check that everyone is clear on the learning plan: Everyone writes down an identical
list of agreed questions / tasks for research;
Define potential learning resources (later on in a project this might include sharing
about which books are particularly relevant or well written/illustrated)

Precise Learning / Action Plan Question(s):

1. Analyse various load cases (graphically or otherwise);

2. Determine forces and moments.
3. Complete Element Design Calculations Stage 1 excluding Connection (4-5 hours
work!)

9. Meeting 6:
Group session on analysis and member design calculations with tutor availability.

10. Meeting 7:
This meeting is designed as an Active Learning Session. Normal PBL Session structure
does not apple here.

10.1. Core Objectives

Scale up timber flexural element (x4 span and load);

Propose top flange restraint spacing (2 options: close and wide);

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CE4024 Structural Steel & Timber Design Civil Engineering @ University of Limerick

Using Blue Book, pick lightest UB to satisfy (1) Bending and Shear Ultimate Capacity
and (2) Shear Buckling;
Pick shallowest UB to meet same requirements;
Repeat for UCs;
Rank outcomes by weight, stiffness, plastic modulus for both restraint arrangements;
Check Shear/Bending interaction;
Propose a point end support detail and check for local failure modes;
Introduce Deflections Spreadsheet and calculate deflections on equivalent UDL (and
equivalent point load basis. Result is on safe side.

10.2. Stage 3: Learning / Action Plan

Precise Learning / Action Plan Question(s):

1. Complete Timber Calculations Stage 1 and submit in Meeting 8;

10.3. Prescribed Reading

Briefing Note 10 available on Sulis.

11. Meeting 8:
(Submit Element Calculations Stage 1 on eve of Meeting 8)

11.1. Stage 1: Starting Procedure

Appoint a scribe and timekeeper;

Develop Meeting 8 Timetable;
Tutor directs attention to last sessions questions;
Table Research output and organise information as it relates to questions.

11.2. Stage 2: Core Objectives

Table Calculations (Milestone!)

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Peer Review and return. (Refer to Calculations Briefing Note)

Brainstorm errors /omissions
Self Assess (Grade 70%)
Share error omissions (voluntary)
Review Calculations Flow Chart (Refer to Exemplar Flow Chart (b) in Briefing Note)

11.3. Stage 3: Learning / Action Plan

Develop a Learning Plan with specific questions agreed by everyone; (Choose

reasonable number of questions to complete in available time);
Check that everyone is clear on the learning plan: Everyone writes down an identical
list of agreed questions / tasks for research;
Define potential learning resources (later on in a project this might include sharing
about which books are particularly relevant or well written/illustrated)

Precise Learning / Action Plan Question(s):

1. Submit Stage 1 Calculation Self Assessment on Sulis

2. Review Timber Connection Design procedure and test an example.

11.4. Prescribed Reading

Briefing Note 10.

12. Meeting 9:
12.1. Stage 1: Starting Procedure

Appoint a scribe and timekeeper;

Develop Meeting 9 Timetable;
Tutor directs attention to last sessions questions;
Table Research output and organise information as it relates to questions.

12.2. Stage 2: Core Objectives

Steel Beam Calculation Flow Chart Variation;

Timber Connection options
o Review Fixing Spacing Rules;
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CE4024 Structural Steel & Timber Design Civil Engineering @ University of Limerick

o Brainstorm Options;
o Do preliminary Detail Design (fitting type, size, number, spacing);
o Agree final details.

12.3. Stage 3: Learning / Action Plan

Develop a Learning Plan with specific questions agreed by everyone; (Choose

reasonable number of questions to complete in available time);
Check that everyone is clear on the learning plan: Everyone writes down an identical
list of agreed questions / tasks for research;
Define potential learning resources (later on in a project this might include sharing
about which books are particularly relevant or well written/illustrated)

Precise Learning / Action Plan Question(s):

???

12.4. Prescribed Reading

History and Steel Materials Readings

13. Meeting 10:

13.1. Stage 1: Starting Procedure

Appoint a scribe and timekeeper;

Develop Meeting 11 Timetable;
Tutor directs attention to last sessions questions;
Table Research output and organise information as it relates to questions;

13.2. Stage 2: Core Objectives

Steel Strut Calculation Flowchart Variation

13.3. Stage 3: Learning / Action Plan

Develop a Learning Plan with specific questions agreed by everyone; (Choose

reasonable number of questions to complete in available time);
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CE4024 Structural Steel & Timber Design Civil Engineering @ University of Limerick

Check that everyone is clear on the learning plan: Everyone writes down an identical
list of agreed questions / tasks for research;
Define potential learning resources (later on in a project this might include sharing
about which books are particularly relevant or well written/illustrated)

Precise Learning / Action Plan Question(s):

1. ???

13.4. Prescribed Reading

???

14. Meeting 11: Plenary Session

14.1. Stage 1: Starting Procedure

Appoint a scribe and timekeeper;

Develop Meeting 10 Timetable;
Tutor directs attention to last sessions questions;
Table Research output and organise information as it relates to questions.

14.2. Stage 2: Core Objectives

Table Research: Compare Corrected Calculations outputs;

Group Presentations: Prelim? (Pres milestone
Rank and choose building options
Final design review by combined groups agree modifications;
Materials Schedule

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CE4024 Structural Steel & Timber Design Civil Engineering @ University of Limerick

14.3. Stage 3: Learning / Action Plan

Develop a Learning Plan with specific questions agreed by everyone; (Choose

reasonable number of questions to complete in available time);
Check that everyone is clear on the learning plan: Everyone writes down an identical
list of agreed questions / tasks for research;
Define potential learning resources (later on in a project this might include sharing
about which books are particularly relevant or well written/illustrated)

Precise Learning / Action Plan Question(s):

1. Generate Draft For-Construction Diagrams and Materials Schedule.

14.4. Prescribed Reading

History and Steel Materials Readings

Steel Strut Design Lecture

15. Meeting 12:

15.1. Stage 1: Starting Procedure

Appoint a scribe and timekeeper;

Develop Meeting 12 Timetable;
Tutor directs attention to last sessions questions;
Table Research output and organise information as it relates to questions;

15.2. Stage 2: Core Objectives

Table For-Construction Diagrams;

Discuss, evaluate, modify (Refer to Evaluation Criteria in Appendix B);
Agree final dimensioned diagrams and details;
Generate final Materials Schedule.

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15.3. Stage 3: Learning / Action Plan

Develop a Learning Plan with specific questions agreed by everyone; (Choose

reasonable number of questions to complete in available time);
Check that everyone is clear on the learning plan: Everyone writes down an identical
list of agreed questions / tasks for research;
Define potential learning resources (later on in a project this might include sharing
about which books are particularly relevant or well written/illustrated)

Precise Learning / Action Plan Question(s):

1. Get ready to build!

15.4. Prescribed Reading

Briefing Notes 1 and 9 available on Sulis.

16. Meetings 13-17:

Build Days 1 through 5.

17. Meeting 18:

Build Day 6:

Trial Erection and

Prepare for transport.

17.1. Prescribed Reading

Briefing Notes 11 available on Sulis.

18. Meeting 19:

Besiege King Johns Castle:
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CE4024 Structural Steel & Timber Design Civil Engineering @ University of Limerick

Safety Briefing;
Site Build;
Dismantle and Load for transport back to UL.

19. Meeting 20:

Reflection / Calculation Feedback / Exam Briefing Session

19.1. Prescribed Reading

Briefing Notes 6 and 12 available on Sulis.

Appendix A: PBL Briefing and Orientation for Students

Plenary Session: Prior to PBL Session 1 some houserules/expectations

Be Present. these are not optional tutorials;

Be Punctual: Respect your colleagues (team mates);
Change is difficult at all stages of life. Taking responsibility for your own learning is a
new challenge for anyone coming from Secondary school and even for most leaving
University.
Feeling lost or frustrated some of the time? This is a good sign! Deep learning is
uncomfortable;
Contribute to the team: work in and between sessions, think, share.
Be honest: If you dont understand say so. Then you will learn;
Respect the person: Critique the idea or opinion rationally. Do not criticise the person;
Be a Team Player. Keep minor disagreements within the group;
Commit to your task: put in the time required.

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CE4024 Structural Steel & Timber Design Civil Engineering @ University of Limerick

20. Appendix B
20.1. Facilitator-led overview

Elevate (Convey)
Support

Generalise Problem Physics: Elevate a mass in a gravitational field thereby increasing its
potential energy. Categorise in terms of support, convey and a combination of both.

Combined Elevation and

Support Convey
Support

Towers without See-saw without platform Towers with platform and

platform or ladder Elevator / Dumbwaiter ladder
Falkirk Wheel Inflatables
Structures Canal Locks See-saws with platform
Pneumatics
Scaffolding
Electrical / Electromechanical
Siege Machines Magnetic
Chemical (Combustion Engine,
Industrial Support
Structures Explosive, expansive materials)
Mechanical
Any structure of similar Nuclear
( or larger or smaller)
scale
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CE4024 Structural Steel & Timber Design Civil Engineering @ University of Limerick

Solar
Thermal (Boiling, freezing)
Wind (Kinetic)
Hydraulic (Delivery Modes)
Winches, pulleys.

Some may emerge in Meeting 1, some in Meeting 2.

20.2. Evaluation Criteria

Generate Evaluation Criteria (first pass) To be initiated in Session 1, researched and

finalised in Session 2

Performance Failure Modes Buildability

Potentially complies with all of Stable Buildable safely with available

the brief requirements Strong resources such as:
Safety in use Serviceable, Stiff o People
Transportable (statically and o Manual Tools
Perform to relevant standards dynamically) o Manual Lifting
Recyclable Note others: o Time
Visually Exciting Fire Laboratory/
o This could beFabrication
generalised to include
Fatigue Space
Progressive Collapse
other subjects.(Performance etc)
o Materials
o Site Laydown Area
o Erection Scheme provides
for safety at all stages of
construction

20.3. What about the site?

. Site Investigation related issues assumed then to have been assumed.

Issues to be identified by students Issues to be fully addressed by students

Ground characteristics inc ground water H&S Risks specific to site
Ground Contamination o Traffic
Radon / Methane o Access
Archaeology o Obstacles
Services o Public Space: associated risks/
Flooding
Ownership

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Other Readings

Feyman Lectures: Vol x, Chapter x.

Forensic Engineering by Kenneth L. Carper, (Chapter x)
Why Buildings Fall Down by Matthys Levy, Mario Salvadori, and Kevin Woest
(Chapter x)
How Designers Think 4th Edition: The Design Process Demystified by Bryan Lawson
(Chapters x,x)

Appendix C Thematic Schemes

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CE4024 Structural Steel & Timber Design Civil Engineering @ University of Limerick

Thematic Schemes

(Problematic Situation: Norman Occupation of large parts of Ireland - a multi-dimensional

issue. One solution of one dimension is to Besiege King John's Castle...)

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CE4024 Structural Steel & Timber Design Civil Engineering @ University of Limerick

Organise & Reflect (Classify,

Decide Evaluate)

Organise (Classify, Evaluate)

Some Prompts:

Solution Attributes

Relevant evaluation criteria (e.g. performance in use, failure modes)

Manufacture, assembly, construction, process, solution form / system arrangement,

materials / components, details

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Appendix D: Load Cases

Generate Discussion: Allow students time to brainstorm Critical Load Arrangement for key
members (ULS Strength). Some possible arrangements are below.

1)

Worst Case for Column

Compression
Accidental Load

Isometric View of Tower

2)

Worst Case for Individual Joist

Isometric View of Tower

3)

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Accidental Load

Worst Case for Horizontal load for floor

diaphragm

Side View of Tower

4)

Worst Case for Horizontal Load, Column

Tension and Diagonal Brace Tens/Comp

Plan of Tower Accidental Load

For Trigger: Select 2 Load Arrangements

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1. Worst for column

2. Worst for beam and diagonal brace

Accidental Load

0.5m

0.5m

0.5m

0.5m

0.5m

Note: Combinations: Add Dead Load;

Include Partial Load Factors for ULS.

Critical Load Cases

What are the possible limit states?

Ultimate Limit States Serviceability Limit States Accidental Limit Seismic limit
(reversible and irreversible) States (Inc snow) States (generally
Equilibrium not applicable in
Strength Deflection Ireland)
Ground Failure / Cracking
Deformation Vibration
Fatigue Failure
(Stability)
(Progressive Collapse)

For Trigger instruct

ULS: Strength and Accidental (horizontal load)

SLS: Elastic Deformation: Human Comfort

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Appendix E: Sample Steel Flowcharts

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