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ISEE Africa: 30 January – 1 February, 2019 rev13.02.2019

Engineering Design: An Approach Towards Sustainable Site-Specific Solutions with Global

Considerations

Daman K. Panesar Department of Civil and Mineral Engineering

University of Toronto, Toronto, Ontario, CANADA

Infrastructure Report Cards

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Canada 2014

UK 2014 USA 2017 Zambia 2012

Ghana 2016 South Africa 2017

Purpose: Infrastructure Report Cards •  ‘Informing the future’ •  ‘…correlates to quality of a nations economy, society,

environmental well being’ •  ‘Advise governments, investors and owners about:

–  Priorities –  Use needs –  Policy and regulatory reforms to improve efficient utilization’

•  ‘Awareness of aging structures’ •  ‘Awareness of readily available data (qualitative or

quantitative) and availability of specialists to compile the condition assessment data’

•  Case for investment (ie. Average grade D, $2.2 trillion needed)

•  Trend analysis 3

Approach: Canada

•  information collected by a voluntary survey •  municipal governments own ~60% of public

infrastructure (provincial ~38%, federal 2%)

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•  Data represents 120 municipalities (corresponding to ~56% of Canadian population)

Infrastructure Categories

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Canada 2014

Ghana 2016

South Africa 2017

UK 2014

USA 2017

Zambia 2012

Ground Transportation

Road Bridges Public transit

Roads Bridges

Roads Rail

Local Transport Strategic Transport

Roads Bridges Transit Rail

Roads Bridges Rail

Water Infrastructure

Commercial ports

Ports Levees Dams

Dams

Aviation system Airport Aviation Airport

Water system

Stormwater Wastewater Drinking Water

Drinking water

Water resources Water supply

Water Flood Management

Drinking water Inland waterways Wastewater

Drinking water Wastewater

Waste system Waste Solid waste

Hazardous Waste Solid waste Hazardous Waste

Public infrastructures

Sports & Recreation Facilities Buildings

Sanitation Education Health care

Schools Parks & Recreation

Health Education Agriculture Communication & IT

Energy Electric Power Electricity Energy Energy Electricity

Fuel

Variations Among Evaluation

Factors : •  Capacity •  Condition •  Funding •  Future need •  Operation and

maintenance •  Public safety •  Resilience •  innovation

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1.  Number and types of asset categories

2.  Monetary discussion

3.  Level of policy recommendations

4.  Factors Assessed

Grading Scheme: Canada 2014

Grading Schemes: Ghana 2016

Grading Scheme: South Africa 2017

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Grading Schemes: UK 2014

Grading Schemes: USA 2017

Grading Scheme: Zambia 2012

Report Card Results: 2014

~33% of infrastructure is in fair, poor or very poor condition

Report Card Results: 2016

Report Card Results: 2017

Report Card Results: 2017

Report Card Results: 2014

(Anonymous) Summary of Report Cards

Country ID Road Bridge Rail Water

~33% fair to very poor

~33% fair to very poor

~20% fair to very poor

D3 D3 D3 B to E A to D- C+ to D-

D- B C+ D C+ B D

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My reflections

•  Worldwide, the scores ‘low’ on all report cards.

•  Worldwide, there are deficiencies. – Need for local, durable and sustainable

solutions

– Need for education, and research aligned with the challenges and deficiency

•  An experience to better align Engineering Education to

Engineering Practice

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Capstone Engineering Design

“Engineering design is the systematic, intelligent generation and evaluation of specifications for artifacts who’s form and function achieve stated objectives and satisfy specified constraints” Dim and Little (2004)

“Is the organized, thoughtful development and testing of

characteristics of new objects that have a particular configuration or perform some desired function that meets our aims without violating any specified limitations.” Lumsdaine, et al.(1999)

Graduate Attributes

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Problem Statement: Design a 6-Storey Reinforced Concrete Building

Tasks •  A: Loading analysis •  B: Design of a One-

Way Floor Slab •  C: Frame Analysis

and Design

Specified Design Details •  Location = Vancouver (Cambie St and 64th Ave.) •  Direction of Primary Beams = East-West •  Secondary Beam Spacing 3 m or 2 m •  Ground Floor Height = 4.85 m •  First Floor Height = 3.65m

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Loading Analysis

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Academic implications of engineering decisions yields:

A C

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In practice implications of engineering decisions can yield:

www.visitingdc.com/san-francisco/golden-

gate-bridge-picture.asp

www.dsaunders.org/blog/Lists/

PhotosKunshanBridgeFailure.JPGStructure-- failed

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Problem Statements

VERY SPECIFIC •  Scope and requirements

are defined (Task A,B,C) •  Needs to answer the

question following indicated tasks (only)

•  No need for: •  Judgement •  Decision making •  To think broadly

•  Only one correct answer

OPEN-ENDED •  Student must:

–  Define scope –  Identify & respect constraints –  Ask questions at every step –  Identify and weigh options –  Make and justify decisions

•  Technically •  Economically •  Environmentally •  Ethically •  Aesthetically

-  Many possible solutions

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(VERY SPECIFIC) Problem Statement: Design a 6-Storey Reinforced Concrete

Building

Tasks •  A: Loading analysis •  B: Design of a One-

Way Floor Slab •  C: Frame Analysis

and Design

Specified Design Details •  Site: Vancouver (Cambie St and 64th Ave.) •  Material: Reinforced Concrete •  Geometry:

•  Direction of Primary Beams = East-West •  Secondary Beam Spacing 3 m or 2 m •  Ground Floor Height = 4.85 m •  First Floor Height = 3.65 m

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(OPEN-ENDED) Problem Statement: Propose a design for a 6048 m2 of office space

in Vancouver. Given some design criteria and constraints. Site Selection:

-  ? Materials:

-  ? Geometry:

-  ?

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(OPEN-ENDED) Problem Statement: Propose a design for a 6048 m2 of office space

in Vancouver. Site Selection:

-  New build or retrofit of existing structure? -  Close to public transportation?

Materials: -  New build- wood, steel concrete, composite system? -  Repair strategy options? -  Considerations for durability, sustainability, cost

Geometry: -  Low rise, high rise, rectangular, curvature? -  What fits into the community setting? -  Functional, aesthetic, constructability, materials considerations

Each question you ask, will lead to another question to

eventually develop a solution.

Motivation of the Capstone Course •  Fulfill part of the accreditation criteria

•  Student design experience: –  an open-ended, –  multi-faceted, –  interdisciplinary design problem

pertaining to civil engineering systems, processes, and/or infrastructure.

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•  Exercise Skills: –  project management –  team work –  communication (oral, written and visual) –  creativity and innovation in order to develop a strong, unique

design solution

Scope •  ‘open-ended’ nature of the design problem allows for

students flexibility to extrapolate the scope of the design solution to include many facets:

•  technical components •  environmental •  social and cultural norms •  economic •  aesthetic •  safety/security •  ethics

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Course Format

•  Design Teams –  design team is 3 to 5 students –  each design module is 15-20 students –  For a 100 student in a 4th year class will have 5 modules (5 different design

projects such as transportation, structures, environmental, water etc.)

•  Design Studio Format (3- hour studio session per week) –  no lectures on new topics –  discussion / meetings between design teams and the instructor –  guest lectures –  student presentations –  group working session –  site visit –  debates –  presentations –  brainstorming activities etc.

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Capstone course = a culminating academic and intellectual experience for students in the last term of the senior year

Design Approach

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Unique Aspects of the Course Development of engineering solutions requires that the design teams work in the specified design criteria, and work around the identified design constraints. •  Thinking outside the textbook

–  critical thinking, –  creativity, –  innovation and –  even to push the envelope –  students need to feel confident and comfortable dealing with ‘open-endedness’

•  Innovative and ‘pushing the envelope’ solutions –  responsible and justify every design decision- ethics –  professional engineering ethics and the obligations of holding an engineering license.

•  Communication –  (written, oral and visual) and teamwork are critical attributes that the students

exercise in this course.

•  Final Project Report and Presentation –  convincing, and well-justified design solution that address aspects of sustainability

regarding the environmental impacts, economic viability and maintenance and longevity.

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Engineering Code of Ethics and Misconduct

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Assessment •  Many Possible Solutions

–  Due to the ‘open-ended’ nature of the course, there is no single correct solution

•  Grading may be Subjective –  Grading can be subjective since the answer is not black or white. There will however be

stronger or weaker design solutions

•  Strength of a Solution –  Depends on the rigor, scope, depth, and breadth that the design team presents

•  Rubric for Evaluation –  Defines expectations –  Helpful to give students before the assignment is due –  Criteria is aligned with the graduate attributes being evaluated

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Sample Rubric

GRADUATE ATTRIBUTE

Fails Below Expectation

Meets Expectation Exceeds Expectation Grade

DESIGN

Develop diverse set of material options

Only 1 alternatives identified (0)

Two alternatives identified (0.5)

Three alternatives identified. (0.75)

Three diverse alternatives identified. (i.e. not three types of SCMs) (1)

Assess, synthesize reference designs of candidate material options

Inappropriate or irrelevant references cited. (0)

Relevant references, research, case studies cited. Minimal relevant discussion. (0.5)

Mostly reference to reputable sources. Good critical discussion. Reflects sound knowledge of limitations. (1)

Almost all references are from reputable, high quality sources. Strong depth to discussion of materials options. Identified feasibility to repair applications. (2)

COMMUNICATION

Formulate credible and persuasive support for claim.

Most claims are not credible or persuasive. (0)

Claims have credibility but are not persuasive. (0.2)

Claims are credible and somewhat persuasive. (0.4)

All claims and statements are credible, persuasive, correct and/or well referenced. (0.5)

Organize material so that the relationship to the main point is clear.

Poorly organized report. Unclear structure. (0)

Partly organized report. (0.1)

Well organized report. Generally good clarity and consistency between relationships from section to section. (0.4)

Very well organized with excellent relationship between various elements of the report. (0.5)

Create logical and cohesive flow of ideas (throughout report)

Flow of ideas is poor and no logical. (0)

Flow of ideas is fair in some parts of the report. (0.5)

Flow of ideas is mostly good. The report reads relatively cohesively. (0.75)

Excellent flow of ideas throughout the report. (1)

/538

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Green House Gas Emissions

Sustainable Approaches With

Global Collaboration

Waste Management Aging

Infrastructure

Air Pollution

Summary

1.  Status of Infrastructure

2.  Education – Capstone Design Project Course

3.  Examples of International Research Collaborations

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Sustainable Approaches- Infrastructure Concluding Remarks

•  EDUCATE, INTEGRATE, APPLY LIFE CYCLE DESIGN THINKING

Image Source: http://www.newfound.ca/#services

Image Source: https://www.fmd.uga.edu/departments/operations-maintenance

DESIGN •  MATERIAL •  STRUCTURAL •  CONSTRUCTION

•  END OF LIFE? •  SERVICE LIFE •  END OF LIFE •  ASSET

MANAGEMENT •  LIFE

EXTENSION

OPERATION & MAINTENANCE •  REPAIR •  EVALUATION •  NON-

DESTRUCTIVE TESTING

•  SHM

INCREASING COMPLEXITY

Sustainable Approaches- Infrastructure Concluding Remarks

•  GLOBAL PERSPECTIVE

References [1] ASCE's 2017 Infrastructure Report Card, USA, 2017. [2] Canadian Infrastructure Report Card, Canada, 2014. [3] Ghana Infrastructure Report Card 2016, Ghana, 2016. [4] The State of the Nation - Infrastructure 2014, UK, 2014. [5] SAICE 2017 Infrastructure Report Card for South Africa, South Africa, 2017. [6] Infrastructure Report Card (IRC) Framework, Zambia, 2012.

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Thank you.

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