Sem 2 ct2 module outline

BACHELOR OF QUANTITY SURVEYING (HONOURS)
CONSTRUCTION TECHNOLOGY 2
CONSTRUCTION TECHNOLOGY II
(QSB 1524 / BLD 60204)
MODULE OUTLINE
March 2016

Construction Technology2 / Construction TechnologyII (QSB 1524 / BLD 60204) March 2016 2
Programme Bachelor 1of Quantity Surveying (Honours)
Module CONSTRUCTION TECHNOLOGY 2 (BLD60204
Prerequisite CONSTRUCTION TECHNOLOGY 1 (BLD60104)
Credit Hours 4
Classification Core.
Instructor Chiew Seng Khoon (013-3915130, chiew.sengkhoon@taylors.edu.my)
Module Synopsis
This module will enable the development and establishment of a base knowledge of the fundamental
principles of design and technology. Such base knowledge will enable students to appreciate the
decisions made on design, functional element, selection and the rational and economic use of
resources. It also explains the fundamentals of piled foundations, deep excavation, formworks,
scaffoldings, shoring and underpinning, partition and suspended ceilings, portal frames, precast concrete
and steel roof trusses.
Module Teaching Objectives
The teaching objectives of the module are to:
1. Provide an overview of the concept and knowledge on the actual construction practice at the site..
2. Develop the ability to apply the complete constructional procedures of the various types of building
with suitable materials and design.
3. To develop the ability to apply the health and safety measure necessary for the construction industry.
Module Learning Outcomes (MLO)
The objectives of the module are translated into a number of Module Learning Outcomes (MLO), mapped
to Programme Learning Outcomes (PLO) and Taylor’s Graduate Capabilities (TGC).
No. MLO PLO TGC
1
Interpret the logical sequences ofconcepts and alternative construction
practices,demonstrating the variation in material applications
2,6 3.2
2
Apply current legislation and standard with particular attention to safety and
correct use of materials.
2,3 1.1
3
Analyze construction nature problems systematicallyand synthesize solutions
through critical evaluation.
3,5 3.1
Modes of Delivery and TIMeS
This is a 4 credit hour module conducted over a period of 14 weeks. The modes of delivery will be in the
form of lectures, tutorials, and self-directed study. The breakdown of the contact hours is as follows:
 Lecture: 2 hours per week
 Tutorial: 2 hours per week
 Self-directed study: 7.43 hours per week
TIMeS will be used as a communication tool and information portal for students to access module
materials, project briefs, assignments and announcements.
SCHOOL OF ARCHITECTURE, BUILDING AND DESIGN
Centre for Modern Architecture Studies in Southeast Asia

Programme Learning Outcomes (PLO)*
The Bachelor of Science (Honours) in Architecture programme has as its objectives that graduates
exemplify the following Programme Learning Outcomes (PLO) that will enable them to:
No. Programme Learning Outcomes (PLO)
1 Engage in inquiry-based learning,primarilyin Quantity Surveying Practice, where students learn to
acquire skills to research, analyze and evaluate materials which is relevantto a particular project;
2 Introductory knowledge ofmeasurement,managementand contractual involved in the developmentand
construction process;
3 Evaluate all relevant aspects of managementand other specialisms taking to accountof regulations,the
needs ofsociety and ethical correctness;
4 Convey resultof work effectively both orally and in writing;
5 Encourage leadership,effective group dynamics and self-development;
6 Understand the logical sequence oflocal construction projects;
7 Use of IT and communicate effectively
*Source: The Manual of Accreditation for Architecture Programmes, Board of Architects Malaysia 2013
Taylor’s Graduate Capabilities (TGC)
The teaching and learning approach at Taylor’s University is focused on developing the Taylor’s Graduate
Capabilities (TGC) in its students; capabilities that encompass the knowledge, cognitive capabilities and
soft skills of its graduates.
Taylor’s Graduate Capabilities (TGC)
1. Discipline Specific Knowledge
1.1 Able to put theories into practice
1.2 Understand ethical issues in the context of the field of study
1.3 Understand professional practice within the field of study
2. Lifelong Learning
2.1 Learn independently
2.2 Locate,extract, synthesize and utilize information effectively
2.3 Be intellectual engaged
3. Thinking and Problem Solving skills
3.1 Think critically and creatively
3.2 Define and analyze problems to arrive at effective solutions
4. Communication Skills
4.1 Communicate appropriatelyin various settings and modes
5. Interpersonal Skills
5.1 Understand team dynamics and mobilize the power of teams
5.2 Understand and assume leadership
6. Intrapersonal Skills
6.1 Manage oneselfand be self–reliant
6.2 Reflection one’s action and learning
6.3 Embody Taylor’s core values
7. Citizenship and Global Perspectives
7.1 Be aware of and form opinions from diverse perspectives
7.2 Understand the value of civic responsibilityand communityengagement

8. Digital Literacy
8.1 Effective use of ICT and related technology
Types of Assessments and Feedback
You will be graded in the form of formative and summative assessments. Formative assessment involves
participation in discussions and feedback sessions. Summative assessment will inform you about the
level of understanding and performance capabilities achieved at the end of the module.
No. Assessment Components Type MLO Weightage
1 Mid-term test Formative 1,2,3 20%
2 Individual Assignment Formative 1 10%
3 Group Assignment Formative 2,3 20%
4 Final Examination Formative 1,2,3 50%
5 Taylor’s Graduate Capabilities Portfolio Summative 1, 2 Pass/Fail
Total 100%
Assessment Components
1. Mid-term Test
It is a test on the topics covered from week 1 to week 2
2. Individual Assignment
Students are to draw / sketch 20 drawings related to the syllabus in given templates.
3. Group Assignment
Students in groups (maximum 5 members) are required to visit a building site or more to observe and video any ONE
(1) construction process practiced in Malaysia. A detail brief and rubric marking scheme of this assignment will be
given to the students to guide them.
4. Final Examination
The final examination is designed to assess the ability of the students to select and explain the suitable construction
process for various types of building based on the requirement of clients, materials available use, time, safety and man
power.
5. Taylor’s Graduate Capabilities Portfolio
The Taylor’s Graduate Capabilities (TGC) Portfolio is a document that collates all assessments produced in a module
and reflects a student’s acquisition of the Module Learning Outcomes and Taylor’s Graduate Capabilities.
 For students enrolled in the 2011 Programme Structure
The TGC portfolio is an edited A3-size bound document that includes all the assessments produced in the module.
Visual diary and process of work (packaged) are to be included as part of the portfolio submission. Students must reflect
on their learning through the TGC Portfolio Form
 For students enrolled in the 2012 Programme Structure onwards
Each student is to develop an ePortfolio, a web-based portfolio in the form of a personal academic blog. The
ePortfolio is developed progressively for all modules taken throughout Semesters 1 to 6, and culminates with a final
Portfolio in printed form produced in the final semester. The printed Portfolio must encapsulates the acquisition of
Programme Learning Outcomes and Taylor’s Graduate Capabilities, and showcase the distinctiveness and identity of the
student as a graduate of the programme.

Marks and Grading Table (Revised as per Programme Guide 2013)
Assessments and grades will be returned within two weeks of your submission. You will be given grades
and necessary feedback for each submission. The grading system is shown below:
Grade Marks
Grade
Points
Definition Description
A 80 – 100 4.00 Excellent
Evidence of original thinking; demonstrated outstanding
capacity to analyze and synthesize; outstanding grasp of
module matter; evidence of extensive knowledge base.
A- 75 – 79 3.67 Very Good
Evidence of good grasp of module matter; critical capacity
and analytical ability; understanding of relevant issues;
evidence of familiarity with the literature.
B+ 70 – 74 3.33
Good
Evidence of grasp of module matter; critical capacity and
analytical ability, reasonable understanding of relevant
issues; evidence of familiarity with the literature.B 65 – 69 3.00
B- 60 – 64 2.67
Pass
Evidence of some understanding of the module matter;
ability to develop solutions to simple problems; benefitting
from his/her university experience.
C+ 55 – 59 2.33
C 50 – 54 2.00
D+ 47 – 49 1.67
Marginal Fail
Evidence of nearly but not quite acceptable familiarity with
module matter, weak in critical and analytical skills.
D 44 – 46 1.33
D- 40 – 43 1.00
F 0 – 39 0.00 Fail
Insufficient evidence of understanding of the module
matter; weakness in critical and analytical skills; limited or
irrelevant use of the literature.
WD - - Withdrawn
Withdrawn from a module before census date, typically
mid-semester [refer to Description 1 below].
F(W) 0 0.00 Fail
Withdrawn after census date, typically mid-semester
[refer to Description 2 below].
IN - - Incomplete
An interim notation given for a module where a student
has not completed certain requirements with valid reason
or it is not possible to finalise the grade by the published
deadline.
P - - Pass Given for satisfactory completion of practicum.
AU - - Audit
Given for a module where attendance is for information
only without earning academic credit.
Description 1: Week 3 to week 7 (inclusive) for long semester, or week 3 to week 5 (inclusive) for short semester. A
short semester is less than 14 weeks. Not applicable for audit and internship.
Description 2: After week 7 for long semester, or after week 5 for short semester. A short semester is less than 14
weeks. Not applicable for audit and internship.
Hurdle Assessment Guideline
To pass the module, a student needs to achieve firstly, a minimum passing mark of 20%, equivalent to
40% of the final exam marks and secondly, a minimum mark of 50% in the overall assessment, failing
which the student is required to re-sit the paper provided his overall assessment mark is equal to or
above 40%. A student with overall assessment below 40% will be deemed to have failed this module and
has to repeat the module. A subsequent failure in the re-sit paper will deem that the student fails the
module and has to repeat the module. In summary, to pass the module, a student must achieve a
minimum of 50% in the overall assessment and not less than a minimum mark of 20%, equivalent to 40%
of the final exam marks.

Module Schedule (subject to change at short notice)
Tutorial
Self-directed
StudyLecture
Week/Date Topics/Readers
Hours Hours Hours
Week 1
28/3 – 1/4
1-Basement Excavation and Construction
Interlocking sheet pile support
Soldier pile and lagging support
In-class
Discussion
Basement
Excavation &
Construction
2 2 7
Week 2
(Last day to
add/drop a
module)
4/4 – 8/4
Bored pile support
Diaphragm wall support
In-class
Discussion
Basement
Excavation &
Construction
2 2 7
Week 3
11/4 – 15/4
2-Piled Foundations
Type of piles and Materials used
Piles and Pile caps construction
In-class
Discussion
Piled
Foundation
2 2 7
Week 4
18/4 – 22/4
Types of pile driver-hammer & hydraulic jet
In-class
Discussion
Pile Drivers
2 2 7
Week 5
25 / 4 – 29/4
3-Scaffoldings
Supported scaffolding
Suspended scaffolding
Safety
In-class
Discussion
Scaffoldings
2 2 8
Week 6
2/5 – 6/5
4-Shoring and Underpinning Shoring for
deep trenches Underpinning for walls
and columns
In-class
Discussion
Shoring &
Underpinning
2 2 8
Week 7
(Last day for
subject/module
with drawl with
WD grade)
9 / 5 – 13 / 5
5-Partition and Suspended Ceiling
Types
Methods of construction
Materials used
In-class
Discussion
Partition &
Suspended
Ceiling
2 2 8
non-contact
week)
16 / 5 – 20 / 5
BREAK
Week 8
(Online Student
Registration)
23 / 5 – 27 / 5
6-Portal Frames
Portal frame theory
In-class
Discussion &
Feedback of
Test
Portal Frames
2 2 7

Week 9
(Last day for
Online Student
registration)
30/5 – 3/6
Steel portal frame
Concrete portal frame
Week 10
6/6 – 10/6
7-Precast Concrete
Advantages and disadvantages Precast concrete
building elements
In-class
Discussion
Portal Frames
2 2 7
Week 11
13/6 – 17/6
(Online Course
Evaluation and
last day for
subject/module
withdrawal with
F(W) grade)
8.Precast Concrete
Other precast concrete elements
and construction
In-class
Discussion
Precast
Concrete
2 2 7
Week 12
(Last day for
completion of
Online Course
Evaluation)
20/6 – 24/6
8-Structural Steelwork Frames
Hot rolled and cold rolled sections
In-class
Discussion
Structural
Steelwork
Frames
2 2 8
Week 13
27/6 – 1/7
Structural steel connection and erection
Fire protection of steelwork
In-class
Discussion
Structural
Steelwork
Frames
2 2 8
Week 14
4/7 – 8/7
Revision
In-class
Discussion;
Feedback of
Group
Assignment
Revision
2 2 5
Week 15
(Study Leave)
11/7 – 15/7
Submission: TGC Portfolio - - -
Recommended References:
1. Allen & Joseph Iano (2009). Fundamental of Building Construction Materials & Methods
(5th ed), John Wiley & Son (Asia) Pte Ltd
2. Stephen Emmitt, Christopher Gorse (2005). Barry's Introduction to Construction of Buildings
Blackwell Publishing Ltd.
3. Tony Bryan (2005). Construction Technology: Analysis and Choice Wiley- Blackwell.

4. R. Chudley, R. Greeno (2007). Construction Technology (4th ed.) Pearson Education Limited.
5. Roy Chudley (2006). Advanced Construction Technology. (4th ed.) Pearson Education
Limited.
6. Roy Greeno Chudley (2008). Building Construction Handbook (7th ed.) Butterworth Heinermann.
7. R. P. Johnson (2004). Composite Structures of Steel and Concrete: Beams, Slabs,
Columns,and Frames for Buildings, (3rd ed.)Wiley-Blackwell
GENERAL RULES AND REGULATIONS
Student-centered Learning
The module uses the Student-centered Learning (SCL) approach. Utilization of SCL embodies most of
the principles known to improve learning and to encourage student’s participation. SCL requires students
to be active, responsible participants in their own learning and instructors are to facilitate the learning
process. Various teaching and learning strategies such as experiential learning, problem-based learning,
site visits, group discussions, presentations, working in group and etc. can be employed to facilitate the
learning process. In SCL, students are expected to be:
 active in their own learning;
 self-directed to be responsible to enhance their learning abilities;
 able to cultivate skills that are useful in today’s workplace;
 active knowledge seekers;
 active players in a team.
Attendance and Student Participation
Attendance is compulsory. Any student who arrives late after the first half-hour of class will be considered
as absent. The lectures and tutorials will assist you in expanding your ideas and your assessments. A
minimum of 80% attendance is required to pass the module and/or be eligible for the final examination
and/or presentation.
Students will be assessed based on their performance throughout the semester. Students are expected
to attend and participate actively in class. Class participation is an important component of every module.
Your participation in the module is encouraged. You have the opportunity to participate in the following
ways:
 Your ideas and questions are welcomed, valued and encouraged.
 Your input is sought to understand your perspectives, ideas and needs in planning module revision.
 You have opportunities to give feedback and issues will be addressed in response to that feedback.
 Do reflect on your performance in Portfolios.
 Student evaluation on your views and experiences about the module are actively sought and used as
an integral part of improvement in teaching and continuous improvement.
Late Submission Penalty
The School imposes a late submission penalty for work submitted late without a valid reason e.g. a
medical certificate. Any work submitted after the deadline (which may have been extended) shall have the
percentage grade assigned to the work on face value reduced by 10% for the first day and 5% for each
subsequent day late. A weekend counts as one (1) day.
Individual members of staff shall be permitted to grant extensions for assessed work that they have set if
they are satisfied that a student has given good reasons.

Absenteeism at intermediate or final presentation will result in zero mark for that presentation.
The Board of Examiners may overrule any penalty imposed and allow the actual mark achieved to be
used if the late submission was for a good reason.
Plagiarism
Plagiarism, which is an attempt to present another person’s work as your own by not acknowledging the
source, is a serious case of misconduct which is deemed unacceptable by the University.
"Work" includes written materials such as books, journals and magazine articles or other papers and also
includes films and computer programs. The two most common types of plagiarism are from published
materials and other students’ works.
1. Published Materials
In general, whenever anything from someone else’s work is used, whether it is an idea, an opinion or
the results of a study or review, a standard system of referencing should be used. Examples of
plagiarism may include a sentence or two, or a table or a diagram from a book or an article used
without acknowledgement.
Serious cases of plagiarism can be seen in cases where the entire paper presented by the student is
copied from another book, with an addition of only a sentence or two by the student.
While the former can be treated as a simple failure to cite references, the latter is likely to be viewed
as cheating in an examination.
Though most assignments require the need for reference to other peoples’ works, in order to avoid
plagiarism, students should keep a detailed record of the sources of ideas and findings and ensure
that these sources are clearly quoted in their assignment. Note that plagiarism also refers to materials
obtained from the Internet too.
2. Other Students’ Works
Circulating relevant articles and discussing ideas before writing an assignment is a common practice.
However, with the exception of group assignments, students should write their own papers.
Plagiarising the work of other students into assignments includes using identical or very similar
sentences, paragraphs or sections. When two students submit papers that are very similar in tone and
content, both are likely to be penalised.
Guide for Writing References:
- http://taylorslibrary.taylors.edu.my/user_skills/user_support_students

Sem 2 ct2 module outline

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Sem 2 ct2 module outline