1. PATHAN IRFAN KHAN SHEAR STRENGTH OF SOIL GEOTECHNICAL ENGG.
CIVIL ENGG.
3rd YEAR UG STUDENTS IN CIVIL ENGINEERING
TCOE, MUMBAI UNIVERSITY
OER Submission in Educational Technology, IIT Bombay, is licensed under the Creative Commons Attribution-ShareAlike 4.0 International License. You are free to use, distribute and modify it, including for commercial purposes, provided you acknowledge the source and share-alike

2. Out-of-class Activity Outcomes
Learning Objective(s) of Out-of-Class Activity
At the end of watching the videos student should be able to
Knowledge of Shear Strength of soil.
Explain the Mohr – coulomb theory in 2D.
Explain the Mohr – coulomb theory in 3D.
How to draw Mohr circle & find stress & shear by example solving.
Key Concept(s) to be covered
Mohr - coulomb theory .
Mohr circle.

3. Video National Repositories
NPTEL Videos
YouTube Channel - -
International Repositories
OCW Consortium -
Internet Video Repositories
Youtube -
Vimeo -

4. Out-of-class Activity
Main Video Source URL
License of Video
CC BY-­­SA on June 29, 2012
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
STRESS STRAIN ON A BODY
V1 - 0:00 – 13:00
13.00
STRESS STRAIN AT A POINT
V2 - 13:01 – 21:15
8.14
MOHRS CIRCLE 2D
V3 - 21:16 – 32:26
11.10
MOHR CIRCLE 2D EXAMPLE
V4 - 32:27 – 37:32
5.05
MOHRS CIRCLE 3D
V5 - 37:33 – 45:30
7.97
MOHR CIRCLE 3D EXAMPLE
V6 - 45:31 – 52:28
6.97
TOTAL DURATION
52 minutes 28 seconds

5. Out-of-class Activity
Learning Objective
Assessment Questions
Expected Duration
(in min)
Additional Instructions (if any)
Knowledge of Shear Strength of soil.
Q1. Explain normal stress & shear stress.
Q2. What are sign convention for stresses on plane.
08 minutes
Watch V1 & Pause the video at 3:35 and then answer Q1.
Watch V2 and then attempt assessment question Q2.
2marks
2marks

6. Out-of-class Activity
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Explain the Mohr – coulomb theory in 2D.
Q3. What are effects if Biaxial tensile forces act along shear forces on a body.
Q4. Draw Mohr circle for
Normal Stress – 200Kn/m2
Shear Stress - 30Kn/m2
15 minutes
Watch V3 & Pause the video at 27:23 and then answer Q3.
Watch V4 and then attempt assessment question Q4.
3marks
5marks

7. Out-of-class Activity
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Explain the Mohr – coulomb theory in 3D.
Q5. What are the new stresses that are included in Mohr circle 3D as compared to 2D.
07 minutes
Watch V5 & Pause the video at 40:20 and then answer Q5.
submit answers to all questions 3 hours before coming to class.
3marks
Total activity duration
- 30 minutes

8. In-class Activity Outcomes
Learning Objective(s) of In-Class Activity
At the end of the class, students will be able to,
Solve problems based on Mohr circle 2D & 3D.
Differentiate between Mohr concept & Mohr coulomb theory.
Can calculate Shear strength on different values of shear stress & normal stress .
Key Concept(s) to be covered
Use of Expression of Mohr circle in Real World Problem Solving.
Implementation using Mohr coulomb theory .

9. In-class Activity Active Learning activity(ies) Plan to do –
Real world problem solving using.
Think-Pair-Share
Concept clarification using.
Peer Instruction.
Using sample student papers.

10. In-class Activity (Peer Instruction)
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: Pick up the correct statement from the following-
Failure plane carries maximum shear stress.
Failure plane does not carry maximum shear stress.
Failure plane carries shear stress equal to maximum shear stress.
None of these.
Q 2: The angle between the directions of the failure and the major principal plane, is equal to-
90° + half of the angle of shearing resistance.
90° + effective angle of shearing resistance.
45° - half of the angle of shearing resistance
45° + half of the angle of shearing resistance.

11. In-class Activity (Peer Instruction)
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.

12. In-class Activity (Think-Pair-Share)
TPS Strategy – What Instructor does
Statement - Explain Following theory based on Shear Strength Of soil.
Mohr Theory.
Mohr Coulomb Theory.
Mohr Coulomb Revised Theory.

13. In-class Activity (Think-Pair-Share)
TPS Strategy – What Instructor does
Think (2 minutes)
Instruction: Assuming that Soil is Cohesionless draw the Graphs Between Normal Stress & Shear Stress based On Different Theories.
Think individually and identify the scenario in which Failure Envelope is High.

14. In-class Activity (Think-Pair-Share)
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.
Now assuming that in Failure is High in Mohr Coulomb theory , Now plot the Graph between Normal Stress & Shear Stress For Cohesive Soil.

15. In-class Activity (Think-Pair-Share)
TPS Strategy – What Instructor does
Share (8 minutes)
Instructor asks a group to share their answer with class and see whether there are different answers. After sharing is done, instructor gives feedback on the correct solution and how Shear Strength of soil Effect the Bearing Capacity Of soil.
In the next iteration of TPS, in the Think Phase we ask students to convert the Graphs Between “Normal Stress & Shear Stress” expression in the form of Graphs Between “Effective Stress & Shear Stress” .
In the pair phase we ask students to compare the answers.
In the share phase again the different answers are sought.

16. In-class Activity Justify why the above is an active learning strategy
It gives students time to think about an answer and activates prior knowledge. It enhances students oral communication skills as they discuss their ideas with one another. This strategy helps students become active participants in learning and can include writing as a way of organizing thoughts generated from discussions.