Outcomes Based Education Syllabus on CE 513: Design of Steel Structure

CJC-INSTITUTIONAL VISION AND MISSION (IVM):

Vision
Cor Jesu College, a premier Catholic educational institution in Southern Mindanao, envisions fully transformed persons inspired by the spirituality of the Most Sacred Heart of Jesus and
the charism of the Brothers of the Sacred Heart.
Mission
We, the members of Cor Jesu College community, commit ourselves to:
1) advance a responsive and dynamic learning environment that draws out the best in all; (EXCELLENCE)
2) nurture a compassionate community that journeys as one family united at the Heart of Christ; and (COMMUNITY)
3) strengthen responsible stewardship towards social transformation, progress and sustainable development (APOSTLESHIP)
Core Value of Compassion
4) This value of compassion, inspired by the spirituality of the Sacred Heart of Jesus, is characterized by selfless and dedicated concern for others marked by loving respect and kindness.
INTENDED LEARNING OUTCOMES IN THREE LEVELS:
1. Institutional Level = a statement of what graduates of the institution are supposed to be able to do.
= (related terms: Institutional Outcomes, Competencies of Ideal Graduates)
CJC PILLARS
Professional Competence
1.

2.

EXCELLENC
E

COMMUNITY

INTENDED INSTITUTIONAL LEARNING OUTCOMES

(IDEAL GRADUATES)
Demonstrate understanding and mastery of the fundamental knowledge and skills required for effective professional practice in the
filed of specialization.

Critical Thinking and

Problem Solving Skills

Exercise critical and creative thinking in providing solutions to discipline-related problems.

Communication Skills

Apply effective communication skills, both orally and in writing, using the English language.

Lifelong Learning

Utilize lifelong learning skills in pursuit of personal development and excellence in professional practice

Productivity

Contribute to nation-building and national development through application of new technology

Interpersonal Skills

Work effectively in multi-disciplinary and multicultural teams

2.

3.

APOSTLESHI
P

4.

CORE VALUE
OF
COMPASSION

Social
and
Responsibility

Ethical

Hold personal values and beliefs as ethical professional consistent with Filipino family values, industry-desired values and global
citizen values.

Program Level
A. Program Educational Objectives (PEOs)
Broad statements that describe the career and professional accomplishments that the program is preparing graduates to achieve within 3 to 5 years after graduation.
Note: Educational Objectives of the Division or College which intended program educational outcomes are Program Graduate Attributes.
INTENDED PROGRAM EDUCATIONAL OUTCOMES
(CJC-Engineering Graduate Attributes)
CJC- PILLARS

Tree to five years after graduation the CJC Engineering graduates shall:
have advanced their practice or achievement in the field of Engineering and/or other endeavors or advocacies supported by their acquired engineering
education;
strive to be globally competitive by pursuing continuing education, and practicing continuous quality improvement (CQI) in their personal lives and by
continuously scanning, adopting and building on the best practices in their field.

EXCELLENCE

COMMUNITY

APOSTLESHIP

Demonstrate effectivity in engineering design and the practical application of engineering theory;
Be successfully employed or accepted in graduate programs; expand their knowledge and capabilities in continuing education or other lifelong learning
experiences;

Demonstrate capability in doing scientific researches which findings are used for community development.

Serve their communities, whether locally, nationally, or globally as agents of nurturing a climate of compassion among members of these communities..

Exhibit teamwork and effective communication skills; effective leadership skills and high standards of ethics;

Witness and work as God centered Engineers, responsible stewards of nature, and agents for cultural preservation and promotion.

initiators of social transformation and sustainable development

B. Program Outcomes/Student Outcomes

Specify what students are expected to know and be able to do by the time of graduation of the taken program. These relate to the skills, knowledge, and behaviors that
students acquire as they go through the program
Note: CHED Prescribed Program Outcomes are included/considered

INTENDED PREOGRAM OUTCOMES/STUDENT OUTCOMES

(CJC-Engineering Graduate Attributes)

CJC PILLARS

By the time of graduation, CE graduates will be able to:

EXCELLENCE

COMMUNITY

a.

apply knowledge of mathematics and science to solve engineering problems,

b.
c.

design and conduct experiments, as well as to analyze and interpret data,

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.

identify, formulate, and solve engineering problems,

e.
f.

use techniques, skills, and modern engineering tools necessary for engineering practice,
have knowledge and understanding of engineering and management principles as a member and leader in a team, to manage projects and in multidisciplinary
environments

g.

function on multidisciplinary teams,

h.

understand professional and ethical responsibility,

i.

communicate effectively,

APOSTLESHIP

3.

j.

understand the impact of engineering solutions in a global, economic, environmental, and societal context,

k.

Recognize the need for, and an ability to engage in life-long learning,

l.

Have knowledge of contemporary issues,

CJC-Engineering Curriculum Map (CM)

Course
Classification

Mathematics

Natural/Physical
Sciences

Basic Engineering
Sciences

Unit

Program Outcomes Code

List of Required Courses (Subjects)

College Algebra
Advanced Algebra
Trigonometry
Solid Mensuration
Analytic Geometry
Differential Calculus
Integral Calculus
Differential Equations
Probability and Statistics
List of Required Courses (Subjects)
General Chemistry
General Chemistry Lab
Physics 1
Physics 1 Lab
Physics 2
Physics 2 Lab
List of Required Courses (Subjects)
Engineering Drawing
Computer-Aided Drafting
Computer Fundamentals and Programming
Statics of Rigid Bodies
Dynamics of Rigid Bodies
Mechanics of Deformable Bodies

a
I
I
I
I
I
I
I
I
I
a

3
3
3
2
3
4
4
3
3
Units

I
b

e
I
I
I
I
I
I
I
I
I
e

3
1
3
1
3
1
Units

E
E
E
E
E
E
a

I
I
I
I
I
I
b

2
2
3
3
2
5

E
E
E
E
E
E

I
I
I

I
h

I
I
I
I
I
I
e

I
I
E
E
E
E

Environmental Engineering
Safety Management
Engineering Economy
Engineering Management
Engineering Geology

Allied Course

Professional
Courses

List of Required Courses (Subjects)

Basic Mechanical Engineering
Basic Electrical Engineering
List of Required Courses (Subjects)
Building Design 1
Building Design 2
Construction Materials and Testing
Construction Methods & Project Management
CE Laws, Contracts, Specifications & Ethics
Elementary and Higher Surveying
Route Survey
Highway Engineering
Transportation Engineering
Fluid Mechanics
Hydraulics
Hydrology
Water Resource Engineering
TE1/Irrigation, Flood Control and Drainage
TE2/Estimates and Plumbing
TE3/Earthquake Engineering
TE4/CE Correlation Course
Theory of Structures 1
Theory of Structures 2
Matrix Structural Analysis
Timber Design
Steel Design
Reinforced CDoncrete Design
Soil Mechanics
Foundation Engineering
On-the Job Training/Practicum
Civil Engineering Project/Feasibility Study

3
2
3
3
3
Units

E
E
E
E
E
a

I
I
I
b

E
E
E
E
E
e

3
E
Units

E
E
a

E
E
b

E
E
c

E
E
d

E
E
e

2
2
3
3
3
4
4
3
3
3
3
3
3
3
3
3
4
4
4
3
2
3
4
4
4
2
3

E
E
E
D
E
E
D
E
D
E
E
E
D
D
D
D
D
E
E
D
D
D
D
E
D
D
D

E
E

E
E

E
E
D
E
D
I
E
E
D
D
D
D

E
E
E
D
E
E
D
E
D
E
E
E
D
D
D
D
D
E
E
D
D
D
D
E
D
D
D

I
E

E
D
D

E
E
D
D
D
D
E
D
D
D

D
D

E
E
g

E
E
E
D
E
E
D
E
D
I
E
E
D
D
D
D

E
E
E
D

E
E
D
D
D
D
E
D
D
D

E
E
D
D
D
D
E
D
D
D

E
E
E
E
E
h

E
E
D
E
D
I
E
E
D
D
D
D

E
D
E
D

D
D

E
E
E
E
E
j

E
E
j

E
E
E
D
E
E
D
E
D
I
E
E
D
D
D
D
D
E
E
D
D
D
D
E
D
D
D

E
E
E
D
E
D
E
D
I
E
E
D
D
D
D
D
D
D
D
E
D
D
D

D
D

Advanced Engineering Mathematics

4.

Course Level = A statement of what students should be able to do at the completion of a given course/subject, e.g. Com Arts 1, College Algebra, etc.
= Note: This course intended learning outcomes is very important component in outcomes based teaching and learning implementation that every faculty member
should be able to recognize.
CJC-PILLARS

INTENDED COURSE LEARNING OUTCOMES

COURSE/SUBJECT: CE 513: DESIGN OF STEEL STRUCTURE
By the end of the course/subject the student will be able to:
What knowledge is the student able to articulate at the end of the course? This refers to information that they would have stored through the learning experience.
What skills is the student able to demonstrate at the end of the course? This refers to demonstrate abilities.
What attitude is the student able to exhibit at the end of the course? This refers to evaluate cognitions regarding things/activities (positive or negative judgment)

CJC-PILLARS

INTENDED COURSE LEARNING OUTCOMES

COURSE/SUBJECT: CE 513: DESIGN OF STEEL STRUCTURE
(CJC-ENGINEERING STUDENT ATTRIBUTES)
By the end of the course/subject the student will be able to (Engineering Students Attributes):

EXCELENCE

1.

Identify different types of steel structures and synthesize practical design procedures to provide a safe and economical structure

2.

Examine the critical area when tension member is fastened by means of bolts or rivets and determine the strength of tension members.

3.

Identify different welding symbols for better communication between designer and fabricator and evaluate the most appropriate welding connection type

COMMUNITY

APOSTLESHIP

4.

Formulate general analysis and design procedures for columns & beams and design & bending members in accordance to AISC specifications

5.

Analyze and design BEAM-Column in accordance to AISC and Modified AISC specifications.

6.

Have the consciousness on the desirable effect of following standards or specifications of steel structure design to fellowmen.

7.

Work for the value of cooperation, respect, teamwork and openness, Transparency and productivity, fortitude and forbearance; dependability and
confidence.

8.

Use knowledge on steel structure designing for the betterment of individuals and community

9.

Help evaluate the integrity of building steel structure in their locality or to others who need their knowledge.

10. Course Syllabus

Course Cat.
No.
Course Title
Course Credit
Contact
Hours
Instructor
Textbooks
Course
Description

CE

513

CE 513
Design of Steel Structure
2 Units Lecture, 1 Unit Laboratory

Engr. Bonifacio Toriano Aznar, Jr.

Faculty, Engineering and Technology Division
Segui, Wlliam T. 2012. Structural Steel Design, 4th ed./Philippine ed. Cengage Learning
The course deals with the mechanics of materials, structural analysis, particularly structural stability, in consonance with nationally recognized design rules
and safety specified by the American Institute of Steel construction (AISC) using the Allowable Stress Design (ASD) and the Load and Resistance Factor
Design (LRFD).
A philosophical approach will be used throughout the course for the students to gain wide acceptance and continue to strive for an easier approach to present
in a logical manner the theoretical background needed for developing design requirements.
CE 513 Course Intended Learning Outcomes
By the end of the course/subject the student will be able to:
1. Identify different types of steel structures and synthesize practical design procedures to provide a safe and economical structure.
2. Examine the critical area when tension member is fastened by means of bolts or rivets and determine the strength of tension members.

Student
Attributes

Time
Frame

3.
4.
5.
6.

Identify different welding symbols for better communication between designer and fabricator and evaluate the most appropriate welding connection type
Formulate general analysis and design procedures for columns & beams and design & bending members in accordance to AISC specifications
Analyze and design BEA-Column in accordance to AISC and Modified AISC specifications.
Assimilate and witness the values of: Cor Jesu College

Course Intended Learning

Outcomes
Assimilate and witness the
values of Cor Jesu College

Schools Vision and Mission

Spirituality of compassion
core Philosophy of Education
3 pillars of: excellence,
community and apostleship
.

CILO # 1:
Identify different types of steel
structures and synthesize practical
design procedures to provide a safe
and economical structure
ST

1
QUARTER

Course Content

Introduction
1. Principles
of
Design
2. Historical
Background
3. Loads
4. Types
of
Steel
Members/Structur
es
5. Philosophies
6. Factor of SafetyASD and LRFD

Steels and Properties

1. Structural Steel
2. Stress-Strain
Behavior
of
Steel

Teaching and
Learning Activities
Lecture Discussion on the
significant relationship
between CJC Core Values and
Course being taken up by the
students

Assessment Tasks

Grading Criteria
(Rubrics, objective
tests etc.)

Billboard Message
Exploration and Presentation
( it is an activity that recall
billboard in the campus
stating schools VMG. The
students will be asked on their
reaction and impression of the
statements and how they can
participate in realizing them.

Rubrics on Billboard Message

Exploration and Presentation

One Minute Papers

Lecture and Class
Discussion

(Here students are asked (at

the end of the class) to explain
what the major points of the
day were and what they still
don't understand on the
different types of steel
structures).

Muddiest (or Clearest)

Point Assessment

Lecture and Class

(Here you ask (at the end of a

Rubric
for
one
minute paper

Rubric
Essay/Reflection
Paper

for

CILO # 1:
III.
Identify different types of steel
structures and synthesize practical
design procedures to provide a safe
and economical structure
CILO # 2:
Examine the critical area when
tension member is fastened by
means of bolts or rivets and
determine the strength of tension
members.

IV.

CILO # 3

3. Material
Toughness
4. Strength
of
Multiracial
States of Stress
5. Hardening
6. Brittle Fractures
7. Lamellar Tearing
and Fatigue
Tension Members and
Bolted Connections
1. Introduction
2. Net Areas
3. Effective
Net
Areas
4. Tension
on
Bolted
Connections
5. Design
of
Tension
Members
6. Eccentric Shear
Welded Connections
1. Introduction
2. Types of Welding
and Welds
3. Capacity
of
Welds
4. Balanced Weld
Groups
5. Eccentrically
Loaded Welded
Connection
6. Connections

Discussion

Software and
Simulation

Socratic TeachingLearning Method

(the
instructor
chooses a particular
student, presents her
with a question, and
expects an answer
forthwith;
if
the
"chosen"
student
cannot answer the

class period, or at a natural

break in the presentation),
"What was the "muddiest
point" in today's lecture?" or"
What was the "Clearest point"
in today's lecture?"

Rubric
for
Presentation

Oral

Rubric
for
Presentation

Oral

Group
problem
solving and output
presentation

Group
problem
solving and output
presentation

2ND
QUARTER

3RD
QUARTER

Identify different welding symbols

for better communication between
designer and fabricator and
evaluate the most appropriate
welding connection type

with Shear and

Bending
Stresses

Compression
Members
1. Introduction
2. AISC
Specifications
on Compression
Members (2001
and 2010)
3. Analysis
and
Design
of
Compression
Members
VI. Bending
Members/Beam
1. Introduction
2. Types
of
Bending
CILO # 1:
Members/Beams
Identify different types of steel
3. AISC
structures and synthesize practical
Specifications
design procedures to provide a safe
on
Laterally
and economical structure
Supported
Beams
(2001
CILO # 4
and 2010)
Formulate general analysis and

question presented,
the
instructor
chooses another (and
another)
until
the
desired
answer
is
received)

Intersperse Group Activities

(IGA)
(a 15 minute lecture, followed
by a 15 minute group
discussion, and followed by
another 15 minute lecture
and so on and so on).

Flash Card Motivated

Discussion
(Here the teacher will raise
flashcard with bending design
or models for the students to
explain or analyze. This is to
ensure
students
active
participation
in
class
discussion

Case
Study
on
comprehension
members application

Rubrics on Case
Study

Small Group Discussion and

Output Presentation
(SGDOP)
(allows
participation
of
everyone, students often more
comfortable in small groups
and in order to make group
consensus)

Rubric
for
Presentation

Oral

4. Analysis
and
Design
of
Laterally
Supported
Beams
5. AISC
Specifications
on
Laterally
Unsupported
Beams
(2001
and 2010)
6. Analysis
of
Laterally
Unsupported
Beams
7. Composite
Beams
CILO # 1:
VII. BeamColum
Identify different types of steel
Design/Combined
structures and synthesize practical
Axial and Bending
design procedures to provide a safe
1. Introduction
and economical structure
2. AISC
CILO # 5
Specifications
Analyze and design BEAMon Beam-Colum
Column in accordance to AISC and
(2001
and
Modified AISC specifications.
2010)
3. Analysis
and
Design
of
Beam-Colum
4. Equivalent Axial
Load Method
design procedures for columns &
beams and design & bending
members in accordance to AISC
specifications

4TH
QUARTER

CILO # 4

VIII.

Plastic Analysis

Small Group Discussion and

Output Presentation
(SGDOP)

Rubric
for
Presentation

Oral

Rubric
for
Presentation

Oral

(allows
participation
of
everyone, students often more
comfortable in small groups
and in order to make group
consensus)

Textual Analysis and

Discussion

Group
problem
solving and output
presentation

S-E-Eing I Assessment

TH

4
QUARTER

Formulate general analysis and

design procedures for columns &
beams and design & bending
members in accordance to AISC
specifications
CILO # 5
Analyze and design BEA-Column
in accordance to AISC and
Modified AISC specifications.

CILO # 1 CILO #5

1. Theory
of
Plastic analysis
2. Calculation
of
Shape Factors
for
different
Sections
3. Methods
of
Plastic Analysis

IX. Laboratory
(Plates)

Work

Lecture and Class

Discussion

Presentation of
Concept and
Individual Laboratory
Work

(is an exercise where students

are asked to go through a four
step process with a concept
that they learned from the
class: 1) S-tate the concept; 2)
E-laborate upon it; 3) Exemplify it by providing an
example or application; and 4)
I-illustrate it with a map or
chart.

Plates Making
Presentation

and

Rubric for S-E-Eing I

Assessment

Accepted Standard on
Plate Making