Department of Electrical Engineering

University College of Engineering & Technology

University of Sargodha

OBJECTIVES BASED EDUCATION (OBE)

Course File
Workshop Practice
Session-2019-2023
2nd Semester
BSc Electrical Engineering

Course File Contents

1 Lab Timetable

2 Safety Rules

3 List of CLO’s

4 List of experiments

5 Mapping of CLO’S to PLO’S

6 Experiment wise rubrics

7 Detailed Assessment plan on Rubrics

8 Assessment (Psychomotor + Affective)

9 Lab Reports (Best, Average and Worst)

10 Result and Lab Assessment report

11 Lab health equipment form after completion of semester

BSc. Electrical Engineering (Session 2019 – 2023)

2nd Semester
 Course Time table
Course: Name of Instructor: Class Semester Duration

Workshop practice (ME-112) Engr. Yuman Javeed 2019 2nd Jan-May, 2020

(Theory) Class Timings:

Credit hours:
3 Monday 8:00 am – 9:00 pm Section B

SAFETY RULES AND REGULATIONS

SAFETY TOOLS
• Wear eye protection at all times in the laboratory.

• Shoes must completely cover the foot. No sandals are allowed.

• Dress properly during all laboratory activities. Long hair, dangling jewellery, and loose or
baggy clothing are a hazard in the laboratory. Long hair must be tied back and dangling
jewellery and loose or baggy clothing must be secured.

• Never work in the laboratory alone, always have another qualified person in the area

• Wearing an "IPod" or other device that interferes with hearing is not allowed.

• Do not use any equipment unless you are trained and approved as a user by your instructor or
staff. Ask questions if you are unsure of how to operate something.

• Perform only those experiments authorized by the instructor. Never do anything in the
laboratory that is not called for in the laboratory procedures or by your instructor. Carefully
follow all instructions, both written and oral. Unauthorized experiments are prohibited.

• Don't eat, drink, or smoke, in the laboratory

• Please don’t yell, scream, or make any sudden loud noises that could startle others who are
concentrating on their work.

• If any laboratory equipment is malfunctioning, making strange noises, sparking, smoking, or

smells "funny,” Get an instructor or staff immediately. It is imperative that the instructor or staff
knows of any equipment problems.

• All accidents, no matter how minor, should be reported to the faculty/staff member supervising
the laboratory immediately.
 Keep aisles clear and maintain unobstructed access to all exits, fire extinguishers, electrical
panels, emergency showers, and eyewashes.

• Do not use corridors for storage or work areas.

• Avoid using extension cords whenever possible. Extension cords should not go under doors,
across aisles, be hung from the ceiling, or plugged into other extension cords.

• When using compressed air, use only approved nozzles and never direct the air towards any
person.

• Guards on machinery must be in place during operation.

• Exercise care when working with or near hydraulically- or pneumatically-driven equipment.

Sudden or unexpected motion can inflict serious injury.

• Flammable chemicals must be stored in an Approved Flammable Storage Cabinet

• No painting in laboratories or in the building (except in an approved designated area)

• No running gas or diesel powered engines in the laboratories (except IC Engine Laboratory)

• Make sure all chemicals are clearly and currently labelled with the substance name,
concentration, date, and name of the individual responsible.

• All pressurized containers (e.g. gas cylinders) will be secured with two welded link chains and
label all ingredients to show nature and degree of hazard.

• When you are done with your project, all components must be dismantled and returned to
proper locations. You are responsible for disposal of ALL unwanted materials.

• Please report any unsafe behaviour or condition to the instructor or staff

• Students are expected to demonstrate mature judgment and common sense in their work and
conduct while working in the laboratory.

LIST OF CLOs

Course Learning Outcomes:

At the end of the course, the students will:

No Description Taxonomy PLO Content

 Level Mapping Weightage
CLO:1 Conduct experiments related to (P2) PLO-09
workshop
CLO:2 To demonstrate & perform (P3) PLO-09
experimental procedures on
Machines
CLO:3 Respond as instructed while (C3) PLO 1
working in groups

LIST OF EXPERIMENTS
Lab Session
Objectives
No.
 Machine Shop
To perform turning, chamfering and facing operations on a center lathe
Lab Session No. 1
machine.

To perform taper turning, knurling and drilling operation using a center

Lab Session No. 2
lathe machine

Lab Session No. 3 To make the external thread of the given dimension on lathe machine.

To perform shaping operation for finishing two sides of a job and

Lab Session No. 4
drilling one hole and grinds the corners of a job.

Electric Shop
Lab Session No. 1 To control one lamp with one switch.

Lab Session No. 2 To control two lamps (in series) with one switch.

Lab Session No. 3 To control two lamps (in parallel) with one switch.

Lab Session No. 4 To control two lamps with two switches individually.

Lab Session No. 5 To control one lamp with two two-way switches.

Metal Shop
Lab Session No. 1 To make a rectangular Tray as per required dimensions

Lab Session No. 2 To make a cylindrical pipe as per required dimensions.

To draw the development of sheet metal pentagonal prism, cut the

Lab Session No. 3 development, bend and form to final frustum of cone shape and solder
the joint
To draw the development of sheet metal hexagonal prism, cut the
Lab Session No. 4 development, bend and form to final frustum of cone shape and solder
the joint.
Welding Shop
Lab Session No. 1 To join two given metal plates to obtain a Lap joint by arc
welding process.
Lab Session No. 2 To join two given metal plates to obtain a Butt joint by arc
welding process.
Lab Session No. 3 To join two given metal plates to o obtain a ‘T’ joint by arc
welding process
Lab Session No. 4 To join two give n metal plates to obtain a ‘L’ joint by arc
welding process
 Wood Shop
Lab Session No. 1 To make a dovetail lap joint.

Lab Session No. 2 To make a cross half lap joint.

Lab Session No. 3 To make a T-lap joint as shown in Figure from the given reaper of size
50 x 50x 250 mm.
Lab Session No. 4 To make a V-Fit from the given mid steel pieces.

Lab Session No. 5 To make a dovetail fitting from the given two M.S. pieces.

MAPPING OF CLOS WITH PLOs

PLOs CL CL CL CLO CLO CLO CLO CLO CLO

O1 O2 O3 4 5 6 7 8 9
PLO:1 (Engineering
Knowledge)
PLO:2 (Problem
Analysis)
PLO:3 (Design
Development of
Solutions)
PLO:4 (Investigation)
PLO:5 (Modern Tool
Usage)
PLO:6 (Engineer &
Society)
PLO:7 (Environment
and Sustainability)
PLO:8 (Ethics)
PLO:9 (Individual &
Team Work)
PLO:10 (Communicatio
n)
PLO:11 (Project
Management)
PLO:12 (Life Long
Learning)
Machine Shop
 Title of the Experiment # 1
To perform turning, chamfering and facing operations on a center lathe machine.
Rubrics (Psychomotor skills) for Lab report _
Students Regd:_____________ Session: _______________
Criteria Points
10 (outstanding) 8 (Best) 5 (Average) 3 (weakest)
Familiarization Student can identify all the Student can identify the Student can identify the Student can only
with Lather components of the lathe machine components of the lathe components of the lathe identify lathe machine
Machine e.g., Headstock, Tailstock, Bed, machine e.g. Headstock machine e.g. Headstock,
Carriage, Lead Screw, Feed Rod, Tailstock, Bed, Carriage Tailstock, Bed
Chip Pan Lead Screw

Ability to specify Student can describe the function Student can describe the Student can describe the Student can describe
the function of of Headstock, Tailstock, Bed, function of , Headstock, function of Headstock, the function of
each component Carriage, Lead Screw, Feed Rod, Tailstock, Bed, Carriage, Tailstock, Bed, Headstock
of Lathe Machine Chip Pan Lead Screw, Tailstock

Setting up the Student is able to prepare the Student is able to Student is able to prepare Student is not able to
apparatus and apparatus for the operation of prepare the apparatus for the apparatus for the connect workpiece on
Performance of experiment and can perform the the operation of the operation of the Lathe Machine and
the experiment experiment as per defined standard experiment and can experiment and can cannot perform the
operating procedure and also perform the experiment perform the experiment experiment as per
demonstrate it to others. as per defined standard as per defined standard defined standard
operating procedure but operating procedure but operating procedure.
cannot explain it to need assistance.
others
Ability to Student is able to explain the Student is able to Student is able to explain Student is not able to
demonstrate the process of working process of the explain the process of the process of working explain any of the
working cycle of Lathe Machine working cycle Lathe cycle for Lathe Machine process Lathe
Lathe Machine Machine but is not able but is not able to explain Machine
to explain the operation the operation of its
of the one of its components.
component
Ability to Student operates the system with Student operates the Student operates the Student operates the
demonstrate care taking care of Headstock, Tailstock, system with taking care system without taking system without taking
and respect in Bed, Carriage, Lead Screw, Feed of Headstock, Tailstock, care of Headstock, care of Headstock,
equipment set-up. Rod, Chip Pan And also Cleans Bed, Carriage, Lead Tailstock, Bed, Carriage, Tailstock, Bed,
the system before and after use. Screw, Feed Rod, Chip Lead Screw, Feed Rod, Carriage, Lead Screw,
Pan Ans also Cleans Chip Pan. Cleans the Feed Rod,
the system before and system before and after Chip Pan and does
after use. use. not remove after
experiment in the
same way. Does not
clean the system
before and after use.
Total Points

Title of the Experiment # 2

To perform taper turning, knurling and drilling operation using a center lathe machine

Rubrics (Psychomotor skills) for Lab report _

Students Regd:_____________ Session: _______________
Criteria Points
10 (outstanding) 8 (Best) 5 (Average) 3 (weakest)
Familiarization Student can identify all the Student can identify the Student can identify the Student can only
with Lather components of the lathe machine components of the lathe components of the lathe identify lathe machine
Machine e.g., Headstock, Tailstock, Bed, machine e.g. Headstock machine e.g. Headstock,
Carriage, Lead Screw, Feed Rod, Tailstock, Bed, Carriage Tailstock, Bed
Chip Pan Lead Screw

Ability to specify Student can describe the function Student can describe the Student can describe the Student can describe
the function of of Headstock, Tailstock, Bed, function of , Headstock, function of Headstock, the function of
each component Carriage, Lead Screw, Feed Rod, Tailstock, Bed, Carriage, Tailstock, Bed, Headstock
of Lathe Machine Chip Pan Lead Screw, Tailstock

Setting up the Student is able to prepare the Student is able to Student is able to prepare Student is not able to
apparatus and apparatus for the operation of prepare the apparatus for the apparatus for the connect workpiece on
Performance of experiment and can perform the the operation of the operation of the Lathe Machine and
the experiment experiment as per defined standard experiment and can experiment and can cannot perform the
operating procedure and also perform the experiment perform the experiment experiment as per
demonstrate it to others. as per defined standard as per defined standard defined standard
operating procedure but operating procedure but operating procedure.
cannot explain it to need assistance.
others
Ability to Student is able to explain the Student is able to Student is able to explain Student is not able to
demonstrate the process of working process of the explain the process of the process of working explain any of the
working cycle of Lathe Machine working cycle Lathe cycle for Lathe Machine process Lathe
Lathe Machine Machine but is not able but is not able to explain Machine
to explain the operation the operation of its
of the one of its components.
component
Ability to Student operates the system with Student operates the Student operates the Student operates the
demonstrate care taking care of Headstock, Tailstock, system with taking care system without taking system without taking
and respect in Bed, Carriage, Lead Screw, Feed of Headstock, Tailstock, care of Headstock, care of Headstock,
equipment set-up. Rod, Chip Pan And also Cleans Bed, Carriage, Lead Tailstock, Bed, Carriage, Tailstock, Bed,
the system before and after use. Screw, Feed Rod, Chip Lead Screw, Feed Rod, Carriage, Lead Screw,
Pan Ans also Cleans Chip Pan. Cleans the Feed Rod,
the system before and system before and after Chip Pan and does
after use. use. not remove after
experiment in the
same way. Does not
clean the system
before and after use.
Total Points
 Title of the Experiment # 3
To make the external thread of the given dimension on lathe machine.

Rubrics (Psychomotor skills) for Lab report _

Students Regd:_____________ Session: _______________
Criteria Points
10 (outstanding) 8 (Best) 5 (Average) 3 (weakest)
Familiarization Student can identify all the Student can identify the Student can identify the Student can only
with Lather components of the lathe machine components of the lathe components of the lathe identify lathe machine
Machine e.g., Headstock, Tailstock, Bed, machine e.g. Headstock machine e.g. Headstock,
Carriage, Lead Screw, Feed Rod, Tailstock, Bed, Carriage Tailstock, Bed
Chip Pan Lead Screw

Ability to specify Student can describe the function Student can describe the Student can describe the Student can describe
the function of of Headstock, Tailstock, Bed, function of , Headstock, function of Headstock, the function of
each component Carriage, Lead Screw, Feed Rod, Tailstock, Bed, Carriage, Tailstock, Bed, Headstock
of Lathe Machine Chip Pan Lead Screw, Tailstock

Setting up the Student is able to prepare the Student is able to Student is able to prepare Student is not able to
apparatus and apparatus for the operation of prepare the apparatus for the apparatus for the connect workpiece on
Performance of experiment and can perform the the operation of the operation of the Lathe Machine and
the experiment experiment as per defined standard experiment and can experiment and can cannot perform the
operating procedure and also perform the experiment perform the experiment experiment as per
demonstrate it to others. as per defined standard as per defined standard defined standard
operating procedure but operating procedure but operating procedure.
cannot explain it to need assistance.
others
Ability to Student is able to explain the Student is able to Student is able to explain Student is not able to
demonstrate the process of working process of the explain the process of the process of working explain any of the
working cycle of Lathe Machine working cycle Lathe cycle for Lathe Machine process Lathe
Lathe Machine Machine but is not able but is not able to explain Machine
to explain the operation the operation of its
of the one of its components.
component
Ability to Student operates the system with Student operates the Student operates the Student operates the
demonstrate care taking care of Headstock, Tailstock, system with taking care system without taking system without taking
and respect in Bed, Carriage, Lead Screw, Feed of Headstock, Tailstock, care of Headstock, care of Headstock,
equipment set-up. Rod, Chip Pan And also Cleans Bed, Carriage, Lead Tailstock, Bed, Carriage, Tailstock, Bed,
the system before and after use. Screw, Feed Rod, Chip Lead Screw, Feed Rod, Carriage, Lead Screw,
Pan Ans also Cleans Chip Pan. Cleans the Feed Rod,
the system before and system before and after Chip Pan and does
after use. use. not remove after
experiment in the
same way. Does not
clean the system
before and after use.
Total Points

Title of the Experiment # 4

To perform shaping operation for finishing two sides of a job and drilling one hole and grinds the corners of a job.

Rubrics (Psychomotor skills) for Lab report

Students Regd:_____________ Session: _______________
Criteria Points
10 (outstanding) 8 (Best) 5 (Average) 3 (weakest)
Familiarization Student can identify all the Student can identify the Student can identify the Student can only
with shaper components of the shaper Machine components of the lathe components of the lathe identify shaper
Machine e.g., base, column, guide ways, machine e.g. ., base, machine e.g. ., base, machine
tables support, table, vice, ram tool column, guide ways, column, guide ways,
head or vertical slide, clapper box, tables support, table, tables support, table, vice,
ram clap, tool post vice, ram tool head or
vertical slide,
Ability to specify Student can describe the function Student can describe the Student can describe the Student can describe
the function of of base, column, guideways, tables function of base, function of base, column, the function of base,
each component support, table, vice, ram tool head column, guideways, guideways, tables column, guideways,
of Shaper or vertical slide, clapper box, ram tables support, table, support, table, vice, tables support, table,
machine clap, tool post vice, ram tool head or
vertical slide,
Setting up the Student is able to prepare the Student is able to Student is able to prepare Student is not able to
apparatus and apparatus for the operation of prepare the apparatus for the apparatus for the connect workpiece on
Performance of experiment and can perform the the operation of the operation of the Shaper Machine and
the experiment experiment as per defined standard experiment and can experiment and can cannot perform the
operating procedure and also perform the experiment perform the experiment experiment as per
demonstrate it to others. as per defined standard as per defined standard defined standard
operating procedure but operating procedure but operating procedure.
cannot explain it to need assistance.
others
Ability to Student is able to explain the Student is able to Student is able to explain Student is not able to
demonstrate the process of working process of the explain the process of the process of working explain any of the
working cycle of Shaper Machine working cycle Shaper cycle for Shaper Machine process Shaper
Shaper Machine Machine but is not able but is not able to explain Machine
to explain the operation the operation of its
of the one of its components.
component
Ability to Student operates the system with Student operates the Student operates the Student operates the
demonstrate care taking care of base, column, system with taking care system without taking system without taking
and respect in guideways, tables support, table, of base, column, care of base, column, care of base, column,
equipment set-up. vice, ram tool head or vertical slide, guideways, tables guideways, tables guideways, tables
clapper box, and ram clap, tool post. support, table, vice, ram support, table, vice, ram support, table, vice,
And also Cleans the system before tool head or vertical tool head or vertical slide, ram tool head or
and after use. slide, clapper box, ram clapper box, ram clap, vertical slide, clapper
clap, tool post .Ans also tool post. And Cleans the box, ram clap, tool
Cleans the system before system before and after post and does not
and after use. use. remove after
experiment in the
same way. Does not
clean the system
before and after use.
Total Points
Electric Shop
 Title of the Experiment # 01
TO CONTROL ONE LAMP WITH ONE SWITCH.
Rubrics (Psychomotor skills) for Lab report (RAC_Exp_04)
Students Regd:_____________ Session: _______________
Criteria Points
10 (outstanding) 8 (Best) 5 (Average) 3 (weakest)
Familiarization Student can identify the Student can identify the Student can identify the Student can only
with Electric Electric Circuits and its one ways switch, two one ways switch, bulb identify Electric
Circuits and its components, one ways switch, ways switch, holders Circuits.
components two ways switch, and cad read
the drawing of circuit with
standard symbols
Ability to Student can describe the Student can describe Student can describe the Student can
specify the function one ways switch, two the function of one function of one ways describe the only
function of each ways switch, and cad describe ways switch, two ways switch, two ways switch, function of Electric
Electric Circuits the drawing of circuit with switch, and cad describe and cad describe the circuits
and its standard symbols the drawing of circuit drawing of circuit with
components with standard symbols standard symbols
Setting up the Student is able to setup the Student is able to setup Student is able to setup the Student is not able
apparatus and Electric circuit and can the Electric circuit and Electric Circuits but cannot to setup the circuit
Performance of perform the experiment as per can perform the demonstrate it to others and cannot perform
the experiment defined standard operating experiment as per the experiment.
procedure but can demonstrate defined standard
it to other. operating procedure but
with assistance.
Ability to Student is able to describe the Student is able to Student is able to describe Student does not
demonstrate the process of the electric circuit describe the process of the process of circuit only able to describe any
working Electric confidently without assistance. working of electric of the process for
Circuit circuits with assistance. the working circuit
Ability to Student operates the system Student operates the Student operates the system Student operates the
demonstrate care with taking care electricity and system with taking care without taking care of circuits without
and respect in Cleans the table before and of electricity electricity and do not taking care of any
equipment set- after use. cleaning the area of the precaution of
up. table used to experiment electric circuit
Total Points
 Title of the Experiment # 02
To control two lamps (in series) with one switch.
Rubrics (Psychomotor skills) for Lab report (RAC_Exp_04)
Students Regd:_____________ Session: _______________
Criteria Points
10 (outstanding) 8 (Best) 5 (Average) 3 (weakest)
Familiarization Student can identify the Student can identify the Student can identify the one Student can only
with Electric Electric Circuits and its one ways switch, two ways switch, bulb holders identify Electric
Circuits and its components, one ways switch, ways switch, Circuits.
components two ways switch, and cad read
the drawing of circuit with
standard symbols
Ability to Student can describe the Student can describe the Student can describe the Student can describe
specify the function one ways switch, two function of one ways function of one ways switch, the only function of
function of each ways switch, and cad describe switch, two ways switch, two ways switch, and cad Electric circuits
Electric Circuits the drawing of circuit with and cad describe the describe the drawing of
and its standard symbols drawing of circuit with circuit with standard
components standard symbols symbols
Setting up the Student is able to setup the Student is able to setup Student is able to setup the Student is not able to
apparatus and Electric circuit and can perform the Electric circuit and Electric Circuits but cannot setup the circuit and
Performance of the experiment as per defined can perform the demonstrate it to others cannot perform the
the experiment standard operating procedure experiment as per experiment.
but can demonstrate it to other. defined standard
operating procedure but
with assistance.
Ability to Student is able to describe the Student is able to Student is able to describe Student does not
demonstrate the process of the electric circuit describe the process of the process of circuit only able to describe any
working Electric confidently without assistance. working of electric of the process for
Circuit circuits with assistance. the working circuit
Ability to Student operates the system Student operates the Student operates the system Student operates the
demonstrate care with taking care electricity and system with taking care without taking care of circuits without
and respect in Cleans the table before and of electricity electricity and do not taking care of any
equipment set- after use. cleaning the area of the table precaution of
up. used to experiment electric circuit
Total Points
 Title of the Experiment # 03
To control two lamps (in parallel) with one switch.
Rubrics (Psychomotor skills) for Lab report (RAC_Exp_04)
Students Regd:_____________ Session: _______________
Criteria Points
10 (outstanding) 8 (Best) 5 (Average) 3 (weakest)
Familiarization Student can identify the Student can identify the Student can identify the Student can only
with Electric Electric Circuits and its one ways switch, two one ways switch, bulb identify Electric
Circuits and its components, one ways switch, ways switch, holders Circuits.
components two ways switch, and cad read
the drawing of circuit with
standard symbols
Ability to Student can describe the Student can describe Student can describe the Student can
specify the function one ways switch, two the function of one function of one ways describe the only
function of each ways switch, and cad describe ways switch, two ways switch, two ways switch, function of Electric
Electric Circuits the drawing of circuit with switch, and cad describe and cad describe the circuits
and its standard symbols the drawing of circuit drawing of circuit with
components with standard symbols standard symbols
Setting up the Student is able to setup the Student is able to setup Student is able to setup the Student is not able
apparatus and Electric circuit and can the Electric circuit and Electric Circuits but cannot to setup the circuit
Performance of perform the experiment as per can perform the demonstrate it to others and cannot perform
the experiment defined standard operating experiment as per the experiment.
procedure but can demonstrate defined standard
it to other. operating procedure but
with assistance.
Ability to Student is able to describe the Student is able to Student is able to describe Student does not
demonstrate the process of the electric circuit describe the process of the process of circuit only able to describe any
working Electric confidently without assistance. working of electric of the process for
Circuit circuits with assistance. the working circuit
Ability to Student operates the system Student operates the Student operates the system Student operates the
demonstrate care with taking care electricity and system with taking care without taking care of circuits without
and respect in Cleans the table before and of electricity electricity and do not taking care of any
equipment set- after use. cleaning the area of the precaution of
up. table used to experiment electric circuit
Total Points
 Title of the Experiment # 04
To control two lamps with two switches individually.
Rubrics (Psychomotor skills) for Lab report (RAC_Exp_04)
Students Regd:_____________ Session: _______________
Criteria Points
10 (outstanding) 8 (Best) 5 (Average) 3 (weakest)
Familiarization Student can identify the Student can identify the Student can identify the Student can only
with Electric Electric Circuits and its one ways switch, two one ways switch, bulb identify Electric
Circuits and its components, one ways switch, ways switch, holders Circuits.
components two ways switch, and cad read
the drawing of circuit with
standard symbols
Ability to Student can describe the Student can describe Student can describe the Student can
specify the function one ways switch, two the function of one function of one ways describe the only
function of each ways switch, and cad describe ways switch, two ways switch, two ways switch, function of Electric
Electric Circuits the drawing of circuit with switch, and cad describe and cad describe the circuits
and its standard symbols the drawing of circuit drawing of circuit with
components with standard symbols standard symbols
Setting up the Student is able to setup the Student is able to setup Student is able to setup the Student is not able
apparatus and Electric circuit and can the Electric circuit and Electric Circuits but cannot to setup the circuit
Performance of perform the experiment as per can perform the demonstrate it to others and cannot perform
the experiment defined standard operating experiment as per the experiment.
procedure but can demonstrate defined standard
it to other. operating procedure but
with assistance.
Ability to Student is able to describe the Student is able to Student is able to describe Student does not
demonstrate the process of the electric circuit describe the process of the process of circuit only able to describe any
working Electric confidently without assistance. working of electric of the process for
Circuit circuits with assistance. the working circuit
Ability to Student operates the system Student operates the Student operates the system Student operates the
demonstrate care with taking care electricity and system with taking care without taking care of circuits without
and respect in Cleans the table before and of electricity electricity and do not taking care of any
equipment set- after use. cleaning the area of the precaution of
up. table used to experiment electric circuit
Total Points
 Title of the Experiment # 05
To control one lamp with two two-way switches.
Rubrics (Psychomotor skills) for Lab report (RAC_Exp_04)
Students Regd:_____________ Session: _______________
Criteria Points
10 (outstanding) 8 (Best) 5 (Average) 3 (weakest)
Familiarization Student can identify the Student can identify the Student can identify the Student can only
with Electric Electric Circuits and its one ways switch, two one ways switch, bulb identify Electric
Circuits and its components, one ways switch, ways switch, holders Circuits.
components two ways switch, and cad read
the drawing of circuit with
standard symbols
Ability to Student can describe the Student can describe Student can describe the Student can
specify the function one ways switch, two the function of one function of one ways describe the only
function of each ways switch, and cad describe ways switch, two ways switch, two ways switch, function of Electric
Electric Circuits the drawing of circuit with switch, and cad describe and cad describe the circuits
and its standard symbols the drawing of circuit drawing of circuit with
components with standard symbols standard symbols
Setting up the Student is able to setup the Student is able to setup Student is able to setup the Student is not able
apparatus and Electric circuit and can the Electric circuit and Electric Circuits but cannot to setup the circuit
Performance of perform the experiment as per can perform the demonstrate it to others and cannot perform
the experiment defined standard operating experiment as per the experiment.
procedure but can demonstrate defined standard
it to other. operating procedure but
with assistance.
Ability to Student is able to describe the Student is able to Student is able to describe Student does not
demonstrate the process of the electric circuit describe the process of the process of circuit only able to describe any
working Electric confidently without assistance. working of electric of the process for
Circuit circuits with assistance. the working circuit
Ability to Student operates the system Student operates the Student operates the system Student operates the
demonstrate care with taking care electricity and system with taking care without taking care of circuits without
and respect in Cleans the table before and of electricity electricity and do not taking care of any
equipment set- after use. cleaning the area of the precaution of
up. table used to experiment electric circuit
Total Points
Metal Shop
 Title of the Experiment # 01
To make a rectangular Tray as per required dimensions
Rubrics (Psychomotor skills) for Lab report
Students Regd:_____________ Session: _______________
Criteria Points
10 (outstanding) 8 (Best) 5 (Average) 3 (weakest)
Familiarization Student can identify and Student can identify and Student can identify and Student can identify and
with setup differentiate all of the differentiate any six of the differentiate any four of differentiate any two of
components following: following: the following: the following:
• Steel rule • Steel rule • Steel rule • Steel rule
• Flat file • Flat file • Flat file • Flat file
• Scriber • Scriber • Scriber • Scriber
• Try square • Try square • Try square • Try square
• Snips • Snips • Snips • Snips
• Dot punch • Dot punch • Dot punch • Dot punch
• Stakes • Stakes • Stakes • Stakes
• Mallet • Mallet • Mallet. • Mallet
Ability to specify Student can describe the Student can describe the Student can describe the Student can describe the
the function of function of all of the function of any six of the function of any four of function of any two of
each component following components following components the following components the following components
• Steel rule • Steel rule • Steel rule • Steel rule
• Flat file • Flat file • Flat file • Flat file
• Scriber • Scriber • Scriber • Scriber
• Try square • Try square • Try square • Try square
• Snips • Snips • Snips • Snips
• Dot punch • Dot punch • Dot punch • Dot punch
• Stakes • Stakes • Stakes • Stakes
• Mallet • Mallet • Mallet. • Mallet
Setting up the Student is able to setup Student is able to setup Student is able to setup Student is able to setup
apparatus and and can perform the all and can perform the and can perform the and can perform the
Performance of experiment as per defined 75%experiment as per 50%experiment as per 25%experiment as per
the experiment standard operating defined standard operating defined standard defined standard operating
procedure but can procedure. operating procedure. procedure.
demonstrate it to others.
Ability to Student is able to describe Student is able to describe Student is able to Student is able to describe
demonstrate the the working principle and the working principle and describe the working the working principle and
working cycle of functioning for all functioning for four principle and functioning functioning of only one
RCR different configurations. different configurations. for two different configuration.
 Planning  Planning configurations.  Planning
 Marking  Marking  Planning  Marking
 Cutting  Cutting  Marking  Cutting
 Bending  Bending  Cutting  Bending
 Seaming  Seaming  Bending  Seaming
 Soldering  Soldering  Seaming  Soldering
 Soldering
Ability to Student operates the Student operates the Student operates the Student does not operates
demonstrate care system with taking care system with care for most system with care only at the system with care.
and respect in of each of the of the time the start up.
equipment set-up. components
Total Points
 Title of the Experiment # 02
To make a cylindrical pipe as per required dimensions.
Rubrics (Psychomotor skills) for Lab report
Students Regd:_____________ Session: _______________
Criteria Points
10 (outstanding) 8 (Best) 5 (Average) 3 (weakest)
Familiarization Student can identify and Student can identify and Student can identify and Student can identify and
with setup differentiate all of the differentiate any six of the differentiate any four of differentiate any two of
components following: following: the following: the following:
• Steel rule • Steel rule • Steel rule • Steel rule
• Flat file • Flat file • Flat file • Flat file
• Scriber • Scriber • Scriber • Scriber
• Try square • Try square • Try square • Try square
• Snips • Snips • Snips • Snips
• Dot punch • Dot punch • Dot punch • Dot punch
• Stakes • Stakes • Stakes • Stakes
• Mallet • Mallet • Mallet. • Mallet
Ability to specify Student can describe the Student can describe the Student can describe the Student can describe the
the function of function of all of the function of any six of the function of any four of function of any two of
each component following components following components the following components the following components
• Steel rule • Steel rule • Steel rule • Steel rule
• Flat file • Flat file • Flat file • Flat file
• Scriber • Scriber • Scriber • Scriber
• Try square • Try square • Try square • Try square
• Snips • Snips • Snips • Snips
• Dot punch • Dot punch • Dot punch • Dot punch
• Stakes • Stakes • Stakes • Stakes
• Mallet • Mallet • Mallet. • Mallet
Setting up the Student is able to setup Student is able to setup Student is able to setup Student is able to setup
apparatus and and can perform the all and can perform the and can perform the and can perform the
Performance of experiment as per defined 75%experiment as per 50%experiment as per 25%experiment as per
the experiment standard operating defined standard operating defined standard defined standard operating
procedure but can procedure. operating procedure. procedure.
demonstrate it to others.
Ability to Student is able to describe Student is able to describe Student is able to Student is able to describe
demonstrate the the working principle and the working principle and describe the working the working principle and
working cycle of functioning for all functioning for four principle and functioning functioning of only one
RCR different configurations. different configurations. for two different configuration.
 Planning  Planning configurations.  Planning
 Marking  Marking  Planning  Marking
 Cutting  Cutting  Marking  Cutting
 Bending  Bending  Cutting  Bending
 Seaming  Seaming  Bending  Seaming
 Soldering  Soldering  Seaming  Soldering
 Soldering
Ability to Student operates the Student operates the Student operates the Student does not operates
demonstrate care system with taking care system with care for most system with care only at the system with care.
and respect in of each of the of the time the start up.
equipment set-up. components
Total Points

Title of the Experiment # 03

To draw the development of sheet metal pentagonal prism, cut the development, bend and form to final frustum of cone shape and
solder the joint.
Rubrics (Psychomotor skills) for Lab report
Students Regd:_____________ Session: _______________
Criteria Points
10 (outstanding) 8 (Best) 5 (Average) 3 (weakest)
Familiarization Student can identify and Student can identify and Student can identify and Student can identify and
with setup differentiate all of the differentiate any six of the differentiate any four of differentiate any two of
components following: following: the following: the following:
Steel rule Vernier Steel rule Vernier Caliper, Steel rule Vernier Steel rule Vernier Caliper,
Caliper, Scriber, Punch, Scriber, Punch, Ball peen Caliper, Scriber, Punch, Scriber, Punch, Ball peen
Ball peen hammer, hammer, Mallet, Divider, Ball peen hammer, hammer, Mallet, Divider,
Mallet, Divider, Protractor, Shears/snip, Mallet, Divider, Protractor, Shears/snip,
 Protractor, Shears/snip, Bending tools form Protractor, Shears/snip, Bending tools form
Bending tools form blocks, stakes, Bench vice, Bending tools form blocks, stakes, Bench vice,
blocks, stakes, Bench Soldering gun, lead and blocks, stakes, Bench Soldering gun, lead and
vice, Soldering gun, lead flux. vice, Soldering gun, lead flux.
and flux. and flux.
Ability to specify Student can describe the Student can describe the Student can describe the Student can describe the
the function of function of all of the function of any six of the function of any four of function of any two of
each component following components following components the following components the following components
Steel rule Vernier Steel rule Vernier Caliper, Steel rule Vernier Steel rule Vernier Caliper,
Caliper, Scriber, Punch, Scriber, Punch, Ball peen Caliper, Scriber, Punch, Scriber, Punch, Ball peen
Ball peen hammer, hammer, Mallet, Divider, Ball peen hammer, hammer, Mallet, Divider,
Mallet, Divider, Protractor, Shears/snip, Mallet, Divider, Protractor, Shears/snip,
Protractor, Shears/snip, Bending tools form Protractor, Shears/snip, Bending tools form
Bending tools form blocks, stakes, Bench vice, Bending tools form blocks, stakes, Bench vice,
blocks, stakes, Bench Soldering gun, lead and blocks, stakes, Bench Soldering gun, lead and
vice, Soldering gun, lead flux. vice, Soldering gun, lead flux.
and flux. and flux.
Setting up the Student is able to setup Student is able to setup Student is able to setup Student is able to setup
apparatus and and can perform the all and can perform the and can perform the and can perform the
Performance of experiment as per defined 75%experiment as per 50%experiment as per 25%experiment as per
the experiment standard operating defined standard operating defined standard defined standard operating
procedure but can procedure. operating procedure. procedure.
demonstrate it to others.
Ability to Student is able to describe Student is able to describe Student is able to Student is able to describe
demonstrate the the working principle and the working principle and describe the working the working principle and
working cycle of functioning for all functioning for four principle and functioning functioning of only one
RCR different configurations. different configurations. for two different configuration.
configurations.
Ability to Student operates the Student operates the Student operates the Student does not operates
demonstrate care system with taking care system with care for most system with care only at the system with care.
and respect in of each of the of the time the start up.
equipment set-up. components
Total Points
 Title of the Experiment # 04
To draw the development of sheet metal hexagonal prism, cut the development, bend and form to final frustum of cone shape
and solder the joint.
Rubrics (Psychomotor skills) for Lab report
Students Regd:_____________ Session: _______________
Criteria Points
10 (outstanding) 8 (Best) 5 (Average) 3 (weakest)
Familiarization Student can identify and Student can identify and Student can identify and Student can identify and
with setup differentiate all of the differentiate any six of thedifferentiate any four of differentiate any two of
components following: following: the following: the following:
Steel rule Vernier Steel rule Vernier Caliper, Steel rule Vernier Steel rule Vernier Caliper,
Caliper, Scriber, Punch, Scriber, Punch, Ball peen Caliper, Scriber, Punch, Scriber, Punch, Ball peen
Ball peen hammer, hammer, Mallet, Divider, Ball peen hammer, hammer, Mallet, Divider,
Mallet, Divider, Protractor, Shears/snip,Mallet, Divider, Protractor, Shears/snip,
Protractor, Shears/snip, Bending tools form Protractor, Shears/snip, Bending tools form
Bending tools form blocks, stakes, Bench vice, Bending tools form blocks, stakes, Bench vice,
blocks, stakes, Bench Soldering gun, lead and blocks, stakes, Bench Soldering gun, lead and
vice, Soldering gun, lead flux. vice, Soldering gun, lead flux.
and flux. and flux.
Ability to specify Student can describe the Student can describe the Student can describe the Student can describe the
the function of function of all of the function of any six of the function of any four of function of any two of
each component following components following components the following components the following components
Steel rule Vernier Steel rule Vernier Caliper, Steel rule Vernier Steel rule Vernier Caliper,
Caliper, Scriber, Punch, Scriber, Punch, Ball peen Caliper, Scriber, Punch, Scriber, Punch, Ball peen
Ball peen hammer, hammer, Mallet, Divider, Ball peen hammer, hammer, Mallet, Divider,
Mallet, Divider, Protractor, Shears/snip, Mallet, Divider, Protractor, Shears/snip,
Protractor, Shears/snip, Bending tools form Protractor, Shears/snip, Bending tools form
Bending tools form blocks, stakes, Bench vice, Bending tools form blocks, stakes, Bench vice,
blocks, stakes, Bench Soldering gun, lead and blocks, stakes, Bench Soldering gun, lead and
vice, Soldering gun, lead flux. vice, Soldering gun, lead flux.
and flux. and flux.
Setting up the Student is able to setup Student is able to setup Student is able to setup Student is able to setup
apparatus and and can perform the all and can perform the and can perform the and can perform the
Performance of experiment as per defined 75%experiment as per 50%experiment as per 25%experiment as per
the experiment standard operating defined standard operating defined standard defined standard operating
procedure but can procedure. operating procedure. procedure.
demonstrate it to others.
Ability to Student is able to describe Student is able to describe Student is able to Student is able to describe
demonstrate the the working principle and the working principle and describe the working the working principle and
working cycle of functioning for all functioning for four principle and functioning functioning of only one
RCR different configurations. different configurations. for two different configuration.
configurations.
Ability to Student operates the Student operates the Student operates the Student does not operates
demonstrate care system with taking care system with care for most system with care only at the system with care.
and respect in of each of the of the time the start up.
equipment set-up. components
Total Points
Welding Shop
 Title of the Experiment # 01
To join two given metal plates to obtain a Lap joint by arc welding process.
Rubrics (Psychomotor skills) for Lab report
Students Regd:_____________ Session: _______________
Criteria Points
10 (outstanding) 8 (Best) 5 (Average) 3 (weakest)
Familiarization Student can identify Welding Student can identify Student can identify Student can only
with Welding transformer, welding Welding transformer, Welding transformer, identify Welding
Plant electrodes, safety gloves, welding electrodes, welding electrodes, transformer.
hand shield, chipping chipping hammer, wire
hammer, wire brush brush
Ability to specify Student can describe Welding Student can describe the Student can describe Student cannot
the function of transformer, welding function of Welding the function of describe the function
each component electrodes, safety gloves, transformer, welding Welding transformer, of any of Welding
Welding plant hand shield, chipping electrodes, chipping welding electrodes Plant
hammer, wire brush hammer, wire brush
Setting up the Student is able to connect all Student is able to connect Student is able to Student is unable to
apparatus and the system and can perform all the system and can connect all the system connect all the system
Performance of the experiment as per defined perform the experiment as but unable to perform and cannot perform
the experiment standard operating procedure per defined standard the experiment as per the experiment.
and can demonstrate it to operating procedure and defined standard
others. can demonstrate it to operating procedure
others with assistance without assistance
Ability to Student is able to describe Student is able to describe Student is only able to Student does not able
demonstrate the the process of working of the process of working of describe the process of to describe any of the
working cycle Welding Plant and impact on Welding Plant and working Welding process for the
Welding Plant different metals effortlessly demonstrate impact on Plant. working Welding
different metals with Plant
assistance
Ability to Student operates the system Student operates the Student operates the Student operates the
demonstrate care with taking care of safety system with a little care system without taking system without taking
and respect in gloves, hand shield, towards safety gloves, care of safety gloves, care of safety gloves,
equipment set-up. chipping hammer, Clean hand shield,Clean the hand shield. Clean the hand shield. Does not
the system before and after system before and after system before and after clean the system
 use. use. use. Cleans the system before and after use.
before and after use. Cleans the system
before and after use.
Total Points

Title of the Experiment # 02

To join two given metal plates to obtain a Butt joint by arc welding process.
Rubrics (Psychomotor skills) for Lab report
Students Regd:_____________ Session: _______________
Criteria Points
10 (outstanding) 8 (Best) 5 (Average) 3 (weakest)
Familiarization Student can identify Welding Student can identify Student can identify Student can only
with Welding transformer, welding Welding transformer, Welding transformer, identify Welding
Plant electrodes, safety gloves, welding electrodes, welding electrodes, transformer.
hand shield, chipping chipping hammer, wire
hammer, wire brush brush
Ability to specify Student can describe Welding Student can describe the Student can describe Student cannot
the function of transformer, welding function of Welding the function of describe the function
each component electrodes, safety gloves, transformer, welding Welding transformer, of any of Welding
Welding plant hand shield, chipping electrodes, chipping welding electrodes Plant
hammer, wire brush hammer, wire brush
Setting up the Student is able to connect all Student is able to connect Student is able to Student is unable to
apparatus and the system and can perform all the system and can connect all the system connect all the system
Performance of the experiment as per defined perform the experiment as but unable to perform and cannot perform
the experiment standard operating procedure per defined standard the experiment as per the experiment.
and can demonstrate it to operating procedure and defined standard
others. can demonstrate it to operating procedure
others with assistance without assistance
Ability to Student is able to describe Student is able to describe Student is only able to Student does not able
demonstrate the the process of working of the process of working of describe the process of to describe any of the
working cycle Welding Plant and impact on Welding Plant and working Welding process for the
Welding Plant different metals effortlessly demonstrate impact on Plant. working Welding
different metals with Plant
assistance
Ability to Student operates the system Student operates the Student operates the Student operates the
demonstrate care with taking care of safety system with a little care system without taking system without taking
and respect in gloves, hand shield, towards safety gloves, care of safety gloves, care of safety gloves,
equipment set-up. chipping hammer, Clean hand shield,Clean the hand shield. Clean the hand shield. Does not
the system before and after system before and after system before and after clean the system
use. use. use. Cleans the system before and after use.
before and after use. Cleans the system
before and after use.
Total Points

Title of the Experiment # 03

To join two given metal plates to obtain a ‘T’ joint by arc welding process
Rubrics (Psychomotor skills) for Lab report
Students Regd:_____________ Session: _______________
Criteria Points
10 (outstanding) 8 (Best) 5 (Average) 3 (weakest)
Familiarization Student can identify Welding Student can identify Student can identify Student can only
with Welding transformer, welding Welding transformer, Welding transformer, identify Welding
Plant electrodes, safety gloves, welding electrodes, welding electrodes, transformer.
hand shield, chipping chipping hammer, wire
hammer, wire brush brush
Ability to specify Student can describe Welding Student can describe the Student can describe Student cannot
the function of transformer, welding function of Welding the function of describe the function
each component electrodes, safety gloves, transformer, welding Welding transformer, of any of Welding
Welding plant hand shield, chipping electrodes, chipping welding electrodes Plant
hammer, wire brush hammer, wire brush
Setting up the Student is able to connect all Student is able to connect Student is able to Student is unable to
apparatus and the system and can perform all the system and can connect all the system connect all the system
Performance of the experiment as per defined perform the experiment as but unable to perform and cannot perform
the experiment standard operating procedure per defined standard the experiment as per the experiment.
 and can demonstrate it to operating procedure and defined standard
others. can demonstrate it to operating procedure
others with assistance without assistance
Ability to Student is able to describe Student is able to describe Student is only able to Student does not able
demonstrate the the process of working of the process of working of describe the process of to describe any of the
working cycle Welding Plant and impact on Welding Plant and working Welding process for the
Welding Plant different metals effortlessly demonstrate impact on Plant. working Welding
different metals with Plant
assistance
Ability to Student operates the system Student operates the Student operates the Student operates the
demonstrate care with taking care of safety system with a little care system without taking system without taking
and respect in gloves, hand shield, towards safety gloves, care of safety gloves, care of safety gloves,
equipment set-up. chipping hammer, Clean hand shield,Clean the hand shield. Clean the hand shield. Does not
the system before and after system before and after system before and after clean the system
use. use. use. Cleans the system before and after use.
before and after use. Cleans the system
before and after use.
Total Points

Title of the Experiment # 04

To join two give n metal plates to obtain an ‘L’ joint by arc welding process
Rubrics (Psychomotor skills) for Lab report
Students Regd:_____________ Session: _______________
Criteria Points
10 (outstanding) 8 (Best) 5 (Average) 3 (weakest)
Familiarization Student can identify Welding Student can identify Student can identify Student can only
with Welding transformer, welding Welding transformer, Welding transformer, identify Welding
Plant electrodes, safety gloves, welding electrodes, welding electrodes, transformer.
hand shield, chipping chipping hammer, wire
hammer, wire brush brush
Ability to specify Student can describe Welding Student can describe the Student can describe Student cannot
the function of transformer, welding function of Welding the function of describe the function
each component electrodes, safety gloves, transformer, welding Welding transformer, of any of Welding
Welding plant Plant
 hand shield, chipping electrodes, chipping welding electrodes
hammer, wire brush hammer, wire brush
Setting up the Student is able to connect all Student is able to connect Student is able to Student is unable to
apparatus and the system and can perform all the system and can connect all the system connect all the system
Performance of the experiment as per defined perform the experiment as but unable to perform and cannot perform
the experiment standard operating procedure per defined standard the experiment as per the experiment.
and can demonstrate it to operating procedure and defined standard
others. can demonstrate it to operating procedure
others with assistance without assistance
Ability to Student is able to describe Student is able to describe Student is only able to Student does not able
demonstrate the the process of working of the process of working of describe the process of to describe any of the
working cycle Welding Plant and impact on Welding Plant and working Welding process for the
Welding Plant different metals effortlessly demonstrate impact on Plant. working Welding
different metals with Plant
assistance
Ability to Student operates the system Student operates the Student operates the Student operates the
demonstrate care with taking care of safety system with a little care system without taking system without taking
and respect in gloves, hand shield, towards safety gloves, care of safety gloves, care of safety gloves,
equipment set-up. chipping hammer, Clean hand shield,Clean the hand shield. Clean the hand shield. Does not
the system before and after system before and after system before and after clean the system
use. use. use. Cleans the system before and after use.
before and after use. Cleans the system
before and after use.
Total Points
Wood shop
 Title of the Experiment # 01
To make a dovetail lap joint.
Rubrics (Psychomotor skills) for Lab report
Students Regd:_____________ Session: _______________
Criteria Points
10 (outstanding) 8 (Best) 5 (Average) 3 (weakest)
Familiarization Student can identify all Student can identify Student can identify Student can identify
with woodshop the tools six four tools two tools
and its Steel rule tools Steel rule Steel rule
components Try square Steel rule Try square Try square
Marking guage Try square Marking guage Marking guage
Rip saw Marking guage Rip saw Rip saw
Tenon saw Rip saw Tenon saw Tenon saw
Mortise chisel Tenon saw Mortise chisel Mortise chisel
Mallet Mortise chisel Mallet Mallet
Jack plane Mallet Jack plane Jack plane
Wood rasp file Jack plane Wood rasp file Wood rasp file
Wood rasp file
Ability to Student can describe the Student can describe Student can describe the Student cannot
specify the function of all tools the function of sixtools function of four tools describe the function
function of Steel rule Steel rule Steel rule of only two of the
woodshop and Try square Try square Try square tools
its components Marking guage Marking guage Marking guage Steel rule
Rip saw Rip saw Rip saw Try square
Tenon saw Tenon saw Tenon saw Marking guage
Mortise chisel Mortise chisel Mortise chisel Rip saw
Mallet Mallet Mallet Tenon saw
Jack plane Jack plane Jack plane Mortise chisel
Wood rasp file Wood rasp file Wood rasp file Mallet
Jack plane
Wood rasp file
Performance of Student is able to perform Student is able to Student is able to Student is unable to
the experiment the experiment and can perform the perform the experiment perform the
make the joint quickly experiment and can and can make the joint experiment
make the joint but is with assistance and is
not able to not able to demonstrate
 demonstrate to others. to others.

Ability to Student operates the wood Student operates the Student operates the Student operates wood
demonstrate vice carefully. Clean the wood vice with a little wood vice with a little vice without any care.
care and respect apparatus before and after care. Clean the care of Does not clean Does not clean the
in equipment use. apparatus before and the apparatus before apparatus before and
set-up. after use. and after use. after use.
Total Points

Title of the Experiment # 02

To make a cross half lap joint.
Rubrics (Psychomotor skills) for Lab report
Students Regd:_____________ Session: _______________
Criteria Points
10 (outstanding) 8 (Best) 5 (Average) 3 (weakest)
Familiarization Student can identify all Student can identify Student can identify Student can identify
with woodshop the tools six four tools two tools
and its Steel rule tools Steel rule Steel rule
components Try square Steel rule Try square Try square
Marking guage Try square Marking guage Marking guage
Rip saw Marking guage Rip saw Rip saw
Tenon saw Rip saw Tenon saw Tenon saw
Mortise chisel Tenon saw Mortise chisel Mortise chisel
Mallet Mortise chisel Mallet Mallet
Jack plane Mallet Jack plane Jack plane
Wood rasp file Jack plane Wood rasp file Wood rasp file
Wood rasp file
Ability to Student can describe the Student can describe Student can describe the Student cannot
specify the function of all tools the function of sixtools function of four tools describe the function
function of Steel rule Steel rule Steel rule of only two of the
woodshop and Try square Try square Try square tools
its components Marking guage Marking guage Marking guage Steel rule
Rip saw Rip saw Rip saw Try square
Tenon saw Tenon saw Tenon saw Marking guage
Mortise chisel Mortise chisel Mortise chisel Rip saw
Mallet Mallet Mallet Tenon saw
Jack plane Jack plane Jack plane Mortise chisel
Wood rasp file Wood rasp file Wood rasp file Mallet
Jack plane
Wood rasp file
Performance of Student is able to perform Student is able to Student is able to Student is unable to
the experiment the experiment and can perform the perform the experiment perform the
make the joint quickly experiment and can and can make the joint experiment
able to demonstrate to make the joint but is with assistance and is
others. not able to not able to demonstrate
demonstrate to others. to others.
Ability to Student operates the wood Student operates the Student operates the Student operates wood
demonstrate vice carefully. Clean the wood vice with a little wood vice with a little vice without any care.
care and respect apparatus before and after care. Clean the care of Does not clean Does not clean the
in equipment use. apparatus before and the apparatus before apparatus before and
set-up. after use. and after use. after use.
Total Points

Title of the Experiment # 03

To make a T-lap joint as shown in Figure from the given reaper of size 50 x 50x 250 mm.
Rubrics (Psychomotor skills) for Lab report
Students Regd:_____________ Session: _______________
Criteria Points
10 (outstanding) 8 (Best) 5 (Average) 3 (weakest)
Familiarization Student can identify all Student can identify Student can identify Student can identify
with woodshop the tools six four tools two tools
and its Steel rule tools Steel rule Steel rule
components Try square Steel rule Try square Try square
Marking guage Try square Marking guage Marking guage
Rip saw Marking guage Rip saw Rip saw
Tenon saw Rip saw Tenon saw Tenon saw
Mortise chisel Tenon saw Mortise chisel Mortise chisel
Mallet Mortise chisel Mallet Mallet
Jack plane Mallet Jack plane Jack plane
Wood rasp file Jack plane Wood rasp file Wood rasp file
Wood rasp file
Ability to Student can describe the Student can describe Student can describe the Student cannot
specify the function of all tools the function of sixtools function of four tools describe the function
function of Steel rule Steel rule Steel rule of only two of the
woodshop and Try square Try square Try square tools
its components Marking guage Marking guage Marking guage Steel rule
Rip saw Rip saw Rip saw Try square
Tenon saw Tenon saw Tenon saw Marking guage
Mortise chisel Mortise chisel Mortise chisel Rip saw
Mallet Mallet Mallet Tenon saw
Jack plane Jack plane Jack plane Mortise chisel
Wood rasp file Wood rasp file Wood rasp file Mallet
Jack plane
Wood rasp file
Performance of Student is able to perform Student is able to Student is able to Student is unable to
the experiment the experiment and can perform the perform the experiment perform the
make the joint quickly experiment and can and can make the joint experiment
make the joint quickly with assistance and is
but is not able to not able to demonstrate
demonstrate to others. to others.

Ability to Student operates the wood Student operates the Student operates the Student operates wood
demonstrate vice carefully. Clean the wood vice with a little wood vice with a little vice without any care.
care and respect apparatus before and after care. Clean the care of Does not clean Does not clean the
in equipment use. apparatus before and the apparatus before apparatus before and
set-up. after use. and after use. after use.
Total Points
 Title of the Experiment # 04
To make a V-Fit from the given mid steel pieces.
Rubrics (Psychomotor skills) for Lab report
Students Regd:_____________ Session: _______________
Criteria Points
10 (outstanding) 8 (Best) 5 (Average) 3 (weakest)
Familiarization Student can identify all Student can identify Student can identify Student can identify
with woodshop the tools Bench vice, steel six four tools Bench vice, two tools Bench vice,
and its rule, try-square, ball-peen Tools Bench vice, steel rule, try-square, steel rule, try-square,
components hammer, scriber, dot steel rule, try-square, ball-peen hammer, ball-peen hammer,
punch, set of files, surface ball-peen hammer, scriber, dot punch, set scriber, dot punch, set
plate, Jenny calliper, hack scriber, dot punch, set of files, surface plate, of files, surface plate,
saw with blade and flat of files, surface plate, Jenny calliper, hack Jenny calliper, hack
chisel Jenny calliper, hack saw with blade and flat saw with blade and
saw with blade and flat chisel flat chisel
chisel
Ability to Student can describe the Student can describe Student can describe the Student cannot
specify the function of all tools the function of six function of four tools describe the function
function of Bench vice, steel rule, try- tools Bench vice, steel Bench vice, steel rule, of only two of the
woodshop and square, ball-peen hammer, rule, try-square, ball- try-square, ball-peen tools Bench vice, steel
its components scriber, dot punch, set of peen hammer, scriber, hammer, scriber, dot rule, try-square, ball-
files, surface plate, Jenny dot punch, set of files, punch, set of files, peen hammer, scriber,
calliper, hack saw with surface plate, Jenny surface plate, Jenny dot punch, calliper,
blade and flat chisel calliper, hack saw with calliper, hack saw with hack saw with blade
blade and flat chisel blade and flat chisel and flat chisel
Performance of Student is able to perform Student is able to Student is able to Student is unable to
the experiment the experiment and can perform the perform the experiment perform the
make the joint quickly. experiment and can and can make the joint. experiment
And able to demonstrate make the joint quickly. And is not able to
 to others demonstrate to others.
Ability to Student operates the Student operates the Student operates the Student operates
demonstrate bench vice carefully. bench vice with a little bench vice with a little bench vice without
care and respect Clean the apparatus care. Clean the care of Does not clean any care. Does not
in equipment before and after use. apparatus before and the apparatus before clean the apparatus
set-up. after use. and after use. before and after use.
Total Points

Title of the Experiment # 05

To make a dovetail fitting from the given two M.S. pieces.
Rubrics (Psychomotor skills) for Lab report
Students Regd:_____________ Session: _______________
Criteria Points
10 (outstanding) 8 (Best) 5 (Average) 3 (weakest)
Familiarization Student can identify all Student can identify Student can identify Student can identify
with woodshop the tools Bench vice, steel six four tools Bench vice, two tools Bench vice,
and its rule, try-square, ball-peen Tools Bench vice, steel rule, try-square, steel rule, try-square,
components hammer, scriber, dot steel rule, try-square, ball-peen hammer, ball-peen hammer,
punch, set of files, surface ball-peen hammer, scriber, dot punch, set scriber, dot punch, set
plate, Jenny calliper, hack scriber, dot punch, set of files, surface plate, of files, surface plate,
saw with blade and flat of files, surface plate, Jenny calliper, hack Jenny calliper, hack
chisel Jenny calliper, hack saw with blade and flat saw with blade and
saw with blade and flat chisel flat chisel
chisel
Ability to Student can describe the Student can describe Student can describe the Student cannot
specify the function of all tools the function of six function of four tools describe the function
function of Bench vice, steel rule, try- tools Bench vice, steel Bench vice, steel rule, of only two of the
woodshop and square, ball-peen hammer, rule, try-square, ball- try-square, ball-peen tools Bench vice, steel
its components scriber, dot punch, set of peen hammer, scriber, hammer, scriber, dot rule, try-square, ball-
files, surface plate, Jenny dot punch, set of files, punch, set of files, peen hammer, scriber,
calliper, hack saw with surface plate, Jenny surface plate, Jenny dot punch, calliper,
blade and flat chisel calliper, hack saw with calliper, hack saw with hack saw with blade
blade and flat chisel blade and flat chisel and flat chisel
Performance of Student is able to perform Student is able to Student is able to Student is unable to
the experiment the experiment and can perform the perform the experiment perform the
 make the joint quickly. experiment and can and can make the joint. experiment
And able to demonstrate make the joint quickly. And is not able to
to others demonstrate to others.
Ability to Student operates the Student operates the Student operates the Student operates
demonstrate bench vice carefully. bench vice with a little bench vice with a little bench vice without
care and respect Clean the apparatus care. Clean the care of Does not clean any care. Does not
in equipment before and after use. apparatus before and the apparatus before clean the apparatus
set-up. after use. and after use. before and after use.
Total Points
Criteria Marks Experiment number
allotted
1 2 3 4 5 6 7 8 9 10

Cognitive

Record of data &

analysis
Interpretation

Affective

Discussion

Clarification

Total

Signature
 Department of Mechanical Engineering

University College of Engineering & Technology

University of Sargodha
APPARATUS HEALTH RECORD
WorkShop
Lab Supervisor: Engr. Yumna Javeed

Sr. Apparatus Name Sep Oct Nov Dec Jan Feb Mar Apr May Jun
No
1 Lather Machine 1
2 Lathe Machine 2
3 Lathe Machine 3
4 Lathe Machine 4
5 Lathe Machine 5
6 Lathe Machine 6
7 Shaper Machine