The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act, 1999, FETAC now has responsibility for making awards previously made by NCVA. Module Descriptor Structural Mechanics Level 5 L20045 www.fetac.ie
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Module Descriptor Structural Mechanics - QQI · 1 1. Module Title Structural Mechanics 2. Module Code L20045 3. Level 5 4. Credit Value 1 5. Purpose This module is designed to broaden
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The Further Education and Training Awards Council (FETAC)
was set up as a statutory body on 11 June 2001
by the Minister for Education and Science.
Under the Qualifications (Education & Training) Act, 1999,
FETAC now has responsibility for making awards
previously made by NCVA.
Module Descriptor
Structural Mechanics
Level 5 L20045
www.fetac.ie
Level 5 Module Descriptor
Summary of Contents
Introduction Describes how the module functions as part of the national
vocational certificate framework.
Module Title Indicates the module content. This title appears on the learner’s
certificate. It can be used to download the module from the website
www.fetac.ie.
Module Code
An individual code is assigned to each module; a letter at the
beginning denotes a vocational or general studies area under which
the module is grouped and the first digit denotes its level within the
national vocational certificate framework.
Level Indicates where the module is placed in the national vocational
certificate framework, from Level 3 to Level 6.
Credit Value Denotes the amount of credit that a learner accumulates on
achievement of the module.
Purpose
Describes in summary what the learner will achieve on successfully
completing the module and in what learning and vocational contexts
the module has been developed. Where relevant, it lists what
certification will be awarded by other certification agencies.
Preferred Entry Level Recommends the level of previous achievement or experience of the
learner.
Special Requirements
Usually ‘none’ but in some cases detail is provided here of specific
learner or course provider requirements. There may also be
reference to the minimum safety or skill requirements that learners
must achieve prior to assessment.
General Aims Describe in 3-5 statements the broad skills and knowledge learners
will have achieved on successful completion of the module.
Units Structure the learning outcomes; there may be no units.
Specific Learning
Outcomes
Describe in specific terms the knowledge and skills that learners will
have achieved on successful completion of the module.
Portfolio of Assessment Provides details on how the learning outcomes are to be assessed.
Grading Provides details of the grading system used.
Individual Candidate
Marking Sheets
List the assessment criteria for each assessment technique and the
marking system.
Module Results
Summary Sheet
Records the marks for each candidate in each assessment technique
and in total. It is an important record for centres of their candidate’s
achievements.
Appendices Can include approval forms for national governing bodies.
Glossary of Assessment
Techniques Explains the types of assessment techniques used to assess standards.
Assessment Principles Describes the assessment principles that underpin FETAC approach
to assessment.
Introduction
A module is a statement of the standards to be achieved to gain a FETAC award.
Candidates are assessed to establish whether they have achieved the required
standards. Credit is awarded for each module successfully completed.
The standards in a module are expressed principally in terms of specific learning
outcomes, i.e. what the learner will be able to do on successful completion of the
module. The other elements of the module - the purpose, general aims,
assessment details and assessment criteria - combine with the learning outcomes
to state the standards in a holistic way.
While FETAC is responsible for setting the standards for certification in
partnership with course providers and industry, it is the course providers who are
responsible for the design of the learning programmes. The duration, content and
delivery of learning programmes should be appropriate to the learners’ needs and
interests, and should enable the learners to reach the standard as described in the
modules. Modules may be delivered alone or integrated with other modules.
The development of learners’ core skills is a key objective of vocational
education and training. The opportunity to develop these skills may arise through
a single module or a range of modules. The core skills include:
• taking initiative
• taking responsibility for one’s own learning and progress
• problem solving
• applying theoretical knowledge in practical contexts
• being numerate and literate
• having information and communication technology skills
• sourcing and organising information effectively
• listening effectively
• communicating orally and in writing
• working effectively in group situations
• understanding health and safety issues
• reflecting on and evaluating quality of own learning and achievement.
Course providers are encouraged to design programmes which enable learners to
develop core skills.
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1. Module Title Structural Mechanics
2. Module Code L20045
3. Level 5
4. Credit Value 1
5. Purpose This module is designed to broaden the learners’
knowledge of the use of technical information and
scientific principles for which engineers find
practical use.
6. Preferred Entry Leaving Certificate or equivalent qualification(s)
Level and/or relevant life and work experience.
7. Special
Requirements Learners undertaking this module must have skills in the
use of numbers so that sizes and magnitudes can be
quantified and interpreted.
A module in mathematics must be taken in conjuction
with this module.
8. General Aims This module aims to enable the learner to:
8.1 Extend his/her knowledge of basic scientific principles
and their applications to modern construction.
8.2 Trace the development of modern structural mechanics
from its early beginnings.
8.3 Be introduced to the concepts of structural
mechanics and the use of graphical representation as a
means of analysis.
8.4 Use and manipulate formulae to solve problems
in structural mechanics.
8.5 Develop the concepts of structural mechanics to
the analysis of beams and frame works.
8.6 Develop an understanding of the structural
behaviour of materials, the relationship between
ultimate stress and working stress and the likely modes
of failure.
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9. Units
Unit 1 Introduction
Unit 2 Concurrent Coplanar Forces
Unit 3 Stress, Strain and Elasticity
Unit 4 Moments
Unit 5 Shear Force and Bending Moment
Unit 6 Properties of Sections
10. Specific Learning Outcomes
Unit 1 Introduction
Learners should be able to:
10.1.1 outline the contribution of Galileo, Newton, Hooke, and
Cauchy to the development of structural mechanics
10.1.2 explain that churches, castles etc. were built according to “rules
of thumb”
10.1.3 state the importance of the International System of
Units (SI) and name the seven base units
10.1.4 use prefixes denoting decimal multiples or submultiples
when performing calculations
10.1.5 use appropriate symbols and abbreviations.
Unit 2 Concurrent Coplanar Forces
Learners should be able to:
10.2.1 state a force has magnitude and direction
10.2.2 define the “coplanar force system”
10.2.3 solve problems using the triangle of forces, Bow’s
notation and the parallelogram of forces
10.2.4 use trigonometry to solve similar problems
10.2.5 resolve a force into it’s horizontal and vertical
components
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10.2.6 solve problems involving polygon of forces by graphical and
mathematical methods.
Unit 3 Stress, Strain and Elasticity
Learners should be able to:
10.3.1 distinguish between tensile, compressive and shear
forces
10.3.2 define stress and strain
10.3.3 state the relationship between stress and strain
10.3.4 solve the practical problems involving stress, strain and the
modulus of elasticity
10.3.5 outline the behaviour of steel in tension, explaining the terms
0.1% proof stress and tensile strength
10.3.6 sketch and interpret the force-extension graph of 0.2% carbon
steel
10.3.7 explain the importance of factor of safety and working stress
10.3.8 solve problems involving working stress and factor of safety
10.3.9 define the coefficient of thermal expansion and solve problems
involving temperature strain.
Unit 4 Moments
Learners should be able to:
10.4.1 define the moment of a force
10.4.2 distinguish between clockwise moments and
anticlockwise moments
10.4.3 solve problems involving moments
10.4.4 explain the principle of the lever
10.4.5 explain the difference between loads and reactions
10.4.6 calculate beam support reactions using moments.
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Unit 5 Shear Force and Bending Moment
Learners should be able to:
10.5.1 outline methods for supporting beams
10.5.2 define shear force and bending moment
10.5.3 analyse simply supported beams, subject to udls and
Point loads to determine shearing force (SF) and bending
moment (BM) values at any point
10.5.4 calculate reactions, shearing force and bending moment values,
with or without overhanging ends, and associated SF and BM
diagrams
10.5.5 identify points of contraflexure, and state the
relationship between SF and BM values along a beam.
Unit 6 Properties of Sections
Learners should be able to:
10.6.1 explain the terms cross sectional area, centroid, moment of
inertia (second moment of area)
10.6.2 outline how the shape and size of a beam’s section
affects its degree of resistance to SF and BM
10.6.3 determine the centre of gravity of solids by calculation
10.6.4 summarise the general principles of simple bending and
outline the general theory of bending
10.6.5 solve problems involving properties of sections using
appropriate reference tables.
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11 Portfolio of Assessment
Summary Examination 25%
Examination 50%
Assignment 25%
11.1 Technique Examination
Duration 1 Hour
11.2 Technique Examination
Weighting 50%
Duration 2 Hours
Format An assignment (2 to 4 pages, A4 size) based upon learning and
research on topics contained in the Specific Learning
Outcomes.
All questions carry equal marks.
Learners must answer any 4 questions.
11.3 Technique Assignment
Format An assignment (2 to 4 pages, A4 size) based upon
learning and research on topics contained in the
Specific Learning Outcomes.
Assignment will be given to learners in the second term