1. About you
I am G.Celine Reena, Assistant Professor, Department of Civil Engineering, Thiagarajar College of Engineering, Madurai. I am having a total experience of 12+ years ( 9 years industry, 3+ years teaching). In this presentation I’m explaining about the flipped classroom activity for the topic “ Block shear failure of plates under tensile load”

2. Replace Header with your Name
BLOCK SHEAR FAILURE OF PLATES
DESIGN OF STEEL ELEMENTS
CIVIL
3RD YEAR B.E. CIVIL ENGG.STUDENTS
THIAGARAJAR COLLEGE OF ENGINEERING, MADURAI

3. Out-of-class Activity Design -1
Learning Objective(s) of Out-of-Class Activity
At the end of the topic the Student shall be able to
Explain the concept of block shear in plates in tension.(Understand)
Describe the block shear in angles under tensile load.(Understand)
Key Concept(s) to be covered
Block shear failure of plates.
Block shear failure of angles.

4. Out-of-class Activity Design - 2
Main Video Source URL
License of Video
Standard YouTube License
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
Block shear Failure
V1 - 1:20 – 3:26
2:06
Block shear capacity
( Plates)
V2 - 3:27 – 12:00
8:33
Block shear capacity ( Angles)
V3 – 12:00 – 17:33
5:33
TOTAL DURATION
17:33 minutes
* It is recommended to provide customized shortened URLs, as they are easier to remember for future use.
** It is recommended that total duration of video watching and activity should not be more than 1Lecture duration.

5. Out-of-class Activity Design – 3
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Assessment
Explain the concept of block shear in plates in tension
Q1.Draw the various block shear failure planes in plates subjected to tensile load.
10 mins.
Watch V1 from 1:26 in the video. Pause the video at 3:26 and answer Q1.
Complete the activity within the time slot provided.
Grades gained will be considered for the Internal Assignment marks.
Expected activity duration: 10 minutes

6. Out-of-class Activity Design – 3
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Assessment
Describe the block shear in angles under tensile load.(Understand)
Q2.Draw the various block shear failure planes in angles.
Q3.What will be the effect of block shear area if two rows of bolts are provided in angles?
10 mins.
Watch V2from 3:26 in the video. Pause the video at 12:00 and answer Q2.
Watch V3 from 12:00 in the video. Answer Q3.
Complete the activity within the time slot provided.
Grades gained will be considered for the Internal Assignment marks.
Expected activity duration: 10 minutes

7. In-class Activity Design -1
Learning Objective(s) of In - Class Activity
At the end of the topic the Student shall be able to
Differentiate the block shear capacity in plates and single angles under tension.(Analyze)
Design a connection in plates and angles. (Create)
Key Concept(s) to be covered
Block shear capacity of plates and angles.
Implementation of block shear capacity in connection design.

8. In-class Activity Design -2
Active Learning activities planned
Peer Instruction.(Concept Clarification)
Think pair share (Problem solving)
Questions will be asked to the students about the videos to ensure that they have watched the video with concentration for better concept understanding.
Answer the questions .
strategy

9. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
Pose the two PI questions at the start of the class and provide summary of basic identities and expression simplification.
Q 1: Based on the video , What will happen to the block shear if the rows of bolts are increased to two.
Increased.
No Influence in the capacity.
Q 2: Calculate the block shear capacity of the plates given below. Gr. M16 bolt of Gr.4.6 at a pitch of 50mm.justify whether block shear will govern the design of connection?
50kN
100
50kN

10. In-class Activity Design -2
Peer Instruction Strategy – What Student Does
For each question they will first vote individually.
Then they will discuss with peers and come to consensus.
Listen to instructors explanation.

11. In-class Activity Design -2
TPS Strategy – What Instructor does (5 minutes)
Instruction :
View the connection detail given below. The bolts are of M20 Gr.8.8. The beam connection is to be provided in the proposed structure. What are the different block shear failures the connection is going to experience in
a) Flanges
b) Web
Think individually .

12. In-class Activity Design -2
TPS Strategy – What Instructor does
Pair (~5 minutes)
Instruction: Now pair up and compare your answers. Agree on one final answer.
While students are pairing and discussing, instructor goes to 2~3 sections to see
what they are doing.
Share (~10 minutes)
Asks a group to share their answer with class and see whether there are different answers.
After sharing is done, the instructor draw the different block shear failures in flanges and web on the board and explain the justification for the answer.

13. In-class Activity Design -2
TPS Strategy – What student does
Pair (~5 minutes)
Students pair up and compare their answers.
Share (~10 minutes)
One student group will share their answer to the entire class.

14. In-class Activity Design -2
TPS Strategy – What Instructor does (5 minutes)
Instruction :
View the connection detail given below. The beam ISMB 450 connection is to be provided in the proposed structure. The bolts are of M20 Gr.8.8 at a pitch of 70mm and a gauge of 90mm . Calculate the net shear area and net tensile area of the flange.

15. In-class Activity Design -2
TPS Strategy – What Instructor does
Pair (~5 minutes)
Instruction: Now pair up and compare your answers. Agree on one final answer.
While students are pairing and discussing, instructor goes to 2~3 sections to see
what they are doing.
Share (~10 minutes)
Asks a group to share their answer with class and see whether there are different answers.
After sharing is done, the instructor draw the different block shear capacity of flanges and web and explain the justification for the answer.

16. In-class Activity Design -2
TPS Strategy – What student does
Pair (~5 minutes)
Students pair up and compare their answers.
Share (~10 minutes)
One student group will share their answer to the entire class.

17. In-class Activity Design -2
Justify why the above is an active learning strategy
In both the above strategies, students are required to go beyond mere listening and execution of prescribed steps. They are required to think deeply about the content they were familiarized in out-of-class and do higher order thinking. There is also feedback provided (either through peer discussion or instructor summary)