HOLY ANGEL UNIVERSITY
SCHOOL OF ENGINEERING & ARCHITECTURE Department of Civil Engineering
COURSE OUTLINE: Syllabus in Structural Theory2 (STRUCTHEORY2) 2nd Semester, SY 2018-2019
Holy Angel University VMs
Vision: To become a role-model catalyst for countryside development and one of the most influential, best-managed Catholic universities in the Asia-Pacific region.
Mission: To offer accessible quality education that transforms students into persons of conscience, competence, and compassion.
School of Engineering and Architecture VMs Vision
A center of excellence in engineering and architecture education imbued with Catholic mission and identity serving as a role-model catalyst for countryside development
Mission
The School shall provide accessible quality engineering and architecture education leading to highly competent professional; continually contribute to the advancement of knowledge and technology through research activities; and support countryside development through environmental preservation and community involvement.
Institutional Student Learning Outcomes (ISLOs) 1. Show effective communication
2. Demonstrate appropriate value and sound ethical reasoning 3. Apply critical and creative thinking
4. Utilize civic and global learning
5. Use applied and collaborative learning 6. Employ aesthetic engagement
7. Show Information and Communication Technology (ICT) Literacy
Program Educational Objectives (PEOs)
Within a few years after graduation, graduates of our Engineering programs are expected to have:
1. Demonstrated technical competence, including design and problem-solving skills, as evidenced by:
• the sound technical designs and systems that conform with existing laws and ethical standards they produced
• the recognition and certification they received for exemplary achievement 2. Shown a commitment to life-long learning as evidenced by:
• the graduate degrees or further studies they pursue
• the professional certifications which are locally and internationally recognized they possess
• the knowledge and skills on recent technological advances in the field they continuously acquire 3. Exhibited success in their chosen profession evidenced by:
• the key level positions they hold or promotions they get in their workplace
• the good track record they possess
• the professional visibility (e.g., publications, presentations, patents, inventions, awards, etc.)
• they are involved with international activities (e.g., participation in international conferences, collaborative research, employment abroad, etc.) they are engaged with
• the entrepreneurial activities they undertake 4. Manifested faithful stewardship as evidenced by:
• their participation in University-based community extension initiatives as alumni
• their contribution to innovations/ inventions for environmental promotion and preservation, and cultural integration
• their engagement in advocacies and volunteer works for the upliftment of the quality of life and human dignity especially the marginalized
Relationship of the Program Educational Objectives to the Mission of the School of Engineering & Architecture:
Civil Engineering Program Educational Objectives (PEOs):
Within a few years after graduation, the graduates of the Civil Engineering program should have:
Mission The School shall provide
accessible quality
engineering and architecture education leading to high professional competence.
The School shall continually contribute to the
advancement of knowledge and technology through research activities.
The School shall support countryside development through environmental preservation and community involvement.
1. Demonstrated professional competence, including design and problem solving skills as evidenced by:
• the sound technical designs and systems that conform with existing laws and ethical standards they produced
• the recognition and certification they received for exemplary achievement
•
✓ ✓ ✓
2. Shown a commitment to life-long learning evidenced by:
• the graduate degrees or further studies they pursue
• the professional certifications which are locally and internationally recognized they possess
• the knowledge and skills on recent technological advances in the field they continuously acquire
✓ ✓ ✓
3. Exhibited success in their chosen profession evidenced by:
• the key level positions they hold or promotions they get in their workplace
• the good track record they possess
• the professional visibility (e.g., publications, presentations, patents, inventions, awards, etc.)
• they are involved with international activities (e.g., participation in international conferences, collaborative research, employment abroad, etc.) they are engaged with
• the entrepreneurial activities they undertake
✓ ✓ ✓
4. Manifested faithful stewardship evidenced by:
• their participation in University-based community extension ✓ ✓ ✓
initiatives as alumni
• their contribution to innovations/ inventions for environmental promotion and preservation, and cultural integration
• their engagement in advocacies and volunteer works for the upliftment of the quality of life and human dignity especially the marginalized
Relationship of the Institutional Student Learning Outcomes to the Program Educational Objectives:
PEO 1 PEO 2 PEO 3 PEO 4
ISLO1: Show effective communication ✓ ✓ ✓ ✓
ISLO2: Demonstrate appropriate value and sound ethical reasoning ✓ ✓ ✓ ✓
ISLO3: Apply critical and creative thinking ✓ ✓ ✓ ✓
ISLO4: Utilize civic and global learning ✓ ✓ ✓ ✓
ISLO5: Use applied and collaborative learning ✓ ✓ ✓ ✓
ISLO6: Employ aesthetic engagement ✓ ✓ ✓ ✓
ISLO7: Show Information and Communication Technology (ICT) Literacy ✓ ✓ ✓ ✓
Engineering Program Outcomes (POs)
After finishing the program students will be able to:
a. Apply knowledge of mathematics, physical sciences, and engineering sciences to the practice of Engineering.
b. Design and conduct experiments, as well as to analyze and interpret data.
c. Design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability, in accordance with standards.
d. Function on multidisciplinary teams.
e. Identify, formulate and solve engineering problems.
f. Have an understanding of professional and ethical responsibility.
g. Demonstrate and master the ability to listen, comprehend, speak, write and convey ideas clearly and effectively, in person and through electronic media to all audiences.
h. Have broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context.
i. Recognition of the need for, and an ability to engage in life-long learning and to keep current of the development in the field.
j. Have knowledge of contemporary issues.
k. Use the techniques, skills, and modern engineering tools necessary for engineering practice.
l. Have knowledge and understanding of engineering and management principles as a member and leader in a team, to manage projects and in multidisciplinary environments.
m.
Acquire at least one specialized field of civil engineering practice.
n. Engage in service-learning program for the promotion and preservation to local culture and tradition as well as to the community.
Relationship of the Engineering Program Outcomes to the Program Educational Objectives:
PEO 1 PEO 2 PEO 3 PEO 4
a. Apply knowledge of mathematics, physical sciences, and engineering sciences to the practice of
Engineering. ✓ ✓ ✓ ✓
b. Design and conduct experiments, as well as to analyze and interpret data. ✓ ✓ ✓ ✓
c. Design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and
sustainability, in accordance with standards.
✓ ✓ ✓ ✓
d. Function on multidisciplinary teams. ✓ ✓ ✓ ✓
e. Identify, formulate and solve engineering problems. ✓ ✓ ✓ ✓
f. Have an understanding of professional and ethical responsibility. ✓ ✓ ✓ ✓
g. Demonstrate and master the ability to listen, comprehend, speak, write and convey ideas clearly
and effectively, in person and through electronic media to all audiences. ✓ ✓ ✓ ✓
h. Have broad education necessary to understand the impact of engineering solutions in a global,
economic, environmental, and societal context. ✓ ✓ ✓ ✓
i. Recognition of the need for, and an ability to engage in life-long learning and to keep current of the
development in the field. ✓ ✓ ✓ ✓
j. Have knowledge of contemporary issues. ✓ ✓ ✓ ✓
k. Use the techniques, skills, and modern engineering tools necessary for engineering practice. ✓ ✓ ✓ ✓
l. Have knowledge and understanding of engineering and management principles as a member and
leader in a team, to manage projects and in multidisciplinary environments. ✓ ✓ ✓ ✓
m. Acquire at least one specialized field of civil engineering practice. ✓ ✓ ✓ ✓
n. Engage in service-learning program for the promotion and preservation to local culture and tradition
as well as to the community. ✓ ✓ ✓ ✓
Course Outcomes (COs)
1.
Identify the fundamental principles of structural analysis for indeterminate structures.
2.
Analyze the structural behavior of indeterminate structures and solve problem analytically and systematically
3.Design indeterminate structures
a b c d e f g h i j k l m
CO1.
Identify the fundamental principles of structural analysis for
indeterminate structures.
ECO2. Analyze the structural behavior of indeterminate structures and solve
problem analytically and systematically E
CO3. Design indeterminate structures D
I. Course Description :
The course covers the theory of structures analysis as applied to indeterminate structures such as indeterminate beams, planar and space frames and trusses subject to static loads; method of consistent deformation; three- moment equation; slope-deflection method; moment distribution; energy methods, matrix methods; and approximate method of analysis.
II. Course Credit : 4 Unit III. Prerequisite : Structheory1
IV. Textbook : R.C.Hibbeler (2012). Structural Anlysis. Pearson, Prentice Hall, Singapore V. Requirements Recitation
Portfolio
Solved Problems Presentations
Learning Outline
Week/
Hours Learning output Students output Topics Core values
Sub values
Methodology Evaluation/ Learning Assessment 1-3
18 hours
At the end of course or topic the student will be able to:
➢ determine the elastic deflections of a beam
➢ differentiate each method in solving deflection of beams
➢ Solve problems
➢ Formulate quick methods in solving deflection of beams
✓ Assignment
✓ Plates
✓
Quiz
✓
Case Study
✓
Activities
Review of deflections of structures
• Deflection Diagrams and the Elastic
• Curve
• Elastic-Beam Theory
• The Double Integration Method
• Moment-Area Theorems
• Conjugate- Beam Method
Christ-centeredness:
Indicators:
Faithfulness
Excellence:
Indicators:
Expertise, Innovative, and accuracy.
Integrity Indicators:
Accountability, Transparency and Honesty
Community:
Indicators:
Respect for Human Dignity/Life, and Care
Societal responsibility Indicators:
Compassion and Involvement
➢ Lecture by the teacher
➢ Class discussion conducted by teacher.
➢ Power point presentation
✓ Activities rubric
✓ Problem solving rubric
✓ Case study rubric
✓ Plate rubric
4-6 18 hours
➢ apply energy methods to solve problems
involving slope and deflection
✓ Assignment
✓ Plates
✓
Quiz
✓
Case Study
✓
Activities
✓ Assignment
Deflection Using Energy Method
• External Work and Strain Energy
• Method of Virtual Work:
Truss
• Method of Virtual Work:
Beam and Frames
• Castigliano’s Theorem
• Truss, Beam, and Frames
Christ-centeredness:
Indicators:
Faithfulness
Excellence:
Indicators:
Expertise, Innovative, and accuracy.
Integrity Indicators:
Accountability, Transparency and Honesty
Community:
Indicators:
Respect for Human Dignity/Life, and Care
Societal responsibility Indicators:
Compassion and Involvement
➢ Lecture by the teacher
➢ Class discussion conducted by teacher.
➢ Power point presentation
✓ Activities rubric
✓ Problem solving rubric
✓ Case study rubric
✓ Plate rubric
7 6 hours
➢ Identify the advantages and disadvantages of indeterminate structures
➢ Differentiate determinate and indeterminate structures
✓ Assignment
✓ Plates
✓
Quiz
✓
Activities
Introduction to statically indeterminate structures
• Advantages and
Disadvantage s of
Indeterminate Structures
• Analysis of Indeterminate Structures
Christ-centeredness:
Indicators:
Faithfulness
Excellence:
Indicators:
Expertise, Innovative, and accuracy.
Integrity Indicators:
Accountability, Transparency and Honesty
Community:
Indicators:
Respect for Human Dignity/Life, and Care
Societal responsibility Indicators:
Compassion and Involvement
➢ Lecture by the teacher
➢ Class discussion conducted by teacher.
➢ Power point presentation
✓ Activities rubric
✓ Problem solving rubric
✓ Case study rubric
✓ Plate rubric
8-9 12 hours
➢ Solve indeterminate structures by approximate method
✓ Assignment
✓ Plates
✓
Quiz
✓
Activities
Approximate analysis of statically indeterminate structures
• Assumptions for
Approximate Analysis
• Analysis for Vertical Loads MIDTERM EXAM
Christ-centeredness:
Indicators:
Faithfulness
Excellence:
Indicators:
Expertise, Innovative, and accuracy.
Integrity Indicators:
Accountability, Transparency and Honesty
Community:
Indicators:
Respect for Human Dignity/Life, and Care
Societal responsibility Indicators:
Compassion and Involvement
➢ Lecture by the teacher
➢ Class discussion conducted by teacher.
➢ Power point presentation
✓ Activities rubric
✓ Problem solving rubric
✓ Case study rubric
✓ Plate rubric
10 6hours
➢ Analyze lateral loads
➢ Determine the shear and moment of lateral loads
✓ Assignment
✓ Plates
✓
Quiz
✓
Case Study
✓
Activities
Approximate analysis of statically indeterminate structures
• Analysis for Lateral Loads—
Portal Method
• Analysis for Lateral Loads—
Cantilever Method
Christ-centeredness:
Indicators:
Faithfulness
Excellence:
Indicators:
Expertise, Innovative, and accuracy.
Integrity Indicators:
Accountability, Transparency and Honesty
Community:
Indicators:
Respect for Human Dignity/Life, and Care
Societal responsibility Indicators:
Compassion and Involvement
➢ Lecture by the teacher
➢ Class discussion conducted by teacher.
➢ Power point presentation
✓ Activities rubric
✓ Problem solving rubric
✓ Case study rubric
✓ Plate rubric
11-12 12 hours
➢ solve the different structural members of a structure.
➢ apply the force or flexibility method to analyze
statically indeterminate trusses, beams, and frames.
✓ Assignment
✓ Plates
✓
Quiz
✓
Activities
Analysis of statically indeterminate structures by
• method of consistent deformation;
• three-moment equation
Christ-centeredness:
Indicators:
Faithfulness
Excellence:
Indicators:
Expertise, Innovative, and accuracy.
Integrity Indicators:
Accountability, Transparency and Honesty
Community:
Indicators:
Respect for Human Dignity/Life, and Care
Societal responsibility Indicators:
Compassion and Involvement
➢ Lecture by the teacher
➢ Class discussion conducted by teacher.
➢ Power point presentation
✓ Activities rubric
✓ Problem solving rubric
✓ Case study rubric
✓ Plate rubric
13-16 24 hours
➢ apply the Displacement method to analyze statically indeterminate trusses, beams, and frames.
✓ Assignment
✓ Plates
✓
Quiz
✓
Activities
Displacement
method of analysis
• slope- deflection method;
• moment distribution;
Christ-centeredness:
Indicators:
Faithfulness
Excellence:
Indicators:
Expertise, Innovative, and accuracy.
Integrity Indicators:
Accountability, Transparency and Honesty
Community:
Indicators:
Respect for Human Dignity/Life, and Care
Societal responsibility Indicators:
Compassion and Involvement
➢ Lecture by the teacher
➢ Class discussion conducted by teacher.
➢ Power point presentation
✓ Activities rubric
✓ Problem solving rubric
✓ Case study rubric
✓ Plate rubric
17-18 12 hours
➢ apply the stiffness matrix method to analyze statically indeterminate trusses, beams, and frames.
✓ Assignment
✓ Plates
✓
Quiz
✓
Activities
Introduction to matrix structural analysis
FINAL EXAM
Christ-centeredness:
Indicators:
Faithfulness
Excellence:
Indicators:
Expertise, Innovative, and accuracy.
Integrity Indicators:
Accountability, Transparency and Honesty
Community:
Indicators:
Respect for Human Dignity/Life, and Care
Societal responsibility Indicators:
Compassion and Involvement
➢ Lecture by the teacher
➢ Class discussion conducted by teacher.
➢ Power point presentation
✓ Activities rubric
✓ Problem solving rubric
✓ Case study rubric
✓ Plate rubric
References: Aslam Kassimali (2015). Structural Analysis. Cengage Learning, Stamford, CT USA K, Leet (2011). Fundamentals of Structural Analysis. McGraw-Hill, Boston
Online references: Structural Analysis.ceae.colorado.edu/wordpress/…/ Review-Fe-Exam-Structures-Saouma.pdf.
CE 474 Structural Analysis II Homepage.https://engineering.purdue.edu/~ce474/
NPTEL Phase II::Civil Engineering-Structural Analysis I .nptel.ac.in/downloads/105101085/
Expectations from Students
Students are held responsible for meeting the standards of performance established for each course. Their performance and compliance with other course requirements are the bases for passing or failing in each course, subject to the rules of the University. The students are expected to take all examinations on the date scheduled, read the assigned topics prior to class, submit and comply with all the requirements of the subject as scheduled, attend each class on time and participate actively in the discussions.
Furthermore, assignments such as reports, reaction papers and the like shall be submitted on the set deadline as scheduled by the faculty. Extension of submission is approved for students with valid reasons like death in the family, hospitalization and other unforeseen events. Hence, certificates are needed for official documentation. Students assigned by the University in extracurricular activities (Choral, Dance Troupe and Athletes) are excused from attending the class, however, said students are not excused from classroom activities that coincide the said University activities. Special quiz is given to students with valid reasons like death in the family, hospitalization and other unforeseen events. Hence, certificates are needed for official documentation. Likewise, special major examination is given to students with the same reasons above. Attendance shall be checked every meeting. Students shall be expected to be punctual in their classes. And observance of classroom decorum is hereby required as prescribed by student’s handbook.
Academic Integrity
It is the mission of the University to train its students in the highest levels of professionalism and integrity. In support of this, academic integrity is highly valued and violations are considered serious offenses. Examples of violations of academic integrity include, but are not limited to, the following:
1. Plagiarism – using ideas, data or language of another without specific or proper acknowledgment. Example: Copying text from the Web site without quoting or properly citing the page URL, using crib sheet during examination. For a clear description of what constitutes plagiarism as well as strategies for avoiding it, students may refer to the Writing Tutorial Services web site at Indiana University using the following link: http://www.indiana.edu/~wts/pamhlets.shtml. For citation styles, students may refer to http://www.uwsp.edu/psych/apa4b.htm.
2. Cheating – using or attempting to use unauthorized assistance, materials, or study aids during examination or other academic work. Examples: using a cheat sheet in a quiz or exam, altering a grade exam and resubmitting it for a better grade.
3. Fabrication – submitting contrived or improperly altered information in any academic requirements. Examples: making up data for a research project, changing data to bias its interpretation, citing nonexistent articles, contriving sources.
(Reference: Code of Academic Integrity and Charter of the Student Disciplinary System of the University of Pennsylvania at http://www.vpul.upenn.edu/osl/acadint.html).
Policy on Absences
1. Students should not incur absences of more than 20% of the required total number of class and laboratory periods in a given semester.
1.1. The maximum absences allowed per semester are:
For subjects held 1x a week, a maximum of 3 absences;
For subjects held 2x a week, a maximum of 7 absences; and For subjects held 3x a week, a maximum of 10 absences.
2. A student who incurs more than the allowed number of absences in any subject shall be given a mark of “FA” as his final rating for the semester, regardless of his performance in the class.
3. Attendance is counted from the first official day of regular classes regardless of the date of enrolment.
Other Policies
• Departmentalized when it comes to major exams such as Midterms and Finals.
• Quizzes will be given at least after the discussion of every chapter.
• Drills, Exercises, Seat works, Projects, Recitation/Role playing will be given to the students and will be graded as part of class standing.
• Homework Policy will be given at the discretion of the faculty and will be graded as part of class standing.
Grading System (Campus ++):
Lecture: 60%
Class Standing: 60%
Assignment Activities Quizzes Case study Major Exam: 40%
Design Component: 40%
Plates
Prepared by:
Engr. Carolina E. Dungca
Reviewed by:
Engr. Martell Q. Presco ( OBE Facilitator)
Engr. Renato S. David, MSCE ( CE CHAIR)
Certified by:
DIRECTOR OF LIBRARIES Approved by:
Dr. Jay Jack Manzano Dean, SEA
