THE USE OF MIDAS SOFTWARE IN

TEACHING CIVIL ENGINEERING

STRUCTURAL ANALYSIS AND DESIGN
COURSES
ENGR. MARK ANTHONY L. ESCOBER,MSCE
PSEE,M.PICE, M.SEAD, M.ACIP, SO2
 OUTLINE
1 . S T R U C T U R A L D E S I G N A N D A N A LY S I S
SOFT WARE AS PART OF T HE CIV IL
ENGINEERING CURRICULUM
2 . A P P L I C AT I O N O F M I D A S S O F T WA R E I N
TEACHING AND LEARNING ENGINEERING
MECHANICS
3 . I N C O R P O R AT I N G M I D A S S O F T WA R E I N
THE CIVIL ENGINEERING DESIGN AND
A N A LY S I S C O U R S E S

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 STRUCTURAL DESIGN AND
A N A LY S I S S O F T WA R E A S
PA R T O F T H E C I V I L
ENGINEERING
CURRICULUM

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 CHED MEMORANDUM ORDER
NO. 92 SERIES OF 2017
Section 1. Rationale

Based on the Guidelines for the Implementation of CMO No. 46

series of 2012 and CMO 37 s. 2021, this PSG implements shift to
outcomes based education leadings to competency based
standards. It specifies the “core competencies” expected of BSCE
Engineering graduates “regardless of the type of Higher Education
Institutions (HEI) they graduate from.” However, in recognition of
outcomes-based education (OBE) and the typology of HEIs, this PSG
also provide ample space for HEIs to innovate in the curriculum in
line with the assessment of how best to achieve learning outcomes
in their particular contexts and their respective missions.

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 OUTCOMES-BASED EDUCATION

Outcome-based education (OBE) is a method of teaching that focuses on what

students should learn (outcomes) and be able to use when they have
completed their studies.

In an OBE education system, the focus is on measured results rather than

"inputs," such as the number of hours students spend in class or the textbooks
offered. A variety of skills and knowledge may be included in the outcomes. In
general, outcomes are supposed to be quantifiable.
https://www.k12academics.com/education-reform/outcome-based-
education/what-obe)

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 THE 21ST CENTURY SKILLS

In the twenty-first century, the need for specialists' talents has

shifted considerably. It is no longer sufficient to have extensive
experience and extensive knowledge of your sector. Employers
are now searching for a comprehensive skill set.

Engineers today are required to have a wide range of additional

talents, and this list is continually growing, thus this is another
important fundamental to remember.

Engineering is directly dependent on technological

advancement, which is why engineers' roles have evolved
considerably in the twenty-first century (Moore, A., 2019).

https://engineeringmanagementinstitute.org/engineering-in-the-21st-century/

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 ABET
CRITERION 3: CMO 92 s 2017 CE Program Outcomes
STUDENT OUTCOMES By the time of graduation, the students of the program shall have the
ability to:
The program must have documented student outcomes that support the program educational objectives. apply knowledge of mathematics and science to solve complex civil engineering
Attainment of these outcomes prepares graduates to enter the professional practice of engineering. Student a. problems.
outcomes are outcomes (1) through (7), plus any additional outcomes that may be articulated by the program.
b. design and conduct experiments, as well as to analyze and interpret data.

1. an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering,
design a system, component or process to meet desired needs within realistic
science, and mathematics c. constraints, in accordance with standards.

2. an ability to apply engineering design to produce solutions that meet specified needs with consideration of d. function in multidisciplinary and multi-cultural terms.
public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors
e. identify, formulate and solve complex civil engineering problems.

3. an ability to communicate effectively with a range of audiences f. understand professional and ethical responsibilities.
communicate effectively civil engineering activities with the engineering community
4. an ability to recognize ethical and professional responsibilities in engineering situations and make informed g. and with society at large.
understand the impact of civil engineering solutions in global economic,
judgments, which must consider the impact of engineering solutions in global, economic, environmental, and
h. environmental, nd societal context.
societal contexts
i. recognize the need for, and engage in life-long learning.
5. an ability to function effectively on a team whose members together provide leadership, create a collaborative
j. know contemporary issues.
and inclusive environment, establish goals, plan tasks, and meet objectives use techniques, skills, and modern engineering tools necessary for civil engineering
k. practice.
6. an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use know and understand engineering and management principles as a member and
engineering judgment to draw conclusions l. leader of a team, and to manage projects in s multidisciplinary environment.

m. understand at least one specialized field of civil engineering practice.

7. an ability to acquire and apply new knowledge as needed, using appropriate learning strategies.

https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering-programs-2019-2020/#GC2

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 INTEGRATION OF COMPUTER SOFTWARE
ANALYSIS IN THE CE CURRICULUM IS A MUST

Like experts in any other field, Students must be well-versed in emerging

technology in order to stay current since every aspect of engineering is heavily
reliant on technology.

Universities must adapt their education packages on a constant basis to remain

competitive and responsive to the economic environment, job market
requirements, student profiles and aspirations, while taking into account their
institutions' past. New technologies open us a plethora of possibilities for
designing and delivering higher education curricula that meet labor market
demands. Computer-based analytic programs and design software, in general,
could play a significant role in structural engineering education (Debeleac, C.,
2019)

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 MIDAS SOFTWARE
ACADEMIC PACKAGE

midas nGen has integrated the total process of structural

engineering practice. With the automation and optimization
facility, it generates comprehensive structural drawings,
structural calculation reports and quantity takeoffs, which
helps the engineers reduce time required to produce high-
quality design deliverables and gain productivity.

midas Civil is a Bridge Design & Analysis software midas Design+ is a unit member design software developed
that combines powerful pre-and post-processing by MIDAS. It caters to the engineers’ design needs for quick
features with an extremely fast solver, which makes and efficient design of various building components such as
bridge modeling and analysis simple, quick, and beams, columns, staircases, steel connections, slabs,
effective. Also, there are several easy parameter basement walls, footings, etc. After obtaining the design
modification tools available that can be used for results and the reports, the engineers can get the
parametric analysis leading to optimized and AUTOCAD drawings for the designed members.
economical design.

midas Gen offers conventional analysis capabilities as

well as other analysis such as geometric nonlinear
analysis, boundary nonlinear analysis, pushover
analysis, construction stage analysis, heat of
hydration analysis, etc. Diverse range of specialty
finite elements render accurate and practical results.

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 MINIMUM CURRICULUM OF BSCE PROGRAM BASE ON CMO 92 S. 2017

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 A P P L I C AT I O N O F M I D A S
S O F T WA R E I N T E A C H I N G
AND LEARNING
ENGINEERING
MECHANICS

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 As computer technology and communication
networks have advanced, an increasing number
of engineering educators are using computer At Ohio State, a deliberate effort was launched several years ago
simulations to help students see and grasp to use computers in the teaching of undergraduate mechanics.
However, it was recognized that utilizing computers simply for
complicated concepts and phenomena. the purpose of using computers or to appear 'modern' could be
detrimental to teaching engineering mechanical concepts. The
Computer simulations are used in old method of putting pen to paper, sketching free body
undergraduate engineering mechanics courses diagrams, and wrestling with equilibrium equations, kinematic
constraints, and other essentials of mechanics is still necessary.
that cover topics including statics, dynamics,
As a result, every effort was made to discover computer
and strength of materials. These are high- applications that would complement rather than replace
traditional methods (Staab, G. and Harper, B., 2000)
enrollment, high-impact core courses that are
required of practically all students in several
engineering fields (Ha, 0. And Nag, F., 2013)

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 MANUAL SOLUTIONS
TEACHING STRATEGY (FBD DIAGRAM AND
EQUILIBRIUM
EQUATIONS)
To complement the use of Midas software rather than replace the
traditional method in teaching Engineering mechanics, the following
steps were implemented.
MODELING AND
1. The instructor must first show a manual solution to the ANALYSIS USING MIDAS
problem that includes free body diagrams, given loads and SOFTWARE
geometry constraints, and any governing equations in terms of
generic parameters that are required.

2. The instructor must show how to model the problem using a

midas software (Civil, Gen, Ngen, and Design+)

3. The instructor must compare the results of the problem using

a manual solution and using the computer software and to
show the effect on the system if there are changes in the
parameters, loads, etc. COMPARISON OF
RESULTS
(MANUAL VS SOFTWARE)

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SAMPLE PROBLEM IN STATICS
OF RIGID BODIES

Sample Problem:
Modeling Using Midas Civil
Determine the force in each member of the roof truss shown

Figure

Analysis

Modeling Loadings

Manual Solution Supports

Results: Reactions Results: Member forces

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OPTIONS FOR VISUALIZATION

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 MANUAL SOLUTIONS
LEARNING ACTIVITIES (FBD DIAGRAM AND
EQUILIBRIUM
EQUATIONS)
For student learning activities, the following steps were
implemented:

1. The student must provide a manual solution to the problem MODELING AND
that includes free body diagrams, given loads and geometry ANALYSIS USING MIDAS
constraints, and any governing equations in terms of generic SOFTWARE
parameters that are required.

2. The student will model the system using a midas software

(Civil, Gen, Ngen, and Design+)

3. The solution challenges students to consider or make sense of

the equations or numerical findings by recognizing some
physical fact or technical application.

COMPARISON OF
RESULTS
(MANUAL VS SOFTWARE)

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SAMPLE PROBLEM IN STATICS
OF RIGID BODIES

Sample Problem: Determine the moment of

inertia of the T-section shown with respect to its Properties Calculation Results
centroidal Xo axis.

Modeling Using midas Gen

Figure User Define Properties

Manual Solution

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 SAMPLE PROBLEM IN
STRENGTH OF MATERIALS

Sample Problem: Draw shear and moment diagrams,

specifying values at all change of loading positions and
at points of zero shear. Neglect the mass of the beam
in each problem.
Figure

Manual Solution

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 SAMPLE PROBLEM IN
STRENGTH OF MATERIALS

Sample Problem: Draw shear and moment diagrams,

specifying values at all change of loading positions and
Application of Loads
at points of zero shear. Neglect the mass of the beam
in each problem.

Modeling Using Midas NGen

Performing Analysis

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 SAMPLE PROBLEM IN
STRENGTH OF MATERIALS

Sample Problem: Draw shear and moment diagrams,

specifying values at all change of loading positions and
at points of zero shear. Neglect the mass of the beam
in each problem.

Results: Shear Diagram Results: Moment Diagram

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 SAMPLE PROBLEM IN
STRENGTH OF MATERIALS

Sample Problem: Draw shear and moment diagrams,

specifying values at all change of loading positions and
at points of zero shear. Neglect the mass of the beam
in each problem.
Comparison of Results
Manual Solution

Using Midas NGen

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 I N C O R P O R AT I N G M I D A S
S O F T WA R E I N T H E C I V I L
ENGINEERING DESIGN
A N D A N A LY S I S C O U R S E S

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 The major challenge for engineering educators is that the level
of technology and engineering practice grows in complexity with
each passing year. As a result, there will never be enough time
to thoroughly cover all of the needed topics. However, it is
critical for educators to stay current with current advancements
in their sector in order to offer a broad overview of workplace
technologies. Numerous studies have been carried out in order
to develop new technologies and ways that can be introduced
to students in order for them to graduate as successful
engineers (Alhassan, M and Welch, J., 2010).

According to Romero and Museros' research, "...computer based

analysis programs and computer software for design could play a
major role in structural engineering education" in a variety of ways,
one of which is through the use of commercial design software. The
second significant trend discovered in another research of civil
engineering practitioners was allowing students to obtain hands-on
experience with software programs prior to graduation. The first
significant trend was that those in the field "...wanted students to
be taught the theory, to be well grounded in basics, and to be able
to execute the task by hand without using the computer."
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STRUCTURAL THEORY COURSE

A professional course common to all civil engineering To incorporate midas software in this course, the class is
students designed to provide fundamental concepts, given an in depth project of modeling a five-story
principles, and theories in the theory of structures and building in midas Ngen according to the following
structural analysis for internal actions in a structure design criteria:
and its deformations under load.

MODELING, ANALYSIS AND DESIGN USING

MIDAS SOFTWARE

MANUAL AND CONVENTIONAL

METHODS OF STRCUTURAL ANALYSIS

COMPARISON OF RESULTS
(MANUAL VS SOFTWARE)

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STRUCTURAL THEORY COURSE

Modeling Loadings

Results At the end, The class are grouped

Analysis
together in team to perform the
manual calculations per frames of the
building using one of the more
complex methods of analysis that the
students were taught: either the force
method of analysis or one of the two
displacement methods of analysis
(slope-deflection equations or moment
distribution), or approximated method
of analysis and compare it with the
results using the midas Ngen. Students
will evaluate the result of the
comparison.

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 REINFORCED CONCRETE
DESIGN COURSE

A professional course common to all civil engineering To incorporate midas software in this course, the class is
students designed to provide fundamental concepts, given an in depth project of modeling a five-story RC
principles, and theories in the structural strength building in midas Ngen according to the following
analysis and design of plain, reinforced, and design criteria:
prestressed concrete elements in a structure

MODELING, ANALYSIS AND DESIGN USING

MIDAS SOFTWARE

The project done in the structural theory course were used and all the structural elements were design using the
midas software.
MANUAL AND CONVENTIONAL
METHODS OF DESIGNING STRUCTURAL
RC ELEMENTS

COMPARISON OF RESULTS
(MANUAL VS SOFTWARE)

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 REINFORCED CONCRETE
DESIGN COURSE

Analysis The shear forces and bending Defining of materials properties.

moment from the analysis were used
to design the structural elements
manually. The same analysis model
were used for the design using midas
Ngen.

Results:

Defining of materials based on the preliminary sizes.

At the end, The class are grouped together in team to perform the
manual design of the structural elements using the knowledge
they have learned in designing different structural elements and
compare it with the results using the midas NGen. Students will
evaluate the result of the comparison.

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 REINFORCED CONCRETE
DESIGN COURSE

Reports and Drawings

Report Maker
midas Drawing

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 STEEL DESIGN COURSE

A professional course common to all civil engineering To incorporate midas software in this course, the class is
students designed to provide fundamental concepts, given an in depth project of modeling a steel truss
principles, and theories in the structural strength bridge in midas Civil according to the following design
analysis and design of steel elements in a structure criteria:

MODELING, ANALYSIS AND DESIGN USING

MIDAS SOFTWARE

The modeling can be done using an AutoCAD drawing then can be imported to midas civil.

MANUAL AND CONVENTIONAL

METHODS OF DESIGNING STRUCTURAL
STEEL ELEMENTS

COMPARISON OF RESULTS
(MANUAL VS SOFTWARE)

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 STEEL DESIGN COURSE

Defining Properties Loadings

Analysis Design Results

After utilizing the software to design the truss, the

students must do a series of hand calculations to
verify the member sizes. Students should have the
option of either writing out their hand
calculations manually or designing a spreadsheet
to neatly execute the same set of calculations
using the basics taught to them in the Steel
Design course lectures. This enables students to
grasp the fact that they should not rely on
computer output blindly, but rather must
understand how the software completes the
design of a given structural system.

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 1. Structural Engineering software was introduced to supplement the traditional approach
of teaching structural engineering courses, with the goals of requiring students to use
computers and plotting software, providing students with some experience and
appreciation for problem solving.
2. Student feedback has been extremely favorable of using structural software as an aid
in teaching structural engineering courses, Most of the students appreciate the use of
computer software.
3. Most of the students agree that with the aid of Structural Engineering software, they
can achieve ABET student outcomes no. 7 “an ability to acquire and apply new
knowledge as needed, using appropriate learning strategies”.

SUMMARY 4. Most of the students agree that with the aid of Structural Engineering software, they
can achieve CMO no. 19 s. 2017 Program Outcome K “use techniques, skills, and modern
engineering tools necessary for civil engineering practice” was achieved.

AND STUDENT 5. In addition to the three structural engineering courses, students get access to
software for their Capstone Design Project. A group of students used the software at

FEEDBACK different phases of their design projects. The students also stated that using the
program in the structural design of their projects was quite beneficial.
6. All students surveyed recommend the use of the software in their structural
engineering courses. Allowing students to master the program step by step (modeling,
analysis, and design) in a sequential method via successive connected courses provides
students with the essentials required to tackle major projects on their own.
7. As an educator, the use of midas software as an academic tool in teaching
engineering mechanics and structural engineering courses helps me not just as part of
the teaching and learning strategies but also in the preparation of assessment
activities. The flexibility of the software to solve from a simple mechanics problem up
to the most complex design problems is a big factor.
8. The use of midas software provides students with very powerful tools that are
required not only to successfully complete a design project, but also to provide
confidence when looking for their first job, as knowledge of powerful design software
packages is very appealing to many employers in the structural engineering field.
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 “A c o u r s e w h i c h d o e s n o t u s e a
professional software is preparing
our students for a type of work
which does not exist any more”
(Paris, 1991).

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 THANK YOU

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 C Debeleac 2019 IOP Conf. Ser.: Mater. Sci. Eng. 564 012090
Use of structural design and analysis software for master degree education in mechanical engineering
fields

George Staab and Brian Harper, 2000

Use of Computers in Mechanics Educationat Ohio State University

Mr. Moe Tajvidi and Prof. Ning Fang, 2015

Application of Computer Simulation and Animation (CSA) in Teaching and Learning Engineering
Mechanics

Mohammad Alhassan and James Welch, 2010

Incorporating Very Powerful Structural Analysis and Design Software Packages into Civil Engineering
Courses

N. O. Nawari, T. Chichugova, S. Mansoor, and L. Delfin, 2014

REFERENCES
BIM in Structural Design Education

Oai ”Andy” Ha and Prof. Ning Fang, 2013

Computer Simulation and Animation in Engineering Mechanics: A Critical Review and Analysis

ABET Criterion 3: Student Outcomes

https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering-
programs-2019-2020/#GC2

Anastacia Moore, 2019

Engineering in the 21st Century: 3 Most Essential Basics to Remember
https://engineeringmanagementinstitute.org/engineering-in-the-21st-century/

CMO 92. s. 2017

https://ched.gov.ph/wp-content/uploads/2018/04/CMO-92-s.-2017-BS-Civil-Engineering.pdf

CMO 37 s. 2012
https://ched.gov.ph/2012-ched-memorandum-orders/

What is Outcomes-based Education?

https://www.k12academics.com/education-reform/outcome-based-education/what-obe

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