Servizi per la didattica
PORTALE DELLA DIDATTICA

Multidisciplinary design project

01SQCMX

A.A. 2021/22

Course Language

Inglese

Course degree

Master of science-level of the Bologna process in Civil Engineering - Torino

Course structure
Teaching Hours
Teachers
Teacher Status SSD h.Les h.Ex h.Lab h.Tut Years teaching
Teaching assistant
Espandi

Context
SSD CFU Activities Area context
ICAR/01
ICAR/04
ICAR/07
ICAR/09
ICAR/17
1
1
1
2
1
B - Caratterizzanti
B - Caratterizzanti
B - Caratterizzanti
B - Caratterizzanti
F - Altre attività (art. 10)
Ingegneria civile
Ingegneria civile
Ingegneria civile
Ingegneria civile
Altre conoscenze utili per l'inserimento nel mondo del lavoro
2020/21
The aim of the Multidisciplinary Integrated Design Laboratory is to develop design awareness through the elaboration of a design project that integrates structural design, geotechnics, river hydraulics and infrastructural design. This will be achieved by means of graphical documentation, descriptive and technical reports and documentary records, all of which are useful for the management, presentation and communication of the project. The course indicates a theme in which the complexity of the needs emerges from specific design constraints and actual project targets, which are worked on and solved by teams made up of groups of students with different complementary skills, and through constant interaction with the teaching staff. The revision of the design proposals, with a single group or in a plenary session, is conducted with the aim of developing critical awareness of the possible and effective solutions, with reference to the environmental impact and aesthetical aspects of the overall construction work. A guided visit to the work site is planned in order to have direct contact with the environment and the territorial context; this is a fundamental activity in order to be able to build up a design process and to integrate the documentation that is made available to the students at the beginning of the course. Professional figures from public and private sectors will be invited, during seminars, to introduce the students to the complexity of the administrative and design processes pertaining to the specific theme selected in the course.
The Multidisciplinary Laboratory of Integrated Design aims to develop design awareness in the students through the development of a project that involves and integrates aspects concerning structural computation, geotechnical and hydraulic concepts, infrastructure design through design tables, descriptive and technical reports, representation and communication of the project. The course then proposes a project theme from which emerges the complexity of needs related to specific constraints and real design goals that are addressed through team-work composed by students and the interaction with teachers. A technical inspection of the intervention site could be planned. Seminars could also be organized in which technicians working in the public and private sector will be invited to introduce students to the complexity of the administrative-design path for the project theme.
The Multidisciplinary Integrated Design Laboratory proposes an overview of the different technological solutions in the structural, geotechnical, infrastructural and hydraulic fields for the proposed theme; in particular, interactions between the various disciplines are highlighted, and the issues connected to the setting up of the work site and to some general economic parameters that determine the cost of the intervention are pointed out; furthermore, the needs of the selected themes are established and the design constraints are then evaluated; at the end of this process, it will be possible to establish the priority of each requirement connected to the technical choices, while taking into account the values of the aesthetical aspects of the construction and its integration into the surrounding territorial and environmental context. The students will develop a critical and operational design capacity through the comparison of different solutions; they will improve their capacity to interact and work in a team through their synergetic cooperation and they will be able to reach the design solution which optimizes both the elaboration process and the outcomes. The constant revision process with the teachers is aimed at developing design awareness and it will also be used to define the capacity of the students to comment on and properly explain design choices and describe design processes during public discussions by means of different scales and relevant technical drawings (general, specific zones, construction details) in order to reach a definition level that is very similar to that of a professional “final design” standard. The students will develop the ability to establish collaborative relationships, based on their different skills obtained from their different specialization areas and individual expertise, which will be verified through an appropriate organization of the operative activities that should emerge from the quality of the final achievements.
The Multidisciplinary Integrated Design Laboratory proposes an overview of the different technological solutions in the structural, geotechnical, infrastructural and hydraulic fields for the proposed theme. In particular, interactions between the various disciplines are highlighted, and the issues connected to the set up of the working site and to some general economic parameters that determine the cost of the intervention are pointed out. Furthermore, the needs of the selected themes are established and the design constraints are then evaluated. At the end of this process, it will be possible to establish the priority of each requirement connected to the technical choices, while taking into account the values of the aesthetical aspects of the construction and its integration into the surrounding territorial and environmental context. The students will develop a critical and operational design capacity through the comparison of different solutions; they will improve their capacity to interact and teamwork through their synergetic cooperation and they will be able to reach the design solution which optimizes both the elaboration process and the outcomes. The revision process with the teachers is aimed at developing design awareness and it will also be used to define the capacity of the students to comment on and properly explain design choices and describe design processes during public discussions by means of different scales and relevant technical drawings (general, specific zones, construction details) in order to reach a definition level that is similar to that of a professional “final design” standard. The students will develop their ability to establish collaborative relationships, based on their different skills from their different specialization areas and individual expertise, which will be verified through an appropriate organization of the activities and should emerge from the quality of the final achievements.
The expertise gained from the previous classes is considered as preparatory, with particular reference to studies in Structural Analysis and Design, the Theory and Design of Reinforced and Prestressed Concrete Structures, Hydraulics, Hydrology, Geotechnics, Foundation Design, Road Infrastructures, Construction of Roads, Railways and Airports, and Technical Drawing.
The expertise gained from the previous classes is considered as preparatory, with particular reference to studies in Structural Analysis and Design, the Theory and Design of Reinforced and Prestressed Concrete Structures, Hydraulics, Hydrology, Geotechnics, Foundation Design, Road Infrastructures, Construction of Roads, Railways and Airports, and Technical Drawing.
The activities of the Multidisciplinary Integrated Design Laboratory, with respect to the selected theme, can be summarized as follows: • introductory seminar of the teaching staff involved in the course lessons, with definition of the intermediate and final tasks; theoretical lectures in which the typological solutions are introduced and critical comment are made on solutions to similar contexts to those of the assigned theme, taking into account environmental (hydrological, hydraulic, etc..), economic and time constraints. • definition of the work groups on the basis of the greatest possible variety of specialization areas; seminar in which professional figures from public and private sectors will participate as speakers; critical analysis of the initial design proposals; • preparation of intermediate tasks to be worked on individually and establishing the final tasks to be worked on in groups; revision with single or collective groups with critical discussions of the design choices, completion of the drawing documentation, descriptive, specialist and structural reports, supported by a digital presentation of the final presentation of the work.
The activities of the Multidisciplinary Integrated Design Laboratory, with respect to the selected theme, can be summarized as follows: • introductory seminar of the teaching staff involved in the course lectures, with definition of the intermediate and final tasks; theoretical lectures in which the typological solutions are introduced and critical comment are made on solutions to similar contexts to those of the assigned theme, taking into account environmental (hydrological, hydraulic, etc..), economic and time constraints. • definition of the work groups on the basis of the variety of specialization areas; seminar in which professional figures from public and private sectors will participate as speakers; critical analysis of the initial design proposals; • preparation of intermediate tasks to be worked on individually and establishing the final tasks to be worked on in groups; revision with groups and critical discussions of the design choices, completion of the drawing documentation, descriptive, specialist and structural reports, supported by a digital presentation of the final presentation of the work.
The design theme will consider a special infrastructure (e.g. a dam or a bridge infrastructure or a tunnel), considering the secondary works and their interdependencies.
The design theme will consider a special infrastructure (e.g. a dam or a bridge infrastructure or a tunnel), considering the secondary works and their interdependencies.
The aim of the Multidisciplinary Integrated Design Laboratory is to improve specific design issues connected to the different study fields that are involved, and to integrate these competences in a coherent design solution. For this purpose, preliminary reports will be edited to define the specific design constraints. Theoretical analysis models will be used to evaluate and simulate the design options as much as possible. A guided tour of the construction site will be made at the beginning of the course in order to comprehend the specific nature of the territory and to integrate the knowledge of the context, as given in documentation provided by the teachers. The students will work in heterogeneous groups made up of students from different specialization areas in order to simulate a real work environment. The course makes continuous and extensive use of the support offered on the teaching portal website for the various actions and training purposes. The various sections of the portal provide an environment that the students are required to refer to assiduously in order to be updated, as far as the work and initiatives in progress are concerned, and which allows them to maintain an open communication network for the exchange of information between students and the teaching staff, or among students, thus encouraging the desired relational behaviour.
The aim of the Multidisciplinary Integrated Design Laboratory is to improve specific design issues connected to the different study fields that are involved and to integrate these competencies in a coherent design solution. For this purpose, preliminary reports will be edited to define the specific design constraints. Theoretical analysis models will be used to evaluate and simulate the design options as much as possible. A guided tour at the construction site could be organized during the course in order to understand the territory and to integrate the knowledge of the context, as given in documentation provided by the teachers. The students will work in heterogeneous groups made up of students from different specialization areas in order to simulate a real work environment. The course makes use of the support offered on the teaching portal website for the various actions and training purposes. The various sections of the web site provide an environment that the students can refer in order to be updated, as far as the work and initiatives in progress are concerned, and which allows them to maintain an open communication network to exchange information between students and the teaching staff, or among students, thus encouraging the desired relational behaviour.
Specific bibliographic references will be made, during the various educational activities, in relation to the addressed issues. Links to websites will be available for particular topics, with the aim of obtaining a continuously updated collection of information. Some of the topics can be further explored by consulting the following texts: Mezzina M.: Fondamenti di Tecnica delle Costruzioni, 2013, Città Studi Edizioni. Bernuzzi C.: Progetto e Verifica delle Strutture in Acciaio, 2011, Hoepli. Angotti F., Marro P., Guiglia M., Orlando M.: Progetto delle strutture in calcestruzzo armato: Con l'Eurocodice UNI-EN 1992-1-1 e le norme tecniche per le costruzioni, 2011, Hoepli. AA.VV.: Strade. Teoria e Tecnica delle Costruzioni Stradali, 2016 (in corso di pubblicazione), Pearson editore. Lancellotta R., Calavera J.: Fondazioni, 1999, McGraw-Hill Lancellotta R., Costanzo D., Foti S. : Progettazione geotecnica, 2011 Hoepli Da Deppo L., Datei C., Salandin P.- Sistemazione dei corsi d'acqua, 2016, Progetto Libreria.
Specific bibliographic references will be made, during the various educational activities, with respect to the addressed issues. Some of the topics can be further explored by consulting the following texts: Emanuele Filiberto Radogna, Tecnica delle Costruzioni, Vol. 1-3, Zanichelli. Klaus-Jurgen Bathe, Finite Elements Procedures, Prentice-Hall. AA.VV.: Strade. Teoria e Tecnica delle Costruzioni Stradali, 2016 (in corso di pubblicazione), Pearson editore. Lancellotta R., Calavera J.: Fondazioni, 1999, McGraw-Hill Lancellotta R., Costanzo D., Foti S. : Progettazione geotecnica, 2011 Hoepli Da Deppo L., Datei C., Salandin P.- Sistemazione dei corsi d'acqua, 2016, Progetto Libreria.
Modalità di esame: Prova orale obbligatoria; Elaborato progettuale individuale; Elaborato progettuale in gruppo;
The projects will be the subject of discussion and revision during the course with the teachers. The final examination will consist in the presentation and discussion of the developed project. In particular, it is expected to discuss the content of the engineering project, technical details and construction feasibility, the representation of the project through products (design tables and reports). The evaluation will take place: - 40% by revisions and discussions of the project during the course; - 60% by the final discussion of the project design tables and reports. The evaluation criteria refer to the assessment of the achievement of the following objectives (consistently with the expected learning outcomes stated above): the ability to transfer the knowledge acquired during the lessons and reviews, the ability to interact in working groups operating in synergy, the constructive feasibility of the project, the level of awareness of engineering and technical choices and the degree of integration of the various disciplines of the project. In addition, the ability to publicly comment and adequately explain the choices made and describe the project path during the moments of debate and through the adoption of appropriate scales and techniques of representation (overall, details, construction details) for a level of definition close to that of a "definitive project". Among the elements of evaluation will be the ability to meet the deadlines within the course and therefore to conclude the project on schedule.
Exam: Compulsory oral exam; Individual project; Group project;
The projects will be the subject of discussion and revision during the course with the teachers. The final examination will consist in the presentation and discussion of the developed project. In particular, it is expected to discuss the content of the engineering project, technical details and construction feasibility, the representation of the project through products (design tables and reports). The evaluation will take place: - 40% by revisions and discussions of the project during the course; - 60% by the final discussion of the project design tables and reports. The evaluation criteria refer to the assessment of the achievement of the following objectives (consistently with the expected learning outcomes stated above): the ability to transfer the knowledge acquired during the lessons and reviews, the ability to interact in working groups operating in synergy, the constructive feasibility of the project, the level of awareness of engineering and technical choices and the degree of integration of the various disciplines of the project. In addition, the ability to publicly comment and adequately explain the choices made and describe the project path during the moments of debate and through the adoption of appropriate scales and techniques of representation (overall, details, construction details) for a level of definition close to that of a "definitive project". Among the elements of evaluation will be the ability to meet the deadlines within the course and therefore to conclude the project on schedule.
Modalità di esame: Prova orale obbligatoria; Elaborato progettuale individuale; Elaborato progettuale in gruppo;
The projects will be the subject of discussion and revision during the course with the teachers. The final examination will consist in the presentation and discussion of the developed project. In particular, it is expected to discuss the content of the engineering project, technical details and construction feasibility, the representation of the project through products (design tables and reports). The evaluation will take place: - 40% by revisions and discussions of the project during the course; - 60% by the final discussion of the project design tables and reports. The evaluation criteria refer to the assessment of the achievement of the following objectives (consistently with the expected learning outcomes stated above): the ability to transfer the knowledge acquired during the lessons and reviews, the ability to interact in working groups operating in synergy, the constructive feasibility of the project, the level of awareness of engineering and technical choices and the degree of integration of the various disciplines of the project. In addition, the ability to publicly comment and adequately explain the choices made and describe the project path during the moments of debate and through the adoption of appropriate scales and techniques of representation (overall, details, construction details) for a level of definition close to that of a "definitive project". Among the elements of evaluation will be the ability to meet the deadlines within the course and therefore to conclude the project on schedule.
Exam: Compulsory oral exam; Individual project; Group project;
The projects will be the subject of discussion and revision during the course with the teachers. The final examination will consist in the presentation and discussion of the developed project. In particular, it is expected to discuss the content of the engineering project, technical details and construction feasibility, the representation of the project through products (design tables and reports). The evaluation will take place: - 40% by revisions and discussions of the project during the course; - 60% by the final discussion of the project design tables and reports. The evaluation criteria refer to the assessment of the achievement of the following objectives (consistently with the expected learning outcomes stated above): the ability to transfer the knowledge acquired during the lessons and reviews, the ability to interact in working groups operating in synergy, the constructive feasibility of the project, the level of awareness of engineering and technical choices and the degree of integration of the various disciplines of the project. In addition, the ability to publicly comment and adequately explain the choices made and describe the project path during the moments of debate and through the adoption of appropriate scales and techniques of representation (overall, details, construction details) for a level of definition close to that of a "definitive project". Among the elements of evaluation will be the ability to meet the deadlines within the course and therefore to conclude the project on schedule.


© Politecnico di Torino
Corso Duca degli Abruzzi, 24 - 10129 Torino, ITALY
Contatti