C 20 MTT 1 2 Sem

Diploma
in Mechanical Engineering (Machine Tools) 2020-21 C20
Vision
[(To be drafted individually at institution level)]
To create globally competent technologists in Mechanical Engineering (Machine Tools) imparting

value added, need based responsive technical education to meet the challenges of liberalization,
privatization and globalization
Mission
(To be drafted individually at institution level)
(The mission of the Mechanical Engineering [Machine Tools] Program is to benefit the society at large by)
M1: To produce Mechanical Engineering (Machine Tool Technology) diploma graduates, by

imparting quality training to cater the needs of the industries, business and communities at large.
M2: To provide state of art facilities for enhancing skills in the field of Mechanical Engineering
(Machine Tool Technology).
M3: To impart discipline, dedication and leadership qualities among students to make them
confident to meet the challenges in the field of profession and also shape them as responsible
citizens.
M4: To strive for the development of the rural community by means of transfer of technology.

Programme Educational Objectives (PEOs)
(After 2/3 years of graduation, the students will have the ability to)
1. Mechanical Engineering(Machine Tool Technology) Programme instills sound engineering
knowledge and problem solving skills among the students
2. Mechanical Engineering (Machine Tool Technology)Programmeinspires students to purse
advanced technical and interdisciplinary course in engineering.
3. Mechanical Engineering (Machine Tool Technology)Programmemoulds students into good
engineering professionals who can find roles in industry and orients students towards
developing socially relevant products and services
PROGRAM OUTCOMES (POs)

1. Basic and Discipline specific knowledge: Apply knowledge of basic mathematics, science and
engineering fundamentals and engineering specialization to solve the engineering problems.

2. Problem analysis: Identify and analyze well-defined engineering problems using codified
standard methods.

3. Design/ development of solutions: Design solutions for well-defined technical problems and
assist with the design of systems components or processes to meet specified needs.

4. Engineering Tools, Experimentation and Testing: Apply modern engineering tools and
appropriate technique to conduct standard tests and measurements.
5. Engineering practices for society, sustainability and environment: Apply appropriate
technology in context of society, sustainability, environment and ethical practices.
6. Project Management: Use engineering management principles individually, as a team member
or a leader to manage projects and effectively communicate about well-defined engineering
activities.
Department of Collegiate & Technical Education Bengaluru-560001 Page 2

Diploma in Mechanical Engineering (Machine Tools) 2020-21 C20
7. Life-long learning: Ability to analyze individual needs and engage in updating in the context of
technological changes.
CONSISTENCY MATRIX OF PEO’S WITH MISSION
Environmental
Societal Needs
Self-Learning
Leadership
Team Spirit
Adapt to
Learning
Qualities
Industry
Concern
Higher
PEO statements
Mechanical Engineering(Machine Tool

Technology)Programme instills sound
1 √ √ √
engineering knowledge and problem solving
skills among the students
Mechanical Engineering (Machine Tool

Technology)Programmeinspires students to
2 √ √
purse advanced technical and other course in
engineering
Mechanical Engineering (Machine Tool

Technology) Programme moulds students
into good engineering professionals who can
3 √ √ √ √ √
find roles in industry and orients students
towards developing socially relevant
products and services
Mechanical Engineering(Machine Tool

Technology)Programme instills sound
4 √ √ √
engineering knowledge and problem solving
skills among the students

PROGRAM SPECIFIC OUTCOMES (PSOs)

Program shall specify 2-4 Program Specific Outcomes
1. Mechanical Engineering (Machine Tools)programme provides understanding of the machine
tool systems and maintenance.
2. Mechanical Engineering (Machine Tools)programme instills the ability to understand design,
solve problems related to manufacturing and service areasof machine tools.
1.0 GENERAL PROGRAMME STRUCTURE AND CREDIT DISTRIBUTION
1. Definition of Credit: Credit is a kind of weightage given to the contact hours to teach the
prescribed syllabus, which is in a modular form. For courses, one credit is allocated to one contact
hour for theory / tutorial per week and one credit is allocated to 02 contact hours for practical.

2. Choice-Based Credit System (CBCS): CBCS is a flexible system of learning that permits
students to learn at their own pace, choose electives from a wide range of elective courses and
adopt an inter-disciplinary approach in learning and make best use of the expertise of available
faculty.
3. Range of Credits
1 Hr. Lecture (L) per week 1 credit
1 Hr. Practical (P) per week 0.5 credit
1 Hr. Tutorial (T) per week 1 credit
4 Hrs. Theory (T) per week 4 credit
3 Hrs. Practical (P) per week 2 credit
[1 Hr. Tutorial +2 Hrs. Practical]
4. Programme: Programme means Diploma Programme that is Diploma in Mechanical Engineering

(Machine Tools), which is of three years duration.
2.0 PROGRAMME STRUCTURE
1. Course: A Course is a component (a paper) of a Programme. All the courses need not carry same
weightage. The course should define Course objectives. A course may be designed to involve lectures
/ tutorials / laboratory work / seminar / project work/ Internships / seminar or a combination of
these, to meet effectively the teaching and learning needs and the credits may be assigned suitably.

2. Course Code: Each course shall have an alphanumeric code, which includes last two digits of year
of introduction such as 20 subject code MY (MY for Mechanical engineering (Machine Tools), CH for
Chemical Engineering etc. ), then first two digits for example 12 (where 1 represents first semester
and 2 represents the course number in incremental order) and the last alphabet represent Theory
(T), Practical/Internship/Project (P), Drawing (D), Programme / Open Electives (A, B, C, E, F, G …).

3. Programme Courses: Each Programme will consist of Communication skills and Social Sciences
(HS), Engineering Mathematics, Statistics and Analytics (BS), Engineering Sciences (ES), Professional
Core (PC), Professional Electives (PE), Open Electives (OE), Employability Enhancement Courses
(EEC) and Internships.

1. Communication Skills and Social Sciences: Communication Skills and Social Science
courses are incorporated in the curriculum to meet the desired needs of communication and
life skills amongst students.
2. Engineering Mathematics, Statistics and Analytics: Common to all Engineering
Programme to develop reasoning and analytical skills amongst students.

3. Engineering Sciences: Engineering Science shall create awareness on different

specializations of engineering studies. The goal of these courses are to create engineers of
tomorrow, who possess the knowledge of all disciplines and can apply their interdisciplinary
knowledge in every aspect. It could be any branch of engineering - Civil, Computer Science
and Engineering, Electrical, Mechanical, etc.
4. Professional Core: Core Courses designed in the programme which are major courses of
the discipline, required to attain desired outcomes and to ignite critical thinking skills
amongst students.
5. Professional Elective: Generally a course can be chosen from a pool of courses and which
may be very specific or specialized or advanced or supportive to the discipline or nurtures
the candidate's proficiency/skill is called Professional Elective Course.
6. Open Electives: An elective course chosen generally from other discipline/ subject, with an
intention to seek interdisciplinary exposure is called an open elective. While choosing the
electives, students shall ensure that they do not opt for the courses with syllabus contents of
which are similar to that of their departmental core/elective courses.
7. Audit / Non-Core Courses: An audit / Non-core course is one in which the student attends
classes, does the necessary assignments, and takes exams. The Institute encourages students
towards extra learning by auditing for additional number of courses. The results of audit
courses shall not be considered for prescribed “carry over courses” limit, however students
need to pass audit courses for awarding the diploma.
8. Employability Enhancement Courses: It contains the following courses:
a. Mini Project: Mini Project is a laboratory oriented course which will provide a platform
to students to enhance their practical knowledge and skills by development of small
systems/application.
b. Seminar: Seminar should be based on thrust areas in state of art technologies. Students
should identify the topic of seminar and finalize in consultation with Guide. Students
should understand the topic and compile the report in standard format and present in
front of Panel of Examiners respective Programme.
c. Major Project: Every student must do one major project in the Final year of their
program. The minimum duration of project is 6 months. Students can do their major
project in Industry or R&D Lab or in house or combination of any two.

3.0 COURSE CODE AND DEFINITION:

Cours Teaching Teaching
Name of the Teaching Name of the Teaching
e code Definitions Dept. Dept.
Department Department
Code Code
Mechanical Engineering
L Lecture SC Science MI
[Instrumentation]
Commercial Practice
T Tutorial CP CR Ceramic Engineering
/ English
Mechanical
P Practical ME EN Civil Environmental Engg.
Engineering
Humanities & Social Electrical &
HS EE AN Aeronautical Engg.
Sciences Courses Electronics Engg.
BS Basic Science Courses CE Civil Engineering MN Mining & Mine Surveying
Engineering Science Electronics &Commn. Modern Office
ES EC MM
Courses Engg. Management
Library and Information
PC Program Core Courses CS Comp Science &Engg. LI
Science
Program Elective Apparel Design and
PE IS Info Science &Engg. FT
Courses Fabrication Technology
OE Open Elective Courses AT Automobile Engg. CH Chemical Engineering
AU Audit Courses MC Mechatronics PO Polymer Technology
SI Summer Internship MT Metallurgical Engg. PT Printing Technology
Mechanical
PR Project HP TX Textile Technology
Engineering [HPE]
Mechanical Electronic
SE Seminar WS Engineering[Welding EI Instrumentation & Control
& Sheet Metal] Engg.
Continuous Internal Leather & Fashion
CIE CN Cinematography LT
Evaluation Technology
Semester End Sound Recording Water Technology &
SEE SR WH
Examination &Engg. Health Science
Civil (Public Health & Mechanical Engineering
PH MY
Environment) Engg. [Machine Tools]

TD Tool & Die Making AR Architecture
ID Interior Decoration EG English
4.0 INDUCTION PROGRAMME
The Essence and Details of Induction program can also be understood from the “Detailed Guide on
Student Induction program’, as available on AICTE Portal, although that is for Diploma students of
Engineering & Technology. Suggestive schedule for induction program is given below
(Link:https://www.aicteindia.org/sites/default/files/Detailed%20Guide%20on%20Studen
t%20Induction%20program.pdf)

Induction Program Schedule (Suggestive only)

(Induction program for students to be offered right at the start of the first year)
SL
DAY TIME ACTIVITY VENUE
NO
Registration, Formation of Mentor-mentee groups – Class rooms of
09.30-
Introduction of mentors with-in group. respective
12.30
programs
1 1
01.30- Screening of Institute video clips of various functions held and
Photos of various events, Institution Excursion Seminar hall
04.30
Prayer- Physical activities such as yoga; Presentation cum Play ground
09.30- Interactive Session with: Important Institution Functionaries and seminar
12.30 like Principal, HOD’s etc. hall
Visit to Central facilities such as Reading
2 2 01.30-
room,library,Sportcentre, computer centre, hostel, NSS/NCC Tour
04.30
cell, community development cell functioning in polytechnic
Lecturer sessions about importance of NSS/NCC/Youth red
01.30-
cross activities and their contribution towards national building Seminar hall
04.30
and personality and character development
09.30- Seminar hall
Personality development talk on Human values
12.30
4 4 Interaction with Alumni students of polytechnic of different
01.30- Seminar hall
programs and interaction with few alumina and sharing their
04.30
experiences
09.30- Introduction to Swatch bharathabhiyan-Importance of abhiyan- Campus
12.30 Clean drive in around college
5 5
01.30- Talent hunt-Music/Antakshri/Instrument play/ Dance/Team College
04.30 Activity Auditorium
09.30- Talent hunt Activity: Essay/Debate/Best out of Waste/Pick and
Seminar hall
12.30 speak ,other
6 6 Screening of Movie related: personality development,
01.30- College
character building, motivational ,Environmental concern, Public
04.30 Auditorium
health, rural sanitation
09.30- Exchange of views between students and faculty about their
Seminar hall
12.30 Institute/program/carrier opportunities
7 7
01.30-
Games/Sports Activity Sports ground
04.30
Talk by training and placement cell: Carrier opportunities for
09.30- Training and
diploma students, placement activities in college; placement
12.30 placement cell
8 8 process
01.30- Talents hunt Activity: (Street Play/Mime/Acting/Stand Up
Seminar hall
04.30 Comedy /Dance etc.)
09.30- Personality development talks by eminent speakers on -
Seminar hall
12.30 Leadership styles/How to handle failures/stress management
9 9 Importance of student union, student union activities, Student
01.30-
insurance, How to make student insurance by Student welfare Seminar hall
04.30
officer of college
Awareness on: Student scholarship- introduction to SSP portal –
09.30-
10 10 e-pass portal-Authenticated documents, how to apply in portal: Seminar hall
12.30
Talk by Taluk/District social welfare officer

01.30-
Local visits to surrounding places/Industry Tour
04.30
Talk on Respective Program scheme of studies and detail of
09.30- courses, Diploma examination pattern, Passing and eligibility Department
12.30 criteria, attendance requirements by respective program Class rooms
11 11
coordinator
01.30-
Visit to respective programs lab/work shops of institution Tour
04.30
Awareness camp on human health ,Community health,
09.30-
Personal hygiene-By Local Taluk medical officer/Community Seminar hall
12.30
medical officer
12 12
Collection of student feedback on induction program- Make a
01.30-
report Valedictory of two weeks Induction program by Seminar hall
04.30
collecting student feed back

Induction Program ( mandatory) Two- week Duration
Induction program for students to be • Physical activity
offered right at the start of the first • Creative arts
year. • Universal human values
• Literacy
• Proficiency modules
• Lectures by Eminent People
• Visits to Local Areas
• Familiarization to Dept./Branch & Innovations
5.0 MANDATORY VISITS/WORKSHOP/EXPERT LECTURES:
1. It is mandatory to arrange one industrial visit every semester for the students of each branch.
2. It is mandatory to conduct a One-week workshop during the winter break after fifth semester on
professional/ industry/ entrepreneurial orientation.
3. It is mandatory to organize at least one expert lecture per semester for each branch by inviting
resource persons from domain specific industry.
6.0 EVALUATION SCHEME:

A. For Theory Courses:
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
50%. The student has to obtain minimum of 40% marks individually both in CIE and SEE to pass.
Theory Semester End Exam (SEE) is conducted for 100 marks (3 Hours duration). Based on this
grading will be awarded
B. For Practical Courses:

The weightage of Continuous Internal Evaluation (CIE) is 60% and for Semester End Exam (SEE) is
40%. The student has to obtain minimum of 40% marks individually both CIE and SEE to pass. The
practical Semester End Exam (SEE) is conducted for 100 marks (3 Hours duration exams). Based on
this grading will be awarded.

C. For Summer Internship / Projects / Seminar etc.

1. Evaluation is based on work done, quality of report, performance in viva-voce,
presentation etc.
Note:
A. The Continuous Internal Evaluation (CIE) is based on the student’s performance in
Internal Assessment tests, student activity, mini project, quizzes, assignments, seminars,
viva-voce in practical, lab record etc as specified in respective course curriculum.
B. Major Project/Mini Project: Students can do their major project in Industry or R&D
Labor in house. Mini Project is a laboratory oriented course which will provide a platform
to students to enhance their practical knowledge and skills by development of small
systems/application.
C. Personality and character development: It is mandatory for the students from 1s
semester to enroll in any one of the personality and character development programmes
(NCC/NSS/YRC/Yoga/Technical Club) and undergo training for their Personality and
character development.
• National Cadet Corps (NCC).
• National Service Scheme (NSS) will have social service activities in and
around the Institution.
• Youth Red Cross (YRC) will have activities in and around the institution.
• Yoga
• Technical Clubs.
D. Internship:A minimum of 10 credits (400 Hrs) of Internship/ Entrepreneurial activities /
Project work/ Seminar and Inter/ Intra Institutional Training may be counted toward
three-year diploma programme.
E. Mapping of Marks to Grades:Each course (Theory/Practical) is to be assigned 100
marks, irrespective of the number of credits, and the mapping of marks to grades may be
done as per the following table:

Range of Marks Level Assigned Grade Grade Point
91-100 Outstanding A+ 10
81-90 Excellent A 09
71-80 Very Good B+ 08
61-70 Good B 07
51-60 Above Average C+ 06
45-50 Average C 05
40-44 Satisfactory D 04
<40 Fail F 00
Fail due to shortage of attendance and therefore, to
F* 00
repeat the course/semester.
Fail in Continuous internal Evaluation (CIE). F** 00
Note: Those Candidates who have not obtained requisite minimum pass marks in CIE are not eligible to
take up SEE in that course until they get requisite minimum pass marks in the CIE. They may re- register
for the CIE in the subsequent regular semesters by paying prescribed examination fee.


SGPA and CGPA Calculations
∑[(Course Credits earned)X(Grade Points)] for all the
Semester Grade Point Average courses in that semester
(SGPA)= ∑[Total Course credits applied] for all the courses in that
semester
∑[(Course Credits earned)X(Grade Points) for all courses,
Cumulative Grade excluding those with F*/F** grades until that semester
PointAverage(CGPA)= ∑[Total Course Credits earned] for all Courses excluding
those with F*/F** grades until that semester
Note: The SGPA and CGPA shall be rounded off to 2 decimal points and reported in the semester Diploma
marks /grade card.
A. SGPA and CGPA Calculations: An illustrative example for one academic year
Semest Course Credits Result Grade Credits Credit points SGPA, CGPA
er Code Applied Grade Points Earned (CP=CE x GP)
(CA) (GP) (CE)
I Course 1 4 B 7 4 4x7=28
I Course 2 4 F 0 0 0x0=00 SGPA=CP/CA
I Course 3 4 Absent (F) 0 0 0x0=00
I Course 4 4 A 9 4 4x9=36 =110/22
I Course 5 2 A+ 10 2 2x10=20
I Course 6 2 D 4 2 2x4=08 = 5.00
I Course 7 2 A 9 2 2x9=18
Total 22 14 110 SGPA = 5.00
Note: In 1s semester grade/marks card only SGPA is reported. From 2 d semester onwards both SGPA &
CGPA will be reported in the grade/marks card.
Semest Course Credits Result Grade Credits Credit SGPA, CGPA
er Code Applied Grade Points Earned points(CP=C
(CA) (GP) (CE) E x GP)
II Course 1 4 B 7 4 4x7=28 SGPA=CP/CA
II Course 2 4 A 9 4 4x9=36
=100/19
II Course 3 3 D 4 3 3x4=12

II Course 4 3 Absent (F) 0 0 0x0=00 = 5.26
II Course 5 2 A+ 10 2 2x10=20 CGPA
II Course 6 1 D 4 1 1x4=04 = CP/CE
=(110+136)/
II Course 7 2 F 0 0 0x0=00
(14+22)
19 14 100 = 246/36
I Semester Back log courses =6.83
I Course 2 4 C 5 4 4x5=20
I Course 3 4 D 4 4 4x4=16
Total 27 22 136
• Total credits of the semester excluding the credits of the courses under F/F*/F** grade are
considered for the calculation of CGPA of the two consecutive semesters under consideration.


B. CGPA Calculation of the entire programme: An Illustrative Example.

Semester I II III IV V VI Total
Credits of the Semester 22 19 24 24 24 24 137
∑CP 110 136 184 155 191 188 964

964
CGPA = [110+136+184+155+191+18]
= = 7.04
22+19+22+24+24+24 137

P=Percentage Conversion= (CGPA-0.75) X 10
Class Declaration:

After the conversion of final CGPA into percentage of marks (P), a graduating student is declared to
have passed in:
(i) First Class with Distinction (FCD) if P ≥ 70%
(ii) First Class (FC) if P ≥ 60% but <70% and

(iii) Second Class (SC) if P < 60%.

SCHEME OF STUDIES
DIPLOMA IN MECHANICAL
ENGINEERING [Machine Tools]
(C-20)

AU/KA
Department of Collegiate and Technical Education

Board of Technical Examinations, Bangalore
Course Code 20ME11T Semester I

MATERIALS FOR
Course Title Course Group Core
ENGINEERING
No. of Credits 4 Type of Course Lecturing & Practice
4Hrs Per Week
Course Category PC Total Contact Hours
52Hrs Per Semester
Basic sciences at
Prerequisites Teaching Scheme (L: T:P) = 4:0:0
matriculation level
CIE Marks 50 SEE Marks 50
1. COURSE RATIONALE
Materials for engineering play an important role as the vital tool for solving the problems of material
selection and application in the production and manufacturing of equipment/machines, devices,
tools, etc. Therefore, an engineering diploma student must be conversant with the properties,
composition and behavior of materials from the point of view of reliability, sustainability and
performance of the product. The study of basic concepts of materials will help the students
understanding engineering subjects where the emphasis is laid on the application of these materials.
2. COURSE SKILL SET

The aim of the course is to help the student to attain the following industry identified competency
through various teaching –learning experiences
1. Select Engineering materials based on properties, behavior and environmental effect for
given engineering application.
2. Identify microstructure and alloying elements of given alternative materials for suitable
application
3. COURSE OUT COMES

CO1 Able to understand the various properties of materials u in engineering
CO2 Able to Select relevant ferrous materials and cast iron, non-ferrous metals and
advanced materials for Engineering applications
CO3 Adopt International practice of material designation and coding system
CO4 Able to find relevant heat treatment process for altering the properties of metals
CO5 Able to Suggest relevant Surface treatment process for protecting the surface of
materials
4. SUGGESTED SPECIFICATION TABLE WITH HOURS & MARKS (THEORY)

Unit Unit Title Teaching Hours

No.
I. Basic of Engineering Materials. 06

II. Steel and alloys 10
III. Nonferrous Metals and alloys 08
IV. Nonmetallic and Advanced materials. 10
V. Heat treatment process. 10
VI Surface treatment for Materials 08
Total 52
5. DETAILS OF COURSE CONTENT

The following topics/subtopics is to be taught and assessed in order to develop Unit Skill sets for
achieving CO to attain identified skill sets
UNIT NO Unit Learning outcomes Hours

Topics/Subtopics
(In cognitive domain) L-T-P
1. Identify the crystal structure of the 1.1 Classification of Engineering Material
given material 1.2 Structure of metal- unit cell, BCC, FCC and HCP
ENGINEERING
MATERIALS
2. Identify microstructure of the structures

BASICS OF
UNIT-1
specified material 1.3 Microstructure-type of microscopes 06-0-0

3. Explain specimen preparation 1.4 Sample preparation
methods for testing with sketches
1.5 Properties of metals-Physical-mechanical-
4. Distinguish various engineering
Thermal properties
properties of materials

1. Select relevant cast iron for the 2.1 Types of cast iron-White-grey-Nodular-
given job with justification malleable - Selection of appropriate cast iron for
engineering application
2. Select relevant steel for the given 2.2 Broad classification of steels
application
I. Plain carbon steels-Definition-types-
3. Able to designate different plain properties-composition and applications
STEELS AND ALLOYS
and alloy steel, cast iron as per BIS, of low-medium-high carbon steels
ASME II. Alloy steels-definition-effect of alloying
UNIT-2
elements on properties of alloy steel 10-0-0

III. Tool steel-cold worked-Hot work tool

steel-High speed steel (HSS)
IV. Stainless steel-Types and application
V. Spring steel-composition and application
VI. Specification of steel and their application
2.3 Steels for following-shaft -axles-bolts-nuts-
Agriculture Equipment’s-household utensils-
Antifriction bearings.
2.4 Designation and coding (as per BIS, ASME) of
plain & alloy steel and cast iron.

1. Describe the properties and 3.1 Copper and its alloys-Brasses-Bronzes-

application of the given copper Chemical composition-Properties and
NON FERROUS METALS AND

alloy applications
2. Describe the properties and 3.2 Aluminum and its alloys-Y-Alloy-Hindalium-
application of the given Aluminum duralium with their -Chemical composition-
alloy Properties and applications.
ALLOYS
UNIT-3
3. Describe the properties and 3.3 Nickel and its alloys with their -Chemical 08-0-0
application of the given Nickel Composition-Properties and applications

alloy 3.4 Bearing materials like White metal (Sn based),
4. Describe the properties and Aluminum Bronzes-Self-lubricating Bearings
application of the given Bearing
material
5. Select relevant non ferrous
material for specified application
with justification
1. Distinguish between metallic and 4.1 Polymeric materials-Polymer-types-
non metallic materials on the basis characteristics
NON METALIC AND ADVANCED
of given composition 4.2 Classification of Polymers on basis of

Thermal behavior -Thermo plastics and
2. Select relevant non metallic
thermo setting plastics-Properties –uses
material for the given job with
MATERIALS
4.3 Ceramics-types of ceramics-properties and

justification
UNIT-4
applications of glasses and refractoriness 10-0-0

3. Select relevant Composite material 4.4 Composite materials-properties and

for the given job with justification application of laminated and fiber reinforced
materials
4. Select relevant Alternative
4.5 Advanced engineering materials-properties
material for the given job with
and application of, Biomaterials, nano
justification
materials and smart materials
4.6 Designation and coding of important non
metallic materials as per BIS
1. Interpret Iron–carbon 5.0 Concept of phase-pure metal-alloy –Solid
equilibrium diagram of Mild solution
steel 5.1 Iron–carbon equilibrium diagram indicating
2. Identify the given phase diagram various phases-Critical temperature and its
and reactions with justification significance-Reactions on Iron carbon
HEAT TREATMENT PROCESSES
equilibrium diagram of Mild steel

3. Conceptualize with sketches the 5.2 Heat treatment-Definition- purpose of heat
specified heat treatment process treatment-–Mechanism of heat treatment Types
4. Select relevant Heat treatment of heat treatment process
UNIT-5
process for the given material with 5.3 Annealing-purposes of annealing-Annealing 10-0-0
justification temperature range-applications.

5.4 Normalizing- purposes of Normalizing-
temperature range-Broad applications
5.5 Tempering-Purposes of tempering-Types of
tempering-Applications
5.6 Hardening -purposes of hardening -
temperature range- Broad applications of
hardening
5.7 Case hardening- Carburizing-Nitriding-
Cyaniding


1. Describe corrosion and its 4.1 Corrosion-types and reasons for corrosion,
SURFACE TREATMENT
prevention protection from corrosion
4.2 Surface protection treatments-Methods of
FOR MATERIALS
2. Select proper electrolysis process
Surface treatments.
for surface coating
UNIT-6
4.3 Electrolytes and Non-electrolytes –definition-

Types of electrolytes 08-0-0
4.4 Construction and working of electro chemical
cell
4.5 Electro-chemical series, galvanic series.
4.6 Surface coating through electrolysis-setup
and working.
TOTAL 52-0-0
6. SUGGESTED PRACTICAL SKILL EXERCISES (DEMONSTRATIVE)

The suggested practical activities (TABLE-I) in this section are demonstrated for the attainment of the
competency. These practical activities can also be used for the student assessment in portfolio mode for
awarding CIE marks.

NOTES:
1. It is compulsory to prepare logbook of exercises. It is also required to get each exercise recorded in
logbook, checked and duly dated signed by the teacher
2. Student activities are compulsory and are also required to be performed and noted in logbook.
3. Term work report includes term work, objects taken for identification for laboratory work, student
activity; parts experimented as student activity and logbook along with student activities.
4. Term work report is compulsory part to be submitted at the time of practical end semester
examination.
5. Term work report must not include any photocopy/ printed manual/pages, lithos, etc. It must be
handwritten / hand drawn by student only.
6. For CIE, students are to be assessed for Skills/competencies achieved. Students are to be asked to
identify materials, select proper materials, etc.
7. MAPPING OF CO WITH PO (Suggestive only)
8. INSTRUCTIONAL STRATEGY
These are sample Strategies, which teacher can use to accelerate the attainment of the various course
outcomes
1. Massive Open online courses (MOOCS) may be used to teach various topics/subtopics.
2. Lecturer method(L) does not mean only traditional lecture method, but different type of
teaching method and media that are employed to develop the outcomes
3. About 15 to 20% of the topics/subtopics which is relative simpler or descriptive in nature is

to be given to the students for self-directed learning
4. Arrange visits to nearby Metallurgical labs/Industries/ Academic institution having research
centre facility /Research labs for various understanding of metallurgical microscopic
examination of materials and various heat treatment process
5. Show Video/animation films to explain functioning of various application of materials in
Engineering domain
6. Use different instructional strategies in classroom teaching.

9. SUGGESTED LEARNING RESOURCES:

Sl.
Author Title of Books Publication/Year
No.
WOODHEAD PUBLISHING LIMITED
1 J. W. Martin Materials for engineering
Cambridge England
2 GBS Narang Materials science Khanna Publishers, New Delhi.
Laxmi Publication, Dariyaganj, New
3 R. K. Rajput Materials science Delhi.
R. S. Khurmi&R. S.
4 Materials science S. Chand
Sedha
Materials science and
5 D. S. Nutt S. K. Katariya and sons, Delhi.
metallurgy
Materials science and EEE Edition, Prentice Hill, New
6 V. Raghavan Engineering Delhi.
7 Sidney Avner Physical Metallurgy Tata McGraw-Hill Education (2011).

List of Major Equipment/Instrument
1. Metallurgical Microscope.
2. Standard specimens.
3. Furnaces to perform heat treatment process.
4. Sorted/required quenching mediums.
5. Hardness tester-to check Rockwell hardness-scales A, B and C.
6. Other hardness testers like sceleroscope, etc.
7. Polishing machine to prepare specimens with necessary consumables.

8. Hand grinder – specifically to prepare specimens and for spark testing.

9. Other consumables.

C. List of Software/Learning Websites

1. http://vimeo.com/32224002
2. http://www.substech.com/dokuwiki/doku.php?id=iron-carbon phase diagram
3. http://www-g.eng.cam.ac.uk/mmg/teaching/typd/
4. http://www.ironcarbondiagram.com/
5. http://www.youtube.com/watch?v=fHt0bOfj3T0&feature=related
6. http://www.youtube.com/watch?v=cN5YH0iEvTo
7. http://www.youtube.com/watch?v=m9l1tVXyFp8
8. http://www.youtube.com/watch?v=98lh5Q0M0cg
9. http://www.youtube.com/watch?v=KIyGr-1snMY
10. http://en.wikipedia.org/wiki/Materials science
11. http://www.studyvilla.com/electrochem.aspx
10. SUGGESTED LIST OF PROPOSED STUDENTS ACTIVITYS

Note: the following activities or similar activities for assessing CIE (IA)
1. Select any five objects (3 metallic and 2 nonmetallic) which will be used in laboratory and list the material
of selected objects.
2. Prepare the material list of given tools and commonly used items such as razor blade, knife, scissor, hacksaw
blade, carpentry chisel, fix spanner, etc. Also give reason(s) for using such material and discuss your
answers with the teacher.
3. Take dilute acid which is commonly used at our home for cleaning purpose and put one scrap iron piece and
one nonferrous metal piece in it for minimum 12 hours. Take out these two pieces by following all safety
norms/steps (without touching acid) and observe the changes. Discuss with your teacher.
4. Group of 3-5 students will visit LOCAL AUTOMOBILE REPAIR SHOP and will identify at least 5 nonmetallic
components for a given AUTOMOBILE / assembly. Also list the material of identified machine / assembly
components.
5. List at least three questions individually which you would like to ask for followings:
i. Comparison of iron and fiber reinforced plastic.
ii. Comparison for strength of wood and cast-iron.
iii. Annealing-heat treatment process.
iv. Materials used for construction of any bike.
v. Materials used for construction of any home appliance, like mixer, washing machine, iron, etc.
vi. Any other relevant activity added by teacher including preparing industrial visit report.

11. COURSE ASSESSMENTS AND EVALUATION CHART

Sl. Time frame in Max
Assessment Type Duration Conversion
No semester marks
- At the end of 80 Average of
1. CIE Assessment 1 Written test-1 30
3 d week minutes three
- At the end of 80 written
2 CIE Assessment 2 Written test-2 30
7 week minutes tests-1,2,3
- At the end of 80 for30
3 CIE Assessment 3 Written test-3 30
13 week minutes
- At the end of 60
4 CIE Assessment 4 MCQ/Quiz 20 Average of
5 week minutes
three
- At the end of 60
5 CIE Assessment 5 Open book test 20 Assessment
9 week minutes
4,5,6 For 20
Student activity - At the end of 60
6 CIE Assessment 6 20
& presentation 11 week minutes
Total Continuous Internal Evaluation (CIE) Assessment 50
Semester End Examination (SEE) Assessment (Written Test-
Pen-paper Mode), conduction for 100 marks and converted 3 Hours 100 50
for 50

100
Total Marks
Note:
1. SEE is conducted for 100 Marks.
2. I.A. test shall be conducted as shown in the above table.
3. Assessment of assignment and student activity is evaluated through appropriate rubrics by the
respective course coordinator.

RUBRICS FOR ACTIVITY
Appropriate rubrics to be developed by the faculty as per the activity
Beginning Developing Satisfactory Good Exemplary Student
Dimension
2 4 6 8 10 Score
Descriptor Descriptor Descriptor Descriptor Descriptor 8
7.5 = 8
Average / Total Marks: (8+6+8+8)/4
marks


Model Question Paper

I A Test (CIE)
Programme: Semester: I
Course: Max Marks: 30
Course Code: Duration: 1 Hr 20 minutes
Name of the course coordinator: Test: I/II/III
Note: Answer one full question from each section. One full question carries 10 marks.
Qn. No Question CL CO PO Marks
Section-1
1.a)
b)
c)
2.a)
b)
c)
Section-2
3.a)
b)
c)
4.a)
b)
c)
Section-3
5.a)
b)
c)
6.a)
b)
c)


Semester End Examination

Course Code: Duration: 3 Hrs
Instruction to the Candidate:
Answer one full question from each section. One full question carries 20 marks.
Qn. No Question CL CO Marks
Section-1
1.a)
b)
2.a)
b)
Section-2
3.a)
b)
4.a)
b)
Section- 3
5.a)
b)
6.a)
b)
Section-4
7.a)
b)
8.a)
b)
Section-5
9.a)
b)
10.a)
b)

Government of Karnataka

Course Code 20SC02P Semester I/II
Course Title STATISTICS AND Course Group Core
ANALYTICS
No. of Credits 4 Type of Course Lecture and practice
Course Category Practice Total Contact 6 Hrs Per Week
Hours
78 Hrs Per Semester
Prerequisites 10TH LEVEL Teaching Scheme (L: T:P)-1:0:2
MATHEMATICS

RATIONALE
Statistics and analytics help the learner to use the proper methods to collect the data,
employ the correct analyses, effectively present the results and conduct research, to be
able to read and evaluate journal articles, to further develop critical thinking and analytic
skills, to act as an informed consumer and to know when you need to hire outside
statistical help. The python language is one of the most accessible programming languages
available because it has simplified syntax and not complicated, which gives more
emphasis on natural language.

COURSE OUT COMES

At the end of the course, student will be able to

CO1 Understand the tools of data collection, classification and cleaning of data.
CO2 Able to summarize the given statistical data
CO3 Understand the measure of location and dispersion of data.
CO4 Learn the basics of Python programming.

DETAILS OF COURSE CONTENT

The following topics/subtopics is to be taught and assessed in order to develop Unit Skill
Sets for achieving CO to attain identified skill sets.
Unit skill set Hours
UNIT NO Topics/Subtopics
Ø Able to collect a Definition of data and
statistical data. classification (qualitative
Ø Able to distinguish quantitative discrete and
the data types. continuous data).
UNIT-1 Ø Understands the b Data collection tools
STATISTICAL usage of data i) Questionnaires.
collection tools ii) Survey. 4-0-8
DATA
Ø Able to specify iii) Interviews.
COLLECTION AND problem statement iv) Focus group discussion.
TYPES for data collection 1.3 Data cleaning.
Ø Able to collect data
pointing the root
cause of the
problem statement.
Ø Sketches bar, pie a Descriptive statistics
and histograms on v) Datatabulation(frequency
Microsoft Excel table
spread sheet. vi) Relative frequency table.
Ø Sketches frequency b Grouped data
curve and vii) Bar graph
frequency polygon viii) Pie chart
for the data set on ix) Line graph
UNIT-2 Microsoft Excel
x) Frequency polygon 8-0-
SUMMARIZATION spread sheet.
xi) Frequency curve 16
OF DATA
Ø Sketches bar, pie
xii) Relative frequency
and histograms on
polygon
Microsoft Excel
spread sheet. xiii) Histograms
Ø Sketches frequency xiv) Box plot
curve and xv) Leaf-stem plot
frequency polygon To be done in Microsoft excel.
for the data set on
Microsoft Excel
spread sheet.
UNIT-3 Ø Able to determine a Determination of central
the descriptive tendencies Range, Mean, Mode and 6-0-
MEASURE OF Median for the data in Microsoft
statistical variables
LOCATION AND excel. 12
using Microsoft
DISPERSION Excel. b Determination of absolute

Ø Able to determine measures of dispersion for data

the absolute like range quartile deviation,
measures of mean deviation, standard
dispersion of the deviation and variance in
given data set.
Microsoft Excel.
Ø Explain the symmetry
c Skewness and kurtosis graphs in
and asymmetry of the
Microsoft excel and
distributed data. interpretations of results.
Ø Able Install and run the 4.1 Introduction to PYTHON.
Python interpreter. 4.2 Syntax of PYTHON.
Create and execute 4.3 Comments of PYTHON.
UNIT-4 Python programs. 4.4 Data types of PYTHON.
Ø Understand the 4.5 Variables of PYTHON.
INTRODUCTION
concepts of file I/O. 4.6 If-else in PYTHON.
TO 8-0-
Ø Able to read data from 4.6 Loops in PYTHON.
PYTHON 16
a text file using Python. 4.7 Arrays and functions in PYTHON.
PROGRAMMING Ø Learn variable
declarations in Python.
Ø Learn control
structures.
Ø Learn loop constructs.

SL Unit
Practical outcomes/Practical exercises PO CO L:T:P
NO no
Prepare a questionnaire (closed end) containing 25
1 questions for a specified problem statement: for example 1 1,2,4,5,7 1 0:0:2
experience of an individual in a restaurant.
Prepare a Google form for a specified problem statement
2 to collect the dataset. (for example questionnaire to 1 1,2,4,5,7 1 0:0:2
conduct online quiz)
Send out a survey on your problem statement to number
3 of 50 1 1,2,4,5,7 1 0:0:2
(By Google forms) and collect the data.
Remove duplicate or irrelevant observations. Remove
unwanted observations from the dataset provided,
4 1 1,2,4,5,7 1 0:0:2
including duplicate observations or irrelevant
observations.
In Microsoft Excel spread sheet draw the frequency
5 distribution table for the given data (data set should 2 1,2,4,5,7 2 0:0:2
contain minimum 50 data).
In Microsoft Excel spread sheet draw the relative
6 frequency distribution table for the given data (data set 2 1,2,4,5,7 2 0:0:2
should contain minimum 50 data).
Using Microsoft Excel spread sheet plot bar graph for the
data collected from 100 people( for example, conduct a
7 survey on the favorite fruit of a person in your 2 1,2,4,5,7 2 0:0:2
locality(restricting to 5 to 6 fruits). Explain the bar graph
with minimum 30 words.
Using Microsoft Excel spread sheet plot pie chart for the
data collected from 50 people( for example, conduct a
8 2 1,2,4,5,7 2 0:0:2
survey on the smokers with respect to their ages in your
locality. Explain the pie chart with minimum 30 words.
Using Microsoft Excel spread sheet draw a line graph for
9 2 1,2,4,5,7 2 0:0:2
the given dataset.
Using Microsoft Excel spread sheet draw frequency
polygon and frequency curve for the data collected from
50 people. (For example, marks obtained by the students
10 2 1,2,4,5,7 2 0:0:2
in your class in 5 subjects in previous examination).
Explain your observations from the graph in minimum 30
words.
Using Microsoft Excel spread sheet construct a box plot
for the given dataset. (For example dataset can be the
11 2 1,2,4,5,7 2 0:0:2
number of passengers in a flat form at different time in a
day).
Using Microsoft Excel spread sheet construct a leaf plot
12 for the given dataset. Explain the graph with minimum 30 2 1,2,4,5,7 2 0:0:2
words.

Using Microsoft Excel spread sheet find the Mean, Mode

13 and Median for the data (univariate data) given and also 3 1,2,4,5,7 2 0:0:2
represent them in a Histogram.


Generate a 50 random data sample (even and odd
14 number dataset) using Microsoft Excel spread sheet 3 1,2,4,5,7 2 0:0:2
and determine the range and Quartiles.
Collect the current yield of a crop from 50 different
persons (problem statement can be changed according
to priorities of the tutor) in your locality and determine 0:0:2
15 3 1,2,4,5,7 3
mean deviation and Quartile deviation in Microsoft
excel spread sheet and brief your inference with less
than 30 words.
Collect the data of any 2 livestock population from 50
different houses in your locality (problem statement
can be changed according to priorities of the tutor) and
16 3 1,2,4,5,7 3 0:0:2
determine standard deviation for both the two
separately in Microsoft excel spread sheet and brief
your inference with less than 30 words.
Collect the data of two wheeler (with a rider and a
pillion) crossing a busy junction in your locality in the
peak hours (problem statement can be changed 0:0:2
17 3 1,2,4,5,7 3
according to priorities of the tutor) and determine the
variance of the data in Microsoft excel spread sheet and
brief your inference with less than 30 words.
Using Microsoft Excel spread sheet draw a Skewness
18 graph and kurtosis graph for randomly generated 3 1,2,4,5,7 3 0:0:2
dataset.
Write a python program to add 2 integers and 2 strings 0:0:2
20 4 1,2,4,5,7 4
and print the result.
Write a python program to find the sum of first 10 0:0:2
21 4 1,2,4,5,7 4
natural numbers.
Write a python program to find whether the number is 0:0:2
22 4 1,2,4,5,7 4
odd or even.
Write a python program to find the variance and 0:0:2
23 4 1,2,4,5,7 4
standard deviation for the given data..
Write a python program to display student marks from 0:0:2
24 4 1,2,4,5,7 4
the record.
Write a python program to create a labeled bar graph 0:0:2
25 4 1,2,4,5,7 4
using matpoltlib. pyplot.
Write a python program to create a labeled pie chart
26 4 1,2,4,5,7 4 0:0:2
using matpoltlib. pyplot.
0:0:52=5
Total Hours
2


MAPPING OF CO WITH PO

Experi Tutorial &

Cognitive
PO ment Practical
TOT
CO Course Outcome Linked Level
Mapped Sessions AL
R/U/A
in Hrs.
CO1 Understand the tools of data

collection, classification and 1,2,4,5,7 1-4 A 12 12
cleaning of data.
CO2 Able to summarize the given
1,2,4,5,7 5-12 A 33 33
statistical data
CO3 Understand the measure of
1,2,4,5,7 13-18 A 12 12
location and dispersion of data.
CO4 Learn the basics of Python
1,2,4,5,7 19-26 A 21 21
programming.
78 78

Programme Outcomes (PO’s)
Course CO’s
1 2 3 4 5 6 7
CO1 3 3 0 3 3 0 3
CO2 3 3 0 3 3 0 3
Statistics & Analytics
CO3 3 3 0 3 3 0 3
CO4 3 3 0 3 3 0 3
Level 3- Highly Mapped, Level 2-Moderately Mapped, Level 1-Low Mapped,
Level 0- Not Mapped


SUGGESTED LEARNING RESOURCES:

1. Statistical Analysis with Excel For Dummies (For Dummies Series) Paperback
Import, 9 April 2013 by Joseph Schmuller (Author)
2. https://www.brianheinold.net/python/A Practical Introduction to Python Progra
mmingHeinold.pdf
3. http://www.bikeprof.com/uploads/9/0/6/5/9065192/excel stats handout npl.pdf
4. https://adminfinance.umw.edu/tess/files/2013/06/Excel-Manual1.pdf
5. https://www.brianheinold.net/python/A Practical Introduction to Python Progra
mmingHeinold.pdf
6. Introduction to Python programming for beginners by Vivian Baily Kindle edition.
7. PYTHON PROGRAMMING: Python programming: the ultimate guide from a beginner
to expert by Clive Campbell.
8. Open source for python: https://hub.gke2.mybinder.org/user/jupyterlab-
jupyterlab-demo-zfkdwy4y/lab

SUGGESTED LIST OF STUDENT ACTIVITY

Note: The following activities or similar activities for assessing CIE (IA) for 10 marks
(Any one)
Describe the data collection activity itself (interviews, surveys, library research,
etc.) AND why this specific form of data collection was chosen. Be sure to explain
why you think this kind of data will help you in your design process. Also be sure
to provide details about the activity: how many interviews, how long they took,
where they took place, how many questions asked in a survey, how many
respondents, etc.
Present the results of your data collection. You do not have to have completely
analyzed all your data, but do make sure you present the results of your research.
If you did a survey, please attach a copy of the survey as an appendix; if you did
interviews, please attach a copy of the interview questions.
Discuss any preliminary analysis of your data. What have you learned thus far from
the data should be discussed from an analytical perspective (rather than a data
1 dump). For example, if you surveyed people about their use of the local bus system,
and 90% of your respondents said they take the bus when it is raining, and 60% of
your respondents said they usually wait more than 10 minutes for a bus, think
about what this teaches you rather than just the information itself. In this instance,
you can see that people are generally waiting for several minutes in the rain for a
bus, so a covered bus stop might be a good idea. Keep in mind that your findings
from data should lead directly to the conclusions you make about your design
recommendations. This is the time to begin thinking very specifically about your
research in those terms. This is also an opportunity to think about your definition
of “better” and how it applies to your design goals and your choice of research
activities (for example, if you are choosing to make something better by making it
cheaper, maybe you are interviewing people to see how much loss of functionality
or decrease in features for a technology they are willing to tolerate).
https://ils.unc.edu/courses/2013 spring/inls541 001/Assignments.html#Assign
2 ment 9

DOWNLOAD a dataset from the above link and use data visualization tools to
analyze it.
Acquire the dataset from https://www.kaggle.com/datasets (For example
acquire the data of IPL ball by ball scores and find the standard deviation and
3 variance of score of a batsmen)and clean the data for the root cause of the
problem statement and summarize the date and explain the inference.

COURSE ASSESSMENT AND EVALUATION CHART

Meth What To When/Wh Max Evidence Course
od whom ere Mar collected outcomes
(Frequenc ks
y in the
course)
CIE Mode Studen Two IA 20 Blue Book 1,2,3.
(Continuo ls ts Tests
us Internal (Written)
DIRECT ASSESSMENT
Evaluation Three Skill 20 Model 1,2,3

) tests
Student 20 Model/Rep
Activity ort
TOTAL 60
SEE End End of the 100 Models 1,2,3
(Semester Exam course
End
Examinati
on)
Student Feedback Studen Middle of Feedback 1,2,3,
INDIRECT ASSESSMENT
on course ts the course forms Delivery of

course
End of Course End of the Questionnai 1,2,3
Survey course res Effectiveness
of
Demonstratio
ns&
Assessment
Methods

Sl. Assessment Duration Max Conversion

No marks
CIE Assessment 1 (Written Test -1-theory) 60 Average of
1 20
- At the end of 3rd week minutes two written
CIE Assessment 2 (Written Test -2-theory) 60 tests
2 20
- At the end of 13 week th minutes 20
CIE Assessment 3 (Skill test)
3 3 Hrs 20
- At the end of 5th week Average of
CIE Assessment 4 (Skill test) three skill
4 3 Hrs 20
- At the end of 7 week th tests
CIE Assessment 5 (Skill test) 20
5 3Hrs 20
- At the end of 9 week th
CIE Assessment 6 (Student activity)

6 - 20 20
- At the end of 11th week
7 Total Continuous Internal Evaluation (CIE) Assessment 60
Semester End Examination (SEE) Assessment
8 3Hrs 100 40
(Practical Test)
Total Marks
100

Note:
1. CIE written test is conducted for 20 marks (Two sections). Each section shall have
two full questions of same CL, CO. Student shall answer one full question (10
marks) from each section.
2. CIE Skill test is conducted for 100 marks (3 Hours duration) as per scheme of
evaluation and the obtained marks are scaled down to 20 marks.
3. SEE is conducted for 100 Marks (3 Hours duration) as per scheme of evaluation.


MODEL QUESTION PAPER
CIE, SKILL TEST AND SEMESTER END EXAMINATION

Course & Programme: Common to all Engineering Programmes. Semester: II
Subject: Statistics and Analytics Practice Max Marks: 100
Course Code : 20SC21P Duration : 3Hrs

Instruction to the Candidate: Answer both questions

Qn.No Question CL CO PO Marks
1 For the given ungrouped data set plot the A 2,3 1,2,4,5,7 50
bar graph by grouping the data in Microsoft
excel spread sheet and interpret the
obtained results. (Dataset. bar graphs and
interpretation have to be entered in the
answer script).
OR
Generate a random data set in Microsoft
excel spread sheet containing 50 data and
find the mean mode and median in
Microsoft excel spread sheet and interpret
the obtained results. (Dataset, bar graphs
and interpretation have to be entered in the
answer script).
2 Write the python program to enter two A 4 1,2,4,5,7 50
integers and two strings and to print the
sum two integers and two strings.
Questions are not framed from Unit 1 in the final SEE. Short questions can only be asked
from that unit.

SCHEME OF EVALUATION FOR BOTH CIE AND SEE

Sl.
Particulars Marks
No
1 Short questions from Unit 1 10
2 Observation 30

3 Conduction 20
4 Output and Interpretation of result 20
5 Viva-voce 20

100
Total

EQUIPMENT LIST

FOR STATISTICS AND DATA ANALYTICS LAB
2 laboratories. Each containing 30 computers (Desktop) with the following system
requirements.
SYSTEM REQUIREMENTS
SL
NO REQUIREMENTS MINIMUM RECOMMENDED
1 RAM 4GB FOR FREE RAM 8GB OF TOTAL SYSTEM RAM
DISK SPACE 2.5 GB AND 1 GB FOR SSD DRIVE WITH AT LEAST 5 GB OF

2
CACHES FREE SPACE
MONITOR
3 RESOLUTION 1024x768 1920×1080
OFFICIALLY
RELEASED 64-BIT
VERSIONS OF THE
OS(OPERATING FOLLOWING: LATEST 64-BIT VERSION OF
4
SYSTEM) WINDOWS
MICROSOFT
WINDOWS 8 OR
LATER


Course Code 20EE01P Semester I/II

FUNDAMENTALS OF
Course Title ELECTRICAL & ELECTRONICS Course Group Core
ENGINEERING
No. of Credits 4 Type of Course Lecture & Practice
6Hrs Per Week

78Hrs Per Semester
Prerequisites Basic Science Teaching Scheme (L:T:P)= 1:0:2
1. RATIONALE
Fundamentals of Electrical and Electronics Engineering is essential for all streams of diploma
engineering to work in any industry as it covers basic electrical safety, troubleshooting and repairing
of simple electrical systems. Basic knowledge of electrical wiring circuits, protective devices,
electrical machines and basic electronics devices is required to work in any engineering field.
2. COURSE SKILL SET

through various teaching –learning experiences
1. Perform and test domestic wiring
2. Can operate electrical machine
3. Test different electronics devices
1. Expose to different learning tools used in respective labs, Operational safety and Procedure
to be followed in the laboratory.
2. Instructor should give examples from daily routine as well as, engineering/technology
applications on various concepts and principles in each topic so that students are able to
understand and grasp these concepts and principles. In all contents, SI units should be
followed.
3. Activity- Theory - Demonstrate/practice approach may be followed throughout the course so
that learning may be skill and employability based.
4.COURSE OUT COMES

On successful completion of the course, the students will be able to
CO1 Comply with the safety procedures
CO2 Apply the fundamentals of electricity.
CO3 Install and test electrical wiring system.
CO4 Identify and Operate electrical machines, Batteries and UPS.

CO5 Identify and test the different electronic devices.
5. COURSE TOPICS:
Unit Unit Name Hours
No
1 Electrical Safety 6
2 Electrical Fundamentals 15
3 Protective Devices and Wiring circuits 15
4 Electric Machines and Batteries and UPS 15
5 Introduction to Electronic Devices and Digital 27

Electronics
Total 78Hr
6. COURSE CONTENT
The following topics/sub topics is to be taught and assessed in order to develop Unit Skill sets for achieving CO to
attain identified skill sets
Unit skill set
(In cognitive Hou
domain) Topics/Sub topics Practical L-T
On successful
completion of the
class, the
students will be
able to
UNIT-1
Electrical Safety
Comply with the 1. Electrical Symbols 1. Electrical symbols related to 02-0
Electrical safety 2. Electrical safety electrical engineering. 04
• Identify Various types of safety signs and what they mean 2. Electrical safety
• Demonstrate and practice use of PPE 3. Electrical earthing
• Demonstrate how to free a person from electrocution
• Administer appropriate first aid to victims, bandaging, heart attack,
CPR, etc.
• Fire safety, causes and precautionary activities.
• Use of appropriate fire extinguishers on different types of fires.
• Demonstrate rescue techniques applied during fire hazard, correct
method to move injured people during emergency
• Inform relevant authority about any abnormal situation
• Earthing: Types
Ø http://nreeder.com/Flash/symbols.htm
Ø http://bouteloup.pierre.free.fr/iufm/as/de/house/safety.html
UNIT-2
Electrical Fundamentals

1. Identify and 1. Describe the sources of electrical energy. 1:0

select the 2. Electrical current, voltage, emf, potential difference, resistance with 1. Connect voltmeter and
different their SI units. ammeter in a simple
measuring 3. Mention the meters used to measure different electrical
devices. quantities.
circuit. (Practicing of
2. Identify Identification Measuring devices identification and
different • Ammeter connection of different
electrical • Voltmeter meters)
supply • Wattmeter
systems • Ohmmeter
3. Identify open • Digital Multimeter
circuit, close • Megger
circuit and • Tong tester
short circuit
conditions. 4. Explain supply systems like AC, DC.
Ø http://nreeder.com/Flash/units.htm

Calculate basic • Relationship between V, I and R. (Ohms law) 1. Measure current, voltage 1:0:
electrical • Behavior of V, I in Series and Parallel DC circuits. and analyze effective
quantities • Describe open circuit, close circuit and short circuit resistance in series circuit
2. Demonstrate effects of
shorts and opens in a
• http://nreeder.com/Flash/ohmsLaw.htm
circuit

Connect 1. Equation to find the effective Resistances connected in series 1. Determine the equivalent 1:0:
resistances in 2. Equation to find effective Resistances connected in parallel Resistance of parallel
different 3. Resistances connected series and parallel combinations connected resistances.
combination 4. Simple problems.

Calculate and Ac sinewave: Sinusoidal voltage, current, amplitude, time-period, Generate and demonstrate 1:0:
measurement of cycle, frequency, phase, phase difference, and their units. the measurement of
different Ø http://nreeder.com/Flash/freqPeriod.htm frequency, time period and
parameters of an Ø http://nreeder.com/Flash/oscilloscope.htm phase difference of AC
AC quantity.
quantity using CRO and
function generator.
1. Calculate and 1. Electrical work, power and power factor • Measure the voltage, 1:0:
measure • SI units current, power using
electric power • Mention the meters used to measure them relevant measuring
and energy Øhttp://nreeder.com/Flash/powerLaw.htm instruments in a Single-
2. Identify and phase load.
differentiate
Single phase
and Three
phase supply

1. Electrical energy 1. Measure single phase

• SI units energy using relevant
• Mention the meters used to measure them measuring instruments in a
2. Single phase and Three phase supply. Single-phase load.
2. Measure the voltages in
Three phase supply.
UNIT-3
Protective Devices and Wiring circuits
1. Identify and • Necessity of Protective Devices 1. Wire up and test PVC 1:0:
select Protective • Various Protective devices and their functions Conduit wiring to control
Devices for •fuse wire, one lamp from two different
given current •Glass cartridge fuse places using suitable
and voltage • HRC fuse protective devices.
rating • Kit-kat fuse
2. Identify and • MCB
select the • MCCB
various • RCCB
electrician tools
• ELCB

• Relay
• Different types of electrician tools and their function.
• Describe various wiring tools.
• State procedure of care and maintenance of wiring tools.

1. Identify and 1. Describe different types of wiring systems. 1. Wire up and test PVC 2:0:
select Wiring • Surface conduit Conduit wiring to control of
systems for a • concealed conduit 2 sockets and 2 lamps.
given • PVC casing capping
applications 2. Wiring systems and their applications.
2. Identify and 3. Describe the types of wires, cables used for different current and
select the voltage ratings.
cables used for
different
current and
voltage ratings.
3. Draw the
wiring
diagram

Estimate and Explain Plan and estimate the cost of electrical wiring for one 3m × 3m Prepare the estimation and 1:0:
plan electrical room consisting of 2 lamps, 1ceiling fan, 2 three pin sockets. plan
wiring


UNIT-4
Electrical Machines and Batteries and UPS
1. Identify the Transformer Connect the Single- phase 1:0:
types of • working principle transformer as Step-Up, Step-
transformer. • Transformation ratio Down transformer and verify
2. verify the • Types and applications with their ratings the transformation ratio.
transformation
ratio.
1. Start and run 1. Induction motor 1. Construct a suitable circuit 2:0:
the induction • Single phase and three phase Induction motor. to start and reverse the
motor. • Necessity of starters. direction of three phase
2. Troubleshoot • Describe DOL AND STAR-DELTA starters. induction motor using DOL/
DOL/Star- 2. What are different causes and remedies for a failure of starter and Star-delta starter.
delta starter induction motor.
and induction 2. Troubleshoot the DOL/Star-
motor delta starter and induction
motor
Select and test Battery Testing Condition of charging 1:0:

the battery for a • Types of batteries (Lead acid battery, lithium, sealed and discharging of a Lead-
given maintenance free (SMF) battery, Modular battery). acid battery
application • Selection criteria of batteries for different applications.
• Ampere-Hour Capacity.
• Efficiency
Select the size of UPS Sizing of UPS 1:0:
the UPS for a • List the types and applications
given • Selection criteria of UPS
application • Sizing of UPS
UNIT-5
Introduction to Electronic Devices and Digital Electronics
Identify and 1.Compare Conductors, insulators and semiconductors with examples. Determine the value of 1:0:
differentiate 2. Identification of types and values of resistors-color codes. resistance by color code and
Conductors, compare it with multimeter
insulators and Ø http://nreeder.com/Flash/resistor.htm readings.
semiconductors.
Identify and test PN junction diode Identify the terminals of a 1:0:
PN junction • Symbol Diode and test the diode for its
Diode • Characteristics condition.
• Diode as switch.
• Types of diodes and ratings
• Applications
Build and test Rectifier Construct and test bridge 1:0:
bridge rectifier • Need for AC to DC conversion rectifiers using semi-
circuit • Bridge rectifier with and without C filter, conductor diode and rectifier
• Rectifier IC. IC.
Compare the waveforms
using CRO.

1. Identify and Transistor (BJT) 1. Identification of transistor 1:0:

test • Symbol terminals and test.
Transistor • Structure 2. Construct and test the
2. Build and • Working principle transistor as an electronic
test switch
transistor as
an electronic
switch
1. Identify and • Comparison of analog and digital signal • Test a Digital IC. 2:0:
test different • Digital systems, examples. • Identification and
digital IC • Binary numbers, Boolean identities and laws. selection of suitable ICs
1. • Digital system building blocks: Basic logic gates, symbols and for basic gates.
truth tables. 1. Verify NOT, AND, OR, NOR,
IC-Definition and advantages. EXOR and NAND gate
operations (two inputs).
Identify and test 1.Sensors 2. Connect and test an IR 2:0:
various Sensors • Concept proximity sensor to a Digital
and actuators. • Types: Temperature, Pressure, Water, Light, Sound, Smoke, circuit.
proximity Sensors, Flow, humidity, voltage, vibration, IR • Connect and test a relay
(Principle/working, ratings/ specifications, cost, and circuit using an Opto-
applications) coupler. (Photo Diode &
2.Actuators Transistor)
• Concept Refer note
• Types and applications.
• Relay as an actuator.
Know the • Microcontroller as a programmable device, and list of real- • Identify different 1:0:
application of world applications. application
Microcontroller • PLC and Their applications. microcontroller.
and PLC (Activity based learning) • Identify commercially
available PLC and their
specifications
TOTAL 26-
52=

Hou
7. PRATICAL SKILL EXERCISES

Sl. Practical Out Comes/Practical exercises Unit PO CO L: T:P
No. No. Hrs.
1 • Identify Various types of safety signs and what 1 1,4 1 0:0:2
they mean Demonstrate and practice use of PPE
• Demonstrate how to free a person from
electrocution appropriate first aid to victims,
bandaging, heart attack, CPR, etc.
• Fire safety, causes and precautionary activities.
• Use of appropriate fire extinguishers on different
types of fires.
• Demonstrate rescue techniques applied during fire
hazard.

• Inform relevant authority about any abnormal

situation during fire hazard.

2 • Demonstrate different types of earthing/using 1 1,4 1 0:0:2
videos.
• Prepare a Report on types of Earthing
3 Connect voltmeter and ammeter in a simple 2 1,4 2 0:0:2
circuit. (Practicing of identification and
connection of different meters)
4 1.Determine the equivalent Resistance of series 2 1,4 2 0:0:2
connected resistances.
2.Demonstrate effects of shorts and opens in a
circuit

5 Determine the equivalent Resistance of parallel 2 1,4 2 0:0:2
connected resistances.
6 Generate and demonstrate the measurement of 2 1,4 2 0:0:2
frequency, time period and phase difference of AC
quantity using CRO and function generator.
7 Measure the voltage, current, power using 2 1,4 2 0:0:2
relevant measuring instruments in a Single-
phase load.
8. 1.Measure single phase energy using relevant
measuring instruments in a Single-phase load.
2. Measure the voltages in Three phase supply.
9. Wire up and test PVC Conduit wiring to control one 3 1,4 3 0:0:2
lamp from two different places using suitable
protective devices.
10 2. Wire up and test PVC Conduit wiring to control of 2 3 1,4 3 0:0:2
sockets and 2 lamps.
11 Wire up and test PVC Conduit wiring to control one 3 1,4 3 0:0:2
lamp from two different places.
12 Plan and estimate the cost of electrical wiring for one 3 1,4 3 0:0:2
3mx3m room consisting of 2 CFL 1ceiling fan, 2 three
pin sockets.
13 Connect the Single- phase transformer as Step-Up, 4 1,4 4 0:0:2
Step-Down transformer and verify the
transformation ratio.
14 Construct a suitable circuit to start and reverse the 4 1,4 4 0:0:2
direction of three phase induction motor using
DOL/star-delta starter.
15 Troubleshoot the DOL/Star-delta starter and 4 1,4 4 0:0:2
induction motor
16 Testing Condition of charging and discharging of a 4 1,4 4 0:0:2
Lead-acid battery.
17 Estimate the UPS rating for a computer lab with 50 4 1,4 4 0:0:2
computers/domestic.
18 Determine the value of resistance by color code and 5 1,4 5 0:0:2
compare it with multimeter readings

19 Identify the terminals of a Diode and test the diode 5 1,4 5 0:0:2
for its condition.
20 Construct and test bridge rectifiers using 5 1,4 5 0:0:2
semiconductor diode and rectifier IC. Compare the
waveforms using CRO.
21 Identification of transistor terminals and test. 5 1,4 5 0:0:2
Construct and test the transistor as an electronic
switch.
22 Test an IC. Verify the truth-table AND, OR, NOT logic
gates.
23 Verify the truth-table NAND, NOR, EX-OR, EX-NOR 5 1,4 5 0:0:2
logic gates.
24 Connect and test an IR proximity sensor to a Digital
circuit. NOTE: Any sensor listed in the theory may be
used for condition appropriately.
25 Connect and test a relay circuit using an Optocoupler. 5 1,4 5 0:0:2
(Photo Diode & Transistor)
26 1.Identify MCS-51 variants 5 1,4 5 0:0:2
2.Identify commercially available PLC and their
specifications.
Total 0:0:52
=52Hrs
8.MAPPING OF CO WITH PO
Cognitive Lecture TOTAL

Experimen

Course Outcome PO Level &

CO Mapped R/U/A Practical
Sessions

t
in Hrs

CO1 Comply with the safety PO1, 1-2 A 6

procedures PO4
CO2 Apply the fundamentals of PO1, 3-7 A 15
electricity. PO4
CO3 Install and test electrical wiring PO1, 8-12 A 15
system and protective devices. PO4
CO4 Identify and Operate electrical PO1, 13-17 A 15
machines, Batteries and UPS. PO4
CO5 Identify and test the different PO1, 18-26 A 27
electronic devices. PO4
Course CO’s Programme Outcomes (PO’s)

1 2 3 4 5 6 7
Fundamentals of Electrical CO1 3 0 0 3 0 0 0

and Electronics CO2 3 0 0 3 0 0 0
Engineering CO3 3 0 0 3 0 0 0
CO4 3 0 0 3 0 0 0
Level 3- Highly Mapped, Level 2-Moderately Mapped, Level 1-Low Mapped, Level 0-
Not Mapped

Reference Books:
1. ABC of Electrical Engineering by B. L. Theraja and A. K. Theraja, S Chand Publishers, New Delhi,
2014 Edition.
2. Basic Electrical and Electronics Engineering by S. K. Bhattacharya, Pearson Education India,
2012 Edition.
3. Electronic Devices and Circuits by I. J. Nagrath, PHI Learning Pvt. Ltd., 2007 Edition.
4. Basic Electrical Engineering byV. Mittle and ArvindMittle, McGrawHill Companies, 2005
Edition.
5. The 8051 Microcontroller & Embedded systemsusinkbnnnjbbh bb vvvvg assembly and C
(2ndEdition)–M.A.Mazidi , J.C. Mazidi&R.D.McKinlay ISBN: 81-317-1026-2
6. Programmable Logic controllers, W BOLTON
e-Resources
1. https://www.youtube.com/watch?v=mc979OhitAg&list=PLWv9VM947MKi 7yJ0 FCfzTBXpQU-
Qd3K
2.https://www.youtube.com/watch?v=CWulQ1ZSE3c
3. en.wikipedia.org/wiki/Transformer
2. www.animations.physics.unsw.edu.au//jw/AC.html
3. www.alpharubicon.com/altenergy/understandingAC.htm
4. www.electronics-tutorials
5. learn.sparkfun.com/tutorials/transistors
6. www.pitt.edu/~qiw4/Academic/ME2082/Transistor%20Basics.pdf
7. www.technologystudent.com/elec1/transis1.htm
8. www.learningaboutelectronics.com
9. www.electrical4u.com
10.https://www.youtube.com/watch?v=zLW 7TPf310
11. https://www.youtube.com/watch?v=8PTNjw-hQIM
10.SUGGESTED LIST OF STUDENTS ACTIVITYS for CIE

Note: the following activities or similar activities for assessing CIE (IA) (Any one)
Each student should conduct different activity and no repeating should occur
1 Using suitable meters/ instruments give the practical working circuits to measure
2 Resistance, Current, Voltage, Power and Energy in DC and AC (Single phase) Circuits.
3 List out the different types of wiring systems used in your laboratories or house with
their representation.
4 Mini-Projects: Like preparing extension box, switch box and wiring models,

5 List out the different protective devices used in your laboratories or house with their
ratings.
6 Applications of Electro Magnetic Induction, statically induced and dynamically induced
emf, self and mutual induced emfs.
7 Prepare a report on types of starters and enclosures used for various industrial
applications of AC motors.
8 Types of Cells and Battery maintenance
9 Visit nearby Battery charging shop or show room and prepare a report of the visit.
10 Prepare a report on various types of diodes used for various industrial applications.
11 Prepare a report on various types of sensors and actuators used for various industrial
applications.
12 Mini-Projects: Connect and test a sensor (domain application) to a Digital circuit

11. COURSE ASSESSMENT AND EVALUATION CHART

Sl. Assessment Duration Max Conversion

No marks
1. CIE Assessment 1 (Written Test -1-theory) 60 20 Average of

- At the end of 3rd week minutes two written
tests
2. CIE Assessment 2 (Written Test -2-theory) 60 20 20
- At the end of 13th week minutes
3. CIE Assessment 3 (Skill test) 3 Hours 100 Average
th
- At the end of 5 week of three
4 CIE Assessment 4 (Skill test) 3 Hours 100 20 skill
th
- At the end of 7 week tests
5 CIE Assessment 5 (Skill test) 3 Hours 100 20
th
- At the end of 9 week
6 CIE Assessment 6 (Student activity) - 20 20
th
- At the end of 11 week
7. Total Continuous Internal Evaluation (CIE) Assessment 60
8. Semester End Examination (SEE) Assessment 3 Hours 100 40

(Practical Test)
100
Total Marks

Note:
1. CIE written test is conducted for 20 marks (Two sections). Each section shall have two
full questions of same CL, CO. Student shall answer one full question (10 marks) from
each section.
2. CIE Skill test is conducted for 100 marks (3 Hours duration) as per scheme of evaluation
and the obtained marks are scaled down to 20 marks

12. SCHEME OF VALUATION FOR SKILL TEST (CIE) & SEE
(CONTINOUS INTERNAL & SEMESTER END EXAMINATION)
Sl. Particulars Marks

No.
1. Identification of meters/ equipment/wires/tools etc. 10
2. Writing Circuit/writing diagram and Procedure* 25
3. Conduction 35
4. Results 10
5 Viva-voce 20
Total 100
12. RUBRICS FOR ACTIVITY

RUBRICS FOR ACTIVITY (Example only)
Faculty need to develop appropriate rubrics for respective activity
Dimension Beginning Developing Satisfactory Good Exemplary Student
1 2 3 4 5 Score
Collection Does not collect Collects very Collect much Collects Collects a
of data any limited information; some basic great deal of
information information; but very information; information;
relating to the some relate limited most refer all refer to
topic to the topic relate to the to the topic the topic
topic
Fulfil Does not Performs Performs Performs Performs all
team’s perform any very little very little nearly all duties of
roles & duties assigned duties but duties duties assigned
duties to the team role unreliable. team roles
Shares Always relies Rarely does Usually does Normally Always does
work on others to do the assigned the assigned does the the assigned
equally the work work; often work; rarely assigned work
needs needs work without
reminding reminding having to be
reminded.
Listen to Is always Usually does Talks good; Listens, but Listens and
other talking; never most of the but never sometimes speaks a fair
Team allows anyone talking; show talk too amount
mates else to speak rarely interest in much
allows listening
others to others
speak
Average / Total Marks:

Lab Equipment Requirement

The following are the specification of the apparatus required for FEEE lab and number of apparatus
required for the batch of 20 students.
Sl. No. Name of Equipment and Specification Quantity

Required
1 Dual Channel 30 V, 2 A continuously variable DC Regulated 05 Nos.
Power Supply with Current and Overload Protection
2 +/- 15 V, 2 A, fixed DC Regulated Power Supply 05 Nos.
3 Portable Moving Coil DC Voltmeters Each 05 Nos.
a) 0 - 1 V
b) 0 - 10 V
c) 0 - 30 V
4 Portable Moving Iron AC Voltmeters Each 05 Nos.
a) 0 - 300 V
b) 0 - 600 V
5 Portable Moving Coil DC Ammeters Each 05 Nos.
a) 0 - 100 mA
b) 0 - 1 A
c) 0 - 2 A
6 Portable Moving Iron AC Ammeters Each 05 Nos.
a) 0 - 2 A
b) 0 - 5 A
c) 0 - 10 A
7 Watt-meters Each 02 Nos.
a) 150/ 300V, 2 A, UPF
b) 300/ 600 V, 5/ 10 A, LPF
8 Rheostats – 25 Ohms, 50 Ohms, 150 Ohms, 220 Ohms (all rated Each 05 Nos.
at 3 A)
9 Rheostat Loads s – 1 KW, 230 V 02 Nos.
10 Wire wound Resistors- 5 Ohms 2 Watts, 25 Ohms 5 Watts, 330 Each 05 Nos.
Ohms 2 Watts, 560 Ohms 2 Watts, etc.
11 Soldering Iron 60 W 05 Nos.
13 Single Phase Energy meter 10 A, 230 V, 50 Hz, Digital type 05 Nos.
14 Multi-meter Digital ¾” 06 Nos.

15 Duel Trace Oscilloscope – 30 MHz 02 Nos.
16 Three Phase Induction Motors :1 HP – 440 V 50 Hz,2 HP – 440 V Each 02 Nos.
50 Hz.
17 Three phase DOL, Star-Delta, Auto transformer starter Each 02 Nos.
18 UPS 1 KVA 01 Nos.
19 Battery Lead-Acid type, 140 A-hr and Hydrometers 02 Nos.


Sl. Name of Equipment and Specification Quantity

No. Required
20 I C Trainer kit 05 Nos
21 Digital IC’s 7400, 7402, 7404, 7408, 7486 etc Each 10 Nos.
22 Wooden Wiring board (2x3) ft 10
23 Wiring accessories
2 a) PVC conduit - ¾” - 10 lengths Each 10 Nos.

b) Cap and casing - ¾” - 10 lengths
c) Switches Single Pole- 5A, 230 V
d) Switches two way – 5 A, 230 V
e) 3 Pin Sockets 5A, 230 V
f) Bulb Holders – 5 A, 230 V
g) 3 Pin Plug 5A, 230 V
h) 60 Watts Lamps
i) 100 Watts Lamps
j) 15 W CFL lamps
k) Copper Wires of sizes
1.5 mm , 2.5 mm2, 4 mm2 – 1 coil each
2
l) Gang boxes (1+1, 2+1, 2+2)

m) Kit –Kat fuses 5A, 15 A
n) MCB 16 A & 32 A/ 230 V, Single and Double
Pole
o) ELCB 16 A & 32 A/ 230 V, Double Pole
p) Neutral link- 16 A, 230 V
q) Screws of assorted sizes
r) Testers
24 Electronic Components Each 10 Nos.
a) Diodes - BY 127 and IN 4001
b) Zener Diodes – 6.2 V, 5.6 V, 7.8 V
c) Relays – solid state Sugar cube type, SPST, Coil
6V, Power circuit 230 V, 5 A.
d) Spring Boards
e) Bread Boards
f) Tag Boards.
25 Simple PANEL BOARD/ CUBICAL consisting of bus-bars, 1 No
CB/MCB/ELCB, meters, HRC fuses, magnetic contactors,
cables, earthing points.

Course Code 20ME01P Semester I/II

Computer Aided Mechanical and Allied
Course Title Course Group
Engineering Drawing courses
6Hrs Per Week
78Hrs Per Semester
Zeal to learn the
Prerequisites Teaching Scheme (L:T:P)= 1:0:2
subject/Visualizing/Creativity
1. COURSE RATIONALE:
Engineering Drawing is an effective language of engineers. It is the foundation block which
strengthens the engineering & technological structure. Moreover, it is the transmitting link between
ideas and realization.
2. LIST OF COMPETENCIES:
The course content should be taught and implemented with the aim to develop different types of
skills leading to the achievement of the following competencies:
1. Prepare engineering drawings both manually and using CAD with given geometrical
dimensions using prevailing drawing standards and draftinginstruments.
2. Visualize the shape of simple object from orthographic views and viceversa
3. COURSE OUT COMES:

CO1 Adopt the standards, dimensioning and construct appropriate drawing scales, in technical
drawing development.
CO2 Visualize objects in all planes and learn displaying techniques for graphical
communication in design process.

CO3 Sketch orthographic projections into isometric projections and vice versa.
CO4 Use computer software and Apply computer aided drafting tools to create 2D /3 D
engineering drawings
4. INSTRUCTIONAL STRATEGY:
1. Teacher should show model of real of the component/part whose drawing is to be made.
Emphasis should be given on cleanliness, dimensioning and layout of sheet.
2. Focus should be on proper selection of drawing instruments and their proper use.
3. The institute should procure AutoCAD or other engineering graphics software for practice in
engineering drawings.
4. Separate labs for practice on Engineering graphics Software should be established.
5-a CONTENTS:
The following topics/sub topics is to be taught and assessed in order to develop Unit Skill sets for
5-b COURSE CONTENT DETAILS:
Major Learning Topics and Outcomes Hours

Unit
Sub- Topics (in cognitive domain) L-T-P
1.1 List the different drawing 1. Drawing equipments, instruments

instruments and application and materials.
1.2 Convention of lines and its 2. Equipments-types, specifications,
application(Thick, Thin, Axis etc.,) method to use them,applications.
1.3 Practice use of drawing instruments
Basic elements of Drawing
3. Instruments-types, specifications,
1.4 Representative fraction methods to use them
1.5 Scales - Full Scale, Reduced Scale and andapplications. 4-0-8
Enlarged Scale 4. Pencils-grades, applications,
1.6 Dimensioning Different types oflines.
a. Aligned system and 5. Scaling technique used
Unidirectional system in the indrawing.
Sketches 6. Dimensioningmethods.-
UNIT-1
b. Chain dimensioning and Parallel Alignedmethod. Unilateral with

dimensioning chain, paralleldimensioning.
1.7 Construct different polygons 7. Constructions of geometrical figures
2.1 Introduction to Projections-Principle 1. Reference planes,
Planes of Projection and Principle orthographicprojections.
2. Concept ofquadrant,1st angle and
Introduction to Projections
Views
2.2 Introduction to First angle and Third 3rd angle projection andtheir
angle method, their symbols symbols.
2.3 Projection of points in All 4 3. Projection ofpoints.
Quadrants 8-0-16
2.4 Projection of Lines 1. Projection of lines determination of
a) Parallel to both the planes true length and inclinations for
b) Parallel to one and followingcases.
UNIT-2
Perpendicular to another (a) Line parallel to one or both theplane.

c) Parallel to one and Inclined to (b) Line perpendicular to one of
another theplane.

(c) Line inclined to one plane and

parallel to another.
1. Projection ofPlanes.
2.5 Projection of plane surfaces. (a) Types ofplanes.
a) Parallel to one plane and (b) Projection of planes parallel to
Perpendicular to other two one of the referenceplanes.
(c) Projection of plane inclined to
b) Planes Perpendicular to one
one reference plane and
plane and inclined to the
perpendicular toanother.
other
Note :
( Resting on Edge, Corner, Inclined to HP
Triangle, Square / rectangle, pentagon,
And VP)
hexagon and circle shape should be

included in various plane problems.
1. Projections of solids in various

2.6 Projection of Solids for the above positions with respect to the
conditions reference planes. (Parallel,
perpendicular and inclined to HP and
/ or VP.)
3.1 Introduction to orthographic, 1. Types of projections-orthographic,

Perspective, Isometric and Oblique perspective, isometric and oblique:
projections concept andapplications.
3.2 Conversion of pictorial view into 2 Various term associated with
Orthographic projections
Orthographic Views orthographic projections.

(a) Theory ofprojection.
(b) Methods ofprojection.
(c) Orthographicprojection.
UNIT-3
(d) Planes of projection. 2-0-4

3. Conversion of simple pictorial
views into Orthographic views.
Illustrative problems on
orthographic projection.
Note :
(1) Problem should be restricted up to -
Front view/Elevation, Top
view/Plan and Side views only.
Use First Angle Method only.
4.1 Introduction to Isometric Projections 1. Isometric axis, lines andplanes.
Isometric projections
4.2 Isometric Scales and Natural Scale 2. Isometricscales.

4.3 Isometric View and Isometric 3. Isometric view and
Projection isometricdrawing.
4.4 Conversion of Orthographic Views 4. Difference between isometric 2-0-4
into Isometric projection and isometricdrawing.
UNIT-4
5. Illustrative problems limited to

Simple elements


5.1 Introduction to CAD- Hardware 1. Computer graphics & its

T-5
UNI
Exp

requirements. terminology.
5.2 Various CAD software available 2. CAD definition, concept & need.
5.3 Familiarization of CAD window - 3. Commands used in CAD
Commands like New file, Saving the 4. Functional areas of CAD. -
file, Opening an existing drawing file, Coordinate systems.
Creating templates 5. Familiarization of Cad
5.4 Setting up new drawing: Units, commands
Limits, Grid, Snap. Standard sizes of 6. Draw simple Geometrical
sheet. figures using CAD
5.5 Selecting Various plotting parameters
such as Paper size, paper units, Drawing
orientation, plot scale, plot offset, plot
area, print preview
5.6 Draw basic entities like Line, Circle,
Arc, Polygon, Ellipse, Rectangle, 3-0-6

Multiline, Dimensioning, Inserting text

Applying constraints - horizontal,
vertical, parallel, concentric,
perpendicular, symmetric equal,
collinear
5.7 Insert title block for the drawing and
take the Print out
5.8 Create objects by applying
constraints and convert the objects to
full scale , reduced scale and enlarged
scale
5.9 Apply copy, mirroring, array, fillet
and trim on the object created

6.1 Draw different types of 2D/3D 1 Difference between 2D & 3D models. 7-0-14
modeling entities using viewing
CAD Drafting
2.2D/3D modeling – concept, Simple

commands, to view them (Problems
UNIT-6
objects
solved in chapter no 3 and 4 i.e
Orthographic, isometric projection).
6.2 2D/3D modeling for
Threadprofiles,nuts,bolts,studs,setscre
ws,washer,Locking arrangements

TOTAL 26-0-52
6.LIST OF PRACTICAL EXERCISES:

The exercises/practical/experiments should be properly designed and implemented with an attempt to
develop different types of skills leading to the achievement of the competency. Following is the list of
exercises/practical/experiments for guidance.
Unit Practical Exercises Hours

Sl. No
No. (Outcomes in Psychomotor Domain)
1 1 1. Teacher will demonstrate a: Use of 1-0-2
a. Drawinginstruments.
b. Planning and layout as per IS.
c: Scaling technique.
2. Draw the following.
Problem – 1 Drawing horizontal, vertical, 30 degree, 45 degree,
60 & 75 degrees lines using Tee and Set squares/
drafter.(Drawing sheet)
Problem – 2 Indicate different convention of lines on the 1-0-2
drawing. .(Drawing sheet)
Problem – 3 Copy the sketch to the required scale and
1-0-2
dimensioning adopting right system and positioning of

dimensions using Tee and Set squares / drafter.(Drawing sheet)
Problem 4. Draw regular geometric constructions Pentagon,
1-0-2
Hexagon, Square, circle, Triangle and other shapes. .(Drawing

sheet)
First angle Projection symbol
Problem 5: Draw Projection of points in 1S , 2nd ,3 d and 4 2-0-4
Quadrants.(Drawing sheet)
Problem 6: Draw Projection of Lines
a) Parallel to both the planes 1-0-2
b)Parallel to one and Perpendicular to another
2 2 c) Parallel to one and Inclined to another. .(Drawing sheet)
Problem 7: Draw Projection of plane surfaces.
1-0-2
a) Parallel to one plane and Perpendicular to other two

( Resting on Edge, Corner, Inclined to HP And VP)
Problem 8: Planes Perpendicular to one plane and inclined to
1-0-2
the other ( Resting on Edge, Corner, Inclined to HP And VP)

( Drawing sheets)
Problem 9: Draw Projection of Solids for the above conditions
2 2 (Resting on Edge, Corner, Inclined to HP And VP) (Drawing 3-0-6
sheet)
Problem 10: Draw Orthographic views for the given object.
3 3 2-0-4
(Sketch book and CAD Drawing)
Problem 11: Draw Isometric projections for the given
4 4 Orthographic views 2-0-4
(Sketch book and CAD Drawing)
Use of CAD commands , plotting the drawing 1-0-2
Problem 12:Drawing basic entities : Circle, Arc, Polygon, Ellipse,
1-0-2
5 5 Rectangle, Multiline
Applying constrains draw basic entities
Insert title Block 1-0-2
(CAD Drawings and Printout)
Problem 13:Produce Orthographic (2D) Drawings in CAD-Chap
3
5-0- 10
Problem 14:Produce Isometric and 3D Drawings in CAD – Chap
6 6 4(CAD Drawings and Printout)
Problem 15:create 3D models of Mechanical Elements such as
Hexagonal headed bolt, Simple toy, ball bearing 2-0-4
(CAD Drawings and Printout)
TOTAL 26-0-52

Note:Use both sides of sheet. For example, draw sheet number 2 on back side of sheet
number 1, 4 on back of 3, and likewise.
1 Theory & practice should be in first angle projections and IS codes should be followed
wherever applicable.
2 The dimensions of line, axes, distances, angle, side of polygon, diameter, etc. must be varied
for each student in batch so that each student will have same problems, but with different
dimensions.
3 The sketchbook has to contain data of all problems, solutions of all problems and student
activities performed.
4 Students’ activities are compulsory to be performed. A hand out containing applicable
standards from IS codes including title block as per IS standard should be given to each student
by concerned teacher.
5 For 40 marks Practical Marks ESE, students are to be assessed for competencies achieved.
7.SUGGESTED LIST OF STUDENT ACTIVITIES:

SL.NO. ACTIVITY
1 Sketch the combinations of set squares to draw angles in step of 15 .( 15 , 30 , 45 , 60 ,
0 0 0 0 0
750 ,900 ,1050 , 1200 , 1350 , 1500 , 1650 , 1800).

2 Take two simple objects. Sketch isometric of them. Also draw orthographic projections of
them (all views).
3 Take one circular shape. Assume one point on circumference and mark it. Roll that shape
on flat and circular surface. Observe the path of point.
4 List at least two questions individually which you would like to ask for followings:
5 Prepare a 2D drawing using AutoCAD and 2D parametric sketcher environment.
6 Prepare 3D solid models using AutoCAD any on e mechanical component (Four components).

1. Bureau of Indian Standards. Engineering Drawing Practice for Schools and Colleges IS:
Sp-46. BIS. Government of India, Third Reprint, October 1998; ISBN: 81-7061-091-2.
2. Bhatt, N. D. Engineering Drawing. Charotar Publishing House, Anand, Gujrat 2010;
ISBN: 978-93-80358-17-8.
3. Jain &Gautam, Engineering Graphics & Design, Khanna Publishing House, New Delhi
(ISBN: 978- 93-86173-478)
4. Jolhe, D. A. Engineering Drawing. Tata McGraw Hill Edu. New Delhi, 2010; ISBN: 978-
0-07-064837-1
5. Dhawan, R. K. Engineering Drawing. S. Chand and Company, New Delhi; ISBN: 81-219-
1431-0.
6. Shah, P. J. Engineering Drawing. S. Chand and Company, New Delhi, 2008, ISBN:81-
219-2964-4.
7. Kulkarni, D. M.; Rastogi, A. P.; Sarkar, A. K. Engineering Graphics with AutoCAD . PHI
Learning Private Limited-New Delhi (2010); ISBN: 978-8120337831.
8. Jeyapoovan, T. Essentials of Engineering Drawing and Graphics using AutoCAD. Vikas
Publishing HousePvt. Ltd, Noida, 2011; ISBN: 978-8125953005.
9. Autodesk. AutoCAD User Guide. Autodesk Press, USA, 2015.
10. Sham, Tickoo. AutoCAD 2016 for Engineers and Designers .Dreamtech Press; Galgotia
Publication, New Delhi, 2015; ISBN 978-9351199113.

9.SOFTWARE/LEARNING WEBSITES :
1. https://www.youtube.com/watch?v=TJ4jGyDWCw
2. https://www.youtube.com/watch?v=dmt6 n7Sgcg
3. https://www.youtube.com/watch?v= MQScnLXL0M
4. https://www.youtube.com/watch?v=3WXPanCq9LI
5. https://www.youtube.com/watch?v=fvjk7PlxAuo
6. http://www.me.umn.edu/coursesme2011/handouts/engg%20graphics.pdf
7. https://www.machinedesignonline.com

10.Mapping of Course Outcomes with Programme Outcomes (Suggestive only):

1 2 3 4 5 6 7
Engineering Graphics CO1 3 0 0 3 0 0 0
CO2 3 0 0 3 0 0 0
CO3 3 0 0 3 0 0 0
CO4 3 0 0 3 0 0 0
Level 3- Highly Mapped, Level 2-Moderately Mapped, Level 1-Low Mapped, Level 0- Not Mapped
Method is to relate the level of PO with the number of hours devoted to the CO s which maps the given PO.
If >50% of classroom sessions related to the CO are addressing a particular PO, it is considered that PO is mapped at Level 3
If 30 to 50% of classroom sessions related to the CO are addressing a particular PO, it is considered that PO is mapped at Level 2
If < 5% of classroom sessions related to the CO are addressing a particular PO, it is considered that PO is considered not mapped i.e. Level 0
11.COURSE ASSESSMENT AND EVALUATION CHART:

Sl. Assessment Time frame in Duration Max Conversion
No semester marks
1. Portfolio Evaluation of - 30 30
Drawings
2 Skill Test-1 - At the end of 7 3 Hours 20 Average of
week two skill
3 Skill Test-2 - At the end of 13 3 Hours 20 tests
week 20
4 Student Activity - 10 10
6 Semester End Examination(SEE) Assessment 3 Hours 100 40
TOTAL 100
Note:
1. Graded exercises will be evaluated
2. CAD drawings will be evaluated internally by Continuous internal evaluation and not by
semester end examination.

Scheme of Valuation for End Examination

SL NO QUESTIONS MARKS
1. A Problem on Projection of plane surfaces(Laminas) 50
Answer Sheet
OR
A Problem on Projection of Solids --- Answer Sheet 50
2. Create Orthographic views for the given Pictorial drawing. Indicate 50
all Dimensions and Annotations. Plot the drawing with title Block
and take the Print out.(CAD)
OR
Create Isometric Projections for the given Orthographic views and 50
Take the Printout(CAD)
OR
Create 3D drawing for the given Sketch and take the Printout(CAD) 50
TOTAL 100

12.Cad Laboratory and Other Requirements to Conduct Engineering Graphics Course
1. Latest Configuration Computers which can be able to run latest any Computer Aided
Drafting Software. (At least One Computer per student in practical session.)-20 no
2. Any latest Authorized Computer Aided Drafting Software (20 user licenses)
3. Plotter of size A2/A3
4. LCD Projector
MODEL QUESTION BANK (Suggestive only)

1. a ) Illustrate the elements of dimensioning with the help of a sketch.
b) Illustrate the dimensioning of given common features: diameter, radius, chord, Arc and
angle.
2. a) Mention the uses of the following drawing instruments.
i) T-square ii) Set square iii) Bow compass iv) Clinograph v) Minidrafter
b) Mention the uses of the following drawing instruments.
i) French curves ii) Protractor iii) Clips iv) Erasing Shield v) Drafting machine
3. Define RF. Mention the types of scales based on RF.
4. Draw the conventional representation of lines
5 Draw six horizontal parallel lines of 50 mm long with 10 mm intervals (Fig 1).

6 Draw six vertical parallel lines of 50 mm length with 10 mm intervals (Fig 2)

7 Draw 45° inclined lines (Fig 3).

8 Draw the given types of lines using 0.5 range thickness of line according to the specification (Fig
4)


11 a ) Illustrate the elements of dimensioning with the help of a sketch.
b) Illustrate the dimensioning of given common features: diameter, radius, chord, Arc
and angle.

12 Copy the sketch to 1:1 scale and dimension it using Aligned system.
13 Copy the sketch to 1:1 scale and dimension it using unidirectional system with Parallel
dimensioning method.

14 Copy the sketch to 1:1 scale and dimension it using Aligned system with Chain dimensioning
method.

15 Copy the sketch to 1:1 scale and dimension it using Aligned system with Parallel dimensioning
method.

UNIT 2 PROJECTIONS
PROJECTIONS OF POINTS
Draw the symbolic representation of First and Third angle projection method.
1. Draw the projections of the following points:
i. A is 25mm above the HP and 30mm in front of the VP.
ii. B is lying on HP and 45mm in front of VP.
iii. C is lying on VP and 50mm above HP.
iv. D lies in both HP and VP.
2. A point P is 40 mm in front of VP; 50 mm above HP and 30 mm in front of left PP. Draw the three
principal views of the point.
3. A point Q is 30mm in front of VP, 40mm above HP and 35mm in front of right PP. Draw the three
principal views of the point.
4. Draw the projections of the following points on a common reference line:
a)Point P is 25mm above the HP and 40mm behind the VP

b)Point Q is 30mm below the HP and 40mm behind the VP
c) Point R is 25mm above the HP and in the VP.
d)Point S is 30mm below the HP and in the VP
e)Point T is 35mm in front of the VP and in the HP.

PROJECTIONS OF LINES
1. Draw the three views of a line 70mm long when it is parallel to both HP and VP.
The line is 20mm in front of VP and 30mm above HP.
1. Draw the three views of a line 80mm long is perpendicular to VP and parallel to HP. The end nearer
to VP is 20mm above HP and 25mm in front of VP.
2. Draw the projections of a line 80mm long placed parallel to VP, perpendicular to HP. The line is 70mm
in front of VP and 60mm in front of right PP. the lower end of the line is 30mm above HP. ( Ref: KRG
Ed 2018 P151)
3. Draw the projections of a line 80mm long placed parallel to HP, perpendicular to VP with the rear
end of the line 30mm in front of it. The line is 55mm above HP and 50mm in front of the right PP. (
Ref: KRG Ed 2018 P152)
4. Draw the three principal views of a line 80 mm long placed parallel to VP and perpendicular to HP.
The line is 70mm in front of VP and 60mm in front of right PP. The lower end of the line is 30mm
above HP.
5. Draw the three principal views of a line 80 mm long when it is placed parallel to both HP & VP. One
of the ends of the line is 70 mm above HP, 60 mm in front of VP and 30mm in front of the right PP.

6. A line AB 80 mm long is inclined at 30° to HP and parallel to VP. The line is 90 mm in front of VP. The
lower end A is 35 mm above HP,110 mm in front of the right PP and is away from it than the higher
end. Draw the three principal views of the line.
7. Draw the projections of a line AB, 80 mm long inclined at 30° to HP and parallel to VP. The line is 40
mm in front of VP. The lower end A is 20 mm above HP.

PROJECTIONS OF PLANE SURFACE

1. A regular triangular lamina of side 30mm is placed with one its corner on HP such that the surface
is inclined at 40° to HP and perpendicular to VP. Draw its Top and Front views.
2. A regular square lamina of side 40mm is placed with one its side on HP such that the surface is
inclined at 30° to HP and perpendicular to VP. Draw its Top and Front views.
3. A regular pentagonal lamina of side 30mm is placed with one its side on HP such that the surface
4. A regular hexagonal lamina of side 30mm is placed with one its corner on HP such that the surface
5. A circular lamina of 40mm diameter lies on HP such that its surface is inclined at 40° to HP. Draw
its front and top.
6. An equilateral triangular lamina of side 40mm rests with one its sides on HP so that the surface
of the lamina is inclined at 30° to HP. The side on which the lamina rests is inclined at 45° to VP.
Draw the projections of the lamina.
7. An equilateral triangular lamina of sides 30mm is resting with one of its corners on HP. The
surface of the lamina is inclined at 45° to HP and the side opposite to the corner on which the
lamina rests is inclined at 45° to VP. Draw the projections of the lamina.
8. A square lamina of 40mm side rests with one of its sides on HP so that the surface of the lamina
is inclined at 30° to HP. The side on which the lamina rests is inclined at 45° to VP. Draw the top
and front views of the square lamina in this position.
9. A square lamina of 40mm sides rests with one of its corner on HP. The diagonal passing through
this corner is inclined at 45° to HP and appears to be inclined at 45° to VP. Draw its projections.
PROJECTIONS OF SOLIDS
1. A triangular prism of base edge 40mm and height 65mm rests with one of its base edges on HP
so that the axis of the prism is inclined at 30° with HP. Draw the top and front views when the
axis of the prism is parallel to VP.
2. A square prism of base edge 40mm and height 70mm rests with one of its base edges on HP. The
axis of the prism is inclined at 45° to HP and parallel to VP. Draw the top and the front views of
the prism.
3. A pentagonal prism of base 35mm and height 60mm has its base edge on HP. Draw the top and
front views, if the base of the prism is inclined at 30° to the HP. The axis of the prism is parallel
to the VP.
4. A Hexagonal prism of base 35mm and height 60mm is resting with its base edge on HP so that
the axis is inclined at 45° and parallel to VP. Draw its top and front views.
5. A triangular pyramid of base edge 40mm and height 65mm is resting with one of its base corner
on HP so that the axis of the pyramid is parallel to VP and inclined at 45° to HP. Draw the top and
front views.

6. Draw the top and front views of a hexagonal pyramid resting with one of its base corner on HP
such that the axis of the pyramid is inclined at 30° to HP. The hexagonal pyramid has its base
edges as 30mm and axis height as 60mm.
7. A pentagonal pyramid of base edge 30mm and axis height 65mm rests with one of its base corners
on HP so that the base of the pyramid is inclined at 45° to the HP. Draw the projections if the axis
of the pyramid is parallel to the VP.
8. A cylinder of 40mm diameter and axis height 65mm rests with its points of the circumference on
HP so that the axis is inclined at 45° to the HP and parallel to the VP. Draw the top and front
views.
9. A cone of 40mm diameter and axis height 65mm is resting with points of the circumference on
HP. Draw the top and front views, if the axis of the cone is inclined at 30° with HP and parallel to
VP.

UNIT 3 ORTHOGRAPHIC ROJECTIONS

Draw the three principal views of the component as shown in the figure.


UNIT 4 ISOMETRIC PROJECTIONS

1. .Draw the isometric view of the machine component whose orthographic views are given
below:
1. 2. 3.

4. 5. 6.


Course Code 20AU01T Semester I

ENVIRONMENTAL
Course Title Course Group Audit
SUSTAINABILITY
No. of Credits 2 Type of Course Lecture
2Hrs Per Week
Course Category AU Total Contact Hours
26Hrs Per Semester
Prerequisites Basic Environmental Science Teaching Scheme (L:T:P)= 2:0:0
CIE Marks 50 SEE Marks No
COURSE OBJECTIVES:
Technicians working in industries or elsewhere essentially require the knowledge of environmental
science so as to enable them to work and produce most efficient, economical and eco-friendly finished
products.
1. Solve various engineering problems applying ecosystem to produce eco – friendly products.
2. Use relevant air and noise control methods to solve domestic and industrial problems.
3. Use relevant water and soil control methods to solve domestic and industrial problems.
4. To recognize relevant energy sources required for domestic and industrial applications.
5. Solve local solid and e-waste problems.
COURSE OUTCOMES:
At the end of the course student will be able to know :
CO1 Importance of ecosystem and terminology.
CO2 The extent of air pollution, effects, control measures and acts.
CO3 The extent of noise pollution, effects, control measures and acts.
CO4 The water and soil pollution, effects, control measures and acts

CO5 Different renewable energy resources and efficient process of harvesting.

CO6 Solid Waste Management and Environmental acts.

COURSE CONTENT:
Marks: 15 Unit-1 Ecosystem Allotted Hrs: 03
Structure of ecosystem, Biotic & Abiotic components, Aquatic (Lentic and Lotic) and terrestrial ecosystem.
Global warming - Causes, effects, Green House Effect, Ozone depletion.
Marks: 20 Unit-2Air Pollution Allotted Hrs: 03
Air pollution, Natural and manmade sources of air pollution, Effects of air pollution.Air Pollutants and Types.
Control of air pollutants by Cyclone separator and Electrostatic Precipitator, Air (prevention and control of
pollution) act 1981
Marks: 10 Unit-3 Noise Pollution: Allotted Hrs: 02
Noise pollution: sources of pollution, measurement of pollution level, Effects and Control of Noise
pollution, Noise pollution (Regulation and Control) Rules, 2000
Marks: 20 Unit- 4Water and Soil Pollution: Allotted Hrs: 06
Water pollution and Sources of water pollution, Types of water pollutants, Characteristics of water
pollutants,control measures of water pollution.
Definition and list unit operations in water and WasteWater Treatment process,Water (prevention and
control of pollution) act 1974, Water conservation – Importance of Rain Water Harvesting.
Soil pollution, Causes, Effects and Preventive measures of Soil Pollution due to Excessive use of Fertilizers,
Pesticides and Insecticides
Marks: 20 Unit-5 Renewable sources of Energy Allotted Hrs: 07
Solar Energy: Basics of Solar energy. Definition and advantages of advanced solar collectors. Solar water
heater and Solar stills and their uses.
Biomass: Overview of biomass as energy source. Thermal characteristics of biomass as fuel.
Wind energy: Current status and future prospects of wind energy. Wind energy in India.
Need of new Energy sources, Different type’s new energy sources. Environmental benefits of New Energy
Sources-Hydrogen energy, Ocean energy resources, Tidal energy conversion.
Marks: 15 Unit-6 Solid Waste Management and Allotted Hrs: 05
Environmental Acts
Solid waste generation, Sources and characteristics of Municipal solid waste, Solid Waste Management
rules 2016- 3R in SWM.
E- Waste generation, Sources and characteristics, E waste management rules 2016
Plastic Waste generation, Sources and characteristics, Recycled plastic rules 2016
Importance of Environment (protection) act 1986
Occupational health and safety measures.

Contact
Unit No & Name Detailed Course Content CO PO
Hrs
Structure of ecosystem, Biotic & Abiotic components, Aquatic
1. CO1 1,5,7 1
(Lentic and Lotic) and terrestrial ecosystem.
Ecosystem
Global warming - Causes, effects. CO1 1,5,7 2

Green House Effect, Ozone depletion - Causes, effects CO1 1,5,7 3

Air pollution, Natural sources of air pollution, Man Made
CO2 1,5,7 4
sources of air pollution
Air pollutants and Types, Effects of Particulate Pollutants and
2. CO2 1,5,7 5
control by Cyclone separator
Air and Pollution
Effects of Particulate Pollutants and control by Electrostatic
Precipitator, Air (prevention and control of pollution) act CO2 1,5,7 6
1981.
Noise pollution: sources of pollution, Measurement of Noise
CO3 1,5,7 7
3. pollution level.
Noise Pollution Effects and Control of Noise pollution.
CO3 1,5,7 8
Noise pollution (Regulation and Control) Rules, 2000
Sources of water pollution. Types of water pollutants,
CO4 1,5,7 9
Characteristics of water pollutants.
Control measures of water pollution. CO4 1,5,7 10
Definition and list unit operations in water and WasteWater
4.
Treatment process, Water (prevention and control of CO4 1,5,7 11
Water and Soil
pollution) act 1974.
Pollution:
Water conservation – Importance of Rain Water Harvesting CO4 1,5,7 12

Soil pollution, Causes and Effects due to Fertilizers, Pesticides
CO4 1,5,7 13
and Insecticides
Preventive measures of Soil Pollution due to Excessive use of
CO4 1,5,7 14
Fertilizers, Pesticides and Insecticides.
Solar Energy: Basics of Solar energy.
CO5 1,5,7 15
Solar collectors and advantages of Advanced solar collectors.
Solar water heater, Solar stills and their uses. CO5 1,5,7 16
Biomass: Overview of biomass as energy source. Thermal
17
characteristics of biomass as fuel.
Wind energy: Current status and future prospects of wind
energy. CO5 1,5,7 18
5.
Wind energy in India.
Renewable
Need of new Energy sources, Different type’s new energy
sources of Energy
sources.
CO5 1,5,7 19
Environmental benefits of New Energy Sources-Hydrogen
energy
Environmental benefits of New Energy Sources- Ocean energy
CO5 1,5,7 20
resources
Environmental benefits of New Energy Sources-Tidal energy
CO5 1,5,7 21
conversion.
Solid waste generation, Sources, Characteristics of solid waste
CO6 1,5,7 22
6. Solid Waste Management rules 2016
Solid Waste E- Waste generation Sources and characteristics,
CO6 1,5,7 23
Management E waste management rules 2016
And Plastic Waste generation Sources and characteristics,
CO6 1,5,7 24
Environmental Plastic Waste Sources and characteristics
Acts Recycled plastic rules 2016,Importance of Environment
CO6 1,5,7 25
(protection) act 1986,
Occupational health and safety measures. CO6 1,5,7 26
Total 26
References:
(a) Suggested Learning Resources:

Books:
1. S.C. Sharma & M.P. Poonia, Environmental Studies,Khanna Publishing House,NewDelhi
2. C.N. R. Rao, Understanding Chemistry, Universities Press (India) Pvt. Ltd., 2011.
3. Arceivala, Soli Asolekar, Shyam, Waste Water Treatment for Pollution Control and
Reuse, Mc-Graw Hill Education India Pvt. Ltd., New York, 2007, ISBN:978-07-062099.
4. Nazaroff, William, Cohen, Lisa, Environmental Engineering Science, Willy, New York, 2000,
ISBN 10: 0471144940.
5. O.P. Gupta, Elements of Environmental Pollution Control, Khanna Publishing House, New
Delhi
6. Rao, C. S., Environmental Pollution Control and Engineering, New Age International
Publication, 2007, ISBN: 81-224-1835-X.
8. Rao, M. N.Rao, H.V.N, Air Pollution, Tata Mc-Graw Hill Publication, New delhi, 1988, ISBN: 0-
07- 451871-8.
9. Frank Kreith, Jan F Kreider, Principles of Solar Engineering, McGraw-Hill, New York ; 1978,
ISBN: 9780070354760.
7. Aldo Vieira, Da Rosa, Fundamentals of renewable energy processes, Academic Press Oxford,
UK; 2013. ISBN: 9780123978257.
10. Patvardhan, A.D, Industrial Solid Waste, Teri Press, New Delhi, 2013, ISBN:978-81-7993-502-
6
11. Metcalf & Eddy, Waste Water Engineering, Mc-Graw Hill, New York, 2013, ISBN: 077441206.
12. Keshav Kant, Air Pollution & Control, Khanna Publishing House, New Delhi (Edition 2018)

(b) Open source software and website address:
1) www.eco-prayer.org
2) www.teriin.org
3) www.cpcp.nic.in
4) www.cpcp.gov.in
5) www.indiaenvironmentportal.org.in
6) www.whatis.techtarget.com
7) www.sustainabledevelopment.un.org
8) www.conserve-energy-future.com
Teachers should use the following strategies to achieve the various outcomes of the course.
• Different methods of teaching and media to be used to attain classroom attention.
• Massive open online courses (MOOCs) may be used to teach various topics/subtopics.
• 15-20% of the topics which are relatively simpler or descriptive in nature should be given to the
students for self-learning and assess the development of competency through classroom
presentations.
• Micro-projects may be given to group of students for hand-on experiences
• Encouraging students to visit sites such as Railway station and research establishment around the
institution.
Mapping of Course Outcomes with Programme Outcomes
CO Course Outcome PO Cognitive Theory Allotted marks for TOTAL
Mapped Level Sessions CIE on cognitive
In Hrs levels

R/U/A R U
CO1 Importance Of ecosystem 1,5,7 R,U 03 02 02 04
and terminology
CO2 The extent of air pollution, 1,5,7 R,U 03 03 02 05
effects, control measures
and acts.
CO3 The extent of noise 1,5,7 R,U 02 03 02 05
pollution, effects, control
measures and acts.
CO4 The water and soil 1,5,7 R,U 06 03 02 05
pollution, effects, control
measures and acts
CO5 Different renewable energy 1,5,7 R,U 07 03 02 05
resources and efficient
process of harvesting.
CO6 Solid Waste Management 1,5,7 R,U 05 02 04 06
and Environmental acts.
Total Hours of instruction 26 30
R-Remember; U-Understanding;.

Level of Mapping PO’s with CO’s

Course Programme Outcomes (PO’s)
CO’s 1 2 3 4 5 6 7
CO1 3 0 0 0 2 0 1
CO2 3 0 0 0 2 0 1
CO3 3 0 0 0 2 0 1
Environmental Science
CO4 3 0 0 0 2 0 1
CO5 3 0 0 0 2 0 1
CO6 3 0 0 0 2 0 1

Method is to relate the level of PO with the number of hours devoted to the CO s which maps the given PO.
If >50% of classroom sessions related to the CO are addressing a particular PO, it is considered that PO is mapped at Level 3
If < 5% of classroom sessions related to the CO are addressing a particular PO, it is considered that PO is considered not mapped i.e. Level
0
Course Assessment and Evaluation Chart

Sl. Assessment Duration Max marks Conversion
No
1. CIE Assessment 1 ( Written Test -1 - At the end of 80 minutes 30 Average of
3 d week three written
2. CIE Assessment 2 (Written Test -2) - At the end 80 minutes 30 tests
of 7 week 30
3. CIE Assessment 3 (Written Test -3) - At the end of 80 minutes 30
13 week
4 CIE Assessment 4 (MCQ/Quiz) - At the end of 5 60 minutes 20 Average of
week three
5 CIE Assessment 5 ( Open book Test) - At the end 60 minutes 20 20
of 9 week

6 CIE Assessment 6 (Student activity/Assignment)- 60 minutes 20

At the end of 11 week
7. Total Continuous Internal Evaluation (CIE) Assessment 50

50
Total Marks
Note:
1. Average marks of Three CIE written test marks shall be rounded off to the next higher digit.
2. Assessment of assignment and student activity is evaluated through appropriate rubrics by
the respective course coordinator. The secured mark in each case is rounded off to the next
higher digit.

MANDATORY STUDENT ACTIVITY: EACH STUDENT HAS TO SELECT ANY ONE OF THE LISTED
1. Students chose one thing to reduce at home each week and write journal entries about their
successes and challenges implementing the change. In class, they form groups and create "Do
You Know?" posters.
2. Students pretend they are architects, and come up with a series of design changes to make
their school more environmentally friendly. They then grade their projects according to a
rubric.
3. A presentation for Green Team Club members to introduce themselves and the purpose of
their club. They explain how to use their new recycling bins, in the classroom and in the
cafeteria.
4. Ever wonder what's in your school's waste? This hands-on activity helps students assess their
school's waste in order to think of ways to reduce it. The results can be incorporated into the
school's recycling plan.
5. How do we measure climate change? What activities contribute to climate change?
6. 6. Start a compost or worm bin. Composting is a hands-on way to learn about important life
science concepts such as ecosystems, food webs and biodegradation. Students experience
how worms and other decomposers recycle fruits and vegetable scraps into compost. Use the
compost in your college garden! Have green team students make up a skit and present details
about the new composting program to all classrooms. Have them make signs for the bins
(compost, recycle, and landfill), monitor the waste collection at lunchtime, cart the food waste
to the compost, and decide how and where the compost will be used.
7. Paint posters and decorate bulletin boards or the doors to the cafeteria with waste- free lunch
messages to announce or support a waste-free event, and have students vote for their
favourite poster.
8. Conduct a classroom audit to identify waste and look for ideas to reduce and reuse. Empower
the student to set goals, search for solutions and review progress.
9. Go on a field trip. Visit your local landfill, recycling center, or a nearby composing facility
where the students can see first-hand what is happening to waste, and learn about the
lifecycle of waste and its affect on the environment.
10. Home energy audit:Have students make a list of all the appliances and light bulbs in their
house. How much energy does their house use if all the lights are on for 4 hours per day? If
their appliances are on for 2 hours per day? How much energy could they save if they
switched to energy-efficient appliances or lightbulbs?
11. Use recycled material in art projects:Recycled materials can make beautiful art projects such
as jewellery, planters, and bird houses. Incorporating materials that would otherwise be
thrown away into art projects can show your students how to find new uses for these items.
12. Life cycle :One way to show students what happens when you put something in the trash
versus recycling or reusing the object is to do a life cycle analysis. This is a flow chart that
shows the environmental impacts of an object, from extracting the raw materials to
decomposition and everything in between. When something is put in the trash instead of
being reused or recycled, the life cycle assessment will show a bigger environmental impact.
When something is reused or recycled, the environmental impact is less because raw
materials don’t need to be extracted to create something new.

I A Test (CIE)

Programme : Semester: I
Course : Max Marks : 3
Course Code : Duration : 1 Hr 20 minutes
Name of the course coordinator: Test : I/II/III
Section-1
1.a)
b)
c)
2.a)
b)
c)
Section-2
3.a)
b)
c)
4.a)
b)
c)
Section-3
5.a)
b)
c)
6.a)
b)
c)


Course Code 20SC01T Semester I/II

ENGINEERING
Course Title Course Group Core
MATHEMATICS
No. of Credits 4 Type of Course Lecture
4Hrs Per Week

Course Category Theory Total Contact Hours
52Hrs Per Semester
Prerequisites 10thLevel Mathematics Teaching Scheme (L:T:P) = 4:0:0
RATIONALE
Engineering Mathematics specification provides students with access to important mathematical
ideas to develop the mathematical knowledge and skills that they will draw on in their personal and
work lives. The course enable students to develop mathematical conceptualization, inquiry,
reasoning, and communication skills and the ability to use mathematics to formulate and solve
problems in everyday life, as well as in mathematical contexts. At this level, the mathematics
curriculum further integrates the three content areas taught in the higher grades into three main
learning areas: Algebra; Measurement of angles and Trigonometry and Calculus.
1. COURSE SKILL SET

Student will be able to:
1. Solve system of linear equations arise in different engineering fields
2. Incorporate the knowledge of calculus to support their concurrent and subsequent
engineering studies
3. Adept at solving quantitative problems
4. Ability to understand both concrete and abstract problems
5. Proficient in communicating mathematical ideas
6. Detail-oriented
2. COURSE OUT COMES


Determine the inverse of a square matrix using matrix algebra. Apply the concepts
CO1 of matrices and determinants to solve system of linear equations and find eigen
values associated with the square matrix.
Find the equation of straight line in different forms. Determine the parallelism and
CO2
perpendicularity of lines.
Calculate trigonometric ratios of allied angles and compound angles. Transform sum
CO3
or difference of trigonometric ratios into product and vice versa.
Differentiate various continuous functions and apply the concept in real life
CO4
situations.
Integrate various continuous functions and apply the concept in evaluating the area
CO5
and volume through definite integrals.
3. SUGGESTED SPECIFICATION TABLE WITH HOURS & MARKS

DISTRIBUTION(THEORY)
UNIT TEACHING
UNIT TITLE R U A
NO HOURS TOTAL
LEVEL LEVEL LEVEL
1 Matrices and Determinants 10 8 20 12 40

2 Straight lines 10 8 20 12 40
3 Trigonometry 10 8 20 12 40
Differential Calculus and
4 11 8 20 12 40
applications
Integral Calculus and
5 11 8 20 12 40
applications
Total 52 40 100 60 200
Legends: R = Remember; U = Understand; A = Apply and above levels (Bloom’s revised
taxonomy)

The following topics/subtopics is to be taught and assessed in order to develop Unit Skill sets for
achieving CO to attain identified skill sets.
UNIT Unit skill set Hours
Topics/Subtopics
NO (In cognitive domain) L-T-P

1.1 Matrix and types
MATRICES AND DETERMINANTS

1.2 Algebra of Matrices (addition,
subtraction, scalar multiplication
and multiplication)
Ø Use algebraic skills which 1.3 Evaluation of determinants of a
are essential for the study square matrix of order 2 and 3.
UNIT-1
of systems of linear Singular matrices 10-0-0

equations, matrix algebra 1.4 Cramer’s rule for solving system
and eigen values of linear equations involving 2
and 3 variables
1.5 Adjoint and Inverse of the non-
singular matrices of order 2 and 3
1.6 Characteristic equation and Eigen
values of a square matrix of order 2
Ø Able to find the equation 2.1 Slope of a straight line
of a straight line in 2.2 Intercepts of a straight line
different forms 2.3 Intercept form of a straight line
Ø Determine whether the 2.4 Slope-intercept form of a straight line
STRAIGHT LINES
lines are parallel or 2.5 Slope-point form of a straight line

perpendicular 2.6 Two-point form of a straight line
UNIT-2
10-0-0
2.7 General form of a straight line

2.8 Angle between two lines and conditions
for lines to be parallel and perpendicular
2.9 Equation of a straight line parallel to the
given line
2.10 Equation of a straight line perpendicular
to the given line
3.1 Concept of angles, their measurement,
Radian measure and related conversions.
Ø Use basic trigonometric 3.2 Signs of trigonometric ratios in different
TRIGONOMETRY
skills in finding the quadrants (ASTC rule)

trigonometric ratios of 3.3 Trigonometric ratios of allied angles
UNIT-3
allied and compound (definition and the table of 10-0-0

angles trigonometric ratios of standard

Ø Able to find all the allied angles say 900±Ɵ, 1800±Ɵ,
measurable dimensions 2700±Ɵ and 3600±Ɵ)
of a triangle 3.4 Trigonometric ratios of compound
angles (without proof)
3.5 Trigonometric ratios of multiple angles
3.6 Transformation formulae

Ø Able to differentiate 4.1 Derivatives of continuous functions in an
DIFFERENTIAL CALCULUS AND

algebraic, exponential, interval (List of formulae)
trigonometric, logarithmic 4.2 Rules of differentiation
APPLICATIONS and composite functions 4.3 Successive differentiation (up to second
Ø Able to find higher order order)
UNIT-4
derivatives 4.4 Applications of differentiation

11-0-0
Ø Understand and work with
derivatives as rates of
change in mathematical
models
Ø Find local maxima and
minima of a function
Ø Understand the basic rules 5.1 List of standard integrals and Basic rules
of integration and of integration
INTEGRAL CALCULUS AND
Evaluate integrals with 5.2 Evaluation of integrals of simple

basic integrands. function and their combination
APPLICATIONS
5.3 Methods of integration

Ø
UNIT-5
Identify the methods to

5.4 Concept of definite integrals
evaluate integrands 11-0-0
5.5 Applications of definite integrals
Ø Apply the skills to evaluate
integrals representing areas
and volumes
5. MAPPING OF CO WITH PO
PO UNIT CL Theory TOT
CO Course Outcome
Mapped Linked R/U/A in Hrs AL
Determine the inverse of a square
matrix using matrix algebra. Apply the
concepts of matrices and determinants 1, 7 1 R/U/A 10 40
CO1
to solve system of linear equations and
find eigen values associated with the
square matrix.
Find the equation of straight line in
CO2 different forms. Determine the 1, 7 2 R/U/A 10 40
parallelism and perpendicularity of
lines.
Calculate trigonometric ratios of allied
angles and compound angles.
CO3 Transform sum (difference) of 1, 7 3 R/U/A 10 40
trigonometric ratios into product and
vice versa.

Differentiate various continuous

CO4 functions and apply the concept in real 1, 3, 7 4 R/U/A 11 40
life situations.
Integrate various continuous functions
CO5 and apply the concept in evaluating the 1, 3, 7 5 R/U/A 11 40
area and volume through definite
integrals.

52 200

1 2 3 4 5 6 7
CO1 3 1 0 0 0 0 3
CO2 3 1 0 0 0 0 3
ENGINEERING MATHEMATICS CO3 3 1 0 0 0 0 3
CO4 3 1 3 0 0 0 3
CO5 3 1 3 0 0 0 3
These are sample Strategies, which teacher can use to accelerate the attainment of the various course
outcomes
1. Explicit instruction will be provided in intervention classes or by using different differentiation
strategies in the main classroom.
2. Lecturer method (L) does not mean only traditional lecture method, but different type of teaching
method and media that are employed to develop the outcomes.
3. Observing the way their more proficient peers use prior knowledge to solve current challenges
and persevere in problem solving will help struggling students to improve their approach to
engaging with rich contextual problems.
4. Ten minutes a day in homeroom, at the end of class, or as a station in a series of math activities
will help students build speed and confidence.
5. Topics will be introduced in a multiple representation.
6. The teacher is able to show different ways to solve the same problem and encourage the students
to come up with their own creative ways to solve them.
7. In a perfect world, teacher would always be able to demonstrate how every concept can be
applied to the real world - and when that's possible, it helps improve the students' understanding.
When a concept cannot be applied in that manner, we can still share how it might be applied
within mathematics.

Sl. No. Author Title of Books Publication/Year

Higher Engineering Khanna Publishers, New Delhi,
1 B.S. Grewal
Mathematics 40th Edition,2007
G. B. Thomas, R. L.
2 Calculus and Analytic Geometry Addison Wesley, 9th Edition, 1995
Finney
S.S. Sabharwal, Sunita
3 Applied Mathematics, Vol. I & II Jalandhar.
Jain, Eagle Parkashan
Comprehensive Comprehensive Mathematics
4 Laxmi Publications, Delhi
Mathematics Vol. I & II
ReenaGarg& Chandrika Advanced Engineering Khanna Publishing House, New
5
Prasad Mathematics Delhi

Sl. No. Assessment Duration Max marks Conversion
CIE Assessment 1
1 (Written Test -1) 80 minutes 30 Average of three
At the end of 3 d week written tests
CIE Assessment 2
2 (Written Test -2) 80 minutes 30 30
CIE Assessment 3
3 (Written Test -3) 80 minutes 30
CIE Assessment 4
4 (MCQ/Quiz) 60 minutes 20
CIE Assessment 5
(Open book Test) Average of three
5 60 minutes 20
At the end of 9 week 20
CIE Assessment 6
(Student
6 activity/Assignment) 60 minutes 20

8 (SEE) Assessment (Written 3 Hours 100 50
Test)
Total Marks 100

Note:
1. SEE (Semester End Examination) is conducted for 100 Marks theory courses for a time
duration of 3 Hours.
2. Three CIE (written test), each of 30 marks for a time duration of 80 minutes shall be
conducted. Also, three CIE (MCQ or Quiz/Open book test/student activity or assignment)
each of 20 marks for the time duration of 60 minutes shall be conducted. Any fraction at any
stage during evaluation will be rounded off to the next higher digit
3. Assessment of assignment and student activity is evaluated through appropriate rubrics by
the respective course coordinator. The secured mark in each case is rounded off to the next
higher digit.

10 DETAILED COURSE CONTENT

UNIT
NO CONTACT
DETAILED COURSE CONTENT CO PO TOTAL
AND HRS
NAME
Definition and types of matrices 1 1,7 1
Algebra of Matrices (addition, subtraction and
MATRICES AND DETERMINANTS
1 1,7 1
scalar multiplication) problems
Multiplication of Matrices(problems) 1 1,7 1
Evaluation of 2x2 ,3x3 determinants and
Singular matrices and problems in finding 1 1,7 1
unknown variable
Cramer’s rule to solve system of linear equation with 2
1 1,7 1
and 3 variables
1
10

Cramer’s rule to solve system of linear equation with 2

1 1,7 1
and 3 variables.problems
Minors, Cofactors of elements of square matrices of
1 1,7 1
order 2 and 3
Adjoint of a square matrix(2x2 and 3x3),Inverse of a
1 1,7 1
non singular square matrix
Adjoint of a square matrix(2x2 and 3x3),Inverse of a
1 1,7 1
non singular square matrix and problems
Characteristic equation and eigen values of a 2x2
1 1,7 1
matirx and problems

Slope of the straight line(provided with inclination and

2 1,7 1
two points on the line as well) and problems
Intercepts of a straight line and problems 2 1,7 1
Intercept form of a straight line and problems 2 1,7 1
STRAIGHTLINES
Slope-intercept form of a straight line and problems 2 1,7 1

Slope-point form of the straight line and problems 2 1,7 1
Two-point form of a straight line and problems 2 1,7 1
2
10
General form of a straight line.problems on finding
2 1,7 1
slope and intercepts.
Angle between two straight lines and conditions for
the lines to be parallel and perpendicular and 2 1,7 1
problems
Equation of a line parellel to the given line and
2 1,7 1
problems
Equation of a line perpendicular to the given
2 1,7 1
line.problems

Concept of angles and their measurement.

Radian measures and related conversions (degree to 3 1,7 1
radian and vice-versa) and problems
Signs of trigonometric ratios in different quadrants
3 1,7 1
(ASTC rule)
Trigonometric ratios of allied angles (definition and
the table of trigonometric ratios of standard allied 3 1,7 1
TRIGONOMETRY
angles say 900±Ɵ, 1800±Ɵ, 2700±Ɵ and 3600±Ɵ)

Problems on allied angles. (proving identities) 3 1,7 1
Problems on allied angles. (Finding values of x in an
3 1,7 1
3
identity) 10
Trigonometric ratios of compound angles (without
3 1,7 1
proof)
Trigonometric ratios of multiple angles (sin2A,
3 1,7 1
cos2A, tan2A, sin3A, cos3A and tan3A)
Problems on multiple angles sin2A, cos2A, tan2A,
3 1,7 1
sin3A, cos3A and tan3A
Transformation formulae (without proof) as sum to 3
1,7 1
product. (Simple problems)
Transformation formulae (without proof) as product 3
1,7 1
to sum. (Simple problems)
Definition of a derivative of a function. Listing the
derivatives of standard functions. (Algebraic,
4 1,3,7 1
DIFFERENTIAL CALCULUS AND
trigonometric, exponential, logarithmic and inverse

trigonometric functions)
Addition and subtraction rule of differentiation and
4 1,3,7 1
problems
APPLICATIONS
Product rule and quotient rule of differentiation and

4 1,3,7 1
problems
Product rule and quotient rule of differentiation and 11
4
4 1,3,7 1
problems
Composite functions and their derivatives. (CHAIN
4 1,3,7 1
RULE)
Composite functions and their derivatives. (CHAIN
4 1,3,7 1
RULE). Problems
Successive differentiation up to second order 4 1,3,7 1
Slope of the tangent and normal to the given curve
4 1,3,7 1
and their equations and problems

Rate measure: velocity and acceleration at a point of

4 1,3,7 1
time and problems
Local Maxima and Minima of a function 4 1,3,7 1
Local Maxima and Minima of a function. Problems 4 1,3,7 1
Definition of an indefinite integral. Listing the
INTEGRAL CALCULUS AND APPLICATIONS
Integrals of standard functions. (Algebraic,
5 1,3,7 1
trigonometric, exponential, logarithmic and inverse
trigonometric functions)
Rules of Integration. Evaluation of integrals with
5 1,3,7 1
simple integrands and their combinations
Rules of Integration. Evaluation of integrals with
5 1,3,7 1
simple integrands and their combinations. Problems
Evaluation of integrals with simple integrands and
5 1,3,7 1 11
their combinations. Problems
Evaluation of integrals by Substitution method 5 1,3,7 1
5
Evaluation of integrals by Integration by parts 5 1,3,7 1

Evaluation of integrals by Integration by parts.
5 1,3,7 1
Problems
Definition of definite integrals and their evaluation 5 1,3,7 1
Evaluation of Definite integrals. Problems 5 1,3,7 1
Area enclosed by the curves by integral method 5 1,3,7 1

Volume generated by the curve rotated about an axis
5 1,3,7 1
by integral method


First Semester Examination, Model Question Paper – 2020
Engineering Mathematics
Duration: 3Hours] Subject Code: 20SC01T [ Max. Marks:100
Instruction: Answer one full question from each section. One full question carries 20 marks.
SECTION – 1
1 é2 4 6 ù
a If the matrix ê2 x 2 ú is singular then find x . 4
ê ú
êë6 8 14 úû
é 1 3 4ù
b Find the A for the matrix ê- 1 2 1 ú .
2
5
ê ú
êë 0 3 3úû
c Solve 2 x - y = 3 and x + 2 y = 4 by using determinant method. 5
é 2 3 1ù
d Find the inverse ofthe matrix ê- 1 2 1ú . 6
ê ú
êë 5 4 3úû
2 é 2 -1ù é 1 - 3 4ù
= ê4 0 ú ê ú
a If A ê
T
ú and B = ê- 1 - 1 1ú then find ( AB ) . 4
êë1 3 úû êë 0 4 2úû
b é 1 0 5ù
Verify whether AB=BA for the matrices A = ê- 1 2 1ú and
ê ú
ëê 5 4 3úû
5
é3 - 1 4 ù
B = êê0 - 1 1 úú .
êë2 4 - 2úû
é 1 3 4ù
c Find the Adjoint of the matrix A = ê- 1 2 1ú . 5
ê ú
êë 0 3 3úû
é1 2ù
d Find the charcteristic equation and eigen values for the matrix ê ú. 6
ë3 `1û

SECTION – 2
3
a If the straight line is passing through the points (1, 2) and (3, 5) then find the 4
slope of the line.
Write the standard intercept form of the straight line and hence find the
b equation of the straight line whose x and y intercepts are 2 and 3
5
respectively.
c Write the standard slope-intercept form of a straight line. Find the equation 5
of the straight line passing through the point (3, 5) and slope 4 units.
d Find the equation of the straight line parallel to the line passing through the 6
points (1, 3) and (4, 6).
4
a i) If a line inclined at 45! with x-axis find its slope. ii) Write 2+2
the x and y intercept of the line 2x+3y=10.
b Find the equation of the straight line whose angle of inclination is 450 and 5
passingthrough the origin.
c Find the equation of the straight line perpendicular to the line 2x+6y=3 and 5
with the y intercept 2 units.
d Find the acute angle between the lines 7x-4y=0 and 3x-11y +5=0. 6
SECTION – 3
5 a !
Express 75 in radian measure and 3π/2 in degree. 4
b Prove that cos( A + B) cos( A - B) = cos 2 A - sin 2 B . 5
c Show that cos 2q = 2 cos 2 q - 1. 5

Find the value of sin120! × cos330! - sin 240! × cos390! without using
d 6
calculator.
6 a Find the value of sin15! . 4
cos(360! - A) tan(360! + A)
b Simplify . 5
cot(270! - A) sin(90! + A)
c Prove that sin 3q = sin 3q - 4 sin 3 q . 5

3
d Prove that sin 20 × sin 40 × sin 80 =
! ! !
. 6
8
SECTION – 4
7 a Find the derivative of y = x 2 + e 2 x + cos 2 x - 2 log x with respect to x . 4

b sec x + tan x
Find dy/dx of y = . 5
sec x - tan x
c -1 æ1+ x ö
Find dy/dx of y = tan ç ÷. 5
è1- x ø
d If the s = 2 x 3 + 3x + 4 repersents the displacement of the particle in motion at

6
time x, then find the velocity of the particle at x = 2 secs and acceleration at
x = 3 secs.
8 a Find
dy
of y = 3x 4 + 4 log x + 2e 3 x + tan -1 x .
dx 4
dy
b If y = e 2 x sin 3x then find . 5
dx
d2 y
c Find if y = 3sin x + 4 cos x at x = 1. 5
dx 2
d Find the equation of tangent and normal to the curve y = x 2 at the point 6
(1, 1).

SECTION – 5
9 a Evaluate ò ( x - 1)( x + 1)dx . 4

p/2
b Evaluate ò sin
2
x dx 5
0
c Evaluate ò x sin xdx . 5
d Find the area bounded by the curve y = 4 x - x 2 - 3 , x-axis and ordinates x = 1 6

and x = 3 .
10 2
a Evaluate ò e x dx . 4
0
4 cos(log x)
b Evaluate ò x
dx . 5
c ò
Evaluate x e x dx . 5
d Find the volume of the solid generated by revolving the curve y = x 2 + 5 x 6

between x = 1 and x = 2 .
*************************



Course Code 20PM01T Semester II
Project Management
Course Title Course Group PM
Skills
No. of Credits 4 Type of Course Activity based study
6 Hrs Per Week (2Theory +4 hrs
Total Contact of classroom activities)
Course Category Theory with Activities
Hours 78 Hrs Per Semester
Prerequisites 10thLevel Mathematics Teaching 4 hrs per week classroom
Scheme sessions dedicated to case studies
& activities
RATIONALE
Project Management is a confluence of Management principles and Engineering subject
area. This course enables the students to develop conceptualisation of Engineering
Management principles and apply the same for their engineering projects, in their domains,
example, Software Development project or Construction Project and so on. The course
integrates three core areas of Planning, Execution and Auditing of Projects.
1. COURSE SKILL SET

Student will be able to:
1. Understand what constitutes a project, Plan for the execution of the project by
breaking into manageable work units, and Prepare necessary project artifacts
2. Track and control the Project while preparing verifiable records for Project
Inspections and Audits
3. Inspect and Audit projects for Milestones or other project completion criteria and
other metrics, Defects and remediation, Project learnings
4. Gain knowledge and develop curiosity on latest technology trends in Project
management


2. COURSE OUT COMES


Apply the concepts of Project Management to real projects which are expressed
CO1
in the form of the Project reports or Engineering drawings
Estimate Project resources needed Time, Material and Effort, and Plan for
CO2
execution
Understand, analyse and assess the risks involved in a project and plan for
CO3 managing them

CO4 Use Project Management Software and processes to track and control Projects
CO5 Conduct inspection of Projects and audit progress and bills
Understand the Digital Technology trends in Project management and concepts

CO6
like Smart cities

3. SUGGESTED SPECIFICATION TABLE WITH HOURS & MARKS

TEACHING MARKS DISTRIBUTION(THEORY)

UNIT
UNIT TITLE HOURS R U A
NO TOTAL
(L-T-P) LEVEL LEVEL LEVEL
1 Introduction 02-00-04 8 8 4 20
2 Project Administration 06-00-12 8 12 20 40
3 Project Lifecycle 04-00-08 8 12 20 40
4 Project Planning, Scheduling 06-00-12 8 12 20 40
and Monitoring
Project Control, Review and
5 06-00-12 8 12 20 40
Audit
6 Digital Project Management 02-00-04 8 8 4 20
Total 26-00- 48 64 88 200
52=78
Legends: R = Remember; U = Understand; A = Apply and above levels (Bloom’s revised
taxonomy)

The following topics/subtopics is to be taught and assessed in order to develop Unit Skill sets
for achieving CO to attain identified skill sets.
UNIT NO Unit skill set Hours

(In cognitive Topics / Subtopics L-T-P
domain)
1 Introduction Use Basic Science, Maths Introduction and definition, 02-00-
skills to understand Features of a Project, Types of 04
Project management and Projects, Benefits and Obstacles
project planning, in Project Management, Project
execution and control. Management Profession, Role of
Project manager, Consultants,
Project and Operation, Project
Management Process, Project
Scope
2 Project Able to develop WBS, Project Administration, Project 06-00-
Administration PEP and PM processes Team, Project Design, Work 12
for Project with given Breakdown Structure (WBS),
inputs Project Execution Plan (PEP),
Systems and Procedure Plan,
Project Direction,
Communication and Co-
ordination, Project Success

Case Study I
3 Project Use project Project Life Cycle, Phases - 04-00-
Lifecycle administration and Project Planning, Project 08
project lifecycle Execution, Project Closure,
knowledge to Assess and Project Risks, Project Cost Risk
plan for project risk Analysis, Time and Cost
overruns

Case Study 2a
4. Project Able to develop a Project Planning Function, 06-00-
Planning, Project detailed project plan Structure, Project Scheduling, 12
Scheduling and given the inputs on Project monitoring and Project
Project manpower, funds evaluation
Monitoring availability and time
and availability Case Study 2b
Implementation
5.Project Use Project Management Project Control, Problems of
Control, Review lifecycle knowledge to Project Control, Gantt Charts,
and Audit Control project Milestone Charts, Critical Path
parameters, review and Method (CPM), Network
06-00-
audit project Technique in Project Scheduling,
12
performance Crashing Project Duration
through Network, Project
Review, Initial Review,
Performance Evaluation,

Abandonment Analysis, Project

Audit

Case Study 2c
6.Digital Project Understand latest trends Digital Technology trends in

Management of digital technologies Project management, Cloud
impacting the domain of Technology, IoT, Smart cities,
project management and Data and analytics, case studies 02-00-
application of the same 04
in multiple scenario Case study 3


CO Course Outcome PO UNIT CL Sessions TOT

Mapped Linked R/U/A in Hrs AL -
Marks
Understand the concepts of 1, 2, 5, 7 1, 2 R/U/A
Project Management in relation
to real projects which are 06 10
expressed in the form of the
CO1
Project reports or Engineering
drawings

Case Study - I
CO2 Estimate Project resources 1, 2, 3, 7 2, 3 R/U/A
needed Time, Material and 18 20
Effort, and Plan for execution

Case study 2a
CO3 Evaluate the risks involved in a 1,2,3,7 2,3 R/U/A 12 20
project and Plan for managing
them

Case Study - 2a

CO4 Use Project Management 1, 4, 6, 7 4 R/U/A

methods with Software and/or
processes to track and control 18 20
Projects

Case Study 2b
CO5 Conduct inspection of Projects 1, 2, 5, 7 5 R/U/A
and audit progress and bills 18 20

Case Study 2c
CO6 Understand the Digital 1, 5, 7 6 R/U/A
Technology trends in Project
management, and Engineering 06 10
Industries

Case Study 3
78 100

CO’s P rogramme Outcomes s)
(PO
1 2 3 4 5 6 7
Project Management CO1 3 3 0 0 2 0 1
CO2 3 3 3 0 0 0 1
CO3 3 0 0 3 0 3 1
CO4 3 0 0 3 0 3 1
CO5 3 2 0 0 2 0 1
CO6 3 0 0 0 2 0 2
Level 3- Highly Mapped, Level 2-Moderately Mapped, Level 1-Low Mapped, Level 0-
Not Mapped
These are sample Strategies, which teacher can use to accelerate the attainment of the
various course outcomes
1. Explicit instruction will be provided in intervention classes or by using different

differentiation strategies in the main classroom.

2. Lecturer method (L) does not mean only traditional lecture method, but different type of
teaching method and media that are employed to develop the outcomes.
3. Observing the way their more proficient peers use prior knowledge to solve current
challenges and persevere in problem solving will help struggling students to improve
their approach to engaging with rich contextual problems.
4. Topics be introduced always with a reallife example and then answering What, how, why
and when.
5. The teacher is able to show different ways to solve the same problem and encourage the
students to come up with their own creative ways to solve them.
6. In a perfect world, teacher would always be able to demonstrate how every concept can
be applied to the real world - and when that's possible, it helps improve the students'
understanding. When a concept cannot be applied in that manner, we can still share how
it might be applied within mathematics.
SlNo. Author Title of Books Publication/Year

Dr. Lalitha Project Management Himalaya Publishing, 2019
Balakrishnan &
1
Dr. Gowri
Ramachandran
Shailesh Kumar Complete Guide to Digital Apress, 2019
2
Shivakumar Project Management
Project planning, analysis,
3 Prasanna Chandra selection, implementation Tata McGraw Hill
and review
4 Gopala Krishnan Project Management Mcmillan India Ltd.


Sl.No Assessment Duration Max Conversion
marks
CIE Assessment 1 Average of three
( Written Test -1) written tests
1 At the end of 3rd week 80 minutes 30
30
CIE Assessment 2
(Written Test -2)
2 At the end of 7th week 80 minutes 30

Sl.No Assessment Duration Max Conversion

marks
CIE Assessment 3
(Written Test -3)
CIE Assessment 4 Average of three
(Group Assignment -1)
20
CIE Assessment 5
(Group Assignment -2 )
CIE Assessment 6
(Individual Student
activity/Assignment) At
6 the end of 11th week 60 minutes 20
Semester End
8 Examination (SEE) 3 Hrs 100 50
Assessment (Written Test)
Total Marks 100

Note:
3. SEE (Semester End Examination) is conducted for 100 Marks theory course for a time
duration of 3 Hrs
4. Three CIE (written test), each of 30 marks for a time duration of 80 minutes shall be
conducted. Also, three CIE (MCQ or Quiz/Group Assignment/Individual student
activity or assignment) each of 20 marks for the time duration of 60 minutes shall be
conducted. Any fraction at any stage during evaluation will be rounded off to the next
higher digit
5. Assessment of assignment and student activity is evaluated through
appropriate rubrics by the respective course coordinator. The secured mark in each
case is rounded off to the next higher digit.
10 DETAILED COURSE CONTENT

Unit No DETAILED COURSE CONTENT CONTACT TOTAL
And Name HRS
1.1 Introduction 3

Unit No DETAILED COURSE CONTENT CONTACT TOTAL

And Name HRS
1.2 Meaning of Project
1.3 Definition and No Change Mode

1.4 Features of a Project
1. 6
Introduction 1.5 Types of Projects
1.6 Benefits of Project Management
1.7 Obstacles in Project Management
1.8 Project Management A Profession
1.9 Project Manager and His Role
1.10 Project Consultants
1.11 What is Operation? 3
1.12 Difference between Project and Operation
1.13 What is Process in Project Management and
Process Groups?
1.14 What is Scope? Difference between Project
Group Objectives and
1.15 Project Scope

2. Project 2.1 Essentials of Project Administration 3 18

Administrat 2.2 Project Team
ion 2.3 Project Design
2.4 Work Breakdown Structure (WBS)
2.5 Project Execution Plan (PEP) 6
2.6 Contracting Plan
2.7 Work Packing Plan
2.8 Organisation Plan 3
2.9 Systems and Procedure Plan
2.10 Project Procedure Manual
2.11 Project Diary 3
2.12 Project Execution System
2.13 Project Direction
2.14 Communication in a Project 3
2.15 Project Co-ordination

2.16 Pre-requisites for Successful Project

Implementation
3. Project 3.1 Introduction 6 12
Lifecycle 3.2 Phases of Project Life Cycle
3.3 Project Management Life Cycle General
3.4 Project Planning
3.5 Project Execution
3.6 Project Closure
3.7 Project Risks 3
3.8 Types of Risks: Illustrations
3.9 Risk Assessment Techniques with Illustrations
3.10 Project Cost Risk Analysis 3
3.11 Estimating Time and Cost Overrun Risks
3.12 Organisation/Procedural/Systemic Reasons
for Project Cost Overruns
3.13 Time Overruns
Planning,
Scheduling 4.2 Nature of Project Planning
and
Monitoring 4.3 Need for Project Planning
4.4 Functions of Project Planning

4.5 Steps in Project Planning
4.6 Project Planning Structure
4.7 Project Objectives and Policies
4.8 Tools of Project Planning
4.9 Project Scheduling 6
4.10 Time Monitoring Efforts
4.11 Bounding Schedules
4.12 Scheduling to Match Availability of

Manpower
4.13 Scheduling to Match Release of Funds
4.14 Problems in Scheduling Real-life Projects
4.15 Introduction 3

4.16 Situation Analysis and Problem Definition
4.17 Setting Goals and Objectives
4.18 Generating Structures and Strategies
4.19 Implementation
4.20 What is Project Evaluation? 3
4.21 Why is Project Evaluation Important?
4.22 What are the Challenges in Monitoring and

Evaluation?
Control,
Review and 5.2 Projected Control Purposes
Audit 5.3 Problems of Project Control
5.4 Gantt Charts
5.5 Milestone Charts
5.6 Critical Path Method (CPM) 6
5.7 Construction of a Network
5.8 Network Technique in Project Scheduling
5.9 Crashing Project Duration through Network
5.10 Project Review 3
5.11 Initial Review
5.12 Post Audit
5.13 Performance Evaluation
5.14 Abandonment Analysis
5.15 Objectives of Project Audit 3
5.16 Functions of Project Auditor
5.17 Project Audit Programme
5.18 Difficulties in Establishing Audit Purpose and
Scope
6. Digital 6.1 Digital Technology trends in Project 1 6

Project management
Management
6.2 Cloud Technology, IoT, AR and VR applications 1
in Project management, Smart Cities

6.3 Data Science and Analytics in Project 1

Management
6.4 Case Studies 3
Case Studies:
Please note: The Tutors can either use the following Case studies and activities or Design
on their own, with the overall Learning Outcomes being met.
Case Study I: Residential House – Project Execution Plan
1. Dr. Sunil Kulkarni wants to build a house on his 9000 square feet (90x100) vacant plot
in Bengaluru. His requirements were given below.

i) He lives with his wife, parents and two college going children.
ii) He likes open space around his house and likes to do gardening during free
time
iii) His wife teaches Yoga and about 30 middle aged and old people attend the
daily sessions.
iv) He has a budget limitation of INR 230,00,000 for this project and wants to
present to his wife on their 20th wedding anniversary which is 18 months
away.
v) His parents can not climb stairs and hence prefer a ground floor room
vi) All the rooms should have attached bathrooms

How-ever the Civil contractor who took the work, overshot the time and money available
and hence Dr Sunil was unhappy with the Architect firm who recommended the Contractor.
Task:
• Split the class into groups of three

• Ask them to prepare 2D drawings with Plan, Elevation, Sections and perspectives.
• Prepare the detailed WBS, a Project execution plan and Project communication plan
for contractors
• Estimate the quantities
• Discuss on the possible reasons for delay and methods with which performance to
both time and budget could have been achieved
• Present it in a seminar, with each group getting 5-10 minutes to present their idea.

Case Study 2a:
The Columbus Hospital proposed in Hubli is a 200 bed speciality private hospital for
treatment of Cancer. The hospital will come up on a 12 acre plot between Hubli-Dharwad. A
leading construction company has come forward to complete the hospital works from
concept to commissioning in 9 months. The promoters are willing to spend a premium to
complete the hospital in 9 month time and are not particular about type of construction, ie,
RCC, Steel frame etc. The key requirements are as follows:
i) 200 bed hospital of which 40 are for critical care (ICU), 40 for pre and post
Operative care
ii) 4 Operation Theatres - 2 Major (Minimum 800 SFT each) and 2 minor (minimum
400 sft each)
iii) One full fledged Diagnostic laboratory (1500 Sft)
iv) One 24x7 pharmacy (360 Sft min)
v) Doctors rooms, Nurses enclosures, Change rooms
vi) Office with billing counters (min 2000 sft) for all administrative staff
vii) Wheel chair parking bays, Stretcher parking bays in all floors
viii) One Cafetaria with 50 person capacity
ix) One conference room with Multimedia equipment (300 sft min)
x) Parking for ambulances, 4 wheelers, two wheelers
xi) Reception and enquiry counter
xii) All amenities should be accessible for disabled persons
xiii) Incinerator, Waste storage and disposal area
xiv) Generator and fuel storage area

Discuss
i) The various alternative approaches available to complete the hospital.

ii) Look into National Building Code and BIS standards for arriving at approximate
(+/- 10%) super built-up area required, amenities to be planned
iii) The various phases of the project according to Project lifecycle and durations
iv) Prepare the detailed WBS, Project Organisation required and Project Dairy
template
v) Prepare a Project Plan with risks involved and the risk management plan.
vi) Estimate the cost of time overrun if the project is delayed by 114 calendar days
due to issues with approvals

Case Study 2b:
For case study 2 above, prepare an Implementation Plan using a spreadsheet software.
Discuss

i) What happens if a pandemic affects the project in its 7thMonth. How do you
mitigate the possible issues in implementation?
ii) What happens if during the fourth month of projects the client decides to reduce
funds for the month by 50% ?

Case Study 2c:
For case study 2 above, prepare a Critical Path method Chart (CPM) showing all main
activities in the WBS with milestones.
Discuss
xvi) What happens if the client decides to complete the ground floor roof 15 days
earlier ?
xvii) What happens if the client reduces the inflow of project funds by 50% for the
month 4 ?
xviii) Write an Audit report for the project at the end of 6th month

Case Study 3:
This will be done as a student activity and has two components.
i) Research on 3D printing in any industry and prepare a three page article

ii) Study usage of Drones in different Industries and evaluate the Cost benefits of
using the same for any one scenario.



I A Test (CIE)
Course Code: Duration: 1 Hr 20 minutes
Name of the course coordinator: Test: I/II/III
Qn. No Question CL CO PO Marks
Section-1
1.a)
b)
c)
2.a)
b)
c)
Section-2
3.a)
b)
c)
4.a)
b)
c)
Section-3
5.a)
b)
c)
6.a)
b)
c)



Course Code: Duration: 3 Hrs
Instruction to the Candidate:
Answer one full question from each section. One full question carries 20 marks.
Qn. No Question CL CO Marks
Section-1
1.a)
b)
2.a)
b)
Section-2
3.a)
b)
4.a)
b)
Section- 3
5.a)
b)
6.a)
b)
Section-4
7.a)
b)
8.a)
b)
Section-5
9.a)
b)
10.a)
b)

Course Code 20EG01P Semester I/II
Course Title COMMUNICATION SKILLS Course Group Core
No. of Credits 4 Type of Course Tutorial + Practice
Workplace Skills / 6Hrs Per Week

Course Category Humanities & Social Total Contact Hours
Sciences 78Hrs Per Semester
Prerequisites Nil Teaching Scheme (L:T:P)= 0:1:2
Preamble
Today, Communication is a very important skill for the success of every millennial student.
Millennials affinity to use digital media for communication, changing career and working landscapes,
and greater competition in colleges and workplaces makes enhancing student communication skills
beyond language a must. Rote learning a few tips or tricks the night before an interview or
performance review won’t do the job if students are trying to make an impression in highly
collaborative workplaces of the future. Expectations from students aspiring to be part of such future
workplaces are that they have not just good verbal and non-verbal communication skills but also a
good understanding of how to use modern tools for effective communication.
Scope
To enable students to communicate clearly and effectively, by improving their verbal and non-verbal
communication skills, as well as enhancing interpersonal skills and knowledge of appropriate tools
for specific communication strategies.
Course Objectives
The objectives of communication skills course are:
• Build better communication skills: oral and written expressions and body language
• Enable critical thinking
• Empower with active listening skills
• Enable team work/collaboration
Instructional Strategy
To achieve course objectives, it is important to provide the blended mode of instruction for each of
the concepts. This blended mode of instruction enables and empowers students with:

• Understanding of Concept (Theory):
o Through definitions, discussions, explanation, conclusions.
o Through demonstrations: Show films or other workplace clips that model various
conversation skills. This provides greater clarity of the concept by
§ Enabling observation skills

§ Helping in expression of gesture

§ building confidence
• Application of Concept (Learning by doing): It is imperative that to become a good
communicator, the skills have to be built by applying the concept in the hypothetically
created real life situations. Students are encouraged to participate in each of these activities
during lab session to help build the effective communication skills.
o Use of technology tools like audio books, apps like voice thread or paper telephone,
etc.
§ To help in workplace conversions.
§ To increase active listening, pronunciation
§ To help in voice modulation
o Group discussion
§ Reinforce active listening
§ Enable group debate to imbibe healthy communication strategies
§ Sharpen the skills of “Asking clarifying questions”
§ Sharpen Feedback / Response skills
§ Time management skills
o Group presentations/peer reviews
§ Enable team work
§ Assess concept understanding
§ Sharpen both oral and written communication skills
o Group activities:
§ foster critical thinking
§ enable reflective learning
o Tools usage:
§ Understand the difference between a Dictionary and a Thesaurus
§ Understand “When” and “How” to use these tools for communication
Course Outcomes
After completion of this course, the student shall be able to;
• Communicate
o Identify audience (colleagues, management, customers/vendors)and use the right
methodologies for communication using the right terminology, names, grades and
other nomenclature pertaining to the trade, tools and specific equipment.
• Write
o in at least one language correctly
o basic level notes and observations
o job cards, work sheets, basic report writing and responding to emails, simple
presentations, job applications, resume
• Read
o Technical manuals, task sheets/job orders, policies and regulations pertinent to the
job, including OEM guidelines.
o all instructions given in memos, manuals, documents or those put up as posters
across the premises
o safety precautions mentioned in equipment manuals and panels to understand the
potential risks associated
• Question
o Ask right questions
o Use different ways of asking questions
§ Clarifying/Open ended (What, Why, When, Who, Where, How)
§ Close ended

• Present
o With right Posture & Gesture
o With greater concept/content clarity
o With high confidence
o With voice modulation to capture the attention of audience

• Use technology tools
o Office productivity
§ Word : Report writing
§ PowerPoint : Creating effective presentations
§ Excel : Data handling/Charts
Course Content
The following are the various units to be taught and assessed in order to ensure the student is able
to demonstrate the Course Outcomes mentioned in the Course Outcome section.
Pre-assessment:
Teachers are required to administer pre-assessment before starting the actual instruction. This
helps in gathering information about students’ like their attitude, beliefs, interests, and learning
abilities.
Pre assessment expectations:

• To assess current language skill (Pronunciation, usage, sentence formation)
• To assess their ability to comprehend and respond to the instruction
• To assess their interest towards accepting ideas and learning
• To assess their current communication skills: asking questions, listening, communicating
with confidence
UNIT 1: English – Introduction
Learning outcome:
Learn English pronunciation, functional grammar concepts& Reading. To gain confidence in spoken
English.This section also covers phonemic awareness, grammar rules to set a strong base for application
mode of communication.
Phonemic Going over 42 sounds Examining the understanding of sounds 0:2:2
awareness Spelling patterns (Consonant and Vowel
blending: CVC words)
Pronunciation
o List of words given above (Commonly used
words)
o Diction (speech)
Revision of Grammar

Functional concepts 2:0:0
Parts of speech
Grammar 0:1:0
Sentence structure
Concepts
Examples of right sentences
0:1:0
Gender, Singular, Plural
0:2:0
Usage of voice (active and passive) and tenses

Reading conversations
Written test for each comprehension
Comprehensi (check the unit wise 0:0:2
on activities activity table)

UNIT 2: Communication

Lesson outcome:
At the end of the session:
• Students should be able to
o Understand the communication process, influence of voice/tone, logical organization of
thought, comprehension, listening skills.
o Understand the basic building blocks of communication and strategies for working with each
of these blocks.
o Learn about carrying self, etiquettes of communication.
o Build positive attitude about self and towards handling communication.
o Learn the process for effective communication, problem solving techniques, to be confident
communicator.
What is 1: 2:0
communication?
Why communication?
INTRODUCTIO How do we
N: communicate?
Communication Theory
and Process How communication happens? 0:2:2
• Pictorial representation of
communication framework

• Elements of communication: sender,

receiver, message
• Refer to activity in Unit activity section.

Barriers to Language 0:2:2
communication • Lack of linguistic ability (video clip
• Grammar play,
content
tutorial,
Context
role play)
• Psychology

• Physiology

Systematic
• inefficient or inappropriate information
systems
• Lack of communication channel
• lack of understanding of the roles and
responsibilities
Attitude
• Perceptions
• Preconceived notions

Building People People: 0:4:4
blocks of Message • Empathising with sender’s or receiver’s
communicatio Context perception
Listening • Intent & Impact on the sender/receiver
n

• Think – Feel – Do model
Message:
Message channels:
o Inperson, email, memo, report
Be aware of Mental Filters

o Level of understanding/knowledge
o Personal concerns
o Pre conceived notions
Organize message:
o Critical thinking: organize your
thoughts?
Use following strategy:
§ Who
§ What
§ When
§ Why
§ How

o Bundle Primary and Secondary
information
o Mindful about non-verbal message
o Tone of voice
Examples of Types of messages:
o Inform
o Persuade
o Cyclical
Avoiding Miscommunication:
• Evaluate (Checking for) understanding
of the intent of the message with the
receiver – by asking clarifying
questions?
Context:
Define context
Importance of context
Tune into context
• Timing
• Location
• Relationship
Listening:
Importance of listening
Barrier to listening:
• Mental filters
• Multitasking
• Information overload
Strategies for listening:
• Recall
• Acknowledge
• Summarize
• Listen with eyes for connecting to non-
verbal connection
• Empathize
• Pay attention
• Ask clarifying questions
Effective Listening Behaviors:
• Maintaining relaxed body posture
• Leaning slightly forward if sitting

• Facing person squarely at eye level

• Maintaining an open posture
• Maintaining appropriate distance
• Offering simple acknowledgements
• Reflecting meaning (paraphrase)
• Reflecting emotions
• Using eye contact
• Providing non-distracting environment
Behaviors that hinder effective listening
• Acting distracted
• Autobiographical (Telling your own story
without acknowledging theirs first)
• No response
• Invalidating response, put downs
• Interrupting
• Criticizing
• Judging
• Giving advice/solutions
• Changing the subject
• Reassuring without acknowledgment

UNIT 3: Verbal Communication
Lesson outcome:
At the end of this session, Students should be able to:
• Understand and define the communication framework structure for each of the verbal
communication (in person/telephonic/video conference).
• Understand and apply the verbal communication techniques.
• Use technical jargons in communication.
• Use right body language during verbal communication
• Understand and practice the Active Listening techniques
• Confidently articulate or present the content
Different types of In person Use ABC’s: Accuracy, Brevity, Clarity 0:2:4
verbal o Introduction
communication: Telephonic o Main body of the content
o Summary
Video conference
• Use voice/tone effectively

• Reinforcement of Listening skills:
Active and Empathetic listening
skills
• Body language
o Eye contact

o Body posture

o Gesture
o Facial expression
Listening Skills Effective Listening o Space
behaviours Effective Listening Behaviours:
• Maintaining relaxed body posture
• Leaning slightly forward if sitting
• Facing person squarely at eye level
• Maintaining an open posture
• Maintaining appropriate distance
• Offering simple acknowledgements

• Reflecting meaning (paraphrase)

• Reflecting emotions
• Using eye contact
• Providing non-distracting environment

Behaviours that Behaviours that hinder effective listening
hinder effective • Acting distracted
listening • Autobiographical (Telling your own story
without acknowledging theirs first)
• No response
• Invalidating response, put downs
• Interrupting
• Criticizing
• Judging
• Giving advice/solutions
• Changing the subject
• Reassuring without acknowledgment

Using technical Assignment based
Jargons: project encouraging
pupil to use the
technical terms in the
written and verbal
communication.
This requires
understanding of the
core concepts (from
subject teacher) and
integrating the
concept with
communication
concepts to gain the
real time application
knowledge.
UNIT4: Non-Verbal Communication:
Lesson outcome:
At the end of this unit, students should be able to:
• Understand the importance of Body language and its impact.
• Use the strategies for effective body language.
• Understand the relevance of different elements of emails and how to use them.
• Develop the confidence in presenting written content in logical and organized manner with a
definitive email framework.
• Write different email formats confidently: Job application, Request email, apology email, email
responses/feedback.
• Confidently write Resume/Curriculum-vitae, Reports, Formal letters and portfolio.
• Confidently communicate using technical jargons and with increased vocabulary.
Body Body language tips: 0:3:4
Language Strategies • Keep appropriate distance
• Take care of your appearance
• Maintain eye contact

• Smile genuinely

Do’s and Don’ts:

dos:
• smile
• stand up confident and straight
• use appropriate hand gestures

• Make eye contact with audience
• Hold neat note cards while presenting
content
Don’ts
• point at anyone
• rock backwards and forwards

• pace across front of room

• read off slides
read off notes 0:2:4

Different types of emails: Job application,
request letter, letter writing and quick notes

Structure of email text:
• Introduction – Beginning of the letter
Written communication and this plays crucial role as it provides
Art of first impression to the reader.
Professional o Who: author (name + position
writing: Emails:
and organisation)

o what: purpose - controlling idea
• Structured (what author does or feels)
framework for
writing formal • Development: Expand on the Controlling
Idea/purpose of the email by answering
emails to
relevant WH questions
emphasize on
professional o what, when, where, who, whom,

communication which, whose, why, and how
in English • Conclusion: Positive words
o Verb: thank, appreciate, hope,
wish
o Phrases: be glad about, look
forward to

Email writing samples and practice content in
the activity section.

Additional essential writing skills – Framework
will be provided and assignments will be
advised:

• Resume writing /Curriculum Vitae

• Report Writing
• Portfolio writing
• Formal letters

UNIT5: English - Reading Skills, Grammar & Vocabulary
Lesson Outcome:
At the end of the session, student should be able to:

• Read sentences with punctuation.

• Understand the techniques of reading complex words.
• Understand and apply the reading techniques for efficient reading.
• Understand the usage of communication tools like Thesaurus and Dictionary that aids in improving
vocabulary and reading.
• Understand and apply the functional grammar aspects in day today communication.

Comprehension activities Passage comprehension
Conversation comprehension 0:2: 2
Reading Techniques for smart
skills reading
Strategies for smart reading:
• Skimming and scanning through the
text, inferring the meaning
• Questioning, summarizing
Functional

Grammar List of Commonly confused 0:1: 2
Set of words to accelerate the English
words and how to use/avoid
language learning and usage.
them
Strategies to use these words effectively

Sentences:

o Declarative 0:1: 2
Techniques of categorizing sentences,
sentence understanding how to build with
o Imperative punctuation and effectively use in the verbal
sentence
and non-verbal communication. This

o Interrogative involves more of hands on activities.
Vocabulary
sentence

o Exclamatory

sentence

Comprehension remains as a main activity
0:1: 2
to accelerate the learning of spoken and
Punctuation, Content
written English language
organization and

Comprehension
Increases vocabulary, builds confidence and

helps in becoming a good communicator.
Techniques:

• Learning new words
Activities are done, tips are provided to
from comprehension
efficiently implement these strategies.

by way of repetition

and usage of these
words in

communication

• Listing technical

jargons and

repeatedly using in

the communication

with peers and
teachers


• Chunking and 0:1:0

reading words
Tools
• Understand the
difference between a
Dictionary and a
Thesaurus
• Understand “When”
and “How” to use
these tools for
communication
Unit 6 - Communication Tools
Lesson Outcome:
At the end of the session, student should be able to:
• Use Email technology efficiently for communication
• Present content in the PPT format efficiently
• Understand different platforms available for web conferencing and efficiently work with them.
• Create reports and data management.
Evolution of Traditional vs. modern communication tools 1:0:0
Introduction communication tools Advantages and Disadvantages
Email using Gmail How to use the tools effectively? 0:1:1
Formatting, layout
One-to-One Including attachment
Working with “To, CC, BCC” and Subject fields
effectively
Using signature
Presentation using Creating, Editing, Saving slides 0:1:2
One-to-Many PowerPoint Using Animation
Formatting options
Webinar / Web Hosting online meeting using online meeting 0:1:1
Presentation (zoom, tools
Google meet, Skype) Inviting people
Sharing screen
Other Reports using MS Word Open, close, Edit and Save usage with documents 0:1: 2
Layout and strategies for creating report
Sample report creation demo with follow on
assignment
Core subject project report submission
assignment
Data & Graphs using MS Open, close, save and edit the excel document 0:1: 2
Excel Creating data
Using basic maths operation in Excel for working
with data
Creating simple graphs
Assignment: For example, creating statistics of
subject wise activities completed for 6 months in
the credit course
4:34:40
Course Class Activity List (Unit-wise)

The following are the various activities that faculty could conduct for each unit are presented
below;

Unit No. Unit Title Unit Activities
1. 42 sounds revision:
UNIT 1: English – Introduction

Activities:

• This helps in reducing the native language impact
• Helps in understanding Short and Long vowel words
• Helps in spelling
• Helps in pronunciation
2. Reading commonly used words loud from the list (list will
be provided in the workbook):
• This helps in getting familiarity with the word
pronunciation and helps in reading.
3. Blending words activity:
• Write simple three letter words (CVC/CVCC/CVCV)
pattern words: Can, Cap, Snap, cape (list will be
provided in the workbook)
• Show how to blend with the sound.
• Starting with 3 letter words and continuing to 6 to 8
letter words. Note: Remember before going through big
words, it is always important to assess and ensure the
student is aware of all the 42 sounds and are
comfortable making small words.

Parts of Speech:
building sentence using parts of speech: Demonstration by
teacher: (Will be explained in the book as an example)
Jumbled parts of speech: Student should pick the right order to
build meaningful sentence:
(More samples will be provided in the workbook)
• College go to youeveryday.
• Makes spider web the a
Gender, Singular and Plurals:
• Match the following activity for singular and plural
• Fill in the blanks activity for genders
Reading & Comprehension: Conversation
• Conversation at the bank (provided in the workbook
along with few more conversation samples)
• Questions based on this conversation will be provided
in the workbook
Oral:

• Introduce yourself?
Unit 2 Communication Visual:
• Video clip on communication etiquette
• Pictures (in addendum section): do’s and don’ts of
communication

Group of students, one participant whispers in another

participant’s ear, and this message has to be passed on in a

circle until it reaches back the sender. Making a note of

process of message conveyed and how it was perceived.

o Identify the communication gap if any.

o Discuss and conclude the communication
framework importance
o Discuss/reiterate how to make communication
framework strong.

1. Role play to assess the understanding of building
blocks of communication: (can be tapered to the core

skills of diploma courses, following are just few of the

examples)
a. Announcing the result of students in the class
or
b. Announcing the job placement of students
(people, context, message, form of message)

c. Discussing the guidelines of examination
(listening skills)

d. Listening to the weather forecast without
seeing and making note of the listening ability
(play video of weather forecast) – Assess
based on how much the student is able to
recall.

2. Run National geography/Discovery Video clip/subject
related technical video clip on YouTube:
Check:

o if the student has not understood what a
speaker expressed
o about work or safety related issues
o seeking clarification or advice appropriately
from colleague, customer, management or
vendor
1. Voice/tone modulation: Showcase video
Discussion:
What was right?
Unit 3 Verbal communication What was wrong?
How it should have been better?
2. Picture description activity (memory test): Class split
into groups A, B C,D: (two or four groups of at least 5

people each): Teacher shows different picture to each

group for three minutes. Now each group has to
remember what was on the picture and discuss with
each other, write down the elements on a piece of sheet
and share it with the teacher.
Group that remembers more will be the winner.

Teacher to observe the body language of a student in
the group, listening skills of a student, presentation
skill, comprehension skill, content delivery skill,
confidence level, team work. And reiterate the
concepts, dos and don’ts, and discuss what could have
been done better.
(details of pictures will be given in the workbook)

3. Telephonic conversation:
Role play by a teacher: Call Airtel/Vodafone
department and asking for the phone number
portability process.

After teacher demonstrates, teacher divides the class in
to small groups of three people.
• Each group will be given a different telephone
conversation assignment (samples will be provided in
workbook).
• Two people in the group pretend to converse over the
phone, and the third person makes a note of right and
wrong approaches during the communication.

Body language
Non-verbal
Unit 4: communication Simon Says:

Instructions and set up :

1. Series of instructions to the group that are to be
copied/reproduced. Start slowly and increase the pace

2. State the following actions as YOU do them:

o Put your hand to your nose
o Clap your hands
o Stand up
o Turn around
o Touch your shoulder
o Sit down
o Stamp your foot
o Cross your arms
o Put your hand to your forehead – BUT WHILE SAYING
THIS PUT YOUR HAND TO YOUR NOSE

3. Observe the number of group members who copy what you

did rather than what you said.
Outcome of this activity:
Discuss how body language can reinforce/influence verbal

communication and drive the importance of body language and
how to work on it
• Email communication & Using technical jargons:

Sample letter writing as assignment to students. (list
will be provided in the text book – Request, apology,
job application and relevant email formats that are
useful for students post diploma course)
• There will be at least one assignment that utilizes
technical jargons in email communication.
• Reading passage (Provided in workbook)
English - Reading Skills, • Reading passage from the text book
Grammar & Vocabulary
• Comprehension: Passage & Conversation (will be
UNIT 5: provided in workbook)
• Chunking words and reading activities

• Email writing activities: Writing emails using email

Communication tools provider. Theme based email writing
Unit 6: • Report writing assignment

Writing about a machinery tool/interior designing
plan? Related to the diploma stream.
• Resume writing assignment
• Data handling: Collecting data about machines/number
of students passed out of college for last three years
and creating graph about it.
• Presentation:
o About learning in the communication class
o Concept presentation
Course Assessment Strategies
Assessment Methodology
a. Observation (role play activities, team activities, demonstration)
b. Questions & Answer – Periodic Assessment
Assessment Grading RUBRICS

Language Basics
Beginner Doesn’t know / understand
Intermediate can read and identify commonly used words
Good Confident , able to communicate well with known people
Advanced Confident , able to communicate well with anyone using a English

Expert Can read, understand; Also comprehend & can train others
Reading
Beginner Beginning to read, has native language impact
Intermediate can read, identify words, build simple 3/4/5 letter words easily
Good Can read, understand, build words, read simple sentences ; Also
comprehend
Advanced Can read, understand, build words, read simple sentences ; Also
comprehend
Expert Confident , read simple and complex sentences with punctuation,
comprehend, spell also build words
Inter personal
communication
Beginner is shy, doesn’t talk/express
Intermediate hesitates to communicate – due to lack of confidence / ability, can talk
to known people
Good can talk to unknown people, less confident, does not express, has hard
time working as a team
Advanced can talk to unknown people, confident, can't express, has hard time
working as a team
Expert confident, can talk to anyone, express well, works well in the team
Body language
Beginner Is shy, not open to communicate, has hard time making friends
Intermediate Knows basics of Body language, practices sometimes
Good Knows basics of Body language, practices most times, has less
confidence in presenting content
Advanced Knows and practices good body language all times, can present
content
Expert Knows and practices good body language all times, is an example,
Leads the pack to get better
Listening Skills
Beginner Just hears, no attention
Intermediate Listens, pays attention, does not ask any question
Good Listens, pays attention, ask questions
Advanced listens, pays attention, asks questions, cannot empathize
Expert Listens, pays attention, asks clarifying questions, able to understand
the message communicated
Acceptability to Learn
Low is not receiving to information
Average receives information but resists to implement
Good , Above Average receives information and implements per instructions
Strong receives information and proactively implements and seeks feedback
Verbal Communication
Beginner Does not communicate, shy, low on confidence: has problem
expressing in his/her native language or English language
Intermediate Can communicate in native language, low confidence, shy, yet to try in
English language

Good Can communicate in native language, good confidence, tries to

communicate in English language
Advanced Can communicate in native language, express view points, good
confidence, comfortable talking to people in the team, tries to
communicate in English language aswell
Expert Can communicate in native language, express view points, very good
confidence, can communicate with anyone without any fear, asks
clarifying questions, communicates well in English, or tries hard to
communicate in English language as well
Non-Verbal
Communication
Beginner Struggles to understand the non-verbal cues, has to work on body
language, has hard time understanding the written communication
aspects
Intermediate Can understand the non-verbal cues, has to practice, tries to apply
written communication aspects
Good Can understand non-verbal cues, practices well, works hard to get
hold on written communication skills, exhibits confidence in whatever
task is given
Advanced Can understand non-verbal cues, can work on written communication
aspects, exhibits confidence, practices well, help others to identify
non-verbal cues
Expert Can understand non-verbal cues, train others, confident, exhibits good
non-verbal cues at all times, can train the pack, has good hold on
written communication as well.
Comprehension
Beginner Tries to read the passage, has hard time to comprehend
Intermediate Can read the conversation passage, has hard time understanding the
regular passage
Good Can read the conversation passage, regular passage, but stutters in
answering questions if there are technical jargons
Advanced Can read the conversation passage, comprehend but regular passage
comprehension is good
Expert Can read the conversation passage, comprehend but regular passage
comprehension is good, explain better to others, help others, lead the
pack
Writing Communication
Beginner Has trouble forming right sentences for written communication
Intermediate Can form sentences, has problem with the layout, gets confused
between layout for different form of written communication
Good Can form sentences, has fair understanding of the layout to be used for
particular type of written communication, but stutters for words and
expression
Advanced Can form sentences, has good understanding of the layout to be used
for particular type of written communication, confident, can express
thoughts well

Expert Can form sentences, has good understanding of the layout to be used
for particular type of written communication, confident, can express
thoughts well and train others and lead the pack
Recommended Learning Resources

https://www.englishclub.com/grammar/parts-of-speech.htm
Watch Amy Cuddy’s TED Talk: Your Body Language Shapes Who You Are
Additional Reading: http://money.cnn.com/2000/05/03/career/q body language/
Pre-assessment:
Activity 1:
Make a group, read random words from the list, build sentence for few words from the list.

Create a group of 3 or 5 students. Randomly pick 5 words from the word list write down on the
board/show them as a chart if you have created a word chart/make chit of words and ask them to
pick one chit and READ the word.

Main idea: Testing the pronunciation ability, language ability, confidence in speaking, ability to
understand and accept the instruction

Activity 2:
Simple reading test – Reading passages (Simple passage from the current course book)
Show the reading passage, let each one of them read 2 lines, after first student is done with reading
two lines, then the next student must pick up from there and read next two lines. This process has to
be followed until the entire class is done with reading or at least ten students are done with reading.

Main idea: Testing listening skills, attentiveness, language ability, pronunciation ability

Activity 3:
Students getting to know each other. Create a group of 3 or 5 students. Each student gets chance to
talk to another student, introduce him/herself to the student, ask question, make a note of the answer
against the name of the student who is answering the question on a sheet of paper.

Main idea: To assess current communication level, body language when students talk with each
other, and confidence.
Commonly Used Word List

When Today For Off
Give Stop There Often
Again Little Than Myself
Do Large At Over
From Both Like Along
Him Name Said Why
Can Few They Has
Go Home Look Bring
But Big Know Part
Old Should Done By
Not Once High As
Her Thought So Into
Time Better Them Away
Long Many Does No
Had Get Always Other
Word Please These With
Very Ask Last An
Your Say Got What
Make Ten Next Come
Day I Those Would
Each Show Play Who
Yes To Girl This
On Am A Could
Been Where You Now
Of Way Be Fun
He Which Were Only
It Write Or Much
More Goes One Tell
My Great All Out
Any Number That Fast
Their First Cat Is
We Find His Small
She Me Have Dog
Did In How See
Went Before Water Here
Full Saw And People
Some Never Use School
Then Boy Take Two
If Right The Call
Night After Will Might
Made About Was May
Up Far Are Walk

To assess current communication skill: Activity based
Activity 3:
Making a group of students and getting to know each other with a predefined expectation for
example:
Name:
I have performed on stage:
I’m good at sports:
I can speak more than 3 languages:
I’m always cheerful:
I like my mother tongue:

Communication Skills (20EG01P)
Course Assessment and Evaluation
Continuous Internal Evaluation (CIE)
Max. Test
Sl.No Assessment Schedule Duration
marks
1 Skill Test 1 At the end of 3rd week of the sem 2 Hrs 20
2 Skill Test 2 At the end of 7th week of the sem 2 Hrs 20
3 Skill Test 3 At the end of 13th week of the sem 2 Hrs 20
Total 60
Scheme of Valuation for CIE
Serial no Assessment Marks
Portfolio Evaluation of activities / exercises conducted upto

1 10
the schedule of Skill Test. (Work Book Based)
2 Assessment of any one through qualitative assessment 10

( Rubrics)
TOTAL 20

RUBRICS FOR ASSESSMENT OF ACTIVITY (10marks)

(Qualitative Assessment)
Dimension Beginner Intermediate Good Advanced Expert Student
2 4 6 8 10 Score

Descriptor Descriptor Descriptor Descriptor Descriptor




Average / Total Marks:

Example Only
RUBRICS FOR ASSESSMENT OF ACTIVITY (10marks)
Faculty need to develop appropriate rubrics as per the assigned activity for assessment
Dimension Beginner Intermediate Good Advanced Expert Student
2 4 6 8 10 Score
Language Basics Doesn’t know Can read and Confident , Confident , Can read, 8
/ understand identify able to able to understand;
commonly communicate communicate Also
used words well with well with comprehend
known anyone using & can train
people a English others
Reading Beginning to Can read, Can read, Can read, Confident , 6
read, has identify understand, understand, read simple
native words, build build words, build words, and complex
language simple 3/4/5 read simple read simple sentences
impact letter words sentences ; sentences ; with
easily Also Also punctuation,
comprehend comprehend comprehend,
spell also
build words
Inter personal Is shy, Hesitates to Can talk to Can talk to Confident, 8
communication doesn’t communicate unknown unknown can talk to
talk/express – due to lack people, less people, anyone,
of confidence confident, confident, express well,
/ ability, can does not can't express, works well
talk to express, has has hard in the team
known hard time time working
people working as a as a team
team
Body language Is shy, not Knows basics Knows basics Knows and Knows and 8
open to of Body of Body practices practices
communicate, language, language, good body good body
has hard time practices practices language all language all
making sometimes most times, times, can times, is an
friends has less present example,
confidence in content Leads the
presenting pack to get
content better
Average / Total Marks: (8+6+8+8)/4 7.5 = 8
marks
Scheme of Valuation for Semester End Examination (SEE)
Serial no Assessment Evidence Marks Conversion
Portfolio Evaluation- UNIT 1: Work

1 15
Book
English – Introduction
2 15
Communication Book

3 15
Book
Verbal Communication
4 Portfolio Evaluation- UNIT-4: Work 15
Non-Verbal Communication: Book
40 Marks
Portfolio Evaluation- UNIT-5: Work
5 15
English - Reading Skills, Grammar & Book
Vocabulary
6 Any one activity through communication BTE 25
tools- By qualitative assessment (Rubrics). Answer
scripts
TOTAL 100

Course Code 20CS01P Semester I/II
Course Title IT SKILLS Course Group ES/CS
No. of Credits 4 Type of Course Lecture + Practice
6Hrs Per Week

Course Category ES Total Contact Hours
78Hrs Per Semester
Prerequisites Basic Computer Skills Teaching Scheme (L:T:P)= 1:0:2
1. RATIONALE
Information Technology is crucial to the majority of the business and has a great influence on
innovation and engineering. Every branch of engineering and every organization opt for computers
and IT skills for business automation, communication/connectivity, resource planning, work
automation and securing information etc. All engineering diploma students must be conversant with
the basic IT skills which empower them to learn new technologies, adapt to changes, business
development, communication etc.
2. COURSE SKILL SET

through various teaching –learning experiences.
Perform jobs related to web design and maintenance, business process automation tool management,
cyber security and safety and program assistant.
3. COURSE OBJECTIVES
1. Demonstrate the basics of coding.
2. Design and develop web pages that include static and dynamic content.
3. Describe the basic concepts of Cloud and IoT.
4. Express the workflow and business automation
5. Recognize the best practices of Cyber Safety and security.

4. JOB ROLE
SL.NO LEVEL JOB ROLES
1 3 Junior software developer - web.
2 3 Junior Creative Designer/Digital Artist
5. PREREQUISITES
Basic Computer skills (Students without basic computer skills should be taught basic
STUDENT
skills)
TEACHER Computer science faculty with required knowledge of IT Skills.
6. COURSE OUT COMES

On successful completion of the course, the students will be able to demonstrate industry oriented
Cos associated with the above mentioned competency:
Legends: R = Remember; U = Understand; A = Apply and above levels CL = Cognitive Level

(Bloom’s revised taxonomy)

8. INSTRUCTIONAL STRATERGY
These are sample strategies, which teacher can use to accelerate the attainment of the various
course outcomes
1. Lecturer method(L) does not mean only traditional lecture method, but different type of teaching
method and media visual/graphical content that are employed to develop the outcomes
2. Massive Open on-line courses (MOOCS) can be used to teach various topics/sub topics.
3. Online coding platform wherever mentioned.
4. Hands on coding should be practiced.
5. About 15 to 20% of the topics/sub topics which are relatively simpler or descriptive in nature is
to be given to the students for self-directed learning

The following topics/sub topics is to be taught and assessed in order to develop Unit Skill sets for
UNIT Topics/Sub topics Unit skill set/Learning outcomes Hours

NO (In cognitive domain) L-T-P
1 UNIT 1 - INTRODUCTION TO BASICS OF CODING 05-0-10
1.1 Introduction to computer programming 1. Understand computer

1.2 Algorithms –With sufficient examples programming
1.3 Flowcharts – With sufficient examples 2. Create and write Algorithm for
1.4 Execute simple programs programmable problems.
Note: Below listed or any other suitable 3. Design Flowchart for
online/offline coding platforms should be used to programmable problems.
demonstrate and provide coding experience to 4. Develop simple Android
students. application.
a. https://scratch.mit.edu/
b. https://studio.code.org/projects
Suggested programs are listed in Table 1

1.5 Introduction to Application development
1.6 Simple android application development (No
knowledge of programming language is required).

Note:
i. The purpose of application development is

to ignite and promote programming skills.
ii. Application development should be done
using any App builder platforms such as
iii. MIT App Inventor:
https://appinventor.mit.edu/
iv. Thunkable: https://thunkable.com/
v. ibuildapp: https://ibuildapp.com/
vi. The student should be introduced to the
android application development
environment for further research and
learninghttps://developer.android.com/
1.7 Activity: create a simple Android
application (Unique for each student) publish on
the learning management system.
2 UNIT 2 - DESIGN AND DEVELOP WEB PAGES 10-0-20
2 2.1 Basic web technologies 1. Understand and examine basic web

§ Browser technologies

§ Web –Server 2. Creating static web pages
§ Client-Server Model 3. Formatting Webpages with
§ URL cascading style sheets (CSS)
§ SEO techniques 4. Creating Dynamic web pages with
§ Domain names and domain name system. JavaScript
2.2 Creating Web-pages with HTML5 - Static web 5. Creating and launching dashboard
pages. based personal website.
§ Introduction, Editors

§ Tags, Attributes, Elements, Headings
§ Links, Images, List, Tables, Forms
§ Formatting, Layout, Iframes.
2.3 Formatting web pages with style sheets (CSS3).
§ Introduction to CSS
§ Inline CSS, Internal CSS, Classes and IDs
§ div, Color, Floating, Positioning
§ Margins, Padding, Borders
§ Fonts, Aligning Text, Styling Links
2.4 Creating a web page dynamic using JavaScript.

§ Dynamic web page and Introduction to JS

§ Basic syntax
§ Functions
§ Events
Note: Refer https://www.w3schools.com
2.6 Creating dashboards in websites.
2.6 Activity: Personal website design and launch
with a free platform or Create a Blogging website.
§ Online platforms (Learning and
executing)
§ https://www.w3schools.com/
§ https://studio.code.org
§ https://www.khanacademy.org
Note:
1) The student must be introduced to website
development platforms - worldpress.com.
2) The student must be made familiar with
launching websites .
Certification available:
• HTML - W3schools
• CSS - W3schools
• JavaScript - W3schools
3 UNIT 3 -BUSINESS PROCESS AUTOMATION/ERP 03:0:06
3 3.1 Introduction to business process automation. 1. Identify and examine the needs of
3.2 Organization structure and functions business process automation.

composition-Properties and applications 2. Understand Organization structure
§ Structure and functions
§ Types 3. Create and use workflows
§ Functional Units 4. Use Enterprise resource planning
Note: Students should be made familiar with in workplace.
organization, types and components of a big
enterprise to make him understand the working
of organization keeping him as part of org.
3.3 Workflows
§ Introduction
§ Components
§ Use and use cases

Note: Use free and open-source platform to

demonstrate and create workflows.
Example:
https://airflow.apache.org/
https://taverna.incubator.apache.org/
https://trello.com/
https://www.processmaker.com/
3.4 Enterprise resource planning
§ History
§ Evolution
§ Uses of ERP
§ ERP software tools.
Note: The student should be introduced into
Enterprise resource planning software tools to
understand importance of ERP.
Examples:
§ https://erpnext.com/
§ www.bitrix24.com
§ https://www.odoo.com/
3.5 Activity:
§ Project plan for summer internship - use
open source ERP Software
§ Identify different components of nearby
organization with recourse plan and
workflow design.
§ Identify types of ERP software available
with their market share.
4 04-0-8
UNIT 4 - INTRODUCTION TO CLOUD AND IOT CONCEPTS
4.1 Fundamentals of cloud 1. Understand Cloud concepts
4.2 Cloud service models
2. Identify and use Cloud services
§IaaS (Infrastructure-as-a-Service)
3. Understand IoT concepts
§PaaS (Platform-as-a-Service)
§SaaS (Software-as-a-Service) 4. Identify IoT applications
4.3 Cloud deployment types

§ Public,
§ Private,
§ Hybrid

§ Community Cloud
4.4 Cloud services:
§ Google Drive - file storage and synchronization
service developed by Google;
§ Google docs- bring your documents to life with
smart editing and styling tools to help you easily
format text and paragraphs;
§ Google Co-lab (Usage of Jupyter Notebook): Colab
notebooks allow you to combine executable code
and rich text in a single document, along with
images, HTML, LaTeX, and more.
§ Google App Engine: Google App Engine is a
Platform as a Service and cloud computing
platform for developing and hosting web
applications in Google-managed data centers.
Applications are sandboxed and run across
multiple servers.
Note: Above cloud services are not compulsory for

all branches; teacher can recommend other cloud
service based on need of engineering branch.
4.5 Working of IoT and IoT components (Only brief

introduction and demonstration through videos)
4.6 Explain concept of Internet of Things with
examples
§ Smart home
§ Smart city
§ Smart farming
Note:
a. Teacher can also select specific area of work
where Things (autonomous computing
devices) could be interconnected over
TCP/IP to establish IoT.
b. The students should be introduced to the IoT
environment for further research and study.
Example:
§https://www.raspberrypi.org/
§https://www.arduino.cc/

4.7 Activity:
Create your cloud service account and
demonstrate using cloud services.
Identify cloud service provider with respect to
service models and deployment types.
Identify areas where Internet of Things could
bring positive changes.
5 UNIT 5 - CYBERSECURITY AND SAFETY 4-0-8
5.1 Introduction to Cyber security and cyber safety. 1. Identify need for Cyber security
§Brief awareness on cyber safety measures and cyber safety

§Identification of basic security issues in mobile 2. Identify basic security issues in
phones and personal computers mobile phones and personal
§Installation of Antivirus software computers
§Firewall concepts 3. Examine Importance of privacy,
§Browser settings Password policy
§Importance of privacy and Password policy
4. Implement best practices of cyber
(Best practices).
safety and security in work place
5.2 Common threats - Demonstration
§Phishing

§DoS attack
§Man in the middle attack
§Eavesdropping
§Spamming
5.3 Activity
§ Identification of basic security issues in
computers of your college and fixing the
same.
§ Visit nearby government organization.
§ Identify basic cybersecurity issues and
fixing the same
§ Demonstrate the importance of
cybersecurity, password policy, and
cyber safety.
10. SUGGESTED PRACTICAL SKILL EXERCISES

TABLE-I
Unit
Sl. No. Practical Out Comes/Practical exercises PO CO
No.
1 Write an algorithm for programmable problems 1 1,4,7 1

Example for Reference:

• Add/subtract two numbers
• Find the largest/smallest of 3 numbers
• Calculate and print sum of 'N' numbers
Design a flowchart for programmable problems
Example for Reference:
2 Add/subtract two numbers 1 1,4,7 1
Find the largest/smallest of 3 numbers
Calculate and print sum of 'N' numbers
3 Design and create simple game using MIT-scratch/Code.org 1 1,4,7 1
4 Design and create simple android application (MIT App Inventor) 1 1,4,7 1
Design and create webpage for displaying your poem (Title, header,
5 2 1,4,7 2
paragraph, formatting tags)
Design and create webpage for your wish list (What you want to do). Also
6 list challenges and opportunities along with images to present your 2 1,4,7 2
dreams (List ordered and unordered, Image, table)
Design and create webpage using HTML and CSS about an awesome
7 2 1,4,7 2
animal (Use necessary CSS tags)
Design and create web page for a travel book/recipe book with more
8 2 1,47 2
than 3 pages, table to list places/recipes (iframe, hyperlink)
Design and create web page with JavaScript to design a simple calculator
9 to perform the following operations: sum, product, difference and 2 1,4,7 2
quotient
10 Design and create a personal webpage with dashboard 2 1,4,7 2
Design and create web page about advantages of business process
11 2,3 1,4,7 2,3
automation with respect to your branch of engineering
Create a workflow for education loan approval in bank/diploma
12 3 1,4,7 3
admission process (Use any tool)
Demonstrate ERP with ERPNext Demo for manufacturing, retail and
13 3 1,4,7 3
service sector (Use any other ERP tools)
Create user account and demonstrate use of Google drive, Google docs,
14 Google Co-lab (Usage of Jupyter Notebook) 4 1,4,7 4
1.1 Demonstrate Internet of Things using with examples

a. Smart home
15 b. Smart city 4 1,4,7 4
c. Smart farming
Note: Teacher can also select specific area of work where Things

(autonomous computing devices) could be interconnected over TCP/IP

to establish IoT.
16 Installation of Antivirus software 5 1,4,7 5
17 Demonstration and hands on browser settings 5 1,4,7 5
18 Demonstration and hands on privacy settings and password policy 5 1,4,7 5
Demonstration of common security threats (using videos)
a. Phishing
b. DoS attack
19 5 1,4,7 5
c. Man in the middle attack
d. Spamming
e. Virus
The suggested practical activities (TABLE-I) in this section are demonstrated for the attainment of
the competency. These practical activities can also be used for the student assessment in portfolio
mode for awarding CIE marks. The lecturer can enhance the competency level of the students
by sketching more practical exercises.
NOTES:
1. It is compulsory to prepare log book/record of exercises. It is also required to get each exercise
recorded in logbook, checked and duly dated signed by the teacher
2. Student activities are compulsory and are also required to be performed and noted in logbook.
3. Student activity is compulsory and part of skill assessment. The activity enable student to
explore the course, help student to demonstrate creativity & critical thinking.
4. Student activity report is compulsory part to be submitted at the time of practical ESE
5. Term work report is compulsory part to be submitted at the time of practical ESE.
6. Student activity and student activity reports must be uploaded to Learning management
system.
7. For CIE, students are to be assessed for Skills/competencies achieved.

COURSE CO’S PROGRAMME OUTCOMES (PO’S)
1 2 3 4 5 6 7
IT SKILLS CO1 3 0 0 3 0 0 3
CO2 3 0 0 3 0 0 3
CO3 3 0 0 3 0 0 0
CO4 3 0 0 3 0 0 3
CO5 3 0 0 3 0 0 0

12 SUGGESTED LEARNING RESOURCES

BOOKS
The Art of Programming Through Flowcharts & Algorithms, A. B. Chaudhuri, Firewall
1
Media publication
2 HTML5 Black Book, by Publishing company Limited. Kogent Learning Solutions Inc.
3 “World Wide Web design with HTML”, Xavier, Tata McGraw-Hill

Internet of Things – A Hands on Approach, By ArshdeepBahga and Vijay Madisetti
4
Universities Press, ISBN: 9788173719547
URL’S
1 https://scratch.mit.edu
2 https://studio.code.org
3 http://ai2.appinventor.mit.edu
4 https://www.w3schools.com
5 https://www.tutorialspoint.com/javascript/index.htm
6 https://www.geeksforgeeks.org/html-tutorials/
7 Android
https://developer.android.com
8 https://www.khanacademy.org
Tools for Web Development

a. https://www.wix.com
9 b. https://atom.io/
c. https://www.openelement.com/
d. https://www.layoutit.com
13. SUGGESTED LIST OF PROPOSED STUDENTS ACTIVITY
Note: Refer activities mentioned in DETAILS OF COURSE CONTENT table
SL.NO ASSESSMENT DURATION MAX CONVERSION

(in MARKS
minutes)
1 CIE Assessment 1 ( Written Test -1 TH) - At the 60 20 Average of two
end of 3rd week written tests

2 CIE Assessment 2 (Written Test -2 TH) - At the 60 20 20

end of 13th week
3 CIE Assessment 3 (Skill Test) - At the end of 5th 3 hrs 20 Average of

week three skill test
4 CIE Assessment 4 (Skill Test) - At the end of 3 hrs 20 20
7th week
5 CIE Assessment 5 (Skill Test) - At the end of 9th 3 hrs 20
week
6 CIE Assessment 6 (Student activity)- At the end - 20 20
of 11th week
8 Semester End Examination(SEE) Assessment 3 hrs 100 40
(Practical Test)
TOAL MARKS 100
Note: CIE written test is conducted for 20 marks (Two sections). Each section shall have two full questions
of same CL, CO. Student shall answer one full question from each section.
15. RUBRICS FOR ACTIVITY

RUBRICS FOR ACTIVITY (Example Only)
Appropriate rubrics shall be developed by the concerned faculty
Dimensio Poor Below Average Good Exemplary Student
n Average Score
4 8 12 16 20
Concept Does not collect Collects very Collect much Collects some Collects a great 8
any information limited information; basic deal of
relating to the information; but very information; information; all
concept some relate to limited relate most refer to refer to the
the concept to the concept the concept concept
Design Design is not Design is poor Design Design & Design 6
acceptable/very and not well Fallowed convey both considered all
poorly structured structured. layout content and aspect of
samples and context concept,
well concept and
structured presentation
(UI)

17. SYSTEM REQUIREMENTS:
Sl. No. Specification Quantity

1. Computers with HD Graphics Card 20
2. Software: GIMP, KRETA, BLENDER, PHOTOSHOP or any -
other relevant open-source software.
3. Internet Connectivity -
Note: Above specification is for a batch of 20 students


1. COURSE SKILL SET
Course Code 20ME21P Semester II

Course Title MECHANICAL Course Group Core
WORKSHOP PRACTICE-I
Course PC Total Contact 6 Hrs Per Week
Category Hours
78 Hrs Per Semester
Prerequisites Drawing/Creativity Teaching (L: T:P)-1:0:2
Scheme
The aim of the course is to help the student to attain the following industry identified
competency through various teaching learning experiences
Perform Repairing Work of Utility Jobs in the Mechanical Engineering Workshops

8. Instructor should expose to different tools used in respective shops, Operational
safety and Procedure to be followed for prepare the model. Emphasis should be given
on marking, operational sequence.
9. Focus should be on proper selection of tools and their proper use.

3. COURSE OUT COMES
On successful completion of the course, the students will be able to demonstrate industry-
oriented Cos associated with the above-mentioned competency:

CO1
Select hand tools and Machinery in different shops according to job
CO2
Understand job drawing and complete jobs as per specifications in allotted time.
CO3
Inspect the job for the desired quality and dimensions and position
CO4
Operate, control different machines and equipment’s adopting safety practices.

4. COURSE CONTENT

The following topics/subtopics is to be taught and assessed in order to develop Unit Skill
sets for achieving CO to attain identified skill sets
SHOP Unit skill set Topics/Subtopics Hours
UNIT-1 Importance of trade Training. 1. Demonstration of 01-00-02
- General discipline in the Machinery used in the
INTRODUCTION Institute trade. (01 class of
- Elementary First Aid. 2. Identification to safety 3 Hr
- Importance of carpentry
equipment and their use duration)
/Fitter/Welding in Industry
- Safety precautions to be etc.
followed in while doing wood 3. Hack sawing, filing
working/fitting operations/ square to
Shielded Metal Arc Welding, and dimensions.
Oxy- Acetylene Welding 4. Marking out on MS
operations/,Oxy-acetylene plate and punching.
cutting operations
UNIT-2 1. Interpret given job drawing 1. Types of woods used in 06-00-12
carpentry
BASIC ARTISAN 2. Select the relevant carpentry (06 class of
SKILLS- tool for making the job 2. Various Marking tools used 3 Hr
CARPENTARY in carpentry
3. Describe the specified duration)
operations in the carpentry shop 3. Various Holding tools-used
4. Explain the maintenance in carpentry
procedure of the given 4. Various Planning tools-
tool/Equipment’s in carpentry used in carpentry for
shop planning practice
5. Various Cutting tools-saws-
Cross cut saw ,Hand saw
,Rip saws,Tennon saw,
Chisels-Firmer chisel, dove
tail chisel, Mortise chisel in
carpentry
6. Prepare two simple
job(Male and female
assembly type)as per given
drawing with joint like
mortise and tenon dovetail,
bridle, half lap
7. Safe practices

UNIT-3 1. Interpret given job drawing 1. Fitting tools-Bench vice- 06-00-12

clamp
BASIC ARTISAN 2. Select the relevant Fitting tool ( 06 class
SKILLS - for making the job 2. Various Marking & of
FITTING measuring tools-used in
3. Select the proper raw material 3 Hr
fitting practice
for given condition duration)
4. Describe the specified 3. Various cutting tools used in
fitting shop
operations in the Fitting shop
5. Explain the maintenance 4. Various finishing tools used
in fitting practice
procedure of the given
tools/Equipments in fitting 5. Fitting shop machine such as
shop Drilling machine, power
hack saw, grinding machine
their specification, care and
maintenance
6. Demonstration of different
operations like chipping,
filing, drilling, tapping,
sawing, cutting etc - safe
practices
7. Prepare two simple job
(Male and female assembly
type) as per given drawing.

UNIT-4 1. Set the Arc welding machine and 1. Describe the safety 05-00-10
perform different type of precautions to be taken for
FABRICATION- (06 class of
joints on MS in different Arc welding activities.
ARC WELDING position observing standard
2. Fix/hold the parts which 3 Hr
procedure. need to be welded together duration)
2. Arc welding equipment-Power as per Arc welding using a
sources for Arc Welding- clamp and align them with
Transformer the electrodes as per the
job requirement so that the
3. Various Arc welding tools work pieces do not fall
4. Technique of welding- down/turn.
3. Fix the work pieces on
Preparation of work, Striking of
an arc, weaving, welding the Arc Welding
positions, weld joints [different apparatus keeping in
types of joints- Fillet ( T- joint, lap mind the electrode
distance, contact area,
4. Monitor the Arc welding

&Corner), Butt (Square process by observing and

&V);different position - 1F, 2F,
communicating the
readingson, various
5. welding shop-Arc welding
transformer specifications and panels/ meters at the right
maintenance time to prevent any harm
6. Safe practices to the work pieces due to
overheating, burning and
over melting.
5. Remove extra material by
using chippers, grinders
etc.
6. Shape the Arc welded work
pieces as per requirement
by hammering the bulges.
UNIT-5 1. Introduction and definition of gas 1. Describe the safety 05-00-10
welding. Gas Welding terms and precautions to be taken for
FABRICATION- ( 05 class of
definitions Various Gas welding gas welding activities.
GAS WELDING
tools and equipments 2. Fix/hold the parts which 3 Hr
need to be welded duration)
2. Setting of oxy-acetylene together as per gas
welding equipment, lighting welding using a clamp and
and setting of flame. align them with the
3. Various Welding Processes and electrodes asper the job
its applications. requirement so that the
4. Technique of Gas welding- work piecesdo not fall
Preparation of work, welding down/turn.
positions, weld joints 3. Fix the work pieces on
5. Perform fusion run without the Gas Welding
filler rod on MS sheet 2mm
apparatus keeping in
thick in flat position.
6. Set the gas welding plant and mind the fame distance,
join MS sheet in different contact area,
position. [Different position: - 1F, 4. Monitor the Gas welding
2F, 3F, 1G, 2G,3G.] process by observing and
communicating the
readings on various
panels/ meters at the
right time to prevent any
harm to the work pieces
due to overheating,
burning and over melting.
5. Remove extra material by
using chippers, grinders

etc.
6. Shape the Gas welded work
pieces as per requirement
by hammering the bulges
UNIT-6 5. Common gases used for 1. Setting up of oxy- 03-00-06

welding & cutting, flame acetylene and make
GAS CUTTING (03 class of
temperatures and uses. straight cuts (freehand)
6. Chemistry of oxy-acetylene 2. Perform marking and 3 Hr
flame. straight line cutting of MS duration)
7. Types of oxy-acetylene flames plate 10 mm thick by gas.
and uses.
8. Oxy-Acetylene Cutting Accuracy within ±2mm.
3. Beveling of MS plates 10
Equipment principle, parameters
mm thick, cutting regular
and application.
geometrical shapes and
irregular shapes, cutting
chamfers by gas cutting.
4. Circular gas cutting on
MS plate 10 mm thick
by profile cutting
machine.
5. Marking and perform
radial cuts, cutting out
holes using oxy-
acetylene gas cutting.
6. Identify cutting defects viz.,
distortion, grooved, fluted
or ragged cuts; poor
draglines; rounded edges;
tightly adhering slag
Sl. Practical Out Comes/Practical exercises Unit PO CO L:T:P

No. No. Hrs.
1 1. Demonstration of Machinery /tools used in the trade. 1 1,4 1-4 0:0:2
2. Identification to safety equipment and their use etc
3. Identification of tools according to use.
4. Marking out on job and punching.
2 Identification of different wooden sample piece i.e. - soft wood 2 1,4 1-4 0:0:2
& hard wood Demonstration of different wood working tools /
machines. and ask students to write the wood working tools
used in carpentry in work shop dairy (Do this exercise).
3 Demonstration of different wood working processes, like 2 1,4 1-4 0:0:2
plaining, marking,(Do this exercise) by issuing two wooden
pieces
4 Demonstration of different wood working processes, like, 2 1,4 1-4 0:0:2

chiseling, grooving and ask the students to do these process on
issued wooden pieces
(Do this exercise by issuing two wood pieces to student).
5 Does the female piece of wooden joint like any one joint 2 1,4 1-4 0:0:2
(mortise and tenon dovetail, bridle, half lap (Not all) of issued
one wooden piece and make the only one Female joint
6 Does the male piece of wooden joint like any one joint (mortise 2 1,4 1-4 0:0:2
and tenon dovetail, bridle, half lap (Not all) of issued another
wooden piece and make the only one male joint
7 Prepare Carpentry job(male and female assembly type)as per 2 1,4 1-4 0:0:2
given drawing ,check the correctness of fit of mating parts (For
Job Drawing models you can refer model question bank)
8 Demonstration of different fitting tools and drilling machines 3 1,4 1-4 0:0:2
and power tools used in Fitting shop and ask students to write
the fitting tools used in fitting shop in work shop dairy (Do this
exercise).
9 Demonstration of different fitting processes filing, ask the 3 1,4 1-4 0:0:2
students to do these process on issued metal pieces (Do this
exercise by issuing two metal pieces to student).
10 Demonstration of different fitting processes like, cutting, ask 3 1,4 1-4 0:0:2
the students to do these process on issued metal pieces (Do this
exercise by issuing two metal pieces to student).
11 Prepare Fitting job(Male assembly type)as per given drawing or 3 1,4 1-4 0:0:2
job involving different fitting processes drilling, tapping, and
cutting ,check the correctness of fit of mating parts JOB1(For
models you can refer model question bank)
12 Prepare Fitting job(Female assembly type)as per given drawing 3 1,4 1-4 0:0:2
or job involving different fitting processes drilling, tapping, and
cutting ,check the correctness of fit of mating parts JOB1(For
Job drawing models you can refer model question bank)
13 Prepare Fitting job(male and female assembly type)as per given 3 1,4 1-4 0:0:2
drawing or job involving different fitting processes drilling,
tapping, and cutting ,check the correctness of fit of mating parts
(For models you can refer model question bank)
14 Straight line beads and Weaved bead on M. S plate 10mm thick 4 1,4 1-4 0:0:2
in flat position.
15 Fillet “T” joint on M.S. Plate 10 mm thick in flat position and 4 1,4 1-4 0:0:2
horizontal position.
16 Fillet lap joint on M.S. plate 10 mm thick in flat position and 4 1,4 1-4 0:0:2
vertical position
17 Open Corner joint on MS plate 10 mm thick in flat position. 4 1,4 1-4 0:0:2
18 Single “V” Butt joint on MS plate 12 mm thick in flat position 4 1,4 1-4 0:0:2
(1G) .
19 Straight line beads and multi layer practice on M.S. Plate 10 mm 4 1,4 1-4 0:0:2
thick in Horizontal position.

20 Marking and straight line cutting of MS plate. 10 mm thick by 4 1,4 1-4 0:0:2
gas. Square butt joint on M.S. sheet 2 mm thick in flat Position.
21 Fillet Lap joint on MS sheet 2 mm thick in flat position 5 1,4 1-4 0:0:2
22 Square Butt joint on M.S. sheet. 2 mm thick in Horizontal 5 1,4 1-4 0:0:2
position
23 Structural pipe welding butt joint on MS pipe Ø 50 and 3mm WT 6 1,4 1-4 0:0:2
in 1G position
24 Setting up of oxy-acetylene and make straight cuts (freehand) 6 1,4 1-4 0:0:2
and Perform marking and straight line cutting of MS plate 10
mm thick by gas. Accuracy within±2mm.
25 Beveling of MS plates 10 mm thick, cutting regular 6 1,4 1-4 0:0:2

geometrical shapes like rectangle, triangle, pentagon
26 Marking and perform radial cuts, cutting out holes using oxy- 6 1,4 1-4 0:0:2
acetylene gas cutting
Total Hours 0:0:52
=52
MAPPING OF CO WITH PO
CO Course Outcome PO Cognitive Tutorial &

Mapped Level Practical
Experiment
Sessions
Linked
R/U/A in Hrs
CO1 Select hand tools and Machinery

in different shops according to PO1,PO4 All CO A 20
job
CO2 Understand job drawing and All CO
complete jobs as per specifications PO1,PO4 A 35
in allotted time.
CO3 Inspect the job for the desired PO1,PO4 All CO A 13
dimensions and shape.
CO4 Operate, control different All CO
machines and equipment’s PO1,PO4 A 10
adopting safety practices.
78
1 2 3 4 5 6 7

CO1 3 0 0 3 0 0 0
MECHANICALWORK SHOP-I CO2 3 0 0 3 0 0 0
CO3 3 0 0 3 0 0 0
CO4 3 0 0 3 0 0 0
Level 3- Highly Mapped, Level 2-Moderately Mapped, Level 1-Low Mapped, Level
0- Not Mapped

1. S.K. Hajara Chaudhary, Workshop Technology, Media Promoters and Publishers,
New Delhi, 2015.
2. B.S. Raghuwanshi, Workshop Technology, Dhanpat Rai and sons, New Delhi 2014.
3. K. Venkat Reddy, Workshop Practice Manual, BS Publications, Hyderabad 2014.
4. Kents Mechanical Engineering Hand book, John Wiley and Sons, New York.
8. SUGGESTED LIST OF STUDENTS ACTIVITYS
Note: the following activities or similar activities for assessing CIE (IA) for 10 marks
(Anyone)
1. Each student should conduct different activity and no repeating should occur
1 Take the students for industrial visit for a nearby welding shop; observe the safety
practices followed and welding operational activities. Make hand written report
2 Take the students for local industry works observe the Fitting practices followed
in the industry.
3 Ask the students to observe the carpentry operations carried out in local vicinity
9.Course Assessment and Evaluation Chart

Sl. Assessment Type Time frame in Duration Max Conversion
No semester marks (End
weightage)
1 CIE GRADED Average of all At the end of 20 20
Assessment EXERCISES models evaluated each model
1 in all shops completion
(PORTFOLIO - At the end
EVALUATION) of 13th week
2 CIE Skill test-1- - At the end of 5th 3 Hrs 100 Average of
Assessment Carpentary week three after
2 converting
3 CIE Skill test-2- - At the end of 9th 3 Hrs 100 for 20 Marks
Assessment Fitting week 20
3
4 CIE Skill test-3- - At the end of 13th 3 Hrs 100
Assessment Welding week
4

5 CIE Student - At the end of 12th 20 20

Assessment activity week
5
Semester End Examination(SEE) Assessment will be conducted 3Hrs 100 40
for 100 marks and finally converted for wieghtage of 40 Marks
Total 100
Marks

Note:
4. CIE Skill test is conducted for 100 marks (3 Hours duration) as per CIE scheme of
evaluation. The obtained marks are scaled down to 20 marks.
5. SEE is conducted for 40 Marks for practical courses.
6. Each shop model in carpentry/fitting/Welding exclusively kept for skill tes-1,2,3 in
CIE
7. In a batch of allotted students’ model in carpentry, fitting and welding practice should
be equally weighed, in CIE
8. Assessment of assignment and student activity is evaluated through appropriate
rubrics by the respective course coordinator. The secured mark in each case is
rounded off to the next higher digit.

10. SCHEME for Portfolio Evaluation of Graded Exercise

Sl No Parameter Observed Marks Allotted Grand Total
1 Marking 4
Basic
Artisan 2 Tools Used 4
skills- 3 Operation Performed 4
Carpentry 4 Dimensional Accuracy 4
5 Finishing 4
Total 20
Sl No Parameter Observed Marks Allotted
1 Marking 4
Basic
Artisan 2 Tools Used 4
20
skills - 3 Operation Performed 4
Fitting 4 Dimensional Accuracy 4
5 Finishing 4
Total 20
Sl No Parameter Observed Marks Allotted
1 Equipment Preparation 4
Welding 2 Job Preparation 5
3 Operation Performed 6
4 Finishing 5
Total 20

11. SCHEME for Skill Test Evaluation/SEE for CIE

Sl. Marks
Particulars
No
1 Listing of tools & operations required for performing job 15
2 Marking of job 10
3 Operation performed 40
4 Dimensional accuracy of job 10
5 Finishing of job 20
6 Viva 5

100
Total

RUBRICS FOR ACTIVITY (10marks)
Dimensio Beginning Developin Satisfacto Good Exemplar Student

n g ry y Score
2 4 6 8 10


Average / Total Marks: (8+6+8+8)/4 7.5 = 8

marks

Model Question Paper (suggestive only)

Course &Programme:Semester: I/II
Subject : Mechanical Workshop Practice-1 Max Marks : 100
Course Code : 20ME21P Duration : 3Hrs
Instruction to the Candidate: ALL DIMENSIONS ARE IN MM ONLY

1 Prepare model as per shown figure

(Note:Either Male/female joint should be given)

A 1-3 1,4 40

OR


2 Prepare model as per shown figure

60

Note: The model s for respective shops should be given cyclically within the Batch for
SEE/Skill test



MODEL QUESTION BANK (SUGGESTIVE ONLY)

DEPARTMENT OF MECHANIACL ENGG.
COURSE TITTLE:ENGINEERING WORK SHOP
FOR CARPENTRY SHOP

1.

2.


3.

4.

5.

WELDING SHOP

Copy the given sketch of the joint, then make the joint using the given MS
flat piece.






EQUIPMENT LIST
FOR CARPENTRY PRACTICE
NO.OF
SL.NO NAME OF THE EQUIPMENT NO. OF STUDENTS/BATCH EQUIPMENT
REQUIRED
01 Carpenter bench vice 20 20

02 G or C clamp 6″ 20 20
03 Marking gauge 20 20
04 Try square 19mmx4″ 20 20
05 Wooden mallet 20 20
06 Firmer chisel 2″ 20 20
07 Firmer chisel 3/4″ 20 20
08 Mortise chisel 1/2″ 20 20
09 Metal jack plane 9″ 20 20
10 Beveled square 6″ 20 20
11 Hand saw or cross cut saw 20 20
12 Steel scale 12″ 20 20
FOR FITTING PRACTICE
SL.NO NAME OF THE EQUIPMENT NO. OF NO.OF
STUDENTS/B EQUIPMENT
ATCH REQUIRED
01 Flat file 14″ rough bastard file 20 20
02 Try square 6″ 20 20
03 Triangular file 10″ rough 20 20
04 Half round file 10″ rough 20 20
05 Hack saw frame solid 12″ 20 20
06 Center punch 20 20
07 Ball peen hammer 11/2 Lbs 20 20
08 Flat chisel 6″ 20 20
09 Smooth file 10″ flat 20 20
10 Bench vice 8″ 20 20
11 Leg vice 6″ 20 10
12 Power hack saw 20 01
13 Bench grinding 20 01
14 Bench drilling machine up to 12mm cap 20 01
15 Drill bit up to 12mm straight shunk 20 04
16 Tap set and die set up to 1″ 20 01
17 Vernier caliper 20 10
18 Spring divider 20 20
19 Steel scale 20 20
20 Vernier height gauge 20 01
21 Surface plate 2x3 feet 20 02
22 Number punch 20 01
23 Anvil 20 20
24 V block 20 02
FOR WELDING PRACTICE

SL.NO NAME OF THE EQUIPMENT NO. OF NO.OF
STUDENTS/B EQUIPMENT
ATCH REQUIRED
01 Arc welding transformer upto 300Amps 20 03

02 Welding shield 20 20
03 Ball peen Hammer 11/2 Lbs 20 10
04 Chipping Hammer 20 10
05 Wire brush 20 10
06 Anvil 20 01
07 Hand Gloves 20 05
08 Flat tongs 20 10
09 Steel scale 20 10
10 Flat file 14″ rough bastard file 20 10
11 Oxygen cylinder 20 01
12 Acetylene cylinder 20 01
13 Gas welding torch 20 05
14 Spark lighter 20 05
15 Gas welding goggles 20 10
16 Gas cutting torch 20 02
17 Try square 6″ 20 10


!" #ೕಯ &'ಸ) * ಕನ. ಡ 0ರದ / ಕನ. 4ತರ 678 ೕ9 :;< =>ಗ@A
BಗCಪ6Eದ ಪಠ< ಕG ಮ
ಬಳ# ಕನ' ಡ – 1
Course Code 20KA21T Semester : II Course Group – AU/KA
Course Title ಬಳK ಕನ. ಡ – I Category : AU Lecture Course
No. of Credits 2 Type of Course CIE Marks : 50
Total Contact Hours 2 Hrs Per Week Teaching Scheme (L:T:P)= SEE Marks : Nil
26Hrs Per Semester 2:0:0
Table of Contents (ಪ"#$)

Part – 1 Teaching
Hour
Introduction to the Book, Necessity of learning a local language, Tips to learn the language with 02
easy methods. Easy learning of a Kannada Language: A few tips. Hints for correct and polite
conservation. Instructions to Teachers for Listening and Speaking Activities.
Part – II
Key to Transcription for Correct Pronunciation of Kannada Language, Instructions to Teachers 02
to teach Kannada Language
Part – III Lessons to teach Kannada Language - Listening and Speaking Activities
Lesson – 1 Personal Pronouns, Possessive Forms, Interrogative words 02
Lesson – 2 Possessive forms of nouns, dubitive question and Relative nouns 02
Lesson – 3 Qualitative, Quantitative and Colour Adjectives, Numerals 02

Lesson – 4 Predictive Forms, Locative Case 02
Lesson – 5 Dative Cases, and Numerals 02
Lesson – 6 Ordinal numerals and Plural markers 02
Lesson – 7 Defective / Negative Verbs and Colour Adjectives 02

Lesson – 8 Permission, Commands, encouraging and Urging words (Imperative words and 02
sentences)
Lesson – 9 Accusative Cases and Potential Forms used in General Communication 02

Lesson – 10 Helping Verbs “iru and iralla”, Corresponding Future and Negation Verbs 02
Lesson – 11 Do's and Don'ts in Learning of Kannada Language (Any Language in General) 01
Lesson – 12 Kannada Vocabulary List : !"ಷ$ಯ&' )*ೕಪ-ೕ. ಕನ1 ಡ ಪದಗ5 - 01
Kannada Words in Conversation Total Teaching 26 Hours

Hours
!" #ೕಯ &'ಸ) * ಕನ. ಡ ಬಲ8 678 ೕ9 :;< =>ಗ@A
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(ಕನ# ಡ &', )*ತ, , -ಸ/ ೃ1 ಮ34 ಪ6ಪ7 893)
Course Code 20KA21T Semester : II Course Group – AU/KA
Course Title )*ತ, :ಂಚನ – ೧ Category : AU Lecture Course
No. of Credits 2 Type of Course CIE Marks : 50
Total Contact Hours 2 Hrs per Week Teaching Scheme SEE Marks : Nil
26 Hrs per Semester (L:T:P)= 2:0:0
!"ತ$ %ಂಚನ – ೧ (,ಯ./ಸ1 ಕ) (20KA21T)

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ಬಳ#ೆ ಕನ(ಡ -I ಮತು/ 0ಾ2ತ3 4ಂಚನ -೦೧ ಪಠ3ಕ;ಮಗ=>ೆ ?ರಂತರ ಆಂತBಕ Cೌಲ3Cಾಪನದ
CಾಗGಸೂJಗಳK
(COURSE ASSESSMENTS AND EVALUATION CHART- CIE ONLY)
Time frame in Max

Sl.No Assessment Type Duration Conversion
semester marks
- At the end of
1. CIE Assessment 1 Written test-1 80 minutes 30 Average of
3rd week
three written
- At the end of
2 CIE Assessment 2 Written test-2 80 minutes 30 tests-1,2,3
7th week
for 30 marks
- At the end of
3 CIE Assessment 3 Written test-3 80 minutes 30
13th week
- At the end of Average of
4 CIE Assessment 4 MCQ/Quiz 60 minutes 20
5th week three
- At the end of Assessment
5 CIE Assessment 5 Open book test 60 minutes 20
9th week 4,5,6 for 20
Student activity & - At the end of marks
6 CIE Assessment 6 60 minutes 20
presentation 11th week
Total
50
Marks

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Diploma

in Mechanical Engineering (Machine Tools) 2020-21 C20

To create globally competent technologists in Mechanical Engineering (Machine Tools) imparting

M1: To produce Mechanical Engineering (Machine Tool Technology) diploma graduates, by

PROGRAM OUTCOMES (POs)

Department of Collegiate & Technical Education Bengaluru-560001 Page 2

Mechanical Engineering(Machine Tool

Mechanical Engineering (Machine Tool

Mechanical Engineering (Machine Tool

Mechanical Engineering(Machine Tool

1.0 GENERAL PROGRAMME STRUCTURE AND CREDIT DISTRIBUTION

Department of Collegiate & Technical Education Bengaluru-560001 Page 3

4. Programme: Programme means Diploma Programme that is Diploma in Mechanical Engineering

Department of Collegiate & Technical Education Bengaluru-560001 Page 4

3. Engineering Sciences: Engineering Science shall create awareness on different

Department of Collegiate & Technical Education Bengaluru-560001 Page 5

3.0 COURSE CODE AND DEFINITION:

4.0 INDUCTION PROGRAMME

Department of Collegiate & Technical Education Bengaluru-560001 Page 6

Induction Program Schedule (Suggestive only)

Department of Collegiate & Technical Education Bengaluru-560001 Page 7

5.0 MANDATORY VISITS/WORKSHOP/EXPERT LECTURES:

6.0 EVALUATION SCHEME:

B. For Practical Courses:

Department of Collegiate & Technical Education Bengaluru-560001 Page 8

C. For Summer Internship / Projects / Seminar etc.

Range of Marks Level Assigned Grade Grade Point

Department of Collegiate & Technical Education Bengaluru-560001 Page 9

Department of Collegiate & Technical Education Bengaluru-560001 Page 10

B. CGPA Calculation of the entire programme: An Illustrative Example.

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Department of Collegiate and Technical Education

Course Code 20ME11T Semester I

2. COURSE SKILL SET

3. COURSE OUT COMES

4. SUGGESTED SPECIFICATION TABLE WITH HOURS & MARKS (THEORY)

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I. Basic of Engineering Materials. 06

5. DETAILS OF COURSE CONTENT

UNIT NO Unit Learning outcomes Hours

2. Identify microstructure of the structures

specified material 1.3 Microstructure-type of microscopes 06-0-0

elements on properties of alloy steel 10-0-0

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1. Describe the properties and 3.1 Copper and its alloys-Brasses-Bronzes-

NON FERROUS METALS AND

of given composition 4.2 Classification of Polymers on basis of

4.3 Ceramics-types of ceramics-properties and

applications of glasses and refractoriness 10-0-0

equilibrium diagram of Mild steel

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4.3 Electrolytes and Non-electrolytes –definition-

6. SUGGESTED PRACTICAL SKILL EXERCISES (DEMONSTRATIVE)

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7. MAPPING OF CO WITH PO (Suggestive only)

3. About 15 to 20% of the topics/subtopics which is relative simpler or descriptive in nature is

9. SUGGESTED LEARNING RESOURCES:

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