Finalized Scheme /Draft copy V1

SYLLABUS FOR M Tech., COMPUTER AIDED DESIGN OF STRUCTURES

SEMESTER –II
Subject: Computational Structural Mechanics – Classical & FE Approach
Subject Code MCCS201 CIE 50
Number of Lecture 3:0:0 SEE 50
Hours/Week (L:P:SDA)
Total Number of 40 Exam Hours 03
Lecture Hours
CREDITS– 03
Objectives:

The course aims to equip students with a comprehensive understanding of the direct stiffness method and
finite element analysis. Students will learn to analyze trusses, continuous beams, and 2D frames under
various conditions, develop proficiency in deriving stiffness matrices, and implement computer programs for
practical engineering applications.
Course Outcomes
At the end of the course the students will be able to
 CO1: Understand the basic principles of the direct stiffness method for analyzing trusses, including
degrees of static and kinematic indeterminacy, local and global coordinate systems, and stiffness matrix
formulation. RBT Level: Understanding (Level 2)
 CO2: Apply the direct stiffness method to analyze continuous beams and 2D frames with different
boundary conditions, including the ability to incorporate support settlements and elastic supports. RBT
Level: Applying (Level 3)
 CO3: Gain a comprehensive understanding of the finite element method (FEM), including the principles
of virtual work, minimum potential energy, and Galerkin's method, and apply them to solve simple
structural problems.
RBT Level: Understanding (Level 2) and Applying (Level 3)
 CO4: Develop proficiency in deriving shape functions and stiffness matrices for axial force elements and
beam elements, including those with linear, higher-order, and Hermitian interpolation, and apply them to
real-world engineering problems. RBT Level: Analyzing (Level 4)
 CO5: Demonstrate the ability to develop and implement computer programs to generate stiffness matrices
and analyze trusses, continuous beams, and 2D frames using programming languages, applying this
knowledge to practical engineering scenarios. RBT Level: Creating (Level 6)
Modules
Module-1
Direct Stiffness Method–Analysis of Trusses
Degrees of static and kinematic indeterminacies, degrees of freedom, discrete and continuous systems, local and
global coordinate systems. Concepts of flexibility and stiffness, local and global coordinate systems, rotation
transformation matrix, and element stiffness matrix for two-noded bar elements and two-noded beam elements.
Analysis of simple pin-jointed trusses with and without initial strains for different combinations of support conditions
(upto3DOF)and simple problems of trusses involving support settlement. Self-StudyComponent: Develop a program
for generating the overall stiffness matrix for a truss using any programming language.
Teaching-Learning Process L1, L3
Module-2
Direct Stiffness Method-Analysis of Continuous Beams and 2-DFrames
Analysis of continuous beams for different types of boundary conditions, such as fixed, hinged, roller, slider, elastic
(spring)supports,and support settlement.Analysis of simple 2-D frames with and without sway.Self-Study
Component: Develop a program for the analysis of continuous beams and 2-D frames using any programming
language.
Teaching-Learning Process L3
Module-3
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 Introduction to FEM & Discretization
Basic steps in FEM, Advantages &disadvantages.Types of elements – Natural subdivision at discontinuities,
minimization of band width, element aspect ratio, discretization of very large bodies and infinite bodies.
Self Study Component: Learn about different elements available in different finite element packages
Teaching-Learning Process L2
Module-4
Displacement Functions and Shape Functions.
Selection of displacement functions, convergence requirements, geometric invariance, Pascal triangle, Different
coordinate systems.Shape functions, Lagrange’s shape functions for one dimensional and two dimensional rectangular
elements. Serendipity elements & isoparametric elements.
Self Study Component: Learn to draw the various shape function diagrams.
Teaching-Learning Process L2, L3
Module-5
Computation of Element Stiffness Matrix
Derivation of element stiffness matrix for truss element and beam element by direct approach and variational
approach, Lumped loads, Numerical problems on analysis of plane trusses and beams.
Self-Study Component: Develop a program for generating the overall stiffness matrix for beam elements using any
programming language.
Teaching-Learning Process L2, L3
Question paper pattern:
The question paper will have ten questions; each question carries equal marks. There will be two full
questions or a maximum of four sub-questions from each module. Students will have to attend five full
questions from each module.
Text Books:
1. Rajasekaran.S,“ComputationalStructuralMechanics”,PHI,NewDelhi2001.
2. Reddy.C.S,“BasicStructuralAnalysis,”TMH,NewDelhi2001
3. Robert D Cook et al, “Concepts and Applications of Finite Element Analysis”, 3rd Edition, Jo
Wiley and Sons, New York,2007
Reference Books:
 Beaufait, F. W. et al., Computer Methods of Structural Analysis, Prentice Hall, 1970.
 Weaver, W. and Gere, J. H., Matrix Analysis of Framed Structures, Van Nostrand, 1980.
 Rubinstein, M. F., Matrix Computer Methods of Structural Analysis, Prentice Hall, 1966.
 Bathe, K. J., Finite Element Procedures in Engineering Analysis, PHI, New Delhi, 2006
Skill Development Activities
 Develop computer programs for analyzing trusses and continuous beams using the direct stiffness method.
 Create simulations to visualize the behavior of structures under different loading conditions.
 Conduct hands-on workshops on finite element modeling using software tools.
 Analyze real-world case studies of structural failures to understand design considerations.
 Participate in group projects to design and present earthquake-resistant structures using learned principles.
Web links
https://archive.nptel.ac.in/courses/105/107/105107209/
https://onlinecourses.nptel.ac.in/noc23_ce87/preview

CO-PO Mapping Table

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 CO/PO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 Explanation of Scale:
CO1 3 2 1 1 2 1 1 1 - - 2  3: Strongly aligned
CO2 3 3 2 2 3 1 1 1 - - 3  2: Moderately aligned
CO3 3 3 3 3 3 2 2 2 - 2 3  1: Slightly aligned
 -: Not aligned
CO4 3 3 3 3 3 2 2 2 2 2 3
CO5 3 2 2 3 3 2 3 3 2 2 3

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The
minimum passing mark for the CIE is 50% of the maximum marks. Minimum passing marks in SEE is 40% of the
maximum marks of SEE. A student shall be deemed to have satisfied the academic requirements and earned the
credits allotted to each subject/ course if the student secures not less than 50% (50 marks out of 100) in the sum
total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
1. Two Unit Tests each of 25 Marks
2. Two assignments each of 25 Marksor oneSkill Development Activity of 50 marks
to attain the COs and POs
The sum of two tests, two assignments/skill Development Activities, will be scaled down to 50 marks
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per the
outcome defined for the course.

Semester-End Examination:
1. The SEE question paper will be set for 100 marks and the marks scored will be proportionately reduced to 50.
2. The question paper will have ten full questions carrying equal marks.
3. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-questions)
from each module.
4. Each full question will have a sub-question covering all the topics under a module.
5. The students will have to answer five full questions, selecting one full question from each module

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 SYLLABUS FOR M Tech., COMPUTER AIDED DESIGN OF STRUCTURES
SEMESTER–II
Subject: Structural Dynamics and Earthquake Resistant Design of Structures
Subject Code CIE Marks 50
MCCS202
Teaching
3:0:2 SEE Marks 50
Hours/Week(L:P:SDA)
Total Number of 50 Exam Hours 03
Lecture Hours
CREDITS–04
Course objectives: The objective of this syllabus is to provide students with a comprehensive
understanding of dynamic analysis in civil engineering, including single and multi-degree-of-freedom
systems, seismic forces, and earthquake-resistant design. It aims to equip students with practical skills in
modeling, numerical methods, and structural design, using modern engineering tools and adhering to
national standards, such as IS 1893, for real-world applications. Evaluate the dynamic characteristics of the
structures.
Modules
Module-1
Introduction: Introduction to dynamic problems in civil engineering, concept of degrees of freedom,
D’Alembert’s principle, principle of virtual displacement, and energy principles.

Dynamics of Single-Degree-of-Freedom Systems: Mathematical models of single-degree-of-freedom

systems, free vibration response of damped and undamped systems, including methods for evaluation of
damping.
Teaching Learning Process L2
Module-2
Response of Single-Degree-of-Freedom Systems to Harmonic Loading: Including support motion,
vibration isolation, and transmissibility. Numerical methods applied to single-degree-of-freedom systems.
Dynamics of Multi-Degree-of-Freedom Systems: Mathematical models of multi-degree-of-freedom
systems, shear building concept, free vibration of undamped multi-degree-of-freedom systems—natural
frequencies and mode shapes—orthogonality of modes.
Teaching Learning Process L3
Module-3
Approximate Methods in Dynamic Analysis: Rayleigh’s method, Dunkerley's method, Stodola’s method.
Introduction to engineering seismology, geological and tectonic features of India, origin and propagation of
seismic waves, characteristics of earthquakes and their quantification—magnitude and intensity scales,
seismic instruments. The response history and strong motion characteristics. Response Spectrum—elastic
and inelastic response spectra, tripartite (D-V-A) response spectrum, and the use of response spectrum in
earthquake-resistant design.
Teaching Learning Process L3,L2
Module-4
Computation of seismic forces in multi-storied buildings: Using procedures (Equivalent Lateral Force
and Dynamic Analysis) as per IS-1893. Introduction to masonry structures and design provisions for these
in IS-1893. Effect of infill masonry walls on frames and modeling concepts of infill masonry walls.
Concepts for earthquake-resistant masonry buildings—codal provisions.
Teaching Learning Process L3,L4
Module-5
Design of Reinforced Concrete Buildings for Earthquake Resistance: Load Combinations.
Confinement of concrete for ductility, design of columns and beams for ductility, and ductile detailing
provisions as per IS 1893. Structural behavior, design, and ductile detailing of shear walls. Overview of
linear and nonlinear procedures of seismic analysis. Seismic evaluation and retrofitting of structures.
Teaching Learning Process L4, L5
Course out comes:
CO1: Understand the basic principles of dynamic problems in civil engineering, including degrees

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 of freedom, D'Alembert’s principle, and energy methods, and apply these to single-degree-of-
freedom systems.
(Bloom's Level: Understanding - L2)
CO2: Analyze the response of single-degree-of-freedom systems to harmonic loading, including
support motion, vibration isolation, and transmissibility, and apply numerical methods to solve
these problems.
(Bloom's Level: Applying - L3)
CO3: Apply approximate methods such as Rayleigh’s, Dunkerley’s, and Stodola’s methods in
dynamic analysis, and understand seismic concepts, including the propagation of seismic waves,
earthquake quantification, and response spectrum.
(Bloom's Level: Applying - L3, Understanding - L2)
CO4: Evaluate seismic forces in multi-storied buildings using IS 1893 standards, understand the
impact of masonry infill walls on structural performance, and apply earthquake-resistant design
provisions for masonry structures.
(Bloom's Level: Evaluating - L4, Applying - L3)
CO5: Design reinforced concrete buildings for earthquake resistance, incorporating load
combinations, ductile detailing of beams and columns, and applying IS 1893 provisions to shear
walls and retrofitting techniques.
(Bloom's Level: Creating - L5, Analyzing - L4)
Question paper pattern:
The question paper will have ten questions; each question carries equal marks. There will be two full
questions and a maximum of four sub-questions from each module. Students will have to attend five full
questions from each module.
Reference Books:
1. Dynamics of Structures – “Theory and Application to Earthquake Engineering,” 2nd ed., Anil K.
Chopra, Pearson Education.
2. Earthquake Resistant Design of Building Structures, Vinod Hosur, WILEY (India).
3. Vibrations, Structural Dynamics – M. Mukhopadhaya, Oxford IBH.
4. Structural Dynamics – Mario Paz, CBS Publishers.
5. Structural Dynamics – Clough & Penzien, TMH.
6. Vibration Problems in Engineering – S. Timoshenko, Van Nostrand Co.
7. Earthquake Resistant Design of Structures – Pankaj Agarwal, Manish Shrikande, PHI India.
Web links and Video Lectures (e-Resources):
https://www.youtube.com/watch?v=0KiYC8QQOiM&list=PLyVhmjhvTvDbqByamCNEYw2zDBOsc
OHRbhttps://www.youtube.com/watch?v=Jlzo8OzoZ_c&list=RDQMjbIvZOwDdoM&start_radio=1

https://www.youtube.com/watch?v=kZFtZKzuo3I&list=PL6XkfCIV_u2Now2UXF1DCLrT06Zyg4UtS
Skill Development Activity
Modeling and Simulation:
Use MATLAB/ANSYS/SAP2000 to simulate SDOF and MDOF systems under dynamic loading.
Vibration Isolation Experiments:
Conduct lab experiments to analyze vibration isolation and transmissibility.
Numerical Methods:
Implement numerical methods (e.g., Newmark-beta) for dynamic problems using Python or
MATLAB.
Seismic Analysis Case Studies:
Analyze earthquake data and structural responses using seismic response spectra.
Structural Health Monitoring and Retrofitting:
Learn NDT techniques and retrofitting methods for seismic evaluation.
Seismic Design with Software:
Use ETABS/STAAD Pro to design earthquake-resistant structures as per IS 1893.
Collaborative Project:
Work in teams to design a multi-story building with seismic considerations, integrating various
skills.

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 CO-PO Mapping Table

CO/PO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11
CO1 3 2 1 1 2 - 1 - - - 2
CO2 3 3 2 2 3 - 2 1 - - 3
CO3 3 3 2 2 3 1 2 1 1 - 3
CO4 3 3 3 3 3 2 3 2 1 2 3
CO5 3 3 3 3 3 3 3 2 1 2 3

Explanation of Scale:

 3: Strongly aligned
 2: Moderately aligned
 1: Slightly aligned
 -: Not aligned

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The
minimum passing mark for the CIE is 50% of the maximum marks. Minimum passing marks in SEE is 40% of the
maximum marks of SEE. A student shall be deemed to have satisfied the academic requirements and earned the
credits allotted to each subject/ course if the student secures not less than 50% (50 marks out of 100) in the sum
total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
3. Two Unit Tests each of 25 Marks
4. Two assignments each of 25 Marksor oneSkill Development Activity of 50 marks
to attain the COs and POs
The sum of two tests, two assignments/skill Development Activities, will be scaled down to 50 marks
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per the
outcome defined for the course.

Semester-End Examination:
6. The SEE question paper will be set for 100 marks and the marks scored will be proportionately reduced to 50.
7. The question paper will have ten full questions carrying equal marks.
8. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-questions)
from each module.
9. Each full question will have a sub-question covering all the topics under a module.
10. The students will have to answer five full questions, selecting one full question from each module

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 SYLLABUS FOR M Tech., COMPUTER AIDED DESIGN OF STRUCTURES
SEMESTER – II
Subject: Action and Respose of Structural Elements
Subject Code MCCS203 CIE 50
Number of Lecture 3:0:0 SEE 50
Hours/Week (L:P:SDA)
Total Number of 40 Exam Hours 03
Lecture Hours
CREDITS – 03

Prerequisites: Students should have a foundational understanding of structural analysis, including knowledge
of statics, mechanics of materials, and the behavior of structural elements like beams, columns, and slabs.
Familiarity with basic concepts of load calculations, wind and seismic loads, and fundamental design codes
(such as IS 875, IS 1893) is essential. Prior exposure to software tools for structural modeling and analysis will
be beneficial, particularly in handling practical design challenges in complex structures.
Objectives: This course aims to equip students with advanced knowledge of loads and load combinations for
buildings and bridges, incorporating standards such as IS 875, IS 1893, and IRC 6. Students will develop the
ability to apply analytical and numerical methods to calculate wind, seismic, and vehicular loads. Through
selfstudy projects, they will enhance problem-solving skills, culminating in an understanding of nonlinear
structural behavior in tall buildings.
Course Outcomes
At the end of the course the students will be able to
CO1 Comprehend the effect of loading on structures in the form of action &
response
CO2 Comprehend the importance of codal provisions for appropriate loading
standards
CO3 Comprehend the provisions of IS 875 part 1,2,4,5 towards dead load
and live load combinations
CO4 Apply the provisions of IS 875 part 3 on wind load on buildings
CO5
Comprehend the provisions of IS1893 towards seismic loads on buildings and different types
f analysis of tall buildingsModules RBT Level
Module -1
Loads and load combination: IS 875 PART 1, 2, 4, 5 L3, L4, L6
Sources, Nature and Magnitude, Probabilistic assessment, Characteristic and Design
values. IS 875 PART 1 and 2 code provisions. Load combination rules for design.
Load path for gravity loads- Tributary Area and Stiffness based approaches.
Estimation of DL and LL on structural elements such as Slabs, Beams and
Columns in different types of structural systems, Joint Loads on Trusses, Distributed
load on purlins- Numerical examples.
Self-study Component: students shall prepare a project for calculating the dead loads
and live loads acting on various elements of a building and submit the report.
Module -2
Wind Load - IS 875 PART 3: Buildings - IS 875:2015 revised version L3, L4, L6
Nature and Magnitude, Factors influencing wind loads, Internal and External
pressure distribution, Design Wind Speeds and Pressure, Load path for wind loads,
Numerical Examples to calculate external and internal pressure for different types of
buildings and regions – Flat roofs, Pitched Roofs, Sign boards and Structural
glazings.
Self-study Component: students shall prepare a report for calculating wind loads for
a tall building incorporating all the codal provisions.
Module -3

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 Seismic Loads: IS: 1893-2016 revised version L3, L4, L6
Nature and Magnitude, Centre of mass and rigidity, Calculation of Design Seismic
Force by Static Analysis Method and Dynamic Analysis Method, Location of Centre
of Mass, Location of Centre of Stiffness, and Lateral Force Distribution as per codal
provisions. - Load path for Lateral loads – Floor diaphragm action.
Self-study Component: students shall prepare a report for calculating seismic force
for various seismic zones incorporating all the codal provisions.
Module -4
Vehicles Loads as per IRC 6 - 2017 on Road Bridges – L3, L4, L6
Class 70 R, Class AA, Class A, Class B, Tracked Vehicles, Wheeled Vehicles, Load
Combinations, Impact, Wind, Water Currents, Longitudinal Forces: acceleration,
breaking and frictional resistance, Centrifugal forces, thermal loads, Seismic forces,
Snow Loads, Collision Loads. Load Combinations – Simple Numerical Examples.
Self-study Component: students shall take up a road bridge project and calculate the
various load combinations as per IRC provisions.
Module -5
Structural forms of Tall Buildings: IS:16700; 2017 Different structural forms for L2, L4, L6
Tall Buildings. Linear, Nonlinear behavior, Material nonlinearity, Geometric
nonlinearity, Rigid and Elastic Supports, First Order Elastic Analysis, Second Order
Elastic Analysis, First order Inelastic Analysis, Second order Inelastic Analysis –
Concepts and Brief descriptions
Self-study Component: students shall study the inelastic behaviour of a tall building
using any software package.
Question paper pattern:
● The question paper will have ten questions; each question carries equal marks. There will be two
full questions and a maximum of four sub-questions from each module. Students will have to
attend five full questions from each module.
IS Codes
1. IS 875 Parts (1 to 5), IS 1893, IRC 6,
2. SP64: Handbook

Reference Books:
1. An explanatory Handbook on IS 875 (PART 3); Wind Load on Building and Structures,
Document No: IITK-GSDMA Wind 07 V1.0 - IITK-GSDMA Project on Building
Codes
2. Explanatory Examples on Indian Seismic Code IS 1893 (Part I): Document No.: IITK-
3. GSDMA-EQ21-V2.0 - IITK-GSDMA Project on Building Codes
Matrix Analysis of Structures, Aslam Kassimali, CengageLearning,2012
Skill Development activities suggested:
1. Load Calculation Exercises: Students can calculate dead and live loads for various building
elements (beams, slabs, columns) based on IS 875 standards. They can practice using different
building types and structural systems, promoting practical understanding of load estimation.
2. Wind Load Calculation Project: Students can simulate wind load calculations for a small
building using IS 875 Part 3. This can include determining wind pressures, forces on facades,
and roof types. Excel or simple software tools can be used to assist in these calculations.
3. Seismic Load Case Study: A simple case study can be developed for analyzing seismic loads on
a multi-story building. Students can use IS 1893 provisions to compute seismic forces using
both static and dynamic analysis methods, reinforcing practical application of seismic codes.
4. Vehicle Load Modeling: Students can model vehicle loads on small road bridges using IRC 6
guidelines. They can calculate different vehicle class loads (Class 70R, AA, A, B) and their
effects on bridge elements, including impact factors and load combinations.
5. Software-Based Inelastic Analysis: As a basic introduction to structural analysis software,
students can explore the nonlinear behavior of a simple tall building structure using a free or
educational version of structural analysis software (e.g., ETABS or SAP2000). This will
develop their competency in modeling and analysis.
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 Web links:
https://archive.nptel.ac.in/courses/105/105/105105166/
https://archive.nptel.ac.in/courses/114/106/114106036/
https://archive.nptel.ac.in/courses/105/107/105107204/
CO/PO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11
CO1: Comprehend the effect of loading
on structures in the form of action & 3 2 2 1 2 2 1 1 2 1 2
response
CO2: Comprehend the importance of
codal provisions for appropriate loading 3 2 2 1 2 1 1 2 2 1 2
standards
CO3: Comprehend the provisions of IS
875 part 1,2,4,5 towards dead load and 3 2 2 1 2 1 1 1 1 1 2
live load combinations
CO4: Apply the provisions of IS 875 part
3 on wind load on buildings
3 2 2 1 2 2 2 1 2 1 2
CO5: Comprehend the provisions of
IS1893 towards seismic loads on buildings
and different types of analysis of tall
3 3 2 2 2 2 1 1 2 1 2
buildings

Legend:

 1 = Low
 2 = Medium
 3 = High

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The
minimum passing mark for the CIE is 50% of the maximum marks. Minimum passing marks in SEE is 40% of
the maximum marks of SEE. A student shall be deemed to have satisfied the academic requirements and earned
the credits allotted to each subject/ course if the student secures not less than 50% (50 marks out of 100) in
the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
5.
Two Unit Tests each of 25 Marks
6.
Two assignments each of 25 Marksor oneSkill Development Activity of 50 marks
to attain the COs and POs
The sum of two tests, two assignments/skill Development Activities, will be scaled down to 50 marks
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per the
outcome defined for the course.

Semester-End Examination:
11. The SEE question paper will be set for 100 marks and the marks scored will be proportionately reduced to
50.
12. The question paper will have ten full questions carrying equal marks.
13. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-questions)
from each module.
14. Each full question will have a sub-question covering all the topics under a module.
15. The students will have to answer five full questions, selecting one full question from each module

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 SYLLABUS FOR M Tech., COMPUTER AIDED DESIGN OF STRUCTURES
SEMESTER – II
Subject: Continuum Mechanics
Subject Code MCCS204 CIE 50
Number of Lecture 3:0:0 SEE 50
Hours/Week (L:P:SDA)
Total Number of 40 Exam Hours 03
Lecture Hours
CREDITS – 03

Prerequisites: Students should have a basic understanding of mechanics of materials, particularly stress
and strain relationships, as well as an introductory knowledge of elasticity and material properties.
Familiarity with fundamental concepts of equilibrium equations, boundary conditions, and basic calculus
is essential. Prior exposure to structural analysis will aid in comprehending complex stress distribution,
torsion, and elasticity problems.
Objectives: This course aims to provide students with a thorough understanding of stress and strain analysis in
two- and three-dimensional systems. Students will learn about constitutive relations, compatibility equations,
and various approaches to solving elasticity problems using Cartesian and polar coordinates. The course also
covers principal stresses, torsion of different cross-sectional bars, and advanced topics such as anisotropy,
failure theories, and stress functions, preparing students for complex engineering challenges.
Course Outcomes
At the end of the course the students will be able to
CO1 Comprehend the basic concepts of stress and strain at a
point, compatibility equations for 2D and 3D plane stress andplane strain problems
CO2 Write stress functions for a given continuum problem using Airy'sstress functions and stress
polynomials, solving for stresses and displacement
CO3 Solve continuum problems in polar coordinates for stresses and displacement
CO4 Solve 3D problems in continuum for principle stresses and principle strains
CO5 Comprehend the solution of problems of torsion of non circular sections

Modules RBT
Level
Module -1
Basic Concepts L2, L3, L4, L6
Definition of stress and strain at a point, components of stress and strain at a point,
strain displacement relations in Cartesian co-ordinates, constitutive relations,
equilibrium equations, compatibility equations and boundary conditions in 2-D and
3-D cases, plane stress, plane strain.
Self-study component: Students should develop the constitutive relations for
anisotropic materials and for different cases of orthotropy.

Module - 2
Two-dimensional problems in Rectangular Coordinates L2, L3, L4, L6
Airy’s stress function approach to 2-D problems of elasticity. Solution by Polynomials
– End Effects, Saint – Venant’s Principle – solution of some simple beam problems,
including working out of displacement components.
Self-study component: Students should learn the analysis of stresses for a simply
supported beam subjected to concentrated load and beams subjected to hydrostatic
loads, Fourier series and forms of stress functions.

Module -3

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 Two - dimensional problems in Polar coordinates L2, L3, L4, L6
General equation in Polar coordinates –Strain and displacement relations, equilibrium
equations - Stress distribution symmetrical about an axis – Pure bending of curved
bars – Displacements for symmetrical stress distributions – The effect of a small
circular hole on stress distribution in a large plate subjected to uni- axial tension and
pure shear.
Self-study component: Students shall study the concept of analysis of non-axis-
symmetric problems. Boussinesq’s problem and related wedge and groove problems.

Module -4
Analysis of Stress and Strain in Three Dimensions: Introduction. Stress at a point L3, L4, L5, L6
in any arbitrary direction– Principal stresses and corresponding directions –
Determination of the principal stresses and principal planes. – Stress invariants –
Determination of the maximum shearing stress- Octahedral stress components. Strain
at a point in any arbitrary section, Principal strains and corresponding directions –
strain invariants.
Self-study component: Students should study the failure theories in a general state of
stress for ductile and brittle materials.

Module -5
TORSION: L2, L3, L4, L6
St. Venant’s semi-inverse method and Prandtl’s stress function Approach – Torsion
of straight prismatic bars of Elliptic Cross section. Membrane analogy – Torsion of a
bar of narrow rectangular cross section. Torsion of thin-walled open cross
sections – Torsion of thin-walled tubes.
Self-study component: Students should study about Torsion of multicell problems as
in the case of multicell girders used in bridges and flyovers.

Question paper pattern:

The question paper will have ten questions; each question carries equal marks. There will be two
full questions and a maximum of four sub-questions from each module. Students will have to
attend five full questions from each module.

Text Books:
1. Timoshenko and Goodier, Theory of elasticity, McGraw Hill Book Company, III Edition,1983.
2. Valliappan. S, Continuum Mechanics fundamentals, Balkema academic and technical
publications,1981

Reference Books:
1. T G Sitharam& L Govindaraju, Elasticity for Engineers, IK International Publisher, New
Delhi.Year2017
2. Sadhu Singh, Theory of Elasticity, Fourth Edition,KhannaPublishers,1979
3. P D S Verma, Theory of Elasticity, Sangam Books Limited,1997.
Skill Development Activities Suggested:
1 Beam Deflection Analysis: Students can conduct a hands-on project analyzing the deflection
of a simply supported beam under various load conditions. They can use theoretical calculations
alongside physical models or simulations to compare results, enhancing their understanding of
beam behavior.
2 Airy’s Stress Function Application: Organize a workshop where students apply Airy’s
stress function to solve 2-D elasticity problems. They can work in groups to derive solutions
using polynomial approaches and analyze stress distributions in practical scenarios.
3 Polar Coordinates Stress Distribution: Students can perform a case study on stress
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 distribution around a circular hole in a large plate subjected to uniaxial tension. They can utilize
software tools to visualize and analyze stress fields, reinforcing their comprehension of polar
coordinate problems.
4 Torsion Analysis Simulation: Develop a simulation exercise where students analyze the
torsion of various cross-sectional shapes (e.g., elliptical, rectangular) using numerical methods.
They can present their findings on stress distribution and the effectiveness of different
geometries in resisting torsion.
5 Failure Theory Research Presentation: Students can research different failure theories
applicable to ductile and brittle materials under complex stress states. They can present their
findings in class, discussing real-world applications and implications for material selection in
engineering design.
Web Links:
https://nptel.ac.in/courses/112103167
https://archive.nptel.ac.in/courses/112/103/112103296/
https://archive.nptel.ac.in/courses/103/106/103106159/
https://nptel.ac.in/courses/112103296

COs/POs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11
CO1: 3 2 1 1 2 1 2 1 1 1 1
CO2: 3 2 1 2 1 2 1 1 1 1 1
CO3: 2 3 1 1 1 2 1 1 1 1 1
CO4: 3 2 2 2 2 1 2 1 1 1 1
CO5: 2 2 1 1 2 1 1 1 1 1 1

Legend:

 1 = Low
 2 = Medium
 3 = High

This table illustrates how each Course Outcome aligns with the Program Outcomes, showcasing the
expected contributions of the COs to the overall educational objectives of the program. Let me know if
you need any adjustments or additional information!

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The
minimum passing mark for the CIE is 50% of the maximum marks. Minimum passing marks in SEE is 40% of
the maximum marks of SEE. A student shall be deemed to have satisfied the academic requirements and earned
the credits allotted to each subject/ course if the student secures not less than 50% (50 marks out of 100) in
the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
7. Two Unit Tests each of 25 Marks
8. Two assignments each of 25 Marksor oneSkill Development Activity of 50 marks
to attain the COs and POs
The sum of two tests, two assignments/skill Development Activities, will be scaled down to 50 marks
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per the
outcome defined for the course.

Semester-End Examination:
16. The SEE question paper will be set for 100 marks and the marks scored will be proportionately reduced to
50.
@#$ 17. The question paper will have ten full questions carrying equal marks.
 18. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-questions)
from each module.
19. Each full question will have a sub-question covering all the topics under a module.
20. The students will have to answer five full questions, selecting one full question from each module

@#$
 SYLLABUS FOR M Tech., COMPUTER AIDED DESIGN OF STRUCTURES
SEMESTER – II
Subject: Advanced Mechanics of Materials
Subject Code MCCS215A CIE 50
Number of Lecture 3:0:0 SEE 50
Hours/Week (L:P:SDA)
Total Number of 40 Exam Hours 03
Lecture Hours
CREDITS – 03

Prerequisites: Students should have a foundational understanding of mechanics of materials,

including concepts of stress, strain, and basic beam theory. Familiarity with structural analysis and
material properties is essential. Previous exposure to topics such as bending moments, shear forces,
and basic structural behavior will help in comprehending the complexities of non-symmetrical bending
and curved beams.
Objectives: The objectives of this syllabus are to equip students with a comprehensive understanding of
various structural mechanics concepts, including non-symmetrical bending in straight beams and shear center
analysis for thin-walled sections. Students will learn to apply the method of tension coefficients for three-
dimensional structures, analyze curved beams and their stresses, and investigate the behavior of beams on
elastic foundations. Additionally, the syllabus aims to provide insight into structures subjected to out-of-plane
loading, enhancing problem-solving skills in real-world applications.
Course Outcomes
At the end of the course the students will be able to
CO1 Locate the shear center for thin-walled beam cross sectionsin bending, shear flow in thin-
walled beams for singly symmetric and unsymmetrical sections. Learn the non-
symmetrical bending of straight beams and determine its deflection
CO2 Learn the method of tension coefficients for the analysis of space frames
CO3 Comprehend the behaviour of a curved beam of differenttypes subject to different loadings
CO4 Analyse beams on elastic foundation subject to different loadings with different boundary
conditions
CO5 Analyse structures subjected to out of plane loading

RBT Level
Modules
Module -1
Non-symmetrical Bending of Straight Beams: Symmetrical and non- L2, L3, L4, L6
symmetrical bending, bending stresses in beams subjected to non-symmetrical
bending, Deflections of straight beams subjected to non-symmetrical bending.
Shear Center for Thin-Walled Beam Cross Sections:
Definition of shear center in bending. Approximations employed for shear in thin-
walled beam cross sections, Shear flow in thin-walled beam cross sections, Shear
center for singly symmetric and unsymmetrical sections.
Self-study component: Students should observe different structural sections and
visualize the position of shear centre in each case and planning to transfer loads
through the shear centre. They should go around the campus and observe steel and
RC structures to identify situations of non-symmetric bending.
Module -2
Method of Tension Coefficients for analysis of 3D Structures L2, L3, L4
General principles, Analysis of three-dimensional trusses and frames.
Self-study component: Students should visualize different constraint possibilities at
the supports. Also identify how internal instability is balanced by additional
constraints.
Module -3
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 Curved Beams: L2, L3, L4, L5
Introduction, Circumferential stress in a curved beam, Radial stresses in curved
beams, Correction for circumferential stresses in curved beams having I, T, or
similar cross sections, Deflections of curved beams, Statically indeterminate
curved beams, Closed ring subjected to concentrated loads.
Self-study component: Students should study the analysis of statically indeterminate
curved beams such as closed rings or links of chains used in heavy machinery.
Module -4
Beams on Elastic Foundations: L2, L3, L4, L5
General theory, Infinite beam subjected to concentrated load, Boundary
conditions, Infinite beam subjected to a distributed load segment, Semi-infinite
beam with different end conditions subjected to concentrated load and moment at
its end - short beams.
Self- study component: Analysis of finite beams on elastic foundation subjected to
different loads, Identify beams on elastic foundation in the field.
Module -5
Structures subjected to out of plane loading: L2, L3, L4, L5
Analysis of simple bents, frames, grids. Beams circular in plan – Cantilever circular
beams, semicircular continuous beams with three equally spaced supports,
Semicircular fixed beam, ring beams with different number of equally spaced
supports.
Self-study component: Analysis of rectilinear brackets of non-rectangular and
circular plan form, Analysis of non-semicircular curved beams.

Question paper pattern:

The question paper will have ten questions; each question carries equal marks. There will be two full
questions and a maximum of four sub-questions from each module. Students will have to attend five
full questions from each module.

Text Books:
1. Arthur P. Boresi and Omar M. Sidebottom: "Advanced Mechanics of Materials", Fourth
Edition, John Wiley & Sons,1985
2. JamesM. Gereand S.P. Thimoshenko: "Advanced Mechanics of Materials", Second
Edition, CBS Publishers, New Delhi, 2000.

Reference Books:
1. Srinath. L.S., Advanced Mechanics of Solids, TataMcGraw - Hill Publishing Co ltd., New
Delhi,2010.
2. Ugural.A.C. and Fenster.S. K "Advanced Strength of material and Applied Elasticity",
Arnold Publishers,1981.
3. Junnarkar.S.B., "Mechanics of Structures", Volume - III, Charotar Publications, Anand,2015.
4. R.T. Fenner, Engineering elasticity – R.T. Fenner,1986.

@#$
 Skill Development Activities Suggested:

 Bending Analysis Project: Students can create physical models of beams subjected to non-
symmetrical bending and measure deflections to compare with theoretical calculations.

 Shear Center Visualization: Organize a workshop where students use CAD software to visualize
shear centers in various thin-walled beam cross-sections and analyze their effects on structural integrity.

 3D Structural Analysis: Conduct a group activity where students analyze a real-world three-
dimensional truss system using the method of tension coefficients, identifying constraints and internal
stability.

 Curved Beam Study: Students can research and present case studies on the applications of curved
beams in engineering structures, including load distribution and stress analysis.

 Field Analysis of Elastic Foundations: Organize field visits to observe and analyze structures built
on elastic foundations, where students will collect data on real-world loading conditions and perform
theoretical analyses.
Web Links
https://archive.nptel.ac.in/courses/112/101/112101095/
https://onlinecourses.nptel.ac.in/noc22_ce54/preview
https://archive.nptel.ac.in/courses/105/106/105106049/
https://archive.nptel.ac.in/content/storage2/courses/105106049/lecnotes/main.html

Here’s the updated CO-PO mapping table with priority levels indicated for each Course Outcome:

CO/PO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11
CO1 1 1 1 1 1 1 1 2 2 2 2
CO2 1 1 1 1 1 1 1 2 2 2 2
CO3 1 1 1 1 1 1 1 2 2 2 2
CO4 1 1 1 1 1 1 1 2 2 2 2
CO5 1 1 1 1 1 1 1 2 2 2 2

Priority Levels:

 1: High priority
 2: Medium priority
 3: Low priority

This indicates that all Course Outcomes are of high priority with respect to the Program Outcomes,
while the overall alignment with PO8, PO9, PO10, and PO11 is of medium priority.

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The
minimum passing mark for the CIE is 50% of the maximum marks. Minimum passing marks in SEE is 40% of
the maximum marks of SEE. A student shall be deemed to have satisfied the academic requirements and earned
the credits allotted to each subject/ course if the student secures not less than 50% (50 marks out of 100) in
the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
9. Two Unit Tests each of 25 Marks
10. Two assignments each of 25 Marksor oneSkill Development Activity of 50 marks
@#$
 to attain the COs and POs
The sum of two tests, two assignments/skill Development Activities, will be scaled down to 50 marks
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per the
outcome defined for the course.

Semester-End Examination:
21. The SEE question paper will be set for 100 marks and the marks scored will be proportionately reduced to
50.
22. The question paper will have ten full questions carrying equal marks.
23. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-questions)
from each module.
24. Each full question will have a sub-question covering all the topics under a module.
25. The students will have to answer five full questions, selecting one full question from each module

@#$
 SYLLABUS FOR M Tech., COMPUTER AIDED DESIGN OF STRUCTURES
SEMESTER–II
Subject: Analysis and Design of Plates and shells
Subject Code MCCS215B CIE Marks 50

Number of Lecture
Hours/Week (L:P:SDA) 3:0:0 SEE Marks 50

Total Number of Lecture

Hours 40 Exam Hours 03
CREDITS–03
Prerequisites: Students should have fundamental knowledge of strength of materials,
structural analysis, and mathematics (differential equations, calculus). Familiarity with plate
and shell structures, and basic understanding of elasticity theory are also essential.
Course objectives:
This course aims to equip students with the knowledge and skills to analyze and design plate
and shell structures. Students will learn various methods of analysis, including classical thin
plate theory, Navier's solution, Levy's approach, and membrane analysis. The course will
enable students to apply these concepts to real-world problems.
Modules
Module-1
Bending of Plates
Classification of plates and methods of analysis. Slope and curvature of slightly bent plates – curvature and
twist in any arbitrary direction. Principal curvatures. Classical thin plate theory. Relation between bending
moments and curvatures, principal bending moments. Differential equation for laterally loaded rectangular
plates. Boundary conditions. Kirchhoff modification of boundary conditions at a free edge. Differential
equation for the bending of orthotropic plates. Rectangular plates subjected to edge moments. Cylindrical
bending of long rectangular plates. Structural effects due to bending of plates.
Teaching Learning Process L1, L2, L3
Module-2
Simply Supported Rectangular Plates
Subjected to harmonic loading, Navier’s solution for simply supported plates subjected to uniformly
distributed load (UDL), hydrostatic pressure, patch load, partial UDL, and concentrated load, etc. Bending
of rectangular plates subjected to UDL by Levy's approach: (i) all edges simply supported, (ii) two opposite
edges simply supported and the other two edges clamped. Bending of rectangular plates subjected to
uniformly varying load (UVL): (i) all edges simply supported, (ii) two opposite edges simply supported
and the other two edges clamped. Method of superposition for the analysis of rectangular plates with
complex boundary conditions.
Teaching Learning Process
L3, L4, L5
Module-3
Symmetrical Bending of Circular Plates
Differential equation for symmetrical bending of laterally loaded circular plates. A round simply
supported plate subjected to uniformly distributed load (UDL) over the entire surface, a central
concentrated load, and constant edge moment. A round clamped plate subjected to UDL over the entire
surface and a central concentrated load. Method of superposition. Annular plate subjected to edge
moments and UDL over the entire surface.
Teaching Learning Process L3, L4, L6
Module-4

@#$
 Analysis of Shells
Shapes and forms of shells, geometry of quadric surfaces; general form, standard equation, ellipsoid,
hyperboloid, elliptic cone, elliptic paraboloid, hyperbolic paraboloid, quadric cylinder, etc.; classifications
of shells, membrane action, and bending action. Membrane analysis of shells of revolution: domes and
conical shells.
Teaching Learning Process
L1, L2, L3
Module-5
Analysis of Shells (Contd...)
Membrane analysis of hyperbolic paraboloid shells and membrane analysis of cylindrical shells. Lundgren’s
Beam theory for bending analysis of cylindrical shells.
Teaching Learning Process L4, L5, L6
Course outcomes:
On completion of this course, students are able to:
CO1: Analyze and classify different types of plates and shells, applying appropriate theoretical frameworks
and methods for their bending and structural analysis.
CO2: Derive and solve differential equations governing the behavior of both rectangular and circular plates
under various loading conditions, including uniform and concentrated loads.
CO3: Implement advanced analytical methods, such as Navier’s solution and Levy’s approach, to
effectively analyze simply supported plates with complex boundary conditions.
CO4: Apply principles of membrane and bending action in the analysis of shell structures, understanding
their geometric properties and structural behavior.
CO5: Conduct comprehensive analyses of advanced shell forms, including hyperbolic paraboloids and
cylindrical shells, integrating practical applications and theoretical knowledge.
QP pattern:
The question paper will consist of ten questions, with two full questions (each containing a
maximum of four sub-questions) from each module. Each full question will address various topics
covered within the respective module. Students will be required to answer five full questions,
selecting one full question from each module.
Reference Books:
1. Timoshenko, S. and Woinowsky-Krieger, W., “Theory of Plates and Shells,” 2nd Edition, McGraw-
Hill Co., New York, 1959.
2. Ramaswamy, G. S., “Design and Construction of Concrete Shell Roofs,” CBS Publishers and
Distributors, New Delhi, 1986.
3. Ugural, A. C., “Stresses in Plates and Shells,” 2nd Edition, McGraw-Hill, 1999.
4. Szilard, R., “Theory and Analysis of Plates: Classical and Numerical Methods,” Prentice Hall, 1994.
5. Chatterjee, B. K., “Theory and Design of Concrete Shells,” Chapman & Hall, New York, 3rd
Edition, 1988.
Web links and Video Lectures (e-Resources)
:https://www.youtube.com/watch?v=tA_LGwTvre4&list=PLwdnzlV3ogoXQR59FK4dNDzxb5I65IIuu
https://www.youtube.com/watch?v=CkolEAtY6jY

Skill Development Activities Suggested

1. Plate Classification Exercise:
Create a presentation or poster categorizing different types of plates based on geometrical and
material properties, including applications for each type.
Skills Developed: Research, classification, presentation, and visualization.
2. Differential Equation Derivation:
Work in groups to derive the differential equations governing the bending of rectangular plates under
various loading conditions and present findings to the class.
Skills Developed: Collaborative problem-solving, critical thinking, and mathematical derivation.
3. Navier’s Solution Application:
Solve problems related to Navier’s solution for simply supported rectangular plates under different

@#$
 loads (e.g., UDL, concentrated loads) and use software to visualize results.
Skills Developed: Analytical thinking, software proficiency (e.g., MATLAB, ANSYS), and
problem-solving.
4. Membrane Analysis Case Study:
Conduct a case study on a real-world structure (like a dome or shell roof) using membrane analysis
principles, analyzing its design and load-bearing capacity.
Skills Developed: Research, analytical thinking, and application of theoretical concepts to real
scenarios.
5. Hands-On Model Creation:
Create physical or digital models of shell shapes (e.g., hyperbolic paraboloids, cylindrical shells)
using materials like cardboard or 3D modeling software, assessing structural stability.
Skills Developed: Creativity, practical application of theory, spatial awareness, and engineering
design.

PO
CO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11
CO1 X X
CO2 X X
CO3 X X
CO4 X X
CO5 X X

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The
minimum passing mark for the CIE is 50% of the maximum marks. Minimum passing marks in SEE is 40% of the
maximum marks of SEE. A student shall be deemed to have satisfied the academic requirements and earned the
credits allotted to each subject/ course if the student secures not less than 50% (50 marks out of 100) in the sum
total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
11. Two Unit Tests each of 25 Marks
12. Two assignments each of 25 Marksor oneSkill Development Activity of 50 marks
to attain the COs and POs
The sum of two tests, two assignments/skill Development Activities, will be scaled down to 50 marks
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per the
outcome defined for the course.

Semester-End Examination:
26. The SEE question paper will be set for 100 marks and the marks scored will be proportionately reduced to 50.
27. The question paper will have ten full questions carrying equal marks.
28. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-questions)
from each module.
29. Each full question will have a sub-question covering all the topics under a module.
30. The students will have to answer five full questions, selecting one full question from each module

@#$
 SYLLABUS FOR M Tech., COMPUTER AIDED DESIGN OF STRUCTURES
SEMESTER – II
Subject: Structural Stability Analysis
Subject Code MCCS215C CIE 50
Number of Lecture 3:0:0 SEE 50
Hours/Week (L:P:SDA)
Total Number of 40 Exam Hours 03
Lecture Hours
CREDITS – 03

Prerequisites:
Bachelor's degree in Civil Engineering or related field, courses in Structural Analysis,
Mechanics of Materials, and Mathematics (calculus, statistics), familiarity with design
software.
Course Objectives:
Upon completion, students will be able to analyze beam-column structures subjected to
various loads, determine critical loads for buckling of frames, beams, and plates, apply finite
element approach for stability analysis, evaluate buckling behavior of rectangular plates
under combined loads, and develop problem-solving skills using trigonometric series and
energy methods.
Course Outcomes
At the end of the course the students will be able to
CO1 Derive the differential equations of beam column subject to different types of loads and
different end conditions
CO2 Comprehend approximate calculation of critical loads for frames and continuous beams by
elastic energy methods
CO3 Apply finite element method to stability analysis of structural elements
CO4 Analyze buckling of rectangular plates with various edge conditions
CO5 Comprehend to analyze buckling of rectangular plates with combined loads

RBT Level
Modules
Module -1
Beam column L2, L3, L4
Differential equation of Beam column subjected to (i) lateral concentrated load,(ii)
several concentrated loads, (iii) continuous lateral load. Application of
trigonometric series. Euler’s formulation using fourth order differential equation
for pinned-pinned, fixed-fixed, fixed-free and fixed-pinned columns.
Self-study: Students shall develop a programme for differential equation for different
loading and end conditions
Module -2
Buckling of frames and continuous beams. Elastic Energy method L3, L4, L5
Approximate calculation of critical loads for a cantilever. Exact critical load for
hinged-hinged column using energy approach. Buckling of bar inelastic
foundation. Buckling of cantilever column under distributed loads. Determination
of critical loads by successive approximation. Bars with varying cross section.
Effect of shear force on critical load. Columns subjected to non-conservative,
follower and pulsating forces.
Self-study: Students shall prepare a report on the concept of buckling of RC
structures
Module -3
@#$
 Stability analysis by finite element approach L4, L5, L6
Derivation of shape functions for a two noded Bernoulli-Euler beam element
(lateral and translational dof) –element stiffness and Element geometric stiffness
matrices – Assembled stiffness and geometric stiffness matrices for a discretised
column with different boundary conditions – Evaluation of critical loads for a
discretised (two elements) column (both ends built-in). Algorithm to generate
geometric stiffness matrix for four noded and eight noded isoparametric plate
elements. Buckling of pin jointed
frames (maximum of two active dof)-symmetrical single bay Portal frame.
Self-study: Students shall refer the reference material and obtain solution for the
column with different boundary conditions
Module -4
Buckling of simply supported rectangular plate L3, L4, L5
Buckling of uniformly compressed rectangular plate simply supported along two
opposite edges perpendicular to the direction of compression and having various
edge condition along the other two edges- Buckling of a Rectangular Plate Simply
Supported along Two opposite sides and uniformly compressed in the Direction
Parallel to those sides.
Self-study: Students shall prepare a report on Buckling of simply supported
rectangular plate
Module -5
Buckling of simply supported rectangular plate – Combined effects L5, L6
Buckling of a Simply Supported Rectangular Plate under Combined Bending and
Compression – Buckling of Rectangular Plates under the Action of Shearing
Stresses – Other Cases of Buckling of Rectangular Plates.
Self-study: Students shall refer the reference material and obtain solution for the
Cases of Buckling of Rectangular Plates

Question paper pattern:

● The question paper will have ten questions; each question carries equal marks. There will be two
full questions and a maximum of four sub-questions from each module. Students will have to
attend five full questions from each module.

Text Books:
1. Stephen P. Timoshenko, James M. Gere, “Theory of Elastic Stability”, 2nd Edition,
McGraw-Hill, New Delhi,1998
2. Zeiglar.H,” Principles of Structural Stability”, Blaisdall Publication, Waltham, Mass.(1968)
3. Robert D Cook et al, “Concepts and Applications of Finite Element Analysis”, 3rd
Edition, John Wiley and Sons, New York, 4th edition (31 October2001)

Reference Books:
1. Rajashekaran. S, “Computational Structural Mechanics”, Prentice-Hall, India, 1 January2001.
2. Ray W Clough and J Penzien, “Dynamics of Structures”, 2nd Edition, McGraw-Hill, New
Delhi, 2 edition (30 September1993)
Skill Development activities Suggested:
1. Module 1: Beam-Column Analysis
SDA: Design and analyze a simply supported beam-column structure using Euler's formulation.

2. Module 2: Buckling of Frames and Beams

SDA: Calculate critical loads for a cantilever beam using the elastic energy method.

3. Module 3: Stability Analysis by Finite Element Approach

SDA: Develop a finite element model for a pinned-pinned column and evaluate its stability.

@#$
 4. Module 4: Buckling of Simply Supported Rectangular Plates
SDA: Analyze the buckling behavior of a rectangular plate under uniform compression.

5. Module 5: Buckling of Simply Supported Rectangular Plates - Combined Effects

SDA: Investigate the effect of combined loading on the buckling behavior of a rectangular plate.
Web Links:
https://archive.nptel.ac.in/courses/105/105/105105217/
https://onlinecourses.nptel.ac.in/noc22_ce91/preview
https://archive.nptel.ac.in/content/syllabus_pdf/105105217.pdf

Here’s the CO-PO mapping table with Course Outcomes (COs) as rows and Program Outcomes (POs)
as columns:

Course Outcomes PO PO PO PO PO PO PO PO PO PO1 PO1

(CO) 1 2 3 4 5 6 7 8 9 0 1
CO1 1 1 1 1
CO2 1 1 1 1
CO3 1 2 2 2
CO4 1 2 2
CO5 1 2 2 2

1: Low Contribution – The Course Outcome has a basic or minimal impact on the Program Outcome.

2: Moderate Contribution – The Course Outcome contributes to the Program Outcome in a

meaningful way but is not central to it.

3: High Contribution – The Course Outcome is crucial and significantly supports the Program
Outcome.

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The
minimum passing mark for the CIE is 50% of the maximum marks. Minimum passing marks in SEE is 40% of the
maximum marks of SEE. A student shall be deemed to have satisfied the academic requirements and earned the
credits allotted to each subject/ course if the student secures not less than 50% (50 marks out of 100) in the sum
total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
13. Two Unit Tests each of 25 Marks
14. Two assignments each of 25 Marksor oneSkill Development Activity of 50 marks
to attain the COs and POs
The sum of two tests, two assignments/skill Development Activities, will be scaled down to 50 marks
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per the
outcome defined for the course.

Semester-End Examination:
31. The SEE question paper will be set for 100 marks and the marks scored will be proportionately reduced to 50.
32. The question paper will have ten full questions carrying equal marks.
33. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-questions)
from each module.
34. Each full question will have a sub-question covering all the topics under a module.
35. The students will have to answer five full questions, selecting one full question from each module

@#$
 SYLLABUS FOR M Tech., COMPUTER AIDED DESIGN OF STRUCTURES
SEMESTER – II
Subject: GEOTECHNICAL EARTHQUAKE ENGINEERING
Subject Code MCCS215D CIE 50
Teaching Hours/Week
(L:P:SDA) 3:0:0 SEE 50

Total Number of
Lecture Hours 40 Exam Hours 03
CREDITS – 03
Prerequisites:
Geotechnical Engineering at UG level
Course objectives: This course will enable students to,
 Plan a subsurface exploration
 Evaluate appropriate bearing capacity correction factors to use in design
 Select the appropriate deep foundation type for different soil profiles.
Compute earth pressure and implement the design procedure for earth retaining structures.
Modules
Module -1
INTRODUCTION TO GEOTECHNICAL EARTHQUAKE ENGINEERING: Seismic hazards – Ground
Shaking, Structural hazards, Liquefaction, Landslides, Retaining structure failures, Lifeline Hazards,
Tsunami and Seiche Hazards; Mitigation of Seismic Hazards, Significant Historical Earthquakes.
DYNAMIC SOIL PROPERTIES: Representation of Stress conditions by Mohr Circle – Principal stresses
and stress path; measurement of dynamic soil properties: Field test, lab tests, interpretation of observed
ground response.
Teaching-Learning Process L1, L2, L3
Module -2
LIQUEFACTION: Liquefaction related phenomenon – flow liquefaction, Cyclic Mobility; Evaluation of
liquefaction hazards; liquefaction Susceptibility historical criteria. Geologic criteria. Compositional
criteria. State criteria: initiation of liquefaction- flow liquefaction surface, Influence of excess pore
pressure. Evaluation of Initiation of liquefaction – effects of liquefaction.
Teaching-Learning Process L1, L2, L3
Module -3
SOIL IMPROVEMENT FOR REMEDIATION OF SEISMIC HAZARDS: densification techniques - Vibro
techniques. Dynamic compaction, Blasting. Compaction grouting, Arial extent of Densification-
;Reinforcement techniques – stone columns. Compaction piles. Drilled inclusions; grouting and mixing
techniques-drainage techniques. Verification of soil improvement – lab testing techniques.; In-situ testing
techniques, Geophysical testing techniques; Other considerations.
Teaching-Learning Process L1, L2, L3
Module -4
GENERAL PRINCIPLE OF MACHINE FOUNDATION DESIGN: Types of machine and foundation,
General requirements of machine foundations; permissible amplitude, Allowable soil pressure.
Permissible stresses of concrete and steel. Permissible stresses of timber.
FOUNDATION OF RECIPROCATING MACHINE; Modes of vibration of a rigid foundation block.
Methods of analysis, Linear elastic weight less spring method, Elastic half space method. Effect of footing
shape on vibratory response, Dynamic response of embedded block foundation. Soil mass participating in
vibrations, Design procedure for a block foundation.

@#$
 Teaching-Learning Process L1, L2, L3
Module -5
FOUNDATION OF IMPACT TYPE MACHINE: Dynamic analysis. Design procedure for a hammer
foundation
FOUNDATION OF ROTARY MACHINES: Special considerations. Design criteria. Loads on a T.G.
Foundations, Method of analysis and design, Resonance method. Amplitude method, Combined method
Teaching-Learning Process L1, L2, L3
Course outcomes(CO):
On completion of this course, students are able to:
Co1: Achieve Knowledge of design and development of problem solving skills.
Co2: Understand the principles of engineering seismology
Co3: Design and develop analytical skills.
Co4: Summarize the Seismic evaluation and retrofitting of structures.
Co5: Understand the concepts of earthquake resistance of reinforced concrete
buildings.
Question paper pattern:
The question paper will have ten questions, carrying equal marks. There will be two full questions with a
maximumfour sub questions from each module. Students shall answer five full questions selecting one full
question from eachmodule.
Reference Books:
1Dynamics of Structures – Theory and Application to Earthquake Engineering-2nd ed. – Anil K.
Chopra, Pearson Education.
2. Earthquake Resistant Design of Building Structures, Vinod Hosur, WILEY (india)
3. Earthquake Resistant Design of Structures, Duggal, Oxford University Press.
4. Earthquake resistant design of structures - Pankaj Agarwal, Manish Shrikande -PHI India.
5. IS – 1893 (Part I): 2002, IS – 13920: 1993, IS – 4326: 1993, IS-13828: 1993
6. Design of Earthquake Resistant Buildings, Minoru Wakabayashi, McGraw Hill Pub.
7. Seismic Design of Reinforced Concrete and Masonry Buildings, T Paulay and M JN Priestley,
John Wiley and Sons.
8. Steven L Kramer – Geotechnical Earthquake Engineering , PHI series
9. Swami Saran – Soil Dynamics and Machine Foundations, Galgotia Publications Pvt. Ltd

Web links and Video Lectures (e-Resources):

https://www.youtube.com/watch?v=q-kHDw37XOM&list=PLbMVogVj5nJRNzx4KtSTVj7qr9OxwY3IF
Skill Development Activities Suggested
Conduction of technical seminars on recent research activities
Group Discussion

PO
CO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11
CO1 X X X X
CO2 X X X X
CO3 X X X X
CO4 X X X X
CO5 X X X X

@#$
 Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The
minimum passing mark for the CIE is 50% of the maximum marks. Minimum passing marks in SEE is 40% of the
maximum marks of SEE. A student shall be deemed to have satisfied the academic requirements and earned the
credits allotted to each subject/ course if the student secures not less than 50% (50 marks out of 100) in the sum
total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
15. Two Unit Tests each of 25 Marks
16. Two assignments each of 25 Marksor oneSkill Development Activity of 50 marks
to attain the COs and POs
The sum of two tests, two assignments/skill Development Activities, will be scaled down to 50 marks
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per the
outcome defined for the course.

Semester-End Examination:
36. The SEE question paper will be set for 100 marks and the marks scored will be proportionately reduced to 50.
37. The question paper will have ten full questions carrying equal marks.
38. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-questions)
from each module.
39. Each full question will have a sub-question covering all the topics under a module.
40. The students will have to answer five full questions, selecting one full question from each module

@#$
 SYLLABUS FOR M Tech., COMPUTER AIDED DESIGN OF STRUCTURES
SEMESTER –II
Subject: Design of Precast & Composite Structures
Subject Code MCCS216A CIE Marks 50

Teaching
Hours/Week 3:0:0 SEE Marks 50
(L:P:SDA)
Total Number of
40 Exam Hours 03
Lecture Hours
CREDITS – 03
Prerequisites: Basics of Strength of materials, Structural Analysis
Course objectives:
1. Understand the concepts and techniques of precast construction and Select or
design precast elements suitable for project specific requirements
2. Design precast systems to ensure integrity and safety of the structure and toavoid
progressive collapse and Design composite floors and beam elements
Modules
Module-1
Concepts, components, Structural Systems and Design of precast concrete floors
Need and types of precast construction, Modular coordination, Precast elements-
Floor,Beams, Columns and walls. Structural Systems and connections.
Design of precast Concrete Floors: Theoretical and Design Examples of Hollow core
slabs. Precast Concrete Planks, floor with composite toppings with and without props.
Teaching Learning Process L1,L2
Module-2
Design of precast reinforced and pre-stressed Concrete Beams Theoretical and
DesignExamples of ITB – Full section precast, Semi Precast, propped and unpropped
conditions.
Design of RC Nibs
Teaching Learning Process L3,L4
Module -3
Design of precast concrete columns and walls Design of braced and unbraced columns
withcorbels subjected to pattern and full loading. Design of Corbels Design of RC walls
subjected to Vertical, Horizontal loads and moments, Design of vertical ties and horizontal
joints.
Teaching Learning Process L3,L4
Module -4

Design of Precast Connections and Structural Integrity Beam bearing, Beam half
Joint,Steel Inserts, Socket Connection, Structural integrity, Avoidance of progressive
collapse,
Design of Structural Ties.
Teaching Learning Process L3,L4

@#$
 Module -5
Design of Steel Concrete Composite Floors and Beams Composite Floors: Profiled
Sheeting with concrete topping, Design method, Bending and Shear Resistance of
Composite Slabs, Serviceability Criteria, Design Example.
Composite Beams: Elastic Behaviour, Ultimate Load behavior of Composite beams,
Stresses and deflection in service and vibration, Design Example of Simply Supported
beams.
Teaching Learning Process L3,L4
Course Outcomes: Co1: Analyse, Design and detail PSC elements

Question paper pattern: The question paper will have ten questions; each question
carries equal marks, there will be two full questions or with a maximum of four sub
questions from each module, students will
have to attend five full questions from each module.
Reference Books:
1. Hass A.M. – Precast Concrete – Design and applications Applied Science, 1983.
2. David Sheppard – “Plant cast, Precast and Prestressed concrete – McGraw Hill;1989
3. NBC – 2005 (Part I to Part VII) BIS Publications, New Delhi, IS 15916-
2011, IS11447,IS6061 – I and III
4. R.P. Johnson: Composite Structure of Steel and Concrete (Volume 1),
BlackwellScientific Publication (Second Edition), U.K., 1994.
5. IS: 11384-1985, Code of Practice for Composite Construction in Structural
Steeland Concrete.
6. INSDAG Teaching Resource Chapter 21 to 27: www.steel-insdag.org

Web links and Video Lectures (e-Resources):

https://www.youtube.com/watch?v=2qV4osntg6g&t=2558s
https://www.youtube.com/watch?v=fRqxXkxApSY&t=74s

Skill Development Activities Suggested

Conduction of technical seminars on recent research activities
Group Discussion

PO
CO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11
CO1 X X X

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The
minimum passing mark for the CIE is 50% of the maximum marks. Minimum passing marks in SEE is 40% of the
maximum marks of SEE. A student shall be deemed to have satisfied the academic requirements and earned the
credits allotted to each subject/ course if the student secures not less than 50% (50 marks out of 100) in the sum
total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
17. Two Unit Tests each of 25 Marks
18. Two assignments each of 25 Marksor oneSkill Development Activity of 50 marks
to attain the COs and POs
The sum of two tests, two assignments/skill Development Activities, will be scaled down to 50 marks
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per the
outcome defined for the course.

@#$
 Semester-End Examination:
41. The SEE question paper will be set for 100 marks and the marks scored will be proportionately reduced to 50.
42. The question paper will have ten full questions carrying equal marks.
43. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-questions)
from each module.
44. Each full question will have a sub-question covering all the topics under a module.
45. The students will have to answer five full questions, selecting one full question from each module

@#$
 SYLLABUS FOR M Tech., COMPUTER AIDED DESIGN OF STRUCTURES
SEMESTER – II
Subject: GEOTECHNICAL ASPECTS OF FOUNDATIONS AND EARTH RETAINING
STRUCTURES
Subject Code MCCS216B CIE Marks 50
Teaching Hours/Week
(L:P:SDA) 3:0:0 SEE Marks 50
Total Number of
Lecture Hours 40 Exam Hours 03
CREDITS – 03
Prerequisites:
Geotechnical Engineering at UG level
Course objectives: This course will enable students to,
 Plan a subsurface exploration
 Evaluate appropriate bearing capacity correction factors to use in design
 Select the appropriate deep foundation type for different soil profiles.
Compute earth pressure and implement the design procedure for earth retaining structures.

Modules
Module -1
Bearing Capacity of Soils: Generalized Bearing Capacity Equation; Field tests for Bearing Capacity and
settlement estimation; Settlement of shallow foundations - Elastic and consolidation settlements; Settlement
estimates from penetration tests; Settlement tolerance; Allowable bearing pressure.
Teaching-Learning Process L1, L2, L3
Module -2
Design Parameters for Substructures: Factors influencing selection of depth of Foundation, Subgrade
Reaction, Winkler hypothesis and Beams on Elastic Foundation Approach; Soil Line Method;
Foundations on expansive soils. Geotechnical failure of foundations during earthquake – Earthquake
Resistant design of Shallow foundation – Liquefaction and Remedial measures.
Teaching-Learning Process L1, L2, L3
Module -3
Pile Foundations: Classification of pile foundations and general considerations of design; Ultimate load
capacity of piles; Pile settlement; Analysis of single pile and pile group; laterally loaded piles and ultimate
lateral resistance. Uplift resistance of piles and anchored foundations; under reamed Pile; Pile load tests;
Design examples.
Teaching-Learning Process L1, L2, L3
Module -4
Retaining structures: Earth pressure theories, Fill Walls, Concrete/Gravity walls, Mechanically Stabilized
Earth (MSE) walls- Analysis and Design,; Sheet pile walls, internally braced excavations (struts), externally
braced excavations (tieback excavations), Soil Nailing.
Teaching-Learning Process L1, L2, L3
Module -5
Elements of Soil Dynamics and Design of Machine Foundations: IS 2974 Parts I to IV, Machine-
Foundation System , Block Foundations, Frame Foundations, Design Criteria,Tuning of Foundation, DOF
of a Rigid Block Foundation, Linear Elastic Spring, Elastic Half Space Analog, Parameters influencing
Dynamic Soil Parameters, Soil Mass Participation, Effect of Embedment, Soil Damping, Machine
Parameters, Vibration Isolation System.

@#$
 Teaching-Learning Process L1, L2, L3
Course outcomes(CO):
On completion of this course, students will be able to:
1. Analyze the parameters which decide the bearing pressure various soil
2. Decide upon the type of foundation suitable for different sol types and depths.
3. Design pile foundations in different soil conditions.
4. Compute various parameters required for the design the retaining structures
5. Explain soil dynamics and design machine foundation
Question paper pattern:
The question paper will have ten questions, carrying equal marks. There will be two full questions with a
maximumfour sub questions from each module. Students shall answer five full questions selecting one full
question from eachmodule.
Reference Books:
1. Bowles J.E, Foundation Analysis and Design, McGraw Hill. New York, 1996.
2. Murthy V. N. S., Advanced Foundation Engineering., CBS Publications, New Delhi, 2007.
3. Swami, S., Soil Dynamics and Machine Foundation, Galgotia Publications Pvt Ltd, New Delhi. 1999.
4. N.H. Som, and Das S.C., Theory and Practice of Foundation Design, PHI, Learning Pvt Ltd., New
Delhi, 2009
5. Leonards. G.A, Foundation Engineering, McGraw Hill. 1962
6. Tschebotoriff. G.P. Foundations, Retaining and Earth Structures, McGraw Hill, New York, 1973.
7. Srinivasulu. P. and Vaidyanathan, V.. Handbook of Machine Foundations, Tata McGraw-Hill
PublishingCompany, New Delhi.2000
8. N.H. Som, and Das S.C., Theory and Practice of Foundation Design, PHI, Learning Pvt Ltd., New
Delhi, 2009
9. Tomlinson, M.J., Pile Design and Construction Practice, E & FN Spon, London, 1994.

Web links and Video Lectures (e-Resources):

https://www.youtube.com/watch?v=lsYFtwwlHIw&list=PLbRMhDVUMngeiZjKPTPEFl1CByXmYX3Kv
https://www.youtube.com/watch?v=LIAAhaeeA8Q
Skill Development Activities Suggested

Conduction of technical seminars on recent research activities

Group Discussion

PO
CO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11
CO1 X X X X
CO2 X X X X
CO3 X X X X
CO4 X X X X
CO5 X X X X

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The
minimum passing mark for the CIE is 50% of the maximum marks. Minimum passing marks in SEE is 40% of the
maximum marks of SEE. A student shall be deemed to have satisfied the academic requirements and earned the
credits allotted to each subject/ course if the student secures not less than 50% (50 marks out of 100) in the sum
total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
19. Two Unit Tests each of 25 Marks
20. Two assignments each of 25 Marksor oneSkill Development Activity of 50 marks
to attain the COs and POs
@T
# $h e sum of two tests, two assignments/skill Development Activities, will be scaled down to 50 marks
 CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per the
outcome defined for the course.

Semester-End Examination:
46. The SEE question paper will be set for 100 marks and the marks scored will be proportionately reduced to 50.
47. The question paper will have ten full questions carrying equal marks.
48. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-questions)
from each module.
49. Each full question will have a sub-question covering all the topics under a module.
50. The students will have to answer five full questions, selecting one full question from each module

@#$
 SYLLABUS FOR M Tech., COMPUTER AIDED DESIGN OF STRUCTURES
SEMESTER – II
Subject: Design of Structural Systems for Bridges and Flyovers
Subject Code MCCS216C CIE 50
Number of Lecture 3:0:0 SEE 50
Hours/Week (L:P:SDA)
Total Number of 40 Exam Hours 03
Lecture Hours
CREDITS – 03

Prerequisites: Students should have a foundational understanding of structural engineering

principles, including the mechanics of materials, basic structural analysis techniques, and knowledge
of relevant Indian Standards for construction. Familiarity with design concepts for various structural
forms and the use of CAD software for analysis is also recommended.
Objectives: The course aims to provide students with a comprehensive understanding of bridge
engineering, encompassing the historical context, design principles, and various structural forms of
bridges. Students will learn to assess the loads acting on bridges and apply these concepts in the
design of elevated bridges, underpasses, and box culverts. Additionally, the course will cover
advanced topics such as finite element concepts and soil-structure interaction to prepare students for
practical applications in bridge design.
Course Outcomes
At the end of the course the students will be able to
CO1 Comprehend and use the basic concepts in proportioning and design of bridges in terms of
aesthetics, geographical locationand functionality.
CO2 Develop an intuitive feeling about the sizing of bridge elements and the conceptual design
part
CO3 Assess the load flow mechanism and loads on bridges.
CO4 Design of bridge starting from conceptual design, selectingsuitable bridge, geometry to
sizing of its elements
CO5 Design elevated bridges for given specifications. Conduct finite element analysis of bridge
decks

RBT Level
Modules
Module -1
Introduction to bridge engineering L1.L2
Historical background of bridges and types. Bridge aesthetics and proportioning.
Bridge geometry. Conceptual design of various structural forms. Foundations with
or without piles; abutments, retaining walls and wing walls; columns and cap
beams; bearings.
Self-study component: Prepare a report on Components of bridges- A case study
Module -2
Loads on bridges (IRC6-2010) L2
Class 70 R, Class AA, Class A , Class B , Tracked Vehicle, Wheeled Vehicle, Load
Combinations, Impact, Wind, Water Currents, Longitudinal Forces: acceleration,
breaking and frictional resistance, Centrifugal forces, temperature,
Seismic forces, Snow Load, Collision Loads. Load Combinations
Self-study component: Prepare a report on types of load referring to IS 873
Module -3

@#$
 Design of Elevated Bridges and flyovers L2, L3,L4
Solid slab, RCC - T beam and slab, Simple and box girder, PSC Girder systems
for bridges and flyovers
Self-study component: Collect the working drawings of any one from Solid slab,
RCC - T beam and slab, box girder, PSC Girder systems for bridges and flyovers
and study the same
Module -4
Design of Underpass and Box culverts L3,L4
Analysis and Design of Underpass and Box culverts as per the specifications of
relevant Indian Standards
Self-study component: Collect the working drawings of Box culverts and study the
same

Module -5
FE Concepts: L4, L5
Discrete and Continuum models of Bridge Deck – Spine, Grillage, Surface
models, Bridge Piers, Support and Loading conditions, Soil-Structure Interaction
Self-study component: Analyze the structure using CAD software

Question paper pattern: The question paper will have ten questions, carrying equal marks. There
will be two full questions with a maximumfour sub questions from each module. Students shall answer
five full questions selecting one full question from eachmodule.

Text Books:
1. Krishna Raju N “Design of Bridges,” Oxford, IBH Publications NewDelhi,2006.
2. Johnson Victor, “Essential of Bridge Engineering,” Oxford, IBH Publications, NewDelhi,2000.
3. Ponnu swamy, S., “Bridge Engineering”, Tata McGraw Hill,2008.

Reference Books
1. Srinath. L.S., Advanced Mechanics of Solids, Tata McGraw - Hill Publishing Co ltd., New
Delhi,2010.
2. IRC112 - 2011 Code of Practice for Concrete Road Bridges and Railway Board Codes
3. Jagadeesh. T.R. and Jayaram. M.A., “Design of Bridge Structures”, Prentice Hall of India,2004.
4. Raina V.K.” Concrete Bridge Practice” Tata McGraw H ill Publishing Company, New
Delhi,1991.
5. ITK-RDSO GUIDELINES ON SEISMICDESIGN OF RAILWAY BRIDGES- Provisions with
Commentary and Explanatory Examples ,2010
Skill Development Activities (SDA)

1. Report Preparation: Prepare a detailed report on the components of bridges, highlighting the
historical background and various structural forms.
2. Load Types Analysis: Create a report analyzing different types of loads on bridges as per IS
873, emphasizing load combinations.
3. Working Drawings Review: Collect and study working drawings of various bridge types,
focusing on understanding their structural components.
4. Design Application: Analyze an underpass or box culvert by applying the relevant Indian
Standards and preparing design calculations.
5. CAD Software Analysis: Use CAD software to model and analyze the structure of a bridge
deck, applying finite element concepts and exploring soil-structure interactions.

@#$
 Web Links:
https://archive.nptel.ac.in/courses/105/105/105105216/
https://onlinecourses.nptel.ac.in/noc22_ce63/preview
https://archive.nptel.ac.in/courses/105/105/105105165/
https://archive.nptel.ac.in/courses/124/105/124105015/
https://onlinecourses.nptel.ac.in/noc22_ce73/preview

Here’s the CO-PO table for the provided course outcomes (COs) and program outcomes (POs):

COs / POs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11
CO1 2 2 1 1 1 1 1 1 1 1 1
CO2 2 2 1 1 1 1 1 1 1 1 1
CO3 2 2 1 1 1 1 1 1 1 1 1
CO4 3 3 2 2 2 1 1 1 1 1 1
CO5 3 3 2 2 2 1 1 1 1 1 1

Key:

 1: Low correlation
 2: Moderate correlation
 3: High correlation

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The
minimum passing mark for the CIE is 50% of the maximum marks. Minimum passing marks in SEE is 40% of
the maximum marks of SEE. A student shall be deemed to have satisfied the academic requirements and
earned the credits allotted to each subject/ course if the student secures not less than 50% (50 marks out of
100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken
together.
Continuous Internal Evaluation:
21. Two Unit Tests each of 25 Marks
22. Two assignments each of 25 Marksor oneSkill Development Activity of 50 marks
to attain the COs and POs
The sum of two tests, two assignments/skill Development Activities, will be scaled down to 50 marks
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per the
outcome defined for the course.

Semester-End Examination:
51. The SEE question paper will be set for 100 marks and the marks scored will be proportionately reduced
to 50.
52. The question paper will have ten full questions carrying equal marks.
53. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-
questions) from each module.
54. Each full question will have a sub-question covering all the topics under a module.
55. The students will have to answer five full questions, selecting one full question from each module

@#$
 SYLLABUS FOR M Tech., COMPUTER AIDED DESIGN OF STRUCTURES
SEMESTER –II
Subject: Reliability Analysis and Reliability Based Design of Structures
Subject Code MCCS216D CIE 50
Number of Lecture 3:0:0 SEE 50
Hours/Week (L:P:SDA)
Total Number of 40 Exam Hours 03
Lecture Hours
CREDITS– 03
Pre requisite: To effectively engage with the course on Reliability Analysis and its Based Design of
Structures, students should possess a foundational understanding of structural engineering principles and
concepts. It is essential for students to have prior knowledge in basic statistics, including probability
distributions and statistical parameters, as well as experience in structural analysis methods. Familiarity
with concepts such as load types, structural materials, and the fundamental principles of design will also
facilitate a deeper comprehension of the advanced topics covered in this course. Additionally, skills in
using engineering software for simulations and analyses will be beneficial for practical applications.
Objectives: The primary objective of this course is to equip students with the necessary knowledge and
skills to analyze and design structures with a focus on reliability and safety. By the end of the course,
students will be able to apply statistical techniques to assess variability in structural elements, determine
appropriate safety formats for failure surfaces, and utilize regression and correlation methods to analyze
relationships between variables. Furthermore, students will gain proficiency in reliability-based design
principles, including the calculation of partial safety factors and the use of simulation techniques to derive
statistics for design variables. Overall, the course aims to prepare students to make informed decisions in
structural engineering that prioritize safety, efficiency, and integrity.
Course Outcomes
CO1: Comprehend the concepts and techniques of reliability and probability distributions.
CO2: Define the safety format for failure surfaces for given actions and responses, along with their
statistics.
CO3: Learn the statistical regression and correlation of two variables.
CO4: Determine the partial safety factors for a target reliability index.
CO5: Use simulation techniques to derive the statistics of design variables.
Module
Module-1
Concept of Variability
 Applications of statistical principles to deal with randomness in basic variables.
 Statistical parameters and their significance.
 Description of various probability distributions: Binomial, Poisson, Normal, Log-Normal, Beta, and
Gamma distributions.
Testing the goodness of fit of distributions to actual data using the Chi-Square method and the
Kolmogorov-Smirnov (K.S.) method.
Module-2
Statistical Regression and Correlation
 Least squares and Chi-Square methods.
 Operations on one random variable, expectation, and multiple random variables.
 Reliability distributions and basic formulations.
Module-3
Statistical Quality Control in Civil Engineering
 Sampling for quality control: Characteristic strength and characteristic load.
 Probability modeling of strength, geometrical dimensions, material properties, and loading.
 Statistical inference problems: Comparison of various acceptance and rejection testing.
Module-4
Safety Assessment of Structures
 Reliability analysis using I, II, and III order reliability formats.
 Mean value method and its applications in structural designs.

@#$
 Module-5
Reliability of Structural Elements
 Simulation techniques: Monte Carlo method and its applications.
 Reliability index and reliability formulation in various limit states.
 Reliability-based design: Application to the design of reinforced concrete (RC), prestressed concrete
(PSC), and steel structural elements under the Load and Resistance Factor Design (LRFD) concept.
Question paper pattern:
● The examination will consist of 10 questions, with 2 full questions (each having up to 4 sub-
questions) drawn from each of the 5 modules, ensuring comprehensive coverage of all topics.
Students are required to answer 5 full questions, selecting one from each module,
demonstrating their understanding of the subject matter across all areas of study.
Textbooks:
1. Ang, A.H.S., and Tang, W.H.
Probability Concepts in Engineering Planning and Design, John Wiley & Sons, New York, Vol. I
and II, First Edition (January 1, 1984).
2. Ranganathan, R.
Reliability Analysis and Design of Structures, Tata McGraw-Hill Publishing Co. Ltd., New Delhi
(2008).
Reference Books:
1. Sancheti, D.C., and Kapoor, V.K.
Statistics: Theory, Methods & Applications (1996).
2. Devaraj, V., and Ravindra, R.
Reliability-Based Analysis and Design for Civil Engineers, IK International Publishing House Pvt.
Ltd. (December 30, 2017).
Web Link: https://archive.nptel.ac.in/courses/105/103/105103140/
https://archive.nptel.ac.in/courses/105/105/105105209/
https://onlinecourses.nptel.ac.in/noc21_ce58/preview
Skill Development Activities Suggested
1. Workshops on Software Tools:
Conduct hands-on workshops using reliability analysis software (e.g., MATLAB, R) to perform
simulations and analyses.
2. Case Studies and Group Projects:
Analyze real-life structural failures in groups, focusing on reliability assessments and safety factor
calculations.
3. Guest Lectures and Seminars:
Invite industry experts for lectures on reliability-based design and host student seminars to present
findings.
4. Statistical Data Analysis Exercises:
Practice statistical methods (e.g., regression, correlation) with civil engineering data sets to enhance data
interpretation skills.
5. Field Visits and Research Projects:
Arrange site visits to observe practical applications of reliability analysis and initiate research projects on
innovative techniques.

PO
CO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11
CO1 X X X
CO2 X X X
CO3 X X X
CO4 X X X
CO5 X X X

@#$
 Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The
minimum passing mark for the CIE is 50% of the maximum marks. Minimum passing marks in SEE is 40% of the
maximum marks of SEE. A student shall be deemed to have satisfied the academic requirements and earned the
credits allotted to each subject/ course if the student secures not less than 50% (50 marks out of 100) in the sum
total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
23. Two Unit Tests each of 25 Marks
24. Two assignments each of 25 Marksor oneSkill Development Activity of 50 marks
to attain the COs and POs
The sum of two tests, two assignments/skill Development Activities, will be scaled down to 50 marks
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per the
outcome defined for the course.

Semester-End Examination:
56. The SEE question paper will be set for 100 marks and the marks scored will be proportionately reduced to 50.
57. The question paper will have ten full questions carrying equal marks.
58. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-questions)
from each module.
59. Each full question will have a sub-question covering all the topics under a module.
60. The students will have to answer five full questions, selecting one full question from each module

@#$
 COMPUTATION LABORATORY –II
Course Code MCCSL207 CIE Marks 50

Teaching Hours/Week 1:2:0

SEE Marks 50
(L:P:SDA)

Total Teaching Hours 10 to 12 lab sessions Total Marks 100

Credits 02 Exam Hours 03

Note: Students are suggested to execute any 8 below mentioned programs.

Sl.NO Programs RBT levels

1 Analysis and Design of RCC beam and column elements using MATLAB/Python L4, L5

2 Analysis of Simple Multi storey RCC Structure using FEA Package L4, L5

3 Analysis and Design of RCC slabs for different end conditions using MATLAB/Python L4, L5

4 Structural Analysis of 2D beams with different loading and support conditions by using L4, L5
MATLAB/Python

5 Analysis of STEEL beam elements using MATLAB/Python L4, L5

6 Analysis of STEEL column elements using MATLAB/Python L4, L5

7 Analysis of cold formed STEEL sections for different load conditions using L4, L5
MATLAB/Python

8 Analysis of unidirectional fiber reinforced composite materials by using L4, L5

MATLAB/Python to compute parameters of rule of mixture and engineering constants.

9 Analysis of unidirectional fiber reinforced composite materials by using L4, L5

MATLAB/Python to compute compliance matrix, stiffness matrix and other related
parameters.

10 Analysis of unidirectional fiber reinforced composite materials by using L4, L5

MATLAB/Python to compute A-B-D matrix.

Course outcomes:
At the end of the course the student will be able to:

1. Carry out structural analysis of RC elements

2. Analysis of beams for different loading and support conditions.

Web links and Video Lectures (e-Resources):

Skill Development Activities Suggested

Conduction of technical seminars on recent research activities

Group Discussion

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 PO
CO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11
CO1 X X X X X X X X X
CO2 X X X X X X X X X

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The minimum
passing mark for the CIE is 50% of the maximum marks. A student shall be deemed to have satisfied the academic
requirements and earned the credits allotted to each course. The student has to secure not less than 40% of maximum marks
in the semester-end examination(SEE). In total of CIE and SEE student has to secure 50% maximum marks of the course.
Continuous Internal Evaluation (CIE):
CIE marks for the practical course is 50 Marks.
The split-up of CIE marks for record/ journal and test are in the ratio 60:40.
 Each experiment to be evaluated for conduction with an observation sheet and record write-up. Rubrics for the
evaluation of the journal/write-up for hardware/software experiments designed by the faculty who is handling the
laboratory session and is made known to students at the beginning of the practical session.
 Record should contain all the specified experiments in the syllabus and each experiment write-up will be evaluated
for 10 marks.
 Total marks scored by the students are scaled down to 30 marks (60% of maximum marks).
 Weightage to be given for neatness and submission of record/write-up on time.
 Department shall conduct 01 tests for 100 marks, test shall be conducted after the 14th week of the semester.
 In test, test write-up, conduction of experiment, acceptable result, and procedural knowledge will carry a weightage
of 60% and the rest 40% for viva-voce.
 The suitable rubrics can be designed to evaluate each student’s performance and learning ability.
 The test marks is scaled down to 20 marks (40% of the maximum marks).
The Sum of scaled-down marks scored in the report write-up/journal and marks of test is the total CIE marks scored by the
student.
Semester End Evaluation (SEE):
SEE marks for the practical course is 50 Marks.
SEE shall be conducted jointly by the two examiners of the same institute, examiners are appointed by the University.
 All laboratory experiments are to be included for practical examination.
 (Rubrics) Breakup of marks and the instructions printed on the cover page of the answer script to be strictly adhered to
by the examiners. OR based on the course requirement evaluation rubrics shall be decided jointly by examiners.
 Students can pick one question (experiment) from the questions lot prepared by the internal /external examiners jointly.
 Evaluation of test write-up/ conduction procedure and result/viva will be conducted jointly by examiners.
 General rubrics suggested for SEE are mentioned here, writeup-20%, Conduction procedure and result in -60%, Viva-
voce 20% of maximum marks. SEE for practical shall be evaluated for 100 marks and scored marks shall be scaled down
to 50 marks (however, based on course type, rubrics shall be decided by the examiners)
 Change of experiment is allowed only once and 10% Marks allotted to the procedure part to be made zero.
The duration of SEE is 03 hours

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 Skill and Ability enhancement courses for PG Level Civil Engineering courses
Course Code MCCS258 CIE Marks 50
Credits 01 SEE Marks 50

Preamble
The Ability Enhancement and Skill Development Course at the postgraduate level is designed to
strengthen students’ core competencies and equip them with essential skills for academic and professional
advancement. This course focuses on developing critical thinking, academic writing, research methodology,
digital literacy, communication, and ethical reasoning to support advanced learning and scholarly engagement. It
also emphasizes skill development in areas such as problem-solving, data analysis, entrepreneurship, project
management, and the use of discipline-specific tools and technologies. Aligned with the objectives of the National
Education Policy (NEP) 2020, the course aims to enhance employability, innovation capacity, and leadership
qualities among postgraduate students.

Procedure to take up Skill and Ability enhancement courses for PG Level Civil Engineering courses
Students may opt the subjects from NPTEL (National Programme on Technology Enhanced Learning)
online course list and VTU online courses offered during the current semester, subject to the approval of the
Department and as per university regulations. The selected course must be relevant to the student's postgraduate
program, contribute to academic or professional development, and not duplicate content already covered in the
core curriculum. A NPTEL or VTU online course in the semester may be permitted for credit transfer or academic
enrichment, provided the course includes assessments such as assignments and proctored examinations. Students
must submit their course selection for departmental approval within the first two weeks of the semester.
Successful completion of the course, including passing the final certification exam (online) will be required for
academic credit or consideration under skill enhancement components.

Some of the Generalized Subjects but not limited for Skill Development Courses (SDC) and Ability
Enhancement Courses (AEC)
 Environmental Data Analysis and Simulation Tools

 Disaster Risk Reduction and Management in Infrastructure

 Smart Infrastructure and IoT Applications in Civil Engineering

 Legal Aspects, Contracts, and Arbitration in Construction

 Technical Communication and Scientific Writing for Engineers

 Entrepreneurship and Innovation in Civil Engineering

 Project Formulation and Proposal Writing

 Digital Literacy and Software Tools for Engineering Research

 Intellectual Property Rights and Patent Drafting

 Leadership and Team Management in Engineering Contexts

 Other skill enhancement courses suggested by the respective programs

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 PROGRAM OUTCOMES
At the end of the program the student will be able to:
PO1 Graduates of the program will be able to demonstrate in-depthknowledge
ofStructural Engineering discipline and build capability to applythat knowledge to
real problems.
PO2 Program graduates will gain knowledge and skill in integrating
Structuralengineering concepts across multiple disciplines.
PO3 Graduates will have the ability to employ technical knowledge andleadership
skills to Structural Engineering research and consultancy problems.
PO4 Graduates of the Structural Engineering program will demonstrate theability to
carry out original and useful research in key areas of StructuralEngineering.
PO5 Program graduates will be able to identify and analyze the impact ofStructural
Engineering in development project and find a suitable solution fromnumber of
alternatives.
PO6 Graduates of the program will develop skills to communicate technicalvalues of
Structural Engineering research with the public, learners, practitionersand other
community members of concern.
PO7 Program graduates will develop confidence in Structural analysis and
management with high ethical value towards social, environmental and economic
issues.
PO8 Graduates will develop enthusiasm and confidence to pursue lifelong learning for
professional advancement.
PO9 Program graduates will develop the spirit of working in team for common
objectives.
PO10 Graduates of the program will develop interest to pursue higher studies and
research.
PO11 Graduates of the program will develop interest to use Modern Engineering and IT
tools for further studies and problem solving.

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