Study Guide

Objectives

The student learns to participate in design projects similar to practical working life, in which several professional fields are represented, and learns to produce design material for structures: initial design information documents, structure types, information models and lists of quantities.
The key is to learn how to coordinate plans from different fields as a group work by utilizing information modeling, for the technical implementation of which the student learns to act as the project's information model coordinator.
The student learns to model three-dimensional frame structures for manufacturing and installation.

Content

The student participates in the RETARA project, which simulates the design phase of a construction project taking into account e.g. architectural design, building engineering design, structural design and users. Information modeling is used to communicate with other engineering fields and to clarify possible contradictions and collisions of structures. Tasks: Choosing and modeling the materials and cross-sections of the body structural parts. The tasks of the data model coordinator, the qualitative and content requirements of the model and their documentation, as well as the technical implementation of the data transfer and the modeling of the HVAC allocations to the structures (hole rotation). Practice work.

Assessment criteria, satisfactory (1-2)

The student knows how to produce a model of structures, but there are deficiencies in the model's dimensions and information content.
The student has not documented his participation in joint planning.
The student can produce a composite model only under guidance.
The structural design documents produced by the student are poorly structured and their content is flawed.
The presentation of the plan is unclear, three-dimensional visualization is missing and the presentation does not contain information about the plan's content and justification.

Assessment criteria, good (3-4)

The student is able to produce a model of structures with minor flaws in dimensions and information content.
The student has documented his participation in joint planning, but has not been a very active party in it.
The student knows how to produce a composite model and implement data transfer with the help of control.
There are some deficiencies in the structural design documents produced by the student.
The presentation of the plan is clear, but the three-dimensional visualization is minimal and the presentation contains little information about the plan's content and justification.

Assessment criteria, excellent (5)

The student knows how to make a data model of structures suitable for manufacturing and other further use, based on the architect's model, and to document the content of his data model.
It is documented that the student has worked actively in the group and taken care of the coordination of the plans by presenting requirements arising from the structures to other designers and made changes to his own plans in accordance with the wishes of other designers.
The student has been able to make a composite model and has carried out information transfer between different design fields with the help of a data model.
The student can produce all the necessary documents for the design of structures in a clear format.
The student can present his plan clearly and visually and justify the solutions he has made.
The student knows how to bring out the role of the structural engineer in joint planning well.