Republic of the Philippines

BATANGAS STATE UNIVERSITY

Gov. Pablo Borbon Campus II
Alangilan, Batangas City

COLLEGE OF ENGINEERING, ARCHITECTURE& FINE ARTS

Civil and Sanitary Engineering Department

COURSE SYLLABUS WITH SPECIFICATIONS

UNIVERSITY VISION

A premier national university that develops leaders in the global knowledge economy.

UNIVERSITY MISSION

A university committed to producing leaders by providing a 21st century learning environment

through innovations in education, multidisciplinary research, and community and industry
partnerships in order to nurture the spirit of nationhood, propel the national economy, and engage
the world for sustainable development.

COURSE CODE: CE 402

COURSE TITLE: Mechanics of Deformable Bodies
CREDIT UNITS: 4
PRE/CO-REQUISITE: Statics of Rigid Bodies
ACADEMIC YEAR: 2019-2020
REFERENCE CMO: CMO 92 S. 2017

B S C E PROGRAM EDUCATIONAL OBJECTIVES

The graduates of Bachelor of Science in Civil Engineering within three to five years after
graduation shall:
a. successfully participate as partners in nation-building in engineering projects involving
structural, geotechnical, water resources, transportation and construction management; and
b. adhere to professional, moral and ethical standards in the practice of civil engineering.

PHILOSOPHY

In line with developing competent and morally upright citizens attuned to the promotion of
credible and relevant ideals in the pursuit and furtherance of their chosen profession, engineering
students need to understand the behavior of materials under various loading conditions; and
anticipate what can be expected of structures and their components during their service lives.
With a background on the nature of force systems in the study of mechanics, students need to be
familiar with the behavior of the materials comprising a structure under actual service conditions.

AUDIENCE

This course is intended for second year engineering students with basic knowledge on force
systems in space. As such, passing the course “Statics of Rigid Bodies” (mechanics of forces) is a
requirement for taking this course.

RELATIONSHIP TO STUDENT OUTCOME

Student Outcomes
(1) ability to identify, formulate, and solve complex engineering problems by applying
✓
principles of engineering, science and mathematics
 (2) ability to apply engineering design to produce solutions that meet specified needs with
consideration of public health, safety, and welfare, as well as global, cultural, social,
environmental, and economic factors
(3) ability to communicate effectively with a range of audiences
(4) ability to recognize ethical and professional responsibilities in engineering situations
and make informed judgments, which must consider the impact of engineering solutions in
global, environmental, and societal contexts
(5) ability to function effectively on a team whose members together provide leadership,
create a collaborative and inclusive environment, establish goals, plan tasks, and meet
objectives
(6) ability to develop and conduct appropriate experimentation, analyze and interpret data,
and use engineering judgment to draw conclusions
(7) ability to acquire and apply new knowledge as needed, using appropriate learning
✓
strategies

INTENDED LEARNING OUTCOMES

The following are the learning outcomes (vis-à-vis the student outcomes) that are expected to be
acquired by the students after finishing the course:

Pertinent S O
Intended Learning Outcomes
1 7
1] Understand the concepts of stresses and their resulting deformations.
✓
(Comprehension)
2] Demonstrate understanding of the different kinds of stresses and their
✓
resulting deformations by being able to illustrate them. (Application)
3] Relate the course to other engineering situations that involve the concepts of
✓
stresses and their resulting deformations. (Application)

SPECIFIC OBJECTIVES

At the end of this semester the students should be able to demonstrate clear understanding of the
behavior of a material as part of a structure and its application, for them to become competent
engineers. Familiarity with the following are expected of the students after finishing the course:
Intended Learning Outcomes
Topics
1 2 3
1. Simple Stress
a. tension, compression ✓ ✓
b. shear, bearing ✓ ✓
2. Deformation: Hooke’s Law ✓ ✓ ✓
3. Statically Indeterminate Members ✓ ✓
4. Thermal Stresses ✓
5. Torsion ✓ ✓
6. Stresses on Thin-walled cylinders ✓ ✓
7. Shear and Moment in Beams ✓ ✓ ✓
8. Flexural Stress ✓ ✓
9. Deflection (in Beams) ✓ ✓ ✓
10. Statically Indeterminate Beams ✓
11. Columns (Euler’s formula) ✓

TEACHING, LEARNING AND ASSESSMENT STRATEGIES

Student’s learning in this course will rely heavily on learner-initiated, instructor-facilitated

activities aimed at achieving the intended learning outcomes and interim student outcome/s.

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Students will be grouped into accountability teams to facilitate the attainment of these desired
outcomes. Various performance drivers or ‘lead measures’ that can contribute towards the
attainment of these outcomes will be established and monitored. Realization of these outcomes
should reflect positively on the student’s final grade for the course.

Teaching and Learning Strategies

Learner’s Initiatives and Participation. Each student must chart a track (personal activities
management) to be done for the whole semester for the purpose of achieving the ILO’s for this
course. For purposes of grading, these are called as class activities covering the following:
• Preparation for class constitutes reading books/references and inquiry/consultation in
advance to understand concepts as well as peer teaching for better learning. Reading the
discussions in the references (before coming to class) should be indicated in their personal notes
by way of a synopsis of what was read. Everyone is enjoined to use varied sources including
actual interviews from experts, up-to-date books and journals, visits to relevant sites, and the like.
• A learner then tests his grasp of new concepts by solving problems. Thus, students are
expected to initiate solving problems [in the textbook and/or references] relevant to the current
topics to etch the concepts being learned in their minds. Problems to be solved by each student is
dictated by the level of mastery of a particular concept he/she attains for each solved problem.
• Participation in class involves activities to understand the concepts being tackled mainly
via team dynamics. This includes team discussions and subsequent problem solving {as seatwork
and/or boardwork} plus interactive discussion among the teams to ensure a good grasp of their
new learning. Selected problems will be solved on the board for the benefit of the class. Any
student may ask questions (even after class) for aspects of a topic he didn’t [fully] understand yet.
• Participation in academic contest refers to being a contestant/quizzer in any quiz (show)
relevant to the course. This is envisioned as important contributor to the student's overall learning.
• Other activities that contribute towards a student's personal development such as reading
other relevant books, participation in Department-recognized activities and the like are also
encouraged. These are considered supplemental activities that can also earn points for grading.

Discipline (Motivation). Each student is encouraged to designate an accountability partner for

purposes of helping each other accomplish his/her stated commitments for learning. The partner
must sign in his/her partner’s notebook whenever the action commitments are done.

Assessment Strategies

Summative assessment will be through the 2 major (departmental) examinations [or equivalent].
The exams will include easy to difficult problems to be solved, identification or fill-in-the-blank
type questions and a couple of essay questions to assess the student’s level of understanding of
the concepts. The final examination will include all the topics covered in the course. Milestone
(periodical) tests will also be given after covering a significant number of concepts/topics.

Intended Learning Outcome

Assessment Tools Weight (%)
1 2 3
Major Examinations 20 % ✓ ✓ ✓
Milestone Tests 20 % ✓ ✓ ✓
Quizzes (or equivalent) 10 % ✓ ✓ ✓
Class Activities 50 % ✓ ✓ ✓

Formative assessment will also be employed throughout the duration of the course. Quizzes will
be given without prior announcement to assess the students’ grasp of the current topics as well as
to encourage regular studying of lessons and reinforce good study habits. Since students’ interest
and activities are usually grade-driven, formative assessment will also be given equivalent grades
as discussed elsewhere herein.

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Intervention. A student who doesn’t pass the 1stmilestone test or the midterm exam must report
to the undersigned instructor, explain the reason behind his performance in the said exam/s and
submit in writing what he will do [action commitment] to improve his learning capability and to
pass his next exam. A student who will not follow his action commitment may be asked to drop
the subject. Any student who does not comply with this requirement forfeits his chance for any
remedial activity (removal exam or otherwise) that maybe given after the final exam.

COURSE REQUIREMENTS

Major Exams

Milestone tests and major examinations will be given based on the departmentalized schedule
unless otherwise specified. These will be closed books, closed notes written exam. These
periodical exams will include, but not be limited to, those topics covered during classes up to the
time of the exam. It may also include other related topics particularly those that are foundational
to the course. Other activities equivalent to these tests in terms of needed knowledge from the
students may also be given in lieu of the said exams. Quizzes [shorter tests] also constitute
graded student outputs for this course.

Class Attendance

Class attendance per se will not earn points but absences will mean missing out on any graded
activities done at the time of absence. Arriving after the start of the class is considered as late
(tardy) and may incur some sort of penalty [to discourage tardiness]. A student maybe “excused”
in class for valid reasons [e.g. participation in University-recognized activities].

Classworks / Assignments

Seatworks (classworks) and assignments will also be done in this course. For this purpose each
student is required to have a subject notebook. All activities that a student does, especially
problem solving [including all attempts], for the course must be written in this notebook. Ending
the notebook entries for any particular day with a synthesis of the learning attained that day will
be helpful. Personal application {applying the learning in one’s life and sharing them to others} is
also a good way to reinforce the learning in one’s mind.

COURSE POLICIES

Attendance/Punctuality

Only students who want to participate in the day’s learning process are welcome in class! They
must arrive on time, commit to give full attention to, and participate in, class activities. Late
students may not be allowed to enter the classroom.

Class Participation

Each student is expected to participate in every class activity, individually or together with
teammates for group activities. In the classroom, students are expected to behave properly and act
professionally. Disciplinary action(s) will be resorted to according to the BSU-Norms of Conduct
for College Students when necessary. The following are prohibited during classes:

1. Use of cell phones and other electronic gadgets [such should be turned off].
2. Going in and out of the room without permission from the instructor.
3. Being excused by friends or peers for just any reason.
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Participation in activities recognized by the department - relevant extension activities and
recognized ACES/PICE/PSSE activities - also earn points as allowed by CEAFA.
Grading System

Ratings based from rubrics will be transmuted to the equivalent percentage grade according to the
formula 75 + (RS-PS) x 25/(T-PS) for passing scores or 60 + RS x 15/PS for scores below passing
[PS = passing score, RS = raw score, T = maximum attainable points]. RS = P x HF [P = total
points earned, HF = honesty factor ranging from x1 for honest answers to x0 for academically
dishonest works]. In cases of university-authorized incentives, the raw score will be increased by
the authorized percentage: example: plus 10% = 1.10xRS.
Grade§ for the course will be based on the components enumerated hereunder.

Class Requirements / Activities 50%

Preparation for Class (w/ Problem Solving) 10%
Participation in Class (w/ Problem Solving) 25%
Participation in Academic Contest 15%
Tests / Major Exams or equivalent 50%
Total 100%
Passing final percentage grade is 75%.
§- authorized supplemental activities will be equivalent to 5% or as directed by the University

Personal Honesty/Integrity

Personal honesty and industry are emphasized in this course: students should discuss [and also
interact with those in the construction industry] assignments, research and other relevant works
with fellow classmates, to help one another to understand the concepts being learned. Discussing
one’s work with others facilitates learning and helps students be more interdependent. This must
lead to a student’s ownership of the newly-learned concept. It is therefore imperative for you dear
students and colleagues-to-be that you undertake by yourself your learning activities.

In this course, the ensuing forms of academic dishonesty will be dealt with as follows:

Particulars
Answer doubtfully similar with a classmate
Cheating, or other forms of dishonesty
described in Section 6.3 of BSU-Norms of
Conduct for College Students
Questionable, or answer[s] cannot be explained
satisfactorily
All other forms of academic dishonesty
Penalty
Score for the exam = raw score  2
1st offense: zero score for the exam
2nd offense, or when done in removal exam:
grade of 5.0 for this course
Zero score for the exam

Missed Exams

Students who missed an exam will have zero score for the said exam unless the absence was due
to valid reasons. Grade for any missed exam due to valid reasons will be computed based on the
student’s standing [grade for missed exam = class average for the missed exam multiplied by the
student’s grade for other exams divided by the class average for the other exams].

Dropping

Dropping from the course is a responsibility of the student. Dropping is allowed according to the
policies set by the University.

Consultation

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Consultation time for student queries is on Wednesdays 1:00-2:00 PM, Fridays 10:00-11:00 AM.
Nevertheless, urgent concerns of students will be addressed even outside these specified times.

ACADEMIC INFRASTRUCTURE

References
1. Kiusalaas, J., et.al, Mechanics of Materials, Thomson Learning Asia, 2003
2. Beer, F., et.al, Mechanics of Materials 6th Edition, McGraw Hill, 2012
3. Hibbeler, R., Mechanics of Materials, Maxwell Macmillan International, 1991
4. Kiusalaas, J., et.al, Strength of Materials, Cengage Learning Asia Pte Ltd, 2012
5. Pytel, A., et.al, Strength of Materials 4th Edition, New York: Harper Collins, 1987
6. Nash, W., Schaum’s Outline Series: Theory & Problems on Strength of Materials, New York:
McGraw-Hill Book Co., Inc., 1977
7. Beer, F., et.al, Vector Mechanics for Engineers – Statics 8th Edition, New York: McGraw-Hill,
2007

Hardware Tools: scientific calculator

COURSE CALENDAR (Subject to Change)

Week Topics Suggested Readings

Discussion of BSU Mission/Vision, Core values,
1 Class Handout
OBE, PEO’s, SO’s; Course Framework
2-3 Simple Stress: tension and compression R1: Chapter 1
3-4 Simple Stress: shear, bearing R1: Chapter 1
6 Deformation; Hooke’s Law R1: Chapter 2
7 Thermal Stresses R1: Chapter 2
8 Statically Indeterminate Members R1: Chapter 2
9 Stresses on Thin-walled cylinders R1: pages 271-277
10 Torsion: Torsional Stress & Deformation R1: Chapter 3
Beams: Types of Loading & Methods of Supports;
12-13 R1: Chapter 4
Shear & Moment Diagrams; [Diagram by Parts]
14 Flexural Stress R1: Chapter 5
15-16 Deflections R1: Chapter 6
16 Statically Indeterminate Beams R1: Chapter 7
17 Columns; Euler’s Formula R1: Chapter 10

Prepared by:

Engr. Ernesto C. Magundayao

Associate Professor II

Reviewed by:

Engr. Oliver S. Dimailig

Chairperson, CE/SE Department

Approved:

Dr. Jessie A. Montalbo

College Dean
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