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https://eit.engineers.scot/api.php?action=feedcontributions&feedformat=atom&user=Iain Engineer-it - User contributions [en-gb] 2026-06-13T05:15:35Z User contributions MediaWiki 1.38.4 https://eit.engineers.scot/index.php?title=Structural_design_processes&diff=1589 Structural design processes 2023-04-01T08:57:22Z

<p>Iain: </p> <hr /> <div><br /> Structural design requires the use of system planning where the overal process and the sub-processes need to be optimised. This article demonstates how system planning is applied in structural engineering design. <br /> <br /> Since every strucuture is different and innovatiion may be needed, a flexible approach to the processes is needed. <br /> <br /> Figure 1 shows how, in the creation of a structure, one starts with a set of requirements that represent the objecties and constraints forthe structure. This is transformed by a design process into design output, i.e. into information about what the structure will be and justification for the design decisions.. A construction process then transforms the design output into the physical structure. In this article, processes used in structural design are discussed<br /> [[File:Structure-process.png|none|thumb|600x600px|Figure 1 Stages in the creation of a structure]]<br /> <br /> === A basic model of the design process === <br /> [[File:Structure-process-2.png|thumb|400x400px|Figure 2 Design process stages]]<br /> Figure 2 shows a model of the design process as an instance of the [[Top-down strategy]]. The 'system model' is information about the stucture being designed and about its context.<br /> <br /> The process is not normally linear. Iterations and revisions are made based on continuous review activity,<br /> <br /> At the the Inception Stage, requirements for the performance of the stucture and for the design process are established and information about, for example, the site is identified.<br /> <br /> At the Conception Stage, investigations are carried out leading to a decisoin about the general form of the structre to be adopted.<br /> <br /> At the Production Stage, the chosen form of structure is developed to produce drawings and specifications to be passed on to the construction stage. Other outcomes include documents that justify the decisions taken.<br /> <br /> === Process mapping === <br /> The Institution of Structural Egineers publishes a [https://www.istructe.org/sitefiles/handlers/DownloadFile.ashx?productId=9746 Structural Plan of Work] that sets out an overall process for structural engineers working on the design of a building. <br /> <br /> The stages in the IStructE Plan of Work are shown in Figure 3.<br /> <br /> [[File:ISE-PlanofW-2.png|center|thumb|800x800px|Figure 3 Stages in the IStructE Plan of Work]]<br /> <br /> A process map for structural design is shown in Table 1.<br /> [[File:Des-proc-2.png|center|thumb|800x800px|Table 1 Simplified process map for structural design]]<br /> <br /> The work starts at the top left of the map with the definition of requirements and moves across the stages and down the sub-processes to achieve the basic project outcomes In the case of stuctural design, the basic outcome is in the form of drawings and specifications that define what the structure will be. Other outcomes are required that, for example, justify the choices made or show how risk was controlled. <br /> <br /> Table 1 only indicates some of the complexity of the system plan. It does not show iterations that are common, especially at the concept stage, nor does it show interactions among the sub-processes.<br /> === Controlling Risk === <br /> Reducing risk, e.g. risks of collapse, inadequate performance, cost escalations, etc, is a fundamental strategy in engineered processes. A structural collapse can have serious consequences and all structural engineering activities should be treated as being, to some degree [[Risk#Safety-critical systems|safety critical]].<br /> <br /> Structural egineers have a duty of care to ensure that what they design will be safe to use. <br /> <br /> Naval architect, Stephen Payne, designer of the Queen Mary 2, said (at a talk given to the Institution of Engineers in Scotland in 2020). "When designing a cruise liner, the regulations represent the starting point for my safety assessment. The Titanic met the then current regulations." Hundreds of people might drown if a passenger liner was lost at sea. There are equivalent risks in structural design e.g. for a long span bridge or the roof of a sports stadium. Use of the principle that the ''starting'' point for design should be the regulations should be adopted in all strutural designs. This requires [[critical thinking]] by all participants.<br /> <br /> Structural design briefs should require that consideration should be given to the issues that are not covered by standards and that analysis models should be validated [reference needed].<br /> <br /> === Design Programme=== <br /> The work of the project is controlled by a programme where tasks are defined and allocated and timelines are established.<br /> <br /> Items in such a programme include:<br /> *Task descriptions<br /> *Task schedules.<br /> *Manpower schedules<br /> *Reviews<br /> Core actions in preparing a project programe include: <br /> *Break down the work into tasks.<br /> *Estimate the time it will take to complete each task.<br /> *Define the precedence of the tasks, i.e. decide which tasks can be carried out in parallel and which need to be handled consecutively.<br /> *Identify any lead times needed for starting the tasks - e.g. where one needs to wait for information to be delivered.<br /> *Identify critical tasks, i.e. those which if not done on time will cause delay in the overall completion<br /> *Draw up a schedule for the work, typically using a bar chart which shows when each task should start and finish. Leave some slack in the system to allow for unforeseen circumstances.<br /> * Record progress and update the task times as the work proceeds.<br /> ===='''Task Assignment'''==== <br /> When assigning a task, take account of (a) the competence of the person who is to carry out the task and (b) the need to train people to do the task.<br /> ===='''Reviews'''==== <br /> ''Regular review meetings'' should be included in the schedule to address:<br /> *Progress in relation to the programme.<br /> *Progress in relation to meeting the [https://eit.engineers.scot/index.php?title=Top-down_strategy#Requirements requirements]<br /> ''Milestone reviews'' Two major reviews in the design plan are:<br /> <br /> # At the end of the concept stage the state of the design is reviewed to ensure that what is proposed has the potential to satisfy the requirements i.e. that the design is valid. This results in a Design Proposal for agreement by the client.<br /> # The final review assessesm the outcomes against the requirements.<br /> [[Critical thinking]] is a key attribute in review work. Constantly asking reflective questions and responding to them is essential for ensuring successful outcomes. Key reflective questions are:<br /> <br /> * ''Validation'': Is the process suited to the context?<br /> * ''Verification'': Has the process been correctly implemented?<br /> <br /> === Inception Stage ===<br /> <br /> ==== '''Structural design brief''' ====<br /> This is a collection of all requirements that may affect the structural design including information about the processes to be used. At Stage 1, it should, if practical, not relate to a specific structural form so as not to limit the scope of the options to be considered. <br /> <br /> The brief starts with the client requirements and is developed at the Concept Stage based on information from the options analysis. At the end of Stage 2, a Stage 2 Design Brief should be issued and therafte changes to the brief should be avoided, if practical.<br /> <br /> This guidance about the project brief in the RIBA plan of work states that: "The project brief is likely to be presented as a report, however, where possible, information and requirements should be scheduled in a database or spreadsheet format that will be easy to expand and will be easy to use to test whether proposals satisfy requirements later in the project." <br /> <br /> ===== Establishing the design brief =====<br /> To establish the requirments, design issues should be identified and expressed in the form of requirements. Figure 4 shows generic structural design issues.<br /> [[File:Issues-1.png|none|thumb|700x700px|Figure 4 Generic structural design issues]]<br /> <br /> ===== Principles =====<br /> * Work to a process for establishing the brief<br /> * Ensure that all requirements have been identified and adequately stated in the brief<br /> <br /> ===== Recommended verbal forms to be used in the brief (from [https://www.standardsforhighways.co.uk/tses/attachments/25cefcd4-3464-4e41-8e4f-fffc155723ea GG 101]-page 5) =====<br /> * The verb ’must’ indicates a statutory or legislative requirement.<br /> * The verb ’shall’ indicates a requirement of the Overseeing Organisation.<br /> * The verb ’should’ indicates advice expressed as a recommendation.<br /> * The verb ’may’ indicates advice expressed as a permissible approach.<br /> * The verb ’can’ or verbs expressed in the present tense other than ’must’, ’shall’, ’should’ and ’may’ are used to introduce notes, which provide a short clarification of a concept or statement of fact.<br /> <br /> ===== Using the design brief =====<br /> * Be vigilant throughout the design process about requirements conformance<br /> * At design review meetings have requirements conformance on the agenda.<br /> *Ensure that that the mandatory requirements have been satisfied. <br /> <br /> * Explain why any non-mandatory requirements have not been fully satisfied.<br /> <br /> ===== Site information =====<br /> This document may include information about: topography, existing site features, former usage, services, ground conditions, etc.<br /> <br /> === Conception Stage ===<br /> <br /> ===== Options analysis =====<br /> Develop a set of options to a degree of detail sufficient to assess them against the requirements. Compare them against the requirements and decide on the form of the structure to be used.<br /> <br /> ===== Principles for the options analsis =====<br /> * At the outset, all options should be 'on the table'.<br /> * Select a set of 'candidate options' that have potential to meet the requirements<br /> * Carry out partial designs for these options to provide information adequate for assessing their relative merits.<br /> * Assess the options using [https://eit.engineers.scot/index.php?title=Critical_thinking#Proposal_testing proposal testing] principles.<br /> * Consider using a multi-criteria assessment [https://eit.engineers.scot/images/d/db/Ch2_evaluating-design-options.pdf method]<br /> <br /> ==== '''Design brief - Stage 2''' ====<br /> The design brief should be updated taking account of the decisions made as a result of the options analysis. For example a detailed list of codes of the relevatn codes of practice should be added to the brief.<br /> <br /> ==== '''Design proposal - Stage 2''' ====<br /> <br /> This document is similar to the ''[https://www.standardsforhighways.co.uk/prod/attachments/17dadcc6-8e01-455d-b93e-c827d280839a?inline=true Approval in Principle]'' document for bridges and to the ''Basis of Structural Design'' document recommended in the [https://www.istructe.org/sitefiles/handlers/DownloadFile.ashx?productId=9746 IStructE Plan of Work].<br /> <br /> It is recommended that the Design Proposal - stage 2 includes:<br /> <br /> 1. A project description<br /> <br /> 2. Reference to documents:<br /> <br /> * Site Information<br /> * Options Analysis Report<br /> * Structural Design Brief (Stage 2)<br /> <br /> 3. Information about the proposed structure - what has been decided at the end of the Concept Stage (this may part of the Options Analysis Report)<br /> <br /> 4. Statements in relation to:<br /> <br /> * The requirements that have been addressed at the end of Stage 2. <br /> * Actions/processes needed at the Production Stage to ensure that all requirements will be properly addressed.<br /> * Issues to be addressed that are not included in codes of practice. This is especially important in innovative contexts. See, for example, the [[Structural design failures|Ronan Point Collapse]]<br /> <br /> === Production Stage ===<br /> <br /> ==== '''Technical assessment''' ====<br /> Technical assessment is the combined use of analysis modelling and performance criteria to seek to ensure that the structure will satisfy the technical requirements set out in the Design Brief - Stage 2. A main requirement of technical assessment is to ensure that the strucutre will be stable i.e. that it will not be close to collapse. <br /> <br /> ===== Analysis modelling =====<br /> There is significant risk that errors in the modelling will cause the structure to be unsafe and therefore a fit for purpose [[analysis modelling process]] must be used. <br /> <br /> ==== '''Conformance to technical criteria''' ====<br /> <br /> ===== Validation of technical criteria =====<br /> It is essential that all the relevant code of practice critera are addresses. It is also very important to be vigilant for issues that are not covered by codes of practice and may not have been identified in the Design Proposal - Stage 2 document.<br /> <br /> ===== Performing the calculations =====<br /> Code of practice rules should be processed using software that has been subject to rigorous QA assessment.<br /> <br /> Hand calculators should only be used in preliminary work and back-of-an-envelope checks. They should not be used for final calculations because of the increased risk of errors.<br /> <br /> A process is needed for checking that:<br /> <br /> * the input to calculations is correct,<br /> * the calculations have been correctly implemented<br /> * all criteria have been satisfied. <br /> <br /> ==== '''Drawings and specifications''' ====<br /> A process is needed to verify that the decisions made are correctly implemented in the drawings and specifications that are used to construct the structure and for other purposes.<br /> <br /> ==== '''Design verification report''' ====<br /> This report should: <br /> <br /> * demonstrate that the mandatory requirements have been satisfied and show how the non-mandatory requirements have been addressed.<br /> * record the validation of the processes used and how theys were verified.<br /> * serve as a record for archiving purposes of what has been done .<br /> <br /> Typical contents of a verification report:<br /> <br /> 1. Modelling<br /> <br /> * Description of the models used.<br /> * Modelling reviews: model validation, results verification<br /> <br /> 2. Code of practice calculations.<br /> <br /> * Record of calculations<br /> * Record of verification processes<br /> <br /> 3. Stability and Robustness report.<br /> <br /> 4. Sustainability Report<br /> <br /> 5. Access and Maintenance strategy<br /> <br /> 6. Cost analysis<br /> <br /> 7. Construction Methods statement</div>

Iain https://eit.engineers.scot/index.php?title=Structural_design_processes&diff=1588 Structural design processes 2023-04-01T05:56:59Z

<p>Iain: </p> <hr /> <div><br /> Structural design requires the use of system planning where the overal process and the sub-processes need to be optimised. This article demonstates how system planning is applied in structural engineering design. <br /> <br /> Since every strucuture is different and innovatiion may be needed, a flexible approach to the processes is needed. <br /> <br /> Figure 1 shows how, in the creation of a structure, one starts with a set of requirements that represent the objecties and constraints forthe structure. This is transformed by a design process into design output, i.e. into information about what the structure will be and justification for the design decisions.. A construction process then transforms the design output into the physical structure. In this article, processes used in structural design are discussed<br /> [[File:Structure-process.png|none|thumb|600x600px|Figure 1 Stages in the creation of a structure]]<br /> <br /> === A basic model of the design process === <br /> [[File:Structure-process-2.png|thumb|400x400px|Figure 2 Design process stages]]<br /> Figure 2 shows a model of the design process as an instance of the [[Top-down strategy]]. The 'system model' is information about the stucture being designed and about its context.<br /> <br /> The process is not normally linear. Iterations and revisions are made based on continuous review activity,<br /> <br /> At the the Inception Stage, requirements for the performance of the stucture and for the design process are established and information about, for example, the site is identified.<br /> <br /> At the Conception Stage, investigations are carried out leading to a decisoin about the general form of the structre to be adopted.<br /> <br /> At the Production Stage, the chosen form of structure is developed to produce drawings and specifications to be passed on to the construction stage. Other outcomes include documents that justify the decisions taken.<br /> <br /> === Process mapping === <br /> The Institution of Structural Egineers publishes a [https://www.istructe.org/sitefiles/handlers/DownloadFile.ashx?productId=9746 Structural Plan of Work] that sets out an overall process for structural engineers working on the design of a building. <br /> <br /> The stages in the IStructE Plan of Work are shown in Figure 3.<br /> <br /> [[File:ISE-PlanofW-2.png|center|thumb|800x800px|Figure 3 Stages in the IStructE Plan of Work]]<br /> <br /> A process map for structural design is shown in Table 1.<br /> [[File:Des-proc-2.png|center|thumb|800x800px|Table 1 Simplified process map for structural design]]<br /> <br /> The work starts at the top left of the map with the definition of requirements and moves across the stages and down the sub-processes to achieve the basic project outcomes In the case of stuctural design, the basic outcome is in the form of drawings and specifications that define what the structure will be. Other outcomes are required that, for example, justify the choices made or show how risk was controlled. <br /> <br /> Table 1 only indicates some of the complexity of the system plan. It does not show iterations that are common, especially at the concept stage, nor does it show interactions among the sub-processes.<br /> === Controlling Risk === <br /> Reducing risk, e.g. risks of collapse, inadequate performance, cost escalations, etc, is a fundamental strategy in engineered processes. A structural collapse can have serious consequences and all structural engineering activities should be treated as being, to some degree [[Risk#Safety-critical systems|safety critical]].<br /> <br /> Structural egineers have a duty of care to ensure that what they design will be safe to use. <br /> <br /> Naval architect, Stephen Payne, designer of the Queen Mary 2, said (at a talk given to the Institution of Engineers in Scotland in 2020). "When designing a cruise liner, the regulations represent the starting point for my safety assessment. The Titanic met the then current regulations." Hundreds of people might drown if a passenger liner was lost at sea. There are equivalent risks in structural design e.g. for a long span bridge or the roof of a sports stadium. Use of the principle that the ''starting'' point for design should be the regulations should be adopted in all strutural designs. This requires [[critical thinking]] by all participants.<br /> <br /> Structural design briefs should require that consideration should be given to the issues that are not covered by standards and that analysis models should be validated [reference needed].<br /> <br /> === Design Programme=== <br /> The work of the project is controlled by a programme where tasks are defined and allocated and timelines are established.<br /> <br /> Items in such a programme include:<br /> *Task descriptions<br /> *Task schedules.<br /> *Manpower schedules<br /> *Reviews<br /> Core actions in preparing a project programe include: <br /> *Break down the work into tasks.<br /> *Estimate the time it will take to complete each task.<br /> *Define the precedence of the tasks, i.e. decide which tasks can be carried out in parallel and which need to be handled consecutively.<br /> *Identify any lead times needed for starting the tasks - e.g. where one needs to wait for information to be delivered.<br /> *Identify critical tasks, i.e. those which if not done on time will cause delay in the overall completion<br /> *Draw up a schedule for the work, typically using a bar chart which shows when each task should start and finish. Leave some slack in the system to allow for unforeseen circumstances.<br /> * Record progress and update the task times as the work proceeds.<br /> ===='''Task Assignment'''==== <br /> When assigning a task, take account of (a) the competence of the person who is to carry out the task and (b) the need to train people to do the task.<br /> ===='''Reviews'''==== <br /> ''Regular review meetings'' should be included in the schedule to address:<br /> *Progress in relation to the programme.<br /> *Progress in relation to meeting the [https://eit.engineers.scot/index.php?title=Top-down_strategy#Requirements requirements]<br /> ''Milestone reviews'' Two major reviews in the design plan are:<br /> <br /> # At the end of the concept stage the state of the design is reviewed to ensure that what is proposed has the potential to satisfy the requirements i.e. that the design is valid. This results in a Design Proposal for agreement by the client.<br /> # The final review assessesm the outcomes against the requirements.<br /> [[Critical thinking]] is a key attribute in review work. Constantly asking reflective questions and responding to them is essential for ensuring successful outcomes. Key reflective questions are:<br /> <br /> * ''Validation'': Is the process suited to the context?<br /> * ''Verification'': Has the process been correctly implemented?<br /> <br /> === Inception Stage ===<br /> <br /> ==== '''Structural design brief''' ====<br /> This is a collection of all requirements that may affect the structural design including information about the processes to be used. At Stage 1, it should, if practical, not relate to a specific structural form so as not to limit the scope of the options to be considered. <br /> <br /> The brief starts with the client requirements and is developed at the Concept Stage based on information from the options analysis. At the end of Stage 2, a Stage 2 Design Brief should be issued and therafte changes to the brief should be avoided, if practical.<br /> <br /> This guidance about the project brief in the RIBA plan of work states that: "The project brief is likely to be presented as a report, however, where possible, information and requirements should be scheduled in a database or spreadsheet format that will be easy to expand and will be easy to use to test whether proposals satisfy requirements later in the project." <br /> <br /> ===== Establishing the design brief =====<br /> To establish the requirments, design issues should be identified and expressed in the form of requirements. Figure 4 shows generic structural design issues.<br /> [[File:Issues-1.png|none|thumb|700x700px|Figure 4 Generic structural design issues]]<br /> <br /> ===== Principles =====<br /> * Work to a process for establishing the brief<br /> * Ensure that all requirements have been identified and adequately stated in the brief<br /> <br /> ===== Recommended verbal forms to be used in the brief (from [https://www.standardsforhighways.co.uk/search/html/25cefcd4-3464-4e41-8e4f-fffc155723ea?standard=DMRB GG 101]-page 4) =====<br /> * The verb ’must’ indicates a statutory or legislative requirement.<br /> * The verb ’shall’ indicates a requirement of the Overseeing Organisation.<br /> * The verb ’should’ indicates advice expressed as a recommendation.<br /> * The verb ’may’ indicates advice expressed as a permissible approach.<br /> * The verb ’can’ or verbs expressed in the present tense other than ’must’, ’shall’, ’should’ and ’may’ are used to introduce notes, which provide a short clarification of a concept or statement of fact.<br /> <br /> ===== Using the design brief =====<br /> * Be vigilant throughout the design process about requirements conformance<br /> * At design review meetings have requirements conformance on the agenda.<br /> *Ensure that that the mandatory requirements have been satisfied. <br /> <br /> * Explain why any non-mandatory requirements have not been fully satisfied.<br /> <br /> ===== Site information =====<br /> This document may include information about: topography, existing site features, former usage, services, ground conditions, etc.<br /> <br /> === Conception Stage ===<br /> <br /> ===== Options analysis =====<br /> Develop a set of options to a degree of detail sufficient to assess them against the requirements. Compare them against the requirements and decide on the form of the structure to be used.<br /> <br /> ===== Principles for the options analsis =====<br /> * At the outset, all options should be 'on the table'.<br /> * Select a set of 'candidate options' that have potential to meet the requirements<br /> * Carry out partial designs for these options to provide information adequate for assessing their relative merits.<br /> * Assess the options using [https://eit.engineers.scot/index.php?title=Critical_thinking#Proposal_testing proposal testing] principles.<br /> * Consider using a multi-criteria assessment [https://eit.engineers.scot/images/d/db/Ch2_evaluating-design-options.pdf method]<br /> <br /> ==== '''Design brief - Stage 2''' ====<br /> The design brief should be updated taking account of the decisions made as a result of the options analysis. For example a detailed list of codes of the relevatn codes of practice should be added to the brief.<br /> <br /> ==== '''Design proposal - Stage 2''' ====<br /> <br /> This document is similar to the ''[https://www.standardsforhighways.co.uk/prod/attachments/17dadcc6-8e01-455d-b93e-c827d280839a?inline=true Approval in Principle]'' document for bridges and to the ''Basis of Structural Design'' document recommended in the [https://www.istructe.org/sitefiles/handlers/DownloadFile.ashx?productId=9746 IStructE Plan of Work].<br /> <br /> It is recommended that the Design Proposal - stage 2 includes:<br /> <br /> 1. A project description<br /> <br /> 2. Reference to documents:<br /> <br /> * Site Information<br /> * Options Analysis Report<br /> * Structural Design Brief (Stage 2)<br /> <br /> 3. Information about the proposed structure - what has been decided at the end of the Concept Stage (this may part of the Options Analysis Report)<br /> <br /> 4. Statements in relation to:<br /> <br /> * The requirements that have been addressed at the end of Stage 2. <br /> * Actions/processes needed at the Production Stage to ensure that all requirements will be properly addressed.<br /> * Issues to be addressed that are not included in codes of practice. This is especially important in innovative contexts. See, for example, the [[Structural design failures|Ronan Point Collapse]]<br /> <br /> === Production Stage ===<br /> <br /> ==== '''Technical assessment''' ====<br /> Technical assessment is the combined use of analysis modelling and performance criteria to seek to ensure that the structure will satisfy the technical requirements set out in the Design Brief - Stage 2. A main requirement of technical assessment is to ensure that the strucutre will be stable i.e. that it will not be close to collapse. <br /> <br /> ===== Analysis modelling =====<br /> There is significant risk that errors in the modelling will cause the structure to be unsafe and therefore a fit for purpose [[analysis modelling process]] must be used. <br /> <br /> ==== '''Conformance to technical criteria''' ====<br /> <br /> ===== Validation of technical criteria =====<br /> It is essential that all the relevant code of practice critera are addresses. It is also very important to be vigilant for issues that are not covered by codes of practice and may not have been identified in the Design Proposal - Stage 2 document.<br /> <br /> ===== Performing the calculations =====<br /> Code of practice rules should be processed using software that has been subject to rigorous QA assessment.<br /> <br /> Hand calculators should only be used in preliminary work and back-of-an-envelope checks. They should not be used for final calculations because of the increased risk of errors.<br /> <br /> A process is needed for checking that:<br /> <br /> * the input to calculations is correct,<br /> * the calculations have been correctly implemented<br /> * all criteria have been satisfied. <br /> <br /> ==== '''Drawings and specifications''' ====<br /> A process is needed to verify that the decisions made are correctly implemented in the drawings and specifications that are used to construct the structure and for other purposes.<br /> <br /> ==== '''Design verification report''' ====<br /> This report should: <br /> <br /> * demonstrate that the mandatory requirements have been satisfied and show how the non-mandatory requirements have been addressed.<br /> * record the validation of the processes used and how theys were verified.<br /> * serve as a record for archiving purposes of what has been done .<br /> <br /> Typical contents of a verification report:<br /> <br /> 1. Modelling<br /> <br /> * Description of the models used.<br /> * Modelling reviews: model validation, results verification<br /> <br /> 2. Code of practice calculations.<br /> <br /> * Record of calculations<br /> * Record of verification processes<br /> <br /> 3. Stability and Robustness report.<br /> <br /> 4. Sustainability Report<br /> <br /> 5. Access and Maintenance strategy<br /> <br /> 6. Cost analysis<br /> <br /> 7. Construction Methods statement</div>

Iain https://eit.engineers.scot/index.php?title=Structural_design_processes&diff=1587 Structural design processes 2023-04-01T05:54:38Z

<p>Iain: </p> <hr /> <div><br /> Structural design requires the use of system planning where the overal process and the sub-processes need to be optimised. This article demonstates how system planning is applied in structural engineering design. <br /> <br /> Since every strucuture is different and innovatiion may be needed, a flexible approach to the processes is needed. <br /> <br /> Figure 1 shows how, in the creation of a structure, one starts with a set of requirements that represent the objecties and constraints forthe structure. This is transformed by a design process into design output, i.e. into information about what the structure will be and justification for the design decisions.. A construction process then transforms the design output into the physical structure. In this article, processes used in structural design are discussed<br /> [[File:Structure-process.png|none|thumb|600x600px|Figure 1 Stages in the creation of a structure]]<br /> <br /> === A basic model of the design process === <br /> [[File:Structure-process-2.png|thumb|400x400px|Figure 2 Design process stages]]<br /> Figure 2 shows a model of the design process as an instance of the [[Top-down strategy]]. The 'system model' is information about the stucture being designed and about its context.<br /> <br /> The process is not normally linear. Iterations and revisions are made based on continuous review activity,<br /> <br /> At the the Inception Stage, requirements for the performance of the stucture and for the design process are established and information about, for example, the site is identified.<br /> <br /> At the Conception Stage, investigations are carried out leading to a decisoin about the general form of the structre to be adopted.<br /> <br /> At the Production Stage, the chosen form of structure is developed to produce drawings and specifications to be passed on to the construction stage. Other outcomes include documents that justify the decisions taken.<br /> <br /> === Process mapping === <br /> The Institution of Structural Egineers publishes a [https://www.istructe.org/sitefiles/handlers/DownloadFile.ashx?productId=9746 Structural Plan of Work] that sets out an overall process for structural engineers working on the design of a building. <br /> <br /> The stages in the IStructE Plan of Work are shown in Figure 3.<br /> <br /> [[File:ISE-PlanofW-2.png|center|thumb|800x800px|Figure 3 Stages in the IStructE Plan of Work]]<br /> <br /> A process map for structural design is shown in Table 1.<br /> [[File:Des-proc-2.png|center|thumb|800x800px|Table 1 Simplified process map for structural design]]<br /> <br /> The work starts at the top left of the map with the definition of requirements and moves across the stages and down the sub-processes to achieve the basic project outcomes In the case of stuctural design, the basic outcome is in the form of drawings and specifications that define what the structure will be. Other outcomes are required that, for example, justify the choices made or show how risk was controlled. <br /> <br /> Table 1 only indicates some of the complexity of the system plan. It does not show iterations that are common, especially at the concept stage, nor does it show interactions among the sub-processes.<br /> === Controlling Risk === <br /> Reducing risk, e.g. risks of collapse, inadequate performance, cost escalations, etc, is a fundamental strategy in engineered processes. A structural collapse can have serious consequences and all structural engineering activities should be treated as being, to some degree [[Risk#Safety-critical systems|safety critical]].<br /> <br /> Structural egineers have a duty of care to ensure that what they design will be safe to use. <br /> <br /> Naval architect, Stephen Payne, designer of the Queen Mary 2, said (at a talk given to the Institution of Engineers in Scotland in 2020). "When designing a cruise liner, the regulations represent the starting point for my safety assessment. The Titanic met the then current regulations." Hundreds of people might drown if a passenger liner was lost at sea. There are equivalent risks in structural design e.g. for a long span bridge or the roof of a sports stadium. Use of the principle that the ''starting'' point for design should be the regulations should be adopted in all strutural designs. This requires [[critical thinking]] by all participants.<br /> <br /> Structural design briefs should require that consideration should be given to the issues that are not covered by standards and that analysis models should be validated [reference needed].<br /> <br /> === Design Programme=== <br /> The work of the project is controlled by a programme where tasks are defined and allocated and timelines are established.<br /> <br /> Items in such a programme include:<br /> *Task descriptions<br /> *Task schedules.<br /> *Manpower schedules<br /> *Reviews<br /> Core actions in preparing a project programe include: <br /> *Break down the work into tasks.<br /> *Estimate the time it will take to complete each task.<br /> *Define the precedence of the tasks, i.e. decide which tasks can be carried out in parallel and which need to be handled consecutively.<br /> *Identify any lead times needed for starting the tasks - e.g. where one needs to wait for information to be delivered.<br /> *Identify critical tasks, i.e. those which if not done on time will cause delay in the overall completion<br /> *Draw up a schedule for the work, typically using a bar chart which shows when each task should start and finish. Leave some slack in the system to allow for unforeseen circumstances.<br /> * Record progress and update the task times as the work proceeds.<br /> ===='''Task Assignment'''==== <br /> When assigning a task, take account of (a) the competence of the person who is to carry out the task and (b) the need to train people to do the task.<br /> ===='''Reviews'''==== <br /> ''Regular review meetings'' should be included in the schedule to address:<br /> *Progress in relation to the programme.<br /> *Progress in relation to meeting the [https://eit.engineers.scot/index.php?title=Top-down_strategy#Requirements requirements]<br /> ''Milestone reviews'' Two major reviews in the design plan are:<br /> <br /> # At the end of the concept stage the state of the design is reviewed to ensure that what is proposed has the potential to satisfy the requirements i.e. that the design is valid. This results in a Design Proposal for agreement by the client.<br /> # The final review assessesm the outcomes against the requirements.<br /> [[Critical thinking]] is a key attribute in review work. Constantly asking reflective questions and responding to them is essential for ensuring successful outcomes. Key reflective questions are:<br /> <br /> * ''Validation'': Is the process suited to the context?<br /> * ''Verification'': Has the process been correctly implemented?<br /> <br /> === Inception Stage ===<br /> <br /> ==== '''Structural design brief''' ====<br /> This is a collection of all requirements that may affect the structural design including information about the processes to be used. At Stage 1, it should, if practical, not relate to a specific structural form so as not to limit the scope of the options to be considered. <br /> <br /> The brief starts with the client requirements and is developed at the Concept Stage based on information from the options analysis. At the end of Stage 2, a Stage 2 Design Brief should be issued and therafte changes to the brief should be avoided, if practical.<br /> <br /> This guidance about the project brief in the RIBA plan of work states that: "The project brief is likely to be presented as a report, however, where possible, information and requirements should be scheduled in a database or spreadsheet format that will be easy to expand and will be easy to use to test whether proposals satisfy requirements later in the project." <br /> <br /> ===== Establishing the design brief =====<br /> To establish the requirments, design issues should be identified and expressed in the form of requirements. Figure 4 shows generic structural design issues.<br /> [[File:Issues-1.png|none|thumb|700x700px|Figure 4 Generic structural design issues]]<br /> <br /> ===== Principles =====<br /> * Work to a process for establishing the brief<br /> * Ensure that all requirements have been identified and adequately stated in the brief<br /> <br /> ===== Recommended verbal forms to be used in the brief (from [https://www.standardsforhighways.co.uk/search/html/25cefcd4-3464-4e41-8e4f-fffc155723ea?standard=DMRB GG 101]-page 4) =====<br /> * The verb ’must’ indicates a statutory or legislative requirement.<br /> * The verb ’shall’ indicates a requirement of the Overseeing Organisation.<br /> * The verb ’should’ indicates advice expressed as a recommendation.<br /> * The verb ’may’ indicates advice expressed as a permissible approach.<br /> * The verb ’can’ or verbs expressed in the present tense other than ’must’, ’shall’, ’should’ and ’may’ are used to introduce notes, which provide a short clarification of a concept or statement of fact.<br /> <br /> ===== Using the design brief =====<br /> * Be vigilant throughout the design process about requirements conformance<br /> * At design review meetings have requirements conformance on the agenda.<br /> *Ensure that that the mandatory requirements have been satisfied. <br /> <br /> * Explain why any non-mandatory requirements have not been fully implemented.<br /> <br /> ===== Site information =====<br /> This document may include information about: topography, existing site features, former usage, services, ground conditions, etc.<br /> <br /> === Conception Stage ===<br /> <br /> ===== Options analysis =====<br /> Develop a set of options to a degree of detail sufficient to assess them against the requirements. Compare them against the requirements and decide on the form of the structure to be used.<br /> <br /> ===== Principles for the options analsis =====<br /> * At the outset, all options should be 'on the table'.<br /> * Select a set of 'candidate options' that have potential to meet the requirements<br /> * Carry out partial designs for these options to provide information adequate for assessing their relative merits.<br /> * Assess the options using [https://eit.engineers.scot/index.php?title=Critical_thinking#Proposal_testing proposal testing] principles.<br /> * Consider using a multi-criteria assessment [https://eit.engineers.scot/images/d/db/Ch2_evaluating-design-options.pdf method]<br /> <br /> ==== '''Design brief - Stage 2''' ====<br /> The design brief should be updated taking account of the decisions made as a result of the options analysis. For example a detailed list of codes of the relevatn codes of practice should be added to the brief.<br /> <br /> ==== '''Design proposal - Stage 2''' ====<br /> <br /> This document is similar to the ''[https://www.standardsforhighways.co.uk/prod/attachments/17dadcc6-8e01-455d-b93e-c827d280839a?inline=true Approval in Principle]'' document for bridges and to the ''Basis of Structural Design'' document recommended in the [https://www.istructe.org/sitefiles/handlers/DownloadFile.ashx?productId=9746 IStructE Plan of Work].<br /> <br /> It is recommended that the Design Proposal - stage 2 includes:<br /> <br /> 1. A project description<br /> <br /> 2. Reference to documents:<br /> <br /> * Site Information<br /> * Options Analysis Report<br /> * Structural Design Brief (Stage 2)<br /> <br /> 3. Information about the proposed structure - what has been decided at the end of the Concept Stage (this may part of the Options Analysis Report)<br /> <br /> 4. Statements in relation to:<br /> <br /> * The requirements that have been addressed at the end of Stage 2. <br /> * Actions/processes needed at the Production Stage to ensure that all requirements will be properly addressed.<br /> * Issues to be addressed that are not included in codes of practice. This is especially important in innovative contexts. See, for example, the [[Structural design failures|Ronan Point Collapse]]<br /> <br /> === Production Stage ===<br /> <br /> ==== '''Technical assessment''' ====<br /> Technical assessment is the combined use of analysis modelling and performance criteria to seek to ensure that the structure will satisfy the technical requirements set out in the Design Brief - Stage 2. A main requirement of technical assessment is to ensure that the strucutre will be stable i.e. that it will not be close to collapse. <br /> <br /> ===== Analysis modelling =====<br /> There is significant risk that errors in the modelling will cause the structure to be unsafe and therefore a fit for purpose [[analysis modelling process]] must be used. <br /> <br /> ==== '''Conformance to technical criteria''' ====<br /> <br /> ===== Validation of technical criteria =====<br /> It is essential that all the relevant code of practice critera are addresses. It is also very important to be vigilant for issues that are not covered by codes of practice and may not have been identified in the Design Proposal - Stage 2 document.<br /> <br /> ===== Performing the calculations =====<br /> Code of practice rules should be processed using software that has been subject to rigorous QA assessment.<br /> <br /> Hand calculators should only be used in preliminary work and back-of-an-envelope checks. They should not be used for final calculations because of the increased risk of errors.<br /> <br /> A process is needed for checking that:<br /> <br /> * the input to calculations is correct,<br /> * the calculations have been correctly implemented<br /> * all criteria have been satisfied. <br /> <br /> ==== '''Drawings and specifications''' ====<br /> A process is needed to verify that the decisions made are correctly implemented in the drawings and specifications that are used to construct the structure and for other purposes.<br /> <br /> ==== '''Design verification report''' ====<br /> This report should: <br /> <br /> * demonstrate that the mandatory requirements have been satisfied and show how the non-mandatory requirements have been addressed.<br /> * record the validation of the processes used and how theys were verified.<br /> * serve as a record for archiving purposes of what has been done .<br /> <br /> Typical contents of a verification report:<br /> <br /> 1. Modelling<br /> <br /> * Description of the models used.<br /> * Modelling reviews: model validation, results verification<br /> <br /> 2. Code of practice calculations.<br /> <br /> * Record of calculations<br /> * Record of verification processes<br /> <br /> 3. Stability and Robustness report.<br /> <br /> 4. Sustainability Report<br /> <br /> 5. Access and Maintenance strategy<br /> <br /> 6. Cost analysis<br /> <br /> 7. Construction Methods statement</div>

Iain https://eit.engineers.scot/index.php?title=Structural_design_processes&diff=1586 Structural design processes 2023-04-01T03:21:11Z

<p>Iain: </p> <hr /> <div><br /> Structural design requires the use of system planning where the overal process and the sub-processes need to be optimised. This article demonstates how system planning is applied in structural engineering design.<br /> <br /> Since every strucuture is different and innovatiion may be needed, a flexible approach to the processes is needed. <br /> <br /> Figure 1 shows how, in the creation of a structure, one starts with a set of requirements that represent the objecties and constraints forthe structure. This is transformed by a design process into design output, i.e. into information about what the structure will be and justification for the design decisions.. A construction process then transforms the design output into the physical structure. In this article, processes used in structural design are discussed<br /> [[File:Structure-process.png|none|thumb|600x600px|Figure 1 Stages in the creation of a structure]]<br /> <br /> === A basic model of the design process === <br /> [[File:Structure-process-2.png|thumb|400x400px|Figure 2 Design process stages]]<br /> Figure 2 shows a model of the design process as an instance of the [[Top-down strategy]]. The 'system model' is information about the stucture being designed and about its context.<br /> <br /> The process is not normally linear. Iterations and revisions are made based on continuous review activity,<br /> <br /> At the the Inception Stage, requirements for the performance of the stucture and for the design process are established and information about, for example, the site is identified.<br /> <br /> At the Conception Stage, investigations are carried out leading to a decisoin about the general form of the structre to be adopted.<br /> <br /> At the Production Stage, the chosen form of structure is developed to produce drawings and specifications to be passed on to the construction stage. Other outcomes include documents that justify the decisions taken.<br /> <br /> === Process mapping === <br /> The Institution of Structural Egineers publishes a [https://www.istructe.org/sitefiles/handlers/DownloadFile.ashx?productId=9746 Structural Plan of Work] that sets out an overall process for structural engineers working on the design of a building. <br /> <br /> The stages in the IStructE Plan of Work are shown in Figure 3.<br /> <br /> [[File:ISE-PlanofW-2.png|center|thumb|800x800px|Figure 3 Stages in the IStructE Plan of Work]]<br /> <br /> A process map for structural design is shown in Table 1.<br /> [[File:Des-proc-2.png|center|thumb|800x800px|Table 1 Simplified process map for structural design]]<br /> <br /> The work starts at the top left of the map with the definition of requirements and moves across the stages and down the sub-processes to achieve the basic project outcomes In the case of stuctural design, the basic outcome is in the form of drawings and specifications that define what the structure will be. Other outcomes are required that, for example, justify the choices made or show how risk was controlled. <br /> <br /> Table 1 only indicates some of the complexity of the system plan. It does not show iterations that are common, especially at the concept stage, nor does it show interactions among the sub-processes.<br /> === Controlling Risk === <br /> Reducing risk, e.g. risks of collapse, inadequate performance, cost escalations, etc, is a fundamental strategy in engineered processes. A structural collapse can have serious consequences and all structural engineering activities should be treated as being, to some degree [[Risk#Safety-critical systems|safety critical]].<br /> <br /> Structural egineers have a duty of care to ensure that what they design will be safe to use. <br /> <br /> Naval architect, Stephen Payne, designer of the Queen Mary 2, said (at a talk given to the Institution of Engineers in Scotland in 2020). "When designing a cruise liner, the regulations represent the starting point for my safety assessment. The Titanic met the then current regulations." Hundreds of people might drown if a passenger liner was lost at sea. There are equivalent risks in structural design e.g. for a long span bridge or the roof of a sports stadium. Use of the principle that the ''starting'' point for design should be the regulations should be adopted in all strutural designs. This requires [[critical thinking]] by all participants.<br /> <br /> Structural design briefs should require that consideration should be given to the issues that are not covered by standards and that analysis models should be validated [reference needed].<br /> <br /> === Design Programme=== <br /> The work of the project is controlled by a programme where tasks are defined and allocated and timelines are established.<br /> <br /> Items in such a programme include:<br /> *Task descriptions<br /> *Task schedules.<br /> *Manpower schedules<br /> *Reviews<br /> Core actions in preparing a project programe include: <br /> *Break down the work into tasks.<br /> *Estimate the time it will take to complete each task.<br /> *Define the precedence of the tasks, i.e. decide which tasks can be carried out in parallel and which need to be handled consecutively.<br /> *Identify any lead times needed for starting the tasks - e.g. where one needs to wait for information to be delivered.<br /> *Identify critical tasks, i.e. those which if not done on time will cause delay in the overall completion<br /> *Draw up a schedule for the work, typically using a bar chart which shows when each task should start and finish. Leave some slack in the system to allow for unforeseen circumstances.<br /> * Record progress and update the task times as the work proceeds.<br /> ===='''Task Assignment'''==== <br /> When assigning a task, take account of (a) the competence of the person who is to carry out the task and (b) the need to train people to do the task.<br /> ===='''Reviews'''==== <br /> ''Regular review meetings'' should be included in the schedule to address:<br /> *Progress in relation to the programme.<br /> *Progress in relation to meeting the [https://eit.engineers.scot/index.php?title=Top-down_strategy#Requirements requirements]<br /> ''Milestone reviews'' Two major reviews in the design plan are:<br /> <br /> # At the end of the concept stage the state of the design is reviewed to ensure that what is proposed has the potential to satisfy the requirements i.e. that the design is valid. This results in a Design Proposal for agreement by the client.<br /> # The final review assessesm the outcomes against the requirements.<br /> [[Critical thinking]] is a key attribute in review work. Constantly asking reflective questions and responding to them is essential for ensuring successful outcomes. Key reflective questions are:<br /> <br /> * ''Validation'': Is the process suited to the context?<br /> * ''Verification'': Has the process been correctly implemented?<br /> <br /> === Inception Stage ===<br /> <br /> ==== '''Structural design brief''' ====<br /> This is a collection of all requirements that may affect the structural design including information about the processes to be used. At Stage 1, it should, if practical, not relate to a specific structural form so as not to limit the scope of the options to be considered. <br /> <br /> The brief starts with the client requirements and is developed at the Concept Stage based on information from the options analysis. At the end of Stage 2, a Stage 2 Design Brief should be issued and therafte changes to the brief should be avoided, if practical.<br /> <br /> This guidance about the project brief in the RIBA plan of work states that: "The project brief is likely to be presented as a report, however, where possible, information and requirements should be scheduled in a database or spreadsheet format that will be easy to expand and will be easy to use to test whether proposals satisfy requirements later in the project." <br /> <br /> ===== Establishing the design brief =====<br /> To establish the requirments, design issues should be identified and expressed in the form of requirements. Figure 4 shows generic structural design issues.<br /> [[File:Issues-1.png|none|thumb|700x700px|Figure 4 Generic structural design issues]]<br /> <br /> ===== Principles =====<br /> * Work to a process for establishing the brief<br /> * Ensure that all requirements have been identified and adequately stated in the brief<br /> * https://www.standardsforhighways.co.uk/search/html/25cefcd4-3464-4e41-8e4f-fffc155723ea?=standard=DMRB<br /> <br /> ===== Recommended verbal forms to be used in the brief (from [https://www.standardsforhighways.co.uk/search/html/25cefcd4-3464-4e41-8e4f-fffc155723ea?standard=DMRB GG 101]-page 4) =====<br /> * The verb ’must’ indicates a statutory or legislative requirement.<br /> * The verb ’shall’ indicates a requirement of the Overseeing Organisation.<br /> * The verb ’should’ indicates advice expressed as a recommendation.<br /> * The verb ’may’ indicates advice expressed as a permissible approach.<br /> * The verb ’can’ or verbs expressed in the present tense other than ’must’, ’shall’, ’should’ and ’may’ are used to introduce notes, which provide a short clarification of a concept or statement of fact.<br /> <br /> ===== Using the design brief =====<br /> * Work to a process for ensuring that the reqirements will be satisfied<br /> <br /> * Be vigilant throughout the design process about requirements conformance<br /> * At design review meetings have requirements conformance on the agenda.<br /> *Ensure that that the mandatory requirements have been satisfied. <br /> <br /> * Explain why any non-mandatory requirements have not been fully implemented.<br /> <br /> ===== Site information =====<br /> This document may include information about: topography, existing site features, former usage, services, ground conditions, etc.<br /> <br /> === Conception Stage ===<br /> <br /> ===== Option analysis =====<br /> Develop a set of options to a degree of detail sufficient to assess them against the requirements. Compare them against the requirements and decide on the form of the structure to be used.<br /> <br /> ===== Principles for the options analsis =====<br /> * At the outset, all options should be 'on the table'.<br /> * Select a set of 'candidate options' that have potential to meet the requirements<br /> * Carry out partial designs for these options to provide information adequate for assessing their relative merits.<br /> * Assess the options using [https://eit.engineers.scot/index.php?title=Critical_thinking#Proposal_testing proposal testing] principles.<br /> * Consider using a multi-criteria assessment [https://eit.engineers.scot/images/d/db/Ch2_evaluating-design-options.pdf method]<br /> <br /> ==== '''Design brief - Stage 2''' ====<br /> The design brief should be updated taking account of the decisions made as a result of the options analysis. For example a detailed list of codes of the relevatn codes of practice should be added to the brief.<br /> <br /> ==== '''Design proposal - Stage 2''' ====<br /> <br /> This document is similar to the ''[https://www.standardsforhighways.co.uk/prod/attachments/17dadcc6-8e01-455d-b93e-c827d280839a?inline=true Approval in Principle]'' document for bridges and to the ''Basis of Structural Design'' document recommended in the [https://www.istructe.org/sitefiles/handlers/DownloadFile.ashx?productId=9746 IStructE Plan of Work].<br /> <br /> It is recommended that the Design Proposal - stage 2 includes:<br /> <br /> 1. A project description<br /> <br /> 2. Reference to documents:<br /> <br /> * Site Information<br /> * Options Analysis Report<br /> * Structural Design Brief (Stage 2)<br /> <br /> 3. Information about the proposed structure - what has been decided at the end of the Concept Stage (this may part of the Options Analysis Report)<br /> <br /> 4. Statements in relation to:<br /> <br /> * The requirements that have been addressed at the end of Stage 2. <br /> * Actions/processes needed at the Production Stage to ensure that all requirements will be properly addressed.<br /> * Issues to be addressed that are not included in codes of practice. This is especially important in innovative contexts. See, for example, the [[Structural design failures|Ronan Point Collapse]]<br /> <br /> === Production Stage ===<br /> <br /> ==== '''Technical assessment''' ====<br /> Technical assessment is the combined use of analysis modelling and performance criteria to seek to ensure that the structure will satisfy the technical requirements set out in the Design Brief - Stage 2. A main requirement of technical assessment is to ensure that the strucutre will be stable i.e. that it will not be close to collapse. <br /> <br /> ===== Analysis modelling =====<br /> There is significant risk that errors in the modelling will cause the structure to be unsafe and therefore a fit for purpose [[analysis modelling process]] must be used. <br /> <br /> ==== '''Conformance to technical criteria''' ====<br /> <br /> ===== Validation of technical criteria =====<br /> It is essential that all the relevant code of practice critera are addresses. It is also very important to be vigilant for issues that are not covered by codes of practice and may not have been identified in the Design Proposal - Stage 2 document.<br /> <br /> ===== Performing the calculations =====<br /> Code of practice rules should be processed using software that has been subject to rigorous QA assessment.<br /> <br /> Hand calculators should only be used in preliminary work and back-of-an-envelope checks. They should not be used for final calculations because of the increased risk of errors.<br /> <br /> A process is needed for checking that:<br /> <br /> * the input to calculations is correct,<br /> * the calculations have been correctly implemented<br /> * all criteria have been satisfied. <br /> <br /> ==== '''Drawings and specifications''' ====<br /> A process is needed to verify that the decisions made are correctly implemented in the drawings and specifications that are used to construct the structure and for other purposes.<br /> <br /> ==== '''Design verification report''' ====<br /> This report should: <br /> <br /> * demonstrate that the mandatory requirements have been satisfied and show how the non-mandatory requirements have been addressed.<br /> * record the validation of the processes used and how theys were verified.<br /> * serve as a record for archiving purposes of what has been done .<br /> <br /> Typical contents of a verification report:<br /> <br /> 1. Modelling<br /> <br /> * Description of the models used.<br /> * Modelling reviews: model validation, results verification<br /> <br /> 2. Code of practice calculations.<br /> <br /> * Record of calculations<br /> * Record of verification processes<br /> <br /> 3. Stability and Robustness report.<br /> <br /> 4. Sustainability Report<br /> <br /> 5. Access and Maintenance strategy<br /> <br /> 6. Cost analysis<br /> <br /> 7. Construction Methods statement</div>

Iain https://eit.engineers.scot/index.php?title=Structural_design_processes&diff=1585 Structural design processes 2023-04-01T03:15:32Z

<p>Iain: </p> <hr /> <div><br /> Structural design requires the use of system planning where the overal process and the sub-processes need to be optimised. This article demonstates how system planning is applied in structural engineering design.<br /> <br /> Since every strucuture is different and innovatiion may be needed, a flexible approach to the processes is needed. <br /> <br /> Figure 1 shows how, in the creation of a structure, one starts with a set of requirements that represent the objecties and constraints forthe structure. This is transformed by a design process into design output, i.e. into information about what the structure will be and justification for the design decisions.. A construction process then transforms the design output into the physical structure. In this article, processes used in structural design are discussed<br /> [[File:Structure-process.png|none|thumb|600x600px|Figure 1 Stages in the creation of a structure]]<br /> <br /> === A basic model of the design process === <br /> [[File:Structure-process-2.png|thumb|400x400px|Figure 2 Design process stages]]<br /> Figure 2 shows a model of the design process as an instance of the [[Top-down strategy]]. The 'system model' is information about the stucture being designed and about its context.<br /> <br /> The process is not normally linear. Iterations and revisions are made based on continuous review activity,<br /> <br /> At the the Inception Stage, requirements for the performance of the stucture and for the design process are established and information about, for example, the site is identified.<br /> <br /> At the Conception Stage, investigations are carried out leading to a decisoin about the general form of the structre to be adopted.<br /> <br /> At the Production Stage, the chosen form of structure is developed to produce drawings and specifications to be passed on to the construction stage. Other outcomes include documents that justify the decisions taken.<br /> <br /> === Process mapping === <br /> The Institution of Structural Egineers publishes a [https://www.istructe.org/sitefiles/handlers/DownloadFile.ashx?productId=9746 Structural Plan of Work] that sets out an overall process for structural engineers working on the design of a building. <br /> <br /> The stages in the IStructE Plan of Work are shown in Figure 3.<br /> <br /> [[File:ISE-PlanofW-2.png|center|thumb|800x800px|Figure 3 Stages in the IStructE Plan of Work]]<br /> <br /> A process map for structural design is shown in Table 1.<br /> [[File:Des-proc-2.png|center|thumb|800x800px|Table 1 Simplified process map for structural design]]<br /> <br /> The work starts at the top left of the map with the definition of requirements and moves across the stages and down the sub-processes to achieve the basic project outcomes In the case of stuctural design, the basic outcome is in the form of drawings and specifications that define what the structure will be. Other outcomes are required that, for example, justify the choices made or show how risk was controlled. <br /> <br /> Table 1 only indicates some of the complexity of the system plan. It does not show iterations that are common, especially at the concept stage, nor does it show interactions among the sub-processes.<br /> === Controlling Risk === <br /> Reducing risk, e.g. risks of collapse, inadequate performance, cost escalations, etc, is a fundamental strategy in engineered processes. A structural collapse can have serious consequences and all structural engineering activities should be treated as being, to some degree [[Risk#Safety-critical systems|safety critical]].<br /> <br /> Structural egineers have a duty of care to ensure that what they design will be safe to use. <br /> <br /> Naval architect, Stephen Payne, designer of the Queen Mary 2, said (at a talk given to the Institution of Engineers in Scotland in 2020). "When designing a cruise liner, the regulations represent the starting point for my safety assessment. The Titanic met the then current regulations." Hundreds of people might drown if a passenger liner was lost at sea. There are equivalent risks in structural design e.g. for a long span bridge or the roof of a sports stadium. Use of the principle that the ''starting'' point for design should be the regulations should be adopted in all strutural designs. This requires [[critical thinking]] by all participants.<br /> <br /> Structural design briefs should require that consideration should be given to the issues that are not covered by standards and that analysis models should be validated [reference needed].<br /> <br /> === Design Programme=== <br /> The work of the project is controlled by a programme where tasks are defined and allocated and timelines are established.<br /> <br /> Items in such a programme include:<br /> *Task descriptions<br /> *Task schedules.<br /> *Manpower schedules<br /> *Reviews<br /> Core actions in preparing a project programe include: <br /> *Break down the work into tasks.<br /> *Estimate the time it will take to complete each task.<br /> *Define the precedence of the tasks, i.e. decide which tasks can be carried out in parallel and which need to be handled consecutively.<br /> *Identify any lead times needed for starting the tasks - e.g. where one needs to wait for information to be delivered.<br /> *Identify critical tasks, i.e. those which if not done on time will cause delay in the overall completion<br /> *Draw up a schedule for the work, typically using a bar chart which shows when each task should start and finish. Leave some slack in the system to allow for unforeseen circumstances.<br /> * Record progress and update the task times as the work proceeds.<br /> ===='''Task Assignment'''==== <br /> When assigning a task, take account of (a) the competence of the person who is to carry out the task and (b) the need to train people to do the task.<br /> ===='''Reviews'''==== <br /> ''Regular review meetings'' should be included in the schedule to address:<br /> *Progress in relation to the programme.<br /> *Progress in relation to meeting the [https://eit.engineers.scot/index.php?title=Top-down_strategy#Requirements requirements]<br /> ''Milestone reviews'' Two major reviews in the design plan are:<br /> <br /> # At the end of the concept stage the state of the design is reviewed to ensure that what is proposed has the potential to satisfy the requirements i.e. that the design is valid. This results in a Design Proposal for agreement by the client.<br /> # The final review assessesm the outcomes against the requirements.<br /> [[Critical thinking]] is a key attribute in review work. Constantly asking reflective questions and responding to them is essential for ensuring successful outcomes. Key reflective questions are:<br /> <br /> * ''Validation'': Is the process suited to the context?<br /> * ''Verification'': Has the process been correctly implemented?<br /> <br /> === Inception Stage ===<br /> <br /> ==== '''Structural design brief''' ====<br /> This is a collection of all requirements that may affect the structural design including information about the processes to be used. At Stage 1, it should, if practical, not relate to a specific structural form so as not to limit the scope of the options to be considered. <br /> <br /> The brief starts with the client requirements and is developed at the Concept Stage based on information from the options analysis. At the end of Stage 2, a Stage 2 Design Brief should be issued and therafte changes to the brief should be avoided, if practical.<br /> <br /> This guidance about the project brief in the RIBA plan of work states that: "The project brief is likely to be presented as a report, however, where possible, information and requirements should be scheduled in a database or spreadsheet format that will be easy to expand and will be easy to use to test whether proposals satisfy requirements later in the project." <br /> <br /> ===== Establishing the design brief =====<br /> To establish the requirments, design issues should be identified and expressed in the form of requirements. Figure 4 shows generic structural design issues.<br /> [[File:Issues-1.png|none|thumb|700x700px|Figure 4 Generic structural design issues]]<br /> <br /> ===== Principles =====<br /> * Work to a process for establishing the brief<br /> * Ensure that all requirements have been identified and adequately stated in the brief<br /> * https://www.standardsforhighways.co.uk/search/html/25cefcd4-3464-4e41-8e4f-fffc155723ea?=standard=DMRB<br /> <br /> ===== Recommended verbal forms to be used in the brief (from [https://www.standardsforhighways.co.uk/prod/attachments/7b057727-55ee-48e5-98ff-bc3084ef807c?inline=true GG 101]-page 4) =====<br /> * The verb ’must’ indicates a statutory or legislative requirement.<br /> * The verb ’shall’ indicates a requirement of the Overseeing Organisation.<br /> * The verb ’should’ indicates advice expressed as a recommendation.<br /> * The verb ’may’ indicates advice expressed as a permissible approach.<br /> * The verb ’can’ or verbs expressed in the present tense other than ’must’, ’shall’, ’should’ and ’may’ are used to introduce notes, which provide a short clarification of a concept or statement of fact.<br /> <br /> ===== Using the design brief =====<br /> * Work to a process for ensuring that the reqirements will be satisfied<br /> <br /> * Be vigilant throughout the design process about requirements conformance<br /> * At design review meetings have requirements conformance on the agenda.<br /> *Ensure that that the mandatory requirements have been satisfied. <br /> <br /> * Explain why any non-mandatory requirements have not been fully implemented.<br /> <br /> ===== Site information =====<br /> This document may include information about: topography, existing site features, former usage, services, ground conditions, etc.<br /> <br /> === Conception Stage ===<br /> <br /> ===== Option analysis =====<br /> Develop a set of options to a degree of detail sufficient to assess them against the requirements. Compare them against the requirements and decide on the form of the structure to be used.<br /> <br /> ===== Principles for the options analsis =====<br /> * At the outset, all options should be 'on the table'.<br /> * Select a set of 'candidate options' that have potential to meet the requirements<br /> * Carry out partial designs for these options to provide information adequate for assessing their relative merits.<br /> * Assess the options using [https://eit.engineers.scot/index.php?title=Critical_thinking#Proposal_testing proposal testing] principles.<br /> * Consider using a multi-criteria assessment [https://eit.engineers.scot/images/d/db/Ch2_evaluating-design-options.pdf method]<br /> <br /> ==== '''Design brief - Stage 2''' ====<br /> The design brief should be updated taking account of the decisions made as a result of the options analysis. For example a detailed list of codes of the relevatn codes of practice should be added to the brief.<br /> <br /> ==== '''Design proposal - Stage 2''' ====<br /> <br /> This document is similar to the ''[https://www.standardsforhighways.co.uk/prod/attachments/17dadcc6-8e01-455d-b93e-c827d280839a?inline=true Approval in Principle]'' document for bridges and to the ''Basis of Structural Design'' document recommended in the [https://www.istructe.org/sitefiles/handlers/DownloadFile.ashx?productId=9746 IStructE Plan of Work].<br /> <br /> It is recommended that the Design Proposal - stage 2 includes:<br /> <br /> 1. A project description<br /> <br /> 2. Reference to documents:<br /> <br /> * Site Information<br /> * Options Analysis Report<br /> * Structural Design Brief (Stage 2)<br /> <br /> 3. Information about the proposed structure - what has been decided at the end of the Concept Stage (this may part of the Options Analysis Report)<br /> <br /> 4. Statements in relation to:<br /> <br /> * The requirements that have been addressed at the end of Stage 2. <br /> * Actions/processes needed at the Production Stage to ensure that all requirements will be properly addressed.<br /> * Issues to be addressed that are not included in codes of practice. This is especially important in innovative contexts. See, for example, the [[Structural design failures|Ronan Point Collapse]]<br /> <br /> === Production Stage ===<br /> <br /> ==== '''Technical assessment''' ====<br /> Technical assessment is the combined use of analysis modelling and performance criteria to seek to ensure that the structure will satisfy the technical requirements set out in the Design Brief - Stage 2. A main requirement of technical assessment is to ensure that the strucutre will be stable i.e. that it will not be close to collapse. <br /> <br /> ===== Analysis modelling =====<br /> There is significant risk that errors in the modelling will cause the structure to be unsafe and therefore a fit for purpose [[analysis modelling process]] must be used. <br /> <br /> ==== '''Conformance to technical criteria''' ====<br /> <br /> ===== Validation of technical criteria =====<br /> It is essential that all the relevant code of practice critera are addresses. It is also very important to be vigilant for issues that are not covered by codes of practice and may not have been identified in the Design Proposal - Stage 2 document.<br /> <br /> ===== Performing the calculations =====<br /> Code of practice rules should be processed using software that has been subject to rigorous QA assessment.<br /> <br /> Hand calculators should only be used in preliminary work and back-of-an-envelope checks. They should not be used for final calculations because of the increased risk of errors.<br /> <br /> A process is needed for checking that:<br /> <br /> * the input to calculations is correct,<br /> * the calculations have been correctly implemented<br /> * all criteria have been satisfied. <br /> <br /> ==== '''Drawings and specifications''' ====<br /> A process is needed to verify that the decisions made are correctly implemented in the drawings and specifications that are used to construct the structure and for other purposes.<br /> <br /> ==== '''Design verification report''' ====<br /> This report should: <br /> <br /> * demonstrate that the mandatory requirements have been satisfied and show how the non-mandatory requirements have been addressed.<br /> * record the validation of the processes used and how theys were verified.<br /> * serve as a record for archiving purposes of what has been done .<br /> <br /> Typical contents of a verification report:<br /> <br /> 1. Modelling<br /> <br /> * Description of the models used.<br /> * Modelling reviews: model validation, results verification<br /> <br /> 2. Code of practice calculations.<br /> <br /> * Record of calculations<br /> * Record of verification processes<br /> <br /> 3. Stability and Robustness report.<br /> <br /> 4. Sustainability Report<br /> <br /> 5. Access and Maintenance strategy<br /> <br /> 6. Cost analysis<br /> <br /> 7. Construction Methods statement</div>

Iain https://eit.engineers.scot/index.php?title=Structural_design_processes&diff=1584 Structural design processes 2023-04-01T03:11:24Z

<p>Iain: </p> <hr /> <div><br /> Structural design requires the use of system planning where the overal process and the sub-processes need to be optimised. This article demonstates how system planning is applied in structural engineering design.<br /> <br /> Since every strucuture is different and innovatiion may be needed, a flexible approach to the processes is needed. <br /> <br /> Figure 1 shows how, in the creation of a structure, one starts with a set of requirements that represent the objecties and constraints forthe structure. This is transformed by a design process into design output, i.e. into information about what the structure will be and justification for the design decisions.. A construction process then transforms the design output into the physical structure. In this article, processes used in structural design are discussed<br /> [[File:Structure-process.png|none|thumb|600x600px|Figure 1 Stages in the creation of a structure]]<br /> <br /> === A basic model of the design process === <br /> [[File:Structure-process-2.png|thumb|400x400px|Figure 2 Design process stages]]<br /> Figure 2 shows a model of the design process as an instance of the [[Top-down strategy]]. The 'system model' is information about the stucture being designed and about its context.<br /> <br /> The process is not normally linear. Iterations and revisions are made based on continuous review activity,<br /> <br /> At the the Inception Stage, requirements for the performance of the stucture and for the design process are established and information about, for example, the site is identified.<br /> <br /> At the Conception Stage, investigations are carried out leading to a decisoin about the general form of the structre to be adopted.<br /> <br /> At the Production Stage, the chosen form of structure is developed to produce drawings and specifications to be passed on to the construction stage. Other outcomes include documents that justify the decisions taken.<br /> <br /> === Process mapping === <br /> The Institution of Structural Egineers publishes a [https://www.istructe.org/sitefiles/handlers/DownloadFile.ashx?productId=9746 Structural Plan of Work] that sets out an overall process for structural engineers working on the design of a building. <br /> <br /> The stages in the IStructE Plan of Work are shown in Figure 3.<br /> <br /> [[File:ISE-PlanofW-2.png|center|thumb|800x800px|Figure 3 Stages in the IStructE Plan of Work]]<br /> <br /> A process map for structural design is shown in Table 1.<br /> [[File:Des-proc-2.png|center|thumb|800x800px|Table 1 Simplified process map for structural design]]<br /> <br /> The work starts at the top left of the map with the definition of requirements and moves across the stages and down the sub-processes to achieve the basic project outcomes In the case of stuctural design, the basic outcome is in the form of drawings and specifications that define what the structure will be. Other outcomes are required that, for example, justify the choices made or show how risk was controlled. <br /> <br /> Table 1 only indicates some of the complexity of the system plan. It does not show iterations that are common, especially at the concept stage, nor does it show interactions among the sub-processes.<br /> === Controlling Risk === <br /> Reducing risk, e.g. risks of collapse, inadequate performance, cost escalations, etc, is a fundamental strategy in engineered processes. A structural collapse can have serious consequences and all structural engineering activities should be treated as being, to some degree [[Risk#Safety-critical systems|safety critical]].<br /> <br /> Structural egineers have a duty of care to ensure that what they design will be safe to use. <br /> <br /> Naval architect, Stephen Payne, designer of the Queen Mary 2, said (at a talk given to the Institution of Engineers in Scotland in 2020). "When designing a cruise liner, the regulations represent the starting point for my safety assessment. The Titanic met the then current regulations." Hundreds of people might drown if a passenger liner was lost at sea. There are equivalent risks in structural design e.g. for a long span bridge or the roof of a sports stadium. Use of the principle that the ''starting'' point for design should be the regulations should be adopted in all strutural designs. This requires [[critical thinking]] by all participants.<br /> <br /> Structural design briefs should require that consideration should be given to the issues that are not covered by standards and that analysis models should be validated [reference needed].<br /> <br /> === Design Programme=== <br /> The work of the project is controlled by a programme where tasks are defined and allocated and timelines are established.<br /> <br /> Items in such a programme include:<br /> *Task descriptions<br /> *Task schedules.<br /> *Manpower schedules<br /> *Reviews<br /> Core actions in preparing a project programe include:<br /> *Break down the work into tasks.<br /> *Estimate the time it will take to complete each task.<br /> *Define the precedence of the tasks, i.e. decide which tasks can be carried out in parallel and which need to be handled consecutively.<br /> *Identify any lead times needed for starting the tasks - e.g. where one needs to wait for information to be delivered.<br /> *Identify critical tasks, i.e. those which if not done on time will cause delay in the overall completion<br /> *Draw up a schedule for the work, typically using a bar chart which shows when each task should start and finish. Leave some slack in the system to allow for unforeseen circumstances.<br /> * Record progress and update the task times as the work proceeds.<br /> ===='''Task Assignment'''==== <br /> When assigning a task, take account of (a) the competence of the person who is to carry out the task and (b) the need to train people to do the task.<br /> ===='''Reviews'''==== <br /> ''Regular review meetings'' should be included in the schedule to address:<br /> *Progress in relation to the programme.<br /> *Progress in relation to meeting the [https://eit.engineers.scot/index.php?title=Top-down_strategy#Requirements requirements]<br /> ''Milestone reviews'' Two major reviews in the design plan are:<br /> <br /> # At the end of the concept stage the state of the design is reviewed to ensure that what is proposed has the potential to satisfy the requirements i.e. that the design is valid. This results in a Design Proposal for agreement by the client.<br /> # The final review assessesm the outcomes against the requirements.<br /> [[Critical thinking]] is a key attribute in review work. Constantly asking reflective questions and responding to them is essential for ensuring successful outcomes. Key reflective questions are:<br /> <br /> * ''Validation'': Is the process suited to the context?<br /> * ''Verification'': Has the process been correctly implemented?<br /> <br /> === Inception Stage ===<br /> <br /> ==== '''Structural design brief''' ====<br /> This is a collection of all requirements that may affect the structural design including information about the processes to be used. At Stage 1, it should, if practical, not relate to a specific structural form so as not to limit the scope of the options to be considered. <br /> <br /> The brief starts with the client requirements and is developed at the Concept Stage based on information from the options analysis. At the end of Stage 2, a Stage 2 Design Brief should be issued and therafte changes to the brief should be avoided, if practical.<br /> <br /> This guidance about the project brief in the RIBA plan of work states that: "The project brief is likely to be presented as a report, however, where possible, information and requirements should be scheduled in a database or spreadsheet format that will be easy to expand and will be easy to use to test whether proposals satisfy requirements later in the project." <br /> <br /> ===== Establishing the design brief =====<br /> To establish the requirments, design issues should be identified and expressed in the form of requirements. Figure 4 shows generic structural design issues.<br /> [[File:Issues-1.png|none|thumb|700x700px|Figure 4 Generic structural design issues]]<br /> <br /> ===== Principles =====<br /> * Work to a process for establishing the brief<br /> * Ensure that all requirements have been identified and adequately stated in the brief<br /> * https://www.standardsforhighways.co.uk/search/html/25cefcd4-3464-4e41-8e4f-fffc155723ea?=standard=DMRB<br /> <br /> ===== Recommended verbal forms to be used in the brief (from [https://www.standardsforhighways.co.uk/prod/attachments/7b057727-55ee-48e5-98ff-bc3084ef807c?inline=true GG 101]-page 4) =====<br /> * The verb ’must’ indicates a statutory or legislative requirement.<br /> * The verb ’shall’ indicates a requirement of the Overseeing Organisation.<br /> * The verb ’should’ indicates advice expressed as a recommendation.<br /> * The verb ’may’ indicates advice expressed as a permissible approach.<br /> * The verb ’can’ or verbs expressed in the present tense other than ’must’, ’shall’, ’should’ and ’may’ are used to introduce notes, which provide a short clarification of a concept or statement of fact.<br /> <br /> ===== Using the design brief =====<br /> * Work to a process for ensuring that the reqirements will be satisfied<br /> <br /> * Be vigilant throughout the design process about requirements conformance<br /> * At design review meetings have requirements conformance on the agenda.<br /> *Ensure that that the mandatory requirements have been satisfied. <br /> <br /> * Explain why any non-mandatory requirements have not been fully implemented.<br /> <br /> ===== Site information =====<br /> This document may include information about: topography, existing site features, former usage, services, ground conditions, etc.<br /> <br /> === Conception Stage ===<br /> <br /> ===== Option analysis =====<br /> Develop a set of options to a degree of detail sufficient to assess them against the requirements. Compare them against the requirements and decide on the form of the structure to be used.<br /> <br /> ===== Principles for the options analsis =====<br /> * At the outset, all options should be 'on the table'.<br /> * Select a set of 'candidate options' that have potential to meet the requirements<br /> * Carry out partial designs for these options to provide information adequate for assessing their relative merits.<br /> * Assess the options using [https://eit.engineers.scot/index.php?title=Critical_thinking#Proposal_testing proposal testing] principles.<br /> * Consider using a multi-criteria assessment [https://eit.engineers.scot/images/d/db/Ch2_evaluating-design-options.pdf method]<br /> <br /> ==== '''Design brief - Stage 2''' ====<br /> The design brief should be updated taking account of the decisions made as a result of the options analysis. For example a detailed list of codes of the relevatn codes of practice should be added to the brief.<br /> <br /> ==== '''Design proposal - Stage 2''' ====<br /> <br /> This document is similar to the ''[https://www.standardsforhighways.co.uk/prod/attachments/17dadcc6-8e01-455d-b93e-c827d280839a?inline=true Approval in Principle]'' document for bridges and to the ''Basis of Structural Design'' document recommended in the [https://www.istructe.org/sitefiles/handlers/DownloadFile.ashx?productId=9746 IStructE Plan of Work].<br /> <br /> It is recommended that the Design Proposal - stage 2 includes:<br /> <br /> 1. A project description<br /> <br /> 2. Reference to documents:<br /> <br /> * Site Information<br /> * Options Analysis Report<br /> * Structural Design Brief (Stage 2)<br /> <br /> 3. Information about the proposed structure - what has been decided at the end of the Concept Stage (this may part of the Options Analysis Report)<br /> <br /> 4. Statements in relation to:<br /> <br /> * The requirements that have been addressed at the end of Stage 2. <br /> * Actions/processes needed at the Production Stage to ensure that all requirements will be properly addressed.<br /> * Issues to be addressed that are not included in codes of practice. This is especially important in innovative contexts. See, for example, the [[Structural design failures|Ronan Point Collapse]]<br /> <br /> === Production Stage ===<br /> <br /> ==== '''Technical assessment''' ====<br /> Technical assessment is the combined use of analysis modelling and performance criteria to seek to ensure that the structure will satisfy the technical requirements set out in the Design Brief - Stage 2. A main requirement of technical assessment is to ensure that the strucutre will be stable i.e. that it will not be close to collapse. <br /> <br /> ===== Analysis modelling =====<br /> There is significant risk that errors in the modelling will cause the structure to be unsafe and therefore a fit for purpose [[analysis modelling process]] must be used. <br /> <br /> ==== '''Conformance to technical criteria''' ====<br /> <br /> ===== Validation of technical criteria =====<br /> It is essential that all the relevant code of practice critera are addresses. It is also very important to be vigilant for issues that are not covered by codes of practice and may not have been identified in the Design Proposal - Stage 2 document.<br /> <br /> ===== Performing the calculations =====<br /> Code of practice rules should be processed using software that has been subject to rigorous QA assessment.<br /> <br /> Hand calculators should only be used in preliminary work and back-of-an-envelope checks. They should not be used for final calculations because of the increased risk of errors.<br /> <br /> A process is needed for checking that:<br /> <br /> * the input to calculations is correct,<br /> * the calculations have been correctly implemented<br /> * all criteria have been satisfied. <br /> <br /> ==== '''Drawings and specifications''' ====<br /> A process is needed to verify that the decisions made are correctly implemented in the drawings and specifications that are used to construct the structure and for other purposes.<br /> <br /> ==== '''Design verification report''' ====<br /> This report should: <br /> <br /> * demonstrate that the mandatory requirements have been satisfied and show how the non-mandatory requirements have been addressed.<br /> * record the validation of the processes used and how theys were verified.<br /> * serve as a record for archiving purposes of what has been done .<br /> <br /> Typical contents of a verification report:<br /> <br /> 1. Modelling<br /> <br /> * Description of the models used.<br /> * Modelling reviews: model validation, results verification<br /> <br /> 2. Code of practice calculations.<br /> <br /> * Record of calculations<br /> * Record of verification processes<br /> <br /> 3. Stability and Robustness report.<br /> <br /> 4. Sustainability Report<br /> <br /> 5. Access and Maintenance strategy<br /> <br /> 6. Cost analysis<br /> <br /> 7. Construction Methods statement</div>

Iain https://eit.engineers.scot/index.php?title=Reliability_and_resilience_of_the_electricity_system_with_high_levels_of_renewables&diff=1583 Reliability and resilience of the electricity system with high levels of renewables 2023-02-21T10:09:04Z

<p>Iain: </p> <hr /> <div>[[File:Windturbines1.png|none|thumb|850x850px]]<br /> <div style = "width:800px"><br /> The electricity supply system in Britain, which has provided reliable energy supplies for decades, is undergoing a radical transformation in the delivery of a zero carbon supply system. The headline changes are from a system based on large thermal power stations to one with a high penetration of intermittent renewables such as wind and solar. This transformation is changing the supply system characteristics from being highly controllable and highly stable with low technical risk, to a system with a large proportion of highly intermittent generation, less stable and with enhanced levels of technical risk.<br /> <br /> Reducing carbon emissions from energy systems requires adoption of clean electricity generation and substitution of carbon fuel combustion with electricity in heating and transport. Renewable electricity from wind and solar currently play a significant and increasing part but they introduce increased technical risks which need to be managed. These increased risks come about from the major change in grid system characteristics which required radical changes in the way the network is planned and operated to ensure that the security and quality of supply standards are maintained. The increased exposure to extreme weather events adds to this changing background, resulting in an elevated risk of a major system failure.<br /> <br /> The traditional generation capacity surplus [see glossary 1] and operating margins [see glossary 2] are significantly depleted although this has been compensated by the introduction of European interconnectors which currently supply about 10% of the GB electrical power.<br /> <br /> The ability to recover from a grid failure or partial grid failure (a major feature of the resilience of the system) is under question. There is an urgent need for long term sustainable energy planning with less reliance on short term market solutions.<br /> <br /> === Reasons for the electricity supply to be interrupted ===<br /> The causes of major system disturbances that may lead to system blackouts may be summarised as follows:<br /> <br /> * Electricity supply is unable to meet high demand, resulting in progressive automatic disconnection of demand across the Grid System.<br /> * Severe weather events that cause the network to be depleted beyond the level for which it is designed or intended to operate.<br /> * Insufficient reactive power leading to voltage collapse.<br /> * Lack of system inertia impairing the ability of the System Operator to match the system generation output to changing system demand and the ability of the network to recover automatically from transient faults. <br /> * Other exceptional events, e.g. solar storms, cyber security breaches, unforeseen technical anomalies, etc<br /> <br /> Major supply interruptions are thankfully rare in GB. When they occur, they are often the result of a combination of the above issues. However, the increase in severe weather events from climate change and the significant change in characteristic behaviour of the grid system resulting from the large-scale integration of renewable generation, give rise to an overall increased probability of a major system failure. Given the societal reliance on the electricity supply and the profound impact of a widespread blackout, it is imperative that recovery from such an event should be fast as practically possible.<br /> <br /> === Issues Contributing to Major Network Failure ===<br /> <br /> ==== Background ====<br /> The Grid System Operator (SO) and Transmission Owners have Licence obligations to plan and operate their networks to be compliant with the National Electricity Transmission System Security and Quality of Supply Standard (NETS). This provides a prescriptive minimum level of network capacity and defines the levels of network security under normal operation and under system maintenance conditions. There are no equivalent standards for the future planning or procurement of generation capacity, this is left to the electricity market.<br /> <br /> The change in characteristics of the electricity supply system with large scale integration of renewable generation has required continuous changes to the Grid and Distribution Codes (the technical codes that govern the operation and planning of the Transmission and Distribution networks), to ensure that new plant technologies do not adversely affect the security and quality of supply.<br /> <br /> ==== Security of generation supply ====<br /> The success of renewable generation currently results in approximately 25% of UK annual energy produced from wind, with an installed capacity of approaching 20GW. These figures are predicted to rise significant over the next decade with an offshore target of between 31 and 47GW of wind by 2030 (see [https://www.nationalgrideso.com/document/174541/download NGC Future Energy Scenarios] document) ]. The highest demands for electricity sometimes occur when there are very small quantities of renewable generation available. This may happen when a large high-pressure cold weather system sits over Europe, sometimes for a number of days, resulting in very little wind generation and reduced Interconnector import availability. Hence at times of reduced renewable output, generation security requires gas generation to be available and places a high reliance on gas imports from eastern Europe, Russia and Norway, with high price volatility.<br /> <br /> The closure of coal fired power stations has resulted in severely depleted plant margins, [see glossary 2] and the closure of the nuclear fleet in coming years will further exacerbate this issue. An unintended consequence of the introduction of renewable generation is erosion of the economic case (loss of volume generation opportunity), for developers to build new conventional power stations that may back-up supplies when renewables are not available. Regulatory intervention to provide a ‘Capacity Market’, i.e.to pay generators to be ‘available’ without necessarily generating, has been ineffective in stimulating new generation projects.<br /> <br /> To address the shortage of generation capacity, Ofgem have also promoted a number of mitigation initiatives including Demand Side Management (contractual demand reductions), increased HVDC Interconnectors [glossary 3] to Europe and Energy Storage initiatives (batteries).<br /> <br /> The NGC Future Energy Scenarios (linked above) predict that the peak demand for electricity will increase from about 58GW today to around 69GW in 2030, rising to between 92 and 113GW by 2050, under their four future energy scenarios. Electricity demand increase to supply electric vehicle charging and electric heating (including the replacement of gas central heating boilers with heat pumps), is a key deliverable for the government decarbonising policy. It is however highly questionable where this additional generation capacity may be realised without a radical change to the way future generation needs are planned, procured and delivered. It is appropriate to point out that the 20GW of gas fossil generation that plays a vital role in providing generation security today, is targeted be removed by 2050.<br /> <br /> <br /> <br /> The future generation requirements need careful planning to ensure there is a coordinated, sustainable, efficient and secure plant mix including renewables, large and small nuclear and large-scale energy storage etc.<br /> <br /> ==== Reactive Power ====<br /> All parts of the network require a satisfactory balance of reactive power generation, whether this is produced by generators, static reactive power compensation devices, or the power system overhead lines and cables themselves. A shortage of reactive power gives rise to low voltage and a surplus gives rise to high voltage. This is a non-linear characteristic and imbalances can give rise to very high voltages or voltage collapse, in a short period of time. Reactive power and hence system voltage, is controlled by a mixture of automatic and manual control procedures.<br /> <br /> ==== System inertia and synchronous generation ====<br /> The system inertia, or flywheel effect, is the energy stored in rotating machines connected to the grid system, that helps to keep the system running during short periods of imbalance between generation and demand and also helps the system ride through transient network faults.<br /> <br /> With the reduction in the number of heavy fossil fuel generators, the inertia (i.e. the rotational mass) of the grid system has significantly reduced. Wind turbines (and solar generators) make no contribution to the inertia of the grid system because they are electrically de-coupled through their DC/AC power inverter control systems. This affects the grid system performance in a number of ways.<br /> <br /> With a lower inertia system, the rate of change of frequency is greater when there is an imbalance between generation and demand, so generators with governor response [see glossary 4] need to respond more quickly to regulate frequency within operational limits. This is not a problem for gas turbine generators, or where HVDC interconnectors are providing frequency response, but the output from wind farms (or solar panels) cannot be increased, only decreased under emergency conditions. Furthermore, the older designs of nuclear generators are not capable of providing a significant response level because their rate of change of output is too slow.<br /> <br /> When the output from wind and solar generators is high and demand is low, the proportion of generation capacity with sufficient response will make it more difficult for the SO to contain the frequency within operational limits. This would be particularly difficult if the level of generation loss approaches or exceeds the infrequent generator loss limit [see glossary 5] and may result in low frequency demand shedding. This was a factor with the load shedding event in August 2019 when a lightning strike caused the Hornsea windfarm and Little Barford gas turbines to trip. Notably there was also a loss of about 500MW of embedded generation [see glossary 6] that tripped because of the low frequency deviation, highlighting the vulnerability of embedded generation providing additional operational uncertainty for the SO.<br /> <br /> When a fault occurs on the transmission system, the transient response of generators must not cause them to lose synchronism [see glossary 7]. With significantly reduced system inertia, the rate of change of frequency (or acceleration) during the fault will be higher and stability limits (assessed by computer simulation) may impose significant power flow constraints on the operation. This issue has required the SO to implement an additional ancillary services market for System Inertia and ScottishPower is seeking to install Synchronous Compensators [see glossary 8] on their transmission system, to maintain the Anglo-Scottish power transfer capability. The need for such devices poses a legitimate question as to who should pay for restoring system inertia caused by the closure of coal and nuclear stations. Should this fall on the operators of the remaining rotating machines, should it be the operators of the new, low-inertia generation or should it be their customers?<br /> <br /> ==== Network faults ====<br /> In simplified terms, credible faults, e.g. caused by lightning strikes to overhead lines, are assumed to affect both circuits on a tower line, or two separate circuits on two tower lines. Under more frequent extreme weather events from climate change, this conservative level of system depletion may be exceeded several times and may increasingly result in significant loss of supply.<br /> <br /> Under post fault outage conditions the SO is required to re-secure the network by re-scheduling generation, e.g. to reduce the flow over stressed parts of the network. However, as the amount of controllable generation has been significantly reduced, the opportunities of the SO to re-secure the network post fault have also reduced. The output from renewable generation cannot be increased beyond its normal output, only reduced under emergency conditions.<br /> <br /> ==== System Design Uncertainty ====<br /> Windfarm generators and a significant proportion of the equipment installed on the transmission and distribution systems, have complex power electronic control systems. The modelling required to securely integrate these diverse control systems is technically challenging and may not always represent the behaviour of the plant in the real world. It is not unusual for unexpected adverse control system interactions between equipments on the network to take place, particularly under unusual or extreme operating conditions. This could lead to significant disruption to electricity supplies.<br /> <br /> === Resilience ===<br /> A measure of the resilience of a system is its ability and time to return to normal after a breakdown (which may be local, regional or national in its field of disruption).<br /> <br /> The probability of a complete or partial failure of the British grid system is very small but, for the reasons given above, it is increasing. The societal, financial and political consequences of a major blackout are substantial, so the SO has a Licence obligation to put in place a viable Black Start procedure. The procedure requires all generators with a Black Start capability to start independently and supply island loads [see glossary 9], before the SO reconnects the islands to restore the complete system. The process of synchronising the islands may take considerable time.<br /> <br /> A significant part of the generation portfolio with Black Start capability used to reside in the coal fired fleet but these facilities are now all being decommissioned. Since Longannet power station closed, the ability for supplies to be restored to the central belt of Scotland following a Black Start has been severely compromised. The delay to re-establish supplies from England could now take up to 5 days or more.<br /> <br /> Recognising this unacceptable recovery time, a funded innovation project, [https://www.nationalgrideso.com/future-energy/projects/distributed-restart ‘Distributed ReStart]`, promoted by ScottishPower Energy Networks, with partners National Grid SO and consultants TNEI, will investigate a bottom-up approach to Black Start recovery. The project seeks to use the large volume of distributed generation now connected to the grid, to play a role in Black Start recovery. However, there are formidable technical, organisational and procurement challenges to overcome. In addition, the majority of this distributed connected generation is renewable energy sourced and might not be available without wind or sunlight at the time of need.<br /> <br /> === Conclusion ===<br /> The radical changes in the electricity network in the transition to net zero carbon emissions unfortunately lead to great cost and technical risk. Our reliance on electricity in the modern world is not appreciated until there is a loss of supply for a significant period of time. The partial grid failure in August 2019 provided a stark reminder of the effect of an electricity blackout, although this event was minor when compared to other well documented, widespread blackouts that have been experienced in many countries in the developed world.<br /> <br /> The current measures taken to manage the worryingly low plant margin are, in the main, short term and significant. Predictable firm generation capacity is required if the increasing demand from electric vehicles and electric heating is to be met. This requirement needs to reflect conditions where there is minimal availability of European wide renewable resource, i.e. reduced interconnection availability, to ensure continuity of supply in the UK.<br /> <br /> It is imperative that the grid system issues caused by reducing inertia and increasing intermittency are sustainably managed and resolved. The current industry regulatory framework promotes uncoordinated renewable generation without adequate consideration of the operational risk and costs. The System Operator is required to respond reactively with expensive, inefficient ancillary services, when a proactive holistic planning approach to renewables integration would be more effective and efficient in the long term.<br /> <br /> The role of the industry Regulator should be changed, or a new body created, to address the optimum long-term energy needs in terms of plant mix, including diversity, controllability, sustainability and technical compliance etc.<br /> <br /> There needs to be increased political awareness of the high impact of a major blackout and the inadequate measures currently available to restore the network to all parts of Great Britain in acceptable timescales, even though this is a low probability event. There needs to be a civil contingency plan to support public services and manage societal breakdown when basic services, e.g. water, sewage, food, fuel and communications are lost for a prolonged period of time.<br /> <br /> If the innovative distributed generation approach cited above is to provide a significant benefit, there will need to be massive investment in control communications infrastructure, to enable the connected demand to be managed during a Black Start procedure.<br /> <br /> The adequacy of the Security and Quality of Supply Standards (Operation and Planning) should be reviewed in the light of the increased likelihood of extreme weather events and their impact on the network.<br /> <br /> === Glossary ===<br /> <br /> # '''Generation capacity surplus:''' all the generation available to run, but whose operating costs are such that they are never called to operate in the energy market. Traditionally this would be over 35% more than system demand but in recent years most of this surplus has gone.<br /> # '''Operating plant margins:''' the difference between available generation and the system demand.Traditionally there would be 15% more generation despatched to cover for plant breakdown or shortfalls and demand forecasting errors etc. Plant margins now in the order of 5% and require sustained imports from European interconnectors and demand reduction contracts.<br /> # '''HVDC interconnector:''' A High Voltage Direct Current connection that uses AC to DC converter stations at each end of the line. Enables very long high-capacity cables to be used, not possible with AC.<br /> # '''Governor:''' a control system regulating the output of a generator in response to grid frequency. For the UK the mains frequency is required to be maintained between 49.5Hz and 50.5Hz (50 cycles per second ±1%)<br /> # '''Infrequent generator loss limit:''' The system is operated to withstand the loss of this amount of generation without infringing statutory frequency limits. The limit is currently 1800MW.<br /> # '''Embedded generation:''' generation, usually less than 100MW, connected to the distribution system at 132, 33 and 11kV<br /> # '''Synchronous system:''' System wide generators that run at the same frequency (50 cycles per second) tied together in synchronism. When a synchronous generator loses synchronism, it is automatically disconnected to preserve the security of the network.<br /> # '''Synchronous compensator:''' Similar to a generator but with no turbine drive to produce active power. It provides a contribution to system inertia in transient fault timescales and provides system voltage control.<br /> # '''Islands''': sub-sections of the National Grid which contain generators and consumers and can operate in isolation from the rest of the grid on a temporary emergency basis<br /> <br /> <br /> '''Author:''' This article was written by Colin Bayfield, MSc, CEng, FIET. Retired Industry professional.<br /> </div></div>

Iain https://eit.engineers.scot/index.php?title=Critical_thinking&diff=1582 Critical thinking 2022-12-10T18:33:24Z

<p>Iain: </p> <hr /> <div><br /> {| class="wikitable" style="margin-left: auto; margin-right: 100px; background-color:#DEF6FE; width:200px; vertical-align:top; text-align:left; float:right; margin-left: 10px;" <br /> !References<br /> |-<br /> |'''Internal links'''<br /> [[Main Page|Engineer-it]] main page<br /> <br /> <br /> [[Strategies for engineered outcomes|Strategies]] page<br /> |-<br /> <br /> |'''Sources'''<br /> <br /> [https://www.criticalthinking.org/pages/defining-critical-thinking/766 The Foundation for critical thinking]<br /> |-<br /> |'''Papers'''<br /> [https://engineers.scot/office/resources/publications/discipline-ct.pdf The discipline of critical thinking] An IES strategy report<br /> <br /> Barr.M [https://engineers.scot/office/resources/publications/ies-journal-2020-mbarr-paper.pdf Experiences of a critical thinking approach in engineering practice] A 3-page IES Journal paper<br /> <br /> <br /> <br /> Lucas B, Hanson J and Claxton G, [https://www.stem.org.uk/elibrary/resource/35085 Thinking like an engineer,] Implications for the education system, Royal Academy of Engineering, 2014.<br /> |-<br /> |'''Case Studies'''<br /> <br /> [http://info.iesis.org/papers/Journal&#x20;V156_web_secure.pdf Manufacturing robot cranes] (page 27) A manufacturer uses critical thinking <br /> <br /> I[http://info.iesis.org/papers/Journal&#x20;V156_web_secure.pdf nventing a bionic hand] (page 39)<br /> |}<br /> <div style = "width:70%"><br /> [[File:Athena-2.png|alt=|left|thumb|160x160px|Athena, godess of wisdom]]The Wikipedia [[:en:Critical_thinking|defintion]] of critical thinking is: 'the analysis of facts to form a judgment'. A complementary definition is: 'the use of guiding principles that support the achievement of good outcomes'. <br /> <br /> Ethos is defined as ‘the principles and attitudes that are associated with a particular type of activity’. Critical thinking can therefore be viewed as the ethos used for managing complex uncertainty. <br /> <br /> Critical thinkers constantly seek to identify and use principles that will lead to success.<br /> <br /> <br><br /> === Guiding principles ===<br /> Here are some guiding principles used by critical thinkers:<br /> <br /> ==== Actions ====<br /> *Adopt a refelective ethos: question, review, consult, challenge, be challenged, expect to be challenged, be sceptical about all information; avoid preconceptions and bias.<br /> *Proposals for action should be thorougly tested before they are accepted.<br /> *Use intuition but never trust it.<br /> *Validate processses, verify procedure outcomes<br /> *Use logic and evidence to the limits of their potential to make well-informed judgements.<br /> *Use, where appropriate, the Engineer-it [[Chapter 1:Strategies for engineered outcomes|strategies]]<br /> *Think for yourself but not by yourself.<br /> *Adopt a system approach: consider the system as a whole as well as its parts.<br /> * Adopt a holistic approach: take account of all relevant issues.<br /> *Learn from successes and from failures.<br /> *If a feature can be quantified, quantify it: use predictive models, use data.<br /> *Monitor the results of actions and compare the actual outcomes with the intended outcomes.<br /> *When working with standards, seek to identify and address issues that are not covered by the standards.<br /> *Constantly seek to improve products and processes.<br /> <br /> '''Seek to:'''<br /> <br /> *embrace integrity without question: honest, trustworthy, reliable<br /> *be humble, listen to other views and be prepared to change your mind.<br /> *be open, friendly, respectful<br /> *be committed<br /> * be collaborative, inclusive<br /> * be dispassionate about outcomes<br /> <br /> '''Avoid being:'''<br /> <br /> *autocratic<br /> *deferential<br /> <br /> ===Proposal testing===<br /> An appropriate amount of resouce should be allocated to testing of proposals for action. The amount of resource should be proportional to level of risk of negative outcomes.<br /> <br /> Before accepting a proposal it should be tested:<br /> <br /> *taking account of all requirements, both objectives and constraints, addressing the complexity<br /> *against other proposals<br /> *using the most appropriate testing methods for the context<br /> *by a multidisciplinary team, if that is needed<br /> *by being open-minded, sceptical, not relying on intuition, avoiding bias<br /> *using reliable evidence and logic to the limits of their potential<br /> <br /> ===Learning for critical thinking===<br /> The development of good habits should start as early as practical. That learning for critial thinking should start in primary school and be addressed continuously in education is becoming recognised. Critical thinking should be treated as a discipline in education i.e. as a branch of learning - see Section 4 (page 10) of the [https://www.engineers.scot/office/resources/publications/discipline-ct.pdf Discipline for critical thinking] paper.<br /> <br /> However, you cannot rely on being coached to be a critical thinker. People need to discipline their minds to develop critical thinking skills, Strategies for doing this include:<br /> <br /> *Be a student of crtitical thinking. Collect guiding principles. Write them down,memorise and use them.<br /> *Watch how other people operate and identify the principles that guide them to be successful. Discuss the issues with them. Add their good ideas to your list of principles.<br /> * Read about contexts where critical thinking was needed to identify principles<br /> *Identify the reasons for people to be unsuccessful. Actively avoid copying them.<br /> * Remember that some guiding principles are context specific. You are not using a set of fixed rules that result in success. You need to use critical thinking about your critical thinking strategies.<br /> *If you have a [[leadership]] role, work with your colleagues to develop the principles under which the team will operate.<br /> </div></div>

Iain https://eit.engineers.scot/index.php?title=Critical_thinking&diff=1581 Critical thinking 2022-12-10T18:31:31Z

<p>Iain: </p> <hr /> <div><br /> {| class="wikitable" style="margin-left: auto; margin-right: 100px; background-color:#DEF6FE; width:200px; vertical-align:top; text-align:left; float:right; margin-left: 10px;" <br /> !References<br /> |-<br /> |'''Internal links'''<br /> [[Main Page|Engineer-it]] main page<br /> <br /> <br /> [[Strategies for engineered outcomes|Strategies]] page<br /> |-<br /> <br /> |'''Sources'''<br /> <br /> [https://www.criticalthinking.org/pages/defining-critical-thinking/766 The Foundation for critical thinking]<br /> |-<br /> |'''Papers'''<br /> [https://engineers.scot/office/resources/publications/discipline-ct.pdf The discipline of critical thinking] An IES strategy report<br /> <br /> Barr.M [https://engineers.scot/office/resources/publications/ies-journal-2020-mbarr-paper.pdf Experiences of a critical thinking approach in engineering practice] A 3-page IES Journal paper<br /> <br /> <br /> <br /> Lucas B, Hanson J and Claxton G, [https://www.stem.org.uk/elibrary/resource/35085 Thinking like an engineer,] Implications for the education system, Royal Academy of Engineering, 2014.<br /> |-<br /> |'''Case Studies'''<br /> <br /> [http://info.iesis.org/papers/Journal&#x20;V156_web_secure.pdf Manufacturing robot cranes] (page 27) A manufacturer uses critical thinking <br /> <br /> I[http://info.iesis.org/papers/Journal&#x20;V156_web_secure.pdf nventing a bionic hand] (page 39)<br /> |}<br /> <div style = "width:70%"><br /> [[File:Athena-2.png|alt=|left|thumb|160x160px|Athena, godess of wisdom]]<br /> [[File:Thinker-2.png|left|alt=|thumb|Rodin's thinker]]The Wikipedia [[:en:Critical_thinking|defintion]] of critical thinking is: 'the analysis of facts to form a judgment'. A complementary definition is: 'the use of guiding principles that support the achievement of good outcomes'. <br /> <br /> Ethos is defined as ‘the principles and attitudes that are associated with a particular type of activity’. Critical thinking can therefore be viewed as the ethos used for managing complex uncertainty. <br /> <br /> Critical thinkers constantly seek to identify and use principles that will lead to success.<br /> <br /> <br> <br> <br> <br> <br><br /> === Guiding principles ===<br /> Here are some guiding principles used by critical thinkers:<br /> <br /> ==== Actions ====<br /> *Adopt a refelective ethos: question, review, consult, challenge, be challenged, expect to be challenged, be sceptical about all information; avoid preconceptions and bias.<br /> *Proposals for action should be thorougly tested before they are accepted.<br /> *Use intuition but never trust it.<br /> *Validate processses, verify procedure outcomes<br /> *Use logic and evidence to the limits of their potential to make well-informed judgements.<br /> *Use, where appropriate, the Engineer-it [[Chapter 1:Strategies for engineered outcomes|strategies]]<br /> *Think for yourself but not by yourself.<br /> *Adopt a system approach: consider the system as a whole as well as its parts.<br /> * Adopt a holistic approach: take account of all relevant issues.<br /> *Learn from successes and from failures.<br /> *If a feature can be quantified, quantify it: use predictive models, use data.<br /> *Monitor the results of actions and compare the actual outcomes with the intended outcomes.<br /> *When working with standards, seek to identify and address issues that are not covered by the standards.<br /> *Constantly seek to improve products and processes.<br /> <br /> '''Seek to:'''<br /> <br /> *embrace integrity without question: honest, trustworthy, reliable<br /> *be humble, listen to other views and be prepared to change your mind.<br /> *be open, friendly, respectful<br /> *be committed<br /> * be collaborative, inclusive<br /> * be dispassionate about outcomes<br /> <br /> '''Avoid being:'''<br /> <br /> *autocratic<br /> *deferential<br /> <br /> ===Proposal testing===<br /> An appropriate amount of resouce should be allocated to testing of proposals for action. The amount of resource should be proportional to level of risk of negative outcomes.<br /> <br /> Before accepting a proposal it should be tested:<br /> <br /> *taking account of all requirements, both objectives and constraints, addressing the complexity<br /> *against other proposals<br /> *using the most appropriate testing methods for the context<br /> *by a multidisciplinary team, if that is needed<br /> *by being open-minded, sceptical, not relying on intuition, avoiding bias<br /> *using reliable evidence and logic to the limits of their potential<br /> <br /> ===Learning for critical thinking===<br /> The development of good habits should start as early as practical. That learning for critial thinking should start in primary school and be addressed continuously in education is becoming recognised. Critical thinking should be treated as a discipline in education i.e. as a branch of learning - see Section 4 (page 10) of the [https://www.engineers.scot/office/resources/publications/discipline-ct.pdf Discipline for critical thinking] paper.<br /> <br /> However, you cannot rely on being coached to be a critical thinker. People need to discipline their minds to develop critical thinking skills, Strategies for doing this include:<br /> <br /> *Be a student of crtitical thinking. Collect guiding principles. Write them down,memorise and use them.<br /> *Watch how other people operate and identify the principles that guide them to be successful. Discuss the issues with them. Add their good ideas to your list of principles.<br /> * Read about contexts where critical thinking was needed to identify principles<br /> *Identify the reasons for people to be unsuccessful. Actively avoid copying them.<br /> * Remember that some guiding principles are context specific. You are not using a set of fixed rules that result in success. You need to use critical thinking about your critical thinking strategies.<br /> *If you have a [[leadership]] role, work with your colleagues to develop the principles under which the team will operate.<br /> </div></div>

Iain https://eit.engineers.scot/index.php?title=Critical_thinking&diff=1580 Critical thinking 2022-12-10T18:28:30Z

<p>Iain: </p> <hr /> <div><br /> {| class="wikitable" style="margin-left: auto; margin-right: 100px; background-color:#DEF6FE; width:200px; vertical-align:top; text-align:left; float:right; margin-left: 10px;" <br /> !References<br /> |-<br /> |'''Internal links'''<br /> [[Main Page|Engineer-it]] main page<br /> <br /> <br /> [[Strategies for engineered outcomes|Strategies]] page<br /> |-<br /> <br /> |'''Sources'''<br /> <br /> [https://www.criticalthinking.org/pages/defining-critical-thinking/766 The Foundation for critical thinking]<br /> |-<br /> |'''Papers'''<br /> [https://engineers.scot/office/resources/publications/discipline-ct.pdf The discipline of critical thinking] An IES strategy report<br /> <br /> Barr.M [https://engineers.scot/office/resources/publications/ies-journal-2020-mbarr-paper.pdf Experiences of a critical thinking approach in engineering practice] A 3-page IES Journal paper<br /> <br /> <br /> <br /> Lucas B, Hanson J and Claxton G, [https://www.stem.org.uk/elibrary/resource/35085 Thinking like an engineer,] Implications for the education system, Royal Academy of Engineering, 2014.<br /> |-<br /> |'''Case Studies'''<br /> <br /> [http://info.iesis.org/papers/Journal&#x20;V156_web_secure.pdf Manufacturing robot cranes] (page 27) A manufacturer uses critical thinking <br /> <br /> I[http://info.iesis.org/papers/Journal&#x20;V156_web_secure.pdf nventing a bionic hand] (page 39)<br /> |}<br /> <div style = "width:1000px"><br /> [[File:Athena-2.png|alt=|left|thumb|160x160px|Athena, godess of wisdom]]<br /> [[File:Thinker-2.png|left|alt=|thumb|Rodin's thinker]]The Wikipedia [[:en:Critical_thinking|defintion]] of critical thinking is: 'the analysis of facts to form a judgment'. A complementary definition is: 'the use of guiding principles that support the achievement of good outcomes'. <br /> <br /> Ethos is defined as ‘the principles and attitudes that are associated with a particular type of activity’. Critical thinking can therefore be viewed as the ethos used for managing complex uncertainty. <br /> <br /> Critical thinkers constantly seek to identify and use principles that will lead to success.<br /> === ===<br /> <br> <br> <br> <br> <br><br /> === Guiding principles ===<br /> Here are some guiding principles used by critical thinkers:<br /> <br /> ==== Actions ====<br /> *Adopt a refelective ethos: question, review, consult, challenge, be challenged, expect to be challenged, be sceptical about all information; avoid preconceptions and bias.<br /> *Proposals for action should be thorougly tested before they are accepted.<br /> *Use intuition but never trust it.<br /> *Validate processses, verify procedure outcomes<br /> *Use logic and evidence to the limits of their potential to make well-informed judgements.<br /> *Use, where appropriate, the Engineer-it [[Chapter 1:Strategies for engineered outcomes|strategies]]<br /> *Think for yourself but not by yourself.<br /> *Adopt a system approach: consider the system as a whole as well as its parts.<br /> * Adopt a holistic approach: take account of all relevant issues.<br /> *Learn from successes and from failures.<br /> *If a feature can be quantified, quantify it: use predictive models, use data.<br /> *Monitor the results of actions and compare the actual outcomes with the intended outcomes.<br /> *When working with standards, seek to identify and address issues that are not covered by the standards.<br /> *Constantly seek to improve products and processes.<br /> <br /> '''Seek to:'''<br /> <br /> *embrace integrity without question: honest, trustworthy, reliable<br /> *be humble, listen to other views and be prepared to change your mind.<br /> *be open, friendly, respectful<br /> *be committed<br /> * be collaborative, inclusive<br /> * be dispassionate about outcomes<br /> <br /> '''Avoid being:'''<br /> <br /> *autocratic<br /> *deferential<br /> <br /> ===Proposal testing===<br /> An appropriate amount of resouce should be allocated to testing of proposals for action. The amount of resource should be proportional to level of risk of negative outcomes.<br /> <br /> Before accepting a proposal it should be tested:<br /> <br /> *taking account of all requirements, both objectives and constraints, addressing the complexity<br /> *against other proposals<br /> *using the most appropriate testing methods for the context<br /> *by a multidisciplinary team, if that is needed<br /> *by being open-minded, sceptical, not relying on intuition, avoiding bias<br /> *using reliable evidence and logic to the limits of their potential<br /> <br /> ===Learning for critical thinking===<br /> The development of good habits should start as early as practical. That learning for critial thinking should start in primary school and be addressed continuously in education is becoming recognised. Critical thinking should be treated as a discipline in education i.e. as a branch of learning - see Section 4 (page 10) of the [https://www.engineers.scot/office/resources/publications/discipline-ct.pdf Discipline for critical thinking] paper.<br /> <br /> However, you cannot rely on being coached to be a critical thinker. People need to discipline their minds to develop critical thinking skills, Strategies for doing this include:<br /> <br /> *Be a student of crtitical thinking. Collect guiding principles. Write them down,memorise and use them.<br /> *Watch how other people operate and identify the principles that guide them to be successful. Discuss the issues with them. Add their good ideas to your list of principles.<br /> * Read about contexts where critical thinking was needed to identify principles<br /> *Identify the reasons for people to be unsuccessful. Actively avoid copying them.<br /> * Remember that some guiding principles are context specific. You are not using a set of fixed rules that result in success. You need to use critical thinking about your critical thinking strategies.<br /> *If you have a [[leadership]] role, work with your colleagues to develop the principles under which the team will operate.<br /> </div></div>

Iain https://eit.engineers.scot/index.php?title=Critical_thinking&diff=1579 Critical thinking 2022-12-10T18:26:40Z

<p>Iain: </p> <hr /> <div><br /> {| class="wikitable" style="margin-left: auto; margin-right: 100px; background-color:#DEF6FE; width:200px; vertical-align:top; text-align:left; float:right; margin-left: 10px;" <br /> !References<br /> |-<br /> |'''Internal links'''<br /> [[Main Page|Engineer-it]] main page<br /> <br /> <br /> [[Strategies for engineered outcomes|Strategies]] page<br /> |-<br /> <br /> |'''Sources'''<br /> <br /> [https://www.criticalthinking.org/pages/defining-critical-thinking/766 The Foundation for critical thinking]<br /> |-<br /> |'''Papers'''<br /> [https://engineers.scot/office/resources/publications/discipline-ct.pdf The discipline of critical thinking] An IES strategy report<br /> <br /> Barr.M [https://engineers.scot/office/resources/publications/ies-journal-2020-mbarr-paper.pdf Experiences of a critical thinking approach in engineering practice] A 3-page IES Journal paper<br /> <br /> <br /> <br /> Lucas B, Hanson J and Claxton G, [https://www.stem.org.uk/elibrary/resource/35085 Thinking like an engineer,] Implications for the education system, Royal Academy of Engineering, 2014.<br /> |-<br /> |'''Case Studies'''<br /> <br /> [http://info.iesis.org/papers/Journal&#x20;V156_web_secure.pdf Manufacturing robot cranes] (page 27) A manufacturer uses critical thinking <br /> <br /> I[http://info.iesis.org/papers/Journal&#x20;V156_web_secure.pdf nventing a bionic hand] (page 39)<br /> |}<br /> <div style = "width:1000px"><br /> [[File:Athena-2.png|alt=|left|thumb|160x160px|Athena, godess of wisdom]]<br /> [[File:Thinker-2.png|left|alt=|thumb|Rodin's thinker]]The Wikipedia [[:en:Critical_thinking|defintion]] of critical thinking is: 'the analysis of facts to form a judgment'. A complementary definition is: 'the use of guiding principles that support the achievement of good outcomes'. <br /> <br /> Ethos is defined as ‘the principles and attitudes that are associated with a particular type of activity’. Critical thinking can therefore be viewed as the ethos used for managing complex uncertainty. <br /> <br /> Critical thinkers constantly seek to identify and use principles that will lead to success.<br /> <br> <br> <br> <br><br /> === Guiding principles ===<br /> Here are some guiding principles used by critical thinkers:<br /> <br /> ==== Actions ====<br /> *Adopt a refelective ethos: question, review, consult, challenge, be challenged, expect to be challenged, be sceptical about all information; avoid preconceptions and bias.<br /> *Proposals for action should be thorougly tested before they are accepted.<br /> *Use intuition but never trust it.<br /> *Validate processses, verify procedure outcomes<br /> *Use logic and evidence to the limits of their potential to make well-informed judgements.<br /> *Use, where appropriate, the Engineer-it [[Chapter 1:Strategies for engineered outcomes|strategies]]<br /> *Think for yourself but not by yourself.<br /> *Adopt a system approach: consider the system as a whole as well as its parts.<br /> * Adopt a holistic approach: take account of all relevant issues.<br /> *Learn from successes and from failures.<br /> *If a feature can be quantified, quantify it: use predictive models, use data.<br /> *Monitor the results of actions and compare the actual outcomes with the intended outcomes.<br /> *When working with standards, seek to identify and address issues that are not covered by the standards.<br /> *Constantly seek to improve products and processes.<br /> <br /> '''Seek to:'''<br /> <br /> *embrace integrity without question: honest, trustworthy, reliable<br /> *be humble, listen to other views and be prepared to change your mind.<br /> *be open, friendly, respectful<br /> *be committed<br /> * be collaborative, inclusive<br /> * be dispassionate about outcomes<br /> <br /> '''Avoid being:'''<br /> <br /> *autocratic<br /> *deferential<br /> <br /> ===Proposal testing===<br /> An appropriate amount of resouce should be allocated to testing of proposals for action. The amount of resource should be proportional to level of risk of negative outcomes.<br /> <br /> Before accepting a proposal it should be tested:<br /> <br /> *taking account of all requirements, both objectives and constraints, addressing the complexity<br /> *against other proposals<br /> *using the most appropriate testing methods for the context<br /> *by a multidisciplinary team, if that is needed<br /> *by being open-minded, sceptical, not relying on intuition, avoiding bias<br /> *using reliable evidence and logic to the limits of their potential<br /> <br /> ===Learning for critical thinking===<br /> The development of good habits should start as early as practical. That learning for critial thinking should start in primary school and be addressed continuously in education is becoming recognised. Critical thinking should be treated as a discipline in education i.e. as a branch of learning - see Section 4 (page 10) of the [https://www.engineers.scot/office/resources/publications/discipline-ct.pdf Discipline for critical thinking] paper.<br /> <br /> However, you cannot rely on being coached to be a critical thinker. People need to discipline their minds to develop critical thinking skills, Strategies for doing this include:<br /> <br /> *Be a student of crtitical thinking. Collect guiding principles. Write them down,memorise and use them.<br /> *Watch how other people operate and identify the principles that guide them to be successful. Discuss the issues with them. Add their good ideas to your list of principles.<br /> * Read about contexts where critical thinking was needed to identify principles<br /> *Identify the reasons for people to be unsuccessful. Actively avoid copying them.<br /> * Remember that some guiding principles are context specific. You are not using a set of fixed rules that result in success. You need to use critical thinking about your critical thinking strategies.<br /> *If you have a [[leadership]] role, work with your colleagues to develop the principles under which the team will operate.<br /> </div></div>

Iain https://eit.engineers.scot/index.php?title=Critical_thinking&diff=1578 Critical thinking 2022-12-10T09:15:13Z

<p>Iain: </p> <hr /> <div><br /> {| class="wikitable" style="margin-left: auto; margin-right: 100px; background-color:#DEF6FE; width:200px; vertical-align:top; text-align:left; float:right; margin-left: 10px;" <br /> !References<br /> |-<br /> |'''Internal links'''<br /> [[Main Page|Engineer-it]] main page<br /> <br /> <br /> [[Strategies for engineered outcomes|Strategies]] page<br /> |-<br /> <br /> |'''Sources'''<br /> <br /> [https://www.criticalthinking.org/pages/defining-critical-thinking/766 The Foundation for critical thinking]<br /> |-<br /> |'''Papers'''<br /> [https://engineers.scot/office/resources/publications/discipline-ct.pdf The discipline of critical thinking] An IES strategy report<br /> <br /> Barr.M [https://engineers.scot/office/resources/publications/ies-journal-2020-mbarr-paper.pdf Experiences of a critical thinking approach in engineering practice] A 3-page IES Journal paper<br /> <br /> <br /> <br /> Lucas B, Hanson J and Claxton G, [https://www.stem.org.uk/elibrary/resource/35085 Thinking like an engineer,] Implications for the education system, Royal Academy of Engineering, 2014.<br /> |-<br /> |'''Case Studies'''<br /> <br /> [http://info.iesis.org/papers/Journal&#x20;V156_web_secure.pdf Manufacturing robot cranes] (page 27) A manufacturer uses critical thinking <br /> <br /> I[http://info.iesis.org/papers/Journal&#x20;V156_web_secure.pdf nventing a bionic hand] (page 39)<br /> |}<br /> <div style = "width:1000px"><br /> [[File:Athena-2.png|alt=|left|thumb|160x160px|Athena, godess of wisdom]]<br /> [[File:Thinker-2.png|left|alt=|thumb|Rodin's thinker]]The Wikipedia [[:en:Critical_thinking|defintion]] of critical thinking is: 'the analysis of facts to form a judgment'. A complementary definition is: 'the use of guiding principles that support the achievement of good outcomes'. <br /> <br /> Ethos is defined as ‘the principles and attitudes that are associated with a particular type of activity’. Critical thinking can therefore be viewed as the ethos used for managing complex uncertainty. <br /> <br /> Critical thinkers constantly seek to identify and use principles that will lead to success.<br /> <br /> === Guiding principles ===<br /> Here are some guiding principles used by critical thinkers:<br /> <br /> ==== Actions ====<br /> *Proposals should be thorougly tested before they are accepted.<br /> *Use intuition but never trust it.<br /> *Adopt a refelective ethos: question, review, consult, challenge, be challenged, expect to be challenged, be sceptical about all information; avoid preconceptions and bias.<br /> *Validate processses, verify procedure outcomes<br /> *Use logic and evidence to the limits of their potential to make well-informed judgements.<br /> *Use, where appropriate, the Engineer-it [[Chapter 1:Strategies for engineered outcomes|strategies]]<br /> *Think for yourself but not by yourself.<br /> *Adopt a system approach: consider the system as a whole as well as its parts.<br /> * Adopt a holistic approach: take account of all relevant issues.<br /> *Learn from successes and from failures.<br /> *If a feature can be quantified, quantify it: use predictive models, use data.<br /> *Monitor the results of actions and compare the actual outcomes with the intended outcomes.<br /> *When working with standards, seek to identify and address issues that are not covered by the standards.<br /> *Constantly seek to improve products and processes.<br /> <br /> '''Seek to:'''<br /> <br /> *embrace integrity without question: honest, trustworthy, reliable<br /> *be humble, listen to other views and be prepared to change your mind.<br /> *be open, friendly, respectful<br /> *be committed<br /> * be collaborative, inclusive<br /> * be dispassionate about outcomes<br /> <br /> '''Avoid being:'''<br /> <br /> *autocratic<br /> *deferential<br /> <br /> ===Proposal testing===<br /> An appropriate amount of resouce should be allocated to testing of proposals for action. The amount of resource should be proportional to level of risk of negative outcomes.<br /> <br /> Before accepting a proposal it should be tested:<br /> <br /> *taking account of all requirements, both objectives and constraints, addressing the complexity<br /> *against other proposals<br /> *using the most appropriate testing methods for the context<br /> *by a multidisciplinary team, if that is needed<br /> *by being open-minded, sceptical, not relying on intuition, avoiding bias<br /> *using reliable evidence and logic to the limits of their potential<br /> <br /> ===Learning for critical thinking===<br /> The development of good habits should start as early as practical. That learning for critial thinking should start in primary school and be addressed continuously in education is becoming recognised. Critical thinking should be treated as a discipline in education i.e. as a branch of learning - see Section 4 (page 10) of the [https://www.engineers.scot/office/resources/publications/discipline-ct.pdf Discipline for critical thinking] paper.<br /> <br /> However, you cannot rely on being coached to be a critical thinker. People need to discipline their minds to develop critical thinking skills, Strategies for doing this include:<br /> <br /> *Be a student of crtitical thinking. Collect guiding principles. Write them down,memorise and use them.<br /> *Watch how other people operate and identify the principles that guide them to be successful. Discuss the issues with them. Add their good ideas to your list of principles.<br /> * Read about contexts where critical thinking was needed to identify principles<br /> *Identify the reasons for people to be unsuccessful. Actively avoid copying them.<br /> * Remember that some guiding principles are context specific. You are not using a set of fixed rules that result in success. You need to use critical thinking about your critical thinking strategies.<br /> *If you have a [[leadership]] role, work with your colleagues to develop the principles under which the team will operate.<br /> </div></div>

Iain https://eit.engineers.scot/index.php?title=Structural_design_processes&diff=1577 Structural design processes 2022-11-28T22:55:19Z

<p>Iain: </p> <hr /> <div><br /> Structural design requires the use of system planning where the overal process and the sub-processes need to be optimised. This article demonstates how system planning is applied in structural engineering design.<br /> <br /> Since every strucuture is different and innovatiion may be needed, a flexible approach to the processes is needed. <br /> <br /> Figure 1 shows how, in the creation of a structure, one starts with a set of requirements that represent the objecties and constraints forthe structure. This is transformed by a design process into design output, i.e. into information about what the structure will be and justification for the design decisions.. A construction process then transforms the design output into the physical structure. In this article, processes used in structural design are discussed<br /> [[File:Structure-process.png|none|thumb|600x600px|Figure 1 Stages in the creation of a structure]]<br /> <br /> === A basic model of the design process === <br /> [[File:Structure-process-2.png|thumb|400x400px|Figure 2 Design process stages]]<br /> Figure 2 shows a model of the design process as an instance of the [[Top-down strategy]]. The 'system model' is information about the stucture being designed and about its context.<br /> <br /> The process is not normally linear. Iterations and revisions are made based on continuous review activity,<br /> <br /> At the the Inception Stage, requirements for the performance of the stucture and for the design process are established and information about, for example, the site is identified.<br /> <br /> At the Conception Stage, investigations are carried out leading to a decisoin about the general form of the structre to be adopted.<br /> <br /> At the Production Stage, the chosen form of structure is developed to produce drawings and specifications to be passed on to the construction stage. Other outcomes include documents that justify the decisions taken.<br /> <br /> === Process mapping === <br /> The Institution of Structural Egineers publishes a [https://www.istructe.org/sitefiles/handlers/DownloadFile.ashx?productId=9746 Structural Plan of Work] that sets out an overall process for structural engineers working on the design of a building. <br /> <br /> The stages in the IStructE Plan of Work are shown in Figure 3.<br /> <br /> [[File:ISE-PlanofW-2.png|center|thumb|800x800px|Figure 3 Stages in the IStructE Plan of Work]]<br /> <br /> A process map for structural design is shown in Table 1.<br /> [[File:Des-proc-2.png|center|thumb|800x800px|Table 1 Simplified process map for structural design]]<br /> <br /> The work starts at the top left of the map with the definition of requirements and moves across the stages and down the sub-processes to achieve the basic project outcomes In the case of stuctural design, the basic outcome is in the form of drawings and specifications that define what the structure will be. Other outcomes are required that, for example, justify the choices made or show how risk was controlled. <br /> <br /> Table 1 only indicates some of the complexity of the system plan. It does not show iterations that are common, especially at the concept stage, nor does it show interactions among the sub-processes.<br /> === Controlling Risk === <br /> Reducing risk, e.g. risks of collapse, inadequate performance, cost escalations, etc, is a fundamental strategy in engineered processes. A structural collapse can have serious consequences and all structural engineering activities should be treated as being, to some degree [[Risk#Safety-critical systems|safety critical]].<br /> <br /> Structural egineers have a duty of care to ensure that what they design will be safe to use. <br /> <br /> Naval architect, Stephen Payne, designer of the Queen Mary 2, said (at a talk given to the Institution of Engineers in Scotland in 2020). "When designing a cruise liner, the regulations represent the starting point for my safety assessment. The Titanic met the then current regulations." Hundreds of people might drown if a passenger liner was lost at sea. There are equivalent risks in structural design e.g. for a long span bridge or the roof of a sports stadium. Use of the principle that the ''starting'' point for design should be the regulations should be adopted in all strutural designs. This requires [[critical thinking]] by all participants.<br /> <br /> Structural design briefs should require that consideration should be given to the issues that are not covered by standards and that analysis models should be validated [reference needed].<br /> <br /> === Design Programme=== <br /> The work of the project is controlled by a programme where tasks are defined and allocated and timelines are established.<br /> <br /> Items in such a programme include:<br /> *Task descriptions<br /> *Task schedules.<br /> *Manpower schedules<br /> *Reviews<br /> Core actions in preparing a project programe include:<br /> *Break down the work into tasks.<br /> *Estimate the time it will take to complete each task.<br /> *Define the precedence of the tasks, i.e. decide which tasks can be carried out in parallel and which need to be handled consecutively.<br /> *Identify any lead times needed for starting the tasks - e.g. where one needs to wait for information to be delivered.<br /> *Identify critical tasks, i.e. those which if not done on time will cause delay in the overall completion<br /> *Draw up a schedule for the work, typically using a bar chart which shows when each task should start and finish. Leave some slack in the system to allow for unforeseen circumstances.<br /> * Record progress and update the task times as the work proceeds.<br /> ===='''Task Assignment'''==== <br /> When assigning a task, take account of (a) the competence of the person who is to carry out the task and (b) the need to train people to do the task.<br /> ===='''Reviews'''==== <br /> ''Regular review meetings'' should be included in the schedule to address:<br /> *Progress in relation to the programme.<br /> *Progress in relation to meeting the [https://eit.engineers.scot/index.php?title=Top-down_strategy#Requirements requirements]<br /> ''Milestone reviews'' Two major reviews in the design plan are:<br /> <br /> # At the end of the concept stage the state of the design is reviewed to ensure that what is proposed has the potential to satisfy the requirements i.e. that the design is valid. This results in a Design Proposal for agreement by the client.<br /> # The final review assessesm the outcomes against the requirements.<br /> [[Critical thinking]] is a key attribute in review work. Constantly asking reflective questions and responding to them is essential for ensuring successful outcomes. Key reflective questions are:<br /> <br /> * ''Validation'': Is the process suited to the context?<br /> * ''Verification'': Has the process been correctly implemented?<br /> <br /> === Inception Stage ===<br /> <br /> ==== '''Structural design brief''' ====<br /> This is a collection of all requirements that may affect the structural design including information about the processes to be used. At Stage 1, it should, if practical, not relate to a specific structural form so as not to limit the scope of the options to be considered. <br /> <br /> The brief starts with the client requirements and is developed at the Concept Stage based on information from the options analysis. At the end of Stage 2, a Stage 2 Design Brief should be issued and therafte changes to the brief should be avoided, if practical.<br /> <br /> This guidance about the project brief in the RIBA plan of work states that: "The project brief is likely to be presented as a report, however, where possible, information and requirements should be scheduled in a database or spreadsheet format that will be easy to expand and will be easy to use to test whether proposals satisfy requirements later in the project." <br /> <br /> ===== Establishing the design brief =====<br /> To establish the requirments, design issues should be identified and expressed in the form of requirements. Figure 4 shows generic structural design issues.<br /> [[File:Issues-1.png|none|thumb|700x700px|Figure 4 Generic structural design issues]]<br /> <br /> ===== Principles =====<br /> * Work to a process for establishing the brief<br /> * Ensure that all requirements have been identified and adequately stated in the brief<br /> <br /> ===== Recommended verbal forms to be used in the brief (from [https://www.standardsforhighways.co.uk/prod/attachments/7b057727-55ee-48e5-98ff-bc3084ef807c?inline=true GG 101]-page 4) =====<br /> * The verb ’must’ indicates a statutory or legislative requirement.<br /> * The verb ’shall’ indicates a requirement of the Overseeing Organisation.<br /> * The verb ’should’ indicates advice expressed as a recommendation.<br /> * The verb ’may’ indicates advice expressed as a permissible approach.<br /> * The verb ’can’ or verbs expressed in the present tense other than ’must’, ’shall’, ’should’ and ’may’ are used to introduce notes, which provide a short clarification of a concept or statement of fact.<br /> <br /> ===== Using the design brief =====<br /> * Work to a process for ensuring that the reqirements will be satisfied<br /> <br /> * Be vigilant throughout the design process about requirements conformance<br /> * At design review meetings have requirements conformance on the agenda.<br /> *Ensure that that the mandatory requirements have been satisfied. <br /> <br /> * Explain why any non-mandatory requirements have not been fully implemented.<br /> <br /> ===== Site information =====<br /> This document may include information about: topography, existing site features, former usage, services, ground conditions, etc.<br /> <br /> === Conception Stage ===<br /> <br /> ===== Option analysis =====<br /> Develop a set of options to a degree of detail sufficient to assess them against the requirements. Compare them against the requirements and decide on the form of the structure to be used.<br /> <br /> ===== Principles for the options analsis =====<br /> * At the outset, all options should be 'on the table'.<br /> * Select a set of 'candidate options' that have potential to meet the requirements<br /> * Carry out partial designs for these options to provide information adequate for assessing their relative merits.<br /> * Assess the options using [https://eit.engineers.scot/index.php?title=Critical_thinking#Proposal_testing proposal testing] principles.<br /> * Consider using a multi-criteria assessment [https://eit.engineers.scot/images/d/db/Ch2_evaluating-design-options.pdf method]<br /> <br /> ==== '''Design brief - Stage 2''' ====<br /> The design brief should be updated taking account of the decisions made as a result of the options analysis. For example a detailed list of codes of the relevatn codes of practice should be added to the brief.<br /> <br /> ==== '''Design proposal - Stage 2''' ====<br /> <br /> This document is similar to the ''[https://www.standardsforhighways.co.uk/prod/attachments/17dadcc6-8e01-455d-b93e-c827d280839a?inline=true Approval in Principle]'' document for bridges and to the ''Basis of Structural Design'' document recommended in the [https://www.istructe.org/sitefiles/handlers/DownloadFile.ashx?productId=9746 IStructE Plan of Work].<br /> <br /> It is recommended that the Design Proposal - stage 2 includes:<br /> <br /> 1. A project description<br /> <br /> 2. Reference to documents:<br /> <br /> * Site Information<br /> * Options Analysis Report<br /> * Structural Design Brief (Stage 2)<br /> <br /> 3. Information about the proposed structure - what has been decided at the end of the Concept Stage (this may part of the Options Analysis Report)<br /> <br /> 4. Statements in relation to:<br /> <br /> * The requirements that have been addressed at the end of Stage 2. <br /> * Actions/processes needed at the Production Stage to ensure that all requirements will be properly addressed.<br /> * Issues to be addressed that are not included in codes of practice. This is especially important in innovative contexts. See, for example, the [[Structural design failures|Ronan Point Collapse]]<br /> <br /> === Production Stage ===<br /> <br /> ==== '''Technical assessment''' ====<br /> Technical assessment is the combined use of analysis modelling and performance criteria to seek to ensure that the structure will satisfy the technical requirements set out in the Design Brief - Stage 2. A main requirement of technical assessment is to ensure that the strucutre will be stable i.e. that it will not be close to collapse. <br /> <br /> ===== Analysis modelling =====<br /> There is significant risk that errors in the modelling will cause the structure to be unsafe and therefore a fit for purpose [[analysis modelling process]] must be used. <br /> <br /> ==== '''Conformance to technical criteria''' ====<br /> <br /> ===== Validation of technical criteria =====<br /> It is essential that all the relevant code of practice critera are addresses. It is also very important to be vigilant for issues that are not covered by codes of practice and may not have been identified in the Design Proposal - Stage 2 document.<br /> <br /> ===== Performing the calculations =====<br /> Code of practice rules should be processed using software that has been subject to rigorous QA assessment.<br /> <br /> Hand calculators should only be used in preliminary work and back-of-an-envelope checks. They should not be used for final calculations because of the increased risk of errors.<br /> <br /> A process is needed for checking that:<br /> <br /> * the input to calculations is correct,<br /> * the calculations have been correctly implemented<br /> * all criteria have been satisfied. <br /> <br /> ==== '''Drawings and specifications''' ====<br /> A process is needed to verify that the decisions made are correctly implemented in the drawings and specifications that are used to construct the structure and for other purposes.<br /> <br /> ==== '''Design verification report''' ====<br /> This report should: <br /> <br /> * demonstrate that the mandatory requirements have been satisfied and show how the non-mandatory requirements have been addressed.<br /> * record the validation of the processes used and how theys were verified.<br /> * serve as a record for archiving purposes of what has been done .<br /> <br /> Typical contents of a verification report:<br /> <br /> 1. Modelling<br /> <br /> * Description of the models used.<br /> * Modelling reviews: model validation, results verification<br /> <br /> 2. Code of practice calculations.<br /> <br /> * Record of calculations<br /> * Record of verification processes<br /> <br /> 3. Stability and Robustness report.<br /> <br /> 4. Sustainability Report<br /> <br /> 5. Access and Maintenance strategy<br /> <br /> 6. Cost analysis<br /> <br /> 7. Construction Methods statement</div>

Iain https://eit.engineers.scot/index.php?title=Critical_thinking&diff=1576 Critical thinking 2022-11-22T22:16:52Z

<p>Iain: </p> <hr /> <div><br /> {| class="wikitable" style="margin-left: auto; margin-right: 100px; background-color:#DEF6FE; width:200px; vertical-align:top; text-align:left; float:right; margin-left: 10px;" <br /> !References<br /> |-<br /> |'''Internal links'''<br /> [[Main Page|Engineer-it]] main page<br /> <br /> <br /> [[Strategies for engineered outcomes|Strategies]] page<br /> |-<br /> <br /> |'''Sources'''<br /> <br /> [https://www.criticalthinking.org/pages/defining-critical-thinking/766 The Foundation for critical thinking]<br /> |-<br /> |'''Papers'''<br /> [https://engineers.scot/office/resources/publications/discipline-ct.pdf The discipline of critical thinking] An IES strategy report<br /> <br /> Barr.M [https://engineers.scot/office/resources/publications/ies-journal-2020-mbarr-paper.pdf Experiences of a critical thinking approach in engineering practice] A 3-page IES Journal paper<br /> <br /> <br /> <br /> Lucas B, Hanson J and Claxton G, [https://www.stem.org.uk/elibrary/resource/35085 Thinking like an engineer,] Implications for the education system, Royal Academy of Engineering, 2014.<br /> |-<br /> |'''Case Studies'''<br /> <br /> [http://info.iesis.org/papers/Journal&#x20;V156_web_secure.pdf Manufacturing robot cranes] (page 27) A manufacturer uses critical thinking <br /> <br /> I[http://info.iesis.org/papers/Journal&#x20;V156_web_secure.pdf nventing a bionic hand] (page 39)<br /> |}<br /> <div style = "width:1000px"><br /> [[File:Athena-2.png|alt=|left|thumb|160x160px|Athena, godess of wisdom]]<br /> [[File:Thinker-2.png|left|alt=|thumb|Rodin's thinker]]The Wikipedia [[:en:Critical_thinking|defintion]] of critical thinking is: 'the analysis of facts to form a judgment'. A complementary definition is: 'the use of guiding principles that support the achievement of good outcomes'. <br /> <br /> Ethos is defined as ‘the principles and attitudes that are associated with a particular type of activity’. Critical thinking can therefore be viewed as the ethos used for managing complex uncertainty. <br /> <br /> Critical thinkers constantly seek to identify and use principles that will lead to success.<br /> <br /> === Guiding principles ===<br /> Here are some guiding principles used by critical thinkers:<br /> <br /> ==== Actions ====<br /> *Proposals should be thorougly tested before they are accepted.<br /> *Use intuition but never trust it.<br /> *Adopt a refelective ethos: question, review, consult, challenge, be challenged, expect to be challenged, be sceptical about all information; avoid preconceptions and bias.<br /> *Validate processses, verify outcomes<br /> *Use logic and evidence to the limits of their potential to make well-informed judgements.<br /> *Use, where appropriate, the Engineer-it [[Chapter 1:Strategies for engineered outcomes|strategies]]<br /> *Think for yourself but not by yourself.<br /> *Adopt a system approach: consider the system as a whole as well as its parts.<br /> * Adopt a holistic approach: take account of all relevant issues.<br /> *Learn from successes and from failures.<br /> *If a feature can be quantified, quantify it: use predictive models, use data.<br /> *Monitor the results of actions and compare the actual outcomes with the intended outcomes.<br /> *When working with standards, seek to identify and address issues that are not covered by the standards.<br /> *Constantly seek to improve products and processes.<br /> <br /> '''Seek to:'''<br /> <br /> *embrace integrity without question: honest, trustworthy, reliable<br /> *be humble, listen to other views and be prepared to change your mind.<br /> *be open, friendly, respectful<br /> *be committed<br /> * be collaborative, inclusive<br /> * be dispassionate about outcomes<br /> <br /> '''Avoid being:'''<br /> <br /> *autocratic<br /> *deferential<br /> <br /> ===Proposal testing===<br /> An appropriate amount of resouce should be allocated to testing of proposals for action. The amount of resource should be proportional to level of risk of negative outcomes.<br /> <br /> Before accepting a proposal it should be tested:<br /> <br /> *taking account of all requirements, both objectives and constraints, addressing the complexity<br /> *against other proposals<br /> *using the most appropriate testing methods for the context<br /> *by a multidisciplinary team, if that is needed<br /> *by being open-minded, sceptical, not relying on intuition, avoiding bias<br /> *using reliable evidence and logic to the limits of their potential<br /> <br /> ===Learning for critical thinking===<br /> The development of good habits should start as early as practical. That learning for critial thinking should start in primary school and be addressed continuously in education is becoming recognised. Critical thinking should be treated as a discipline in education i.e. as a branch of learning - see Section 4 (page 10) of the [https://www.engineers.scot/office/resources/publications/discipline-ct.pdf Discipline for critical thinking] paper.<br /> <br /> However, you cannot rely on being coached to be a critical thinker. People need to discipline their minds to develop critical thinking skills, Strategies for doing this include:<br /> <br /> *Be a student of crtitical thinking. Collect guiding principles. Write them down,memorise and use them.<br /> *Watch how other people operate and identify the principles that guide them to be successful. Discuss the issues with them. Add their good ideas to your list of principles.<br /> * Read about contexts where critical thinking was needed to identify principles<br /> *Identify the reasons for people to be unsuccessful. Actively avoid copying them.<br /> * Remember that some guiding principles are context specific. You are not using a set of fixed rules that result in success. You need to use critical thinking about your critical thinking strategies.<br /> *If you have a [[leadership]] role, work with your colleagues to develop the principles under which the team will operate.<br /> </div></div>

Iain https://eit.engineers.scot/index.php?title=Queensferry_Bridge&diff=1575 Queensferry Bridge 2022-11-22T22:10:32Z

<p>Iain: </p> <hr /> <div>[[File:Queensferry-bridge-3.png|center|thumb|900x900px]]<br /> <br /> <br /> <br /> The 2006 -2017 Queensferry Crossing project created a second road bridge over the River Forth near Edinburgh. Transport Scotland, set up a client team that consisted of department staff and staff from two major civil engineering consultancies - Arups and Jacobs. At all stages, the client had highly competent staff who were deeply involved in the management of the project.<br /> <br /> Features or the processes used included:<br /> <br /> * '''Use a system approach''': Consider the system as a whole and the details. Effectiveness and efficiency – continual Improvement.<br /> * '''Control risk''': Identify anything that might go wrong; take action to prevent it happening / manage risk and opportunity.<br /> * '''Constant vigilance to identify and correct errors/faults''' <br /> * '''Consider options:''' Do not jump to solutions; look at a range of options. Do not, at the outset, decide the solution will be a bridge. Consider also tunnels and causeways. Allocate a significant amount of resource for deciding on the form that the crossing will take.<br /> * '''Use technology to its limits: ''' For example, a state-of-the-art intelligent transport control system was installed. Advanced modelling methods were used to predict the behaviour of the bridge under load.<br /> * '''Plan: ''' Carefully plan all activities. Time schedules are established and every effort is made to keep to them.<br /> * '''Take a long-term view:''' Consider durability in the design. Install monitoring devices so that in 50 years' time the integrity of the structure can be assessed.<br /> * '''Adopt demonstrable, open governance:''' stakeholder communications and community engagement.<br /> * '''Collaborate:''' Everyone involved is focused on the project objectives: within budget, on time, to specification, safe working, reduce environmental impact, etc.<br /> * '''Adopt an integrated safety philosophy:''' applied across the project: ‘Bridging the Forth Safely’.<br /> * '''Communicate: ''' Use co-location of project staff. The client, designers and contractors share an office building so that they can communicate easily<br /> * '''Address staff development:''' communication and training.<br /> <br /> For further infornation see 2018 [https://library.engineers.scot/files/original/eab36d6ca5ed59052808e053588717d3.pdf IES Journal paper]</div>

Iain https://eit.engineers.scot/index.php?title=Main_Page&diff=1574 Main Page 2022-11-19T20:00:35Z

<p>Iain: </p> <hr /> <div>[[File:Satellite.png|center|thumb|850x850px]]<br /> {| class="wikitable" style=" margin-right: 30px; background-color:#DEF6FE; paddng-left:15px; width:200px; vertical-align:top; text-align:left; float:left; margin-left: 10px;"<br /> |- <br /> |'''<big>Engineer-it Modules</big>'''<br /> [[Strategies for system planning]]<br /> <br /> [[Structural engineering]]<br /> <br /> [[Energy planning]] <br /> <br /> |}<br /> ==Welcome to Engineer-it==<br /> <div style = "width:800px"><br /> <br /> The ''Engineer-it'' resource, for learners of all ages, provides information about how to manage complex uncertainty. <br /> <br /> </br> </br></br> </bR><br /> === System planning ===<br /> The term ''system planning'' is used here to represent skilled management of complex uncertainty. <br /> <br /> Planning can be defined as the formulation and implementation of processes. The simple model of:<br /> <br /> Input -----> process -----> outcomes<br /> <br /> prompts the observation that deep focus on the suitability of the inputs to processes and on the quality of the processes themselves is critical for achieving successful outcomes. When working with complex uncertainty, it is necessary to ensure that the processes used are the most appropriate in the context. In ''system planning'', such focus is applied to the overall process and to the sub-processes.<br /> <br /> A main feature of system planning is that the processes are adapted to the context and kept under constant review.<br /> <br /> System planning also implies that outcomes are kept under constant review and changes are made in the light of such experience<br /> <br /> System planning for structural design is discussed [[Structural design processes|here]]. The need for system planning for the electricity system is discussed [[Energy planning#System planning|here]].<br /> <br /> System planning is needed for: <br /> <br /> * developing government policy, for [[Energy planning|energy,]] reducing inequality, waste disposal, etc.<br /> * engineering projects of all kinds: infrastructure, aircraft, microchips, etc.<br /> * business enterprises<br /> * health services<br /> * scientific projects<br /> * educational programmes<br /> * etc.<br /> <br /> ===Structure of the resource===<br /> The resource is divided into 'modules'. <br /> <br /> The [[Strategies for engineered outcomes|Strategies Module]] outlines a conceptual framework that can be used in a wide range of situations, not only in engineering. The other chapters give instances of the use of the framework in specific contexts. <br /> <br /> Those who seek to address the complex problems of the modern world - sustainability, inequality, energy, climate change, waste, etc. - should use these strategies where they are appropriate. All who have, or aspire to have, a responsible role in society should discipline their minds to use them.<br /> </div></div>

Iain https://eit.engineers.scot/index.php?title=Main_Page&diff=1573 Main Page 2022-11-19T19:59:02Z

<p>Iain: </p> <hr /> <div>[[File:Satellite.png|center|thumb|850x850px]]<br /> {| class="wikitable" style=" margin-right: 30px; background-color:#DEF6FE; paddng-left:15px; width:200px; vertical-align:top; text-align:left; float:left; margin-left: 10px;"<br /> |- <br /> |'''<big>Engineer-it Modules</big>'''<br /> [[Strategies for system planning]]<br /> <br /> [[Structural engineering]]<br /> <br /> [[Energy planning]] <br /> <br /> |}<br /> ==Welcome to Engineer-it==<br /> <div style = "width:800px"><br /> <br /> The ''Engineer-it'' resource, for learners of all ages, provides information about how to manage complex uncertainty. <br /> <br /> For more information about Engineer-it see [[Engineer-it:About|About]]<br /> </br> </br></br> </bR><br /> === System planning ===<br /> The term ''system planning'' is used here to represent skilled management of complex uncertainty. <br /> <br /> Planning can be defined as the formulation and implementation of processes. The simple model of:<br /> <br /> Input -----> process -----> outcomes<br /> <br /> prompts the observation that deep focus on the suitability of the inputs to processes and on the quality of the processes themselves is critical for achieving successful outcomes. When working with complex uncertainty, it is necessary to ensure that the processes used are the most appropriate in the context. In ''system planning'', such focus is applied to the overall process and to the sub-processes.<br /> <br /> A main feature of system planning is that the processes are adapted to the context and kept under constant review.<br /> <br /> System planning also implies that outcomes are kept under constant review and changes are made in the light of such experience<br /> <br /> System planning for structural design is discussed [[Structural design processes|here]]. The need for system planning for the electricity system is discussed [[Energy planning#System planning|here]].<br /> <br /> System planning is needed for: <br /> <br /> * developing government policy, for [[Energy planning|energy,]] reducing inequality, waste disposal, etc.<br /> * engineering projects of all kinds: infrastructure, aircraft, microchips, etc.<br /> * business enterprises<br /> * health services<br /> * scientific projects<br /> * educational programmes<br /> * etc.<br /> <br /> ===Structure of the resource===<br /> The resource is divided into 'modules'. <br /> <br /> The [[Strategies for engineered outcomes|Strategies Module]] outlines a conceptual framework that can be used in a wide range of situations, not only in engineering. The other chapters give instances of the use of the framework in specific contexts. <br /> <br /> Those who seek to address the complex problems of the modern world - sustainability, inequality, energy, climate change, waste, etc. - should use these strategies where they are appropriate. All who have, or aspire to have, a responsible role in society should discipline their minds to use them.<br /> </div></div>

Iain https://eit.engineers.scot/index.php?title=Main_Page&diff=1572 Main Page 2022-11-19T19:58:40Z

<p>Iain: </p> <hr /> <div>[[File:Satellite.png|center|thumb|850x850px]]<br /> {| class="wikitable" style=" margin-right: 30px; background-color:#DEF6FE; paddng-left:15px; width:200px; vertical-align:top; text-align:left; float:left; margin-left: 10px;"<br /> |- <br /> |'''<big>Engineer-it Modules</big>'''<br /> [[Strategies for system planning]]<br /> <br /> [[Structural engineering]]<br /> <br /> [[Energy planning]] <br /> <br /> |}<br /> ==Welcome to Engineer-it==<br /> <div style = "width:800px"><br /> <br /> The ''Engineer-it'' resource, for learners of all ages, provides information about how to manage complex uncertainty. <br /> <br /> For more information about Engineer-it see [[Engineer-it:About|About]]<br /> </br> </br></br><br /> === System planning ===<br /> The term ''system planning'' is used here to represent skilled management of complex uncertainty. <br /> <br /> Planning can be defined as the formulation and implementation of processes. The simple model of:<br /> <br /> Input -----> process -----> outcomes<br /> <br /> prompts the observation that deep focus on the suitability of the inputs to processes and on the quality of the processes themselves is critical for achieving successful outcomes. When working with complex uncertainty, it is necessary to ensure that the processes used are the most appropriate in the context. In ''system planning'', such focus is applied to the overall process and to the sub-processes.<br /> <br /> A main feature of system planning is that the processes are adapted to the context and kept under constant review.<br /> <br /> System planning also implies that outcomes are kept under constant review and changes are made in the light of such experience<br /> <br /> System planning for structural design is discussed [[Structural design processes|here]]. The need for system planning for the electricity system is discussed [[Energy planning#System planning|here]].<br /> <br /> System planning is needed for: <br /> <br /> * developing government policy, for [[Energy planning|energy,]] reducing inequality, waste disposal, etc.<br /> * engineering projects of all kinds: infrastructure, aircraft, microchips, etc.<br /> * business enterprises<br /> * health services<br /> * scientific projects<br /> * educational programmes<br /> * etc.<br /> <br /> ===Structure of the resource===<br /> The resource is divided into 'modules'. <br /> <br /> The [[Strategies for engineered outcomes|Strategies Module]] outlines a conceptual framework that can be used in a wide range of situations, not only in engineering. The other chapters give instances of the use of the framework in specific contexts. <br /> <br /> Those who seek to address the complex problems of the modern world - sustainability, inequality, energy, climate change, waste, etc. - should use these strategies where they are appropriate. All who have, or aspire to have, a responsible role in society should discipline their minds to use them.<br /> </div></div>

Iain https://eit.engineers.scot/index.php?title=Main_Page&diff=1571 Main Page 2022-11-19T19:57:40Z

<p>Iain: </p> <hr /> <div>[[File:Satellite.png|center|thumb|850x850px]]<br /> {| class="wikitable" style=" margin-right: 30px; background-color:#DEF6FE; paddng-left:15px; width:200px; vertical-align:top; text-align:left; float:left; margin-left: 10px;"<br /> |- <br /> |'''<big>Engineer-it Modules</big>'''<br /> [[Strategies for system planning]]<br /> <br /> [[Structural engineering]]<br /> <br /> [[Energy planning]] <br /> <br /> |}<br /> ==Welcome to Engineer-it==<br /> <div style = "width:800px"><br /> <br /> The ''Engineer-it'' resource, for learners of all ages, provides information about how to manage complex uncertainty. <br /> <br /> For more information about Engineer-it see [[Engineer-it:About|About]]<br /> </br><br /> === System planning ===<br /> The term ''system planning'' is used here to represent skilled management of complex uncertainty. <br /> <br /> Planning can be defined as the formulation and implementation of processes. The simple model of:<br /> <br /> Input -----> process -----> outcomes<br /> <br /> prompts the observation that deep focus on the suitability of the inputs to processes and on the quality of the processes themselves is critical for achieving successful outcomes. When working with complex uncertainty, it is necessary to ensure that the processes used are the most appropriate in the context. In ''system planning'', such focus is applied to the overall process and to the sub-processes.<br /> <br /> A main feature of system planning is that the processes are adapted to the context and kept under constant review.<br /> <br /> System planning also implies that outcomes are kept under constant review and changes are made in the light of such experience<br /> <br /> System planning for structural design is discussed [[Structural design processes|here]]. The need for system planning for the electricity system is discussed [[Energy planning#System planning|here]].<br /> <br /> System planning is needed for: <br /> <br /> * developing government policy, for [[Energy planning|energy,]] reducing inequality, waste disposal, etc.<br /> * engineering projects of all kinds: infrastructure, aircraft, microchips, etc.<br /> * business enterprises<br /> * health services<br /> * scientific projects<br /> * educational programmes<br /> * etc.<br /> <br /> ===Structure of the resource===<br /> The resource is divided into 'modules'. <br /> <br /> The [[Strategies for engineered outcomes|Strategies Module]] outlines a conceptual framework that can be used in a wide range of situations, not only in engineering. The other chapters give instances of the use of the framework in specific contexts. <br /> <br /> Those who seek to address the complex problems of the modern world - sustainability, inequality, energy, climate change, waste, etc. - should use these strategies where they are appropriate. All who have, or aspire to have, a responsible role in society should discipline their minds to use them.<br /> </div></div>

Iain https://eit.engineers.scot/index.php?title=Main_Page&diff=1570 Main Page 2022-11-19T19:56:46Z

<p>Iain: </p> <hr /> <div>[[File:Satellite.png|center|thumb|850x850px]]<br /> {| class="wikitable" style=" margin-right: 30px; background-color:#DEF6FE; paddng-left:15px; width:200px; vertical-align:top; text-align:left; float:left; margin-left: 10px;"<br /> |- <br /> |'''<big>Engineer-it Modules</big>'''<br /> [[Strategies for system planning]]<br /> <br /> [[Structural engineering]]<br /> <br /> [[Energy planning]] <br /> <br /> |}<br /> ==Welcome to Engineer-it==<br /> <div style = "width:800px"><br /> <br /> The ''Engineer-it'' resource, for learners of all ages, provides information about how to manage complex uncertainty. <br /> <br /> For more information about Engineer-it see [[Engineer-it:About|About]]<br /> <br /> === System planning ===<br /> The term ''system planning'' is used here to represent skilled management of complex uncertainty. <br /> <br /> Planning can be defined as the formulation and implementation of processes. The simple model of:<br /> <br /> Input -----> process -----> outcomes<br /> <br /> prompts the observation that deep focus on the suitability of the inputs to processes and on the quality of the processes themselves is critical for achieving successful outcomes. When working with complex uncertainty, it is necessary to ensure that the processes used are the most appropriate in the context. In ''system planning'', such focus is applied to the overall process and to the sub-processes.<br /> <br /> A main feature of system planning is that the processes are adapted to the context and kept under constant review.<br /> <br /> System planning also implies that outcomes are kept under constant review and changes are made in the light of such experience<br /> <br /> System planning for structural design is discussed [[Structural design processes|here]]. The need for system planning for the electricity system is discussed [[Energy planning#System planning|here]].<br /> <br /> System planning is needed for: <br /> <br /> * developing government policy, for [[Energy planning|energy,]] reducing inequality, waste disposal, etc.<br /> * engineering projects of all kinds: infrastructure, aircraft, microchips, etc.<br /> * business enterprises<br /> * health services<br /> * scientific projects<br /> * educational programmes<br /> * etc.<br /> <br /> ===Structure of the resource===<br /> The resource is divided into 'modules'. <br /> <br /> The [[Strategies for engineered outcomes|Strategies Module]] outlines a conceptual framework that can be used in a wide range of situations, not only in engineering. The other chapters give instances of the use of the framework in specific contexts. <br /> <br /> Those who seek to address the complex problems of the modern world - sustainability, inequality, energy, climate change, waste, etc. - should use these strategies where they are appropriate. All who have, or aspire to have, a responsible role in society should discipline their minds to use them.<br /> </div></div>

Iain https://eit.engineers.scot/index.php?title=Energy_planning&diff=1569 Energy planning 2022-11-15T20:31:07Z

<p>Iain: </p> <hr /> <div><br /> [[File:Refinery.png|thumb|880x880px|left]]<br /> <br/> <br/> <br/><br /> {| class="wikitable" style=" margin-right: 20px; background-color:#DEF6FE; paddng-left:15px; width:200px; vertical-align:top; text-align:left; float:right; margin-left: 10px;"<br /> |+<br /> !<big>Links</big><br /> |-<br /> |'''Eit article'''<br /> [[Reliability and resilience of the electricity system with high levels of renewables]]<br /> |-<br /> |'''IES Strategy report'''<br /> [https://engineers.scot/office/resources/publications/engforenergy.pdf Engineering for energy]<br /> |-<br /> |'''IES Journal paper'''<br /> [https://engineers.scot/office/resources/publications/ies-journal-engineering-netz.pdf Engineering for net zero] <br /> |-<br /> |'''IES Opinion pieces''' <br /> [https://engineers.scot/news/2021-04-19-opinion-the-uk-government-must-reassess-how-it-assesses-emissions-reduction The Government must reassess how it assesses emissions reduction]<br /> <br /> [https://engineers.scot/news/2021-02-23-opinion-are-hydrogen-fuelled-vehicles-a-waste-of-our-time-and-energy Hydrogen fuel cells do not appear to be a transport winner]<br /> <br /> [https://engineers.scot/news/2021-07-20-opinion-energy-storage-a-better-solution Energy storage - a better solution?]<br /> <br /> <br /> |}<br /> <div style = "width:900px"><br /> <br /> <br /> <br /> <br /> <br /> Most societies are deeply dependent on the use of fossil fuel to support the lifestyles of their members but the need to reduce dependeny on them is manifest. Actions that governments take have the greatest potential for reducing the use of fossil fuels. Because of the very high levels of complexity and uncertainty involved, it is essenttial that [[Strategies for system planning|system planning]] i.e. the .'skilled management of complex uncertainty', is adopted in the actions that it takes.<br /> <br /> In this article we focus on planning for the electricity system as an example of how system planning may be implemented.<br /> <br /> === Government planning for electricity ===<br /> <br /> ==== The Future System Operator proposal ====<br /> The 2021 ''[https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1004044/energy-future-system-operator-condoc.pdf Joint Report]'' ''on Energy Future System Operator Consultation'', Ofgem (Office of Gas and Electricity Markets) and BEIS (Department for Business, Energy and Industrial Strategy) states that:<br /> <div style=" padding-left: 30px"><br /> "consulting on the establishment of an expert, impartial Future Systems Operator (FSO) with responsibilities across both the electricity and gas systems to drive progress towards net zero while maintaining energy security and minimising costs for consumers."<br /> </div><br /> and that:<br /> <div style=" padding-left: 30px"><br /> "key strategic decisions will need to be informed by whole-system insight and impartial, technical advice." (p20)<br /> </div><br /> The FSO would therefore carry out system planning for both the electricity and the gas systems In this document we focus on the electricity system but the FSO will need to take account of all energy issues that affect the energy goals.<br /> <br /> Via its role as the Electricity System Operator (ESO), the privately owned National Grid Company (NGC) is required it to ensure that supply meets demand at all times. NGC has responsibility for planning the transmission system but it is not is not responsible for ensuring that future generation capacity requirements are satisfied'''.'''<br /> <br /> The creation of an FSO will allow generation, transmission, and distribution to be part of an integrated plan where "key strategic decisions will need to be informed by whole-system insight and impartial, technical advice." (BEIS/Ofgem consultation report - see link above).<br /> <br /> ==== Reasons for system planning ====<br /> Reasons why system planning is needed for the electricity system include:<br /> <br /> 1. The existing arrangements for government planning of the electricity system is that proposals for action are drafted by ministers and civil servants. Detailed justification for what is proposed is not required and ministers therefore can and do make decisions based on proposals that have not been adequately assessed. The electricity system is a very complex technical entity and even with a high standard of assessment there will be risk of unsatisfactory outcomes. Accepting proposals for action for the electricity system made by people with no experience in power systems engineering who can include their own untested preferences, makes no sense. It is like requiring a lawyer or an accountant to prescribe treatment for a complex medical condition. For example, the continuing closure of coal, gas and nuclear generation in favour of intermittent wind and solar generation without planning to ensure that demand will be met at all times, will result in a dangerously unreliable system - see article on [[Reliability and resilience of the electricity system with high levels of renewables|Reliability and Resilience]].<br /> <br /> 2. The objectives are dominated by public good issues: the need for reliability, the need to have low emissions. Markets do not address public good issues but system planning does.<br /> <br /> 3. It behaves as a ''system'' - as a set of mutually dependent parts interconnected by the Grid.<br /> <br /> 4. Very effective computational models are available for predicting the behaviour of an electricity system. This modelling is used to ensure that that the system will meet standards for reliability and resilience with respect to: security of generation supply, system inertia, network fault recovery, synchronous generation, reactive power, black start recovery, etc.(see article on [[Reliability and resilience of the electricity system with high levels of renewables|reliability and resilience]]). The models are key tools that underpin a system design and investment planning processes.<br /> <br /> ==== Core principles for system planning for the electricity system ====<br /> 1. ''Policy'' The Government establishes the policy - the fundamental objectives.<br /> <br /> 2''. Executive Group'' A multidisciplinary Executive Group as part of the Future System Operator organisation should be established. The members of the group should have experience in system planning and have an appropriate range of competencies. As far as is practical, they should not have any business or financial interests that would bias their judgement. The leader of the team must have a track record of success in system planning. Autocratic management should be strictly avoided.<br /> <br /> 3. ''Formulating proposals'' The Executive Group should look widely for proposals to be considered. At the early stages, all ideas are 'on the table'. Preconceptions and ideology are put to the side. Options should be thoroughly tested: <br /> <br /> * by taking account of all requirements, both objectives and constraints, addressing the complexity<br /> * against other proposals/options<br /> * using the most appropriate testing methods<br /> * by being open-minded, sceptical, avoiding bias, not jumping to conclusions<br /> <br /> Based on the results of such analysis, proposals for action are made by the Executive Group.<br /> <br /> 4. ''Transparency'' Unless there are national security issues, justification for major proposals for action should be available to the public who should be invited to make comments before decisions are made.<br /> <br /> 5''. Strategic decisions'' Strategy proposals are made by the Executive Group but decisions on strategy are made by government ministers or by Parliament with the important proviso that no proposal is accepted unless it has been tested as described in item 3 above. <br /> <br /> 6. ''Review and Revise'' When working with complex uncertainty, despite all efforts at prevention, faults in outcomes are likely to occur. The performance of the system is monitored to identify deficiencies and make amendments. This should be carried out on a regular basis. This work should be under the control of the Executive Group.<br /> <br /> ====Attributes of the FSO organisation====<br /> It is recommended that the Future System Operator has the following attributes:<br /> <br /> * It should be a not-for-profit body<br /> * It should have statutory powers that will allow it to work for the common good.<br /> * All involved must work together to seek to achieve the goals for energy taking appropriate account of the risks.<br /> * A whole-system, whole-life, holistic approach would be used. All the consequences of introducing changes are assessed.<br /> * The most advanced technologies should be applied in the drive to achieve its goals.<br /> * The staff must have the necessary range of high-level competence - technical competence, financial competence and especially competence in power system engineering. The staff should, as far as is practical, be free from political and commercial constraints. Where expertise is not available within the organisation, it should be procured from other sources.<br /> * It should be required to draw up long-term and short-term plans for situations where the Government seeks to make changes to energy production or use. For the electricity system, it should have powers to determine the types of plant that are to be built, where they are to be built and when they are to be commissioned.<br /> * The operation of the FSO should, with the exception of issues that relate to national security, be transparent to the public. Data should be made available so that members of the public can carry out studies independently of the Authority. Such contributions should be welcomed as having potential to help to achieve the system goals. Before major decisions are made, public consultations should be held about proposals.<br /> * The line and boundaries of responsibility for all functions of the electricity system should be clearly defined.<br /> * It must have authority to ensure that plans are implemented.<br /> * It should operate under an audited quality management system to seek to ensure that the objectives are being competently addressed.<br /> <br /> ==== Historical precedent ====<br /> Despite opposition from members of the UK Parliament who believed that competition was essential, the 1926 Electricity Act enabled 'Electricity Commissioners' to use system planning that resulted in greatly improved reliability and significant reduction in the price of electricity in real terms - see [https://engineers.scot/office/resources/publications/engforenergy.pdf Engineeering for Energy], page 9.<br /> <br /> Pre-1990, the not-for-profit UK Electricity Boards (CEGB, SSEB and NSHEB) provided a reliable supply and worked successfully to keep costs down. They did forward planning that identified the optimum location and type of generation plant in relation to a range of issues such as system cost, fuel source proximity, operational flexibility, fuel supply security etc..<br /> <br /> <br /> ''The opinions expressed do not necessarily reflect the views of IES.''<br /> </div></div>

Iain https://eit.engineers.scot/index.php?title=Energy_planning&diff=1563 Energy planning 2022-10-08T20:05:44Z

<p>Iain: </p> <hr /> <div><br /> [[File:Refinery.png|thumb|880x880px|left]]<br /> {| class="wikitable" style="float:left;"<br /> |[[Main Page|Engineer-it main page]]<br /> |}<br /> <br/> <br/> <br/><br /> {| class="wikitable" style=" margin-right: 20px; background-color:#DEF6FE; paddng-left:15px; width:200px; vertical-align:top; text-align:left; float:right; margin-left: 10px;"<br /> |+<br /> !<big>Links</big><br /> |-<br /> |'''Eit article'''<br /> [[Reliability and resilience of the electricity system with high levels of renewables]]<br /> |-<br /> |'''IES Strategy report'''<br /> [https://engineers.scot/office/resources/publications/engforenergy.pdf Engineering for energy]<br /> |-<br /> |'''IES Journal paper'''<br /> [https://engineers.scot/office/resources/publications/ies-journal-engineering-netz.pdf Engineering for net zero] <br /> |-<br /> |'''IES Opinion pieces''' <br /> [https://engineers.scot/news/2021-04-19-opinion-the-uk-government-must-reassess-how-it-assesses-emissions-reduction The Government must reassess how it assesses emissions reduction]<br /> <br /> [https://engineers.scot/news/2021-02-23-opinion-are-hydrogen-fuelled-vehicles-a-waste-of-our-time-and-energy Hydrogen fuel cells do not appear to be a transport winner]<br /> <br /> [https://engineers.scot/news/2021-07-20-opinion-energy-storage-a-better-solution Energy storage - a better solution?]<br /> <br /> <br /> |}<br /> <div style = "width:900px"><br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> Most societies are deeply dependent on the use of fossil fuel to support the lifestyles of their members but the need to reduce dependeny on them is manifest. Actions that governments take have the greatest potential for reducing the use of fossil fuels. Because of the very high levels of complexity and uncertainty involved, it is essenttial that [[Strategies for system planning|system planning]] i.e. the .'skilled management of complex uncertainty', is adopted in the actions that it takes.<br /> <br /> In this article we focus on planning for the electricity system as an example of how system planning may be implemented.<br /> <br /> === Government planning for electricity ===<br /> <br /> ==== The Future System Operator proposal ====<br /> The 2021 ''[https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1004044/energy-future-system-operator-condoc.pdf Joint Report]'' ''on Energy Future System Operator Consultation'', Ofgem (Office of Gas and Electricity Markets) and BEIS (Department for Business, Energy and Industrial Strategy) states that:<br /> <div style=" padding-left: 30px"><br /> "consulting on the establishment of an expert, impartial Future Systems Operator (FSO) with responsibilities across both the electricity and gas systems to drive progress towards net zero while maintaining energy security and minimising costs for consumers."<br /> </div><br /> and that:<br /> <div style=" padding-left: 30px"><br /> "key strategic decisions will need to be informed by whole-system insight and impartial, technical advice." (p20)<br /> </div><br /> The FSO would therefore carry out system planning for both the electricity and the gas systems In this document we focus on the electricity system but the FSO will need to take account of all energy issues that affect the energy goals.<br /> <br /> Via its role as the Electricity System Operator (ESO), the privately owned National Grid Company (NGC) is required it to ensure that supply meets demand at all times. NGC has responsibility for planning the transmission system but it is not is not responsible for ensuring that future generation capacity requirements are satisfied'''.'''<br /> <br /> The creation of an FSO will allow generation, transmission, and distribution to be part of an integrated plan where "key strategic decisions will need to be informed by whole-system insight and impartial, technical advice." (BEIS/Ofgem consultation report - see link above).<br /> <br /> ==== Reasons for system planning ====<br /> Reasons why system planning is needed for the electricity system include:<br /> <br /> 1. The existing arrangements for government planning of the electricity system is that proposals for action are drafted by ministers and civil servants. Detailed justification for what is proposed is not required and ministers therefore can and do make decisions based on proposals that have not been adequately assessed. The electricity system is a very complex technical entity and even with a high standard of assessment there will be risk of unsatisfactory outcomes. Accepting proposals for action for the electricity system made by people with no experience in power systems engineering who can include their own untested preferences, makes no sense. It is like requiring a lawyer or an accountant to prescribe treatment for a complex medical condition. For example, the continuing closure of coal, gas and nuclear generation in favour of intermittent wind and solar generation without planning to ensure that demand will be met at all times, will result in a dangerously unreliable system - see article on [[Reliability and resilience of the electricity system with high levels of renewables|Reliability and Resilience]].<br /> <br /> 2. The objectives are dominated by public good issues: the need for reliability, the need to have low emissions. Markets do not address public good issues but system planning does.<br /> <br /> 3. It behaves as a ''system'' - as a set of mutually dependent parts interconnected by the Grid.<br /> <br /> 4. Very effective computational models are available for predicting the behaviour of an electricity system. This modelling is used to ensure that that the system will meet standards for reliability and resilience with respect to: security of generation supply, system inertia, network fault recovery, synchronous generation, reactive power, black start recovery, etc.(see article on [[Reliability and resilience of the electricity system with high levels of renewables|reliability and resilience]]). The models are key tools that underpin a system design and investment planning processes.<br /> <br /> ==== Core principles for system planning for the electricity system ====<br /> 1. ''Policy'' The Government establishes the policy - the fundamental objectives.<br /> <br /> 2''. Executive Group'' A multidisciplinary Executive Group as part of the Future System Operator organisation should be established. The members of the group should have experience in system planning and have an appropriate range of competencies. As far as is practical, they should not have any business or financial interests that would bias their judgement. The leader of the team must have a track record of success in system planning. Autocratic management should be strictly avoided.<br /> <br /> 3. ''Formulating proposals'' The Executive Group should look widely for proposals to be considered. At the early stages, all ideas are 'on the table'. Preconceptions and ideology are put to the side. Options should be thoroughly tested: <br /> <br /> * by taking account of all requirements, both objectives and constraints, addressing the complexity<br /> * against other proposals/options<br /> * using the most appropriate testing methods<br /> * by being open-minded, sceptical, avoiding bias, not jumping to conclusions<br /> <br /> Based on the results of such analysis, proposals for action are made by the Executive Group.<br /> <br /> 4. ''Transparency'' Unless there are national security issues, justification for major proposals for action should be available to the public who should be invited to make comments before decisions are made.<br /> <br /> 5''. Strategic decisions'' Strategy proposals are made by the Executive Group but decisions on strategy are made by government ministers or by Parliament with the important proviso that no proposal is accepted unless it has been tested as described in item 3 above. <br /> <br /> 6. ''Review and Revise'' When working with complex uncertainty, despite all efforts at prevention, faults in outcomes are likely to occur. The performance of the system is monitored to identify deficiencies and make amendments. This should be carried out on a regular basis. This work should be under the control of the Executive Group.<br /> <br /> ====Attributes of the FSO organisation====<br /> It is recommended that the Future System Operator has the following attributes:<br /> <br /> * It should be a not-for-profit body<br /> * It should have statutory powers that will allow it to work for the common good.<br /> * All involved must work together to seek to achieve the goals for energy taking appropriate account of the risks.<br /> * A whole-system, whole-life, holistic approach would be used. All the consequences of introducing changes are assessed.<br /> * The most advanced technologies should be applied in the drive to achieve its goals.<br /> * The staff must have the necessary range of high-level competence - technical competence, financial competence and especially competence in power system engineering. The staff should, as far as is practical, be free from political and commercial constraints. Where expertise is not available within the organisation, it should be procured from other sources.<br /> * It should be required to draw up long-term and short-term plans for situations where the Government seeks to make changes to energy production or use. For the electricity system, it should have powers to determine the types of plant that are to be built, where they are to be built and when they are to be commissioned.<br /> * The operation of the FSO should, with the exception of issues that relate to national security, be transparent to the public. Data should be made available so that members of the public can carry out studies independently of the Authority. Such contributions should be welcomed as having potential to help to achieve the system goals. Before major decisions are made, public consultations should be held about proposals.<br /> * The line and boundaries of responsibility for all functions of the electricity system should be clearly defined.<br /> * It must have authority to ensure that plans are implemented.<br /> * It should operate under an audited quality management system to seek to ensure that the objectives are being competently addressed.<br /> <br /> ==== Historical precedent ====<br /> Despite opposition from members of the UK Parliament who believed that competition was essential, the 1926 Electricity Act enabled 'Electricity Commissioners' to use system planning that resulted in greatly improved reliability and significant reduction in the price of electricity in real terms - see [https://engineers.scot/office/resources/publications/engforenergy.pdf Engineeering for Energy], page 9.<br /> <br /> Pre-1990, the not-for-profit UK Electricity Boards (CEGB, SSEB and NSHEB) provided a reliable supply and worked successfully to keep costs down. They did forward planning that identified the optimum location and type of generation plant in relation to a range of issues such as system cost, fuel source proximity, operational flexibility, fuel supply security etc..<br /> <br /> <br /> ''The opinions expressed do not necessarily reflect the views of IES.''<br /> </div></div>

Iain https://eit.engineers.scot/index.php?title=Energy_planning&diff=1560 Energy planning 2022-10-08T12:39:27Z

<p>Iain: </p> <hr /> <div><br /> [[File:Refinery.png|thumb|880x880px|left]]<br /> {| class="wikitable" style="float:left;"<br /> |[[Main Page|Engineer-it main page]]<br /> |}<br /> <br /> {| class="wikitable" style=" margin-right: 20px; background-color:#DEF6FE; paddng-left:15px; width:200px; vertical-align:top; text-align:left; float:right; margin-left: 10px;"<br /> |+<br /> !<big>Links</big><br /> |-<br /> |'''Eit article'''<br /> [[Reliability and resilience of the electricity system with high levels of renewables]]<br /> |-<br /> |'''IES Strategy report'''<br /> [https://engineers.scot/office/resources/publications/engforenergy.pdf Engineering for energy]<br /> |-<br /> |'''IES Journal paper'''<br /> [https://engineers.scot/office/resources/publications/ies-journal-engineering-netz.pdf Engineering for net zero] <br /> |-<br /> |'''IES Opinion pieces''' <br /> [https://engineers.scot/news/2021-04-19-opinion-the-uk-government-must-reassess-how-it-assesses-emissions-reduction The Government must reassess how it assesses emissions reduction]<br /> <br /> [https://engineers.scot/news/2021-02-23-opinion-are-hydrogen-fuelled-vehicles-a-waste-of-our-time-and-energy Hydrogen fuel cells do not appear to be a transport winner]<br /> <br /> [https://engineers.scot/news/2021-07-20-opinion-energy-storage-a-better-solution Energy storage - a better solution?]<br /> <br /> <br /> |}<br /> <div style = "width:900px"><br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> Most societies are deeply dependent on the use of fossil fuel to support the lifestyles of their members but the need to reduce dependeny on them is manifest. Actions that governments take have the greatest potential for reducing the use of fossil fuels. Because of the very high levels of complexity and uncertainty involved, it is essenttial that [[Strategies for system planning|system planning]] i.e. the .'skilled management of complex uncertainty', is adopted in the actions that it takes.<br /> <br /> In this article we focus on planning for the electricity system as an example of how system planning may be implemented.<br /> <br /> === Government planning for electricity ===<br /> <br /> ==== The Future System Operator proposal ====<br /> The 2021 ''[https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1004044/energy-future-system-operator-condoc.pdf Joint Report]'' ''on Energy Future System Operator Consultation'', Ofgem (Office of Gas and Electricity Markets) and BEIS (Department for Business, Energy and Industrial Strategy) states that:<br /> <div style=" padding-left: 30px"><br /> "consulting on the establishment of an expert, impartial Future Systems Operator (FSO) with responsibilities across both the electricity and gas systems to drive progress towards net zero while maintaining energy security and minimising costs for consumers."<br /> </div><br /> and that:<br /> <div style=" padding-left: 30px"><br /> "key strategic decisions will need to be informed by whole-system insight and impartial, technical advice." (p20)<br /> </div><br /> The FSO would therefore carry out system planning for both the electricity and the gas systems In this document we focus on the electricity system but the FSO will need to take account of all energy issues that affect the energy goals.<br /> <br /> Via its role as the Electricity System Operator (ESO), the privately owned National Grid Company (NGC) is required it to ensure that supply meets demand at all times. NGC has responsibility for planning the transmission system but it is not is not responsible for ensuring that future generation capacity requirements are satisfied'''.'''<br /> <br /> The creation of an FSO will allow generation, transmission, and distribution to be part of an integrated plan where "key strategic decisions will need to be informed by whole-system insight and impartial, technical advice." (BEIS/Ofgem consultation report - see link above).<br /> <br /> ==== Reasons for system planning ====<br /> Reasons why system planning is needed for the electricity system include:<br /> <br /> 1. The existing arrangements for government planning of the electricity system is that proposals for action are drafted by ministers and civil servants. Detailed justification for what is proposed is not required and ministers therefore can and do make decisions based on proposals that have not been adequately assessed. The electricity system is a very complex technical entity and even with a high standard of assessment there will be risk of unsatisfactory outcomes. Accepting proposals for action for the electricity system made by people with no experience in power systems engineering who can include their own untested preferences, makes no sense. It is like requiring a lawyer or an accountant to prescribe treatment for a complex medical condition. For example, the continuing closure of coal, gas and nuclear generation in favour of intermittent wind and solar generation without planning to ensure that demand will be met at all times, will result in a dangerously unreliable system - see article on [[Reliability and resilience of the electricity system with high levels of renewables|Reliability and Resilience]].<br /> <br /> 2. The objectives are dominated by public good issues: the need for reliability, the need to have low emissions. Markets do not address public good issues but system planning does.<br /> <br /> 3. It behaves as a ''system'' - as a set of mutually dependent parts interconnected by the Grid.<br /> <br /> 4. Very effective computational models are available for predicting the behaviour of an electricity system. This modelling is used to ensure that that the system will meet standards for reliability and resilience with respect to: security of generation supply, system inertia, network fault recovery, synchronous generation, reactive power, black start recovery, etc.(see article on [[Reliability and resilience of the electricity system with high levels of renewables|reliability and resilience]]). The models are key tools that underpin a system design and investment planning processes.<br /> <br /> ==== Core principles for system planning for the electricity system ====<br /> 1. ''Policy'' The Government establishes the policy - the fundamental objectives.<br /> <br /> 2''. Executive Group'' A multidisciplinary Executive Group as part of the Future System Operator organisation should be established. The members of the group should have experience in system planning and have an appropriate range of competencies. As far as is practical, they should not have any business or financial interests that would bias their judgement. The leader of the team must have a track record of success in system planning. Autocratic management should be strictly avoided.<br /> <br /> 3. ''Formulating proposals'' The Executive Group should look widely for proposals to be considered. At the early stages, all ideas are 'on the table'. Preconceptions and ideology are put to the side. Options should be thoroughly tested: <br /> <br /> * by taking account of all requirements, both objectives and constraints, addressing the complexity<br /> * against other proposals/options<br /> * using the most appropriate testing methods<br /> * by being open-minded, sceptical, avoiding bias, not jumping to conclusions<br /> <br /> Based on the results of such analysis, proposals for action are made by the Executive Group.<br /> <br /> 4. ''Transparency'' Unless there are national security issues, justification for major proposals for action should be available to the public who should be invited to make comments before decisions are made.<br /> <br /> 5''. Strategic decisions'' Strategy proposals are made by the Executive Group but decisions on strategy are made by government ministers or by Parliament with the important proviso that no proposal is accepted unless it has been tested as described in item 3 above. <br /> <br /> 6. ''Review and Revise'' When working with complex uncertainty, despite all efforts at prevention, faults in outcomes are likely to occur. The performance of the system is monitored to identify deficiencies and make amendments. This should be carried out on a regular basis. This work should be under the control of the Executive Group.<br /> <br /> ====Attributes of the FSO organisation====<br /> It is recommended that the Future System Operator has the following attributes:<br /> <br /> * It should be a not-for-profit body<br /> * It should have statutory powers that will allow it to work for the common good.<br /> * All involved must work together to seek to achieve the goals for energy taking appropriate account of the risks.<br /> * A whole-system, whole-life, holistic approach would be used. All the consequences of introducing changes are assessed.<br /> * The most advanced technologies should be applied in the drive to achieve its goals.<br /> * The staff must have the necessary range of high-level competence - technical competence, financial competence and especially competence in power system engineering. The staff should, as far as is practical, be free from political and commercial constraints. Where expertise is not available within the organisation, it should be procured from other sources.<br /> * It should be required to draw up long-term and short-term plans for situations where the Government seeks to make changes to energy production or use. For the electricity system, it should have powers to determine the types of plant that are to be built, where they are to be built and when they are to be commissioned.<br /> * The operation of the FSO should, with the exception of issues that relate to national security, be transparent to the public. Data should be made available so that members of the public can carry out studies independently of the Authority. Such contributions should be welcomed as having potential to help to achieve the system goals. Before major decisions are made, public consultations should be held about proposals.<br /> * The line and boundaries of responsibility for all functions of the electricity system should be clearly defined.<br /> * It must have authority to ensure that plans are implemented.<br /> * It should operate under an audited quality management system to seek to ensure that the objectives are being competently addressed.<br /> <br /> ==== Historical precedent ====<br /> Despite opposition from members of the UK Parliament who believed that competition was essential, the 1926 Electricity Act enabled 'Electricity Commissioners' to use system planning that resulted in greatly improved reliability and significant reduction in the price of electricity in real terms - see [https://engineers.scot/office/resources/publications/engforenergy.pdf Engineeering for Energy], page 9.<br /> <br /> Pre-1990, the not-for-profit UK Electricity Boards (CEGB, SSEB and NSHEB) provided a reliable supply and worked successfully to keep costs down. They did forward planning that identified the optimum location and type of generation plant in relation to a range of issues such as system cost, fuel source proximity, operational flexibility, fuel supply security etc..<br /> <br /> <br /> ''The opinions expressed do not necessarily reflect the views of IES.''<br /> </div></div>

Iain https://eit.engineers.scot/index.php?title=Energy_planning&diff=1559 Energy planning 2022-10-08T12:38:20Z

<p>Iain: </p> <hr /> <div><br /> [[File:Refinery.png|thumb|880x880px|left]]<br /> {| class="wikitable" style="float:left;"<br /> |+<br /> |[[Main Page|Engineer-it main page]]<br /> |}<br /> <br /> {| class="wikitable" style=" margin-right: 20px; background-color:#DEF6FE; paddng-left:15px; width:200px; vertical-align:top; text-align:left; float:right; margin-left: 10px;"<br /> |+<br /> !<big>Links</big><br /> |-<br /> |'''Eit article'''<br /> [[Reliability and resilience of the electricity system with high levels of renewables]]<br /> |-<br /> |'''IES Strategy report'''<br /> [https://engineers.scot/office/resources/publications/engforenergy.pdf Engineering for energy]<br /> |-<br /> |'''IES Journal paper'''<br /> [https://engineers.scot/office/resources/publications/ies-journal-engineering-netz.pdf Engineering for net zero] <br /> |-<br /> |'''IES Opinion pieces''' <br /> [https://engineers.scot/news/2021-04-19-opinion-the-uk-government-must-reassess-how-it-assesses-emissions-reduction The Government must reassess how it assesses emissions reduction]<br /> <br /> [https://engineers.scot/news/2021-02-23-opinion-are-hydrogen-fuelled-vehicles-a-waste-of-our-time-and-energy Hydrogen fuel cells do not appear to be a transport winner]<br /> <br /> [https://engineers.scot/news/2021-07-20-opinion-energy-storage-a-better-solution Energy storage - a better solution?]<br /> <br /> <br /> |}<br /> <div style = "width:900px"><br /> Most societies are deeply dependent on the use of fossil fuel to support the lifestyles of their members but the need to reduce dependeny on them is manifest. Actions that governments take have the greatest potential for reducing the use of fossil fuels. Because of the very high levels of complexity and uncertainty involved, it is essenttial that [[Strategies for system planning|system planning]] i.e. the .'skilled management of complex uncertainty', is adopted in the actions that it takes.<br /> <br /> In this article we focus on planning for the electricity system as an example of how system planning may be implemented.<br /> <br /> === Government planning for electricity ===<br /> <br /> ==== The Future System Operator proposal ====<br /> The 2021 ''[https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1004044/energy-future-system-operator-condoc.pdf Joint Report]'' ''on Energy Future System Operator Consultation'', Ofgem (Office of Gas and Electricity Markets) and BEIS (Department for Business, Energy and Industrial Strategy) states that:<br /> <div style=" padding-left: 30px"><br /> "consulting on the establishment of an expert, impartial Future Systems Operator (FSO) with responsibilities across both the electricity and gas systems to drive progress towards net zero while maintaining energy security and minimising costs for consumers."<br /> </div><br /> and that:<br /> <div style=" padding-left: 30px"><br /> "key strategic decisions will need to be informed by whole-system insight and impartial, technical advice." (p20)<br /> </div><br /> The FSO would therefore carry out system planning for both the electricity and the gas systems In this document we focus on the electricity system but the FSO will need to take account of all energy issues that affect the energy goals.<br /> <br /> Via its role as the Electricity System Operator (ESO), the privately owned National Grid Company (NGC) is required it to ensure that supply meets demand at all times. NGC has responsibility for planning the transmission system but it is not is not responsible for ensuring that future generation capacity requirements are satisfied'''.'''<br /> <br /> The creation of an FSO will allow generation, transmission, and distribution to be part of an integrated plan where "key strategic decisions will need to be informed by whole-system insight and impartial, technical advice." (BEIS/Ofgem consultation report - see link above).<br /> <br /> ==== Reasons for system planning ====<br /> Reasons why system planning is needed for the electricity system include:<br /> <br /> 1. The existing arrangements for government planning of the electricity system is that proposals for action are drafted by ministers and civil servants. Detailed justification for what is proposed is not required and ministers therefore can and do make decisions based on proposals that have not been adequately assessed. The electricity system is a very complex technical entity and even with a high standard of assessment there will be risk of unsatisfactory outcomes. Accepting proposals for action for the electricity system made by people with no experience in power systems engineering who can include their own untested preferences, makes no sense. It is like requiring a lawyer or an accountant to prescribe treatment for a complex medical condition. For example, the continuing closure of coal, gas and nuclear generation in favour of intermittent wind and solar generation without planning to ensure that demand will be met at all times, will result in a dangerously unreliable system - see article on [[Reliability and resilience of the electricity system with high levels of renewables|Reliability and Resilience]].<br /> <br /> 2. The objectives are dominated by public good issues: the need for reliability, the need to have low emissions. Markets do not address public good issues but system planning does.<br /> <br /> 3. It behaves as a ''system'' - as a set of mutually dependent parts interconnected by the Grid.<br /> <br /> 4. Very effective computational models are available for predicting the behaviour of an electricity system. This modelling is used to ensure that that the system will meet standards for reliability and resilience with respect to: security of generation supply, system inertia, network fault recovery, synchronous generation, reactive power, black start recovery, etc.(see article on [[Reliability and resilience of the electricity system with high levels of renewables|reliability and resilience]]). The models are key tools that underpin a system design and investment planning processes.<br /> <br /> ==== Core principles for system planning for the electricity system ====<br /> 1. ''Policy'' The Government establishes the policy - the fundamental objectives.<br /> <br /> 2''. Executive Group'' A multidisciplinary Executive Group as part of the Future System Operator organisation should be established. The members of the group should have experience in system planning and have an appropriate range of competencies. As far as is practical, they should not have any business or financial interests that would bias their judgement. The leader of the team must have a track record of success in system planning. Autocratic management should be strictly avoided.<br /> <br /> 3. ''Formulating proposals'' The Executive Group should look widely for proposals to be considered. At the early stages, all ideas are 'on the table'. Preconceptions and ideology are put to the side. Options should be thoroughly tested: <br /> <br /> * by taking account of all requirements, both objectives and constraints, addressing the complexity<br /> * against other proposals/options<br /> * using the most appropriate testing methods<br /> * by being open-minded, sceptical, avoiding bias, not jumping to conclusions<br /> <br /> Based on the results of such analysis, proposals for action are made by the Executive Group.<br /> <br /> 4. ''Transparency'' Unless there are national security issues, justification for major proposals for action should be available to the public who should be invited to make comments before decisions are made.<br /> <br /> 5''. Strategic decisions'' Strategy proposals are made by the Executive Group but decisions on strategy are made by government ministers or by Parliament with the important proviso that no proposal is accepted unless it has been tested as described in item 3 above. <br /> <br /> 6. ''Review and Revise'' When working with complex uncertainty, despite all efforts at prevention, faults in outcomes are likely to occur. The performance of the system is monitored to identify deficiencies and make amendments. This should be carried out on a regular basis. This work should be under the control of the Executive Group.<br /> <br /> ====Attributes of the FSO organisation====<br /> It is recommended that the Future System Operator has the following attributes:<br /> <br /> * It should be a not-for-profit body<br /> * It should have statutory powers that will allow it to work for the common good.<br /> * All involved must work together to seek to achieve the goals for energy taking appropriate account of the risks.<br /> * A whole-system, whole-life, holistic approach would be used. All the consequences of introducing changes are assessed.<br /> * The most advanced technologies should be applied in the drive to achieve its goals.<br /> * The staff must have the necessary range of high-level competence - technical competence, financial competence and especially competence in power system engineering. The staff should, as far as is practical, be free from political and commercial constraints. Where expertise is not available within the organisation, it should be procured from other sources.<br /> * It should be required to draw up long-term and short-term plans for situations where the Government seeks to make changes to energy production or use. For the electricity system, it should have powers to determine the types of plant that are to be built, where they are to be built and when they are to be commissioned.<br /> * The operation of the FSO should, with the exception of issues that relate to national security, be transparent to the public. Data should be made available so that members of the public can carry out studies independently of the Authority. Such contributions should be welcomed as having potential to help to achieve the system goals. Before major decisions are made, public consultations should be held about proposals.<br /> * The line and boundaries of responsibility for all functions of the electricity system should be clearly defined.<br /> * It must have authority to ensure that plans are implemented.<br /> * It should operate under an audited quality management system to seek to ensure that the objectives are being competently addressed.<br /> <br /> ==== Historical precedent ====<br /> Despite opposition from members of the UK Parliament who believed that competition was essential, the 1926 Electricity Act enabled 'Electricity Commissioners' to use system planning that resulted in greatly improved reliability and significant reduction in the price of electricity in real terms - see [https://engineers.scot/office/resources/publications/engforenergy.pdf Engineeering for Energy], page 9.<br /> <br /> Pre-1990, the not-for-profit UK Electricity Boards (CEGB, SSEB and NSHEB) provided a reliable supply and worked successfully to keep costs down. They did forward planning that identified the optimum location and type of generation plant in relation to a range of issues such as system cost, fuel source proximity, operational flexibility, fuel supply security etc..<br /> <br /> <br /> ''The opinions expressed do not necessarily reflect the views of IES.''<br /> </div></div>

Iain https://eit.engineers.scot/index.php?title=Energy_planning&diff=1558 Energy planning 2022-10-08T12:35:29Z

<p>Iain: </p> <hr /> <div><br /> [[File:Refinery.png|thumb|880x880px|left]]<br /> {| class="wikitable"<br /> |+<br /> |[[Main Page|Engineer-it main page]]<br /> |}<br /> <br /> {| class="wikitable" style=" margin-right: 20px; background-color:#DEF6FE; paddng-left:15px; width:200px; vertical-align:top; text-align:left; float:right; margin-left: 10px;"<br /> |+<br /> !<big>Links</big><br /> |-<br /> |'''Eit article'''<br /> [[Reliability and resilience of the electricity system with high levels of renewables]]<br /> |-<br /> |'''IES Strategy report'''<br /> [https://engineers.scot/office/resources/publications/engforenergy.pdf Engineering for energy]<br /> |-<br /> |'''IES Journal paper'''<br /> [https://engineers.scot/office/resources/publications/ies-journal-engineering-netz.pdf Engineering for net zero] <br /> |-<br /> |'''IES Opinion pieces''' <br /> [https://engineers.scot/news/2021-04-19-opinion-the-uk-government-must-reassess-how-it-assesses-emissions-reduction The Government must reassess how it assesses emissions reduction]<br /> <br /> [https://engineers.scot/news/2021-02-23-opinion-are-hydrogen-fuelled-vehicles-a-waste-of-our-time-and-energy Hydrogen fuel cells do not appear to be a transport winner]<br /> <br /> [https://engineers.scot/news/2021-07-20-opinion-energy-storage-a-better-solution Energy storage - a better solution?]<br /> <br /> <br /> |}<br /> <div style = "width:900px"><br /> Most societies are deeply dependent on the use of fossil fuel to support the lifestyles of their members but the need to reduce dependeny on them is manifest. Actions that governments take have the greatest potential for reducing the use of fossil fuels. Because of the very high levels of complexity and uncertainty involved, it is essenttial that [[Strategies for system planning|system planning]] i.e. the .'skilled management of complex uncertainty', is adopted in the actions that it takes.<br /> <br /> In this article we focus on planning for the electricity system as an example of how system planning may be implemented.<br /> <br /> === Government planning for electricity ===<br /> <br /> ==== The Future System Operator proposal ====<br /> The 2021 ''[https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1004044/energy-future-system-operator-condoc.pdf Joint Report]'' ''on Energy Future System Operator Consultation'', Ofgem (Office of Gas and Electricity Markets) and BEIS (Department for Business, Energy and Industrial Strategy) states that:<br /> <div style=" padding-left: 30px"><br /> "consulting on the establishment of an expert, impartial Future Systems Operator (FSO) with responsibilities across both the electricity and gas systems to drive progress towards net zero while maintaining energy security and minimising costs for consumers."<br /> </div><br /> and that:<br /> <div style=" padding-left: 30px"><br /> "key strategic decisions will need to be informed by whole-system insight and impartial, technical advice." (p20)<br /> </div><br /> The FSO would therefore carry out system planning for both the electricity and the gas systems In this document we focus on the electricity system but the FSO will need to take account of all energy issues that affect the energy goals.<br /> <br /> Via its role as the Electricity System Operator (ESO), the privately owned National Grid Company (NGC) is required it to ensure that supply meets demand at all times. NGC has responsibility for planning the transmission system but it is not is not responsible for ensuring that future generation capacity requirements are satisfied'''.'''<br /> <br /> The creation of an FSO will allow generation, transmission, and distribution to be part of an integrated plan where "key strategic decisions will need to be informed by whole-system insight and impartial, technical advice." (BEIS/Ofgem consultation report - see link above).<br /> <br /> ==== Reasons for system planning ====<br /> Reasons why system planning is needed for the electricity system include:<br /> <br /> 1. The existing arrangements for government planning of the electricity system is that proposals for action are drafted by ministers and civil servants. Detailed justification for what is proposed is not required and ministers therefore can and do make decisions based on proposals that have not been adequately assessed. The electricity system is a very complex technical entity and even with a high standard of assessment there will be risk of unsatisfactory outcomes. Accepting proposals for action for the electricity system made by people with no experience in power systems engineering who can include their own untested preferences, makes no sense. It is like requiring a lawyer or an accountant to prescribe treatment for a complex medical condition. For example, the continuing closure of coal, gas and nuclear generation in favour of intermittent wind and solar generation without planning to ensure that demand will be met at all times, will result in a dangerously unreliable system - see article on [[Reliability and resilience of the electricity system with high levels of renewables|Reliability and Resilience]].<br /> <br /> 2. The objectives are dominated by public good issues: the need for reliability, the need to have low emissions. Markets do not address public good issues but system planning does.<br /> <br /> 3. It behaves as a ''system'' - as a set of mutually dependent parts interconnected by the Grid.<br /> <br /> 4. Very effective computational models are available for predicting the behaviour of an electricity system. This modelling is used to ensure that that the system will meet standards for reliability and resilience with respect to: security of generation supply, system inertia, network fault recovery, synchronous generation, reactive power, black start recovery, etc.(see article on [[Reliability and resilience of the electricity system with high levels of renewables|reliability and resilience]]). The models are key tools that underpin a system design and investment planning processes.<br /> <br /> ==== Core principles for system planning for the electricity system ====<br /> 1. ''Policy'' The Government establishes the policy - the fundamental objectives.<br /> <br /> 2''. Executive Group'' A multidisciplinary Executive Group as part of the Future System Operator organisation should be established. The members of the group should have experience in system planning and have an appropriate range of competencies. As far as is practical, they should not have any business or financial interests that would bias their judgement. The leader of the team must have a track record of success in system planning. Autocratic management should be strictly avoided.<br /> <br /> 3. ''Formulating proposals'' The Executive Group should look widely for proposals to be considered. At the early stages, all ideas are 'on the table'. Preconceptions and ideology are put to the side. Options should be thoroughly tested: <br /> <br /> * by taking account of all requirements, both objectives and constraints, addressing the complexity<br /> * against other proposals/options<br /> * using the most appropriate testing methods<br /> * by being open-minded, sceptical, avoiding bias, not jumping to conclusions<br /> <br /> Based on the results of such analysis, proposals for action are made by the Executive Group.<br /> <br /> 4. ''Transparency'' Unless there are national security issues, justification for major proposals for action should be available to the public who should be invited to make comments before decisions are made.<br /> <br /> 5''. Strategic decisions'' Strategy proposals are made by the Executive Group but decisions on strategy are made by government ministers or by Parliament with the important proviso that no proposal is accepted unless it has been tested as described in item 3 above. <br /> <br /> 6. ''Review and Revise'' When working with complex uncertainty, despite all efforts at prevention, faults in outcomes are likely to occur. The performance of the system is monitored to identify deficiencies and make amendments. This should be carried out on a regular basis. This work should be under the control of the Executive Group.<br /> <br /> ====Attributes of the FSO organisation====<br /> It is recommended that the Future System Operator has the following attributes:<br /> <br /> * It should be a not-for-profit body<br /> * It should have statutory powers that will allow it to work for the common good.<br /> * All involved must work together to seek to achieve the goals for energy taking appropriate account of the risks.<br /> * A whole-system, whole-life, holistic approach would be used. All the consequences of introducing changes are assessed.<br /> * The most advanced technologies should be applied in the drive to achieve its goals.<br /> * The staff must have the necessary range of high-level competence - technical competence, financial competence and especially competence in power system engineering. The staff should, as far as is practical, be free from political and commercial constraints. Where expertise is not available within the organisation, it should be procured from other sources.<br /> * It should be required to draw up long-term and short-term plans for situations where the Government seeks to make changes to energy production or use. For the electricity system, it should have powers to determine the types of plant that are to be built, where they are to be built and when they are to be commissioned.<br /> * The operation of the FSO should, with the exception of issues that relate to national security, be transparent to the public. Data should be made available so that members of the public can carry out studies independently of the Authority. Such contributions should be welcomed as having potential to help to achieve the system goals. Before major decisions are made, public consultations should be held about proposals.<br /> * The line and boundaries of responsibility for all functions of the electricity system should be clearly defined.<br /> * It must have authority to ensure that plans are implemented.<br /> * It should operate under an audited quality management system to seek to ensure that the objectives are being competently addressed.<br /> <br /> ==== Historical precedent ====<br /> Despite opposition from members of the UK Parliament who believed that competition was essential, the 1926 Electricity Act enabled 'Electricity Commissioners' to use system planning that resulted in greatly improved reliability and significant reduction in the price of electricity in real terms - see [https://engineers.scot/office/resources/publications/engforenergy.pdf Engineeering for Energy], page 9.<br /> <br /> Pre-1990, the not-for-profit UK Electricity Boards (CEGB, SSEB and NSHEB) provided a reliable supply and worked successfully to keep costs down. They did forward planning that identified the optimum location and type of generation plant in relation to a range of issues such as system cost, fuel source proximity, operational flexibility, fuel supply security etc..<br /> <br /> <br /> ''The opinions expressed do not necessarily reflect the views of IES.''<br /> </div></div>

Iain https://eit.engineers.scot/index.php?title=Structural_engineering&diff=1557 Structural engineering 2022-10-07T15:38:59Z

<p>Iain: </p> <hr /> <div>[[File:Building-construction.png|center|thumb|850x850px]] <br /> <br /> {| class="wikitable"<br /> |+<br /> |[[Main Page|Engineer-it main page]]<br /> |}<br /> <br /> <br /> The Sructural Engineering module is for learners in structural engineering at all stages of education and career. <br /> <br /> ===<big>Case studies</big>===<br /> {| class="wikitable" <br /> <br /> |- style="vertical-align:top;"<br /> ! style=" width:200px; text-align:left;" |<big>Design cases</big><br /> ! style=" width:200px; text-align:left;" |<big>Performace cases</big><br /> <br /> |- style="vertical-align:top;"<br /> |[[Structural design of a footbridge|Footbridge]]<br /> <br /> |'''[[Structural design failures|Failures]]'''<br /> <br /> '''Successes'''<br /> <br /> [https://engineers.scot/office/resources/publications/ies-journal-2018-qfbridge.pdf Queensferry Bridge]<br /> <br /> |}<br /> <br /> ===<big>Design Guidance</big>===<br /> {| class="wikitable" <br /> <br /> |- style="vertical-align:top;"<br /> | style=" width:200px; text-align:left;" |[[Structural design processes]]<br /> [https://www.istructe.org/sitefiles/handlers/DownloadFile.ashx?productId=9746 IStructE plan of work]<br /> <br /> [http://stempedia.com/wp-content/uploads/Eurocode-guidance.doc Use of codes of practice]<br /> <br /> [[Integrity]]<br /> <br /> | style=" width:200px; text-align:left;" |[https://eit.engineers.scot/images/5/57/Modelling-proces.pd Modellling process]<br /> [http://stempedia.com/wp-content/uploads/Eit-guidance-stabilityIM-1.pdf Stability]<br /> <br /> [https://eit.engineers.scot/images/d/db/Ch2_evaluating-design-options.pdf Option evaluation]<br /> <br /> Sustainability:<br /> <br /> [https://www.steelconstruction.info/Sustainability#Recycling_and_reuse Steel construction]<br /> <br /> |}<br /> <br /> ===<big>Structural data</big>===<br /> {| class="wikitable"<br /> |[https://www.academia.edu/31442448/Cobb_Fiona_Structural_Engineers_Pocket_Book_Book_ZZ_org Structural Engineers Pocket Book] by Fiona Cobb<br /> [https://www.steelforlifebluebook.co.uk/ Steel Sections Tables] (the Blue Book)<br /> |}<br /> <br /> ===<big>Dictionary of structural engineering</big>===<br /> {| class="wikitable"<br /> |[[Dictionary Structural engineering|Dictionary structural engineering]]<br /> |}<br /> <br /> ===<big>Structural mechanics</big>===<br /> An information resource for structural mechanics was developed as [http://stempedia.com/test/about-the-resource/ Stempedia] The Stempedia files are being converted to Mediawiki format.<br /> {| class="wikitable"<br /> |[[Framework for structural mechanics learning]]<br /> [[Structural Analysis:|Structural analysis]]<br /> <br /> [[Strength and Stiffness of Materials|Strength and stiffness of materials]]<br /> |}</div>

Iain https://eit.engineers.scot/index.php?title=Structural_engineering&diff=1556 Structural engineering 2022-10-07T15:37:45Z

<p>Iain: </p> <hr /> <div>[[File:Building-construction.png|center|thumb|850x850px]] <br /> <br /> {| class="wikitable"<br /> <br /> <br /> [[Main Page|Engineer-it main page]]<br /> |}<br /> <br /> <br /> The Sructural Engineering module is for learners in structural engineering at all stages of education and career. <br /> <br /> ===<big>Case studies</big>===<br /> {| class="wikitable" <br /> <br /> |- style="vertical-align:top;"<br /> ! style=" width:200px; text-align:left;" |<big>Design cases</big><br /> ! style=" width:200px; text-align:left;" |<big>Performace cases</big><br /> <br /> |- style="vertical-align:top;"<br /> |[[Structural design of a footbridge|Footbridge]]<br /> <br /> |'''[[Structural design failures|Failures]]'''<br /> <br /> '''Successes'''<br /> <br /> [https://engineers.scot/office/resources/publications/ies-journal-2018-qfbridge.pdf Queensferry Bridge]<br /> <br /> |}<br /> <br /> ===<big>Design Guidance</big>===<br /> {| class="wikitable" <br /> <br /> |- style="vertical-align:top;"<br /> | style=" width:200px; text-align:left;" |[[Structural design processes]]<br /> [https://www.istructe.org/sitefiles/handlers/DownloadFile.ashx?productId=9746 IStructE plan of work]<br /> <br /> [http://stempedia.com/wp-content/uploads/Eurocode-guidance.doc Use of codes of practice]<br /> <br /> [[Integrity]]<br /> <br /> | style=" width:200px; text-align:left;" |[https://eit.engineers.scot/images/5/57/Modelling-proces.pd Modellling process]<br /> [http://stempedia.com/wp-content/uploads/Eit-guidance-stabilityIM-1.pdf Stability]<br /> <br /> [https://eit.engineers.scot/images/d/db/Ch2_evaluating-design-options.pdf Option evaluation]<br /> <br /> Sustainability:<br /> <br /> [https://www.steelconstruction.info/Sustainability#Recycling_and_reuse Steel construction]<br /> <br /> |}<br /> <br /> ===<big>Structural data</big>===<br /> {| class="wikitable"<br /> |[https://www.academia.edu/31442448/Cobb_Fiona_Structural_Engineers_Pocket_Book_Book_ZZ_org Structural Engineers Pocket Book] by Fiona Cobb<br /> [https://www.steelforlifebluebook.co.uk/ Steel Sections Tables] (the Blue Book)<br /> |}<br /> <br /> ===<big>Dictionary of structural engineering</big>===<br /> {| class="wikitable"<br /> |[[Dictionary Structural engineering|Dictionary structural engineering]]<br /> |}<br /> <br /> ===<big>Structural mechanics</big>===<br /> An information resource for structural mechanics was developed as [http://stempedia.com/test/about-the-resource/ Stempedia] The Stempedia files are being converted to Mediawiki format.<br /> {| class="wikitable"<br /> |[[Framework for structural mechanics learning]]<br /> [[Structural Analysis:|Structural analysis]]<br /> <br /> [[Strength and Stiffness of Materials|Strength and stiffness of materials]]<br /> |}</div>

Iain https://eit.engineers.scot/index.php?title=Structural_engineering&diff=1555 Structural engineering 2022-10-07T15:36:13Z

<p>Iain: </p> <hr /> <div>[[File:Building-construction.png|center|thumb|850x850px]] <br /> <br /> {| class="wikitable"<br /> <br /> <br /> |[[Main Page|Engineer-it main page]]<br /> |}<br /> <br /> <br /> The Sructural Engineering module is for learners in structural engineering at all stages of education and career. <br /> <br /> ===<big>Case studies</big>===<br /> {| class="wikitable" <br /> <br /> |- style="vertical-align:top;"<br /> ! style=" width:200px; text-align:left;" |<big>Design cases</big><br /> ! style=" width:200px; text-align:left;" |<big>Performace cases</big><br /> <br /> |- style="vertical-align:top;"<br /> |[[Structural design of a footbridge|Footbridge]]<br /> <br /> |'''[[Structural design failures|Failures]]'''<br /> <br /> '''Successes'''<br /> <br /> [https://engineers.scot/office/resources/publications/ies-journal-2018-qfbridge.pdf Queensferry Bridge]<br /> <br /> |}<br /> <br /> ===<big>Design Guidance</big>===<br /> {| class="wikitable" <br /> <br /> |- style="vertical-align:top;"<br /> | style=" width:200px; text-align:left;" |[[Structural design processes]]<br /> [https://www.istructe.org/sitefiles/handlers/DownloadFile.ashx?productId=9746 IStructE plan of work]<br /> <br /> [http://stempedia.com/wp-content/uploads/Eurocode-guidance.doc Use of codes of practice]<br /> <br /> [[Integrity]]<br /> <br /> | style=" width:200px; text-align:left;" |[https://eit.engineers.scot/images/5/57/Modelling-proces.pd Modellling process]<br /> [http://stempedia.com/wp-content/uploads/Eit-guidance-stabilityIM-1.pdf Stability]<br /> <br /> [https://eit.engineers.scot/images/d/db/Ch2_evaluating-design-options.pdf Option evaluation]<br /> <br /> Sustainability:<br /> <br /> [https://www.steelconstruction.info/Sustainability#Recycling_and_reuse Steel construction]<br /> <br /> |}<br /> <br /> ===<big>Structural data</big>===<br /> {| class="wikitable"<br /> |[https://www.academia.edu/31442448/Cobb_Fiona_Structural_Engineers_Pocket_Book_Book_ZZ_org Structural Engineers Pocket Book] by Fiona Cobb<br /> [https://www.steelforlifebluebook.co.uk/ Steel Sections Tables] (the Blue Book)<br /> |}<br /> <br /> ===<big>Dictionary of structural engineering</big>===<br /> {| class="wikitable"<br /> |[[Dictionary Structural engineering|Dictionary structural engineering]]<br /> |}<br /> <br /> ===<big>Structural mechanics</big>===<br /> An information resource for structural mechanics was developed as [http://stempedia.com/test/about-the-resource/ Stempedia] The Stempedia files are being converted to Mediawiki format.<br /> {| class="wikitable"<br /> |[[Framework for structural mechanics learning]]<br /> [[Structural Analysis:|Structural analysis]]<br /> <br /> [[Strength and Stiffness of Materials|Strength and stiffness of materials]]<br /> |}</div>

Iain https://eit.engineers.scot/index.php?title=Structural_engineering&diff=1554 Structural engineering 2022-10-07T15:32:53Z

<p>Iain: </p> <hr /> <div>[[File:Building-construction.png|center|thumb|850x850px]] <br /> <br /> {| class="wikitable"<br /> |+<br /> <br /> ![[Main Page|Engineer-it main page]]<br /> |}<br /> <br /> <br /> The Sructural Engineering module is for learners in structural engineering at all stages of education and career. <br /> <br /> ===<big>Case studies</big>===<br /> {| class="wikitable" <br /> <br /> |- style="vertical-align:top;"<br /> ! style=" width:200px; text-align:left;" |<big>Design cases</big><br /> ! style=" width:200px; text-align:left;" |<big>Performace cases</big><br /> <br /> |- style="vertical-align:top;"<br /> |[[Structural design of a footbridge|Footbridge]]<br /> <br /> |'''[[Structural design failures|Failures]]'''<br /> <br /> '''Successes'''<br /> <br /> [https://engineers.scot/office/resources/publications/ies-journal-2018-qfbridge.pdf Queensferry Bridge]<br /> <br /> |}<br /> <br /> ===<big>Design Guidance</big>===<br /> {| class="wikitable" <br /> <br /> |- style="vertical-align:top;"<br /> | style=" width:200px; text-align:left;" |[[Structural design processes]]<br /> [https://www.istructe.org/sitefiles/handlers/DownloadFile.ashx?productId=9746 IStructE plan of work]<br /> <br /> [http://stempedia.com/wp-content/uploads/Eurocode-guidance.doc Use of codes of practice]<br /> <br /> [[Integrity]]<br /> <br /> | style=" width:200px; text-align:left;" |[https://eit.engineers.scot/images/5/57/Modelling-proces.pd Modellling process]<br /> [http://stempedia.com/wp-content/uploads/Eit-guidance-stabilityIM-1.pdf Stability]<br /> <br /> [https://eit.engineers.scot/images/d/db/Ch2_evaluating-design-options.pdf Option evaluation]<br /> <br /> Sustainability:<br /> <br /> [https://www.steelconstruction.info/Sustainability#Recycling_and_reuse Steel construction]<br /> <br /> |}<br /> <br /> ===<big>Structural data</big>===<br /> {| class="wikitable"<br /> |[https://www.academia.edu/31442448/Cobb_Fiona_Structural_Engineers_Pocket_Book_Book_ZZ_org Structural Engineers Pocket Book] by Fiona Cobb<br /> [https://www.steelforlifebluebook.co.uk/ Steel Sections Tables] (the Blue Book)<br /> |}<br /> <br /> ===<big>Dictionary of structural engineering</big>===<br /> {| class="wikitable"<br /> |[[Dictionary Structural engineering|Dictionary structural engineering]]<br /> |}<br /> <br /> ===<big>Structural mechanics</big>===<br /> An information resource for structural mechanics was developed as [http://stempedia.com/test/about-the-resource/ Stempedia] The Stempedia files are being converted to Mediawiki format.<br /> {| class="wikitable"<br /> |[[Framework for structural mechanics learning]]<br /> [[Structural Analysis:|Structural analysis]]<br /> <br /> [[Strength and Stiffness of Materials|Strength and stiffness of materials]]<br /> |}</div>

Iain https://eit.engineers.scot/index.php?title=Structural_engineering&diff=1553 Structural engineering 2022-10-07T15:30:57Z

<p>Iain: </p> <hr /> <div>[[File:Building-construction.png|center|thumb|850x850px]] <br /> <br /> {| class="wikitable"<br /> |+<br /> <br /> ![[Main Page|Engineer-it main page]]<br /> |}<br /> <br /> <br /> The Sructural Engineer-it module is for learners in structural engineering at all stages of education and career. <br /> <br /> ===<big>Case studies</big>===<br /> {| class="wikitable" <br /> <br /> |- style="vertical-align:top;"<br /> ! style=" width:200px; text-align:left;" |<big>Design cases</big><br /> ! style=" width:200px; text-align:left;" |<big>Performace cases</big><br /> <br /> |- style="vertical-align:top;"<br /> |[[Structural design of a footbridge|Footbridge]]<br /> <br /> |'''[[Structural design failures|Failures]]'''<br /> <br /> '''Successes'''<br /> <br /> [https://engineers.scot/office/resources/publications/ies-journal-2018-qfbridge.pdf Queensferry Bridge]<br /> <br /> |}<br /> <br /> ===<big>Design Guidance</big>===<br /> {| class="wikitable" <br /> <br /> |- style="vertical-align:top;"<br /> | style=" width:200px; text-align:left;" |[[Structural design processes]]<br /> [https://www.istructe.org/sitefiles/handlers/DownloadFile.ashx?productId=9746 IStructE plan of work]<br /> <br /> [http://stempedia.com/wp-content/uploads/Eurocode-guidance.doc Use of codes of practice]<br /> <br /> [[Integrity]]<br /> <br /> | style=" width:200px; text-align:left;" |[https://eit.engineers.scot/images/5/57/Modelling-proces.pd Modellling process]<br /> [http://stempedia.com/wp-content/uploads/Eit-guidance-stabilityIM-1.pdf Stability]<br /> <br /> [https://eit.engineers.scot/images/d/db/Ch2_evaluating-design-options.pdf Option evaluation]<br /> <br /> Sustainability:<br /> <br /> [https://www.steelconstruction.info/Sustainability#Recycling_and_reuse Steel construction]<br /> <br /> |}<br /> <br /> ===<big>Structural data</big>===<br /> {| class="wikitable"<br /> |[https://www.academia.edu/31442448/Cobb_Fiona_Structural_Engineers_Pocket_Book_Book_ZZ_org Structural Engineers Pocket Book] by Fiona Cobb<br /> [https://www.steelforlifebluebook.co.uk/ Steel Sections Tables] (the Blue Book)<br /> |}<br /> <br /> ===<big>Dictionary of structural engineering</big>===<br /> {| class="wikitable"<br /> |[[Dictionary Structural engineering|Dictionary structural engineering]]<br /> |}<br /> <br /> ===<big>Structural mechanics</big>===<br /> An information resource for structural mechanics was developed as [http://stempedia.com/test/about-the-resource/ Stempedia] The Stempedia files are being converted to Mediawiki format.<br /> {| class="wikitable"<br /> |[[Framework for structural mechanics learning]]<br /> [[Structural Analysis:|Structural analysis]]<br /> <br /> [[Strength and Stiffness of Materials|Strength and stiffness of materials]]<br /> |}</div>

Iain https://eit.engineers.scot/index.php?title=Structural_engineering&diff=1552 Structural engineering 2022-10-07T15:26:39Z

<p>Iain: </p> <hr /> <div>[[File:Building-construction.png|center|thumb|850x850px]] <br /> <br /> {| class="wikitable"<br /> |+<br /> [[Main Page|Engineer-it main page]]<br /> !<br /> |}<br /> The Sructural Engineer-it module is for learners in structural engineering at all stages of education and career. <br /> <br /> === <big>Case studies</big> ===<br /> {| class="wikitable" <br /> <br /> |- style="vertical-align:top;"<br /> ! style=" width:200px; text-align:left;" |<big>Design cases</big><br /> ! style=" width:200px; text-align:left;" | <big>Performace cases</big><br /> <br /> |- style="vertical-align:top;"<br /> |[[Structural design of a footbridge|Footbridge]]<br /> <br /> |'''[[Structural design failures|Failures]]'''<br /> <br /> '''Successes'''<br /> <br /> [https://engineers.scot/office/resources/publications/ies-journal-2018-qfbridge.pdf Queensferry Bridge]<br /> <br /> |}<br /> <br /> === <big>Design Guidance</big> ===<br /> {| class="wikitable" <br /> <br /> |- style="vertical-align:top;"<br /> | style=" width:200px; text-align:left;" |[[Structural design processes]]<br /> [https://www.istructe.org/sitefiles/handlers/DownloadFile.ashx?productId=9746 IStructE plan of work]<br /> <br /> [http://stempedia.com/wp-content/uploads/Eurocode-guidance.doc Use of codes of practice]<br /> <br /> [[Integrity]] <br /> <br /> | style=" width:200px; text-align:left;" |[https://eit.engineers.scot/images/5/57/Modelling-proces.pd Modellling process]<br /> [http://stempedia.com/wp-content/uploads/Eit-guidance-stabilityIM-1.pdf Stability]<br /> <br /> [https://eit.engineers.scot/images/d/db/Ch2_evaluating-design-options.pdf Option evaluation]<br /> <br /> Sustainability:<br /> <br /> [https://www.steelconstruction.info/Sustainability#Recycling_and_reuse Steel construction]<br /> <br /> |}<br /> <br /> === <big>Structural data</big> ===<br /> {| class="wikitable"<br /> |[https://www.academia.edu/31442448/Cobb_Fiona_Structural_Engineers_Pocket_Book_Book_ZZ_org Structural Engineers Pocket Book] by Fiona Cobb<br /> [https://www.steelforlifebluebook.co.uk/ Steel Sections Tables] (the Blue Book)<br /> |}<br /> <br /> === <big>Dictionary of structural engineering</big> ===<br /> {| class="wikitable"<br /> |[[Dictionary Structural engineering|Dictionary structural engineering]]<br /> |}<br /> <br /> ===<big>Structural mechanics</big>===<br /> An information resource for structural mechanics was developed as [http://stempedia.com/test/about-the-resource/ Stempedia] The Stempedia files are being converted to Mediawiki format.<br /> {| class="wikitable"<br /> |[[Framework for structural mechanics learning]]<br /> [[Structural Analysis:|Structural analysis]]<br /> <br /> [[Strength and Stiffness of Materials|Strength and stiffness of materials]]<br /> |}</div>

Iain https://eit.engineers.scot/index.php?title=Structural_engineering&diff=1551 Structural engineering 2022-10-07T15:25:54Z

<p>Iain: </p> <hr /> <div>[[File:Building-construction.png|center|thumb|850x850px]] <br /> <br /> {| class="wikitable"<br /> |+<br /> [[Main Page|Engineer-it main page]]<br /> |}<br /> The Sructural Engineer-it module is for learners in structural engineering at all stages of education and career. <br /> <br /> === <big>Case studies</big> ===<br /> {| class="wikitable" <br /> <br /> |- style="vertical-align:top;"<br /> ! style=" width:200px; text-align:left;" |<big>Design cases</big><br /> ! style=" width:200px; text-align:left;" | <big>Performace cases</big><br /> <br /> |- style="vertical-align:top;"<br /> |[[Structural design of a footbridge|Footbridge]]<br /> <br /> |'''[[Structural design failures|Failures]]'''<br /> <br /> '''Successes'''<br /> <br /> [https://engineers.scot/office/resources/publications/ies-journal-2018-qfbridge.pdf Queensferry Bridge]<br /> <br /> |}<br /> <br /> === <big>Design Guidance</big> ===<br /> {| class="wikitable" <br /> <br /> |- style="vertical-align:top;"<br /> | style=" width:200px; text-align:left;" |[[Structural design processes]]<br /> [https://www.istructe.org/sitefiles/handlers/DownloadFile.ashx?productId=9746 IStructE plan of work]<br /> <br /> [http://stempedia.com/wp-content/uploads/Eurocode-guidance.doc Use of codes of practice]<br /> <br /> [[Integrity]] <br /> <br /> | style=" width:200px; text-align:left;" |[https://eit.engineers.scot/images/5/57/Modelling-proces.pd Modellling process]<br /> [http://stempedia.com/wp-content/uploads/Eit-guidance-stabilityIM-1.pdf Stability]<br /> <br /> [https://eit.engineers.scot/images/d/db/Ch2_evaluating-design-options.pdf Option evaluation]<br /> <br /> Sustainability:<br /> <br /> [https://www.steelconstruction.info/Sustainability#Recycling_and_reuse Steel construction]<br /> <br /> |}<br /> <br /> === <big>Structural data</big> ===<br /> {| class="wikitable"<br /> |[https://www.academia.edu/31442448/Cobb_Fiona_Structural_Engineers_Pocket_Book_Book_ZZ_org Structural Engineers Pocket Book] by Fiona Cobb<br /> [https://www.steelforlifebluebook.co.uk/ Steel Sections Tables] (the Blue Book)<br /> |}<br /> <br /> === <big>Dictionary of structural engineering</big> ===<br /> {| class="wikitable"<br /> |[[Dictionary Structural engineering|Dictionary structural engineering]]<br /> |}<br /> <br /> ===<big>Structural mechanics</big>===<br /> An information resource for structural mechanics was developed as [http://stempedia.com/test/about-the-resource/ Stempedia] The Stempedia files are being converted to Mediawiki format.<br /> {| class="wikitable"<br /> |[[Framework for structural mechanics learning]]<br /> [[Structural Analysis:|Structural analysis]]<br /> <br /> [[Strength and Stiffness of Materials|Strength and stiffness of materials]]<br /> |}</div>

Iain https://eit.engineers.scot/index.php?title=Structural_engineering&diff=1550 Structural engineering 2022-10-07T15:25:20Z

<p>Iain: </p> <hr /> <div>[[File:Building-construction.png|center|thumb|850x850px]] <br /> <br /> {| class="wikitable"<br /> <br /> ![[Main Page|Engineer-it main page]]<br /> |}<br /> The Sructural Engineer-it module is for learners in structural engineering at all stages of education and career. <br /> <br /> === <big>Case studies</big> ===<br /> {| class="wikitable" <br /> <br /> |- style="vertical-align:top;"<br /> ! style=" width:200px; text-align:left;" |<big>Design cases</big><br /> ! style=" width:200px; text-align:left;" | <big>Performace cases</big><br /> <br /> |- style="vertical-align:top;"<br /> |[[Structural design of a footbridge|Footbridge]]<br /> <br /> |'''[[Structural design failures|Failures]]'''<br /> <br /> '''Successes'''<br /> <br /> [https://engineers.scot/office/resources/publications/ies-journal-2018-qfbridge.pdf Queensferry Bridge]<br /> <br /> |}<br /> <br /> === <big>Design Guidance</big> ===<br /> {| class="wikitable" <br /> <br /> |- style="vertical-align:top;"<br /> | style=" width:200px; text-align:left;" |[[Structural design processes]]<br /> [https://www.istructe.org/sitefiles/handlers/DownloadFile.ashx?productId=9746 IStructE plan of work]<br /> <br /> [http://stempedia.com/wp-content/uploads/Eurocode-guidance.doc Use of codes of practice]<br /> <br /> [[Integrity]] <br /> <br /> | style=" width:200px; text-align:left;" |[https://eit.engineers.scot/images/5/57/Modelling-proces.pd Modellling process]<br /> [http://stempedia.com/wp-content/uploads/Eit-guidance-stabilityIM-1.pdf Stability]<br /> <br /> [https://eit.engineers.scot/images/d/db/Ch2_evaluating-design-options.pdf Option evaluation]<br /> <br /> Sustainability:<br /> <br /> [https://www.steelconstruction.info/Sustainability#Recycling_and_reuse Steel construction]<br /> <br /> |}<br /> <br /> === <big>Structural data</big> ===<br /> {| class="wikitable"<br /> |[https://www.academia.edu/31442448/Cobb_Fiona_Structural_Engineers_Pocket_Book_Book_ZZ_org Structural Engineers Pocket Book] by Fiona Cobb<br /> [https://www.steelforlifebluebook.co.uk/ Steel Sections Tables] (the Blue Book)<br /> |}<br /> <br /> === <big>Dictionary of structural engineering</big> ===<br /> {| class="wikitable"<br /> |[[Dictionary Structural engineering|Dictionary structural engineering]]<br /> |}<br /> <br /> ===<big>Structural mechanics</big>===<br /> An information resource for structural mechanics was developed as [http://stempedia.com/test/about-the-resource/ Stempedia] The Stempedia files are being converted to Mediawiki format.<br /> {| class="wikitable"<br /> |[[Framework for structural mechanics learning]]<br /> [[Structural Analysis:|Structural analysis]]<br /> <br /> [[Strength and Stiffness of Materials|Strength and stiffness of materials]]<br /> |}</div>

Iain https://eit.engineers.scot/index.php?title=Structural_engineering&diff=1549 Structural engineering 2022-10-07T15:23:40Z

<p>Iain: </p> <hr /> <div>[[File:Building-construction.png|center|thumb|850x850px]] <br /> <br /> {| class="wikitable"<br /> |<br /> ![[Main Page|Engineer-it main page]]<br /> |}<br /> The Sructural Engineer-it module is for learners in structural engineering at all stages of education and career. <br /> <br /> === <big>Case studies</big> ===<br /> {| class="wikitable" <br /> <br /> |- style="vertical-align:top;"<br /> ! style=" width:200px; text-align:left;" |<big>Design cases</big><br /> ! style=" width:200px; text-align:left;" | <big>Performace cases</big><br /> <br /> |- style="vertical-align:top;"<br /> |[[Structural design of a footbridge|Footbridge]]<br /> <br /> |'''[[Structural design failures|Failures]]'''<br /> <br /> '''Successes'''<br /> <br /> [https://engineers.scot/office/resources/publications/ies-journal-2018-qfbridge.pdf Queensferry Bridge]<br /> <br /> |}<br /> <br /> === <big>Design Guidance</big> ===<br /> {| class="wikitable" <br /> <br /> |- style="vertical-align:top;"<br /> | style=" width:200px; text-align:left;" |[[Structural design processes]]<br /> [https://www.istructe.org/sitefiles/handlers/DownloadFile.ashx?productId=9746 IStructE plan of work]<br /> <br /> [http://stempedia.com/wp-content/uploads/Eurocode-guidance.doc Use of codes of practice]<br /> <br /> [[Integrity]] <br /> <br /> | style=" width:200px; text-align:left;" |[https://eit.engineers.scot/images/5/57/Modelling-proces.pd Modellling process]<br /> [http://stempedia.com/wp-content/uploads/Eit-guidance-stabilityIM-1.pdf Stability]<br /> <br /> [https://eit.engineers.scot/images/d/db/Ch2_evaluating-design-options.pdf Option evaluation]<br /> <br /> Sustainability:<br /> <br /> [https://www.steelconstruction.info/Sustainability#Recycling_and_reuse Steel construction]<br /> <br /> |}<br /> <br /> === <big>Structural data</big> ===<br /> {| class="wikitable"<br /> |[https://www.academia.edu/31442448/Cobb_Fiona_Structural_Engineers_Pocket_Book_Book_ZZ_org Structural Engineers Pocket Book] by Fiona Cobb<br /> [https://www.steelforlifebluebook.co.uk/ Steel Sections Tables] (the Blue Book)<br /> |}<br /> <br /> === <big>Dictionary of structural engineering</big> ===<br /> {| class="wikitable"<br /> |[[Dictionary Structural engineering|Dictionary structural engineering]]<br /> |}<br /> <br /> ===<big>Structural mechanics</big>===<br /> An information resource for structural mechanics was developed as [http://stempedia.com/test/about-the-resource/ Stempedia] The Stempedia files are being converted to Mediawiki format.<br /> {| class="wikitable"<br /> |[[Framework for structural mechanics learning]]<br /> [[Structural Analysis:|Structural analysis]]<br /> <br /> [[Strength and Stiffness of Materials|Strength and stiffness of materials]]<br /> |}</div>

Iain https://eit.engineers.scot/index.php?title=Structural_engineering&diff=1548 Structural engineering 2022-10-07T15:22:25Z

<p>Iain: </p> <hr /> <div>[[File:Building-construction.png|center|thumb|850x850px]] <br /> <br /> {| class="wikitable"<br /> |+<br /> ![[Main Page|Engineer-it main page]]<br /> |}<br /> The Sructural Engineer-it module is for learners in structural engineering at all stages of education and career. <br /> <br /> === <big>Case studies</big> ===<br /> {| class="wikitable" <br /> <br /> |- style="vertical-align:top;"<br /> ! style=" width:200px; text-align:left;" |<big>Design cases</big><br /> ! style=" width:200px; text-align:left;" | <big>Performace cases</big><br /> <br /> |- style="vertical-align:top;"<br /> |[[Structural design of a footbridge|Footbridge]]<br /> <br /> |'''[[Structural design failures|Failures]]'''<br /> <br /> '''Successes'''<br /> <br /> [https://engineers.scot/office/resources/publications/ies-journal-2018-qfbridge.pdf Queensferry Bridge]<br /> <br /> |}<br /> <br /> === <big>Design Guidance</big> ===<br /> {| class="wikitable" <br /> <br /> |- style="vertical-align:top;"<br /> | style=" width:200px; text-align:left;" |[[Structural design processes]]<br /> [https://www.istructe.org/sitefiles/handlers/DownloadFile.ashx?productId=9746 IStructE plan of work]<br /> <br /> [http://stempedia.com/wp-content/uploads/Eurocode-guidance.doc Use of codes of practice]<br /> <br /> [[Integrity]] <br /> <br /> | style=" width:200px; text-align:left;" |[https://eit.engineers.scot/images/5/57/Modelling-proces.pd Modellling process]<br /> [http://stempedia.com/wp-content/uploads/Eit-guidance-stabilityIM-1.pdf Stability]<br /> <br /> [https://eit.engineers.scot/images/d/db/Ch2_evaluating-design-options.pdf Option evaluation]<br /> <br /> Sustainability:<br /> <br /> [https://www.steelconstruction.info/Sustainability#Recycling_and_reuse Steel construction]<br /> <br /> |}<br /> <br /> === <big>Structural data</big> ===<br /> {| class="wikitable"<br /> |[https://www.academia.edu/31442448/Cobb_Fiona_Structural_Engineers_Pocket_Book_Book_ZZ_org Structural Engineers Pocket Book] by Fiona Cobb<br /> [https://www.steelforlifebluebook.co.uk/ Steel Sections Tables] (the Blue Book)<br /> |}<br /> <br /> === <big>Dictionary of structural engineering</big> ===<br /> {| class="wikitable"<br /> |[[Dictionary Structural engineering|Dictionary structural engineering]]<br /> |}<br /> <br /> ===<big>Structural mechanics</big>===<br /> An information resource for structural mechanics was developed as [http://stempedia.com/test/about-the-resource/ Stempedia] The Stempedia files are being converted to Mediawiki format.<br /> {| class="wikitable"<br /> |[[Framework for structural mechanics learning]]<br /> [[Structural Analysis:|Structural analysis]]<br /> <br /> [[Strength and Stiffness of Materials|Strength and stiffness of materials]]<br /> |}</div>

Iain https://eit.engineers.scot/index.php?title=Structural_engineering&diff=1547 Structural engineering 2022-10-07T15:18:38Z

<p>Iain: </p> <hr /> <div>[[File:Building-construction.png|center|thumb|850x850px]] <br /> <br /> {| class="wikitable"<br /> |+<br /> ![[Main Page|Engineer-it main page]]<br /> |}<br /> Thie Sructural Engineer-it module is for learners in structural engineering at all stages of education and career. <br /> <br /> === <big>Case studies</big> ===<br /> {| class="wikitable" <br /> <br /> |- style="vertical-align:top;"<br /> ! style=" width:200px; text-align:left;" |<big>Design cases</big><br /> ! style=" width:200px; text-align:left;" | <big>Performace cases</big><br /> <br /> |- style="vertical-align:top;"<br /> |[[Structural design of a footbridge|Footbridge]]<br /> <br /> |'''[[Structural design failures|Failures]]'''<br /> <br /> '''Successes'''<br /> <br /> [https://engineers.scot/office/resources/publications/ies-journal-2018-qfbridge.pdf Queensferry Bridge]<br /> <br /> |}<br /> <br /> === <big>Design Guidance</big> ===<br /> {| class="wikitable" <br /> <br /> |- style="vertical-align:top;"<br /> | style=" width:200px; text-align:left;" |[[Structural design processes]]<br /> [https://www.istructe.org/sitefiles/handlers/DownloadFile.ashx?productId=9746 IStructE plan of work]<br /> <br /> [http://stempedia.com/wp-content/uploads/Eurocode-guidance.doc Use of codes of practice]<br /> <br /> [[Integrity]] <br /> <br /> | style=" width:200px; text-align:left;" |[https://eit.engineers.scot/images/5/57/Modelling-proces.pd Modellling process]<br /> [http://stempedia.com/wp-content/uploads/Eit-guidance-stabilityIM-1.pdf Stability]<br /> <br /> [https://eit.engineers.scot/images/d/db/Ch2_evaluating-design-options.pdf Option evaluation]<br /> <br /> Sustainability:<br /> <br /> [https://www.steelconstruction.info/Sustainability#Recycling_and_reuse Steel construction]<br /> <br /> |}<br /> <br /> === <big>Structural data</big> ===<br /> {| class="wikitable"<br /> |[https://www.academia.edu/31442448/Cobb_Fiona_Structural_Engineers_Pocket_Book_Book_ZZ_org Structural Engineers Pocket Book] by Fiona Cobb<br /> [https://www.steelforlifebluebook.co.uk/ Steel Sections Tables] (the Blue Book)<br /> |}<br /> <br /> === <big>Dictionary of structural engineering</big> ===<br /> {| class="wikitable"<br /> |[[Dictionary Structural engineering|Dictionary structural engineering]]<br /> |}<br /> <br /> ===<big>Structural mechanics</big>===<br /> An information resource for structural mechanics was developed as [http://stempedia.com/test/about-the-resource/ Stempedia] The Stempedia files are being converted to Mediawiki format.<br /> {| class="wikitable"<br /> |[[Framework for structural mechanics learning]]<br /> [[Structural Analysis:|Structural analysis]]<br /> <br /> [[Strength and Stiffness of Materials|Strength and stiffness of materials]]<br /> |}</div>

Iain https://eit.engineers.scot/index.php?title=Main_Page&diff=1546 Main Page 2022-10-07T15:17:19Z

<p>Iain: </p> <hr /> <div>[[File:Satellite.png|center|thumb|850x850px]]<br /> {| class="wikitable" style=" margin-right: 30px; background-color:#DEF6FE; paddng-left:15px; width:200px; vertical-align:top; text-align:left; float:left; margin-left: 10px;"<br /> |- <br /> |'''<big>Engineer-it Modules</big>'''<br /> [[Strategies for system planning]]<br /> <br /> [[Structural engineering]]<br /> <br /> [[Energy planning]] <br /> <br /> |}<br /> ==Welcome to Engineer-it==<br /> <div style = "width:800px"><br /> <br /> The ''Engineer-it'' resource, for learners of all ages, provides information about how to manage complex uncertainty. <br /> <br /> The resource was established in 2021 by the Institution of Engineers in Scotland ([http://www.engineers.scot/ IES]). <br /> <br /> Engineer-it is uses the MediaWiki software platform but it is not 'wiki' i.e. there are limited editing rights. However, it is a 'live' resource that is expected to be continually extended and modified. <br /> <br /> For more information about Engineer-it see [[Engineer-it:About|About]]<br /> <br /> === System planning ===<br /> The term ''system planning'' is used here to represent skilled management of complex uncertainty. <br /> <br /> Planning can be defined as the formulation and implementation of processes. The simple model of:<br /> <br /> Input -----> process -----> outcomes<br /> <br /> prompts the observation that deep focus on the suitability of the inputs to processes and on the quality of the processes themselves is critical for achieving successful outcomes. When working with complex uncertainty, it is necessary to ensure that the processes used are the most appropriate in the context. In ''system planning'', such focus is applied to the overall process and to the sub-processes.<br /> <br /> A main feature of system planning is that the processes are adapted to the context and kept under constant review.<br /> <br /> System planning also implies that outcomes are kept under constant review and changes are made in the light of such experience<br /> <br /> System planning for structural design is discussed [[Structural design processes|here]]. The need for system planning for the electricity system is discussed [[Energy planning#System planning|here]].<br /> <br /> System planning is needed for: <br /> <br /> * developing government policy, for [[Energy planning|energy,]] reducing inequality, waste disposal, etc.<br /> * engineering projects of all kinds: infrastructure, aircraft, microchips, etc.<br /> * business enterprises<br /> * health services<br /> * scientific projects<br /> * educational programmes<br /> * etc.<br /> <br /> ===Structure of the resource===<br /> The resource is divided into 'modules'. <br /> <br /> The [[Strategies for engineered outcomes|Strategies Module]] outlines a conceptual framework that can be used in a wide range of situations, not only in engineering. The other chapters give instances of the use of the framework in specific contexts. <br /> <br /> Those who seek to address the complex problems of the modern world - sustainability, inequality, energy, climate change, waste, etc. - should use these strategies where they are appropriate. All who have, or aspire to have, a responsible role in society should discipline their minds to use them.<br /> </div></div>

Iain https://eit.engineers.scot/index.php?title=Main_Page&diff=1545 Main Page 2022-10-07T15:16:46Z

<p>Iain: </p> <hr /> <div>[[File:Satellite.png|center|thumb|850x850px]]<br /> {| class="wikitable" style=" margin-right: 30px; background-color:#DEF6FE; paddng-left:15px; width:200px; vertical-align:top; text-align:left; float:left; margin-left: 10px;"<br /> |- <br /> |'''<big>Engineer-it Modules</big>'''<br /> [[Strategies for system planning]]<br /> <br /> [[Structural_engineering]]<br /> <br /> [[Energy_planning]] <br /> <br /> |}<br /> ==Welcome to Engineer-it==<br /> <div style = "width:800px"><br /> <br /> The ''Engineer-it'' resource, for learners of all ages, provides information about how to manage complex uncertainty. <br /> <br /> The resource was established in 2021 by the Institution of Engineers in Scotland ([http://www.engineers.scot/ IES]). <br /> <br /> Engineer-it is uses the MediaWiki software platform but it is not 'wiki' i.e. there are limited editing rights. However, it is a 'live' resource that is expected to be continually extended and modified. <br /> <br /> For more information about Engineer-it see [[Engineer-it:About|About]]<br /> <br /> === System planning ===<br /> The term ''system planning'' is used here to represent skilled management of complex uncertainty. <br /> <br /> Planning can be defined as the formulation and implementation of processes. The simple model of:<br /> <br /> Input -----> process -----> outcomes<br /> <br /> prompts the observation that deep focus on the suitability of the inputs to processes and on the quality of the processes themselves is critical for achieving successful outcomes. When working with complex uncertainty, it is necessary to ensure that the processes used are the most appropriate in the context. In ''system planning'', such focus is applied to the overall process and to the sub-processes.<br /> <br /> A main feature of system planning is that the processes are adapted to the context and kept under constant review.<br /> <br /> System planning also implies that outcomes are kept under constant review and changes are made in the light of such experience<br /> <br /> System planning for structural design is discussed [[Structural design processes|here]]. The need for system planning for the electricity system is discussed [[Energy planning#System planning|here]].<br /> <br /> System planning is needed for: <br /> <br /> * developing government policy, for [[Energy planning|energy,]] reducing inequality, waste disposal, etc.<br /> * engineering projects of all kinds: infrastructure, aircraft, microchips, etc.<br /> * business enterprises<br /> * health services<br /> * scientific projects<br /> * educational programmes<br /> * etc.<br /> <br /> ===Structure of the resource===<br /> The resource is divided into 'modules'. <br /> <br /> The [[Strategies for engineered outcomes|Strategies Module]] outlines a conceptual framework that can be used in a wide range of situations, not only in engineering. The other chapters give instances of the use of the framework in specific contexts. <br /> <br /> Those who seek to address the complex problems of the modern world - sustainability, inequality, energy, climate change, waste, etc. - should use these strategies where they are appropriate. All who have, or aspire to have, a responsible role in society should discipline their minds to use them.<br /> </div></div>

Iain https://eit.engineers.scot/index.php?title=Structural_engineering&diff=1544 Structural engineering 2022-10-07T15:15:27Z

<p>Iain: </p> <hr /> <div>[[File:Building-construction.png|center|thumb|850x850px]] <br /> <br /> {| class="wikitable"<br /> |+<br /> !'''[[Main Page|Engineer-it main page]]'''<br /> |}<br /> Thie Sructural Engineer-it module is for learners in structural engineering at all stages of education and career. <br /> <br /> === <big>Case studies</big> ===<br /> {| class="wikitable" <br /> <br /> |- style="vertical-align:top;"<br /> ! style=" width:200px; text-align:left;" |<big>Design cases</big><br /> ! style=" width:200px; text-align:left;" | <big>Performace cases</big><br /> <br /> |- style="vertical-align:top;"<br /> |[[Structural design of a footbridge|Footbridge]]<br /> <br /> |'''[[Structural design failures|Failures]]'''<br /> <br /> '''Successes'''<br /> <br /> [https://engineers.scot/office/resources/publications/ies-journal-2018-qfbridge.pdf Queensferry Bridge]<br /> <br /> |}<br /> <br /> === <big>Design Guidance</big> ===<br /> {| class="wikitable" <br /> <br /> |- style="vertical-align:top;"<br /> | style=" width:200px; text-align:left;" |[[Structural design processes]]<br /> [https://www.istructe.org/sitefiles/handlers/DownloadFile.ashx?productId=9746 IStructE plan of work]<br /> <br /> [http://stempedia.com/wp-content/uploads/Eurocode-guidance.doc Use of codes of practice]<br /> <br /> [[Integrity]] <br /> <br /> | style=" width:200px; text-align:left;" |[https://eit.engineers.scot/images/5/57/Modelling-proces.pd Modellling process]<br /> [http://stempedia.com/wp-content/uploads/Eit-guidance-stabilityIM-1.pdf Stability]<br /> <br /> [https://eit.engineers.scot/images/d/db/Ch2_evaluating-design-options.pdf Option evaluation]<br /> <br /> Sustainability:<br /> <br /> [https://www.steelconstruction.info/Sustainability#Recycling_and_reuse Steel construction]<br /> <br /> |}<br /> <br /> === <big>Structural data</big> ===<br /> {| class="wikitable"<br /> |[https://www.academia.edu/31442448/Cobb_Fiona_Structural_Engineers_Pocket_Book_Book_ZZ_org Structural Engineers Pocket Book] by Fiona Cobb<br /> [https://www.steelforlifebluebook.co.uk/ Steel Sections Tables] (the Blue Book)<br /> |}<br /> <br /> === <big>Dictionary of structural engineering</big> ===<br /> {| class="wikitable"<br /> |[[Dictionary Structural engineering|Dictionary structural engineering]]<br /> |}<br /> <br /> ===<big>Structural mechanics</big>===<br /> An information resource for structural mechanics was developed as [http://stempedia.com/test/about-the-resource/ Stempedia] The Stempedia files are being converted to Mediawiki format.<br /> {| class="wikitable"<br /> |[[Framework for structural mechanics learning]]<br /> [[Structural Analysis:|Structural analysis]]<br /> <br /> [[Strength and Stiffness of Materials|Strength and stiffness of materials]]<br /> |}</div>

Iain https://eit.engineers.scot/index.php?title=Structural_engineering&diff=1543 Structural engineering 2022-10-07T15:12:35Z

<p>Iain: </p> <hr /> <div>[[File:Building-construction.png|center|thumb|850x850px]] <br /> <br /> '''<big>[[Main Page|Engineer-it main page]]</big>'''<br /> {| class="wikitable"<br /> |+<br /> !'''<big>[[Main Page|Engineer-it main page]]</big>'''<br /> |}<br /> This Engineer-it module is for learners in structural engineering at all stages of education and career. <br /> <br /> === <big>Case studies</big> ===<br /> {| class="wikitable" <br /> <br /> |- style="vertical-align:top;"<br /> ! style=" width:200px; text-align:left;" |<big>Design cases</big><br /> ! style=" width:200px; text-align:left;" | <big>Performace cases</big><br /> <br /> |- style="vertical-align:top;"<br /> |[[Structural design of a footbridge|Footbridge]]<br /> <br /> |'''[[Structural design failures|Failures]]'''<br /> <br /> '''Successes'''<br /> <br /> [https://engineers.scot/office/resources/publications/ies-journal-2018-qfbridge.pdf Queensferry Bridge]<br /> <br /> |}<br /> <br /> === <big>Design Guidance</big> ===<br /> {| class="wikitable" <br /> <br /> |- style="vertical-align:top;"<br /> | style=" width:200px; text-align:left;" |[[Structural design processes]]<br /> [https://www.istructe.org/sitefiles/handlers/DownloadFile.ashx?productId=9746 IStructE plan of work]<br /> <br /> [http://stempedia.com/wp-content/uploads/Eurocode-guidance.doc Use of codes of practice]<br /> <br /> [[Integrity]] <br /> <br /> | style=" width:200px; text-align:left;" |[https://eit.engineers.scot/images/5/57/Modelling-proces.pd Modellling process]<br /> [http://stempedia.com/wp-content/uploads/Eit-guidance-stabilityIM-1.pdf Stability]<br /> <br /> [https://eit.engineers.scot/images/d/db/Ch2_evaluating-design-options.pdf Option evaluation]<br /> <br /> Sustainability:<br /> <br /> [https://www.steelconstruction.info/Sustainability#Recycling_and_reuse Steel construction]<br /> <br /> |}<br /> <br /> === <big>Structural data</big> ===<br /> {| class="wikitable"<br /> |[https://www.academia.edu/31442448/Cobb_Fiona_Structural_Engineers_Pocket_Book_Book_ZZ_org Structural Engineers Pocket Book] by Fiona Cobb<br /> [https://www.steelforlifebluebook.co.uk/ Steel Sections Tables] (the Blue Book)<br /> |}<br /> <br /> === <big>Dictionary of structural engineering</big> ===<br /> {| class="wikitable"<br /> |[[Dictionary Structural engineering|Dictionary structural engineering]]<br /> |}<br /> <br /> ===<big>Structural mechanics</big>===<br /> An information resource for structural mechanics was developed as [http://stempedia.com/test/about-the-resource/ Stempedia] The Stempedia files are being converted to Mediawiki format.<br /> {| class="wikitable"<br /> |[[Framework for structural mechanics learning]]<br /> [[Structural Analysis:|Structural analysis]]<br /> <br /> [[Strength and Stiffness of Materials|Strength and stiffness of materials]]<br /> |}</div>

Iain https://eit.engineers.scot/index.php?title=Structural_engineering&diff=1542 Structural engineering 2022-10-07T15:09:31Z

<p>Iain: </p> <hr /> <div>[[File:Building-construction.png|center|thumb|850x850px]] <br /> <br /> '''<big>[[Main Page|Engineer-it main page]]</big>''' <br /> <br /> This Engineer-it module is for learners in structural engineering at all stages of education and career. <br /> <br /> === <big>Case studies</big> ===<br /> {| class="wikitable" <br /> <br /> |- style="vertical-align:top;"<br /> ! style=" width:200px; text-align:left;" |<big>Design cases</big><br /> ! style=" width:200px; text-align:left;" | <big>Performace cases</big><br /> <br /> |- style="vertical-align:top;"<br /> |[[Structural design of a footbridge|Footbridge]]<br /> <br /> |'''[[Structural design failures|Failures]]'''<br /> <br /> '''Successes'''<br /> <br /> [https://engineers.scot/office/resources/publications/ies-journal-2018-qfbridge.pdf Queensferry Bridge]<br /> <br /> |}<br /> <br /> === <big>Design Guidance</big> ===<br /> {| class="wikitable" <br /> <br /> |- style="vertical-align:top;"<br /> | style=" width:200px; text-align:left;" |[[Structural design processes]]<br /> [https://www.istructe.org/sitefiles/handlers/DownloadFile.ashx?productId=9746 IStructE plan of work]<br /> <br /> [http://stempedia.com/wp-content/uploads/Eurocode-guidance.doc Use of codes of practice]<br /> <br /> [[Integrity]] <br /> <br /> | style=" width:200px; text-align:left;" |[https://eit.engineers.scot/images/5/57/Modelling-proces.pd Modellling process]<br /> [http://stempedia.com/wp-content/uploads/Eit-guidance-stabilityIM-1.pdf Stability]<br /> <br /> [https://eit.engineers.scot/images/d/db/Ch2_evaluating-design-options.pdf Option evaluation]<br /> <br /> Sustainability:<br /> <br /> [https://www.steelconstruction.info/Sustainability#Recycling_and_reuse Steel construction]<br /> <br /> |}<br /> <br /> === <big>Structural data</big> ===<br /> {| class="wikitable"<br /> |[https://www.academia.edu/31442448/Cobb_Fiona_Structural_Engineers_Pocket_Book_Book_ZZ_org Structural Engineers Pocket Book] by Fiona Cobb<br /> [https://www.steelforlifebluebook.co.uk/ Steel Sections Tables] (the Blue Book)<br /> |}<br /> <br /> === <big>Dictionary of structural engineering</big> ===<br /> {| class="wikitable"<br /> |[[Dictionary Structural engineering|Dictionary structural engineering]]<br /> |}<br /> <br /> ===<big>Structural mechanics</big>===<br /> An information resource for structural mechanics was developed as [http://stempedia.com/test/about-the-resource/ Stempedia] The Stempedia files are being converted to Mediawiki format.<br /> {| class="wikitable"<br /> |[[Framework for structural mechanics learning]]<br /> [[Structural Analysis:|Structural analysis]]<br /> <br /> [[Strength and Stiffness of Materials|Strength and stiffness of materials]]<br /> |}</div>

Iain https://eit.engineers.scot/index.php?title=Main_Page&diff=1541 Main Page 2022-10-07T14:14:35Z

<p>Iain: </p> <hr /> <div>[[File:Satellite.png|center|thumb|850x850px]]<br /> {| class="wikitable" style=" margin-right: 30px; background-color:#DEF6FE; paddng-left:15px; width:200px; vertical-align:top; text-align:left; float:left; margin-left: 10px;"<br /> |- <br /> |'''<big>Engineer-it Modules</big>'''<br /> [[Strategies_for_system_planning]]<br /> <br /> [[Structural_engineering]]<br /> <br /> [[Energy_planning]] <br /> <br /> |}<br /> ==Welcome to Engineer-it==<br /> <div style = "width:800px"><br /> <br /> The ''Engineer-it'' resource, for learners of all ages, provides information about how to manage complex uncertainty. <br /> <br /> The resource was established in 2021 by the Institution of Engineers in Scotland ([http://www.engineers.scot/ IES]). <br /> <br /> Engineer-it is uses the MediaWiki software platform but it is not 'wiki' i.e. there are limited editing rights. However, it is a 'live' resource that is expected to be continually extended and modified. <br /> <br /> For more information about Engineer-it see [[Engineer-it:About|About]]<br /> <br /> === System planning ===<br /> The term ''system planning'' is used here to represent skilled management of complex uncertainty. <br /> <br /> Planning can be defined as the formulation and implementation of processes. The simple model of:<br /> <br /> Input -----> process -----> outcomes<br /> <br /> prompts the observation that deep focus on the suitability of the inputs to processes and on the quality of the processes themselves is critical for achieving successful outcomes. When working with complex uncertainty, it is necessary to ensure that the processes used are the most appropriate in the context. In ''system planning'', such focus is applied to the overall process and to the sub-processes.<br /> <br /> A main feature of system planning is that the processes are adapted to the context and kept under constant review.<br /> <br /> System planning also implies that outcomes are kept under constant review and changes are made in the light of such experience<br /> <br /> System planning for structural design is discussed [[Structural design processes|here]]. The need for system planning for the electricity system is discussed [[Energy planning#System planning|here]].<br /> <br /> System planning is needed for: <br /> <br /> * developing government policy, for [[Energy planning|energy,]] reducing inequality, waste disposal, etc.<br /> * engineering projects of all kinds: infrastructure, aircraft, microchips, etc.<br /> * business enterprises<br /> * health services<br /> * scientific projects<br /> * educational programmes<br /> * etc.<br /> <br /> ===Structure of the resource===<br /> The resource is divided into 'modules'. <br /> <br /> The [[Strategies for engineered outcomes|Strategies Module]] outlines a conceptual framework that can be used in a wide range of situations, not only in engineering. The other chapters give instances of the use of the framework in specific contexts. <br /> <br /> Those who seek to address the complex problems of the modern world - sustainability, inequality, energy, climate change, waste, etc. - should use these strategies where they are appropriate. All who have, or aspire to have, a responsible role in society should discipline their minds to use them.<br /> </div></div>

Iain https://eit.engineers.scot/index.php?title=Main_Page&diff=1540 Main Page 2022-10-07T14:11:55Z

<p>Iain: </p> <hr /> <div>[[File:Satellite.png|center|thumb|850x850px]]<br /> <br /> ==Welcome to Engineer-it==<br /> <div style = "width:800px"><br /> {| class="wikitable" style=" margin-right: 30px; background-color:#DEF6FE; paddng-left:15px; width:200px; vertical-align:top; text-align:left; float:left; margin-left: 10px;"<br /> |- <br /> |'''<big>Engineer-it Modules</big>'''<br /> [[Strategies_for-system_planning]]<br /> <br /> [[Structural_Engineeing]]<br /> <br /> [[Energy_planning]] <br /> <br /> |}<br /> The ''Engineer-it'' resource, for learners of all ages, provides information about how to manage complex uncertainty. <br /> <br /> The resource was established in 2021 by the Institution of Engineers in Scotland ([http://www.engineers.scot/ IES]). <br /> <br /> Engineer-it is uses the MediaWiki software platform but it is not 'wiki' i.e. there are limited editing rights. However, it is a 'live' resource that is expected to be continually extended and modified. <br /> <br /> For more information about Engineer-it see [[Engineer-it:About|About]]<br /> <br /> === System planning ===<br /> The term ''system planning'' is used here to represent skilled management of complex uncertainty. <br /> <br /> Planning can be defined as the formulation and implementation of processes. The simple model of:<br /> <br /> Input -----> process -----> outcomes<br /> <br /> prompts the observation that deep focus on the suitability of the inputs to processes and on the quality of the processes themselves is critical for achieving successful outcomes. When working with complex uncertainty, it is necessary to ensure that the processes used are the most appropriate in the context. In ''system planning'', such focus is applied to the overall process and to the sub-processes.<br /> <br /> A main feature of system planning is that the processes are adapted to the context and kept under constant review.<br /> <br /> System planning also implies that outcomes are kept under constant review and changes are made in the light of such experience<br /> <br /> System planning for structural design is discussed [[Structural design processes|here]]. The need for system planning for the electricity system is discussed [[Energy planning#System planning|here]].<br /> <br /> System planning is needed for: <br /> <br /> * developing government policy, for [[Energy planning|energy,]] reducing inequality, waste disposal, etc.<br /> * engineering projects of all kinds: infrastructure, aircraft, microchips, etc.<br /> * business enterprises<br /> * health services<br /> * scientific projects<br /> * educational programmes<br /> * etc.<br /> <br /> ===Structure of the resource===<br /> The resource is divided into 'modules'. <br /> <br /> The [[Strategies for engineered outcomes|Strategies Module]] outlines a conceptual framework that can be used in a wide range of situations, not only in engineering. The other chapters give instances of the use of the framework in specific contexts. <br /> <br /> Those who seek to address the complex problems of the modern world - sustainability, inequality, energy, climate change, waste, etc. - should use these strategies where they are appropriate. All who have, or aspire to have, a responsible role in society should discipline their minds to use them.<br /> </div></div>

Iain https://eit.engineers.scot/index.php?title=Top-down_strategy&diff=1539 Top-down strategy 2022-09-14T13:11:39Z

<p>Iain: </p> <hr /> <div><div style = "width:1000px"><br /> The basic, top-down, strategy is to propose a possible solution and assess whether it will be satisfactory - or more generally:to propose a set of solutions and identify the most appropriate one to use. <br /> ===Explicit use of the top-down strategy===<br /> [[File:Top-down.png|thumb|Figure 1 Stages in the top-down strategy]]<br /> It is normally used tacitly i.e.not based on a formal process. However, when working with complex uncertainty and especially where the outcome may affect others, in order to control the [[risk]], it is necessary to be explicit about the actions that you take i.e. a formal approach must be used. <br /> <br /> An internet search on ‘design process’ or ‘problem solving process’ will give a lot of hits but the processes identified will all be essentially the same. This is because they refer to the top-down strategy that follows logically from the need to postulate solutions and then assess them. <br /> <br /> The strategy is used for an overall project and for details i.e. is often used ''[[wikipedia:Recursion|recursively.]]''<br /> <br /> Figure 1 shows fundamental activities in the explicit top-down strategy:<br /> <br /> *'''''Inception''''' where information about the context is gathered and a Requirements Statement is drawn up. Proposals are assessed against the requirements and it is therefore essential that they are appropriate.<br /> *'''''Conception''''' where options are identified, assessed against the requirements and a decision is made as to the option to by used.<br /> *'''''Production''''' where the solution is developed and implemented<br /> *'''''Review and revise''''' The process is not normally linear. It is kept under constant review and, although ‘getting it right first time’ is a goal it often necessary to backtrack sometimes to a plan B.<br /> <br /> The amount of resource allocated to these activities depends on the level of risk involved.<br /> <br /> ===Inception===<br /> <br /> ====Programme====<br /> A programme of work should be established that defines the tasks and time frame. It should include scheduled reviews of progress and performance.<br /> <br /> ====Reviews====<br /> Team members, everyone inovolved, should operate in a [[critical thinking]] mode where all issues are under constant reveiw. Constantly ask and respond to questions and challenge the efficacy of what is being done. At formal review sessions, progress in relation to the programme and in relation to satisfying the requirements is considered.<br /> <br /> ====Information gathering====<br /> Typical needed information includes: Records of success or failure in similar contexts. Identification of relevant legislation, etc. <br /> <br /> ====Requirements====<br /> Being clear as to the requirements is a critical objective. <br /> <br /> A written ''Requirements Statement'' should be established with a corresponding checklist. The checklist should be kept 'at the elbow' of all team members and outcomes should be regularly checked against it.<br /> <br /> Principles for requirements include:<br /> <br /> *At the start of the process, all options should be 'on the table' and therefore the requirements should be stated in terms of the function that is to be achieved avoiding reference to solutions. For example, for assessing the problem of [https://engineers.scot/office/resources/publications/ies-journal-2018-qfbridge.pdf access across the river Forth]in 2007, Transport Scotland started by considering the use tunnels and causeways as well as bridges. After the decision to adopt a bridge solution had been made, the requirements were updated to be relevant to bridge construction. Another example: there is an EU directive for member countries to have a proportion of renewable energy in their electricity systems. Using energy from renewable sources is a solution strategy. The functional requirement is to reduce emissions and the directive should address that reduction, leaving it to member states to decide on the best strategies for achieving it.<br /> *Do not set a numerical goal unless there is a feasible plan to achieve it . Focussing on a single goal to the detriment of the other goals is a high risk strategy.<br /> *While every attempt should be made to establish the full set of requirements at the outset, it is common for new items to emerge as the process develops. The requirements statement and checklist should be kept up-to-date.<br /> <br /> =====Client brief=====<br /> When a client issues a brief, seek to ensure that it does address all the issues that are relevant to the client. If necessary work with the client to develop the brief<br /> <br /> Using the client brief as a basis, develop the requirements statement to address technical and other issues that may not be directly relevant to the client.<br /> <br /> ===Conception===<br /> <br /> ====Option identification====<br /> At the outset, all options should 'be on the table'. In some situations a very large number of options may be needed. For example, for the design of a £120m Water Treatement Works in Glasgow in 2006,:<br /> <br /> :“Over 100 technical staff from 25 different disciplines considered 6000 possible options and 17 potential development areas were looked at in great detail. In total some 196 potential schemes were evaluated with respect to environmental impact, cost and risk."<br /> <br /> In order to assess an option, information about it needs to be gathered. In design, for example, this means that each option has to be partially designed. The scope of this information is based on the needed accuracy for the assessment. For example, minimising cost is a normal goal and therefore each option may need to have a cost assessment that is accurate enough for comparison with other options. <br /> <br /> ==== Candidate options ====<br /> The requirements should be divided into negotiable or non-negotiable categories. A candidate option must be able to satisfy the non-negotiable criteria. For example non-negotiable criteria should be set for the reliability of an electricity system. A list of candidate options should be drawn up.<br /> <br /> ====Test proposals ====<br /> Weaknesses in proposals need to be actively identified and addressed. <br /> <br /> A test proposals principle is: "Only accept proposals that have been thoroughly tested: <br /> *taking account of all requirements, both objectives and constraints, addressing the complexity<br /> *against other proposals<br /> *using the most appropriate testing methods for the context<br /> *by a multidisciplinary team, if that is needed<br /> *by being open-minded, sceptical, not relying on intuition, avoiding bias<br /> *using reliable evidence and logic to the limits of their potential"<br /> <br /> This is probably the most important principle in system planning. It may be that it is not possible to satisfy all the requirements or that all risks can be eliminated. But if a less than satisfactory proposal has to be accepted, one should go forward with open eyes about the potential consequences of its adoption.<br /> <br /> ====Option assessment ====<br /> {| class="wikitable" style="float:left; margin-right:30px;"<br /> |+<br /> Options table<br /> !<br /> ! colspan="3" |Options<br /> |-<br /> |'''Requirements'''<br /> |1<br /> |2<br /> |3<br /> |-<br /> |A<br /> |<br /> |<br /> |<br /> |-<br /> |B<br /> |<br /> |<br /> |<br /> |-<br /> |C<br /> |<br /> |<br /> |<br /> |}<br /> A formal approach to comparing the options against negotiable requirements may be used. For example, one can have a table of options against requirements. <br /> <br /> Principles for using an options table include:<br /> <br /> *If possilble, assign a numerical value (e.g. a cost value) in the cells of the table. If not, a qualitative assessment can be made e.g. a score of 1 to 5.<br /> *Seek to create combined options using favourable features from across the set.<br /> *Remove options from the table if they are clear losers<br /> * Adding up scores for the options can give an overall score but unless this shows clear advantage for an option, one should be very wary of assuming that this is necessarily the one to be chosen. [needs better explanation]<br /> <br /> ====Decision====<br /> It is important not to come quickly to conclusions about the choice of option. One should hold back and think about the relationship between the options and the requirements. For example, a team developing a TV advert may not decide on the final form of the advert until there only just enough time to produce it - in order to allow time for ideas to incubate.<br /> <br /> ===Production===<br /> At the production phase the chosen option is fully developed.<br /> </div></div>

Iain https://eit.engineers.scot/index.php?title=Strategies_for_system_planning&diff=1538 Strategies for system planning 2022-09-07T22:24:27Z

<p>Iain: </p> <hr /> <div>[[File:Clydeview.png|center|thumb|850x850px]]<br /> '''An ''Engineer-it'' module managed by the Institution of Engineers in Scotland '''([http://www.engineers.scot/ www.engineers.scot])<br /> <br /> {| class="wikitable" style=" margin-right: 30px; background-color:#DEF6FE; paddng-left:15px; width:200px; vertical-align:top; text-align:left; float:left; margin-left: 10px;"<br /> |- <br /> |'''<big>Strategies</big>'''<br /> [[Critical thinking]]<br /> <br /> [[Top-down strategy]]<br /> <br /> [[Risk|Risk control]] <br /> <br /> [[Leadership|Collaboratve Leadership]]<br /> <br /> [[Quantify]]<br /> <br /> Wise [[governance]]<br /> <br /> [[Integrity|Professional integrity]]<br /> |-<br /> |'''Papers'''<br /> <br /> [https://engineers.scot/office/resources/publications/to-engineer.pdf To Engineer]<br /> |- <br /> |'''Case Studies'''<br /> <br /> [https://engineers.scot/news/2021-04-08-opinion-the-government-must-use-engineered-processes-in-its-response-to-the-pandemic The UK Covid-19 Task Force] A successful government project <br> <br /> <br /> [http://info.iesis.org/papers/Journal+V156_web_secure.pdf The development of an optical scanner] (p22) How to develop an innovative product<br /> |}<br /> <br /> [[File:Engprocess-6.png|alt=|thumb|500x500px|Figure 1 Features of strategies used in system planning ]]<br /> <br /> This page provides infomation about strategies that are used in [https://eit.engineers.scot/index.php?title=Main_Page#System_planning system planning] i.e. in the the management of complex uncertainty. <br /> <br /> Figure 1 shows key features of the strategies. <br /> <br /> Key issues are ''competence'', i.e. the skills of those inolved and ''[[governance]]'', i.e. how responsibility, authority and accountabiliy are allocated.<br /> <br /> Competence is shown as having two main components: <br /> <br /> *Disciplinary expertise i.e. the abilities of those involved to carry out specific tasks. It is common to require expertise from several disciplines<br /> *Ethos - the principles that guide the actions of the participants.<br /> <br /> Whereas 'what you can do' might be described in term of disciplinary expertise, ethos is 'how you think'. <br /> <br /> [[Critical thinking]] may be the most important feature of an engineered process. Critical thinkers identify and use guiding principles that lead to engineered outcomes.<br /> <br /> Deep collaboration within the project team with unswerving commitment to the project goals are also key features of an engineered process.<br /> <br /> Closely related to commitment is the requirement that the process is underpinned by the highest levels of professional integrity.<br /> <br /> All this needs to be inspired by collaborative [[leadership]].<br /> <br /> ===Learning for system planning===<br /> See [https://eit.engineers.scot/index.php?title=Critical_thinking#Learning_for_critical_thinking Learning for critical thinking]</div>

Iain https://eit.engineers.scot/index.php?title=Strategies_for_system_planning&diff=1537 Strategies for system planning 2022-09-07T22:03:48Z

<p>Iain: </p> <hr /> <div>[[File:Clydeview.png|center|thumb|850x850px]]<br /> '''An ''Engineer-it'' module managed by the Institution of Engineers in Scotland '''([http://www.engineers.scot/ www.engineers.scot])<br /> <br /> {| class="wikitable" style=" margin-right: 30px; background-color:#DEF6FE; paddng-left:15px; width:200px; vertical-align:top; text-align:left; float:left; margin-left: 10px;"<br /> |- <br /> |'''<big>Strategies</big>'''<br /> [[Critical thinking]]<br /> <br /> [[Top-down strategy]]<br /> <br /> [[Risk|Risk control]] <br /> <br /> [[Leadership|Collaboratve Leadership]]<br /> <br /> [[Quantify]]<br /> <br /> Wise [[governance]]<br /> <br /> [[Integrity|Professional integrity]]<br /> |-<br /> |'''Papers'''<br /> <br /> [https://engineers.scot/office/resources/publications/to-engineer.pdf To Engineer]<br /> |- <br /> |'''Case Studies'''<br /> <br /> [https://engineers.scot/news/2021-04-08-opinion-the-government-must-use-engineered-processes-in-its-response-to-the-pandemic The UK Covid-19 Task Force] A successful government project <br> <br /> <br /> [http://info.iesis.org/papers/Journal+V156_web_secure.pdf The development of an optical scanner] (p22) How to develop an innovative product<br /> |}<br /> <br /> [[File:Engprocess-6.png|alt=|thumb|500x500px|Figure 1 Features of strategies used in system planning ]]<br /> <br /> This page provides infomation about strategies that are used in [https://eit.engineers.scot/index.php?title=Main_Page#System_planning system planning] i.e. in the the management of complex uncertainty. <br /> <br /> Figure 1 shows key features of the strategies. <br /> <br /> Key issues are ''competence'', i.e. the skills of those inolved and ''[[governance]]'', i.e. how responsibility, authority and accountabiliy are allocated.<br /> <br /> Competence is shown as having two main components: <br /> <br /> *Disciplinary expertise i.e. the abilities of those involved to carry out specific tasks. It is common to require expertise from several disciplines<br /> *Ethos - the principles that guide the actions of the participants.<br /> <br /> Whereas 'what you can do' might be described in term of disciplinary expertise, ethos is 'how you think'. <br /> <br /> [[Critical thinking]] may be the most important feature of an engineered process. Critical thinkers identify and use guiding principles that lead to engineered outcomes.<br /> <br /> Deep collaboration within the project team with unswerving commitment to the project goals are also key features of an engineered process.<br /> <br /> Closely related to commitment is the requirement that the process is underpinned by the highest levels of professional integrity.<br /> <br /> All this needs to be inspired by collaborative [[leadership]].<br /> <br /> ===Learning for system planning===<br /> See [https://eit.engineers.scot/index.php?title=Critical_thinking#Learning_for_critical_thinking Learning for critical thinking]</div>

Iain https://eit.engineers.scot/index.php?title=Critical_thinking&diff=1536 Critical thinking 2022-08-10T12:55:20Z

<p>Iain: </p> <hr /> <div><br /> {| class="wikitable" style="margin-left: auto; margin-right: 100px; background-color:#DEF6FE; width:200px; vertical-align:top; text-align:left; float:right; margin-left: 10px;" <br /> !References<br /> |-<br /> |'''Internal links'''<br /> [[Main Page|Engineer-it]] main page<br /> <br /> <br /> [[Strategies for engineered outcomes|Strategies]] page<br /> |-<br /> <br /> |'''Sources'''<br /> <br /> [https://www.criticalthinking.org/pages/defining-critical-thinking/766 The Foundation for critical thinking]<br /> |-<br /> |'''Papers'''<br /> [https://engineers.scot/office/resources/publications/discipline-ct.pdf The discipline of critical thinking] An IES strategy report<br /> <br /> [https://engineers.scot/office/resources/publications/ies-journal-2020-mbarr-paper.pdf Experiences of a critical thinking approach in engineering practice] A 3-page IES Journal paper<br /> <br /> <br /> Lucas B, Hanson J and Claxton G, [https://www.stem.org.uk/elibrary/resource/35085 Thinking like an engineer,] Implications for the education system, Royal Academy of Engineering, 2014.<br /> |-<br /> |'''Case Studies'''<br /> <br /> [http://info.iesis.org/papers/Journal&#x20;V156_web_secure.pdf Manufacturing robot cranes] (page 27) A manufacturer uses critical thinking <br /> <br /> I[http://info.iesis.org/papers/Journal&#x20;V156_web_secure.pdf nventing a bionic hand] (page 39)<br /> |}<br /> <div style = "width:1000px"><br /> [[File:Athena-2.png|alt=|left|thumb|160x160px|Athena, godess of wisdom]]<br /> [[File:Thinker-2.png|left|alt=|thumb|Rodin's thinker]]The Wikipedia [[:en:Critical_thinking|defintion]] of critical thinking is: 'the analysis of facts to form a judgment'. A complementary definition is: 'the use of guiding principles that support the achievement of good outcomes'. <br /> <br /> Ethos is defined as ‘the principles and attitudes that are associated with a particular type of activity’. Critical thinking can therefore be viewed as the ethos used for managing complex uncertainty. <br /> <br /> Critical thinkers constantly seek to identify and use principles that will lead to success.<br /> <br /> === Guiding principles ===<br /> Here are some guiding principles used by critical thinkers:<br /> <br /> ==== Actions ====<br /> *Proposals should be thorougly tested before they are accepted.<br /> *Use intuition but never trust it.<br /> *Adopt a refelective ethos: question, review, consult, challenge, be challenged, expect to be challenged, be sceptical about all information; avoid preconceptions and bias.<br /> *Validate processses, verify outcomes<br /> *Use logic and evidence to the limits of their potential to make well-informed judgements.<br /> *Use, where appropriate, the Engineer-it [[Chapter 1:Strategies for engineered outcomes|strategies]]<br /> *Think for yourself but not by yourself.<br /> *Adopt a system approach: consider the system as a whole as well as its parts.<br /> * Adopt a holistic approach: take account of all relevant issues.<br /> *Learn from successes and from failures.<br /> *If a feature can be quantified, quantify it: use predictive models, use data.<br /> *Monitor the results of actions and compare the actual outcomes with the intended outcomes.<br /> *When working with standards, seek to identify and address issues that are not covered by the standards.<br /> *Constantly seek to improve products and processes.<br /> <br /> '''Seek to:'''<br /> <br /> *embrace integrity without question: honest, trustworthy, reliable<br /> *be humble, listen to other views and be prepared to change your mind.<br /> *be open, friendly, respectful<br /> *be committed<br /> * be collaborative, inclusive<br /> * be dispassionate about outcomes<br /> <br /> '''Avoid being:'''<br /> <br /> *autocratic<br /> *deferential<br /> <br /> ===Proposal testing===<br /> An appropriate amount of resouce should be allocated to testing of proposals for action. The amount of resource should be proportional to level of risk of negative outcomes.<br /> <br /> Before accepting a proposal it should be tested:<br /> <br /> *taking account of all requirements, both objectives and constraints, addressing the complexity<br /> *against other proposals<br /> *using the most appropriate testing methods for the context<br /> *by a multidisciplinary team, if that is needed<br /> *by being open-minded, sceptical, not relying on intuition, avoiding bias<br /> *using reliable evidence and logic to the limits of their potential<br /> <br /> ===Learning for critical thinking===<br /> The development of good habits should start as early as practical. That learning for critial thinking should start in primary school and be addressed continuously in education is becoming recognised. Critical thinking should be treated as a discipline in education i.e. as a branch of learning - see Section 4 (page 10) of the [https://www.engineers.scot/office/resources/publications/discipline-ct.pdf Discipline for critical thinking] paper.<br /> <br /> However, you cannot rely on being coached to be a critical thinker. People need to discipline their minds to develop critical thinking skills, Strategies for doing this include:<br /> <br /> *Be a student of crtitical thinking. Collect guiding principles. Write them down,memorise and use them.<br /> *Watch how other people operate and identify the principles that guide them to be successful. Discuss the issues with them. Add their good ideas to your list of principles.<br /> * Read about contexts where critical thinking was needed to identify principles<br /> *Identify the reasons for people to be unsuccessful. Actively avoid copying them.<br /> * Remember that some guiding principles are context specific. You are not using a set of fixed rules that result in success. You need to use critical thinking about your critical thinking strategies.<br /> *If you have a [[leadership]] role, work with your colleagues to develop the principles under which the team will operate.<br /> </div></div>

Iain https://eit.engineers.scot/index.php?title=Critical_thinking&diff=1535 Critical thinking 2022-08-02T17:21:10Z

<p>Iain: </p> <hr /> <div><br /> {| class="wikitable" style="margin-left: auto; margin-right: 100px; background-color:#DEF6FE; width:200px; vertical-align:top; text-align:left; float:right; margin-left: 10px;" <br /> !References<br /> |-<br /> |'''Internal links'''<br /> [[Main Page|Engineer-it]] main page<br /> <br /> <br /> [[Strategies for engineered outcomes|Strategies]] page<br /> |-<br /> <br /> |'''Sources'''<br /> <br /> [https://www.criticalthinking.org/pages/defining-critical-thinking/766 The Foundation for critical thinking]<br /> |-<br /> |'''Papers'''<br /> [https://engineers.scot/office/resources/publications/discipline-ct.pdf The discipline of critical thinking] An IES strategy report<br /> <br /> [https://engineers.scot/office/resources/publications/ies-journal-2020-mbarr-paper.pdf Experiences of a critical thinking approach in engineering practice] A 3-page IES Journal paper<br /> <br /> <br /> Lucas B, Hanson J and Claxton G, [https://www.stem.org.uk/elibrary/resource/35085 Thinking like an engineer,] Implications for the education system, Royal Academy of Engineering, 2014.<br /> |-<br /> |'''Case Studies'''<br /> <br /> [http://info.iesis.org/papers/Journal&#x20;V156_web_secure.pdf Manufacturing robot cranes] (page 27) A manufacturer uses critical thinking <br /> <br /> I[http://info.iesis.org/papers/Journal&#x20;V156_web_secure.pdf nventing a bionic hand] (page 39)<br /> |}<br /> <div style = "width:1000px"><br /> [[File:Athena-2.png|alt=|left|thumb|160x160px|Athena, godess of wisdom]]<br /> [[File:Thinker-2.png|left|alt=|thumb|Rodin's thinker]]The Wikipedia [[:en:Critical_thinking|defintion]] of critical thinking is: 'the analysis of facts to form a judgment'. A complementary definition is: 'the use of guiding principles that support the achievement of good outcomes'. <br /> <br /> Ethos is defined as ‘the principles and attitudes that are associated with a particular type of activity’. Critical thinking can therefore be viewed as the ethos used for managing complex uncertainty. <br /> <br /> Critical thinkers constantly seek to identify and use principles that will lead to success.<br /> <br /> === Guiding principles ===<br /> Here are some guiding principles used by critical thinkers:<br /> <br /> ==== Actions ====<br /> *Proposals should be thorougly tested before they are accepted.<br /> *Use intuition but never trust it.<br /> *Adopt a refelective ethos: question, review, consult, challenge, be challenged, expect to be challenged, be sceptical about the validity of all information; avoid preconceptions and bias.<br /> *Use logic and evidence to the limits of their potential to make well-informed judgements.<br /> *Use, where appropriate, the Engineer-it [[Chapter 1:Strategies for engineered outcomes|strategies]]<br /> *Think for yourself but not by yourself.<br /> *Adopt a system approach: consider the system as a whole as well as its parts.<br /> * Adopt a holistic approach: take account of all relevant issues.<br /> *Learn from successes and from failures.<br /> *If a feature can be quantified, quantify it: use predictive models, use data.<br /> *Monitor the results of actions and compare the actual outcomes with the intended outcomes.<br /> *When working with standards, seek to identify and address issues that are not covered by the standards.<br /> *Constantly seek to improve products and processes.<br /> <br /> '''Seek to:'''<br /> <br /> *embrace integrity without question: honest, trustworthy, reliable<br /> *be humble, listen to other views and be prepared to change your mind.<br /> *be open, friendly, respectful<br /> *be committed<br /> * be collaborative, inclusive<br /> * be dispassionate about outcomes<br /> <br /> '''Avoid being:'''<br /> <br /> *autocratic<br /> *deferential<br /> <br /> ===Proposal testing===<br /> An appropriate amount of resouce should be allocated to testing of proposals for action. The amount of resource should be proportional to level of risk of negative outcomes.<br /> <br /> Before accepting a proposal it should be tested:<br /> <br /> *taking account of all requirements, both objectives and constraints, addressing the complexity<br /> *against other proposals<br /> *using the most appropriate testing methods for the context<br /> *by a multidisciplinary team, if that is needed<br /> *by being open-minded, sceptical, not relying on intuition, avoiding bias<br /> *using reliable evidence and logic to the limits of their potential<br /> <br /> ===Learning for critical thinking===<br /> The development of good habits should start as early as practical. That learning for critial thinking should start in primary school and be addressed continuously in education is becoming recognised. Critical thinking should be treated as a discipline in education i.e. as a branch of learning - see Section 4 (page 10) of the [https://www.engineers.scot/office/resources/publications/discipline-ct.pdf Discipline for critical thinking] paper.<br /> <br /> However, you cannot rely on being coached to be a critical thinker. People need to discipline their minds to develop critical thinking skills, Strategies for doing this include:<br /> <br /> *Be a student of crtitical thinking. Collect guiding principles. Write them down,memorise and use them.<br /> *Watch how other people operate and identify the principles that guide them to be successful. Discuss the issues with them. Add their good ideas to your list of principles.<br /> * Read about contexts where critical thinking was needed to identify principles<br /> *Identify the reasons for people to be unsuccessful. Actively avoid copying them.<br /> * Remember that some guiding principles are context specific. You are not using a set of fixed rules that result in success. You need to use critical thinking about your critical thinking strategies.<br /> *If you have a [[leadership]] role, work with your colleagues to develop the principles under which the team will operate.<br /> </div></div>

Iain https://eit.engineers.scot/index.php?title=Structural_design_of_a_footbridge&diff=1534 Structural design of a footbridge 2022-07-29T03:51:28Z

<p>Iain: </p> <hr /> <div><div style="width:800px;"><br /> This case study of the structural design of a footbridge provides documents that demonstrate how a stuctural design evolves. <br /> <br /> The documents do not refer to a real site but they are based on a bridge that was built. <br /> [[File:Wood-street-elevation.png|thumb|500x500px]]<br /> '''Definitions of document types''': see [[Framework for structural design learning#Design Documents|here]] <br /> === Documents at stages 1 and 2 ===<br /> {| class="wikitable"<br /> |-<br /> |[https://eit.engineers.scot/images/6/66/Ch2_Footbridge_client-rquirements.pdf Client brief]<br /> |-<br /> |[https://eit.engineers.scot/images/e/ea/Ch2_Footbridge_site-information.docx.pdf Site Information]<br /> |-<br /> |[https://eit.engineers.scot/images/c/c0/Ch2_Footbridge_design-brief-stage1.pdf Structural design brief - Stage 1]<br /> |-<br /> |[https://eit.engineers.scot/images/1/17/Ch2_Footbridge_option-analysis-13-07-22.pdf Options analysis]<br /> |-<br /> |[https://eit.engineers.scot/images/6/69/Ch2_Footbridge_construction-method.docx Construction Methods]<br /> |-<br /> |[https://eit.engineers.scot/images/8/8b/Ch2_Footbridge_design-brief-stage2.docx Structural design brief - Stage 2]<br /> |-<br /> |[https://eit.engineers.scot/index.php?title=File:Footbridge_design-proposal-stage2a.docx Design proposal stage - 2]<br /> |}<br /> === Documents at stages 3 and 4 ===<br /> {| class="wikitable"<br /> |-<br /> |Drawings:<br /> [https://eit.engineers.scot/images/1/14/Wood_street_footbridge_GA.pdf General Arrangement] <br /> <br /> [https://eit.engineers.scot/images/9/9c/Wood_street_footbridge_Drg2.pdf Layout and typical details]<br /> |-<br /> |Specifications<br /> |-<br /> |'''Design verification'''<br /> [https://eit.engineers.scot/images/c/c0/Ch2_Footbridge_verification-A.docx Verification report A]<br /> <br /> [https://eit.engineers.scot/images/7/72/Technical_assessment-1.docx Preliminary techical assessment report]<br /> <br /> [https://eit.engineers.scot/images/2/23/CH2-Footbridge-Prelimiinanry-calculations.xlsx Preliminary calculations]<br /> <br /> A typical [https://eit.engineers.scot/images/4/4f/Sample_Steel_Frame_Design_Pack-1.pdf caculations pac]k (not for a bridge)<br /> <br /> |}<br /> <br /> '''Guidance for the design of footbridges'''<br /> {| class="wikitable"<br /> |[https://www.standardsforhighways.co.uk/prod/attachments/7be571c3-bcd5-414c-b608-48aa19f7f4a1?inline=true CD353] Guidance for the design of footbridges.<br /> [https://www.standardsforhighways.co.uk/dmrb/search/17dadcc6-8e01-455d-b93e-c827d280839a CG 300] Technical approval of highway structures<br /> |}<br /> </div></div>

Iain https://eit.engineers.scot/index.php?title=File:Footbridge-Technical_assessment-preliminary.pdf&diff=1533 File:Footbridge-Technical assessment-preliminary.pdf 2022-07-19T11:58:00Z

<p>Iain: </p> <hr /> <div></div>

Iain