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AU332P - THERMODYNAMICS AND THERMAL ENGINEERING (2023 Batch) | |
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:5 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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1. Understanding of the first law of thermodynamics and various forms of work that can occur. 2. An ability to evaluate entropy changes in a wide range of processes and determine the reversibility or irreversibility of a process from such calculations. 3. An understanding of the use of the Gibbs and Helmholtz free energies as equilibrium criteria, and the statement of the equilibrium condition for closed and open systems. |
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Learning Outcome |
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CO-1: Understand concept of temperature measurements, work and its interaction,
heat and its interaction, different types of thermodynamics systems. [L1, 2, 4]
[PO1, 2, 4] CO-2: Understand concept of reversibility and irreversibility, entropy and available energy. [L1, 2, 4] [PO1, 2, 4] CO-3: Evaluate efficiency of heat efficiency of heat engine and coefficient of performance of heat pump & refrigerator. [L1, 2, 4] [PO1, 2, 4] CO-4: Evaluate the properties of pure substance and efficiency of vapor power cycles using pure substance. [L1, 2, 4] [PO1, 2, 4] CO-5: Understand the concept of moist air and its effect on air-conditioning. [L1, 2, 4] [PO1, 2, 4] |
Unit-1 |
Teaching Hours:9 |
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Basic Thermodynamics
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Introduction, Laws of thermodynamics, Steady flow energy equation, Concept of Entropy and Clausius, Properties of gases and vapours - Introduction to thermoelectricity. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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Air Standard Cycle and Compressors
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Otto – Diesel – Dual combustion and Brayton cycles – Air standard efficiency – Mean effective pressure – Reciprocating compressors. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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Steam and Jet Propulsion
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Properties of steam – Rankine cycle – Jet propulsion system and rocket engines | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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Refrigeration and Air-Conditioning
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Principles of psychometry and refrigeration – Vapour compression – Vapour absorption types – Coefficient of performance – Properties of refrigerants – Basic Principle and types of Air conditioning. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
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Heat Transfer
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Conduction in parallel – Radial and composite wall – Basics of Convective heat transfer – Fundamentals of Radiative heat transfer – Flow through heat exchangers. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: 1. Basic and Applied Thermodynamics by P.K. Nag, Tata McGraw Hill, 3rd Edi. 2002 2. Thermodynamics an engineering approach by Yunus A. Cenegal and Michael A. Boles. Tata McGraw hill Pub. 2002 3. Nag. P.K., “Basic and applied thermodynamics byTata McGraw-Hill, 2007. 4. S. Domkundwar, C.P. Kothandaraman, Anand Domkundwar “A Course in Thermal Engineering, Dhanpat Rai & Co., 2013 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading 1. Engineering Thermodynamics. By Rajput, Laxmi Publications pvt ltd., 3rd Edi. 2007. 2. Engineering Thermodynamics by J.B. Jones and G.A.Hawkins, John Wiley and Sons. 3. Thermo Dynamics by S.C.Gupta, Pearson Edu. Pvt. Ltd., 1st Ed. 2005. 4. Holman.J.P., “Thermodynamics”, McGraw-Hill, 2007 5. Arora C.P, “Thermodynamics”, Tata McGraw-Hill, 2003. 6. Radhakrishnan E., “Fundamentals of Engineering Thermodynamics”, Prentice-Hall India, 2005. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
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AU333P - STRENGTH OF MATERIALS (2023 Batch) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:5 |
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Max Marks:100 |
Credits:4 |
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Course Objectives/Course Description |
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This subject will provide students with a comprehensive understanding of the behavior of various engineering materials under different types of loading conditions. Through the course, students will learn to analyze and design structural members to ensure that they can withstand the stresses and strains that they will be exposed to. The course will cover topics such as stress and strain analysis, axial and torsional loading, bending, and shear stresses in beams, and deflection analysis. By the end of the course, students should be able to apply their knowledge to design and analyze various mechanical components and structures. |
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Learning Outcome |
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CO1: Understand the concepts of stress and strain at a point as well as the stress-strain relationships for homogenous, isotropic materials. (L2) CO2: Design simple bars, beams, and circular shafts for allowable stresses and loads. (L2) CO3: Calculate the stresses and strains in axially-loaded members, circular torsion members, and members subject to flexural loadings. (L3) CO4: Calculate the stresses and strains associated with thin-wall spherical and cylindrical pressure vessels. (L3) CO5: Determine and illustrate principal stresses, maximum shearing stress, and the stresses acting on a structural member. (L3) CO6: To give an ability to apply the knowledge of strength of materials on engineering applications and design problems. (L4) |
Unit-1 |
Teaching Hours:9 |
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Simple Stresses and Strains
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Deformation in Solids, Hooke’s law, Stress Strain curve for ductile and brittle materials, Principle of super position, Shear stresses, Temperature Stress, Elastic constants and their relations - Volumetric, linear and shear strains. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
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Compound Stresses and Strains
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Principal plane, principal stress, Direct stress in two mutually perpendicular directions accompanied by a simple shear stress Mohr’s circle: direct stress in two mutually perpendicular directions without shear stress. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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Bending moment and Shear Force Diagrams
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Bending moment (BM) and shear force (SF) diagrams for cantilever, simply supported and over hanging beams for point load (PL), uniformly distributed load (UDL), Uniformly varying load (UVL) and Couple. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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Theory of bending stresses
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Assumptions in the simple bending theory, derivation of formula: its application to beams of rectangular, circular and channel sections, Composite beams, bending and shear stresses in composite beams. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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Deflection of Beams
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Relationship between moment, slope and deflection, Double integration method, Macaulay’s method. These methods are used to calculate slope and deflection for cantilever and simply supported beams subjected to point load, UDL, UVL, and Couple. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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Torsion of Shafts
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- Derivation of torsion equation and its assumptions, Applications of the equation on the hollow and solid circular shafts, torsional rigidity, Combined bending and torsion. Analysis of close-coiled-helical springs, springs in series and parallel and torsion of taper rods. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
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Thick and Thin Cylinders
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- Axial and hoop stresses in cylinders subjected to internal pressure, deformation of thick and thin cylinders, deformation in spherical shells subjected to internal pressure. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
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Columns and Struts
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- Introduction, short and long columns. Euler’s theory; Assumptions, Derivation for Euler’s Buckling load for different end conditions, Limitations of Euler’s theory. Rankine-Gordon’s formula for columns. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: R1. S.S. Rattan, "Strength of Materials", 3rd Edition, Tata McGraw Hill, 2011. R2. S.S. Bhavikatti, “Strength of Materials", 4th Edition, Vikas publications House Pvt. Ltd., 2013. R3. K.V. Rao, G.C. Raju, “Mechanics of Materials", First Edition, 2007 R4. Egor. P. Popov, "Engineering Mechanics of Solids", Pearson Edu. India, 2008. R5. W.A. Nash, Schaum's Outlines Strength of Materials, Tata Mcgraw-Hill Publishing Company 2010. R6 R.K. Rajput “Strength of Materials”, S.Chand & co Ltd. New Delhi, 2015 R7 R.KBansal, “Strength of Materials”, Lakshmi Publication {P} Ltd, New Delhi, 2009. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading T1. Egor P. Popov, “Engineering Mechanics of Solids”, Pearson Education India; 2nd edition (1 January 2015). T2. R. K. Bansal, “A Textbook of Strength of Materials”, Laxmi Publications; Sixth edition (1 January 2018). T3. Ferdinand P. Been, Russel Johnson Jr and John J. Dewole, Mechanics of Materials, Tata Mc GrawHill Publishing Co. Ltd., New Delhi 2005. T4. R.C. Hibbeler, "Mechanics of materials", Pearson Education; Tenth edition (1 March 2022); Pearson Education T5. James. M. Gere; Stephe Timoshenko, "Mechanics of materials",2nd Edition CBS Publishers, 2016. T6. Ferdinand P Beer; E. Russel Johnson; John T Dewolf; David F Mazurek; Sanjeev. Sanghi,"Mechanics of materials", Tata mc-grawhill- 2013. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
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AU334P - FLUID MECHANICS AND FLUID MACHINES (2023 Batch) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:5 |
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Max Marks:100 |
Credits:4 |
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Course Objectives/Course Description |
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Course objectives: 1.To understand the principles of application of fluids in the day-to-day life through engineering perspective 2.To get a clear knowledge on the fluid energy conversion systems with correlations and losses in design 3.To develop an intuitive understanding on the energy conversion in hydraulic turbines and draft tube 4.To develop an intuitive understanding on the energy conversion in hydraulic pumps 5.To present a wealth of real-world engineering examples to give students a feel for how CFD is applied in engineering practice. |
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Learning Outcome |
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CO-1: Outline the concepts of fluid properties, statics and kinematics through mathematical approach. (L2) CO-2: Apply the appropriate fundamental laws of fluid dynamics, develop correlations and study energy losses for fluid devices in local and regional industries. (L3) CO-3: Classify and calculate the work done, efficiency and performance parameters across different hydraulic turbines which will improve the skills of students. (L4) CO-4: Classify and calculate the work done, efficiency and performance parameters across different hydraulic pumps. (L4) CO-5: Estimate the drag and lift coefficients in external flow using CFD techniques (L5) CO-6: Predict coefficient of discharge, efficiencies, pressure drop, friction coefficient through experimentation on venturimeter, Notches, turbines and pumps. [L5) |
Unit-1 |
Teaching Hours:11 |
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Fluid Properties, Fluid Statics and Fluid Kinematics
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Basics: Properties of fluids – mass density, weight density, specific volume, specific gravity, viscosity, surface tension, capillarity, vapour pressure, compressibility, bulk modulus. Pascal’s law, absolute, atmospheric, gauge and vacuum pressures. Pressure measurement- simple and differential manometers, mechanical gauges, related numerical. Fluid statics: Buoyancy, center of buoyancy, meta center, meta centric height, stability of submerged and floating bodies, related numerical Fluid kinematics: Eulerian and Lagrangian approach. Types of flow- steady, unsteady, compressible, incompressible, laminar, turbulent, uniform, non-uniform, rotational, irrotational, one, two and three dimensional. Reynold’s number, continuity equation in 3D, velocity and acceleration, velocity potential function, stream function, related numerical | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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Fluid Dynamics, Dimensional Analysis and Losses in pipes
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Fluid dynamics: Euler’s equation, Bernoulli’s equation and applications- Venturimeter, orifice meter, pitot tube, related numerical.
Dimensional analysis: Rayleigh’s method, Buckingham’s Pi theorem method. Losses in pipe: Chezy’s equation, Darcy Weishach formula and other minor losses in pipe design, related numerical. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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Hydraulic Turbines
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Classification of Hydraulic turbines, Velocity diagrams, work done and efficiency for Pelton wheel, Francis turbine and Kaplan turbine, hydraulic design, draft tube theory and functions and efficiency, Hydraulic Turbine test standards, related numerical | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Hydraulic Pumps
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Classification of Hydraulic pumps, working, work done, manometric head, losses and efficiencies, specific speed, pumps in series and parallel, performance characteristic curves, NPSH, Model studies, reciprocating pumps, working, discharge, slip, indicator diagrams. Hydraulic Pump test standards, related numerical | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:8 |
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Compressible Flows & CFD
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Compressible Flows: Introduction, thermodynamic relations of perfect gases, internal energy and enthalpy, speed of sound, pressure field due to a moving source, basic Equations for one-dimensional flow, stagnation and sonic Properties, normal and oblique shocks, related numerical. Introduction to CFD: Necessity, limitations, philosophy behind CFD, and applications. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Text Books: T1. Bansal. R.K, “Fluid Mechanics and Hydraulics Machines”, 9th edition, Laxmi publications {P} Ltd., New Delhi,2017 T2. Yunus A Cengel & John M. Cimbala, Fluid Mechanics, Tata McGraw Hill Edition New Delhi, 2013 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Reference Books: R1. White. F.M, “Fluid Mechanics”, Tata McGraw-Hill, 8th Edition, New Delhi, 2016 R2. Streeter V.L., Benjamin Wylie, “Fluid Mechanics”, Mc Graw Hill Book Co., New Delhi,1999 R3. Robert W. Fax, Philip J. Pritchard, Alan T. McDonald, “Introduction to Fluid Mechanics”, Wiley India Edition {Wiley Student Edition 8th 2014} R4. Modi P.N, & Seth S.M, “Hydraulics and Fluid Mechanics”, Standard Book House, New Delhi, 14th edition, 2002 R5. Shiv Kumar, “Fluid Mechanics & Fluid Machines: Basic Concepts & Principles”, Ane Books Pvt. Ltd., New Delhi, 2010 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
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BS351 - ENGINEERING BIOLOGY LABORATORY (2023 Batch) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:1 |
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Course Objectives/Course Description |
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Learning Outcome |
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CO1: Examine the various applications of bioengineering and using common tool boxes for analysing medical information. |
Unit-1 |
Teaching Hours:30 |
List of expriments
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Unit-1 |
Teaching Hours:30 |
List of expriments
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Unit-1 |
Teaching Hours:30 |
List of expriments
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Unit-1 |
Teaching Hours:30 |
List of expriments
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Unit-1 |
Teaching Hours:30 |
List of expriments
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Unit-1 |
Teaching Hours:30 |
List of expriments
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Text Books And Reference Books: Nil | |
Essential Reading / Recommended Reading Nil | |
Evaluation Pattern Observation - 10 marks Record - 10 marks Conduction - 30 marks | |
CE351 - SUSTAINABLE GREEN TECHNOLOGY (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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This course comprehensively deals with interdisciplinary engineering and design processes to achieve sustainability in the area of renewable energy, resources and waste management through experiential learning |
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Learning Outcome |
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CO1: Demonstrate a clear understanding and application of sustainability principles to develop and implement green technologies.
CO2: Develop sustainable solutions to solve pressing issues in the area of Energy, Waste and Resource management. |
Unit-1 |
Teaching Hours:30 |
Real time projects
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Project based on solar energy ●Analysis and Design of a Solar PV Plant for Hostel/Village at University X/Location
Projects based on water and other resources ●Conjunctive user planning of water resource(integrated surface and ground water management) for village
●Mapping of resources using Geospatial techniques
Projects based on waste management ●Anaerobic codigestion of organic solid waste for volume reduction, phase conversion and concurrent energy production in an village.
●Upcycling of commingled plastic waste generated in village , thereby creating entrepreneurship opportunities.
●Evaluation of calorific value thereby valorisation of agro based waste in rural area for entrepreneurship opportunities. | |
Unit-1 |
Teaching Hours:30 |
Real time projects
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Project based on solar energy ●Analysis and Design of a Solar PV Plant for Hostel/Village at University X/Location
Projects based on water and other resources ●Conjunctive user planning of water resource(integrated surface and ground water management) for village
●Mapping of resources using Geospatial techniques
Projects based on waste management ●Anaerobic codigestion of organic solid waste for volume reduction, phase conversion and concurrent energy production in an village.
●Upcycling of commingled plastic waste generated in village , thereby creating entrepreneurship opportunities.
●Evaluation of calorific value thereby valorisation of agro based waste in rural area for entrepreneurship opportunities. | |
Unit-1 |
Teaching Hours:30 |
Real time projects
|
|
Project based on solar energy ●Analysis and Design of a Solar PV Plant for Hostel/Village at University X/Location
Projects based on water and other resources ●Conjunctive user planning of water resource(integrated surface and ground water management) for village
●Mapping of resources using Geospatial techniques
Projects based on waste management ●Anaerobic codigestion of organic solid waste for volume reduction, phase conversion and concurrent energy production in an village.
●Upcycling of commingled plastic waste generated in village , thereby creating entrepreneurship opportunities.
●Evaluation of calorific value thereby valorisation of agro based waste in rural area for entrepreneurship opportunities. | |
Unit-1 |
Teaching Hours:30 |
Real time projects
|
|
Project based on solar energy ●Analysis and Design of a Solar PV Plant for Hostel/Village at University X/Location
Projects based on water and other resources ●Conjunctive user planning of water resource(integrated surface and ground water management) for village
●Mapping of resources using Geospatial techniques
Projects based on waste management ●Anaerobic codigestion of organic solid waste for volume reduction, phase conversion and concurrent energy production in an village.
●Upcycling of commingled plastic waste generated in village , thereby creating entrepreneurship opportunities.
●Evaluation of calorific value thereby valorisation of agro based waste in rural area for entrepreneurship opportunities. | |
Unit-1 |
Teaching Hours:30 |
Real time projects
|
|
Project based on solar energy ●Analysis and Design of a Solar PV Plant for Hostel/Village at University X/Location
Projects based on water and other resources ●Conjunctive user planning of water resource(integrated surface and ground water management) for village
●Mapping of resources using Geospatial techniques
Projects based on waste management ●Anaerobic codigestion of organic solid waste for volume reduction, phase conversion and concurrent energy production in an village.
●Upcycling of commingled plastic waste generated in village , thereby creating entrepreneurship opportunities.
●Evaluation of calorific value thereby valorisation of agro based waste in rural area for entrepreneurship opportunities. | |
Unit-1 |
Teaching Hours:30 |
Real time projects
|
|
Project based on solar energy ●Analysis and Design of a Solar PV Plant for Hostel/Village at University X/Location
Projects based on water and other resources ●Conjunctive user planning of water resource(integrated surface and ground water management) for village
●Mapping of resources using Geospatial techniques
Projects based on waste management ●Anaerobic codigestion of organic solid waste for volume reduction, phase conversion and concurrent energy production in an village.
●Upcycling of commingled plastic waste generated in village , thereby creating entrepreneurship opportunities.
●Evaluation of calorific value thereby valorisation of agro based waste in rural area for entrepreneurship opportunities. | |
Unit-1 |
Teaching Hours:30 |
Real time projects
|
|
Project based on solar energy ●Analysis and Design of a Solar PV Plant for Hostel/Village at University X/Location
Projects based on water and other resources ●Conjunctive user planning of water resource(integrated surface and ground water management) for village
●Mapping of resources using Geospatial techniques
Projects based on waste management ●Anaerobic codigestion of organic solid waste for volume reduction, phase conversion and concurrent energy production in an village.
●Upcycling of commingled plastic waste generated in village , thereby creating entrepreneurship opportunities.
●Evaluation of calorific value thereby valorisation of agro based waste in rural area for entrepreneurship opportunities. | |
Unit-1 |
Teaching Hours:30 |
Real time projects
|
|
Project based on solar energy ●Analysis and Design of a Solar PV Plant for Hostel/Village at University X/Location
Projects based on water and other resources ●Conjunctive user planning of water resource(integrated surface and ground water management) for village
●Mapping of resources using Geospatial techniques
Projects based on waste management ●Anaerobic codigestion of organic solid waste for volume reduction, phase conversion and concurrent energy production in an village.
●Upcycling of commingled plastic waste generated in village , thereby creating entrepreneurship opportunities.
●Evaluation of calorific value thereby valorisation of agro based waste in rural area for entrepreneurship opportunities. | |
Text Books And Reference Books: 1.Rogers, Peter P., Kazi F. Jalal, and John A. Boyd. "An introduction to sustainable development." (2012). 2.Kerr, Julie. Introduction to energy and climate: Developing a sustainable environment. CRC Press, 2017. | |
Essential Reading / Recommended Reading Based on alloted projects students need to refer respective journal publications reference materials. | |
Evaluation Pattern Students would be assessed both continously and stage wise Students would be assessed after every engagement for submissions and progress achived with respect to project- 50 marks Students projects at the end of semester would be assessed for 50 marks by panel constituted by the department- 50 marks | |
EVS321 - ENVIRONMENTAL SCIENCE (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:0 |
Credits:0 |
Course Objectives/Course Description |
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To understand the scope and importance of environmental science towards developing a conscious community for environmental issues, both at global and local scale. |
|
Learning Outcome |
|
CO1: Explain the components and concept of various ecosystems in the environment (L2, PO7) CO2: Explain the necessity of natural resources management (L2, PO1, PO2 and PO7) CO3: Relate the causes and impacts of environmental pollution (L4, PO1, PO2, and PO3, PO4) CO4: Relate climate change/global atmospheric changes and adaptation (L4,PO7) CO5: Appraise the role of technology and institutional mechanisms for environmental protection (L5, PO8) |
Unit-1 |
Teaching Hours:6 |
Introduction
|
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Environment and Eco systems – Definition, Scope and importance. Components of environment. Concept and Structure of eco systems. Material Cycles – Nitrogen, Carbon, Sulphur, Phosphorous, Oxygen. Energy Flow and classification of Eco systems. | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Environment and Eco systems – Definition, Scope and importance. Components of environment. Concept and Structure of eco systems. Material Cycles – Nitrogen, Carbon, Sulphur, Phosphorous, Oxygen. Energy Flow and classification of Eco systems. | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Environment and Eco systems – Definition, Scope and importance. Components of environment. Concept and Structure of eco systems. Material Cycles – Nitrogen, Carbon, Sulphur, Phosphorous, Oxygen. Energy Flow and classification of Eco systems. | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Environment and Eco systems – Definition, Scope and importance. Components of environment. Concept and Structure of eco systems. Material Cycles – Nitrogen, Carbon, Sulphur, Phosphorous, Oxygen. Energy Flow and classification of Eco systems. | |
Unit-2 |
Teaching Hours:6 |
Natural Resources
|
|
Classification and importance- Forest, Water, Mineral, Food, Energy. Management of natural resources – challenges and methods. Sustainable development – Goals, Agriculture, Industries | |
Unit-2 |
Teaching Hours:6 |
Natural Resources
|
|
Classification and importance- Forest, Water, Mineral, Food, Energy. Management of natural resources – challenges and methods. Sustainable development – Goals, Agriculture, Industries | |
Unit-2 |
Teaching Hours:6 |
Natural Resources
|
|
Classification and importance- Forest, Water, Mineral, Food, Energy. Management of natural resources – challenges and methods. Sustainable development – Goals, Agriculture, Industries | |
Unit-2 |
Teaching Hours:6 |
Natural Resources
|
|
Classification and importance- Forest, Water, Mineral, Food, Energy. Management of natural resources – challenges and methods. Sustainable development – Goals, Agriculture, Industries | |
Unit-3 |
Teaching Hours:6 |
Environmental Pollution
|
|
Causes and Impacts – Air pollution, Water pollution, Soil Pollution, Noise Pollution, Marine Pollution, Municipal Solid Wastes, Bio Medical and E-Waste. Solid Waste Management | |
Unit-3 |
Teaching Hours:6 |
Environmental Pollution
|
|
Causes and Impacts – Air pollution, Water pollution, Soil Pollution, Noise Pollution, Marine Pollution, Municipal Solid Wastes, Bio Medical and E-Waste. Solid Waste Management | |
Unit-3 |
Teaching Hours:6 |
Environmental Pollution
|
|
Causes and Impacts – Air pollution, Water pollution, Soil Pollution, Noise Pollution, Marine Pollution, Municipal Solid Wastes, Bio Medical and E-Waste. Solid Waste Management | |
Unit-3 |
Teaching Hours:6 |
Environmental Pollution
|
|
Causes and Impacts – Air pollution, Water pollution, Soil Pollution, Noise Pollution, Marine Pollution, Municipal Solid Wastes, Bio Medical and E-Waste. Solid Waste Management | |
Unit-4 |
Teaching Hours:6 |
Climate change/Global Atmospheric Change
|
|
Global Temperature, Greenhouse effect, global energy balance, Global warming potential, International Panel for Climate Change (IPCC) Emission scenarios, Oceans and climate change. Adaptation methods. Green Climate fund. Climate change related planning- small islands and coastal region. Impact on women, children, youths and marginalized communities | |
Unit-4 |
Teaching Hours:6 |
Climate change/Global Atmospheric Change
|
|
Global Temperature, Greenhouse effect, global energy balance, Global warming potential, International Panel for Climate Change (IPCC) Emission scenarios, Oceans and climate change. Adaptation methods. Green Climate fund. Climate change related planning- small islands and coastal region. Impact on women, children, youths and marginalized communities | |
Unit-4 |
Teaching Hours:6 |
Climate change/Global Atmospheric Change
|
|
Global Temperature, Greenhouse effect, global energy balance, Global warming potential, International Panel for Climate Change (IPCC) Emission scenarios, Oceans and climate change. Adaptation methods. Green Climate fund. Climate change related planning- small islands and coastal region. Impact on women, children, youths and marginalized communities | |
Unit-4 |
Teaching Hours:6 |
Climate change/Global Atmospheric Change
|
|
Global Temperature, Greenhouse effect, global energy balance, Global warming potential, International Panel for Climate Change (IPCC) Emission scenarios, Oceans and climate change. Adaptation methods. Green Climate fund. Climate change related planning- small islands and coastal region. Impact on women, children, youths and marginalized communities | |
Unit-5 |
Teaching Hours:6 |
Environmental Protection
|
|
Technology, Modern Tools – GIS and Remote Sensing,. Institutional Mechanisms - Environmental Acts and Regulations, Role of government, Legal aspects. Role of Nongovernmental Organizations (NGOs) , Environmental Education and Entrepreneurship | |
Unit-5 |
Teaching Hours:6 |
Environmental Protection
|
|
Technology, Modern Tools – GIS and Remote Sensing,. Institutional Mechanisms - Environmental Acts and Regulations, Role of government, Legal aspects. Role of Nongovernmental Organizations (NGOs) , Environmental Education and Entrepreneurship | |
Unit-5 |
Teaching Hours:6 |
Environmental Protection
|
|
Technology, Modern Tools – GIS and Remote Sensing,. Institutional Mechanisms - Environmental Acts and Regulations, Role of government, Legal aspects. Role of Nongovernmental Organizations (NGOs) , Environmental Education and Entrepreneurship | |
Unit-5 |
Teaching Hours:6 |
Environmental Protection
|
|
Technology, Modern Tools – GIS and Remote Sensing,. Institutional Mechanisms - Environmental Acts and Regulations, Role of government, Legal aspects. Role of Nongovernmental Organizations (NGOs) , Environmental Education and Entrepreneurship | |
Text Books And Reference Books: T1Kaushik A and Kaushik. C. P, “Perspectives in Environmental Studies”New Age International Publishers, New Delhi, 2018 [Unit: I, II, III and IV] T2Asthana and Asthana, “A text Book of Environmental Studies”, S. Chand, New Delhi, Revised Edition, 2010 [Unit: I, II, III and V] T3Nandini. N, Sunitha. N and Tandon. S, “environmental Studies” , Sapana, Bangalore, June 2019 [Unit: I, II, III and IV] T4R Rajagopalan, “Environmental Studies – From Crisis to Cure”, Oxford, Seventh University Press, 2017, [Unit: I, II, III and IV]
| |
Essential Reading / Recommended Reading R1.Miller. G. T and Spoolman. S. E, “Environmental Science”, CENAGE Learning, New Delhi, 2015 R2.Masters, G andEla, W.P (2015), Introduction to environmental Engineering and Science, 3rd Edition. Pearson., New Delhi, 2013. R3.Raman Sivakumar, “Principals of Environmental Science and Engineering”, Second Edition, Cengage learning Singapore, 2005. R4.P. Meenakshi, “Elements of Environmental Science and Engineering”, Prentice Hall of India Private Limited, New Delhi, 2006. R5.S.M. Prakash, “Environmental Studies”, Elite Publishers Mangalore, 2007 R6.ErachBharucha, “Textbook of Environmental Studies”, for UGC, University press, 2005. R7. Dr. Pratiba Sing, Dr. AnoopSingh and Dr. PiyushMalaviya, “Textbook of Environmental and Ecology”, Acme Learning Pvt. Ltd. New Delhi. | |
Evaluation Pattern No Evaluation | |
HS345E1 - PROFESSIONAL ETHICS (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
This paper deals with the various organizational behaviors like learning, perception, motivation and method of managing stress and conflicts and the basic principles of communication. |
|
Learning Outcome |
|
CO1: Understand the importance of Values and Ethics in their personal lives and professional careers CO2: Learn the rights and responsibilities as an employee, team member and a global citizen CO3: Estimate the impact of self and organization's actions on the stakeholders and society CO4: Develop an ethical behaviour under all situations CO5: Appreciate the significance of Intellectual Property as a very important driver of growth and development in today's world and be able to statutorily acquire and use different types of intellectual property in their professional life |
Unit-1 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||||||||
Introduction to Professional Ethics
|
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Definition, Nature, Scope- Moral Dilemmas- moral Autonomy-Kohlberg’s theory- Gilligan’s theory, Profession Persuasive, Definitions, Multiple motives, Models of professional goals. Moral Reasoning and Ethical theories – Professional Ideals and Virtues- Theories of Right Action, Self- interest, Customs and Regions- Use of ethical Theories | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
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Introduction to Professional Ethics
|
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Definition, Nature, Scope- Moral Dilemmas- moral Autonomy-Kohlberg’s theory- Gilligan’s theory, Profession Persuasive, Definitions, Multiple motives, Models of professional goals. Moral Reasoning and Ethical theories – Professional Ideals and Virtues- Theories of Right Action, Self- interest, Customs and Regions- Use of ethical Theories | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
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Engineering as Social Experimentation and Responsibility
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For Safety Engineering as experimentation- Engineers as responsible experimenters, the challenger case, Codes of Ethics, A balanced outlook on law. Concept of safety and risk, assessment of safety and risk- risk benefit analysis and reducing the risk- three- mile island, Chernobyl and safe exists. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
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Engineering as Social Experimentation and Responsibility
|
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For Safety Engineering as experimentation- Engineers as responsible experimenters, the challenger case, Codes of Ethics, A balanced outlook on law. Concept of safety and risk, assessment of safety and risk- risk benefit analysis and reducing the risk- three- mile island, Chernobyl and safe exists. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Global Issues and Introduction To Intellectual Property
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Multinational corporations- Environmental ethics- Computer ethics and Weapons developments. Meaning and Types of Intellectual Property, Intellectual Property. Law Basics, Agencies responsible for intellectual property registration, International Organizations, Agencies and Treaties, Importance of Intellectual Property Rights. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Global Issues and Introduction To Intellectual Property
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Multinational corporations- Environmental ethics- Computer ethics and Weapons developments. Meaning and Types of Intellectual Property, Intellectual Property. Law Basics, Agencies responsible for intellectual property registration, International Organizations, Agencies and Treaties, Importance of Intellectual Property Rights. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:6 |
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Foundations of Trademarks
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Meaning of Trademarks, Purpose and Functions of Trademarks, types of Marks, Acquisition of Trademark rights, Common Law rights, Categories of Marks, Trade names and Business Name, Protectable Matter, Exclusions from Trademark Protection. Work process. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:6 |
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Foundations of Trademarks
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Meaning of Trademarks, Purpose and Functions of Trademarks, types of Marks, Acquisition of Trademark rights, Common Law rights, Categories of Marks, Trade names and Business Name, Protectable Matter, Exclusions from Trademark Protection. Work process. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:6 |
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Foundations of Copyrights Laws and Patent Laws
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Meaning of Copyrights, Common Law rights and Rights under the 1976 copyright Act, Recent developments of the Copyright Act, The United States Copyright Office. Meaning of Patent Law, Rights under Federal Law, United States patent and Trademark Office, Patentability, Design Patents, Plants patents, Double Patenting. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:6 |
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Foundations of Copyrights Laws and Patent Laws
|
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Meaning of Copyrights, Common Law rights and Rights under the 1976 copyright Act, Recent developments of the Copyright Act, The United States Copyright Office. Meaning of Patent Law, Rights under Federal Law, United States patent and Trademark Office, Patentability, Design Patents, Plants patents, Double Patenting. | |||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: R1. Nagarajan “A Text Book on Professional ethics and Human values”, New Age International, 2009. R2. Charles &Fleddermann “Engineering Ethics”, Pearson, 2009. R3. Rachana Singh Puri and Arvind Viswanathan, I.K.”Practical Approach to Intellectual Property rights”, International Publishing House, New Delhi. 2010. R4. A.B.Rao “Business Ethics and Professional Values”, Excel, 2009. | |||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading T1. Jayashree Suresh &B.S.Raghavan “Human values and Professional Ethics”, S. Chand, 2009. T2. Govindarajan, Natarajan and Senthilkumar “Engineering Ethics”, PHI:009. | |||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
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MA331 - MATHEMATICS - III (2023 Batch) | |||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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Course Description : This course, Mathematics III (MA331) is offered for three credits in the third semester for the branch of Mechanical, Automobile and Civil engineering. The concepts of Fourier series and Calculus of Variations, analytical methods of solving Partial Differential equations and Series solution of Ordinary Differential Equations along with Numerical methods to solve Algebraic as well Differential equations, various interpolation techniques are discussed in this course. Course Objectives : To enable the students to find the Fourier series and harmonic analysis of a periodic function, Form and solve the partial differential equations, Solving the Linear Equations by Numerical Methods. Solve ordinary differential equations by series solution method and describe functionals and solve variational problems.
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Learning Outcome |
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CO-1: Develop the trigonometric series as Fourier expansion. {L4 }{PO1, PO2, PO3, PO4} CO-2: Classify the nature of partial differential equations and hence solve it by different methods. {L3} {PO1, PO2, PO3} CO-3: Solving the Linear Equations by Numerical Methods {L3} {PO1, PO2, PO3} CO-4: Solve ordinary differential equation using series solution method {L3} {PO1, PO2, PO3} CO-5: Apply Euler's equation to solve the optimal values of the functional. {L3} {PO1, PO2, PO3} |
Unit-1 |
Teaching Hours:8 |
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FOURIER SERIES
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Periodic functions, Dirichlet’s conditions, General Fourier series, Odd and even functions, Half range sine and cosine series, Harmonic Analysis. | |||||||||||
Unit-1 |
Teaching Hours:8 |
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FOURIER SERIES
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Periodic functions, Dirichlet’s conditions, General Fourier series, Odd and even functions, Half range sine and cosine series, Harmonic Analysis. | |||||||||||
Unit-1 |
Teaching Hours:8 |
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FOURIER SERIES
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Periodic functions, Dirichlet’s conditions, General Fourier series, Odd and even functions, Half range sine and cosine series, Harmonic Analysis. | |||||||||||
Unit-2 |
Teaching Hours:10 |
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PARTIAL DIFFERENTIAL EQUATIONS
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Formation of PDE, Solution of homogeneous PDE involving derivative with respect to one independent variable only (Both types with given set of conditions), solution of non- homogeneous PDE by direct integration, Solution of Lagrange’s linear PDE of the type P p +Q q= R
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Unit-2 |
Teaching Hours:10 |
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PARTIAL DIFFERENTIAL EQUATIONS
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Formation of PDE, Solution of homogeneous PDE involving derivative with respect to one independent variable only (Both types with given set of conditions), solution of non- homogeneous PDE by direct integration, Solution of Lagrange’s linear PDE of the type P p +Q q= R
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Unit-2 |
Teaching Hours:10 |
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PARTIAL DIFFERENTIAL EQUATIONS
|
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Formation of PDE, Solution of homogeneous PDE involving derivative with respect to one independent variable only (Both types with given set of conditions), solution of non- homogeneous PDE by direct integration, Solution of Lagrange’s linear PDE of the type P p +Q q= R
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Unit-3 |
Teaching Hours:9 |
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NUMERICAL METHODS
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Numerical solution of simultaneous linear equations by Gauss elimination and Gauss-Jordan method. Newton’s forward and backward interpolation, Newton’s divided difference method, Lagrange’s interpolation and inverse interpolation. | |||||||||||
Unit-3 |
Teaching Hours:9 |
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NUMERICAL METHODS
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Numerical solution of simultaneous linear equations by Gauss elimination and Gauss-Jordan method. Newton’s forward and backward interpolation, Newton’s divided difference method, Lagrange’s interpolation and inverse interpolation. | |||||||||||
Unit-3 |
Teaching Hours:9 |
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NUMERICAL METHODS
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Numerical solution of simultaneous linear equations by Gauss elimination and Gauss-Jordan method. Newton’s forward and backward interpolation, Newton’s divided difference method, Lagrange’s interpolation and inverse interpolation. | |||||||||||
Unit-4 |
Teaching Hours:8 |
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SERIES SOLUTION OF ORDINARY DIFFERENTIAL EQUATIONS
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Power Series solutions of differential equations, ordinary point, singular point, Frobenius method | |||||||||||
Unit-4 |
Teaching Hours:8 |
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SERIES SOLUTION OF ORDINARY DIFFERENTIAL EQUATIONS
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Power Series solutions of differential equations, ordinary point, singular point, Frobenius method | |||||||||||
Unit-4 |
Teaching Hours:8 |
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SERIES SOLUTION OF ORDINARY DIFFERENTIAL EQUATIONS
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Power Series solutions of differential equations, ordinary point, singular point, Frobenius method | |||||||||||
Unit-5 |
Teaching Hours:10 |
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CALCULUS OF VARIATIONS
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Variation of a function, Variational problems, Euler’s equation and its solution, Standard variation problems including geodesics, minimal surface of revolution, hanging chain and Brachistochrone problems. Functional; functionals involving higher order derivatives. | |||||||||||
Unit-5 |
Teaching Hours:10 |
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CALCULUS OF VARIATIONS
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Variation of a function, Variational problems, Euler’s equation and its solution, Standard variation problems including geodesics, minimal surface of revolution, hanging chain and Brachistochrone problems. Functional; functionals involving higher order derivatives. | |||||||||||
Unit-5 |
Teaching Hours:10 |
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CALCULUS OF VARIATIONS
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Variation of a function, Variational problems, Euler’s equation and its solution, Standard variation problems including geodesics, minimal surface of revolution, hanging chain and Brachistochrone problems. Functional; functionals involving higher order derivatives. | |||||||||||
Text Books And Reference Books: T1. Dr. B. Grewal, “Higher Engineering Mathematics”, 43rd Edition, Khanna Publishers, July 2014. T2. H. K. Das & Rajnish Verma, “Higher Engineering Mathematics”, 20th Edition, S. Chand & Company Ltd., 2012 | |||||||||||
Essential Reading / Recommended Reading R1. Erwin Kreyszig, “Advanced Engineering Mathematics”, 10th Edition, John Wiley & Sons,Inc. 2011. R2. B.V. Ramana, 6th Reprint, “Higher Engineering Mathematics”, Tata-Macgraw Hill, 2008 R3. George F. Simmons and Steven G. Krantz, “Differential Equation, Theory, Technique and Practice”, Tata McGraw – Hill, 2006. R4. M. D. Raisinghania, “Ordinary and Partial Differential Equation”, Chand (S.) & Co. Ltd., India, March 17, 2005 | |||||||||||
Evaluation Pattern
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MAHO331DMP - DESIGN FOR ADDITIVE MANUFACTURING (2023 Batch) | |||||||||||
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:4 |
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Max Marks:100 |
Credits:4 |
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Course Objectives/Course Description |
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Additive Manufacturing (AM) is an economically viable alternative to conventional manufacturing technologies for producing highly complex parts. The main objective of this course is to acquaint students with the concept of AM, various AM technologies, selection of materials for AM, modeling of AM processes, and their applications in various fields. The course will also cover AM process plan including building strategies and post-processing. |
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Learning Outcome |
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CO1: Demonstrate the knowledge of Additive Manufacturing and Rapid Prototyping technologies. {L2} CO2: Describe different RP techniques used by manufacturing industries. {L2} CO3: Discuss the fundamentals of various mechanisms used in modern machine tools to accommodate additive manufacturing. {L2} CO4: Analyze various reverse engineering techniques in preparing STL models and 3D- CAD models to incorporate in rapid prototyping techniques. { L3} CO5: Examine various techniques in additive manufacturing techniques for preparing a better product. {L2} |
Unit-1 |
Teaching Hours:9 |
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Introduction
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Overview, Basic principle need and advantages of additive manufacturing, Procedure of product development in additive manufacturing, Classification of additive manufacturing processes, Materials used in additive manufacturing, Challenges in Additive Manufacturing. | |||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
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Introduction
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Overview, Basic principle need and advantages of additive manufacturing, Procedure of product development in additive manufacturing, Classification of additive manufacturing processes, Materials used in additive manufacturing, Challenges in Additive Manufacturing. | |||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
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Introduction
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Overview, Basic principle need and advantages of additive manufacturing, Procedure of product development in additive manufacturing, Classification of additive manufacturing processes, Materials used in additive manufacturing, Challenges in Additive Manufacturing. | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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Additive manufacturing Techniques
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Z-Corporation 3D-printing, Stereolithography apparatus (SLA), Fused deposition modeling (FDM), Laminated Object Manufacturing (LOM), Selective deposition lamination (SDL), Ultrasonic consolidation, Selective laser sintering (SLS), Laser engineered net shaping (LENS), Electron beam free form fabrication (EBFFF), Electron beam melting (EBM), Plasma transferred arc additive manufacturing (PTAAM), Tungsten inert gas additive manufacturing (TIGAM), Metal inert gas additive manufacturing (MIGAM). | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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Additive manufacturing Techniques
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Z-Corporation 3D-printing, Stereolithography apparatus (SLA), Fused deposition modeling (FDM), Laminated Object Manufacturing (LOM), Selective deposition lamination (SDL), Ultrasonic consolidation, Selective laser sintering (SLS), Laser engineered net shaping (LENS), Electron beam free form fabrication (EBFFF), Electron beam melting (EBM), Plasma transferred arc additive manufacturing (PTAAM), Tungsten inert gas additive manufacturing (TIGAM), Metal inert gas additive manufacturing (MIGAM). | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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Additive manufacturing Techniques
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Z-Corporation 3D-printing, Stereolithography apparatus (SLA), Fused deposition modeling (FDM), Laminated Object Manufacturing (LOM), Selective deposition lamination (SDL), Ultrasonic consolidation, Selective laser sintering (SLS), Laser engineered net shaping (LENS), Electron beam free form fabrication (EBFFF), Electron beam melting (EBM), Plasma transferred arc additive manufacturing (PTAAM), Tungsten inert gas additive manufacturing (TIGAM), Metal inert gas additive manufacturing (MIGAM). | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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CNC Technology
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Axes, Linear motion guide ways, Ball screws, Motors, Bearings, Encoders/ Glass scales, Process Chamber, Safety interlocks, Sensors. Introduction to NC/CNC/DNC machine tools, CNC programming and introduction, Hardware Interpolators, Software Interpolators, Recent developments of CNC systems for additive manufacturing | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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CNC Technology
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Axes, Linear motion guide ways, Ball screws, Motors, Bearings, Encoders/ Glass scales, Process Chamber, Safety interlocks, Sensors. Introduction to NC/CNC/DNC machine tools, CNC programming and introduction, Hardware Interpolators, Software Interpolators, Recent developments of CNC systems for additive manufacturing | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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CNC Technology
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Axes, Linear motion guide ways, Ball screws, Motors, Bearings, Encoders/ Glass scales, Process Chamber, Safety interlocks, Sensors. Introduction to NC/CNC/DNC machine tools, CNC programming and introduction, Hardware Interpolators, Software Interpolators, Recent developments of CNC systems for additive manufacturing | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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3D Modelling
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Preparation of 3D-CAD model, Reverse engineering, Reconstruction of 3D-CAD model using reverse engineering, Part orientation and support generation, STL Conversion, STL error diagnostics, Slicing and Generation of codes for tool path, Surface preparation of materials. | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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3D Modelling
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Preparation of 3D-CAD model, Reverse engineering, Reconstruction of 3D-CAD model using reverse engineering, Part orientation and support generation, STL Conversion, STL error diagnostics, Slicing and Generation of codes for tool path, Surface preparation of materials. | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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3D Modelling
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Preparation of 3D-CAD model, Reverse engineering, Reconstruction of 3D-CAD model using reverse engineering, Part orientation and support generation, STL Conversion, STL error diagnostics, Slicing and Generation of codes for tool path, Surface preparation of materials. | |||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
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additive manufacturing tooling accuracy
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Unit-5 |
Teaching Hours:9 |
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additive manufacturing tooling accuracy
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Unit-5 |
Teaching Hours:9 |
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additive manufacturing tooling accuracy
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Text Books And Reference Books:
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Essential Reading / Recommended Reading Text Books: T1. Gibson, I, Rosen, D W., and Stucker,B., Additive Manufacturing Methodologies: Rapid Prototyping to Direct Digital Manufacturing, Springer, 2010.
T2. Chua C.K., Leong K.F., and Lim C.S., “Rapid prototyping: Principles and applications”, Third Edition, World Scientific Publishers, 2010.
T3. Chee Kai Chua, Kah Fai Leong, 3D Printing and Additive Manufacturing: Principles and Applications: Fourth Edition of Rapid Prototyping, World Scientific Publishers, 2014.
T4. Gebhardt A., “Rapid prototyping”, Hanser Gardener Publications, 2003. Reference Books: 1. Liou L.W. and Liou F.W., “Rapid Prototyping and Engineering applications: A tool box for prototype development”, CRC Press, 2007
2. Kamrani A.K. and Nasr E.A., “Rapid Prototyping: Theory and practice”, Springer, 2006
3. Mahamood R.M., Laser Metal Deposition Process of Metals, Alloys, and Composite Materials, Engineering Materials and Processes, Springer International Publishing AG 2018
4. Ehsan Toyserkani, Amir Khajepour, Stephen F. Corbin, “Laser Cladding”, CRC Press, 2004 Online Resources: W1. http://www.digimat.in/nptel/courses/video/112104204/L47.html | |||||||||||||||||||||||||||||||
Evaluation Pattern
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OEC371 - NCC3 (2023 Batch) | |||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:15 |
No of Lecture Hours/Week:1 |
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Max Marks:50 |
Credits:1 |
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Course Objectives/Course Description |
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This course is designed to provide a holistic development program combining personality enhancement, physical training, leadership skills, and technical expertise. Students will engage in physical training, learn fundamental drill techniques, and gain hands-on experience in aviation, including airmanship, aircraft forces, and specific technical details of the ZENAIR CH 701. The course also includes practical exercises such as obstacle courses and social service activities to foster leadership and community involvement. Through a blend of theoretical knowledge and practical skills, students will be well-prepared for roles requiring both personal development and technical proficiency. Develop self-awareness, confidence, and leadership qualities through structured personality development and leadership training. Understand the principles of airmanship and the forces acting on aircraft to enhance operational knowledge in aviation. Engage in social service activities to build leadership skills and contribute positively to the community. |
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Learning Outcome |
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CO1: Develop and apply self-awareness, effective communication, and time management skills to enhance personal confidence and leadership capabilities. CO2: Apply principles of airmanship and technical knowledge to ensure safe and effective flight operations, including understanding aerodynamic forces and performing maintenance on the ZENAIR CH 701 aircraft. CO3: Demonstrate effective application of leadership and teamwork skills through the successful planning and execution of community engagement activities |
Unit-1 |
Teaching Hours:5 |
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Personality Development and leadership
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Unit-1 |
Teaching Hours:5 |
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Personality Development and leadership
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Unit-1 |
Teaching Hours:5 |
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Personality Development and leadership
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Unit-1 |
Teaching Hours:5 |
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Personality Development and leadership
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Unit-1 |
Teaching Hours:5 |
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Personality Development and leadership
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Unit-1 |
Teaching Hours:5 |
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Personality Development and leadership
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Unit-1 |
Teaching Hours:5 |
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Personality Development and leadership
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Unit-1 |
Teaching Hours:5 |
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Personality Development and leadership
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Unit-1 |
Teaching Hours:5 |
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Personality Development and leadership
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Unit-1 |
Teaching Hours:5 |
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Personality Development and leadership
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Unit-1 |
Teaching Hours:5 |
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Personality Development and leadership
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Unit-1 |
Teaching Hours:5 |
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Personality Development and leadership
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Unit-1 |
Teaching Hours:5 |
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Personality Development and leadership
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Unit-2 |
Teaching Hours:5 |
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Aviation Knowledge and Technical Skills
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Unit-2 |
Teaching Hours:5 |
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Aviation Knowledge and Technical Skills
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Unit-2 |
Teaching Hours:5 |
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Aviation Knowledge and Technical Skills
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Unit-2 |
Teaching Hours:5 |
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Aviation Knowledge and Technical Skills
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Unit-2 |
Teaching Hours:5 |
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Aviation Knowledge and Technical Skills
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Unit-2 |
Teaching Hours:5 |
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Aviation Knowledge and Technical Skills
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Unit-2 |
Teaching Hours:5 |
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Aviation Knowledge and Technical Skills
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Unit-2 |
Teaching Hours:5 |
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Aviation Knowledge and Technical Skills
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Unit-2 |
Teaching Hours:5 |
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Aviation Knowledge and Technical Skills
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Unit-2 |
Teaching Hours:5 |
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Aviation Knowledge and Technical Skills
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Unit-2 |
Teaching Hours:5 |
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Aviation Knowledge and Technical Skills
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Unit-2 |
Teaching Hours:5 |
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Aviation Knowledge and Technical Skills
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Unit-2 |
Teaching Hours:5 |
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Aviation Knowledge and Technical Skills
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Unit-3 |
Teaching Hours:5 |
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Practical Application and Community Engagement
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Unit-3 |
Teaching Hours:5 |
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Practical Application and Community Engagement
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Unit-3 |
Teaching Hours:5 |
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Practical Application and Community Engagement
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Unit-3 |
Teaching Hours:5 |
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Practical Application and Community Engagement
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Unit-3 |
Teaching Hours:5 |
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Practical Application and Community Engagement
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Unit-3 |
Teaching Hours:5 |
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Practical Application and Community Engagement
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Unit-3 |
Teaching Hours:5 |
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Practical Application and Community Engagement
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Unit-3 |
Teaching Hours:5 |
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Practical Application and Community Engagement
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Unit-3 |
Teaching Hours:5 |
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Practical Application and Community Engagement
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Unit-3 |
Teaching Hours:5 |
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Practical Application and Community Engagement
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Unit-3 |
Teaching Hours:5 |
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Practical Application and Community Engagement
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Unit-3 |
Teaching Hours:5 |
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Practical Application and Community Engagement
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Unit-3 |
Teaching Hours:5 |
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Practical Application and Community Engagement
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Text Books And Reference Books: 1.Airwing Cadet Handbook, Specialized Subject SD/SW, Maxwell Press, 2016. 2. Airwing Cadet Handbook, Common Subject SD/SW, Maxwell Press, 2015. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading 1.Airwing Cadet Handbook, Specialized Subject SD/SW, Maxwell Press, 2016. 2. Airwing Cadet Handbook, Common Subject SD/SW, Maxwell Press, 2015. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
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OEC372 - ABILITY ENHANCEMENT COURSE III (2023 Batch) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:1 |
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Course Objectives/Course Description |
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Course Description: This course covers technical reading and writing practices, professional communication for employment and at the workplace, and foundational mathematical concepts. It includes technical writing, report and proposal writing, listening and reading skills, job application preparation, group discussions, and presentation skills. It also addresses key mathematical topics such as number systems, percentages, data interpretation, ratios, speed, time, distance, and work-related problems. The course concludes with comprehensive training in C programming, covering data types, control flow, arrays, functions, structures, pointers, and file management. Course Objective: 1. Develop Technical Reading Skills: Equip students with effective reading strategies for comprehending complex technical documents. 2. Enhance Technical Writing Abilities: Teach the processes involved in writing clear and concise technical reports and proposals. 3. Improve Grammar and Editing Skills: Strengthen students' understanding of grammar, voice, speech, and common errors in technical writing. 4. Professional Communication Mastery: Foster skills in professional communication, including job application processes, resume writing, and email etiquette. 5. Group and Interpersonal Communication: Cultivate effective group discussion, interview techniques, and interpersonal communication skills for professional settings. |
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Learning Outcome |
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CO1: Proficient Technical Readers and Writers: Students will be able to effectively read and write technical documents, including reports and proposals. CO2: Grammar and Error Detection: Students will demonstrate improved grammar usage and the ability to identify and correct errors in technical writing. CO3: Professional Job Application Skills: Students will be capable of creating professional job application documents, such as resumes and cover letters. CO4: Enhanced Listening and Presentation Skills: Students will show improved listening comprehension and presentation abilities, crucial for professional environments CO5: Effective Group and Interpersonal Communicators: Students will be skilled in group discussions, job interviews, and interpersonal communication, enhancing their employability and workplace interactions. |
Unit-1 |
Teaching Hours:6 |
Technical Reading and Writing Practices :
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Unit-1 |
Teaching Hours:6 |
Technical Reading and Writing Practices :
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Unit-1 |
Teaching Hours:6 |
Technical Reading and Writing Practices :
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Unit-1 |
Teaching Hours:6 |
Technical Reading and Writing Practices :
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Unit-1 |
Teaching Hours:6 |
Technical Reading and Writing Practices :
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Unit-1 |
Teaching Hours:6 |
Technical Reading and Writing Practices :
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Unit-1 |
Teaching Hours:6 |
Technical Reading and Writing Practices :
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Unit-1 |
Teaching Hours:6 |
Technical Reading and Writing Practices :
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Unit-1 |
Teaching Hours:6 |
Technical Reading and Writing Practices :
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Unit-1 |
Teaching Hours:6 |
Technical Reading and Writing Practices :
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Unit-1 |
Teaching Hours:6 |
Technical Reading and Writing Practices :
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Unit-1 |
Teaching Hours:6 |
Technical Reading and Writing Practices :
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Unit-1 |
Teaching Hours:6 |
Technical Reading and Writing Practices :
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Unit-2 |
Teaching Hours:6 |
Professional Communication for Employment
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Professional Communication for Employment : 1. The Listening Comprehension, Importance of Listening Comprehension, Types of Listening, Understanding and Interpreting, Listening Barriers, Improving Listening Skills. Attributes of a good and poor listener. 2. Reading Skills and Reading Comprehension, Active and Passive Reading, Tips for effective reading. 3. Preparing for Job Application, Components of a Formal Letter, Formats and Types of official, employment, Business Letters, Resume vs Bio Data, Profile, CV and others, Types of resume, Writing effective resume for employment, Model Letter of Application (Cover Letter) with Resume, Emails, Blog Writing, Memos (Types of Memos) and other recent communication types.
Professional Communication at Workplace : 1. Group Discussions – Importance, Characteristics, Strategies of a Group Discussions. Group Discussions is a Tool for Selection. Employment/ Job Interviews - Importance, Characteristics, Strategies of a Employment/ Job Interviews. Intra and Interpersonal Communication Skills - Importance, Characteristics, Strategies of a Intra and Interpersonal Communication Skills. NonVerbal Communication Skills (Body Language) and its importance in GD and PI/JI/EI. 2. Presentation skills and Formal Presentations by Students - Importance, Characteristics, Strategies of Presentation Skills. Dialogues in Various Situations (Activity based Practical Sessions in class by Students)." | |
Unit-2 |
Teaching Hours:6 |
Professional Communication for Employment
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Professional Communication for Employment : 1. The Listening Comprehension, Importance of Listening Comprehension, Types of Listening, Understanding and Interpreting, Listening Barriers, Improving Listening Skills. Attributes of a good and poor listener. 2. Reading Skills and Reading Comprehension, Active and Passive Reading, Tips for effective reading. 3. Preparing for Job Application, Components of a Formal Letter, Formats and Types of official, employment, Business Letters, Resume vs Bio Data, Profile, CV and others, Types of resume, Writing effective resume for employment, Model Letter of Application (Cover Letter) with Resume, Emails, Blog Writing, Memos (Types of Memos) and other recent communication types.
Professional Communication at Workplace : 1. Group Discussions – Importance, Characteristics, Strategies of a Group Discussions. Group Discussions is a Tool for Selection. Employment/ Job Interviews - Importance, Characteristics, Strategies of a Employment/ Job Interviews. Intra and Interpersonal Communication Skills - Importance, Characteristics, Strategies of a Intra and Interpersonal Communication Skills. NonVerbal Communication Skills (Body Language) and its importance in GD and PI/JI/EI. 2. Presentation skills and Formal Presentations by Students - Importance, Characteristics, Strategies of Presentation Skills. Dialogues in Various Situations (Activity based Practical Sessions in class by Students)." | |
Unit-2 |
Teaching Hours:6 |
Professional Communication for Employment
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Professional Communication for Employment : 1. The Listening Comprehension, Importance of Listening Comprehension, Types of Listening, Understanding and Interpreting, Listening Barriers, Improving Listening Skills. Attributes of a good and poor listener. 2. Reading Skills and Reading Comprehension, Active and Passive Reading, Tips for effective reading. 3. Preparing for Job Application, Components of a Formal Letter, Formats and Types of official, employment, Business Letters, Resume vs Bio Data, Profile, CV and others, Types of resume, Writing effective resume for employment, Model Letter of Application (Cover Letter) with Resume, Emails, Blog Writing, Memos (Types of Memos) and other recent communication types.
Professional Communication at Workplace : 1. Group Discussions – Importance, Characteristics, Strategies of a Group Discussions. Group Discussions is a Tool for Selection. Employment/ Job Interviews - Importance, Characteristics, Strategies of a Employment/ Job Interviews. Intra and Interpersonal Communication Skills - Importance, Characteristics, Strategies of a Intra and Interpersonal Communication Skills. NonVerbal Communication Skills (Body Language) and its importance in GD and PI/JI/EI. 2. Presentation skills and Formal Presentations by Students - Importance, Characteristics, Strategies of Presentation Skills. Dialogues in Various Situations (Activity based Practical Sessions in class by Students)." | |
Unit-2 |
Teaching Hours:6 |
Professional Communication for Employment
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Professional Communication for Employment : 1. The Listening Comprehension, Importance of Listening Comprehension, Types of Listening, Understanding and Interpreting, Listening Barriers, Improving Listening Skills. Attributes of a good and poor listener. 2. Reading Skills and Reading Comprehension, Active and Passive Reading, Tips for effective reading. 3. Preparing for Job Application, Components of a Formal Letter, Formats and Types of official, employment, Business Letters, Resume vs Bio Data, Profile, CV and others, Types of resume, Writing effective resume for employment, Model Letter of Application (Cover Letter) with Resume, Emails, Blog Writing, Memos (Types of Memos) and other recent communication types.
Professional Communication at Workplace : 1. Group Discussions – Importance, Characteristics, Strategies of a Group Discussions. Group Discussions is a Tool for Selection. Employment/ Job Interviews - Importance, Characteristics, Strategies of a Employment/ Job Interviews. Intra and Interpersonal Communication Skills - Importance, Characteristics, Strategies of a Intra and Interpersonal Communication Skills. NonVerbal Communication Skills (Body Language) and its importance in GD and PI/JI/EI. 2. Presentation skills and Formal Presentations by Students - Importance, Characteristics, Strategies of Presentation Skills. Dialogues in Various Situations (Activity based Practical Sessions in class by Students)." | |
Unit-2 |
Teaching Hours:6 |
Professional Communication for Employment
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|
Professional Communication for Employment : 1. The Listening Comprehension, Importance of Listening Comprehension, Types of Listening, Understanding and Interpreting, Listening Barriers, Improving Listening Skills. Attributes of a good and poor listener. 2. Reading Skills and Reading Comprehension, Active and Passive Reading, Tips for effective reading. 3. Preparing for Job Application, Components of a Formal Letter, Formats and Types of official, employment, Business Letters, Resume vs Bio Data, Profile, CV and others, Types of resume, Writing effective resume for employment, Model Letter of Application (Cover Letter) with Resume, Emails, Blog Writing, Memos (Types of Memos) and other recent communication types.
Professional Communication at Workplace : 1. Group Discussions – Importance, Characteristics, Strategies of a Group Discussions. Group Discussions is a Tool for Selection. Employment/ Job Interviews - Importance, Characteristics, Strategies of a Employment/ Job Interviews. Intra and Interpersonal Communication Skills - Importance, Characteristics, Strategies of a Intra and Interpersonal Communication Skills. NonVerbal Communication Skills (Body Language) and its importance in GD and PI/JI/EI. 2. Presentation skills and Formal Presentations by Students - Importance, Characteristics, Strategies of Presentation Skills. Dialogues in Various Situations (Activity based Practical Sessions in class by Students)." | |
Unit-2 |
Teaching Hours:6 |
Professional Communication for Employment
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|
Professional Communication for Employment : 1. The Listening Comprehension, Importance of Listening Comprehension, Types of Listening, Understanding and Interpreting, Listening Barriers, Improving Listening Skills. Attributes of a good and poor listener. 2. Reading Skills and Reading Comprehension, Active and Passive Reading, Tips for effective reading. 3. Preparing for Job Application, Components of a Formal Letter, Formats and Types of official, employment, Business Letters, Resume vs Bio Data, Profile, CV and others, Types of resume, Writing effective resume for employment, Model Letter of Application (Cover Letter) with Resume, Emails, Blog Writing, Memos (Types of Memos) and other recent communication types.
Professional Communication at Workplace : 1. Group Discussions – Importance, Characteristics, Strategies of a Group Discussions. Group Discussions is a Tool for Selection. Employment/ Job Interviews - Importance, Characteristics, Strategies of a Employment/ Job Interviews. Intra and Interpersonal Communication Skills - Importance, Characteristics, Strategies of a Intra and Interpersonal Communication Skills. NonVerbal Communication Skills (Body Language) and its importance in GD and PI/JI/EI. 2. Presentation skills and Formal Presentations by Students - Importance, Characteristics, Strategies of Presentation Skills. Dialogues in Various Situations (Activity based Practical Sessions in class by Students)." | |
Unit-2 |
Teaching Hours:6 |
Professional Communication for Employment
|
|
Professional Communication for Employment : 1. The Listening Comprehension, Importance of Listening Comprehension, Types of Listening, Understanding and Interpreting, Listening Barriers, Improving Listening Skills. Attributes of a good and poor listener. 2. Reading Skills and Reading Comprehension, Active and Passive Reading, Tips for effective reading. 3. Preparing for Job Application, Components of a Formal Letter, Formats and Types of official, employment, Business Letters, Resume vs Bio Data, Profile, CV and others, Types of resume, Writing effective resume for employment, Model Letter of Application (Cover Letter) with Resume, Emails, Blog Writing, Memos (Types of Memos) and other recent communication types.
Professional Communication at Workplace : 1. Group Discussions – Importance, Characteristics, Strategies of a Group Discussions. Group Discussions is a Tool for Selection. Employment/ Job Interviews - Importance, Characteristics, Strategies of a Employment/ Job Interviews. Intra and Interpersonal Communication Skills - Importance, Characteristics, Strategies of a Intra and Interpersonal Communication Skills. NonVerbal Communication Skills (Body Language) and its importance in GD and PI/JI/EI. 2. Presentation skills and Formal Presentations by Students - Importance, Characteristics, Strategies of Presentation Skills. Dialogues in Various Situations (Activity based Practical Sessions in class by Students)." | |
Unit-2 |
Teaching Hours:6 |
Professional Communication for Employment
|
|
Professional Communication for Employment : 1. The Listening Comprehension, Importance of Listening Comprehension, Types of Listening, Understanding and Interpreting, Listening Barriers, Improving Listening Skills. Attributes of a good and poor listener. 2. Reading Skills and Reading Comprehension, Active and Passive Reading, Tips for effective reading. 3. Preparing for Job Application, Components of a Formal Letter, Formats and Types of official, employment, Business Letters, Resume vs Bio Data, Profile, CV and others, Types of resume, Writing effective resume for employment, Model Letter of Application (Cover Letter) with Resume, Emails, Blog Writing, Memos (Types of Memos) and other recent communication types.
Professional Communication at Workplace : 1. Group Discussions – Importance, Characteristics, Strategies of a Group Discussions. Group Discussions is a Tool for Selection. Employment/ Job Interviews - Importance, Characteristics, Strategies of a Employment/ Job Interviews. Intra and Interpersonal Communication Skills - Importance, Characteristics, Strategies of a Intra and Interpersonal Communication Skills. NonVerbal Communication Skills (Body Language) and its importance in GD and PI/JI/EI. 2. Presentation skills and Formal Presentations by Students - Importance, Characteristics, Strategies of Presentation Skills. Dialogues in Various Situations (Activity based Practical Sessions in class by Students)." | |
Unit-2 |
Teaching Hours:6 |
Professional Communication for Employment
|
|
Professional Communication for Employment : 1. The Listening Comprehension, Importance of Listening Comprehension, Types of Listening, Understanding and Interpreting, Listening Barriers, Improving Listening Skills. Attributes of a good and poor listener. 2. Reading Skills and Reading Comprehension, Active and Passive Reading, Tips for effective reading. 3. Preparing for Job Application, Components of a Formal Letter, Formats and Types of official, employment, Business Letters, Resume vs Bio Data, Profile, CV and others, Types of resume, Writing effective resume for employment, Model Letter of Application (Cover Letter) with Resume, Emails, Blog Writing, Memos (Types of Memos) and other recent communication types.
Professional Communication at Workplace : 1. Group Discussions – Importance, Characteristics, Strategies of a Group Discussions. Group Discussions is a Tool for Selection. Employment/ Job Interviews - Importance, Characteristics, Strategies of a Employment/ Job Interviews. Intra and Interpersonal Communication Skills - Importance, Characteristics, Strategies of a Intra and Interpersonal Communication Skills. NonVerbal Communication Skills (Body Language) and its importance in GD and PI/JI/EI. 2. Presentation skills and Formal Presentations by Students - Importance, Characteristics, Strategies of Presentation Skills. Dialogues in Various Situations (Activity based Practical Sessions in class by Students)." | |
Unit-2 |
Teaching Hours:6 |
Professional Communication for Employment
|
|
Professional Communication for Employment : 1. The Listening Comprehension, Importance of Listening Comprehension, Types of Listening, Understanding and Interpreting, Listening Barriers, Improving Listening Skills. Attributes of a good and poor listener. 2. Reading Skills and Reading Comprehension, Active and Passive Reading, Tips for effective reading. 3. Preparing for Job Application, Components of a Formal Letter, Formats and Types of official, employment, Business Letters, Resume vs Bio Data, Profile, CV and others, Types of resume, Writing effective resume for employment, Model Letter of Application (Cover Letter) with Resume, Emails, Blog Writing, Memos (Types of Memos) and other recent communication types.
Professional Communication at Workplace : 1. Group Discussions – Importance, Characteristics, Strategies of a Group Discussions. Group Discussions is a Tool for Selection. Employment/ Job Interviews - Importance, Characteristics, Strategies of a Employment/ Job Interviews. Intra and Interpersonal Communication Skills - Importance, Characteristics, Strategies of a Intra and Interpersonal Communication Skills. NonVerbal Communication Skills (Body Language) and its importance in GD and PI/JI/EI. 2. Presentation skills and Formal Presentations by Students - Importance, Characteristics, Strategies of Presentation Skills. Dialogues in Various Situations (Activity based Practical Sessions in class by Students)." | |
Unit-2 |
Teaching Hours:6 |
Professional Communication for Employment
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|
Professional Communication for Employment : 1. The Listening Comprehension, Importance of Listening Comprehension, Types of Listening, Understanding and Interpreting, Listening Barriers, Improving Listening Skills. Attributes of a good and poor listener. 2. Reading Skills and Reading Comprehension, Active and Passive Reading, Tips for effective reading. 3. Preparing for Job Application, Components of a Formal Letter, Formats and Types of official, employment, Business Letters, Resume vs Bio Data, Profile, CV and others, Types of resume, Writing effective resume for employment, Model Letter of Application (Cover Letter) with Resume, Emails, Blog Writing, Memos (Types of Memos) and other recent communication types.
Professional Communication at Workplace : 1. Group Discussions – Importance, Characteristics, Strategies of a Group Discussions. Group Discussions is a Tool for Selection. Employment/ Job Interviews - Importance, Characteristics, Strategies of a Employment/ Job Interviews. Intra and Interpersonal Communication Skills - Importance, Characteristics, Strategies of a Intra and Interpersonal Communication Skills. NonVerbal Communication Skills (Body Language) and its importance in GD and PI/JI/EI. 2. Presentation skills and Formal Presentations by Students - Importance, Characteristics, Strategies of Presentation Skills. Dialogues in Various Situations (Activity based Practical Sessions in class by Students)." | |
Unit-2 |
Teaching Hours:6 |
Professional Communication for Employment
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|
Professional Communication for Employment : 1. The Listening Comprehension, Importance of Listening Comprehension, Types of Listening, Understanding and Interpreting, Listening Barriers, Improving Listening Skills. Attributes of a good and poor listener. 2. Reading Skills and Reading Comprehension, Active and Passive Reading, Tips for effective reading. 3. Preparing for Job Application, Components of a Formal Letter, Formats and Types of official, employment, Business Letters, Resume vs Bio Data, Profile, CV and others, Types of resume, Writing effective resume for employment, Model Letter of Application (Cover Letter) with Resume, Emails, Blog Writing, Memos (Types of Memos) and other recent communication types.
Professional Communication at Workplace : 1. Group Discussions – Importance, Characteristics, Strategies of a Group Discussions. Group Discussions is a Tool for Selection. Employment/ Job Interviews - Importance, Characteristics, Strategies of a Employment/ Job Interviews. Intra and Interpersonal Communication Skills - Importance, Characteristics, Strategies of a Intra and Interpersonal Communication Skills. NonVerbal Communication Skills (Body Language) and its importance in GD and PI/JI/EI. 2. Presentation skills and Formal Presentations by Students - Importance, Characteristics, Strategies of Presentation Skills. Dialogues in Various Situations (Activity based Practical Sessions in class by Students)." | |
Unit-2 |
Teaching Hours:6 |
Professional Communication for Employment
|
|
Professional Communication for Employment : 1. The Listening Comprehension, Importance of Listening Comprehension, Types of Listening, Understanding and Interpreting, Listening Barriers, Improving Listening Skills. Attributes of a good and poor listener. 2. Reading Skills and Reading Comprehension, Active and Passive Reading, Tips for effective reading. 3. Preparing for Job Application, Components of a Formal Letter, Formats and Types of official, employment, Business Letters, Resume vs Bio Data, Profile, CV and others, Types of resume, Writing effective resume for employment, Model Letter of Application (Cover Letter) with Resume, Emails, Blog Writing, Memos (Types of Memos) and other recent communication types.
Professional Communication at Workplace : 1. Group Discussions – Importance, Characteristics, Strategies of a Group Discussions. Group Discussions is a Tool for Selection. Employment/ Job Interviews - Importance, Characteristics, Strategies of a Employment/ Job Interviews. Intra and Interpersonal Communication Skills - Importance, Characteristics, Strategies of a Intra and Interpersonal Communication Skills. NonVerbal Communication Skills (Body Language) and its importance in GD and PI/JI/EI. 2. Presentation skills and Formal Presentations by Students - Importance, Characteristics, Strategies of Presentation Skills. Dialogues in Various Situations (Activity based Practical Sessions in class by Students)." | |
Unit-3 |
Teaching Hours:8 |
Number System
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· Divisibility & Remainder · Multiples & Factors · Integers · LCM & HCF. · Complete a number Series · Find the Missing Term and Wrong Term Simplification · BODMAS Rule · Approximation · Decimals · Fractions · Surds & Indices
Percentage Calculation-oriented basic percentage, Profit and Loss, Successive Selling type, Discount & MP, Dishonest Dealings, Partnerships Interest : Simple Interest, Compound Interest, Mixed Interest, Installments.
Data Interpretation: Approach to interpretation - simple arithmetic, rules for comparing fractions, Calculating (approximation) fractions, short cut ways to find the percentages, Classification of data– Tables, Bar graph, line graph, Cumulative bar graph, Pie graph, Combination of graphs. Combination of table and graphs | |
Unit-3 |
Teaching Hours:8 |
Number System
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· Divisibility & Remainder · Multiples & Factors · Integers · LCM & HCF. · Complete a number Series · Find the Missing Term and Wrong Term Simplification · BODMAS Rule · Approximation · Decimals · Fractions · Surds & Indices
Percentage Calculation-oriented basic percentage, Profit and Loss, Successive Selling type, Discount & MP, Dishonest Dealings, Partnerships Interest : Simple Interest, Compound Interest, Mixed Interest, Installments.
Data Interpretation: Approach to interpretation - simple arithmetic, rules for comparing fractions, Calculating (approximation) fractions, short cut ways to find the percentages, Classification of data– Tables, Bar graph, line graph, Cumulative bar graph, Pie graph, Combination of graphs. Combination of table and graphs | |
Unit-3 |
Teaching Hours:8 |
Number System
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· Divisibility & Remainder · Multiples & Factors · Integers · LCM & HCF. · Complete a number Series · Find the Missing Term and Wrong Term Simplification · BODMAS Rule · Approximation · Decimals · Fractions · Surds & Indices
Percentage Calculation-oriented basic percentage, Profit and Loss, Successive Selling type, Discount & MP, Dishonest Dealings, Partnerships Interest : Simple Interest, Compound Interest, Mixed Interest, Installments.
Data Interpretation: Approach to interpretation - simple arithmetic, rules for comparing fractions, Calculating (approximation) fractions, short cut ways to find the percentages, Classification of data– Tables, Bar graph, line graph, Cumulative bar graph, Pie graph, Combination of graphs. Combination of table and graphs | |
Unit-3 |
Teaching Hours:8 |
Number System
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· Divisibility & Remainder · Multiples & Factors · Integers · LCM & HCF. · Complete a number Series · Find the Missing Term and Wrong Term Simplification · BODMAS Rule · Approximation · Decimals · Fractions · Surds & Indices
Percentage Calculation-oriented basic percentage, Profit and Loss, Successive Selling type, Discount & MP, Dishonest Dealings, Partnerships Interest : Simple Interest, Compound Interest, Mixed Interest, Installments.
Data Interpretation: Approach to interpretation - simple arithmetic, rules for comparing fractions, Calculating (approximation) fractions, short cut ways to find the percentages, Classification of data– Tables, Bar graph, line graph, Cumulative bar graph, Pie graph, Combination of graphs. Combination of table and graphs | |
Unit-3 |
Teaching Hours:8 |
Number System
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|
· Divisibility & Remainder · Multiples & Factors · Integers · LCM & HCF. · Complete a number Series · Find the Missing Term and Wrong Term Simplification · BODMAS Rule · Approximation · Decimals · Fractions · Surds & Indices
Percentage Calculation-oriented basic percentage, Profit and Loss, Successive Selling type, Discount & MP, Dishonest Dealings, Partnerships Interest : Simple Interest, Compound Interest, Mixed Interest, Installments.
Data Interpretation: Approach to interpretation - simple arithmetic, rules for comparing fractions, Calculating (approximation) fractions, short cut ways to find the percentages, Classification of data– Tables, Bar graph, line graph, Cumulative bar graph, Pie graph, Combination of graphs. Combination of table and graphs | |
Unit-3 |
Teaching Hours:8 |
Number System
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|
· Divisibility & Remainder · Multiples & Factors · Integers · LCM & HCF. · Complete a number Series · Find the Missing Term and Wrong Term Simplification · BODMAS Rule · Approximation · Decimals · Fractions · Surds & Indices
Percentage Calculation-oriented basic percentage, Profit and Loss, Successive Selling type, Discount & MP, Dishonest Dealings, Partnerships Interest : Simple Interest, Compound Interest, Mixed Interest, Installments.
Data Interpretation: Approach to interpretation - simple arithmetic, rules for comparing fractions, Calculating (approximation) fractions, short cut ways to find the percentages, Classification of data– Tables, Bar graph, line graph, Cumulative bar graph, Pie graph, Combination of graphs. Combination of table and graphs | |
Unit-3 |
Teaching Hours:8 |
Number System
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|
· Divisibility & Remainder · Multiples & Factors · Integers · LCM & HCF. · Complete a number Series · Find the Missing Term and Wrong Term Simplification · BODMAS Rule · Approximation · Decimals · Fractions · Surds & Indices
Percentage Calculation-oriented basic percentage, Profit and Loss, Successive Selling type, Discount & MP, Dishonest Dealings, Partnerships Interest : Simple Interest, Compound Interest, Mixed Interest, Installments.
Data Interpretation: Approach to interpretation - simple arithmetic, rules for comparing fractions, Calculating (approximation) fractions, short cut ways to find the percentages, Classification of data– Tables, Bar graph, line graph, Cumulative bar graph, Pie graph, Combination of graphs. Combination of table and graphs | |
Unit-3 |
Teaching Hours:8 |
Number System
|
|
· Divisibility & Remainder · Multiples & Factors · Integers · LCM & HCF. · Complete a number Series · Find the Missing Term and Wrong Term Simplification · BODMAS Rule · Approximation · Decimals · Fractions · Surds & Indices
Percentage Calculation-oriented basic percentage, Profit and Loss, Successive Selling type, Discount & MP, Dishonest Dealings, Partnerships Interest : Simple Interest, Compound Interest, Mixed Interest, Installments.
Data Interpretation: Approach to interpretation - simple arithmetic, rules for comparing fractions, Calculating (approximation) fractions, short cut ways to find the percentages, Classification of data– Tables, Bar graph, line graph, Cumulative bar graph, Pie graph, Combination of graphs. Combination of table and graphs | |
Unit-3 |
Teaching Hours:8 |
Number System
|
|
· Divisibility & Remainder · Multiples & Factors · Integers · LCM & HCF. · Complete a number Series · Find the Missing Term and Wrong Term Simplification · BODMAS Rule · Approximation · Decimals · Fractions · Surds & Indices
Percentage Calculation-oriented basic percentage, Profit and Loss, Successive Selling type, Discount & MP, Dishonest Dealings, Partnerships Interest : Simple Interest, Compound Interest, Mixed Interest, Installments.
Data Interpretation: Approach to interpretation - simple arithmetic, rules for comparing fractions, Calculating (approximation) fractions, short cut ways to find the percentages, Classification of data– Tables, Bar graph, line graph, Cumulative bar graph, Pie graph, Combination of graphs. Combination of table and graphs | |
Unit-3 |
Teaching Hours:8 |
Number System
|
|
· Divisibility & Remainder · Multiples & Factors · Integers · LCM & HCF. · Complete a number Series · Find the Missing Term and Wrong Term Simplification · BODMAS Rule · Approximation · Decimals · Fractions · Surds & Indices
Percentage Calculation-oriented basic percentage, Profit and Loss, Successive Selling type, Discount & MP, Dishonest Dealings, Partnerships Interest : Simple Interest, Compound Interest, Mixed Interest, Installments.
Data Interpretation: Approach to interpretation - simple arithmetic, rules for comparing fractions, Calculating (approximation) fractions, short cut ways to find the percentages, Classification of data– Tables, Bar graph, line graph, Cumulative bar graph, Pie graph, Combination of graphs. Combination of table and graphs | |
Unit-3 |
Teaching Hours:8 |
Number System
|
|
· Divisibility & Remainder · Multiples & Factors · Integers · LCM & HCF. · Complete a number Series · Find the Missing Term and Wrong Term Simplification · BODMAS Rule · Approximation · Decimals · Fractions · Surds & Indices
Percentage Calculation-oriented basic percentage, Profit and Loss, Successive Selling type, Discount & MP, Dishonest Dealings, Partnerships Interest : Simple Interest, Compound Interest, Mixed Interest, Installments.
Data Interpretation: Approach to interpretation - simple arithmetic, rules for comparing fractions, Calculating (approximation) fractions, short cut ways to find the percentages, Classification of data– Tables, Bar graph, line graph, Cumulative bar graph, Pie graph, Combination of graphs. Combination of table and graphs | |
Unit-3 |
Teaching Hours:8 |
Number System
|
|
· Divisibility & Remainder · Multiples & Factors · Integers · LCM & HCF. · Complete a number Series · Find the Missing Term and Wrong Term Simplification · BODMAS Rule · Approximation · Decimals · Fractions · Surds & Indices
Percentage Calculation-oriented basic percentage, Profit and Loss, Successive Selling type, Discount & MP, Dishonest Dealings, Partnerships Interest : Simple Interest, Compound Interest, Mixed Interest, Installments.
Data Interpretation: Approach to interpretation - simple arithmetic, rules for comparing fractions, Calculating (approximation) fractions, short cut ways to find the percentages, Classification of data– Tables, Bar graph, line graph, Cumulative bar graph, Pie graph, Combination of graphs. Combination of table and graphs | |
Unit-3 |
Teaching Hours:8 |
Number System
|
|
· Divisibility & Remainder · Multiples & Factors · Integers · LCM & HCF. · Complete a number Series · Find the Missing Term and Wrong Term Simplification · BODMAS Rule · Approximation · Decimals · Fractions · Surds & Indices
Percentage Calculation-oriented basic percentage, Profit and Loss, Successive Selling type, Discount & MP, Dishonest Dealings, Partnerships Interest : Simple Interest, Compound Interest, Mixed Interest, Installments.
Data Interpretation: Approach to interpretation - simple arithmetic, rules for comparing fractions, Calculating (approximation) fractions, short cut ways to find the percentages, Classification of data– Tables, Bar graph, line graph, Cumulative bar graph, Pie graph, Combination of graphs. Combination of table and graphs | |
Unit-4 |
Teaching Hours:8 |
Ratio and Proportion
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|
· Simple Ratios · Compound Ratios · Comprehend and Dividend · Direct & Indirect Proportions · Problems on ages · Mixtures & Allegation Speed, Time and Distance · Relative Speed · Average Speed · Problems on Train · Boat & Stream. Time and Work · Work Efficiency · Work & Wages Pipes & Cisterns | |
Unit-4 |
Teaching Hours:8 |
Ratio and Proportion
|
|
· Simple Ratios · Compound Ratios · Comprehend and Dividend · Direct & Indirect Proportions · Problems on ages · Mixtures & Allegation Speed, Time and Distance · Relative Speed · Average Speed · Problems on Train · Boat & Stream. Time and Work · Work Efficiency · Work & Wages Pipes & Cisterns | |
Unit-4 |
Teaching Hours:8 |
Ratio and Proportion
|
|
· Simple Ratios · Compound Ratios · Comprehend and Dividend · Direct & Indirect Proportions · Problems on ages · Mixtures & Allegation Speed, Time and Distance · Relative Speed · Average Speed · Problems on Train · Boat & Stream. Time and Work · Work Efficiency · Work & Wages Pipes & Cisterns | |
Unit-4 |
Teaching Hours:8 |
Ratio and Proportion
|
|
· Simple Ratios · Compound Ratios · Comprehend and Dividend · Direct & Indirect Proportions · Problems on ages · Mixtures & Allegation Speed, Time and Distance · Relative Speed · Average Speed · Problems on Train · Boat & Stream. Time and Work · Work Efficiency · Work & Wages Pipes & Cisterns | |
Unit-4 |
Teaching Hours:8 |
Ratio and Proportion
|
|
· Simple Ratios · Compound Ratios · Comprehend and Dividend · Direct & Indirect Proportions · Problems on ages · Mixtures & Allegation Speed, Time and Distance · Relative Speed · Average Speed · Problems on Train · Boat & Stream. Time and Work · Work Efficiency · Work & Wages Pipes & Cisterns | |
Unit-4 |
Teaching Hours:8 |
Ratio and Proportion
|
|
· Simple Ratios · Compound Ratios · Comprehend and Dividend · Direct & Indirect Proportions · Problems on ages · Mixtures & Allegation Speed, Time and Distance · Relative Speed · Average Speed · Problems on Train · Boat & Stream. Time and Work · Work Efficiency · Work & Wages Pipes & Cisterns | |
Unit-4 |
Teaching Hours:8 |
Ratio and Proportion
|
|
· Simple Ratios · Compound Ratios · Comprehend and Dividend · Direct & Indirect Proportions · Problems on ages · Mixtures & Allegation Speed, Time and Distance · Relative Speed · Average Speed · Problems on Train · Boat & Stream. Time and Work · Work Efficiency · Work & Wages Pipes & Cisterns | |
Unit-4 |
Teaching Hours:8 |
Ratio and Proportion
|
|
· Simple Ratios · Compound Ratios · Comprehend and Dividend · Direct & Indirect Proportions · Problems on ages · Mixtures & Allegation Speed, Time and Distance · Relative Speed · Average Speed · Problems on Train · Boat & Stream. Time and Work · Work Efficiency · Work & Wages Pipes & Cisterns | |
Unit-4 |
Teaching Hours:8 |
Ratio and Proportion
|
|
· Simple Ratios · Compound Ratios · Comprehend and Dividend · Direct & Indirect Proportions · Problems on ages · Mixtures & Allegation Speed, Time and Distance · Relative Speed · Average Speed · Problems on Train · Boat & Stream. Time and Work · Work Efficiency · Work & Wages Pipes & Cisterns | |
Unit-4 |
Teaching Hours:8 |
Ratio and Proportion
|
|
· Simple Ratios · Compound Ratios · Comprehend and Dividend · Direct & Indirect Proportions · Problems on ages · Mixtures & Allegation Speed, Time and Distance · Relative Speed · Average Speed · Problems on Train · Boat & Stream. Time and Work · Work Efficiency · Work & Wages Pipes & Cisterns | |
Unit-4 |
Teaching Hours:8 |
Ratio and Proportion
|
|
· Simple Ratios · Compound Ratios · Comprehend and Dividend · Direct & Indirect Proportions · Problems on ages · Mixtures & Allegation Speed, Time and Distance · Relative Speed · Average Speed · Problems on Train · Boat & Stream. Time and Work · Work Efficiency · Work & Wages Pipes & Cisterns | |
Unit-4 |
Teaching Hours:8 |
Ratio and Proportion
|
|
· Simple Ratios · Compound Ratios · Comprehend and Dividend · Direct & Indirect Proportions · Problems on ages · Mixtures & Allegation Speed, Time and Distance · Relative Speed · Average Speed · Problems on Train · Boat & Stream. Time and Work · Work Efficiency · Work & Wages Pipes & Cisterns | |
Unit-4 |
Teaching Hours:8 |
Ratio and Proportion
|
|
· Simple Ratios · Compound Ratios · Comprehend and Dividend · Direct & Indirect Proportions · Problems on ages · Mixtures & Allegation Speed, Time and Distance · Relative Speed · Average Speed · Problems on Train · Boat & Stream. Time and Work · Work Efficiency · Work & Wages Pipes & Cisterns | |
Unit-5 |
Teaching Hours:14 |
C Programming
|
|
Data Types, Operators and Expressions Input and output Operations Control Flow – Branching, Control Flow – Looping · Statements and Blocks · If..Else, Switch, Nesting of If..Else · GOTO statement · The while statement · The For statement · The Do statement · Jumps in loops
Arrays, Strings · One-dimensional arrays · Initialization of one-dimensional arrays · Two-dimensional Arrays · Initializing Two-dimensional arrays · Multi-dimensional arrays · Dynamic arrays · Declaring and Initializing string variables · Reading Strings from Terminal · Writing Strings to screen · String handling functions · Operations on strings
User-defined Functions, Structures · Basics of Functions · Functions Returning Non-integers · External Variables, Scope Rules · Header Files, Static Variables, Register Variables · Block Structure, Initialization, Recursion · Category of functions, Functions that return multiple values · Nesting functions, Multi-file programs · Structures and Functions, Arrays of Structures · Pointers to Structures, Self-referential structures
Unions, Pointers · Difference between Structures and Unions · Accessing the address of a variable · Declaring and Initializing pointer variables · Accessing a variable through its pointers · Chain of pointers · Pointer Expressions · Pointer Increments and Scale Factors · Pointers and character strings · Array of pointers · Pointers as function arguments · Functions returning pointers · Pointers to functions, Drawback of Pointers
File Management in C, The Preprocessor Defining and Opening a File, Closing a File, Input / Output Operations on Files, Random Access to Files, Command Line Arguments. Macro Substitution, File Inclusion, Compiler Control Directives, ANSI Additions. | |
Unit-5 |
Teaching Hours:14 |
C Programming
|
|
Data Types, Operators and Expressions Input and output Operations Control Flow – Branching, Control Flow – Looping · Statements and Blocks · If..Else, Switch, Nesting of If..Else · GOTO statement · The while statement · The For statement · The Do statement · Jumps in loops
Arrays, Strings · One-dimensional arrays · Initialization of one-dimensional arrays · Two-dimensional Arrays · Initializing Two-dimensional arrays · Multi-dimensional arrays · Dynamic arrays · Declaring and Initializing string variables · Reading Strings from Terminal · Writing Strings to screen · String handling functions · Operations on strings
User-defined Functions, Structures · Basics of Functions · Functions Returning Non-integers · External Variables, Scope Rules · Header Files, Static Variables, Register Variables · Block Structure, Initialization, Recursion · Category of functions, Functions that return multiple values · Nesting functions, Multi-file programs · Structures and Functions, Arrays of Structures · Pointers to Structures, Self-referential structures
Unions, Pointers · Difference between Structures and Unions · Accessing the address of a variable · Declaring and Initializing pointer variables · Accessing a variable through its pointers · Chain of pointers · Pointer Expressions · Pointer Increments and Scale Factors · Pointers and character strings · Array of pointers · Pointers as function arguments · Functions returning pointers · Pointers to functions, Drawback of Pointers
File Management in C, The Preprocessor Defining and Opening a File, Closing a File, Input / Output Operations on Files, Random Access to Files, Command Line Arguments. Macro Substitution, File Inclusion, Compiler Control Directives, ANSI Additions. | |
Unit-5 |
Teaching Hours:14 |
C Programming
|
|
Data Types, Operators and Expressions Input and output Operations Control Flow – Branching, Control Flow – Looping · Statements and Blocks · If..Else, Switch, Nesting of If..Else · GOTO statement · The while statement · The For statement · The Do statement · Jumps in loops
Arrays, Strings · One-dimensional arrays · Initialization of one-dimensional arrays · Two-dimensional Arrays · Initializing Two-dimensional arrays · Multi-dimensional arrays · Dynamic arrays · Declaring and Initializing string variables · Reading Strings from Terminal · Writing Strings to screen · String handling functions · Operations on strings
User-defined Functions, Structures · Basics of Functions · Functions Returning Non-integers · External Variables, Scope Rules · Header Files, Static Variables, Register Variables · Block Structure, Initialization, Recursion · Category of functions, Functions that return multiple values · Nesting functions, Multi-file programs · Structures and Functions, Arrays of Structures · Pointers to Structures, Self-referential structures
Unions, Pointers · Difference between Structures and Unions · Accessing the address of a variable · Declaring and Initializing pointer variables · Accessing a variable through its pointers · Chain of pointers · Pointer Expressions · Pointer Increments and Scale Factors · Pointers and character strings · Array of pointers · Pointers as function arguments · Functions returning pointers · Pointers to functions, Drawback of Pointers
File Management in C, The Preprocessor Defining and Opening a File, Closing a File, Input / Output Operations on Files, Random Access to Files, Command Line Arguments. Macro Substitution, File Inclusion, Compiler Control Directives, ANSI Additions. | |
Unit-5 |
Teaching Hours:14 |
C Programming
|
|
Data Types, Operators and Expressions Input and output Operations Control Flow – Branching, Control Flow – Looping · Statements and Blocks · If..Else, Switch, Nesting of If..Else · GOTO statement · The while statement · The For statement · The Do statement · Jumps in loops
Arrays, Strings · One-dimensional arrays · Initialization of one-dimensional arrays · Two-dimensional Arrays · Initializing Two-dimensional arrays · Multi-dimensional arrays · Dynamic arrays · Declaring and Initializing string variables · Reading Strings from Terminal · Writing Strings to screen · String handling functions · Operations on strings
User-defined Functions, Structures · Basics of Functions · Functions Returning Non-integers · External Variables, Scope Rules · Header Files, Static Variables, Register Variables · Block Structure, Initialization, Recursion · Category of functions, Functions that return multiple values · Nesting functions, Multi-file programs · Structures and Functions, Arrays of Structures · Pointers to Structures, Self-referential structures
Unions, Pointers · Difference between Structures and Unions · Accessing the address of a variable · Declaring and Initializing pointer variables · Accessing a variable through its pointers · Chain of pointers · Pointer Expressions · Pointer Increments and Scale Factors · Pointers and character strings · Array of pointers · Pointers as function arguments · Functions returning pointers · Pointers to functions, Drawback of Pointers
File Management in C, The Preprocessor Defining and Opening a File, Closing a File, Input / Output Operations on Files, Random Access to Files, Command Line Arguments. Macro Substitution, File Inclusion, Compiler Control Directives, ANSI Additions. | |
Unit-5 |
Teaching Hours:14 |
C Programming
|
|
Data Types, Operators and Expressions Input and output Operations Control Flow – Branching, Control Flow – Looping · Statements and Blocks · If..Else, Switch, Nesting of If..Else · GOTO statement · The while statement · The For statement · The Do statement · Jumps in loops
Arrays, Strings · One-dimensional arrays · Initialization of one-dimensional arrays · Two-dimensional Arrays · Initializing Two-dimensional arrays · Multi-dimensional arrays · Dynamic arrays · Declaring and Initializing string variables · Reading Strings from Terminal · Writing Strings to screen · String handling functions · Operations on strings
User-defined Functions, Structures · Basics of Functions · Functions Returning Non-integers · External Variables, Scope Rules · Header Files, Static Variables, Register Variables · Block Structure, Initialization, Recursion · Category of functions, Functions that return multiple values · Nesting functions, Multi-file programs · Structures and Functions, Arrays of Structures · Pointers to Structures, Self-referential structures
Unions, Pointers · Difference between Structures and Unions · Accessing the address of a variable · Declaring and Initializing pointer variables · Accessing a variable through its pointers · Chain of pointers · Pointer Expressions · Pointer Increments and Scale Factors · Pointers and character strings · Array of pointers · Pointers as function arguments · Functions returning pointers · Pointers to functions, Drawback of Pointers
File Management in C, The Preprocessor Defining and Opening a File, Closing a File, Input / Output Operations on Files, Random Access to Files, Command Line Arguments. Macro Substitution, File Inclusion, Compiler Control Directives, ANSI Additions. | |
Unit-5 |
Teaching Hours:14 |
C Programming
|
|
Data Types, Operators and Expressions Input and output Operations Control Flow – Branching, Control Flow – Looping · Statements and Blocks · If..Else, Switch, Nesting of If..Else · GOTO statement · The while statement · The For statement · The Do statement · Jumps in loops
Arrays, Strings · One-dimensional arrays · Initialization of one-dimensional arrays · Two-dimensional Arrays · Initializing Two-dimensional arrays · Multi-dimensional arrays · Dynamic arrays · Declaring and Initializing string variables · Reading Strings from Terminal · Writing Strings to screen · String handling functions · Operations on strings
User-defined Functions, Structures · Basics of Functions · Functions Returning Non-integers · External Variables, Scope Rules · Header Files, Static Variables, Register Variables · Block Structure, Initialization, Recursion · Category of functions, Functions that return multiple values · Nesting functions, Multi-file programs · Structures and Functions, Arrays of Structures · Pointers to Structures, Self-referential structures
Unions, Pointers · Difference between Structures and Unions · Accessing the address of a variable · Declaring and Initializing pointer variables · Accessing a variable through its pointers · Chain of pointers · Pointer Expressions · Pointer Increments and Scale Factors · Pointers and character strings · Array of pointers · Pointers as function arguments · Functions returning pointers · Pointers to functions, Drawback of Pointers
File Management in C, The Preprocessor Defining and Opening a File, Closing a File, Input / Output Operations on Files, Random Access to Files, Command Line Arguments. Macro Substitution, File Inclusion, Compiler Control Directives, ANSI Additions. | |
Unit-5 |
Teaching Hours:14 |
C Programming
|
|
Data Types, Operators and Expressions Input and output Operations Control Flow – Branching, Control Flow – Looping · Statements and Blocks · If..Else, Switch, Nesting of If..Else · GOTO statement · The while statement · The For statement · The Do statement · Jumps in loops
Arrays, Strings · One-dimensional arrays · Initialization of one-dimensional arrays · Two-dimensional Arrays · Initializing Two-dimensional arrays · Multi-dimensional arrays · Dynamic arrays · Declaring and Initializing string variables · Reading Strings from Terminal · Writing Strings to screen · String handling functions · Operations on strings
User-defined Functions, Structures · Basics of Functions · Functions Returning Non-integers · External Variables, Scope Rules · Header Files, Static Variables, Register Variables · Block Structure, Initialization, Recursion · Category of functions, Functions that return multiple values · Nesting functions, Multi-file programs · Structures and Functions, Arrays of Structures · Pointers to Structures, Self-referential structures
Unions, Pointers · Difference between Structures and Unions · Accessing the address of a variable · Declaring and Initializing pointer variables · Accessing a variable through its pointers · Chain of pointers · Pointer Expressions · Pointer Increments and Scale Factors · Pointers and character strings · Array of pointers · Pointers as function arguments · Functions returning pointers · Pointers to functions, Drawback of Pointers
File Management in C, The Preprocessor Defining and Opening a File, Closing a File, Input / Output Operations on Files, Random Access to Files, Command Line Arguments. Macro Substitution, File Inclusion, Compiler Control Directives, ANSI Additions. | |
Unit-5 |
Teaching Hours:14 |
C Programming
|
|
Data Types, Operators and Expressions Input and output Operations Control Flow – Branching, Control Flow – Looping · Statements and Blocks · If..Else, Switch, Nesting of If..Else · GOTO statement · The while statement · The For statement · The Do statement · Jumps in loops
Arrays, Strings · One-dimensional arrays · Initialization of one-dimensional arrays · Two-dimensional Arrays · Initializing Two-dimensional arrays · Multi-dimensional arrays · Dynamic arrays · Declaring and Initializing string variables · Reading Strings from Terminal · Writing Strings to screen · String handling functions · Operations on strings
User-defined Functions, Structures · Basics of Functions · Functions Returning Non-integers · External Variables, Scope Rules · Header Files, Static Variables, Register Variables · Block Structure, Initialization, Recursion · Category of functions, Functions that return multiple values · Nesting functions, Multi-file programs · Structures and Functions, Arrays of Structures · Pointers to Structures, Self-referential structures
Unions, Pointers · Difference between Structures and Unions · Accessing the address of a variable · Declaring and Initializing pointer variables · Accessing a variable through its pointers · Chain of pointers · Pointer Expressions · Pointer Increments and Scale Factors · Pointers and character strings · Array of pointers · Pointers as function arguments · Functions returning pointers · Pointers to functions, Drawback of Pointers
File Management in C, The Preprocessor Defining and Opening a File, Closing a File, Input / Output Operations on Files, Random Access to Files, Command Line Arguments. Macro Substitution, File Inclusion, Compiler Control Directives, ANSI Additions. | |
Unit-5 |
Teaching Hours:14 |
C Programming
|
|
Data Types, Operators and Expressions Input and output Operations Control Flow – Branching, Control Flow – Looping · Statements and Blocks · If..Else, Switch, Nesting of If..Else · GOTO statement · The while statement · The For statement · The Do statement · Jumps in loops
Arrays, Strings · One-dimensional arrays · Initialization of one-dimensional arrays · Two-dimensional Arrays · Initializing Two-dimensional arrays · Multi-dimensional arrays · Dynamic arrays · Declaring and Initializing string variables · Reading Strings from Terminal · Writing Strings to screen · String handling functions · Operations on strings
User-defined Functions, Structures · Basics of Functions · Functions Returning Non-integers · External Variables, Scope Rules · Header Files, Static Variables, Register Variables · Block Structure, Initialization, Recursion · Category of functions, Functions that return multiple values · Nesting functions, Multi-file programs · Structures and Functions, Arrays of Structures · Pointers to Structures, Self-referential structures
Unions, Pointers · Difference between Structures and Unions · Accessing the address of a variable · Declaring and Initializing pointer variables · Accessing a variable through its pointers · Chain of pointers · Pointer Expressions · Pointer Increments and Scale Factors · Pointers and character strings · Array of pointers · Pointers as function arguments · Functions returning pointers · Pointers to functions, Drawback of Pointers
File Management in C, The Preprocessor Defining and Opening a File, Closing a File, Input / Output Operations on Files, Random Access to Files, Command Line Arguments. Macro Substitution, File Inclusion, Compiler Control Directives, ANSI Additions. | |
Unit-5 |
Teaching Hours:14 |
C Programming
|
|
Data Types, Operators and Expressions Input and output Operations Control Flow – Branching, Control Flow – Looping · Statements and Blocks · If..Else, Switch, Nesting of If..Else · GOTO statement · The while statement · The For statement · The Do statement · Jumps in loops
Arrays, Strings · One-dimensional arrays · Initialization of one-dimensional arrays · Two-dimensional Arrays · Initializing Two-dimensional arrays · Multi-dimensional arrays · Dynamic arrays · Declaring and Initializing string variables · Reading Strings from Terminal · Writing Strings to screen · String handling functions · Operations on strings
User-defined Functions, Structures · Basics of Functions · Functions Returning Non-integers · External Variables, Scope Rules · Header Files, Static Variables, Register Variables · Block Structure, Initialization, Recursion · Category of functions, Functions that return multiple values · Nesting functions, Multi-file programs · Structures and Functions, Arrays of Structures · Pointers to Structures, Self-referential structures
Unions, Pointers · Difference between Structures and Unions · Accessing the address of a variable · Declaring and Initializing pointer variables · Accessing a variable through its pointers · Chain of pointers · Pointer Expressions · Pointer Increments and Scale Factors · Pointers and character strings · Array of pointers · Pointers as function arguments · Functions returning pointers · Pointers to functions, Drawback of Pointers
File Management in C, The Preprocessor Defining and Opening a File, Closing a File, Input / Output Operations on Files, Random Access to Files, Command Line Arguments. Macro Substitution, File Inclusion, Compiler Control Directives, ANSI Additions. | |
Unit-5 |
Teaching Hours:14 |
C Programming
|
|
Data Types, Operators and Expressions Input and output Operations Control Flow – Branching, Control Flow – Looping · Statements and Blocks · If..Else, Switch, Nesting of If..Else · GOTO statement · The while statement · The For statement · The Do statement · Jumps in loops
Arrays, Strings · One-dimensional arrays · Initialization of one-dimensional arrays · Two-dimensional Arrays · Initializing Two-dimensional arrays · Multi-dimensional arrays · Dynamic arrays · Declaring and Initializing string variables · Reading Strings from Terminal · Writing Strings to screen · String handling functions · Operations on strings
User-defined Functions, Structures · Basics of Functions · Functions Returning Non-integers · External Variables, Scope Rules · Header Files, Static Variables, Register Variables · Block Structure, Initialization, Recursion · Category of functions, Functions that return multiple values · Nesting functions, Multi-file programs · Structures and Functions, Arrays of Structures · Pointers to Structures, Self-referential structures
Unions, Pointers · Difference between Structures and Unions · Accessing the address of a variable · Declaring and Initializing pointer variables · Accessing a variable through its pointers · Chain of pointers · Pointer Expressions · Pointer Increments and Scale Factors · Pointers and character strings · Array of pointers · Pointers as function arguments · Functions returning pointers · Pointers to functions, Drawback of Pointers
File Management in C, The Preprocessor Defining and Opening a File, Closing a File, Input / Output Operations on Files, Random Access to Files, Command Line Arguments. Macro Substitution, File Inclusion, Compiler Control Directives, ANSI Additions. | |
Unit-5 |
Teaching Hours:14 |
C Programming
|
|
Data Types, Operators and Expressions Input and output Operations Control Flow – Branching, Control Flow – Looping · Statements and Blocks · If..Else, Switch, Nesting of If..Else · GOTO statement · The while statement · The For statement · The Do statement · Jumps in loops
Arrays, Strings · One-dimensional arrays · Initialization of one-dimensional arrays · Two-dimensional Arrays · Initializing Two-dimensional arrays · Multi-dimensional arrays · Dynamic arrays · Declaring and Initializing string variables · Reading Strings from Terminal · Writing Strings to screen · String handling functions · Operations on strings
User-defined Functions, Structures · Basics of Functions · Functions Returning Non-integers · External Variables, Scope Rules · Header Files, Static Variables, Register Variables · Block Structure, Initialization, Recursion · Category of functions, Functions that return multiple values · Nesting functions, Multi-file programs · Structures and Functions, Arrays of Structures · Pointers to Structures, Self-referential structures
Unions, Pointers · Difference between Structures and Unions · Accessing the address of a variable · Declaring and Initializing pointer variables · Accessing a variable through its pointers · Chain of pointers · Pointer Expressions · Pointer Increments and Scale Factors · Pointers and character strings · Array of pointers · Pointers as function arguments · Functions returning pointers · Pointers to functions, Drawback of Pointers
File Management in C, The Preprocessor Defining and Opening a File, Closing a File, Input / Output Operations on Files, Random Access to Files, Command Line Arguments. Macro Substitution, File Inclusion, Compiler Control Directives, ANSI Additions. | |
Unit-5 |
Teaching Hours:14 |
C Programming
|
|
Data Types, Operators and Expressions Input and output Operations Control Flow – Branching, Control Flow – Looping · Statements and Blocks · If..Else, Switch, Nesting of If..Else · GOTO statement · The while statement · The For statement · The Do statement · Jumps in loops
Arrays, Strings · One-dimensional arrays · Initialization of one-dimensional arrays · Two-dimensional Arrays · Initializing Two-dimensional arrays · Multi-dimensional arrays · Dynamic arrays · Declaring and Initializing string variables · Reading Strings from Terminal · Writing Strings to screen · String handling functions · Operations on strings
User-defined Functions, Structures · Basics of Functions · Functions Returning Non-integers · External Variables, Scope Rules · Header Files, Static Variables, Register Variables · Block Structure, Initialization, Recursion · Category of functions, Functions that return multiple values · Nesting functions, Multi-file programs · Structures and Functions, Arrays of Structures · Pointers to Structures, Self-referential structures
Unions, Pointers · Difference between Structures and Unions · Accessing the address of a variable · Declaring and Initializing pointer variables · Accessing a variable through its pointers · Chain of pointers · Pointer Expressions · Pointer Increments and Scale Factors · Pointers and character strings · Array of pointers · Pointers as function arguments · Functions returning pointers · Pointers to functions, Drawback of Pointers
File Management in C, The Preprocessor Defining and Opening a File, Closing a File, Input / Output Operations on Files, Random Access to Files, Command Line Arguments. Macro Substitution, File Inclusion, Compiler Control Directives, ANSI Additions. | |
Text Books And Reference Books: 1.Title: The ACE of Soft Skills: Attitude, Communication and Etiquette for Success Author: Gopalaswamy Ramesh and Mahadevan Ramesh Publisher: Pearson Education India Edition: 1st Edition (2010).ISBN: 9788131732857. 2.Title: The ACE of Soft Skills: Attitude, Communication and Etiquette for Success
Author: Gopalaswamy Ramesh and Mahadevan Ramesh
Publisher: Pearson Education India
Edition: 1st Edition (2010) ISBN: 9788131732857
| |
Essential Reading / Recommended Reading 1. Title: Quantitative Aptitude for Competitive Examinations Author: R.S. Aggarwal Publisher: S. Chand Publishing Edition: 2021 ISBN: 9789352836509
2. Title: How to Prepare for Quantitative Aptitude for the CAT Author: Arun Sharma Publisher: McGraw Hill Education Edition: 10th Edition (2022) ISBN: 9789354720196 . Title: Quantitative Aptitude for Competitive Examinations Author: R.S. Aggarwal Publisher: S. Chand Publishing Edition: 2021 ISBN: 9789352836509
3. Title: How to Prepare for Quantitative Aptitude for the CAT Author: Arun Sharma Publisher: McGraw Hill Education Edition: 10th Edition (2022) ISBN: 9789354720196. Title: Let Us C Author: YashavantKanetkar Publisher: BPB Publications Edition: 17th Edition (2020) ISBN: 9789388511393
4. Title: Let Us C Solutions Author: YashavantKanetkar Publisher: BPB Publications Edition: 13th Edition (2021) ISBN: 9789387284588
5. Title: The C Programming Language Author: Brian W. Kernighan and Dennis M. Ritchie Publisher: Prentice Hall Edition: 2nd Edition (1988) ISBN: 9780131103627 | |
Evaluation Pattern Total Credit=1 Overall CIA=50. | |
AU431P - AUTOMOTIVE MATERIALS AND METALLURGY (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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The objective of the course is to provide the basic knowledge needed to explore the application of materials science and engineering in automobile field. 1. To develop the knowledge of the properties of materials and its alloys 2. To introduce the modern materials and alloys. 3. To develop knowledge in recent trends in manufacturing techniques of automobile components. |
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Learning Outcome |
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CO1: Explain the different types of crystal structures and describe the various mechanical properties of material used in modern national industries. {L2} CO2: Elucidate the different types of phase diagrams that will increase student's skill. {L3} CO3: Discuss the Mechanical surface treatment and coatings done on materials {L3} CO4: Describe the various surface engineering methods and state their advantages and discuss the composition and properties of ferrous and non-ferrous alloys. {L3} CO5: Discuss and explain the trends in materials for manufacturing Automobile components. {L3} |
Unit-1 |
Teaching Hours:8 |
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Crystal Structure
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Material science, Engineering materials, Atomic bonding, Unit cells, Metallic crystal structures, BCC, FCC and HCP Structures, coordination number and atomic packing factors, Ceramics, Polymers. Imperfection in solids: Point, line, interfacial and volume defects; dislocation strengthening mechanisms and slip systems. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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Phase Diagrams
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Mechanism of solidification, Homogenous and Heterogeneous nucleation, crystal growth, cast metal structures. Solid solutions Hume Rothary rule substitution, and interstitial solid solutions, intermediate phases, Gibbs phase rule.
Phase diagrams: Construction of equilibrium diagrams involving complete and partial solubility, lever rule. Interpretation of binary phase diagrams and microstructure development. Iron-carbide equilibrium diagram and microstructural aspects of ledeburite, austenite, ferrite and cementite, cast iron. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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Surface Engineering
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Introduction, Groups of Methods, Functions and Purpose of a Product, Introduction, forms of corrosion, corrosion, prevention, electrochemical consideration, corrosion environments. Mechanical Surface Treatment: Surface Cleaning, Finishing Processes, Mass Finishing & Short Pining. Heat Treatment: Grain Size, Micro-Structure, Hardenability, Fe-C Phase Diagram, Types of heat treatment, Normalizing, annealing, Spherodising, Quenching and Tempering, Carbonizing, Nitriding, Carbo- Niriding, Nitro- Carbonizing, Laser Surface hardening. Coating: Organic & Inorganic Coating, Powder Coating, Hot Dip Coating, Electroplating, Electroless coating, Metallizing of Plastics and Ceramics, Physical vapor Deposition, Chemical vapor Deposition. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
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Ferrous & Non-Ferrous and Composites as Automotive Material
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Light Weight material: Aluminum, Magnesium Alloys, potential in Automotive Light Weighting (wrt Ashby Diagram), Magnesium and Mg Alloys Designation, Manufacturing Methods, Aluminum & its wide application in Automotive, Wrought and Cast Al Alloy Designation. Steels, Classification of steels, Carbon steels: Low, Medium & High; Alloy Steels: Low and High Alloy Steels, High Strength low Alloy(HSLA) Steels, Alloying Elements in Steel, Effects of Alloying Elements on steels. Cast Iron: Basic Metallurgy of Cast Iron, Classification of Cast Iron, Gray CI, Ductile Iron, Malleable Iron, Compacted Graphite Irons. Composite: Need for composites, Properties of engineering composites and their limitations, Significance of Polymer, Metal and Ceramic matrix composite systems, Property correlation with reinforcement shape and distribution, Processing and application of different composites for automotive components. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
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Advances in Automotive Materials and Batteries
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Passenger Cars Body Materials: Evolutions in Advance Steels, Current and Future Trends, DP Steel, CP Steel, MART Steel, FB Steel, HF Steel, TRIP Steel, TWIP Steel, AHSS: Nano Steel, Usage and Automotive Applications. Forging Grades Steel, High Temperature Super Alloy, SMART Materials. Types of batteries, Battery chemistry of Lead acid, Nickel Cadmium Batteries, Lithium Batteries, Lithium Polymer Battery, The Lithium Ion Battery, Metal–Air Batteries (Aluminium–Air Battery). Battery terminologies, Battery pack materials | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: 1. Callister W.D. (2006) “Material Science and Engineering- An introduction”, Wiley –Eastern 2. Flinn R. A. and Trojan P. K., (1999)”Engineering Materials and their Applications”, Jaico. 3. Arthur C.Reardon (2011) “Metallurgy for the Non- Metallurgist”, ASM International Publication. 4. Kenneth G. Budinski and Michael K. Budinski, “Engineering Materials”, Prentice Hall of India Private Limited, 4th Indian Reprint, 2002. 5. V. Raghavan, “Material Science and Engineering’, Prentice Hall of India Private Limited, 1999. 6. U. C. Jindal, “Engineering Materials and Metallurgy”, Pearson, 2011. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading 1. George Diter, 2013, “Mechanical Metallurgy”, McGrew Hill Education. 2. Y.Lakhtin,” Engineering Physical Metallurgy”, New Delhi CBS Publishers and Distributors 1998. 3. Kenneth Budinski – (1988) “Surface Engineering for wear resistance", Prentice Hall. 4. Avner S.H., (2006) “Introduction to physical metallurgy” –Tata McGraw Hill. 5. Haslehurst.S.E., " Manufacturing Technology ", ELBS, London, 1990. 6. Rusinoff, " Forging and Forming of metals ", D.B. Taraporevala Son & Co. Pvt Ltd., Mumbai,1995. . Sabroff.A.M. & Others, " Forging Materials & Processes ", Reinhold Book Corporation, New York, 7. Upton, " Pressure Die Casting ", pergamon Press, 1985. High Velocity " Forming of Metals ", ASTME, prentice Hall of India (P) Ltd., New Delhi, 1990. 8. ASM Handbook Volume 4 & 4A: Heat Treatment 9. ASM Handbook Volume 5: Surface Engineering. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
AU432P - AUTOMOTIVE POWER TRAIN (2023 Batch) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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Course objectives: The course aims to impart basic skills and understanding of automobile transmission systems basic components their working principle, classification and performance characteristics |
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Learning Outcome |
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CO1: Students will understand the working of different gear boxes L2 CO2: Students will Understand the calculations if Gear Ratios. L3 CO3: Students will be able to analyze the working of various clutch assemby. L3 CO4: Students will Understand the concepts and working of different transmission systems. L3 CO5: Students will understand the working of a differential |
Unit-1 |
Teaching Hours:6 |
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Clutch
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Necessity of clutch in an automobile, different types of clutches, friction clutches namely Single plate clutch, multi plate clutch, cone clutch, centrifugal clutch, electromagnetic clutch, hydraulic clutches, Duel clutch, Clutch - adjustment, Clutch troubles and their causes, requirements of a clutch , Clutch materials, clutch lining, Vacuum operated clutch, Numerical problem | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
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Gear Box
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Objective of the Gear Box - Setting top, bottom and intermediate gear ratios, Problems involving these derivations - Performance characteristics at different speeds - Construction and operations of Sliding-mesh gear box - Constant-mesh gear box - Synchro-mesh gear box - Planetary gear box - Problems on above aspects | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Fluid Coupling and Torque Converter
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Multi-stage hydro-kinetic torque converter - Poly-phase hydro-kinetic torque converter - Construction, working and performance, Fluid coupling characteristics, constructional details of various types, percentage slip. Principal of torque conversion, single, multi stage and poly phase torque converters, performance characteristics, constructional and operational details of typical hydraulic transmission drives | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:6 |
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Drive Line and Differential
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: Chain drive, propeller shaft drive, torque reaction and drive thrust, Hotchkiss drive, Torque tube drive, universal joints, front wheel drive, different types of final drive, double reduction and twin speed final drives, differential, construction details , non-slip differential, differential locks, rear axle assembly, types, multi axle vehicles, power train for hybrid vehicles | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:6 |
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Automatic Transmission
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Automatic transmission: relative merits and demerits when compared to conventional transmission, fuel cell powered vehicles, continuously variable transmission, general arrangement & description of electric transmission, fundamentals of power train for hybrid vehicles. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:30 |
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Lab Experiments
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Text Books And Reference Books: Text Books: 1. “Automotive Transmissions: Fundamentals, Selection, Design and Application”, 2nd Edition, Springer, 2011 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading 1. Heldt P. M, “Torque converters”, Chilton Book Co., 1992. 2. Newton Steeds & Garrot, “Motor Vehicles”, SAE International and Butterworth Heinemann, 2001. 3. CDX Automotive, “Fundamentals of Automotive Technology: Principles and Practice”, Jones & Bartlett Publishers, 2013. 4. Judge A.W, “Modern Transmission Systems”, Chapman and Hall Ltd., 1990. 5. SAE Transactions 900550 & 930910. 6. Crouse W.H, Anglin D.L, “Automotive Transmission and Power Trains construction”, McGraw Hill, 1976. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
AU433P - MANUFACTURING PROCESS (2023 Batch) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:5 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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The objective of the course is to make the students to understand the basic concepts of metal casting, welding, metal forming and machining processes. Acquire knowledge and hands on experience about various machining operations commonly practicing in the manufacturing industries. |
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Learning Outcome |
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CO1: Enumerate the basic steps involved in casting process, their applications and also describe various types of joining processes and select the appropriate one according to the application. [L3] CO2: Enumerate the basic steps involved in casting process, their applications and also describe various types of joining processes and select the appropriate one according to the application. [L3] CO3: Distinguish the hot working and cold working processes and discuss the various metal forming processes and also elaborate their applications. [L3] CO4: Explain the concept of additive manufacturing and list their areas of application. [L3] CO5: Describe the types of jigs and fixtures used in the modern manufacturing industries. [L3] |
Unit-1 |
Teaching Hours:9 |
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Joining/Fastening Processes
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Oxy-fuel gas welding, arc welding processes – Consumable electrode: SMAW, SAW, GMAW, FCAW, electro gas welding, and electro slag welding – Non consumable electrode: GTAW, AHW, PAW, EBM, LBM - Solid state welding processes: Ultrasonic welding, friction welding, and resistance welding. weld quality - Testing of welded joints; Adhesive bonding. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
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Metal Casting
|
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Metal casting processes and equipment, Heat transfer and solidification, shrinkage, riser design, casting defects and residual stresses | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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Metal cutting
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Single and multi-point cutting; Orthogonal cutting, various force components: Chip formation, Tool wear and tool life, Surface finish and integrity, Machinability, cutting tool materials, cutting fluids. Machining Turning, Drilling, Milling and finishing processes, Introduction to CNC machining. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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Additive Manufacturing
|
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Historical Development, Fundamentals of Rapid Prototyping, Advantages of Rapid Prototyping, Additive Manufacturing (AM) Definition, Applications of AM parts, The Generic AM process, The Benefits of AM, Distinction Between AM and CNC Machining. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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Metal Forming
|
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Introduction to bulk and sheet metal forming, plastic deformation and yield criteria; fundamentals of hot and cold working processes; load estimation for bulk forming (forging, rolling, extrusion, drawing) and sheet forming (shearing, deep drawing, bending), principles of powder metallurgy. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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Surface Modification Processes
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Mechanical surface treatment and coating- Case hardening and hard facing, thermal spraying, Vapor deposition, Ion implantation, Diffusion Coating, Electroplating and Electro-less plating, Ceramic coating, Laser surface treatment. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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High Energy Rate Forming Processes
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Explosive forming, electro-hydraulic forming, Electromagnetic forming.
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Unit-5 |
Teaching Hours:9 |
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Jigs and Fixtures
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Elements of Jigs and fixtures, principles of location, types of locating and clamping elements, Drill bushes-their types and applications indexing devices, auxiliary elements, Types of jigs, milling fixture and turning fixture. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Text Books: T1. J. P. Kaushish, “Manufacturing Processes”, 2nd Edition, Prentice-Hall of India Pvt. Ltd; 2010, ISBN-13: 978-8120340824. T2. P. N. Rao, “Manufacturing Technology: Foundry, Forming and Welding”, 4th Edition Volume 1, McGraw Hill Publications, 2013. T3. Callister W.D., “Material Science and Engineering- An introduction”, 9th Edition, Wiley –Eastern, 2013. T4. P C Pandey and H s Shan, “Modern Machining Processes”, Tata Mcgraw-Hill Publications, 2017. ISBN-10 : 0070965536 T5. Hajra Choudhury S K, “Elements of Workshop Technology” 13th Edition, Volume 2, Machine Tools, India Book Distributing Company Calcutta, 2010, ISBN-8185099154. 97881850991565. T6. C.Elanchezhian, T. Sunderselvan, B. Vijaya Ramnath , “Design of Jigs, Fixtures and Press tools, Eswar Press, 2005.
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Essential Reading / Recommended Reading Reference Books: R1. Steven R Schmid and Serope Kalpak Jain, “Manufacturing Engineering and Technology”, Pearson Publications, 2001. R2. Geoffrey Boothroyd, “Fundamentals of Metal Machining and Machine Tools”, 3rd Edition, CRC Press, 1988, ISBN: 0824778529, 9780824778521. R3. R K Jain, “Production Technology: Manufacturing Processes, Technology and Automation” 17th Edition, Khanna Publishers, 2002. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
AU434 - COMPUTER AIDED MACHINE DRAWING (2023 Batch) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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Machine Drawing is a language between the engineers to communicate the technical information required for the manufacturing. This course deals with orthographic projection, fasteners, joints and couplings, and assembly drawings of machine parts. Review basic sketching, parts, assembly and drawing commands in the software. |
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Learning Outcome |
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CO1: Comprehend the internal features of solids and the detailed views L2 CO2: Summarize the thread terminologies, different types of fasteners, and keys used in machine parts L3 CO3: Elaborate the concepts of rivets, riveted joints and different types of couplings used in industry to improve their skills L2 CO4: Understand the concept of GD&T and Create surface model using CAD software. L4 CO5: Able to construct assembly drawings of various machines like crane hook, machine vice, tail stock of lathe, etc, from the concepts learnt using the CAD software for the local and reginal industry readiness. L5 |
Unit-1 |
Teaching Hours:8 |
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Orthographic Views:
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Conversion of pictorial views into orthographic projections of Sectional view of machine parts. {Bureau of Indian Standards conventions are to be followed for the drawings} Hidden line conventions. Precedence of lines. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
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Sections of solids:
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Sections and sectional views of right angular solids - Prism, Cylinder, Pyramid, Cone– Auxiliary Views. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
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Thread Forms:
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Thread terminology, sectional views of threads. ISO Metric {Internal & External} BSW {Internal & External} square and Acme. Sellers thread, American Standard thread. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
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Fasteners:
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Hexagonal headed bolt and nut with washer {assembly}, square headed bolt and nut with washer {assembly} simple assembly using stud bolts with nut and lock nut. Flanged nut, slotted nut, taper and split pin for locking, counter sunk head screw, grub screw, Allen screw. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Couplings:
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Split Muff coupling, Protected type flanged coupling, pin {bush} type flexible coupling, Oldham's coupling and universal coupling {Hooks' Joint} | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Riveted Joints:
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Single and double riveted lap joints, butt joints with single/double cover straps {Chain and Zigzag, using snap head rivets}. cotter joint {socket and spigot}, knuckle joint {pin joint} for two rods. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Surfacing:
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Introduction to surfacing, Hands on surface Modeling. Sheet Metal: Introduction to Sheet Metal, Modeling of sheet metal component | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Introduction to GD&T:
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Introduction to dimensional analysis, GD&T and its tools, Datum’s and concepts, manufacturing GD&T and its application, application of GD&T and its Principles. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:28 |
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Assembly Drawings
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{Part drawings should be given} 1. Plummer block {Pedestal Bearing} 2. Rams Bottom Safety Valve 3. I.C. Engine connecting rod 4. Drill Jig 5. Tailstock of lathe 6. Machine vice 7. Crane Hook | |||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: T1. K L Narayana, P Kannaiah & K Venkata Reddy, “Machine Drawing” 5th edition, new age International Publishers 2016. T2. N.D.Bhat & V.M.Panchal, “A Primer on Computer Aided Machine Drawing-2007”, VTU, Belgaum, ‘Machine Drawing', 2012. | |||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading R1. S. Trymbaka Murthy,”A Text Book of Computer Aided Machine Drawing”, CBS Publishers, New Delhi, 2007 R2. K.R. Gopala Krishna, “Machine Drawing”, Subhash Publication, 2012. R3. Goutam Pohit & Goutham Ghosh, “Machine Drawing with Auto CAD”,1st Indian print Pearson Education, 2007 R4. Sham Tickoo, “Auto CAD 2015 for engineers and designers”, Dream tech 2015 R5. N. Siddeshwar, P. Kanniah, V.V.S. Sastri, “Machine Drawing”, published by Tata Mc GrawHill,2006 R6. Alex Krulikowski, “Fundamentals of Geometric Dimension & Tolerancing”, 6th edition, Goodheart-Willcox Pub ,25 November 2014 | |||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||||||||||||||||
AU435P - AUTOMOTIVE ENGINES (2023 Batch) | |||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:5 |
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Max Marks:100 |
Credits:4 |
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Course Objectives/Course Description |
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Students will be able to
Apply the concepts of thermodynamics to air standard cycle in IC Engines. |
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Learning Outcome |
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CO-1: The students should be able to: Understand SI and CI engine construction and
operation & grasp the basic engine terminologies. L2
CO-2: Understand the fuel system, Ignition system, combustion and combustion
chambers in SI engines. L2
CO-3: Understand the fuel system, air motions, stages of combustion and combustion chambers in CI engines. L2 CO-4: Acquire the knowledge on various emissions, emission control techniques. L2 CO-5: Get knowledge on performance characteristics of both SI and CI engines. L2 |
Unit-1 |
Teaching Hours:9 |
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CONSTRUCTION AND OPERATION
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Constructional details of spark ignition (SI) and compression ignition (CI) engines. Working principles. Two stroke SI and CI engines. Comparison of SI and CI engines and four stroke and two stroke engines. Engine classification, firing order. Otto, diesel and dual cycles. Introduction to Lean burn engine technologies. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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SI ENGINES
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Air fuel ratio requirements - Carburetion - Throttle body injection, Multi point injection. Function of Components, Spark plug, Ignition System - battery coil, magneto coil, Electronic. Combustion in SI Engines - Combustion Chambers, Stages of Combustion - factors affecting flame propagation, Knock in SI engines, variables affecting knocking. Pollution from SI engines. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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CI ENGINES
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Diesel fuel injection system, Function of Components, Jerk type pump, Distributor pump, Mechanical and pneumatic Governor, Fuel Injector, Types of nozzles, importance of Swirl, Squish, Turbulence air motion, Combustion in CI Engines - Combustion Chambers, Stages of Combustion, Factors affecting Ignition Delay, Knock in CI engines. Pollution from CI engines. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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EMISSION CONTROL TECHNIQUES
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Design of engine, optimum selection of operating variables for control of emissions, EGR, charge stratification, SCR, DPF, Lean NOX catalyst technology. Thermal reactors, secondary air injection, catalytic converters, catalysts, fuel modifications, fuel cells, Two stroke engine pollution and control. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
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MEASUREMENT TECHNIQUES, EMISSION STANDARDS AND TEST PROCEDURES
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NDIR, FID, Chemiluminescent analyzers, Gas Chromatograph, smoke meters, emission standards, driving cycles - USA, Japan, Euro and India. Test procedures - ECE, FTP Tests. SHED Test – Chassis dynamometers, dilution tunnels. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books:
B.P.Pundir, “Engine Emissions” 2012, Alpha science. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading
Mathur and Sharma, Internal Combustion Engines, Dhanpat Rai and Sons 2012 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
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CSE451 - EXTENDED REALITIES (2023 Batch) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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Course Description: The course covers contents from basics of XR(AR-VR-MR), Unity Basic concepts, Introductory concepts of C# programming, functions of Augmented Reality.
Course objectives: Students should be able to: ● Understand the core concepts and applications of Extended Reality (XR). ● Navigate and utilize the Unity platform proficiently for XR development. ● Develop XR experiences using C# scripting for interactive elements. ● Create Augmented Reality (AR) applications and Virtual/Mixed Reality (VR/MR) environments. ● Design and implement immersive user interfaces tailored for XR applications. |
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Learning Outcome |
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CO1: Explain core concepts and applications of Extended Reality (XR) through analysis and evaluation across various domains. CO2: Develop using Unity platform proficiently for XR development, demonstrating synthesis and creation of immersive environments CO3: Develop XR experiences using C# scripting, integrating critical thinking and problem-solving skills. CO4: Build Augmented Reality (AR) applications and Virtual/Mixed Reality (VR/MR) environments, applying creative thinking and knowledge synthesis. CO5: Develop immersive user interfaces tailored for XR applications, ensuring optimal user experience and engagement. |
Unit-1 |
Teaching Hours:6 |
XR(AR,VR,MR) Essentials
|
|
Introduction to immersive technologies and environments, XR hardwares, XR softwares, Design principles ,Computer graphics, UI and UX, Applications and benefits of immersive tech. | |
Unit-1 |
Teaching Hours:6 |
XR(AR,VR,MR) Essentials
|
|
Introduction to immersive technologies and environments, XR hardwares, XR softwares, Design principles ,Computer graphics, UI and UX, Applications and benefits of immersive tech. | |
Unit-1 |
Teaching Hours:6 |
XR(AR,VR,MR) Essentials
|
|
Introduction to immersive technologies and environments, XR hardwares, XR softwares, Design principles ,Computer graphics, UI and UX, Applications and benefits of immersive tech. | |
Unit-1 |
Teaching Hours:6 |
XR(AR,VR,MR) Essentials
|
|
Introduction to immersive technologies and environments, XR hardwares, XR softwares, Design principles ,Computer graphics, UI and UX, Applications and benefits of immersive tech. | |
Unit-1 |
Teaching Hours:6 |
XR(AR,VR,MR) Essentials
|
|
Introduction to immersive technologies and environments, XR hardwares, XR softwares, Design principles ,Computer graphics, UI and UX, Applications and benefits of immersive tech. | |
Unit-1 |
Teaching Hours:6 |
XR(AR,VR,MR) Essentials
|
|
Introduction to immersive technologies and environments, XR hardwares, XR softwares, Design principles ,Computer graphics, UI and UX, Applications and benefits of immersive tech. | |
Unit-1 |
Teaching Hours:6 |
XR(AR,VR,MR) Essentials
|
|
Introduction to immersive technologies and environments, XR hardwares, XR softwares, Design principles ,Computer graphics, UI and UX, Applications and benefits of immersive tech. | |
Unit-1 |
Teaching Hours:6 |
XR(AR,VR,MR) Essentials
|
|
Introduction to immersive technologies and environments, XR hardwares, XR softwares, Design principles ,Computer graphics, UI and UX, Applications and benefits of immersive tech. | |
Unit-2 |
Teaching Hours:14 |
Unity Basics
|
|
Unity ID creation and login, Unity interface basics: Creating a scene in unity, importing 3d models: Lighting. 3D Animations in unity , Basic mechanisms(physics and non physics) , Audio and effects , User interface, Buttons. | |
Unit-2 |
Teaching Hours:14 |
Unity Basics
|
|
Unity ID creation and login, Unity interface basics: Creating a scene in unity, importing 3d models: Lighting. 3D Animations in unity , Basic mechanisms(physics and non physics) , Audio and effects , User interface, Buttons. | |
Unit-2 |
Teaching Hours:14 |
Unity Basics
|
|
Unity ID creation and login, Unity interface basics: Creating a scene in unity, importing 3d models: Lighting. 3D Animations in unity , Basic mechanisms(physics and non physics) , Audio and effects , User interface, Buttons. | |
Unit-2 |
Teaching Hours:14 |
Unity Basics
|
|
Unity ID creation and login, Unity interface basics: Creating a scene in unity, importing 3d models: Lighting. 3D Animations in unity , Basic mechanisms(physics and non physics) , Audio and effects , User interface, Buttons. | |
Unit-2 |
Teaching Hours:14 |
Unity Basics
|
|
Unity ID creation and login, Unity interface basics: Creating a scene in unity, importing 3d models: Lighting. 3D Animations in unity , Basic mechanisms(physics and non physics) , Audio and effects , User interface, Buttons. | |
Unit-2 |
Teaching Hours:14 |
Unity Basics
|
|
Unity ID creation and login, Unity interface basics: Creating a scene in unity, importing 3d models: Lighting. 3D Animations in unity , Basic mechanisms(physics and non physics) , Audio and effects , User interface, Buttons. | |
Unit-2 |
Teaching Hours:14 |
Unity Basics
|
|
Unity ID creation and login, Unity interface basics: Creating a scene in unity, importing 3d models: Lighting. 3D Animations in unity , Basic mechanisms(physics and non physics) , Audio and effects , User interface, Buttons. | |
Unit-2 |
Teaching Hours:14 |
Unity Basics
|
|
Unity ID creation and login, Unity interface basics: Creating a scene in unity, importing 3d models: Lighting. 3D Animations in unity , Basic mechanisms(physics and non physics) , Audio and effects , User interface, Buttons. | |
Unit-3 |
Teaching Hours:14 |
Scripting introduction using C#
|
|
Data types, variables and operators.Control structures: If statements and loops. Classes, objects and methods, Using functions to add properties to objects in the scene,changing colors via scripts and UI,switching between scenes. | |
Unit-3 |
Teaching Hours:14 |
Scripting introduction using C#
|
|
Data types, variables and operators.Control structures: If statements and loops. Classes, objects and methods, Using functions to add properties to objects in the scene,changing colors via scripts and UI,switching between scenes. | |
Unit-3 |
Teaching Hours:14 |
Scripting introduction using C#
|
|
Data types, variables and operators.Control structures: If statements and loops. Classes, objects and methods, Using functions to add properties to objects in the scene,changing colors via scripts and UI,switching between scenes. | |
Unit-3 |
Teaching Hours:14 |
Scripting introduction using C#
|
|
Data types, variables and operators.Control structures: If statements and loops. Classes, objects and methods, Using functions to add properties to objects in the scene,changing colors via scripts and UI,switching between scenes. | |
Unit-3 |
Teaching Hours:14 |
Scripting introduction using C#
|
|
Data types, variables and operators.Control structures: If statements and loops. Classes, objects and methods, Using functions to add properties to objects in the scene,changing colors via scripts and UI,switching between scenes. | |
Unit-3 |
Teaching Hours:14 |
Scripting introduction using C#
|
|
Data types, variables and operators.Control structures: If statements and loops. Classes, objects and methods, Using functions to add properties to objects in the scene,changing colors via scripts and UI,switching between scenes. | |
Unit-3 |
Teaching Hours:14 |
Scripting introduction using C#
|
|
Data types, variables and operators.Control structures: If statements and loops. Classes, objects and methods, Using functions to add properties to objects in the scene,changing colors via scripts and UI,switching between scenes. | |
Unit-3 |
Teaching Hours:14 |
Scripting introduction using C#
|
|
Data types, variables and operators.Control structures: If statements and loops. Classes, objects and methods, Using functions to add properties to objects in the scene,changing colors via scripts and UI,switching between scenes. | |
Unit-4 |
Teaching Hours:14 |
Augmented Reality
|
|
Introduction to AR basics, Plane tracking, AR Foundation, ARCore/ARKit, Building AR experiences. | |
Unit-4 |
Teaching Hours:14 |
Augmented Reality
|
|
Introduction to AR basics, Plane tracking, AR Foundation, ARCore/ARKit, Building AR experiences. | |
Unit-4 |
Teaching Hours:14 |
Augmented Reality
|
|
Introduction to AR basics, Plane tracking, AR Foundation, ARCore/ARKit, Building AR experiences. | |
Unit-4 |
Teaching Hours:14 |
Augmented Reality
|
|
Introduction to AR basics, Plane tracking, AR Foundation, ARCore/ARKit, Building AR experiences. | |
Unit-4 |
Teaching Hours:14 |
Augmented Reality
|
|
Introduction to AR basics, Plane tracking, AR Foundation, ARCore/ARKit, Building AR experiences. | |
Unit-4 |
Teaching Hours:14 |
Augmented Reality
|
|
Introduction to AR basics, Plane tracking, AR Foundation, ARCore/ARKit, Building AR experiences. | |
Unit-4 |
Teaching Hours:14 |
Augmented Reality
|
|
Introduction to AR basics, Plane tracking, AR Foundation, ARCore/ARKit, Building AR experiences. | |
Unit-4 |
Teaching Hours:14 |
Augmented Reality
|
|
Introduction to AR basics, Plane tracking, AR Foundation, ARCore/ARKit, Building AR experiences. | |
Unit-5 |
Teaching Hours:12 |
Development for Virtual Reality and Mixed Reality
|
|
Setup for VR/MR in unity. Creating and configuring scenes, Using “Building Blocks” from meta for setting up interaction. UI/UX in VR:MR. Using depth sensors and modal features for mixed reality. Assignment : Create a Virtual reality experience for Quest 2/3 using at least one of the features from Meta Building blocks (XR interaction, scene API, depth API, pass through API, Spatial anchors) | |
Unit-5 |
Teaching Hours:12 |
Development for Virtual Reality and Mixed Reality
|
|
Setup for VR/MR in unity. Creating and configuring scenes, Using “Building Blocks” from meta for setting up interaction. UI/UX in VR:MR. Using depth sensors and modal features for mixed reality. Assignment : Create a Virtual reality experience for Quest 2/3 using at least one of the features from Meta Building blocks (XR interaction, scene API, depth API, pass through API, Spatial anchors) | |
Unit-5 |
Teaching Hours:12 |
Development for Virtual Reality and Mixed Reality
|
|
Setup for VR/MR in unity. Creating and configuring scenes, Using “Building Blocks” from meta for setting up interaction. UI/UX in VR:MR. Using depth sensors and modal features for mixed reality. Assignment : Create a Virtual reality experience for Quest 2/3 using at least one of the features from Meta Building blocks (XR interaction, scene API, depth API, pass through API, Spatial anchors) | |
Unit-5 |
Teaching Hours:12 |
Development for Virtual Reality and Mixed Reality
|
|
Setup for VR/MR in unity. Creating and configuring scenes, Using “Building Blocks” from meta for setting up interaction. UI/UX in VR:MR. Using depth sensors and modal features for mixed reality. Assignment : Create a Virtual reality experience for Quest 2/3 using at least one of the features from Meta Building blocks (XR interaction, scene API, depth API, pass through API, Spatial anchors) | |
Unit-5 |
Teaching Hours:12 |
Development for Virtual Reality and Mixed Reality
|
|
Setup for VR/MR in unity. Creating and configuring scenes, Using “Building Blocks” from meta for setting up interaction. UI/UX in VR:MR. Using depth sensors and modal features for mixed reality. Assignment : Create a Virtual reality experience for Quest 2/3 using at least one of the features from Meta Building blocks (XR interaction, scene API, depth API, pass through API, Spatial anchors) | |
Unit-5 |
Teaching Hours:12 |
Development for Virtual Reality and Mixed Reality
|
|
Setup for VR/MR in unity. Creating and configuring scenes, Using “Building Blocks” from meta for setting up interaction. UI/UX in VR:MR. Using depth sensors and modal features for mixed reality. Assignment : Create a Virtual reality experience for Quest 2/3 using at least one of the features from Meta Building blocks (XR interaction, scene API, depth API, pass through API, Spatial anchors) | |
Unit-5 |
Teaching Hours:12 |
Development for Virtual Reality and Mixed Reality
|
|
Setup for VR/MR in unity. Creating and configuring scenes, Using “Building Blocks” from meta for setting up interaction. UI/UX in VR:MR. Using depth sensors and modal features for mixed reality. Assignment : Create a Virtual reality experience for Quest 2/3 using at least one of the features from Meta Building blocks (XR interaction, scene API, depth API, pass through API, Spatial anchors) | |
Unit-5 |
Teaching Hours:12 |
Development for Virtual Reality and Mixed Reality
|
|
Setup for VR/MR in unity. Creating and configuring scenes, Using “Building Blocks” from meta for setting up interaction. UI/UX in VR:MR. Using depth sensors and modal features for mixed reality. Assignment : Create a Virtual reality experience for Quest 2/3 using at least one of the features from Meta Building blocks (XR interaction, scene API, depth API, pass through API, Spatial anchors) | |
Text Books And Reference Books: Steven M Lavelle: Virtual reality, Cambridge University Press, 2023 | |
Essential Reading / Recommended Reading R1. https://learn.unity.com/pathway/unity-essentials | |
Evaluation Pattern CIA: 50 marks ESE: 50 marks (Scale down to 50 marks - Department level) | |
CY421 - CYBER SECURITY (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:0 |
Credits:0 |
Course Objectives/Course Description |
|
This mandatory course is aimed at providing a comprehensive overview of the different facets of Cyber Security. In addition, the course will detail into specifics of Cyber Security with Cyber Laws both in Global and Indian Legal environments |
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Learning Outcome |
|
CO1: Describe the basic security fundamentals and cyber laws and legalities. CO2: Describe various cyber security vulnerabilities and threats such as virus, worms, online attacks, Dos and others. CO3: Explain the regulations and acts to prevent cyber-attacks such as Risk assessment and security policy management. CO4: Explain various vulnerability assessment and penetration testing tools. CO5: Explain various protection methods to safeguard from cyber-attacks using technologies like cryptography and Intrusion prevention systems. |
Unit-1 |
Teaching Hours:6 |
UNIT 1
|
|
Security Fundamentals-4 As Architecture Authentication Authorization Accountability, Social Media, Social Networking and Cyber Security.Cyber Laws, IT Act 2000-IT Act 2008-Laws for Cyber-Security, Comprehensive National Cyber-Security Initiative CNCI – Legalities | |
Unit-1 |
Teaching Hours:6 |
UNIT 1
|
|
Security Fundamentals-4 As Architecture Authentication Authorization Accountability, Social Media, Social Networking and Cyber Security.Cyber Laws, IT Act 2000-IT Act 2008-Laws for Cyber-Security, Comprehensive National Cyber-Security Initiative CNCI – Legalities | |
Unit-1 |
Teaching Hours:6 |
UNIT 1
|
|
Security Fundamentals-4 As Architecture Authentication Authorization Accountability, Social Media, Social Networking and Cyber Security.Cyber Laws, IT Act 2000-IT Act 2008-Laws for Cyber-Security, Comprehensive National Cyber-Security Initiative CNCI – Legalities | |
Unit-1 |
Teaching Hours:6 |
UNIT 1
|
|
Security Fundamentals-4 As Architecture Authentication Authorization Accountability, Social Media, Social Networking and Cyber Security.Cyber Laws, IT Act 2000-IT Act 2008-Laws for Cyber-Security, Comprehensive National Cyber-Security Initiative CNCI – Legalities | |
Unit-1 |
Teaching Hours:6 |
UNIT 1
|
|
Security Fundamentals-4 As Architecture Authentication Authorization Accountability, Social Media, Social Networking and Cyber Security.Cyber Laws, IT Act 2000-IT Act 2008-Laws for Cyber-Security, Comprehensive National Cyber-Security Initiative CNCI – Legalities | |
Unit-1 |
Teaching Hours:6 |
UNIT 1
|
|
Security Fundamentals-4 As Architecture Authentication Authorization Accountability, Social Media, Social Networking and Cyber Security.Cyber Laws, IT Act 2000-IT Act 2008-Laws for Cyber-Security, Comprehensive National Cyber-Security Initiative CNCI – Legalities | |
Unit-1 |
Teaching Hours:6 |
UNIT 1
|
|
Security Fundamentals-4 As Architecture Authentication Authorization Accountability, Social Media, Social Networking and Cyber Security.Cyber Laws, IT Act 2000-IT Act 2008-Laws for Cyber-Security, Comprehensive National Cyber-Security Initiative CNCI – Legalities | |
Unit-1 |
Teaching Hours:6 |
UNIT 1
|
|
Security Fundamentals-4 As Architecture Authentication Authorization Accountability, Social Media, Social Networking and Cyber Security.Cyber Laws, IT Act 2000-IT Act 2008-Laws for Cyber-Security, Comprehensive National Cyber-Security Initiative CNCI – Legalities | |
Unit-1 |
Teaching Hours:6 |
UNIT 1
|
|
Security Fundamentals-4 As Architecture Authentication Authorization Accountability, Social Media, Social Networking and Cyber Security.Cyber Laws, IT Act 2000-IT Act 2008-Laws for Cyber-Security, Comprehensive National Cyber-Security Initiative CNCI – Legalities | |
Unit-1 |
Teaching Hours:6 |
UNIT 1
|
|
Security Fundamentals-4 As Architecture Authentication Authorization Accountability, Social Media, Social Networking and Cyber Security.Cyber Laws, IT Act 2000-IT Act 2008-Laws for Cyber-Security, Comprehensive National Cyber-Security Initiative CNCI – Legalities | |
Unit-2 |
Teaching Hours:6 |
UNIT 2
|
|
Cyber Attack and Cyber Services Computer Virus – Computer Worms – Trojan horse.Vulnerabilities - Phishing - Online Attacks – Pharming - Phoarging – Cyber Attacks - Cyber Threats - Zombie- stuxnet - Denial of Service Vulnerabilities - Server Hardening-TCP/IP attack-SYN Flood | |
Unit-2 |
Teaching Hours:6 |
UNIT 2
|
|
Cyber Attack and Cyber Services Computer Virus – Computer Worms – Trojan horse.Vulnerabilities - Phishing - Online Attacks – Pharming - Phoarging – Cyber Attacks - Cyber Threats - Zombie- stuxnet - Denial of Service Vulnerabilities - Server Hardening-TCP/IP attack-SYN Flood | |
Unit-2 |
Teaching Hours:6 |
UNIT 2
|
|
Cyber Attack and Cyber Services Computer Virus – Computer Worms – Trojan horse.Vulnerabilities - Phishing - Online Attacks – Pharming - Phoarging – Cyber Attacks - Cyber Threats - Zombie- stuxnet - Denial of Service Vulnerabilities - Server Hardening-TCP/IP attack-SYN Flood | |
Unit-2 |
Teaching Hours:6 |
UNIT 2
|
|
Cyber Attack and Cyber Services Computer Virus – Computer Worms – Trojan horse.Vulnerabilities - Phishing - Online Attacks – Pharming - Phoarging – Cyber Attacks - Cyber Threats - Zombie- stuxnet - Denial of Service Vulnerabilities - Server Hardening-TCP/IP attack-SYN Flood | |
Unit-2 |
Teaching Hours:6 |
UNIT 2
|
|
Cyber Attack and Cyber Services Computer Virus – Computer Worms – Trojan horse.Vulnerabilities - Phishing - Online Attacks – Pharming - Phoarging – Cyber Attacks - Cyber Threats - Zombie- stuxnet - Denial of Service Vulnerabilities - Server Hardening-TCP/IP attack-SYN Flood | |
Unit-2 |
Teaching Hours:6 |
UNIT 2
|
|
Cyber Attack and Cyber Services Computer Virus – Computer Worms – Trojan horse.Vulnerabilities - Phishing - Online Attacks – Pharming - Phoarging – Cyber Attacks - Cyber Threats - Zombie- stuxnet - Denial of Service Vulnerabilities - Server Hardening-TCP/IP attack-SYN Flood | |
Unit-2 |
Teaching Hours:6 |
UNIT 2
|
|
Cyber Attack and Cyber Services Computer Virus – Computer Worms – Trojan horse.Vulnerabilities - Phishing - Online Attacks – Pharming - Phoarging – Cyber Attacks - Cyber Threats - Zombie- stuxnet - Denial of Service Vulnerabilities - Server Hardening-TCP/IP attack-SYN Flood | |
Unit-2 |
Teaching Hours:6 |
UNIT 2
|
|
Cyber Attack and Cyber Services Computer Virus – Computer Worms – Trojan horse.Vulnerabilities - Phishing - Online Attacks – Pharming - Phoarging – Cyber Attacks - Cyber Threats - Zombie- stuxnet - Denial of Service Vulnerabilities - Server Hardening-TCP/IP attack-SYN Flood | |
Unit-2 |
Teaching Hours:6 |
UNIT 2
|
|
Cyber Attack and Cyber Services Computer Virus – Computer Worms – Trojan horse.Vulnerabilities - Phishing - Online Attacks – Pharming - Phoarging – Cyber Attacks - Cyber Threats - Zombie- stuxnet - Denial of Service Vulnerabilities - Server Hardening-TCP/IP attack-SYN Flood | |
Unit-2 |
Teaching Hours:6 |
UNIT 2
|
|
Cyber Attack and Cyber Services Computer Virus – Computer Worms – Trojan horse.Vulnerabilities - Phishing - Online Attacks – Pharming - Phoarging – Cyber Attacks - Cyber Threats - Zombie- stuxnet - Denial of Service Vulnerabilities - Server Hardening-TCP/IP attack-SYN Flood | |
Unit-3 |
Teaching Hours:6 |
UNIT 3
|
|
Cyber Security Management Risk Management and Assessment - Risk Management Process - Threat Determination Process -Risk Assessment - Risk Management Lifecycle.Security Policy Management - Security Policies - Coverage Matrix Business Continuity Planning - DisasterTypes - Disaster Recovery Plan - Business Continuity Planning Process | |
Unit-3 |
Teaching Hours:6 |
UNIT 3
|
|
Cyber Security Management Risk Management and Assessment - Risk Management Process - Threat Determination Process -Risk Assessment - Risk Management Lifecycle.Security Policy Management - Security Policies - Coverage Matrix Business Continuity Planning - DisasterTypes - Disaster Recovery Plan - Business Continuity Planning Process | |
Unit-3 |
Teaching Hours:6 |
UNIT 3
|
|
Cyber Security Management Risk Management and Assessment - Risk Management Process - Threat Determination Process -Risk Assessment - Risk Management Lifecycle.Security Policy Management - Security Policies - Coverage Matrix Business Continuity Planning - DisasterTypes - Disaster Recovery Plan - Business Continuity Planning Process | |
Unit-3 |
Teaching Hours:6 |
UNIT 3
|
|
Cyber Security Management Risk Management and Assessment - Risk Management Process - Threat Determination Process -Risk Assessment - Risk Management Lifecycle.Security Policy Management - Security Policies - Coverage Matrix Business Continuity Planning - DisasterTypes - Disaster Recovery Plan - Business Continuity Planning Process | |
Unit-3 |
Teaching Hours:6 |
UNIT 3
|
|
Cyber Security Management Risk Management and Assessment - Risk Management Process - Threat Determination Process -Risk Assessment - Risk Management Lifecycle.Security Policy Management - Security Policies - Coverage Matrix Business Continuity Planning - DisasterTypes - Disaster Recovery Plan - Business Continuity Planning Process | |
Unit-3 |
Teaching Hours:6 |
UNIT 3
|
|
Cyber Security Management Risk Management and Assessment - Risk Management Process - Threat Determination Process -Risk Assessment - Risk Management Lifecycle.Security Policy Management - Security Policies - Coverage Matrix Business Continuity Planning - DisasterTypes - Disaster Recovery Plan - Business Continuity Planning Process | |
Unit-3 |
Teaching Hours:6 |
UNIT 3
|
|
Cyber Security Management Risk Management and Assessment - Risk Management Process - Threat Determination Process -Risk Assessment - Risk Management Lifecycle.Security Policy Management - Security Policies - Coverage Matrix Business Continuity Planning - DisasterTypes - Disaster Recovery Plan - Business Continuity Planning Process | |
Unit-3 |
Teaching Hours:6 |
UNIT 3
|
|
Cyber Security Management Risk Management and Assessment - Risk Management Process - Threat Determination Process -Risk Assessment - Risk Management Lifecycle.Security Policy Management - Security Policies - Coverage Matrix Business Continuity Planning - DisasterTypes - Disaster Recovery Plan - Business Continuity Planning Process | |
Unit-3 |
Teaching Hours:6 |
UNIT 3
|
|
Cyber Security Management Risk Management and Assessment - Risk Management Process - Threat Determination Process -Risk Assessment - Risk Management Lifecycle.Security Policy Management - Security Policies - Coverage Matrix Business Continuity Planning - DisasterTypes - Disaster Recovery Plan - Business Continuity Planning Process | |
Unit-3 |
Teaching Hours:6 |
UNIT 3
|
|
Cyber Security Management Risk Management and Assessment - Risk Management Process - Threat Determination Process -Risk Assessment - Risk Management Lifecycle.Security Policy Management - Security Policies - Coverage Matrix Business Continuity Planning - DisasterTypes - Disaster Recovery Plan - Business Continuity Planning Process | |
Unit-4 |
Teaching Hours:6 |
UNIT 4
|
|
Vulnerability - Assessment and Tools: Vulnerability Testing - Penetration Testing Black box- white box.Architectural Integration: Security Zones - Devicesviz Routers, Firewalls, DMZ. Configuration Management - Certification and Accreditation for Cyber-Security. | |
Unit-4 |
Teaching Hours:6 |
UNIT 4
|
|
Vulnerability - Assessment and Tools: Vulnerability Testing - Penetration Testing Black box- white box.Architectural Integration: Security Zones - Devicesviz Routers, Firewalls, DMZ. Configuration Management - Certification and Accreditation for Cyber-Security. | |
Unit-4 |
Teaching Hours:6 |
UNIT 4
|
|
Vulnerability - Assessment and Tools: Vulnerability Testing - Penetration Testing Black box- white box.Architectural Integration: Security Zones - Devicesviz Routers, Firewalls, DMZ. Configuration Management - Certification and Accreditation for Cyber-Security. | |
Unit-4 |
Teaching Hours:6 |
UNIT 4
|
|
Vulnerability - Assessment and Tools: Vulnerability Testing - Penetration Testing Black box- white box.Architectural Integration: Security Zones - Devicesviz Routers, Firewalls, DMZ. Configuration Management - Certification and Accreditation for Cyber-Security. | |
Unit-4 |
Teaching Hours:6 |
UNIT 4
|
|
Vulnerability - Assessment and Tools: Vulnerability Testing - Penetration Testing Black box- white box.Architectural Integration: Security Zones - Devicesviz Routers, Firewalls, DMZ. Configuration Management - Certification and Accreditation for Cyber-Security. | |
Unit-4 |
Teaching Hours:6 |
UNIT 4
|
|
Vulnerability - Assessment and Tools: Vulnerability Testing - Penetration Testing Black box- white box.Architectural Integration: Security Zones - Devicesviz Routers, Firewalls, DMZ. Configuration Management - Certification and Accreditation for Cyber-Security. | |
Unit-4 |
Teaching Hours:6 |
UNIT 4
|
|
Vulnerability - Assessment and Tools: Vulnerability Testing - Penetration Testing Black box- white box.Architectural Integration: Security Zones - Devicesviz Routers, Firewalls, DMZ. Configuration Management - Certification and Accreditation for Cyber-Security. | |
Unit-4 |
Teaching Hours:6 |
UNIT 4
|
|
Vulnerability - Assessment and Tools: Vulnerability Testing - Penetration Testing Black box- white box.Architectural Integration: Security Zones - Devicesviz Routers, Firewalls, DMZ. Configuration Management - Certification and Accreditation for Cyber-Security. | |
Unit-4 |
Teaching Hours:6 |
UNIT 4
|
|
Vulnerability - Assessment and Tools: Vulnerability Testing - Penetration Testing Black box- white box.Architectural Integration: Security Zones - Devicesviz Routers, Firewalls, DMZ. Configuration Management - Certification and Accreditation for Cyber-Security. | |
Unit-4 |
Teaching Hours:6 |
UNIT 4
|
|
Vulnerability - Assessment and Tools: Vulnerability Testing - Penetration Testing Black box- white box.Architectural Integration: Security Zones - Devicesviz Routers, Firewalls, DMZ. Configuration Management - Certification and Accreditation for Cyber-Security. | |
Unit-5 |
Teaching Hours:6 |
UNIT 5
|
|
Authentication and Cryptography: Authentication - Cryptosystems - Certificate Services, Securing Communications: Securing Services - Transport – Wireless - Steganography and NTFS Data Streams. Intrusion Detection and Prevention Systems: Intrusion - Defense in Depth - IDS/IPS -IDS/IPS Weakness and Forensic AnalysisCyber Evolution: Cyber Organization – Cyber Future | |
Unit-5 |
Teaching Hours:6 |
UNIT 5
|
|
Authentication and Cryptography: Authentication - Cryptosystems - Certificate Services, Securing Communications: Securing Services - Transport – Wireless - Steganography and NTFS Data Streams. Intrusion Detection and Prevention Systems: Intrusion - Defense in Depth - IDS/IPS -IDS/IPS Weakness and Forensic AnalysisCyber Evolution: Cyber Organization – Cyber Future | |
Unit-5 |
Teaching Hours:6 |
UNIT 5
|
|
Authentication and Cryptography: Authentication - Cryptosystems - Certificate Services, Securing Communications: Securing Services - Transport – Wireless - Steganography and NTFS Data Streams. Intrusion Detection and Prevention Systems: Intrusion - Defense in Depth - IDS/IPS -IDS/IPS Weakness and Forensic AnalysisCyber Evolution: Cyber Organization – Cyber Future | |
Unit-5 |
Teaching Hours:6 |
UNIT 5
|
|
Authentication and Cryptography: Authentication - Cryptosystems - Certificate Services, Securing Communications: Securing Services - Transport – Wireless - Steganography and NTFS Data Streams. Intrusion Detection and Prevention Systems: Intrusion - Defense in Depth - IDS/IPS -IDS/IPS Weakness and Forensic AnalysisCyber Evolution: Cyber Organization – Cyber Future | |
Unit-5 |
Teaching Hours:6 |
UNIT 5
|
|
Authentication and Cryptography: Authentication - Cryptosystems - Certificate Services, Securing Communications: Securing Services - Transport – Wireless - Steganography and NTFS Data Streams. Intrusion Detection and Prevention Systems: Intrusion - Defense in Depth - IDS/IPS -IDS/IPS Weakness and Forensic AnalysisCyber Evolution: Cyber Organization – Cyber Future | |
Unit-5 |
Teaching Hours:6 |
UNIT 5
|
|
Authentication and Cryptography: Authentication - Cryptosystems - Certificate Services, Securing Communications: Securing Services - Transport – Wireless - Steganography and NTFS Data Streams. Intrusion Detection and Prevention Systems: Intrusion - Defense in Depth - IDS/IPS -IDS/IPS Weakness and Forensic AnalysisCyber Evolution: Cyber Organization – Cyber Future | |
Unit-5 |
Teaching Hours:6 |
UNIT 5
|
|
Authentication and Cryptography: Authentication - Cryptosystems - Certificate Services, Securing Communications: Securing Services - Transport – Wireless - Steganography and NTFS Data Streams. Intrusion Detection and Prevention Systems: Intrusion - Defense in Depth - IDS/IPS -IDS/IPS Weakness and Forensic AnalysisCyber Evolution: Cyber Organization – Cyber Future | |
Unit-5 |
Teaching Hours:6 |
UNIT 5
|
|
Authentication and Cryptography: Authentication - Cryptosystems - Certificate Services, Securing Communications: Securing Services - Transport – Wireless - Steganography and NTFS Data Streams. Intrusion Detection and Prevention Systems: Intrusion - Defense in Depth - IDS/IPS -IDS/IPS Weakness and Forensic AnalysisCyber Evolution: Cyber Organization – Cyber Future | |
Unit-5 |
Teaching Hours:6 |
UNIT 5
|
|
Authentication and Cryptography: Authentication - Cryptosystems - Certificate Services, Securing Communications: Securing Services - Transport – Wireless - Steganography and NTFS Data Streams. Intrusion Detection and Prevention Systems: Intrusion - Defense in Depth - IDS/IPS -IDS/IPS Weakness and Forensic AnalysisCyber Evolution: Cyber Organization – Cyber Future | |
Unit-5 |
Teaching Hours:6 |
UNIT 5
|
|
Authentication and Cryptography: Authentication - Cryptosystems - Certificate Services, Securing Communications: Securing Services - Transport – Wireless - Steganography and NTFS Data Streams. Intrusion Detection and Prevention Systems: Intrusion - Defense in Depth - IDS/IPS -IDS/IPS Weakness and Forensic AnalysisCyber Evolution: Cyber Organization – Cyber Future | |
Text Books And Reference Books: R1. Matt Bishop, “Introduction to Computer Security”, Pearson, 6th impression, ISBN: 978-81-7758-425-7. R2. Thomas R, Justin Peltier, John, “Information Security Fundamentals”, Auerbach Publications. R3. AtulKahate, “Cryptography and Network Security”, 2nd Edition, Tata McGrawHill.2003 R4. Nina Godbole, SunitBelapure, “Cyber Security”, Wiley India 1st Edition 2011 R5. Jennifer L. Bayuk and Jason Healey and Paul Rohmeyer and Marcus Sachs, “Cyber Security Policy Guidebook”, Wiley; 1 edition , 2012 R6. Dan Shoemaker and Wm. Arthur Conklin, “Cyber security: The Essential Body Of Knowledge”, Delmar Cengage Learning; 1 edition, 2011 R7. Stallings, “Cryptography & Network Security - Principles & Practice”, Prentice Hall, 6th Edition 2014 | |
Essential Reading / Recommended Reading -- | |
Evaluation Pattern Only CIA will be conducted as per the University norms. No ESE Maximum Marks : 50 | |
MAHO431DMP - COMPUTER AIDED ENGINEERING (2023 Batch) | |
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
Course objectives: •To introduce the Industry experience to student in product design and developments. •To know the stages involved in any product design and development. •To develop the student’s skills to solve the problems facing while geometry modelling and FE modelling. •To guide the students in selection of geometry for its validation for required application. •To enhance the problem analysis knowledge in modelling and analysis. •To improve the knowledge in identify the problem and selection of analysis method and hence to validate the output of CAE tools.
|
|
Learning Outcome |
|
CO1: Understand the possibilities of CAD modelling and analysis. CO2: Apply geometrical modelling to create solid models and its boundary conditions CO3: Apply the knowledge of static and dynamic analysis on solid models. CO4: Apply the knowledge of loading and boundary conditions on part models. CO5: Validate the results of FEA and apply error correction on solid models created. |
Unit-1 |
Teaching Hours:9 |
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INTRODUCTION:
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CAD and Analysis tools. Geometry modelling, Finite Element Modelling, Selection of geometry, Selection of element types, Loads and Boundary conditions, Validation of results. | |||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
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INTRODUCTION:
|
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CAD and Analysis tools. Geometry modelling, Finite Element Modelling, Selection of geometry, Selection of element types, Loads and Boundary conditions, Validation of results. | |||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
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INTRODUCTION:
|
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CAD and Analysis tools. Geometry modelling, Finite Element Modelling, Selection of geometry, Selection of element types, Loads and Boundary conditions, Validation of results. | |||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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Geometry Modelling
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Modelling a point, line, surface and solids. Boolean operations, assembly of parts. Import and export of geometry. Introduction to GD&T. | |||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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Geometry Modelling
|
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Modelling a point, line, surface and solids. Boolean operations, assembly of parts. Import and export of geometry. Introduction to GD&T. | |||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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Geometry Modelling
|
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Modelling a point, line, surface and solids. Boolean operations, assembly of parts. Import and export of geometry. Introduction to GD&T. | |||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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Finite Element Modelling:
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Selection/disfeaturing of geometry for FE modelling, dividing surfaces and cutting of solids. Setting preferences. Element qualities and their standard values required for required analysis/results. Import and export of FEM files for analysis and results review. | |||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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Finite Element Modelling:
|
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Selection/disfeaturing of geometry for FE modelling, dividing surfaces and cutting of solids. Setting preferences. Element qualities and their standard values required for required analysis/results. Import and export of FEM files for analysis and results review. | |||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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Finite Element Modelling:
|
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Selection/disfeaturing of geometry for FE modelling, dividing surfaces and cutting of solids. Setting preferences. Element qualities and their standard values required for required analysis/results. Import and export of FEM files for analysis and results review. | |||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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Loads and boundary conditions:
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Selection of nodes, surfaces. Local coordinate systems, assigning the coordinate system to nodes. Selection or estimation of loads in terms of point, surface and body loads. How to apply inertia loads. Solution control and output requests: Defining required output parameters/results other than standard output results. Defining the solution parameters like, end time, timesteps, load steps, etc., | |||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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Loads and boundary conditions:
|
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Selection of nodes, surfaces. Local coordinate systems, assigning the coordinate system to nodes. Selection or estimation of loads in terms of point, surface and body loads. How to apply inertia loads. Solution control and output requests: Defining required output parameters/results other than standard output results. Defining the solution parameters like, end time, timesteps, load steps, etc., | |||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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Loads and boundary conditions:
|
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Selection of nodes, surfaces. Local coordinate systems, assigning the coordinate system to nodes. Selection or estimation of loads in terms of point, surface and body loads. How to apply inertia loads. Solution control and output requests: Defining required output parameters/results other than standard output results. Defining the solution parameters like, end time, timesteps, load steps, etc., | |||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
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Error rectification Verification/Validation of output results
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Error rectification: Study on common type of errors while solving FE problems. Understanding the error types. How to address these errors.
Verification/Validation of output results: How to validate results from FEA. Steps involved in verification of results. Identifying reason for deviation in results as compared to calculated results through classical methods or lab test results. Modifying/simplifying the input data based on output results. | |||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
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Error rectification Verification/Validation of output results
|
|||||||||||||||||||||||||||||
Error rectification: Study on common type of errors while solving FE problems. Understanding the error types. How to address these errors.
Verification/Validation of output results: How to validate results from FEA. Steps involved in verification of results. Identifying reason for deviation in results as compared to calculated results through classical methods or lab test results. Modifying/simplifying the input data based on output results. | |||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||
Error rectification Verification/Validation of output results
|
|||||||||||||||||||||||||||||
Error rectification: Study on common type of errors while solving FE problems. Understanding the error types. How to address these errors.
Verification/Validation of output results: How to validate results from FEA. Steps involved in verification of results. Identifying reason for deviation in results as compared to calculated results through classical methods or lab test results. Modifying/simplifying the input data based on output results. | |||||||||||||||||||||||||||||
Text Books And Reference Books: 1. K L Narayana, P Kannaiah & K Venkata Reddy, “Machine Drawing” 5th edition, new age International Publishers 2016. 2. N.D.Bhat & V.M.Panchal, “A Primer on Computer Aided Machine Drawing-2007”, VTU, Belgaum, ‘Machine Drawing', 2012.
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Essential Reading / Recommended Reading Reference Books: R1. S. Trymbaka Murthy,”A Text Book of Computer Aided Machine Drawing”, CBS Publishers, New Delhi, 2007 R2. K.R. Gopala Krishna, “Machine Drawing”, Subhash Publication, 2012. R3. Goutam Pohit & Goutham Ghosh, “Machine Drawing with Auto CAD”,1st Indian print Pearson Education, 2007 R4. Sham Tickoo, “Auto CAD 2015 for engineers and designers”, Dream tech 2015 R5. N. Siddeshwar, P. Kanniah, V.V.S. Sastri, “Machine Drawing”, published by Tata Mc GrawHill,2006 R6. Alex Krulikowski, “Fundamentals of Geometric Dimension & Tolerancing”, 6th edition, Goodheart-Willcox Pub ,25 November 2014
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Evaluation Pattern
| |||||||||||||||||||||||||||||
OEC471 - NCC4 (2023 Batch) | |||||||||||||||||||||||||||||
Total Teaching Hours for Semester:15 |
No of Lecture Hours/Week:1 |
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Max Marks:50 |
Credits:1 |
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Course Objectives/Course Description |
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This course offers an integrated approach to disaster management, physical training, and aviation operations, designed to prepare students for effective response and leadership in emergency situations. It includes comprehensive training in physical fitness, fundamental drill techniques, aviation medicine, and standard operating procedures for ground handling. Students will also engage in practical exercises such as obstacle courses and social service activities to develop their skills in operational readiness, safety checks, and community engagement. This course equips students with the necessary skills to manage disasters effectively, maintain high safety standards, and contribute positively to their communities. Master standard ground handling procedures and conduct thorough internal and external safety checks to ensure operational readiness and safety in aviation environments. Apply principles of disaster management to effectively plan for and respond to emergency situations, ensuring efficient and coordinated disaster response. Integrate theoretical knowledge with practical skills to address various challenges in disaster management and aviation safety, ensuring a comprehensive approach to both personal and professional development. |
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Learning Outcome |
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CO1: Demonstrate improved physical fitness, including cardiovascular endurance, strength, and flexibility, while mastering fundamental foot and rifle drills. CO2: Exhibit leadership skills and effectively apply disaster management principles in practical scenarios CO3: Demonstrate comprehensive knowledge and application of aviation safety protocols, including health and safety in aviation, medical emergencies and first aid, standard ground handling procedures |
Unit-1 |
Teaching Hours:5 |
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Physical Fitness and Drill Techniques
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Unit-1 |
Teaching Hours:5 |
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Physical Fitness and Drill Techniques
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Unit-1 |
Teaching Hours:5 |
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Physical Fitness and Drill Techniques
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Unit-1 |
Teaching Hours:5 |
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Physical Fitness and Drill Techniques
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Unit-1 |
Teaching Hours:5 |
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Physical Fitness and Drill Techniques
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Unit-1 |
Teaching Hours:5 |
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Physical Fitness and Drill Techniques
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Unit-1 |
Teaching Hours:5 |
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Physical Fitness and Drill Techniques
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Unit-1 |
Teaching Hours:5 |
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Physical Fitness and Drill Techniques
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Unit-1 |
Teaching Hours:5 |
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Physical Fitness and Drill Techniques
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Unit-1 |
Teaching Hours:5 |
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Physical Fitness and Drill Techniques
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Unit-1 |
Teaching Hours:5 |
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Physical Fitness and Drill Techniques
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Unit-1 |
Teaching Hours:5 |
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Physical Fitness and Drill Techniques
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Unit-1 |
Teaching Hours:5 |
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Physical Fitness and Drill Techniques
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Unit-1 |
Teaching Hours:5 |
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Physical Fitness and Drill Techniques
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Unit-2 |
Teaching Hours:5 |
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Leadership and Disaster Management
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Unit-2 |
Teaching Hours:5 |
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Leadership and Disaster Management
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Unit-2 |
Teaching Hours:5 |
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Leadership and Disaster Management
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Unit-2 |
Teaching Hours:5 |
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Leadership and Disaster Management
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Unit-2 |
Teaching Hours:5 |
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Leadership and Disaster Management
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Unit-2 |
Teaching Hours:5 |
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Leadership and Disaster Management
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Unit-2 |
Teaching Hours:5 |
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Leadership and Disaster Management
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Unit-2 |
Teaching Hours:5 |
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Leadership and Disaster Management
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Unit-2 |
Teaching Hours:5 |
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Leadership and Disaster Management
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Unit-2 |
Teaching Hours:5 |
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Leadership and Disaster Management
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Unit-2 |
Teaching Hours:5 |
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Leadership and Disaster Management
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Unit-2 |
Teaching Hours:5 |
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Leadership and Disaster Management
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Unit-2 |
Teaching Hours:5 |
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Leadership and Disaster Management
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Unit-2 |
Teaching Hours:5 |
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Leadership and Disaster Management
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Unit-3 |
Teaching Hours:5 |
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Aviation Safety and Operational Procedures
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Unit-3 |
Teaching Hours:5 |
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Aviation Safety and Operational Procedures
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Unit-3 |
Teaching Hours:5 |
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Aviation Safety and Operational Procedures
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Unit-3 |
Teaching Hours:5 |
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Aviation Safety and Operational Procedures
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Unit-3 |
Teaching Hours:5 |
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Aviation Safety and Operational Procedures
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Unit-3 |
Teaching Hours:5 |
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Aviation Safety and Operational Procedures
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Unit-3 |
Teaching Hours:5 |
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Aviation Safety and Operational Procedures
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Unit-3 |
Teaching Hours:5 |
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Aviation Safety and Operational Procedures
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Unit-3 |
Teaching Hours:5 |
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Aviation Safety and Operational Procedures
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Unit-3 |
Teaching Hours:5 |
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Aviation Safety and Operational Procedures
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Unit-3 |
Teaching Hours:5 |
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Aviation Safety and Operational Procedures
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Unit-3 |
Teaching Hours:5 |
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Aviation Safety and Operational Procedures
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Unit-3 |
Teaching Hours:5 |
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Aviation Safety and Operational Procedures
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Unit-3 |
Teaching Hours:5 |
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Aviation Safety and Operational Procedures
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Text Books And Reference Books: 1.Airwing Cadet Handbook, Specialized Subject SD/SW, Maxwell Press, 2016. 2. Airwing Cadet Handbook, Common Subject SD/SW, Maxwell Press, 2015. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading 1.Airwing Cadet Handbook, Specialized Subject SD/SW, Maxwell Press, 2016. 2. Airwing Cadet Handbook, Common Subject SD/SW, Maxwell Press, 2015. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
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OEC472 - ABILITY ENHANCEMENT COURSE - IV (2023 Batch) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:42 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:1 |
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Course Objectives/Course Description |
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Course Description: This course enhances essential skills across five units: presentation and writing skills, assertiveness and teamwork, interview techniques, quantitative aptitude, and C++ programming. It covers planning and delivering presentations, advanced writing practices, assertive communication, effective teamwork, and mastering job interviews. The course also includes mathematical concepts like averages, data sufficiency, permutations, combinations, and probability. Additionally, it provides comprehensive training in C++ programming, focusing on object-oriented principles, dynamic memory management, and advanced features. Course Objective: 1. Develop effective presentation skills, including planning, structuring, and engaging the audience. 2. Enhance writing proficiency with a focus on paragraph organization, proper punctuation, and error correction. 3. Cultivate assertive communication and teamwork strategies for collaborative success. 4. Master interview techniques, including preparation, execution, and follow-up. 5. Understand and apply mathematical concepts in averages, mixtures, data sufficiency, permutations, combinations, and probability. |
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Learning Outcome |
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CO1: Deliver structured and visually supported presentations with confidence. CO2: Write coherent, concise, and error-free documents. CO3: Communicate assertively and work effectively within teams. CO4: Successfully navigate various types of interviews and handle challenging questions. CO5: Solve complex mathematical problems involving averages, mixtures, permutations, combinations, and probability. |
Unit-1 |
Teaching Hours:6 |
Presentation Skills
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Planning and Structuring a Presentation > Effective Use of Visual Aids > Engaging the Audience: Techniques and Strategies > Overcoming Stage Fear > Evaluating Presentation Success Nature and Style of sensible writing : 1. Organizing Principles of Paragraphs in Documents, Writing Introduction and Conclusion, Importance of Proper Punctuation, The Art of Condensation (Precise writing) and Techniques in Essay writing, Common Errors due to Indianism in English Communication, Creating Coherence and Cohesion, Sentence arrangements exercises, Practice of Sentence Corrections activities. Importance of Summarising and Paraphrasing. 2. Misplaced modifiers, Contractions, Collocations, Word Order, Errors due to the Confusion of words, Common errors in the use of Idioms and phrases, Gender, Singular & Plural. Redundancies & Clichés.
| |
Unit-1 |
Teaching Hours:6 |
Presentation Skills
|
|
Planning and Structuring a Presentation > Effective Use of Visual Aids > Engaging the Audience: Techniques and Strategies > Overcoming Stage Fear > Evaluating Presentation Success Nature and Style of sensible writing : 1. Organizing Principles of Paragraphs in Documents, Writing Introduction and Conclusion, Importance of Proper Punctuation, The Art of Condensation (Precise writing) and Techniques in Essay writing, Common Errors due to Indianism in English Communication, Creating Coherence and Cohesion, Sentence arrangements exercises, Practice of Sentence Corrections activities. Importance of Summarising and Paraphrasing. 2. Misplaced modifiers, Contractions, Collocations, Word Order, Errors due to the Confusion of words, Common errors in the use of Idioms and phrases, Gender, Singular & Plural. Redundancies & Clichés.
| |
Unit-1 |
Teaching Hours:6 |
Presentation Skills
|
|
Planning and Structuring a Presentation > Effective Use of Visual Aids > Engaging the Audience: Techniques and Strategies > Overcoming Stage Fear > Evaluating Presentation Success Nature and Style of sensible writing : 1. Organizing Principles of Paragraphs in Documents, Writing Introduction and Conclusion, Importance of Proper Punctuation, The Art of Condensation (Precise writing) and Techniques in Essay writing, Common Errors due to Indianism in English Communication, Creating Coherence and Cohesion, Sentence arrangements exercises, Practice of Sentence Corrections activities. Importance of Summarising and Paraphrasing. 2. Misplaced modifiers, Contractions, Collocations, Word Order, Errors due to the Confusion of words, Common errors in the use of Idioms and phrases, Gender, Singular & Plural. Redundancies & Clichés.
| |
Unit-1 |
Teaching Hours:6 |
Presentation Skills
|
|
Planning and Structuring a Presentation > Effective Use of Visual Aids > Engaging the Audience: Techniques and Strategies > Overcoming Stage Fear > Evaluating Presentation Success Nature and Style of sensible writing : 1. Organizing Principles of Paragraphs in Documents, Writing Introduction and Conclusion, Importance of Proper Punctuation, The Art of Condensation (Precise writing) and Techniques in Essay writing, Common Errors due to Indianism in English Communication, Creating Coherence and Cohesion, Sentence arrangements exercises, Practice of Sentence Corrections activities. Importance of Summarising and Paraphrasing. 2. Misplaced modifiers, Contractions, Collocations, Word Order, Errors due to the Confusion of words, Common errors in the use of Idioms and phrases, Gender, Singular & Plural. Redundancies & Clichés.
| |
Unit-1 |
Teaching Hours:6 |
Presentation Skills
|
|
Planning and Structuring a Presentation > Effective Use of Visual Aids > Engaging the Audience: Techniques and Strategies > Overcoming Stage Fear > Evaluating Presentation Success Nature and Style of sensible writing : 1. Organizing Principles of Paragraphs in Documents, Writing Introduction and Conclusion, Importance of Proper Punctuation, The Art of Condensation (Precise writing) and Techniques in Essay writing, Common Errors due to Indianism in English Communication, Creating Coherence and Cohesion, Sentence arrangements exercises, Practice of Sentence Corrections activities. Importance of Summarising and Paraphrasing. 2. Misplaced modifiers, Contractions, Collocations, Word Order, Errors due to the Confusion of words, Common errors in the use of Idioms and phrases, Gender, Singular & Plural. Redundancies & Clichés.
| |
Unit-1 |
Teaching Hours:6 |
Presentation Skills
|
|
Planning and Structuring a Presentation > Effective Use of Visual Aids > Engaging the Audience: Techniques and Strategies > Overcoming Stage Fear > Evaluating Presentation Success Nature and Style of sensible writing : 1. Organizing Principles of Paragraphs in Documents, Writing Introduction and Conclusion, Importance of Proper Punctuation, The Art of Condensation (Precise writing) and Techniques in Essay writing, Common Errors due to Indianism in English Communication, Creating Coherence and Cohesion, Sentence arrangements exercises, Practice of Sentence Corrections activities. Importance of Summarising and Paraphrasing. 2. Misplaced modifiers, Contractions, Collocations, Word Order, Errors due to the Confusion of words, Common errors in the use of Idioms and phrases, Gender, Singular & Plural. Redundancies & Clichés.
| |
Unit-1 |
Teaching Hours:6 |
Presentation Skills
|
|
Planning and Structuring a Presentation > Effective Use of Visual Aids > Engaging the Audience: Techniques and Strategies > Overcoming Stage Fear > Evaluating Presentation Success Nature and Style of sensible writing : 1. Organizing Principles of Paragraphs in Documents, Writing Introduction and Conclusion, Importance of Proper Punctuation, The Art of Condensation (Precise writing) and Techniques in Essay writing, Common Errors due to Indianism in English Communication, Creating Coherence and Cohesion, Sentence arrangements exercises, Practice of Sentence Corrections activities. Importance of Summarising and Paraphrasing. 2. Misplaced modifiers, Contractions, Collocations, Word Order, Errors due to the Confusion of words, Common errors in the use of Idioms and phrases, Gender, Singular & Plural. Redundancies & Clichés.
| |
Unit-1 |
Teaching Hours:6 |
Presentation Skills
|
|
Planning and Structuring a Presentation > Effective Use of Visual Aids > Engaging the Audience: Techniques and Strategies > Overcoming Stage Fear > Evaluating Presentation Success Nature and Style of sensible writing : 1. Organizing Principles of Paragraphs in Documents, Writing Introduction and Conclusion, Importance of Proper Punctuation, The Art of Condensation (Precise writing) and Techniques in Essay writing, Common Errors due to Indianism in English Communication, Creating Coherence and Cohesion, Sentence arrangements exercises, Practice of Sentence Corrections activities. Importance of Summarising and Paraphrasing. 2. Misplaced modifiers, Contractions, Collocations, Word Order, Errors due to the Confusion of words, Common errors in the use of Idioms and phrases, Gender, Singular & Plural. Redundancies & Clichés.
| |
Unit-1 |
Teaching Hours:6 |
Presentation Skills
|
|
Planning and Structuring a Presentation > Effective Use of Visual Aids > Engaging the Audience: Techniques and Strategies > Overcoming Stage Fear > Evaluating Presentation Success Nature and Style of sensible writing : 1. Organizing Principles of Paragraphs in Documents, Writing Introduction and Conclusion, Importance of Proper Punctuation, The Art of Condensation (Precise writing) and Techniques in Essay writing, Common Errors due to Indianism in English Communication, Creating Coherence and Cohesion, Sentence arrangements exercises, Practice of Sentence Corrections activities. Importance of Summarising and Paraphrasing. 2. Misplaced modifiers, Contractions, Collocations, Word Order, Errors due to the Confusion of words, Common errors in the use of Idioms and phrases, Gender, Singular & Plural. Redundancies & Clichés.
| |
Unit-1 |
Teaching Hours:6 |
Presentation Skills
|
|
Planning and Structuring a Presentation > Effective Use of Visual Aids > Engaging the Audience: Techniques and Strategies > Overcoming Stage Fear > Evaluating Presentation Success Nature and Style of sensible writing : 1. Organizing Principles of Paragraphs in Documents, Writing Introduction and Conclusion, Importance of Proper Punctuation, The Art of Condensation (Precise writing) and Techniques in Essay writing, Common Errors due to Indianism in English Communication, Creating Coherence and Cohesion, Sentence arrangements exercises, Practice of Sentence Corrections activities. Importance of Summarising and Paraphrasing. 2. Misplaced modifiers, Contractions, Collocations, Word Order, Errors due to the Confusion of words, Common errors in the use of Idioms and phrases, Gender, Singular & Plural. Redundancies & Clichés.
| |
Unit-1 |
Teaching Hours:6 |
Presentation Skills
|
|
Planning and Structuring a Presentation > Effective Use of Visual Aids > Engaging the Audience: Techniques and Strategies > Overcoming Stage Fear > Evaluating Presentation Success Nature and Style of sensible writing : 1. Organizing Principles of Paragraphs in Documents, Writing Introduction and Conclusion, Importance of Proper Punctuation, The Art of Condensation (Precise writing) and Techniques in Essay writing, Common Errors due to Indianism in English Communication, Creating Coherence and Cohesion, Sentence arrangements exercises, Practice of Sentence Corrections activities. Importance of Summarising and Paraphrasing. 2. Misplaced modifiers, Contractions, Collocations, Word Order, Errors due to the Confusion of words, Common errors in the use of Idioms and phrases, Gender, Singular & Plural. Redundancies & Clichés.
| |
Unit-1 |
Teaching Hours:6 |
Presentation Skills
|
|
Planning and Structuring a Presentation > Effective Use of Visual Aids > Engaging the Audience: Techniques and Strategies > Overcoming Stage Fear > Evaluating Presentation Success Nature and Style of sensible writing : 1. Organizing Principles of Paragraphs in Documents, Writing Introduction and Conclusion, Importance of Proper Punctuation, The Art of Condensation (Precise writing) and Techniques in Essay writing, Common Errors due to Indianism in English Communication, Creating Coherence and Cohesion, Sentence arrangements exercises, Practice of Sentence Corrections activities. Importance of Summarising and Paraphrasing. 2. Misplaced modifiers, Contractions, Collocations, Word Order, Errors due to the Confusion of words, Common errors in the use of Idioms and phrases, Gender, Singular & Plural. Redundancies & Clichés.
| |
Unit-1 |
Teaching Hours:6 |
Presentation Skills
|
|
Planning and Structuring a Presentation > Effective Use of Visual Aids > Engaging the Audience: Techniques and Strategies > Overcoming Stage Fear > Evaluating Presentation Success Nature and Style of sensible writing : 1. Organizing Principles of Paragraphs in Documents, Writing Introduction and Conclusion, Importance of Proper Punctuation, The Art of Condensation (Precise writing) and Techniques in Essay writing, Common Errors due to Indianism in English Communication, Creating Coherence and Cohesion, Sentence arrangements exercises, Practice of Sentence Corrections activities. Importance of Summarising and Paraphrasing. 2. Misplaced modifiers, Contractions, Collocations, Word Order, Errors due to the Confusion of words, Common errors in the use of Idioms and phrases, Gender, Singular & Plural. Redundancies & Clichés.
| |
Unit-1 |
Teaching Hours:6 |
Presentation Skills
|
|
Planning and Structuring a Presentation > Effective Use of Visual Aids > Engaging the Audience: Techniques and Strategies > Overcoming Stage Fear > Evaluating Presentation Success Nature and Style of sensible writing : 1. Organizing Principles of Paragraphs in Documents, Writing Introduction and Conclusion, Importance of Proper Punctuation, The Art of Condensation (Precise writing) and Techniques in Essay writing, Common Errors due to Indianism in English Communication, Creating Coherence and Cohesion, Sentence arrangements exercises, Practice of Sentence Corrections activities. Importance of Summarising and Paraphrasing. 2. Misplaced modifiers, Contractions, Collocations, Word Order, Errors due to the Confusion of words, Common errors in the use of Idioms and phrases, Gender, Singular & Plural. Redundancies & Clichés.
| |
Unit-2 |
Teaching Hours:6 |
Assertiveness
|
|
> Understanding the Difference: Assertiveness vs Aggressiveness > Benefits of Being Assertive > Techniques for Assertive Communication > Saying No Politely and Firmly > Assertiveness Role-Plays
Team Work and Collaboration > Characteristics of Effective Teams > Roles and Responsibilities within Teams > Strategies for Collaborative Work > Handling Team Conflicts > Celebrating Team Successes
| |
Unit-2 |
Teaching Hours:6 |
Assertiveness
|
|
> Understanding the Difference: Assertiveness vs Aggressiveness > Benefits of Being Assertive > Techniques for Assertive Communication > Saying No Politely and Firmly > Assertiveness Role-Plays
Team Work and Collaboration > Characteristics of Effective Teams > Roles and Responsibilities within Teams > Strategies for Collaborative Work > Handling Team Conflicts > Celebrating Team Successes
| |
Unit-2 |
Teaching Hours:6 |
Assertiveness
|
|
> Understanding the Difference: Assertiveness vs Aggressiveness > Benefits of Being Assertive > Techniques for Assertive Communication > Saying No Politely and Firmly > Assertiveness Role-Plays
Team Work and Collaboration > Characteristics of Effective Teams > Roles and Responsibilities within Teams > Strategies for Collaborative Work > Handling Team Conflicts > Celebrating Team Successes
| |
Unit-2 |
Teaching Hours:6 |
Assertiveness
|
|
> Understanding the Difference: Assertiveness vs Aggressiveness > Benefits of Being Assertive > Techniques for Assertive Communication > Saying No Politely and Firmly > Assertiveness Role-Plays
Team Work and Collaboration > Characteristics of Effective Teams > Roles and Responsibilities within Teams > Strategies for Collaborative Work > Handling Team Conflicts > Celebrating Team Successes
| |
Unit-2 |
Teaching Hours:6 |
Assertiveness
|
|
> Understanding the Difference: Assertiveness vs Aggressiveness > Benefits of Being Assertive > Techniques for Assertive Communication > Saying No Politely and Firmly > Assertiveness Role-Plays
Team Work and Collaboration > Characteristics of Effective Teams > Roles and Responsibilities within Teams > Strategies for Collaborative Work > Handling Team Conflicts > Celebrating Team Successes
| |
Unit-2 |
Teaching Hours:6 |
Assertiveness
|
|
> Understanding the Difference: Assertiveness vs Aggressiveness > Benefits of Being Assertive > Techniques for Assertive Communication > Saying No Politely and Firmly > Assertiveness Role-Plays
Team Work and Collaboration > Characteristics of Effective Teams > Roles and Responsibilities within Teams > Strategies for Collaborative Work > Handling Team Conflicts > Celebrating Team Successes
| |
Unit-2 |
Teaching Hours:6 |
Assertiveness
|
|
> Understanding the Difference: Assertiveness vs Aggressiveness > Benefits of Being Assertive > Techniques for Assertive Communication > Saying No Politely and Firmly > Assertiveness Role-Plays
Team Work and Collaboration > Characteristics of Effective Teams > Roles and Responsibilities within Teams > Strategies for Collaborative Work > Handling Team Conflicts > Celebrating Team Successes
| |
Unit-2 |
Teaching Hours:6 |
Assertiveness
|
|
> Understanding the Difference: Assertiveness vs Aggressiveness > Benefits of Being Assertive > Techniques for Assertive Communication > Saying No Politely and Firmly > Assertiveness Role-Plays
Team Work and Collaboration > Characteristics of Effective Teams > Roles and Responsibilities within Teams > Strategies for Collaborative Work > Handling Team Conflicts > Celebrating Team Successes
| |
Unit-2 |
Teaching Hours:6 |
Assertiveness
|
|
> Understanding the Difference: Assertiveness vs Aggressiveness > Benefits of Being Assertive > Techniques for Assertive Communication > Saying No Politely and Firmly > Assertiveness Role-Plays
Team Work and Collaboration > Characteristics of Effective Teams > Roles and Responsibilities within Teams > Strategies for Collaborative Work > Handling Team Conflicts > Celebrating Team Successes
| |
Unit-2 |
Teaching Hours:6 |
Assertiveness
|
|
> Understanding the Difference: Assertiveness vs Aggressiveness > Benefits of Being Assertive > Techniques for Assertive Communication > Saying No Politely and Firmly > Assertiveness Role-Plays
Team Work and Collaboration > Characteristics of Effective Teams > Roles and Responsibilities within Teams > Strategies for Collaborative Work > Handling Team Conflicts > Celebrating Team Successes
| |
Unit-2 |
Teaching Hours:6 |
Assertiveness
|
|
> Understanding the Difference: Assertiveness vs Aggressiveness > Benefits of Being Assertive > Techniques for Assertive Communication > Saying No Politely and Firmly > Assertiveness Role-Plays
Team Work and Collaboration > Characteristics of Effective Teams > Roles and Responsibilities within Teams > Strategies for Collaborative Work > Handling Team Conflicts > Celebrating Team Successes
| |
Unit-2 |
Teaching Hours:6 |
Assertiveness
|
|
> Understanding the Difference: Assertiveness vs Aggressiveness > Benefits of Being Assertive > Techniques for Assertive Communication > Saying No Politely and Firmly > Assertiveness Role-Plays
Team Work and Collaboration > Characteristics of Effective Teams > Roles and Responsibilities within Teams > Strategies for Collaborative Work > Handling Team Conflicts > Celebrating Team Successes
| |
Unit-2 |
Teaching Hours:6 |
Assertiveness
|
|
> Understanding the Difference: Assertiveness vs Aggressiveness > Benefits of Being Assertive > Techniques for Assertive Communication > Saying No Politely and Firmly > Assertiveness Role-Plays
Team Work and Collaboration > Characteristics of Effective Teams > Roles and Responsibilities within Teams > Strategies for Collaborative Work > Handling Team Conflicts > Celebrating Team Successes
| |
Unit-2 |
Teaching Hours:6 |
Assertiveness
|
|
> Understanding the Difference: Assertiveness vs Aggressiveness > Benefits of Being Assertive > Techniques for Assertive Communication > Saying No Politely and Firmly > Assertiveness Role-Plays
Team Work and Collaboration > Characteristics of Effective Teams > Roles and Responsibilities within Teams > Strategies for Collaborative Work > Handling Team Conflicts > Celebrating Team Successes
| |
Unit-3 |
Teaching Hours:6 |
Interview Skills
|
|
Interview Skills
> Introduction to Interviews > The Purpose of an Interview > Different Types of Interviews: Telephonic, Face-to-face, Panel, Behavioral, and Technical
> Before the Interview > Researching the Company/Organization > Analyzing the Job Description > Preparing Relevant Answers for Common Interview Questions
> During the Interview > Dress Code and Personal Grooming > Body Language: Eye Contact, Posture, and Handshake > Listening Actively and Responding Clearly > Asking Thoughtful Questions to the Interviewer
> Technical vs Behavioral Interviews > Understanding Technical Skill Evaluation > STAR Technique (Situation, Task, Action, Result) for Behavioral Questions
> Handling Challenging Questions and Situations > Addressing Gaps in Employment > Discussing Strengths, Weaknesses, and Failures > Navigating Salary Discussions
> After the Interview > Crafting a Follow-up Email or Letter > Reflecting on Interview Performance > Preparing for the Next Steps | |
Unit-3 |
Teaching Hours:6 |
Interview Skills
|
|
Interview Skills
> Introduction to Interviews > The Purpose of an Interview > Different Types of Interviews: Telephonic, Face-to-face, Panel, Behavioral, and Technical
> Before the Interview > Researching the Company/Organization > Analyzing the Job Description > Preparing Relevant Answers for Common Interview Questions
> During the Interview > Dress Code and Personal Grooming > Body Language: Eye Contact, Posture, and Handshake > Listening Actively and Responding Clearly > Asking Thoughtful Questions to the Interviewer
> Technical vs Behavioral Interviews > Understanding Technical Skill Evaluation > STAR Technique (Situation, Task, Action, Result) for Behavioral Questions
> Handling Challenging Questions and Situations > Addressing Gaps in Employment > Discussing Strengths, Weaknesses, and Failures > Navigating Salary Discussions
> After the Interview > Crafting a Follow-up Email or Letter > Reflecting on Interview Performance > Preparing for the Next Steps | |
Unit-3 |
Teaching Hours:6 |
Interview Skills
|
|
Interview Skills
> Introduction to Interviews > The Purpose of an Interview > Different Types of Interviews: Telephonic, Face-to-face, Panel, Behavioral, and Technical
> Before the Interview > Researching the Company/Organization > Analyzing the Job Description > Preparing Relevant Answers for Common Interview Questions
> During the Interview > Dress Code and Personal Grooming > Body Language: Eye Contact, Posture, and Handshake > Listening Actively and Responding Clearly > Asking Thoughtful Questions to the Interviewer
> Technical vs Behavioral Interviews > Understanding Technical Skill Evaluation > STAR Technique (Situation, Task, Action, Result) for Behavioral Questions
> Handling Challenging Questions and Situations > Addressing Gaps in Employment > Discussing Strengths, Weaknesses, and Failures > Navigating Salary Discussions
> After the Interview > Crafting a Follow-up Email or Letter > Reflecting on Interview Performance > Preparing for the Next Steps | |
Unit-3 |
Teaching Hours:6 |
Interview Skills
|
|
Interview Skills
> Introduction to Interviews > The Purpose of an Interview > Different Types of Interviews: Telephonic, Face-to-face, Panel, Behavioral, and Technical
> Before the Interview > Researching the Company/Organization > Analyzing the Job Description > Preparing Relevant Answers for Common Interview Questions
> During the Interview > Dress Code and Personal Grooming > Body Language: Eye Contact, Posture, and Handshake > Listening Actively and Responding Clearly > Asking Thoughtful Questions to the Interviewer
> Technical vs Behavioral Interviews > Understanding Technical Skill Evaluation > STAR Technique (Situation, Task, Action, Result) for Behavioral Questions
> Handling Challenging Questions and Situations > Addressing Gaps in Employment > Discussing Strengths, Weaknesses, and Failures > Navigating Salary Discussions
> After the Interview > Crafting a Follow-up Email or Letter > Reflecting on Interview Performance > Preparing for the Next Steps | |
Unit-3 |
Teaching Hours:6 |
Interview Skills
|
|
Interview Skills
> Introduction to Interviews > The Purpose of an Interview > Different Types of Interviews: Telephonic, Face-to-face, Panel, Behavioral, and Technical
> Before the Interview > Researching the Company/Organization > Analyzing the Job Description > Preparing Relevant Answers for Common Interview Questions
> During the Interview > Dress Code and Personal Grooming > Body Language: Eye Contact, Posture, and Handshake > Listening Actively and Responding Clearly > Asking Thoughtful Questions to the Interviewer
> Technical vs Behavioral Interviews > Understanding Technical Skill Evaluation > STAR Technique (Situation, Task, Action, Result) for Behavioral Questions
> Handling Challenging Questions and Situations > Addressing Gaps in Employment > Discussing Strengths, Weaknesses, and Failures > Navigating Salary Discussions
> After the Interview > Crafting a Follow-up Email or Letter > Reflecting on Interview Performance > Preparing for the Next Steps | |
Unit-3 |
Teaching Hours:6 |
Interview Skills
|
|
Interview Skills
> Introduction to Interviews > The Purpose of an Interview > Different Types of Interviews: Telephonic, Face-to-face, Panel, Behavioral, and Technical
> Before the Interview > Researching the Company/Organization > Analyzing the Job Description > Preparing Relevant Answers for Common Interview Questions
> During the Interview > Dress Code and Personal Grooming > Body Language: Eye Contact, Posture, and Handshake > Listening Actively and Responding Clearly > Asking Thoughtful Questions to the Interviewer
> Technical vs Behavioral Interviews > Understanding Technical Skill Evaluation > STAR Technique (Situation, Task, Action, Result) for Behavioral Questions
> Handling Challenging Questions and Situations > Addressing Gaps in Employment > Discussing Strengths, Weaknesses, and Failures > Navigating Salary Discussions
> After the Interview > Crafting a Follow-up Email or Letter > Reflecting on Interview Performance > Preparing for the Next Steps | |
Unit-3 |
Teaching Hours:6 |
Interview Skills
|
|
Interview Skills
> Introduction to Interviews > The Purpose of an Interview > Different Types of Interviews: Telephonic, Face-to-face, Panel, Behavioral, and Technical
> Before the Interview > Researching the Company/Organization > Analyzing the Job Description > Preparing Relevant Answers for Common Interview Questions
> During the Interview > Dress Code and Personal Grooming > Body Language: Eye Contact, Posture, and Handshake > Listening Actively and Responding Clearly > Asking Thoughtful Questions to the Interviewer
> Technical vs Behavioral Interviews > Understanding Technical Skill Evaluation > STAR Technique (Situation, Task, Action, Result) for Behavioral Questions
> Handling Challenging Questions and Situations > Addressing Gaps in Employment > Discussing Strengths, Weaknesses, and Failures > Navigating Salary Discussions
> After the Interview > Crafting a Follow-up Email or Letter > Reflecting on Interview Performance > Preparing for the Next Steps | |
Unit-3 |
Teaching Hours:6 |
Interview Skills
|
|
Interview Skills
> Introduction to Interviews > The Purpose of an Interview > Different Types of Interviews: Telephonic, Face-to-face, Panel, Behavioral, and Technical
> Before the Interview > Researching the Company/Organization > Analyzing the Job Description > Preparing Relevant Answers for Common Interview Questions
> During the Interview > Dress Code and Personal Grooming > Body Language: Eye Contact, Posture, and Handshake > Listening Actively and Responding Clearly > Asking Thoughtful Questions to the Interviewer
> Technical vs Behavioral Interviews > Understanding Technical Skill Evaluation > STAR Technique (Situation, Task, Action, Result) for Behavioral Questions
> Handling Challenging Questions and Situations > Addressing Gaps in Employment > Discussing Strengths, Weaknesses, and Failures > Navigating Salary Discussions
> After the Interview > Crafting a Follow-up Email or Letter > Reflecting on Interview Performance > Preparing for the Next Steps | |
Unit-3 |
Teaching Hours:6 |
Interview Skills
|
|
Interview Skills
> Introduction to Interviews > The Purpose of an Interview > Different Types of Interviews: Telephonic, Face-to-face, Panel, Behavioral, and Technical
> Before the Interview > Researching the Company/Organization > Analyzing the Job Description > Preparing Relevant Answers for Common Interview Questions
> During the Interview > Dress Code and Personal Grooming > Body Language: Eye Contact, Posture, and Handshake > Listening Actively and Responding Clearly > Asking Thoughtful Questions to the Interviewer
> Technical vs Behavioral Interviews > Understanding Technical Skill Evaluation > STAR Technique (Situation, Task, Action, Result) for Behavioral Questions
> Handling Challenging Questions and Situations > Addressing Gaps in Employment > Discussing Strengths, Weaknesses, and Failures > Navigating Salary Discussions
> After the Interview > Crafting a Follow-up Email or Letter > Reflecting on Interview Performance > Preparing for the Next Steps | |
Unit-3 |
Teaching Hours:6 |
Interview Skills
|
|
Interview Skills
> Introduction to Interviews > The Purpose of an Interview > Different Types of Interviews: Telephonic, Face-to-face, Panel, Behavioral, and Technical
> Before the Interview > Researching the Company/Organization > Analyzing the Job Description > Preparing Relevant Answers for Common Interview Questions
> During the Interview > Dress Code and Personal Grooming > Body Language: Eye Contact, Posture, and Handshake > Listening Actively and Responding Clearly > Asking Thoughtful Questions to the Interviewer
> Technical vs Behavioral Interviews > Understanding Technical Skill Evaluation > STAR Technique (Situation, Task, Action, Result) for Behavioral Questions
> Handling Challenging Questions and Situations > Addressing Gaps in Employment > Discussing Strengths, Weaknesses, and Failures > Navigating Salary Discussions
> After the Interview > Crafting a Follow-up Email or Letter > Reflecting on Interview Performance > Preparing for the Next Steps | |
Unit-3 |
Teaching Hours:6 |
Interview Skills
|
|
Interview Skills
> Introduction to Interviews > The Purpose of an Interview > Different Types of Interviews: Telephonic, Face-to-face, Panel, Behavioral, and Technical
> Before the Interview > Researching the Company/Organization > Analyzing the Job Description > Preparing Relevant Answers for Common Interview Questions
> During the Interview > Dress Code and Personal Grooming > Body Language: Eye Contact, Posture, and Handshake > Listening Actively and Responding Clearly > Asking Thoughtful Questions to the Interviewer
> Technical vs Behavioral Interviews > Understanding Technical Skill Evaluation > STAR Technique (Situation, Task, Action, Result) for Behavioral Questions
> Handling Challenging Questions and Situations > Addressing Gaps in Employment > Discussing Strengths, Weaknesses, and Failures > Navigating Salary Discussions
> After the Interview > Crafting a Follow-up Email or Letter > Reflecting on Interview Performance > Preparing for the Next Steps | |
Unit-3 |
Teaching Hours:6 |
Interview Skills
|
|
Interview Skills
> Introduction to Interviews > The Purpose of an Interview > Different Types of Interviews: Telephonic, Face-to-face, Panel, Behavioral, and Technical
> Before the Interview > Researching the Company/Organization > Analyzing the Job Description > Preparing Relevant Answers for Common Interview Questions
> During the Interview > Dress Code and Personal Grooming > Body Language: Eye Contact, Posture, and Handshake > Listening Actively and Responding Clearly > Asking Thoughtful Questions to the Interviewer
> Technical vs Behavioral Interviews > Understanding Technical Skill Evaluation > STAR Technique (Situation, Task, Action, Result) for Behavioral Questions
> Handling Challenging Questions and Situations > Addressing Gaps in Employment > Discussing Strengths, Weaknesses, and Failures > Navigating Salary Discussions
> After the Interview > Crafting a Follow-up Email or Letter > Reflecting on Interview Performance > Preparing for the Next Steps | |
Unit-3 |
Teaching Hours:6 |
Interview Skills
|
|
Interview Skills
> Introduction to Interviews > The Purpose of an Interview > Different Types of Interviews: Telephonic, Face-to-face, Panel, Behavioral, and Technical
> Before the Interview > Researching the Company/Organization > Analyzing the Job Description > Preparing Relevant Answers for Common Interview Questions
> During the Interview > Dress Code and Personal Grooming > Body Language: Eye Contact, Posture, and Handshake > Listening Actively and Responding Clearly > Asking Thoughtful Questions to the Interviewer
> Technical vs Behavioral Interviews > Understanding Technical Skill Evaluation > STAR Technique (Situation, Task, Action, Result) for Behavioral Questions
> Handling Challenging Questions and Situations > Addressing Gaps in Employment > Discussing Strengths, Weaknesses, and Failures > Navigating Salary Discussions
> After the Interview > Crafting a Follow-up Email or Letter > Reflecting on Interview Performance > Preparing for the Next Steps | |
Unit-3 |
Teaching Hours:6 |
Interview Skills
|
|
Interview Skills
> Introduction to Interviews > The Purpose of an Interview > Different Types of Interviews: Telephonic, Face-to-face, Panel, Behavioral, and Technical
> Before the Interview > Researching the Company/Organization > Analyzing the Job Description > Preparing Relevant Answers for Common Interview Questions
> During the Interview > Dress Code and Personal Grooming > Body Language: Eye Contact, Posture, and Handshake > Listening Actively and Responding Clearly > Asking Thoughtful Questions to the Interviewer
> Technical vs Behavioral Interviews > Understanding Technical Skill Evaluation > STAR Technique (Situation, Task, Action, Result) for Behavioral Questions
> Handling Challenging Questions and Situations > Addressing Gaps in Employment > Discussing Strengths, Weaknesses, and Failures > Navigating Salary Discussions
> After the Interview > Crafting a Follow-up Email or Letter > Reflecting on Interview Performance > Preparing for the Next Steps | |
Unit-4 |
Teaching Hours:8 |
Averages and Alligations mixtures:
|
|
Average: relevance of average, meaning of average, properties of average, deviation method, concept of weighted average. Allegation method: a situation where allegation technique, general representation of allegations, the straight line approach, application of weighted average and allegation method in problems involving mixtures. Application of alligation on situations other than mixtures problems.
Data Sufficiency: Questions based on > Quantitative aptitude > Reasoning aptitude > Puzzles Permutation and Combination: Understanding the difference between the permutation and combination, Rules of Counting-rule of addition, rule of multiplication, factorial function, Concept of step arrangement, Permutation of things when some of them are identical, Concept of 2n, Arrangement in a circle. Probability: Single event probability, multi event probability, independent events and dependent events, mutually exclusive events, non-mutually exclusive events, combination method for finding the outcomes.
| |
Unit-4 |
Teaching Hours:8 |
Averages and Alligations mixtures:
|
|
Average: relevance of average, meaning of average, properties of average, deviation method, concept of weighted average. Allegation method: a situation where allegation technique, general representation of allegations, the straight line approach, application of weighted average and allegation method in problems involving mixtures. Application of alligation on situations other than mixtures problems.
Data Sufficiency: Questions based on > Quantitative aptitude > Reasoning aptitude > Puzzles Permutation and Combination: Understanding the difference between the permutation and combination, Rules of Counting-rule of addition, rule of multiplication, factorial function, Concept of step arrangement, Permutation of things when some of them are identical, Concept of 2n, Arrangement in a circle. Probability: Single event probability, multi event probability, independent events and dependent events, mutually exclusive events, non-mutually exclusive events, combination method for finding the outcomes.
| |
Unit-4 |
Teaching Hours:8 |
Averages and Alligations mixtures:
|
|
Average: relevance of average, meaning of average, properties of average, deviation method, concept of weighted average. Allegation method: a situation where allegation technique, general representation of allegations, the straight line approach, application of weighted average and allegation method in problems involving mixtures. Application of alligation on situations other than mixtures problems.
Data Sufficiency: Questions based on > Quantitative aptitude > Reasoning aptitude > Puzzles Permutation and Combination: Understanding the difference between the permutation and combination, Rules of Counting-rule of addition, rule of multiplication, factorial function, Concept of step arrangement, Permutation of things when some of them are identical, Concept of 2n, Arrangement in a circle. Probability: Single event probability, multi event probability, independent events and dependent events, mutually exclusive events, non-mutually exclusive events, combination method for finding the outcomes.
| |
Unit-4 |
Teaching Hours:8 |
Averages and Alligations mixtures:
|
|
Average: relevance of average, meaning of average, properties of average, deviation method, concept of weighted average. Allegation method: a situation where allegation technique, general representation of allegations, the straight line approach, application of weighted average and allegation method in problems involving mixtures. Application of alligation on situations other than mixtures problems.
Data Sufficiency: Questions based on > Quantitative aptitude > Reasoning aptitude > Puzzles Permutation and Combination: Understanding the difference between the permutation and combination, Rules of Counting-rule of addition, rule of multiplication, factorial function, Concept of step arrangement, Permutation of things when some of them are identical, Concept of 2n, Arrangement in a circle. Probability: Single event probability, multi event probability, independent events and dependent events, mutually exclusive events, non-mutually exclusive events, combination method for finding the outcomes.
| |
Unit-4 |
Teaching Hours:8 |
Averages and Alligations mixtures:
|
|
Average: relevance of average, meaning of average, properties of average, deviation method, concept of weighted average. Allegation method: a situation where allegation technique, general representation of allegations, the straight line approach, application of weighted average and allegation method in problems involving mixtures. Application of alligation on situations other than mixtures problems.
Data Sufficiency: Questions based on > Quantitative aptitude > Reasoning aptitude > Puzzles Permutation and Combination: Understanding the difference between the permutation and combination, Rules of Counting-rule of addition, rule of multiplication, factorial function, Concept of step arrangement, Permutation of things when some of them are identical, Concept of 2n, Arrangement in a circle. Probability: Single event probability, multi event probability, independent events and dependent events, mutually exclusive events, non-mutually exclusive events, combination method for finding the outcomes.
| |
Unit-4 |
Teaching Hours:8 |
Averages and Alligations mixtures:
|
|
Average: relevance of average, meaning of average, properties of average, deviation method, concept of weighted average. Allegation method: a situation where allegation technique, general representation of allegations, the straight line approach, application of weighted average and allegation method in problems involving mixtures. Application of alligation on situations other than mixtures problems.
Data Sufficiency: Questions based on > Quantitative aptitude > Reasoning aptitude > Puzzles Permutation and Combination: Understanding the difference between the permutation and combination, Rules of Counting-rule of addition, rule of multiplication, factorial function, Concept of step arrangement, Permutation of things when some of them are identical, Concept of 2n, Arrangement in a circle. Probability: Single event probability, multi event probability, independent events and dependent events, mutually exclusive events, non-mutually exclusive events, combination method for finding the outcomes.
| |
Unit-4 |
Teaching Hours:8 |
Averages and Alligations mixtures:
|
|
Average: relevance of average, meaning of average, properties of average, deviation method, concept of weighted average. Allegation method: a situation where allegation technique, general representation of allegations, the straight line approach, application of weighted average and allegation method in problems involving mixtures. Application of alligation on situations other than mixtures problems.
Data Sufficiency: Questions based on > Quantitative aptitude > Reasoning aptitude > Puzzles Permutation and Combination: Understanding the difference between the permutation and combination, Rules of Counting-rule of addition, rule of multiplication, factorial function, Concept of step arrangement, Permutation of things when some of them are identical, Concept of 2n, Arrangement in a circle. Probability: Single event probability, multi event probability, independent events and dependent events, mutually exclusive events, non-mutually exclusive events, combination method for finding the outcomes.
| |
Unit-4 |
Teaching Hours:8 |
Averages and Alligations mixtures:
|
|
Average: relevance of average, meaning of average, properties of average, deviation method, concept of weighted average. Allegation method: a situation where allegation technique, general representation of allegations, the straight line approach, application of weighted average and allegation method in problems involving mixtures. Application of alligation on situations other than mixtures problems.
Data Sufficiency: Questions based on > Quantitative aptitude > Reasoning aptitude > Puzzles Permutation and Combination: Understanding the difference between the permutation and combination, Rules of Counting-rule of addition, rule of multiplication, factorial function, Concept of step arrangement, Permutation of things when some of them are identical, Concept of 2n, Arrangement in a circle. Probability: Single event probability, multi event probability, independent events and dependent events, mutually exclusive events, non-mutually exclusive events, combination method for finding the outcomes.
| |
Unit-4 |
Teaching Hours:8 |
Averages and Alligations mixtures:
|
|
Average: relevance of average, meaning of average, properties of average, deviation method, concept of weighted average. Allegation method: a situation where allegation technique, general representation of allegations, the straight line approach, application of weighted average and allegation method in problems involving mixtures. Application of alligation on situations other than mixtures problems.
Data Sufficiency: Questions based on > Quantitative aptitude > Reasoning aptitude > Puzzles Permutation and Combination: Understanding the difference between the permutation and combination, Rules of Counting-rule of addition, rule of multiplication, factorial function, Concept of step arrangement, Permutation of things when some of them are identical, Concept of 2n, Arrangement in a circle. Probability: Single event probability, multi event probability, independent events and dependent events, mutually exclusive events, non-mutually exclusive events, combination method for finding the outcomes.
| |
Unit-4 |
Teaching Hours:8 |
Averages and Alligations mixtures:
|
|
Average: relevance of average, meaning of average, properties of average, deviation method, concept of weighted average. Allegation method: a situation where allegation technique, general representation of allegations, the straight line approach, application of weighted average and allegation method in problems involving mixtures. Application of alligation on situations other than mixtures problems.
Data Sufficiency: Questions based on > Quantitative aptitude > Reasoning aptitude > Puzzles Permutation and Combination: Understanding the difference between the permutation and combination, Rules of Counting-rule of addition, rule of multiplication, factorial function, Concept of step arrangement, Permutation of things when some of them are identical, Concept of 2n, Arrangement in a circle. Probability: Single event probability, multi event probability, independent events and dependent events, mutually exclusive events, non-mutually exclusive events, combination method for finding the outcomes.
| |
Unit-4 |
Teaching Hours:8 |
Averages and Alligations mixtures:
|
|
Average: relevance of average, meaning of average, properties of average, deviation method, concept of weighted average. Allegation method: a situation where allegation technique, general representation of allegations, the straight line approach, application of weighted average and allegation method in problems involving mixtures. Application of alligation on situations other than mixtures problems.
Data Sufficiency: Questions based on > Quantitative aptitude > Reasoning aptitude > Puzzles Permutation and Combination: Understanding the difference between the permutation and combination, Rules of Counting-rule of addition, rule of multiplication, factorial function, Concept of step arrangement, Permutation of things when some of them are identical, Concept of 2n, Arrangement in a circle. Probability: Single event probability, multi event probability, independent events and dependent events, mutually exclusive events, non-mutually exclusive events, combination method for finding the outcomes.
| |
Unit-4 |
Teaching Hours:8 |
Averages and Alligations mixtures:
|
|
Average: relevance of average, meaning of average, properties of average, deviation method, concept of weighted average. Allegation method: a situation where allegation technique, general representation of allegations, the straight line approach, application of weighted average and allegation method in problems involving mixtures. Application of alligation on situations other than mixtures problems.
Data Sufficiency: Questions based on > Quantitative aptitude > Reasoning aptitude > Puzzles Permutation and Combination: Understanding the difference between the permutation and combination, Rules of Counting-rule of addition, rule of multiplication, factorial function, Concept of step arrangement, Permutation of things when some of them are identical, Concept of 2n, Arrangement in a circle. Probability: Single event probability, multi event probability, independent events and dependent events, mutually exclusive events, non-mutually exclusive events, combination method for finding the outcomes.
| |
Unit-4 |
Teaching Hours:8 |
Averages and Alligations mixtures:
|
|
Average: relevance of average, meaning of average, properties of average, deviation method, concept of weighted average. Allegation method: a situation where allegation technique, general representation of allegations, the straight line approach, application of weighted average and allegation method in problems involving mixtures. Application of alligation on situations other than mixtures problems.
Data Sufficiency: Questions based on > Quantitative aptitude > Reasoning aptitude > Puzzles Permutation and Combination: Understanding the difference between the permutation and combination, Rules of Counting-rule of addition, rule of multiplication, factorial function, Concept of step arrangement, Permutation of things when some of them are identical, Concept of 2n, Arrangement in a circle. Probability: Single event probability, multi event probability, independent events and dependent events, mutually exclusive events, non-mutually exclusive events, combination method for finding the outcomes.
| |
Unit-4 |
Teaching Hours:8 |
Averages and Alligations mixtures:
|
|
Average: relevance of average, meaning of average, properties of average, deviation method, concept of weighted average. Allegation method: a situation where allegation technique, general representation of allegations, the straight line approach, application of weighted average and allegation method in problems involving mixtures. Application of alligation on situations other than mixtures problems.
Data Sufficiency: Questions based on > Quantitative aptitude > Reasoning aptitude > Puzzles Permutation and Combination: Understanding the difference between the permutation and combination, Rules of Counting-rule of addition, rule of multiplication, factorial function, Concept of step arrangement, Permutation of things when some of them are identical, Concept of 2n, Arrangement in a circle. Probability: Single event probability, multi event probability, independent events and dependent events, mutually exclusive events, non-mutually exclusive events, combination method for finding the outcomes.
| |
Unit-5 |
Teaching Hours:14 |
C++ Object oriented Programming
|
|
· Class and Objects · Dynamic Memory Management POP, · OOPs in C++ · Console Input / Output in C++ · Comment lines in C++ · Importance of function prototyping in C++ · Function overloading · Inline functions and default arguments · Scope Resolution Operator · Structures · Defining function outside the class · Friend functions, Friend class · Array of class objects · Passing class objects to and returning class objects from functions · Nested classes, Namespaces · Dynamic memory allocation using new and deallocation new handler function | |
Unit-5 |
Teaching Hours:14 |
C++ Object oriented Programming
|
|
· Class and Objects · Dynamic Memory Management POP, · OOPs in C++ · Console Input / Output in C++ · Comment lines in C++ · Importance of function prototyping in C++ · Function overloading · Inline functions and default arguments · Scope Resolution Operator · Structures · Defining function outside the class · Friend functions, Friend class · Array of class objects · Passing class objects to and returning class objects from functions · Nested classes, Namespaces · Dynamic memory allocation using new and deallocation new handler function | |
Unit-5 |
Teaching Hours:14 |
C++ Object oriented Programming
|
|
· Class and Objects · Dynamic Memory Management POP, · OOPs in C++ · Console Input / Output in C++ · Comment lines in C++ · Importance of function prototyping in C++ · Function overloading · Inline functions and default arguments · Scope Resolution Operator · Structures · Defining function outside the class · Friend functions, Friend class · Array of class objects · Passing class objects to and returning class objects from functions · Nested classes, Namespaces · Dynamic memory allocation using new and deallocation new handler function | |
Unit-5 |
Teaching Hours:14 |
C++ Object oriented Programming
|
|
· Class and Objects · Dynamic Memory Management POP, · OOPs in C++ · Console Input / Output in C++ · Comment lines in C++ · Importance of function prototyping in C++ · Function overloading · Inline functions and default arguments · Scope Resolution Operator · Structures · Defining function outside the class · Friend functions, Friend class · Array of class objects · Passing class objects to and returning class objects from functions · Nested classes, Namespaces · Dynamic memory allocation using new and deallocation new handler function | |
Unit-5 |
Teaching Hours:14 |
C++ Object oriented Programming
|
|
· Class and Objects · Dynamic Memory Management POP, · OOPs in C++ · Console Input / Output in C++ · Comment lines in C++ · Importance of function prototyping in C++ · Function overloading · Inline functions and default arguments · Scope Resolution Operator · Structures · Defining function outside the class · Friend functions, Friend class · Array of class objects · Passing class objects to and returning class objects from functions · Nested classes, Namespaces · Dynamic memory allocation using new and deallocation new handler function | |
Unit-5 |
Teaching Hours:14 |
C++ Object oriented Programming
|
|
· Class and Objects · Dynamic Memory Management POP, · OOPs in C++ · Console Input / Output in C++ · Comment lines in C++ · Importance of function prototyping in C++ · Function overloading · Inline functions and default arguments · Scope Resolution Operator · Structures · Defining function outside the class · Friend functions, Friend class · Array of class objects · Passing class objects to and returning class objects from functions · Nested classes, Namespaces · Dynamic memory allocation using new and deallocation new handler function | |
Unit-5 |
Teaching Hours:14 |
C++ Object oriented Programming
|
|
· Class and Objects · Dynamic Memory Management POP, · OOPs in C++ · Console Input / Output in C++ · Comment lines in C++ · Importance of function prototyping in C++ · Function overloading · Inline functions and default arguments · Scope Resolution Operator · Structures · Defining function outside the class · Friend functions, Friend class · Array of class objects · Passing class objects to and returning class objects from functions · Nested classes, Namespaces · Dynamic memory allocation using new and deallocation new handler function | |
Unit-5 |
Teaching Hours:14 |
C++ Object oriented Programming
|
|
· Class and Objects · Dynamic Memory Management POP, · OOPs in C++ · Console Input / Output in C++ · Comment lines in C++ · Importance of function prototyping in C++ · Function overloading · Inline functions and default arguments · Scope Resolution Operator · Structures · Defining function outside the class · Friend functions, Friend class · Array of class objects · Passing class objects to and returning class objects from functions · Nested classes, Namespaces · Dynamic memory allocation using new and deallocation new handler function | |
Unit-5 |
Teaching Hours:14 |
C++ Object oriented Programming
|
|
· Class and Objects · Dynamic Memory Management POP, · OOPs in C++ · Console Input / Output in C++ · Comment lines in C++ · Importance of function prototyping in C++ · Function overloading · Inline functions and default arguments · Scope Resolution Operator · Structures · Defining function outside the class · Friend functions, Friend class · Array of class objects · Passing class objects to and returning class objects from functions · Nested classes, Namespaces · Dynamic memory allocation using new and deallocation new handler function | |
Unit-5 |
Teaching Hours:14 |
C++ Object oriented Programming
|
|
· Class and Objects · Dynamic Memory Management POP, · OOPs in C++ · Console Input / Output in C++ · Comment lines in C++ · Importance of function prototyping in C++ · Function overloading · Inline functions and default arguments · Scope Resolution Operator · Structures · Defining function outside the class · Friend functions, Friend class · Array of class objects · Passing class objects to and returning class objects from functions · Nested classes, Namespaces · Dynamic memory allocation using new and deallocation new handler function | |
Unit-5 |
Teaching Hours:14 |
C++ Object oriented Programming
|
|
· Class and Objects · Dynamic Memory Management POP, · OOPs in C++ · Console Input / Output in C++ · Comment lines in C++ · Importance of function prototyping in C++ · Function overloading · Inline functions and default arguments · Scope Resolution Operator · Structures · Defining function outside the class · Friend functions, Friend class · Array of class objects · Passing class objects to and returning class objects from functions · Nested classes, Namespaces · Dynamic memory allocation using new and deallocation new handler function | |
Unit-5 |
Teaching Hours:14 |
C++ Object oriented Programming
|
|
· Class and Objects · Dynamic Memory Management POP, · OOPs in C++ · Console Input / Output in C++ · Comment lines in C++ · Importance of function prototyping in C++ · Function overloading · Inline functions and default arguments · Scope Resolution Operator · Structures · Defining function outside the class · Friend functions, Friend class · Array of class objects · Passing class objects to and returning class objects from functions · Nested classes, Namespaces · Dynamic memory allocation using new and deallocation new handler function | |
Unit-5 |
Teaching Hours:14 |
C++ Object oriented Programming
|
|
· Class and Objects · Dynamic Memory Management POP, · OOPs in C++ · Console Input / Output in C++ · Comment lines in C++ · Importance of function prototyping in C++ · Function overloading · Inline functions and default arguments · Scope Resolution Operator · Structures · Defining function outside the class · Friend functions, Friend class · Array of class objects · Passing class objects to and returning class objects from functions · Nested classes, Namespaces · Dynamic memory allocation using new and deallocation new handler function | |
Unit-5 |
Teaching Hours:14 |
C++ Object oriented Programming
|
|
· Class and Objects · Dynamic Memory Management POP, · OOPs in C++ · Console Input / Output in C++ · Comment lines in C++ · Importance of function prototyping in C++ · Function overloading · Inline functions and default arguments · Scope Resolution Operator · Structures · Defining function outside the class · Friend functions, Friend class · Array of class objects · Passing class objects to and returning class objects from functions · Nested classes, Namespaces · Dynamic memory allocation using new and deallocation new handler function | |
Text Books And Reference Books: 1.Title: The Elements of Style
Author: William Strunk Jr. and E.B. White
Publisher: Pearson
Edition: 4th Edition ISBN: 9780205309023. 2.Title: Cracking the Coding Interview
Author: Gayle Laakmann McDowell
Publisher: CareerCup
Edition: 6th Edition ISBN: 9780984782857
| |
Essential Reading / Recommended Reading 1.Title: The Assertiveness Workbook: How to Express Your Ideas and Stand Up for Yourself at Work and in Relationships Author: Randy J. Paterson Publisher: New Harbinger Publications Edition: 1st Edition ISBN: 9781572242098. 2.Title: Quantitative Aptitude for Competitive Examinations Author: R.S. Aggarwal Publisher: S. Chand Publishing Edition: 2021 ISBN: 9789352836509
3. Title: How to Prepare for Quantitative Aptitude for the CAT Author: Arun Sharma Publisher: McGraw Hill Education
Edition: 10th Edition (2022). 4.Title: Let Us C++
Author: YashavantKanetkar
Publisher: BPB Publications
Edition: 2nd Edition
ISBN: 9789387284904
Solutions Book:
4. Title: Let Us C++ Solutions
Author: YashavantKanetkar
Publisher: BPB Publications
Edition: 1st Edition ISBN: 9789387284911
| |
Evaluation Pattern Total Credits=1 Overall CIA=50 Marks. | |
AU531 - DESIGN OF AUTOMOTIVE COMPONENTS (2022 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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● The student shall gain appreciation and understanding of the design function in mechanical engineering, the steps involved in designing and the relation of design activity with manufacturing activity. ● Shall be able to choose proper materials to different machine elements depending on their physical and mechanical properties. Thus he shall be able to apply the knowledge of material science in real life usage. ● Student shall gain a thorough understanding of the different types of failure modes and criteria. He will be conversant with various failure theories and be able to judge which criterion is to be applied in which situation. ● Student shall gain design knowledge of the different types of elements used in the machine design process. Eg.,gears, crankshaft, flywheel etc. and will be able to design these elements for each application. |
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Learning Outcome |
|
CO1: Discuss the various steps involved in designing, the relation of design activity with manufacturing activity and demonstrate the use standard practices in design {L2} CO2: Identify the different types of failure modes which will be conversant with various failure theories and judge the appropriate criterion for different situation {L3} CO3: Apply the knowledge of the curved beams and cylinders in determining the stresses developed for its real time usage {L3} CO4: Select the type of spring required for the application and calculate the dimensions of spring {L3} CO5: Design the different types of elements used in the machine design process. Eg. Riveted joint, Welded Joints etc. {L4} |
Unit-1 |
Teaching Hours:9 |
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Introduction
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Stress, strain, ductile and brittle materials. Static Strength: Static load, Stresses, Factor of Safety, Theories of Failure, Stress Concentration. Impact Strength: Load, Stress, Effect of Inertia, Resilience and Toughness.. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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Design of Cylinder, Piston and Curved Beams
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Choice of material for cylinder and piston, design of cylinder, piston, and piston pin, piston rings, piston failures, lubrication of piston assembly. Curved beams: Stresses in curved beams of standard cross sections used in crane hook, punching presses & clamps, closed rings and links | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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Design of Spur and Helical Gears
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Spur Gears: Definitions, stresses in gear tooth: Lewis equation and form factor, Design for strength, Dynamic load and wear load. Helical Gears: Definitions, formative number of teeth, Design based on strength, dynamic and wear loads | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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Design of Bevel and Worm Gears
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Bevel Gears: Nomenclature, Straight teeth bevel gears, Cone angle, Virtual number of teeth, Face width, Static strength, Dynamic Strength, Wear Strength. Worm Gears: Nomenclature, Materials, Reversibility, Mechanical advantage, Strength design, Efficiency, Heat dissipation | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
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Riveted and Welded Joints
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Types, rivet materials, Failures of riveted joints, Joint Efficiency, Boiler Joints, Riveted Brackets. Types of welded joints, Strength of butt and fillet welds, eccentrically loaded welded joints Springs: Types of springs - stresses in Helical coil springs of circular and non-circular cross sections. Tension and compression springs, springs under fluctuating loads | |||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: 1. William Orthein, “Machine Component Design”, Jaico Publishing House, 1998 - 99. 2. Prabhu T. J, “Design of Transmission Systems”, Private Publication, 2000. 3. Shigley J, “Mechanical Engineering Design”, McGraw Hill 10 edition (1 February 2014) 4. Joseph Edward Shigley and Charles R.Mischke, “Mechanical Engineering Design”, McGraw-Hill International Edition, 1989. 2. GitinM.Maitra and LN Prasad, “Hand Book of Mechanical Design”, Tata McGraw Hill, 185. 3. Norton R.L, “Design of Machinery”, McGraw Hill, 1999. 4. Spots M. F, “Design of Machine Elements”, Prentice Hall of India Private Ltd., New Delhi, 1983. 5. William Orthwein, “Machine Component Design”, Vol. I and II, JaicoPublising house, Chennai, 1996. 6. Maitra, “Handbook of Gear Design”, Tata McGraw-Hill, New Delhi, 1986 7. Design Data, PSG College of Technology, 2008. 8. Maitra, “Handbook of Gear Design”, Tata McGraw-Hill, New Delhi, 1986 Design Data, PSG College of Technology, 2008. | |||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading 1.Design Data Hand Book, Fourth Edition, K mahadevan and Balaveera Reddy 2.Text Book Design of Machine Elements 1 by "K Raghavendra" | |||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
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AU532 - AUTOMOTIVE ENGINE SYSTEMS (2022 Batch) | |||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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● To make students familiar with the intake and exhaust system components. ● To understand about carburetion, and types of petrol injection systems. ● To introduce students to diesel injection systems and the function of components like pumps, mechanical and pneumatic governors, fuel injectors and injection nozzle
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Learning Outcome |
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CO-1: Explain the different types of intake and exhaust systems used in an automobile. CO-2: Demonstrate the improvements in performance and efficiency of an SI engine with fuel injection systems over the conventional system. CO-3: Describe the construction and working of different types of fuel injection systems used in diesel engines. CO-4: Summarize the different methods of lubrication and cooling systems used in automobiles. CO-5: Demonstrate the incorporation of supercharger and turbocharger in an automotive to improve the engine performance. |
Unit-1 |
Teaching Hours:9 |
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Intake and Exhaust Systems
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Intake system components - Discharge coefficient, Pressure drop - Air filter, intake manifold, Connecting Pipe - Exhaust system components – Exhaust manifold and exhaust pipe - Spark arresters - Exhaust mufflers, Types, operation. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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Carburetion and Gasoline Injection
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Mixture requirements for steady state and transient operation, Mixture formation studies of volatile fuels, design of elementary carburettor Chokes - Effects of altitude on carburetion - Carburettor for 2-stroke and 4-stroke engines – carburettor systems for emission control. Petrol injection - Open loop and closed loop systems, mono point, multi-point and direct injection systems - Principles and Features, Bosch injection systems. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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Diesel Injection
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Requirements - Air and solid injection - Function of components - Jerk and distributor type pumps- pump calibration .Pressure waves - Injection lag – Unit injector - Mechanical and pneumatic governors - Fuel injector - Types of injection nozzle - Nozzle tests - Spray characteristics - Injection timing - Factors influencing fuel spray atomization, penetration and dispersion of diesel | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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Lubrication and Cooling
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Need for cooling system - Types of cooling system - Liquid cooled system: Thermosyphon system, Forced circulation system, pressure cooling system - properties of coolant, additives for coolants Need for lubrication system - Mist lubrication system, wet sump any dry sump lubrication - Properties of lubricants, consumption of oil. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
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Supercharging and Scavenging
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Objectives - Effects on engine performance - engine modification required -Thermodynamics of supercharging and Turbocharging – Turbo lag-Windage losses- Turbo charging methods - Engine exhaust manifold arrangements. Classification of scavenging systems -Mixture control through Reed valve induction - Charging Processes in two-stroke cycle engine - Terminologies -Shankey diagram - perfect displacement, perfect mixing. | |||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: T1. Ganesan V, “Internal combustion engines”, 4th edition, Tata McGraw Hill Education, 2012 T2. Rajput R. K, “A textbook of Internal Combustion Engines”, 3rd edition, Laxmi Publications (P) Ltd, 2016. | |||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading R1. Ramalingam K. K, “Internal Combustion Engine”, Scitech Publication (India) Pvt.Ltd. 2000. R2. Duffy Smith, “Auto Fuel Systems”, The Good Heart Willcox Company Inc., Publishers, 1987. R3. Edward F, Obert, “Internal Combustion Engines and Air Pollution”, Intext Education Publishers, 1980. | |||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
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AU533 - COMPUTER AIDED MACHINE DRAWING (2022 Batch) | |||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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Machine Drawing is a language between the engineers to communicate the technical information required for the manufacturing. This course deals with orthographic projection, fasteners, joints and couplings, and assembly drawings of machine parts. Review basic sketching, parts, assembly and drawing commands in the software. |
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Learning Outcome |
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CO1: Comprehend the internal features of solids and the detailed views. L2 CO2: Summarize the thread terminologies, different types of fasteners, and keys used in machine parts. L3 CO3: Elaborate the concepts of rivets, riveted joints and different types of couplings used in industry to improve their skills. L2 CO4: Understand the concept of GD&T and Create surface model using CAD software. L4 CO5: Able to construct assembly drawings of various machines like crane hook, machine vice, tail stock of lathe, etc, from the concepts learnt using the CAD software for the local and reginal industry readiness. L4 |
Unit-1 |
Teaching Hours:8 |
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Sections of solids:
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Sections and sectional views of right angular solids - Prism, Cylinder, Pyramid, Cone– Auxiliary Views. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
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Introduction
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Orthographic Views: Conversion of pictorial views into orthographic projections of Sectional view of machine parts. {Bureau of Indian Standards conventions are to be followed for the drawings} Hidden line conventions. Precedence of lines.
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Unit-2 |
Teaching Hours:8 |
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Fasteners:
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Hexagonal headed bolt and nut with washer {assembly}, square headed bolt and nut with washer {assembly} simple assembly using stud bolts with nut and lock nut. Flanged nut, slotted nut, taper and split pin for locking, counter sunk head screw, grub screw, Allen screw. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
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Thread Forms:
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Thread terminology, sectional views of threads. ISO Metric {Internal & External} BSW {Internal & External} square and Acme. Sellers thread, American Standard thread. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Riveted Joints
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Single and double riveted lap joints, butt joints with single/double cover straps {Chain and Zigzag, using snap head rivets}. cotter joint {socket and spigot}, knuckle joint {pin joint} for two rods. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Couplings:
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Split Muff coupling, Protected type flanged coupling, pin {bush} type flexible coupling, Oldham's coupling and universal coupling {Hooks' Joint} | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Surfacing
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Surfacing: Introduction to surfacing, Hands on surface Modeling. Sheet Metal: Introduction to Sheet Metal, Modeling of sheet metal
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Unit-4 |
Teaching Hours:8 |
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Introduction to GD&T:
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Introduction to dimensional analysis, GD&T and its tools, Datum’s and concepts, manufacturing GD&T and its application, application of GD&T and its Principles. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:28 |
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Assembly Drawings
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Assembly Drawings {Part drawings should be given} 1. Plummer block {Pedestal Bearing} 2. Rams Bottom Safety Valve 3. I.C. Engine connecting rod 4. Drill Jig 5. Tailstock of lathe 6. Machine vice 7. Crane Hook | |||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: T1.KLNarayana,PKannaiah&KVenkataReddy,“MachineDrawing”5thedition, new age International Publishers 2016. T2.N.D.Bhat&V.M.Panchal,“APrimeronComputerAidedMachine Drawing- 2007”,VTU,Belgaum, ‘MachineDrawing',2012 | |||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading R1.S.TrymbakaMurthy,”ATextBookofComputerAidedMachineDrawing”,CBS Publishers, New Delhi, 2007 R2.K.R.GopalaKrishna,“MachineDrawing”,SubhashPublication,2012. R3.GoutamPohit&GouthamGhosh,“MachineDrawingwithAutoCAD”,1st Indian print Pearson Education, 2007 R4.ShamTickoo,“AutoCAD2015forengineersanddesigners”,Dreamtech2015 R5. N. Siddeshwar, P. Kanniah, V.V.S. Sastri, “Machine Drawing”,published by Tata Mc GrawHill,2006 | |||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
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AU544E1 - AUTOMOTIVE AERODYNAMICS (2022 Batch) | |||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:4 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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This course provides the basic knowledge about types of aerodynamic drag and the optimization techniques for minimum drag on automotive bodies. On completion of this course, the students are exposed to understand the concept of shape optimization and vehicle handling to minimize different types of aerodynamic drag. |
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Learning Outcome |
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CO1: Discuss aerodynamics drag and its effect on a vehicle at different conditions of operation. CO2: Describe strategies to reduce aerodynamic drag. CO3: Analyse cabs for improved aerodynamics for better efficiency in mileage economy , aerodynamics characteristics and dynamics. CO4: Analyse of vehicle body considering the forces and moments caused by the aerodynamics of a car. CO5: Discuss wind tunnel and its application for simulating aerodynamics in a real-time scenario to analyse and improve performance. |
Unit-1 |
Teaching Hours:9 |
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Introduction
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Scope – Historical development trends – Fundamentals of fluid mechanics – Flow phenomenon related to vehicles Types of aerodynamic drag. Forces and moments influencing drag. Effects of forces and moments. Various body optimization techniques for minimum drag. – External & Internal flow problems. Resistance to vehicle motion – Performance – Fuel consumption and performance – Potential of vehicle aerodynamics. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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Aerodynamic Drag of Cabs
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Car as a bluff body – Flow field around car – drag force – types of drag force – analysis of aerodynamic drag – drag coefficient of cars – strategies for aerodynamic development – low drag profiles.
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Unit-3 |
Teaching Hours:9 |
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Shape Optimization of Cabs
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Front and modification – front and rear wind shield angle – Boat tailing – Hatch back, fast back and square back – Dust flow patterns at the rear – Effect of gap configuration – effect of fasteners
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Unit-4 |
Teaching Hours:9 |
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Vehicle Handling
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The origin of force and moments on a vehicle – side wind problems – methods to calculate forces and moments – vehicle dynamics under side winds – the effects of forces and moments – Characteristics of forces and moments – Dirt accumulation on the vehicle – wind noise – drag reduction in commercial vehicles. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
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Wind Tunnels For Automotive Aerodynamics
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Introduction – Principles of wind tunnel technology Flow visualization techniques. Testing with wind tunnel balance (scale models).– Limitation of simulation – Stress with scale models – full scale wind tunnels – measurement techniques – Equipment and transducers – road testing methods – Numerical methods | |||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: 1.Hucho, W.H., Aerodynamics of Road vehicles, Butterworths Co. Ltd., 2013. 2.Pope,A., Wind Tunnel Testing, John Wiley & Sons, 2nd Edn., New York. 3. Automotive Aerodynamics (Automotive Series) Hardcover – Illustrated, 1 July 2016 by Joseph Katz (Author) 4.Aerodynamics by AJ Clancy, Sterling Book House 2006 5. Race Car Aerodynamics, Joseph Katz 1996
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Essential Reading / Recommended Reading 1. Automotive Aerodynamics: Update SP-706, SAE, 1987. 2. Vehicle Aerodynamics, SP-1145, SAE, 1996. 3. Mechanics of Flight by AC Kermode.
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Evaluation Pattern
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AU544E6 - FUEL CELLS FOR AUTOMOTIVE APPLICATIONS (2022 Batch) | |||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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Provide thorough understanding of performance characteristics of fuel cell powerplant and its components. Outline the performance and design characteristics and operating issues for various fuel cells. Discuss the design philosophy and challenges to make this power plant economically feasible. The design and analysis emphasis will be on the thermodynamics and electrochemistry. Thus, at the successful end of the course, the students will have sufficient knowledge for working in a fuel cell industry or R&D organization. |
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Learning Outcome |
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CO-1: Apply know-how of thermodynamics, electrochemistry, heat transfer, and fluid mechanics principles to design and analysis of this emerging technology CO-2: Have thorough understanding of performance behavior, operational issues and challenges for all major types of fuel cells. CO-3: Identify, formulate, and solve problems related to fuel cell technology keeping in mind economic viability CO-4: Understand the impact of this technology in a global and societal context. CO-5: Develop enough skills to design systems or components of fuel cells. |
Unit-1 |
Teaching Hours:9 |
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Introduction to fuel cell
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operation, types, advantages and disadvantages, performance analysis, characterization and analysis, fuel cell technology, environment impact. | |||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
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Possible Routes Towards Carbon-Free Vehicles and hydrogen as future energy Carrier
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Mobility Demands and Primary Energy Resources, Internal Combustion Engines and Their Impact on Air Quality, Climate Change and Carbon-Free Fuel Chance, Hydrogen Production, Hydrogen Distribution, Hydrogen Storage. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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Thermodynamics of fuel cell
|
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Heat and work potential of a fuel cell, fuel cell efficiency, thermal and mass balance in fuel cells, Thermodynamics of Reversible Fuel Cells. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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Overview of Fuel Cell Types
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Phosphoric Acid Fuel Cell, Polymer Electrolyte Membrane Fuel Cell, Alkaline Fuel Cell, Molten Carbonate Fuel Cell. | |||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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Design of Hydrogen Fuel Cell Systems for Road Vehicles
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Hydrogen Fuel Cell Systems, Hydrogen Feeding System, Air Feeding System, Thermal Management System, Water/Humidification Management System, Integrated Fuel Cell System: Efficiency, Dynamics, Costs Overview of Fuel Cell Systems. | |||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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Electric Vehicles in Hybrid Configuration
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Electric Drives for Road Vehicles, Storage Electrochemical Batteries, Alternative Energy Storage Systems, Hybrid Propulsion Systems. | |||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
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Case Study
|
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Case study - Fuel Cell Power Train for Mopeds. Case study - Fuel Cell Power Train for Cars. | |||||||||||||||||||||||||||||||||
Text Books And Reference Books: T1. Fuel Cell Systems Explained, J. Larminie andA. Dicks (John Wiley & Sons, 2003, USA) T2. Fuel Cell Fundamentals, R. O’Hayre, S-W. Cha,W. Colella, F. B. Prinz (John Wiley and Sons,2005, USA) T3. Fuel Cell Engines, M. M. Mench (John Wileyand Sons, 2008, USA) | |||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading R1. Fuel Cells From Fundamental to Applications, S. Srinivasan (Springer, 2006, USA). R2. Fuel Cells: Principles and Applications, B.Viswanathan and M. A. Scibioh (UniversitiesPress, 2006, India) | |||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||
AU551 - COMPUTATIONAL LABORATORY (2022 Batch) | |||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:100 |
Credits:1 |
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Course Objectives/Course Description |
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FEA tools are used vastly by industries to validate the design and improvement of overall product experience. Hence, students will be trained for using FEM by using commercial tools. This will not only improve their knowledge but also will help them to secure better job with in Industry. |
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Learning Outcome |
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CO1: To known the latest vastly used commercial too CO2: Virtual testing of product or mechanical components CO3: Improvement of product/ part design by using FEM tools |
Unit-1 |
Teaching Hours:30 |
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List of Experiments
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Text Books And Reference Books: T1. Huebner, K. (2001). The finite element method for engineers. New York: John Wiley & Sons. T2. Ataei, H. and Mamaghani, M. (2017). Finite element analysis. 1st ed. createspace Independent. | |||||||||||||||||||||||||||
Essential Reading / Recommended Reading R1. Huebner, K. (2001). The finite element method for engineers. New York: John Wiley & Sons. R2. Ataei, H. and Mamaghani, M. (2017). Finite element analysis. 1st ed. CreateSpace Independent. | |||||||||||||||||||||||||||
Evaluation Pattern
● Continuous Internal Assessment {CIA}: 50% {25 marks out of 50 marks} ● End Semester Examination {ESE} : 50% {25 marks out of 50 marks} | |||||||||||||||||||||||||||
AU552 - AUTOMOTIVE SERVICING AND TEARDOWN LAB (2022 Batch) | |||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:1 |
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Course Objectives/Course Description |
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● Tomakestudentsfamiliarwithenginecomponents. ● Tounderstandaboutdifferenttypesofenginessystems. Tointroducestudentstolubricationandcoolingsystems. |
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Learning Outcome |
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CO1: Explain the basic engine construction based on mechanism of working. (L2) CO2: Describe various engine components.(L2) CO3: Perform the Dismantle and assemble the engine.(L3) |
Unit-1 |
Teaching Hours:30 |
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List of Experiments
|
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Text Books And Reference Books: 1. John.B,Heywood,“InternalCombustionEngineFundamentals”,McGrawHillEducation;1 edition (17 August 2011) 2. RamalingamK.K,“InternalCombustionEngines”,SecondEdition,ScitechPublications. 3. SharmaS.P,Chandramohan,“FuelsandCombustion”,TataMcGrawHillPublishingCo,1987. MathurandSharma,“AcourseonInternalcombustionEngines”,DhanpatRai&Sons,1998 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading 1. GanesanV,“Internalcombustionengines”,4thedition,TataMcGrawHillEducation,2012 RajputR.K,“AtextbookofInternalCombustionEngines”,3rdedition,LaxmiPublications(P)Ltd,2016. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
CEOE561E01 - SOLID WASTE MANAGEMENT (2022 Batch) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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Objective of this paper is to provide managing solid wastes. It is designed as a source of information on solid waste management, including the Principles of Solid waste management, Processing and Treatment, Final disposal, Recycle and Reuse. |
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Learning Outcome |
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CO1: Identify characteristics and Functional elements of solid waste management (L2, L3) CO2: Develop different methods of solid waste collection and transportation systems. (L2, L3) CO3: Explain different solid waste treatment and processing techniques. (L2) CO4: Explain sanitary landfill and different composting techniques. (L2) CO5: Understand the different disposal methods, significance of recycling, reuse and reclamation of solid wastes. (L2) |
Unit-1 |
Teaching Hours:9 |
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Introduction
|
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Definition, Land Pollution – scope and importance of solid waste management, functional elements of solid waste management | |||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
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Sources
|
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Classification and characteristics – municipal, commercial and industrial. Methods of quantification | |||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
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Introduction
|
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Definition, Land Pollution – scope and importance of solid waste management, functional elements of solid waste management | |||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
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Sources
|
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Classification and characteristics – municipal, commercial and industrial. Methods of quantification | |||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
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Introduction
|
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Definition, Land Pollution – scope and importance of solid waste management, functional elements of solid waste management | |||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
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Sources
|
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Classification and characteristics – municipal, commercial and industrial. Methods of quantification | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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Collection and Transportation
|
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Systems of collection, collection equipment, garbage chutes, transfer stations – bailing and compacting, route optimization techniques and problems. | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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Collection and Transportation
|
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Systems of collection, collection equipment, garbage chutes, transfer stations – bailing and compacting, route optimization techniques and problems. | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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Collection and Transportation
|
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Systems of collection, collection equipment, garbage chutes, transfer stations – bailing and compacting, route optimization techniques and problems. | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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INCINERATION
|
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Process – 3 T’s, factors affecting incineration process, incinerators – types, prevention of air pollution, pyrolsis, design criteria for incineration. | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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TREATMENT/PROCESSING TECHNIQUES
|
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Components separation, volume reduction, size reduction, chemical reduction and biological processing problems. | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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INCINERATION
|
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Process – 3 T’s, factors affecting incineration process, incinerators – types, prevention of air pollution, pyrolsis, design criteria for incineration. | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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TREATMENT/PROCESSING TECHNIQUES
|
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Components separation, volume reduction, size reduction, chemical reduction and biological processing problems. | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
INCINERATION
|
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Process – 3 T’s, factors affecting incineration process, incinerators – types, prevention of air pollution, pyrolsis, design criteria for incineration. | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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TREATMENT/PROCESSING TECHNIQUES
|
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Components separation, volume reduction, size reduction, chemical reduction and biological processing problems. | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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COMPOSTING
|
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Aerobic and anaerobic composting, factors affecting composting, Indore and Bangalore processes, mechanical and semi mechanical composting processes. Vermi composting | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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SANITARY LAND FILLING
|
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Different types, trench area, Ramp and pit method, site selection, basic steps involved, cell design, prevention of site pollution, leachate and gas collection and control methods, geo-synthetic fabricsin sanitary landfills. | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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COMPOSTING
|
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Aerobic and anaerobic composting, factors affecting composting, Indore and Bangalore processes, mechanical and semi mechanical composting processes. Vermi composting | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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SANITARY LAND FILLING
|
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Different types, trench area, Ramp and pit method, site selection, basic steps involved, cell design, prevention of site pollution, leachate and gas collection and control methods, geo-synthetic fabricsin sanitary landfills. | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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COMPOSTING
|
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Aerobic and anaerobic composting, factors affecting composting, Indore and Bangalore processes, mechanical and semi mechanical composting processes. Vermi composting | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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SANITARY LAND FILLING
|
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Different types, trench area, Ramp and pit method, site selection, basic steps involved, cell design, prevention of site pollution, leachate and gas collection and control methods, geo-synthetic fabricsin sanitary landfills. | |||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
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DISPOSAL METHODS
|
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Open dumping – selection of site, ocean disposal, feeding to hogs, incineration, pyrolsis, composting, sanitary land filling, merits and demerits, biomedical wastes and disposal | |||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
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RECYCLE AND REUSE
|
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Material and energy recovery operations, reuse in other industries, plastic wastes, environmental significance and reuse. | |||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
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DISPOSAL METHODS
|
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Open dumping – selection of site, ocean disposal, feeding to hogs, incineration, pyrolsis, composting, sanitary land filling, merits and demerits, biomedical wastes and disposal | |||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
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RECYCLE AND REUSE
|
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Material and energy recovery operations, reuse in other industries, plastic wastes, environmental significance and reuse. | |||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
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DISPOSAL METHODS
|
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Open dumping – selection of site, ocean disposal, feeding to hogs, incineration, pyrolsis, composting, sanitary land filling, merits and demerits, biomedical wastes and disposal | |||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
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RECYCLE AND REUSE
|
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Material and energy recovery operations, reuse in other industries, plastic wastes, environmental significance and reuse. | |||||||||||||||||||||||||||||||
Text Books And Reference Books: Bhide and Sunderashan “Solid Waste Management in developing countries”, Tchobanoglous “Integrated Solid Waste Management”,Mc Graw Hill. | |||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Peavy and Tchobanoglous“Environmental Engineering”, Garg S K “Environmental Engineering”, Vol II “Biomedical waste handling rules – 2000”. Pavoni J.L. “Hand book on Solid Waste Disposal” | |||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||
CEOE561E02 - DISASTER MANAGEMENT (2022 Batch) | |||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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Course would help to understand the scope and relevance of Multi Disciplinary approach in Disaster Management in a dynamic world and to realize the responsibilities of individuals and institutions for effective disaster response and disaster risk reduction |
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Learning Outcome |
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CO-1: Explain Hazards and Disasters (L2, PO 4) CO-2: Assess managerial aspects of Disaster Management, plan and explain risk analysis (L3, PO5) CO-3: Relate Disasters and Development (L4, PO7) CO-4: Compare climate change impacts and develop scenarios (L5, PO6) CO-5: Categorize policies and institutional mechanisms in Disaster Management and the impacts on society (L5, PO7) |
Unit-1 |
Teaching Hours:8 |
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Introduction to Hazard and Disasters
|
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Principles of Disaster Management, Hazards, Risks and Vulnerabilities; Natural Disasters (Indicative list: Earthquake, Floods, Fire, Landslides, Tornado, Cyclones, Tsunamis, Human Induced Disasters (e.g Nuclear, Chemical, Terrorism. Assessment of Disaster Vulnerability of a location and vulnerable groups; Pandemics | ||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
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Introduction to Hazard and Disasters
|
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Principles of Disaster Management, Hazards, Risks and Vulnerabilities; Natural Disasters (Indicative list: Earthquake, Floods, Fire, Landslides, Tornado, Cyclones, Tsunamis, Human Induced Disasters (e.g Nuclear, Chemical, Terrorism. Assessment of Disaster Vulnerability of a location and vulnerable groups; Pandemics | ||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
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Introduction to Hazard and Disasters
|
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Principles of Disaster Management, Hazards, Risks and Vulnerabilities; Natural Disasters (Indicative list: Earthquake, Floods, Fire, Landslides, Tornado, Cyclones, Tsunamis, Human Induced Disasters (e.g Nuclear, Chemical, Terrorism. Assessment of Disaster Vulnerability of a location and vulnerable groups; Pandemics | ||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
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Disaster Management Cycle and Humanitarian Logistics
|
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Prevention, Preparedness and Mitigation measures for various Disasters, Post Disaster Relief & Logistics Management, Emergency Support Functions and their coordination mechanism, Resource & Material Management, Management of Relief Camp, Information systems & decision making tools, Voluntary Agencies & Community Participation at various stages of disaster, management. | ||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
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Disaster Management Cycle and Humanitarian Logistics
|
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Prevention, Preparedness and Mitigation measures for various Disasters, Post Disaster Relief & Logistics Management, Emergency Support Functions and their coordination mechanism, Resource & Material Management, Management of Relief Camp, Information systems & decision making tools, Voluntary Agencies & Community Participation at various stages of disaster, management. | ||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
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Disaster Management Cycle and Humanitarian Logistics
|
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Prevention, Preparedness and Mitigation measures for various Disasters, Post Disaster Relief & Logistics Management, Emergency Support Functions and their coordination mechanism, Resource & Material Management, Management of Relief Camp, Information systems & decision making tools, Voluntary Agencies & Community Participation at various stages of disaster, management. | ||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Natural resources and Energy sources
|
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Renewable and non-renewable resources, Role of individual in conservation of natural resources for sustainable life styles. Use and over exploitation of Forest resources. Use and over exploitation of surface and ground water resources, Conflicts over water, Dams- benefits and problems. | ||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Natural resources and Energy sources
|
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Renewable and non-renewable resources, Role of individual in conservation of natural resources for sustainable life styles. Use and over exploitation of Forest resources. Use and over exploitation of surface and ground water resources, Conflicts over water, Dams- benefits and problems. | ||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Natural resources and Energy sources
|
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Renewable and non-renewable resources, Role of individual in conservation of natural resources for sustainable life styles. Use and over exploitation of Forest resources. Use and over exploitation of surface and ground water resources, Conflicts over water, Dams- benefits and problems. | ||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
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Global Environmental Issues
|
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Global Environmental crisis, Current global environment issues, Global Warming, Greenhouse Effect, role of Carbon Dioxide and Methane, Ozone Problem, CFC‟s and Alternatives, Causes of Climate Change Energy Use: past, present and future, Role of Engineers. | ||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
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Global Environmental Issues
|
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Global Environmental crisis, Current global environment issues, Global Warming, Greenhouse Effect, role of Carbon Dioxide and Methane, Ozone Problem, CFC‟s and Alternatives, Causes of Climate Change Energy Use: past, present and future, Role of Engineers. | ||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
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Global Environmental Issues
|
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Global Environmental crisis, Current global environment issues, Global Warming, Greenhouse Effect, role of Carbon Dioxide and Methane, Ozone Problem, CFC‟s and Alternatives, Causes of Climate Change Energy Use: past, present and future, Role of Engineers. | ||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:11 |
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Disaster Risk Reduction and Development
|
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Disaster Risk Reduction and Institutional Mechanisms Meteorological observatory – Seismological observatory - Volcanology institution - Hydrology Laboratory; National Disaster Management Authority (India); Disaster Policies of Foreign countries. Integration of public policy: Incident Command System; National Disaster Management Plans and Policies; Planning and design of infrastructure for disaster management, Community based approach in disaster management, methods for effective dissemination of information, ecological and sustainable development models for disaster management. Technical Tolls for Disaster Management: Monitoring, Management program for disaster mitigation ; Geographical Information System(GIS) ; Role of Social Media in Disaster Management | ||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:11 |
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Disaster Risk Reduction and Development
|
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Disaster Risk Reduction and Institutional Mechanisms Meteorological observatory – Seismological observatory - Volcanology institution - Hydrology Laboratory; National Disaster Management Authority (India); Disaster Policies of Foreign countries. Integration of public policy: Incident Command System; National Disaster Management Plans and Policies; Planning and design of infrastructure for disaster management, Community based approach in disaster management, methods for effective dissemination of information, ecological and sustainable development models for disaster management. Technical Tolls for Disaster Management: Monitoring, Management program for disaster mitigation ; Geographical Information System(GIS) ; Role of Social Media in Disaster Management | ||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:11 |
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Disaster Risk Reduction and Development
|
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Disaster Risk Reduction and Institutional Mechanisms Meteorological observatory – Seismological observatory - Volcanology institution - Hydrology Laboratory; National Disaster Management Authority (India); Disaster Policies of Foreign countries. Integration of public policy: Incident Command System; National Disaster Management Plans and Policies; Planning and design of infrastructure for disaster management, Community based approach in disaster management, methods for effective dissemination of information, ecological and sustainable development models for disaster management. Technical Tolls for Disaster Management: Monitoring, Management program for disaster mitigation ; Geographical Information System(GIS) ; Role of Social Media in Disaster Management | ||||||||||||||||||||||||||||||||||||
Text Books And Reference Books:
T1. Paul, B.K, “Environmental Hazards and Disasters: Contexts, Perspectives and Management”, Wiley-Blackwell, 2011. (Unit 1 – Chapter 1; Unit 2 – Chapter 1, 3; Unit 3 – Chapter 4; Unit 4 – Chapter 5 & 6) T2. Keller, Edward, and Duane DeVecchio. “Natural hazards: earth's processes as hazards, disasters, and catastrophe”s. Pearson Higher Education AU, 2015. (Unit 5 – Chapter 6 & 7) | ||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading R1. Coppola, D, “Introduction to International Disaster Management “Elsevier, 2015.
R2. Fookes, Peter G., E. Mark Lee, and James S. Griffiths. "Engineering geomorphology: theory and practice." Whittles Publications, 2007.
R3. Tomasini, R. And Wassanhove, L.V (2009). Humanitarian Logistics. Pangrave Macmillan. | ||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| ||||||||||||||||||||||||||||||||||||
HS522 - PROJECT MANAGEMENT AND FINANCE (2022 Batch) | ||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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● To understand the concepts of project definition, life cycle, and systems approach ● To develop competency in project scooping, work definition, and work breakdown structure {WBS} ● Explore the entrepreneurial mind-set and culture that has been developing in companies of all sizes and industries. ● Examine the entrepreneurial process from the generation of creative ideas to exploring feasibility to creation of an enterprise for implementation of the ideas. |
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Learning Outcome |
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CO-1: Apply the Principles of Management and its functions in Project Management CO-2: Understand the basics of Planning the project and its finances CO-3: Analyze the fundamentals of project and network diagram in engineering and management domain through PDM techniques. CO-4: Application of various tools used in Monitoring and Controlling the project and its finances. CO-5: Understand the steps involved in wrapping up a Project. |
Unit-1 |
Teaching Hours:6 |
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Introduction to Project Management
|
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Introduction to Organisations, Principles of Management - its functions, Skills, Organisation Structure, Financial Feasibility. Introduction to Project, Concept, Project Management, Project Life Cycle, Role of Project Manager - Functional Areas, Qualities and Responsibiities, Impact of Delays in Project Completions. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
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Introduction to Project Management
|
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Introduction to Organisations, Principles of Management - its functions, Skills, Organisation Structure, Financial Feasibility. Introduction to Project, Concept, Project Management, Project Life Cycle, Role of Project Manager - Functional Areas, Qualities and Responsibiities, Impact of Delays in Project Completions. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
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Project Planning
|
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Project management functions - Controlling, directing, project authority, responsibility, accountability, Scope of Planning, Market Analysis, Demand Forecasting, Product line analysis, Product Mix Analysis, New Product development, Plant location,plant capasity, Capital Budgeting,Time Value of Money,Cash flow importance, decision tree analysis. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
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Project Planning
|
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Project management functions - Controlling, directing, project authority, responsibility, accountability, Scope of Planning, Market Analysis, Demand Forecasting, Product line analysis, Product Mix Analysis, New Product development, Plant location,plant capasity, Capital Budgeting,Time Value of Money,Cash flow importance, decision tree analysis. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Project Scheduling
|
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Introduction, Estimation of Time, Project Network Analysis - CPM and PERT model, Gantt Chart, Resource Loading,Resource Leveling, Resource Allocation. Estimating activity time and total program time, total PERT/CPM planning crash times, software‘s used in project management. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Project Scheduling
|
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Introduction, Estimation of Time, Project Network Analysis - CPM and PERT model, Gantt Chart, Resource Loading,Resource Leveling, Resource Allocation. Estimating activity time and total program time, total PERT/CPM planning crash times, software‘s used in project management. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:6 |
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Project Monitoring and Controlling
|
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Introduction, Purpose, Types of control, Designing and Monitoring Systems, reporting and types. Financial Control, Quality Control, Human Resource Control, Management Control System, Project Quality Management, Managing Risks. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:6 |
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Project Monitoring and Controlling
|
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Introduction, Purpose, Types of control, Designing and Monitoring Systems, reporting and types. Financial Control, Quality Control, Human Resource Control, Management Control System, Project Quality Management, Managing Risks. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:6 |
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Project Evaluation and Auditing
|
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Types of Project Closures, Wrap-Up closure activities, Purpose of Project Evaluation - Advantages, factors considered for termination of project, Project Termination process, Project Final report. Bidgeting, Cost estimation, cost escalation, life cycle cost. Project finance in the roads sector, Project finance (Build Own Operate (BOO) / Build Own Operate Transfer (BOOT) Projects / Build Operate and Transfer (BOT). | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:6 |
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Project Evaluation and Auditing
|
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Types of Project Closures, Wrap-Up closure activities, Purpose of Project Evaluation - Advantages, factors considered for termination of project, Project Termination process, Project Final report. Bidgeting, Cost estimation, cost escalation, life cycle cost. Project finance in the roads sector, Project finance (Build Own Operate (BOO) / Build Own Operate Transfer (BOOT) Projects / Build Operate and Transfer (BOT). | |||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: T1. Project Management, Dr.Sanjeev Marwah T2. Project Management for Business Ethics, Engineering and Technology, John M Nicholas, Herman Steyn T3. PK. Joy “Total Project Management the Indian context”, Mac Milan India Lt | |||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading R1. P C Tripathi and P N Reddy, “Principles of Management”, Tata McGraw-Hill Education, 2012 R2. R. Panneerselvam and P. Senthil Kumar “Project Management” PHI learning India PVT Ltd R3. Bhavesh .M Patel, “Project Management” Vikas Publishing Hous PVT Ltd R4. Prasanna Chandra “Projects, Planning, analysis, selection financing, Implementation and Review” Tata McGraw Hill Co | |||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||||||||||||||||
IC421 - INDIAN CONSTITUTION (2022 Batch) | |||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:15 |
No of Lecture Hours/Week:1 |
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Max Marks:0 |
Credits:0 |
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Course Objectives/Course Description |
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The Indian Constitution course provides a comprehensive understanding of the historical background, content, and principles of the Indian Constitution. Students study the Preamble, fundamental rights, directive principles of state policy, and the functioning of various governmental institutions. They develop skills in interpreting and analyzing constitutional provisions, critically evaluating landmark judgments, and engaging in contemporary debates. The course emphasizes the significance of democratic values, social justice, and civic responsibility. By the end of the course, students are equipped with knowledge of the Constitution, legal reasoning abilities, and a sense of citizenship, enabling them to actively participate in the democratic process and uphold constitutional ideals. |
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Learning Outcome |
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CO1: Demonstrate a comprehensive understanding of the Indian Constitution, including its historical background, structure, and key provisions CO2: Exercise their fundamental rights in the proper sense at the same time identifies his responsibilities in national building. CO3: Analyze the Indian political system, the powers and functions of the Union, State and Local Governments in detail CO4: Understand the Electoral Process, Emergency provisions and Amendment procedure. |
Unit-1 |
Teaching Hours:5 |
Introduction to Constitution
|
|
Meaning and importance of the Constitution, salient features of Indian Constitution. Preamble of the Constitution. Fundamental rights- meaning and limitations. Directive principles of state policy and Fundamental duties -their enforcement and their relevance. | |
Unit-2 |
Teaching Hours:5 |
Union Government
|
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Union Executive- President, Vice-president, Prime Minister, Council of Ministers. Union Legislature- Parliament and Parliamentary proceedings. Union Judiciary-Supreme Court of India – composition and powers and functions. | |
Unit-3 |
Teaching Hours:5 |
State and Local Governments
|
|
State Executive- Governor, Chief Minister, Council of Ministers. State Legislature-State Legislative Assembly and State Legislative Council. State Judiciary-High court. Local Government-Panchayat raj system with special reference to 73rd and Urban Local Self Govt. with special reference to 74th Amendment | |
Unit-4 |
Teaching Hours:5 |
Election provisions, Emergency provisions, Amendment of the constitution
|
|
Election Commission of India-composition, powers and functions and electoral process. Types of emergency-grounds, procedure, duration and effects. Amendment of the constitution- meaning, procedure and limitations. | |
Text Books And Reference Books: T1. M.V.Pylee, “Introduction to the Constitution of India”, 4th Edition, Vikas publication, 2005. T2. R.C.Agarwal, (1997) “Indian Political System”, S. Chand and Company, New Delhi. T3. Durga Das Basu (DD Basu), “Introduction to the constitution of India”, (Student Edition), 19th edition, Prentice-Hall EEE, 2008. | |
Essential Reading / Recommended Reading R1. Sharma, Brij Kishore, “Introduction to the Constitution of India”, Prentice Hall of India, New Delhi. R2. Merunandan, “Multiple Choice Questions on Constitution of India”, 2nd Edition, Meraga publication, 2007. R3. Subhash C. Kashyap, Our Constitution, National Book Trust, New Delhi, 2011. | |
Evaluation Pattern Internal Assessment | |
MAHO531DMP - REVERSE ENGINEERING (2022 Batch) | |
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
Courseobjectives: • Understand the concept of reverse engineering • Understand principles of imaging, cross-sectional scanning, digital data, computational graphics
• Understand the legality of the reverse engineering concept |
|
Learning Outcome |
|
CO1: Use the Digitized Shape Editor (DSE) workbench. (L3) CO2: Import and process the digitized data (scans or clouds of points), {L3} CO3: Quick Surface Reconstruction (QSR) from the digitized data. {L3} CO4: Create a mesh and extract characteristic curves to create surfaces using point cloud data.{ L3} CO5: Determine the legalities of reverse engineered products and designs. {L2} |
Unit-1 |
Teaching Hours:9 |
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Introduction
|
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Scope and tasks of RE, Process of duplicating, Definition and use of Reverse Engineering, Reverse Engineering as a Generic Process. | |||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
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Introduction
|
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Scope and tasks of RE, Process of duplicating, Definition and use of Reverse Engineering, Reverse Engineering as a Generic Process. | |||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
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Introduction
|
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Scope and tasks of RE, Process of duplicating, Definition and use of Reverse Engineering, Reverse Engineering as a Generic Process. | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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Tools and Techniques for RE
|
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Object scanning: contact scanners, noncontact scanners, destructive method, coordinate measuring machine, Point Data Processing: pre processing and post processing of captured data, geometric model development, construction of surface model, solid model, noise reduction, feature identification, model verification. | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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Tools and Techniques for RE
|
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Object scanning: contact scanners, noncontact scanners, destructive method, coordinate measuring machine, Point Data Processing: pre processing and post processing of captured data, geometric model development, construction of surface model, solid model, noise reduction, feature identification, model verification. | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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Tools and Techniques for RE
|
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Object scanning: contact scanners, noncontact scanners, destructive method, coordinate measuring machine, Point Data Processing: pre processing and post processing of captured data, geometric model development, construction of surface model, solid model, noise reduction, feature identification, model verification. | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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RP Technology
|
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Introduction, current RP techniques and materials, Stereo Lithography, Selective Laser Sintering, Fused Deposition Modelling, Three-dimensional Printing, Laminated Object Manufacturing, Multijet Modelling, Laser-engineered Net Shaping, Rapid Prototyping, Rapid Tooling, Rapid Manufacturing. | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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RP Technology
|
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Introduction, current RP techniques and materials, Stereo Lithography, Selective Laser Sintering, Fused Deposition Modelling, Three-dimensional Printing, Laminated Object Manufacturing, Multijet Modelling, Laser-engineered Net Shaping, Rapid Prototyping, Rapid Tooling, Rapid Manufacturing. | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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RP Technology
|
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Introduction, current RP techniques and materials, Stereo Lithography, Selective Laser Sintering, Fused Deposition Modelling, Three-dimensional Printing, Laminated Object Manufacturing, Multijet Modelling, Laser-engineered Net Shaping, Rapid Prototyping, Rapid Tooling, Rapid Manufacturing. | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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REVERSE ENGINNERING AND REUSE
|
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Cognitive approach to RE, Integration of formal and structured methods in reverse engineering, Integration of reverse engineering and reuse. | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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REVERSE ENGINNERING AND REUSE
|
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Cognitive approach to RE, Integration of formal and structured methods in reverse engineering, Integration of reverse engineering and reuse. | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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REVERSE ENGINNERING AND REUSE
|
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Cognitive approach to RE, Integration of formal and structured methods in reverse engineering, Integration of reverse engineering and reuse. | |||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
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Copyright laws
|
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| |||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
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Copyright laws
|
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| |||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
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Copyright laws
|
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| |||||||||||||||||||||||||||||||
Text Books And Reference Books:
| |||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Text Books: 1. Product Design: Techniques in Reverse Engineering and New Product Development by K. Otto and K. Wood Prentice Hall, 2001. 2. Reverse Engineering: An Industrial Perspective by Raja and Fernandes. Springer-Verlag 2008
3. Reverse Engineering in Computer Applications. MIT Lecture Notes 2001
| |||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||
MAHO582DMP - PROJECT (2022 Batch) | |||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
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Max Marks:100 |
Credits:4 |
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Course Objectives/Course Description |
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Project work Phase-I includes identifying the problem, literature review and necessary ground work so as to continue it as Phase-II during VIII semester. Presentations on these are to be given as per the schedule announced by the department. |
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Learning Outcome |
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CO1: Enabling the student to identify the problems in the existing systems of their proposed area and define the objectives of their proposed work. [L2] CO 2: Develop a skill for handling multiple situations, practical problems, analyzing teamwork and communication abilities. [L2] CO 3: Compile theory with practice and carry out performance objectives on strong work ethics, persistence, adaptability, and critical thinking. [L3] CO4: Analyze the work environment and create solutions to problems. [L4] CO5: Build a record of work experience and construct a good relationship with the teammates. [L5] |
Unit-1 |
Teaching Hours:60 |
Project
|
|
Continuous Internal Assessment:50 Marks
| |
Unit-1 |
Teaching Hours:60 |
Project
|
|
Continuous Internal Assessment:50 Marks
| |
Unit-1 |
Teaching Hours:60 |
Project
|
|
Continuous Internal Assessment:50 Marks
| |
Text Books And Reference Books: Journals | |
Essential Reading / Recommended Reading Journals | |
Evaluation Pattern Project progress report 50 Marks VIVA 50 Marks
| |
MAOE561E01 - APPLIED STATISTICS (2022 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
To enable the students to describe the fundamentals of statistics, estimate best fit curve, correlation and regression through data analysis, develop a deep understanding of axioms, random variables and probability functions, test the hypothesis for small and large samples by various statistical tools. |
|
Learning Outcome |
|
CO1: Determine the mean, median, mode and expectation by using the fundamentals of statistics. CO2: Estimate the best fit curve, correlation and regression through data analysis. CO3: Determine the probability density function of discrete and continuous random variables by applying the key concepts of probability. CO4: Calculate the mean, variance and probability density function of different theoretical distribution. CO5: Test the hypothesis of small and large samples using various statistical tools. |
Unit-1 |
Teaching Hours:9 |
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Probability
|
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Fundamentals of Statistics, Mean, median, mode, expectation. | |||||||||||
Unit-1 |
Teaching Hours:9 |
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Probability
|
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Fundamentals of Statistics, Mean, median, mode, expectation. | |||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||
Probability
|
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Fundamentals of Statistics, Mean, median, mode, expectation. | |||||||||||
Unit-1 |
Teaching Hours:9 |
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Probability
|
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Fundamentals of Statistics, Mean, median, mode, expectation. | |||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||
Curve Fitting
|
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Curve fitting by the method of least squares, y = a + bx, y = ax^b, y = ab^x, y = ae^bx, Correlation and Regression | |||||||||||
Unit-2 |
Teaching Hours:9 |
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Curve Fitting
|
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Curve fitting by the method of least squares, y = a + bx, y = ax^b, y = ab^x, y = ae^bx, Correlation and Regression | |||||||||||
Unit-2 |
Teaching Hours:9 |
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Curve Fitting
|
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Curve fitting by the method of least squares, y = a + bx, y = ax^b, y = ab^x, y = ae^bx, Correlation and Regression | |||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||
Curve Fitting
|
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Curve fitting by the method of least squares, y = a + bx, y = ax^b, y = ab^x, y = ae^bx, Correlation and Regression | |||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||
Random Variable
|
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Basic probability theory along with examples, Random variables – Discrete and continuous random variables. Probability mass function (pmf), Probability density function (pdf), cumulative distribution function (cdf), mean, variance. | |||||||||||
Unit-3 |
Teaching Hours:9 |
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Random Variable
|
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Basic probability theory along with examples, Random variables – Discrete and continuous random variables. Probability mass function (pmf), Probability density function (pdf), cumulative distribution function (cdf), mean, variance. | |||||||||||
Unit-3 |
Teaching Hours:9 |
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Random Variable
|
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Basic probability theory along with examples, Random variables – Discrete and continuous random variables. Probability mass function (pmf), Probability density function (pdf), cumulative distribution function (cdf), mean, variance. | |||||||||||
Unit-3 |
Teaching Hours:9 |
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Random Variable
|
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Basic probability theory along with examples, Random variables – Discrete and continuous random variables. Probability mass function (pmf), Probability density function (pdf), cumulative distribution function (cdf), mean, variance. | |||||||||||
Unit-4 |
Teaching Hours:9 |
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Sampling
|
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Theoretical distribution - Binomial, Poisson, Normal and Exponential distributions. | |||||||||||
Unit-4 |
Teaching Hours:9 |
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Sampling
|
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Theoretical distribution - Binomial, Poisson, Normal and Exponential distributions. | |||||||||||
Unit-4 |
Teaching Hours:9 |
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Sampling
|
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Theoretical distribution - Binomial, Poisson, Normal and Exponential distributions. | |||||||||||
Unit-4 |
Teaching Hours:9 |
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Sampling
|
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Theoretical distribution - Binomial, Poisson, Normal and Exponential distributions. | |||||||||||
Unit-5 |
Teaching Hours:9 |
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Testing Tools
|
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Testing of hypothesis, small and large samples, student t – test, F – test, chi – square test, testing by statistical tools | |||||||||||
Unit-5 |
Teaching Hours:9 |
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Testing Tools
|
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Testing of hypothesis, small and large samples, student t – test, F – test, chi – square test, testing by statistical tools | |||||||||||
Unit-5 |
Teaching Hours:9 |
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Testing Tools
|
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Testing of hypothesis, small and large samples, student t – test, F – test, chi – square test, testing by statistical tools | |||||||||||
Unit-5 |
Teaching Hours:9 |
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Testing Tools
|
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Testing of hypothesis, small and large samples, student t – test, F – test, chi – square test, testing by statistical tools | |||||||||||
Text Books And Reference Books: T1. Ross, S., “A first course in probability”, 9th Edition, Pearson Education, Delhi, 2012. T2. T. Veerarajan, “Probability, Statistics and Random process”, 3rd Edition, Tata McGraw Hill, New Delhi, 2008. | |||||||||||
Essential Reading / Recommended Reading Allen., A.O., “Probability, Statistics and Queuing Theory”, Academic press, New Delhi, 1981. | |||||||||||
Evaluation Pattern Continuous Internal Assessment (CIA) : 50% (50 marks out of 100 marks) End Semester Examination(ESE) : 50% (50 marks out of 100 marks)
| |||||||||||
MICSAI533 - FUNDAMENTALS OF ARTIFICIAL INTELLIGENCE (2022 Batch) | |||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:5 |
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Max Marks:100 |
Credits:4 |
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Course Objectives/Course Description |
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This course provides a strong foundation of fundamental concepts in Artificial Intelligence. To provide a basic exposition to the goals and methods and to enable the student to apply these techniques in applications which involve perception, reasoning and learning. |
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Learning Outcome |
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CO1: Study the basic concepts of Artificial Intelligence and Production Systems CO2: Learn about knowledge representation and inferencing for various logic
CO3: Know about Game Playing concepts for toy problems CO4: Introduce the concepts of Learning. |
Unit-1 |
Teaching Hours:12 |
INTRODUCTION
|
|
Intelligent Agents – Agents and environments - Good behavior – The nature of environments – structure of agents - Problem Solving - problem solving agents – example problems – searching for solutions – uniformed search strategies - avoiding repeated states – searching with partial information. | |
Unit-1 |
Teaching Hours:12 |
INTRODUCTION
|
|
Intelligent Agents – Agents and environments - Good behavior – The nature of environments – structure of agents - Problem Solving - problem solving agents – example problems – searching for solutions – uniformed search strategies - avoiding repeated states – searching with partial information. | |
Unit-1 |
Teaching Hours:12 |
INTRODUCTION
|
|
Intelligent Agents – Agents and environments - Good behavior – The nature of environments – structure of agents - Problem Solving - problem solving agents – example problems – searching for solutions – uniformed search strategies - avoiding repeated states – searching with partial information. | |
Unit-1 |
Teaching Hours:12 |
INTRODUCTION
|
|
Intelligent Agents – Agents and environments - Good behavior – The nature of environments – structure of agents - Problem Solving - problem solving agents – example problems – searching for solutions – uniformed search strategies - avoiding repeated states – searching with partial information. | |
Unit-1 |
Teaching Hours:12 |
INTRODUCTION
|
|
Intelligent Agents – Agents and environments - Good behavior – The nature of environments – structure of agents - Problem Solving - problem solving agents – example problems – searching for solutions – uniformed search strategies - avoiding repeated states – searching with partial information. | |
Unit-1 |
Teaching Hours:12 |
INTRODUCTION
|
|
Intelligent Agents – Agents and environments - Good behavior – The nature of environments – structure of agents - Problem Solving - problem solving agents – example problems – searching for solutions – uniformed search strategies - avoiding repeated states – searching with partial information. | |
Unit-2 |
Teaching Hours:12 |
SEARCHING TECHNIQUES
|
|
Informed Heuristics Search Strategies -Heuristic function - Greedy - best -first
9H+6H
search-A* Algorithms. local search algorithms and optimization problems –Hill- climbing Search, Simulated annealing, Local beam Search, Genetic algorithm - Searching with partial observations - Online Search Agents and Unknown Environment. | |
Unit-2 |
Teaching Hours:12 |
SEARCHING TECHNIQUES
|
|
Informed Heuristics Search Strategies -Heuristic function - Greedy - best -first
9H+6H
search-A* Algorithms. local search algorithms and optimization problems –Hill- climbing Search, Simulated annealing, Local beam Search, Genetic algorithm - Searching with partial observations - Online Search Agents and Unknown Environment. | |
Unit-2 |
Teaching Hours:12 |
SEARCHING TECHNIQUES
|
|
Informed Heuristics Search Strategies -Heuristic function - Greedy - best -first
9H+6H
search-A* Algorithms. local search algorithms and optimization problems –Hill- climbing Search, Simulated annealing, Local beam Search, Genetic algorithm - Searching with partial observations - Online Search Agents and Unknown Environment. | |
Unit-2 |
Teaching Hours:12 |
SEARCHING TECHNIQUES
|
|
Informed Heuristics Search Strategies -Heuristic function - Greedy - best -first
9H+6H
search-A* Algorithms. local search algorithms and optimization problems –Hill- climbing Search, Simulated annealing, Local beam Search, Genetic algorithm - Searching with partial observations - Online Search Agents and Unknown Environment. | |
Unit-2 |
Teaching Hours:12 |
SEARCHING TECHNIQUES
|
|
Informed Heuristics Search Strategies -Heuristic function - Greedy - best -first
9H+6H
search-A* Algorithms. local search algorithms and optimization problems –Hill- climbing Search, Simulated annealing, Local beam Search, Genetic algorithm - Searching with partial observations - Online Search Agents and Unknown Environment. | |
Unit-2 |
Teaching Hours:12 |
SEARCHING TECHNIQUES
|
|
Informed Heuristics Search Strategies -Heuristic function - Greedy - best -first
9H+6H
search-A* Algorithms. local search algorithms and optimization problems –Hill- climbing Search, Simulated annealing, Local beam Search, Genetic algorithm - Searching with partial observations - Online Search Agents and Unknown Environment. | |
Unit-3 |
Teaching Hours:12 |
GAME PLAYING AND CSP
|
|
Games – Optimal decisions in games –Min-Max algorithm- Alpha – Beta Pruning –imperfect real-time decision –Stochastic Games. Constraint Satisfaction Problem (CSP): Definition - Constraint propagation - Backtracking search - Local Search -The Structure of problems. | |
Unit-3 |
Teaching Hours:12 |
GAME PLAYING AND CSP
|
|
Games – Optimal decisions in games –Min-Max algorithm- Alpha – Beta Pruning –imperfect real-time decision –Stochastic Games. Constraint Satisfaction Problem (CSP): Definition - Constraint propagation - Backtracking search - Local Search -The Structure of problems. | |
Unit-3 |
Teaching Hours:12 |
GAME PLAYING AND CSP
|
|
Games – Optimal decisions in games –Min-Max algorithm- Alpha – Beta Pruning –imperfect real-time decision –Stochastic Games. Constraint Satisfaction Problem (CSP): Definition - Constraint propagation - Backtracking search - Local Search -The Structure of problems. | |
Unit-3 |
Teaching Hours:12 |
GAME PLAYING AND CSP
|
|
Games – Optimal decisions in games –Min-Max algorithm- Alpha – Beta Pruning –imperfect real-time decision –Stochastic Games. Constraint Satisfaction Problem (CSP): Definition - Constraint propagation - Backtracking search - Local Search -The Structure of problems. | |
Unit-3 |
Teaching Hours:12 |
GAME PLAYING AND CSP
|
|
Games – Optimal decisions in games –Min-Max algorithm- Alpha – Beta Pruning –imperfect real-time decision –Stochastic Games. Constraint Satisfaction Problem (CSP): Definition - Constraint propagation - Backtracking search - Local Search -The Structure of problems. | |
Unit-3 |
Teaching Hours:12 |
GAME PLAYING AND CSP
|
|
Games – Optimal decisions in games –Min-Max algorithm- Alpha – Beta Pruning –imperfect real-time decision –Stochastic Games. Constraint Satisfaction Problem (CSP): Definition - Constraint propagation - Backtracking search - Local Search -The Structure of problems. | |
Unit-4 |
Teaching Hours:12 |
KNOWLEDGE REPRESENTATION
|
|
First order logic – representation revisited – Syntax and semantics for first order
6H+2H
logic – Using first order logic – Knowledge engineering in first order logic - Inference in First order logic – prepositional versus first order logic – unification and lifting – forward chaining – backward chaining - Resolution - Knowledge representation - Ontological Engineering - Categories and objects – Actions - Simulation and events - Mental events and mental objects. | |
Unit-4 |
Teaching Hours:12 |
KNOWLEDGE REPRESENTATION
|
|
First order logic – representation revisited – Syntax and semantics for first order
6H+2H
logic – Using first order logic – Knowledge engineering in first order logic - Inference in First order logic – prepositional versus first order logic – unification and lifting – forward chaining – backward chaining - Resolution - Knowledge representation - Ontological Engineering - Categories and objects – Actions - Simulation and events - Mental events and mental objects. | |
Unit-4 |
Teaching Hours:12 |
KNOWLEDGE REPRESENTATION
|
|
First order logic – representation revisited – Syntax and semantics for first order
6H+2H
logic – Using first order logic – Knowledge engineering in first order logic - Inference in First order logic – prepositional versus first order logic – unification and lifting – forward chaining – backward chaining - Resolution - Knowledge representation - Ontological Engineering - Categories and objects – Actions - Simulation and events - Mental events and mental objects. | |
Unit-4 |
Teaching Hours:12 |
KNOWLEDGE REPRESENTATION
|
|
First order logic – representation revisited – Syntax and semantics for first order
6H+2H
logic – Using first order logic – Knowledge engineering in first order logic - Inference in First order logic – prepositional versus first order logic – unification and lifting – forward chaining – backward chaining - Resolution - Knowledge representation - Ontological Engineering - Categories and objects – Actions - Simulation and events - Mental events and mental objects. | |
Unit-4 |
Teaching Hours:12 |
KNOWLEDGE REPRESENTATION
|
|
First order logic – representation revisited – Syntax and semantics for first order
6H+2H
logic – Using first order logic – Knowledge engineering in first order logic - Inference in First order logic – prepositional versus first order logic – unification and lifting – forward chaining – backward chaining - Resolution - Knowledge representation - Ontological Engineering - Categories and objects – Actions - Simulation and events - Mental events and mental objects. | |
Unit-4 |
Teaching Hours:12 |
KNOWLEDGE REPRESENTATION
|
|
First order logic – representation revisited – Syntax and semantics for first order
6H+2H
logic – Using first order logic – Knowledge engineering in first order logic - Inference in First order logic – prepositional versus first order logic – unification and lifting – forward chaining – backward chaining - Resolution - Knowledge representation - Ontological Engineering - Categories and objects – Actions - Simulation and events - Mental events and mental objects. | |
Unit-5 |
Teaching Hours:12 |
LEARNING
|
|
Learning from Examples : Forms of Learning - Supervised learning - Learning Decision Trees - Regression and classification with linear models, Artificial Neural Network. Knowledge in Learning : Logical formulation of learning – Explanation based learning – Learning using relevant information – Inductive logic programming. Statistical learning- Learning with complete data - Learning with hidden variable | |
Unit-5 |
Teaching Hours:12 |
LEARNING
|
|
Learning from Examples : Forms of Learning - Supervised learning - Learning Decision Trees - Regression and classification with linear models, Artificial Neural Network. Knowledge in Learning : Logical formulation of learning – Explanation based learning – Learning using relevant information – Inductive logic programming. Statistical learning- Learning with complete data - Learning with hidden variable | |
Unit-5 |
Teaching Hours:12 |
LEARNING
|
|
Learning from Examples : Forms of Learning - Supervised learning - Learning Decision Trees - Regression and classification with linear models, Artificial Neural Network. Knowledge in Learning : Logical formulation of learning – Explanation based learning – Learning using relevant information – Inductive logic programming. Statistical learning- Learning with complete data - Learning with hidden variable | |
Unit-5 |
Teaching Hours:12 |
LEARNING
|
|
Learning from Examples : Forms of Learning - Supervised learning - Learning Decision Trees - Regression and classification with linear models, Artificial Neural Network. Knowledge in Learning : Logical formulation of learning – Explanation based learning – Learning using relevant information – Inductive logic programming. Statistical learning- Learning with complete data - Learning with hidden variable | |
Unit-5 |
Teaching Hours:12 |
LEARNING
|
|
Learning from Examples : Forms of Learning - Supervised learning - Learning Decision Trees - Regression and classification with linear models, Artificial Neural Network. Knowledge in Learning : Logical formulation of learning – Explanation based learning – Learning using relevant information – Inductive logic programming. Statistical learning- Learning with complete data - Learning with hidden variable | |
Unit-5 |
Teaching Hours:12 |
LEARNING
|
|
Learning from Examples : Forms of Learning - Supervised learning - Learning Decision Trees - Regression and classification with linear models, Artificial Neural Network. Knowledge in Learning : Logical formulation of learning – Explanation based learning – Learning using relevant information – Inductive logic programming. Statistical learning- Learning with complete data - Learning with hidden variable | |
Text Books And Reference Books: 1. Stuart Russell and Peter Norvig, “Artificial Intelligence – A Modern Approach”, 4th Edition, Pearson Education, 2020. 2. Elaine Rich; Kevin Knight; Shivashankar B Nair, “Artificial Intelligence”, 3rd Edition, Tata McGraw- Hill, 2019. | |
Essential Reading / Recommended Reading 1. Nils J. Nilsson, “Artificial Intelligence: A New Synthesis”, 1st Edition, Harcourt Asia Pvt. Ltd., 2012. 2. George F. Luger, “Artificial Intelligence-Structures and Strategies for Complex Problem Solving”, 6th Edition, Pearson Education / PHI, 2009. 3. M. Tim Jones, ―Artificial Intelligence: A Systems Approach (Computer Science), Jones and Bartlett Publishers, Inc.; First Edition, 2008 4. Gerhard Weiss, ―Multi Agent Systems‖, Second Edition, MIT Press, 2013. 5. David L. Poole and Alan K. Mackworth, ―Artificial Intelligence: Foundations of Computational Agents‖, Cambridge University Press, 2010. | |
Evaluation Pattern CIA 1 -20 CIA 2 - 50 CIA3 -20 | |
AU631 - AUTOMATIVE EMISSIONS AND CONTROL (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
● To impart the fundamental concepts of Control systems and mathematical modeling of thesystem ● Tostudytheconceptoftimeresponseandfrequencyresponseofsystems Toteachthebasicsofstabilityanalysisofthesystem |
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Learning Outcome |
|
CO-1: Summarise the complete emission scenario in the world which includes the laws which were implemented and background reason for it CO-2: Analyse different blending methods for biodiesel in order to optimize the emissions. CO-3: Understand different after treatment devices used to reduce the emission level. CO-4: Discus the effect of emissions on human health and nature. CO-5: Understand how the emissions are measured using gas analyser devices. |
Unit-1 |
Teaching Hours:6 |
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Effect of Vehicular Pollution
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Effect of Vehicular Pollution: Effect of air pollution on Human Health, Effect of air pollution on animals, Effect of air pollution on plants sampling procedures Laws and Regulations: Historical background, regulatory test procedure and test cycles, Exhaust gas pollutants (European rail road limits), particulate pollutants, European statutory values, inspection of vehicle in circulation (influence of actual traffic conditions and influence of vehicle maintenance)
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Unit-2 |
Teaching Hours:6 |
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Nitrous Oxide
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Nitrous Oxide: Nitrogen Oxides, formation of nitrogen oxides, kinetics of NO formation, formation of NO2, NOx formation in spark ignition engines, NOx formation in compression ignition engines Carbon Monoxide and Unburned Hydrocarbon Emissions: Back ground, flame quenching and oxidation fundamentals, HC and CO emissions from spark ignition engines, HC and CO emission mechanisms in diesel engines, Crankcase emissions, piston ring blow by, evaporative emissions Particulate Emissions: Characteristics of diesel particulates, particulate formation mechanics, soot formation fundamentals, soot oxidation, Spark ignition GDI engine particulates Influence of Fuel Properties: Effect of petrol, Diesel Fuel, Alternative Fuels and lubricants on emissions
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Unit-3 |
Teaching Hours:6 |
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Pollution Control
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Pollution control measures inside SI Engines & lean burn strategies, measures in engines to control Diesel Emissions Pollution control in SI & CI Engines, Design changes, optimization of injection characteristics, Exhaust gas recirculation, fuel additives , Road draught crankcase ventilation system, positive crankcase ventilation system, fuel evaporation control, advanced combustion techniques like PCCI, HCCI, RCCI etc. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:6 |
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Exhaust gas
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Available options, physical conditions & exhaust gas compositions before treatment, Catalytic mechanism, Thermal Reactions, Installation of catalyst in exhaust lines, catalyst poisoning, catalyst light-off, NOx treatment in Diesel Engines, particulate traps, Diesel Trapoxidizer,selectivecatalyticreduction(SCR) | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:6 |
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Exhaust Gas Sampling for Measurement, CVS & Particulate Sampling
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Exhaust Gas Sampling for Measurement, CVS & Particulate Sampling: soot particles in a cylinder, soot in exhaust tube, Sampling Methods sedimentations, and filtration, and impinge methods- electrostatic precipitation thermal precipitation, centrifugal methods Determination of mass concentration, analytical methods- volumetric-gravimetric-calorimetric methods, and Particulate number measurement techniques Instrumentation for Pollution Measurements: NDIR analyzers, Gas chromatograph, Thermal conductivity and flame ionization detectors, Analyzers for NOx, Orsat apparatus, Smoke measurement, comparison method, obscuration method, Ringelmann smoke chart, Continuous filter type smoke meter, Bosch smoke meter, Hart ridge smoke meter, correlation between smoke, opacity and PM
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Text Books And Reference Books: 1.Fuel and Emissions Control Systems, James D Halderman, 4th edition, 2015. 2.Automobiles and Pollution - Paul Degobert (SAE), 1995. 3.Internal Combustion Engine Fundamentals – John B. Heywood, McGraw Hill Education; 1 edition (2011)
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Essential Reading / Recommended Reading 1. Air pollution – M.N. Rao, and H. V. Rao 2. Internal combustion engines: V. Ganesan 3. Crouse William, Automotive Emission Control, Gregg Division /McGraw-Hill. 4. Ernest, S., Starkman, Combustion Generated Air Pollutions, Plenum Press. 5. George, Springer and Donald J.Patterson, Engine emissions, Pollutant Formation and Measurement, Plenum press. 7. Obert, E.F., Internal Combustion Engines and Air Pollution, Intext Educational
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Evaluation Pattern
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AU632 - AUTOMOTIVE CHASSIS AND SUSPENSION (2022 Batch) | |||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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● Tobroadentheunderstandingofcomponentsofchassis&suspensionsystems ● Toimpartknowledgeonvarioussub-systemsofvehicle. ● Toillustratetheimportanceofconventionalandadvancedbrakingsystems Tocomparetheworkingofdifferentsuspension,steering&axles |
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Learning Outcome |
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CO-1: Understand the importance of vehicle structures and substructures CO-2: Classify steering systems and study a suitable subsystem of axle CO-3: Identify suitable braking and suspension system CO-4: Construct automotive suspension system CO-5: Identify suitable wheels and tyres of the vehicle |
Unit-1 |
Teaching Hours:9 |
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Introduction
|
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Introduction,Frames:Generalconsiderationrelatingtochassislayout,powerlocation,typesof automobiles, layout of an automobile with reference to power plant, weight distribution, stability, Numerical problems. Types of frames ,general form & dimensions, materials, frame stresses, frame sections, cross members, proportions of channel sections, constructional details,subframes,passengercarframes,Xmembertypeframe,Boxsectiontypeframe. FramesforElectricvehicles | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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Front axle and steering systems
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Front Axle and Steering Systems: Axle parts and materials,axle for electric vehicles, loads and stresses, factors of wheel alignment, wheel balancing, center point steering, correct steering angle,steeringmechanisms,corneringforce,understeerandoversteer,Steeringlinkages, steeringgears,powersteering,troubleshooting,Numericalproblems | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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Brakes
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Brakes: Classification of brakes, types, construction, function, operation, details of hydraulic system,mechanicalsystemandcomponents,typesofmastercylinder,bleedingofbrakes,brake drums,brakelinings,brakefluid,factorsinfluencingoperationofbrakes.Stoppingdistanceand time,brakeefficiency,weighttransfer,determinationofbrakingtorque | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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Suspensions
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Suspensions: Objects, basic considerations, Types of suspension springs, construction , operation & materials, leaf springs, coil springs, torsion bar, rubber springs, plastic springs, air bellows or pneumatic suspension, hydraulic suspension, constructional details of telescopic shockabsorbers,independentsuspension,frontwheelindependentsuspension,rearwheel independentsuspension | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
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Wheels and Tyres
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Wheels & Tyres: Types of wheels, construction, structure and function, wheel dimensions, structureandfunctionoftyres,staticanddynamicpropertiesofpneumatictyres,typesoftyres, materials, tyre section & designation, factors affecting tyre life | |||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: R1.JornsenReimpell,HelmutStoll,“AutomotiveChassis:EngineeringPrinciples”,Elsevier,2ndedition, 2001. R2.Newton.Steeds&Garrot,“MotorVehicles”,SAEInternationalandButterworthHeinemann,2001 R3. Judge.A.W. “Mechanism of the car”, Chapman and Halls Ltd., London, 1986. R4.Giles.J.G,“SteeringSuspensionandtyres”,IliffeBookCo.,London,1988. R5.Crouse.W.H,“AutomotiveChassisandBody”,McGrawHillNewYork,1971. R6.Hand book on vehicle body design – SAE publication R7.AutomotivechassisbyP.M.Heldt,Chilton&Co,1970 | |||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading T1.TimGilles,“AutomotiveChassis-Brakes,SteeringandSuspension”,ThomsonDelmerLearning,2005. T2.Heldt.P.M,“AutomotiveChassis”,ChiltonCo.,NewYork,June2012 | |||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
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AU633P - HYBRID ELECTRIC VEHICLE AND RENEWABLE ENERGY (2022 Batch) | |||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
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Max Marks:75 |
Credits:3 |
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Course Objectives/Course Description |
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To understand working of different configurations of electric vehicles, and its components, hybrid vehicle configuration and performance analysis. |
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Learning Outcome |
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CO-1: Identify the need of a Hybrid Electric Vehicle and explain their working principles. [L2] CO-2: Demonstrate the different types of hybrid architectures used in hybrid electric vehicles. [L3] CO-3: Describe the different modes of operation used in Hybrid Electric Vehicle. [L3] CO-4: Choose the appropriate type of motor, power-electronics and energy storage to design the Hybrid Electric Vehicle. [L4] CO-5: Explain the working principle and characteristics of different types of fuel cell used in a Hybrid Electric Vehicle. [L3] |
Unit-1 |
Teaching Hours:6 |
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Introduction
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Fundamental Concepts and Definitions: Introduction to Hybrid Electric Vehicles: History of hybrid and electric vehicles, social and Environmental importance of hybrid and electric vehicles, impact of modern drive-trains on energy supplies. Hybrid Vehicles: Performance characteristics of road vehicles; calculation of road load- predicting fuel Economy - grid connected hybrids. Fuel cell: Fuel cell characteristics- fuel cell types – alkaline fuel cell- proton exchange Membrane; direct methanol fuel cell- phosphoric acid fuel cell- molten carbonate fuel cell- solid oxide fuel cell- hydrogen storage systems- reformers- fuel cell EV- super and ultra-capacitors- flywheels.
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Unit-2 |
Teaching Hours:6 |
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Drive Train
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Hybrid Electric Drive-trains: Basic concept of hybrid traction, introduction to various hybrid drive-train topologies, power flow control in hybrid drive-train topologies, fuel efficiency analysis. Electric Drive-trains: Basic concept of electric traction, introduction to various electric drive-train topologies and their operating modes, power flow control in electric drive-train topologies, fuel efficiency analysis. Electric Propulsion unit: Introduction to electric components used in hybrid and electric vehicles, Configuration and control of DC Motor drives, Configuration and control of Induction Motor drives, configuration and control of Permanent Magnet Motor drives, Configuration and control of Switch Reluctance Motor drives, drive system efficiency. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Hybrid Architecture and Hybrid Power Plant Specifications
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Hybrid architecture: Series configuration locomotive drives- series parallel switching- load tracking architecture. Pre transmission parallel and combined configurations Mild hybrid- power assist- dual mode power split- power split with shift- Continuously Variable transmission (CVT)- wheel motors. Hybrid power plant specifications: Grade and cruise targets- launching and boosting- braking and energy recuperation- drive cycle implications- engine fraction engine downsizing and range and performance- usage requirements. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:6 |
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Energy Storage & Sizing the drive system
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Energy Storage: Introduction to Energy Storage Requirements in Hybrid and Electric Vehicles, Battery based energy storage and its analysis, Fuel Cell based energy storage and its analysis, Super Capacitor based energy storage and its analysis, Flywheel based energy storage and its analysis, Hybridization of different energy storage devices. Sizing the drive system: Matching the electric machine and the internal combustion engine (ICE), Sizing the propulsion motor, sizing the power electronics, selecting the energy storage technology, Communications, supporting subsystems Energy storage technology: Battery basics& parameters; lead acid battery, Li-ion batteries and super capacitors, different types of batteries; battery parameters. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:6 |
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Energy Management Strategies
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Introduction to energy management strategies used in hybrid and electric vehicles, classification of different energy management strategies, comparison of different energy management strategies, implementation issues of energy management strategies. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: T1. Electric and hybrid vehicles: Design fundamentals – Iqbal Hussain, CRC press, 2013 T2. The Electric Car: Development & Future of Battery – Hybrid & fuel cell cars – Mike Westbrook – M H Westbrook- British Library cataloguing in Publication data | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading R1. Handbook of electric motors – Hamid A Toliyat – Gerald B Kilman – Marcel Decker | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
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AU635P - COMPUTER AIDED ENGINEERING (2022 Batch) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
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Max Marks:50 |
Credits:3 |
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Course Objectives/Course Description |
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1. To understand the main principles, possibilities and limitation of CFD for the simulation of incompressible fluid flow and heat transfer. 2. To appreciate development of CFD computer solvers, along with the use of commercial CFD package to solve practical CFD problems. 3. To analyse and interpret the results of CFD simulation. 4. To make outline of computer aided design and analysis. 5. To provide better engineering design solutions for the engineering problems. |
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Learning Outcome |
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CO1: To understand the use of numerical simulation and its solution methodology, including study of partial differential equations, boundary conditions, finite difference discretization, errors and grid independence. {L1, L2} {PO1} CO2: To discretize and solve steady and unsteady transport phenomena, with an understanding of numerical solution of set of linear algebraic equations, numerical stability and consistency. {L1, L2, L3} {PO1, PO2} CO3: To discretize and solve incompressible fluid flow and heat transfer with an understanding of SIMPLE procedure and upwind schemes. {L1, L2, L3} {PO1, PO2} CO4: Determine the deformation & stresses in 1-D bar elements by using R-R method. {L1, L2, L3} {PO1, PO2, PO3, PO4, PO5} CO5: Determine the stiffness matrix for truss elements. {L1, L2, L3} {PO1, PO2, PO3, PO4, PO5} |
Unit-1 |
Teaching Hours:6 |
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INTRODUCTION:
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Numerical simulation, advantages of numerical simulation, numerical simulation in fluid flow and heat transfer, basic approach, methods of discretization; Partial differential equations: Classification of PDEs, elliptic, parabolic and hyperbolic equations, initial and boundary conditions | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
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INTRODUCTION TO FINITE DIFFERENCE:
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Central, forward and backward difference expressions for a uniform grid, numerical errors, optimum step size, grid independence test | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
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TRANSIENT ONE-DIMENSIONAL PROBLEM
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TRANSIENT ONE-DIMENSIONAL PROBLEM: Governing equation, discretization, methods of solution- explicit (Euler) method, Crank-Nicholson method, pure implicit method. Stability and Consistency. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
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FINITE DIFFERENCE SOLUTION OF STEADY STATE TRANSPORT PHENOMENA
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FINITE DIFFERENCE SOLUTION OF STEADY STATE TRANSPORT PHENOMENA: Governing equations, 1D, 2D steady state problems, discretization, methods of solution, Gauss Seidel iterative method, Relaxation | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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NUMERICAL METHODS FOR INCOMPRESSIBLE FLUID FLOW: Governing equations, difficulties in solving Navier Stokes equations, primitive variables approach. SIMPLE procedure, staggered grid, boundary conditions for pressure correction equation.
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NUMERICAL METHODS FOR INCOMPRESSIBLE FLUID FLOW: Governing equations, difficulties in solving Navier Stokes equations, primitive variables approach. SIMPLE procedure, staggered grid, boundary conditions for pressure correction equation. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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NUMERICAL METHODS FOR CONVECTION
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NUMERICAL METHODS FOR CONVECTION: Steady and unsteady 1D convection-diffusion, Need for upstream differencing, upwind scheme, false diffusion. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:6 |
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FINITE ELEMENT FORMULATION TECHNIQUES
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FINITE ELEMENT FORMULATION TECHNIQUES: Principle of virtual work, principle of minimum potential energy. Direct approach for stiffness matrix formulation of bar element. Galerkin’s method. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:6 |
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INTRODUCTION TO FINITE ELEMENT METHOD
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INTRODUCTION TO FINITE ELEMENT METHOD: General description of Finite Element Method, Basic concepts of Finite Element Analysis, Application and limitations. Steps in Finite Element Analysis, Types of elements based on geometry. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:6 |
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INTERPOLATION MODELS
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INTERPOLATION MODELS: Interpolation polynomials- Linear, quadratic and cubic. Simplex complex and multiplex elements. 2D PASCAL’s triangle. CST elements-Shape functions and Nodal load vector, Strain displacement matrix and Jacobian for triangular and rectangular element. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:6 |
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1-D BAR ELEMENTS
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1-D BAR ELEMENTS: Solutions of bars and stepped bars for displacements, reactions and stresses. Introduction to trusses. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: T1. P. S. Ghoshdastidar, First Edition, "Computational fluid dynamics and heat transfer", Cengage India Private Limited, 2017 T2. K. A. Hoffmann, S. T. Chiang, Fourth Edition, “Computational fluid dynamics: Volume 1”, Engineering Education System, 2000 T3. T.R. Chandrupatla, A.D Belegund, “Introduction to Finite Elements in Engineering”, 3rd edition, PHI, 2002. T4. S.S. Rao, “Finite Element Method in Engineering”, 5th Edition, Elsevier, 2011. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading R1. John D., J. R. Anderson, First Edition, "Computational fluid dynamics: the basics with applications", McGraw Hill Education, 2017 R2. S. V. Patankar, First Edition, “Numerical heat transfer and fluid flow”, CRC Press, 1980 R3. R.D. Cook D.SMaltus, M.E Plesha, R.J.Witt, “Concepts and applications of Finite Element Analysis”, 4th edition, Wiley, 2009. R4. Daryl. L. Logon, “First Course in Finite Element Methods”, 5th edition, Cengage Learning, 2012. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
AU637 - SERVICE LEARNING (2022 Batch) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:4 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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1. To develop a habit of critical reflection for life-long learning in solving societal problems. 2. To work with a community and identify a specific need that can be addressed through Involvement and engineering practices. |
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Learning Outcome |
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CO1: Integrates the academic work with community service through student involvement. [L3] CO2: Develop and implement a project designed to respond to that identified community need. [L3] CO3: Create an awareness among the students as responsible citizen of the community/society. [L3] |
Unit-1 |
Teaching Hours:30 |
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Service Learning
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Text Books And Reference Books: T1. S. P. Sukhatme, “Solar Energy, Principles of Thermal Collection and Storage,” 6th Edition, Tata McGraw Hill Publishing Company Limited, New Delhi, 1990 T2. George Techobanoglous, “Integrated Solid Waste Management” McGraw - Hill, 1993. T3. R.E.Landrefh and P.A.Rebers,” Municipal Solid Wastes-Problems & Solutions”, Lewis, 1997. T4. Michael Allaby, “Fog, Smog and poisoned rain”, Facts on File Incorporation, 2002. ISBN:0-8160-4789-8 T5. Arceivala S. J. and Asolekar S. R., Wastewater Treatment for Pollution Control and Reuse. 3rd Edition, Tata McGraw Hill, New Delhi, 2015. | |||||||
Essential Reading / Recommended Reading R1. George Techobanoglous and Thiesen Ellasen, “Solid Waste Engineering Principles and Management”, Tata-McGraw – Hill, 1997. R2. Blide A.D. and Sundaresan, B.B., “Solid Waste Management in Developing Countries”, INSDOC, 1993. R3. Arun Kumar Jain, Ashok Kumar Jain, B.C., Punmia, “Wastewater Engineering (Environmental Engineering-II), (Including Air Pollution)”, Laxmi Publications Pvt. Ltd., 2014, ISBN 10: 8131805964, ISBN 13: 9788131805961. | |||||||
Evaluation Pattern
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AU644E4 - TROUBLE SHOOTING SERVICING AND MAINTENANCE OF AUTOMOBILES (2022 Batch) | |||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:4 |
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Max Marks:100 |
Credits:03 |
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Course Objectives/Course Description |
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The course content is taught and implemented with the aim to develop different types of skills leading to the achievement of the following competency Remedy engine troubles based on diagnosis and testing using suitable instruments and tools |
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Learning Outcome |
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CO1: Acquire foundational knowledge on vehicle maintenance practices and procedures. (L1 Remembering, L2 Understanding) CO2: Analyze engine troubles and recommend appropriate remedies to address them. (L4 Analyzing) CO3: Build confidence in selecting and using suitable instruments and tools for diagnosing and testing automotive engine systems. (L3 Applying) CO4: Inspect, dismantle, analyze, and rectify faults in engines effectively. (L4 Analyzing, L5 Evaluating) CO5: Develop a systematic approach to troubleshooting and repair by adhering to standard procedures. (L3 Applying, L4 Analyzing) |
Unit-1 |
Teaching Hours:9 |
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Unit-1: MAINTENANCE OF WORKSHOP, ITS SCHEDULE AND RECORDS
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Importance of maintenance - schedule and unscheduled maintenance - scope of maintenance - vehicle down time - vehicle inspection, reports, log books, trip sheet | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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Unit-2: ENGINE REPAIR AND OVERHAULING
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Dismantling of SI & CI engines and its components - Cleaning methods -inspection and checking - repair and reconditioning methods for all engine components - Maintenance of ignition system - fuel injection system – cooling system, lubrication system - Design trouble shooting chart for MPFI & CRDI Engines. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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Unit-3:MAINTENANCE, REPAIR AND OVERHAULING OF THE CHASSIS
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Maintenance - servicing and repair of clutch, fluid coupling, gear box, torque converter, propeller shaft - Maintenance of front axle, rear axle, brakes, steering systems, tyre | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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Unit-4: MAINTENANCE AND REPAIR OF VEHICLE BODY
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Body panel tools for repairing - Tinkering and painting - Use of soldering, metalloid paste. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
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Unit-5:MAINTENANCE AND REPAIR OF ELECTRICAL SYSTEMS AND FLEET MAINTENANCE MANAGEMENT
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Service, maintenance, testing and troubleshooting of battery, starter motor, alternator rectifier and transistorized regulator. Fleet maintenance requirement - investment and costs, types of work shop layout, tools and equipment - spare parts and lubricants stocking, manpower, training, workshop management, warranty, replacement policy. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: 1. Martin W. Stockel, Martin T. Stockel, Chris Johanson, “Auto Service & Repair: Servicing, Troubleshooting, and Repairing Modern Automobiles: Applicable to All Makes and Models”, Goodheart-Willcox Publisher, 1996. 2. Automotive Service by Tim Gilles, Thomson Delmar Learning, 4th edition, 2012 3. Engine Repair by Tim Gilles, Delmar Cengage Learning, 3rd edition, 2010 4. Basic Automotive Service and Maintainance by Don Knowels,Thomson DelmarLearning, 2005 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading 1. James D. Halderman, “Chase D. Mitchell, “Automotive steering, suspension, and alignment”, Prentice Hall, 2000. 2. Martin T. Stockel, Chris Johanson, “Auto Diagnosis, Service, and Repair”, Goodheart-Willcox Publisher, 2003. 3. Vaughn D. Martin, “Automotive Electrical Systems: Troubleshooting and Repair Basics”,Prompt Publications, 1999 4. Crouse W., “Everyday Automobile Repair”, Intl. student edition, TMH, New Delhi, 1986. 5. BOSCH, “Automotive Handbook”, 8th Edition, bentley robert Incorporated, 2011.195 AM-Engg&Tech- SRM-2013 6. John Doice, “Fleet maintenance”, Mcgraw Hill, New York, 1984. 7. Maleev V.L., “Diesel Engine Operation and Maintenance, McGraw Hill Book Co. New York, 1995. 8. Vehicle servicing manuals. 5. BOSCH, “Automotive Handbook”, 8th Edition, bentley robert Incorporated, 2011. 195 AM-Engg&Tech- SRM-2013 9. John Doice, “Fleet maintenance”, Mcgraw Hill, New York, 1984. 10. Maleev V.L., “Diesel Engine Operation and Maintenance, McGraw Hill Book Co., New York, 1995. Vehicle servicing manuals | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
AU651 - ADVANCED MACHINING LABORATORY (2022 Batch) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:1 |
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Course Objectives/Course Description |
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This course is designed to enlarge the application of automation in the field of manufacturing. It enables students to be acquainted with part programming and also makes them aware of types of automated systems and engineering application in manufacturing operations. |
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Learning Outcome |
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CO-1: Execute a program for CNC machine based on the given diagram CO-2: Determine the uses of FMS systems CO-3: Design a control system to execute an automate a certain task |
Unit-1 |
Teaching Hours:30 |
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List of Experiments
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Text Books And Reference Books: 1.Fundamental Concepts and Analysis, Ghosal A., Robotics, Oxford,2008 (reprint) 2.Introduction to Robotics Analysis, Systems, Applications, Niku, S. B., Pearson Education, 2nd edition, 2010. 3.Automation, Production Systems and Computer Integrated Manufacturing, M. P. Groover Pearson education, 4th Edition, 2015. 4.Principles of Computer Integrated Manufacturing, S. Kant Vajpayee, Prentice Hall India.
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Essential Reading / Recommended Reading 1.Industrial Robotics-Groover, Weiss, Nagel, McGraw Hill International, 3rd edition, 2004. 2.Fundamentals of Robotics, Analysis and Control, Schilling R. J., PHI, 2006 3.Anatomy of Automation, Amber G.H & P. S. Amber, Prentice Hall. 4.Performance Modelling of Automated Manufacturing Systems, Viswanandham, PHI, , 2006 (reprint). 5.Computer Integrated Manufacturing, J. A. Rehg & Henry. W.Kraebber, 3rd edition, 2004. 6.CAD/CAM by Zeid, Tata McGraw H, 2nd edition, 2009.
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Evaluation Pattern
| |||||||||||||||||||||||||||||||||||||
BTGE631 - CORPORATE SOCIAL RESPONSIBILITY (2022 Batch) | |||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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Course Description:
This course will familiarize the students with the concept of corporate social responsibility. The evolution of CSR has far reaching consequences on the development sector in India. The collaboration of companies and NGOs with the community has initiated a new paradigm of change in the country. The students will have an overview of the theories and the frameworks developed in the area of CSR. The paper will discuss a few prominent case studies of CSR. Course Objectives
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Learning Outcome |
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CO1: The students will be able to demonstrate their understanding in general on CSR. CO2: To exhibit their skill in executing the responsibilities and implementing different approaches in CSR. CO3: The students will be able to critically evaluate the CSR programs of a corporate |
Unit-1 |
Teaching Hours:10 |
Corporate social responsibility
|
|
Concept, definition and objectives of CSR, Scope of CSR, Need and Significance of CSR, History and Evolution of CSR in the Indian and international context, Principles of CSR. Arguments for and against CSR, Globalization and CSR. Section 135 of the Companies Act, National Guidelines on Responsible Business Conduct, Formulation of CSR policy. | |
Unit-1 |
Teaching Hours:10 |
Corporate social responsibility
|
|
Concept, definition and objectives of CSR, Scope of CSR, Need and Significance of CSR, History and Evolution of CSR in the Indian and international context, Principles of CSR. Arguments for and against CSR, Globalization and CSR. Section 135 of the Companies Act, National Guidelines on Responsible Business Conduct, Formulation of CSR policy. | |
Unit-1 |
Teaching Hours:10 |
Corporate social responsibility
|
|
Concept, definition and objectives of CSR, Scope of CSR, Need and Significance of CSR, History and Evolution of CSR in the Indian and international context, Principles of CSR. Arguments for and against CSR, Globalization and CSR. Section 135 of the Companies Act, National Guidelines on Responsible Business Conduct, Formulation of CSR policy. | |
Unit-1 |
Teaching Hours:10 |
Corporate social responsibility
|
|
Concept, definition and objectives of CSR, Scope of CSR, Need and Significance of CSR, History and Evolution of CSR in the Indian and international context, Principles of CSR. Arguments for and against CSR, Globalization and CSR. Section 135 of the Companies Act, National Guidelines on Responsible Business Conduct, Formulation of CSR policy. | |
Unit-1 |
Teaching Hours:10 |
Corporate social responsibility
|
|
Concept, definition and objectives of CSR, Scope of CSR, Need and Significance of CSR, History and Evolution of CSR in the Indian and international context, Principles of CSR. Arguments for and against CSR, Globalization and CSR. Section 135 of the Companies Act, National Guidelines on Responsible Business Conduct, Formulation of CSR policy. | |
Unit-1 |
Teaching Hours:10 |
Corporate social responsibility
|
|
Concept, definition and objectives of CSR, Scope of CSR, Need and Significance of CSR, History and Evolution of CSR in the Indian and international context, Principles of CSR. Arguments for and against CSR, Globalization and CSR. Section 135 of the Companies Act, National Guidelines on Responsible Business Conduct, Formulation of CSR policy. | |
Unit-1 |
Teaching Hours:10 |
Corporate social responsibility
|
|
Concept, definition and objectives of CSR, Scope of CSR, Need and Significance of CSR, History and Evolution of CSR in the Indian and international context, Principles of CSR. Arguments for and against CSR, Globalization and CSR. Section 135 of the Companies Act, National Guidelines on Responsible Business Conduct, Formulation of CSR policy. | |
Unit-1 |
Teaching Hours:10 |
Corporate social responsibility
|
|
Concept, definition and objectives of CSR, Scope of CSR, Need and Significance of CSR, History and Evolution of CSR in the Indian and international context, Principles of CSR. Arguments for and against CSR, Globalization and CSR. Section 135 of the Companies Act, National Guidelines on Responsible Business Conduct, Formulation of CSR policy. | |
Unit-1 |
Teaching Hours:10 |
Corporate social responsibility
|
|
Concept, definition and objectives of CSR, Scope of CSR, Need and Significance of CSR, History and Evolution of CSR in the Indian and international context, Principles of CSR. Arguments for and against CSR, Globalization and CSR. Section 135 of the Companies Act, National Guidelines on Responsible Business Conduct, Formulation of CSR policy. | |
Unit-1 |
Teaching Hours:10 |
Corporate social responsibility
|
|
Concept, definition and objectives of CSR, Scope of CSR, Need and Significance of CSR, History and Evolution of CSR in the Indian and international context, Principles of CSR. Arguments for and against CSR, Globalization and CSR. Section 135 of the Companies Act, National Guidelines on Responsible Business Conduct, Formulation of CSR policy. | |
Unit-1 |
Teaching Hours:10 |
Corporate social responsibility
|
|
Concept, definition and objectives of CSR, Scope of CSR, Need and Significance of CSR, History and Evolution of CSR in the Indian and international context, Principles of CSR. Arguments for and against CSR, Globalization and CSR. Section 135 of the Companies Act, National Guidelines on Responsible Business Conduct, Formulation of CSR policy. | |
Unit-1 |
Teaching Hours:10 |
Corporate social responsibility
|
|
Concept, definition and objectives of CSR, Scope of CSR, Need and Significance of CSR, History and Evolution of CSR in the Indian and international context, Principles of CSR. Arguments for and against CSR, Globalization and CSR. Section 135 of the Companies Act, National Guidelines on Responsible Business Conduct, Formulation of CSR policy. | |
Unit-1 |
Teaching Hours:10 |
Corporate social responsibility
|
|
Concept, definition and objectives of CSR, Scope of CSR, Need and Significance of CSR, History and Evolution of CSR in the Indian and international context, Principles of CSR. Arguments for and against CSR, Globalization and CSR. Section 135 of the Companies Act, National Guidelines on Responsible Business Conduct, Formulation of CSR policy. | |
Unit-1 |
Teaching Hours:10 |
Corporate social responsibility
|
|
Concept, definition and objectives of CSR, Scope of CSR, Need and Significance of CSR, History and Evolution of CSR in the Indian and international context, Principles of CSR. Arguments for and against CSR, Globalization and CSR. Section 135 of the Companies Act, National Guidelines on Responsible Business Conduct, Formulation of CSR policy. | |
Unit-2 |
Teaching Hours:10 |
Theories of CSR
|
|
A.B Carroll, Wood, and stake holders Theories. The triple bottom line approach. Social Accounting, Social Auditing, International Standards: ISO 14000, ISO 26000, SA 8000, AA1000. Partnerships in CSR, Benefits of CSR to Business. | |
Unit-2 |
Teaching Hours:10 |
Theories of CSR
|
|
A.B Carroll, Wood, and stake holders Theories. The triple bottom line approach. Social Accounting, Social Auditing, International Standards: ISO 14000, ISO 26000, SA 8000, AA1000. Partnerships in CSR, Benefits of CSR to Business. | |
Unit-2 |
Teaching Hours:10 |
Theories of CSR
|
|
A.B Carroll, Wood, and stake holders Theories. The triple bottom line approach. Social Accounting, Social Auditing, International Standards: ISO 14000, ISO 26000, SA 8000, AA1000. Partnerships in CSR, Benefits of CSR to Business. | |
Unit-2 |
Teaching Hours:10 |
Theories of CSR
|
|
A.B Carroll, Wood, and stake holders Theories. The triple bottom line approach. Social Accounting, Social Auditing, International Standards: ISO 14000, ISO 26000, SA 8000, AA1000. Partnerships in CSR, Benefits of CSR to Business. | |
Unit-2 |
Teaching Hours:10 |
Theories of CSR
|
|
A.B Carroll, Wood, and stake holders Theories. The triple bottom line approach. Social Accounting, Social Auditing, International Standards: ISO 14000, ISO 26000, SA 8000, AA1000. Partnerships in CSR, Benefits of CSR to Business. | |
Unit-2 |
Teaching Hours:10 |
Theories of CSR
|
|
A.B Carroll, Wood, and stake holders Theories. The triple bottom line approach. Social Accounting, Social Auditing, International Standards: ISO 14000, ISO 26000, SA 8000, AA1000. Partnerships in CSR, Benefits of CSR to Business. | |
Unit-2 |
Teaching Hours:10 |
Theories of CSR
|
|
A.B Carroll, Wood, and stake holders Theories. The triple bottom line approach. Social Accounting, Social Auditing, International Standards: ISO 14000, ISO 26000, SA 8000, AA1000. Partnerships in CSR, Benefits of CSR to Business. | |
Unit-2 |
Teaching Hours:10 |
Theories of CSR
|
|
A.B Carroll, Wood, and stake holders Theories. The triple bottom line approach. Social Accounting, Social Auditing, International Standards: ISO 14000, ISO 26000, SA 8000, AA1000. Partnerships in CSR, Benefits of CSR to Business. | |
Unit-2 |
Teaching Hours:10 |
Theories of CSR
|
|
A.B Carroll, Wood, and stake holders Theories. The triple bottom line approach. Social Accounting, Social Auditing, International Standards: ISO 14000, ISO 26000, SA 8000, AA1000. Partnerships in CSR, Benefits of CSR to Business. | |
Unit-2 |
Teaching Hours:10 |
Theories of CSR
|
|
A.B Carroll, Wood, and stake holders Theories. The triple bottom line approach. Social Accounting, Social Auditing, International Standards: ISO 14000, ISO 26000, SA 8000, AA1000. Partnerships in CSR, Benefits of CSR to Business. | |
Unit-2 |
Teaching Hours:10 |
Theories of CSR
|
|
A.B Carroll, Wood, and stake holders Theories. The triple bottom line approach. Social Accounting, Social Auditing, International Standards: ISO 14000, ISO 26000, SA 8000, AA1000. Partnerships in CSR, Benefits of CSR to Business. | |
Unit-2 |
Teaching Hours:10 |
Theories of CSR
|
|
A.B Carroll, Wood, and stake holders Theories. The triple bottom line approach. Social Accounting, Social Auditing, International Standards: ISO 14000, ISO 26000, SA 8000, AA1000. Partnerships in CSR, Benefits of CSR to Business. | |
Unit-2 |
Teaching Hours:10 |
Theories of CSR
|
|
A.B Carroll, Wood, and stake holders Theories. The triple bottom line approach. Social Accounting, Social Auditing, International Standards: ISO 14000, ISO 26000, SA 8000, AA1000. Partnerships in CSR, Benefits of CSR to Business. | |
Unit-2 |
Teaching Hours:10 |
Theories of CSR
|
|
A.B Carroll, Wood, and stake holders Theories. The triple bottom line approach. Social Accounting, Social Auditing, International Standards: ISO 14000, ISO 26000, SA 8000, AA1000. Partnerships in CSR, Benefits of CSR to Business. | |
Unit-3 |
Teaching Hours:10 |
Emerging trends in CSR
|
|
Social Entrepreneurship, Product Stewardship, Water Stewardship, E- wastes, Climate change and CSR. Essential skills for CSR Professionals.
| |
Unit-3 |
Teaching Hours:10 |
Emerging trends in CSR
|
|
Social Entrepreneurship, Product Stewardship, Water Stewardship, E- wastes, Climate change and CSR. Essential skills for CSR Professionals.
| |
Unit-3 |
Teaching Hours:10 |
Emerging trends in CSR
|
|
Social Entrepreneurship, Product Stewardship, Water Stewardship, E- wastes, Climate change and CSR. Essential skills for CSR Professionals.
| |
Unit-3 |
Teaching Hours:10 |
Emerging trends in CSR
|
|
Social Entrepreneurship, Product Stewardship, Water Stewardship, E- wastes, Climate change and CSR. Essential skills for CSR Professionals.
| |
Unit-3 |
Teaching Hours:10 |
Emerging trends in CSR
|
|
Social Entrepreneurship, Product Stewardship, Water Stewardship, E- wastes, Climate change and CSR. Essential skills for CSR Professionals.
| |
Unit-3 |
Teaching Hours:10 |
Emerging trends in CSR
|
|
Social Entrepreneurship, Product Stewardship, Water Stewardship, E- wastes, Climate change and CSR. Essential skills for CSR Professionals.
| |
Unit-3 |
Teaching Hours:10 |
Emerging trends in CSR
|
|
Social Entrepreneurship, Product Stewardship, Water Stewardship, E- wastes, Climate change and CSR. Essential skills for CSR Professionals.
| |
Unit-3 |
Teaching Hours:10 |
Emerging trends in CSR
|
|
Social Entrepreneurship, Product Stewardship, Water Stewardship, E- wastes, Climate change and CSR. Essential skills for CSR Professionals.
| |
Unit-3 |
Teaching Hours:10 |
Emerging trends in CSR
|
|
Social Entrepreneurship, Product Stewardship, Water Stewardship, E- wastes, Climate change and CSR. Essential skills for CSR Professionals.
| |
Unit-3 |
Teaching Hours:10 |
Emerging trends in CSR
|
|
Social Entrepreneurship, Product Stewardship, Water Stewardship, E- wastes, Climate change and CSR. Essential skills for CSR Professionals.
| |
Unit-3 |
Teaching Hours:10 |
Emerging trends in CSR
|
|
Social Entrepreneurship, Product Stewardship, Water Stewardship, E- wastes, Climate change and CSR. Essential skills for CSR Professionals.
| |
Unit-3 |
Teaching Hours:10 |
Emerging trends in CSR
|
|
Social Entrepreneurship, Product Stewardship, Water Stewardship, E- wastes, Climate change and CSR. Essential skills for CSR Professionals.
| |
Unit-3 |
Teaching Hours:10 |
Emerging trends in CSR
|
|
Social Entrepreneurship, Product Stewardship, Water Stewardship, E- wastes, Climate change and CSR. Essential skills for CSR Professionals.
| |
Unit-3 |
Teaching Hours:10 |
Emerging trends in CSR
|
|
Social Entrepreneurship, Product Stewardship, Water Stewardship, E- wastes, Climate change and CSR. Essential skills for CSR Professionals.
| |
Text Books And Reference Books: T1. Agarwal, S. (2008). Corporate social responsibility in India. Los Angeles: Response. T2. Visser, W. (2007). The A to Z of corporate social responsibility a complete reference guide to concepts, codes and organizations. Chichester, England: John Wiley & Sons. T3. Werther, W., & Chandler, D. (2006). Strategic corporate social responsibility: Stakeholders in a global environment. Thousand Oaks: SAGE Publications. | |
Essential Reading / Recommended Reading R1. Crane, A. (2008). Corporate social responsibility: Readings and cases in a global context. London: Routledge. R2. Baxi, C. (2005). Corporate social responsibility: Concepts and cases: The Indian experience. New Delhi, India: Excel Books. Online Resources: M1. https://www.coursera.org/learn/global-sustainability-be-sustainable M2. https://www.coursera.org/learn/business-for-good-fundamentals-of-corporate-responsibility | |
Evaluation Pattern
| |
BTGE632 - DIGITAL MEDIA (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:100 |
Credits:2 |
Course Objectives/Course Description |
|
This course provides students the insight on search engine optimization, social media and digital marketing techniques that helps them understand how each of the social media platforms works and how to strategize for any type of objectives from clients. Students will discover the potential of digital media space and will have hands on experience with different digital platforms. |
|
Learning Outcome |
|
CO1: Understand search engine optimization (SEO) techniques and principles. CO2: Gain expertise in managing and marketing on various social media platforms. CO3: Apply digital marketing techniques to achieve specific business objectives.
|
Unit-1 |
Teaching Hours:10 |
Concepts
|
|
Website Hosting/Design/Development/Content, Fundamentals of SEO, Voice Search Optimization, Local SEO, Advanced/Technical SEO, SEO Audit, Competition Analysis, Concepts of Digital Marketing | |
Unit-1 |
Teaching Hours:10 |
Concepts
|
|
Website Hosting/Design/Development/Content, Fundamentals of SEO, Voice Search Optimization, Local SEO, Advanced/Technical SEO, SEO Audit, Competition Analysis, Concepts of Digital Marketing | |
Unit-1 |
Teaching Hours:10 |
Concepts
|
|
Website Hosting/Design/Development/Content, Fundamentals of SEO, Voice Search Optimization, Local SEO, Advanced/Technical SEO, SEO Audit, Competition Analysis, Concepts of Digital Marketing | |
Unit-1 |
Teaching Hours:10 |
Concepts
|
|
Website Hosting/Design/Development/Content, Fundamentals of SEO, Voice Search Optimization, Local SEO, Advanced/Technical SEO, SEO Audit, Competition Analysis, Concepts of Digital Marketing | |
Unit-1 |
Teaching Hours:10 |
Concepts
|
|
Website Hosting/Design/Development/Content, Fundamentals of SEO, Voice Search Optimization, Local SEO, Advanced/Technical SEO, SEO Audit, Competition Analysis, Concepts of Digital Marketing | |
Unit-1 |
Teaching Hours:10 |
Concepts
|
|
Website Hosting/Design/Development/Content, Fundamentals of SEO, Voice Search Optimization, Local SEO, Advanced/Technical SEO, SEO Audit, Competition Analysis, Concepts of Digital Marketing | |
Unit-1 |
Teaching Hours:10 |
Concepts
|
|
Website Hosting/Design/Development/Content, Fundamentals of SEO, Voice Search Optimization, Local SEO, Advanced/Technical SEO, SEO Audit, Competition Analysis, Concepts of Digital Marketing | |
Unit-1 |
Teaching Hours:10 |
Concepts
|
|
Website Hosting/Design/Development/Content, Fundamentals of SEO, Voice Search Optimization, Local SEO, Advanced/Technical SEO, SEO Audit, Competition Analysis, Concepts of Digital Marketing | |
Unit-1 |
Teaching Hours:10 |
Concepts
|
|
Website Hosting/Design/Development/Content, Fundamentals of SEO, Voice Search Optimization, Local SEO, Advanced/Technical SEO, SEO Audit, Competition Analysis, Concepts of Digital Marketing | |
Unit-1 |
Teaching Hours:10 |
Concepts
|
|
Website Hosting/Design/Development/Content, Fundamentals of SEO, Voice Search Optimization, Local SEO, Advanced/Technical SEO, SEO Audit, Competition Analysis, Concepts of Digital Marketing | |
Unit-1 |
Teaching Hours:10 |
Concepts
|
|
Website Hosting/Design/Development/Content, Fundamentals of SEO, Voice Search Optimization, Local SEO, Advanced/Technical SEO, SEO Audit, Competition Analysis, Concepts of Digital Marketing | |
Unit-1 |
Teaching Hours:10 |
Concepts
|
|
Website Hosting/Design/Development/Content, Fundamentals of SEO, Voice Search Optimization, Local SEO, Advanced/Technical SEO, SEO Audit, Competition Analysis, Concepts of Digital Marketing | |
Unit-1 |
Teaching Hours:10 |
Concepts
|
|
Website Hosting/Design/Development/Content, Fundamentals of SEO, Voice Search Optimization, Local SEO, Advanced/Technical SEO, SEO Audit, Competition Analysis, Concepts of Digital Marketing | |
Unit-1 |
Teaching Hours:10 |
Concepts
|
|
Website Hosting/Design/Development/Content, Fundamentals of SEO, Voice Search Optimization, Local SEO, Advanced/Technical SEO, SEO Audit, Competition Analysis, Concepts of Digital Marketing | |
Unit-2 |
Teaching Hours:10 |
Marketing
|
|
Marketing on platforms – Facebook/Twitter/LinkedIn/Instagram/YouTube, Quora, Basics of Video Editing, Inbound Marketing, Email Marketing, Digital Marketing Planning and Strategy, Marketing Automations and Tools | |
Unit-2 |
Teaching Hours:10 |
Marketing
|
|
Marketing on platforms – Facebook/Twitter/LinkedIn/Instagram/YouTube, Quora, Basics of Video Editing, Inbound Marketing, Email Marketing, Digital Marketing Planning and Strategy, Marketing Automations and Tools | |
Unit-2 |
Teaching Hours:10 |
Marketing
|
|
Marketing on platforms – Facebook/Twitter/LinkedIn/Instagram/YouTube, Quora, Basics of Video Editing, Inbound Marketing, Email Marketing, Digital Marketing Planning and Strategy, Marketing Automations and Tools | |
Unit-2 |
Teaching Hours:10 |
Marketing
|
|
Marketing on platforms – Facebook/Twitter/LinkedIn/Instagram/YouTube, Quora, Basics of Video Editing, Inbound Marketing, Email Marketing, Digital Marketing Planning and Strategy, Marketing Automations and Tools | |
Unit-2 |
Teaching Hours:10 |
Marketing
|
|
Marketing on platforms – Facebook/Twitter/LinkedIn/Instagram/YouTube, Quora, Basics of Video Editing, Inbound Marketing, Email Marketing, Digital Marketing Planning and Strategy, Marketing Automations and Tools | |
Unit-2 |
Teaching Hours:10 |
Marketing
|
|
Marketing on platforms – Facebook/Twitter/LinkedIn/Instagram/YouTube, Quora, Basics of Video Editing, Inbound Marketing, Email Marketing, Digital Marketing Planning and Strategy, Marketing Automations and Tools | |
Unit-2 |
Teaching Hours:10 |
Marketing
|
|
Marketing on platforms – Facebook/Twitter/LinkedIn/Instagram/YouTube, Quora, Basics of Video Editing, Inbound Marketing, Email Marketing, Digital Marketing Planning and Strategy, Marketing Automations and Tools | |
Unit-2 |
Teaching Hours:10 |
Marketing
|
|
Marketing on platforms – Facebook/Twitter/LinkedIn/Instagram/YouTube, Quora, Basics of Video Editing, Inbound Marketing, Email Marketing, Digital Marketing Planning and Strategy, Marketing Automations and Tools | |
Unit-2 |
Teaching Hours:10 |
Marketing
|
|
Marketing on platforms – Facebook/Twitter/LinkedIn/Instagram/YouTube, Quora, Basics of Video Editing, Inbound Marketing, Email Marketing, Digital Marketing Planning and Strategy, Marketing Automations and Tools | |
Unit-2 |
Teaching Hours:10 |
Marketing
|
|
Marketing on platforms – Facebook/Twitter/LinkedIn/Instagram/YouTube, Quora, Basics of Video Editing, Inbound Marketing, Email Marketing, Digital Marketing Planning and Strategy, Marketing Automations and Tools | |
Unit-2 |
Teaching Hours:10 |
Marketing
|
|
Marketing on platforms – Facebook/Twitter/LinkedIn/Instagram/YouTube, Quora, Basics of Video Editing, Inbound Marketing, Email Marketing, Digital Marketing Planning and Strategy, Marketing Automations and Tools | |
Unit-2 |
Teaching Hours:10 |
Marketing
|
|
Marketing on platforms – Facebook/Twitter/LinkedIn/Instagram/YouTube, Quora, Basics of Video Editing, Inbound Marketing, Email Marketing, Digital Marketing Planning and Strategy, Marketing Automations and Tools | |
Unit-2 |
Teaching Hours:10 |
Marketing
|
|
Marketing on platforms – Facebook/Twitter/LinkedIn/Instagram/YouTube, Quora, Basics of Video Editing, Inbound Marketing, Email Marketing, Digital Marketing Planning and Strategy, Marketing Automations and Tools | |
Unit-2 |
Teaching Hours:10 |
Marketing
|
|
Marketing on platforms – Facebook/Twitter/LinkedIn/Instagram/YouTube, Quora, Basics of Video Editing, Inbound Marketing, Email Marketing, Digital Marketing Planning and Strategy, Marketing Automations and Tools | |
Unit-3 |
Teaching Hours:10 |
Growth Hacking
|
|
Ethical vs. Unethical, Funnels, KPI’s, Viral Coefficient, Cohorts, Segments, Multivariate Testing, Lifetime Value of a Customer, Customer Acquisition Cost, Analytics Types, Tools, Project | |
Unit-3 |
Teaching Hours:10 |
Growth Hacking
|
|
Ethical vs. Unethical, Funnels, KPI’s, Viral Coefficient, Cohorts, Segments, Multivariate Testing, Lifetime Value of a Customer, Customer Acquisition Cost, Analytics Types, Tools, Project | |
Unit-3 |
Teaching Hours:10 |
Growth Hacking
|
|
Ethical vs. Unethical, Funnels, KPI’s, Viral Coefficient, Cohorts, Segments, Multivariate Testing, Lifetime Value of a Customer, Customer Acquisition Cost, Analytics Types, Tools, Project | |
Unit-3 |
Teaching Hours:10 |
Growth Hacking
|
|
Ethical vs. Unethical, Funnels, KPI’s, Viral Coefficient, Cohorts, Segments, Multivariate Testing, Lifetime Value of a Customer, Customer Acquisition Cost, Analytics Types, Tools, Project | |
Unit-3 |
Teaching Hours:10 |
Growth Hacking
|
|
Ethical vs. Unethical, Funnels, KPI’s, Viral Coefficient, Cohorts, Segments, Multivariate Testing, Lifetime Value of a Customer, Customer Acquisition Cost, Analytics Types, Tools, Project | |
Unit-3 |
Teaching Hours:10 |
Growth Hacking
|
|
Ethical vs. Unethical, Funnels, KPI’s, Viral Coefficient, Cohorts, Segments, Multivariate Testing, Lifetime Value of a Customer, Customer Acquisition Cost, Analytics Types, Tools, Project | |
Unit-3 |
Teaching Hours:10 |
Growth Hacking
|
|
Ethical vs. Unethical, Funnels, KPI’s, Viral Coefficient, Cohorts, Segments, Multivariate Testing, Lifetime Value of a Customer, Customer Acquisition Cost, Analytics Types, Tools, Project | |
Unit-3 |
Teaching Hours:10 |
Growth Hacking
|
|
Ethical vs. Unethical, Funnels, KPI’s, Viral Coefficient, Cohorts, Segments, Multivariate Testing, Lifetime Value of a Customer, Customer Acquisition Cost, Analytics Types, Tools, Project | |
Unit-3 |
Teaching Hours:10 |
Growth Hacking
|
|
Ethical vs. Unethical, Funnels, KPI’s, Viral Coefficient, Cohorts, Segments, Multivariate Testing, Lifetime Value of a Customer, Customer Acquisition Cost, Analytics Types, Tools, Project | |
Unit-3 |
Teaching Hours:10 |
Growth Hacking
|
|
Ethical vs. Unethical, Funnels, KPI’s, Viral Coefficient, Cohorts, Segments, Multivariate Testing, Lifetime Value of a Customer, Customer Acquisition Cost, Analytics Types, Tools, Project | |
Unit-3 |
Teaching Hours:10 |
Growth Hacking
|
|
Ethical vs. Unethical, Funnels, KPI’s, Viral Coefficient, Cohorts, Segments, Multivariate Testing, Lifetime Value of a Customer, Customer Acquisition Cost, Analytics Types, Tools, Project | |
Unit-3 |
Teaching Hours:10 |
Growth Hacking
|
|
Ethical vs. Unethical, Funnels, KPI’s, Viral Coefficient, Cohorts, Segments, Multivariate Testing, Lifetime Value of a Customer, Customer Acquisition Cost, Analytics Types, Tools, Project | |
Unit-3 |
Teaching Hours:10 |
Growth Hacking
|
|
Ethical vs. Unethical, Funnels, KPI’s, Viral Coefficient, Cohorts, Segments, Multivariate Testing, Lifetime Value of a Customer, Customer Acquisition Cost, Analytics Types, Tools, Project | |
Unit-3 |
Teaching Hours:10 |
Growth Hacking
|
|
Ethical vs. Unethical, Funnels, KPI’s, Viral Coefficient, Cohorts, Segments, Multivariate Testing, Lifetime Value of a Customer, Customer Acquisition Cost, Analytics Types, Tools, Project | |
Text Books And Reference Books: Phillip J. Windley, "Digital Identity" O'Reilly Media, 2005 | |
Essential Reading / Recommended Reading Dan Rayburn, Michael Hoch, "The Business of Streaming and Digital Media", Focal Press, 2005 | |
Evaluation Pattern
| |
BTGE633 - ESSENTIAL SOFT SKILLS FOR PROFESSIONAL SUCCESS (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course description: Essential Soft Skills for Professional Success consists of five units covering; Effective Communication for Personality, Critical Thinking for Problem Solving, Adaptability and Team Work, Time Management and Leadership skills, Empathy, Resilience and Stress Management. They will be explained followed by tasks/activities/case studies to strengthen the soft skills of the learners to develop their personality suitable for professional contexts. Course objectives: Course is designed to equip the learners with essential soft skills to ensure the necessary enrichment in the personality that contributes for professional and personal success. |
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Learning Outcome |
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CO1: Identify the difference between communication and effective communication and communicate effectively, efficiently and professionally. CO2: Use their critical thinking skills to solve complex problems in the professional and personal contexts. CO3: Adapt to new challenges, situations, tools, projects, be active in teams and collaborate with intra and inter disciplinary experts for professional success. CO4: Effectively manage time, guide, inspire and lead the members of the teams productively and successfully. CO5: Be empathetic towards colleagues, clients; resilient to the professional challenges and manage stress in the professional and personal contexts. |
Unit-1 |
Teaching Hours:6 |
Effective Communication Skills for Personality
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- Role of Effective communication skills for personality
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Unit-1 |
Teaching Hours:6 |
Effective Communication Skills for Personality
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- Role of Effective communication skills for personality
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Unit-1 |
Teaching Hours:6 |
Effective Communication Skills for Personality
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- Role of Effective communication skills for personality
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Unit-1 |
Teaching Hours:6 |
Effective Communication Skills for Personality
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- Role of Effective communication skills for personality
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Unit-1 |
Teaching Hours:6 |
Effective Communication Skills for Personality
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- Role of Effective communication skills for personality
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Unit-1 |
Teaching Hours:6 |
Effective Communication Skills for Personality
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- Role of Effective communication skills for personality
| |
Unit-1 |
Teaching Hours:6 |
Effective Communication Skills for Personality
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- Role of Effective communication skills for personality
| |
Unit-1 |
Teaching Hours:6 |
Effective Communication Skills for Personality
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- Role of Effective communication skills for personality
| |
Unit-1 |
Teaching Hours:6 |
Effective Communication Skills for Personality
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- Role of Effective communication skills for personality
| |
Unit-1 |
Teaching Hours:6 |
Effective Communication Skills for Personality
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- Role of Effective communication skills for personality
| |
Unit-1 |
Teaching Hours:6 |
Effective Communication Skills for Personality
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- Role of Effective communication skills for personality
| |
Unit-1 |
Teaching Hours:6 |
Effective Communication Skills for Personality
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- Role of Effective communication skills for personality
| |
Unit-1 |
Teaching Hours:6 |
Effective Communication Skills for Personality
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- Role of Effective communication skills for personality
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Unit-1 |
Teaching Hours:6 |
Effective Communication Skills for Personality
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- Role of Effective communication skills for personality
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Unit-2 |
Teaching Hours:6 |
Critical Thinking for Problem Solving
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- Critically evaluate information | |
Unit-2 |
Teaching Hours:6 |
Critical Thinking for Problem Solving
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- Critically evaluate information | |
Unit-2 |
Teaching Hours:6 |
Critical Thinking for Problem Solving
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- Critically evaluate information | |
Unit-2 |
Teaching Hours:6 |
Critical Thinking for Problem Solving
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- Critically evaluate information | |
Unit-2 |
Teaching Hours:6 |
Critical Thinking for Problem Solving
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- Critically evaluate information | |
Unit-2 |
Teaching Hours:6 |
Critical Thinking for Problem Solving
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- Critically evaluate information | |
Unit-2 |
Teaching Hours:6 |
Critical Thinking for Problem Solving
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- Critically evaluate information | |
Unit-2 |
Teaching Hours:6 |
Critical Thinking for Problem Solving
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- Critically evaluate information | |
Unit-2 |
Teaching Hours:6 |
Critical Thinking for Problem Solving
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- Critically evaluate information | |
Unit-2 |
Teaching Hours:6 |
Critical Thinking for Problem Solving
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- Critically evaluate information | |
Unit-2 |
Teaching Hours:6 |
Critical Thinking for Problem Solving
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- Critically evaluate information | |
Unit-2 |
Teaching Hours:6 |
Critical Thinking for Problem Solving
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- Critically evaluate information | |
Unit-2 |
Teaching Hours:6 |
Critical Thinking for Problem Solving
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- Critically evaluate information | |
Unit-2 |
Teaching Hours:6 |
Critical Thinking for Problem Solving
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- Critically evaluate information | |
Unit-3 |
Teaching Hours:6 |
Adaptability and Team Work
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- Adapt to new tools, methodologies | |
Unit-3 |
Teaching Hours:6 |
Adaptability and Team Work
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- Adapt to new tools, methodologies | |
Unit-3 |
Teaching Hours:6 |
Adaptability and Team Work
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- Adapt to new tools, methodologies | |
Unit-3 |
Teaching Hours:6 |
Adaptability and Team Work
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- Adapt to new tools, methodologies | |
Unit-3 |
Teaching Hours:6 |
Adaptability and Team Work
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- Adapt to new tools, methodologies | |
Unit-3 |
Teaching Hours:6 |
Adaptability and Team Work
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- Adapt to new tools, methodologies | |
Unit-3 |
Teaching Hours:6 |
Adaptability and Team Work
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- Adapt to new tools, methodologies | |
Unit-3 |
Teaching Hours:6 |
Adaptability and Team Work
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- Adapt to new tools, methodologies | |
Unit-3 |
Teaching Hours:6 |
Adaptability and Team Work
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- Adapt to new tools, methodologies | |
Unit-3 |
Teaching Hours:6 |
Adaptability and Team Work
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- Adapt to new tools, methodologies | |
Unit-3 |
Teaching Hours:6 |
Adaptability and Team Work
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- Adapt to new tools, methodologies | |
Unit-3 |
Teaching Hours:6 |
Adaptability and Team Work
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- Adapt to new tools, methodologies | |
Unit-3 |
Teaching Hours:6 |
Adaptability and Team Work
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- Adapt to new tools, methodologies | |
Unit-3 |
Teaching Hours:6 |
Adaptability and Team Work
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- Adapt to new tools, methodologies | |
Unit-4 |
Teaching Hours:6 |
Time Management and Leadership skills
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- The ability to prioritize tasks, | |
Unit-4 |
Teaching Hours:6 |
Time Management and Leadership skills
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- The ability to prioritize tasks, | |
Unit-4 |
Teaching Hours:6 |
Time Management and Leadership skills
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- The ability to prioritize tasks, | |
Unit-4 |
Teaching Hours:6 |
Time Management and Leadership skills
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- The ability to prioritize tasks, | |
Unit-4 |
Teaching Hours:6 |
Time Management and Leadership skills
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- The ability to prioritize tasks, | |
Unit-4 |
Teaching Hours:6 |
Time Management and Leadership skills
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- The ability to prioritize tasks, | |
Unit-4 |
Teaching Hours:6 |
Time Management and Leadership skills
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- The ability to prioritize tasks, | |
Unit-4 |
Teaching Hours:6 |
Time Management and Leadership skills
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- The ability to prioritize tasks, | |
Unit-4 |
Teaching Hours:6 |
Time Management and Leadership skills
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- The ability to prioritize tasks, | |
Unit-4 |
Teaching Hours:6 |
Time Management and Leadership skills
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- The ability to prioritize tasks, | |
Unit-4 |
Teaching Hours:6 |
Time Management and Leadership skills
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- The ability to prioritize tasks, | |
Unit-4 |
Teaching Hours:6 |
Time Management and Leadership skills
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- The ability to prioritize tasks, | |
Unit-4 |
Teaching Hours:6 |
Time Management and Leadership skills
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- The ability to prioritize tasks, | |
Unit-4 |
Teaching Hours:6 |
Time Management and Leadership skills
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- The ability to prioritize tasks, | |
Unit-5 |
Teaching Hours:6 |
Empathy, Resilience and Stress Management
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- Understanding the needs and perspectives of users, colleagues, and clients | |
Unit-5 |
Teaching Hours:6 |
Empathy, Resilience and Stress Management
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- Understanding the needs and perspectives of users, colleagues, and clients | |
Unit-5 |
Teaching Hours:6 |
Empathy, Resilience and Stress Management
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- Understanding the needs and perspectives of users, colleagues, and clients | |
Unit-5 |
Teaching Hours:6 |
Empathy, Resilience and Stress Management
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- Understanding the needs and perspectives of users, colleagues, and clients | |
Unit-5 |
Teaching Hours:6 |
Empathy, Resilience and Stress Management
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- Understanding the needs and perspectives of users, colleagues, and clients | |
Unit-5 |
Teaching Hours:6 |
Empathy, Resilience and Stress Management
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- Understanding the needs and perspectives of users, colleagues, and clients | |
Unit-5 |
Teaching Hours:6 |
Empathy, Resilience and Stress Management
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- Understanding the needs and perspectives of users, colleagues, and clients | |
Unit-5 |
Teaching Hours:6 |
Empathy, Resilience and Stress Management
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- Understanding the needs and perspectives of users, colleagues, and clients | |
Unit-5 |
Teaching Hours:6 |
Empathy, Resilience and Stress Management
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- Understanding the needs and perspectives of users, colleagues, and clients | |
Unit-5 |
Teaching Hours:6 |
Empathy, Resilience and Stress Management
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- Understanding the needs and perspectives of users, colleagues, and clients | |
Unit-5 |
Teaching Hours:6 |
Empathy, Resilience and Stress Management
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- Understanding the needs and perspectives of users, colleagues, and clients | |
Unit-5 |
Teaching Hours:6 |
Empathy, Resilience and Stress Management
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- Understanding the needs and perspectives of users, colleagues, and clients | |
Unit-5 |
Teaching Hours:6 |
Empathy, Resilience and Stress Management
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- Understanding the needs and perspectives of users, colleagues, and clients | |
Unit-5 |
Teaching Hours:6 |
Empathy, Resilience and Stress Management
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- Understanding the needs and perspectives of users, colleagues, and clients | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern
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BTGE634 - GERMAN LANGUAGE (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course Description This beginner German course introduces pronunciation, grammar basics, and present tense sentence formation. Students build vocabulary for daily interactions and explore German culture and other German-speaking countries. Course Objectives: 1.To make the students to learn the basics of German Language 2.Enable them with basic reading and writing skills. 3. To make simple conversations in German Language |
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Learning Outcome |
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CO1: To make the students to learn the basics of German Language CO2: Enable them with basic reading and writing skills CO3: To make simple conversations in German Language |
Unit-1 |
Teaching Hours:6 |
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Alphabets
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Alphabets and Phonetics,Numbers,Making Present tense sentences | ||
Unit-1 |
Teaching Hours:6 |
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Alphabets
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Alphabets and Phonetics,Numbers,Making Present tense sentences | ||
Unit-1 |
Teaching Hours:6 |
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Alphabets
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Alphabets and Phonetics,Numbers,Making Present tense sentences | ||
Unit-1 |
Teaching Hours:6 |
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Alphabets
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Alphabets and Phonetics,Numbers,Making Present tense sentences | ||
Unit-1 |
Teaching Hours:6 |
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Alphabets
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Alphabets and Phonetics,Numbers,Making Present tense sentences | ||
Unit-1 |
Teaching Hours:6 |
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Alphabets
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Alphabets and Phonetics,Numbers,Making Present tense sentences | ||
Unit-1 |
Teaching Hours:6 |
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Alphabets
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Alphabets and Phonetics,Numbers,Making Present tense sentences | ||
Unit-1 |
Teaching Hours:6 |
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Alphabets
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Alphabets and Phonetics,Numbers,Making Present tense sentences | ||
Unit-1 |
Teaching Hours:6 |
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Alphabets
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Alphabets and Phonetics,Numbers,Making Present tense sentences | ||
Unit-1 |
Teaching Hours:6 |
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Alphabets
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Alphabets and Phonetics,Numbers,Making Present tense sentences | ||
Unit-1 |
Teaching Hours:6 |
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Alphabets
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Alphabets and Phonetics,Numbers,Making Present tense sentences | ||
Unit-1 |
Teaching Hours:6 |
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Alphabets
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Alphabets and Phonetics,Numbers,Making Present tense sentences | ||
Unit-1 |
Teaching Hours:6 |
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Alphabets
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Alphabets and Phonetics,Numbers,Making Present tense sentences | ||
Unit-1 |
Teaching Hours:6 |
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Alphabets
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Alphabets and Phonetics,Numbers,Making Present tense sentences | ||
Unit-2 |
Teaching Hours:6 |
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Making W questions and yes or no questions
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Making W questions and yes or no questions | ||
Unit-2 |
Teaching Hours:6 |
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Making W questions and yes or no questions
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Making W questions and yes or no questions | ||
Unit-2 |
Teaching Hours:6 |
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Making W questions and yes or no questions
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Making W questions and yes or no questions | ||
Unit-2 |
Teaching Hours:6 |
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Making W questions and yes or no questions
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Making W questions and yes or no questions | ||
Unit-2 |
Teaching Hours:6 |
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Making W questions and yes or no questions
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Making W questions and yes or no questions | ||
Unit-2 |
Teaching Hours:6 |
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Making W questions and yes or no questions
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Making W questions and yes or no questions | ||
Unit-2 |
Teaching Hours:6 |
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Making W questions and yes or no questions
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Making W questions and yes or no questions | ||
Unit-2 |
Teaching Hours:6 |
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Making W questions and yes or no questions
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Making W questions and yes or no questions | ||
Unit-2 |
Teaching Hours:6 |
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Making W questions and yes or no questions
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Making W questions and yes or no questions | ||
Unit-2 |
Teaching Hours:6 |
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Making W questions and yes or no questions
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Making W questions and yes or no questions | ||
Unit-2 |
Teaching Hours:6 |
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Making W questions and yes or no questions
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Making W questions and yes or no questions | ||
Unit-2 |
Teaching Hours:6 |
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Making W questions and yes or no questions
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Making W questions and yes or no questions | ||
Unit-2 |
Teaching Hours:6 |
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Making W questions and yes or no questions
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Making W questions and yes or no questions | ||
Unit-2 |
Teaching Hours:6 |
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Making W questions and yes or no questions
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Making W questions and yes or no questions | ||
Unit-3 |
Teaching Hours:6 |
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Vocabulary
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Vocabulary ,About Germany and their culture ,About other German speaking countries ,Basic Grammar | ||
Unit-3 |
Teaching Hours:6 |
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Vocabulary
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Vocabulary ,About Germany and their culture ,About other German speaking countries ,Basic Grammar | ||
Unit-3 |
Teaching Hours:6 |
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Vocabulary
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Vocabulary ,About Germany and their culture ,About other German speaking countries ,Basic Grammar | ||
Unit-3 |
Teaching Hours:6 |
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Vocabulary
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Vocabulary ,About Germany and their culture ,About other German speaking countries ,Basic Grammar | ||
Unit-3 |
Teaching Hours:6 |
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Vocabulary
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Vocabulary ,About Germany and their culture ,About other German speaking countries ,Basic Grammar | ||
Unit-3 |
Teaching Hours:6 |
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Vocabulary
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Vocabulary ,About Germany and their culture ,About other German speaking countries ,Basic Grammar | ||
Unit-3 |
Teaching Hours:6 |
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Vocabulary
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Vocabulary ,About Germany and their culture ,About other German speaking countries ,Basic Grammar | ||
Unit-3 |
Teaching Hours:6 |
|
Vocabulary
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Vocabulary ,About Germany and their culture ,About other German speaking countries ,Basic Grammar | ||
Unit-3 |
Teaching Hours:6 |
|
Vocabulary
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Vocabulary ,About Germany and their culture ,About other German speaking countries ,Basic Grammar | ||
Unit-3 |
Teaching Hours:6 |
|
Vocabulary
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Vocabulary ,About Germany and their culture ,About other German speaking countries ,Basic Grammar | ||
Unit-3 |
Teaching Hours:6 |
|
Vocabulary
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Vocabulary ,About Germany and their culture ,About other German speaking countries ,Basic Grammar | ||
Unit-3 |
Teaching Hours:6 |
|
Vocabulary
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Vocabulary ,About Germany and their culture ,About other German speaking countries ,Basic Grammar | ||
Unit-3 |
Teaching Hours:6 |
|
Vocabulary
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Vocabulary ,About Germany and their culture ,About other German speaking countries ,Basic Grammar | ||
Unit-3 |
Teaching Hours:6 |
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Vocabulary
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Vocabulary ,About Germany and their culture ,About other German speaking countries ,Basic Grammar | ||
Unit-4 |
Teaching Hours:6 |
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Prepositions,Making simple conversations
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Unit-4 |
Teaching Hours:6 |
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Prepositions,Making simple conversations
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Unit-4 |
Teaching Hours:6 |
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Prepositions,Making simple conversations
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Unit-4 |
Teaching Hours:6 |
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Prepositions,Making simple conversations
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Unit-4 |
Teaching Hours:6 |
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Prepositions,Making simple conversations
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Unit-4 |
Teaching Hours:6 |
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Prepositions,Making simple conversations
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Unit-4 |
Teaching Hours:6 |
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Prepositions,Making simple conversations
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Unit-4 |
Teaching Hours:6 |
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Prepositions,Making simple conversations
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Unit-4 |
Teaching Hours:6 |
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Prepositions,Making simple conversations
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Unit-4 |
Teaching Hours:6 |
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Prepositions,Making simple conversations
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Unit-4 |
Teaching Hours:6 |
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Prepositions,Making simple conversations
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Unit-4 |
Teaching Hours:6 |
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Prepositions,Making simple conversations
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Unit-4 |
Teaching Hours:6 |
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Prepositions,Making simple conversations
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Unit-4 |
Teaching Hours:6 |
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Prepositions,Making simple conversations
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Unit-5 |
Teaching Hours:6 |
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Writing a small paragraph
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Writing a small paragraph
Learning how to tell time | ||
Unit-5 |
Teaching Hours:6 |
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Writing a small paragraph
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Writing a small paragraph
Learning how to tell time | ||
Unit-5 |
Teaching Hours:6 |
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Writing a small paragraph
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Writing a small paragraph
Learning how to tell time | ||
Unit-5 |
Teaching Hours:6 |
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Writing a small paragraph
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Writing a small paragraph
Learning how to tell time | ||
Unit-5 |
Teaching Hours:6 |
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Writing a small paragraph
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Writing a small paragraph
Learning how to tell time | ||
Unit-5 |
Teaching Hours:6 |
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Writing a small paragraph
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Writing a small paragraph
Learning how to tell time | ||
Unit-5 |
Teaching Hours:6 |
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Writing a small paragraph
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Writing a small paragraph
Learning how to tell time | ||
Unit-5 |
Teaching Hours:6 |
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Writing a small paragraph
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Writing a small paragraph
Learning how to tell time | ||
Unit-5 |
Teaching Hours:6 |
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Writing a small paragraph
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Writing a small paragraph
Learning how to tell time | ||
Unit-5 |
Teaching Hours:6 |
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Writing a small paragraph
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Writing a small paragraph
Learning how to tell time | ||
Unit-5 |
Teaching Hours:6 |
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Writing a small paragraph
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Writing a small paragraph
Learning how to tell time | ||
Unit-5 |
Teaching Hours:6 |
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Writing a small paragraph
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Writing a small paragraph
Learning how to tell time | ||
Unit-5 |
Teaching Hours:6 |
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Writing a small paragraph
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Writing a small paragraph
Learning how to tell time | ||
Unit-5 |
Teaching Hours:6 |
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Writing a small paragraph
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Writing a small paragraph
Learning how to tell time | ||
Text Books And Reference Books: Netzwerk A1 Kursbuch | ||
Essential Reading / Recommended Reading Netzwerk A1 Arbeitsbuch | ||
Evaluation Pattern CIA-2 (out of 25) CIA-3 (out of 10) Attendance 5 Marks ESE (out of 50) | ||
BTGE635 - INTELLECTUAL PROPERTY RIGHTS (2022 Batch) | ||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:100 |
Credits:2 |
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Course Objectives/Course Description |
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Innovation is crucial to us and plays significant role in the growth of economy. Government policies and legal framework offer protection to new inventions and creative works. This course intends to equip students to understand the policies and procedures they may have to rely on for the purposed of protecting their inventions or creative works during the course of their study or employment. The course consists of five units. Theories behind the protection of intellectual property and its role in promoting innovations for the progress of the society are the focus of first unit. Second unit deals with protection of inventions through patent regime in India touching upon the process of obtaining international patents. The central feature of getting patent is to establish new invention through evidence. This is done through maintaining experimental/lab records and other necessary documents. The process of creating and maintain documentary evidence is dealt in Unit 3. Computers have become an integral part of human life. Till 1980, computer related inventions were not given much importance and lying low but today they have assumed huge significance in our economy. Computer related inventions and their protection which requires special treatment under legal regimes are discussed in Unit 4. The last module deals with innovations in e- commerce environment.
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Learning Outcome |
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CO1: Understand the meaning and importance of
intellectual property rights as well as different
categories of intellectual property. CO2: Understand the meaning of patentable invention,
the procedure for filing patent applications, rights of
the patentee and the different rights of patentee. CO3: Maintain research records in the patent process, the
process of patent document searching and how to
interact with patent agent or attorney. CO4: Understand the issues related to patenting of
software, digital rights management and database
management system. CO5: Understand the intellectual property issues in e-
commerce, evidentiary value of electronic signature
certificates, protection of websites and the protection
of semiconductor integrated circuits. |
Unit-1 |
Teaching Hours:6 |
Introduction
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Detailed Syllabus: Philosophy of intellectual property - Intellectual Property & Intellectual Assists – Significance of IP for Engineers and Scientists – Types of IP – Legal framework for Protection of IP – Strategies for IP protection and role of Engineers and Scientists. | |
Unit-1 |
Teaching Hours:6 |
Introduction
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Detailed Syllabus: Philosophy of intellectual property - Intellectual Property & Intellectual Assists – Significance of IP for Engineers and Scientists – Types of IP – Legal framework for Protection of IP – Strategies for IP protection and role of Engineers and Scientists. | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Detailed Syllabus: Philosophy of intellectual property - Intellectual Property & Intellectual Assists – Significance of IP for Engineers and Scientists – Types of IP – Legal framework for Protection of IP – Strategies for IP protection and role of Engineers and Scientists. | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Detailed Syllabus: Philosophy of intellectual property - Intellectual Property & Intellectual Assists – Significance of IP for Engineers and Scientists – Types of IP – Legal framework for Protection of IP – Strategies for IP protection and role of Engineers and Scientists. | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Detailed Syllabus: Philosophy of intellectual property - Intellectual Property & Intellectual Assists – Significance of IP for Engineers and Scientists – Types of IP – Legal framework for Protection of IP – Strategies for IP protection and role of Engineers and Scientists. | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Detailed Syllabus: Philosophy of intellectual property - Intellectual Property & Intellectual Assists – Significance of IP for Engineers and Scientists – Types of IP – Legal framework for Protection of IP – Strategies for IP protection and role of Engineers and Scientists. | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Detailed Syllabus: Philosophy of intellectual property - Intellectual Property & Intellectual Assists – Significance of IP for Engineers and Scientists – Types of IP – Legal framework for Protection of IP – Strategies for IP protection and role of Engineers and Scientists. | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Detailed Syllabus: Philosophy of intellectual property - Intellectual Property & Intellectual Assists – Significance of IP for Engineers and Scientists – Types of IP – Legal framework for Protection of IP – Strategies for IP protection and role of Engineers and Scientists. | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Detailed Syllabus: Philosophy of intellectual property - Intellectual Property & Intellectual Assists – Significance of IP for Engineers and Scientists – Types of IP – Legal framework for Protection of IP – Strategies for IP protection and role of Engineers and Scientists. | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Detailed Syllabus: Philosophy of intellectual property - Intellectual Property & Intellectual Assists – Significance of IP for Engineers and Scientists – Types of IP – Legal framework for Protection of IP – Strategies for IP protection and role of Engineers and Scientists. | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Detailed Syllabus: Philosophy of intellectual property - Intellectual Property & Intellectual Assists – Significance of IP for Engineers and Scientists – Types of IP – Legal framework for Protection of IP – Strategies for IP protection and role of Engineers and Scientists. | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Detailed Syllabus: Philosophy of intellectual property - Intellectual Property & Intellectual Assists – Significance of IP for Engineers and Scientists – Types of IP – Legal framework for Protection of IP – Strategies for IP protection and role of Engineers and Scientists. | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Detailed Syllabus: Philosophy of intellectual property - Intellectual Property & Intellectual Assists – Significance of IP for Engineers and Scientists – Types of IP – Legal framework for Protection of IP – Strategies for IP protection and role of Engineers and Scientists. | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Detailed Syllabus: Philosophy of intellectual property - Intellectual Property & Intellectual Assists – Significance of IP for Engineers and Scientists – Types of IP – Legal framework for Protection of IP – Strategies for IP protection and role of Engineers and Scientists. | |
Unit-2 |
Teaching Hours:6 |
Patenting Inventions
|
|
Meaning of Invention – Product and Process Patents – True inventor – Applications for Patent – Procedures for obtaining Patent – Award of Patent – rights of patentee – grounds for invalidation – Legal remedies – International patents | |
Unit-2 |
Teaching Hours:6 |
Patenting Inventions
|
|
Meaning of Invention – Product and Process Patents – True inventor – Applications for Patent – Procedures for obtaining Patent – Award of Patent – rights of patentee – grounds for invalidation – Legal remedies – International patents | |
Unit-2 |
Teaching Hours:6 |
Patenting Inventions
|
|
Meaning of Invention – Product and Process Patents – True inventor – Applications for Patent – Procedures for obtaining Patent – Award of Patent – rights of patentee – grounds for invalidation – Legal remedies – International patents | |
Unit-2 |
Teaching Hours:6 |
Patenting Inventions
|
|
Meaning of Invention – Product and Process Patents – True inventor – Applications for Patent – Procedures for obtaining Patent – Award of Patent – rights of patentee – grounds for invalidation – Legal remedies – International patents | |
Unit-2 |
Teaching Hours:6 |
Patenting Inventions
|
|
Meaning of Invention – Product and Process Patents – True inventor – Applications for Patent – Procedures for obtaining Patent – Award of Patent – rights of patentee – grounds for invalidation – Legal remedies – International patents | |
Unit-2 |
Teaching Hours:6 |
Patenting Inventions
|
|
Meaning of Invention – Product and Process Patents – True inventor – Applications for Patent – Procedures for obtaining Patent – Award of Patent – rights of patentee – grounds for invalidation – Legal remedies – International patents | |
Unit-2 |
Teaching Hours:6 |
Patenting Inventions
|
|
Meaning of Invention – Product and Process Patents – True inventor – Applications for Patent – Procedures for obtaining Patent – Award of Patent – rights of patentee – grounds for invalidation – Legal remedies – International patents | |
Unit-2 |
Teaching Hours:6 |
Patenting Inventions
|
|
Meaning of Invention – Product and Process Patents – True inventor – Applications for Patent – Procedures for obtaining Patent – Award of Patent – rights of patentee – grounds for invalidation – Legal remedies – International patents | |
Unit-2 |
Teaching Hours:6 |
Patenting Inventions
|
|
Meaning of Invention – Product and Process Patents – True inventor – Applications for Patent – Procedures for obtaining Patent – Award of Patent – rights of patentee – grounds for invalidation – Legal remedies – International patents | |
Unit-2 |
Teaching Hours:6 |
Patenting Inventions
|
|
Meaning of Invention – Product and Process Patents – True inventor – Applications for Patent – Procedures for obtaining Patent – Award of Patent – rights of patentee – grounds for invalidation – Legal remedies – International patents | |
Unit-2 |
Teaching Hours:6 |
Patenting Inventions
|
|
Meaning of Invention – Product and Process Patents – True inventor – Applications for Patent – Procedures for obtaining Patent – Award of Patent – rights of patentee – grounds for invalidation – Legal remedies – International patents | |
Unit-2 |
Teaching Hours:6 |
Patenting Inventions
|
|
Meaning of Invention – Product and Process Patents – True inventor – Applications for Patent – Procedures for obtaining Patent – Award of Patent – rights of patentee – grounds for invalidation – Legal remedies – International patents | |
Unit-2 |
Teaching Hours:6 |
Patenting Inventions
|
|
Meaning of Invention – Product and Process Patents – True inventor – Applications for Patent – Procedures for obtaining Patent – Award of Patent – rights of patentee – grounds for invalidation – Legal remedies – International patents | |
Unit-2 |
Teaching Hours:6 |
Patenting Inventions
|
|
Meaning of Invention – Product and Process Patents – True inventor – Applications for Patent – Procedures for obtaining Patent – Award of Patent – rights of patentee – grounds for invalidation – Legal remedies – International patents | |
Unit-3 |
Teaching Hours:6 |
Inventive Activities
|
|
Research Records in the patent process – Inventorship - Internet patent document searching and interactions with an information specialist - Interactions with a patent agent or attorney - Ancillary patent activities - Technology transfer, patent licensing and related strategies. | |
Unit-3 |
Teaching Hours:6 |
Inventive Activities
|
|
Research Records in the patent process – Inventorship - Internet patent document searching and interactions with an information specialist - Interactions with a patent agent or attorney - Ancillary patent activities - Technology transfer, patent licensing and related strategies. | |
Unit-3 |
Teaching Hours:6 |
Inventive Activities
|
|
Research Records in the patent process – Inventorship - Internet patent document searching and interactions with an information specialist - Interactions with a patent agent or attorney - Ancillary patent activities - Technology transfer, patent licensing and related strategies. | |
Unit-3 |
Teaching Hours:6 |
Inventive Activities
|
|
Research Records in the patent process – Inventorship - Internet patent document searching and interactions with an information specialist - Interactions with a patent agent or attorney - Ancillary patent activities - Technology transfer, patent licensing and related strategies. | |
Unit-3 |
Teaching Hours:6 |
Inventive Activities
|
|
Research Records in the patent process – Inventorship - Internet patent document searching and interactions with an information specialist - Interactions with a patent agent or attorney - Ancillary patent activities - Technology transfer, patent licensing and related strategies. | |
Unit-3 |
Teaching Hours:6 |
Inventive Activities
|
|
Research Records in the patent process – Inventorship - Internet patent document searching and interactions with an information specialist - Interactions with a patent agent or attorney - Ancillary patent activities - Technology transfer, patent licensing and related strategies. | |
Unit-3 |
Teaching Hours:6 |
Inventive Activities
|
|
Research Records in the patent process – Inventorship - Internet patent document searching and interactions with an information specialist - Interactions with a patent agent or attorney - Ancillary patent activities - Technology transfer, patent licensing and related strategies. | |
Unit-3 |
Teaching Hours:6 |
Inventive Activities
|
|
Research Records in the patent process – Inventorship - Internet patent document searching and interactions with an information specialist - Interactions with a patent agent or attorney - Ancillary patent activities - Technology transfer, patent licensing and related strategies. | |
Unit-3 |
Teaching Hours:6 |
Inventive Activities
|
|
Research Records in the patent process – Inventorship - Internet patent document searching and interactions with an information specialist - Interactions with a patent agent or attorney - Ancillary patent activities - Technology transfer, patent licensing and related strategies. | |
Unit-3 |
Teaching Hours:6 |
Inventive Activities
|
|
Research Records in the patent process – Inventorship - Internet patent document searching and interactions with an information specialist - Interactions with a patent agent or attorney - Ancillary patent activities - Technology transfer, patent licensing and related strategies. | |
Unit-3 |
Teaching Hours:6 |
Inventive Activities
|
|
Research Records in the patent process – Inventorship - Internet patent document searching and interactions with an information specialist - Interactions with a patent agent or attorney - Ancillary patent activities - Technology transfer, patent licensing and related strategies. | |
Unit-3 |
Teaching Hours:6 |
Inventive Activities
|
|
Research Records in the patent process – Inventorship - Internet patent document searching and interactions with an information specialist - Interactions with a patent agent or attorney - Ancillary patent activities - Technology transfer, patent licensing and related strategies. | |
Unit-3 |
Teaching Hours:6 |
Inventive Activities
|
|
Research Records in the patent process – Inventorship - Internet patent document searching and interactions with an information specialist - Interactions with a patent agent or attorney - Ancillary patent activities - Technology transfer, patent licensing and related strategies. | |
Unit-3 |
Teaching Hours:6 |
Inventive Activities
|
|
Research Records in the patent process – Inventorship - Internet patent document searching and interactions with an information specialist - Interactions with a patent agent or attorney - Ancillary patent activities - Technology transfer, patent licensing and related strategies. | |
Unit-4 |
Teaching Hours:6 |
Computer Implemented Inventions
|
|
Patents and software – Business Method Patents – Data protection – Administrative methods – Digital Rights Management (DRM) – Database and Database Management systems - Billing and payment – Graphical User Interface (GUI) – Simulations – E-learning – Medical informatics – Mathematical models | |
Unit-4 |
Teaching Hours:6 |
Computer Implemented Inventions
|
|
Patents and software – Business Method Patents – Data protection – Administrative methods – Digital Rights Management (DRM) – Database and Database Management systems - Billing and payment – Graphical User Interface (GUI) – Simulations – E-learning – Medical informatics – Mathematical models | |
Unit-4 |
Teaching Hours:6 |
Computer Implemented Inventions
|
|
Patents and software – Business Method Patents – Data protection – Administrative methods – Digital Rights Management (DRM) – Database and Database Management systems - Billing and payment – Graphical User Interface (GUI) – Simulations – E-learning – Medical informatics – Mathematical models | |
Unit-4 |
Teaching Hours:6 |
Computer Implemented Inventions
|
|
Patents and software – Business Method Patents – Data protection – Administrative methods – Digital Rights Management (DRM) – Database and Database Management systems - Billing and payment – Graphical User Interface (GUI) – Simulations – E-learning – Medical informatics – Mathematical models | |
Unit-4 |
Teaching Hours:6 |
Computer Implemented Inventions
|
|
Patents and software – Business Method Patents – Data protection – Administrative methods – Digital Rights Management (DRM) – Database and Database Management systems - Billing and payment – Graphical User Interface (GUI) – Simulations – E-learning – Medical informatics – Mathematical models | |
Unit-4 |
Teaching Hours:6 |
Computer Implemented Inventions
|
|
Patents and software – Business Method Patents – Data protection – Administrative methods – Digital Rights Management (DRM) – Database and Database Management systems - Billing and payment – Graphical User Interface (GUI) – Simulations – E-learning – Medical informatics – Mathematical models | |
Unit-4 |
Teaching Hours:6 |
Computer Implemented Inventions
|
|
Patents and software – Business Method Patents – Data protection – Administrative methods – Digital Rights Management (DRM) – Database and Database Management systems - Billing and payment – Graphical User Interface (GUI) – Simulations – E-learning – Medical informatics – Mathematical models | |
Unit-4 |
Teaching Hours:6 |
Computer Implemented Inventions
|
|
Patents and software – Business Method Patents – Data protection – Administrative methods – Digital Rights Management (DRM) – Database and Database Management systems - Billing and payment – Graphical User Interface (GUI) – Simulations – E-learning – Medical informatics – Mathematical models | |
Unit-4 |
Teaching Hours:6 |
Computer Implemented Inventions
|
|
Patents and software – Business Method Patents – Data protection – Administrative methods – Digital Rights Management (DRM) – Database and Database Management systems - Billing and payment – Graphical User Interface (GUI) – Simulations – E-learning – Medical informatics – Mathematical models | |
Unit-4 |
Teaching Hours:6 |
Computer Implemented Inventions
|
|
Patents and software – Business Method Patents – Data protection – Administrative methods – Digital Rights Management (DRM) – Database and Database Management systems - Billing and payment – Graphical User Interface (GUI) – Simulations – E-learning – Medical informatics – Mathematical models | |
Unit-4 |
Teaching Hours:6 |
Computer Implemented Inventions
|
|
Patents and software – Business Method Patents – Data protection – Administrative methods – Digital Rights Management (DRM) – Database and Database Management systems - Billing and payment – Graphical User Interface (GUI) – Simulations – E-learning – Medical informatics – Mathematical models | |
Unit-4 |
Teaching Hours:6 |
Computer Implemented Inventions
|
|
Patents and software – Business Method Patents – Data protection – Administrative methods – Digital Rights Management (DRM) – Database and Database Management systems - Billing and payment – Graphical User Interface (GUI) – Simulations – E-learning – Medical informatics – Mathematical models | |
Unit-4 |
Teaching Hours:6 |
Computer Implemented Inventions
|
|
Patents and software – Business Method Patents – Data protection – Administrative methods – Digital Rights Management (DRM) – Database and Database Management systems - Billing and payment – Graphical User Interface (GUI) – Simulations – E-learning – Medical informatics – Mathematical models | |
Unit-4 |
Teaching Hours:6 |
Computer Implemented Inventions
|
|
Patents and software – Business Method Patents – Data protection – Administrative methods – Digital Rights Management (DRM) – Database and Database Management systems - Billing and payment – Graphical User Interface (GUI) – Simulations – E-learning – Medical informatics – Mathematical models | |
Unit-5 |
Teaching Hours:6 |
Innovations in E-Commerce
|
|
IP issues in e-commerce - Protection of websites – website hosting agreements – Copyright issues – Patentability of online business models – Jurisdiction – Digital signatures – Evidentiary value of Electronic signature certificates – Role of Certifying Authorities – Protection of Semiconductor ICs | |
Unit-5 |
Teaching Hours:6 |
Innovations in E-Commerce
|
|
IP issues in e-commerce - Protection of websites – website hosting agreements – Copyright issues – Patentability of online business models – Jurisdiction – Digital signatures – Evidentiary value of Electronic signature certificates – Role of Certifying Authorities – Protection of Semiconductor ICs | |
Unit-5 |
Teaching Hours:6 |
Innovations in E-Commerce
|
|
IP issues in e-commerce - Protection of websites – website hosting agreements – Copyright issues – Patentability of online business models – Jurisdiction – Digital signatures – Evidentiary value of Electronic signature certificates – Role of Certifying Authorities – Protection of Semiconductor ICs | |
Unit-5 |
Teaching Hours:6 |
Innovations in E-Commerce
|
|
IP issues in e-commerce - Protection of websites – website hosting agreements – Copyright issues – Patentability of online business models – Jurisdiction – Digital signatures – Evidentiary value of Electronic signature certificates – Role of Certifying Authorities – Protection of Semiconductor ICs | |
Unit-5 |
Teaching Hours:6 |
Innovations in E-Commerce
|
|
IP issues in e-commerce - Protection of websites – website hosting agreements – Copyright issues – Patentability of online business models – Jurisdiction – Digital signatures – Evidentiary value of Electronic signature certificates – Role of Certifying Authorities – Protection of Semiconductor ICs | |
Unit-5 |
Teaching Hours:6 |
Innovations in E-Commerce
|
|
IP issues in e-commerce - Protection of websites – website hosting agreements – Copyright issues – Patentability of online business models – Jurisdiction – Digital signatures – Evidentiary value of Electronic signature certificates – Role of Certifying Authorities – Protection of Semiconductor ICs | |
Unit-5 |
Teaching Hours:6 |
Innovations in E-Commerce
|
|
IP issues in e-commerce - Protection of websites – website hosting agreements – Copyright issues – Patentability of online business models – Jurisdiction – Digital signatures – Evidentiary value of Electronic signature certificates – Role of Certifying Authorities – Protection of Semiconductor ICs | |
Unit-5 |
Teaching Hours:6 |
Innovations in E-Commerce
|
|
IP issues in e-commerce - Protection of websites – website hosting agreements – Copyright issues – Patentability of online business models – Jurisdiction – Digital signatures – Evidentiary value of Electronic signature certificates – Role of Certifying Authorities – Protection of Semiconductor ICs | |
Unit-5 |
Teaching Hours:6 |
Innovations in E-Commerce
|
|
IP issues in e-commerce - Protection of websites – website hosting agreements – Copyright issues – Patentability of online business models – Jurisdiction – Digital signatures – Evidentiary value of Electronic signature certificates – Role of Certifying Authorities – Protection of Semiconductor ICs | |
Unit-5 |
Teaching Hours:6 |
Innovations in E-Commerce
|
|
IP issues in e-commerce - Protection of websites – website hosting agreements – Copyright issues – Patentability of online business models – Jurisdiction – Digital signatures – Evidentiary value of Electronic signature certificates – Role of Certifying Authorities – Protection of Semiconductor ICs | |
Unit-5 |
Teaching Hours:6 |
Innovations in E-Commerce
|
|
IP issues in e-commerce - Protection of websites – website hosting agreements – Copyright issues – Patentability of online business models – Jurisdiction – Digital signatures – Evidentiary value of Electronic signature certificates – Role of Certifying Authorities – Protection of Semiconductor ICs | |
Unit-5 |
Teaching Hours:6 |
Innovations in E-Commerce
|
|
IP issues in e-commerce - Protection of websites – website hosting agreements – Copyright issues – Patentability of online business models – Jurisdiction – Digital signatures – Evidentiary value of Electronic signature certificates – Role of Certifying Authorities – Protection of Semiconductor ICs | |
Unit-5 |
Teaching Hours:6 |
Innovations in E-Commerce
|
|
IP issues in e-commerce - Protection of websites – website hosting agreements – Copyright issues – Patentability of online business models – Jurisdiction – Digital signatures – Evidentiary value of Electronic signature certificates – Role of Certifying Authorities – Protection of Semiconductor ICs | |
Unit-5 |
Teaching Hours:6 |
Innovations in E-Commerce
|
|
IP issues in e-commerce - Protection of websites – website hosting agreements – Copyright issues – Patentability of online business models – Jurisdiction – Digital signatures – Evidentiary value of Electronic signature certificates – Role of Certifying Authorities – Protection of Semiconductor ICs | |
Text Books And Reference Books: 1. V.J. Taraporevala’s, Law of Intellectual Property, Third Edition, 2019 2. Elizabeth Verkey, Intellectual Property, Eastern Book Company, 2015 | |
Essential Reading / Recommended Reading 1. Martin Adelman, Cases and Materials on Patent Law, 2015 2. Avery N. Goldstein, Patent Law for Scientists and Engineers, Taylor & Francis (2005) | |
Evaluation Pattern CIA 1 Assignment description: Class test to identify the different aspects of IP.
Assignment details: MCQs
CIA II (MSE) Assessment Description: Closed book exam Assignment Details: Mid semester examination five questions need to be answered.
CIA III Assessment Description: Students would be assessed on the understanding of the different forms of IP, relevant theoretical justifications of intellectual property protection and the relevant IP statute from practitioner’s approach taught in the class and their ability to apply it correctly to the given problem and proposing solutions.
Assignment details: Students will be given a hypothetical legal problem in IP and will be required to write short essay, containing maximum 500 words. In the short essay, they have to answer the following questions 1. Identify the appropriate form of intellectual property. 2. Describe whether a pertinent theoretical justification meets or does not meet the respective form of IP. 3. Apply the correct principle of IP protection to the given case. 4. Evaluate the lacunae in the existing IP mechanism in comparison to international framework. 5. Devise a correct way of handling the lacunas. ESE DETAILS - Assessment Description : Closed book exam Assignment Details: Five problem based questions need to be answered out of seven questions. | |
BTGE637 - PROFESSIONAL PSYCHOLOGY (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
This course will enable the students to understand various developmental changes that takes place in human life and how people's thoughts, feelings, and behaviors are influenced by the social context consisting of the actual, imagined, or implied presence of others. The course introduces students to the existing theory and research in the past and contemporary social settings comprising viz, the intra-individual, inter-individual, and social factors that influence individual and group behavior. Course Objectives:
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Learning Outcome |
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CO1: Understand the frameworks for the psychology of human development. CO2: Show greater awareness of their thinking styles, relational styles, and behavioural styles of functioning. CO3: Develop interpersonal awareness and skills, especially in the context of diversity and difference. CO4: Develop preparatory skills toward effective work-life balance. CO5: Develop an overall understanding of the psychosocial skills required in the professional world. |
Unit-1 |
Teaching Hours:6 |
||||||||||||
Introduction to Psychological Theories
|
|||||||||||||
Psychosocial development (Erickson)- Development of Cognition (Piaget) - Moral Development (Kohlberg)- Faith Development (Fowler) | |||||||||||||
Unit-1 |
Teaching Hours:6 |
||||||||||||
Introduction to Psychological Theories
|
|||||||||||||
Psychosocial development (Erickson)- Development of Cognition (Piaget) - Moral Development (Kohlberg)- Faith Development (Fowler) | |||||||||||||
Unit-1 |
Teaching Hours:6 |
||||||||||||
Introduction to Psychological Theories
|
|||||||||||||
Psychosocial development (Erickson)- Development of Cognition (Piaget) - Moral Development (Kohlberg)- Faith Development (Fowler) | |||||||||||||
Unit-1 |
Teaching Hours:6 |
||||||||||||
Introduction to Psychological Theories
|
|||||||||||||
Psychosocial development (Erickson)- Development of Cognition (Piaget) - Moral Development (Kohlberg)- Faith Development (Fowler) | |||||||||||||
Unit-1 |
Teaching Hours:6 |
||||||||||||
Introduction to Psychological Theories
|
|||||||||||||
Psychosocial development (Erickson)- Development of Cognition (Piaget) - Moral Development (Kohlberg)- Faith Development (Fowler) | |||||||||||||
Unit-1 |
Teaching Hours:6 |
||||||||||||
Introduction to Psychological Theories
|
|||||||||||||
Psychosocial development (Erickson)- Development of Cognition (Piaget) - Moral Development (Kohlberg)- Faith Development (Fowler) | |||||||||||||
Unit-1 |
Teaching Hours:6 |
||||||||||||
Introduction to Psychological Theories
|
|||||||||||||
Psychosocial development (Erickson)- Development of Cognition (Piaget) - Moral Development (Kohlberg)- Faith Development (Fowler) | |||||||||||||
Unit-1 |
Teaching Hours:6 |
||||||||||||
Introduction to Psychological Theories
|
|||||||||||||
Psychosocial development (Erickson)- Development of Cognition (Piaget) - Moral Development (Kohlberg)- Faith Development (Fowler) | |||||||||||||
Unit-1 |
Teaching Hours:6 |
||||||||||||
Introduction to Psychological Theories
|
|||||||||||||
Psychosocial development (Erickson)- Development of Cognition (Piaget) - Moral Development (Kohlberg)- Faith Development (Fowler) | |||||||||||||
Unit-1 |
Teaching Hours:6 |
||||||||||||
Introduction to Psychological Theories
|
|||||||||||||
Psychosocial development (Erickson)- Development of Cognition (Piaget) - Moral Development (Kohlberg)- Faith Development (Fowler) | |||||||||||||
Unit-1 |
Teaching Hours:6 |
||||||||||||
Introduction to Psychological Theories
|
|||||||||||||
Psychosocial development (Erickson)- Development of Cognition (Piaget) - Moral Development (Kohlberg)- Faith Development (Fowler) | |||||||||||||
Unit-1 |
Teaching Hours:6 |
||||||||||||
Introduction to Psychological Theories
|
|||||||||||||
Psychosocial development (Erickson)- Development of Cognition (Piaget) - Moral Development (Kohlberg)- Faith Development (Fowler) | |||||||||||||
Unit-1 |
Teaching Hours:6 |
||||||||||||
Introduction to Psychological Theories
|
|||||||||||||
Psychosocial development (Erickson)- Development of Cognition (Piaget) - Moral Development (Kohlberg)- Faith Development (Fowler) | |||||||||||||
Unit-1 |
Teaching Hours:6 |
||||||||||||
Introduction to Psychological Theories
|
|||||||||||||
Psychosocial development (Erickson)- Development of Cognition (Piaget) - Moral Development (Kohlberg)- Faith Development (Fowler) | |||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||
Self-Awareness and Analysis
|
|||||||||||||
Thinking Styles (Cognitive distortions), Interpersonal relationship styles (adult attachment theories), Personality styles (Jung type indicator or Myers Briggs Type Indicator), Coping styles (Emotion-focused and Problem-focused); Analysis: Self-Analysis – Analysing others; Body language –Facial expressions | |||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||
Self-Awareness and Analysis
|
|||||||||||||
Thinking Styles (Cognitive distortions), Interpersonal relationship styles (adult attachment theories), Personality styles (Jung type indicator or Myers Briggs Type Indicator), Coping styles (Emotion-focused and Problem-focused); Analysis: Self-Analysis – Analysing others; Body language –Facial expressions | |||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||
Self-Awareness and Analysis
|
|||||||||||||
Thinking Styles (Cognitive distortions), Interpersonal relationship styles (adult attachment theories), Personality styles (Jung type indicator or Myers Briggs Type Indicator), Coping styles (Emotion-focused and Problem-focused); Analysis: Self-Analysis – Analysing others; Body language –Facial expressions | |||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||
Self-Awareness and Analysis
|
|||||||||||||
Thinking Styles (Cognitive distortions), Interpersonal relationship styles (adult attachment theories), Personality styles (Jung type indicator or Myers Briggs Type Indicator), Coping styles (Emotion-focused and Problem-focused); Analysis: Self-Analysis – Analysing others; Body language –Facial expressions | |||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||
Self-Awareness and Analysis
|
|||||||||||||
Thinking Styles (Cognitive distortions), Interpersonal relationship styles (adult attachment theories), Personality styles (Jung type indicator or Myers Briggs Type Indicator), Coping styles (Emotion-focused and Problem-focused); Analysis: Self-Analysis – Analysing others; Body language –Facial expressions | |||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||
Self-Awareness and Analysis
|
|||||||||||||
Thinking Styles (Cognitive distortions), Interpersonal relationship styles (adult attachment theories), Personality styles (Jung type indicator or Myers Briggs Type Indicator), Coping styles (Emotion-focused and Problem-focused); Analysis: Self-Analysis – Analysing others; Body language –Facial expressions | |||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||
Self-Awareness and Analysis
|
|||||||||||||
Thinking Styles (Cognitive distortions), Interpersonal relationship styles (adult attachment theories), Personality styles (Jung type indicator or Myers Briggs Type Indicator), Coping styles (Emotion-focused and Problem-focused); Analysis: Self-Analysis – Analysing others; Body language –Facial expressions | |||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||
Self-Awareness and Analysis
|
|||||||||||||
Thinking Styles (Cognitive distortions), Interpersonal relationship styles (adult attachment theories), Personality styles (Jung type indicator or Myers Briggs Type Indicator), Coping styles (Emotion-focused and Problem-focused); Analysis: Self-Analysis – Analysing others; Body language –Facial expressions | |||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||
Self-Awareness and Analysis
|
|||||||||||||
Thinking Styles (Cognitive distortions), Interpersonal relationship styles (adult attachment theories), Personality styles (Jung type indicator or Myers Briggs Type Indicator), Coping styles (Emotion-focused and Problem-focused); Analysis: Self-Analysis – Analysing others; Body language –Facial expressions | |||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||
Self-Awareness and Analysis
|
|||||||||||||
Thinking Styles (Cognitive distortions), Interpersonal relationship styles (adult attachment theories), Personality styles (Jung type indicator or Myers Briggs Type Indicator), Coping styles (Emotion-focused and Problem-focused); Analysis: Self-Analysis – Analysing others; Body language –Facial expressions | |||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||
Self-Awareness and Analysis
|
|||||||||||||
Thinking Styles (Cognitive distortions), Interpersonal relationship styles (adult attachment theories), Personality styles (Jung type indicator or Myers Briggs Type Indicator), Coping styles (Emotion-focused and Problem-focused); Analysis: Self-Analysis – Analysing others; Body language –Facial expressions | |||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||
Self-Awareness and Analysis
|
|||||||||||||
Thinking Styles (Cognitive distortions), Interpersonal relationship styles (adult attachment theories), Personality styles (Jung type indicator or Myers Briggs Type Indicator), Coping styles (Emotion-focused and Problem-focused); Analysis: Self-Analysis – Analysing others; Body language –Facial expressions | |||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||
Self-Awareness and Analysis
|
|||||||||||||
Thinking Styles (Cognitive distortions), Interpersonal relationship styles (adult attachment theories), Personality styles (Jung type indicator or Myers Briggs Type Indicator), Coping styles (Emotion-focused and Problem-focused); Analysis: Self-Analysis – Analysing others; Body language –Facial expressions | |||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||
Self-Awareness and Analysis
|
|||||||||||||
Thinking Styles (Cognitive distortions), Interpersonal relationship styles (adult attachment theories), Personality styles (Jung type indicator or Myers Briggs Type Indicator), Coping styles (Emotion-focused and Problem-focused); Analysis: Self-Analysis – Analysing others; Body language –Facial expressions | |||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||
Social Influences
|
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Conformity: Asch’s Research on Conformity-Factors Affecting Conformity; Compliance -The Underlying Principles - Ingratiation;Obedience to Authority-Destructive Obedience | |||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||
Social Influences
|
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Conformity: Asch’s Research on Conformity-Factors Affecting Conformity; Compliance -The Underlying Principles - Ingratiation;Obedience to Authority-Destructive Obedience | |||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||
Social Influences
|
|||||||||||||
Conformity: Asch’s Research on Conformity-Factors Affecting Conformity; Compliance -The Underlying Principles - Ingratiation;Obedience to Authority-Destructive Obedience | |||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||
Social Influences
|
|||||||||||||
Conformity: Asch’s Research on Conformity-Factors Affecting Conformity; Compliance -The Underlying Principles - Ingratiation;Obedience to Authority-Destructive Obedience | |||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||
Social Influences
|
|||||||||||||
Conformity: Asch’s Research on Conformity-Factors Affecting Conformity; Compliance -The Underlying Principles - Ingratiation;Obedience to Authority-Destructive Obedience | |||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||
Social Influences
|
|||||||||||||
Conformity: Asch’s Research on Conformity-Factors Affecting Conformity; Compliance -The Underlying Principles - Ingratiation;Obedience to Authority-Destructive Obedience | |||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||
Social Influences
|
|||||||||||||
Conformity: Asch’s Research on Conformity-Factors Affecting Conformity; Compliance -The Underlying Principles - Ingratiation;Obedience to Authority-Destructive Obedience | |||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||
Social Influences
|
|||||||||||||
Conformity: Asch’s Research on Conformity-Factors Affecting Conformity; Compliance -The Underlying Principles - Ingratiation;Obedience to Authority-Destructive Obedience | |||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||
Social Influences
|
|||||||||||||
Conformity: Asch’s Research on Conformity-Factors Affecting Conformity; Compliance -The Underlying Principles - Ingratiation;Obedience to Authority-Destructive Obedience | |||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||
Social Influences
|
|||||||||||||
Conformity: Asch’s Research on Conformity-Factors Affecting Conformity; Compliance -The Underlying Principles - Ingratiation;Obedience to Authority-Destructive Obedience | |||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||
Social Influences
|
|||||||||||||
Conformity: Asch’s Research on Conformity-Factors Affecting Conformity; Compliance -The Underlying Principles - Ingratiation;Obedience to Authority-Destructive Obedience | |||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||
Social Influences
|
|||||||||||||
Conformity: Asch’s Research on Conformity-Factors Affecting Conformity; Compliance -The Underlying Principles - Ingratiation;Obedience to Authority-Destructive Obedience | |||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||
Social Influences
|
|||||||||||||
Conformity: Asch’s Research on Conformity-Factors Affecting Conformity; Compliance -The Underlying Principles - Ingratiation;Obedience to Authority-Destructive Obedience | |||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||
Social Influences
|
|||||||||||||
Conformity: Asch’s Research on Conformity-Factors Affecting Conformity; Compliance -The Underlying Principles - Ingratiation;Obedience to Authority-Destructive Obedience | |||||||||||||
Unit-4 |
Teaching Hours:7 |
||||||||||||
Approaches to work motivation and job design
|
|||||||||||||
Overview of motivation - Need theories - Expectancy theory – Justice and citizenship theories - Goal-setting theory - Goals and self -regulation - Self-concept and individual differences in motivation - Pay and motivation - Motivation through job redesign | |||||||||||||
Unit-4 |
Teaching Hours:7 |
||||||||||||
Approaches to work motivation and job design
|
|||||||||||||
Overview of motivation - Need theories - Expectancy theory – Justice and citizenship theories - Goal-setting theory - Goals and self -regulation - Self-concept and individual differences in motivation - Pay and motivation - Motivation through job redesign | |||||||||||||
Unit-4 |
Teaching Hours:7 |
||||||||||||
Approaches to work motivation and job design
|
|||||||||||||
Overview of motivation - Need theories - Expectancy theory – Justice and citizenship theories - Goal-setting theory - Goals and self -regulation - Self-concept and individual differences in motivation - Pay and motivation - Motivation through job redesign | |||||||||||||
Unit-4 |
Teaching Hours:7 |
||||||||||||
Approaches to work motivation and job design
|
|||||||||||||
Overview of motivation - Need theories - Expectancy theory – Justice and citizenship theories - Goal-setting theory - Goals and self -regulation - Self-concept and individual differences in motivation - Pay and motivation - Motivation through job redesign | |||||||||||||
Unit-4 |
Teaching Hours:7 |
||||||||||||
Approaches to work motivation and job design
|
|||||||||||||
Overview of motivation - Need theories - Expectancy theory – Justice and citizenship theories - Goal-setting theory - Goals and self -regulation - Self-concept and individual differences in motivation - Pay and motivation - Motivation through job redesign | |||||||||||||
Unit-4 |
Teaching Hours:7 |
||||||||||||
Approaches to work motivation and job design
|
|||||||||||||
Overview of motivation - Need theories - Expectancy theory – Justice and citizenship theories - Goal-setting theory - Goals and self -regulation - Self-concept and individual differences in motivation - Pay and motivation - Motivation through job redesign | |||||||||||||
Unit-4 |
Teaching Hours:7 |
||||||||||||
Approaches to work motivation and job design
|
|||||||||||||
Overview of motivation - Need theories - Expectancy theory – Justice and citizenship theories - Goal-setting theory - Goals and self -regulation - Self-concept and individual differences in motivation - Pay and motivation - Motivation through job redesign | |||||||||||||
Unit-4 |
Teaching Hours:7 |
||||||||||||
Approaches to work motivation and job design
|
|||||||||||||
Overview of motivation - Need theories - Expectancy theory – Justice and citizenship theories - Goal-setting theory - Goals and self -regulation - Self-concept and individual differences in motivation - Pay and motivation - Motivation through job redesign | |||||||||||||
Unit-4 |
Teaching Hours:7 |
||||||||||||
Approaches to work motivation and job design
|
|||||||||||||
Overview of motivation - Need theories - Expectancy theory – Justice and citizenship theories - Goal-setting theory - Goals and self -regulation - Self-concept and individual differences in motivation - Pay and motivation - Motivation through job redesign | |||||||||||||
Unit-4 |
Teaching Hours:7 |
||||||||||||
Approaches to work motivation and job design
|
|||||||||||||
Overview of motivation - Need theories - Expectancy theory – Justice and citizenship theories - Goal-setting theory - Goals and self -regulation - Self-concept and individual differences in motivation - Pay and motivation - Motivation through job redesign | |||||||||||||
Unit-4 |
Teaching Hours:7 |
||||||||||||
Approaches to work motivation and job design
|
|||||||||||||
Overview of motivation - Need theories - Expectancy theory – Justice and citizenship theories - Goal-setting theory - Goals and self -regulation - Self-concept and individual differences in motivation - Pay and motivation - Motivation through job redesign | |||||||||||||
Unit-4 |
Teaching Hours:7 |
||||||||||||
Approaches to work motivation and job design
|
|||||||||||||
Overview of motivation - Need theories - Expectancy theory – Justice and citizenship theories - Goal-setting theory - Goals and self -regulation - Self-concept and individual differences in motivation - Pay and motivation - Motivation through job redesign | |||||||||||||
Unit-4 |
Teaching Hours:7 |
||||||||||||
Approaches to work motivation and job design
|
|||||||||||||
Overview of motivation - Need theories - Expectancy theory – Justice and citizenship theories - Goal-setting theory - Goals and self -regulation - Self-concept and individual differences in motivation - Pay and motivation - Motivation through job redesign | |||||||||||||
Unit-4 |
Teaching Hours:7 |
||||||||||||
Approaches to work motivation and job design
|
|||||||||||||
Overview of motivation - Need theories - Expectancy theory – Justice and citizenship theories - Goal-setting theory - Goals and self -regulation - Self-concept and individual differences in motivation - Pay and motivation - Motivation through job redesign | |||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||
Professional development and Diversity
|
|||||||||||||
Coaching skills, Mentoring skills, Effective feedback, Developing a competency framework, Self Determination Theory (Ryan and Deci), Burke –Litwin change model. Diversity and challenge Cross-cultural communication, respecting diversity, Intercultural awareness, Multicultural awareness. | |||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||
Professional development and Diversity
|
|||||||||||||
Coaching skills, Mentoring skills, Effective feedback, Developing a competency framework, Self Determination Theory (Ryan and Deci), Burke –Litwin change model. Diversity and challenge Cross-cultural communication, respecting diversity, Intercultural awareness, Multicultural awareness. | |||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||
Professional development and Diversity
|
|||||||||||||
Coaching skills, Mentoring skills, Effective feedback, Developing a competency framework, Self Determination Theory (Ryan and Deci), Burke –Litwin change model. Diversity and challenge Cross-cultural communication, respecting diversity, Intercultural awareness, Multicultural awareness. | |||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||
Professional development and Diversity
|
|||||||||||||
Coaching skills, Mentoring skills, Effective feedback, Developing a competency framework, Self Determination Theory (Ryan and Deci), Burke –Litwin change model. Diversity and challenge Cross-cultural communication, respecting diversity, Intercultural awareness, Multicultural awareness. | |||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||
Professional development and Diversity
|
|||||||||||||
Coaching skills, Mentoring skills, Effective feedback, Developing a competency framework, Self Determination Theory (Ryan and Deci), Burke –Litwin change model. Diversity and challenge Cross-cultural communication, respecting diversity, Intercultural awareness, Multicultural awareness. | |||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||
Professional development and Diversity
|
|||||||||||||
Coaching skills, Mentoring skills, Effective feedback, Developing a competency framework, Self Determination Theory (Ryan and Deci), Burke –Litwin change model. Diversity and challenge Cross-cultural communication, respecting diversity, Intercultural awareness, Multicultural awareness. | |||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||
Professional development and Diversity
|
|||||||||||||
Coaching skills, Mentoring skills, Effective feedback, Developing a competency framework, Self Determination Theory (Ryan and Deci), Burke –Litwin change model. Diversity and challenge Cross-cultural communication, respecting diversity, Intercultural awareness, Multicultural awareness. | |||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||
Professional development and Diversity
|
|||||||||||||
Coaching skills, Mentoring skills, Effective feedback, Developing a competency framework, Self Determination Theory (Ryan and Deci), Burke –Litwin change model. Diversity and challenge Cross-cultural communication, respecting diversity, Intercultural awareness, Multicultural awareness. | |||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||
Professional development and Diversity
|
|||||||||||||
Coaching skills, Mentoring skills, Effective feedback, Developing a competency framework, Self Determination Theory (Ryan and Deci), Burke –Litwin change model. Diversity and challenge Cross-cultural communication, respecting diversity, Intercultural awareness, Multicultural awareness. | |||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||
Professional development and Diversity
|
|||||||||||||
Coaching skills, Mentoring skills, Effective feedback, Developing a competency framework, Self Determination Theory (Ryan and Deci), Burke –Litwin change model. Diversity and challenge Cross-cultural communication, respecting diversity, Intercultural awareness, Multicultural awareness. | |||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||
Professional development and Diversity
|
|||||||||||||
Coaching skills, Mentoring skills, Effective feedback, Developing a competency framework, Self Determination Theory (Ryan and Deci), Burke –Litwin change model. Diversity and challenge Cross-cultural communication, respecting diversity, Intercultural awareness, Multicultural awareness. | |||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||
Professional development and Diversity
|
|||||||||||||
Coaching skills, Mentoring skills, Effective feedback, Developing a competency framework, Self Determination Theory (Ryan and Deci), Burke –Litwin change model. Diversity and challenge Cross-cultural communication, respecting diversity, Intercultural awareness, Multicultural awareness. | |||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||
Professional development and Diversity
|
|||||||||||||
Coaching skills, Mentoring skills, Effective feedback, Developing a competency framework, Self Determination Theory (Ryan and Deci), Burke –Litwin change model. Diversity and challenge Cross-cultural communication, respecting diversity, Intercultural awareness, Multicultural awareness. | |||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||
Professional development and Diversity
|
|||||||||||||
Coaching skills, Mentoring skills, Effective feedback, Developing a competency framework, Self Determination Theory (Ryan and Deci), Burke –Litwin change model. Diversity and challenge Cross-cultural communication, respecting diversity, Intercultural awareness, Multicultural awareness. | |||||||||||||
Text Books And Reference Books: Essential Readings: Baron, R. A., & Branscombe, N. R. (2006). Social psychology. Pearson Education India. Nelson Goud and Abe Arkoff. (2005), Psychology and Personal Growth, Edition, Allyn and Bacon Nelson Jones. (2006), Human Relationship Skills: Coaching and self-coaching, 4th edition, Routledge,
| |||||||||||||
Essential Reading / Recommended Reading Recommended Reading: Baron, R. A., (2012), Psychology, 5th edition. Pearson Education India. | |||||||||||||
Evaluation Pattern
CIA 1: Individual Assignment CIA 2: Mid-Semester Examinations (Written Examination) Pattern: Section A 5x02=10 marks Section B 4x05 = 20 marks Section C 2x10 =20 marks CIA 3: Group Assignment End Semester Examination (Written Examination) Pattern: Section A 5x02 =10 marks Section B 4x05 = 20 marks Section C 2x10 =20 marks | |||||||||||||
BTGE651 - DATA ANALYTICS THROUGH SPSS (2022 Batch) | |||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
||||||||||||
Max Marks:100 |
Credits:2 |
||||||||||||
Course Objectives/Course Description |
|||||||||||||
Course Description Course objectives After the completion of the course, you should be able to:
|
|||||||||||||
Learning Outcome |
|||||||||||||
CO1: Students will understand the concepts involved for analyzing Business data CO2: Students will be able to understand how to use software like SPSS to analyse data CO3: Students will be able to appreciate the use of Data Analytics for business decision making |
Unit-1 |
Teaching Hours:2 |
||||||
Introduction to data Analysis
|
|||||||
Introduction to Statistics and SPSS package viz.,, Types of data, data editing, coding, cleaning, outliers, missing data, import, export, data labeling, transforming data. | |||||||
Unit-1 |
Teaching Hours:2 |
||||||
Introduction to data Analysis
|
|||||||
Introduction to Statistics and SPSS package viz.,, Types of data, data editing, coding, cleaning, outliers, missing data, import, export, data labeling, transforming data. | |||||||
Unit-1 |
Teaching Hours:2 |
||||||
Introduction to data Analysis
|
|||||||
Introduction to Statistics and SPSS package viz.,, Types of data, data editing, coding, cleaning, outliers, missing data, import, export, data labeling, transforming data. | |||||||
Unit-1 |
Teaching Hours:2 |
||||||
Introduction to data Analysis
|
|||||||
Introduction to Statistics and SPSS package viz.,, Types of data, data editing, coding, cleaning, outliers, missing data, import, export, data labeling, transforming data. | |||||||
Unit-1 |
Teaching Hours:2 |
||||||
Introduction to data Analysis
|
|||||||
Introduction to Statistics and SPSS package viz.,, Types of data, data editing, coding, cleaning, outliers, missing data, import, export, data labeling, transforming data. | |||||||
Unit-1 |
Teaching Hours:2 |
||||||
Introduction to data Analysis
|
|||||||
Introduction to Statistics and SPSS package viz.,, Types of data, data editing, coding, cleaning, outliers, missing data, import, export, data labeling, transforming data. | |||||||
Unit-1 |
Teaching Hours:2 |
||||||
Introduction to data Analysis
|
|||||||
Introduction to Statistics and SPSS package viz.,, Types of data, data editing, coding, cleaning, outliers, missing data, import, export, data labeling, transforming data. | |||||||
Unit-1 |
Teaching Hours:2 |
||||||
Introduction to data Analysis
|
|||||||
Introduction to Statistics and SPSS package viz.,, Types of data, data editing, coding, cleaning, outliers, missing data, import, export, data labeling, transforming data. | |||||||
Unit-1 |
Teaching Hours:2 |
||||||
Introduction to data Analysis
|
|||||||
Introduction to Statistics and SPSS package viz.,, Types of data, data editing, coding, cleaning, outliers, missing data, import, export, data labeling, transforming data. | |||||||
Unit-1 |
Teaching Hours:2 |
||||||
Introduction to data Analysis
|
|||||||
Introduction to Statistics and SPSS package viz.,, Types of data, data editing, coding, cleaning, outliers, missing data, import, export, data labeling, transforming data. | |||||||
Unit-1 |
Teaching Hours:2 |
||||||
Introduction to data Analysis
|
|||||||
Introduction to Statistics and SPSS package viz.,, Types of data, data editing, coding, cleaning, outliers, missing data, import, export, data labeling, transforming data. | |||||||
Unit-1 |
Teaching Hours:2 |
||||||
Introduction to data Analysis
|
|||||||
Introduction to Statistics and SPSS package viz.,, Types of data, data editing, coding, cleaning, outliers, missing data, import, export, data labeling, transforming data. | |||||||
Unit-1 |
Teaching Hours:2 |
||||||
Introduction to data Analysis
|
|||||||
Introduction to Statistics and SPSS package viz.,, Types of data, data editing, coding, cleaning, outliers, missing data, import, export, data labeling, transforming data. | |||||||
Unit-1 |
Teaching Hours:2 |
||||||
Introduction to data Analysis
|
|||||||
Introduction to Statistics and SPSS package viz.,, Types of data, data editing, coding, cleaning, outliers, missing data, import, export, data labeling, transforming data. | |||||||
Unit-2 |
Teaching Hours:2 |
||||||
Data Visualization
|
|||||||
Graphs, scatter plot, charts, frequency tables, histogram, Boxplot, pie chart, etc | |||||||
Unit-2 |
Teaching Hours:2 |
||||||
Data Visualization
|
|||||||
Graphs, scatter plot, charts, frequency tables, histogram, Boxplot, pie chart, etc | |||||||
Unit-2 |
Teaching Hours:2 |
||||||
Data Visualization
|
|||||||
Graphs, scatter plot, charts, frequency tables, histogram, Boxplot, pie chart, etc | |||||||
Unit-2 |
Teaching Hours:2 |
||||||
Data Visualization
|
|||||||
Graphs, scatter plot, charts, frequency tables, histogram, Boxplot, pie chart, etc | |||||||
Unit-2 |
Teaching Hours:2 |
||||||
Data Visualization
|
|||||||
Graphs, scatter plot, charts, frequency tables, histogram, Boxplot, pie chart, etc | |||||||
Unit-2 |
Teaching Hours:2 |
||||||
Data Visualization
|
|||||||
Graphs, scatter plot, charts, frequency tables, histogram, Boxplot, pie chart, etc | |||||||
Unit-2 |
Teaching Hours:2 |
||||||
Data Visualization
|
|||||||
Graphs, scatter plot, charts, frequency tables, histogram, Boxplot, pie chart, etc | |||||||
Unit-2 |
Teaching Hours:2 |
||||||
Data Visualization
|
|||||||
Graphs, scatter plot, charts, frequency tables, histogram, Boxplot, pie chart, etc | |||||||
Unit-2 |
Teaching Hours:2 |
||||||
Data Visualization
|
|||||||
Graphs, scatter plot, charts, frequency tables, histogram, Boxplot, pie chart, etc | |||||||
Unit-2 |
Teaching Hours:2 |
||||||
Data Visualization
|
|||||||
Graphs, scatter plot, charts, frequency tables, histogram, Boxplot, pie chart, etc | |||||||
Unit-2 |
Teaching Hours:2 |
||||||
Data Visualization
|
|||||||
Graphs, scatter plot, charts, frequency tables, histogram, Boxplot, pie chart, etc | |||||||
Unit-2 |
Teaching Hours:2 |
||||||
Data Visualization
|
|||||||
Graphs, scatter plot, charts, frequency tables, histogram, Boxplot, pie chart, etc | |||||||
Unit-2 |
Teaching Hours:2 |
||||||
Data Visualization
|
|||||||
Graphs, scatter plot, charts, frequency tables, histogram, Boxplot, pie chart, etc | |||||||
Unit-2 |
Teaching Hours:2 |
||||||
Data Visualization
|
|||||||
Graphs, scatter plot, charts, frequency tables, histogram, Boxplot, pie chart, etc | |||||||
Unit-3 |
Teaching Hours:4 |
||||||
Descriptive Statistics and Hypothesis testing
|
|||||||
Basic statistics like mean, median, mode, SD, Examine relationship between variables example correlation, regression, etc., Compare groups to determine if there are significant differences between these groups example T-test, ANOVA etc., and to measure the association/independence using Chi-square., etc. | |||||||
Unit-3 |
Teaching Hours:4 |
||||||
Descriptive Statistics and Hypothesis testing
|
|||||||
Basic statistics like mean, median, mode, SD, Examine relationship between variables example correlation, regression, etc., Compare groups to determine if there are significant differences between these groups example T-test, ANOVA etc., and to measure the association/independence using Chi-square., etc. | |||||||
Unit-3 |
Teaching Hours:4 |
||||||
Descriptive Statistics and Hypothesis testing
|
|||||||
Basic statistics like mean, median, mode, SD, Examine relationship between variables example correlation, regression, etc., Compare groups to determine if there are significant differences between these groups example T-test, ANOVA etc., and to measure the association/independence using Chi-square., etc. | |||||||
Unit-3 |
Teaching Hours:4 |
||||||
Descriptive Statistics and Hypothesis testing
|
|||||||
Basic statistics like mean, median, mode, SD, Examine relationship between variables example correlation, regression, etc., Compare groups to determine if there are significant differences between these groups example T-test, ANOVA etc., and to measure the association/independence using Chi-square., etc. | |||||||
Unit-3 |
Teaching Hours:4 |
||||||
Descriptive Statistics and Hypothesis testing
|
|||||||
Basic statistics like mean, median, mode, SD, Examine relationship between variables example correlation, regression, etc., Compare groups to determine if there are significant differences between these groups example T-test, ANOVA etc., and to measure the association/independence using Chi-square., etc. | |||||||
Unit-3 |
Teaching Hours:4 |
||||||
Descriptive Statistics and Hypothesis testing
|
|||||||
Basic statistics like mean, median, mode, SD, Examine relationship between variables example correlation, regression, etc., Compare groups to determine if there are significant differences between these groups example T-test, ANOVA etc., and to measure the association/independence using Chi-square., etc. | |||||||
Unit-3 |
Teaching Hours:4 |
||||||
Descriptive Statistics and Hypothesis testing
|
|||||||
Basic statistics like mean, median, mode, SD, Examine relationship between variables example correlation, regression, etc., Compare groups to determine if there are significant differences between these groups example T-test, ANOVA etc., and to measure the association/independence using Chi-square., etc. | |||||||
Unit-3 |
Teaching Hours:4 |
||||||
Descriptive Statistics and Hypothesis testing
|
|||||||
Basic statistics like mean, median, mode, SD, Examine relationship between variables example correlation, regression, etc., Compare groups to determine if there are significant differences between these groups example T-test, ANOVA etc., and to measure the association/independence using Chi-square., etc. | |||||||
Unit-3 |
Teaching Hours:4 |
||||||
Descriptive Statistics and Hypothesis testing
|
|||||||
Basic statistics like mean, median, mode, SD, Examine relationship between variables example correlation, regression, etc., Compare groups to determine if there are significant differences between these groups example T-test, ANOVA etc., and to measure the association/independence using Chi-square., etc. | |||||||
Unit-3 |
Teaching Hours:4 |
||||||
Descriptive Statistics and Hypothesis testing
|
|||||||
Basic statistics like mean, median, mode, SD, Examine relationship between variables example correlation, regression, etc., Compare groups to determine if there are significant differences between these groups example T-test, ANOVA etc., and to measure the association/independence using Chi-square., etc. | |||||||
Unit-3 |
Teaching Hours:4 |
||||||
Descriptive Statistics and Hypothesis testing
|
|||||||
Basic statistics like mean, median, mode, SD, Examine relationship between variables example correlation, regression, etc., Compare groups to determine if there are significant differences between these groups example T-test, ANOVA etc., and to measure the association/independence using Chi-square., etc. | |||||||
Unit-3 |
Teaching Hours:4 |
||||||
Descriptive Statistics and Hypothesis testing
|
|||||||
Basic statistics like mean, median, mode, SD, Examine relationship between variables example correlation, regression, etc., Compare groups to determine if there are significant differences between these groups example T-test, ANOVA etc., and to measure the association/independence using Chi-square., etc. | |||||||
Unit-3 |
Teaching Hours:4 |
||||||
Descriptive Statistics and Hypothesis testing
|
|||||||
Basic statistics like mean, median, mode, SD, Examine relationship between variables example correlation, regression, etc., Compare groups to determine if there are significant differences between these groups example T-test, ANOVA etc., and to measure the association/independence using Chi-square., etc. | |||||||
Unit-3 |
Teaching Hours:4 |
||||||
Descriptive Statistics and Hypothesis testing
|
|||||||
Basic statistics like mean, median, mode, SD, Examine relationship between variables example correlation, regression, etc., Compare groups to determine if there are significant differences between these groups example T-test, ANOVA etc., and to measure the association/independence using Chi-square., etc. | |||||||
Unit-4 |
Teaching Hours:4 |
||||||
Logistic Regression
|
|||||||
Application of logistic regression in SPSS using case study | |||||||
Unit-4 |
Teaching Hours:4 |
||||||
Logistic Regression
|
|||||||
Application of logistic regression in SPSS using case study | |||||||
Unit-4 |
Teaching Hours:4 |
||||||
Logistic Regression
|
|||||||
Application of logistic regression in SPSS using case study | |||||||
Unit-4 |
Teaching Hours:4 |
||||||
Logistic Regression
|
|||||||
Application of logistic regression in SPSS using case study | |||||||
Unit-4 |
Teaching Hours:4 |
||||||
Logistic Regression
|
|||||||
Application of logistic regression in SPSS using case study | |||||||
Unit-4 |
Teaching Hours:4 |
||||||
Logistic Regression
|
|||||||
Application of logistic regression in SPSS using case study | |||||||
Unit-4 |
Teaching Hours:4 |
||||||
Logistic Regression
|
|||||||
Application of logistic regression in SPSS using case study | |||||||
Unit-4 |
Teaching Hours:4 |
||||||
Logistic Regression
|
|||||||
Application of logistic regression in SPSS using case study | |||||||
Unit-4 |
Teaching Hours:4 |
||||||
Logistic Regression
|
|||||||
Application of logistic regression in SPSS using case study | |||||||
Unit-4 |
Teaching Hours:4 |
||||||
Logistic Regression
|
|||||||
Application of logistic regression in SPSS using case study | |||||||
Unit-4 |
Teaching Hours:4 |
||||||
Logistic Regression
|
|||||||
Application of logistic regression in SPSS using case study | |||||||
Unit-4 |
Teaching Hours:4 |
||||||
Logistic Regression
|
|||||||
Application of logistic regression in SPSS using case study | |||||||
Unit-4 |
Teaching Hours:4 |
||||||
Logistic Regression
|
|||||||
Application of logistic regression in SPSS using case study | |||||||
Unit-4 |
Teaching Hours:4 |
||||||
Logistic Regression
|
|||||||
Application of logistic regression in SPSS using case study | |||||||
Unit-5 |
Teaching Hours:4 |
||||||
Factor analysis
|
|||||||
Application of factor analysis in SPSS using case study | |||||||
Unit-5 |
Teaching Hours:4 |
||||||
Factor analysis
|
|||||||
Application of factor analysis in SPSS using case study | |||||||
Unit-5 |
Teaching Hours:4 |
||||||
Factor analysis
|
|||||||
Application of factor analysis in SPSS using case study | |||||||
Unit-5 |
Teaching Hours:4 |
||||||
Factor analysis
|
|||||||
Application of factor analysis in SPSS using case study | |||||||
Unit-5 |
Teaching Hours:4 |
||||||
Factor analysis
|
|||||||
Application of factor analysis in SPSS using case study | |||||||
Unit-5 |
Teaching Hours:4 |
||||||
Factor analysis
|
|||||||
Application of factor analysis in SPSS using case study | |||||||
Unit-5 |
Teaching Hours:4 |
||||||
Factor analysis
|
|||||||
Application of factor analysis in SPSS using case study | |||||||
Unit-5 |
Teaching Hours:4 |
||||||
Factor analysis
|
|||||||
Application of factor analysis in SPSS using case study | |||||||
Unit-5 |
Teaching Hours:4 |
||||||
Factor analysis
|
|||||||
Application of factor analysis in SPSS using case study | |||||||
Unit-5 |
Teaching Hours:4 |
||||||
Factor analysis
|
|||||||
Application of factor analysis in SPSS using case study | |||||||
Unit-5 |
Teaching Hours:4 |
||||||
Factor analysis
|
|||||||
Application of factor analysis in SPSS using case study | |||||||
Unit-5 |
Teaching Hours:4 |
||||||
Factor analysis
|
|||||||
Application of factor analysis in SPSS using case study | |||||||
Unit-5 |
Teaching Hours:4 |
||||||
Factor analysis
|
|||||||
Application of factor analysis in SPSS using case study | |||||||
Unit-5 |
Teaching Hours:4 |
||||||
Factor analysis
|
|||||||
Application of factor analysis in SPSS using case study | |||||||
Unit-6 |
Teaching Hours:14 |
||||||
Cluster Analysis and Discriminant analysis
|
|||||||
Application of Cluster analysis and Discriminant in SPSS using case study | |||||||
Unit-6 |
Teaching Hours:14 |
||||||
Cluster Analysis and Discriminant analysis
|
|||||||
Application of Cluster analysis and Discriminant in SPSS using case study | |||||||
Unit-6 |
Teaching Hours:14 |
||||||
Cluster Analysis and Discriminant analysis
|
|||||||
Application of Cluster analysis and Discriminant in SPSS using case study | |||||||
Unit-6 |
Teaching Hours:14 |
||||||
Cluster Analysis and Discriminant analysis
|
|||||||
Application of Cluster analysis and Discriminant in SPSS using case study | |||||||
Unit-6 |
Teaching Hours:14 |
||||||
Cluster Analysis and Discriminant analysis
|
|||||||
Application of Cluster analysis and Discriminant in SPSS using case study | |||||||
Unit-6 |
Teaching Hours:14 |
||||||
Cluster Analysis and Discriminant analysis
|
|||||||
Application of Cluster analysis and Discriminant in SPSS using case study | |||||||
Unit-6 |
Teaching Hours:14 |
||||||
Cluster Analysis and Discriminant analysis
|
|||||||
Application of Cluster analysis and Discriminant in SPSS using case study | |||||||
Unit-6 |
Teaching Hours:14 |
||||||
Cluster Analysis and Discriminant analysis
|
|||||||
Application of Cluster analysis and Discriminant in SPSS using case study | |||||||
Unit-6 |
Teaching Hours:14 |
||||||
Cluster Analysis and Discriminant analysis
|
|||||||
Application of Cluster analysis and Discriminant in SPSS using case study | |||||||
Unit-6 |
Teaching Hours:14 |
||||||
Cluster Analysis and Discriminant analysis
|
|||||||
Application of Cluster analysis and Discriminant in SPSS using case study | |||||||
Unit-6 |
Teaching Hours:14 |
||||||
Cluster Analysis and Discriminant analysis
|
|||||||
Application of Cluster analysis and Discriminant in SPSS using case study | |||||||
Unit-6 |
Teaching Hours:14 |
||||||
Cluster Analysis and Discriminant analysis
|
|||||||
Application of Cluster analysis and Discriminant in SPSS using case study | |||||||
Unit-6 |
Teaching Hours:14 |
||||||
Cluster Analysis and Discriminant analysis
|
|||||||
Application of Cluster analysis and Discriminant in SPSS using case study | |||||||
Unit-6 |
Teaching Hours:14 |
||||||
Cluster Analysis and Discriminant analysis
|
|||||||
Application of Cluster analysis and Discriminant in SPSS using case study | |||||||
Text Books And Reference Books:
1. Andy field, “Discovering Statistics Using SPSS”, SAGE Publications, Second Edition, 2006.
| |||||||
Essential Reading / Recommended Reading
1. Darren George|Paul Mallery, “SPSS for Windows Step by Step”, Pearson, Tenth Edition, 2012.
| |||||||
Evaluation Pattern
| |||||||
BTGE652 - DIGITAL MARKETING (2022 Batch) | |||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
||||||
Max Marks:100 |
Credits:2 |
||||||
Course Objectives/Course Description |
|||||||
Course Description:
Developing a successful digital marketing strategy and implementation is both an art and science. It involves in-depth knowledge of dynamics of new media (Social Media, Mobile) and utilizing the right resources and marketing skills to design and launch successful customer engagement campaigns. Digital Marketing course has been designed to help students to understand both functional and management roles required to plan and execute effective Digital Marketing campaigns. The course also helps students gain an insight how to plan and implement Digital Marketing initiatives
Course Objectives:
· To apply the basics of digital marketing in the contemporary business scenario
· To utilize google ads for promotional activities
· To contrast various social media marketing platforms and activities
· To analyse the search engine optimization and search engine marketing strategies To explain analytics pertaining to digital marketing initiatives
|
|||||||
Learning Outcome |
|||||||
CO1: Plan a digital marketing campaign as per client requirements CO2: Apply google ads in digital campaigns CO3: Analyse the appropriateness of social media marketing strategies with respect to campaign objectives CO4: Examine the search engine optimization efforts CO5: Appraise the digital marketing analytics related to the project |
Unit-1 |
Teaching Hours:5 |
Introduction to Digital Marketing
|
|
Digital Marketing: Origin of digital marketing; Traditional Vs Digital Marketing; Internet Users in India; Grehan’s 4Ps of digital marketing; The consumer decision journey; The P-O-E-M Framework; The digital landscape; Digital Marketing Plan. Ethical Challenges: Frauds on the Web, Data and Identity Theft, Issue of Privacy. Information Technology Act, 2000. | |
Unit-1 |
Teaching Hours:5 |
Introduction to Digital Marketing
|
|
Digital Marketing: Origin of digital marketing; Traditional Vs Digital Marketing; Internet Users in India; Grehan’s 4Ps of digital marketing; The consumer decision journey; The P-O-E-M Framework; The digital landscape; Digital Marketing Plan. Ethical Challenges: Frauds on the Web, Data and Identity Theft, Issue of Privacy. Information Technology Act, 2000. | |
Unit-1 |
Teaching Hours:5 |
Introduction to Digital Marketing
|
|
Digital Marketing: Origin of digital marketing; Traditional Vs Digital Marketing; Internet Users in India; Grehan’s 4Ps of digital marketing; The consumer decision journey; The P-O-E-M Framework; The digital landscape; Digital Marketing Plan. Ethical Challenges: Frauds on the Web, Data and Identity Theft, Issue of Privacy. Information Technology Act, 2000. | |
Unit-1 |
Teaching Hours:5 |
Introduction to Digital Marketing
|
|
Digital Marketing: Origin of digital marketing; Traditional Vs Digital Marketing; Internet Users in India; Grehan’s 4Ps of digital marketing; The consumer decision journey; The P-O-E-M Framework; The digital landscape; Digital Marketing Plan. Ethical Challenges: Frauds on the Web, Data and Identity Theft, Issue of Privacy. Information Technology Act, 2000. | |
Unit-1 |
Teaching Hours:5 |
Introduction to Digital Marketing
|
|
Digital Marketing: Origin of digital marketing; Traditional Vs Digital Marketing; Internet Users in India; Grehan’s 4Ps of digital marketing; The consumer decision journey; The P-O-E-M Framework; The digital landscape; Digital Marketing Plan. Ethical Challenges: Frauds on the Web, Data and Identity Theft, Issue of Privacy. Information Technology Act, 2000. | |
Unit-1 |
Teaching Hours:5 |
Introduction to Digital Marketing
|
|
Digital Marketing: Origin of digital marketing; Traditional Vs Digital Marketing; Internet Users in India; Grehan’s 4Ps of digital marketing; The consumer decision journey; The P-O-E-M Framework; The digital landscape; Digital Marketing Plan. Ethical Challenges: Frauds on the Web, Data and Identity Theft, Issue of Privacy. Information Technology Act, 2000. | |
Unit-1 |
Teaching Hours:5 |
Introduction to Digital Marketing
|
|
Digital Marketing: Origin of digital marketing; Traditional Vs Digital Marketing; Internet Users in India; Grehan’s 4Ps of digital marketing; The consumer decision journey; The P-O-E-M Framework; The digital landscape; Digital Marketing Plan. Ethical Challenges: Frauds on the Web, Data and Identity Theft, Issue of Privacy. Information Technology Act, 2000. | |
Unit-1 |
Teaching Hours:5 |
Introduction to Digital Marketing
|
|
Digital Marketing: Origin of digital marketing; Traditional Vs Digital Marketing; Internet Users in India; Grehan’s 4Ps of digital marketing; The consumer decision journey; The P-O-E-M Framework; The digital landscape; Digital Marketing Plan. Ethical Challenges: Frauds on the Web, Data and Identity Theft, Issue of Privacy. Information Technology Act, 2000. | |
Unit-1 |
Teaching Hours:5 |
Introduction to Digital Marketing
|
|
Digital Marketing: Origin of digital marketing; Traditional Vs Digital Marketing; Internet Users in India; Grehan’s 4Ps of digital marketing; The consumer decision journey; The P-O-E-M Framework; The digital landscape; Digital Marketing Plan. Ethical Challenges: Frauds on the Web, Data and Identity Theft, Issue of Privacy. Information Technology Act, 2000. | |
Unit-1 |
Teaching Hours:5 |
Introduction to Digital Marketing
|
|
Digital Marketing: Origin of digital marketing; Traditional Vs Digital Marketing; Internet Users in India; Grehan’s 4Ps of digital marketing; The consumer decision journey; The P-O-E-M Framework; The digital landscape; Digital Marketing Plan. Ethical Challenges: Frauds on the Web, Data and Identity Theft, Issue of Privacy. Information Technology Act, 2000. | |
Unit-1 |
Teaching Hours:5 |
Introduction to Digital Marketing
|
|
Digital Marketing: Origin of digital marketing; Traditional Vs Digital Marketing; Internet Users in India; Grehan’s 4Ps of digital marketing; The consumer decision journey; The P-O-E-M Framework; The digital landscape; Digital Marketing Plan. Ethical Challenges: Frauds on the Web, Data and Identity Theft, Issue of Privacy. Information Technology Act, 2000. | |
Unit-1 |
Teaching Hours:5 |
Introduction to Digital Marketing
|
|
Digital Marketing: Origin of digital marketing; Traditional Vs Digital Marketing; Internet Users in India; Grehan’s 4Ps of digital marketing; The consumer decision journey; The P-O-E-M Framework; The digital landscape; Digital Marketing Plan. Ethical Challenges: Frauds on the Web, Data and Identity Theft, Issue of Privacy. Information Technology Act, 2000. | |
Unit-1 |
Teaching Hours:5 |
Introduction to Digital Marketing
|
|
Digital Marketing: Origin of digital marketing; Traditional Vs Digital Marketing; Internet Users in India; Grehan’s 4Ps of digital marketing; The consumer decision journey; The P-O-E-M Framework; The digital landscape; Digital Marketing Plan. Ethical Challenges: Frauds on the Web, Data and Identity Theft, Issue of Privacy. Information Technology Act, 2000. | |
Unit-1 |
Teaching Hours:5 |
Introduction to Digital Marketing
|
|
Digital Marketing: Origin of digital marketing; Traditional Vs Digital Marketing; Internet Users in India; Grehan’s 4Ps of digital marketing; The consumer decision journey; The P-O-E-M Framework; The digital landscape; Digital Marketing Plan. Ethical Challenges: Frauds on the Web, Data and Identity Theft, Issue of Privacy. Information Technology Act, 2000. | |
Unit-2 |
Teaching Hours:6 |
Search Engine Marketing
|
|
Why pay for Search Advertising? Understanding Ad Placement; Understanding Ad ranks; Creating the first Ad campaign; Enhancing the Ad campaigns; Performance reports. Google Adsense. Concept of Display Advertising; Types of display Ads; Buying Models; Display Plan; Targeting – Contextual targeting- Placement Targeting-Remarketing- Interest categories- Geographic Language Tagging; What makes a good Ad? Programmatic digital advertising; Analytics tools – viewability, on target reach, Ad fraud, Brand Health. | |
Unit-2 |
Teaching Hours:6 |
Search Engine Marketing
|
|
Why pay for Search Advertising? Understanding Ad Placement; Understanding Ad ranks; Creating the first Ad campaign; Enhancing the Ad campaigns; Performance reports. Google Adsense. Concept of Display Advertising; Types of display Ads; Buying Models; Display Plan; Targeting – Contextual targeting- Placement Targeting-Remarketing- Interest categories- Geographic Language Tagging; What makes a good Ad? Programmatic digital advertising; Analytics tools – viewability, on target reach, Ad fraud, Brand Health. | |
Unit-2 |
Teaching Hours:6 |
Search Engine Marketing
|
|
Why pay for Search Advertising? Understanding Ad Placement; Understanding Ad ranks; Creating the first Ad campaign; Enhancing the Ad campaigns; Performance reports. Google Adsense. Concept of Display Advertising; Types of display Ads; Buying Models; Display Plan; Targeting – Contextual targeting- Placement Targeting-Remarketing- Interest categories- Geographic Language Tagging; What makes a good Ad? Programmatic digital advertising; Analytics tools – viewability, on target reach, Ad fraud, Brand Health. | |
Unit-2 |
Teaching Hours:6 |
Search Engine Marketing
|
|
Why pay for Search Advertising? Understanding Ad Placement; Understanding Ad ranks; Creating the first Ad campaign; Enhancing the Ad campaigns; Performance reports. Google Adsense. Concept of Display Advertising; Types of display Ads; Buying Models; Display Plan; Targeting – Contextual targeting- Placement Targeting-Remarketing- Interest categories- Geographic Language Tagging; What makes a good Ad? Programmatic digital advertising; Analytics tools – viewability, on target reach, Ad fraud, Brand Health. | |
Unit-2 |
Teaching Hours:6 |
Search Engine Marketing
|
|
Why pay for Search Advertising? Understanding Ad Placement; Understanding Ad ranks; Creating the first Ad campaign; Enhancing the Ad campaigns; Performance reports. Google Adsense. Concept of Display Advertising; Types of display Ads; Buying Models; Display Plan; Targeting – Contextual targeting- Placement Targeting-Remarketing- Interest categories- Geographic Language Tagging; What makes a good Ad? Programmatic digital advertising; Analytics tools – viewability, on target reach, Ad fraud, Brand Health. | |
Unit-2 |
Teaching Hours:6 |
Search Engine Marketing
|
|
Why pay for Search Advertising? Understanding Ad Placement; Understanding Ad ranks; Creating the first Ad campaign; Enhancing the Ad campaigns; Performance reports. Google Adsense. Concept of Display Advertising; Types of display Ads; Buying Models; Display Plan; Targeting – Contextual targeting- Placement Targeting-Remarketing- Interest categories- Geographic Language Tagging; What makes a good Ad? Programmatic digital advertising; Analytics tools – viewability, on target reach, Ad fraud, Brand Health. | |
Unit-2 |
Teaching Hours:6 |
Search Engine Marketing
|
|
Why pay for Search Advertising? Understanding Ad Placement; Understanding Ad ranks; Creating the first Ad campaign; Enhancing the Ad campaigns; Performance reports. Google Adsense. Concept of Display Advertising; Types of display Ads; Buying Models; Display Plan; Targeting – Contextual targeting- Placement Targeting-Remarketing- Interest categories- Geographic Language Tagging; What makes a good Ad? Programmatic digital advertising; Analytics tools – viewability, on target reach, Ad fraud, Brand Health. | |
Unit-2 |
Teaching Hours:6 |
Search Engine Marketing
|
|
Why pay for Search Advertising? Understanding Ad Placement; Understanding Ad ranks; Creating the first Ad campaign; Enhancing the Ad campaigns; Performance reports. Google Adsense. Concept of Display Advertising; Types of display Ads; Buying Models; Display Plan; Targeting – Contextual targeting- Placement Targeting-Remarketing- Interest categories- Geographic Language Tagging; What makes a good Ad? Programmatic digital advertising; Analytics tools – viewability, on target reach, Ad fraud, Brand Health. | |
Unit-2 |
Teaching Hours:6 |
Search Engine Marketing
|
|
Why pay for Search Advertising? Understanding Ad Placement; Understanding Ad ranks; Creating the first Ad campaign; Enhancing the Ad campaigns; Performance reports. Google Adsense. Concept of Display Advertising; Types of display Ads; Buying Models; Display Plan; Targeting – Contextual targeting- Placement Targeting-Remarketing- Interest categories- Geographic Language Tagging; What makes a good Ad? Programmatic digital advertising; Analytics tools – viewability, on target reach, Ad fraud, Brand Health. | |
Unit-2 |
Teaching Hours:6 |
Search Engine Marketing
|
|
Why pay for Search Advertising? Understanding Ad Placement; Understanding Ad ranks; Creating the first Ad campaign; Enhancing the Ad campaigns; Performance reports. Google Adsense. Concept of Display Advertising; Types of display Ads; Buying Models; Display Plan; Targeting – Contextual targeting- Placement Targeting-Remarketing- Interest categories- Geographic Language Tagging; What makes a good Ad? Programmatic digital advertising; Analytics tools – viewability, on target reach, Ad fraud, Brand Health. | |
Unit-2 |
Teaching Hours:6 |
Search Engine Marketing
|
|
Why pay for Search Advertising? Understanding Ad Placement; Understanding Ad ranks; Creating the first Ad campaign; Enhancing the Ad campaigns; Performance reports. Google Adsense. Concept of Display Advertising; Types of display Ads; Buying Models; Display Plan; Targeting – Contextual targeting- Placement Targeting-Remarketing- Interest categories- Geographic Language Tagging; What makes a good Ad? Programmatic digital advertising; Analytics tools – viewability, on target reach, Ad fraud, Brand Health. | |
Unit-2 |
Teaching Hours:6 |
Search Engine Marketing
|
|
Why pay for Search Advertising? Understanding Ad Placement; Understanding Ad ranks; Creating the first Ad campaign; Enhancing the Ad campaigns; Performance reports. Google Adsense. Concept of Display Advertising; Types of display Ads; Buying Models; Display Plan; Targeting – Contextual targeting- Placement Targeting-Remarketing- Interest categories- Geographic Language Tagging; What makes a good Ad? Programmatic digital advertising; Analytics tools – viewability, on target reach, Ad fraud, Brand Health. | |
Unit-2 |
Teaching Hours:6 |
Search Engine Marketing
|
|
Why pay for Search Advertising? Understanding Ad Placement; Understanding Ad ranks; Creating the first Ad campaign; Enhancing the Ad campaigns; Performance reports. Google Adsense. Concept of Display Advertising; Types of display Ads; Buying Models; Display Plan; Targeting – Contextual targeting- Placement Targeting-Remarketing- Interest categories- Geographic Language Tagging; What makes a good Ad? Programmatic digital advertising; Analytics tools – viewability, on target reach, Ad fraud, Brand Health. | |
Unit-2 |
Teaching Hours:6 |
Search Engine Marketing
|
|
Why pay for Search Advertising? Understanding Ad Placement; Understanding Ad ranks; Creating the first Ad campaign; Enhancing the Ad campaigns; Performance reports. Google Adsense. Concept of Display Advertising; Types of display Ads; Buying Models; Display Plan; Targeting – Contextual targeting- Placement Targeting-Remarketing- Interest categories- Geographic Language Tagging; What makes a good Ad? Programmatic digital advertising; Analytics tools – viewability, on target reach, Ad fraud, Brand Health. | |
Unit-3 |
Teaching Hours:9 |
Social Media Marketing
|
|
How to build a successful social media strategy? Facebook Marketing- Facebook for Business-Anatomy of an Ad campaign – Adverts - Facebook Insights
Linkedin Marketing – Linkedin Strategy- Sales lead generation – Content Strategy – Linkedin Analytics – Targeting – Ad Campaign
Twitter Marketing – Getting started with Twitter – Building a content strategy – Twitter Ads – Twitter Analytics Instagram Marketing – Objectives – Content Strategy – Style guidelines – Hashtags – Videos- Sponsored Ads – Apps – Generate leads | |
Unit-3 |
Teaching Hours:9 |
Social Media Marketing
|
|
How to build a successful social media strategy? Facebook Marketing- Facebook for Business-Anatomy of an Ad campaign – Adverts - Facebook Insights
Linkedin Marketing – Linkedin Strategy- Sales lead generation – Content Strategy – Linkedin Analytics – Targeting – Ad Campaign
Twitter Marketing – Getting started with Twitter – Building a content strategy – Twitter Ads – Twitter Analytics Instagram Marketing – Objectives – Content Strategy – Style guidelines – Hashtags – Videos- Sponsored Ads – Apps – Generate leads | |
Unit-3 |
Teaching Hours:9 |
Social Media Marketing
|
|
How to build a successful social media strategy? Facebook Marketing- Facebook for Business-Anatomy of an Ad campaign – Adverts - Facebook Insights
Linkedin Marketing – Linkedin Strategy- Sales lead generation – Content Strategy – Linkedin Analytics – Targeting – Ad Campaign
Twitter Marketing – Getting started with Twitter – Building a content strategy – Twitter Ads – Twitter Analytics Instagram Marketing – Objectives – Content Strategy – Style guidelines – Hashtags – Videos- Sponsored Ads – Apps – Generate leads | |
Unit-3 |
Teaching Hours:9 |
Social Media Marketing
|
|
How to build a successful social media strategy? Facebook Marketing- Facebook for Business-Anatomy of an Ad campaign – Adverts - Facebook Insights
Linkedin Marketing – Linkedin Strategy- Sales lead generation – Content Strategy – Linkedin Analytics – Targeting – Ad Campaign
Twitter Marketing – Getting started with Twitter – Building a content strategy – Twitter Ads – Twitter Analytics Instagram Marketing – Objectives – Content Strategy – Style guidelines – Hashtags – Videos- Sponsored Ads – Apps – Generate leads | |
Unit-3 |
Teaching Hours:9 |
Social Media Marketing
|
|
How to build a successful social media strategy? Facebook Marketing- Facebook for Business-Anatomy of an Ad campaign – Adverts - Facebook Insights
Linkedin Marketing – Linkedin Strategy- Sales lead generation – Content Strategy – Linkedin Analytics – Targeting – Ad Campaign
Twitter Marketing – Getting started with Twitter – Building a content strategy – Twitter Ads – Twitter Analytics Instagram Marketing – Objectives – Content Strategy – Style guidelines – Hashtags – Videos- Sponsored Ads – Apps – Generate leads | |
Unit-3 |
Teaching Hours:9 |
Social Media Marketing
|
|
How to build a successful social media strategy? Facebook Marketing- Facebook for Business-Anatomy of an Ad campaign – Adverts - Facebook Insights
Linkedin Marketing – Linkedin Strategy- Sales lead generation – Content Strategy – Linkedin Analytics – Targeting – Ad Campaign
Twitter Marketing – Getting started with Twitter – Building a content strategy – Twitter Ads – Twitter Analytics Instagram Marketing – Objectives – Content Strategy – Style guidelines – Hashtags – Videos- Sponsored Ads – Apps – Generate leads | |
Unit-3 |
Teaching Hours:9 |
Social Media Marketing
|
|
How to build a successful social media strategy? Facebook Marketing- Facebook for Business-Anatomy of an Ad campaign – Adverts - Facebook Insights
Linkedin Marketing – Linkedin Strategy- Sales lead generation – Content Strategy – Linkedin Analytics – Targeting – Ad Campaign
Twitter Marketing – Getting started with Twitter – Building a content strategy – Twitter Ads – Twitter Analytics Instagram Marketing – Objectives – Content Strategy – Style guidelines – Hashtags – Videos- Sponsored Ads – Apps – Generate leads | |
Unit-3 |
Teaching Hours:9 |
Social Media Marketing
|
|
How to build a successful social media strategy? Facebook Marketing- Facebook for Business-Anatomy of an Ad campaign – Adverts - Facebook Insights
Linkedin Marketing – Linkedin Strategy- Sales lead generation – Content Strategy – Linkedin Analytics – Targeting – Ad Campaign
Twitter Marketing – Getting started with Twitter – Building a content strategy – Twitter Ads – Twitter Analytics Instagram Marketing – Objectives – Content Strategy – Style guidelines – Hashtags – Videos- Sponsored Ads – Apps – Generate leads | |
Unit-3 |
Teaching Hours:9 |
Social Media Marketing
|
|
How to build a successful social media strategy? Facebook Marketing- Facebook for Business-Anatomy of an Ad campaign – Adverts - Facebook Insights
Linkedin Marketing – Linkedin Strategy- Sales lead generation – Content Strategy – Linkedin Analytics – Targeting – Ad Campaign
Twitter Marketing – Getting started with Twitter – Building a content strategy – Twitter Ads – Twitter Analytics Instagram Marketing – Objectives – Content Strategy – Style guidelines – Hashtags – Videos- Sponsored Ads – Apps – Generate leads | |
Unit-3 |
Teaching Hours:9 |
Social Media Marketing
|
|
How to build a successful social media strategy? Facebook Marketing- Facebook for Business-Anatomy of an Ad campaign – Adverts - Facebook Insights
Linkedin Marketing – Linkedin Strategy- Sales lead generation – Content Strategy – Linkedin Analytics – Targeting – Ad Campaign
Twitter Marketing – Getting started with Twitter – Building a content strategy – Twitter Ads – Twitter Analytics Instagram Marketing – Objectives – Content Strategy – Style guidelines – Hashtags – Videos- Sponsored Ads – Apps – Generate leads | |
Unit-3 |
Teaching Hours:9 |
Social Media Marketing
|
|
How to build a successful social media strategy? Facebook Marketing- Facebook for Business-Anatomy of an Ad campaign – Adverts - Facebook Insights
Linkedin Marketing – Linkedin Strategy- Sales lead generation – Content Strategy – Linkedin Analytics – Targeting – Ad Campaign
Twitter Marketing – Getting started with Twitter – Building a content strategy – Twitter Ads – Twitter Analytics Instagram Marketing – Objectives – Content Strategy – Style guidelines – Hashtags – Videos- Sponsored Ads – Apps – Generate leads | |
Unit-3 |
Teaching Hours:9 |
Social Media Marketing
|
|
How to build a successful social media strategy? Facebook Marketing- Facebook for Business-Anatomy of an Ad campaign – Adverts - Facebook Insights
Linkedin Marketing – Linkedin Strategy- Sales lead generation – Content Strategy – Linkedin Analytics – Targeting – Ad Campaign
Twitter Marketing – Getting started with Twitter – Building a content strategy – Twitter Ads – Twitter Analytics Instagram Marketing – Objectives – Content Strategy – Style guidelines – Hashtags – Videos- Sponsored Ads – Apps – Generate leads | |
Unit-3 |
Teaching Hours:9 |
Social Media Marketing
|
|
How to build a successful social media strategy? Facebook Marketing- Facebook for Business-Anatomy of an Ad campaign – Adverts - Facebook Insights
Linkedin Marketing – Linkedin Strategy- Sales lead generation – Content Strategy – Linkedin Analytics – Targeting – Ad Campaign
Twitter Marketing – Getting started with Twitter – Building a content strategy – Twitter Ads – Twitter Analytics Instagram Marketing – Objectives – Content Strategy – Style guidelines – Hashtags – Videos- Sponsored Ads – Apps – Generate leads | |
Unit-3 |
Teaching Hours:9 |
Social Media Marketing
|
|
How to build a successful social media strategy? Facebook Marketing- Facebook for Business-Anatomy of an Ad campaign – Adverts - Facebook Insights
Linkedin Marketing – Linkedin Strategy- Sales lead generation – Content Strategy – Linkedin Analytics – Targeting – Ad Campaign
Twitter Marketing – Getting started with Twitter – Building a content strategy – Twitter Ads – Twitter Analytics Instagram Marketing – Objectives – Content Strategy – Style guidelines – Hashtags – Videos- Sponsored Ads – Apps – Generate leads | |
Unit-4 |
Teaching Hours:6 |
e-mail Marketing and Search Engine Optimisation
|
|
e-mail Marketing – Building a List- Content Strategies – e-mail newsletter – Automating e-mail marketing- Analytics. Search Engine Optimisation – How search engine works? SEO Phases; On page Optimisation; Off-page Optimisation; Social Media Reach; Maintenance | |
Unit-4 |
Teaching Hours:6 |
e-mail Marketing and Search Engine Optimisation
|
|
e-mail Marketing – Building a List- Content Strategies – e-mail newsletter – Automating e-mail marketing- Analytics. Search Engine Optimisation – How search engine works? SEO Phases; On page Optimisation; Off-page Optimisation; Social Media Reach; Maintenance | |
Unit-4 |
Teaching Hours:6 |
e-mail Marketing and Search Engine Optimisation
|
|
e-mail Marketing – Building a List- Content Strategies – e-mail newsletter – Automating e-mail marketing- Analytics. Search Engine Optimisation – How search engine works? SEO Phases; On page Optimisation; Off-page Optimisation; Social Media Reach; Maintenance | |
Unit-4 |
Teaching Hours:6 |
e-mail Marketing and Search Engine Optimisation
|
|
e-mail Marketing – Building a List- Content Strategies – e-mail newsletter – Automating e-mail marketing- Analytics. Search Engine Optimisation – How search engine works? SEO Phases; On page Optimisation; Off-page Optimisation; Social Media Reach; Maintenance | |
Unit-4 |
Teaching Hours:6 |
e-mail Marketing and Search Engine Optimisation
|
|
e-mail Marketing – Building a List- Content Strategies – e-mail newsletter – Automating e-mail marketing- Analytics. Search Engine Optimisation – How search engine works? SEO Phases; On page Optimisation; Off-page Optimisation; Social Media Reach; Maintenance | |
Unit-4 |
Teaching Hours:6 |
e-mail Marketing and Search Engine Optimisation
|
|
e-mail Marketing – Building a List- Content Strategies – e-mail newsletter – Automating e-mail marketing- Analytics. Search Engine Optimisation – How search engine works? SEO Phases; On page Optimisation; Off-page Optimisation; Social Media Reach; Maintenance | |
Unit-4 |
Teaching Hours:6 |
e-mail Marketing and Search Engine Optimisation
|
|
e-mail Marketing – Building a List- Content Strategies – e-mail newsletter – Automating e-mail marketing- Analytics. Search Engine Optimisation – How search engine works? SEO Phases; On page Optimisation; Off-page Optimisation; Social Media Reach; Maintenance | |
Unit-4 |
Teaching Hours:6 |
e-mail Marketing and Search Engine Optimisation
|
|
e-mail Marketing – Building a List- Content Strategies – e-mail newsletter – Automating e-mail marketing- Analytics. Search Engine Optimisation – How search engine works? SEO Phases; On page Optimisation; Off-page Optimisation; Social Media Reach; Maintenance | |
Unit-4 |
Teaching Hours:6 |
e-mail Marketing and Search Engine Optimisation
|
|
e-mail Marketing – Building a List- Content Strategies – e-mail newsletter – Automating e-mail marketing- Analytics. Search Engine Optimisation – How search engine works? SEO Phases; On page Optimisation; Off-page Optimisation; Social Media Reach; Maintenance | |
Unit-4 |
Teaching Hours:6 |
e-mail Marketing and Search Engine Optimisation
|
|
e-mail Marketing – Building a List- Content Strategies – e-mail newsletter – Automating e-mail marketing- Analytics. Search Engine Optimisation – How search engine works? SEO Phases; On page Optimisation; Off-page Optimisation; Social Media Reach; Maintenance | |
Unit-4 |
Teaching Hours:6 |
e-mail Marketing and Search Engine Optimisation
|
|
e-mail Marketing – Building a List- Content Strategies – e-mail newsletter – Automating e-mail marketing- Analytics. Search Engine Optimisation – How search engine works? SEO Phases; On page Optimisation; Off-page Optimisation; Social Media Reach; Maintenance | |
Unit-4 |
Teaching Hours:6 |
e-mail Marketing and Search Engine Optimisation
|
|
e-mail Marketing – Building a List- Content Strategies – e-mail newsletter – Automating e-mail marketing- Analytics. Search Engine Optimisation – How search engine works? SEO Phases; On page Optimisation; Off-page Optimisation; Social Media Reach; Maintenance | |
Unit-4 |
Teaching Hours:6 |
e-mail Marketing and Search Engine Optimisation
|
|
e-mail Marketing – Building a List- Content Strategies – e-mail newsletter – Automating e-mail marketing- Analytics. Search Engine Optimisation – How search engine works? SEO Phases; On page Optimisation; Off-page Optimisation; Social Media Reach; Maintenance | |
Unit-4 |
Teaching Hours:6 |
e-mail Marketing and Search Engine Optimisation
|
|
e-mail Marketing – Building a List- Content Strategies – e-mail newsletter – Automating e-mail marketing- Analytics. Search Engine Optimisation – How search engine works? SEO Phases; On page Optimisation; Off-page Optimisation; Social Media Reach; Maintenance | |
Unit-5 |
Teaching Hours:4 |
Mobile Marketing and Web Analytics
|
|
Mobile Advertising – Mobile Marketing toolkit – Mobile Marketing Features – Mobile Analytics Web Analytics – Key Metrics – Making web analytics actionable – Types of tracking codes | |
Unit-5 |
Teaching Hours:4 |
Mobile Marketing and Web Analytics
|
|
Mobile Advertising – Mobile Marketing toolkit – Mobile Marketing Features – Mobile Analytics Web Analytics – Key Metrics – Making web analytics actionable – Types of tracking codes | |
Unit-5 |
Teaching Hours:4 |
Mobile Marketing and Web Analytics
|
|
Mobile Advertising – Mobile Marketing toolkit – Mobile Marketing Features – Mobile Analytics Web Analytics – Key Metrics – Making web analytics actionable – Types of tracking codes | |
Unit-5 |
Teaching Hours:4 |
Mobile Marketing and Web Analytics
|
|
Mobile Advertising – Mobile Marketing toolkit – Mobile Marketing Features – Mobile Analytics Web Analytics – Key Metrics – Making web analytics actionable – Types of tracking codes | |
Unit-5 |
Teaching Hours:4 |
Mobile Marketing and Web Analytics
|
|
Mobile Advertising – Mobile Marketing toolkit – Mobile Marketing Features – Mobile Analytics Web Analytics – Key Metrics – Making web analytics actionable – Types of tracking codes | |
Unit-5 |
Teaching Hours:4 |
Mobile Marketing and Web Analytics
|
|
Mobile Advertising – Mobile Marketing toolkit – Mobile Marketing Features – Mobile Analytics Web Analytics – Key Metrics – Making web analytics actionable – Types of tracking codes | |
Unit-5 |
Teaching Hours:4 |
Mobile Marketing and Web Analytics
|
|
Mobile Advertising – Mobile Marketing toolkit – Mobile Marketing Features – Mobile Analytics Web Analytics – Key Metrics – Making web analytics actionable – Types of tracking codes | |
Unit-5 |
Teaching Hours:4 |
Mobile Marketing and Web Analytics
|
|
Mobile Advertising – Mobile Marketing toolkit – Mobile Marketing Features – Mobile Analytics Web Analytics – Key Metrics – Making web analytics actionable – Types of tracking codes | |
Unit-5 |
Teaching Hours:4 |
Mobile Marketing and Web Analytics
|
|
Mobile Advertising – Mobile Marketing toolkit – Mobile Marketing Features – Mobile Analytics Web Analytics – Key Metrics – Making web analytics actionable – Types of tracking codes | |
Unit-5 |
Teaching Hours:4 |
Mobile Marketing and Web Analytics
|
|
Mobile Advertising – Mobile Marketing toolkit – Mobile Marketing Features – Mobile Analytics Web Analytics – Key Metrics – Making web analytics actionable – Types of tracking codes | |
Unit-5 |
Teaching Hours:4 |
Mobile Marketing and Web Analytics
|
|
Mobile Advertising – Mobile Marketing toolkit – Mobile Marketing Features – Mobile Analytics Web Analytics – Key Metrics – Making web analytics actionable – Types of tracking codes | |
Unit-5 |
Teaching Hours:4 |
Mobile Marketing and Web Analytics
|
|
Mobile Advertising – Mobile Marketing toolkit – Mobile Marketing Features – Mobile Analytics Web Analytics – Key Metrics – Making web analytics actionable – Types of tracking codes | |
Unit-5 |
Teaching Hours:4 |
Mobile Marketing and Web Analytics
|
|
Mobile Advertising – Mobile Marketing toolkit – Mobile Marketing Features – Mobile Analytics Web Analytics – Key Metrics – Making web analytics actionable – Types of tracking codes | |
Unit-5 |
Teaching Hours:4 |
Mobile Marketing and Web Analytics
|
|
Mobile Advertising – Mobile Marketing toolkit – Mobile Marketing Features – Mobile Analytics Web Analytics – Key Metrics – Making web analytics actionable – Types of tracking codes | |
Text Books And Reference Books: 1. Seema Gupta. (2020). Digital Marketing (2nd Ed). Tata Mc Graw Hill | |
Essential Reading / Recommended Reading
1. Kerpen, D., Berk, R., Greenbaum, M. (2019). Likeable social media, Third Edition: How To Delight Your Customers, Create an Irresistible Brand, & Be Generally Amazing On All Social Networks That Matter. United Kingdom: McGraw-Hill Education.
4. Marshall, P., Rhodes, M., Todd, B. (2020). Ultimate Guide to Google Ads. United States: Entrepreneur Press.
| |
Evaluation Pattern
CIA 1 – Digital Marketing Plan – 20 Marks
CIA 2 – Google Ads – 10 Marks
CIA 3 – Social Media Marketing – 25 Marks
CIA 4 – Web Analysis (SEO) – 20 Marks
CIA 5 – Analytics – 20 Marks
Attendance – 5 Marks
CIA – Total Marks – 100 Converted to 50
ETE
Viva Voce – 50 Marks
Report – 50 Marks
ETE – 100 Marks – Converted to 50 Overall Marks – CIA + ESE = 100
| |
BTGE653 - DIGITAL WRITING (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:100 |
Credits:2 |
Course Objectives/Course Description |
|
The course will develop the knowledge and skills required to write content for digital media. Students will learn how to craft writing for different areas of the media by focusing on genres such as profiles, informative pieces, articles and content pieces. Students will work on pitching and marketing ideas, discuss topics such as timelines, word counts and deadlines. The course will also examine the principles of reporting and the legal and ethical issues associated with content writing
The course intends to provide students with an in-depth understanding of the nature of digital content. The course will acquaint students with the techniques of writing simple but polished digital content. The subject will develop creativity in writing and imaginative approaches to digital content writing. The paper will help students understand the mechanics of content writing |
|
Learning Outcome |
|
CO1: Students will learn how to write digital content for websites, blogs, and general social networking sites CO2: Students will learn the importance of using hyperlinks to information sources when writing an article CO3: Students will be able to differentiate between original and plagiarized content and develop mechanisms to avoid plagiarism |
Unit-1 |
Teaching Hours:6 |
Introduction to Digital Writing
|
|
What is online writing, Narrative structure for online and digital stories, writing for university publications, Copyright, Ownership, and authorship, Approach to digital storytelling, Interactive narratives, sourcing information, exploring transmedia stories, data visualization, online identities and the self, alternate realities | |
Unit-1 |
Teaching Hours:6 |
Introduction to Digital Writing
|
|
What is online writing, Narrative structure for online and digital stories, writing for university publications, Copyright, Ownership, and authorship, Approach to digital storytelling, Interactive narratives, sourcing information, exploring transmedia stories, data visualization, online identities and the self, alternate realities | |
Unit-1 |
Teaching Hours:6 |
Introduction to Digital Writing
|
|
What is online writing, Narrative structure for online and digital stories, writing for university publications, Copyright, Ownership, and authorship, Approach to digital storytelling, Interactive narratives, sourcing information, exploring transmedia stories, data visualization, online identities and the self, alternate realities | |
Unit-1 |
Teaching Hours:6 |
Introduction to Digital Writing
|
|
What is online writing, Narrative structure for online and digital stories, writing for university publications, Copyright, Ownership, and authorship, Approach to digital storytelling, Interactive narratives, sourcing information, exploring transmedia stories, data visualization, online identities and the self, alternate realities | |
Unit-1 |
Teaching Hours:6 |
Introduction to Digital Writing
|
|
What is online writing, Narrative structure for online and digital stories, writing for university publications, Copyright, Ownership, and authorship, Approach to digital storytelling, Interactive narratives, sourcing information, exploring transmedia stories, data visualization, online identities and the self, alternate realities | |
Unit-1 |
Teaching Hours:6 |
Introduction to Digital Writing
|
|
What is online writing, Narrative structure for online and digital stories, writing for university publications, Copyright, Ownership, and authorship, Approach to digital storytelling, Interactive narratives, sourcing information, exploring transmedia stories, data visualization, online identities and the self, alternate realities | |
Unit-1 |
Teaching Hours:6 |
Introduction to Digital Writing
|
|
What is online writing, Narrative structure for online and digital stories, writing for university publications, Copyright, Ownership, and authorship, Approach to digital storytelling, Interactive narratives, sourcing information, exploring transmedia stories, data visualization, online identities and the self, alternate realities | |
Unit-1 |
Teaching Hours:6 |
Introduction to Digital Writing
|
|
What is online writing, Narrative structure for online and digital stories, writing for university publications, Copyright, Ownership, and authorship, Approach to digital storytelling, Interactive narratives, sourcing information, exploring transmedia stories, data visualization, online identities and the self, alternate realities | |
Unit-1 |
Teaching Hours:6 |
Introduction to Digital Writing
|
|
What is online writing, Narrative structure for online and digital stories, writing for university publications, Copyright, Ownership, and authorship, Approach to digital storytelling, Interactive narratives, sourcing information, exploring transmedia stories, data visualization, online identities and the self, alternate realities | |
Unit-1 |
Teaching Hours:6 |
Introduction to Digital Writing
|
|
What is online writing, Narrative structure for online and digital stories, writing for university publications, Copyright, Ownership, and authorship, Approach to digital storytelling, Interactive narratives, sourcing information, exploring transmedia stories, data visualization, online identities and the self, alternate realities | |
Unit-1 |
Teaching Hours:6 |
Introduction to Digital Writing
|
|
What is online writing, Narrative structure for online and digital stories, writing for university publications, Copyright, Ownership, and authorship, Approach to digital storytelling, Interactive narratives, sourcing information, exploring transmedia stories, data visualization, online identities and the self, alternate realities | |
Unit-1 |
Teaching Hours:6 |
Introduction to Digital Writing
|
|
What is online writing, Narrative structure for online and digital stories, writing for university publications, Copyright, Ownership, and authorship, Approach to digital storytelling, Interactive narratives, sourcing information, exploring transmedia stories, data visualization, online identities and the self, alternate realities | |
Unit-1 |
Teaching Hours:6 |
Introduction to Digital Writing
|
|
What is online writing, Narrative structure for online and digital stories, writing for university publications, Copyright, Ownership, and authorship, Approach to digital storytelling, Interactive narratives, sourcing information, exploring transmedia stories, data visualization, online identities and the self, alternate realities | |
Unit-1 |
Teaching Hours:6 |
Introduction to Digital Writing
|
|
What is online writing, Narrative structure for online and digital stories, writing for university publications, Copyright, Ownership, and authorship, Approach to digital storytelling, Interactive narratives, sourcing information, exploring transmedia stories, data visualization, online identities and the self, alternate realities | |
Unit-2 |
Teaching Hours:6 |
Writing Techniques
|
|
Online news writing, headlines, sentences, links, tables and infographics, meaningful linking, effective illustrations, content strategy, message, media, style and tone, purposes, personas and scenarios | |
Unit-2 |
Teaching Hours:6 |
Writing Techniques
|
|
Online news writing, headlines, sentences, links, tables and infographics, meaningful linking, effective illustrations, content strategy, message, media, style and tone, purposes, personas and scenarios | |
Unit-2 |
Teaching Hours:6 |
Writing Techniques
|
|
Online news writing, headlines, sentences, links, tables and infographics, meaningful linking, effective illustrations, content strategy, message, media, style and tone, purposes, personas and scenarios | |
Unit-2 |
Teaching Hours:6 |
Writing Techniques
|
|
Online news writing, headlines, sentences, links, tables and infographics, meaningful linking, effective illustrations, content strategy, message, media, style and tone, purposes, personas and scenarios | |
Unit-2 |
Teaching Hours:6 |
Writing Techniques
|
|
Online news writing, headlines, sentences, links, tables and infographics, meaningful linking, effective illustrations, content strategy, message, media, style and tone, purposes, personas and scenarios | |
Unit-2 |
Teaching Hours:6 |
Writing Techniques
|
|
Online news writing, headlines, sentences, links, tables and infographics, meaningful linking, effective illustrations, content strategy, message, media, style and tone, purposes, personas and scenarios | |
Unit-2 |
Teaching Hours:6 |
Writing Techniques
|
|
Online news writing, headlines, sentences, links, tables and infographics, meaningful linking, effective illustrations, content strategy, message, media, style and tone, purposes, personas and scenarios | |
Unit-2 |
Teaching Hours:6 |
Writing Techniques
|
|
Online news writing, headlines, sentences, links, tables and infographics, meaningful linking, effective illustrations, content strategy, message, media, style and tone, purposes, personas and scenarios | |
Unit-2 |
Teaching Hours:6 |
Writing Techniques
|
|
Online news writing, headlines, sentences, links, tables and infographics, meaningful linking, effective illustrations, content strategy, message, media, style and tone, purposes, personas and scenarios | |
Unit-2 |
Teaching Hours:6 |
Writing Techniques
|
|
Online news writing, headlines, sentences, links, tables and infographics, meaningful linking, effective illustrations, content strategy, message, media, style and tone, purposes, personas and scenarios | |
Unit-2 |
Teaching Hours:6 |
Writing Techniques
|
|
Online news writing, headlines, sentences, links, tables and infographics, meaningful linking, effective illustrations, content strategy, message, media, style and tone, purposes, personas and scenarios | |
Unit-2 |
Teaching Hours:6 |
Writing Techniques
|
|
Online news writing, headlines, sentences, links, tables and infographics, meaningful linking, effective illustrations, content strategy, message, media, style and tone, purposes, personas and scenarios | |
Unit-2 |
Teaching Hours:6 |
Writing Techniques
|
|
Online news writing, headlines, sentences, links, tables and infographics, meaningful linking, effective illustrations, content strategy, message, media, style and tone, purposes, personas and scenarios | |
Unit-2 |
Teaching Hours:6 |
Writing Techniques
|
|
Online news writing, headlines, sentences, links, tables and infographics, meaningful linking, effective illustrations, content strategy, message, media, style and tone, purposes, personas and scenarios | |
Unit-3 |
Teaching Hours:6 |
Writing for Newspapers
|
|
Journalistic writing-nature, process and styles, Concept of news-definitions, news values, nose for news, News writing- elements of news stories-Lead, body & closure; 5 Ws & 1 H, News writing structures- pyramid, inverted pyramid, hourglass, chronological, Newspaper design, Anatomy of a newspaper, Typography-font type, anatomy of type, type families, Readability & aesthetic principles, Page layout & design | |
Unit-3 |
Teaching Hours:6 |
Writing for Newspapers
|
|
Journalistic writing-nature, process and styles, Concept of news-definitions, news values, nose for news, News writing- elements of news stories-Lead, body & closure; 5 Ws & 1 H, News writing structures- pyramid, inverted pyramid, hourglass, chronological, Newspaper design, Anatomy of a newspaper, Typography-font type, anatomy of type, type families, Readability & aesthetic principles, Page layout & design | |
Unit-3 |
Teaching Hours:6 |
Writing for Newspapers
|
|
Journalistic writing-nature, process and styles, Concept of news-definitions, news values, nose for news, News writing- elements of news stories-Lead, body & closure; 5 Ws & 1 H, News writing structures- pyramid, inverted pyramid, hourglass, chronological, Newspaper design, Anatomy of a newspaper, Typography-font type, anatomy of type, type families, Readability & aesthetic principles, Page layout & design | |
Unit-3 |
Teaching Hours:6 |
Writing for Newspapers
|
|
Journalistic writing-nature, process and styles, Concept of news-definitions, news values, nose for news, News writing- elements of news stories-Lead, body & closure; 5 Ws & 1 H, News writing structures- pyramid, inverted pyramid, hourglass, chronological, Newspaper design, Anatomy of a newspaper, Typography-font type, anatomy of type, type families, Readability & aesthetic principles, Page layout & design | |
Unit-3 |
Teaching Hours:6 |
Writing for Newspapers
|
|
Journalistic writing-nature, process and styles, Concept of news-definitions, news values, nose for news, News writing- elements of news stories-Lead, body & closure; 5 Ws & 1 H, News writing structures- pyramid, inverted pyramid, hourglass, chronological, Newspaper design, Anatomy of a newspaper, Typography-font type, anatomy of type, type families, Readability & aesthetic principles, Page layout & design | |
Unit-3 |
Teaching Hours:6 |
Writing for Newspapers
|
|
Journalistic writing-nature, process and styles, Concept of news-definitions, news values, nose for news, News writing- elements of news stories-Lead, body & closure; 5 Ws & 1 H, News writing structures- pyramid, inverted pyramid, hourglass, chronological, Newspaper design, Anatomy of a newspaper, Typography-font type, anatomy of type, type families, Readability & aesthetic principles, Page layout & design | |
Unit-3 |
Teaching Hours:6 |
Writing for Newspapers
|
|
Journalistic writing-nature, process and styles, Concept of news-definitions, news values, nose for news, News writing- elements of news stories-Lead, body & closure; 5 Ws & 1 H, News writing structures- pyramid, inverted pyramid, hourglass, chronological, Newspaper design, Anatomy of a newspaper, Typography-font type, anatomy of type, type families, Readability & aesthetic principles, Page layout & design | |
Unit-3 |
Teaching Hours:6 |
Writing for Newspapers
|
|
Journalistic writing-nature, process and styles, Concept of news-definitions, news values, nose for news, News writing- elements of news stories-Lead, body & closure; 5 Ws & 1 H, News writing structures- pyramid, inverted pyramid, hourglass, chronological, Newspaper design, Anatomy of a newspaper, Typography-font type, anatomy of type, type families, Readability & aesthetic principles, Page layout & design | |
Unit-3 |
Teaching Hours:6 |
Writing for Newspapers
|
|
Journalistic writing-nature, process and styles, Concept of news-definitions, news values, nose for news, News writing- elements of news stories-Lead, body & closure; 5 Ws & 1 H, News writing structures- pyramid, inverted pyramid, hourglass, chronological, Newspaper design, Anatomy of a newspaper, Typography-font type, anatomy of type, type families, Readability & aesthetic principles, Page layout & design | |
Unit-3 |
Teaching Hours:6 |
Writing for Newspapers
|
|
Journalistic writing-nature, process and styles, Concept of news-definitions, news values, nose for news, News writing- elements of news stories-Lead, body & closure; 5 Ws & 1 H, News writing structures- pyramid, inverted pyramid, hourglass, chronological, Newspaper design, Anatomy of a newspaper, Typography-font type, anatomy of type, type families, Readability & aesthetic principles, Page layout & design | |
Unit-3 |
Teaching Hours:6 |
Writing for Newspapers
|
|
Journalistic writing-nature, process and styles, Concept of news-definitions, news values, nose for news, News writing- elements of news stories-Lead, body & closure; 5 Ws & 1 H, News writing structures- pyramid, inverted pyramid, hourglass, chronological, Newspaper design, Anatomy of a newspaper, Typography-font type, anatomy of type, type families, Readability & aesthetic principles, Page layout & design | |
Unit-3 |
Teaching Hours:6 |
Writing for Newspapers
|
|
Journalistic writing-nature, process and styles, Concept of news-definitions, news values, nose for news, News writing- elements of news stories-Lead, body & closure; 5 Ws & 1 H, News writing structures- pyramid, inverted pyramid, hourglass, chronological, Newspaper design, Anatomy of a newspaper, Typography-font type, anatomy of type, type families, Readability & aesthetic principles, Page layout & design | |
Unit-3 |
Teaching Hours:6 |
Writing for Newspapers
|
|
Journalistic writing-nature, process and styles, Concept of news-definitions, news values, nose for news, News writing- elements of news stories-Lead, body & closure; 5 Ws & 1 H, News writing structures- pyramid, inverted pyramid, hourglass, chronological, Newspaper design, Anatomy of a newspaper, Typography-font type, anatomy of type, type families, Readability & aesthetic principles, Page layout & design | |
Unit-3 |
Teaching Hours:6 |
Writing for Newspapers
|
|
Journalistic writing-nature, process and styles, Concept of news-definitions, news values, nose for news, News writing- elements of news stories-Lead, body & closure; 5 Ws & 1 H, News writing structures- pyramid, inverted pyramid, hourglass, chronological, Newspaper design, Anatomy of a newspaper, Typography-font type, anatomy of type, type families, Readability & aesthetic principles, Page layout & design | |
Unit-4 |
Teaching Hours:6 |
Writing a Book Proposal
|
|
Process of book publishing, understanding book proposal, the importance of book proposal, book proposal structure, steps for writing a book proposal, some common mistakes made when writing a book proposal. | |
Unit-4 |
Teaching Hours:6 |
Writing a Book Proposal
|
|
Process of book publishing, understanding book proposal, the importance of book proposal, book proposal structure, steps for writing a book proposal, some common mistakes made when writing a book proposal. | |
Unit-4 |
Teaching Hours:6 |
Writing a Book Proposal
|
|
Process of book publishing, understanding book proposal, the importance of book proposal, book proposal structure, steps for writing a book proposal, some common mistakes made when writing a book proposal. | |
Unit-4 |
Teaching Hours:6 |
Writing a Book Proposal
|
|
Process of book publishing, understanding book proposal, the importance of book proposal, book proposal structure, steps for writing a book proposal, some common mistakes made when writing a book proposal. | |
Unit-4 |
Teaching Hours:6 |
Writing a Book Proposal
|
|
Process of book publishing, understanding book proposal, the importance of book proposal, book proposal structure, steps for writing a book proposal, some common mistakes made when writing a book proposal. | |
Unit-4 |
Teaching Hours:6 |
Writing a Book Proposal
|
|
Process of book publishing, understanding book proposal, the importance of book proposal, book proposal structure, steps for writing a book proposal, some common mistakes made when writing a book proposal. | |
Unit-4 |
Teaching Hours:6 |
Writing a Book Proposal
|
|
Process of book publishing, understanding book proposal, the importance of book proposal, book proposal structure, steps for writing a book proposal, some common mistakes made when writing a book proposal. | |
Unit-4 |
Teaching Hours:6 |
Writing a Book Proposal
|
|
Process of book publishing, understanding book proposal, the importance of book proposal, book proposal structure, steps for writing a book proposal, some common mistakes made when writing a book proposal. | |
Unit-4 |
Teaching Hours:6 |
Writing a Book Proposal
|
|
Process of book publishing, understanding book proposal, the importance of book proposal, book proposal structure, steps for writing a book proposal, some common mistakes made when writing a book proposal. | |
Unit-4 |
Teaching Hours:6 |
Writing a Book Proposal
|
|
Process of book publishing, understanding book proposal, the importance of book proposal, book proposal structure, steps for writing a book proposal, some common mistakes made when writing a book proposal. | |
Unit-4 |
Teaching Hours:6 |
Writing a Book Proposal
|
|
Process of book publishing, understanding book proposal, the importance of book proposal, book proposal structure, steps for writing a book proposal, some common mistakes made when writing a book proposal. | |
Unit-4 |
Teaching Hours:6 |
Writing a Book Proposal
|
|
Process of book publishing, understanding book proposal, the importance of book proposal, book proposal structure, steps for writing a book proposal, some common mistakes made when writing a book proposal. | |
Unit-4 |
Teaching Hours:6 |
Writing a Book Proposal
|
|
Process of book publishing, understanding book proposal, the importance of book proposal, book proposal structure, steps for writing a book proposal, some common mistakes made when writing a book proposal. | |
Unit-4 |
Teaching Hours:6 |
Writing a Book Proposal
|
|
Process of book publishing, understanding book proposal, the importance of book proposal, book proposal structure, steps for writing a book proposal, some common mistakes made when writing a book proposal. | |
Unit-5 |
Teaching Hours:6 |
Writing Resume and Cover
|
|
Introduction to resume, the 3Fs of resume writing, parts of a resume, difference between CV and resume, characteristics of a good resume, anatomy of a resume, common mistakes made while writing a resume, introduction to cover letter, writing a cover letter for a job application, writing a cover letter for a book proposal, common mistakes made while writing a cover letter | |
Unit-5 |
Teaching Hours:6 |
Writing Resume and Cover
|
|
Introduction to resume, the 3Fs of resume writing, parts of a resume, difference between CV and resume, characteristics of a good resume, anatomy of a resume, common mistakes made while writing a resume, introduction to cover letter, writing a cover letter for a job application, writing a cover letter for a book proposal, common mistakes made while writing a cover letter | |
Unit-5 |
Teaching Hours:6 |
Writing Resume and Cover
|
|
Introduction to resume, the 3Fs of resume writing, parts of a resume, difference between CV and resume, characteristics of a good resume, anatomy of a resume, common mistakes made while writing a resume, introduction to cover letter, writing a cover letter for a job application, writing a cover letter for a book proposal, common mistakes made while writing a cover letter | |
Unit-5 |
Teaching Hours:6 |
Writing Resume and Cover
|
|
Introduction to resume, the 3Fs of resume writing, parts of a resume, difference between CV and resume, characteristics of a good resume, anatomy of a resume, common mistakes made while writing a resume, introduction to cover letter, writing a cover letter for a job application, writing a cover letter for a book proposal, common mistakes made while writing a cover letter | |
Unit-5 |
Teaching Hours:6 |
Writing Resume and Cover
|
|
Introduction to resume, the 3Fs of resume writing, parts of a resume, difference between CV and resume, characteristics of a good resume, anatomy of a resume, common mistakes made while writing a resume, introduction to cover letter, writing a cover letter for a job application, writing a cover letter for a book proposal, common mistakes made while writing a cover letter | |
Unit-5 |
Teaching Hours:6 |
Writing Resume and Cover
|
|
Introduction to resume, the 3Fs of resume writing, parts of a resume, difference between CV and resume, characteristics of a good resume, anatomy of a resume, common mistakes made while writing a resume, introduction to cover letter, writing a cover letter for a job application, writing a cover letter for a book proposal, common mistakes made while writing a cover letter | |
Unit-5 |
Teaching Hours:6 |
Writing Resume and Cover
|
|
Introduction to resume, the 3Fs of resume writing, parts of a resume, difference between CV and resume, characteristics of a good resume, anatomy of a resume, common mistakes made while writing a resume, introduction to cover letter, writing a cover letter for a job application, writing a cover letter for a book proposal, common mistakes made while writing a cover letter | |
Unit-5 |
Teaching Hours:6 |
Writing Resume and Cover
|
|
Introduction to resume, the 3Fs of resume writing, parts of a resume, difference between CV and resume, characteristics of a good resume, anatomy of a resume, common mistakes made while writing a resume, introduction to cover letter, writing a cover letter for a job application, writing a cover letter for a book proposal, common mistakes made while writing a cover letter | |
Unit-5 |
Teaching Hours:6 |
Writing Resume and Cover
|
|
Introduction to resume, the 3Fs of resume writing, parts of a resume, difference between CV and resume, characteristics of a good resume, anatomy of a resume, common mistakes made while writing a resume, introduction to cover letter, writing a cover letter for a job application, writing a cover letter for a book proposal, common mistakes made while writing a cover letter | |
Unit-5 |
Teaching Hours:6 |
Writing Resume and Cover
|
|
Introduction to resume, the 3Fs of resume writing, parts of a resume, difference between CV and resume, characteristics of a good resume, anatomy of a resume, common mistakes made while writing a resume, introduction to cover letter, writing a cover letter for a job application, writing a cover letter for a book proposal, common mistakes made while writing a cover letter | |
Unit-5 |
Teaching Hours:6 |
Writing Resume and Cover
|
|
Introduction to resume, the 3Fs of resume writing, parts of a resume, difference between CV and resume, characteristics of a good resume, anatomy of a resume, common mistakes made while writing a resume, introduction to cover letter, writing a cover letter for a job application, writing a cover letter for a book proposal, common mistakes made while writing a cover letter | |
Unit-5 |
Teaching Hours:6 |
Writing Resume and Cover
|
|
Introduction to resume, the 3Fs of resume writing, parts of a resume, difference between CV and resume, characteristics of a good resume, anatomy of a resume, common mistakes made while writing a resume, introduction to cover letter, writing a cover letter for a job application, writing a cover letter for a book proposal, common mistakes made while writing a cover letter | |
Unit-5 |
Teaching Hours:6 |
Writing Resume and Cover
|
|
Introduction to resume, the 3Fs of resume writing, parts of a resume, difference between CV and resume, characteristics of a good resume, anatomy of a resume, common mistakes made while writing a resume, introduction to cover letter, writing a cover letter for a job application, writing a cover letter for a book proposal, common mistakes made while writing a cover letter | |
Unit-5 |
Teaching Hours:6 |
Writing Resume and Cover
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Introduction to resume, the 3Fs of resume writing, parts of a resume, difference between CV and resume, characteristics of a good resume, anatomy of a resume, common mistakes made while writing a resume, introduction to cover letter, writing a cover letter for a job application, writing a cover letter for a book proposal, common mistakes made while writing a cover letter | |
Text Books And Reference Books:
| |
Essential Reading / Recommended Reading
| |
Evaluation Pattern Introduction - 10 Content - 10 Structure - 10 Clarity- 10 Conclusion -10 | |
BTGE654 - PHOTOGRAPHY (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
1. To provide proficiency in handling tools related to the photographic Images 2. To explore the role of the photographer in the architectural community. 3. To provide skills and knowledge in the application of various types of lights on the photography.
4. To develop solutions for visual art related problems and to understand the concept of visual-based communication. |
|
Learning Outcome |
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CO1: Ability to develop photography skill to express the art of communication CO2: Improvising professional skills in the realm of documentation and photography art direction |
Unit-1 |
Teaching Hours:10 |
Introduction of Photography
|
|
Exposure to a variety of Analog and digital photographic techniques. Basics of shots, sizes, and angles. Technical aspects such as exposure triangle, composition, framing, and introduction to lighting.
Printing The enlarger, set up, timer use, enlarging lenses, the test strip, developing procedures, contrast control with variable contrast filters, spotting and matting, archival processing. | |
Unit-1 |
Teaching Hours:10 |
Introduction of Photography
|
|
Exposure to a variety of Analog and digital photographic techniques. Basics of shots, sizes, and angles. Technical aspects such as exposure triangle, composition, framing, and introduction to lighting.
Printing The enlarger, set up, timer use, enlarging lenses, the test strip, developing procedures, contrast control with variable contrast filters, spotting and matting, archival processing. | |
Unit-1 |
Teaching Hours:10 |
Introduction of Photography
|
|
Exposure to a variety of Analog and digital photographic techniques. Basics of shots, sizes, and angles. Technical aspects such as exposure triangle, composition, framing, and introduction to lighting.
Printing The enlarger, set up, timer use, enlarging lenses, the test strip, developing procedures, contrast control with variable contrast filters, spotting and matting, archival processing. | |
Unit-1 |
Teaching Hours:10 |
Introduction of Photography
|
|
Exposure to a variety of Analog and digital photographic techniques. Basics of shots, sizes, and angles. Technical aspects such as exposure triangle, composition, framing, and introduction to lighting.
Printing The enlarger, set up, timer use, enlarging lenses, the test strip, developing procedures, contrast control with variable contrast filters, spotting and matting, archival processing. | |
Unit-1 |
Teaching Hours:10 |
Introduction of Photography
|
|
Exposure to a variety of Analog and digital photographic techniques. Basics of shots, sizes, and angles. Technical aspects such as exposure triangle, composition, framing, and introduction to lighting.
Printing The enlarger, set up, timer use, enlarging lenses, the test strip, developing procedures, contrast control with variable contrast filters, spotting and matting, archival processing. | |
Unit-1 |
Teaching Hours:10 |
Introduction of Photography
|
|
Exposure to a variety of Analog and digital photographic techniques. Basics of shots, sizes, and angles. Technical aspects such as exposure triangle, composition, framing, and introduction to lighting.
Printing The enlarger, set up, timer use, enlarging lenses, the test strip, developing procedures, contrast control with variable contrast filters, spotting and matting, archival processing. | |
Unit-1 |
Teaching Hours:10 |
Introduction of Photography
|
|
Exposure to a variety of Analog and digital photographic techniques. Basics of shots, sizes, and angles. Technical aspects such as exposure triangle, composition, framing, and introduction to lighting.
Printing The enlarger, set up, timer use, enlarging lenses, the test strip, developing procedures, contrast control with variable contrast filters, spotting and matting, archival processing. | |
Unit-1 |
Teaching Hours:10 |
Introduction of Photography
|
|
Exposure to a variety of Analog and digital photographic techniques. Basics of shots, sizes, and angles. Technical aspects such as exposure triangle, composition, framing, and introduction to lighting.
Printing The enlarger, set up, timer use, enlarging lenses, the test strip, developing procedures, contrast control with variable contrast filters, spotting and matting, archival processing. | |
Unit-1 |
Teaching Hours:10 |
Introduction of Photography
|
|
Exposure to a variety of Analog and digital photographic techniques. Basics of shots, sizes, and angles. Technical aspects such as exposure triangle, composition, framing, and introduction to lighting.
Printing The enlarger, set up, timer use, enlarging lenses, the test strip, developing procedures, contrast control with variable contrast filters, spotting and matting, archival processing. | |
Unit-1 |
Teaching Hours:10 |
Introduction of Photography
|
|
Exposure to a variety of Analog and digital photographic techniques. Basics of shots, sizes, and angles. Technical aspects such as exposure triangle, composition, framing, and introduction to lighting.
Printing The enlarger, set up, timer use, enlarging lenses, the test strip, developing procedures, contrast control with variable contrast filters, spotting and matting, archival processing. | |
Unit-1 |
Teaching Hours:10 |
Introduction of Photography
|
|
Exposure to a variety of Analog and digital photographic techniques. Basics of shots, sizes, and angles. Technical aspects such as exposure triangle, composition, framing, and introduction to lighting.
Printing The enlarger, set up, timer use, enlarging lenses, the test strip, developing procedures, contrast control with variable contrast filters, spotting and matting, archival processing. | |
Unit-1 |
Teaching Hours:10 |
Introduction of Photography
|
|
Exposure to a variety of Analog and digital photographic techniques. Basics of shots, sizes, and angles. Technical aspects such as exposure triangle, composition, framing, and introduction to lighting.
Printing The enlarger, set up, timer use, enlarging lenses, the test strip, developing procedures, contrast control with variable contrast filters, spotting and matting, archival processing. | |
Unit-1 |
Teaching Hours:10 |
Introduction of Photography
|
|
Exposure to a variety of Analog and digital photographic techniques. Basics of shots, sizes, and angles. Technical aspects such as exposure triangle, composition, framing, and introduction to lighting.
Printing The enlarger, set up, timer use, enlarging lenses, the test strip, developing procedures, contrast control with variable contrast filters, spotting and matting, archival processing. | |
Unit-1 |
Teaching Hours:10 |
Introduction of Photography
|
|
Exposure to a variety of Analog and digital photographic techniques. Basics of shots, sizes, and angles. Technical aspects such as exposure triangle, composition, framing, and introduction to lighting.
Printing The enlarger, set up, timer use, enlarging lenses, the test strip, developing procedures, contrast control with variable contrast filters, spotting and matting, archival processing. | |
Unit-2 |
Teaching Hours:8 |
Photographic Design
|
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Introduction to contemporary and historic photographers and their works.
Understanding and applying visual design elements and principles in photography. | |
Unit-2 |
Teaching Hours:8 |
Photographic Design
|
|
Introduction to contemporary and historic photographers and their works.
Understanding and applying visual design elements and principles in photography. | |
Unit-2 |
Teaching Hours:8 |
Photographic Design
|
|
Introduction to contemporary and historic photographers and their works.
Understanding and applying visual design elements and principles in photography. | |
Unit-2 |
Teaching Hours:8 |
Photographic Design
|
|
Introduction to contemporary and historic photographers and their works.
Understanding and applying visual design elements and principles in photography. | |
Unit-2 |
Teaching Hours:8 |
Photographic Design
|
|
Introduction to contemporary and historic photographers and their works.
Understanding and applying visual design elements and principles in photography. | |
Unit-2 |
Teaching Hours:8 |
Photographic Design
|
|
Introduction to contemporary and historic photographers and their works.
Understanding and applying visual design elements and principles in photography. | |
Unit-2 |
Teaching Hours:8 |
Photographic Design
|
|
Introduction to contemporary and historic photographers and their works.
Understanding and applying visual design elements and principles in photography. | |
Unit-2 |
Teaching Hours:8 |
Photographic Design
|
|
Introduction to contemporary and historic photographers and their works.
Understanding and applying visual design elements and principles in photography. | |
Unit-2 |
Teaching Hours:8 |
Photographic Design
|
|
Introduction to contemporary and historic photographers and their works.
Understanding and applying visual design elements and principles in photography. | |
Unit-2 |
Teaching Hours:8 |
Photographic Design
|
|
Introduction to contemporary and historic photographers and their works.
Understanding and applying visual design elements and principles in photography. | |
Unit-2 |
Teaching Hours:8 |
Photographic Design
|
|
Introduction to contemporary and historic photographers and their works.
Understanding and applying visual design elements and principles in photography. | |
Unit-2 |
Teaching Hours:8 |
Photographic Design
|
|
Introduction to contemporary and historic photographers and their works.
Understanding and applying visual design elements and principles in photography. | |
Unit-2 |
Teaching Hours:8 |
Photographic Design
|
|
Introduction to contemporary and historic photographers and their works.
Understanding and applying visual design elements and principles in photography. | |
Unit-2 |
Teaching Hours:8 |
Photographic Design
|
|
Introduction to contemporary and historic photographers and their works.
Understanding and applying visual design elements and principles in photography. | |
Unit-3 |
Teaching Hours:8 |
Appreciation of photography
|
|
Multiple photographic practices such as documentary photography, fine art photography and fashion photography, product photography and architecture photography. Moral and theoretical issues attached to the medium, such as photography’s relationships between truth, beauty, and fact, as well as the ethics of war photography.
Edward Weston and Ansel Adams in the 1930’s. | |
Unit-3 |
Teaching Hours:8 |
Appreciation of photography
|
|
Multiple photographic practices such as documentary photography, fine art photography and fashion photography, product photography and architecture photography. Moral and theoretical issues attached to the medium, such as photography’s relationships between truth, beauty, and fact, as well as the ethics of war photography.
Edward Weston and Ansel Adams in the 1930’s. | |
Unit-3 |
Teaching Hours:8 |
Appreciation of photography
|
|
Multiple photographic practices such as documentary photography, fine art photography and fashion photography, product photography and architecture photography. Moral and theoretical issues attached to the medium, such as photography’s relationships between truth, beauty, and fact, as well as the ethics of war photography.
Edward Weston and Ansel Adams in the 1930’s. | |
Unit-3 |
Teaching Hours:8 |
Appreciation of photography
|
|
Multiple photographic practices such as documentary photography, fine art photography and fashion photography, product photography and architecture photography. Moral and theoretical issues attached to the medium, such as photography’s relationships between truth, beauty, and fact, as well as the ethics of war photography.
Edward Weston and Ansel Adams in the 1930’s. | |
Unit-3 |
Teaching Hours:8 |
Appreciation of photography
|
|
Multiple photographic practices such as documentary photography, fine art photography and fashion photography, product photography and architecture photography. Moral and theoretical issues attached to the medium, such as photography’s relationships between truth, beauty, and fact, as well as the ethics of war photography.
Edward Weston and Ansel Adams in the 1930’s. | |
Unit-3 |
Teaching Hours:8 |
Appreciation of photography
|
|
Multiple photographic practices such as documentary photography, fine art photography and fashion photography, product photography and architecture photography. Moral and theoretical issues attached to the medium, such as photography’s relationships between truth, beauty, and fact, as well as the ethics of war photography.
Edward Weston and Ansel Adams in the 1930’s. | |
Unit-3 |
Teaching Hours:8 |
Appreciation of photography
|
|
Multiple photographic practices such as documentary photography, fine art photography and fashion photography, product photography and architecture photography. Moral and theoretical issues attached to the medium, such as photography’s relationships between truth, beauty, and fact, as well as the ethics of war photography.
Edward Weston and Ansel Adams in the 1930’s. | |
Unit-3 |
Teaching Hours:8 |
Appreciation of photography
|
|
Multiple photographic practices such as documentary photography, fine art photography and fashion photography, product photography and architecture photography. Moral and theoretical issues attached to the medium, such as photography’s relationships between truth, beauty, and fact, as well as the ethics of war photography.
Edward Weston and Ansel Adams in the 1930’s. | |
Unit-3 |
Teaching Hours:8 |
Appreciation of photography
|
|
Multiple photographic practices such as documentary photography, fine art photography and fashion photography, product photography and architecture photography. Moral and theoretical issues attached to the medium, such as photography’s relationships between truth, beauty, and fact, as well as the ethics of war photography.
Edward Weston and Ansel Adams in the 1930’s. | |
Unit-3 |
Teaching Hours:8 |
Appreciation of photography
|
|
Multiple photographic practices such as documentary photography, fine art photography and fashion photography, product photography and architecture photography. Moral and theoretical issues attached to the medium, such as photography’s relationships between truth, beauty, and fact, as well as the ethics of war photography.
Edward Weston and Ansel Adams in the 1930’s. | |
Unit-3 |
Teaching Hours:8 |
Appreciation of photography
|
|
Multiple photographic practices such as documentary photography, fine art photography and fashion photography, product photography and architecture photography. Moral and theoretical issues attached to the medium, such as photography’s relationships between truth, beauty, and fact, as well as the ethics of war photography.
Edward Weston and Ansel Adams in the 1930’s. | |
Unit-3 |
Teaching Hours:8 |
Appreciation of photography
|
|
Multiple photographic practices such as documentary photography, fine art photography and fashion photography, product photography and architecture photography. Moral and theoretical issues attached to the medium, such as photography’s relationships between truth, beauty, and fact, as well as the ethics of war photography.
Edward Weston and Ansel Adams in the 1930’s. | |
Unit-3 |
Teaching Hours:8 |
Appreciation of photography
|
|
Multiple photographic practices such as documentary photography, fine art photography and fashion photography, product photography and architecture photography. Moral and theoretical issues attached to the medium, such as photography’s relationships between truth, beauty, and fact, as well as the ethics of war photography.
Edward Weston and Ansel Adams in the 1930’s. | |
Unit-3 |
Teaching Hours:8 |
Appreciation of photography
|
|
Multiple photographic practices such as documentary photography, fine art photography and fashion photography, product photography and architecture photography. Moral and theoretical issues attached to the medium, such as photography’s relationships between truth, beauty, and fact, as well as the ethics of war photography.
Edward Weston and Ansel Adams in the 1930’s. | |
Unit-4 |
Teaching Hours:4 |
Print media and Portfolio
|
|
Introduction to Print medium.
Portfolios (Digital Format) | |
Unit-4 |
Teaching Hours:4 |
Print media and Portfolio
|
|
Introduction to Print medium.
Portfolios (Digital Format) | |
Unit-4 |
Teaching Hours:4 |
Print media and Portfolio
|
|
Introduction to Print medium.
Portfolios (Digital Format) | |
Unit-4 |
Teaching Hours:4 |
Print media and Portfolio
|
|
Introduction to Print medium.
Portfolios (Digital Format) | |
Unit-4 |
Teaching Hours:4 |
Print media and Portfolio
|
|
Introduction to Print medium.
Portfolios (Digital Format) | |
Unit-4 |
Teaching Hours:4 |
Print media and Portfolio
|
|
Introduction to Print medium.
Portfolios (Digital Format) | |
Unit-4 |
Teaching Hours:4 |
Print media and Portfolio
|
|
Introduction to Print medium.
Portfolios (Digital Format) | |
Unit-4 |
Teaching Hours:4 |
Print media and Portfolio
|
|
Introduction to Print medium.
Portfolios (Digital Format) | |
Unit-4 |
Teaching Hours:4 |
Print media and Portfolio
|
|
Introduction to Print medium.
Portfolios (Digital Format) | |
Unit-4 |
Teaching Hours:4 |
Print media and Portfolio
|
|
Introduction to Print medium.
Portfolios (Digital Format) | |
Unit-4 |
Teaching Hours:4 |
Print media and Portfolio
|
|
Introduction to Print medium.
Portfolios (Digital Format) | |
Unit-4 |
Teaching Hours:4 |
Print media and Portfolio
|
|
Introduction to Print medium.
Portfolios (Digital Format) | |
Unit-4 |
Teaching Hours:4 |
Print media and Portfolio
|
|
Introduction to Print medium.
Portfolios (Digital Format) | |
Unit-4 |
Teaching Hours:4 |
Print media and Portfolio
|
|
Introduction to Print medium.
Portfolios (Digital Format) | |
Text Books And Reference Books: 1. Schaeffer J. P. (1998) The Ansel Adams guide: Basic techniques of photography, Boston: Little Brown and Company. 2. Horenstein, H. (1977) Beyond Basic Photography: A Technical Manual, Boston: Little Brown and Company.
3. Craven, G. M.(1990) Object and Image: An Introduction to Photography, New Jersey: Prentice-Hall, Englewood Cliffs. | |
Essential Reading / Recommended Reading 1. Peterson, B. (2016) Understanding Exposure, Fourth Edition, Random House USA Inc. 2. DK (2015) Digital Photography Complete Course, DK; Reissue edition. 3. Northrup T. & Northrup C. (2012) Tony Northrup's DSLR Book: How to Create Stunning Digital Photography, (2nd edition) Mason Press. 4. Hunter, F., Biver S. & Fuqua P. (2015) Light Science & Magic: An Introduction to Photographic Lighting, Routledge, ISBN-10: 0415719402. Peterson B. (2017) Understanding Colour in Photography: Using Colour, Composition, and Exposure to Create Vivid Photos, Random House US, ISBN-10 : 9780770433116 | |
Evaluation Pattern The assessment pattern comprises of two components; the Continuous Internal Assessment (CIA) and the End Semester Examination (ESE). The weightage of marks for subjects having both CIA marks, as well as ESE marks, have a ratio of 50:50. CONTINUOUS INTERNAL ASSESSMENT (CIA): 50% Continuous Internal Assessment for this course shall be conducted by the respective faculty in the form of different types of assignments. Students need to complete the assignments within the stipulated time for the award of marks. END SEMESTER EXAMINATION (ESE): 50% Eligibility to appear for ESE is a score of a minimum of 50% in the CIA. PASS CRITERIA A student shall pass the course only on a minimum aggregate score (CIA+ESE) of 45% and a minimum CIA Score of 50% and an ESE score of 40% | |
BTGE655 - ACTING COURSE (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:100 |
Credits:2 |
Course Objectives/Course Description |
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In this course the students are introduced different aspects of acting such as creating a character, analyzing a script, working on voice and developing body language. At the end of the course the learners will perform a monologue. The course aims at the study and practice of Classical Acting. The development of individual imagination, insight, skills and disciplines in the presentation of drama to audience. |
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Learning Outcome |
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CO1: To understand different aspects of acting and to perform a monologue |
Unit-1 |
Teaching Hours:10 |
Unit 1
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Inner characterization: History of acting, First performance,Art representation vs art of experiencing, Characterization and actor’s notebook, Stanislavski’s system, Objective and super-objective, Working with a script
| |
Unit-1 |
Teaching Hours:10 |
Unit 1
|
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Inner characterization: History of acting, First performance,Art representation vs art of experiencing, Characterization and actor’s notebook, Stanislavski’s system, Objective and super-objective, Working with a script
| |
Unit-1 |
Teaching Hours:10 |
Unit 1
|
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Inner characterization: History of acting, First performance,Art representation vs art of experiencing, Characterization and actor’s notebook, Stanislavski’s system, Objective and super-objective, Working with a script
| |
Unit-1 |
Teaching Hours:10 |
Unit 1
|
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Inner characterization: History of acting, First performance,Art representation vs art of experiencing, Characterization and actor’s notebook, Stanislavski’s system, Objective and super-objective, Working with a script
| |
Unit-1 |
Teaching Hours:10 |
Unit 1
|
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Inner characterization: History of acting, First performance,Art representation vs art of experiencing, Characterization and actor’s notebook, Stanislavski’s system, Objective and super-objective, Working with a script
| |
Unit-1 |
Teaching Hours:10 |
Unit 1
|
|
Inner characterization: History of acting, First performance,Art representation vs art of experiencing, Characterization and actor’s notebook, Stanislavski’s system, Objective and super-objective, Working with a script
| |
Unit-1 |
Teaching Hours:10 |
Unit 1
|
|
Inner characterization: History of acting, First performance,Art representation vs art of experiencing, Characterization and actor’s notebook, Stanislavski’s system, Objective and super-objective, Working with a script
| |
Unit-1 |
Teaching Hours:10 |
Unit 1
|
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Inner characterization: History of acting, First performance,Art representation vs art of experiencing, Characterization and actor’s notebook, Stanislavski’s system, Objective and super-objective, Working with a script
| |
Unit-1 |
Teaching Hours:10 |
Unit 1
|
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Inner characterization: History of acting, First performance,Art representation vs art of experiencing, Characterization and actor’s notebook, Stanislavski’s system, Objective and super-objective, Working with a script
| |
Unit-1 |
Teaching Hours:10 |
Unit 1
|
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Inner characterization: History of acting, First performance,Art representation vs art of experiencing, Characterization and actor’s notebook, Stanislavski’s system, Objective and super-objective, Working with a script
| |
Unit-1 |
Teaching Hours:10 |
Unit 1
|
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Inner characterization: History of acting, First performance,Art representation vs art of experiencing, Characterization and actor’s notebook, Stanislavski’s system, Objective and super-objective, Working with a script
| |
Unit-1 |
Teaching Hours:10 |
Unit 1
|
|
Inner characterization: History of acting, First performance,Art representation vs art of experiencing, Characterization and actor’s notebook, Stanislavski’s system, Objective and super-objective, Working with a script
| |
Unit-1 |
Teaching Hours:10 |
Unit 1
|
|
Inner characterization: History of acting, First performance,Art representation vs art of experiencing, Characterization and actor’s notebook, Stanislavski’s system, Objective and super-objective, Working with a script
| |
Unit-1 |
Teaching Hours:10 |
Unit 1
|
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Inner characterization: History of acting, First performance,Art representation vs art of experiencing, Characterization and actor’s notebook, Stanislavski’s system, Objective and super-objective, Working with a script
| |
Unit-2 |
Teaching Hours:10 |
Unit 2
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Outer characterization : Stanislavski’s system., Method of physical actions, Building character’s body language, Building character’s voice,
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Unit-2 |
Teaching Hours:10 |
Unit 2
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Outer characterization : Stanislavski’s system., Method of physical actions, Building character’s body language, Building character’s voice,
| |
Unit-2 |
Teaching Hours:10 |
Unit 2
|
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Outer characterization : Stanislavski’s system., Method of physical actions, Building character’s body language, Building character’s voice,
| |
Unit-2 |
Teaching Hours:10 |
Unit 2
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Outer characterization : Stanislavski’s system., Method of physical actions, Building character’s body language, Building character’s voice,
| |
Unit-2 |
Teaching Hours:10 |
Unit 2
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Outer characterization : Stanislavski’s system., Method of physical actions, Building character’s body language, Building character’s voice,
| |
Unit-2 |
Teaching Hours:10 |
Unit 2
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Outer characterization : Stanislavski’s system., Method of physical actions, Building character’s body language, Building character’s voice,
| |
Unit-2 |
Teaching Hours:10 |
Unit 2
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Outer characterization : Stanislavski’s system., Method of physical actions, Building character’s body language, Building character’s voice,
| |
Unit-2 |
Teaching Hours:10 |
Unit 2
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Outer characterization : Stanislavski’s system., Method of physical actions, Building character’s body language, Building character’s voice,
| |
Unit-2 |
Teaching Hours:10 |
Unit 2
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Outer characterization : Stanislavski’s system., Method of physical actions, Building character’s body language, Building character’s voice,
| |
Unit-2 |
Teaching Hours:10 |
Unit 2
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Outer characterization : Stanislavski’s system., Method of physical actions, Building character’s body language, Building character’s voice,
| |
Unit-2 |
Teaching Hours:10 |
Unit 2
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Outer characterization : Stanislavski’s system., Method of physical actions, Building character’s body language, Building character’s voice,
| |
Unit-2 |
Teaching Hours:10 |
Unit 2
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Outer characterization : Stanislavski’s system., Method of physical actions, Building character’s body language, Building character’s voice,
| |
Unit-2 |
Teaching Hours:10 |
Unit 2
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Outer characterization : Stanislavski’s system., Method of physical actions, Building character’s body language, Building character’s voice,
| |
Unit-2 |
Teaching Hours:10 |
Unit 2
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Outer characterization : Stanislavski’s system., Method of physical actions, Building character’s body language, Building character’s voice,
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Unit-3 |
Teaching Hours:10 |
Unit 3
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Performing a Monologue: Theatrical etude, Working with props, sets, light and costume, Creating atmosphere, Run-through, | |
Unit-3 |
Teaching Hours:10 |
Unit 3
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Performing a Monologue: Theatrical etude, Working with props, sets, light and costume, Creating atmosphere, Run-through, | |
Unit-3 |
Teaching Hours:10 |
Unit 3
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Performing a Monologue: Theatrical etude, Working with props, sets, light and costume, Creating atmosphere, Run-through, | |
Unit-3 |
Teaching Hours:10 |
Unit 3
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Performing a Monologue: Theatrical etude, Working with props, sets, light and costume, Creating atmosphere, Run-through, | |
Unit-3 |
Teaching Hours:10 |
Unit 3
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Performing a Monologue: Theatrical etude, Working with props, sets, light and costume, Creating atmosphere, Run-through, | |
Unit-3 |
Teaching Hours:10 |
Unit 3
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Performing a Monologue: Theatrical etude, Working with props, sets, light and costume, Creating atmosphere, Run-through, | |
Unit-3 |
Teaching Hours:10 |
Unit 3
|
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Performing a Monologue: Theatrical etude, Working with props, sets, light and costume, Creating atmosphere, Run-through, | |
Unit-3 |
Teaching Hours:10 |
Unit 3
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Performing a Monologue: Theatrical etude, Working with props, sets, light and costume, Creating atmosphere, Run-through, | |
Unit-3 |
Teaching Hours:10 |
Unit 3
|
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Performing a Monologue: Theatrical etude, Working with props, sets, light and costume, Creating atmosphere, Run-through, | |
Unit-3 |
Teaching Hours:10 |
Unit 3
|
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Performing a Monologue: Theatrical etude, Working with props, sets, light and costume, Creating atmosphere, Run-through, | |
Unit-3 |
Teaching Hours:10 |
Unit 3
|
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Performing a Monologue: Theatrical etude, Working with props, sets, light and costume, Creating atmosphere, Run-through, | |
Unit-3 |
Teaching Hours:10 |
Unit 3
|
|
Performing a Monologue: Theatrical etude, Working with props, sets, light and costume, Creating atmosphere, Run-through, | |
Unit-3 |
Teaching Hours:10 |
Unit 3
|
|
Performing a Monologue: Theatrical etude, Working with props, sets, light and costume, Creating atmosphere, Run-through, | |
Unit-3 |
Teaching Hours:10 |
Unit 3
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Performing a Monologue: Theatrical etude, Working with props, sets, light and costume, Creating atmosphere, Run-through, | |
Text Books And Reference Books: Stanislavsky, Constantine. “An Actor prepares.” | |
Essential Reading / Recommended Reading Stanislavsky, Constantine. “An Actor prepares.” | |
Evaluation Pattern The assessment of the students is happening throughout the course and will be completed with the final monologue performance.
The assignments need to be submitted via Google Classroom by the given deadlines. Actor’s notebooks need to follow the given requirements. Monologues will be performed live.
Completing all the given assignments throughout the course –20 marks Submission of actor’s notebook – 20 marks Final monologue performance – 60 marks | |
BTGE656 - CREATIVITY AND INNOVATION (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:100 |
Credits:2 |
Course Objectives/Course Description |
|
To equip students with skill and aptitude for creativity and innovation through
To stimulate curiosity in students to identify the areas of gaps and opportunities and solutions that can be provided
To stimulate creativity in students to come up with ideas for the areas of gaps and opportunities
|
|
Learning Outcome |
|
CO-1: Develop an aptitude for creative thinking and problem solving in the areas that drive their interest. CO-2: Understand the benefits of team work and collaborative thinking CO-3: Understand the three keys aspects of the creative process viz. ACES CO-4: Develop projects to understand the various principles and elements of creativity and innovation CO-5: Apply the concepts of IPR to verify the projects which may be patentable, design and copyright protected |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Creativity & Innovation, A journey through major breakthrough innovations around the world., Collaborative Creativity | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Creativity & Innovation, A journey through major breakthrough innovations around the world., Collaborative Creativity | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Creativity & Innovation, A journey through major breakthrough innovations around the world., Collaborative Creativity | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Creativity & Innovation, A journey through major breakthrough innovations around the world., Collaborative Creativity | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Creativity & Innovation, A journey through major breakthrough innovations around the world., Collaborative Creativity | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Creativity & Innovation, A journey through major breakthrough innovations around the world., Collaborative Creativity | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Creativity & Innovation, A journey through major breakthrough innovations around the world., Collaborative Creativity | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Creativity & Innovation, A journey through major breakthrough innovations around the world., Collaborative Creativity | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Creativity & Innovation, A journey through major breakthrough innovations around the world., Collaborative Creativity | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Creativity & Innovation, A journey through major breakthrough innovations around the world., Collaborative Creativity | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Creativity & Innovation, A journey through major breakthrough innovations around the world., Collaborative Creativity | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Creativity & Innovation, A journey through major breakthrough innovations around the world., Collaborative Creativity | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Creativity & Innovation, A journey through major breakthrough innovations around the world., Collaborative Creativity | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Creativity & Innovation, A journey through major breakthrough innovations around the world., Collaborative Creativity | |
Unit-2 |
Teaching Hours:6 |
The Creative Process Part I (Analyzing Problems)
|
|
Analyzing Problems (Smart Storming), Theory and practice, Rethinking Thinking Imagination Observing, Abstracting, Recognizing Patterns, Forming Patterns | |
Unit-2 |
Teaching Hours:6 |
The Creative Process Part I (Analyzing Problems)
|
|
Analyzing Problems (Smart Storming), Theory and practice, Rethinking Thinking Imagination Observing, Abstracting, Recognizing Patterns, Forming Patterns | |
Unit-2 |
Teaching Hours:6 |
The Creative Process Part I (Analyzing Problems)
|
|
Analyzing Problems (Smart Storming), Theory and practice, Rethinking Thinking Imagination Observing, Abstracting, Recognizing Patterns, Forming Patterns | |
Unit-2 |
Teaching Hours:6 |
The Creative Process Part I (Analyzing Problems)
|
|
Analyzing Problems (Smart Storming), Theory and practice, Rethinking Thinking Imagination Observing, Abstracting, Recognizing Patterns, Forming Patterns | |
Unit-2 |
Teaching Hours:6 |
The Creative Process Part I (Analyzing Problems)
|
|
Analyzing Problems (Smart Storming), Theory and practice, Rethinking Thinking Imagination Observing, Abstracting, Recognizing Patterns, Forming Patterns | |
Unit-2 |
Teaching Hours:6 |
The Creative Process Part I (Analyzing Problems)
|
|
Analyzing Problems (Smart Storming), Theory and practice, Rethinking Thinking Imagination Observing, Abstracting, Recognizing Patterns, Forming Patterns | |
Unit-2 |
Teaching Hours:6 |
The Creative Process Part I (Analyzing Problems)
|
|
Analyzing Problems (Smart Storming), Theory and practice, Rethinking Thinking Imagination Observing, Abstracting, Recognizing Patterns, Forming Patterns | |
Unit-2 |
Teaching Hours:6 |
The Creative Process Part I (Analyzing Problems)
|
|
Analyzing Problems (Smart Storming), Theory and practice, Rethinking Thinking Imagination Observing, Abstracting, Recognizing Patterns, Forming Patterns | |
Unit-2 |
Teaching Hours:6 |
The Creative Process Part I (Analyzing Problems)
|
|
Analyzing Problems (Smart Storming), Theory and practice, Rethinking Thinking Imagination Observing, Abstracting, Recognizing Patterns, Forming Patterns | |
Unit-2 |
Teaching Hours:6 |
The Creative Process Part I (Analyzing Problems)
|
|
Analyzing Problems (Smart Storming), Theory and practice, Rethinking Thinking Imagination Observing, Abstracting, Recognizing Patterns, Forming Patterns | |
Unit-2 |
Teaching Hours:6 |
The Creative Process Part I (Analyzing Problems)
|
|
Analyzing Problems (Smart Storming), Theory and practice, Rethinking Thinking Imagination Observing, Abstracting, Recognizing Patterns, Forming Patterns | |
Unit-2 |
Teaching Hours:6 |
The Creative Process Part I (Analyzing Problems)
|
|
Analyzing Problems (Smart Storming), Theory and practice, Rethinking Thinking Imagination Observing, Abstracting, Recognizing Patterns, Forming Patterns | |
Unit-2 |
Teaching Hours:6 |
The Creative Process Part I (Analyzing Problems)
|
|
Analyzing Problems (Smart Storming), Theory and practice, Rethinking Thinking Imagination Observing, Abstracting, Recognizing Patterns, Forming Patterns | |
Unit-2 |
Teaching Hours:6 |
The Creative Process Part I (Analyzing Problems)
|
|
Analyzing Problems (Smart Storming), Theory and practice, Rethinking Thinking Imagination Observing, Abstracting, Recognizing Patterns, Forming Patterns | |
Unit-3 |
Teaching Hours:6 |
The Creative Process Part II (Creating Ideas)
|
|
Creative Thinking Techniques and Methods, Body Thinking, Empathizing (Design Thinking),
Dimensional Thinking Evolution and Evaluation of Ideas through design Thinking | |
Unit-3 |
Teaching Hours:6 |
The Creative Process Part II (Creating Ideas)
|
|
Creative Thinking Techniques and Methods, Body Thinking, Empathizing (Design Thinking),
Dimensional Thinking Evolution and Evaluation of Ideas through design Thinking | |
Unit-3 |
Teaching Hours:6 |
The Creative Process Part II (Creating Ideas)
|
|
Creative Thinking Techniques and Methods, Body Thinking, Empathizing (Design Thinking),
Dimensional Thinking Evolution and Evaluation of Ideas through design Thinking | |
Unit-3 |
Teaching Hours:6 |
The Creative Process Part II (Creating Ideas)
|
|
Creative Thinking Techniques and Methods, Body Thinking, Empathizing (Design Thinking),
Dimensional Thinking Evolution and Evaluation of Ideas through design Thinking | |
Unit-3 |
Teaching Hours:6 |
The Creative Process Part II (Creating Ideas)
|
|
Creative Thinking Techniques and Methods, Body Thinking, Empathizing (Design Thinking),
Dimensional Thinking Evolution and Evaluation of Ideas through design Thinking | |
Unit-3 |
Teaching Hours:6 |
The Creative Process Part II (Creating Ideas)
|
|
Creative Thinking Techniques and Methods, Body Thinking, Empathizing (Design Thinking),
Dimensional Thinking Evolution and Evaluation of Ideas through design Thinking | |
Unit-3 |
Teaching Hours:6 |
The Creative Process Part II (Creating Ideas)
|
|
Creative Thinking Techniques and Methods, Body Thinking, Empathizing (Design Thinking),
Dimensional Thinking Evolution and Evaluation of Ideas through design Thinking | |
Unit-3 |
Teaching Hours:6 |
The Creative Process Part II (Creating Ideas)
|
|
Creative Thinking Techniques and Methods, Body Thinking, Empathizing (Design Thinking),
Dimensional Thinking Evolution and Evaluation of Ideas through design Thinking | |
Unit-3 |
Teaching Hours:6 |
The Creative Process Part II (Creating Ideas)
|
|
Creative Thinking Techniques and Methods, Body Thinking, Empathizing (Design Thinking),
Dimensional Thinking Evolution and Evaluation of Ideas through design Thinking | |
Unit-3 |
Teaching Hours:6 |
The Creative Process Part II (Creating Ideas)
|
|
Creative Thinking Techniques and Methods, Body Thinking, Empathizing (Design Thinking),
Dimensional Thinking Evolution and Evaluation of Ideas through design Thinking | |
Unit-3 |
Teaching Hours:6 |
The Creative Process Part II (Creating Ideas)
|
|
Creative Thinking Techniques and Methods, Body Thinking, Empathizing (Design Thinking),
Dimensional Thinking Evolution and Evaluation of Ideas through design Thinking | |
Unit-3 |
Teaching Hours:6 |
The Creative Process Part II (Creating Ideas)
|
|
Creative Thinking Techniques and Methods, Body Thinking, Empathizing (Design Thinking),
Dimensional Thinking Evolution and Evaluation of Ideas through design Thinking | |
Unit-3 |
Teaching Hours:6 |
The Creative Process Part II (Creating Ideas)
|
|
Creative Thinking Techniques and Methods, Body Thinking, Empathizing (Design Thinking),
Dimensional Thinking Evolution and Evaluation of Ideas through design Thinking | |
Unit-3 |
Teaching Hours:6 |
The Creative Process Part II (Creating Ideas)
|
|
Creative Thinking Techniques and Methods, Body Thinking, Empathizing (Design Thinking),
Dimensional Thinking Evolution and Evaluation of Ideas through design Thinking | |
Unit-4 |
Teaching Hours:6 |
The Creative Process Part III (Engineering Solutions)
|
|
Proof of Concept, Minimum Viable Proposition, Rapid Iteration Process | |
Unit-4 |
Teaching Hours:6 |
The Creative Process Part III (Engineering Solutions)
|
|
Proof of Concept, Minimum Viable Proposition, Rapid Iteration Process | |
Unit-4 |
Teaching Hours:6 |
The Creative Process Part III (Engineering Solutions)
|
|
Proof of Concept, Minimum Viable Proposition, Rapid Iteration Process | |
Unit-4 |
Teaching Hours:6 |
The Creative Process Part III (Engineering Solutions)
|
|
Proof of Concept, Minimum Viable Proposition, Rapid Iteration Process | |
Unit-4 |
Teaching Hours:6 |
The Creative Process Part III (Engineering Solutions)
|
|
Proof of Concept, Minimum Viable Proposition, Rapid Iteration Process | |
Unit-4 |
Teaching Hours:6 |
The Creative Process Part III (Engineering Solutions)
|
|
Proof of Concept, Minimum Viable Proposition, Rapid Iteration Process | |
Unit-4 |
Teaching Hours:6 |
The Creative Process Part III (Engineering Solutions)
|
|
Proof of Concept, Minimum Viable Proposition, Rapid Iteration Process | |
Unit-4 |
Teaching Hours:6 |
The Creative Process Part III (Engineering Solutions)
|
|
Proof of Concept, Minimum Viable Proposition, Rapid Iteration Process | |
Unit-4 |
Teaching Hours:6 |
The Creative Process Part III (Engineering Solutions)
|
|
Proof of Concept, Minimum Viable Proposition, Rapid Iteration Process | |
Unit-4 |
Teaching Hours:6 |
The Creative Process Part III (Engineering Solutions)
|
|
Proof of Concept, Minimum Viable Proposition, Rapid Iteration Process | |
Unit-4 |
Teaching Hours:6 |
The Creative Process Part III (Engineering Solutions)
|
|
Proof of Concept, Minimum Viable Proposition, Rapid Iteration Process | |
Unit-4 |
Teaching Hours:6 |
The Creative Process Part III (Engineering Solutions)
|
|
Proof of Concept, Minimum Viable Proposition, Rapid Iteration Process | |
Unit-4 |
Teaching Hours:6 |
The Creative Process Part III (Engineering Solutions)
|
|
Proof of Concept, Minimum Viable Proposition, Rapid Iteration Process | |
Unit-4 |
Teaching Hours:6 |
The Creative Process Part III (Engineering Solutions)
|
|
Proof of Concept, Minimum Viable Proposition, Rapid Iteration Process | |
Unit-5 |
Teaching Hours:6 |
Innovation and IPR
|
|
Patents, Designs, Copyrights, Geographical Indications, Trademarks, Trade Secret | |
Unit-5 |
Teaching Hours:6 |
Innovation and IPR
|
|
Patents, Designs, Copyrights, Geographical Indications, Trademarks, Trade Secret | |
Unit-5 |
Teaching Hours:6 |
Innovation and IPR
|
|
Patents, Designs, Copyrights, Geographical Indications, Trademarks, Trade Secret | |
Unit-5 |
Teaching Hours:6 |
Innovation and IPR
|
|
Patents, Designs, Copyrights, Geographical Indications, Trademarks, Trade Secret | |
Unit-5 |
Teaching Hours:6 |
Innovation and IPR
|
|
Patents, Designs, Copyrights, Geographical Indications, Trademarks, Trade Secret | |
Unit-5 |
Teaching Hours:6 |
Innovation and IPR
|
|
Patents, Designs, Copyrights, Geographical Indications, Trademarks, Trade Secret | |
Unit-5 |
Teaching Hours:6 |
Innovation and IPR
|
|
Patents, Designs, Copyrights, Geographical Indications, Trademarks, Trade Secret | |
Unit-5 |
Teaching Hours:6 |
Innovation and IPR
|
|
Patents, Designs, Copyrights, Geographical Indications, Trademarks, Trade Secret | |
Unit-5 |
Teaching Hours:6 |
Innovation and IPR
|
|
Patents, Designs, Copyrights, Geographical Indications, Trademarks, Trade Secret | |
Unit-5 |
Teaching Hours:6 |
Innovation and IPR
|
|
Patents, Designs, Copyrights, Geographical Indications, Trademarks, Trade Secret | |
Unit-5 |
Teaching Hours:6 |
Innovation and IPR
|
|
Patents, Designs, Copyrights, Geographical Indications, Trademarks, Trade Secret | |
Unit-5 |
Teaching Hours:6 |
Innovation and IPR
|
|
Patents, Designs, Copyrights, Geographical Indications, Trademarks, Trade Secret | |
Unit-5 |
Teaching Hours:6 |
Innovation and IPR
|
|
Patents, Designs, Copyrights, Geographical Indications, Trademarks, Trade Secret | |
Unit-5 |
Teaching Hours:6 |
Innovation and IPR
|
|
Patents, Designs, Copyrights, Geographical Indications, Trademarks, Trade Secret | |
Text Books And Reference Books: Activity Based Teaching. No text books and reference books | |
Essential Reading / Recommended Reading Activity Based Teaching. No text books and reference books | |
Evaluation Pattern This course consists of Overall Cia for 100 marks. No End Semester Examination for this course. | |
BTGE657 - PAINTING AND SKETCHING (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
The course will develop the skills required to represent elements of nature and surrounding objects. Students will learn how to use the appropriate medium for representing their thought process. The course will examine the representation skills through exercises on sketching and rendering. |
|
Learning Outcome |
|
CO3: Students will learn how to represent their ideas and thought processes diagrammatically through sketching and rendering. |
Unit-1 |
Teaching Hours:10 |
|
Representation through Sketching
|
||
This unit will look at sketching as a medium to represent ideas and thought processes. Freehand Drawing Techniques, Landscape drawing . | ||
Unit-1 |
Teaching Hours:10 |
|
Representation through Sketching
|
||
This unit will look at sketching as a medium to represent ideas and thought processes. Freehand Drawing Techniques, Landscape drawing . | ||
Unit-1 |
Teaching Hours:10 |
|
Representation through Sketching
|
||
This unit will look at sketching as a medium to represent ideas and thought processes. Freehand Drawing Techniques, Landscape drawing . | ||
Unit-1 |
Teaching Hours:10 |
|
Representation through Sketching
|
||
This unit will look at sketching as a medium to represent ideas and thought processes. Freehand Drawing Techniques, Landscape drawing . | ||
Unit-1 |
Teaching Hours:10 |
|
Representation through Sketching
|
||
This unit will look at sketching as a medium to represent ideas and thought processes. Freehand Drawing Techniques, Landscape drawing . | ||
Unit-1 |
Teaching Hours:10 |
|
Representation through Sketching
|
||
This unit will look at sketching as a medium to represent ideas and thought processes. Freehand Drawing Techniques, Landscape drawing . | ||
Unit-1 |
Teaching Hours:10 |
|
Representation through Sketching
|
||
This unit will look at sketching as a medium to represent ideas and thought processes. Freehand Drawing Techniques, Landscape drawing . | ||
Unit-1 |
Teaching Hours:10 |
|
Representation through Sketching
|
||
This unit will look at sketching as a medium to represent ideas and thought processes. Freehand Drawing Techniques, Landscape drawing . | ||
Unit-1 |
Teaching Hours:10 |
|
Representation through Sketching
|
||
This unit will look at sketching as a medium to represent ideas and thought processes. Freehand Drawing Techniques, Landscape drawing . | ||
Unit-1 |
Teaching Hours:10 |
|
Representation through Sketching
|
||
This unit will look at sketching as a medium to represent ideas and thought processes. Freehand Drawing Techniques, Landscape drawing . | ||
Unit-1 |
Teaching Hours:10 |
|
Representation through Sketching
|
||
This unit will look at sketching as a medium to represent ideas and thought processes. Freehand Drawing Techniques, Landscape drawing . | ||
Unit-1 |
Teaching Hours:10 |
|
Representation through Sketching
|
||
This unit will look at sketching as a medium to represent ideas and thought processes. Freehand Drawing Techniques, Landscape drawing . | ||
Unit-1 |
Teaching Hours:10 |
|
Representation through Sketching
|
||
This unit will look at sketching as a medium to represent ideas and thought processes. Freehand Drawing Techniques, Landscape drawing . | ||
Unit-1 |
Teaching Hours:10 |
|
Representation through Sketching
|
||
This unit will look at sketching as a medium to represent ideas and thought processes. Freehand Drawing Techniques, Landscape drawing . | ||
Unit-2 |
Teaching Hours:10 |
|
Introduction to Watercolour Painting Techniques
|
||
Execute simple exercises in Collages to understand Flat Wash, Graded Wash, Wet on Dry, Wet on Wet. Techniques of Blooming, Splattering, Sponging will be used as a medium of representation. Study of brush strokes as a finish.How | ||
Unit-2 |
Teaching Hours:10 |
|
Introduction to Watercolour Painting Techniques
|
||
Execute simple exercises in Collages to understand Flat Wash, Graded Wash, Wet on Dry, Wet on Wet. Techniques of Blooming, Splattering, Sponging will be used as a medium of representation. Study of brush strokes as a finish.How | ||
Unit-2 |
Teaching Hours:10 |
|
Introduction to Watercolour Painting Techniques
|
||
Execute simple exercises in Collages to understand Flat Wash, Graded Wash, Wet on Dry, Wet on Wet. Techniques of Blooming, Splattering, Sponging will be used as a medium of representation. Study of brush strokes as a finish.How | ||
Unit-2 |
Teaching Hours:10 |
|
Introduction to Watercolour Painting Techniques
|
||
Execute simple exercises in Collages to understand Flat Wash, Graded Wash, Wet on Dry, Wet on Wet. Techniques of Blooming, Splattering, Sponging will be used as a medium of representation. Study of brush strokes as a finish.How | ||
Unit-2 |
Teaching Hours:10 |
|
Introduction to Watercolour Painting Techniques
|
||
Execute simple exercises in Collages to understand Flat Wash, Graded Wash, Wet on Dry, Wet on Wet. Techniques of Blooming, Splattering, Sponging will be used as a medium of representation. Study of brush strokes as a finish.How | ||
Unit-2 |
Teaching Hours:10 |
|
Introduction to Watercolour Painting Techniques
|
||
Execute simple exercises in Collages to understand Flat Wash, Graded Wash, Wet on Dry, Wet on Wet. Techniques of Blooming, Splattering, Sponging will be used as a medium of representation. Study of brush strokes as a finish.How | ||
Unit-2 |
Teaching Hours:10 |
|
Introduction to Watercolour Painting Techniques
|
||
Execute simple exercises in Collages to understand Flat Wash, Graded Wash, Wet on Dry, Wet on Wet. Techniques of Blooming, Splattering, Sponging will be used as a medium of representation. Study of brush strokes as a finish.How | ||
Unit-2 |
Teaching Hours:10 |
|
Introduction to Watercolour Painting Techniques
|
||
Execute simple exercises in Collages to understand Flat Wash, Graded Wash, Wet on Dry, Wet on Wet. Techniques of Blooming, Splattering, Sponging will be used as a medium of representation. Study of brush strokes as a finish.How | ||
Unit-2 |
Teaching Hours:10 |
|
Introduction to Watercolour Painting Techniques
|
||
Execute simple exercises in Collages to understand Flat Wash, Graded Wash, Wet on Dry, Wet on Wet. Techniques of Blooming, Splattering, Sponging will be used as a medium of representation. Study of brush strokes as a finish.How | ||
Unit-2 |
Teaching Hours:10 |
|
Introduction to Watercolour Painting Techniques
|
||
Execute simple exercises in Collages to understand Flat Wash, Graded Wash, Wet on Dry, Wet on Wet. Techniques of Blooming, Splattering, Sponging will be used as a medium of representation. Study of brush strokes as a finish.How | ||
Unit-2 |
Teaching Hours:10 |
|
Introduction to Watercolour Painting Techniques
|
||
Execute simple exercises in Collages to understand Flat Wash, Graded Wash, Wet on Dry, Wet on Wet. Techniques of Blooming, Splattering, Sponging will be used as a medium of representation. Study of brush strokes as a finish.How | ||
Unit-2 |
Teaching Hours:10 |
|
Introduction to Watercolour Painting Techniques
|
||
Execute simple exercises in Collages to understand Flat Wash, Graded Wash, Wet on Dry, Wet on Wet. Techniques of Blooming, Splattering, Sponging will be used as a medium of representation. Study of brush strokes as a finish.How | ||
Unit-2 |
Teaching Hours:10 |
|
Introduction to Watercolour Painting Techniques
|
||
Execute simple exercises in Collages to understand Flat Wash, Graded Wash, Wet on Dry, Wet on Wet. Techniques of Blooming, Splattering, Sponging will be used as a medium of representation. Study of brush strokes as a finish.How | ||
Unit-2 |
Teaching Hours:10 |
|
Introduction to Watercolour Painting Techniques
|
||
Execute simple exercises in Collages to understand Flat Wash, Graded Wash, Wet on Dry, Wet on Wet. Techniques of Blooming, Splattering, Sponging will be used as a medium of representation. Study of brush strokes as a finish.How | ||
Unit-3 |
Teaching Hours:10 |
|
Introduction to Soft Pastel Techniques
|
||
To create simple elements in nature Plants, Different types of Trees,water bodies in architecture. etc. | ||
Unit-3 |
Teaching Hours:10 |
|
Introduction to Soft Pastel Techniques
|
||
To create simple elements in nature Plants, Different types of Trees,water bodies in architecture. etc. | ||
Unit-3 |
Teaching Hours:10 |
|
Introduction to Soft Pastel Techniques
|
||
To create simple elements in nature Plants, Different types of Trees,water bodies in architecture. etc. | ||
Unit-3 |
Teaching Hours:10 |
|
Introduction to Soft Pastel Techniques
|
||
To create simple elements in nature Plants, Different types of Trees,water bodies in architecture. etc. | ||
Unit-3 |
Teaching Hours:10 |
|
Introduction to Soft Pastel Techniques
|
||
To create simple elements in nature Plants, Different types of Trees,water bodies in architecture. etc. | ||
Unit-3 |
Teaching Hours:10 |
|
Introduction to Soft Pastel Techniques
|
||
To create simple elements in nature Plants, Different types of Trees,water bodies in architecture. etc. | ||
Unit-3 |
Teaching Hours:10 |
|
Introduction to Soft Pastel Techniques
|
||
To create simple elements in nature Plants, Different types of Trees,water bodies in architecture. etc. | ||
Unit-3 |
Teaching Hours:10 |
|
Introduction to Soft Pastel Techniques
|
||
To create simple elements in nature Plants, Different types of Trees,water bodies in architecture. etc. | ||
Unit-3 |
Teaching Hours:10 |
|
Introduction to Soft Pastel Techniques
|
||
To create simple elements in nature Plants, Different types of Trees,water bodies in architecture. etc. | ||
Unit-3 |
Teaching Hours:10 |
|
Introduction to Soft Pastel Techniques
|
||
To create simple elements in nature Plants, Different types of Trees,water bodies in architecture. etc. | ||
Unit-3 |
Teaching Hours:10 |
|
Introduction to Soft Pastel Techniques
|
||
To create simple elements in nature Plants, Different types of Trees,water bodies in architecture. etc. | ||
Unit-3 |
Teaching Hours:10 |
|
Introduction to Soft Pastel Techniques
|
||
To create simple elements in nature Plants, Different types of Trees,water bodies in architecture. etc. | ||
Unit-3 |
Teaching Hours:10 |
|
Introduction to Soft Pastel Techniques
|
||
To create simple elements in nature Plants, Different types of Trees,water bodies in architecture. etc. | ||
Unit-3 |
Teaching Hours:10 |
|
Introduction to Soft Pastel Techniques
|
||
To create simple elements in nature Plants, Different types of Trees,water bodies in architecture. etc. | ||
Text Books And Reference Books: Drawing : (Ching, Francis D K)
| ||
Essential Reading / Recommended Reading milind mulick watercolor sketchbook by milind mulick
| ||
Evaluation Pattern The following courses do not | ||
BTGE658 - DESIGN THINKING (2022 Batch) | ||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
|
Max Marks:100 |
Credits:2 |
|
Course Objectives/Course Description |
||
Course Description: Throughout the course students will work on three different challenges; one focused on product design, one focused on service design and one focused on systems or business design. By starting with a very tangible challenge around product design, students will be able to hone their skills in the process before moving into more complex challenges around business and systems level design.
The course will be teamwork-oriented, but students will also complete readings and independent activities that support the group work and ensure individual depth of knowledge.
Course objectives: l Expose students to the design process as a tool for innovation. l Develop students’ professional skills in client management and communication. l Demonstrate the value of developing a local network and assist students in making lasting connections with the business community. l Students develop a portfolio of work to set them apart in the job market. l Provide an authentic opportunity for students to develop teamwork and leadership skills. |
||
Learning Outcome |
||
CO1: Design Process
1. Students develop a strong understanding of the Design Process and how it can be applied in a variety of business settings
2. Students learn to research and understand the unique needs of a company around specific challenges
3. Students learn to build empathy for target audiences from different cultures
4. Students learn to develop and test innovative ideas through a rapid iteration cycle
5. Students learn how to create physical prototypes / a visual representation of an idea
6. Students develop the willingness to take a risk and the ability to deal with failure CO2: Professionalism
1. Students develop professional interpersonal and presentation skills
2. Students develop professional communication skills such as interviewing and crafting professional emails
3. Students learn to take ownership of the quality of their work and final products
4. Students understand their duty to maintain ethical standards in product and strategy design
5. Students understand the value of and have tools to develop a strong network CO3: Leadership and teamwork
1. Students develop self awareness of personal leadership style and how to effectively work as a member of a team
2. Students collaborate on a variety of projects
3. Students develop communication skills necessary to facilitate high performance team formation and maintenance (e.g., leveraging the skills and abilities of all team members, valuing cross-disciplinary/cultural contributions, engaging in difficult conversations and resolving conflict) |
Unit-1 |
Teaching Hours:10 |
Module 1: Intro to Design Thinking and Product Design
|
|
Introduction to Design Thinking Introduction to Design Research Strategies Introduction to Synthesis Introduction to Ideation and Prototyping Strategies | |
Unit-1 |
Teaching Hours:10 |
Module 1: Intro to Design Thinking and Product Design
|
|
Introduction to Design Thinking Introduction to Design Research Strategies Introduction to Synthesis Introduction to Ideation and Prototyping Strategies | |
Unit-1 |
Teaching Hours:10 |
Module 1: Intro to Design Thinking and Product Design
|
|
Introduction to Design Thinking Introduction to Design Research Strategies Introduction to Synthesis Introduction to Ideation and Prototyping Strategies | |
Unit-1 |
Teaching Hours:10 |
Module 1: Intro to Design Thinking and Product Design
|
|
Introduction to Design Thinking Introduction to Design Research Strategies Introduction to Synthesis Introduction to Ideation and Prototyping Strategies | |
Unit-1 |
Teaching Hours:10 |
Module 1: Intro to Design Thinking and Product Design
|
|
Introduction to Design Thinking Introduction to Design Research Strategies Introduction to Synthesis Introduction to Ideation and Prototyping Strategies | |
Unit-1 |
Teaching Hours:10 |
Module 1: Intro to Design Thinking and Product Design
|
|
Introduction to Design Thinking Introduction to Design Research Strategies Introduction to Synthesis Introduction to Ideation and Prototyping Strategies | |
Unit-1 |
Teaching Hours:10 |
Module 1: Intro to Design Thinking and Product Design
|
|
Introduction to Design Thinking Introduction to Design Research Strategies Introduction to Synthesis Introduction to Ideation and Prototyping Strategies | |
Unit-1 |
Teaching Hours:10 |
Module 1: Intro to Design Thinking and Product Design
|
|
Introduction to Design Thinking Introduction to Design Research Strategies Introduction to Synthesis Introduction to Ideation and Prototyping Strategies | |
Unit-1 |
Teaching Hours:10 |
Module 1: Intro to Design Thinking and Product Design
|
|
Introduction to Design Thinking Introduction to Design Research Strategies Introduction to Synthesis Introduction to Ideation and Prototyping Strategies | |
Unit-1 |
Teaching Hours:10 |
Module 1: Intro to Design Thinking and Product Design
|
|
Introduction to Design Thinking Introduction to Design Research Strategies Introduction to Synthesis Introduction to Ideation and Prototyping Strategies | |
Unit-1 |
Teaching Hours:10 |
Module 1: Intro to Design Thinking and Product Design
|
|
Introduction to Design Thinking Introduction to Design Research Strategies Introduction to Synthesis Introduction to Ideation and Prototyping Strategies | |
Unit-1 |
Teaching Hours:10 |
Module 1: Intro to Design Thinking and Product Design
|
|
Introduction to Design Thinking Introduction to Design Research Strategies Introduction to Synthesis Introduction to Ideation and Prototyping Strategies | |
Unit-1 |
Teaching Hours:10 |
Module 1: Intro to Design Thinking and Product Design
|
|
Introduction to Design Thinking Introduction to Design Research Strategies Introduction to Synthesis Introduction to Ideation and Prototyping Strategies | |
Unit-2 |
Teaching Hours:10 |
Module 2:Â Team Work and Service Design
|
|
Team work discussion + Launch of Service challenge Design Research - tools for observation + immersion Journey mapping and ideation Develop Final Presentations Final Presentations and Leadership Styles discussion | |
Unit-2 |
Teaching Hours:10 |
Module 2:Â Team Work and Service Design
|
|
Team work discussion + Launch of Service challenge Design Research - tools for observation + immersion Journey mapping and ideation Develop Final Presentations Final Presentations and Leadership Styles discussion | |
Unit-2 |
Teaching Hours:10 |
Module 2:Â Team Work and Service Design
|
|
Team work discussion + Launch of Service challenge Design Research - tools for observation + immersion Journey mapping and ideation Develop Final Presentations Final Presentations and Leadership Styles discussion | |
Unit-2 |
Teaching Hours:10 |
Module 2:Â Team Work and Service Design
|
|
Team work discussion + Launch of Service challenge Design Research - tools for observation + immersion Journey mapping and ideation Develop Final Presentations Final Presentations and Leadership Styles discussion | |
Unit-2 |
Teaching Hours:10 |
Module 2:Â Team Work and Service Design
|
|
Team work discussion + Launch of Service challenge Design Research - tools for observation + immersion Journey mapping and ideation Develop Final Presentations Final Presentations and Leadership Styles discussion | |
Unit-2 |
Teaching Hours:10 |
Module 2:Â Team Work and Service Design
|
|
Team work discussion + Launch of Service challenge Design Research - tools for observation + immersion Journey mapping and ideation Develop Final Presentations Final Presentations and Leadership Styles discussion | |
Unit-2 |
Teaching Hours:10 |
Module 2:Â Team Work and Service Design
|
|
Team work discussion + Launch of Service challenge Design Research - tools for observation + immersion Journey mapping and ideation Develop Final Presentations Final Presentations and Leadership Styles discussion | |
Unit-2 |
Teaching Hours:10 |
Module 2:Â Team Work and Service Design
|
|
Team work discussion + Launch of Service challenge Design Research - tools for observation + immersion Journey mapping and ideation Develop Final Presentations Final Presentations and Leadership Styles discussion | |
Unit-2 |
Teaching Hours:10 |
Module 2:Â Team Work and Service Design
|
|
Team work discussion + Launch of Service challenge Design Research - tools for observation + immersion Journey mapping and ideation Develop Final Presentations Final Presentations and Leadership Styles discussion | |
Unit-2 |
Teaching Hours:10 |
Module 2:Â Team Work and Service Design
|
|
Team work discussion + Launch of Service challenge Design Research - tools for observation + immersion Journey mapping and ideation Develop Final Presentations Final Presentations and Leadership Styles discussion | |
Unit-2 |
Teaching Hours:10 |
Module 2:Â Team Work and Service Design
|
|
Team work discussion + Launch of Service challenge Design Research - tools for observation + immersion Journey mapping and ideation Develop Final Presentations Final Presentations and Leadership Styles discussion | |
Unit-2 |
Teaching Hours:10 |
Module 2:Â Team Work and Service Design
|
|
Team work discussion + Launch of Service challenge Design Research - tools for observation + immersion Journey mapping and ideation Develop Final Presentations Final Presentations and Leadership Styles discussion | |
Unit-2 |
Teaching Hours:10 |
Module 2:Â Team Work and Service Design
|
|
Team work discussion + Launch of Service challenge Design Research - tools for observation + immersion Journey mapping and ideation Develop Final Presentations Final Presentations and Leadership Styles discussion | |
Unit-3 |
Teaching Hours:10 |
Module 3:Â Business or Systems Design
|
|
Launch final challenge – system or student challenge Business Model Canvas and Design Research Visualizing ideas Communicating ideas and effective storytelling Final Presentations and class celebration | |
Unit-3 |
Teaching Hours:10 |
Module 3:Â Business or Systems Design
|
|
Launch final challenge – system or student challenge Business Model Canvas and Design Research Visualizing ideas Communicating ideas and effective storytelling Final Presentations and class celebration | |
Unit-3 |
Teaching Hours:10 |
Module 3:Â Business or Systems Design
|
|
Launch final challenge – system or student challenge Business Model Canvas and Design Research Visualizing ideas Communicating ideas and effective storytelling Final Presentations and class celebration | |
Unit-3 |
Teaching Hours:10 |
Module 3:Â Business or Systems Design
|
|
Launch final challenge – system or student challenge Business Model Canvas and Design Research Visualizing ideas Communicating ideas and effective storytelling Final Presentations and class celebration | |
Unit-3 |
Teaching Hours:10 |
Module 3:Â Business or Systems Design
|
|
Launch final challenge – system or student challenge Business Model Canvas and Design Research Visualizing ideas Communicating ideas and effective storytelling Final Presentations and class celebration | |
Unit-3 |
Teaching Hours:10 |
Module 3:Â Business or Systems Design
|
|
Launch final challenge – system or student challenge Business Model Canvas and Design Research Visualizing ideas Communicating ideas and effective storytelling Final Presentations and class celebration | |
Unit-3 |
Teaching Hours:10 |
Module 3:Â Business or Systems Design
|
|
Launch final challenge – system or student challenge Business Model Canvas and Design Research Visualizing ideas Communicating ideas and effective storytelling Final Presentations and class celebration | |
Unit-3 |
Teaching Hours:10 |
Module 3:Â Business or Systems Design
|
|
Launch final challenge – system or student challenge Business Model Canvas and Design Research Visualizing ideas Communicating ideas and effective storytelling Final Presentations and class celebration | |
Unit-3 |
Teaching Hours:10 |
Module 3:Â Business or Systems Design
|
|
Launch final challenge – system or student challenge Business Model Canvas and Design Research Visualizing ideas Communicating ideas and effective storytelling Final Presentations and class celebration | |
Unit-3 |
Teaching Hours:10 |
Module 3:Â Business or Systems Design
|
|
Launch final challenge – system or student challenge Business Model Canvas and Design Research Visualizing ideas Communicating ideas and effective storytelling Final Presentations and class celebration | |
Unit-3 |
Teaching Hours:10 |
Module 3:Â Business or Systems Design
|
|
Launch final challenge – system or student challenge Business Model Canvas and Design Research Visualizing ideas Communicating ideas and effective storytelling Final Presentations and class celebration | |
Unit-3 |
Teaching Hours:10 |
Module 3:Â Business or Systems Design
|
|
Launch final challenge – system or student challenge Business Model Canvas and Design Research Visualizing ideas Communicating ideas and effective storytelling Final Presentations and class celebration | |
Unit-3 |
Teaching Hours:10 |
Module 3:Â Business or Systems Design
|
|
Launch final challenge – system or student challenge Business Model Canvas and Design Research Visualizing ideas Communicating ideas and effective storytelling Final Presentations and class celebration | |
Text Books And Reference Books: Essential References: 1. Design Your Thinking: The Mindsets, Toolsets and Skill Sets for Creative Problem-solving Hardcover – 23 December 2020, by Pavan Soni. 2. The Design Thinking Toolbox: A Guide to Mastering the Most Popular and Valuable Innovation Methods, by Michael Lewrick, Patrick Link, Larry Leifer. 3. Design Thinking: Understanding How Designers Think and Work, by Nigel Cross, BERG, Oxford, Newyork. | |
Essential Reading / Recommended Reading Recommended References: 1. HBR's 10 Must Reads on Design Thinking (with featured article "Design Thinking" By Tim Brown) Paperback – 10 August 2020, by Publisher : Harvard Business Review Press (10 August 2020); Penguin Random House. 2. Change by Design, Revised and Updated: How Design Thinking Transforms Organizations and Inspires Innovation, by Tim Brown. Publisher HarperCollins, 2019; ISBN 0062856715, 9780062856715. 3. This is Service Design Thinking: Basics, Tools, Cases, by Marc Stickdorn, Jakob Schneider, Publisher BIS Publ., 2012; ISBN 906369279X, 9789063692797 | |
Evaluation Pattern Evaluation Pattern: This courses do not have CIA-1-2-3 and ESE. It has only Overall CIA (out of 100). This will be treated as the final ESE.
The following case studies will be given for the evaluation of overall CIA.
1. Case Studies focused on product design. 2. Case Studies focused on service design. 3. Case Studies focused on systems or business design. | |
BTGE659 - FOUNDATIONS OF AVIATION (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:100 |
Credits:2 |
Course Objectives/Course Description |
|
A student successfully completing this course will be able to: Explain basic terms and concepts in air transportation, including commercial, military, and general aviation; air traffic control. Identify on the parts of an aircraft, classify the aircraft types and Construct models of an Aircraft. Understand the types of Aero engines and analyse the impact of meteorology in Aviation. |
|
Learning Outcome |
|
CO1: Interpret the fundamental principles of flight based on theorems and parts of the Aircraft CO2: Summarize the types of aircrafts and illustrate modelling of an Aircraft CO3: Identify the types of Aero engines and Make use of Meteorology |
Unit-1 |
Teaching Hours:10 |
Introduction to Principles of Flight
|
|
Development of Aviation- Introduction- Laws of Motion -Bernoulli’s Theorem and Venturi Effect – Aero foil- Forces on an Aircraft- Flaps and Slats- Stalling- Thrust, Basic Flight Instruments- Introduction of Radar- Requirement of Navigation | |
Unit-1 |
Teaching Hours:10 |
Introduction to Principles of Flight
|
|
Development of Aviation- Introduction- Laws of Motion -Bernoulli’s Theorem and Venturi Effect – Aero foil- Forces on an Aircraft- Flaps and Slats- Stalling- Thrust, Basic Flight Instruments- Introduction of Radar- Requirement of Navigation | |
Unit-1 |
Teaching Hours:10 |
Introduction to Principles of Flight
|
|
Development of Aviation- Introduction- Laws of Motion -Bernoulli’s Theorem and Venturi Effect – Aero foil- Forces on an Aircraft- Flaps and Slats- Stalling- Thrust, Basic Flight Instruments- Introduction of Radar- Requirement of Navigation | |
Unit-1 |
Teaching Hours:10 |
Introduction to Principles of Flight
|
|
Development of Aviation- Introduction- Laws of Motion -Bernoulli’s Theorem and Venturi Effect – Aero foil- Forces on an Aircraft- Flaps and Slats- Stalling- Thrust, Basic Flight Instruments- Introduction of Radar- Requirement of Navigation | |
Unit-1 |
Teaching Hours:10 |
Introduction to Principles of Flight
|
|
Development of Aviation- Introduction- Laws of Motion -Bernoulli’s Theorem and Venturi Effect – Aero foil- Forces on an Aircraft- Flaps and Slats- Stalling- Thrust, Basic Flight Instruments- Introduction of Radar- Requirement of Navigation | |
Unit-1 |
Teaching Hours:10 |
Introduction to Principles of Flight
|
|
Development of Aviation- Introduction- Laws of Motion -Bernoulli’s Theorem and Venturi Effect – Aero foil- Forces on an Aircraft- Flaps and Slats- Stalling- Thrust, Basic Flight Instruments- Introduction of Radar- Requirement of Navigation | |
Unit-1 |
Teaching Hours:10 |
Introduction to Principles of Flight
|
|
Development of Aviation- Introduction- Laws of Motion -Bernoulli’s Theorem and Venturi Effect – Aero foil- Forces on an Aircraft- Flaps and Slats- Stalling- Thrust, Basic Flight Instruments- Introduction of Radar- Requirement of Navigation | |
Unit-1 |
Teaching Hours:10 |
Introduction to Principles of Flight
|
|
Development of Aviation- Introduction- Laws of Motion -Bernoulli’s Theorem and Venturi Effect – Aero foil- Forces on an Aircraft- Flaps and Slats- Stalling- Thrust, Basic Flight Instruments- Introduction of Radar- Requirement of Navigation | |
Unit-1 |
Teaching Hours:10 |
Introduction to Principles of Flight
|
|
Development of Aviation- Introduction- Laws of Motion -Bernoulli’s Theorem and Venturi Effect – Aero foil- Forces on an Aircraft- Flaps and Slats- Stalling- Thrust, Basic Flight Instruments- Introduction of Radar- Requirement of Navigation | |
Unit-1 |
Teaching Hours:10 |
Introduction to Principles of Flight
|
|
Development of Aviation- Introduction- Laws of Motion -Bernoulli’s Theorem and Venturi Effect – Aero foil- Forces on an Aircraft- Flaps and Slats- Stalling- Thrust, Basic Flight Instruments- Introduction of Radar- Requirement of Navigation | |
Unit-1 |
Teaching Hours:10 |
Introduction to Principles of Flight
|
|
Development of Aviation- Introduction- Laws of Motion -Bernoulli’s Theorem and Venturi Effect – Aero foil- Forces on an Aircraft- Flaps and Slats- Stalling- Thrust, Basic Flight Instruments- Introduction of Radar- Requirement of Navigation | |
Unit-1 |
Teaching Hours:10 |
Introduction to Principles of Flight
|
|
Development of Aviation- Introduction- Laws of Motion -Bernoulli’s Theorem and Venturi Effect – Aero foil- Forces on an Aircraft- Flaps and Slats- Stalling- Thrust, Basic Flight Instruments- Introduction of Radar- Requirement of Navigation | |
Unit-1 |
Teaching Hours:10 |
Introduction to Principles of Flight
|
|
Development of Aviation- Introduction- Laws of Motion -Bernoulli’s Theorem and Venturi Effect – Aero foil- Forces on an Aircraft- Flaps and Slats- Stalling- Thrust, Basic Flight Instruments- Introduction of Radar- Requirement of Navigation | |
Unit-1 |
Teaching Hours:10 |
Introduction to Principles of Flight
|
|
Development of Aviation- Introduction- Laws of Motion -Bernoulli’s Theorem and Venturi Effect – Aero foil- Forces on an Aircraft- Flaps and Slats- Stalling- Thrust, Basic Flight Instruments- Introduction of Radar- Requirement of Navigation | |
Unit-2 |
Teaching Hours:10 |
Aircrafts and Aeromodelling
|
|
Airfield Layout- Rules of the Air- Circuit Procedure ATC / RT Procedure Aircraft Controls- Fuselage – Main Tail Plane Ailerons- Elevators- Rudder –Landing Gear. Fighters- Transports- Helicopters- Foreign Aircraft History of Aero modelling- Materials used in Aero modelling - Types of Aero models | |
Unit-2 |
Teaching Hours:10 |
Aircrafts and Aeromodelling
|
|
Airfield Layout- Rules of the Air- Circuit Procedure ATC / RT Procedure Aircraft Controls- Fuselage – Main Tail Plane Ailerons- Elevators- Rudder –Landing Gear. Fighters- Transports- Helicopters- Foreign Aircraft History of Aero modelling- Materials used in Aero modelling - Types of Aero models | |
Unit-2 |
Teaching Hours:10 |
Aircrafts and Aeromodelling
|
|
Airfield Layout- Rules of the Air- Circuit Procedure ATC / RT Procedure Aircraft Controls- Fuselage – Main Tail Plane Ailerons- Elevators- Rudder –Landing Gear. Fighters- Transports- Helicopters- Foreign Aircraft History of Aero modelling- Materials used in Aero modelling - Types of Aero models | |
Unit-2 |
Teaching Hours:10 |
Aircrafts and Aeromodelling
|
|
Airfield Layout- Rules of the Air- Circuit Procedure ATC / RT Procedure Aircraft Controls- Fuselage – Main Tail Plane Ailerons- Elevators- Rudder –Landing Gear. Fighters- Transports- Helicopters- Foreign Aircraft History of Aero modelling- Materials used in Aero modelling - Types of Aero models | |
Unit-2 |
Teaching Hours:10 |
Aircrafts and Aeromodelling
|
|
Airfield Layout- Rules of the Air- Circuit Procedure ATC / RT Procedure Aircraft Controls- Fuselage – Main Tail Plane Ailerons- Elevators- Rudder –Landing Gear. Fighters- Transports- Helicopters- Foreign Aircraft History of Aero modelling- Materials used in Aero modelling - Types of Aero models | |
Unit-2 |
Teaching Hours:10 |
Aircrafts and Aeromodelling
|
|
Airfield Layout- Rules of the Air- Circuit Procedure ATC / RT Procedure Aircraft Controls- Fuselage – Main Tail Plane Ailerons- Elevators- Rudder –Landing Gear. Fighters- Transports- Helicopters- Foreign Aircraft History of Aero modelling- Materials used in Aero modelling - Types of Aero models | |
Unit-2 |
Teaching Hours:10 |
Aircrafts and Aeromodelling
|
|
Airfield Layout- Rules of the Air- Circuit Procedure ATC / RT Procedure Aircraft Controls- Fuselage – Main Tail Plane Ailerons- Elevators- Rudder –Landing Gear. Fighters- Transports- Helicopters- Foreign Aircraft History of Aero modelling- Materials used in Aero modelling - Types of Aero models | |
Unit-2 |
Teaching Hours:10 |
Aircrafts and Aeromodelling
|
|
Airfield Layout- Rules of the Air- Circuit Procedure ATC / RT Procedure Aircraft Controls- Fuselage – Main Tail Plane Ailerons- Elevators- Rudder –Landing Gear. Fighters- Transports- Helicopters- Foreign Aircraft History of Aero modelling- Materials used in Aero modelling - Types of Aero models | |
Unit-2 |
Teaching Hours:10 |
Aircrafts and Aeromodelling
|
|
Airfield Layout- Rules of the Air- Circuit Procedure ATC / RT Procedure Aircraft Controls- Fuselage – Main Tail Plane Ailerons- Elevators- Rudder –Landing Gear. Fighters- Transports- Helicopters- Foreign Aircraft History of Aero modelling- Materials used in Aero modelling - Types of Aero models | |
Unit-2 |
Teaching Hours:10 |
Aircrafts and Aeromodelling
|
|
Airfield Layout- Rules of the Air- Circuit Procedure ATC / RT Procedure Aircraft Controls- Fuselage – Main Tail Plane Ailerons- Elevators- Rudder –Landing Gear. Fighters- Transports- Helicopters- Foreign Aircraft History of Aero modelling- Materials used in Aero modelling - Types of Aero models | |
Unit-2 |
Teaching Hours:10 |
Aircrafts and Aeromodelling
|
|
Airfield Layout- Rules of the Air- Circuit Procedure ATC / RT Procedure Aircraft Controls- Fuselage – Main Tail Plane Ailerons- Elevators- Rudder –Landing Gear. Fighters- Transports- Helicopters- Foreign Aircraft History of Aero modelling- Materials used in Aero modelling - Types of Aero models | |
Unit-2 |
Teaching Hours:10 |
Aircrafts and Aeromodelling
|
|
Airfield Layout- Rules of the Air- Circuit Procedure ATC / RT Procedure Aircraft Controls- Fuselage – Main Tail Plane Ailerons- Elevators- Rudder –Landing Gear. Fighters- Transports- Helicopters- Foreign Aircraft History of Aero modelling- Materials used in Aero modelling - Types of Aero models | |
Unit-2 |
Teaching Hours:10 |
Aircrafts and Aeromodelling
|
|
Airfield Layout- Rules of the Air- Circuit Procedure ATC / RT Procedure Aircraft Controls- Fuselage – Main Tail Plane Ailerons- Elevators- Rudder –Landing Gear. Fighters- Transports- Helicopters- Foreign Aircraft History of Aero modelling- Materials used in Aero modelling - Types of Aero models | |
Unit-2 |
Teaching Hours:10 |
Aircrafts and Aeromodelling
|
|
Airfield Layout- Rules of the Air- Circuit Procedure ATC / RT Procedure Aircraft Controls- Fuselage – Main Tail Plane Ailerons- Elevators- Rudder –Landing Gear. Fighters- Transports- Helicopters- Foreign Aircraft History of Aero modelling- Materials used in Aero modelling - Types of Aero models | |
Unit-3 |
Teaching Hours:10 |
Aero Engines and Meteorology
|
|
Introduction of Aero engines - Types of Engines-Piston Engines -Jet Engines – Turboprop Engines, Importance of Meteorology in Aviation- Atmosphere - Clouds and Precipitation - Visibility – Humidity and Condensation | |
Unit-3 |
Teaching Hours:10 |
Aero Engines and Meteorology
|
|
Introduction of Aero engines - Types of Engines-Piston Engines -Jet Engines – Turboprop Engines, Importance of Meteorology in Aviation- Atmosphere - Clouds and Precipitation - Visibility – Humidity and Condensation | |
Unit-3 |
Teaching Hours:10 |
Aero Engines and Meteorology
|
|
Introduction of Aero engines - Types of Engines-Piston Engines -Jet Engines – Turboprop Engines, Importance of Meteorology in Aviation- Atmosphere - Clouds and Precipitation - Visibility – Humidity and Condensation | |
Unit-3 |
Teaching Hours:10 |
Aero Engines and Meteorology
|
|
Introduction of Aero engines - Types of Engines-Piston Engines -Jet Engines – Turboprop Engines, Importance of Meteorology in Aviation- Atmosphere - Clouds and Precipitation - Visibility – Humidity and Condensation | |
Unit-3 |
Teaching Hours:10 |
Aero Engines and Meteorology
|
|
Introduction of Aero engines - Types of Engines-Piston Engines -Jet Engines – Turboprop Engines, Importance of Meteorology in Aviation- Atmosphere - Clouds and Precipitation - Visibility – Humidity and Condensation | |
Unit-3 |
Teaching Hours:10 |
Aero Engines and Meteorology
|
|
Introduction of Aero engines - Types of Engines-Piston Engines -Jet Engines – Turboprop Engines, Importance of Meteorology in Aviation- Atmosphere - Clouds and Precipitation - Visibility – Humidity and Condensation | |
Unit-3 |
Teaching Hours:10 |
Aero Engines and Meteorology
|
|
Introduction of Aero engines - Types of Engines-Piston Engines -Jet Engines – Turboprop Engines, Importance of Meteorology in Aviation- Atmosphere - Clouds and Precipitation - Visibility – Humidity and Condensation | |
Unit-3 |
Teaching Hours:10 |
Aero Engines and Meteorology
|
|
Introduction of Aero engines - Types of Engines-Piston Engines -Jet Engines – Turboprop Engines, Importance of Meteorology in Aviation- Atmosphere - Clouds and Precipitation - Visibility – Humidity and Condensation | |
Unit-3 |
Teaching Hours:10 |
Aero Engines and Meteorology
|
|
Introduction of Aero engines - Types of Engines-Piston Engines -Jet Engines – Turboprop Engines, Importance of Meteorology in Aviation- Atmosphere - Clouds and Precipitation - Visibility – Humidity and Condensation | |
Unit-3 |
Teaching Hours:10 |
Aero Engines and Meteorology
|
|
Introduction of Aero engines - Types of Engines-Piston Engines -Jet Engines – Turboprop Engines, Importance of Meteorology in Aviation- Atmosphere - Clouds and Precipitation - Visibility – Humidity and Condensation | |
Unit-3 |
Teaching Hours:10 |
Aero Engines and Meteorology
|
|
Introduction of Aero engines - Types of Engines-Piston Engines -Jet Engines – Turboprop Engines, Importance of Meteorology in Aviation- Atmosphere - Clouds and Precipitation - Visibility – Humidity and Condensation | |
Unit-3 |
Teaching Hours:10 |
Aero Engines and Meteorology
|
|
Introduction of Aero engines - Types of Engines-Piston Engines -Jet Engines – Turboprop Engines, Importance of Meteorology in Aviation- Atmosphere - Clouds and Precipitation - Visibility – Humidity and Condensation | |
Unit-3 |
Teaching Hours:10 |
Aero Engines and Meteorology
|
|
Introduction of Aero engines - Types of Engines-Piston Engines -Jet Engines – Turboprop Engines, Importance of Meteorology in Aviation- Atmosphere - Clouds and Precipitation - Visibility – Humidity and Condensation | |
Unit-3 |
Teaching Hours:10 |
Aero Engines and Meteorology
|
|
Introduction of Aero engines - Types of Engines-Piston Engines -Jet Engines – Turboprop Engines, Importance of Meteorology in Aviation- Atmosphere - Clouds and Precipitation - Visibility – Humidity and Condensation | |
Text Books And Reference Books: Text Books: • Airwing Cadet Handbook, Specialized Subject SD/SW, Maxwell Press, 2016. • Introduction to Aerospace Engineering: Basic Principles of Flight, Ethirajan Rathakrishnan, Wiley Press, 2021.
| |
Essential Reading / Recommended Reading . | |
Evaluation Pattern This Course do not have CIA 1/2/3. It has Overall CIA(out of 100 and will be Converted to 50) and ESE ( out of 100 and will be converted to 50). Total Marks=100. | |
MAHO631DMP - INTERNET OF THINGS FOR INDUSTRY AUTOMATION (2022 Batch) | |
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
This course focuses on the latest microcontrollers with application development, product design and prototyping. Ideally suited for engineering students and graduates with a basic understanding of electronics and microprocessors. The Internet of Things (IOT) is the next wave, world is going to witness. Today we live in an era of connected devices (mobile phones, computers etc.), the future is of connected things (Eg: home appliances, vehicles, lamp-posts, personal accessories, your pets, industrial equipments and everything which you use in day-to-day life). Internet of Things is a term given to the attempt of connecting objects to the internet and also to each other - allowing people and objects themselves to analyze data from various sources in real-time and take necessary actions in an intelligent fashion |
|
Learning Outcome |
|
CO-1: Will be able to explain the definition and significance of the Internet of Things. (PO1, PO2, L1 & L2) CO-2: Differentiate between the levels of the IoT stack and be familiar with the key technologies and protocols employed at each layer of the stack (PO1, PO2, PO3, L2, L3 ) CO-3: apply the knowledge and skills acquired during the course to build and test a complete, working IoT system involving prototyping, programming and data analysis (PO1, PO2, PO3, L2, L3 ) CO-4: appreciate the role of big data, cloud computing and data analytics in a typical IoT system (PO1, PO2, PO3, L2, L3 ) CO-5: Identify how IoT differs from traditional data collection systems (PO1, PO2, PO3, L2, L3 ) |
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||||||||||||||||
Introduction to IoT
|
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Defining IoT, Characteristics of IoT, Physical design of IoT, Logical design of IoT, Functional blocks of IoT, Communication models & APIs. | ||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||||||||||||||||
Introduction to IoT
|
||||||||||||||||||||||||||||||||||||
Defining IoT, Characteristics of IoT, Physical design of IoT, Logical design of IoT, Functional blocks of IoT, Communication models & APIs. | ||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||||||||||||||||
Introduction to IoT
|
||||||||||||||||||||||||||||||||||||
Defining IoT, Characteristics of IoT, Physical design of IoT, Logical design of IoT, Functional blocks of IoT, Communication models & APIs. | ||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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IoT & M2M
|
||||||||||||||||||||||||||||||||||||
Machine to Machine, Difference between IoT and M2M, Softwaredefine Network. | ||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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IoT & M2M
|
||||||||||||||||||||||||||||||||||||
Machine to Machine, Difference between IoT and M2M, Softwaredefine Network. | ||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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IoT & M2M
|
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Machine to Machine, Difference between IoT and M2M, Softwaredefine Network. | ||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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Network & Communication aspects :
|
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Wireless medium access issues, MAC protocol survey, Surveyrouting protocols, Sensor deployment & Node discovery, Dataaggregation & dissemination | ||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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Network & Communication aspects :
|
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Wireless medium access issues, MAC protocol survey, Surveyrouting protocols, Sensor deployment & Node discovery, Dataaggregation & dissemination | ||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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Network & Communication aspects :
|
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Wireless medium access issues, MAC protocol survey, Surveyrouting protocols, Sensor deployment & Node discovery, Dataaggregation & dissemination | ||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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Challenges in IoT
|
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Design challenges, Development challenges, Security challenges,Other challenges. | ||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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Challenges in IoT
|
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Design challenges, Development challenges, Security challenges,Other challenges. | ||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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Challenges in IoT
|
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Design challenges, Development challenges, Security challenges,Other challenges. | ||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
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Domain specific applications of IoT
|
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Home automation, Industry applications, Surveillance applications,Other IoT applications | ||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
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Domain specific applications of IoT
|
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Home automation, Industry applications, Surveillance applications,Other IoT applications | ||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
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Domain specific applications of IoT
|
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Home automation, Industry applications, Surveillance applications,Other IoT applications | ||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: T1. Vijay Madisetti, Arshdeep Bahga, “Internet of Things: A Hands-On Approach”VPT; 1 edition (August 9, 2014).
T2. Waltenegus Dargie,Christian Poellabauer, "Fundamentals of Wireless Sensor Networks: Theory and Practice" Wiley (2010). | ||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading R1. David Etter ,“IOT (Internet of Things) Programming: A Simple and Fast Way of Learning IOT”, Orient Blackswan Private Limited - New Delhi; First edition (2015) R2. RMD Sundaram Shriram K Vasudevan, Abhishek S Nagarajan,”Internet of Things”, Wiley (2019). | ||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| ||||||||||||||||||||||||||||||||||||
MIIMBA634 - DATA ANALYSIS FOR MANAGERS (2022 Batch) | ||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:4 |
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Max Marks:100 |
Credits:4 |
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Course Objectives/Course Description |
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This is a common core course for 3 credit hours. It will discuss from both conceptual and application perspective, basic statistical methods widely used in business applications. The course gives an introduction to statistical methods needed in data analysis work related to applications in Economics, Finance, Marketing, Operations and Human Resources. Further it enables to conceptualize business problems in statistical terms and enhances understanding and application of fact and evidence-based decision-making process.
This course attempts to enable the students to conceptualize business problems in statistical terms and to enhance their understanding and application of fact and evidence-based decision-making process. |
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Learning Outcome |
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CO1: Identify suitable data visualization technique for the given data set.
CO2: Apply an appropriate probability distribution technique for the given set of data. CO3: Design sampling frame based on the context of decision-making. CO4: Analyze statistical data to support fact-based decision making.
CO5: Develop models to understand the relationship between variables |
Unit-1 |
Teaching Hours:9 |
DATA VISUALIZTION
|
|
Frequency distributions, histograms, stem-and-leaf displays, bar charts, pie charts, and scatter plots.
Data Preparation: Editing, coding, data entry, cross-tabulation, and graphical displays using MS Excel | |
Unit-1 |
Teaching Hours:9 |
DATA VISUALIZTION
|
|
Frequency distributions, histograms, stem-and-leaf displays, bar charts, pie charts, and scatter plots.
Data Preparation: Editing, coding, data entry, cross-tabulation, and graphical displays using MS Excel | |
Unit-1 |
Teaching Hours:9 |
DATA VISUALIZTION
|
|
Frequency distributions, histograms, stem-and-leaf displays, bar charts, pie charts, and scatter plots.
Data Preparation: Editing, coding, data entry, cross-tabulation, and graphical displays using MS Excel | |
Unit-1 |
Teaching Hours:9 |
DATA VISUALIZTION
|
|
Frequency distributions, histograms, stem-and-leaf displays, bar charts, pie charts, and scatter plots.
Data Preparation: Editing, coding, data entry, cross-tabulation, and graphical displays using MS Excel | |
Unit-1 |
Teaching Hours:9 |
DATA VISUALIZTION
|
|
Frequency distributions, histograms, stem-and-leaf displays, bar charts, pie charts, and scatter plots.
Data Preparation: Editing, coding, data entry, cross-tabulation, and graphical displays using MS Excel | |
Unit-1 |
Teaching Hours:9 |
DATA VISUALIZTION
|
|
Frequency distributions, histograms, stem-and-leaf displays, bar charts, pie charts, and scatter plots.
Data Preparation: Editing, coding, data entry, cross-tabulation, and graphical displays using MS Excel | |
Unit-1 |
Teaching Hours:9 |
DATA VISUALIZTION
|
|
Frequency distributions, histograms, stem-and-leaf displays, bar charts, pie charts, and scatter plots.
Data Preparation: Editing, coding, data entry, cross-tabulation, and graphical displays using MS Excel | |
Unit-2 |
Teaching Hours:9 |
Introduction to Probability and Probability Distributions
|
|
Probability: Event algebra*. Conditions of statistical dependence and independence, Types of probability, probabilities under conditions of statistical independence, conditional probability under statistical dependence, Bayes’ theorem and its applications.
| |
Unit-2 |
Teaching Hours:9 |
Introduction to Probability and Probability Distributions
|
|
Probability: Event algebra*. Conditions of statistical dependence and independence, Types of probability, probabilities under conditions of statistical independence, conditional probability under statistical dependence, Bayes’ theorem and its applications.
| |
Unit-2 |
Teaching Hours:9 |
Introduction to Probability and Probability Distributions
|
|
Probability: Event algebra*. Conditions of statistical dependence and independence, Types of probability, probabilities under conditions of statistical independence, conditional probability under statistical dependence, Bayes’ theorem and its applications.
| |
Unit-2 |
Teaching Hours:9 |
Introduction to Probability and Probability Distributions
|
|
Probability: Event algebra*. Conditions of statistical dependence and independence, Types of probability, probabilities under conditions of statistical independence, conditional probability under statistical dependence, Bayes’ theorem and its applications.
| |
Unit-2 |
Teaching Hours:9 |
Introduction to Probability and Probability Distributions
|
|
Probability: Event algebra*. Conditions of statistical dependence and independence, Types of probability, probabilities under conditions of statistical independence, conditional probability under statistical dependence, Bayes’ theorem and its applications.
| |
Unit-2 |
Teaching Hours:9 |
Introduction to Probability and Probability Distributions
|
|
Probability: Event algebra*. Conditions of statistical dependence and independence, Types of probability, probabilities under conditions of statistical independence, conditional probability under statistical dependence, Bayes’ theorem and its applications.
| |
Unit-2 |
Teaching Hours:9 |
Introduction to Probability and Probability Distributions
|
|
Probability: Event algebra*. Conditions of statistical dependence and independence, Types of probability, probabilities under conditions of statistical independence, conditional probability under statistical dependence, Bayes’ theorem and its applications.
| |
Unit-3 |
Teaching Hours:9 |
Sampling Methods Estimation and Testing Statistical Hypothesis
|
|
Sampling: Need, benefits and limitations. Probability and Non-probability sampling methods. Sampling distributions, Central Limit Theorem Estimation - Point and Interval estimators of mean and proportion - Determining sample size using confidence interval approach. Testing Hypothesis: Concepts basic to hypothesis, null and alternative hypothesis, testing procedure, level of significance, Types of errors. Measuring power of a hypothesis test. Testing of means and proportions for small and large samples, testing of difference between means and proportions for small and large samples | |
Unit-3 |
Teaching Hours:9 |
Sampling Methods Estimation and Testing Statistical Hypothesis
|
|
Sampling: Need, benefits and limitations. Probability and Non-probability sampling methods. Sampling distributions, Central Limit Theorem Estimation - Point and Interval estimators of mean and proportion - Determining sample size using confidence interval approach. Testing Hypothesis: Concepts basic to hypothesis, null and alternative hypothesis, testing procedure, level of significance, Types of errors. Measuring power of a hypothesis test. Testing of means and proportions for small and large samples, testing of difference between means and proportions for small and large samples | |
Unit-3 |
Teaching Hours:9 |
Sampling Methods Estimation and Testing Statistical Hypothesis
|
|
Sampling: Need, benefits and limitations. Probability and Non-probability sampling methods. Sampling distributions, Central Limit Theorem Estimation - Point and Interval estimators of mean and proportion - Determining sample size using confidence interval approach. Testing Hypothesis: Concepts basic to hypothesis, null and alternative hypothesis, testing procedure, level of significance, Types of errors. Measuring power of a hypothesis test. Testing of means and proportions for small and large samples, testing of difference between means and proportions for small and large samples | |
Unit-3 |
Teaching Hours:9 |
Sampling Methods Estimation and Testing Statistical Hypothesis
|
|
Sampling: Need, benefits and limitations. Probability and Non-probability sampling methods. Sampling distributions, Central Limit Theorem Estimation - Point and Interval estimators of mean and proportion - Determining sample size using confidence interval approach. Testing Hypothesis: Concepts basic to hypothesis, null and alternative hypothesis, testing procedure, level of significance, Types of errors. Measuring power of a hypothesis test. Testing of means and proportions for small and large samples, testing of difference between means and proportions for small and large samples | |
Unit-3 |
Teaching Hours:9 |
Sampling Methods Estimation and Testing Statistical Hypothesis
|
|
Sampling: Need, benefits and limitations. Probability and Non-probability sampling methods. Sampling distributions, Central Limit Theorem Estimation - Point and Interval estimators of mean and proportion - Determining sample size using confidence interval approach. Testing Hypothesis: Concepts basic to hypothesis, null and alternative hypothesis, testing procedure, level of significance, Types of errors. Measuring power of a hypothesis test. Testing of means and proportions for small and large samples, testing of difference between means and proportions for small and large samples | |
Unit-3 |
Teaching Hours:9 |
Sampling Methods Estimation and Testing Statistical Hypothesis
|
|
Sampling: Need, benefits and limitations. Probability and Non-probability sampling methods. Sampling distributions, Central Limit Theorem Estimation - Point and Interval estimators of mean and proportion - Determining sample size using confidence interval approach. Testing Hypothesis: Concepts basic to hypothesis, null and alternative hypothesis, testing procedure, level of significance, Types of errors. Measuring power of a hypothesis test. Testing of means and proportions for small and large samples, testing of difference between means and proportions for small and large samples | |
Unit-3 |
Teaching Hours:9 |
Sampling Methods Estimation and Testing Statistical Hypothesis
|
|
Sampling: Need, benefits and limitations. Probability and Non-probability sampling methods. Sampling distributions, Central Limit Theorem Estimation - Point and Interval estimators of mean and proportion - Determining sample size using confidence interval approach. Testing Hypothesis: Concepts basic to hypothesis, null and alternative hypothesis, testing procedure, level of significance, Types of errors. Measuring power of a hypothesis test. Testing of means and proportions for small and large samples, testing of difference between means and proportions for small and large samples | |
Unit-4 |
Teaching Hours:9 |
Chi-square Test and Analysis of Variance
|
|
Chi-Square test of goodness of fit and test of independence. ANOVA, Multiple comparison procedures. Inference about population variance. Overview of Analysis of CRD, RBD, LSD, and factorial designs.
t-Tests, Chi-square test for Goodness of Fit and independence of attributes, ANOVA using MS Excel | |
Unit-4 |
Teaching Hours:9 |
Chi-square Test and Analysis of Variance
|
|
Chi-Square test of goodness of fit and test of independence. ANOVA, Multiple comparison procedures. Inference about population variance. Overview of Analysis of CRD, RBD, LSD, and factorial designs.
t-Tests, Chi-square test for Goodness of Fit and independence of attributes, ANOVA using MS Excel | |
Unit-4 |
Teaching Hours:9 |
Chi-square Test and Analysis of Variance
|
|
Chi-Square test of goodness of fit and test of independence. ANOVA, Multiple comparison procedures. Inference about population variance. Overview of Analysis of CRD, RBD, LSD, and factorial designs.
t-Tests, Chi-square test for Goodness of Fit and independence of attributes, ANOVA using MS Excel | |
Unit-4 |
Teaching Hours:9 |
Chi-square Test and Analysis of Variance
|
|
Chi-Square test of goodness of fit and test of independence. ANOVA, Multiple comparison procedures. Inference about population variance. Overview of Analysis of CRD, RBD, LSD, and factorial designs.
t-Tests, Chi-square test for Goodness of Fit and independence of attributes, ANOVA using MS Excel | |
Unit-4 |
Teaching Hours:9 |
Chi-square Test and Analysis of Variance
|
|
Chi-Square test of goodness of fit and test of independence. ANOVA, Multiple comparison procedures. Inference about population variance. Overview of Analysis of CRD, RBD, LSD, and factorial designs.
t-Tests, Chi-square test for Goodness of Fit and independence of attributes, ANOVA using MS Excel | |
Unit-4 |
Teaching Hours:9 |
Chi-square Test and Analysis of Variance
|
|
Chi-Square test of goodness of fit and test of independence. ANOVA, Multiple comparison procedures. Inference about population variance. Overview of Analysis of CRD, RBD, LSD, and factorial designs.
t-Tests, Chi-square test for Goodness of Fit and independence of attributes, ANOVA using MS Excel | |
Unit-4 |
Teaching Hours:9 |
Chi-square Test and Analysis of Variance
|
|
Chi-Square test of goodness of fit and test of independence. ANOVA, Multiple comparison procedures. Inference about population variance. Overview of Analysis of CRD, RBD, LSD, and factorial designs.
t-Tests, Chi-square test for Goodness of Fit and independence of attributes, ANOVA using MS Excel | |
Unit-5 |
Teaching Hours:9 |
Correlation and Regression
|
|
Concept of Correlation: Measure of Correlation & Interpretation. Simple Linear Regression - Form, fitting, prediction, hypothesis testing in linear regression. Residual analysis for validation of assumptions* - normality, homoscedasticity, outliers and influential observations.
Correlation and Regression using MS Exce | |
Unit-5 |
Teaching Hours:9 |
Correlation and Regression
|
|
Concept of Correlation: Measure of Correlation & Interpretation. Simple Linear Regression - Form, fitting, prediction, hypothesis testing in linear regression. Residual analysis for validation of assumptions* - normality, homoscedasticity, outliers and influential observations.
Correlation and Regression using MS Exce | |
Unit-5 |
Teaching Hours:9 |
Correlation and Regression
|
|
Concept of Correlation: Measure of Correlation & Interpretation. Simple Linear Regression - Form, fitting, prediction, hypothesis testing in linear regression. Residual analysis for validation of assumptions* - normality, homoscedasticity, outliers and influential observations.
Correlation and Regression using MS Exce | |
Unit-5 |
Teaching Hours:9 |
Correlation and Regression
|
|
Concept of Correlation: Measure of Correlation & Interpretation. Simple Linear Regression - Form, fitting, prediction, hypothesis testing in linear regression. Residual analysis for validation of assumptions* - normality, homoscedasticity, outliers and influential observations.
Correlation and Regression using MS Exce | |
Unit-5 |
Teaching Hours:9 |
Correlation and Regression
|
|
Concept of Correlation: Measure of Correlation & Interpretation. Simple Linear Regression - Form, fitting, prediction, hypothesis testing in linear regression. Residual analysis for validation of assumptions* - normality, homoscedasticity, outliers and influential observations.
Correlation and Regression using MS Exce | |
Unit-5 |
Teaching Hours:9 |
Correlation and Regression
|
|
Concept of Correlation: Measure of Correlation & Interpretation. Simple Linear Regression - Form, fitting, prediction, hypothesis testing in linear regression. Residual analysis for validation of assumptions* - normality, homoscedasticity, outliers and influential observations.
Correlation and Regression using MS Exce | |
Unit-5 |
Teaching Hours:9 |
Correlation and Regression
|
|
Concept of Correlation: Measure of Correlation & Interpretation. Simple Linear Regression - Form, fitting, prediction, hypothesis testing in linear regression. Residual analysis for validation of assumptions* - normality, homoscedasticity, outliers and influential observations.
Correlation and Regression using MS Exce | |
Text Books And Reference Books: T1. Anderson, D.R., Sweeny, D.J., Williams, T.A., Camm, J.D., Cochran, J.J. (2017). Statistics for business & economics, 13thEdition. Boston: Cengage Learning.
| |
Essential Reading / Recommended Reading R1. Levin, R.I., Rubin, D. S., Rastogi S., Siddiqui, M.H. (2013).Statistics for management. New Delhi: Prentice Hall India Publications. R2. Doane, D. P., & Seward, L. W. (2017). Applied statistics in business and economics. New York, NY: McGraw-Hill.
R3. McClave, J. T., Benson, P. G., Sincich, T., & Sincich, T. (2017). Statistics for business and economics. Pearson. | |
Evaluation Pattern CIA1- 20 MSE- 50 CIA3- 20 | |
AU733 - TWO AND THREE WHEELERS (2021 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
To impart knowledge in basic engine working, chassis design, brakes, wheels and tyres. Specific case studies of two and three-wheeler vehicle are explained. |
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Learning Outcome |
|
CO-1: Explain the basic principle and working of IC engine. CO-2: Illustrate the different types of chassis and its design. CO-3: Discuss the working of wheels, drum and disk brake. CO-4: Identify the basic parts and components of two wheeler. L2 CO-5: Describe the basic parts and components of three wheeler. |
Unit-1 |
Teaching Hours:6 |
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Power Unit
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Two stroke SI engine, four stroke SI engine; merits and demerits. Symmetrical and unsymmetrical port timing diagrams. Types of scavenging processes; merits and demerits, scavenging pumps. Rotary valve engine. Fuel system. Lubrication system. Magneto coil and battery coil spark ignition system, electronic ignition system. Starting system; kick starter system.
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Unit-2 |
Teaching Hours:6 |
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Chassis and Sub-Systems
|
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Mainframe and its types. Chassis and shaft drive, Single, multiple plates and centrifugal clutches. Gear box and gear controls. Front and rear suspension systems. Shock absorbers. Panel meters and controls on handle bar
| ||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Brakes, Wheels and Tyres
|
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Drum brakes, disc brakes, front and rear brake links, layouts. Spoked wheel, cast wheel, disc wheel, disc types. Tyres and tubes.
| ||||||||||||||||
Unit-4 |
Teaching Hours:6 |
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Two Wheelers
|
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Case study of major Indian models of motorcycles, scooters and mopeds. TVS mopeds and motorcycles, Hero Honda motorcycles, Bajaj scooters and motorcycles, Yamaha, Enfield motorcycles. Servicing and maintenance.
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Unit-5 |
Teaching Hours:6 |
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Three Wheelers
|
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Case study of Indian models. Auto rickshaws, pickup van, delivery van and trailer. Maintenance: & Fault tracing
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Text Books And Reference Books: 1.Two and three wheeler technology, Dhruv U Panchal, 2015. 2.A textbook of automobile engineering, R K Rajput, 2007.
| ||||||||||||||||
Essential Reading / Recommended Reading 1.Irving.P.E. - Motor Cycle Engineering - Temple Press Book, London. 2.Encyclopedia of Motorcycling - 20 volume Marshall, Cavensih, UK. 3.BrayantR.V, Vespa - Maintenance and Repair Series – S.Chand& Co., New Delhi. 4.Raymond Broad Lambretta - A Practical Guide to maintenance and repair – S.Chand& Co, New Delhi - 1987.
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Evaluation Pattern
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AU734 - ENGINEERING ECONOMICS AND AUTOMOTIVE COST ESTIMATION (2021 Batch) | ||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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1) Prepare engineering students to analyze cost/revenue data and carry out make economic analyses in the decision making process to justify or reject alternatives/projects on an economic basis. 2) Be able to perform and evaluate present worth, future worth and annual worth analyses on one of more economic alternatives. 3) Be able to perform and evaluate payback period and capitalized cost on one or more economic alternatives. 4) Be able to carry out and evaluate benefit/cost, life cycle and break even analyses on one or more economic alternatives |
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Learning Outcome |
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CO1: Explain different economic terms related to industry. CO2: Capability to construct cash flow diagram, calculate interest, and depreciation. CO3: Compare and choose a business alternative from a number of different alternatives using present worth, and future worth comparison concept. CO4: Apply replacement analysis concept, and construct simple journal, ledger and balance sheets. CO5: Develop estimation sheets for simple automobile components. |
Unit-1 |
Teaching Hours:9 |
|
Introduction
|
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| ||
Unit-2 |
Teaching Hours:9 |
|
Interest and Depreciation
|
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| ||
Unit-3 |
Teaching Hours:9 |
|
Costs and Cost Accounting:
|
||
| ||
Unit-4 |
Teaching Hours:9 |
|
Replacement analysis, book keeping and accounts
|
||
Replacement analysis: Basic reasons for replacement, present asset and its replacement, consideration leading to replacement, installation and removal cost, Numerical problems. Book Keeping and accounts:Introduction, Necessity of book keeping, single entry and double entry system, Classification of assets, Journal, Ledger, Trial balance, Final accounts, trading, profit and loss account, Balance sheet, Numerical problems. | ||
Unit-5 |
Teaching Hours:9 |
|
Cost Estimation
|
||
| ||
Text Books And Reference Books: Text Books: T1. Engineering Economics, Tara Chand, Nem Chand and Brothers, Roorkee T2. Engineering Economy, Thuesen, G. J. and Fabrycky, W. J., Prentice Hall of India Pvt. Ltd. T3. Mechanical Estimating and Costing, T. R. Banga and S. C. Sharma, Khanna Publishers, Delhi. | ||
Essential Reading / Recommended Reading Reference Books: R1.Industrial Organization and Engineering Economics, T. R. Banga and S. C. Sharma, Khanna Publishers, New Delhi R2. Mechanical Estimating and Costing, D. Kannappan et al., Tata McGraw Hill Publishing Company Ltd., New Delhi R3. A Text Book of Mechanical Estimating and Costing, O. P. Khanna, Dhanpat Rai Publications Pvt. Ltd., New Delhi R4. Industrial Engineering and Management, O. P. Khanna, Dhanpat Rai and Sons, New Delhi R5. Financial Management, I. M. Pandey, Vikas Publishing House Pvt. Ltd., New Delhi R6. Engineering Economics, James L. Riggs, David D. Bedworth and Sabah U. Randhawa, Tata McGraw- Hill Publishing Co. Ltd., New Delhi R7. Engineering Economy, Paul DeGarmo, Macmillan International Inc., New York | ||
Evaluation Pattern CIA : 25 MARKS ESE: 25 Marks Total: 50 Marks | ||
AU741E1 - AUTOMOTIVE HEATING VENTILATION & AIR- CONDITIONING (2021 Batch) | ||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
|
Max Marks:100 |
Credits:3 |
|
Course Objectives/Course Description |
||
Upon completion of this course, the students will be able to 1. To extend the understanding of air conditioning systems and its components 2. To familiarize air conditioner heating systems and protection of engine 3. To widen the understanding of refrigerants and its handling 4. To present and explain air routing and temperature control 5. To emphasize the importance of maintenance and service of air conditioning systems. |
||
Learning Outcome |
||
CO-1: Describe the construction and working of conventional air-conditioning systems used in an automobile. [L2] CO-2: Explain the working of an automatically controlled air-conditioner systems used in an automobile. [L3] CO-3: Demonstrate the steps involved in the diagnosis of a refrigeration system used in an automobile. [L3] CO-4: Summarize the testing of air-control systems used in an automobile. [L3] CO-5: Illustrate the maintenance and service of air-conditioning systems of an automobile. [L3] |
Unit-1 |
Teaching Hours:8 |
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Fundamentals of Air Conditioning
|
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Basic air conditioning system - location of air conditioning components in a car, schematic layout of a refrigeration system, compressor components, condenser and high pressure service ports, thermostatic expansion valve, expansion valve calibration, controlling evaporator temperature, evaporator pressure regulator, evaporator temperature regulator. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
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Refrigerants & Air Management system
|
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Automotive heaters, manually controlled air conditioner, heater system, automatically controlled air conditioner and heater systems, automatic temperature control, air conditioning protection, engine protection. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
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Automatic climate control system
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Containers handling refrigerants, tapping into the refrigerant container, refrigeration system diagnosis, diagnostic procedure, ambient conditions affecting system pressures. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
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Modelling of Air conditioning components
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Objectives, evaporator airflow through the recirculating unit, automatic temperature control, duct system, controlling flow, vacuum reserve, testing the air control and handling systems. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
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Air conditioning diagnosis and services
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Air conditioner maintenance and service, servicing heater system removing and replacing components, trouble shooting of air controlling system, compressor service. | |||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: 1. William H. Crouse and Donald I. Anglin - “Automotive Air conditioning” - McGraw Hill Inc. - 1990. 2. Boyce H.DWiggins -”Automotive Air Conditioning” - Delmar – 2002 | |||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Reference Books: 1. Mitchell information Services, Inc - “Mitchell Automatic Heating and Air Conditioning Systems” - Prentice Hall Ind. - 1989. 2. Paul Weiser - “Automotive Air Conditioning” - Reston Publishing Co., Inc., - 1990. 3. MacDonald, K.I., - “Automotive Air Conditioning” - Theodore Audel series - 1978 4. Goings.L.F. – “Automotive Air Conditioning” - American Technical services - 1974. | |||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
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AU742E2 - TOTAL QUALITY MANAGEMENT (2021 Batch) | |||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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● Summarize the philosophy and core values of Total Quality Management (TQM). ● Recognize the voice of the customer and the impact of quality on economic performance and long-term business success of an organization. ● Analyze best practices for the attainment of total quality. ● To create process improvement teams trained to use the various quality tools for identifying appropriate process improvements. Construct a strategy for implementing TQM in an organization. |
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Learning Outcome |
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CO1: Identify the importance of quality in product and service to sustain in global market by TQM frame work. CO2: Assess the voice of customer, employee suggestion for improving the quality of the product and service with help Kano model, TEBOUL model, Maslow hierarchy, Herzberg two factors methods. CO3: Explain problem solving methods to identify the obstacle on the way of implantation of total quality tools to improve quality of product and service and how to resolve it. CO4: Evaluate the given market situation using quality management tool and statistical process control tools namely tree diagram, matrix diagram, pareto diagram, histogram, cause and effective diagram CO5: Develop a strategy for implementing TQM in an Organization by self-assessment, ISO Concept and Six Sigma. |
Unit-1 |
Teaching Hours:9 |
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Principles and Practice
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Definition, basic approach, gurus of TQM, TQM Framework, awareness, defining quality, historical review, obstacles, benefits of TQM. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
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Leadership:
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Definition, characteristics of quality leaders, leadership concept, characteristics of effective people, ethics, the Deming philosophy, role of TQM leaders, implementation, core values, concepts and framework, strategic planning communication, decision making. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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Customer Involvement:
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Employee Involvement – Motivation, employee surveys, empowerment, teams, suggestion system, recognition and reward, gain sharing, performance appraisal, unions and employee. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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Customer Satisfaction
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Customer Satisfaction: customer and customer perception of quality, feedback, using customer complaints, service quality, translating needs into requirements, customer retention, Case studies.
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Unit-3 |
Teaching Hours:9 |
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Continuous Process Improvement:
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process, the Juran trilogy, improvement strategies, types of problems, the PDSA Cycle, problem-solving methods, Kaizen, reengineering, six sigma, case studies.
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Unit-3 |
Teaching Hours:9 |
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Tools and Techniques:
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Benching marking, information technology, quality management systems, environmental management system, and quality function deployment, quality by design, failure mode and effect analysis, product liability, total productive maintenance | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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Statistical Process Control :
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Pareto diagram, process flow diagram, cause-and-effect diagram, check sheets, histograms, statistical fundamentals, Control charts, state of control, out of control process, control charts for variables, control charts for attributes, scatter diagrams, case studies. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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Quality Management Tools :
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Why Why, forced filed analysis, nominal group technique, affinity diagram, interrelationship digraph, tree diagram, matrix diagram, prioritization matrices, process decision program chart, activity network diagram.
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Unit-5 |
Teaching Hours:9 |
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Building and Sustaining Performance Excellence in Organizations :
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Making the commitment to total quality, organizational culture and total quality, change management, sustaining the quality organization, self-assessment processes, implementing ISO 9000, Baldrige, and sis sigma, a view toward the futures
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Unit-5 |
Teaching Hours:9 |
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Design for Six Sigma:
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Tools for concept development, tools for design development, tools for design optimization, tools for design verification, problems. | |||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: R1. A New American TQM, four revolutions in management, Shoji Shiba, Alan Graham, David Walden, Productivity press, Oregon, 1990 R2. 100 Methods for Total Quality Management: Gopal K. Kanji and Mike Asher, ISBN: 0803977476, Publisher: Sage Publications, Inc.; Edition – 1 R3. Organisational Excellence through TQM, H. Lal, New age pub, 2008 | |||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading T1. Total Quality Management: Dale H. Bester field, Publisher - Pearson Education India, ISBN: 8109702506, Edition 03/e Paperback (Special Indian Edition) T2. Total Quality Management for Engineers: M. Zairi, ISBN: 1855730243, Publisher: Wood head Publishing | |||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
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AU745E1 - VEHICLE TRANSPORT MANAGEMENT (2021 Batch) | |||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:4 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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Course objectives: Subject will cover various transport management aspects and motor vehicle laws after studying this subject the students will be able to manage a transport fleet and their related activities for minimizing operational cost. |
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Learning Outcome |
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CO1: Understand and have knowledge about Motor vehicle act and traffic rules related to transport system(L2) CO2: Explain various Features of scheduling and fixing the fares in transport system(L2) CO3: Identify role of various research organizations in Motor Industry(L2) CO4: Explain about the motor vehicle act and laws related to PUC Norms(L2) CO5: Interpret the concept of Taxation and Insurance of vehicle(L3) |
Unit-1 |
Teaching Hours:9 |
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Introduction
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Historical background, the growth of a network, trams, trolley buses, buses, private cars, subsidies. Motor vehicle act 1988. The Infrastructure: Road, Highway network, traffic control, Bus priorities, pedestrianization, out town shopping centers, Bus-stops, shelters, Bus stations-drive through type, head on type, facilities for passengers, bus garages, requirement, layout of premises, size, function, ,location, design, equipment, use of machinery, garage organization, large scale overhaul conveyance of staff, requirement of facilities at depot., legal provisions for depot. Layouts. Maintenance - preventive, breakdown, overhauling - major, minor, repair schedules & workshop, facilities, documentation, analysis & corrective maintenance schedules | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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Organization and Management
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Forms of ownership, municipal undertaking, company undertaking, traffic, secretarial and engineering departments, management, principle of transport, - internal organization-centralized control, de-centralized control, staff administration: industrial relation, administration, recruitment and training, drivers and conductors duties, training of drivers and conductors, factors affecting punctuality, welfare, health and safety. Route planning: Source of traffic, town planning, turning points, stopping places, shelters, survey of route, preliminary schedule test runs, elimination of hazards, factors affecting frequency, direction of traffic flow, community of interest, estimating, traffic volume, probable weekday travelers, passengers during various periods of the day, estimated number of passengers, estimated traffic, possibility of single verses double deck and frequency Timing, Bus working and Schedules: Time table layout, uses of flat graph method of presentation, preparation of vehicle and crew schedule preparation of the duty roster, co-operation with employers, use of the vehicle running numbering determination of vehicle efficiency checking efficiency of crew, duty arrangements | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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Fare collections & Fare structure
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Need, Principles of collection, tickets, the way bill, stage by stage, bell punch system, bell graphic system, reduced ticket stocks will brew system, mechanical ticket machines, T.I.M and straight machines, Vero meter, one-man operation, two stream boarding, pre-paid tickets, lenson parson coach tickets exchanges, the fare box, electronic ticket machines, box system personal and common stock flat fare platform control. Fare structure: Basis of fares, historical background, effects of competition and control, calculating average zone system, concession fares, straight and tapered scale elastic and inelastic demand co-ordination of fares concessions fares changes for workman, standard layout of fare table, anomalies double booking inter availability through booking and summation, private hire charges | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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Operating cost and types of vehicles
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Classification of costs, average speed, running costs, supplementary costs, depreciation obsolescence, life of vehicles, sinking fund, factor affecting cost per vehicles mile incidence of wages and overheads, 100 seats miles basis, average seating capacity, vehicles size and spread overs, types of vehicle economic considerations authorization of trolley, bus services, statuary procedure taxes and hire car | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
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Public relations divisions
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Dissemination of information, maintaining goodwill- handling complaints, traffic advisory committees- local contractors co-operation with the press news and articles- facilities for visitors- forms of publicity – importance of quality - inter departmental liaison advertisements, sings, notice and directions general appearance of premises, specialized publicity. Prevention of accidents: Emphasis of safe driving, annual awards, bonus encouragement, vehicle design, platform layout, location of stops, scheduled speed, route hazards, records, elimination of accident prone drivers. Vehicle design: Buses & coaches, types & capacities, basic features, entrances & exits, comfort & capacity, steps & staircases, miscellaneous arrangements & fitments, articulated buses, standardization. The future: a projection from the past, future demand, environmental and social issues, the energy situation, new technology, hybrid, battery/trolley bus, other types of hybrid, lead acid battery bus, advanced battery bus. | |||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Text Books: 1. S.L. Bhandarkar, “Vehicle Transport Management”, DhanpatRai& Co. (Pvt.) Ltd., 2006 2. Motor Vehicle Act and Transport Management,V.S.KhileryDr.Satpal Sharma, Er. Shaman Gupta, 2016. 3. Bus operation - L.D.Kitchen, Iliffe& Sons, London Bus & coach operation - Rex W. Faulks, Butterworth Version Of 1987, London | |||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Reference Books: 1. Compendium of transport terms - Cirt, Pune 2. M.V. Act 1988 - Central Law Agency, Allahabad 3. Automobile engineering-R B Gupta, satyaprakashan, New Delhi, 2015, Publishers. 4. Goods vehicle operation - C.S. Dubbar, 1953. 5. Road transport law - L.D. Kitchen, 6th edition, 1949. 6. Automobile engineering-G B S Narang, Khanna Publications, 5thedition, 2003 | |||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
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AU751 - AUTOMATION LABORATORY (2021 Batch) | |||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:1 |
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Course Objectives/Course Description |
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●To understand the techniques involved in designing an experiment. ●To establish the basic statistical concepts in designing and experiment. ●To obtain the knowledge of taguchi method which is the efficient method of experimental design.
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Learning Outcome |
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CO1: Understand the operating principle, performance and selection procedure of hydraulic elements and machines CO2: Understand the working principle of actuators and evaluate actuator performance and justify selection of actuators for various applications CO3: Identify different types of control valves and understand their working principle and application. |
Unit-1 |
Teaching Hours:30 |
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List of Experiments
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Text Books And Reference Books: T1. Anthony Esposito, “Fluid Power with Applications”, 7TH edition, Pearson Education, Inc, 2014. T2. Andrew Parr, “Pneumatics and Hydraulics”, Jaico Publilishing Co, 2005.
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Essential Reading / Recommended Reading R1. S. R. Majumdar, “Oil Hydraulic systems Principles and Maintenance”, Tata Mc Graw Hill Publishing Company Ltd., 2001. | |||||||||||||||||||||||||||
Evaluation Pattern
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AU752 - SIMULATION LABORATORY (2021 Batch) | |||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:1 |
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Course Objectives/Course Description |
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Learning Outcome |
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CO1: Mathematical modeling for Plotting. (L3) CO2: Mathematical modeling for solving the problem of Engineering Mechanics. (L5). |
Unit-1 |
Teaching Hours:30 |
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List of Experiments
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Text Books And Reference Books: Text Books:1. M. Asghar Bhatti, “FUNDAMENTAL Finite Element Analysis and Applications with Mathematica and MATLAB Computations”, Wiley India Pvt. Ltd.2.Stormy Attaway, “Matlab: A Practical Introduction to Programming and Problem Solving”, 3rd edition, Butterworth-Heinemann Publisher.3.W. Y. Yang and W. C. T.-S. Chung., Applied Numerical Methods Using Matlab, John Wiley & Sons, Inc., 2005. | |||||||||||||||||||||||||
Essential Reading / Recommended Reading R1. M. Asghar Bhatti, “FUNDAMENTAL Finite Element Analysis and Applications with Mathematica and MATLAB Computations”, Wiley India Pvt. Ltd.R2. Stormy Attaway, “Matlab: A Practical Introduction to Programming and Problem Solving”, 3rd edition, Butterworth-Heinemann Publisher.R3.W. Y. Yang and W. C. T.-S. Chung., Applied Numerical Methods Using Matlab, John Wiley & Sons, Inc., 2005R4.S. J. Chapman, MATLAB programming for engineers, New Delhi: Cengage Learning, 2004R5.K. B. Datta, Matrix and Linear Algebra Aided with Matlab, New Delhi: PHI Learning Private Limited, 2009R6.M. P. Coleman, An introduction to partial differential equations with MATLAB, Boca Raton: CRC Press, 2005 | |||||||||||||||||||||||||
Evaluation Pattern
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AU781 - PROJECT WORK PHASE I (2021 Batch) | |||||||||||||||||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
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Max Marks:100 |
Credits:2 |
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Course Objectives/Course Description |
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Project work Phase-I includes identifying the problem, literature review and necessary ground work so as to continue it as Phase-II during VIII semester. Presentations on these are to be given as per the schedule announced by the department. |
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Learning Outcome |
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CO-1: Enabling the student to identify the problems in the existing systems of their proposed area and define the objectives of their proposed work. [L2] CO-2: Develop a skill for handling multiple situations, practical problems, analyzing teamwork and communication abilities. [L2] CO-3: Compile theory with practice and carry out performance objectives on strong work ethics, persistence, adaptability, and critical thinking. [L3] CO-4: Analyze the work environment and create solutions to problems. [L4] CO-5: Build a record of work experience and construct a good relationship with the teammates. [L5] |
Unit-1 |
Teaching Hours:60 |
Unit-1
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Syllabus Unit Mapping 1.Development Needs: National, 2.Skill Focused: Skill Development,Employability, 3.Integration of Cross Cutting Issues: Sustainability,Environment, | |
Text Books And Reference Books: Journal | |
Essential Reading / Recommended Reading Journal | |
Evaluation Pattern Project Continuous Internal Assessment: 50 Marks Presentation assessed by Panel Members Assessment by the Guide Project Progress Reports | |
AU782 - INTERNSHIP (2021 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Internships are short-term work experiences that will allow a student to observe and participate in professional work environments and explore how his interests relate to possible careers. They are important learning opportunities through industry exposure and practices. More specifically, doing internships is beneficial because they provide the opportunity to:
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Learning Outcome |
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CO1: To experience 60 days of internship training, enabling the student for onsite visits,
study projects, and practical training. {L4} CO2: To develop a skill for handling multiple situations, practical problems, analyzing teamwork, and communication abilities. {L2} CO3: To integrate theory with practice and carry out performance objectives on strong work
ethics, persistence, adaptability, and critical thinking. {L3} |
Unit-1 |
Teaching Hours:60 |
INTERNSHIP
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Text Books And Reference Books: T1.Pamela Myers Kiser, “Human Services Internship: Getting the Most From Your Experience”, Cengage Learning, 4th Edition, 2016. (ISBN13: 978-1305087347) T2.H. Frederick Sweitzer, “Successful Internship”, Brooks/Cole Publishing Co., 5th Edition, 2019. | |
Essential Reading / Recommended Reading R1.Bill Hobbs, Zach Schleien, “Hacking the Internship Process (Work)”, La Plata Press, Paperback, 2017. | |
Evaluation Pattern Continuous Internal Assessment (CIA) is based upon ● No of Internship Days : 20 marks ● Type of Industry and Work Carried out : 10 marks ● Report on Internship : 10 marks ● Presentation on Internship : 10 marks | |
ECOE761E01 - AUTOMOTIVE ELECTRONICS (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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The aim of this course is to enable student to understand the complete dynamics of automotive electronics, design and implementation of the electronics that contributes to the safety of the automobiles, add-on features, and comforts. |
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Learning Outcome |
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CO1: Implement various control requirements in the automotive system CO2: Comprehend dashboard electronics and engine system electronics CO3: Identify various physical parameters that are to be sensed and monitored for maintaining the stability of the vehicle under dynamic conditions CO4: Understand and implement the controls and actuator system pertaining to the comfort and safety of commuters CO5: Design sensor network for mechanical fault diagnostics in an automotive vehicle |
Unit-1 |
Teaching Hours:9 |
AUTOMOTIVE FUNDAMENTALS
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Use of Electronics In The Automobile, Antilock Brake Systems, (ABS), Electronic steering control, Power steering, Traction control, Electronically controlled suspension | |
Unit-1 |
Teaching Hours:9 |
AUTOMOTIVE FUNDAMENTALS
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Use of Electronics In The Automobile, Antilock Brake Systems, (ABS), Electronic steering control, Power steering, Traction control, Electronically controlled suspension | |
Unit-1 |
Teaching Hours:9 |
AUTOMOTIVE FUNDAMENTALS
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Use of Electronics In The Automobile, Antilock Brake Systems, (ABS), Electronic steering control, Power steering, Traction control, Electronically controlled suspension | |
Unit-1 |
Teaching Hours:9 |
AUTOMOTIVE FUNDAMENTALS
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Use of Electronics In The Automobile, Antilock Brake Systems, (ABS), Electronic steering control, Power steering, Traction control, Electronically controlled suspension | |
Unit-1 |
Teaching Hours:9 |
AUTOMOTIVE FUNDAMENTALS
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Use of Electronics In The Automobile, Antilock Brake Systems, (ABS), Electronic steering control, Power steering, Traction control, Electronically controlled suspension | |
Unit-2 |
Teaching Hours:9 |
AUTOMOTIVE INSTRUMENTATION CONTROL
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Sampling, Measurement and signal conversion of various parameters. Sensors and Actuators, Applications of sensors and actuators | |
Unit-2 |
Teaching Hours:9 |
AUTOMOTIVE INSTRUMENTATION CONTROL
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Sampling, Measurement and signal conversion of various parameters. Sensors and Actuators, Applications of sensors and actuators | |
Unit-2 |
Teaching Hours:9 |
AUTOMOTIVE INSTRUMENTATION CONTROL
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Sampling, Measurement and signal conversion of various parameters. Sensors and Actuators, Applications of sensors and actuators | |
Unit-2 |
Teaching Hours:9 |
AUTOMOTIVE INSTRUMENTATION CONTROL
|
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Sampling, Measurement and signal conversion of various parameters. Sensors and Actuators, Applications of sensors and actuators | |
Unit-2 |
Teaching Hours:9 |
AUTOMOTIVE INSTRUMENTATION CONTROL
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Sampling, Measurement and signal conversion of various parameters. Sensors and Actuators, Applications of sensors and actuators | |
Unit-3 |
Teaching Hours:9 |
BASICS OF ELECTRONIC ENGINE CONTROL
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Integrated body- Climate controls, Motivation for Electronic Engine Control, Concept of An Electronic Engine Control System, Definition of General Terms, Definition of Engine Performance Terms, Electronic fuel control system, Engine control sequence, Electronic Ignition, air flow rate sensor, Indirect measurement of mass air flow, Engine crankshaft angular position sensor, Automotive engine control actuators, Digital engine control, Engine speed sensor ,Timing sensor for ignition and fuel delivery, Electronic ignition control systems, Safety systems, Interior safety, Lighting, Entertainment systems | |
Unit-3 |
Teaching Hours:9 |
BASICS OF ELECTRONIC ENGINE CONTROL
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Integrated body- Climate controls, Motivation for Electronic Engine Control, Concept of An Electronic Engine Control System, Definition of General Terms, Definition of Engine Performance Terms, Electronic fuel control system, Engine control sequence, Electronic Ignition, air flow rate sensor, Indirect measurement of mass air flow, Engine crankshaft angular position sensor, Automotive engine control actuators, Digital engine control, Engine speed sensor ,Timing sensor for ignition and fuel delivery, Electronic ignition control systems, Safety systems, Interior safety, Lighting, Entertainment systems | |
Unit-3 |
Teaching Hours:9 |
BASICS OF ELECTRONIC ENGINE CONTROL
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Integrated body- Climate controls, Motivation for Electronic Engine Control, Concept of An Electronic Engine Control System, Definition of General Terms, Definition of Engine Performance Terms, Electronic fuel control system, Engine control sequence, Electronic Ignition, air flow rate sensor, Indirect measurement of mass air flow, Engine crankshaft angular position sensor, Automotive engine control actuators, Digital engine control, Engine speed sensor ,Timing sensor for ignition and fuel delivery, Electronic ignition control systems, Safety systems, Interior safety, Lighting, Entertainment systems | |
Unit-3 |
Teaching Hours:9 |
BASICS OF ELECTRONIC ENGINE CONTROL
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Integrated body- Climate controls, Motivation for Electronic Engine Control, Concept of An Electronic Engine Control System, Definition of General Terms, Definition of Engine Performance Terms, Electronic fuel control system, Engine control sequence, Electronic Ignition, air flow rate sensor, Indirect measurement of mass air flow, Engine crankshaft angular position sensor, Automotive engine control actuators, Digital engine control, Engine speed sensor ,Timing sensor for ignition and fuel delivery, Electronic ignition control systems, Safety systems, Interior safety, Lighting, Entertainment systems | |
Unit-3 |
Teaching Hours:9 |
BASICS OF ELECTRONIC ENGINE CONTROL
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Integrated body- Climate controls, Motivation for Electronic Engine Control, Concept of An Electronic Engine Control System, Definition of General Terms, Definition of Engine Performance Terms, Electronic fuel control system, Engine control sequence, Electronic Ignition, air flow rate sensor, Indirect measurement of mass air flow, Engine crankshaft angular position sensor, Automotive engine control actuators, Digital engine control, Engine speed sensor ,Timing sensor for ignition and fuel delivery, Electronic ignition control systems, Safety systems, Interior safety, Lighting, Entertainment systems | |
Unit-4 |
Teaching Hours:9 |
VEHICLE MOTION CONTROL AND AUTOMOTIVE DIAGNOSTICS
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Cruise control system, Digital cruise control, Timing light, Engine analyzer, On-board and off-board diagnostics, Expert systems. Stepper motor based actuator, Cruise control electronics, Vacuum – antilock braking system, Electronic suspension system Electronic steering control, Computer-based instrumentation system, Sampling and Input\output signal conversion, Fuel quantity measurement, Coolant temperature measurement, Oil pressure measurement, Vehicle speed measurement, Display devices, Trip-Information- Computer, Occupant protection systems | |
Unit-4 |
Teaching Hours:9 |
VEHICLE MOTION CONTROL AND AUTOMOTIVE DIAGNOSTICS
|
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Cruise control system, Digital cruise control, Timing light, Engine analyzer, On-board and off-board diagnostics, Expert systems. Stepper motor based actuator, Cruise control electronics, Vacuum – antilock braking system, Electronic suspension system Electronic steering control, Computer-based instrumentation system, Sampling and Input\output signal conversion, Fuel quantity measurement, Coolant temperature measurement, Oil pressure measurement, Vehicle speed measurement, Display devices, Trip-Information- Computer, Occupant protection systems | |
Unit-4 |
Teaching Hours:9 |
VEHICLE MOTION CONTROL AND AUTOMOTIVE DIAGNOSTICS
|
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Cruise control system, Digital cruise control, Timing light, Engine analyzer, On-board and off-board diagnostics, Expert systems. Stepper motor based actuator, Cruise control electronics, Vacuum – antilock braking system, Electronic suspension system Electronic steering control, Computer-based instrumentation system, Sampling and Input\output signal conversion, Fuel quantity measurement, Coolant temperature measurement, Oil pressure measurement, Vehicle speed measurement, Display devices, Trip-Information- Computer, Occupant protection systems | |
Unit-4 |
Teaching Hours:9 |
VEHICLE MOTION CONTROL AND AUTOMOTIVE DIAGNOSTICS
|
|
Cruise control system, Digital cruise control, Timing light, Engine analyzer, On-board and off-board diagnostics, Expert systems. Stepper motor based actuator, Cruise control electronics, Vacuum – antilock braking system, Electronic suspension system Electronic steering control, Computer-based instrumentation system, Sampling and Input\output signal conversion, Fuel quantity measurement, Coolant temperature measurement, Oil pressure measurement, Vehicle speed measurement, Display devices, Trip-Information- Computer, Occupant protection systems | |
Unit-4 |
Teaching Hours:9 |
VEHICLE MOTION CONTROL AND AUTOMOTIVE DIAGNOSTICS
|
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Cruise control system, Digital cruise control, Timing light, Engine analyzer, On-board and off-board diagnostics, Expert systems. Stepper motor based actuator, Cruise control electronics, Vacuum – antilock braking system, Electronic suspension system Electronic steering control, Computer-based instrumentation system, Sampling and Input\output signal conversion, Fuel quantity measurement, Coolant temperature measurement, Oil pressure measurement, Vehicle speed measurement, Display devices, Trip-Information- Computer, Occupant protection systems | |
Unit-5 |
Teaching Hours:9 |
FUTURE AUTOMOTIVE ELECTRONIC SYSTEMS
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Alternative Fuel Engines, Collision Wide Range Air/Fuel Sensor, Alternative Engine, Low Tire Pressure Warning System, Collision avoidance Radar Warning Systems, Low Tire Pressure Warning System, Radio Navigation, Advance Driver information System. Alternative-Fuel Engines, Transmission Control , Collision Avoidance Radar Warning System, Low Tire Pressure Warning System, Speech Synthesis Multiplexing in Automobiles, Control Signal Multiplexing, Navigation Sensors, Radio Navigation, Sign post Navigation , Dead Reckoning Navigation Future Technology, Voice Recognition Cell Phone Dialing Advanced Driver information System, Automatic Driving Control | |
Unit-5 |
Teaching Hours:9 |
FUTURE AUTOMOTIVE ELECTRONIC SYSTEMS
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Alternative Fuel Engines, Collision Wide Range Air/Fuel Sensor, Alternative Engine, Low Tire Pressure Warning System, Collision avoidance Radar Warning Systems, Low Tire Pressure Warning System, Radio Navigation, Advance Driver information System. Alternative-Fuel Engines, Transmission Control , Collision Avoidance Radar Warning System, Low Tire Pressure Warning System, Speech Synthesis Multiplexing in Automobiles, Control Signal Multiplexing, Navigation Sensors, Radio Navigation, Sign post Navigation , Dead Reckoning Navigation Future Technology, Voice Recognition Cell Phone Dialing Advanced Driver information System, Automatic Driving Control | |
Unit-5 |
Teaching Hours:9 |
FUTURE AUTOMOTIVE ELECTRONIC SYSTEMS
|
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Alternative Fuel Engines, Collision Wide Range Air/Fuel Sensor, Alternative Engine, Low Tire Pressure Warning System, Collision avoidance Radar Warning Systems, Low Tire Pressure Warning System, Radio Navigation, Advance Driver information System. Alternative-Fuel Engines, Transmission Control , Collision Avoidance Radar Warning System, Low Tire Pressure Warning System, Speech Synthesis Multiplexing in Automobiles, Control Signal Multiplexing, Navigation Sensors, Radio Navigation, Sign post Navigation , Dead Reckoning Navigation Future Technology, Voice Recognition Cell Phone Dialing Advanced Driver information System, Automatic Driving Control | |
Unit-5 |
Teaching Hours:9 |
FUTURE AUTOMOTIVE ELECTRONIC SYSTEMS
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Alternative Fuel Engines, Collision Wide Range Air/Fuel Sensor, Alternative Engine, Low Tire Pressure Warning System, Collision avoidance Radar Warning Systems, Low Tire Pressure Warning System, Radio Navigation, Advance Driver information System. Alternative-Fuel Engines, Transmission Control , Collision Avoidance Radar Warning System, Low Tire Pressure Warning System, Speech Synthesis Multiplexing in Automobiles, Control Signal Multiplexing, Navigation Sensors, Radio Navigation, Sign post Navigation , Dead Reckoning Navigation Future Technology, Voice Recognition Cell Phone Dialing Advanced Driver information System, Automatic Driving Control | |
Unit-5 |
Teaching Hours:9 |
FUTURE AUTOMOTIVE ELECTRONIC SYSTEMS
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Alternative Fuel Engines, Collision Wide Range Air/Fuel Sensor, Alternative Engine, Low Tire Pressure Warning System, Collision avoidance Radar Warning Systems, Low Tire Pressure Warning System, Radio Navigation, Advance Driver information System. Alternative-Fuel Engines, Transmission Control , Collision Avoidance Radar Warning System, Low Tire Pressure Warning System, Speech Synthesis Multiplexing in Automobiles, Control Signal Multiplexing, Navigation Sensors, Radio Navigation, Sign post Navigation , Dead Reckoning Navigation Future Technology, Voice Recognition Cell Phone Dialing Advanced Driver information System, Automatic Driving Control | |
Text Books And Reference Books: T1.A William B. Ribbens, "Understanding Automotive Electronics",6th Edition SAMS/Elsevier publishing, 2007 | |
Essential Reading / Recommended Reading R1. Robert Bosch Gmbh,"Automotive Electrics and Automotive Electronics-Systems and Components, Networking and Hybrid Drive", 5th Edition, Springer, Vieweg, 2007 | |
Evaluation Pattern Components of the CIA | |
NCCOE02 - NCC2 (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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This Course is offered for cadets of NCC who have successfully completed their 'B' or 'C'- Certificate in NCC. This Course is offered in Lieu of the Open Elective course offered by the department during the 7th Semester. · On Successful Completion of the 'B' or 'C'- Certificate course that is conducted by the NCC Directorate Centrally. Marks will be awarded for 100 marks. |
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Learning Outcome |
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CO1: Demonstrate Foot drill, Rifle Drill and ceremonial Drill(L3) CO2: Illustrate the importance and need for National integration(L2) CO3: Make use of Leadership traits to organize critical decisions (L3) CO4: Relate to Social Issues and contribute to the Environmental sustainability (L2) CO5: Utilize Community Development skills for social wellbeing(L3) |
Unit-1 |
Teaching Hours:9 |
Drill
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Foot Drill – Marching Salute- Flight formation- Slow march- Rifle Drill- Guard of honor- Present Arm. | |
Unit-1 |
Teaching Hours:9 |
Drill
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Foot Drill – Marching Salute- Flight formation- Slow march- Rifle Drill- Guard of honor- Present Arm. | |
Unit-1 |
Teaching Hours:9 |
Drill
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Foot Drill – Marching Salute- Flight formation- Slow march- Rifle Drill- Guard of honor- Present Arm. | |
Unit-1 |
Teaching Hours:9 |
Drill
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Foot Drill – Marching Salute- Flight formation- Slow march- Rifle Drill- Guard of honor- Present Arm. | |
Unit-1 |
Teaching Hours:9 |
Drill
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Foot Drill – Marching Salute- Flight formation- Slow march- Rifle Drill- Guard of honor- Present Arm. | |
Unit-1 |
Teaching Hours:9 |
Drill
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Foot Drill – Marching Salute- Flight formation- Slow march- Rifle Drill- Guard of honor- Present Arm. | |
Unit-1 |
Teaching Hours:9 |
Drill
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Foot Drill – Marching Salute- Flight formation- Slow march- Rifle Drill- Guard of honor- Present Arm. | |
Unit-1 |
Teaching Hours:9 |
Drill
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Foot Drill – Marching Salute- Flight formation- Slow march- Rifle Drill- Guard of honor- Present Arm. | |
Unit-1 |
Teaching Hours:9 |
Drill
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Foot Drill – Marching Salute- Flight formation- Slow march- Rifle Drill- Guard of honor- Present Arm. | |
Unit-1 |
Teaching Hours:9 |
Drill
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Foot Drill – Marching Salute- Flight formation- Slow march- Rifle Drill- Guard of honor- Present Arm. | |
Unit-2 |
Teaching Hours:9 |
National Integration
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Importance & Necessity-Factors Affecting National Integration- Unity in Diversity & Role of NCC in Nation Building- Threats to National Security. | |
Unit-2 |
Teaching Hours:9 |
National Integration
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Importance & Necessity-Factors Affecting National Integration- Unity in Diversity & Role of NCC in Nation Building- Threats to National Security. | |
Unit-2 |
Teaching Hours:9 |
National Integration
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Importance & Necessity-Factors Affecting National Integration- Unity in Diversity & Role of NCC in Nation Building- Threats to National Security. | |
Unit-2 |
Teaching Hours:9 |
National Integration
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Importance & Necessity-Factors Affecting National Integration- Unity in Diversity & Role of NCC in Nation Building- Threats to National Security. | |
Unit-2 |
Teaching Hours:9 |
National Integration
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Importance & Necessity-Factors Affecting National Integration- Unity in Diversity & Role of NCC in Nation Building- Threats to National Security. | |
Unit-2 |
Teaching Hours:9 |
National Integration
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Importance & Necessity-Factors Affecting National Integration- Unity in Diversity & Role of NCC in Nation Building- Threats to National Security. | |
Unit-2 |
Teaching Hours:9 |
National Integration
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Importance & Necessity-Factors Affecting National Integration- Unity in Diversity & Role of NCC in Nation Building- Threats to National Security. | |
Unit-2 |
Teaching Hours:9 |
National Integration
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Importance & Necessity-Factors Affecting National Integration- Unity in Diversity & Role of NCC in Nation Building- Threats to National Security. | |
Unit-2 |
Teaching Hours:9 |
National Integration
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Importance & Necessity-Factors Affecting National Integration- Unity in Diversity & Role of NCC in Nation Building- Threats to National Security. | |
Unit-2 |
Teaching Hours:9 |
National Integration
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Importance & Necessity-Factors Affecting National Integration- Unity in Diversity & Role of NCC in Nation Building- Threats to National Security. | |
Unit-3 |
Teaching Hours:9 |
Leadership
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Leadership Defined - Ways of Conceptualizing Leadership -Definition and Components- Leadership Described -Trait Versus Process Leadership - Assigned Versus Emergent Leadership -Leadership and Power - Leadership and Coercion- Leadership and Management- The Trait Description Case Studies: Shivaji, Jhasi Ki Rani | |
Unit-3 |
Teaching Hours:9 |
Leadership
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Leadership Defined - Ways of Conceptualizing Leadership -Definition and Components- Leadership Described -Trait Versus Process Leadership - Assigned Versus Emergent Leadership -Leadership and Power - Leadership and Coercion- Leadership and Management- The Trait Description Case Studies: Shivaji, Jhasi Ki Rani | |
Unit-3 |
Teaching Hours:9 |
Leadership
|
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Leadership Defined - Ways of Conceptualizing Leadership -Definition and Components- Leadership Described -Trait Versus Process Leadership - Assigned Versus Emergent Leadership -Leadership and Power - Leadership and Coercion- Leadership and Management- The Trait Description Case Studies: Shivaji, Jhasi Ki Rani | |
Unit-3 |
Teaching Hours:9 |
Leadership
|
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Leadership Defined - Ways of Conceptualizing Leadership -Definition and Components- Leadership Described -Trait Versus Process Leadership - Assigned Versus Emergent Leadership -Leadership and Power - Leadership and Coercion- Leadership and Management- The Trait Description Case Studies: Shivaji, Jhasi Ki Rani | |
Unit-3 |
Teaching Hours:9 |
Leadership
|
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Leadership Defined - Ways of Conceptualizing Leadership -Definition and Components- Leadership Described -Trait Versus Process Leadership - Assigned Versus Emergent Leadership -Leadership and Power - Leadership and Coercion- Leadership and Management- The Trait Description Case Studies: Shivaji, Jhasi Ki Rani | |
Unit-3 |
Teaching Hours:9 |
Leadership
|
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Leadership Defined - Ways of Conceptualizing Leadership -Definition and Components- Leadership Described -Trait Versus Process Leadership - Assigned Versus Emergent Leadership -Leadership and Power - Leadership and Coercion- Leadership and Management- The Trait Description Case Studies: Shivaji, Jhasi Ki Rani | |
Unit-3 |
Teaching Hours:9 |
Leadership
|
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Leadership Defined - Ways of Conceptualizing Leadership -Definition and Components- Leadership Described -Trait Versus Process Leadership - Assigned Versus Emergent Leadership -Leadership and Power - Leadership and Coercion- Leadership and Management- The Trait Description Case Studies: Shivaji, Jhasi Ki Rani | |
Unit-3 |
Teaching Hours:9 |
Leadership
|
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Leadership Defined - Ways of Conceptualizing Leadership -Definition and Components- Leadership Described -Trait Versus Process Leadership - Assigned Versus Emergent Leadership -Leadership and Power - Leadership and Coercion- Leadership and Management- The Trait Description Case Studies: Shivaji, Jhasi Ki Rani | |
Unit-3 |
Teaching Hours:9 |
Leadership
|
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Leadership Defined - Ways of Conceptualizing Leadership -Definition and Components- Leadership Described -Trait Versus Process Leadership - Assigned Versus Emergent Leadership -Leadership and Power - Leadership and Coercion- Leadership and Management- The Trait Description Case Studies: Shivaji, Jhasi Ki Rani | |
Unit-3 |
Teaching Hours:9 |
Leadership
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Leadership Defined - Ways of Conceptualizing Leadership -Definition and Components- Leadership Described -Trait Versus Process Leadership - Assigned Versus Emergent Leadership -Leadership and Power - Leadership and Coercion- Leadership and Management- The Trait Description Case Studies: Shivaji, Jhasi Ki Rani | |
Unit-4 |
Teaching Hours:9 |
Social Issues and the Environment
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Resettlement and rehabilitation of people - environmental ethics: issues and possible solutions - nuclear accidents and nuclear holocaust -wasteland reclamation consumerism and waste products. Environment protection act air (prevention and control of pollution) act 194- water (prevention and control of pollution) ACT 196 | |
Unit-4 |
Teaching Hours:9 |
Social Issues and the Environment
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Resettlement and rehabilitation of people - environmental ethics: issues and possible solutions - nuclear accidents and nuclear holocaust -wasteland reclamation consumerism and waste products. Environment protection act air (prevention and control of pollution) act 194- water (prevention and control of pollution) ACT 196 | |
Unit-4 |
Teaching Hours:9 |
Social Issues and the Environment
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Resettlement and rehabilitation of people - environmental ethics: issues and possible solutions - nuclear accidents and nuclear holocaust -wasteland reclamation consumerism and waste products. Environment protection act air (prevention and control of pollution) act 194- water (prevention and control of pollution) ACT 196 | |
Unit-4 |
Teaching Hours:9 |
Social Issues and the Environment
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Resettlement and rehabilitation of people - environmental ethics: issues and possible solutions - nuclear accidents and nuclear holocaust -wasteland reclamation consumerism and waste products. Environment protection act air (prevention and control of pollution) act 194- water (prevention and control of pollution) ACT 196 | |
Unit-4 |
Teaching Hours:9 |
Social Issues and the Environment
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Resettlement and rehabilitation of people - environmental ethics: issues and possible solutions - nuclear accidents and nuclear holocaust -wasteland reclamation consumerism and waste products. Environment protection act air (prevention and control of pollution) act 194- water (prevention and control of pollution) ACT 196 | |
Unit-4 |
Teaching Hours:9 |
Social Issues and the Environment
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Resettlement and rehabilitation of people - environmental ethics: issues and possible solutions - nuclear accidents and nuclear holocaust -wasteland reclamation consumerism and waste products. Environment protection act air (prevention and control of pollution) act 194- water (prevention and control of pollution) ACT 196 | |
Unit-4 |
Teaching Hours:9 |
Social Issues and the Environment
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Resettlement and rehabilitation of people - environmental ethics: issues and possible solutions - nuclear accidents and nuclear holocaust -wasteland reclamation consumerism and waste products. Environment protection act air (prevention and control of pollution) act 194- water (prevention and control of pollution) ACT 196 | |
Unit-4 |
Teaching Hours:9 |
Social Issues and the Environment
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Resettlement and rehabilitation of people - environmental ethics: issues and possible solutions - nuclear accidents and nuclear holocaust -wasteland reclamation consumerism and waste products. Environment protection act air (prevention and control of pollution) act 194- water (prevention and control of pollution) ACT 196 | |
Unit-4 |
Teaching Hours:9 |
Social Issues and the Environment
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Resettlement and rehabilitation of people - environmental ethics: issues and possible solutions - nuclear accidents and nuclear holocaust -wasteland reclamation consumerism and waste products. Environment protection act air (prevention and control of pollution) act 194- water (prevention and control of pollution) ACT 196 | |
Unit-4 |
Teaching Hours:9 |
Social Issues and the Environment
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Resettlement and rehabilitation of people - environmental ethics: issues and possible solutions - nuclear accidents and nuclear holocaust -wasteland reclamation consumerism and waste products. Environment protection act air (prevention and control of pollution) act 194- water (prevention and control of pollution) ACT 196 | |
Unit-5 |
Teaching Hours:9 |
Community Development
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Contribution of Youth- Social Evils- Protection of Children & Women Safety- Cyber and Mobile Security Awareness - Hygiene and Sanitation (Personal and Camp). | |
Unit-5 |
Teaching Hours:9 |
Community Development
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Contribution of Youth- Social Evils- Protection of Children & Women Safety- Cyber and Mobile Security Awareness - Hygiene and Sanitation (Personal and Camp). | |
Unit-5 |
Teaching Hours:9 |
Community Development
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Contribution of Youth- Social Evils- Protection of Children & Women Safety- Cyber and Mobile Security Awareness - Hygiene and Sanitation (Personal and Camp). | |
Unit-5 |
Teaching Hours:9 |
Community Development
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Contribution of Youth- Social Evils- Protection of Children & Women Safety- Cyber and Mobile Security Awareness - Hygiene and Sanitation (Personal and Camp). | |
Unit-5 |
Teaching Hours:9 |
Community Development
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Contribution of Youth- Social Evils- Protection of Children & Women Safety- Cyber and Mobile Security Awareness - Hygiene and Sanitation (Personal and Camp). | |
Unit-5 |
Teaching Hours:9 |
Community Development
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Contribution of Youth- Social Evils- Protection of Children & Women Safety- Cyber and Mobile Security Awareness - Hygiene and Sanitation (Personal and Camp). | |
Unit-5 |
Teaching Hours:9 |
Community Development
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Contribution of Youth- Social Evils- Protection of Children & Women Safety- Cyber and Mobile Security Awareness - Hygiene and Sanitation (Personal and Camp). | |
Unit-5 |
Teaching Hours:9 |
Community Development
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Contribution of Youth- Social Evils- Protection of Children & Women Safety- Cyber and Mobile Security Awareness - Hygiene and Sanitation (Personal and Camp). | |
Unit-5 |
Teaching Hours:9 |
Community Development
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Contribution of Youth- Social Evils- Protection of Children & Women Safety- Cyber and Mobile Security Awareness - Hygiene and Sanitation (Personal and Camp). | |
Unit-5 |
Teaching Hours:9 |
Community Development
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Contribution of Youth- Social Evils- Protection of Children & Women Safety- Cyber and Mobile Security Awareness - Hygiene and Sanitation (Personal and Camp). | |
Text Books And Reference Books: Airwing Cadet Handbook, Common Subject SD/SW, Maxwell Press, 2015. | |
Essential Reading / Recommended Reading Textbook of Environmental Studies for Undergraduate Courses, Erach Barucha, Orient Black swan Pvt Ltd, 2nd edition, march 2021 | |
Evaluation Pattern The assessment will be carried out as overall internal assessment at the end of the semester for 100 marks based on the following. · Each cadet will appear for 'B' or 'C'- Certificate exam which is centrally conducted by the Ministry of Defense, NCC directorate. The Total marks will be for 350. · Each cadets score will be normalized to a maximum of 100 marks based on the overall marks Secured by each cadet.
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AU841E4 - NON-DESTRUCTIVE TESTING (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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Student will able to
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Learning Outcome |
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CO1: Classify the NDT techniques and identify the basic requirements for the Magnetic particle inspection technique. (L3) CO2: Explain the principle of Eddy current and Micro wave inspection techniques and summarize the advantages and limitations. (L3) CO3: Describe the ultrasonic testing principle, tools, equipment and applications. (L3) CO4: Summarize the Radiography inspection technique and their applications. (L3) CO5: Elaborate the procedure and typical applications of Optical holography technique. (L4) |
Unit-1 |
Teaching Hours:9 |
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Introduction
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Selection of ND methods, visual inspection, leaks testing, liquid penetration inspection, its advantages and limitations. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
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Magnetic particle inspection
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Methods of generating magnetic field, types of magnetic particles and suspension liquids – steps in inspection – application and limitation. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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Eddy current inspection
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Principles, operation variables, procedure, inspection coils, and detectable discounts by the method. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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Microwave inspection
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Microwave holography, applications and limitations | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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Ultrasonic inspection
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Basic equipment characteristics of ultrasonic waves, variables inspection. inspection methods pulse echo A, B, C scans transmission, resonance techniques transducer elements, couplets, search units, contact types and immersion types inspection standard-standard reference blocks, inspection of products like casting, extrusions, rolled product, weld set. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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Radiography inspection
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Principles, radiation source-Rays and gamma rays-rays tubes, radio graphic films, scenes and filters, image intensifiers, techniques charts, industrial radiography, image quality, radiography sensitivity, Peneramotors, electron, neural radiology, application of ICT. Thermal inspection principles, equipment inspection methods applications | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
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Optical Holography
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Basics of Holography, recording and reconstruction-info metric techniques of inspection, procedures of inspection, typical applications. Acoustical Holography: systems and techniques applications. Indian Standard for NDT. | |||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern
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AU881 - PROJECT WORK PHASE II (2021 Batch) | |||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:90 |
No of Lecture Hours/Week:16 |
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Max Marks:300 |
Credits:10 |
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Course Objectives/Course Description |
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Students in a group of maximum four work on a project. The nature of project may be a design and fabrication, modellingand analysis, a case study, etc. The project may also be taken at an industry ot research organisation with the permissionfrom the department. The faculty member will be assigned as an internal guide who will monitor assess the progressregularly. A report on the project work in the approved format is to submitted on or before the dates announced by thedepartment. Examination requires demonstration of the project in the presence of an external examiner. |
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Learning Outcome |
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CO1: The final outcome of a project, which might be a product (such as a machine) creates a focus for the project that gives it afeeling of purpose from day one. Think about your own work you probably carry out tasks with much more confidencewhen you have a clear idea of what you are meant to produce at the end of it than you do when the final output is vaguelydefined. |
Unit-1 |
Teaching Hours:90 |
Projects Based on Specilaistions
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Projects Based on Specilaistions Specializations include: Design Thermal Manufacturing Materials Management Etc... | |
Text Books And Reference Books: The theme of the Project related journal papers and reference books. | |
Essential Reading / Recommended Reading The theme of the Project related journal papers and reference books. | |
Evaluation Pattern CIA -100M Review - 1 : 25 marks Review - 2 : 30 marks Review - 3 : 45 marks ESE-200M Initial Write Up : 30 marks Viva Voce: 50 marks Demonstration: 70 marks Project Report: 50 marks |