CE 400 - Senior Design Project
Catalog Description
Open-ended, comprehensive project emphasizing a team approach to the design process. Includes problem formulation; site planning; project management; drawings and specifications; cost estimating; and various project components typical of those faced by practicing Civil Engineers.3 credit hours (lecture)
Prerequisites
- Must be taken during the term of graduation
Schedule
| Fall, 2009 | : | DJ |
| Spring, 2010 | : | X |
| Fall, 2010 | : | GT |
| Spring, 2011 | : | X |
| Fall, 2011 | : | JS |
| Spring, 2012 | : | X |
Textbooks and Resources
None
Sampling of other material available to students in project design room library:
- Standard Building Code, Southern Building Code Congress International (SBCCI), 1994 (762 pp.).
- Specifications for Road & Bridge Construction, Tenn. Dept. of Transportation (TDOT), March 1, 1995 (858 pp.).
- Bid Data on Current Municipal Public Works, Municipal Technical Advisory Service, University of Tennessee, August 1997 (137 pp.).
- Public Works 1996 Costbook (2 copies, with 1998 Edit. ordered), BNi Building News, Third Edit. (451 pp.).
- "Greenbook" Standard Specifications for Public Works Construction, BNi Building News, Joint Cooperative Comm. of the So. Calif. Chapt. APWA and So. Calif. Districts, AGCC, 1994 (1997/98 Edit. ordered) (739 pp.).
- Sweet's Engineering and Retrofit Catalog, hardcopy Volumes 1 - 3, 1996; CD version.
- Making Buildings and Facilities Accessible to and Usable by the Physically Handicapped, North Carolina State Building Code, Vol. 1-C, N. C. Bldg. Code Council and N. C. Dept. of Insurance, 1991 (270 pp.).
- Means Building Construction Cost Data, R. S. Means Co., Inc., Construction Consultants & Publishers, 1992 (552 pp.).
- ASTM Standards in Building Codes, Vol. 1 - 3, 1989 Edition.
- Urban Hydrology for Small Watersheds (Handbook and Computer Program), TR-55, U. S. Department of Agriculture and NTIS, June 1986, 6 chapters.
- Previous CE 400 Project Design Reports and Plans.
- Local (depending on project location) Building Codes and Zoning Regulations.
- Misc. Civil & Environmental Engineering Textbooks
- Misc. Commercial and Manufacturers' Catalogs & Software for Drainage Facilities, Utilities, Pumps, Water & Wastewater Treatment Systems, Building Systems, etc.
- Policy on Geometric Design of Highways and Streets, American Association of State Highway and Transportation Officials (AASHTO), Washington, D.C., 1990
- Quality in the Constructed Project, A Guide for Owners, Designers and Constructors, Volume 1, ASCE Manuals and Reports on Engineering Practice No. 73, 1990 (149 pp.).
- Issues in Professional Engineering Practice, Course materials developed by Institute for Professional Practice, 1992 (Updated version to be available for the 1997-98 school year).
- Structural Analysis and Design (STAAD-III for Windows), Reference Manual for Structural Computer Program for Moments, Shear, Axial Loads and Deflections, 1996.
- Microsoft Project (v. 4.0), Project Scheduling and Managing Software/Manual.
- Drainage Design Standards for Knox County, Tennessee, Knox Co. Dept. of Engin. and Pub. Wks., 1998
- Access Control and Driveway Design Policy, Dept. of Engin. and Pub. Wks, Knox Co., Aug 1996.
- Tennessee Erosion & Sediment Control Handbook, A Guide for Protection of State Waters through Effective Management Practices during Construction Activities, TDEC, July 1992
- Minimum Subdivision Regulations for Knoxville and Knox County, Adopted by MPC, as amended through April 10, 1997.
- Standard Drawings (English): Standard Roadway and Structure Drawings, TDOT, Bureau of Planning & Development, Divisions of Design and Structures, March 1981 (Large Orange Manual)
- Standard Drawings (English & Metric): Standard Structure Drawings, TDOT, Bureau of Planning & Development, Divisions of Design and Structures, April 1997 (Large Gray Manual)
- Zoning Ordinance for Knox County, Tennessee, As Amended through January 23, 1998, MPC.
- SPEC-DATA, Vol. 1, Construction Specifi. Instit. ( CSI), 1998, 614 pp.
- MANU-SPEC, Vol 2, Construction Specifi. Instit.. (CSI), 1998, 662 pp.
- Manual of Practice - Constr. Doc. Fund. & Formats Module, Construction Specif. Practice Module, & Construction Product Repres. Module, 1988 - present (updated).
Course Objective
In this course, students learn the design process from conceptual design to design development drawings and construction contract documents. Client presentations are required at various stages. All projects are multidisciplinary and include site development, structures, cost estimating,
Topics
Schematic design
Site planning
Design Alternatives
Presentation Drawings
Feasibility Analysis
Presentation of work
Design Development
Building Systems
Building Codes
Drainage Analysis
Environmental Impact studies
Contract Documents
Construction Drawings
Site and Civil
Architectural
Structural
Specifications
Cost Estimating
Presentation of work
*From past and current project experiences, these project design components have included the following civil engineering subdisciplines and related components: site development; traffic and transportation engineering; structural engineering; geotechnical engineering; construction engineering; stormwater management engineering; utility services engineering, including gas, electric, water distribution and wastewater collection/treatment; preliminary environmental assessment; permit applications and support engineering services.
Course Deliverables: At the beginning of the term, each design class (or section) forms a project team, headed by a Project Manager, who coordinates the 5 - 7 project tasks, each headed by a task or group leader. The project team is expected to develop the following products by the end of the term:
At the beginning of the term, each design class (or section) forms a project team, headed by a Project Manager, who coordinates the 5 - 7 project tasks, each headed by a task or group leader. The project team is expected to develop the following products by the end of the term:- Sets of Site Development and Facilities Design & Construction Plans/Details Drawings, including a CAD file, for the client(s), CEE Department, and instructor(s).
- Copies of Design Report, containing design documentation, supporting calculations, and specifications; detailed project cost estimates for client(s), CEE Department, and instructor.
- Project team presentation to faculty, client(s), instructors, other CE students, and invited guests at end of term.
Optional products may include all or some of the following items, depending on the nature of project:
- Physical models of site plan and designed facilities.
- Site boring and geotechnical analysis.
- Coordination with other classes for specific task work.
- Time sheets from individual students or project teams.
Laboratory: The design course is scheduled into twice weekly, 1-hour recitation periods for instructor, guest speakers, and class discussions, plus a weekly 3-hour lab for project team coordination and field work. The project design team frequently "subcontracts" specialty work, such as geotechnical field work and laboratory analysis, with students from other courses.
The course is taught as a single section during the Fall term when the enrollment is relatively small (i.e., 25 - 30) and in two sections, under separate instruction, during the higher enrollment Spring term (40 - 50). A graduate assistant is assigned by the department to the course to assist students with CAD instruction and drawings preparation and to maintain the reference library.
Professional Component
This course addresses the following EC 2000 professional component requirements;
· an ability to apply knowledge of mathematics, science, and engineering
· an ability to design a system, component, or process to meet desired needs
· an ability to function on interdisciplinary teams
· an ability to identify, formulate, and solve engineering problems
· an understanding of professional and ethical responsibility
· an ability to communicate effectively (written, oral, and graphically)
· a recognition of the need for and the ability to engage in life-long learning
· a knowledge of contemporary issues
· broad education necessary to understand the impact of engineering solutions in a global and societal context
The reader is directed to Appendix A following this course summary for brief descriptions of project examples included over the last five years.
Relationship to Program Objectives
The senior design course strives to provide each of our civil engineering students an opportunity to participate in a integrating and meaningful engineering design experience under controlled class size conditions to facilitate a high-quality and personal environment (see program objectives 1c and 2d). This integrating quality of the project compels students to better appreciate non-technical aspects of the design process, as noted in Item 6a. The course is taught by registered and experienced departmental faculty and is coordinated through an advisory committee consisting of the same faculty (see program objective 1b). Local civil engineering practitioners and other faculty are frequently invited to present specialized planning and design topics to the students. Local practitioners were recently surveyed to determine what types of design software their organizations were using, why they used that particular software, and what they recommended for use in this capstone design experience. This survey information is being used to assist the Senior Design Committee in its software purchasing and use decisions (see program objectives 1d, 2d, & 3d). The software survey form is attached as Appendix B.Most students tend to establish noticeable confidence in their ability to implement the skills learned in all five proficiency areas offered by the program as the project design evolves, giving them a favorable market advantage (see program objective 3a). At the same time, students who recognize various types of personal weaknesses or limitations on their own or who get turned on by new technologies, soon discover the need and are motivated to fill those gaps and desires through informal or self learning - a quality necessary for professional development and life-long learning (see program objective 3b).
Last update: Thu May 18, 2006 10:27 am by rbennet2