CIVIL ENGINEERING PROGRAM

COURSE TITLE: MECHANICS OF DEFORMABLE BODIES (MECHDB-CE)

1st Semester, SY 2020-2021

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): Mission
The School shall provide The School shall continually The School shall support
Within a few years after graduation, the graduates of the Civil accessible quality contribute to the countryside development
Engineering program should have: engineering and advancement of knowledge through environmental
architecture education and technology through preservation and
leading to high professional research activities. community involvement.
competence.
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. Explain the concepts of stress and strain;

2. Compute stresses due to bending, shears, and torsion under plain and combined loading;
3. Analyze statically determinate and indeterminate structures and to Determine the elastic stability of columns.
a b c d e f g h i j k l m n
CO1. Explain the concepts of stress and strain; E D
CO2. Compute stresses due to bending, shears, and torsion under E D
plain and combined loading;
CO3. Analyze statically determinate and indeterminate structures and E D
Determine the elastic stability of columns.

I. Course Description : Axial stress and strain; stresses for torsion and bending; combined stresses;beam deflections; indeterminate beams; and
elastic instability.

II. Course Credit : 5 Units

III. Prerequisite : Statics of Rigid Bodies,

Co-requisite : Dynamics of Rigid Bodies

IV. Textbook : Andrew Pytel & Jaan Kiusalaas (2012), Mechanics of Materials 2nd Ed.

V. Requirements : Recitation
 Portfolio
Quiz
Assignments
Seatwork

Learning Outline
Week/ Core values Methodology Evaluation/ Learning
Learning output Students output Topics
Hours Sub values Assessment
At the end of  Assignment Introduction to Engineering  Lecture by the teacher
1-2 course or  Quiz mechanics: Excellence  Class discussion  Quizzes
10 hours topic the  Activities conducted by teacher.
student will  Library works Stress  Power point  Assessment Rubric
be able to:  Introduction Integrity presentation is to be used for the
 Determine  Equilibrium of a evaluation of the
the Deformable body Christ-Centeredness classroom activities
equilibrium  Analysis of internal
of a Forces; Stress  Answer Key
deformable  Axially Loaded Bars
body  Shear Stress
 Analyze and  Bearing Stress
solve
internal
forces;
stresses

 discuss the  Assignment Strain Excellence  Lecture by the teacher

3-6 concept of  Quiz  Axial Deformation;  Class discussion  Quizzes
20 hours Strain.  Activities Stress-Strain Diagram conducted by teacher.
 Define Strain  Library works  Axially Loaded Bars Integrity  Power point  Assessment Rubric
 Determine  Generalized Hooke’s presentation is to be used for the
axial Law Christ-Centeredness evaluation of the
deformation  Statically Indeterminate classroom activities
 Solve Problems
statically  Thermal Stress  Answer Key
 indeterminate
problems and
thermal
stresses
7  Discuss  Assignment Torsion Excellence  Lecture by the teacher  Quizzes
5 hours Torsion of  Quiz  Torsion of Circular Shafts  Class discussion
Circular  Activities  Torsion of Thin-Walled conducted by teacher.  Assessment Rubric
shafts,  Library works Tubes Integrity  Power point is to be used for the
torsion of  Torsion of Rectangular presentation evaluation of the
thin-walled Bar Christ-Centeredness classroom activities
tubes and
rectangular  Answer Key
bar
 Solve torsion
problems
8  Discuss and  Assignment Stress Due to Combined Excellence  Lecture by the teacher 
5 hours solve stress  Quiz Loads  Class discussion
due to  Activities  Thin-walled Pressure conducted by teacher.
combined  Library works Vessels Integrity  Power point
loads  Transformation of Plane presentation
 Analyze and Stress Christ-Centeredness
solve thin-  General Equation of
walled Plane-Stress
pressure Transformation
vessels  Principal Stresses and
problems Maximum in-Plane Shear
 Explain Stress
Mohr’s Circle  Mohr’s Circle for Plane
Stress
 Absolute Maximum
Shear Stress
9 MIDTERM EXAMINATION
10-11  Analyze the  Assignment Shear and Moment in Beams Excellence  Lecture by the teacher  Quizzes
10 hours different  Quiz  Supports and Loads  Class discussion
supports and  Activities  Shear-Moment conducted by teacher.  Assessment Rubric
 Library works Equations and Integrity is to be used for the
 loads in  Shear-Moment  Power point evaluation of the
beams Diagrams Christ-Centeredness presentation classroom activities
 Calculate the  Area Methods for
shear and Drawing Shear-  Answer Key
moment Moment Diagrams
 Construct the
shear and
moment
diagram
12-13  Determine the  Assignment Stresses in Beams Excellence  Lecture by the teacher  Quizzes
10 hours bending  Quiz  Bending Stress  Class discussion
stress in  Activities  Economics Sections conducted by teacher.  Assessment Rubric
beam  Library works  Shear Stress in Beams Integrity  Power point is to be used for the
 Determine the  Design of Flexure Shear presentation evaluation of the
Economic  Design of Fasteners in Christ-Centeredness classroom activities
Sections Built-up Beam
 Answer Key

14-15  Determine  Assignment Deflection of Beams Excellence  Lecture by the teacher  Quizzes
10 hours the deflection  Quiz  Double integration  Class discussion
of beams by  Activities method conducted by teacher.  Assessment Rubric
double  Library works  Double integration using Integrity  Power point is to be used for the
integration, Bracket functions presentation evaluation of the
moment area  Moment-Area Method Christ-Centeredness classroom activities
method and  Method of Superposition
method of  Answer Key
superposition
 16  Calculate  Assignment Statically Indeterminate Beam Excellence  Lecture by the teacher  Quizzes
5 hours statically  Quiz  Double integration  Class discussion
indeterminate  Activities method conducted by teacher.  Assessment Rubric
beam by  Library works  Double integration by Integrity  Power point is to be used for the
double Bracket Method presentation evaluation of the
integration,  Moment Area Method Christ-Centeredness classroom activities
moment area  Method of Superposition
method and  Answer Key
method of
superposition

17  Discuss critical  Assignment Buckling of Columns Excellence  Lecture by the teacher  Quizzes
5 hours loads and  Quiz  Critical Load  Class discussion
formulate  Activities  Discussion of Critical conducted by teacher.  Assessment Rubric
design  Library works Loads Integrity  Power point is to be used for the
formulas for  Design Formulas for presentation evaluation of the
intermediate Intermediate Columns Christ-Centeredness classroom activities
column  Eccentric Loading:
 Define and Secant Formula  Answer Key
discuss Welded Connections
Welded
Connections
18 FINAL EXAMINATION

Rubric for Assessment

Criteria 100% 80% 60% 0%
TABULATION of informations All given datas are some given datas are some given datas No given datas
(10%) identified and properly identified and properly are identified and
labeled labeled not properly
labeled
ILLUSTRATIONS/
VISUAL INFORMATION-
INTERPRETATIONS (20%)
Uses mathematical
language, graphs,
diagrams, and/or charts
appropriately
Uses mathematical
language, graphs,
diagrams, and/or charts
appropriately, but may
contain transcription or
computation errors
Uses mathematical Uses little or no
language, graphs, mathematical
diagrams, and/or language, graphs,
charts appropriately, diagrams, and/or
but contains charts but contains
conceptual errors conceptual errors.

CALCULATIONS (60%)
Solution is presented in a
clear and orderly manner
so the reader can follow
the flow of the solution and
final answer.
Solution is presented in a
manner so the scorer can
follow most of the steps in
the solution and final
answer
Solution is presented Presents the problem Note:
in an unclear in an unclear manner, Calculation/ Solution
manner. Scorer has steps are missing or is computed per
difficulty following the out of sequence. number of
sequence of steps Scorer cannot check/correct item
determine a
sequence of steps.

Orderliness/Neatness(10%) Work is extremely neat Work is adequately neat Work is somewhat Work t is not
/orderly with great appeal /orderly with good appeal neat / orderly with neat/ordely
good appeal

TOTAL SCORE

References:
Gere, James (et al) (2012). Mechanics of materials (brief ed.). Australia: Cengage Learning.
Hibbeler, R. C. (2011). Mechanics of materials (8th ed.). Macmillan.

Online references:
HAU BOOKs 24x7
https://www.mathalino.com/reviewer/engineering-mechanics/engineering-mechanics
https://nptel.ac.in/courses/112107146/
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 HAU Student Handbook 2019-2020, Table of Offenses and Corresponding Sanctions B.7. For citation styles, students may refer to APA
Style 6the Edition.

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. For the Policy in Cheating, students may refer to the HAU Student Handbook
2019-2020, Appendix I.

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. Student may refer to HAU Student Handbook 2019-2020, Table of Offenses and
Corresponding Sanctions B.7.
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.
a. 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.

 Minimum of two (2) quizzes for every one (1) unit course will be given per semester.
 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% o Quizzes

 Class Standing: 60% o Recitation
o Assignment  Major Exam: 40%
o Activities

Date Date Prepared By: Reviewed By: Checked By: Certified By: Approved By:
Prepared: Effectivity:

Engr. Alvin John M. Dr. Bonifacio V. Ramos Dr. Filipina De Guzman

Engr. Carolina E. Engr. Adrian Neil P.
April 2019 June 2019 Romero, ce, mp, msce Director, University Dean, School of
Dungca Pineda
Chairperson, Civil Library Engineering and
OBE Facilitator
Engineering Department Architecture