1|P age

TEACHING PORTFOLIO

ZAITON HARON

DEPARTMENT OF STRUCTURES AND MATERIALS

FACULTY OF CIVIL ENGINEERING

“Teaching Should Be Linked To Concrete Situations And Emphasizes The Need For Various
Types Of Knowledge And Skills’

1
 2|P age

TABLE OF CONTENT

PAGE

1. TEACHING PHILOSOPHY & GOALS 2

2. TEACHING RESPONSIBILITY 4

2.1. Course taught 4

2.2. Grading 6

2.3. Availability 6

2.4. Feedback 6

3. TEACHING METHOD 7

3.1. Class sessions 7

3.2. Active learning 7

3.3. Coursework – projects 8

3.4. Assessment 8

4. COURSE SYLLABI AND INFORMATION 9

5. EVALUATION OF TEACHING 10

6. TEACHING IMPROVEMENT AND FUTURE PLANS 10

7. REFERENCES 11

APPENDIX I: LABORATORY OBE DESCRIPTION 12

APPENDIX II: SKAA3352 COURSE NOTE 16

APPENDIX III: E-PPT 20

APPENDIX IV: EXAMPLE OF STUDENT FEEDBACK 21

2
3|P age

1. TEACHING PHILOSOPHY AND GOALS

" Teaching " is the most important profession in which a person is involved in shaping the future
of the country. Teaching and learning today inspire creative thinking and innovative
development that is necessary for a Civil Engineer. My first academic teaching experience
began in the third year of my degree when I was giving tuition to form 4 student who weak in
mathematics. My enthusiasm towards helping my junior in school and other activities taught
by my academic career has slowly developed the "teacher " in me. After graduate BSc in Civil
engineering in 1988, 1 was appointed as ‘assistant lecturer’, and served as lecturer for more
than 20 years. As a lecturer, I made myself as a role model for students to have qualities such
as maturity, good communication and interaction, and dynamic knowledge. Although my
students come from different backgrounds, I assume that the students as mature peoples who
have high responsibility for the given works/ assignments. I will help students when they make
mistakes. I will be very satisfied with my teaching when my students understand what I teach.
I also believe that students should also be constantly in the process of continuous learning all
the time. Therefore, students are encourage to do their own learning and not just rely 100% on
my lecture notes if they want to achieve good grades.

I will do thorough preparation before entering the classroom so that I could deliver a lecture
with confident and organized. Thus, it will help students to focus their full attention on the
lecture being delivered. While delivering the lecture, I will make sure that I have enough
knowledge about the topic being taught, and the most important thing is that I have latest
knowledge. A good teacher must be passionate about the subject being taught. Passion and
enthusiasm in a person for his or her work will only become a reality if he is quite
knowledgeable about a particular subject. The learning experience will be much more
interesting and students will find themselves enjoying the lecture that delivered by enthusiastic
lecturers. Students are happy to receive information more effectively than those who are tired
and stress.

In addition, as an academician , I believe a good teacher is responsible not only should focus
on how to make the students to get good grades, but more importantly how to use the knowledge
gained in their daily lives in an appropriate manner. Therefore, I always spend a few minutes

3
4|P age

during my lecture to convey to my students for values such as responsibility, discipline, honesty
and maturity.

The goals of my teaching for each course are to:

• help students develop an understanding on the courses that I taught
• increase the interest and enthusiasm of students to the subject I taught
• inspire students to be able to apply the knowledge gain at class into their daily lives.
• inspire creative thinking in students' learning skills as required by good responsible
Civil Engineer
• develop students with good moral values in delivering a responsible job

2. TEACHING RESPONSIBILITY
2.1 Course taught

I have been teaching at the Department of Structures and Materials, Faculty of Civil
Engineering for more than 20 years. During the early years of my teaching career, on average
I teach two courses per semester. I teach diploma and undergraduate civil engineering student.
Most of my classes are for second and third year student. I teach core subject Reinforced
Concrete Design (DAW 3513, SAW3353/SKAA3352), Theory of Structures (SAM 5913),
Civil Engineering Materials (SAB 2112), Civil Engineering Laboratory (DAW 3952, SAA
3052, SAW 4052, SAM 4051). Besides lecturing the mainstream students, I also teach
Reinforced Concrete Design for part time course at the School of Professional and Continuing
Education (SPACE) for both Diploma and Undergraduate courses. In addition to that, I also
had the opportunity to teach postgraduate student of fulltime Master of Science (Construction
Management) and Master of Science (Construction management) Offshore Program for
Sustainability and Environmental Management in Construction, MAM 1133. MAM1133 is
elective and it has been introduced in 2007 which was our brainchild that provides platform to
master student to instill the element of sustainability in planning, construction and management
in construction industry. The course has received an overwhelming response from the Master
student from various disciplines based on student registration record since 2007.

My teaching responsibility includes supervision, evaluation and examining of the

undergraduate and postgraduate projects/theses. Every semester I was assigned to evaluate and

4
5|P age

examine undergraduate students’ projects. To date, I have supervised more than 50 students for
their final year project (SAB/SKAA 4062 and SAB/SKAA 4064). While for postgraduate level,
I have successfully supervised 16 Master taught course students and 4 Master by research since
2008, and currently am supervising 8 PhDs and 2 Master by researches.

I also actively involves in publication activities including writing journal articles and books. I
have authored Open-ended Laboratory: concrete mix design experiment in 2013 that published
by Faculty of Civil Engineering, UTM. In addition to that I was co-author of Civil Engineering
Material Book published by McGrawHill. I was also involved in collaboration work of UTM-
Dewan Bahasa & Pustaka (DBP) as an author and evaluator of several word entries of the
Ensiklopedia Sains & Teknologi.

I was also laboratory coordinator for 5 ½ years and have succesfully help the laboratory
teaching from cook book style to outcome based education (OBE) system. I have successfully
revised the laboratory curriculum to fulfill the current requirements of Engineering
Accreditation Council (EAC) and Accreditation Board for Engineering and Technology
(ABET) as well as MOHE. This aims to produce young engineers who are not only well-versed
in theories, but are also practical and understand practical situations. Beginning in 2008/09
academic session, the execution of the concrete mix design experiment in the Faculty of Civil
Engineering Laboratory, Universiti Teknologi Malaysia, was sucessfully changed (Appendix
1). I have introduced the use of rubric for assessment not only for the laboratory report but also
in measuring domain of cognitive, affective and pshycomotor. This rubric is the first of its kind,
as it means that lecturers no longer depend on their own experience, and thus it helps to avoid
large variations in marks. This open-ended laboratory has been currently referred to and
adopted by Universiti Industri Selangor (UNISEL).

OBE system: Each member of the group must participate and demonstrate the spirit of team
working

5
6|P age

2.2 Grading

My grading is based on the overall performance of the student, which will be assessed
throughout the semester. This will cover the participation of the student in class, afford in
submitting assignment, test and final exam. Most of my question will require the student to
have clear understanding on the basic concept that involve in the design philosophy. The
student must be able to choose the most suitable answer if they want to gain good marks, and
this will be discussed frequently in class sessions. Memorizing is not the correct way to obtain
good marks and they may find it difficult to score high marks since my exam question are
designed in such a way requires critical thinking. Student who carefully able to follow the
lecture session, would be most likely able to understand the principle concept of design
philosophy and these student will stand good chance to score high marks in the final exam.

2.3 Availability

I am very flexible when it comes to meeting session with my student with respect to time or
place. Whenever is necessary, I will spare my time for discussion with my student even after
office hours or during weekends.

2.4 Feedback

Feedbacks and comments from my student are very important for my continuous quality
improvement (CQI). The feedbacks will be used to resolve any errors pertaining to knowledge
dissemination techniques and as well as in the course content. This continuous improvement
is very important for future development of the student learning aspect and as well as for my
teaching carrier.

6
7|P age

3. TEACHING METHOD
3.1 Class sessions

In the beginning of my first day lecture, I will throw some thought and ideas on moral values
in term of becoming as a good student and as well as a good person. This is including the
important attribute that UTM should achieve after student complete the course and programme.
The UTM graduate attributes, which includes communication, critical thinking & problem
solving, team-working, information management and lifelong learning, entrepreneurship,
leadership and pro-activeness and ethics and integrity that being urged by the university are
repeatedly being reminded to student so that they are aware and focus on what the university is
expecting from them and more importantly of the real world out there is counting on them to
delivery by having so called as graduate university student.

On the first day of my lecture also, the general overview and objectives of the course,
implementation of the assessment and review prerequisite materials are clearly explained.
These include the explanation on all the Program Outcome (PO), Course Outcome (CO),
Complex Activities (CA), Complex Problem (CP) and Knowledge Profile (KP), which
associated with the course taught. The class session is divided into 2 session; lecture and
discussion/problem solving session. Throughout the class session 1, I will implement the active
learning in which student may interrupt the lecture if they have any questions or confusion. The
second session encourage student to discuss and solve the given problem within the stipulated
time. Students need to think and complete the given problem, which through this students enjoy
the learning process.

3.2 Active learning

In line with the OBE approach, which has been implemented in many higher educational
institutions, in the past few years, I have started incorporated active learning techniques during
the class sessions. Since Reinforced design I is core subject and the fundamental of all
reinforced concrete building design, my intention is that student must understand the underlying
concept so that student will be able to solve various problem arise during real life in order to
sustain the economy, social and environmental aspects. Sustainable issues become main
discussion topic because the over design will not only eventually produce less economical but
also emit relatively high green-house gasses and contribute to global warming crisis. I classify

7
8|P age

this as rule of conduct in design of building or Etiquette. Student will be asked to relate how
the type of element in a structure and its exposure condition to environment will influence the
selected grade of concrete and will determine the optimum the content of cement. Cement is
important material in concrete and also one of the biggest contributor to carbon emission thus
the right exposure is very important in design of any concrete building. To discuss this, student
are group into up to five, etique in the design will be further explored by referring the building
code and related articles. This approach will allow the student to practice their communication
skill, etiquete in design, sustainable in design, critical thinking, accepting different opinions
and ideas and come out with suitable conclusion.

3.3 Coursework – projects

Discussions on relationship between theories and its concepts of any particular design type will
be related to the real situation. Students were given several assignment related to analysis
of structure and analysis of section in order to strengthen their fundamental. Complex
problem related with the analysis of section was given These varieties form of learning
methods will make the lectures become more interesting and the students will find different
ways in understanding the course. Through this practices many of the UTM attributes could be
practiced among the student and finally will be incorporated among them..

3.4 Assessments

The consolidation of the theoretical and the conceptual framework is realized through
assignments and examinations. The assignments comprises of straightforward questions. While
the final exam will requires the student to have not only good understanding on the basic
concept but also the related application taught in the course. Students can attain good judgment
on selection or decision if critical thinking is encouraged amongst students throughout the
course.

The preparation of the exam question will be based and follow the bloom taxonomy guidelines.
The exam questions are based on the three important domains, which are cognitive,
psychomotor and as well as affective domain. These covering from one to five different levels
of the major categories, such as knowledge, analysis and synthesis receiving, responding to
phenomena, valuing and perception and guided responses. My student will be reminded that

8
9|P age

practicing and memorizing the design procedure will not help the student to score in this
subject. Students need to be able to think and understand the fundamental concept of design.

4. COURSE SYLLABI AND INFORMATION

Design of Reinforced Concrete 1, SKAA 3352 is the course that I taught. It carries two credit
hours or equivalent to 2 hours of lecture per week. This subject is core subjects of the Bachelor
of Civil Engineering at the faculty. The general objectives of the subject are to give students an
understanding and ability to analyze and design reinforced concrete structural elements. This
subject is not only need to be understood in order to pass the exam but most importantly is to
apply the knowledge when they are practicing. A clear understanding on the consequences
upon their decision-making may cause great impact to the environment. The knowledge
obtained from the course is very crucial in practicing sustainable development.

Upon completing the course, the students would be able to:-

 Define the concept, procedure and objective of structural design and describe the basic
requirements of reinforced and pre-stressed concrete design.
 Analyze and design of reinforced concrete beams and slabs, and produce detailing for
the elements
 Propose a suitable structural layout plan for typical building floors and prepare a
concise and optimum beam and slab design calculation and produce detailing for the
elements.
 Apply ethical standard in professional practice and social interactions

The outline and the latest course notes (Level 1) for SKAA 3352 are presented in Appendix 2.
The student are assessed with two test (30%), projects task that contained project report and
assignment (20%) and final examination (50%). The students are responsible to submit their
project assignments on time as schedule to impose disciplinary among the student. Deduction
of marks will be taken for the delay submission of the task. The students are also strongly
reminded on their responsibility for attending the lectures. Class attendance is taken during
each lecture time. Students will be reminded that they will not be allowed to sit for final
examination if the attendance is less than 80%.

9
10 | P a g e

5. EVALUATION OF TEACHING

The chart below shows the score of my e-PPP for the past five years since 2008 to 2014, which
I could say I have shown excellent improvement in my teaching skill. The highest achievement
for my e-PPP score was during Session 2010-2011 Sem. 2 with an average of 4.76. Please refer
to Appendix III for detail of my evaluation while Appendix IV provides the collection of student
comments.

EPP marks vs Academic semester

5
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0

EPP score marks for each session

6. TEACHING IMPROVEMENT AND FUTURE PLANS

With the development and improvement in technology teaching arena and parallel with the
intention of the university to become the world-class university, I have changed my style of
teaching. Traditional lecture method such as using overhead transparencies and white board
was no longer exist. The application of power points, and real pictures that show real situation
and attractive pictures were applied as the teaching tools. For the derivation of design formula
it is shown by free hand on the white board. These approaches will make the lectures become
more interesting, interactive and easily understood. I have also tried hard to improve my
teaching skill. For this reason, I have attended course that can improve the presentation and
public speaking skills organized by UTM and conducted by Lighthouse Consulting.

10
11 | P a g e

To improve the course implementation, results from previous semester will be analysed. For
example, the result of semester 2 session 2012/2013 showed that students marks were
relatively low due to theoretical part eg. analysis of section. Thus, assignment alone are
not effective in enhancing student understanding. Several assignment related to analysis
of structure and analysis of section with high degree of complexity are given this
semester. At the end of semester this CQI effectiveness will be evaluated and new
improvement will be introduced depending upon this semester achievement.

7. REFERENCES

Barr, R.E., Krueger, T.J. and Aanstoos, T.A. (2006) Continuous Outcomes Assessment in an
Introduction to Mechanical Engineering Course, 36th ASEE/IEEE Frontiers in Education
Conference, S1E-9 – S1E-14.

Felder, R.M., Silverman, L.K. (1998). Learning and Teaching Styles In Engineering
Education. Engineering Education, 78(7), 674-681.

Fincher, C. (1994). Learning Theory and Research, in Teaching and Learning in the College
Classroom, edited by Kenneth A. Feldman and Michael Paulson, Ashe Reader Series,
Needham, MA: Ginn Press.

Francesca Hagadus-McHale. Multiple Intelligences: Creatively Engaging Middle School

Students in the Foreign Language Classroom, pp 1-8

Macdonald, G. (1997) Quality indicators and health promotion effectiveness. Promotion and
Education, IV, 5–8

Mansor, W., Hashim, H. et al. (2008). Preliminary Results on The Implementation of

Outcome-Based Education on The Non-Examinable Computer Engineering Modules, 38th
ASEE/IEEE Frontiers in Education Conference, S4B-21 – S4B-25.

Spady, W. (1994) Outcomes Based Education: Critical Issues and Answers, American
Association of School Administration: Arlington, Virginia.

Tindill, B. S. and Stewart, D. W. (1993) Integration of Total Quality and Quality Assurance. In
Al-Assaf, A. F. and Schmele, J. A. (eds) The Textbook of Total Quality in Healthcare. St Lucie
Press, Delray Beach, FL, pp. 209–220.

11
 12 | P a g e

APPENDIX I: LABORATORY OBE DESCRIPTION

OPEN-ENDED EXPERIMENT : Design of concrete mix

Students Pack

PREPARED BY : CERTIFIED BY :

Name : DR. ZAITON HARON Name : Head of Department

Signature : Signature :

Date : Date : December 2008

12
 13 | P a g e

(a) Objectives of the project

 To determine the proportions of concrete mix constituents; Cement, Fine aggregate, Coarse aggregate and
water
 To produce concrete with the specified properties

(b) Learning Outcomes

After completing the project in this laboratory, you will be able to;
i. Design the basic mix proportion of concrete with the specific properties
ii. Design the mix proportion with the inclusion cement replacement materials to achieve the desired specific
concrete
iii. Able to identify and analyse problem in complex situation and make justifying judgement
iv. Able to use of laboratory equipment/tools in solving problems
v. Work in a team

(c) Project Guideline

In this project you and your group will handle the lab which is very different from the other labs. The lab activities are
open ended. The facilitator will give you the problem that will be completed in three weeks for example design mix for
special purpose (eg. Pumpability or high strength - 55 N/mm2 to name a few).You will be given altogether 4 hours
duration in lab sessions that are spread over two consecutive weeks. In addition there are 4 hours out lab sessions, 2
hours spread over between week 1 and week 2 and another 2 hours in week 3. In lab session means you and your group
will carry out works during laboratory class while out lab session is the discussion handled outside of class time with
your group members once the project is underway.

Week 1 (Part 1)– in lab session

You and your group must understand the basic or fundamental of the subject that is the method of process of design mix.
This is the preliminary phase and the results obtained from the trial samples can help to determine the right proportion of
the proposed mixed for given problem. For this reason, use the Chapter 3.3 in this book to design first trial mix of
your own concrete grade design mi, namely Project C1 . As guidance, you must check the availability of materials in the
laboratory (also mentioned in this sheet). For example design a characteristic of 30 N/mm2 at 28 days with a specified
value of permissible failure using ordinary Portland cement, the uncrushed aggregate and the sand with grading passing
sieve 600. The output of design mix must be the determination of the proportions of trial mixes constituents such as
cement, fine aggregate, coarse aggregate and water. Using the obtained proportion you are required to conduct the
laboratory test to determine the fresh and hardened concrete properties. You may use any equipment in the
materials/concrete lab. The facilitator will only guide you or in another word he/she will not give the briefing.

Week 1 - out lab session

You must use experiences gathered during the first in lab session. You and your group must divide the work and
begins to further discuss the works that will be carried out in the second week. The focus is to design the mix for special
purpose with the inclusion of given materials such as admixtures, fly ash or blended cement. This is open ended lab and
its require the group to engage in life-long learning in order to identify, formulate and solve the problem. There may be
many approaches to incorporate these parameters. You must get more resources to help understand and brainstorm the
approach to incorporate this/these parameters (eg slag, POFA, fly ash, admixtures) and design further experiments. Use
your own creativity on which materials to be included in the design process. In making the decision you and your group
must conduct some researches work to reconfirm and agree the proposed design mixes. The discussion must be recorded
in log book which will then be presented to the facilitator in the second week in lab session for the assessment.

Week 2 (Part 2) - in lab session

You and your group must present proposed design mixes to facilitator. You may propose 2 or 3 trial mixes to achieve
your goal. Facilitator will comment and make sure the your group’s decision making is on the right track. After
approved by the facilitator you must conduct the experiments. It is up to you to decide which experiment is the best to
reflect the characteristic of proposed concrete. It is up to you to decide which experiment is the best to reflect the desired
characteristic of proposed concrete. The hardened concrete should be tested at the age of 7 days in out lab session.
Facilitator will monitor and mark individual in-lab activities (except during harderned test on concrete at 7 days).

Week 3 - out lab session

You and your group are required to test the hardened concrete from the 2 nd week design mix. Discuss the obtained
results. Produce only one report with the number of pages for not more than 5 (not including Appendices) and
submitted exactly 3 days after the project completed. The leader must ensure that each team member is responsible
enough to contribute in completing the work. The format of the report will generally be as follows:

13
 14 | P a g e

 Title, team members

 Introduction
 Procedures
 Results and Discussion
 Conclusions
 Logbook notes
 Appendices (if applicable)

(d) Problem Solving Timeline:

You may follow the timeline as shown bellow:

No. Lab activities Week 1 Week 2 Week 3

 Understand the problem with guide from

facilitator
 Brainstorming, giving ideas to solve
problem using the available resources √
 Begin to design the trial mix and conduct
1.
initial experiment – wet and hardened
properties
 Verify the availability of materials and
equipments to conduct experiment

 Conduct the test on trial mixes sample from

experiment in week 1
 Present new trial mixes proportion of the √
desired specific concrete which may
2.
incorporate materials such as POFA, Slag,
fly ash, admixture etc to facilitator
 Conduct final experiments

 Test the samples

 Analyse experimental data, relate to the
theoretical aspects and write laboratory √
3.
reports.
 Submit report

(e) Log Book Assesment

Log book reporting the group activities must be shown to lecturer.

(f) Equipments List:

 Riffle box
 BS sieves
 Slump cone test apparatus set , tamping rod
 Compacting factor test apparatus set
 Cube mould of 100 or 150mm, tamping rod
 Compression machine of 1000 kN

(g) Materials:
 Crushed coarse aggregate
 Sand

14
 15 | P a g e

 Admixtures
 Cement
 Water
 Fly ash
 Slag/POFA

(h) Additional resources:

 BS5328: Part 2:1997: Method for specify concrete mixes
 Design of normal concrete mixes: Department of environment, HMSO, 1988, 1997
 BS8110: Part 1; Structural use of Concrete

(i) References:
 Civil Engineering Laboratory I, II and III Manual
 Material in construction, G.D Taylor, 2000
 Civil Engineering Materials, Shan Somayaji, 2001

15
 16 | P a g e

APPENDIX II: SKAA 3352 COURSE NOTE

PRE-REQUISITE : SKAW 2223 (Mechanics of Materials)

EQUIVALENCE : SAB3353
2 Hours Lecture
LECTURE HOURS :
2Hours Practical
LECTURERS E-Mail Room No. Phone No.
Ahmad Zaidon bin Rais ahmadzaidon@utm.my M46-335 31608
Dr. Zaiton Haron zaitonharon@utm.my M47-119 31537

SYNOPSIS
This is a core course which will provide an understanding and ability to analyze and design reinforced concrete
structural elements. Among the topics discussed are objective and methods of design, code of practice, analysis and
design of sections for moments and shear, checking for deflection and cracking, durability and detailing requirements,
design of simply supported and continuous beams, design of one way and two way restrained and simply supported
slab. Furthermore the students will be exposed to the concept of pre-stressed concrete which covers topics on principle
and methods of pre-stressing, stress limit, losses and selection of section.

COURSE LEARNING OUTCOMES

By the end of the course, students should be able to :
Programme Complex Complex Knowledge
Bloom
No. Course Outcomes (CO) Outcomes Problems Activities Profiles Assessment
Taxonomy
(PO) (CL) (CA) (KP)
Define the concept,
procedure and objective of
structural design and
1. describe the basic KP4 C2 A, T, F
requirements of reinforced
and pre-stressed concrete
design.
Analyze and design of
reinforced concrete beams
2. KP4 C3 A, T, F
and slabs, and produce PO3
detailing for the elements
Propose a suitable
structural layout plan for
typical building floors and
prepare a concise and
3. CP3 CA5 KP5 C5 PR
optimum beam and slab
design calculation and
produce detailing for the
elements.
Apply ethical standard in
4. professional practice and PO10 KP7 A3 A, PR
social interactions
Note : (A - Assignment; T – Test ; PR – Project ; Q – Quiz ; Pr – Presentation; F – Final Exam)
PREPARED BY : CERTIFIED BY :

Name : Ir. Mohamad Salleh Yassin Name : AP. Dr. Arizu Sulaiman
Head, Dept. of Struc.& Materials

Signature : Signature :
Date : 21st June 2013 Date : 21st June 2013

16
 17 | P a g e

STUDENT LEARNING TIME

Student Learning Time

No. Teaching and Learning Activities
(hours)
1. Face-to-Face Learning
a. Lecturer-Centered Learning
i. Lecture 28
b. Student-Centered Learning (SCL)
i. Laboratory / Tutorial /Practical 14
Student-centered learning activities – Active Learning,
ii. 14
Project Based Learning
2. Self-Directed Learning
Non-face-to-face learning or student-centered learning (SCL) such
a. 24
as manual, assignment, module, e-Learning, etc.
b. Revision 19
c. Assessment Preparations 14
3. Formal Assessment
a. Continuous Assessment 4
b. Final Exam 3
Total (SLT) 120

TEACHING METHODOLOGY

1. Basic Design philosophies and the use of code of practice will be demonstrated.
2. Students will be required to write reports and/or discussed and on-going or completed design project.
3. Students are required to go through the given tutorials.
4. Students are required to produce design project in group.
WEEKLY SCHEDULE

WEEK LECTURE TOPIC / CONTENT

Introduction
1 Objective, method and process of design, code of practice, loading and
material strength, partial safety factor.
1
2 Stress strain relationships, behavior of beam under flexure, stress strain
distribution of a section, types of section failure.

Analysis and design of section.

3 Singly reinforced rectangular sections.
2
4 Doubly reinforced rectangular sections, design formulae.

5 Flange section-effective width of flange beam, neutral axis in the flange.

3 6 Flange sections- neutral axis below the flange, design formulae

WEEK LECTURE TOPIC / CONTENT

Shear, deflection and cracking
4 7 Shear, mode of failure, design procedure and examples.
8 Deflection and cracking, theory, checking procedure and examples

17
18 | P a g e

Durability and detailing requirements

9 Concrete cover, minimum and maximum areas of steel, bar anchorage, curtailment and
laps.
5
Beam design
10 Determination of size, simply supported beams, examples

6 MID SEMESTER BREAK

11 Distribution of slab loading to beams, simply supported beams, related examples.
7
TEST 1
12
13 Continuous beam, loading arrangement methods of analysis, application of shear and
8 moment coefficient, examples.
14 Elastic analysis using moment distribution methods, examples., moment redistribution,
examples
Slab Design
15 Introduction, types of slab, method of analysis.
9
16 Simply supported one-way slab, example

17 Continuous one way slab, example.

10 18 Simply supported two way slab, example

19 Restrained two way slab : design rules.

11 20 Restrained two way slab : example

21 Restrained two way slab : detailing

12 22 TEST 2

Introduction to Pre-stressed Concrete

23 Introduction, pre-stressing methods, advantages, materials, pre-stressing systems,
13 equipment and usage.
24 Design considerations, stress limits, loss of pre-stress.
25 Design procedure, basic theory, derivation of basic equations
14
26 Checking of stress limits, example

27 Selection of section : trial and error method

15 28 Selection of section : standard section method

REVISION WEEK AND FINAL EXAMINATION

18
 19 | P a g e

REFERENCES

1. STANDARDS MALAYSIA. MS EN 1990: Eurocode: Basis of structural design. MS, 2010

2. Malaysia National Annex to Eurocode. MS, 2010
3. STANDARDS MALAYSIA. MS EN 1991: Eurocode 1:Actions on structures. MS, 2010
4. Malaysia National Annex to Eurocode 1. MS, 2010
5. STANDARDS MALAYSIA. MS EN 1992: Eurocode 2-Part 1-1: Design of concrete structures- General rules
and rules for buildings, MS, 2010
6. Malaysia National Annex to Eurocode 2. MS, 2010
7. Mosley,B,Bungey, J.&Hulse, R. Reinforced Concrete Design to Eurocode 2, 7th. Edition. Palgrave McMillan,
2012
8. The Institution of Structural Engineers/The Concrete Centre/BCA, Manual for the design of concrete
building structures to Eurocode 2, IStructE, 2006
9. Goodchild, C.H, Worked Examples to Eurocode 2: Volume 1, The Concrete Centre, 2009
10. Narayanan, R.S, &Goodchild, C.H, Concise Eurocode 2, The Concrete Centre, 2006
11. The Institution of Structural Engineers/The Concrete Centre/DTI, Standard method of detailing
structural concrete, Third Edition, IStructE, 2006
12. Brooker, O, et, al. How to design concrete structures using Eurocode 2, The Concrete Centre, 2006
13. Reynold, CE.&Steedman, JC. &Threlfall, A, J., Reinforced Concrete Designer’s Handbook, 11th.Ed., Taylor
& Francis, 2007
14. Laws of Malaysia, Uniform Building By-Laws 1984, International Law Book Services. 2003
15. Bhatt, P., MacGinley, T.J.,&Choo, B.S., Reinforced concrete, design theory and examples, 3rd. Edition,
Taylor & Francis, 2006

GRADING

No. Assessment Number % each % total Dates

1. Assignments 1 5 5

2 Project 1 15 15

3. Test 2 15 30

4. Final Exam 1 50 50

Overall Total 100

ATTENDANCE

The student should adhere to the rules of attendance as stated in the University Academic Regulation :-

1. Student must attend not less than 80% of lecture hours as required for the subject.

2. The student will be prohibited from attending any lecture and assessment activities upon failure to comply
the above requirement. Zero mark will be given to the subject.

19
20 | P a g e

APPENDIX III: E-PPT

TEACHING EVALUATION FOR SAB3353/SKAA3352

No semester value of epp

1 2008/2009-2 4.53
2 2009/2010-1 4.58
3 2009/2010-2 4.71
4 2010/2011-1 4.65
5 2010/2011-2 4.76
6 2011/2012-1 4.26
7 2011/2012-2 4.54
8 2012/2013-1 4.39
9 2012/2013-2 4.67
10 2013/2014-1 4.59

20
21 | P a g e

APPENDIX IV: STUDENT FEEDBACK

21
22 | P a g e

22