MEM23004

Apply Technical
Mathematics
Assessment Task 4
Occasion 2

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Qualification Details:

Training Package Code & Title: RII – Resources and Infrastructure Industry Training Package

Qualification National Code & Title: RII50520 – Diploma of Civil Construction Design

Unit National Code & Title: MEM23004 – Apply Technical Mathematics

Assessment Title: Assessment Task 4 – Occasion 2

Student Details:

Full Name: Muhammad Waqar Aslam

Student ID: ACMi1230

Purpose of Assessment:
The purpose of this assessment is to evaluate individuals' proficiency in a broad range of mathematical
and engineering skills, along with their knowledge of relevant concepts. These skills include:
● using engineering software

● working with different number systems

● analyzing functions

● applying sequences and series

● handling two-dimensional vectors

● solving problems involving complex numbers

● utilizing matrix analysis,

● assessing probability, and

● conducting stability analysis

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The assessment aims to ensure that individuals are well-equipped to excel in engineering and related
fields by testing both practical skills and theoretical knowledge.

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Assessment plan

The student must be assessed as satisfactory in the following tasks to demonstrate competence in
various ways.

Evidence number / Assessment method / Type of Detail/Task Instructions/Description

Task number evidence / Task name

Assessment Task 1 Knowledge Questions (KQ) # 1 16 written questions - Open Book _

Individual Task
Assessment Task 2 Knowledge Questions (KQ) # 2 18 written questions – Open Book _
Individual Task
Assessment Task 3 Occasion 1 Engineering Problem Solution - Software

Assessment Task 4 Occasion 2 Engineering Problem Solution

Assessment Submission Method: Online submission via Learning Management System (LMS)

Instructions for the student:

● You must respond to all questions. Be concise, to the point and write answers within the word
limit given to each question. Do not provide irrelevant information. Remember, quantity is not
quality.

● You may handwrite or use a computer to answer the questions.

● You must complete the task independently and write your responses in your own words.

● Do not start answering questions without understanding what is required. Read the questions
carefully and critically analyze them for a few seconds; this will help you to identify what
information is needed in the answer.

● Your answers must demonstrate an understanding and application of the relevant concepts and
critical thinking.

● Use non-discriminatory language. The language used should not devalue, demean, or exclude
individuals or groups based on attributes such as gender, disability, culture, race, religion,
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 sexual preference or age. Gender-inclusive language should be used.

● When you quote, paraphrase, summarize or copy information from other sources to write your
answers or research your work, always acknowledge the source.

● Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission
attempt will be allowed

● No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.

● As you complete this assessment task, you are predominately demonstrating your written skills
and knowledge to your trainer/assessor.

● The student may speak to their trainer/assessor if they have any difficulty in completing this
task and require reasonable adjustments.

● For more information, please refer to the Training Organization’s Student Handbook.

Student Declaration:

● I have read and understood the information in the Unit Requirements before commencing
this Student Pack.

● I understand the consequences of plagiarism and that a false declaration is a form of

malpractice.

● I declare that the answers I have provided are my work. Where I have accessed
information from other sources, I h

● ave provided references and/or links to my sources.

● I have kept a copy of all relevant notes and reference material that I used as part of my
submission.

● I have provided references for all sources where the information is not my own. I
understand how the assessment is structured. I accept that the work I submit may be
subject to verification to establish that it is my own.

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 ● I understand that if I disagree with the assessment outcome, I can appeal the assessment
process, and either re-submit additional evidence undertake gap training, or have my
submission re-assessed.

● All appeal options have been explained to me.

● For assessment, I give the trainer/assessor permission to:

Reproduce this assessment and provide a copy to another member of staff; and

Take steps to authenticate the assessment, including communicating a copy to a

plagiarism-checking service (which may retain a copy of the assessment on its database for
future plagiarism checking).

Student Signature:

Waqar

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Assessment Task 4: Occasion 2
Description: Simply Supported Beam, Shear Force, and Bending Moment Diagrams

(Copyright: Govt WA)

Problems:
● Graphing and analysing exponential, and trigonometric functions for solutions

● Using the techniques of two-dimensional vectors to solve mathematic and applied problems

● Solving mathematical problems using software or Scientific Calculator

● Validating software results of simple examples analytically and/or graphically

In this explanation, we will explore the concept of simply supported beams and how to construct shear force and bending
moment diagrams for such beams subjected to various loads. A simply supported beam is a fundamental structural element
that is supported at its ends and free to rotate. The analysis of shear forces and bending moments along the beam's length
is crucial for understanding its behaviour under different loads.

In the dynamic city of Perth, Western Australia (WA), construction projects shape the urban landscape. One crucial
element in construction engineering is understanding the behaviour of simply supported beams. These beams play a pivotal
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role in supporting structures such as bridges, buildings, and walkways. Additionally, the creation of shear force and bending
moment diagrams is imperative for designing beams that can withstand the diverse loads found in projects across Perth.

Simply Supported Beams in Perth, WA Construction:

In the heart of Perth, simply supported beams are a common sight in the construction of bridges spanning the Swan River,
the construction of a Fitzroy Pedestrian Bridge multi-story buildings along the coastline, and intricate walkways
connecting the urban spaces. These beams are strategically designed to have supports at both ends while allowing
rotation, thus accommodating loads from various directions.

Shear Force Diagrams and Bending Moment Diagrams:

In the context of a construction project in Perth, consider a simply supported beam for a pedestrian bridge designed to
connect two sections of a recreational park. This beam has a span of 12 meters (m) and is subjected to a combination of
pedestrian and maintenance vehicle loads.

Application in Perth, WA Construction:

These shear force and bending moment diagrams for simply supported beams are essential tools in the design and analysis
of structures within Perth's construction landscape. Engineers in Perth use these diagrams to ensure that pedestrian
bridges, high-rises along the coastline, and connecting walkways can withstand the diverse loads and dynamic conditions
present in the vibrant city.

Incorporating these engineering principles ensures that Perth's construction projects stand tall, connecting communities
and contributing to the city's architectural excellence.

General Explanations:

Simply Supported Beam:

A simply supported beam is a type of structural member that is supported at its two ends, typically with hinges or rollers.
This means that the ends can rotate and allow the beam to flex under applied loads. The beam experiences reactions at the
support points, which counteract external loads and maintain equilibrium.

Shear Force Diagram:

A shear force diagram represents the variation of shear forces along the length of a beam. It indicates whether the beam
experiences downward or upward forces at different sections. At support points, shear forces change abruptly due to the
reaction forces. In between supports, shear forces may vary due to point loads, distributed loads, or other applied forces.

Bending Moment Diagram:

A bending moment diagram illustrates the bending moments along the beam's length. It depicts whether the beam is in
tension (positive bending) or compression (negative bending) at different points. Bending moments are influenced by
external loads and reactions.

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Note: A positive bending moment causes the beam to sag in the middle, while a negative bending moment causes the
beam to arch upwards.

Complete the following Task:

Problems:
● Graphing and analysing exponential, and trigonometric functions for solutions

● Using the techniques of two-dimensional vectors to solve mathematic and applied problems

● Solving mathematical problems using software or Scientific Calculator

● Validating software results of simple examples analytically and/or graphically

Assume that you have been given the task of working out a beam load calculation bearing with two supports.
Based on the data provided below.

- Prepare calculations and draw the diagram in the software or on the sheet manually.
- Calculate the moments on supports
- Draw the Free Body Diagram
- Calculate Left Support Stress (RA) and Right Support Stress (RB)
- Draw the Shear Force and Bending Moment diagrams

Use the following data and diagram as a reference.

Given data: A beam having simply supported supports.

• Total Length of the beam= 12 m
• UDL Load=q= 10KN/m
• Point Load= F= 20 KN
• Load Distances are mentioned in the above diagram

Submission Guidelines
This task will involve observation during in-session project time.

Students to submit.

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 ⮚ Copy of the software activities file

⮚ Software outputs showing calculations

⮚ Outputs showing diagrams and graphs

⮚ Supporting explanations and notes

Solution:

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MEM23004 Apply Technical Mathematics – Task 4 _ Occasion 2 | V 2.0 | 2023

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MEM23004 Apply Technical Mathematics – Task 4 _ Occasion 2 | V 2.0 | 2023

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Assessment Result:

Trainer/Assessor Name:

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Trainer/Assessor Declaration I hold:

Vocational competencies at least to the level being delivered

Current relevant industry skills

Current knowledge and skills in VET, and undertake

Ongoing professional development in VET

I declare that I have conducted a comprehensive and impartial

evaluation of this student’s submission. The assessment tasks were
deemed current, sufficient, valid, and reliable. The feedback has been
provided to the student in the marking guide.

Assessment Decision:
Satisfactory Not Yet Satisfactory

Reassessment/catchup
required Yes No

Trainer/Assessor Signature

Date

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