Maharashtra State Board of Technical Education, Mumbai Teaching And Examination Scheme For Post S.8.C. Diploma Courses Program Name : Diploma in Mechnical Engineering Program Code : ME With Effect From Academic Year: 2017 - I Duration of Program : 6 Semesters Duration : 16 Weeks | Scheme - I | Teaching ak Teaching Examination Scheme ‘ourse s. ourse Tite | Course || Credit Theory Practical Grand S| comme re fats | | | | ig a te Duration” Max | Min | Max | Min] Max | Min [Max | Min) Max | Min | Max | Min | nfirs | Marks |Marks|Marks|Marks) Marks Marks} Marks Marks Marks [Marks | Marks Marks || Management MAN | 22509) 3 |- | - | 3 a yo | 28 30*| 00 | 100) 40] ~ | ~ | ~ | = | ~ | ~ | 100 2 | Power Engineeringand | pep | 9562/3 |-/2| 5 | 3 | 70 | 28 | 30*| 00 | 100| 40 | 25¢ | 10 | 25 | 10 | 50 | 20 | 150 Refrigeration | 3 | Advanced Manufacturing | avp | 2563 4 |- 4] 8 3 | 70 | 28 30*| 00 100) 40 | soe | 20 | so | 20 | 100 | 40 | 200 [2 | Processes °° 4 Da EMD 22564) 4 | - 6 | 4 | 7 | 28 30°] 00 | 100 | 20 | 25@ | 10 | 25 | 10 | 50 | 20 | 150 Pleetive (Any One) 5 fool Engineering TEN | 22565[ 3 [-[2] 5 | 3 | 70 | 28 | 30* | 00 | 100 | 40 [25@ J] 10 [ 25 7 10 | 50 | 20 | 150 PowerPlant Engineering | PPE | 22566) 3 |-|2| 5 | 3 | 70 | 28 [30*| 00 | 100 | 40 [25@ | 10 | 25 | 10 | 50 | 20 | 150 Solid Modeling and a | 6 | Additive Manufacturing | SM4 |2as3| - | -| 4 | 4 | = = f= == = | = | 50% 20 | so 20 100 40100 7 | Industrial Training [irr [e20s7] - [-[ 6] 6 | [ ~ is = 758 | 30 | 75 | 30 | 150 | 60 | 150 8_| Capstone Project Planning | CPP | 2205s! - |-| 2/ 2 | = | = ON | Total) 17 |= 22) 39 | 350 Ee ee | Student Contact Hours Per Week: 39 Firs. Medium of Instruction: Eni | Theory and practical periods of 60 minutes each. Total Marks : 1050 Abbreviations: ESE- End Semester Exam, PA- Progressive Assessment, L - Lectures, T - Tutorial, P - Practical @ Internal Assessment, # External Assessment, *# On Line Examination, * Computer Based Assessment * Under the theory PA, Out of 30 marks, 10 marks are for micro-project assessment to facilitate integration of COs and the remaining 20 marks is the average of 2teststo be | taken during the semester for the assessment of the co; e domain LOs required for the attainment of the COs. eo | ~ For the courses having ONLY Practical Examination, the PA marks Practical Part - with 60% weightage and Micro-Project Part with 40% weightage 7 > If Candidate not securing minimum marks for passing in the “PA” part of practical of any course of any semester then the candidate sh; Hoe dcuteas ‘e\ “Detained” for that semester. Sf = 71,7 \8\ > Evalution of Industrial Training and its reports is to done after completion of Industrial Training. Credits of Industrial Training will “ety | | of time table. CLL | MSBTE — Final Copy Dt. 07.05.2019 oO aySolid Modelling and Additive Manufacturing Cour Program Name : Diploma in Mechanical Engineering / Plastic Engineering Program Code: ME/PS. Semester : Fifth Course Title : Solid Modelling and Additive Manufacturing Course Code : 1. RATIONALE, Mechanical, Plastic, Automobile and allied Industries need to build model based applications which are being developed using “solid modeling software”. This course deals with concepts of solid modeling to enhance solid modeling skills of diploma students. This course wi enable the students to inculcate solid modeling and additive manufacturing concepts and ‘methodology to solve engineering problems. 2. COMPETENCY The aim of this course is to help the student to attain the following industry identified competency through various teaching learning experiences: © Develop 'Solid Models! of given machine components using any parametric CAD software. 3. COURSE OUTCOMES (COs) The theory, practical experiences and relevant soft skills associated with this course are to be taught and implemented, so that the student demonstrates the following industry oriented COs associated with the above mentioned competency: a, Prepare 2D Drawing using sketcher workbench of any parametric CAD software. b. Generate 3D Solid models from 2D sketch using Part workbench of any parametric CAD software. c. Prepare assembly of part models using Assembly workbench of any parametric CAD software, d. Generate orthographic views of 3D solid models/assemblies using drafting workbench of any parametric CAD software. ¢. Plot. drawing for given part model/assembly. £. Print components using 3D Printer/Rapid prototyping machine 4. TEACHING AND EXAMINATION SCHEME Teaching Scheme Examination Scheme Credit Theory ma Li|T\P [TP paper ESE | PA Total ESE. PA 7 His. [Max [Min | Max | Min | Max | Min] Max | Min | Max | Min | Max -|4 4 = ~ ~ | -- | 50# 20 50~ | 20 | 100 (*): Under the theory PA, Out of 30 marks, 10 marks are for micro-project assessment to facilitate integration of COs and the remaining 20 marks is the average of 2 tests to be taken during the semester for the assessment of the cognitive domain UOs required for the attainment of the COs. Legends: L-Lecture; T ~ Tutorial/Teacher Guided Theory Practice; P- CRpaares POdmamhhacia Sf iy a Figure 1 - Course Map 6. SUGGESTED PRACTICALS/ EXERCISES The practicals in this section are PrOs (i.e. sub-components of the Joped and assessed in the student for the attainment of the competency: ‘MSBTE — Final Copy Dt. 29.03.2019 Page 2 of 8 31Solid Modelling and Additive Manufacturing Course Code: 22053 Practical Outcomes (PrOs) Unit No. “Approx. Hrs. Required Prepare drawing template consisting of Name plate boundary lines, and projection symbol. 02 Draw and print wo simple 2D geometries using sketcher commands LV 02* Draw and print two complex 2D geometries using sketcher commands LV 02 Draw and print the given two simple 3-D drawings using 3D modeling commands LV 02* ‘Draw and print the production drawing of the 3D part models of individual components of Bench vice / Drill Jig / Screw Jack / Tool Post / any assembly consisting of at least five parts.(Problem-I) LV Draw and print the production drawing of the 3D part models of individual components of Bench vice / Drill Jig / Screw Jack / Tool Post / any assembly consisting of at least five parts. (Problem -1 continued) IV 02 Draw and print the production drawing of the 3D part models of individual components of Bench vice / Drill Jig / Screw Jack / Tool Post / any assembly consisting of at least five parts. (Problem -1 continued) IV 02 Draw and print the production drawing of the 3D part models of individual components of Bench vice / Drill Jig / Serew Jack / Tool Post / any assembly consisting of at least five parts. (Problem -I continued) ILV 02 10. ‘Assemble and print the orthographic views of the assembly, bill of materials of Bench vice / Drill Jig / Screw Jack / Tool Post / any assembly consisting of at least five parts. (Problem - 1) } In, Nv, 02 ‘Assembie and print the orthographic views of the assembly, bill of - materials of Bench vice / Drill Jig / Screw Jack / Tool Post / any assembly consisting of at least five parts. (Problem — I continued) iil, Iv, 02 in Draw and print the production drawing of the 3D part models of individual components of Bench vice / Drill Jig / Screw Jack / Tool Post / any assembly consisting of at least five parts.(Problem - II) LV 02 12. Draw and print the production drawing of the 3D part models of individual components of Bench vice / Drill Jig / Serew Jack / Tool Post / any assembly consisting of at least five parts. (Problem - II continued) LV 1B. Draw and print the production drawing of the 3D part models of individual components of Bench vice / Drill Jig / Serew Jack / Tool Post / any assembly consisting of at least five parts. (Problem - II continued) TV 02 02 14, Draw and print the production drawing of the 3D part models of individual components of Bench vice / Drill Jig / Screw Jack / Tool Post / any assembly consisting of at least five parts. (Problem - II continued) ‘Assemble and print the orthographic views of the assembly, bila 4 ion 15. materials of Bench vice / Drill Jig / Screw Jack / Tool Post /, nV 02 MsBTi [— Final Copy Dt. 29.03.2019 Page 3 of 8 slSolid Modelting and Additive Manufacturing Course Code: 22053 5 ~ | Approx. a Practical Outcomes (PrOs) vat Hrs, : | Required ~ [assembly consisting of at least five parts. (Problem - Il) v 16. | Assemble and print the orthographic views of the assembly, billof | II, | 02 materials of Beneh viee / Drill Jig / Serew Jack / Tool Post! any | IV, assembly consisting of at least five parts. (Problem — II continued) | _V 17. [Print simple component using 3D printer / Rapid prototyping vi | 02 machine. - 18. | Print a complex component using 3D printer /Rapid prototyping | VI | 02 machine. (Problem — 1) L Total 36 Note i. A suggestive list of PrOs is given in the above table. More such PrOs can be added to attain the COs and competency. A judicial mix of minimum 12 or more practical need to be performed, out of which, the practicals marked as * are compulsory, so that the student reaches the ‘Precision Level’ of Dave's ‘Psychomotor Domain Taxonomy’ as generally required by the industry: ii, The ‘Process’ and ‘Product’ related skills associated with each PrO is to be assessed according to a suggested sample given below: S.No. | Performance Indicators Weightage in % i Use of proper commands 40 2 | Completion of drawing with minimum size of model tree 20 3 | Generation and printing of drawing views, tables, etc. and their 20 _ arrangement on different sheet sizes. _ 4 | Able to answer oral questions, 10 5___| Completion of work in time. 10 Total 100 The above PrOs also comprise of the following social skills/attitudes which are Affective Domain Outcomes (ADOs) that are best developed through the laboratory/field based experiences: Follow safety practices, Practice good housekeeping. Practice energy conservation Handle solid modeling software carefully. Plan for creation of solid model. Demonstrate working as a leader / a team member. Maintain software tools and equipment. Follow ethical practices. Pe me ase The ADOs are not specific to any one PrO, but are embedded in many PrOs. Hence, the acquisition of the ADOs takes place gradually in the student when s/he undertakes a series of according to Krathwohl’s “Affective Domain Taxonomy” should below: * ‘Valuing Level’ in 1" year ~Final Copy Dt,29.032019 Page dof 8 —— I MSBTSolid Modelling and Additive Manufacturing Course Code: 22053 © ‘Organising Level’ in 2"! year and © ‘Characterising Level’ in 3" year. 7. MAJOR EQUIPMENT! INSTRUMENTS REQUIRED The major equipment with broad specification mentioned here will usher in uniformity in conduct of experiments, as well as aid to procure equipment by authorities concerned. s. : ea Expt. Sr. No. Equipment Name with Broad Specifications _ | | Hardware: Personal computer, (13/15 or higher), RAM minimum 4 For all GB, A3/ A4 size printer / plotter. Display-wide Screen preferably. __| Experiments 2 | Operating system: Windows XP/Windows 7/ Windows 8/Windows 10 or higher. ‘Software: Any parametric solid modeling sofiware. 3D printer / Rapid prototyping Machine. 17,18 a0) 8. UNDERPINNING THEORY COMPONENTS. The following topics/subtopics should be taught and assessed in order to develop UOs for achieving the COs to attain the identified competency. Unit Major Learning Outcomes Topics and Sub-topies {in cognitive domain) Unit—1 fla. Describe the given sketcher I. Drawing tool: Line, Rectangle, Circle, Working | commands. Are, Ellipse, Spline, etc. in2D b. Demonstrate the given modify [1.2 Editing tool: Trim, Extend, Erase, environm | commands. Mirror, ete. ent. he. Apply dimensioning and 1.3 Modify tool: Chamfer, Fillet, Copy, Constraints Move, ete 4 Linear, angular dimensions, 11.5. Dimensioning constraint and Geometrical constraint. 1.6 Drawing template: prepare drawing template consisting of Name plate boundary lines and projection symbol. Unit-11 | 2a. Prepare 3D models for the parts [2.1 Working in 3D environment: Creating Developm | of the given assembly using 3D Solid Models of simple machine ent of different commands with parts, Solid minimum tree. [2.2 Part tool: Extrude, Hole, Revolve, Rib, Models. | 2b, Describe intersection of the given | _ Sweep, Swept blend, Pattern, ete. Solid, [2.3 Part Editing tool: Trim, Extend, Erase, 2c, Prepare production drawing for Mirror, the given 3D part mode! / [2.4 Part Modify tool: Chamfer, Round, assembly. Copy, Move, Draft, etc. [2.5 Intersect 2 solid components by inserting new body option. Boolean operations: Union, subtract, intersection. | Unit— 11 Ba. Use of assembly tools to prepare Computer | assembly using given 3D solid aided — models MSBTE - Final Copy Dt. 29.03.2019 Page § of 8Solid Modelling and Additive Manufacturing Course Code: 22053 Unit ‘Major Learning Outcomes (in cognitive domain) Assembly |3b. Use of explode command for the 3.2 Exploded view: Explode the assembly. given assembly. “Topics and Sub-topies Unit-IV Ha. Use drawing module to create 4.1 Orthographic projections: Generate Drafting | — orthographic views for the given orthographic projections of the of 3D assembly, assembly, assembly 4b. Generate Bill of material for 4.2. Bill of material: Prepare part list table. given assembly Drawing. | Unit-V ba. Use different s Plotting 5b. Use printer to plot drawing on A3 [5.2 Page set up. or A4 size sheet. ‘a, Describe the process of Additive | 6.1 Additive manufacturing: 3D printing, tings for plotting. [5.1 Printer selection, paper size, orientation. manufacturing Rapid prototyping Manufac fb. Study construction and working, 6.2 File format: STL (Stereo turing of 3D printer / Ray Lithography). prototyping machine. 6.3 3D printer software: part import, fc. Describe materials use for 3D orientation, processing and printing. printer / Rapid prototyping Note: To attain the COs and competency, above listed UOs need to be undertaken to achieve the ‘Application Level’ and above of Bloom's ‘Cognitive Domain Taxonomy’ 10. SUGGESTED STUDENT ACTIVITIES Other than the classroom and laboratory leaning, following are the suggested student-related co-curricular activities which can be undertaken to accelerate the attainment of the various outcomes in this course: Students should conduct following activities in group and prepare reports of about 5 pages for each activity, also collect/record physical evidences for their (student's) portfolio which will be useful for their placement interviews: a. Prepare journals based on practical performed in laboratory. b. Give seminar on relevant topi ¢. Library/E-Book survey regarding ‘Solid modeling’ used in manufacturing industries. 4, Prepare power point presentation or animation for drafting/solid modeling/assembly/exploded view/3D pri ting. er/Rapid Prototyping machine. Visit to institute/industry having 3D pi 11. SUGGESTED SPECIAL INSTRUCTIONAL STRATEGIES (if any) ‘These are sample strategies, which the teacher can use to accelerate the attainment of the various outcomes in this course: a. Massive open online cour topics. b. ‘L" in item No. 4 does not mean only the traditional lecture method, but different types of teaching methods and media that are to be employed to develop the outcomes. c. About 15-20% of the topics/sub-topies which is relatively simpler or descriptive in nature is to be given to the students for self-directed HR aes the s (MOOCs) may be used to teach various topics/sub “MSBTE — Final Copy Dt. 29.03.2019 Page 6 of 8Solid Modelling and Additive Manufacturing Course Code: 22053, development of the COs through classroom presentations (see implementation guideline for details). d. With respect to item No.10, teachers need to ensure to create opportunities and provisions for co-curricular activities. €. Guide student(s) in undertaking micro-projects. £ Correlate subtopics with actual design and additive manufacturing, Use proper equivalent analogy to explain different concepts. h, Use Plash/Animations to explain 3D printing and Rapid prototyping manufacturing methods. 12. SUGGESTED MICRO-PROJECTS, Only one micro-project is planned to be undertaken by a student that needs to be assigned to him/her in the beginning of the semester. In the first four semesters, the micro-project are group-based, However, in the fifth and sixth semesters, it should be preferably be individually undertaken to build up the skill and confidence in every student to become problem solver so that s/he contributes to the projects of the industry. In special situations where groups have to be formed for micro-projects, the number of students in the group should not exceed three. The micro-project could be industry application based, intemet-based, workshop- based, laboratory-based or field-based. Each micro-project should encompass two or more COs which are in fact, an integration of PrOs, UOs and ADOs. Each student will have to maintain dated work diary consisting of individual contribution in the project work and give a seminar presentation of it before submission. The total duration of the micro-project should not be less than 16 (sixteen) student engagement hours during the course. The student ought to submit micto-projeet by the end of the semester to develop the industry oriented COs. A suggestive list of micro-projects are given here. Similar micro-projects could be added by the concerned faculty: a. 2D drawing: Each student will collect one or two drawings from the nearby industry/workshop and prepare a 2D drawing from it. b. 3D model: Each student will identify a small assembly from the institute workshop/laboratory. Measure the dimensions of each part and prepare sketches. Using sketches prepared 3D model of parts and assembly. Plot the assembly and deta drawings. (eg. Bench vice, Machine vice, Tool post, Couplings, Joints, Bearings ete.) ¢. 3D printing/RPT: Each student will visit a nearby institute/industry. Collect information regarding troubleshooting of 3D printer/Rapid prototyping machine and prepare a report. 13. SUGG) STED LEARNING RESOURCES Title of Book Author Publication ATIA VSRI7 for | Sham Tickoo | Softcover, Cadcim Technologies Designers a - _ | Pro/Engineer Wildfire | Sham Tickoo Softcover, Cadcim Technologies ners Solid Works For Sham Tickoo ‘adcim Technologies | Soficover, C: Release 2006 - Autodesk Inventor for | Sham Tickoo Designers: Release 10 MSBTE sal Copy Dit. 29.03.2019 Page 7 of 8Solid Modelling and Additive Manufacturing Course Code: 22053 x Title of Book Author Publication 5 |NX4for Designers | Sham Tickoo, Softcover, Cadcim Technologies - Deepak Maint | | 6 | Solid Edge V19 for | Sham Tickoo, Softcover, Cadcim Technologies Designers Deepak Maint 7 14, SOFTWARE/LEARNING WEBSITES http://www.solidworks.in/sw/produets/3d-cad/3d-solid-modeling.him . http:/Aweb iitd.ac.in/~hegde/cad/lecture/L30_solidmod_basics.pdf hitps://en.wikipedia.org/wiki/Solid_modeling hitp://npkauto.com/solid-modeling/ hutps://www.youtube.com/watch?v=vjX4PDJcFOL https://www youtube.com/watch?v-SBDHS4FN2- https://www.youtube.com/watch?v=]jKs-lePIPY ereeacge MSBTE — Final Copy Dt. 29.03.2019 Page 8 of 8 3Capstone Prjeet— Planing Course Code: 22088 Program Name _: All Branches of Diploma in Engineering and Technology. Program Code : CE/CR/CS/CH/CM/CO/IE/CW/DE/EJ/EN/EQUET/EX/TE/ MU/EE/EP/EU/IS/IC/AE/FG/ME/PG/PT/DC/TXITC Fifth Semester Course Title Capstone Project - Planning Course Code L RATIONALE ‘According to the requirement of National Board of Accreditation (NBA), ‘learning to learn’ is an important Graduate Attribute (GA No.11). It is required to develop this skill in the students so that they continue to acquire on their own new knowledge and skills from different ‘on the job experiences’ during their career in industry. An educational 'project’ just does that and may be defined as ‘a purposeful student activity, planned, designed and performed by a student or group of students to solve/ complete the identified problem/ask, which require students to integrate the various skills acquired over a period to accomplish higher level cognitive and affective domain outcomes and sometimes the psychomotor domain outcomes as well’. Projects mainly serve this purpose of developing learning-to-learn skills with an aim to develop the following attributes in the students: a) Initiative, confidence and ability to tackle new problems b) Spirit of enquiry ©) Creativity and innovativeness d) Planning and decision making skills €) Ability to work in a team and to lead a team 1) Ability of self directed learning which is required for lifelong learning 2) Persistence (habit of not giving up quickly and tying different solutions in case of momentary failures, till success is achieved) h) Resourcefulness i) Habit of keeping proper records of events and to present a formal comprehensive report of their work. 2. COMPETENCY The course should be taught and implemented with the aim to develop the required course ‘outcomes (COs) so that students will acquire following competeney needed by the industry + Plan innovative/ereative solutions independently and/or collaboratively to integrate various competencies acquired during the semesters to solve/complete the identified problems/task/shortcomings faced by industry/user related to the concerned occupation. 3. COURSE OUTCOMES (COs) The following could be some of the major course outcomes depending upon the nature of the projects undertaken, However, in case of some projects few of the following course outcomes may not be applicable. a) Write the problem/task specification in existing systems related to the occupation. b) Select, collect and use required information/knowledge to solve the problem/complete the task. ©) Logically choose relevant possible solution(s). 4) Consider the ethical issues related to the project (if there are any) e) Assess the impact of the project on society (if there is any). f) Prepare ‘project proposals’ with action plan and time duration scientifically belt beginning of project. MSBTE ~ Final Copy Dt. 25.04.2019 Page 1 of 16Capstone Prjeet— Planning Course Code: 22058 2) Communicate effectively and confidently as a member and leader of team, 4, TEACHING AND EXAMINATION SCHEME Teaching Scheme - Practical PA Min_| Max Min | Max | Min | 10_| 25 to | 50 | 20 | Legends: L-Lecture; T ~ Tutorial/Teacher Guided Theory Pri ESE - End Semester Examination; PA - Progressive Assessment ice; P - Practical; C - Credit, 5. Capstones Project One of the dictionary meaning is the ‘crown’ or the stone placed on top of the building structure like ‘kalash on top of Temples and Mosques’ or ‘Cross on top of churches? Capstone projects are culminating experiences in which students synthesize the competencies acquired over whole programme, In some cases they also integrate cross-disciplinary knowledge. Thus Capstone projects prepare students for entry into a career and can be described as a ‘rite of passage’ or ‘minimal threshold” through which participants change their status from student to graduate. A capstone project therefore should serve as a synthesis — reflection and integration— to bridge the real-world preparatory experience to real life. Thus capstone project should have emphasis on integration, experiential leaning, and real-world problem solving and hence these projects are very important for students. To develop the highly essential industry oriented skills and competencies in the students, the capstone projects are offered in the last two semesters to serve for following purposes: a) Integrate the competencies acquired by the students in the previous and current semesters, b) Provide opportunities for interdisciplinary work in tackling problems likely to be faced by them in industry which are exciting and challenging. 6. Capstone Project Planning Students are supposed to find out a suitable project and prepare a detailed plan in fifth semester so that it ean be executed smoothly in sixth semester. The main characteristic of any project whether small or big is that it req imultaneous application of various types of skills in the different domains of learning. Moreover, project normally do not have a predefined single solution, in other words for the same problem different students may come up with different but acceptable solutions. Further, in the process of arriving at a particular solution, the student must be required to make a number of decisions after scrutiny of the information s/he has accumulated from experiments, analysis, survey and other sources. The projects will have a detailed project proposal, which must be executed or implemented within the time allocated, simultaneously maintaining a logbook periodically monitored by the teacher. A detailed project report is to be prepared as project progresses, which has to be submitted after the project is over. For self assessment and reflection students have to also prepare a portfolio of learning. During the guidance and supervision of the project work, teachers’ should ensure that students acquire following learning outcomes (depending upon the nature of the project work some of these learning outcomes may not be applicable): a) Show the attitude of enquiry OTE, b) Identify the problems in the area related to their programme. LE ©) Identify the information suggesting the cause of the problem and possible solutioyis/ <>. d) Assess the feasibility of different solutions and the financial implications. { “I f TI AI | MSBTE ~ Final Copy Dt. 25.04.2019 Page 2 of 16Capstone Proeet— Planing Course Code: 22058 e) Collect relevant data from different sources (books/internet/market/suppliers/experts etc. through surveys/interviews). 1) Prepare required drawings and detailed plan for execution of the work g) Work persistently and participate effectively in group work to achieve the targets. h) Work independently for the individual responsibility undertaken, i) Ask for help from others including guide, when required j) Prepare portfolio to reflect (chintan-manan) on experiences during project work. k) Prepare seminar presentations to present findings/features of the project. 1) Confidently answer the questions asked about the project. m) Acknowledge the help rendered by others in success of the project If students are able to acquire these learning outcomes, then they would be able to acquire the COs as discussed in seetion 3. 7. Scopes of Projects ‘cope of the project work should be decided based on following criteria: a) Relation to diploma programme curriculum: When students intend to select topics for the project work they need to choose a project which relates well to their curriculum (It may be beyond curriculum, but it should relate to if) and requires implementation of theories already learnt and skills already possessed by them from the previous semesters. b) Abilities possessed by the group of students: Projects should be chosen so that it can be completed mainly using students’ problem solving capabilities and depth of learning. It is natural that highly motivated students or high achievers may come out with projects which are more complex and challenging. Teachers should guide students to choose challenging projects according to the students” ability ©) Resources Available: Students and Guides should keep in mind the availability of resources while deciding the topic and the scope of the project. Some of the important resources which need consideration are: i, Time available ii, Raw Material/Components required .. Manufacturing/Fabrication equipment and tools required Testing/Measuring equipment and instruments required vy. Access to Journals (Library/Digital) Expertise for theoretical guidance (available in polytechnic, nearby institutes or nearby industries) Expertise and technology required for fabrication (if required) Software required. An important aspect to be considered is to decide who will choose a project. The best practice is that teacher should guide students about the above factors to be considered for choosing the project and based on these factors students should do the ground work and identify the possible projects and teachers should work as only facilitator and Guide in final selection of the project title and its scope. d) Suggested Type of Capstone Projects In general, the projects that the students can take up could be of the following types; i, Feasibility studies. ii, Design project iii, Market surveys about raw material, components or finished products. iv. Prototype (design, make, test and evaluate) v, Advanced experimental work requiring the development of existing equipment to be used and developed. vi. Field works: This could include surveys, using equipment, charting:¢ information from visual observation. inal Copy Dt. 25.04.2019 Page 3 of 16Capstone Prajeet~ Planning Course Code: 22088 vii. Comparative Studies: Theoretical study of two systems/mechanisms/ processes in detail and comparing them on the basis of costenergy conservation/impact on environment/technology used etc. viii. Application of Emerging technology: Theoretical study of some emerging technology and feasibility of its application in some real life situation in de ix. Pabrication of some equipment/machine etc. x. Construction of some structure. xi. Development of software or use of software for solving some broad-based problem. 8. GUIDELINES FOR UNDERTAKING A PROJECT The selection of the Capstone Project title must have emphasis to the Elective courses/ Elective Group taken for the study and exam for 5"" and 6" semester. The students will then work on the identified problem/task through a rigorous process of understanding and analyzing the problem, conducting a literature search, deriving, discussing (monitored by the guide every fortnight) and designing the Semester V ‘Project Proposal" with the following sub-titles a) Rationale (one page) b) Introduction c) Literature Survey @) Problem Definition ©) Proposed Methodology of ‘solving Identified problem 1) _ In-case some prototype has to be fabricated then its tentative design and procedure for making it should be part of the proposal. 2) Resources and consumables required. h) Action Plan (sequential list of activities with probable dates of completion) As soon as the ‘Project Proposal’ is approved by the teacher, the student will begin to maintain a dated ‘Project Logbook’ for the whole semester. This is a sort of a ‘weekly diary” indicating all the activities conducted by the student every week in the semester to complete the project. This ‘project logbook’ should be got signed by the teacher at regular intervals for progressive assessment to match the project proposal. If this is maintained sincerely and truthfully by the student, it will be very helpful in compiling the ‘Project Report” at the end of the semester by hinvher. 9, PORTFOLIO FOR SELF-DIRECTED LEARNING ‘To ensure that students acquire these outcomes, students should also be guided to prepare a "Portfolio, so that they may reflect on their weaknesses/mistakes and leam from them. Students should also be encouraged to discuss with their guide and record not only technical problems but also problems related to group work, planning, execution, leadership in the team etc., so that students can also identify their weaknesses in affective domain and take remedial actions to overcome the same. If they wish, the students can also show their portfolio to their teachers (whom they trust) for obtaining teachers’ comments on their reflection for pointing out their mistakes so that they can improve their performance. “Portfolio” is the record of the reflection (thinking or chintan-manan) on experiences to which students undergo during the different stages of the project. In a portfolio, students record their critical experiences and reflect (think or do chintan-manan) on them in writing. This process of reflecting on the experiences make them learn from their mistakes and build on their strengths. To help students in reflection, a Portfolio format with reflective prompts (simple thought provoking questions) for different stages of the project is given as annexure B. PaO “ Ne 12.1 Purposes of Portfolio Preparation f inal Copy Dt. 25.04.2019 Page 4 of 16 MSBTE -Capstone Projeet~ Planing Course Code: 22088 Reflection by self is important since group work is so complex that it is difficult for teachers to appreciate the real problems amongst the students. In a portfolio, prompts (simple thought provoking questions) are given to trigger reflection on different aspects of project work. Prompts help the students to ask questions from themselves regarding different aspects of the project work and interpersonal relationships. Process of answering these questions forces students to think about behavioral problems and possible remedies/solution to deal with those problems, Portfolio preparation therefore helps in reflection on building the strengths and climination of the weaknesses of the students pertaining to following qualities which the industry also need, a) Plan properly for execution of given work. b) Take appropriate decisions. c) Arrange resources. d) Work as member and leader of team. ©) Communicate properly. f) Resolve the conflicts. 2) Manage the time well. h) Have concern for ethical, societal and environmental issue: i) Learn-to-leam from experience: It may be seen that these qualities are not directly related with the theoretical subject knowledge and can be developed only through real life experiences. Project work is one such type of experience where opportunity is available to develop all these qualities However, even during project work, emphasis of most of the students and teachers remains on development of the technical knowledge and skills while development of above qualities is neglected, Students can develop these qualities if they reflect (do thinking or Chintan-Manan) on their experiences from the point of view of these qualities and find out their own weaknesses and strengths. Because if somebody wants to improve his/her abilities then first step for that person is to have self awareness about his/her weaknesses and strengths. Though portfolio preparation requires considerable time, it is essential, if we want to Jearn from the experiences and develop these qualities. Writing down reflections helps in better reflection as it is well known that when a person starts writing something he/she becomes more cautious about his/her view and evaluate those views before writing. Thus process of writing improves the quality of reflection or thinking. Moreover, if reflections on different stages of work are written down, over a period of time a large amount of reflection can be generated, and if this reflection is looked back, it may help in identifying some pattern of behaviour in individual which may be improved or rectified latter on as per requirement. 12.2 Guidelines for Portfolio Preparation and assessment The main purpose of portfolio preparation is learning based on self-assessment and portfolio is not to be used for assessment in traditional sense. a) Bach student has to prepare his/her portfolio separately. However, he/she can discuss with the group members about certain issues on which he/she wants to write in the portfolio, b) For fifth semester and sixth semester, there will be only one portfolio but it will have ‘two separate parts, first part for project planning (having two sections A and B) second part for project execution. (having two sections C and D) ¢) Whatever is written inside the portfolio is never to be used for assessment, because if teachers start giving marks based on whatever is written in the portfolio, then students would hesitate in tue self-assessment and would not openly describe thelyseaaRiie> mistakes or shortcomings. ES aL Z “MSBTE — Final Copy Dt. 25.04.2019 Page Sof 16Capstone Projeet~ Panning Course Co d) Some marks are allocated for portfolio, these marks are to be given based on how sincerely portfolio has been prepared and not based on what strengths and weaknesses of the students are mentioned in the portfolio. ©) Portfolio has to be returned back to the students after assessing it (assessment is only to see that whether portfolio is completed properly or not) by teachers. Because student is the real owner of the portfolio. 4) Students mainly learn during portfolio preparation, but they can further learn if they read it after a gap. And hence they are supposed to keep the portfolios with them even afier completion of the diploma because it is record of their own experiences (itis like diary some people write about their personal experiences), because they can read it again after some time and can revise their learning (about their own qualities) Even after completion of Diploma programme, students can continue to prepare portfolio related to different experiences in their professional and personal life and by refereeing back to old portfolios after a gap of some years, they can learn that how their personality has evolved over the years. They can also see a pattern of behaviour in their own personality which may be source of their weaknesses or strengths and they can take remedial measures based on this study of their portfolios. Note ince some sections of the portfolio are related with interpersonal relationships and student may find it difficult to write these experiences in English, Language should not be the barrier in reflection and hence students should be allowed to prepare the portfolio in their preferred language such as Marathi or Hindi if they find it difficult to write in English. The amount and type of mistakes identified by students would not affect the marks received by the siudents. The total 7 Marks allocated for portfolio (4 marks for PA and 3 for ESE) are only for proper completion of the portfolio. 10. PROJECT REPORT At the end of fifth Semester, the student will prepare a Semester V ‘Project Report” with the following sub-titl * Certificate (in the Format given in this document as annexure A ) * Acknowledgements # Abstract (in one paragraph not more than 150 words) * Content Page Chapter-1 Introduction and background of the Industry or User based Problem + Chapter-2 Literature Survey for Problem Identification and Specification, * Chapter-3 Proposed Detailed Methodology of solving the identified problem with action plan * References and Bibliography Note: The report should contain relevant iagrams and figures, charts. 11, ASSESSMENT OF CAPSTONE PROJECT — PLANNING Like other courses, assessment of Project work also has two components, first is progressive sessment, while another is end of the term assessment, The mentor faculty will undertake the progressive assessment to develop the COs in the students. They can give oral informal feedback about their performance and their interpersonal behaviour while guiding them on their project work every week. The following characteristics/ qualities informally or formally should be considered during different phases of the project work which will be assessed thrice as discussed in sub-section, (A) Initial Phase i. Definition of the Problem a) Accuracy or specificity MSBTE- F al Copy Dt. 25.04.2019 Page 6 of 16Capstone Pejeet— Planning Couse Code: 22088 @) © inal Copy Dt. 25.04.2019 Page 7 of 16 ii, iii, i b) Appropriateness with reference to desired course outcomes, Methodology of Conduction the Project a) Appropriateness b) Flexibility c) Clarity General Behaviour a) Initiative b) Resourcefulness ©) Reasoning ability 4) Imagination/ereativity ¢) Self-reliance Intermediate Phase i ii Performance of Student a) Ability to follow correct procedure b) Manipulative skills ©) Ability to collect relevant information 4) Ability to observe, record & interpret ¢) Ingenuity in the use of material and equipment 4) Target achievement General Behaviour a) Persistence b) Interest c) Commitment 4) Confidence ©) Problem solving ability f) Decision making ability g) Initiative to act h) Team spirit. i) Sharing of material etc. j) Participation in discussion k) Completion of individual responsibilities inal Phase Quality of Product a) Dimensions b) Shape c) Tolerance limits 4) Cost effectiveness ©) Marketability 1) Modernity ii, Quality of Report iii, Quality of presentation a) Clarity in presentation and organization b) Styles and language ©) Quality of diagrams, drawings and graphs 4) Accuracy of conclusion drawn ) Citing of cross references £) Suggestion for further research/project work a) Understanding of concepts, design, methodology, results, implications (¢ ~ b) Communication skills ©) Ability to draw conclusions and generalizationCapstone Project Planning Course Code: 22058 12. PROGRESSIVE ASSESSMENT (PA) GUIDELINES 15 Marks are allocated for the formal progressive assessment, However, following points need consideration during the three times of formal progressive a sessment of the students at the end of 4", 12" and 14" week. a) b) f) 12.1 Ss. No._| Fortnightly monitoring by the mentoring teachers is necessary and marks given progressively (even the gradual chapter preparation) so that that students will not copy earlier reports or get things done or reports from the market. The students should not be awarded marks if they have not done on their own. For progressive assessment at the end of 14" week, students should be asked to give the power point presentation before group of teachers and junior students (so that junior students may also get awareness about the capstone project work they have to carry out in future). Although marks for portfolio preparation is to be given at the end of 14" week, students should be asked to bring their partly prepared portfolio (relevant sections prepared) also during their assessment at the end of 4" week and 12" week. Marks for portfolio preparation should be based only on proper preparation of portfolio by writing answers to most of the prompts (self-questions to students) in the portfolio. These marks should not be based on the mistakes indicated by students in their working (while answering the prompts) and corrective actions taken by them, The students would be awarded marks for their efforts (In some cases it may happen that due to some reasons such as unavailability of some material or component or some other resources, students may not be able to complete the project, but they have tried their best, in such cases students would be given appropriate marks if they have done enough efforts.) Originality of the report (written in own words) would be given more importance rather than use of glossy paper or multi-colour printing. Progressive Assessment (PA) Criteria Allocation Criteria of the 25 marks are for the Progressive A\ sssment (PA). Criteria First Progressive Assessment at the end of 4" week Problem Identification/Project Title (Innovation /Utility of the Project for industry/ User/Academia) marks to be also given based on (i) Accuracy or specificity of the scope and (ii) Appropriateness of the work with reference to | desired course outcomes. Industrial Survey and Literature Review: marks to be given based on extent/volume and quality of the survey of Industry / Society / Institutes/Literature/Intemet for Problem Identification and possible solutions General Behaviour: initiative, resourcefulness, reasoning ability, imagination/creativity, self-reliance to be assessed Note: Oral feedback on general behaviour may also be given whenever relevant/ required during day to day guidance and supervision. Only written feed-back/suggestions Second Progressive Assessment at the end of 12 week Project Proposal: Marks to be given also based on appropriateness, flexibility, detail and clarity in methods/planning. (In case of working models, detailed design and planning of fabrication/assembly of the prototype has to be also} assessed). This proposal should include whole project including work to be done in sixth semester ‘ MSBTE ~ Final Copy Dt. 25.04.2019Capstone Proest~ Planning Course Code: 22058 Mar _ ks | 5 | Execution of Plan in fifth semester (Since project is to be fully completed in | 02 sixth semester, the part of the project which is planned to be completed in fifth semester is only to be evaluated: marks to be also given based on ability to collect relevant information, ability to follow correct procedure, manipulative skills, ability to observe, record & interpret, ingenuity in the use of material and equipment, target achievement) In ease of working models, quality of workman ship (including accuracy in dimensions, shape, tolerance limits), appropriateness of raw materials/components/ technology being used, functioning of the prototype, cost effectiveness, marketability, modernity etc. has to be also assessed. 6 | Log book (for work done in fifth semester, detailed and regular entry would be | 02 basis of marks) 7 | General Behaviour (persistence, interest, confidence, problem solving ability, | 00 decision making ability, initiative to act, team spirit, sharing of material ete., participation in discussions, completion of individual responsibilities, leadership) Note: Oral feedback on general behaviour should also be given whenever relevant/ required during day to day guidance and supervision. Only written feed-back./suggestions _ Third Progressive Assessment at the end of 14 week 8 | Portfolio for Self learning and reflection (marks based on amount of 04 | reflection and completion of the portfolio for work done in fifth semester) inal Report writing including documentation, (marks based on: clarity in | 06 presentation and organization; styles and language; quality of diagrams, drawings and graphs; accuracy of conclusion drawn; citing of cross references; suggestion for further research/project work) Report has to be prepared for work done in fifth semester and planning for sixth semester work. 10 | Presentation (presentation skills including communication skills to be assessed | 02 by observing quality of presentations and asking questions during presentation | and viva/voce) Report has to be prepared for work done in fifth semester and | plan for sixth semester 11 | Defence (ability to defend the methods/materials used and technical knowledge, | 02 and involvement of individual to be assessed by asking questions during “presentation and viva/voce) C _ Total 25 13. END-SEMESTER-EXAMINATION (ESE) ASSESSENT GUIDELINES The remaining 25 marks ate for the end-semester-examination (ESE). And marks would be given according to following criteria. Moreover, the suggested evaluation scheme can be changed slightly by the external faculty according to nature of problem / project following University guidelines. a) For each project, the one or two students from the concerned group of students should be asked to present the power point presentation before the external and internal (for about 10 minutes) and then external should ask the questions from each member of the group separately to ascertain the contribution made by each student. b) The students would be awarded marks for their efforts (In some cases it may a that due t0 some reasons such as unavailability of some material or compons some other resources, students may not be able to complete the project, but Pise ied their best, in such cases students would be given appropriate commensurate with their efforts.) MSBTE — Final Copy Dt. 25.04.2019 Page 9 of 16Capstone Projeet~ Planning Course Code: 22058 °) a) ‘The students would not be awarded marks if they have completed the project by getting done the work from market or some professionals (taking help and guidance is different as compared to getting the work or maximum part of the work completed fiom others on payment basis). Originality of the report (written in own words, even if there are grammatical and spelling mistakes) would be given more importance rather than quality of printing and use of glossy paper (and preparing report by copy pasting from other reports). Note: It is very common that people are not able (o complete the project in time despite best of their efforts, (Please recall that how many times people are able to complete in time, personal projects such as building own house or professional projects such as developing the lab in the institute). So if students have put in enough genuine efforts but could not complete the project in time then we should consider it sympathetically and they should be given marks based on their efforts and they should get more marks as compared to students who have got their projects completed by taking major help from others/market. 13.1 End-Semester-Examination (ESE) Assessment Criteria. Allocation Criteria of the 25 marks are for the end-semester-examination (ESE) Ss. No. Description Marks Problem Identification/Project Title (innovation Juiilily of the project | 02 for industry/ user/academia) marks to be also given based on (i) accuracy or specificity of the scope and (ii) appropriateness of the work with reference to desired course outcomes. _ Industrial Survey and Literature Review (marks to be given based on} 02 extent/volume and quality of the survey of industry / society / institutesiliterature/intemet for problem identification and possible solutions) a Project Proposal: Marks to be given also based on appropriatenes flexibility, detail and clarity in methods/planning. (In case of working models, detailed design and planning of fabrication/assembly of the prototype has to be also assessed). This proposal should include whole project including work to be done in sixth semester. Execution of Plan in fifth semester (Since project is to be fully 0 completed in sixth semester, the part of the project which is planned to be completed in fifth semester is only to be evaluated: marks to be also given based on ability to collect relevant information, ability to follow correct procedure, manipulative skills, ability to observe, record & interpret, ingenuity in the use of material and equipment, target achievement) In case of working models, quality of workman ship (including accuracy in dimensions, shape, tolerance limits), appropriateness of raw ‘materials/components/ technology being used, functioning of the prototype, cost effectiveness, marketability, modernity etc. has to be also 02 g fifth semester, marks to be given based on 03 detailed and regular entry Portfolio for Self learning and reflection (for work during fifth semester) Marks based on amount of reflection and completion of portfolio, - Project Report including Documentation (for work dw semester and planning for sixth semester) (marks based on ng fifth clarity in MSBTE — Final Copy Dt. 25.04.2019 Page 10 of 16Capstone Project ~ Planning Course Code: 22058, s. Description Marks No. presentation and organization; styles and language; quality of diagrams, drawings and graphs; accuracy of conclusion drawn; citing of cross references; suggestion for further rescarch/project work) 8 | Presentation (presentation skills including communication skills to be| 03 assessed by observing the quality of presentations and asking questions during presentation and viva/voce) Presentation should be based on work done in fifth semester and planning for sixth semester. 9 [Defence (ability to defend the methods/materials used and technical | 04 knowledge, and involvement of individual to be assessed by asking questions during presentation and vivalvoce) ‘Total 25 14, SPECIAL TEACHING STRETAGIES (If any) MSBTE - Final Copy Dt. 25.04.2019 Page 11 of 16 8) ‘Teacher’s should not spoon feed the students and let them try on their own at different stages of the project work and even first let them strive hard and only when efforts of students have failed, then teacher should guide them. Guidance should be in initially in the form of clues or hints rather than complete explanation, detailed explanation should be given only when students are not able to work based on clues/hints. The role of teacher should be limited to guide and facilitator Teachers should guide students in selecting a topic which is relevant and challenging (but within capacity) for students according to their abilities Teachers should ensure that students prepare the project plan in as much detail as possible, since this way only they would learn the importance of planning and how to do the detail planning. Teachers should allow students to proceed ahead only when 1cy have detailed plan with them. achers should motivate students to maintain log book and prepare portfolio. They should explain benefits of these activities to students and also train them in these activities, because most of them may be doing this first time. Teachers should also encourage students to openly discuss their weaknesses and shortcomings in portfolio and teachers should develop confidence in students that admitting mistakes and weaknesses helps in improving them and their marks would not be affected by revealing their mistakes. Marks related to portfolio are awarded based only on the sincerity with which it is prepared and not based on strengths and weaknesses of students. Teachers should continuously discuss with students about working of group and progress in the project and from this discussion should identify their personal qualities (both strengths and weaknesses) and suggest to them ways for improving those qualities. Internal as well as external examiners should reward students for original work and. efforts of students even if they are not fully successful or not able to complete the project in comparison to those students who have taken paid help from others to complete their project.Capstone Projeet~ Planning Course Code: 22088 Annexure A CERTIFICATE This is to certify that Mr./Ms. Le rolment No: lege having E: has completed Report on the Problem Definition/ Semester V Project Report/ Final Project Report having title . individually/ in a group consisting of.. Guide. persons under the guidance of the Faculty The mentor from the industry for the project Name: ‘Telephone: Annexure B Portfolio for Self Directed Learning for Major Project Work Name of Studen Semester Roll Number. Name and Designation of Project Guide:... Name of Polytechnii Part A: Selecting the Project and Team (Answers to the following questions to be included in 'Portfolio' as Reflection related to formation of group and finalization of project topic). Note: This section has to be prepared just after the finalization of the Project topic and formation of the Project Team. How many alternatives we thought before finalizing the project topic? Did we consider all the technical fields related to branch of our diploma programme? Why we found present project topic as most appropriate? Whether all the group members agreed on the present project topic? If not? What were the reasons of their disagreements? Whether the procedure followed in ass: was correct? IFnot, discuss the reasons 6. What were the limitations in other alicrnatives of project topi 7. How we formed our team? Z 8. Whether we faced any problem in forming the team? If yes, then what was the probl and how was it resolved? ae. 1. 2. 3 4. sing alternatives and finalizing the project topic MSBTE — Final Copy Dt. 25.04.2019 Page 12. of 16Capstone Project Planning Course Code: 22058 9. Am I the leader of our project team? If yes, then why was I chosen? If not, why I could not become the project team leader? 10. Do I feel that present team leader is the best choice available in the group? If yes, then why? If not, then why? 11. According to me who should be the leader of the team and why? 12. Can we achieve the targets set in the project work within the time and cost limits? 13. What are my significant good/ bad sharable experiences while working with my team which provoked me to think? What I learned from these experiences? 14. Any other reflection which 1 would like to write about formation of team and finalization of project title, if any? Part B: Reflection related to project planning (Answers to the following questions to be included in 'Portfolio' as reflection on planning) Note: This section has to be prepared just after the finalization of the "Project Proposal’. 1. Which activities are having maximum risk and uncertainty in our project plar 2. What are most important activities in our project plan? 3. Is work distribution is equal for all project group members? If not? What are the reasons? How we can improve work distribution? Is it possible to complete the project in given time? If not what are the reasons for it? How can we ensure that project is completed within time. 5. What extra precaution and care should be taken in executing the activities of high risk and uncertainty? If possible, how such risks and uncertainties can be reduced? - 6. Can we reduce the total cost associated with the project? If yes, then describe the ways? 7. For which activities of our project plan, arrangement of resources is not easy and convenient? 8. Did we make enough provisions of extra time/expenditure ete. to carry out such activities? 9. Did we make enough provisions for time delays in our project activity? In which activities there are more chances of delay? 10. In our project schedule, which are the days of more expenditure? What provisions we have made for availability and management of cash? 11, Any other reflection which I would like to write about project planning? al Copy Dt. 25.04.2019 Page 13 of 16Capstone Projeet— Planning Course’Code: 22058 ‘Teacher Evaluation Sheet (ESE) Ca Name of Student: .. ‘Name of Programmesssssssss Course Title and Code:, Title of the Capstone Project: A. POs addressed by the Capstone Project (Mention only those predominant POs) a) b) ° d B, COs addressed by the Capstone Project (Mention only those predominant POs) a) Dy °°) d) C. OTHER LEARNING OUTCOMES ACHIEVED THROUGH THIS PROJECT /e Dom: a) Unit Outcomes (Cogni D. _ SUGGESTED RUBRIC FOR ASSESSMENT OF CAPSTONE PROJECT. (please tick below the appropriate rating ie, poor, average ete., for each characteristic 1o be assessed and give ‘marks in the respective cell according to performance of student) S. | Charaeteris Poor ‘Average | Good Excellent [ Max. [1 No. | tieto be Marks A és gone 1 Copy Dt. 29.03.2019 Page 5 of 6‘Management Course Code: 22509 g. Encourage students to refer different websites to have deeper understanding of the subject. h, Observe continuously and monitor the performance of students in Lab. 12. SUGGESTED MICRO-PROJECTS Only one micro-project is planned to be undertaken by a student that needs to be assigned to hinv/’her in the beginning of the semester. In the first four semesters, the micro-project are group-based, However, in the fifth and sixth semesters, it should be preferably be individually undertaken to build up the skill and confidence in every student to become problem solver so that s/he contributes to the projects of the industry. In special situations where groups have to be formed for micro-projects, the number of students in the group should not exceed three, The micro-project could be industry application based, internet-based, workshop- based, laboratory-based or field-based. Each micro-project should encompass two or more COs which are in fact, an integration of PrOs, UOs and ADOs, Fach student will have to maintain dated work diary consisting of individual contribution in the project work and give a seminar presentation of it before submission, The total duration of the micro-project should not be less than 16 (sixteen) student engagement hours during the course. The student ought to submit micro-project by the end of the semester to develop the industry oriented COs. A suggestive list of micro-projects are given here. Similar micro-projects could be added by the concerned faculty: Study of management principles applied to a small scale industry. Study of management principles applied to a medium scale industry. Study of management principles applied to a large scale industry. Prepare case studies of Safety measures follpwed in different types of organization Study of measures to be taken for ensuring cyber security, seege 13, SUGGESTED LEARNING RESOURCES Ne ‘Title of Book Author Publication 1 | Management and Veerabhadrappa, ‘New age international publishers, entrepreneurship Havinal ‘New Delhi, 2014: ISBN: 978-81- 224-2602-1 ee Principles of management | Chaudhry omvir ‘New Age international publishers, Singh prakash 2012, New Delhi ISBN: 978-81 224-3039-4 3° [Industrial Engineering and | Dr. O. P. Khanna Dhanpath ray and sons, New Delhi management 4 | Industrial Engineering and | Banga and Sharma | Khanna Publication, New Delhi management 14. SUGGESTED SOFTWARE/LEARNING WEBSITES hups://vww.versesolutions.com/ hittps:l/www. books. google.co.in/booksisbn=817758412X ©. https:/Awww. www.educba.com » Courses » Business > Management MSBTE ~ Final Copy Dt. 29.03.2019 Page 6 of 6 slPower Engineering and Reftigeration Course Code: 22562 Program Name __: Diploma in Mechanical Engincering Program Code :ME th Semester 2 Course Title : Power Engineering and Refrigeration 2562 Course Code 1. RATIONALE Power producing and absorbing devices are essentials for mechanical engineering. It is necessary for mechanical enginecring technologists to analyze working and plot the performance of devices like internal combustion engines, air compressors, gas turbines so that he will be able to operate them effectively in an industrial situation. This knowledge is also useful in selecting suitable prime mover for given application and to maintain and test the same. This course also gives basic exposure of refrigeration and air-conditioning equipment which play a vital role in maintaining controlled atmosphere in different domestic and industrial applications. A separate elective course on Refrigeration and Air-conditioning is also available in sixth semester for in-depth knowledge of the course. 2. COMPETENCY The aim of this course is to help the student to attain the following industry identified competency through various teaching learning experiences: © Maintain power engineering and refrigeration devices. 3. COURSE OUTCOMES (COs) ‘The theory, practical experiences and relevant soft skills associated with this course are to be taught and implemented, so that the student demonstrates the following industry oriented COs associated with the above mentioned competency: Identify different components of I C engines and its auxiliaries, b. Test the performance of I C Engine c. Maintain reciprocating air compressors. d. Identify different components of gas turbines and jet engines. e. Test the performance of refrigeration and air-conditioning systems. 4. TEACHING AND EXAMINATION SCHEME [ “Teaching a a Teaching - Examination Scheme Creat Theory Practical ult] [ATP [ESE | PA | Total [PA Tot | irs. [Max [atin [Max [Min | Max | Min| Max | Min Min | tax | Min 31-2 [5 _[ 3 | 7 [28 [20° [00 | 100 [40 | 25# | 10 10 | so | 20 (*): Under the theory PA, Out of 30 marks, 10 marks are for micro-project assessment to facilitate integration of COs and the remaining 20 marks is the average of 2 tests to be taken during the semester for the assessment of the cognitive domain UOs required for the attainment of the COs. Legends: L-Lecture; T ~ Tutorial/Teacher Guided Theory Practice; P -Practical; C irl ESE -End Semester Examination; PA - Progressive Assessment fe” SCN 5. COURSE MAP (with sample COs, PrOs, UOs, ADOs and topics) MSBTE - Final Copy Dt. 29.03.2019 Page 1 of9Power Engineering and Refrigeration Course Code: 22562 ‘This course map illustrates an overview of the flow and linkages of the topics at various levels of outcomes (details in subsequent sections) to be attained by the student by the end of the course, in all domains of learning in terms of the industry/employer identified competency depicted at the centre of this map. eas Bema Paoretens Gia, sagem = “g ™ ‘ecadues to ileutre > cia ear Diaries *\ pmmeedertctienleemre sneee bon” OS, eats € 7 Toe Figure 1 - Course Map SUGGESTED PRACTICALS/ EXERCISES, ‘The practicals in this section are PrOs (i.e. sub-components of the COs) to be developed and assessed in the student for the attainment of the competency: 6. 5 | Approx. ae Practical Outcomes (PrOs) Unit) Tire 0, No. : Required T__| Assemble/Dismanile single cylinder IC Engine. (Part-I) I 02 2__| Assemble/Dismantle single eylinder IC Engine. (Part-II) I oo 3__| Assemble/Dismantle multi cylinder IC Engine. (Part-1) I 2 4 | Assemble/Dismantle multi eylinder IC Engine. (Part-II) I 0) 5 | Assemble/Dismantle inline/rotary fuel injection pump in-a diesel 2 engine. 6 | Perform test on the given IC Engine to prepare heat balance sheet | and plot performance characteristics, (Part-I) - 7 | Perform test on the given IC Engine to prepare heat balance sheet, and plot performance characteristics. (Part-II) Ma MSBTE - Final Copy Dt. 29.03.2019 Page 2 of 9Power Engineering and Reftigeration Course Code: 22562 | Approx. Sr. Practical Outcomes (PrOs) unit) i No. No. : Required 8 _ | Perform Morse Test on the given IC Engine to perform Morse Test._ | IL o 9 | Use exhaust gas analyzer to measurement and analyze pollutants in| IL 02 the given IC engine. 10 | Perform diagnosis test on given IC engine using Engine Control W a Unit TT | Perform test on the given two-stage reciprocating air compressor to | Il | 02* find volumetric and isothermal efficiency. (Part-I) 12 | Perform test on the given two-stage reciprocating air compressor to | Il | 02* find volumetric and isothermal efficiency. (Part-I1) 13_| Assemble/Dismantle of Gas turbine model. WV 2 14 | Perform test on vapor compression refrigeration cycle test rig to find | V oo COP (Part-1) - 15 | Trace the refrigerant flow of domestic refrigerator and measure Vv a temperatures at critical points for different settings of thermostat T6 | Assemble/Dismantle various components of domestie refrigerator. | _V a 17_ | Assemble/Dismantle various components of Water Cooler and Vv 2 Window/Split air conditioning units Total 34 Note i. A suggestive list of PrOs is given in the above table, More such PrOs can be added to attain the COs and competency. A judicial mix of minimum 12 or more practical need to be performed, out of which, the practicals marked as ‘*” are compulsory, so that the student reaches the ‘Precision Level’ of Dave's ‘Psychomotor Domain Taxonomy’ as generally required by the industry. ii. The ‘Process’ and ‘Product’ related skills associated with each PrO is to be assessed according to a suggested sample given below: S.No. Performance Indic _ | Weightage in % a Preparing setup for experimentation 20 b. Performing the practical and reading different instruments 20 ¢. Measuring performance parameters 30 ot Answer to sample questions 20 €.___| Submit report in time 10 Total L 100 The above PrOs also comprise of the following social skills/attitudes which are Affective Domain Outcomes (ADOs) that are best developed through the laboratory/field based experiences: a, Follow safety practices. b. Practice good housekeeping, ¢. Work as a leader/a team member. d. Follow ethical Practices. ‘The ADOs are not specific to any one PrO, but are embedded in many PrOs. Hence, acquisition of the ADOs takes place gradually in the student when s/he undertakes sis practical experiences over a period of time. Moreover, the level of achievementofthe A Ange se according to Krathwohl’s ‘Affective Domain Taxonomy’ should gradually incredisé below: MSBTE inal Copy Dt. 29.03.2019 Page 3 of 9neering and Refrigeration Course Code: 22562 * ‘Valuing Level’ in 1*year ‘Organising Level’ in 2"'year * ‘Characterising Level’ in 3" year. 7. MAJOR EQUIPMENT/ INSTRUMENTSREQUIRED, ‘The major equipment with broad specification mentioned here will usher in uniformity in conduct of experiments, as well as aid to procure equipment by administrators. Ss. 7 i. Pe Pro. Ne. Equipment Name with Broad Specifications 5.Ne. 1 | Single cylinder IC engine suitable for assembly / dismantling with necessary 12 tool set. (Engine complying latest Euro Norms) 2 | Multi cylinder IC engine suitable for assembly / dismantling with necessat 34 tool set. (Engine complying latest Euro Norms) 3__|Tnline / Rotary fuel pump ofa latest version with necessary tool set. 5 4 | Test rig on single cylinder IC engine. 3/5/7 HP petrol / diesel engine with 67 | required accessories. 5 | Test rig on multi cylinder IC engine. 3/5/7 HP petrol engine with required | 8 accessories. 6 _ | Exhaust gas analyzer 3/5 gas analyzer. — | 7_| Engine Control Unit - 10 8 | Test rig on two stage reciprocating air compressor. Pressure and temperature | 11,12 | gauges at suitable locations with manometer. Minimum ’% HP compressor motor. 9 | Gas turbine and Jet engine models (working model or scrap turbine). 13 10 | Charts and videos on construction and working of different components of gas | 23 turbines and jet engines. IL | Test rig on vapor compression cycle to find different COPs. 4 to % HP 14,15 Compressor, pressure gauges and temperature gauges at suitable locations. |_| 12. | Domestic refrigerator. Minimum 165 ltrs. Water cooler, Ice plant and Cold 16 storage, Deep freezer (Actual working or scrap units) 13. | Refrigeration tools required for repair and maintenance process oF 7 refrigeration and air-conditioning units —_ 14 | Window and split air-conditioner units, central air-conditioning unit, (Actual | 18,19 ___| working or serap units) 15. | AxCYCLE Software: Thermodynamic Simulation Software for heat balance calculations of heat production and energy conversion eycles ; all | 8. UNDERPINNING THEORY COMPONENTS ‘The following topics are to be taught and assessed in order to develop the sample UOs given below for achieving the COs to attain the identified competency. More UOs could be added. Unit Unit Outcomes Topies and Sub-topies (in cognitive domain) Unit-1/Ta. Calculate performance of given | 1.1 Power eyeles: Engine terminology, Internal engine(s) based on corresponding working of 4 stroke engines, Camot Combusti | air standard cycle. (Only Carnot cycle, Otto cycle, diesel cycle, dual on and Otto Cycles) cycle, actual indicator diagrams for 4 Engines | 1b. Explain with sketches valve stroke engines, 5 OF Res timing diagrams for the given 1.2. Basic of IC Engi Mori engine with sketches comparison of fyfiv’strake-and tv Je, Explain with sketch the stroke eyele en; Bhs and SI and Cl — StL Tr MSBTE ~ Final Copy Dt. 29.03.2019 Page 4 of 9Power Engineering and Reftigeration Course Code: 22562 Topics and Sub-topics Unit Unit Outcomes (in cognitive domain) construction and working of the engines. given IC engine auxiliary (Turbo- | 1.3 IC Engines auxiliaries: Valve timing Charger, Inline fuel injecti diagrams, VVT-I engines — concept pump, piezoelectric injectors, and artangement, supercharging — EGR, MPFT systems). objectives and advantages, 1d, Explain maintenance procedure of Turbocharging, Variable Geometry the given fuel injection pump, Turbochargers, MPFI layout, various MPFI system and EGR and CRDI Sensors, rotary and inline fuel unit injection pump, piezoclec Je. Apply BS6 Norms to the given injectors, EGR layout, viscous engine(s). coupling for fan. If, State the procedure to undertake | 1.4 Common rail direct injection diesel routine maintenance of the given engines (CRDI) controlled by IC engine electronic control unit. 1,5. Diagnostic tools used for fault finding of two wheelers. 1.6 List of Methods to reduce pollution in diesel engines as prescribed in BS6 Unit-I1 | 2a, Explain the procedure to calculate | 2.1 IC engine testing parameters: IP, Testing of | the performance parameters of the BSFC, components of heat balance Ic given IC engine. sheet, thermal and mechanical Engines | 2b. Explain the procedure to calculate efficiency, Morse test. and indicated power of the given 2.2 Combustion in IC engines, Octane Emission | engine using Morse test. Number (RON, MON) & Knock Control | 2c. Explain procedure to measure Resistance. emissions of exhaust gases in the | 2.3 Exhaust emissions and control: given engine. Polluting emissions in IC engines, 2d. Explain procedure to perform effects on environment, measurement diagnosis using Engine Control of exhaust emissions, effect of air- Unit in the given engine. fuel ratio on exhaust emissions (with 2e, Explain methods to control exhaust |__graph), Euro IV and Euro VI norms emissions in the given engine, for M and NI vehicles, catalytic converter, SCR. 24 Engine Control Unit (ECU): working and diagnosis procedure. Unit IIL | 3a, Explain with sketches working of [3.1 Reciprocating compressors ~ Air the given compressor. applications, working of single stage Compress | 3b. Explain the procedure to calculate and two stage compressors with PV ors. the performance parameters of the diagrams. Intereooling. given compressor. 3.2. Testing of reciprocating air 3c. Recommend the type of ‘compressors: Pressure ratio, compressor for the given compressor capacity, FAD, volumetric applications with justification. efficiency, isothermal efficiency, 3d. State the procedure to undertake numerical, Methods of energy saving routine maintenance of the given |3.3. Rotary compressors: Screw, type of air compressor. centrifugal, Lobe type, vane type compressors and Axial flo MSBTE ~ Final Copy Dt. 29.03.2019 Page 5 of 9and Jet Propulsio n 4b, 4c. 4d. de. da. Explain with sketches working of 4.1 the given type of gas turbines. Identify different components of the given engine with justification Explain with sketches the working of given rocket propulsion systems. State the procedure to undertake routine maintenance of the given gas turbine, State the procedure to undertake routine maintenance of the given propulsion engine 14.2 4.3, se Code: 22562 and Sub-topies ‘Types of Gas Turbines: Constant pressure, open cycle and closed cycle gas turbines, Brayton cycle, | applications, Aero derivative and heavy frame engines Jet propulsion: Turbojet, Turboprop, engines. Rocket propulsion: liquid and solid propellant systems, Unit -V Refriger ation and Air- condition ing Sa. Sb. Se, Sd. of. 5. Sh. . Select suitable VC Sketch Camot cycle and Vapor IS. compression cycle (VCC) with the given type of PV, TS, PH diagrams. Calculate COP of Vapor compression eycle (VCC) for the given enthalpy values. Choose the refrigerant based on properties for given application with justification. Explain with sketches construction and working of the given components of vapor compression systems 52 ‘omponent of the given refrigeration systems using ASHRAE Handbook with justification, Determine the given property(s) of the given air using psychrometric chart. Explain with sketches construction and working of the given refrigeration and air conditioner. State the procedure to undertake routine maintenance of the given type of air compressor. 5.3 Air-conditioning: Definition, Refrigerati FER, SEER, Carnot cycle, Vapor compression cycle, sub cooling and superheating, components of vapor compression systems, refrigerant properties, concepts of GWP, ODP, TEWI, LCCP, Applications: Specification, Working and construction of Domestic refrigerator, water cooler, ice plant and cold storage classification-comfort air conditioning, industrial air conditioning, applications Psychrometry: properties of air, psychrometric processes, psychrometrie chart Applications: Specification, Working and construction of Window, split air- conditioner, central air-conditioning, Note: To attain the COs and competency, above listed UOs need to be undertaken to achieve the ‘Application Level’ and above of Bloom's ‘Cognitive Domain Taxonomy’ 9. SUGGESTED SPECIFICATION TABLE FORQUESTION PAPER DESIGN Unit Unit Title Teaching No. Hours | 1 _| Internal combustion engines [oR MSBTE — Final Copy Dt. 29.03.2019 Page 6 of 9Power Engineering and Reftigeration Course Code: 22562 Unit [Teaching |_ Distribution of Theory Marks No. Hours R U A | Total il Level_| Level | Level | Marks IL | Testing of IC engines and emission 2 04 04 | 08 16 control _| Tii_| Air compressors 08 02 04 | 08 14 TV _| Gas turbines and Jet propulsion 04 02 o2_| 04 | 08 V_| Refrigeration and Air-conditionin; 12 04 04_ | 08 16 Total 48 16 n_| 32 | 70 Legends: R=Remember, U=Understand, A=Apply and above (Bloom's Revised taxonomy) Note: This specification table provides general guidelines to assist student for their learning ‘and to teachers to teach and assess students with respect to attainment of UOs. The actual distribution of marks at different taxonomy levels (of R, U and A) in the question paper may vary from above table. 10. SUGGESTED STUDENT ACTIVITIES Other than the classroom and laboratory learning, following are the suggested student-related co-curricular activities which can be undertaken to accelerate the attainment of the various outcomes in this course: Students should conduct following activities in group and prepare reports of about 5 pages for each activity, also collecUrecord physical evidences for their (student’s) portfolio which will be useful for their placement interviews: a) Prepare a power point presentation on emission norms. b) Make charts for performance characteristics of IC Engine. ©) Make a chart showing heat balance sheet format to display in laboratory. 4) Collect specifications of gas turbine based engines used for power generation and for jet engines. ©) Collect specifications of domestic reftigerators and window air-conditioners from manufacturer’s websites. 1) Collect information on different tests actually used for IC engines. 2) Measure DBT and WBT using thermometer and calculate rest of the properties of air using psychrometric chart. h) Prepare trouble shooting chart for domestic refrigerator / window air-conditioner i) Prepare electrical trouble shooting chart for refrigeration system. j) Prepare trouble shooting chart for IC engine, k)_ Prepare seminar report on dual fuel and hybrid engines. }) Visit an industry where air compressors are monitored online using SACDA or similar system, Write a report on the same. m) Collect IC Engine fuel characteristics including information on RON and MON. 11, SUGGESTED SPECIAL INSTRUCTIONAL STRATEGIES (if any) ‘These are sample strategies, which the teacher can use to accelerate the attainment of the various outcomes in this course: a) Massive open online cours: topics. b) ‘Z? in item No. 4 docs not mean only the traditional lecture method, but different types of teaching methods and media that are to be employed to develop the outcomes. ©) About 15-20% of the topics/sub-topics which is relatively simpler or descript nature is to be given to the students for self-directed learning and ass (MOOCS) may be used to teach various topics/sub guideline for details) MSBTE ~ Final Copy Dt. 29.03.2019 Page 7 of 9Power Engineering and Refrigeration - Course Code: 22562 d) With respect to item No.10, teachers need to ensure to create opportunities and provisions for co-curricular activities. ©) Guide student(s) in undertaking micro-projects. 1) Correlate subtopics with power engineering system utility and equipment. 2) Use proper equivalent analogy to explain different concepts. h) Use Flash/Animations to explain various working of compressor, gas turbine and refrigerant flow in refrigerator and air conditioner i) Show different parts of various refrigeration and air conditioning units. J) Show constructional details of various Gas turbines, Jet Engines, Reciprocation and Rotary Compressors. 12, SUGGESTED MICRO-PROJECTS Only one micro-project is planned to be undertaken by a student that needs to be assigned to him/her in the beginning of the semester. In the first four semesters, the micro-project are group-based. However, in the fifth and sixth semesters, it should be preferably be individually undertaken to build up the skill and confidence in every student to become problem solver so that s/he contributes to the projects of the industry. In special situations where groups have to be formed for micro-projects, the number of students in the group should not exceed three. The micro-project could be industry application based, internet-based, workshop- based, laboratory-based or field-based. Each micro-project should encompass two or more COs which are in fact, an integration of PrOs, UOs and ADOs. Each student will have to maintain dated work diary consisting of individual contribution in the project work and give a seminar presentation of it before submission. The total duration of the micro-project should not be less than 16 (sixteen) student engagement hours duting the course. The student ought to submit micro-project by the end of the semester to develop the industry oriented COs. A suggestive list of micto-projects is given here. Similar micro-projects could be added by the concerned faculty a) Display various components of MPFI system on wooden board with labels. b) Prepare a report on OBD measurements. ©) Take sample of cooling load calculations shect; list the components of cooling load along with percentage contribution of different loads in a refrigeration or ait conditioning, 4) Display various parts of a hermetically sealed / open compressor on wooden board with labels e) Collect and display different gaskets required for a single cylinder /multi cylinder IC engine ) Prepare report on different types of lubricating oils, oil filters, coolants, for petrol engines wrt physical and chemical properties, cost, safety, disposal etc. 8) Make a working model of air compressor h) Prepare a step-by-step procedure for dismantling and assembly of multi cylinder IC engine. Tabulate different tools used in dismantling of IC engines against components for which these tools are used. i) Collect information about clectrical motor drives used in vehicles such as Tesla and Google’s car. j) Comparative study of hybrid vehicles and conventional vehicles. k) Collect charts using internet regarding Combustion: combustion in SI engines, pre- ignition, detonation — concept, factors affecting detonation, Homogeneous Charged Compression Ignition Engine. }) Collect working and constructional details of different types of Reciprocating and Rotary compressors. m)Collect specifications, working and constructional details of differe! refrigeration and air conditioning units (Domestic refrigerator, water co and cold storage, Window, split air-conditioner, central rconstonng MSBTE ~ Final Copy Dt. 29.03.2019 Page 8 of 9Power Engineering and Reftigeration Course Code: 22562 13. | SUGGESTED LEARNING RESOURCES S. Title of Book Author Publication 1 internal Combustion | Mathur M. 1; Dhanpatrai Publications (P) Ltd, New Engines ___| Sharma R. P. Delhi 2012, ISBN: 1234567144047 2 | Thermal Engineering | Rajput RK. Laxmi Publications, New Delhi 2010, ISBN: 8131808041, 9788131808047 3 [A Textbook of Internal | Rajput RK. Laxmi Publications; Third edition, Combustion Engines New Delhi, (2016) ISBN-13: 978- 8131800669 @ [IC Engines Combustion | Pundir B. P. Narosa Publishing House), New Delhi and Emissions (2010) ISBN-13: 978-8184870879 5. | Refrigeration and Air | Khurmi RS S. Chand Publications, New Delhi Conditioning Gupia J. K. (2016), ISBN: 978-81-219-2781-9 _| 6 |Thermal Engineering | Singh Sadhu, Pati | Pearson Education; First edition, New Sukumar Delhi, (2018) ISBN-13: 978- __ [9352866687 14. SOFTWARE/LEARNING WEBSITES a) hitps://jalopnik.com/how-variable-valve-timing-works-500056093 »b) hitps://www.araiindia.com/pdi/Indian_Emission Regulation Booklet pdf ©) http://www. fehart.com/ees/demo.php 4d) hitp://industrial-ebooks.com/CBT_software/Aircompressor-Training9 php ©) hitps://www.gspteam.com/produets. html MSBTE — Final Copy Dt. 29.03.2019 Page 9 of 9Advanced Manufacturing Processes Course Code: 22563 ProgramName _: Diploma in Mechanical Engineering Program Code :ME Semester : Fifth Course Title : Advanced Manufacturing Processes Course Code 222563 1. RATIONALE Mechanical technologists (diploma holders) have to work with men, machines and materials. With the advancements, newer difficult to machine materials and complex shapes with high surface finish is the demand of the manufacturing sector. To machine these materials and also the complex geometries with very high surface finish the student must have the knowledge of non ~ conventional machining processes like EDM, ECM, LBM, PAM, WJM, EBM, WEDM and also the conventional machining like milling processes, gear manufacturing, grinding surface finishing, Broaching, boring processes etc. This course is aimed to make them achiever the various outcomes required for the given jobs 2, COMPETENCY The aim of this course is to help the student to attain the following industry identified competency through various teaching learning experiences: © Maintain the functioning of advanced manufacturing processes and equipment. COURSE OUTCOMES (COs) The theory, practical experiences and relevant soft skills associated with this course are to be tanght and implemented, so that the student demonstrates the following industry oriented COs associated with the above mentioned competency a, Maintain the non conventional machining process to produce complex and hard to machine components. Produce components using milling machine. Choose relevant machining process to produce gear Maintain CNC machine to produce components effectively. Prepare CNC part programs for simple components. Maintain the functioning of automated equipment. 4, TEACHING AND EXAMINATION SCHEME Teaching Scheme Examination Scheme oa Theory : Practical iu ESE. PA ‘Total ESI PA Min [Mx | a 20 | 50 | 20 Paper Hrs. [May Min | Max [Min | Max | min] Max 3_ | 10 | 28 | 30* | oo | 100 | 40 | sox (*): Under the theory PA, Out of 30 marks, 10 marks are for micro-project assessment to facititate imegration of COs and the remaining 20 marks is the average of 2 tests to be taken during the semester for the assessment of the cognitive domain UOs required for the attainment of the COs Legends: L-Lecture; T - Tutorial/Teacher Guided Theory Practice; P - Practical; ESE - End Semester Examination; PA - Progressive Assessment MSBTE — Final Copy Dt. 29.03.2019 Page 1 of 13Advanced Manufacturing Processes Course Code: 22563 5. COURSE MAP (with sample COs, PrOs, UOs, ADOs and topies) This course map illustrates an overview of the flow and linkages of the topics at various levels of outcomes (details in subsequent sections) to be attained by the student by the end of the course, in all domains of learning in terms of the industry/employer identified competency depicted at the centre of this map. Mens Co a SS > Gresani 7 emeee ae ee mala) ( ‘ssouagtie ae aoe” cnivat mney ‘risen “grant 6. SUGGESTED PRACTICALS/ EXERCISES The practicals in this section are PrOs (i.e. sub-components of the COs) to be developed and assessed in the student for the attainment of the competency: For practical number 1 to 13 write a detailed report on the machine specification, tool and work piece specifications, criterion of selection of process and performance parameters, process carried out, set up, working principle with sketches and name of other industrial components produced using same process. Sr. No. Practical Outcomes (PrOs) 1 | Prepare a job using Abrasive Jet Machining/Observe the same in an industry( Part 1) J 2 | Prepare a job using Abrasive Jet Machining/Observe the same in_ [| & MSBTE — Final Copy Dt. 29.03.2019 Page 20f 13Advanced Manufacturing Processes Course Code: 22563 «| Approx. Sr. Practical Outcomes (PrOs) Unit | ie. No. No. : Required an industry. (Part 1) 3 | Prepare a job using Electro Discharge Machining die sinking T 0) |_| type/Observe the same in an industry. (Part I) 4 | Prepare a job using Electro Discharge Machining die sinking type | I o /Observe the same in an industry. (Part II) 5 | Prepare a job using Electro Discharge Machining wire cut type I oo JObserve the same in an industry. (Part 1) - | 6 | Prepare a job using Electro Discharge Machining wire cut type 1 om JObserve ihe same in an indusiry. (Part II) 7 _ | Prepare a job using Electro Chemical Machining/Observe the same | I om in an industry. (Part 1) 8 | Prepare a job using Electro Chemical Machining/Observe the same | I om in an industry. (Part ID) 9 | Make a job on milling machine which includes plain milling, m | 02 slotting by using end mill cutter or slitting saw, or side and face milling cutter, (Part I) 10 | Make a job on milling machine which includes plain milling, 7 | o slotting by using end mill cutter or slitting saw, or side and face milling cutter. (Part II) TT | Make gear blank on lathe and produce a gear on milling machine. | I | O2* by using dividing head. (Part I) 12 | Make gear blank on lathe and produce a gear on milling machine | IT @ by using dividing head. (Part II) 13 | Make gear blank on lathe and produce a gear on milling machine | Il @ by using dividing head. (Part III) 14 | Prepare a job or assembly of jobs like Gear and shaft assembly, i | oO Shaft and keyway which involves operations like end mill, tuning, grinding operations, (Part I) 15 | Prepare a job or assembly of jobs like Gear and shaft assembly, im | 02 Shafi and keyway which involves operations like end mill, turning, grinding operations. (Part IT) a 16 | Operate CNC machines and try to change different parameters and | IV | O2* controls to see their effect during machining. (Part 1) 17 | Operate CNC machines and try to change different parameters and | IV | O2* controls to see their effect during machining. (Part II) 18 | Prepare CNC part programme using G and M codes with ISO v | format for Simple contour milling of part. (Part-I) 19 _| Prepare part on virtual CNC machine simulator using part v | Oa programme developed in PrO 18 and generate cycle time process sheet using CAM Software. (Part-II) 20 | Prepare part on CNC turning machine using part program v | Om developed in PrO 18. (Part-Ill) 21 _ | Prepare CNC part program using G and M codes with ISO format | V | 02" |__| for Simple contour milling of part, (Part-I) 22__| Prepare part on virtual CNC machine simulator using part program developed in PrO 21 and generate cycle time process sheet using CAM Software. (Part-11) MSpTE—FimlCay DL OeaniS Pages araAdvanced Manufacturing Processes Course Code: 22563 |, | Approx. x Practical Outcomes (PrOs) Unit | ts. 0. No. : Required 23 _| Prepare part on CNC turning machine using part program v | ot developed in Sr. no. 21. (Part-II) | 24 | Prepare CNC part program using G and M codes with ISO format | V) 02 for Tuming paris using canned cycle - with threading or drilling or other. (Part-l) - 25 _| Prepare part on virtual CNC machine simulator using part program | V | 02 developed in PrO 24 and generate cycle time process sheet CAM Software, (Part-I!) 26 | Prepare part on CNC turning machine using part program v | developed in PrO 24. (Part-Ill) iL 27 | Import solid model into CAM environment of any CAM software | V | 02 and perform manufacturing simulation, (Part) - _| 28 | Prepare part on CNC turning machine using automatic part v | program developed in PrO27. (Part-II) 29__| Observe and use Flexible Machine Station in an industry 2 30 | Prepare a simple program for manipulation of standard components | VI | 02 | using Robotic arm - [31_| Observe the Roboties system in an industry VI | Total 64 Note i. A suggestive list of PrOs is given in the above table. More such PrOs can be added to attain the COs and competency. A judicial mix of minimum 24 or more practical need t0 be performed, out of which, the practicals marked as “*" are compulsory, so that the student reaches the ‘Precision Level’ of Dave's ‘Psychomotor Domain Taxonomy’ as generally required by the industry. ii. The ‘Process’ and ‘Product’ related skills associated with each PrO is to be assessed according 10 a suggested sample given below: S.No. Performance Indicators tage in Ye a. [20 po 20 c. Safety measures - _ 10 d. Observations and Recording 10 e. __| Interpretation of result and Conclusion - 20 £ Answer to sample questions 10 g. ‘Submission of report in time 10 Total 100 The above PrOs also comprise of the following social skills/attitudes which are Affective Domain Outcomes (ADOs) that are best developed through the laboratory/field based experiences: pacers Follow safety practices. Practice good housekeeping, Practice energy conservation. Demonstrate working as a leader/a team member, Follow ethical Practices. MSBTE — Final Copy Dt. 29.03.2019 Page 4 of 13Advanced Manufacturing Processes Course Code: 22563 The ADOs are not specific to any one PrO, but are embedded in many PrOs. Hence, the acquisition of the ADOs takes place gradually in the student when s/he undertakes a series of practical experiences over a period of time. Moreover, the level of achievement of the ADOs according to Krathwohl’s ‘Affective Domain Taxonomy’ should gradually inerease as planned below: * ‘Valuing Level’ in 1 year © ‘Organising Level’ in 2” year * ‘Characterising Level’ in 3 year. 7. MAJOR EQUIPMENT INSTRUMENTS REQUIRED The major equipment with broad specification mentioned here will usher in uniformity in conduct of experiments, as well as aid to procure equipment by authorities concerned, & Equipment Name with Broad Specifications no 1 Tet machining — 12 2.__| Blectro Discharge Machine 3106 3. | Electro Chemical Machine: Tool area 10mmx30mm or 1Smmx20mm; Cross | 7,8 Head Stroke 40 mm; Supply Single phase 230 V. A.C.; Electrical Output Rating 0 - 100 Amps and voltage fom 0 - 25 V DC; Tool Feed Rate In the range of 0.2 to 1 mm/min.; Machining Time 0 to 1999 seconds, variable through touch sereen.; Display For voltage, output current; feed rate electrolyte temp; Protection For Current overload, short circuit; USB Port For data storage; pulsating facility On time 100 microseconds to 1 second variable, off time 100 microseconds to 1 second variable, plus amplitude Lv- 10v variable; LCD display For forward and reverse, feed rate settings, feed |__| rate; Too! Area 300 square mm; 4, | Lathe machine, turning tool, boring tool, Standard dial bore gauge. Minimum | 11 to 13, 500 mm between centre, with required set of work holding devices, cutting tools, accessories and tool holders 3. | Milling machine, face milling cutter, side and face milling cutter, end mill 15 cutter. Minimum 300 mm longitudinal traverse, with required indexing head, set of work holding devices, cutting tools, accessories and tool holders. 6. | Drilling Machine (Bench type, or Column type, or if possible Radial): 111213 Minimum 25 mm capacity, with required set of work holding devices, cutting | 15 ‘tools, accessories and tool holders. 7. | CNC Turning 250 with standard accessories and multi controller changing | 16 to 28 facility with simulated control panel and related software, Training or Productive type minimum diameter 25 mm, Length 120 mm with ATC. (Suggested) - - 8. | CNC Milling 250 with standard accessories and multi controller changing | 16 to 28 facility with simulated control panel and related software. Training or Productive type-X axis travel - 225 mm, Y axis travel - 150 mm, Z axis travel, ~ 115 mm, with ATC.(Suggested) — 9. | CNC Simulation software and control pads (CAMLAB CNC Software, 16 to 28 MasterCAM/NXCAM/, DONC CNC machine simulator, PRO, SWANSOFT, CAPSMILL and CAPSTURN IN cam software, DONCMILL AND. DONCTURN software) - 10. | PRO-FICNC programming manuals and watch PROFICNC on huips://youtu. be/3ghwlpmhwpm to integrated CNC machine with multip) industry standard CNC controllers like FANUC, SIEMEN' MSBTE.— Final Copy Dt. 29.03.2019 Page Sof 13Advanced Manufacturing Processes Course Code: 22563 x Equipment Name with Broad Specifications = |__| MITSUBISHI - 11. | Any Latest educational version of CAD/CAM integration software . | 16 28 12. | Robotic Arm - a 8: UNDERPINNING THEORY COMPONENTS The following topics are to be taught and assessed in order to develop the sample UOs given below for achieving the COs to attain the ide ified competency. More UOs could be added. Unit Unit Outcomes (UOs) Topies and Sub-topics (in cognitive domain) _| Unit—1 —|Ta. Describe with sketches the | 1,1 Fundamentals of Non — conventional Non- working principle of the ‘methods — Needs and types of non — Conventio | given non - conventional conventional methods. Importance of nal machining method and methods. Machining | draw set up of the same. | 1.2 Working principle, set up, process Processes | 1b. Describe advantages, parameters of — EDM, , WEDM ECM, limitations and applications PAM, AJM, USM, EBM and LBM. of the given non 1.3. Advantages, limitations and conventional machining applications of - EDM, , WEDM ECM, method PAM, AJM, USM, EBM and LBM. Je. Recommend the non conventional machining method for the given job with justification, 1d, Recommend the process parameters for the given job and non-conventional machining process with justification, 2a, Explain with sketches the [2.1 = Working Principle of milling working of the given machine, types of milling machines Machines | milling machine. 22. Milling cutters — Different types of and 2b. Draw sketches of the given cutters used in milling, face milling M milling machine parts and cutter, end milling cutter, Staggered tooth Processes | cutters milling cutter, side and face milling 2c, Describe the procedure of cutter, form milling cutters, metal slitting the given milling operation. | saw etc. 2d. Explain the procedure of — |2.3 Milling Processes — Plain milling, face the indexing for the given milling, side milling, end milling, ‘gear manufacturing Straddle milling, gang milling, slotting, slitting, Up milling and down milling 24 Cutting Parameters — Cutting speed, feed 2.5 Dividing head — types, function of dividing head, method of indexing, index a | plates. Unit- TT [3a. Explain with sketches B.1 Gear manufacturing metho Gear procedure of the given Manufactu | _ gear manufacturing MSBTE ~ Final Copy Dt. 29.03.2019 Page 6 of 13,Advanced Manufacturing Processes Course Code: 22563 Unit Unit Outcomes (UOs) ‘Topies and Sub-topies (in cognitive domain) ring process. 3.2. Gear hobbing — Working principle, types 3b. Draw sketches of the given of gear hobbing, advantages, limitations gear hob, hobbing process and applications of gear hobbing or gear shaping process. [8.3 Gear shaping — Gear shaping by pinion 3c, Explain with sketches the cutter, gear shaping by rack cutter, given gear finishing advantages, limitations and applications process. of both the methods and Comparison of 3d. Recommend the process gear hobbing and gear shaping parameters for the given [3.4 Gear finishing methods — Need of gear gear manufacturing and finishing, gear finishing methods, finishing process with a) Gear shaving justifications, b) Gear grinding ¢) Gear bumishing d) Gear lapping L e)_Gear honing _| Unit-IV|4a. State the functions ofthe [4.1 CAM concept, NC (Numerical Control), Fundamen | given element(s) of the CNC (Computerized Numerical Control) tals of CNC Machine and DNC (Direct Numerical Control) - Computer |4b. Select tool(s) and tool concept, features and differences. Aided holder(s) used on aCNC [4.2 CNC machines: Types, classification, Manufaet machine for the given job working and constructional features uring with justification Advantages, limitations and selection (CAM) —|4c, Explain the given work criteria, and tool holding and l4.3 Elements of CNC machines - Types, changing device(s) used on | sketch, working and importance of: Slide a CNC turning centre ways; Re-circulating ball screw; Feedback 4d, Explain the given work devices (transducers, encoders); and tool holding and Automatic tool changer (ATC); Automatic changing device(s) used on | __ pallet changer (APC); aCNC Machining centre |4.4 CNC tooling : Tool presetting-concept and importance; Qualified tools- definition need and advantages; Too! holders- types and applications. i4.5 CNC turning centres: Types; Features; Axes nomenclature; Specification; Work holding devices -types, working and applications, |4.6 CNC machining centres: Types; Features; Axes nomenclature; Specification; Work holding devices-types, working and _ applications, Unit V- | 5a, Interpret the given CNC [5.1 Definition and importance of various CNC Part part programming code(s), positions like machine zero, home Programm | 5b. Prepare part programme position, work piece zero and programme ing using G and M codes for zero. the given job. 5.2. CNC part programming: programming Se. Apply advanced CNC part | format and structure of part programme. programming features like [5,3 ISO G and M codes for turning ay canned cycle, do loop. milling-meaning and applicatig subroutine ete. inthe given | important codes. MSBTE — Final Copy Dt, 29.03.2019 Page 7 of 13 7Advanced Manufacturing Processes Course Code: 22563 Unit Unit Outcomes (UOs) Topics and Sub-topies (in cognitive domain) situation, [5.4 Simple part programming for turning Sd. Explain procedure for using ISO format having straight tuning, setting the given taper turning (linear interpolation) and compensation(s) on the convex/coneave turning (circular given CNC machine. interpolation). [5.5 Simple part programming for milling using ISO format. [5.6 Importance, types, applications and format for: Canned cycles; Macro; Do loops; Subroutine; [5.7 CNC turing and milling part programming using canned cycles, Do loops and Subroutine. 15.8 Need and importance of various compensations: Too! length compensation; Pitch error compensation; Tool radius compensation; Tool offset. 5.9 Simple part programming using various compensations, 5.10 Virtual CNC machine simulators. Generation of generating shop documentation using a CAM software, cycle time sheets, tools list with tool layout, spindle utilization graphs, program for different control systems and different configuration of machines : Unit-Vi___ | Ga, Compare Fixed and [6.1 Automation-Define, need of automation, Automatio flexible Automation on high and low cost automation, examples nand given parameters with of automations Roboties justification, [6.2 Types of Automation - Fixed (Hard) 6b. Justify the use of Group automation, programmable automations ‘Technology for the given and Flexible automations situation. (Soft).Comparison of types of 6c. Justify the use of FMS ina | —_ automations, given situation, [6.3 Group Technology- concept, basis for 6d. Explain a Robotic system developing part families, part used for a given classification and coding with example, manufacturing concept of cellular manufacturing, environment. ‘Advantages and limitations, 6c. Select different (6.4 Flexible Machining System- Introduction, components of Roboties with justification, concept, definition and need, sub systems of FMS, comparing with other manufacturing approaches. 5 Introduction to Robotics- definition of robot and robotics, advantages disadvantages and applications. (6.6 Components of Robotics manipulator, end effectors, actuators, sensors, controller, processor and software. MSBTE - Final Copy Dt. 29.03.2019 Page 8 of 13, STAdvanced Manufacturing Processes Course Code: 22563 Note: To attain the COs and competency, above listed UOs need to be undertaken to achieve the ‘Application Level’ and above of Bloom's ‘Cognitive Domain Taxonomy” 9, __ SUGGESTED SPECIFICATION TABLE FOR QUESTION PAPER DESIGN Unit Unit Title feaching | Distribution of Theory Marks | No. Hours | R U A | Total Level | Level | Level | Marks 1_[ Non conventional Machining Processes | __10 a 12 IL | Milling Machines and Milling 10 02 | 04 | 06 12 Processes TI_| Gear Manufacturing 10 o2 | 02 | 06 10 IV_ | Fundamentals of Computer Aided 10 02 | 04 | 06 12 Manufacturing V_| CNC Part Programming 4 o4 | 04 | 08 16 VI_ | Automation and Robotics 10 02 | 02 | 04 08 Total 64 14_| 20 | 36 70 Legends: R=Remember, U=Understand, A=Apply and above (Bloom's Revised taxonomy) Note: This specification table provides general guidelines to assist student for their learning and (0 teachers to teach and assess students with respect to attainment of UOs. The actual distribution of marks at different taxonomy levels (of R, U and A) in the question paper may vary from above table 10. SUGGESTED STUDENT ACTIVITIES Other than the classroom and laboratory learning, following are the suggested student-related co-curricular activities which can be undertaken to accelerate the attainment of the various outcomes in this course. Students should conduct following activities in group and prepare reports of about 5 pages for each activity, also collect/record physical evidences for their (student’s) portfolio which will be useful for their placement interviews. a, Prepare journal based on practical performed in measurement laboratory. Journal consist of drawing, observations, required measuring tools, equipments, date of performance with teacher signature b) Tabulate various cutting tools materials with main elements, properties and applications. ©) List process parameters for various machines (Each student will be given different machine), d) Calculate RPM for lathe, milling cutter and drill spindle; based on given data. (Each student should be given different data for diameters and cutting speeds) ©) Prepare a report on at least one industrial component with its complete technical details covering the points like design criterion, features included with Dimensional/Geometric constraints, manufacturing resource requirements, challenges in controlling its quality and cost, ete, f) Collect the technical details about all production facilities available at nearby industry/industries 2) Visit or participate in the technical events, exhibition, conference, seminar etc. 1h) Collect/download at least four different machine tool catalogues including at least one special purpose, non-conventional or advanced machine, i) Collect/downtoad at least one catalogue each of cutting tool, work holding device and too! holder. 11, | SUGGESTED SPECIAL INSTRUCTIONAL STRATEGIES (if a} MSBTE ~ Final Copy Dt. 29.03.2019 Page 9 of 13Advanced Manufacturing Processes Course Code: 22563 These are sample strategies, which the teacher can use to accelerate the attainment of the various outcomes in this course: a) Massive open online courses (MOOCs) may be used to teach various topics/sub topics. b) ‘LZ? in item No. 4 does not mean only the traditional lecture method, but different types of teaching methods and media that are to be employed to develop the outcomes, c) About 15-20% of the topics/sub-topics which is relatively simpler or descriptive in nature is to be given to the students for self-directed learning and assess the development of the COs through classroom presentations (see implementation guideline for details), 4) With respect to item No.10, teachers need to ensure to create opportunitis provisions for co-curricular activities. e) Guide student(s) in undertaking micro-projects. £) Correlate actual components and products with various concepts of advance machining processes. 8) Use proper equivalent analogy to explain different concepts. h) Use Flash/Animations to explain various concepts of advance m: i) Demonstrate the process properly before students start doing the i) Encourage students to refer different websites to have deeper understanding of the subject, k) Observe continuously and monitor the performance of students in Lab. }) Arrange the industrial visits in such a way that students are able to observe advance machining processes. m) Encourage students to watch various videos on you tube or any particular website related to advance machining processes used to produce a component. and hining processe: same. 12, SUGGESTED MICRO-PROJECTS Only one micro-project is planned to be undertaken by a student that needs to be assigned to him/her in the beginning of the semester. In the first four semesters, the micro-project are group-based. However, in the fifth and sixth semesters, it should be preferably be individually undertaken to build up the skill and confidence in every student to become problem solver so that s/he contributes to the projects of the industry. In special situations where groups have to be formed for micro-projects, the number of students in the group should nof exceed three. The micro-project could be industry application based, intemet-based, workshop- based, laboratory-based or field-based. Each micro-project should encompass two or more COs which are in fact, an integration of PrOs, UOs and ADOs, Each student will have to maintain dated work diary consisting of individual contribution in the project work and give a seminar presentation of it before submission. The total duration of the micro-project should not be less than 16 (sixteen) student engagement hours during the course. The student ought to submit micro-project by the end of the semester to develop the industry oriented COs. A suggestive list of micro-projects are given here, Similar micro-projects could be added by the concemed faculty: a. Prepare a list of industrial components which are produced through non conventional machining processes and describe the manufacturing procedure of the same in brief” b. Prepare a list of domestic and industrial components on which Lapping, honing, buffing, Electroplating, Galvanizing, metal spraying and powder coating are performed. For each process collect information about the material, machines and other resources required. Also prepare list of industries in your state doing these processes. MSBTE ~ Final Copy Dt. 29.03.2019 Page 10 of 13Advanced Manufacturing Processes ____ Course Code: 22563 I Manufacture any product like a small assembly of components which has been designed in the course Design of Machine Elements, Student will prepare the report on following, i, Prepare production drawings of the assembly and details. ii, Manufacture the parts. Note down work holding devices, cutting tools and cutting parameters used for each part and cach operations. Summarize this in tabular form. iv. On completion, present and share the experience of this mini project with photos/videos of mini project execution and with work distribution executed. Use power point presentation. Produce job with various machining methods: i. Part should include plain/taper turning, knurling, threading, cylindrical/surface grinding, ete. ji, Sketch the production drawing of the part. iii, Outline the processes. iv. Calculate/seleet, set, observe and record the cutting parameters for each process. vy. List the cutting tools and measuring instrument like vernier caliper, micrometer or ‘gauge if any you have used. Also state specifications of each. List the work holding devices you have used, Also state specifications of each, Produce the part Produce a complex job: i, Part should include shaping, milling, drilling, tapping, boring, slotting, surface grinding, cylindrical grinding, super finishing like lapping, poli ii, Select and sketch the production drawing of the part. iii, Outline the processes. Prepare process plan for the same. iv. Prepare workshop layout and route sheet. vy. Produce the part, Calculate/select, set, observe and record the cutting parameters for each process. List the cutting tools you have used. Also state specifications of each. List the work holding devices you have used. Also state specifications of each. Prepare a technical report on specifications, operating procedure, selection of operational parameters, details about tool/work holders used, machine setting, product details being manufactured for each method/machine like gear forming/generating, honing/lapping/buffing machine, Non-conventional machine, Jig boring machine, Broaching machine etc. Visit a work shop which contains latest industrial Turret lathe, Capstan lathe, Single spindle automats, Automatic machines. Write a detail report on working of such machine or machines, parts produced, and other relevant information. Identify the jobs produced on such machines and draw the sketches of jobs. Prepare a report on how to select parameters for machining Aluminum, Mild steel, Stainless steel and Inconel materials on CNC machine. Comparative study of any two CNC turning centers or any two Vertical Machining centers and report the differences. Comparative study of two different CNC systems for tuming centers: Fanue and Fagor using suitable virtual CNC machine simulator software. Study and report 10 commonly used work piece materials and best grades of cutting tools that used to cut them efficiently, fi Study machining process and reduce machining cycle time of parts f job shops. MSBTE - Final Copy Dt.29.03.2019 Page 11 of 13‘Advanced Manufacturing Processes Course Code: 22563 m, Study of two different CNC systems for VMC: Siemens and MITSUBISHI M 70 with the help of CNC machine simulator software and furnish the report n, Explore PRO-FICNC programming manuals and watch PROFICNC on https://youtu.be/3ghwlpmhwpm to integrated CNC machine with multiple industry standard CNC controllers like FANUC, SIEMENS, FAGOR AND MITSUBISHI. 13. SUGGESTED LEARNING RESOURCES Title of Book Author Publication 1 | Manufacturing Science | Rao, K Vara New Edge Publication, New Delhi, ] and Technology ___| Prasada 2009, ISBN: 978-81-224-2759-2 Unconventional Singh M.K. ‘New Edge Publication, New Delhi, manufacturing 2009, ISBN: 978-81-224-2244-3 processes _| 3. | A text book of Sharma P.C. S.Chand Publication, New Delhi 8" Production Engineering Edition 2012, ISBN 978812190116 4 | Machine Tools Kandasami G.S. | Khanna Publishers, New Delhi, 2e, Technolog 1989 3” | Manufacturing Bawa HS. McGraw Hill, New Delhi, ISBN - ProcessesVol II _ | 0070583722 - 6 [Fundamentals of Metal | Knight W. A., McGraw-Hill Education, New Delhi, Machining and Machine | Boothroyd Geoffrey | 2006, ISBN 1-57444-659-2 Tools 7 | Production Technology |HMT, Banglore | McGraw-Hill Education, New Delhi, 2001 8 | Advanced Machining | Jain V.K. Allied Publishers, Mumbai, 2009 Processes “| ___|ISBN 81-7764-294-4 9 | CNC Machines Pabla BS., Adithan | New Age International, New Delhi, L. M. 2014, ISBN. 9788122406696 10 |Computer Numerical | Quesada Robert | Prentice Ilall India, New Delhi, 2014 Control-Turning and ISBN: 978-0130488671 Machining centres 1 8. Chand, New Delhi, 2012 CADICAM Sareen Kuldeep | fsBn: 9788121928748 12 | Introduction to Vishal 8 S.K. Kataria and Sons, New Delhi, | NCICNC Machines 7 2010, ISBN: 978-8188458110 | 13 | Computer Aided Rao PN, Tata MeGraw Hill, New Delhi, 2017 Manufacturing K, Kundra T ISBN: 978-0074631034 14 [CADICAM: computer | Groover Mikell P, | Prentice Hall, New Delhi, 2011 aided design and Zimmered W ISBN: 9780131101302 |_| manufacturing Emon | 14. SUGGESTED SOFTWARE/LEARNING WEBSITES http://nptel.ac.in/video php?subjectld=1 12105126 http:/nptel.ac.in/courses. php?disciplineld=112 Attp://nptel.ac.in/courses/112104028/ http://nptel.ac.in/courses/1 12105126/27 http://www. youtube.com/watch?v-bmooEZyivxo http://www. youtube.com/watch?v=mWyIawGv6so http://www. youtube. com/watch2v-mKESSFyz910 MSBTE — Final Copy Dt. 29.03.2019 Page 12 of 13Advanced Manufacturing Processes Course Code: 22563 http://www youtube.com/watch?v=-BgGXQUeYNKw http://www youtube.com/watch?v=eaeEn|Gs4aQ http://www youtube.com/watch?v=49GpI7yheeg http://www youtube.com/watch?v=XfYXelZ4laY haitp://www youtube.com/watch?v=SNWF_4jQ2pU_ w.youtube.com/watch?v=pI1QGpmKqow http://www youtube.com/watch?v-N7NofinHW WPQ hitp://en, wikipedia org/wiki/Microelectromechanical_systems http://www engineersgarage.com/articles/mems-technology hitp://www.nptel.ac.in http://www youtube.com/watch?v=M3eX2PKMIRI http://www youtube.com/watch?v=EHQ4QIDgENIandlist=PLBkq KLQO2nAtSMNLo eUhvkFS9MOp8y_1 https://cadem.com/Ims/ hitps:“/eadem.com/eneete/ http://www mtabindia.com iii, hutp:/www.swansoftenesimulator.com iv. hitps://goo.gl/4xvdhw hitps://goo.gl/fideqt . https://cadem.com/encete/ . https://youtu.be/3ghwlpmhwpm MSBTE — Final Copy Dt. 29.03.2019 Page 13 of 13,nts of Machi esin Course Code: 22564 ProgramName: Diploma in Mechanical Engineering / Production Engineering / Production Technology Program Code :ME/PG/PT Semester : Fifth Course Title : Elements of Machine Design Course Code 222564 1 RATIONALE Design department of industry is one of the major job areas for Diploma Technicians Fundamental knowledge of Applied Mechanics, Strength of Materials, Engineering Materials, Theory of Machines and Computer Aided Design and Drafting is essential. To enable a student to work there he should know how to design the simple machine elements. He should also be aware of usual design procedures, selection procedures, codes, norms, standards and guidelines for selection of appropriate material. This subject aims at developing analytical and selection abilities in the student to give solutions to simple engineering design problems using standard procedures. 2. COMPETENCY ‘The aim of this course is to help the student to attain the following industry identified competency through various teaching learning experienc © Design simple machine components. 3 COURSE OUTCOMES (COs) The theory, practical experiences and relevant soft skills associated with this course are to be taught and implemented, so that the student demonstrates the following industry oriented COs associated with the above mentioned competency: a. Select suitable materials for designing machine elements. b. Design joints and levers for various applications. c. Design the power transmission elements like shafts, keys and couplings. d. Recommend the power screws and suitable fasteners for different applications. €. Choose springs for various applications. f, Select standard components with their spe ifications from manufacturer's catalogue. CHING AND EXAMINATION SCHEME, Teaching Examination Scheme Cretit Theory Practical ult] (OTP pce | ESE [PA ESE PA Tits [otay [yin | May Min | Max | in| tax | in Trae win | Max 4|-[2] 6 4 | 10 [28 | 30* |o0 | 100 [a0 | 2s@ [10 | 25 | 10 | so (): Under the theory PA, Out of 30 marks, 10 marks are for micro-project assessment to facilitate integration of COs and the remaining 20 marks is the average of 2 tests to be taken during the semester for the assessment of the cognitive domain UOs required for the attainment of the COs Legends: L-Lecture; T ~ Tutorial/Teacher Guided Theory Practice: P -Pra ESE -End Semester Examination: PA - Progressive Assessment MSBTE Final Copy Dt.29.832019 Page T of 10Elements of Machine Design Course Code: 22564 5. COURSE MAP (with sample COs, PrOs, UOs, ADOs and topics) This course map illustrates an overview of the flow and linkages of the topics at various levels of outcomes (details in subsequent sections) to be attained by the student by the end of the course, in all domains of learning in terms of the industry/employer identified competency depicted at the centre of this map. Bn Giemsa . > ees SS CO Heo oes ‘jon cate CE Figure 1 - Course Map 6. SUGGESTED PRACTICALS/ EXERCISES The practicals in this section are PrOs (i.e. sub-components of the COs) to be developed and assessed in the student for the attainment of the competency: ha Practical Outcomes (PrOs) 1 | Identify the material used in any four critical machine components, MSBTE — Final Copy Dt. 29.03.2019 Page 2 of 10Elements of Machine Design Course Code: 22564 Sr. Na. Practical Outcomes (PrOs) Approx. Nat ites. + | Required collect the specification of the materials and justify the selection, (group of 4 students) 2 | Draw various modes of failure for the machine components used in various laboratories/ workshops, under different loading conditions. 1 02 3 | Use IS codes for design of any two machine elements. (ISO metric threads, Cast iron Flexible coupling, Keys, Screws, Bolts, Nuts, similar components). (Group of 4 students) I 02* 4 | Design and draw the joint used in bieycle pedal, bicycle chain, tractor trolley, rail wagons/coaches, and similar components and verify the dimensions. (Group of 4 students) (Part-1) I 02 5 | Design and draw the joint used in bicycle pedal, bicycle chain, tractor trolley, rail wagons/eoaches and similar components and verify the dimensions. (Group of 4 students) (Part-II) 1 02 6 | Design and draw the lever used in two/three-whecler brake lever, four-whecler accelerator pedal, lever of hand operated sugar cane juice machine, railway signal levers, safety valve levers, operating levers in different mechanisms/machines and verify the dimensions. (Part-1) _ 1 o* 7 | Design and draw the lever used in two/three-wheeler brake lever, four-wheeler accelerator pedal, lever of hand operated sugar cane juice machine, railway signal levers, safety valve levers, operating levers in different mechanisms/machines and verify the dimensions. (Part-I!) 8 | Design and prepare the manual drawing / CAD drawing of power transmission system elements like shafis, keys, couplings, bearings, pulley and belt drive used in various machine like lathe machine, flour mills,sewing machine and transmission system in different machines and justify the dimensions. (Part-1) 9 | Design and prepare the manual drawing / CAD drawing of power transmission system elements like shaft, keys, coupling, bearing, pulley and belt drive used in various machine like lathe machine, flour mills, sewing machine and transmission system in different machines and justify the dimensions. (Part-I) I 02" Wl 02* ul 02" 10 | Design and prepare the manual drawing / CAD drawing of power transmission system elements like shaft, keys, coupling, bearing, pulley and belt drive used in various machine like lathe machine, flour mills, sewing machine and transmission system in different mé ies and justify the dimensions. (Part-II) nit 02" 11 | Design and draw (CAD drawing) of Serew Jack used for heavy vehicles, cars and other similar applications and verify the dimensions. (Part-1) —_ a 12 | Design and draw (CAD drawing) of Screw Jack used for heavy vehicles, cars and other similar applications and verify the dimensions. (Part-I) a 13 | Design and draw fasteners used in civil structures (Railway platform shades. bridges. Evcentrie loaded brackets), bridges, household electrical panels. column brackets and similar MSBTE — Final Copy Dt. 29.05.2019 Page 3 of 10 Vv 02Elements of Machine Design Course Code: 22564 ; |, | Approx. | a Practical Outcomes (PrOs) Mate Hrs. | 7 _ * | Required components and verify the dimensions. (Four design cases) (Part-I) 14 | Design and draw fasteners used in civil structures (Railway 02" platform shades, bridges, Eccentric loaded brackets), bridges, household electrical panels, column brackets and similar components and verify the dimensions,(Four design cases) (Part-I) 15 | Design and draw springs used in pens, shock absorbers, rocker arm | V oF spring, safety valve, bicycle/ two-wheeler side stand, railway | buffers and similar components. ( Four design cases) (Part-I) | 16 | Design and draw springs used in pens, shock absorbers, rocker arm | V 02" spring, safety valve, bicycle/ two-wheeler side stand, railway buffers and similar components and verify the dimensions. (four design cases) (Part-II) | 17 | Design and draw Spur Gear used Agriculture machinery, Sugar Vv 02 Can Juice Machine and similar components and verify the dimensions. (One design case) Total 32 ‘Note i. A suggestive list of PrOs is given in the above table. More such PrOs can be added to attain the COs and competency. A judicial mix of minimum 12 or more practical need to be performed, out of which, the practicals marked as ‘*” are compulsory, So that the student reaches the ‘Precision Level’ of Dave's ‘Psychomotor Domain Taxonomy’ as generally required by the industry: ii, The ‘Process’ and ‘Product’ related skills associated with each PrO is to be assessed according 10 a suggested sample given below. S.No. Performance Indicators Weightage in % a. Identification of loads and other boundary conditions 20 b. Selection of material — 20 € Apply suitable design procedure 20 d Identify exact mode of failure I 10 € ‘Neatness in drawing 20 i Answer to sample questions 10 Total 100 The above PrOs also comprise of the following social skills/attitudes which are Affective Domain Outcomes (ADOs) that are best developed through the laboratory/field based experiences: a, Follow safe practices in using drawing instruments and CAD workstations. b. Follow neatness while preparing the drawings. c. Practice good housekeeping, 4d. Work asa leader/a team member. €. Follow standard procedures and codes. f. Use design data book and Manufacturer’s catalogue. £. Follow ethical Practices, The ADOs are not specific to any one PrO, but are embedded in many PrOs. Hence; acquisition of the ADOs takes place gradually in the student when s/he undertakes praetical experiences over a period of time. Moreover. the level of achievement MSBTE.- Final Copy Dt. 29.03.2019 Page 4 of 10Elements of Mac! ne Design _ Course Code: 22564 according to Krathwohl’s ‘Affective Domain Taxonomy” should gradually inerease as planned below: © ‘Valuing Level’ in I“year “Organising Level’ in 2™year ‘Characterising Level’ in 3" year. 7. MAJOR EQUIPMENT/ INSTRUMENTSREQUIRED The major equipment with broad specification mentioned here will usher in uniformity in conduct of experiments, as well as aid to procure equipment by authorities concerned, a Equipment Name Specifications pros Ti Cotter joint ii) Knuckle joint ii) Tum- | Working models/ Acrylic! 03 Buckle Aluminum/Cast Scrap/Used “component 2 |i) Foot, Hand, Bell-erank lever Working models/ Acrylie/ 04 ii) Offset link Aluminum/CasU Scrap/Used ee | component 3 |i) Pulley, Shafi, Keys and couplings. (all | Working models/ Acrylic 05 types) Aluminum/Casv Serap/Used ii) Belt, Chain, Gear drive, Metallic rope. | component 4 | Models of lead screw of lathe, feed serew | Working models! Acrylic! 06 of machine tools. clamping serews, toggle | Aluminum/Cast/ Serap/Used jack serew, screw jack component - 7 3 | Ball bearing-single, double row, angular | Working models/ Acrylic/ 05 contact and thrust, rolling contact Aluminum/Cast/ Serap/Used bearings cylindrical, taper roller, thrust, | component pedestal, journal, pivot bearing, Spur gear, Helical gears Different Springs, Nut-Bolt, Standard | Working models/ Acrylic? All sections Aluminum/Cast/ Scrap/Used | component 7 | Wall charts for- ‘All charts should be plastic or All Types of levers acrylic coated ‘Types of joints Tolerance, surface finish, limits and fits. Helical springs Bolted joints i designation Various types of bearings 8. UNDERPINNING THEORY COMPONENTS “The following topics are to be taught and assessed in order to develop the sample UOs given below for achieving the COs to attain the identified competency. More UOs could be added. Unit Unit Outcomes (UOs) Topies and Sub-topies (in cognitive domain) a Unit—1 | Ta, Write general design “1 Machine design philosop] Fundame | procedure for the given phases in design. design nals of ‘component under statie considerations, MSBTE — Final Copy Dt. 29.03.2019) Page 5 of 10Elements of Machine Design Unit Design Unit- 1 Design of joints, Levers and offset links Unit Design of Shaft, Keys and Coupling s Ib, le. id. le. "| 2a. 2b. 3c, Design the given shaft, key Unit Outcomes (UOs) (in cognitive domain) loading. Identify the specitied loads and stresses for the given component with justification. Identify the materials for the given machine components with justification. Select the relevant standards and codes for design of the given component. Explain various modem design considerations in the given _ | Write design procedure for the | 2, 1.2. Types of loads, concept of stresses, 14 given joint(s), lever(s) and 2 link(s). 23 Sketch the given joint(s), lever(s), link(s) and their 24 resisting sections. 25 Calculate the dimensions and 2. stresses for the given joints, levers and links for given data, Calculate the dimensions and stresses for the given C-clamp for given data, Write design procedure for the 3 given shaft, keys and | couplings. Sketch the given shai, key(s) and coupling(s). and coupling for given application, Select the given shaft, keys and coupling for given application from manufacturer's catalogue’ 3 design handbook with | MSBTE ~ Final Copy Dt, 29.03.2019 Page 6 of 10 6 Design of Cotter Joint, Knuckle Joint, the strength of shaft. d&gipr-of—' —— ge Course Code: 22564 ‘Topies and Sub-topies bearing pressure, bending and torsion stresses, principal stresses, strain, stress-strain diagram. (Simple Numerical) Factor of Safety, conditions for selection of FS Stress concentration meaning, causes and remedies, Designation of materials as per IS and introduction to International standards, advantages of standardization, use of design data book, use of standards in design and preferred numbers series, Concept of creep, Fatigue, $-N curve, Endurance limit. Maximum principal stress theory and Maximum shear stress theory. Modern Design considerations Ergonomics and aesthetic considerations in design. Ecology, social consideration and Coneept of Product Des Turnbuekle. Design of Levers:- Hand/Foot Lever and Bell Crank Lever, Lever for lever safety valve, Design of Of-set links, C-clamp, Overhang Crank ‘Types of shafts, Shaft materials, Standard sizes. Design of solid and hollow shafis based on strength and rigidity criteria, Design of hollow and solid shaft for ‘combined bending and twisting moments and considering the effect of shock and fatigue. ASME code. design for li between bearings with pulleys in between or pulley. Types of keys, effect ane way bn.) slElements of Machine Design Course Code: 22564 Unit Unit Outcomes (UOs) Topies and Sub-topics : (in cognitive domain) _ oe Justification. rectangular and square sunk key. 3.4. Types of couplings. Design of muff coupling, flanged couplings (protected and unprotected) and Bushed pin type flexible coupling Unit-IV | 4a, Write strength equations for | 4.1 Basic concepts of power screw Thread Design of | the given screw and nut Profiles used for power Screws, Power combination. relative merits and demerits of each, serews | 4b, Sketch the given type of Jack. Self locking and overhauling, and 4c. Design the given power screw properties, Torque required to Fasteners | and eccentrically loaded overcome thread friction, efficiency of bolted joint for given data. power screws, types of stresses 4d. Calculate the length of weld induced. for the given application. 4.2 Design of Screw Jack, Toggle Jack 4e, Recommend the type of (only serew and nut fasteners for the given 4.3 Stresses in Screwed fasteners, bolts of situation based on catalogue Uniform Strength, Design of Bolted with justification. Joints subjected to eccentric loading. 4.4 Design of parallel and transverse fillet welds, axially loaded symmetrical Section Unit -V__|5a. Identify the type of spring used |5.1 Classification and Applications of Design of | in the given application. Springs. Spring - terminology, Springs |5b. Choose suitable material for materials specifications. Stresses in spring with justification and helical tension and compression write specification, springs, Wahl’s correction factor, Se, Sketch the given type of Deflection of springs. Energy stored in spring. springs. Sd. Write design procedure of the 5.2 Design of Helical tension and given type of helical compression springs subjected to compression/tension spring. concentric applied loads like LC. Se, Find dimensions of spring for engine valves, weighing balance, the given application. railway buffers. 5.3 Leaf springs - construetion and applications Unit-VI__ 6a, Identify the given type of 6.1 Classification of Bearings ~ Sliding Selection | bearing, contact and rolling cont of 6b. Explain the procedure of 6.2 Terminology of Ball bearings ~ life Amtifrieti | designing and selection of the load relationship. basic static load on given type of bearing. rating and basic dynamic load rating. Bearings | 6c. Select suitable bearing for | 6.3 Selection of ball bearings using and given application from manufacturer's catalogue Gears manufacturer's catalogue with | 6.4. Design of spur gear using Lessand justification. Hes 64, Select suitable Spur Gear for Numerical), ‘gears, from given application from standard sizes, rie L manufacturer's catalogue with MSBTE ~ Final Copy Dt. 29.03.2019 “Page 7 of 10Elements of Machine Design Code: 22564 Unit Outcomes (UOs) (in cognitive domain) justification. Topies and Sub-topies ‘Note:To attain the COs and competency, above listed UOs need to be undertaken to a the ‘Application Level’ and above of Bloom’s ‘Cognitive Domain Taxonomy" SUGGESTED SPECIFICATION TABLE FORQUESTION PAPER DESIGN Unit Distribution of Theory Marks R U A Total Level | Level | Leve | Marks 1 1_| Fundamentals of Design 14 04 04 | 06 | 14 IL | Design of Joints, Levers and Offset 12 02 oa [06 | 12 links _ iL HI | Design of Shafts, Keys and 4 02 oa [oe | 4 Couplings a fav Design of Power screws and Fastners | __10 2 o4 | 06 | 12 V_| Design of Springs [08 02 04 | 04 [10 VI_ | Selection of Antiftiction Bearings 06 02 02 [04 | 08 and Gears = Total 64 14 2_ | 34 [70 Legends: R-Remember, U-Understand, A=Apply and above (Bloom's Revised taxonomy) Note: This specification table provides general guidelines to assist student for their learning ‘and (0 teachers to teach and assess students with respect to attainment of UOs, The actual distribution of marks at different taxonomy levels (of R, U and A) in the question paper may vary from above table. 10. SUGGESTED STUDENT ACTIVITIES Other than the classroom and laboratory learning, following are the suggested student-related co-curricular activities which can be undertaken to accelerate the attainment of the various ‘outcomes in this course. Students should conduct following activities in group and prepare reports of about 3 pages for each activity. also collectrecord physical evidences for their (student's) portfolio which will be useful for their placement interviews. a. Prepare journal of practical. b. Undertake micro-projec ©. Make chart indicating different thread profile and sizes required for different loads in case of screw jack, toggle jack, C-clamps and lead serew of machines. 4. Collect different types of springs and write applications of the same. €. Collect different types of used bearings and make display model and their appl 11. SUGGESTED SPECIAL INSTRUCTIONAL STRATEGIES (if any) These are sample strategies, which the teacher can use to accelerate the attainment of the various outcomes in this course: a. Massive open on topic: ‘L’ in item No. 4 does not mean only the traditional lecture method, cours 's (MOOCs) may be used to teach various topies/sub b, MSBTE — Final Copy Dt. 29.03.2019 Page 8 of 10Elements of Machine Design Course Code: 22564 c. About 15-20% of the topics/sub-topics which is relatively simpler or descriptive in nature is to be given to the students for self-directed learning and assess the development of the COs through classroom presentations (see implementation guideline for details). d. With respect to item No.10, teachers need to ensure to create opportunities and provisions for co-curricular activities. e. Guide student(s) in undertaking micro-projects. f, Correlate subtopics with actual failure and machine elements, g. Use proper equivalent analogy to explain different concepts h. Use Flash/Animations to explain various failure modes i, Demonstrate students thoroughly before they start doing the praetice. |. Encourage students to refer different websites to have deeper understanding of the subject. k. Observe continuously and monitor the performance of students in Lab. 12. SUGGESTED MICRO-PROJECTS Only one micro-project is planned to be undertaken by a student that needs to be assigned to him/her in the beginning of the semester. In the first four semesters, the micro-project are group-based. However, in the fifth and sixth semesters, it should be preferably be individuallyandertaken to build up the skill and confidence in every student to become problem solver so that s/he contributes to the projects of the industry. In special situations Where groups have to be formed for micro-projects, the number of students in the group should not exceed three. The micro-project could be industry application based, internet-based, workshop- based, laboratory-based or field-based, Each micro-project should encompass two or more COs which are in fact, an integration of PrOs, UOs and ADOs. Each student will have to maintain dated work diary consisting of individual contribution in the project work and give a seminar presentation of it before submission, The total duration of the micro-project should not be less than 16 (sixteen) student engagement hours during the course. The student ought to submit micro-project by the end of the semester to develop the industry oriented COs. ‘A suggestive list of micro-projects are given here. Similar micro-projects could be added by the concerned faculty: a. Take any day to day life component. find load, stres chart/model for the same. b. Make models of various joints and levers highlight resisting sections of different elements. c. Make models of various shafis, keys and pulleys highlight resisting sections d. Make models of various couplings highlight resisting sections of different clements. e. Make chart indicating different thread profile and sizes required for different loads in case of screw jack, toggle jack, C-clamps and lead screw of machines. £ Prepare mode! of eccenttically loaded bolted and welded joint and highlight the maximum loaded section g. Prepare list of different types of bearings used in a bike and write their sp and basis for selection. h. Prepare list of different types of Gears used in Agriculture machinery, Sugar ean juice machine, gear boxes of two and three wheelers and similar machines, write their specifications and basis for selection. i. Prepare list of different types of levers and springs used in a bike, bicycle, Auto Rickshaw, Moped and write their specifications and basis for selection. and also prepare ifications 13, SUGGESTED LEARNING RESOURCES “MSBTE — Final Copy Dt. 29.03.2019 Page 9 of 10_Elements of Machine Design Course Code: 22564 Title of Book Author Publication T | Design of Machine Bhandari V. B. | MeGraw-hilleducation India pvt Elements, limited, New Delhi, 2017, ISBN- | 13:978-9339221126 2. | Machine Design KhurmiR.S. |S. ChandNew Delhi, 2005, ISBN and Gupta J. | 10:8121925371 _ lee K. _| 18BN13:9788121925372 3 | Machine Design Jindal U.C. | Pearson Education India New Delhi, 2010, - ISBNI3: 9788131716595 4 | Machine Design Pandya and | CharotarPublishing house pvt. Ld. Shah Anand, Gujarat, 2015, ISBN- Z 13:9789385039102 5 | Mechanical Shigley MeGraw-hilleducation India pvt EngineeringDesign limited, New Delhi, 2017, ISBN- - 13:078-9339221638 - 6 | Design Data Book PSG PSG College of fechnology Coimbatore, 2012, ISBN-10 8192735508 — 7 | 18 Codes: 180 Indian Standard Bureau New Delhi IS 4218: 1967 ISO Metric Threads IS 2693: 1964 Cast Iron Flexible Couplings IS 2292: 1963 Taper keys and Keyways IS 2295; 1963 Gib Head Keys and Keyways IS 2389: 1963 Bolts Screws, Nuts and Lock Nats IS 4694: 1968 Square threads IS 808: 1967 Structural Steel SKFINBC Catalogue for Bearings 14, SUGGESTED SOFTWARE/LEARNING WEBSITES, a. httpy/inptel.ac.inécourses/112105124/ b. _https://www.youtube.com/watch?v-CLeLFUrvO2g ¢. www.machinedesignontine.com d. www.enginecringioolbox.com e. _https://www.youtube.com/watch?v-N5SckoiTDxA. f.https://www.youtube,com/wately 2. hitp://www.ignou.,c.in/upload/Uni h. https://sizes.com/numbers/preferred_numbers. i, www.robot-and-machines-design.com/en/articles/mech J. _ bitp:/Avww-youtube.com/Mangedeoupling k. http://www. youtube.comiscrewjack MSBTE — Final Copy Dt. 29.03.2019 Page 10Tool Engineering Course Code: 22565 Program Name iploma in Mechanical Engineering Program Code :ME ifth, Semester 7 Course Title Pool Engineering (Elective) Course Code 2 22565, 1. RATIONALE Tools are basic component required for any machining process. The quality and efficiency of any machining operation basically depends upon quality of tools which in turn depends upon the proper shape, size and material of the tools, Productivity and quality of machining operations may further be enhanced by proper and quick mounting of tools and jobs on machines using suitable Jigs and Fixtures. Therefore, this course attempts to develop abilities in students to select a tool of proper size and shape for required machining operation. The design of basic cutting tools, jigs and fixtures are also dealt with in this course. 2 COMPETENCY The aim of this course is to help the student to attain the following industry identified competency through various teaching learning experiences: «Use different types of tools, dies, jigs and fixtures to machine simple components. a COURSE OUTCOMES (COs) ‘The theory, practical experiences and relevant soft skills associated with this course are to be taught and implemented, so that the student demonstrates the following industry oriented COs ted with the above mentioned competency: Interpret geometries of various cutting tools. b. Use relevant cutting tool insert and tool holders for different machining operations. c. Use relevant locating and clamping devices for components d._ Use relevant Jig and Fixture for components and machining operations. €. Use relevant Press tools and Press tools operations. f. Use relevant Die for bending and forging simple components, 4. TEACHING AND EXAMINATION SCHEME | Teaching | P / Techn a Examination Scheme Z Credit Theory Practical ult] p [et er Le PA Total TSE _P TMS. ax Min |Mon [in| Max [Min Max | Min | Max | Min | Max | Min 3[- [2.3 13 [7% [28 [30 [oo] 10 [40 | 25@ | 10 | 2s | 10 | so | 20 (*): Under the theory PA, Out of 30 marks, 10 marks are for micro-project assessment to facilitate integration of COs and the remaining 20 marks is the average of 2 tests 10 be taken during the semester for the assessment of the cognitive domain UOs required for the aliainment of the COs. Legends: L-Lecture; T— Tulorial/Teacher Guided Theory Practice; P - Practical; C— Credit, ESE - End Semester Examination; PA - Progressive Assessment COURSE MAP (with sample COs, PrOs, UOs, ADOs and topics) This course map illustrates an overview of the flow and linkages of the topic of outcomes (details in subsequent sections) to be attained by the studeny MSBTE — Final Copy Dt. 29.03.2019 Page 1 of 8‘Tool Engineering Course Code: 22565 course, in all domains of learning in terms of the industry/employer identified competency depicted at the centre of this map. “tc ‘nda se ane cabarets, ‘Guieeu a at). Sa i aN aa ¥ eter ‘a ae omen C See a ao Ss iS oe Figure 1 - Course Map 6. SUGGESTED PRACTICALS/ EXERCISES The practicals in this section are PrOs (i.e. sub-components of the COs) to be developed and assessed in the student for the attainment of the competency: . | Approx. S Practical Outcomes (PrOs) Unit His. 0. No. : | Required T | Identify the use of different types of tools, and their designation T {0 J systems. 2 | Draw the cutting tool with nomenclature taken for re-sharpening. | _ 2 3___| Use different tool holders and their use with specific applications. | II | 02 4 | Re-sharpen any one Single Point Cutting Tool as per given u 2 specification. 5 | Use different clamping devices and their use available in the m | 02 “workshop, 6 | Use different locators and their use available in the workshop 7 _ | Design a Jig and Fixture for machining ofa given simple ——[component. (Parte) | 8 | Design a Jig and Fixture for machining of a given simple | component. (Part-II) oe MSBTE — Final Copy Dt. 29.03.201 Page 2 of 8Tool Engineering Course Code: 22565 “| Approx. z Practical Outcomes (PrOs) Unit | its. 0. No. : Required 9 _| Draw assembly and detail drawing of the designed lig. [iv | 02 10__| Draw assembly and detail drawing of the designed Fixture Vv | 02 4 TI_| Design a progressive cutting die for a simple component. v_| 12 | Draw assembly and detail drawing of the designed progressive Vv @ cutting die. (Part-I) 73 | Draw assembly and detail drawing of the designed progressive v | @ cutting die. (Part-LD) 7 14 _| Prepare Strip layout of simple component. v_|_o 15 | Use different parts and uses of Press. v_|_o 16 | Design a bending die for given component. vI_| 02 17_| Draw bending die indicating all parts and dimensions. vi | 2 | 18 | Estimate blank size for Deep Drawing a simple component. vi | Total I 36 Note 7A suggestive list of PrOs is given in the above table, More such PrOs can be added to attain the COs and competency. A judicial mix of minimum 12 or more practical need 10 be performed, out of which, the practicals marked as **’ are compulsory, so that the student reaches the ‘Precision Level’ of Dave's ‘Psychomotor Domain Taxonomy’ as generally required by the industry. ii, The 'Process’ and ‘Product’ related skills associated with each PrO is to be assessed according to a suggested sample given below: ‘S.No. Performance Indicators Weightage in % Preparation of experimental set up 20 Setting and operation 20 Safety measures 10 Observations and Recording 10 Interpretation of Result and Conelusion 20 ‘Answer to sample questions io ‘| ‘Submission of report in time 10 Total 100 The above PrOs also comprise of the following social skills/attitudes which are Affective Domain Outcomes (ADOs) that are best developed through the laboratory/field based experiences: a. Follow safety practices. b, Practice good housekeeping. c. Practice energy conservation. d. Demonstrate working as a leader/a team member e. Follow ethical Practices. The ADOs are not specific to any one PrO, but are embedded in many PrOs. Hence, the acquisition of the ADOs takes place gradually in the student when s/he undertakes a series of practical experiences over a period of time. Moreover, the level of achievement of the ADOs according to Krathwohl’s ‘Affective Domain Taxonomy’ should gradually inerease as planned below: © ‘Valuing Level’ in 1" year © ‘Organising Level’ in 2" year © ‘Characterising Level’ in 3 year. MSBTE — Final Copy Dt. 29.03.2019 Page 3 of 8Too! Engineering 1. Course Code: 22565 MAJOR EQUIPMENT/ INSTRUMENTS REQUIRED. ‘The major equipment with broad specification mentioned here will usher in uniformity in conduct of experiments, as well as aid to procure equipment by authorities concerned, ie Equipment Name with Broad Specifications ne 1_| Single point cutting tool- 2 Qty 145 2 | Drill — M12/M16/M20 size = | 3__| Grinding Machine- Grinder Size 100 mm min. - 145 4 | Tool holders- Milling Cutter mandrill, Drill tool holder, Tool post of Lathe 2 machine (Qty one each) af 5 | Clamping devices for drilling machine, Milling machine, Chucks ( Qty one 5 each) Different Press tools [13 8 UNDERPINNING THEORY COMPONENTS The following topics are to be taught and assessed in order to develop the sample UOs given below for achieving the COs to attain the identified competency, More UOs could be added. Cutting and composition of the Tool given tool material(s). Material 2b, Interpret ISO designation of and the given tool insert, Holding 2c. Select tool holders and Devices inserts for the given component and machining operation with justification, 2d. Explain the given tool | sharpening methods). Unit-IIl 3a. Explain principle of Locating, location with reference to and the given work piece. Clamping 3b. Calculate the Degrees of devices freedom in the given situa 3c. Select different types of Locators for the given MSBTE — Final Copy Dt. 29.03.2019 Unit Unit Outcomes (UOs) Topics and Sub-topies (in cognitive domain) Unit-T | 1a. Classify the given cutting [1.1 Principles in tool engineering, Basics of Processes 1.2. Mechanies of Metal cutting: Tool 1b, Estimate cutting forees in requirements of tools. Engineerin | the given simple numerical | 1.3 Cutting forces ~ Merchant circle, types £ problem situation, of chips, chip thickness ratio, shear Je, Draw cutting tool geometry angle. Shear angle- concept, need and of single cutting point tool method to give shear angle on punch and using given ASA or ORS die system, 1.4 Types of metal cutting process - 1d. State the sheur angle orthogonal, cutting required for the given job | 1.5 Cutting tool Geometry- Single point with justification __cutting tool 2a, List the different properties [2.1 Cutting tool materials - pes, 2.2 2.3, 2.4 2.5 Bu B.2 3.3 3.4 “Concept, defi 3.5 Clamping devices - Tyy}é Page 4 of 8 composition, properties and applications. Carbide inserts -types, ISO -designation and Applications. Other inserts like CBN and PCBN. ‘Too! holders for turing, milling machines and CNC machines. ISO designations of Too! holders. Tool sharpening method for single point cutting tool jon locating and clamping, Use of locating and clamping principles on shop floor, Degree of freedom concept and importance. applications.ool Engineering Course Code: 22565 Unit Unit Outcomes (UOs) ‘Topics and Sub-topics __|___ Gin cognitive domain) - "situation with justification. | working and applications 3d. Select different types of 5.6 Fool proofing and ejecting techniques. Clamping devices for the given situation with justification, Unit IV |4a, Differentiate between given 4.1 Concept, definition of jigs and fixtures. Jigs and type of jig and fixture. difference between jigs and fixtures. Fixtures 4b. Select the relevant Jigs for /4.2_Jigs- Types construction, working and the given component with applications. justification, l4.3 Fixtures - Types construction, working 4c, Select the relevant fixtures and Applications. for the given component —_|4.4. Design considerations and procedure for with justification Jigsand Fixtures. 4d. Explain the design procedure for the given Jig - and fixture. Unit Sa, Select suitable press tool [5.1 Press working processes-types, sketches Press Tool | operation for the given and Applications. design simple press tool '5.2. Press tools: types, working, components ‘component with justification, Sb, Calculate press tonnage and centre of pressure for the given press tool component. Se. Prepare scrap strip layout for the given press tool component 5d. Design progressive cutting die for the given simple press tool component. and their Funetions, 5.3. Concept, meaning, definitions and calculations of press tonnage and shut height of press tool. Shear action in die cutting operation. [5.4 Centre of pressure: Concept, meaning, definition, Methods of finding and importance. 5.5. Die clearance: Concept, meaning, definition, Reasons, effects and methods of application. 15.6 Cutting force: Methods to calculate and methods of reducing. ‘5.7. Scrap strip layout: - Concept, importance, method to prepare, and determining percentage stock utilization. [5.8 ‘Types, working, and applications of stock stop, pilots, strippers and knockouts [5.9 Cutting dies-types and applications. [5.10 Design of progressive cutting die: a) Sketch the component. b) Prepare scrap strip layout. ©) Calculate tonnage. 4) Determine centre of pressure. ¢) Determine dimensions of punches, die block and die shoe. £) Prepare sketch of stripper plate. 2) General assembly sketch of punches arrangement, die block, die shoe and __ stripper plate. al Copy Di. 29.03.2019 Page 5 of 8‘Too! Engineering Course Code: 22565 Unit | Unit Outeomes (UOs) ‘Topics and Sub-topies (in cognitive domain) _ Unit-VI__| 6a. Calculate bend radius, bend [6.1 Bending dies - Bending, allowance and spring back | a) ‘Types and Parts and functions of bending Drawing for the given simple part. die. and 6b, Draw labeled sketch of the |b) Definition, calculations and factors Forging given die(s). affecting bend radii, bend allowance and Dies 6c, Select die(s) for the given spring back. part with justification, ©) Method to compute bending pressure.: ‘Types, sketch, working and applications of bending dies. 6.2Drawing dies-types and method to determine blank size for drawing operation, Types, sketch, working and applications of drawing dies (embossing, curling, bulging, coining, swaging and hole flanging). 6.3Forging dies- terminology, types, sketch, — working and application — Note: To attain the COs and competency, above listed UOs need to be undertaken to achieve the ‘Application Level’ and above of Bloom's ‘Cognitive Domain Taxonomy’ 9. SUGGESTED SPECIFICATION TABLE FOR QUESTION PAPER DESIGN Unit Unit Title [Teaching Distribution of Theory Marks No, Hours R U A | Total Level_| Level_| Level_| Marks 1_| Basics of Tool Engineering 06 [02 02 04 08 I | Cutting Too! Material and 06 2 02 04 08 holding devices | I | Locating and Clamping devices | 06 0 04 04 10 IV_| Jigs and Fixtures 08 2 oa 06 12 V_| Press Tool design 12 04 06 10 | 20 VI_ | Bending, Drawing and Forging | 10 02 04 06 12 Dies | Total a | 4 2 34 70 Legends: R=Remember, U=Understand, A=Apply and above (Bloom's Revised taxonomy) Note: This specification table provides general guidelines to assist student for their learning and to teachers to teach and assess students with respect to attainment of UOs. The actual distribution of marks at different taxonomy levels (of R, U and A) in the question paper may vary from above table. 10. SUGGESTED STUDENT ACTIVITIES Other than the classroom and laboratory learning, following are the suggested student-related co-curricular activities which can be undertaken to accelerate the attainment of the various outcomes in this course, Students should conduct following activities in group and prepare reports of about 5 pages for each activity, also collect/record physical eviden (student’s) portfolio which will be useful for their placement interviews. a. Visit any industry and collect information related to tool engineering prylijé b. Prepare journal based on practical performed in Tool Engineering labgfaftoryy Journal consists of drawing, observations, required materials, tools, equiphisinls. dale of performance with teacher signature. Na is :TE — Final Copy Dt. 29.03. Page Ms py Dt. 29.03.2019 206 088 wyTool Engineering Course Code: 22565 c. Prepare/Download specifications of followings i, Tools and equipment in Tool engineering laboratory. ii. Machineries in Tool Engineering laboratory d. Undertake a market survey of local dealers for tools, equipments; machineries and raw material and prepare a report. e. Visit to any press tool industry and prepare a report consisting of i. Types of press Types of dies Types of operations Types of fool proofing arrangement v. Safety precautions observed. 11. SUGGESTED SPECIAL INSTRUCTIONAL STRATEGIES (if any) These are sample strategies, which the teacher can use to accelerate the attainment of the various outcomes in this course: a, Massive open online courses (MOOCs) may be used to teach variot topics. b. ‘L’ in item No. 4 does not mean only the traditional lecture method, but different types of teaching methods and media that are to be employed to develop the outcomes. c. About 15-20% of the topics/sub-topics which is relatively simpler or descriptive in nature is to be given to the students for self-directed learning and assess the development of the COs through classroom presentations (see implementation guideline for details) d. With respect to item No.10, teachers need to ensure to create opportunities and provisions for co-curricular activities. e. Guide student(s) in undertaking micro-projects. f. Demonstrate students thoroughly before they start doing the practi g. Encourage students to refer different websites to have deeper understanding of the subject. h, Observe continuously and monitor the performance of students in Lab. i. Guide student(s) in undertaking micro-projects, j. Amange visit to nearby industries for understanding various tool engineering operations k. Show video/animation films to explain tool design processes. Use different instructional strategies in classroom teaching. m, In respect of item no.10 above the teachers need to ensure to create opportunit support sustem for such co-curricular activities topics/sub 12. SUGGESTED MICRO-PROJECTS Only one micro-project is planned to be undertaken by a student that needs to be assigned to himv/her in the beginning of the semester. In the first four semesters, the micro-project are group-based. However, in the fifth and sixth semesters, it should be preferably be individually undertaken to build up the skill and confidence in every student to become problem solver so that s/he contributes to the projects of the industry. In special situations where groups have to be formed for miero-projects, the number of students in the group should not exceed three. The micro-project could be industry application based, internet-based, workshop- based, laboratory-based or field-based. Each micro-project should encompass two or more COs which are in fact, an integration of PrOs, UOs and ADOs. Each student will have to maintain dated work diary consisting of individual contribution in the project work and give a ‘seminar presentation of it before submission. The total duration of the micro-project should not be less than 16 (sixteen) student engagement hours during the course. The stydent ought to submit micro-project by the end of the sem: We. A suggestive list of micro-projects are given here, Similar micg added by the concerned faculty MSBI s ‘inal Copy Dt. 29.03.2019 Page 7 of8Toot Engineering Course Code: 22565 Preparation of Wax/Rubber model of various dies/single point cutting tools. Collect various Carbide inserts as per ISO specification, Measure press capacity of any press available in industry or nearby industry. Design simple Clamming devices/Jigs/Fixtures/locating for simple jobs. Collect specifications of different Jigs and fixtures. Sketch different jigs /fixtures/clamping devices available in institute workshop. Identify and restrict degree of freedom of a given component for designing a clamping/locating device for a given machining operation, empeege 13, SUGGESTED LEARNING RESOURCES a Title of Book Author | Publication 1 | Fundamentals of Gupta, BR, and | $.Chand and Co., New Delhi, 2005 Electrical Networks __| Singhal Vandana _| ISBN: 978-81-219-2318-7 2 | Tool Design Donaldson Cyrll | Megraw Hill Education, 2000 | | __| ISBN: 9780070153929, 0070153922 _| 3. | Tool Engineering, Jigs | Atkins Albert McGraw-Hill, 1922 and Fixture _ | ISBN/ASIN: 1151454966 _ 4 | Fundamentals of Tool | Basu S. K. Oxford Ibh, 1979 Engineering Design ISBN_812040016X, 9788120400160 5 | Tool Engineering and | NagpalG.H. | Khanna Publication, 2003 Design | ISBN : 817409203 | 6 | Machine tool and Tool | Sharma P. C. 8.Chand Publishing, 2012 L__| Design SBN: 9788121923620, - 14. SOFFWARE/LEARNING WEBSITES hups://www.youtube.com/watch?v=Mn9jpql8ra0 buips://www.youtube.com/watch?v=bUrp8JMRwxdandvi=en hitps://vww.youtube.com/watch?v-qaG_vxsfLUg https://www.youtube.com/ watch? ¥ hups://vww.youtube.com/watch?v=CrWxJ58lalE- hutps://www.youtube.com/watch? hitps://www.youtube.com/watch? hups://www.youtube.com/watch?v=lerK2Po8tI hups://www.youtube.com/watch?v=_E]GCE2dDceY hittpsi//www. youtube.com/watch? https://swww.youtube.com/watch? htips://www.youtube.com/watch?v=_r7djWX8X34 hutps://vww.youtube.com/watch?v-Us7KiBmRL-Q https://www.youtube.com/watch?v-S9qzJat3Mzk |https://www. youtube.com/watch?v=171 YrXafg00 hitps://Awww. youtube.com/watch?v=wulJZZORm3wandpbjreload=10 hups:/Avww.youtube.com/watch?v=iSZGSMXwsnU. https://www.youtube.com/watch?v=WJ_VIWd0EsA https://www.youtube.com/watch? HOLACB4 https://www.youtube.com/watch?v=MtNTFvPOuAL hitps://www. youtube.com/watch?v=eqKa2gv9K x0. https://www. youtube.com/watch?v=m8EoGASMOSI Ese eunepeor sewn se ne ep ee) hups://www. youtube.com/wateh?v=til4{UOBTRg0 MSBTE — Final Copy Dt. 29.03.2019 Page 8 of 8Power Plant Engineering Course Code: 22566 ProgramName —_: Diploma in Mechanical Engineering Program Code :ME Semester Fifth Course Title : Power Plant Engineering (Elective) 2566 Course Code : 1 RATIONALE Electrical power is the main resource for any type of industry. Economic growth of the nation essentially results into growth in power sector. Various conventional power plants such as Hydro, Steam, Gas, Diesel, Nuclear power plants are employed for power generation. Most of the power plants use mechanical engineering equipment and components. Hence, this course attempts to provide the basic knowledge of the components, operation and maintenance of power plants to the students and would also acquaint them with the latest technological advances taking place in this sector. 2. COMPETENCY The aim of this course is to help the student to attain the following industry identified competency through various teaching learning experiences: ‘© Maintain power generation systems related to mechanical engineering. 3. COURSE OUTCOMES (COs) The theory, practical experiences and relevant soft skills associated with this course are to be taught and implemented, so that the student demonstrates the following industry oriented COs associated with the above mentioned competency: a, Identify various components of Hydro, Steam, Gas, Diesel power plants. b. Select high pressure Boiler for power generation capacity of plants. ¢. Identify components of Steam, Diesel and Gas turbine power plants. d, Measure waste heat recovery in a typical thermal power plants. €. Identify components of Nuclear power plants £. Estimate economic parameters of power plants 4, TEACHING AND EXAMINATION SCHEME [Teaching | _Seheme Examination Scheme Credit Theory ESE PA | Tou [Total — Max [Min | Max [Min | Max Max | Min | tax | Min | sax | Min Fin ae 30" | o0| 100 [a0 2s@ | 10 | 25 | 10 | s0 | 20 (*): Under the theory PA, Out of 30 marks, 10 marks are for micro-project assessment to facilitate integration of COs and the remaining 20 marks is the average of 2 tests to be taken during the semester for the assessment of the cognitive domain UOs required for the attainment of the COs. Legends: L-Lecture; T~ Tutorial/Teacher Guided Theory Practice; P - Practical; C - Credit, ESE - End Semester Examination; PA - Progressive Assessment COURSE MAP (with sample COs, PrOs, UOs, ADOs and topies) MSBTE - Final Copy Dt. 29.03.2019Power Plant Engineering Course Code: 22566 course, in all domains of learning in terms of the industry/employer identified competency depicted at the centre of this map. ih Lanwcaa Tepowe ln iourctrnee cavemen: tite sil ase sudden Ttshena si Conn of Senos tae te na TO iacaminse 5 Bona Figure 1 - Course Map 6. SUGGESTED PRACTICALS/ EXERCISES The practicals in this section are PrOs (i.e. sub-components of the COs) to be developed and assessed in the student for the attainment of the competency: i | Approx. N Practical Outcomes (PrOs) Unit | rs 0. No. : i required 1 | Identify various components used in Hydroelectric power plant T 02" ___| using models, charts, simulated and real videos, | 2 | Maintain various components of Hydroelectric power plant using | 1 02 models, charts, simulated and real videos. 3 | Identify various components used in Gas turbine power plant using | I 02 models, charts, simulated and real videos. 4 [Identify various components used in Gas turbine power plant using |__| models, charts, simulated and real videos. 5 | Maintain Fuel nozzles, Liners, Spark plugs, Flex hoses, Check valves etc. component of Gas turbine power plant | ‘Identify and demonstrate working of various components used in MSBTE - Final Copy Dt. 29.03.2019 Page 2 of 9Power Plant Engineering Course Code: 22566 Diesel engine power plant using models, charts, simulated and real videos. Identify various components used in Diesel engine power plant using models, charts, simulated and real videos. 02 Maintain component like Diesel engine, Air filters, Super chargers, Engine starting system, Fuel system, Lubrication system, Cooling system, Governing system etc.of Diesel engine power plant 02" Identify various components used in Diesel generating set using models, charts, simulated and real videos. 02 10 Maintain a typical small size Diesel generating set used in houses or shops 02* n Identify various components used in Steam power plant using models, charts, simulated and real videos. rir 02* 12 Maintain condenser, economizer ete, componenis of Steam power plant. I 02* 13 14 15 Maintain working of any two types of High pressure Boilers using models, charts, simulated and real videos on High pressure Boilers. I 02* Maintain Fluidized Bed Combustion boilers using models, charts, simulated and real videos. Maintain the working of electro static precipitators using model, charts, simulated and real videos. iit 02* 02 16 Maintain temperature and feed water control system using model, charts, simulated and real videos. V7 Prepare model diagram of steam power plant by selecting various components for a given load. (Part-I) 1 HL o2* 02 18 Prepare model diagram of steam power plant by selecting various. components for a given load. (Part-II) TI 19 Develop maintenance procedure for preventive and predictive maintenance of a typical Hydro Power Plant and its components. 02 20 Develop maintenance procedure for preventive and predictive maintenance of a typical Diesel power plant and its components. 02* Develop maintenance procedure for preventive and predictive | maintenance of typical FBC boilers and its components. 02* Develop maintenance procedure for preventive and predictive maintenance of a typical High-pressure boiler and its components Develop maintenance procedure for preventive and predictive maintenance of a typical Steam Power Plant and its components. Develop maintenance procedure for preventive and predictive maintenance of a typical Gas Power Plant and its components. Demonstrate the concept of Cogeneration in the given thermal power plant using model, charts, simulated and real videos. 02 02* 02 oo" Maintain Trigeneration in the given thermal power plant using, model, charts, simulated and real videos. Maintain the working of Nuclear Power Plant to identily various components using models, charts, simulated and real videos. Caleulate cost of electricity consumption of any one Laboratory. (Paitel) Calculate cost of electricity consumption of any one Laboratory. (Part-ll) — Total inal Copy Dt. 29.03.2019 Page 3 of 9Power Plant Engineering Course Code: 22566 Note i. A suggestive list of PrOs is given in the above table, More such PrOs can be added to attain the COs and competency. A judicial mix of minimum 12 or more practical needs to be performed, out of which, the practicals marked as “*’ are compulsory, so that the student reaches the ‘Precision Level’ of Dave's ‘Psychomotor Domain Taxonomy’ as generally required by the industry. ii. The ‘Process’ and ‘Product’ related skills associated with each PrO is (0 be assessed according to a suggested sample given below: S.No. Performance Indicators Weightage in % Arrangement of available equipment / test rig or model 20 Setting and operation 20 Safety measures Z 10 | Observations and Recording / 0 Interpretation of result and Conclusion 20 ‘Answer to sample questions 10 — | 10 i 100 The above P1Os also comprise of the following, social skills/attitudes which are Affective Domain Outcomes (ADOs) that are best developed through the laboratory/field based experiences: Follow safety practices. Practice good housekeeping. Practice energy conservation. Demonstrate working as a leader/a team member. Follow ethical Practices. peese The ADOs are not specific to any one PrO, but are embedded in many PrOs. Hence, the acquisition of the ADOs takes place gradually in the student when s/he undertakes a series of practical experiences over a period of time. Moreover, the level of achievement of the ADOs according to Krathwohl’s “Affective Domain Taxonomy’ should gradually inerease as planned below: © ‘Valuing Level’ in 1" year © ‘Organising Level’ in 2” year * ‘Characterising Level’ in 3" year. 7. MAJOR EQUIPMENT/ INSTRUMENTS REQUIRED. ‘The major equipment with broad specification mentioned here will usher in uniformity in conduct of practicals, as well as aid to procure equipment by authorities concerned. ht Equipment Name with Broad Specifications _ | | Working Model of Hydro power plant- Small Turbine (eapacity- al 0.25K W)lighting system as a load (min. 10 bulbs of various capacity) - }2 | Model of gas power plant including all major components. S| 2 | 3 | Fuel nozzles, Liners, Spark plugs, Flex hoses, Check valves ete. component | 04 © | of Gas turbine power plant | 4 | 5KVA Diesel Generating set. 5 Working model of Steam Power plant- oil fired Boiler (min Capacity- 0.SKW), Reaction steam Turbine, Surface Condenser, generator, power distribution system to power bank. MSBTE — Final Copy Dt. 29.03.2019 Page 4 of 9Power Plant Engineering Course Code: 22566 By Equipment Name with Broad Specifications - id 6 | Condenser, economizer ete. components of Steam power plant. 14 7_| Working model of Loffler Boiler 05,12 [8 | Working model of Benson Boiler — 05,12 9 | Working model of Electro statie Precipitator 07,12 10__| Model of FBC Boiler _ 06,12 “I1_| Working model of Feed water control system 04,08,12 12_| Temperature sensor and temperature sensing system 04,08,12 13_| Model of Nuclear Power plant - 09 14 | AXCYCLE Software: Thermodynamic Simulation Software for heat balance | All calculations of heat production and energy conversion cycles. L 8, UNDERPINNING THEORY COMPONENTS The following topics are to be taught and assessed in order to develop the sample UOs given below for achieving the COs to attain the identified competency. More UOs could be added. Unit Unit Outcomes (UOs) Topies and Sub-topies (in cognitive domain) Unit-1 | 1a, Explain energy conversion in| 1.1 World and national scenario of demand Introduct | the given power plant. and supply of energy. ion to _| 1b. Identify elements of the given | 1.2 Introduction to power plants: their Power Hydro, Gas, Diesel power importance and types. Plants plant(s).. 13. Hydroelectric power plant: Ic, Explain preventive procedure Classification, General arrangement, of the given power plants. operating principle, advantages and 1d, Explain predictive limitations, Maintenance. maintenance procedure of the | 1.4 Diesel power plant: Introduction, given power plants. components, advantages and limitations, Diesel generating set, Maintenance. Unit- 1 |2a, Explain with sketches ofthe [2.1 High Pressure Boilers — Classification, High working of the given type of [2.2 Construction and principle of working Pressure boiler ‘of Lamont boiler, Benson boiler, 2b. Compare the salient features of | Loeffler boiler, Velox boiler, Schmidt the given types of high Hartman boiler, Ramsin boiler pressure boilers. 2.3 Fluidized bed combustion boilers 2c. Explain Preventive (FBC): principle, need, types, various maintenance of the given High | __ arrangement, control system and pressure boilers. advantages over other boiler systems. 2d. Explain Predictive 2.4 Comparison of various types of boilers maintenance of the given High |2.5 Indian Boiler Regulation Act pressure bi 2.6 Maintenance procedure of major components of high pressure and FBC | boilers ‘Steam Power Plants Unit-Ill |3a, Explain with sketches the Steam given Fuel handling system. [3.1 Steam power plant: Introduction, and Gas _| 3b, Identify various elements of ‘components, advantages and limitations Power the given Steam power plant [3.2 Fuel handling systems in poyye Plants and its control system, types, components 3c. Explain with sketches the 3.3. Flectro-Statie Preci given control(s) system of [3.4 Control sy: 1 Copy Dt. 29.03.2019 Page 5 0f9Power Plant Ei gineering Course Code: 22566 Unit-VI Economic Analysis of Power Plants, Note: To attain the COs and competency, above listed UOs need to be undertaken to achieve the ‘Application Level’ and above of Bloom's ‘Cognitive Domain Taxonomy’ 9. SUGGESTED SPECIFICATION TABLE FOR QUESTION PAPER DESIGN Unit Unit Outcomes (UOs) Topics and Sub-topies (in cognitive domain) Steam power plant. Elements, Types, desirable 3d. Identify the given characteristics. Component(s) of Gas Power 3.5. Steam temperature control and feed Plant. water control systems. 3e. Explain preventive 8.6 Maintenance procedure of major maintenance of the given components of Steam power plant. major component of given (Gas Turbine Power Plants turbine power plants. 8.7 Open and close cycle with constant 3f, Explain predictive pressure gas turbine power plant maintenance of the given _ 3.8 Components of gas turbine power plant major component of given 3.9 Methods to improve the thermal turbine power plants efficiency of a simple open cycle constant pressure gas turbine power plan [3.10 Advantages of gas turbine power plant over others. [3.11 Maintenance procedure of major | | oe components of Gas turbine power plants. Unit -IV__|4a. Explain the need of waste heat [4.1 Waste heat recovery in thermal power Waste recovery of the given thermal plants: Need, opportunities, present Heat power plants. practices Recovery, |4b. Explain with sketches working | 4.2 Cogeneration: Need, opportunities, Cogenera | principle of cogeneration and present practices tion and | trigeneration in the given 44.3 Trigeneration: Need, opportunities, thermal power plant. a. Skeich labeled arrangement of the given nuclear power plant, Sb. Explain with sketches working of the given reactors. Se. Compare the calorific values of the given types of fuels, 5d, Interpret the regulations for nuclear power plants, 6a. Estimate Cost of Electricity in the given situation using simple numerical problems 6b. Calculate performance parameters for the given power plant using simple numerical problem: present practices 5.1 Nuclear power plant: Classi General arrangement, operating principles 5.2 Nuclear Fuels and Reactors 5.3. Advantages and limitations ‘5.4. Introduction to regulating agencies and regulations: Atomic Energy Regulatory Board (AERB), International Atomic Energy Agency (IAEA) .1 Estimation of production cost of electrical energy in various types of power plants, .2. Estimation of various Performance parameters. 6.3. Factors affecting choice of a power Unit No. Unit Title Teaching | Distribution of Theory Ngfis =U» Hours R Level etry inal Copy Dt. 29.03.2019 Page 6 of 9Power Plant Engineering Course Code: 22566 Unit Unit Title [Teaching |__ Distribution of Theory Marks No. Hours R U A Total Level_| Level | Level_| Marks 1__[ Introduction to Power plants 08 02 04 | 06 12 1 Pressure Boilers 08 2 04 06 12 Ti_| Steam and Gas Power Plants 10 02 04 08 14 IV_ | Waste Heat Recovery, 06 02 2 04 08 Cogeneration and Trigeneration V_| Nuclear Power Plants 08 ow 04 06 2 VI_| Economie Analysis of Power 08 2 04 06 12 Plants Total 48 12 22 36 mo | Legends: R-Remember, U-Understand, A=Apply and above (Bloom’s Revised taxonomy) Note: This specification table provides general guidelines to assist student for their learning and to teachers to teach and assess students with respect to attainment of UOs, The actual distribution of marks at different taxonomy levels (of R, U and A) in the question paper may vary from above table. 10. | SUGGESTED STUDENT ACTIVITIES Other than the classroom and laboratory learning, following are the suggested student-related co-curricular activities which can be undertaken to accelerate the attainment of the various outcomes in this course: Students should conduct following activities in group and prepare reports of about 5 pages for each activity, also collect/record physical evidences for their (student’s) portfolio which will be useful for their placement interviews: a) Prepare journal based on practical performed in Power Plant Engineering laboratory. Journal consists of drawing, observations, required equipment, date of performance with teacher signature, ) Prepare/Download the specifications of followings: i, Power plant equipment, ii, Steam power plant equipment and elements. i. Gas turbine power plant equipment and elements. iv. Hydro power plant equipment and elements. vy, Diesel power plant equipment and elements. ©) Visit to any Power plant and prepare a report consisting of i, Various advanced systems ii, Various standards iii, Maintenance of components of power plant observed. 11, SUGGESTED SPECIAL INSTRUCTIONAL STRATEGIES (if any) These are sample strategies, which the teacher can use to accelerate the attainment of the various outcomes in this course: 8) Massive open online courses (MOOCs) may be used to teach various topies/sub topics. b) ‘L? in item No. 4 does not mean only the traditional lecture method, but different types of teaching methods and media that are to be employed to develop the outcomes. ©) About 15-20% of the topics/sub-topics which is relatively simpler or descriptive in nature is to be given to the students for self-directed learning and assess the development of the COs through classroom presentations (see impleimemaion guideline for details). A 4) With respect to item No.10, teachers need to ensure to create opportunities "and provisions for co-curricular activities. MSBTE - Final Copy Dt. 29.03.2019 Page 7 of 9Power Plant Engineering, a Course Code: 22566 ©) Guide student(s) in undertaking micro-proje: £) Correlate subtopics with power plant system and equipments. ) Use proper equivalent analogy to explain different concepts. h) Use Flash/Animations to explain various components, operation and maintenance of power plants. i) Before starting practical, teacher should demonstrate the working of power plant. j) Instructions to students regarding care and maintenance of measuring equipments. k) Show video/animation films to explain functioning of various power plants 1) Teacher should ask the students to go through instruction and Technical manuals 12, SUGGESTED MICRO-PROJECTS Only one micro-project is planned to be undertaken by a student that needs to be assigned to him/her in the beginning of the semester. In the first four semesters, the micro-project are group-based, However, in the fifth and sixth semesters, it should be preferably be individually undertaken to build up the skill and confidence in every student to become problem solver so that s/he contributes to the projects of the industry. In Special situations where groups have to be formed for micro-projects, the number of students in the group should not exceed three. The micro-project could be industry application based, internet-based, workshop- based, laboratory-based or field-based. Fach micro-project should encompass two or more COs which are in fact, an integration of PrOs, UOs and ADOs. Each student will have to aintain dated work diary consisting of individual contribution in the project work and give a seminar presentation of it before submission. The total duration of the micro-project should not be less than 16 (sixteen) student engagement hours during the course. The student ought to submit micro-project by the end of the semester to develop the industry oriented COs. A suggestive list of micro-projects is given here. Similar micro-projects could be added by the concerned faculty: a) Collection of information of contro! systems of power plant. b) Collection of information about nearby cogeneration plant. ©) Comparative study of various parameters of performance evaluation of a power plant. d) Measure operating parameters of Boiler using appropriate instruments. e) Maintenance of a diesel generator set (DG set). f) Collect information regarding preventive, predictive and breakdown maintenance of various power plants. g) Develop maintenance procedure for preventive and predictive maintenance of a typical Hydro Power Plant and its components h) Develop maintenance procedure for preventive and predictive maintenance of a typical Diesel power plant and its components. i) Develop maintenance procedure for preventive and predictive maintenance of typical FBC boilers and its components. i) Develop maintenance procedure for preventive and predictive maintenance of a typical High-pressure boiler and its components k) Develop maintenance procedure for preventive and predi typical Steam Power Plant and its components. 1) Develop maintenance procedure for preventive and predictive maintenance of a typical Gas Power Plant and its components. ive maintenance of a 13. | SUGGESTED LEARNING RESOURCES | S Title of Book Publication No. ment | 1 | Power Plant Engineering Tata McGraw Hill India ISBN: 9789339204044. Power Plant Technology McGraw Hill Edueaty BYE — Final Copy Dt. 29.03.2019 Page 8 of 9Power Plant Engineering Course Code: 22566 7 Title of Book Author Publication 2010 ISBN: 9780070702448 3 | Power Plant Engineering | Raja, A. K. Prentice Hall, 2006 ISBN : 9788122418316 4 | A Text Book of Power Sharma, P.C. | McGraw Hill Education, (India) Plant Engineering and Nagpal _| ISBN : 9789350143841 5 | Steam and Gas Turbine and | Yadav, R Central Publication house Power plant Engineering ISBN : 9788185444352 14. SOFTWARE/LEARNING WEBSITES https://vww.youtube.com/watch?v=-hooifW51jY https://vww. youtube. com/watch?v-Uhjhuthg3Xk https://Avww.youtube.com/watch?v=_UwexvaCMWA. https:/Avww.youtube.com/watch?v=_AdASd_8Em https://www. youtube.com/watch' wi2v85fsU https://Avww.youtube.com/watch?v=IdPTuwKEfmA, htips://vww.youtube.com/watch?v=XjbezcFNrNU htips:/Avww.youtube.com/watch?v=OrsPFdkwRO htips://vww.youtube.com/watch?v=gD VukHOxURe https://Avww.youtube.com/watch?v=02pSAKP6WOQ hitps://Avww.youtube.com/watch?v=FXBavLWxbr0 https://vww.youtube.com/watch?v=iUXHzY LerB0 https://Avww.youtube.com/watch?v=ZssGiY 6rfY E htips://vww.youtube.com/watch?v=FO1AFIe2j2A https://vww.youtube.com/watch?v=e6wDRQMD-YE https://www.youtube.com/watch?v=ks-G4FYVtg https://www.youtube.com/watch? I6ECIYcfXKw hutps://vww.youtube.com/watch' Ittps:/www. youtube.com/watehr https://arupatan.invinfo/959/coal_mill_operation_power_plant/ https://vww.youtube.com/watch?v-Km bupS4u-k Ee Enea SPosSarvaewrnrangel MSBTE ~ Final Copy Dt. 29.03.2019 Page 9 of 9