Jharkhand University of Technology

Ranchi, 834010

SYLLABUS
For Diploma Program in
Diploma (Mining and Mine Surveying/ Mining Engineering)
(Effective from 2024-25)

DEPARTMENT OF MINING ENGINEERING

(1st – SEMESTER)
 Engineering Mathematics
RATIONALE
Engineering Mathematics specification provides students with access to important mathematical ideas to
develop the mathematical knowledge and skills that they will draw on in their personal and work lives.
The course enables students to develop mathematical conceptualization, inquiry, reasoning, and
communication skills and the ability to use mathematics to formulate and solve problems in everyday life,
as well as in mathematical contexts. At this level, the mathematics curriculum further integrates the three
content areas taught in the higher grades into three main learning areas: Algebra; Measurement of angles
and Trigonometry and Calculus.

1. COURSE SKILL SET

Student will be able to:

1. Solve system of linear equations arise in different engineering fields

2. Incorporate the knowledge of calculus to support their concurrent and subsequent
engineering studies
3. Adept at solving quantitative problems
4. Ability to understand both concrete and abstract problems
5. Proficient in communicating mathematical ideas
6. Detail-oriented

2. COURSE OUT COMES

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

Determine the inverse of a square matrix using matrix algebra. Apply the concepts
CO1 of matrices and determinants to solve system of linear equations and find eigen
values associated with the square matrix.
Find the equation of straight line in different forms. Determine the parallelism and
CO2
perpendicularity of lines.
Calculate trigonometric ratios of allied angles and compound angles. Transform sum
CO3
or difference of trigonometric ratios into product and vice versa.

Differentiate various continuous functions and apply the concept in real life
CO4
situations.
Integrate various continuous functions and apply the concept in evaluating the area
CO5
and volume through definite integrals.
3. DETAILS OF COURSE CONTENT
The following topics/subtopics is to be taught and assessed in order to develop Unit Skill sets for
achieving CO to attain identified skill sets.

UNIT Unit skill set Hours

Topics/Subtopics
NO (In cognitive domain) L-T-P
1.1 Matrix and types
1.2 Algebra of Matrices (addition,
subtraction, scalar multiplication
and multiplication)
DETERMINANTS
MATRICES AND

 Use algebraic skills 1.3 Evaluation of determinants of a

which are essential for square matrix of order 2 and 3.
UNIT-1

the study of systems of Singular matrices

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

 Determine whether the 2.4 Slope-intercept form of a straight line

2.5 Slope-point form of a straight line
UNIT-2

lines are parallel or

perpendicular 2.6 Two-point form of a straight line
2.7 General form of a straight line
2.8 Angle between two lines and conditions
for lines to be parallel and perpendicular
2.9 Equation of a straight line parallel to the
given line
2.10 Equation of a straight line perpendicular
to the given line
3.1 Concept of angles, their measurement,
Radian measure and related conversions.
 Use basic trigonometric 3.2 Signs of trigonometric ratios in different
skills in finding the
TRIGONOMETRY

quadrants (ASTC rule)

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

angles trigonometric ratios of standard

 Able to find all the allied angles say 900±Ɵ, 1800±Ɵ,
measurable dimensions 2700±Ɵ and 3600±Ɵ)
of a triangle 3.4 Trigonometric ratios of compound
angles (without proof)
3.5 Trigonometric ratios of multiple angles
3.6 Transformation formulae
 Able to differentiate 4.1 Derivatives of continuous functions in an
algebraic, exponential, interval (List of formulae)

DIFFERENTIAL CALCULUS
trigonometric, logarithmic 4.2 Rules of differentiation

AND APPLICATIONS
and composite functions 4.3 Successive differentiation (up to second
Able to find higher order order)
4.4 Applications of differentiation
UNIT-4

derivatives
Understand and work with
derivatives as rates of
change in mathematical
models
Find local maxima and
minima of a function
 Understand the basic rules 5.1 List of standard integrals and Basic rules
of integration and of integration
INTEGRAL CALCULUS AND

Evaluate integrals with 5.2 Evaluation of integrals of simple

UNIT-5

basic integrands. function and their combination

APLICATIONS

5.3 Methods of integration

 Identify the methods to 5.4 Concept of definite integrals
evaluate integrands 5.5 Applications of definite integrals
 Apply the skills to evaluate
integrals representing areas
and volumes

SUGGESTED LEARNING RESOURCES:

Sl.
Author Title of Books Publication/Year
No.
Higher Engineering Khanna Publishers, New Delhi,
1 B.S. Grewal
Mathematics 40th Edition,2007
G. B. Thomas, R. Calculus and Analytic Addison Wesley, 9th Edition,
2
L. Finney Geometry 1995
S.S. Sabharwal, Sunita Applied Mathematics, Vol. I &
3 Jalandhar.
Jain, Eagle Parkashan II
Comprehensive Comprehensive Mathematics
4 Laxmi Publications, Delhi
Mathematics Vol. I & II
ReenaGarg Advanced Engineering Khanna Publishing House, New
5
&Chandrika Prasad Mathematics Delhi
DETAILED COURSE CONTENT

UNIT
NO
AND DETAILED COURSE CONTENT
NAME

Definition and types of matrices

Algebra of Matrices (addition, subtraction and scalar multiplication)
MATRICES AND DETERMINANTS

problems
Multiplication of Matrices(problems)
Evaluation of 2x2 ,3x3 determinants and Singular matrices and
problems in finding unknown variable

Cramer’s rule to solve system of linear equation with 2 and 3 variables

1

Cramer’s rule to solve system of linear equation with 2 and 3 variables.problems

Minors, Cofactors of elements of square matrices of order 2 and 3

Adjoint of a square matrix(2x2 and 3x3),Inverse of a non singular square matrix

Adjoint of a square matrix(2x2 and 3x3),Inverse of a non singular square matrix

and problems
Characteristic equation and eigen values of a 2x2
matirx and problems
Slope of the straight line(provided with inclination and two points on the line as well)
and problems
Intercepts of a straight line and problems
STRAIGHTLINES

Intercept form of a straight line and problems

Slope-intercept form of a straight line and problems
Slope-point form of the straight line and problems
Two-point form of a straight line and problems
2

General form of a straight line.problems on finding slope and intercepts.

Angle between two straight lines and conditions for the lines to be parallel and
perpendicular and
problems
Equation of a line parellel to the given line and problems

Equation of a line perpendicular to the given line.problems

 Concept of angles and their measurement.
Radian measures and related conversions (degree to radian and vice-versa) and
problems

Signs of trigonometric ratios in different quadrants (ASTC rule)

TRIGONOMETRY

Trigonometric ratios of allied angles (definition and the table of trigonometric ratios
of standard allied
angles say 900±Ɵ, 1800±Ɵ, 2700±Ɵ and 3600±Ɵ)
Problems on allied angles. (proving identities)
3

Problems on allied angles. (Finding values of x in an identity)

Trigonometric ratios of compound angles (without proof)

Trigonometric ratios of multiple angles (sin2A, cos2A, tan2A, sin3A, cos3A

and tan3A)
Problems on multiple angles sin2A, cos2A, tan2A, sin3A, cos3A and tan3A

Transformation formulae (without proof) as sum to product. (Simple problems)

Transformation formulae (without proof) as product to sum. (Simple problems)

Definition of a derivative of a function. Listing the derivatives of standard functions.

(Algebraic, trigonometric, exponential, logarithmic and inverse
trigonometric functions)
DIFFERENTIAL CALCULUS

Addition and subtraction rule of differentiation and problems

ANDAPPLICATIONS

Product rule and quotient rule of differentiation and problems

Product rule and quotient rule of differentiation and problems

4

Composite functions and their derivatives. (CHAIN RULE)

Composite functions and their derivatives. (CHAIN RULE). Problems

Successive differentiation up to second order

Slope of the tangent and normal to the given curve
and their equations and problems
 Rate measure: velocity and acceleration at a point of time and problems

Local Maxima and Minima of a function

Local Maxima and Minima of a function. Problems
Definition of an indefinite integral. Listing the Integrals of standard functions.
INTEGRAL CALCULUS AND APPLICATIONS
(Algebraic, trigonometric, exponential, logarithmic and inverse trigonometric
functions)

Rules of Integration. Evaluation of integrals with simple integrands and their

combinations
Rules of Integration. Evaluation of integrals with
simple integrands and their combinations. Problems
Evaluation of integrals with simple integrands and their combinations. Problems

Evaluation of integrals by Substitution method

5

Evaluation of integrals by Integration by parts

Evaluation of integrals by Integration by parts. Problems

Definition of definite integrals and their evaluation

Evaluation of Definite integrals. Problems

Area enclosed by the curves by integral method

Volume generated by the curve rotated about an axis by integral method

 Communication Skill
Preamble
Today, Communication is a very important skill for the success of every millennial student. Millennials
affinity to use digital media for communication, changing career and working landscapes, and greater
competition in colleges and workplaces makes enhancing student communication skills beyond language a
must. Rote learning a few tips or tricks the night before an interview or performance review won’t do the
job if students are trying to make an impression in highly collaborative workplaces of the future.
Expectations from students aspiring to be part of such future workplaces are that they have not just good
verbal and non-verbal communication skills but also a good understanding of how to use modern tools for
effective communication.

Scope
To enable students to communicate clearly and effectively, by improving their verbal and non-verbal
communication skills, as well as enhancing interpersonal skills and knowledge of appropriate tools for
specific communication strategies.

Course Objectives
The objectives of communication skills course are:
 Build better communication skills: oral and written expressions and body language
 Enable critical thinking
 Empower with active listening skills
 Enable team work/collaboration

Instructional Strategy
To achieve course objectives, it is important to provide the blended mode of instruction for each of the
concepts. This blended mode of instruction enables and empowers students with:

 Understanding of Concept (Theory):

o Through definitions, discussions, explanation, conclusions.
o Through demonstrations: Show films or other workplace clips that model various
conversation skills. This provides greater clarity of the concept by
 Enabling observation skills
 Helping in expression of gesture
 building confidence
 Application of Concept (Learning by doing): It is imperative that to become a good
communicator, the skills have to be built by applying the concept in the hypothetically created
real life situations. Students are encouraged to participate in each of these activities during lab
session to help build the effective communication skills.
o Use of technology tools like audio books, apps like voice thread or paper telephone, etc.
 To help in workplace conversions.
 To increase active listening, pronunciation
 To help in voice modulation
o Group discussion
 Reinforce active listening
 Enable group debate to imbibe healthy communication strategies
 Sharpen the skills of “Asking clarifying questions”
 Sharpen Feedback / Response skills
 Time management skills
o Group presentations/peer reviews
 Enable team work
  Assess concept understanding
 Sharpen both oral and written communication skills
o Group activities:
 foster critical thinking
 enable reflective learning
o Tools usage:
 Understand the difference between a Dictionary and a Thesaurus
 Understand “When” and “How” to use these tools for communication

Course Outcomes
After completion of this course, the student shall be able to;
 Communicate
o Identify audience (colleagues, management, customers/vendors)and use the right
methodologies for communication using the right terminology, names, grades and other
nomenclature pertaining to the trade, tools and specific equipment.
 Write
o in at least one language correctly
o basic level notes and observations
o job cards, work sheets, basic report writing and responding to emails, simple
presentations, job applications, resume
 Read
o Technical manuals, task sheets/job orders, policies and regulations pertinent to the job,
including OEM guidelines.
o all instructions given in memos, manuals, documents or those put up as posters
across the premises
o safety precautions mentioned in equipment manuals and panels to understand the
potential risks associated
 Question
o Ask right questions
o Use different ways of asking questions
 Clarifying/Open ended (What, Why, When, Who, Where, How)
 Close ended
 Present
o With right Posture & Gesture
o With greater concept/content clarity
o With high confidence
o With voice modulation to capture the attention of audience

 Use technology tools

o Office productivity
 Word : Report writing
 PowerPoint : Creating effective presentations
 Excel : Data handling/Charts

Course Content
The following are the various units to be taught and assessed in order to ensure the student is able to
demonstrate the Course Outcomes mentioned in the Course Outcome section.

Pre-assessment:
Teachers are required to administer pre-assessment before starting the actual instruction. This helps in
gathering information about students’ like their attitude, beliefs, interests, and learning abilities.

Pre assessment expectations:

  To assess current language skill (Pronunciation, usage, sentence formation)
 To assess their ability to comprehend and respond to the instruction
 To assess their interest towards accepting ideas and learning
 To assess their current communication skills: asking questions, listening, communicating with
confidence

UNIT 1: English – Introduction

Learning outcome:
Learn English pronunciation, functional grammar concepts& Reading. To gain confidence in spoken
English.This section also covers phonemic awareness, grammar rules to set a strong base for
application mode of communication.
Phonemic Going over 42 Examining the understanding of sounds
awareness sounds Spelling patterns (Consonant and Vowel
blending: CVC words)
Pronunciation
o List of words given above (Commonly
used words)
o Diction (speech)

Functional Revision of Parts of speech

Grammar Grammar concepts Sentence structure
Concepts Examples of right sentences
Gender, Singular, Plural
Usage of voice (active and passive) and
tenses

Comprehens Reading Written test for each comprehension

ion activities conversations
(check the unit wise
activity table)

UNIT 2: Communication
Lesson outcome:
At the end of the session:
 Students should be able to
o Understand the communication process, influence of voice/tone, logical
organization of thought, comprehension, listening skills.
o Understand the basic building blocks of communication and strategies for working with
each of these blocks.
o Learn about carrying self, etiquettes of communication.
o Build positive attitude about self and towards handling communication.
o Learn the process for effective communication, problem solving techniques, to be
confident communicator.

What is
communication?
Why communication?
INTRODUCTI How do we
ON: communicate?
Communication
Theory and Process

How communication happens?

 Pictorial representation of
communication framework
 Elements of communication:
sender, receiver, message
 Refer to activity in Unit activity
Barriers to section.
communication
Language
 Lack of linguistic ability
 Grammar

Context
 Psychology
 Physiology

Systematic
 inefficient or inappropriate
information systems
 Lack of communication channel
 lack of understanding of the roles
and responsibilities
Attitude
 Perceptions
 Preconceived notions
Building blocks People People:
of Message  Empathising with sender’s or
communicatio n Context receiver’s perception
Listening  Intent & Impact on the
sender/receiver
 Think – Feel – Do model
Message:
Message channels:
o Inperson, email, memo, report
Be aware of Mental Filters
o Level of
understanding/knowledge
o Personal concerns
o Pre conceived notions
Organize message:
o Critical thinking: organize your
thoughts?
Use following strategy:
 Who
 What
 When
 Why
 How

o Bundle Primary and Secondary

information
o Mindful about non-verbal
message
o Tone of voice
Examples of Types of messages:
o Inform
o Persuade
o Cyclical
Avoiding Miscommunication:
 Evaluate (Checking for)
understanding of the intent of the
message with the receiver – by
asking clarifying questions?
Context:
Define context
Importance of context
Tune into context
 Timing
 Location
 Relationship
Listening:
Importance of listening
Barrier to listening:
 Mental filters
 Multitasking
 Information overload
Strategies for listening:
 Recall
 Acknowledge
 Summarize
 Listen with eyes for connecting to
non-verbal connection
 Empathize
 Pay attention
 Ask clarifying questions
Effective Listening Behaviors:
• Maintaining relaxed body posture
• Leaning slightly forward if sitting
• Facing person squarely at eye level
• Maintaining an open posture
• Maintaining appropriate distance
• Offering simple acknowledgements
• Reflecting meaning (paraphrase)
• Reflecting emotions
• Using eye contact
• Providing non-distracting environment
Behaviors that hinder effective listening
• Acting distracted
• Autobiographical (Telling your own story
without acknowledging theirs first)
• No response
• Invalidating response, put downs
• Interrupting
• Criticizing
• Judging
• Giving advice/solutions
• Changing the subject
• Reassuring without acknowledgment
UNIT 3: Verbal Communication
Lesson outcome:

At the end of this session, Students should be able to:

 Understand and define the communication framework structure for each of the verbal
communication(in person/telephonic/video conference).
 Understand and apply the verbal communication techniques.
 Use technical jargons in communication.
 Use right body language during verbal communication
 Understand and practice the Active Listening techniques
 Confidently articulate or present the content
Different types In person Use ABC’s : Accuracy, Brevity, Clarity
of verbal o Introduction
communication: Telephonic o Main body of the
content
Video conference o Summary
 Use voice/tone effectively
 Reinforcement of Listening
skills: Active and Empathetic
listening skills
 Body language
o Eye contact
o Body posture
o Gesture
o Facial expression
o Space
Effective Listening Behaviours:
Listening Skills Effective Listening
• Maintaining relaxed body posture
behaviors
• Leaning slightly forward if sitting
• Facing person squarely at eye level
• Maintaining an open posture
• Maintaining appropriate distance
• Offering simple acknowledgements
• Reflecting meaning (paraphrase)
• Reflecting emotions
• Using eye contact
• Providing non-distracting
environment

Behaviours that hinder effective

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

Using technical Assignment based

Jargons: project encouraging
pupil to use the
 technical terms in
the written and
verbal
communication. This
requires
understanding of the
core concepts (from
subject teacher) and
integrating the
concept with
communication
concepts to gain the
real time application
knowledge.

UNIT4: Non-Verbal Communication:

Lesson outcome:

At the end of this unit, students should be able to:

 Understand the importance of Body language and its impact.
 Use the strategies for effective body language.
 Understand the relevance of different elements of emails and how to use them.
 Develop the confidence in presenting written content in logical and organized manner with
a definitive email framework.
 Write different email formats confidently: Job application, Request email, apology email,
email responses/feedback.
 Confidently write Resume/Curriculum-vitae, Reports, Formal letters and portfolio.
 Confidently communicate using technical jargons and with increased vocabulary.
Body Body language tips:
Language Strategies  Keep appropriate distance
 Take care of your appearance
 Maintain eye contact
 Smile genuinely
Do’s and Don’ts:
dos:
 smile
 stand up confident and straight
 use appropriate hand gestures
 Make eye contact with audience
 Hold neat note cards while
presenting content
Don’ts
 point at anyone
 rock backwards and forwards
 pace across front of room
 read off slides
read off notes

Different types of emails: Job application,

request letter, letter writing and quick notes

Structure of email text:

 Introduction – Beginning of the letter
and this plays crucial role as it
provides first impression to the reader.
o Who: author (name +
Written position and organisation)
Art of communication o what: purpose - controlling
Professiona idea (what author does or
l writing: feels)
Emails:
 Development: Expand on the
Controlling Idea/purpose of the
 Structured email by answering relevant WH
framework for questions
writing formal o what, when, where, who,
emails to whom, which, whose, why,
emphasize on and how
professional  Conclusion: Positive words
communication o Verb: thank, appreciate,
in English hope, wish
 o Phrases: be glad about, look
forward to

Email writing samples and practice content in

the activity section.

Additional essential writing skills –

Framework will be provided and
assignments will be advised:

 Resume writing /CurriculumVitae

 Report Writing
 Portfolio writing
 Formal letters

UNIT5: English - Reading Skills, Grammar & Vocabulary

Lesson Outcome:
At the end of the session, student should be able to:
 Read sentences with punctuation.
 Understand the techniques of reading complex words.
 Understand and apply the reading techniques for efficient reading.
 Understand the usage of communication tools like Thesaurus and Dictionary that aids in
improving vocabulary and reading.
 Understand and apply the functional grammar aspects in day today communication.

Comprehension activities Passage comprehension

Conversation comprehension
Techniques for smart
reading
Strategies for smart reading:
 Skimming and scanning through
the text, inferring the meaning
 Questioning, summarizing

List of Commonly Set of words to accelerate the English

confused words and how to language learning and usage.
use/avoid them Strategies to use these words effectively

Sentences:
o Declarative Techniques of categorizing sentences,
sentence understanding how to build with
punctuation and effectively use in the
Reading o Imperative verbal and non-verbal communication.
skills sentence This involves more of hands on
o Interrogativ e activities.
sentence
o Exclamator
y sentence
Functional
Grammar
Comprehension remains as a main
Punctuation, Content activity to accelerate the learning of
organization and spoken and written English language
Comprehension

Increases vocabulary, builds confidence

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

Course Class Activity List (Unit-wise)

The following are the various activities that faculty could conduct for each unit are presented
below;
 Unit No. Unit Title Unit Activities

1. 42 sounds revision:

UNIT 1: English –
Activities: Introduction

 This helps in reducing the native language impact

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

Parts of Speech:

building sentence using parts of speech: Demonstration by

teacher: (Will be explained in the book as an example)

Jumbled parts of speech: Student should pick the right order to

build meaningful sentence:

(More samples will be provided in the workbook)

 College go to youeveryday.
 Makes spider web the a
 Gender, Singular and Plurals:
 Match the following activity for singular and plural
 Fill in the blanks activity for genders
Reading & Comprehension: Conversation

 Conversation at the bank (provided in the

workbook along with few more conversation
samples)
 Questions based on this conversation will be
provided in the workbook
Oral:
 Introduce yourself?
Unit 2 Communication Visual:
 Video clip on communication etiquette
 Pictures (in addendum section): do’s and don’ts of
communication

Group of students, one participant whispers in another

participant’s ear, and this message has to be passed on in a
circle until it reaches back the sender. Making a note of
process of message conveyed and how it was perceived.

o Identify the communication gap if any.

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

1. Role play to assess the understanding of building

blocks of communication: (can be tapered to the core
skills of diploma courses, following are just few of the
examples)
a. Announcing the result of students in the
class
or
b. Announcing the job placement of students
(people, context, message, form of message)

c. Discussing the guidelines of examination

(listening skills)

d. Listening to the weather forecast without

seeing and making note of the listening
 ability (play video of weather forecast) –
Assess based on how much the student is
able to recall.

2. Run National geography/Discovery Video clip/subject

related technical video clip on YouTube: Check:

o if the student has not understood what a

speaker expressed
o about work or safety related issues
o seeking clarification or advice appropriately
from colleague, customer, management or
vendor

1. Voice/tone modulation: Showcase video

Discussion:

What was right?

Unit 3 Verbal
communication What was wrong?

How it should have been better?

2. Picture description activity (memory test): Class split

into groups A, B C,D: (two or four groups of at least 5
people each): Teacher shows different picture to each
group for three minutes. Now each group has to
remember what was on the picture and discuss with
each other, write down the elements on a piece of sheet
and share it with the teacher.
Group that remembers more will be the winner.

Teacher to observe the body language of a student in the

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

3. Telephonic conversation:
Role play by a teacher: Call Airtel/Vodafone department
and asking for the phone number portability process.
 After teacher demonstrates, teacher divides the
class in to small groups of three people.
 Each group will be given a different telephone
conversation assignment (samples will be provided in
workbook).
 Two people in the group pretend to converse over the
phone, and the third person makes a note of right and
wrong approaches during the communication.

Body language
Non-verbal
Unit 4: communication

Simon Says:

Instructions and set up :

1. Series of instructions to the group that are to be

copied/reproduced. Start slowly and increase the pace

2. State the following actions as YOU do them:

o Put your hand to your nose

o Clap your hands
o Stand up
o Turn around
o Touch your shoulder
o Sit down
o Stamp your foot
o Cross your arms
o Put your hand to your forehead – BUT WHILE
SAYING THIS PUT YOUR HAND TO YOUR
NOSE
3. Observe the number of group members who copy what you
did rather than what you said.

Outcome of this activity:

Discuss how body language can reinforce/influence verbal

communication and drive the importance of body language and
how to work on it

 Email communication & Using technical jargons:

Sample letter writing as assignment to students. (list will

be provided in the text book – Request, apology,
 job application and relevant email formats that are
useful for students post diploma course)

 There will be at least one assignment that utilizes

technical jargons in email communication.
 Reading passage (Provided in workbook)
English - Reading  Reading passage from the text book
Skills, Grammar &  Comprehension: Passage & Conversation (will be
Vocabulary provided in workbook)
UNIT 5:
 Chunking words and reading activities

 Email writing activities: Writing emails using email

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

Writing about a machinery tool/interior designing

plan? Related to the diploma stream.

 Resume writing assignment

 Data handling: Collecting data about
machines/number of students passed out of college for
last three years and creating graph about it.
 Presentation:
o About learning in the communication class
o Concept presentation

Course Assessment Strategies

Assessment Methodology
a. Observation (role play activities, team activities, demonstration)
b. Questions & Answer – Periodic Assessment

Assessment Grading RUBRICS

Language Basics
Beginner Doesn’t know / understand
Intermediate can read and identify commonly used words
Good Confident , able to communicate well with known people
Advanced Confident , able to communicate well with anyone using a English
Expert Can read, understand; Also comprehend & can train others
Reading
Beginner Beginning to read, has native language impact
Intermediate can read, identify words, build simple 3/4/5 letter words easily
Good Can read, understand, build words, read simple sentences ; Also
comprehend
Advanced Can read, understand, build words, read simple sentences ; Also
comprehend
Expert Confident , read simple and complex sentences with punctuation,
comprehend, spell also build words
Inter personal
communication
Beginner is shy, doesn’t talk/express
Intermediate hesitates to communicate – due to lack of confidence / ability, can talk to
known people
Good can talk to unknown people, less confident, does not express, has hard time
working as a team
Advanced can talk to unknown people, confident, can't express, has hard time working
as a team
Expert confident, can talk to anyone, express well, works well in the team
Body language
Beginner Is shy, not open to communicate, has hard time making friends
Intermediate Knows basics of Body language, practices sometimes
Good Knows basics of Body language, practices most times, has less confidence in
presenting content
Advanced Knows and practices good body language all times, can present
content
Expert Knows and practices good body language all times, is an example, Leads
the pack to get better
Listening Skills
Beginner Just hears, no attention
Intermediate Listens, pays attention, does not ask any question
Good Listens, pays attention, ask questions
Advanced listens, pays attention, asks questions, cannot empathize
Expert Listens, pays attention, asks clarifying questions, able to understand the
message communicated
Acceptability to Learn
Low is not receiving to information
Average receives information but resists to implement
Good , Above Average receives information and implements per instructions
Strong receives information and proactively implements and seeks feedback
Verbal Communication
Beginner Does not communicate, shy, low on confidence: has problem
expressing in his/her native language or English language
Intermediate Can communicate in native language, low confidence, shy, yet to try in
English language
Good Can communicate in native language, good confidence, tries to
communicate in English language
Advanced Can communicate in native language, express view points, good
confidence, comfortable talking to people in the team, tries to
communicate in English language aswell
Expert Can communicate in native language, express view points, very good
confidence, can communicate with anyone without any fear, asks
clarifying questions, communicates well in English, or tries hard to
communicate in English language as well
Non-Verbal
Communication
Beginner Struggles to understand the non-verbal cues, has to work on body
language, has hard time understanding the written communication
aspects
Intermediate Can understand the non-verbal cues, has to practice, tries to apply
written communication aspects
Good Can understand non-verbal cues, practices well, works hard to get hold on
written communication skills, exhibits confidence in whatever
task is given
Advanced Can understand non-verbal cues, can work on written communication
aspects, exhibits confidence, practices well, help others to identify
non-verbal cues
Expert Can understand non-verbal cues, train others, confident, exhibits good
non-verbal cues at all times, can train the pack, has good hold on written
communication as well.

Comprehension
Beginner Tries to read the passage, has hard time to comprehend
Intermediate Can read the conversation passage, has hard time understanding the
regular passage
Good Can read the conversation passage, regular passage, but stutters in
answering questions if there are technical jargons
Advanced Can read the conversation passage, comprehend but regular passage
comprehension is good
Expert Can read the conversation passage, comprehend but regular passage
comprehension is good, explain better to others, help others, lead the
pack
Writing Communication
Beginner Has trouble forming right sentences for written communication
Intermediate Can form sentences, has problem with the layout, gets confused
between layout for different form of written communication
Good Can form sentences, has fair understanding of the layout to be used for
particular type of written communication, but stutters for words and
expression
Advanced Can form sentences, has good understanding of the layout to be used for
particular type of written communication, confident, can express
thoughts well
Expert Can form sentences, has good understanding of the layout to be used for
particular type of written communication, confident, can express
thoughts well and train others and lead the pack
Recommended Learning Resources
https://www.englishclub.com/grammar/parts-of-speech.htm
Watch Amy Cuddy’s TED Talk: Your Body Language Shapes Who You Are
Additional Reading: http://money.cnn.com/2000/05/03/career/q body language/

Pre-assessment:
Activity 1:
Make a group, read random words from the list, build sentence for few words from the list.

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

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

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

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

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

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

Activity 3:

Making a group of students and getting to know each other with a predefined expectation for
example:

Name:
I have performed on stage:
I’m good at sports:
I can speak more than 3 languages:
I’m always cheerful:
I like my mother tongue:
 Computer Aided Engineering Drawing

1. COURSE RATIONALE:
Engineering Drawing is an effective language of engineers. It is the foundation block which strengthens
the engineering & technological structure. Moreover, it is the transmitting link between ideas and
realization.

2. LIST OF COMPETENCIES:
The course content should be taught and implemented with the aim to develop different types of
skills leading to the achievement of the following competencies:

1. Prepare engineering drawings both manually and using CAD with given geometrical
dimensions using prevailing drawing standards and draftinginstruments.
2. Visualize the shape of simple object from orthographic views and viceversa

3. COURSE OUT COMES:

CO1 Adopt the standards, dimensioning and construct appropriate drawing scales, in technical
drawing development.
CO2 Visualize objects in all planes and learn displaying techniques for graphical
communication in design process.
CO3 Sketch orthographic projections into isometric projections and vice versa.

CO4 Use computer software and Apply computer aided drafting tools to create 2D /3 D
engineering drawings
5-a CONTENTS:
The following topics/sub topics is to be taught and assessed in order to develop Unit Skill sets for
achieving CO to attain identified skill sets

5-b COURSE CONTENT DETAILS:

Unit Major Learning Topics and Outcomes

Sub- Topics (in cognitive domain)
1.1 List the different drawing 1. Drawing equipments, instruments
instruments and application and materials.
1.2 Convention of lines and its 2. Equipments-types, specifications,
application(Thick, Thin, Axis etc.,) method to use them,applications.
1.3 Practice use of drawing instruments 3. Instruments-types, specifications,
1.4 Representative fraction
Basic elements of Drawing

methods to use them

1.5 Scales - Full Scale, Reduced Scale and andapplications.
Enlarged Scale 4. Pencils-grades, applications,
1.6 Dimensioning Different types oflines.
a. Aligned system and 5. Scaling technique used
Unidirectional system in the indrawing.
Sketches 6. Dimensioningmethods.-
UNIT-1

b. Chain dimensioning and Parallel Alignedmethod. Unilateral with

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

(a) Types ofplanes.

a) Parallel to one plane and (b) Projection of planes parallel to
Perpendicular to other two one of the referenceplanes.
(c) Projection of plane inclined to
b) Planes Perpendicular to one
one reference plane and
plane and inclined to the
perpendicular toanother.
other
Note :
( Resting on Edge, Corner, Inclined to HP
Triangle, Square / rectangle, pentagon,
UNIT-2

And VP)
hexagon and circle shape should be
included in various plane problems.
 1. Projections of solids in various positions
2.6 Projection of Solids for the above with respect to the reference planes.
conditions (Parallel, perpendicular and inclined to
HP and
/ or VP.)

3.1 Introduction to orthographic, 1. Types of projections-orthographic,

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

(a) Theory ofprojection.

(b) Methods ofprojection.
(c) Orthographicprojection.
UNIT-3

(d) Planes of projection.

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

4.3 Isometric View and Isometric 3. Isometric view and

Projection isometricdrawing.
4.4 Conversion of Orthographic Views 4. Difference between isometric
into Isometric projection and isometricdrawing.
UNIT-4

5. Illustrative problems limited to

Simple elements

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

UN

Exp
5
I T-

requirements. terminology.
5.2 Various CAD software available 2. CAD definition, concept & need.
5.3 Familiarization of CAD window - 3. Commands used in CAD
Commands like New file, Saving the 4. Functional areas of CAD. -
file, Opening an existing drawing file, Coordinate systems.
Creating templates 5. Familiarization of Cad
5.4 Setting up new drawing: Units, commands
Limits, Grid, Snap. Standard sizes of 6. Draw simple Geometrical
sheet. figures using CAD
5.5 Selecting Various plotting parameters
such as Paper size, paper units, Drawing
orientation, plot scale, plot offset, plot area,
print preview
5.6 Draw basic entities like Line, Circle,
 Arc, Polygon, Ellipse, Rectangle,
Multiline, Dimensioning, Inserting text
Applying constraints - horizontal,
vertical, parallel, concentric,
perpendicular, symmetric equal,
collinear
5.7 Insert title block for the drawing and
take the Print out
5.8 Create objects by applying
constraints and convert the objects to full
scale , reduced scale and enlarged scale
5.9 Apply copy, mirroring, array, fillet
and trim on the object created

6.1 Draw different types of 2D/3D 1 Difference between 2D & 3D models.

modeling entities using viewing
CAD Drafting

2.2D/3D modeling – concept, Simple

commands, to view them (Problems
UNIT-6

objects
solved in chapter no 3 and 4 i.e
Orthographic, isometric projection).
6.2 2D/3D modeling for
Threadprofiles,nuts,bolts,studs,setscre
ws,washer,Locking arrangements
TOTAL

6. LIST OF PRACTICAL EXERCISES:

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

Unit Practical Exercises

Sl. No
No. (Outcomes in Psychomotor Domain)
1. Teacher will demonstrate a: Use of
a. Drawinginstruments.
b. Planning and layout as per IS.
c: Scaling technique.
2. Drawfollowing.
Problem – 1 Drawing horizontal, vertical, 30 degree, 45 degree,
60 & 75 degrees lines using Tee and Set squares/
1 1 drafter.(Drawing sheet)
Problem – 2 Indicate different convention of lines on the
drawing. .(Drawing sheet)
Problem – 3 Copy the sketch to the required scale and dimensioning
adopting right system and positioning of dimensions using Tee and
Set squares / drafter.(Drawing sheet)
Problem 4. Draw regular geometric constructions Pentagon,
Hexagon, Square, circle, Triangle and other shapes. .(Drawing
sheet)
 First angle Projection symbol
Problem 5: Draw Projection of points in 1S , 2nd ,3 d and 4
Quadrants.(Drawing sheet)
Problem 6: Draw Projection of Lines
a) Parallel to both the planes
b)Parallel to one and Perpendicular to another
2 2 c) Parallel to one and Inclined to another. .(Drawing sheet)
Problem 7: Draw Projection of plane surfaces.
a) Parallel to one plane and Perpendicular to other two (
Resting on Edge, Corner, Inclined to HP And VP)
Problem 8: Planes Perpendicular to one plane and inclined to the
other ( Resting on Edge, Corner, Inclined to HP And VP)
( Drawing sheets)
Problem 9: Draw Projection of Solids for the above conditions
2 2 (Resting on Edge, Corner, Inclined to HP And VP) (Drawing
sheet)
Problem 10: Draw Orthographic views for the given object.
3 3
(Sketch book and CAD Drawing)
Problem 11: Draw Isometric projections for the given
4 4 Orthographic views
(Sketch book and CAD Drawing)
Use of CAD commands , plotting the drawing
Problem 12:Drawing basic entities : Circle, Arc, Polygon, Ellipse,
5 5 Rectangle, Multiline
Applying constrains draw basic entities
Insert title Block
(CAD Drawings and Printout)
Problem 13:Produce Orthographic (2D) Drawings in CAD-Chap 3
Problem 14:Produce Isometric and 3D Drawings in CAD – Chap
4(CAD Drawings and Printout)
6 6
Problem 15:create 3D models of Mechanical Elements such as
Hexagonal headed bolt, Simple toy, ball bearing
(CAD Drawings and Printout)
TOTAL
Note:Use both sides of sheet. For example, draw sheet number 2 on back side of sheet
number 1, 4 on back of 3, and likewise.

1 Theory & practice should be in first angle projections and IS codes should be followed wherever
applicable.
2 The dimensions of line, axes, distances, angle, side of polygon, diameter, etc. must be varied for
each student in batch so that each student will have same problems, but with different dimensions.
3 The sketchbook has to contain data of all problems, solutions of all problems and student activities
performed.
4 Students’ activities are compulsory to be performed. A hand out containing applicable standards
from IS codes including title block as per IS standard should be given to each student by concerned
teacher.
5 For 40 marks Practical Marks ESE, students are to be assessed for competencies achieved.
7. SUGGESTED LIST OF STUDENT ACTIVITIES:
SL.NO. ACTIVITY
1 Sketch the combinations of set squares to draw angles in step of 15 .( 15 , 30 , 45 , 60 ,
0 0 0 0 0

750 ,900 , 1050 , 1200 , 1350 , 1500 , 1650 , 1800).

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

8. SUGGESTED LEARNING RESOURCES:

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

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

The following topics/sub topics is to be taught and assessed in order to develop Unit Skill sets for
achieving CO to attain identified skill sets

SHOP Unit skill set Topics/Sub topics

(In cognitive domain)
1. Scope of Geology-its importance and interest.
2. Branches of geology – Physical geology,
Mineralogy, Structural geology, Petrology,
1. Know the scope of Economic geology, Stratigraphy, Engineering
Geology. geology & Hydrogeology
UNIT-1 2. Know the zones of 3. The internal constitution of the Earth;
Introduction to Earth. Barysphere, Lithosphere, Hydrosphere,
Geology 3. Understand weathering Atmosphere, Pyrospere, Asthenosphere and
and erosion. Techno sphere.
4. Weathering and Erosion.
5. Weathering-Mechanical and Chemical.
6. Erosion- Wind, Fluvial, Marine, and Glacial
erosion.
1. Origin and Occurrence of Mineral.
1. Understand the Origin 2. Physical properties of Minerals
and Occurrence of 3. Physical properties of the following minerals
UNIT-2 Mineral –Quartz, Calcite, Gypsum, Fluorite, Barite,
Applied 2. Identify the different
Mineralogy Beryl, Magnesite, Kyanite, Feldspar:
physical properties of
Orthoclase, Microcline, Hornblende, Mica-
Rock forming
minerals. Muscovite, Biotite, Talc, Augite, Corundum,
Calcite, Magnesite,
 1. Classification of rocks into Igneous, Sedimentary
and Metamorphic rocks

2. Textures of igneous rocks:

3. Equigranular, -PanidiomorphicHypidiomorphic
1. Understand the andAllotriomorphicInequigranular textures-
concepts of Petrology- Porphyritic, Poikilitic and intergrowth textures
Igneous Formations. 4. Structures of Igneous rocks-
UNIT-3
2. Identify the textures 5. Forms of Igneous rocks: Concordant and
Petrology
and structures of Discordant Igneous Intrusions-Sill, Dyke and
a) Igneous
Igneous rocks Batholith
formations
3. Identify the igneous 6. Classification of the Igneous rocks based on
rocks. Depth of Formation-Plutonic, Hypabyssal and
Volcanic rocks based on percentage of Silica-
Acid, Intermediate, Basic and Ultra basic.
7. Study of the following Rocks-Granite, Diorite,
Syenite, Dunite, Dolerite, Granite porphery,
Syenite porphery, Dolerite porphery, Pegmatite
and Basalt.

UNIT-4 1. Sedimentary Rocks and its formation:

1. Understand the
b)Sedimentary and Mechanically, chemically and organically.
concepts of Petrology-
Metamorphic 2. Textures of Sedimentary rocks
Sedimentary and
formations 3. Structures of Sedimentary Rocks.
Metamorphic 4. Classification of Sedimentary rocks- Rudacious,
Formations. Araneceous, Calcarious and Argillaceous
2. Identify the 5. Description of the following Sedimentary Rocks-
sedimentary and Conglomerate, Breccia, Sand stone, Grit, Lime
metamorphic rocks. stone, Dolomite and Shale
6. Metamorphism and Metamorphic Rocks.
7. Agents of Metamorphism
8. Explain the different types of Metamorphism
9. Classification of the Metamorphic Rocks into-
Foliated and Massive Rocks.
10. Study of important metamorphic rocks-
Gneiss, Schist, Marble, Slate, Quartzite,
 Practical Exercises

1. Demonstration of branches of geology with charts.

2. Different zones of the earth Barysphere, Lithosphere, Hydrosphere, Atmosphere, Pyrospere, Asthenosphere
and Techno sphere.
3. Demonstration of Weathering and Erosion with internet videos.
4. Weathering-Mechanical and Chemical.
5. Study of Marine, and Glacial erosion.
6. Study of Erosion- Wind, Fluvial.
7. Study of different properties of Minerals using internet videos.
8. Habit, colour, streak, lustre, diaphinity, cleavage, fracture, specific gravity.
9. Identification of physical properties of the following minerals-different types of Quartz, Calcite.
10. Identification of physical properties of the following minerals Gypsum, Fluroite, Barite.
11. Identification of physical properties of the following minerals Beryl, Magnesite, Kyanite, Mica-Muscovite,
Biotite, Talc.
12. Identification of physical properties of the following minerals Hornblende, Feldspar: Orthoclase and
Microcline.
13. Identification of physical properties of the following minerals Talc, Augite, Corundum, Magnesite.
14. Study of classification of Rocks.
15. Demonstration of Concordant and Discordant Igneous Intrusions- Sill, Dyke and Batholith.
16. Study of Texture and its types- Equigranular,- Panidiomorphic Hypidiomorphic and Allotriomorphic.
17. Ineequigranular Textures-Porphyritic, Poikilitic and intergrowth textures.
18. Study of structures of Igneous Rocks-Vesicular and Amygdaloidal.
19. Identification of the following Rocks-Granite,Syenite, Dunite.
20. Identification of Identification of the following Rocks Granite Porphery, Syenite porphery, Dolerite, Dolerite
porphery, Diorite, Pegmatite and Basalt.
21. Study of textures and structures of Sedimentary.
22. Study of textures and structures of Metamorphic.
23. Identification of the following Sedimentary Rocks- Conglomerate, Breccia, Sand Stone, Grit, Lime Stone and
Shale.
24. Identification of the following Metamorphic Rocks- Gneiss, Schist, Marble, Slate, Quartzite.
 SUGGESTED LEARNING RESOURCES:
1. A Text book of Geology: P.K Mukerjee
2. Rutley’s elements of Mineralogy: H.H.Read
3. Principles of petrology –G.W. Tyrell.
4. Fundamentals of Engineering Geology-R.S.Khurmi
5. Engineering Geology- Vasudev Kanithi
(2nd – SEMESTER)
 Project Management Skills
Subject Code – SEC201

RATIONALE
Project Management is a confluence of Management principles and Engineering subject
area. This course enables the students to develop conceptualization of Engineering
Management principles and apply the same for their engineering projects, in their domains,
example, Software Development project or Construction Project and so on. The course
integrates three core areas of Planning, Execution and Auditing of Projects.

1. COURSE SKILL SET

Student will be able to:

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

2. COURSE OUT COMES

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

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

CO4 Use Project Management Software and processes to track and control Projects
CO5 Conduct inspection of Projects and audit progress and bills

Understand the Digital Technology trends in Project management and concepts like
CO6
Smart cities
 3. SUGGESTED SPECIFICATION TABLE WITH HOURS & MARKS

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

4. DETAILS OF COURSE CONTENT

The following topics/subtopics is to be taught and assessed in order to develop Unit Skill sets for
achieving CO to attain identified skill sets.

UNIT NO Unit skill set

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

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

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

Case Study 2c

6.Digital Project Understand latest trends of Digital Technology trends in

Management digital technologies Project management, Cloud
impacting the domain of Technology, IoT, Smart cities,
project management and Data and analytics, case studies
application of the same in
multiple scenario Case study 3
 8. SUGGESTED LEARNING RESOURCES:

SlNo. Author Title of Books Publication/Year

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

10 DETAILED COURSE CONTENT

Unit No DETAILED COURSE CONTENT CONTAC TOTAL
And Name T HRS
1.1 Introduction 3
Unit No DETAILED COURSE CONTENT CONTAC TOTAL
And Name T HRS
1.2 Meaning of Project
1.3 Definition and No Change Mode
1.4 Features of a Project
1.
Introduction 1.5 Types of Projects
1.6 Benefits of Project Management

1.7 Obstacles in Project Management

1.8 Project Management A Profession

1.9 Project Manager and His Role

1.10 Project Consultants

1.11 What is Operation?

1.12 Difference between Project and Operation
 1.13 What is Process in Project Management and
Process Groups?
1.14 What is Scope? Difference between Project
Group Objectives and
1.15 Project Scope

2. Project 2.1 Essentials of Project Administration

Administrat 2.2 Project Team
ion 2.3 Project Design
2.4 Work Breakdown Structure (WBS)
2.5 Project Execution Plan (PEP)
2.6 Contracting Plan
2.7 Work Packing Plan
2.8 Organisation Plan
2.9 Systems and Procedure Plan
2.10 Project Procedure Manual
2.11 Project Diary

2.12 Project Execution System

2.13 Project Direction

2.14 Communication in a Project

2.15 Project Co-ordination

2.16 Pre-requisites for Successful Project

Implementation
3. Project 3.1 Introduction
Lifecycle 3.2 Phases of Project Life Cycle
3.3 Project Management Life Cycle General
3.4 Project Planning
3.5 Project Execution
3.6 Project Closure
3.7 Project Risks
3.8 Types of Risks: Illustrations
3.9 Risk Assessment Techniques with Illustrations
3.10 Project Cost Risk Analysis
3.11 Estimating Time and Cost Overrun Risks
3.12 Organisation/Procedural/Systemic Reasons for
Project Cost Overruns
3.13 Time Overruns
4. Project 4.1 Introduction
Planning,
Scheduling 4.2 Nature of Project Planning
and
Monitoring 4.3 Need for Project Planning

4.4 Functions of Project Planning

4.5 Steps in Project Planning

4.6 Project Planning Structure

4.7 Project Objectives and Policies

4.8 Tools of Project Planning

4.9 Project Scheduling

4.10 Time Monitoring Efforts

4.11 Bounding Schedules

4.12 Scheduling to Match Availability of

Manpower
4.13 Scheduling to Match Release of Funds

4.14 Problems in Scheduling Real-life Projects

4.15 Introduction

4.16 Situation Analysis and Problem Definition

4.17 Setting Goals and Objectives

4.18 Generating Structures and Strategies

4.19 Implementation

4.20 What is Project Evaluation?

4.21 Why is Project Evaluation Important?

4.22 What are the Challenges in Monitoring and

Evaluation?
5. Project 5.1 Introduction
Control,
Review and 5.2 Projected Control Purposes
Audit 5.3 Problems of Project Control
5.4 Gantt Charts
5.5 Milestone Charts
 5.6 Critical Path Method (CPM)
5.7 Construction of a Network
5.8 Network Technique in Project Scheduling
5.9 Crashing Project Duration through Network
5.10 Project Review
5.11 Initial Review
5.12 Post Audit
5.13 Performance Evaluation
5.14 Abandonment Analysis
5.15 Objectives of Project Audit
5.16 Functions of Project Auditor
5.17 Project Audit Programme
5.18 Difficulties in Establishing Audit Purpose and
Scope

6. Digital 6.1 Digital Technology trends in Project

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

6.3 Data Science and Analytics in Project

Management

6.4 Case Studies

Case Studies:

Please note: The Tutors can either use the following Case studies and activities or Design on their
own, with the overall Learning Outcomes being met.

Case Study I: Residential House – Project Execution Plan

1. Dr. Sunil Kulkarni wants to build a house on his 9000 square feet (90x100) vacant plot in
Bengaluru. His requirements were given below.

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

How-ever the Civil contractor who took the work, overshot the time and money available and
hence Dr Sunil was unhappy with the Architect firm who recommended the Contractor.

Task:

 Split the class into groups of three

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

Case Study 2a:

The Columbus Hospital proposed in Hubli is a 200 bed speciality private hospital for treatment
of Cancer. The hospital will come up on a 12 acre plot between Hubli-Dharwad. A leading
construction company has come forward to complete the hospital works from concept to
commissioning in 9 months. The promoters are willing to spend a premium to complete the
hospital in 9 month time and are not particular about type of construction, ie, RCC, Steel frame
etc. The key requirements are as follows:

i) 200 bed hospital of which 40 are for critical care (ICU), 40 for pre and post
Operative care
ii) 4 Operation Theatres - 2 Major (Minimum 800 SFT each) and 2 minor (minimum 400
sft each)
iii) One full fledged Diagnostic laboratory (1500 Sft)
iv) One 24x7 pharmacy (360 Sft min)
v) Doctors rooms, Nurses enclosures, Change rooms
vi) Office with billing counters (min 2000 sft) for all administrative staff
vii) Wheel chair parking bays, Stretcher parking bays in all floors
viii) One Cafetaria with 50 person capacity
ix) One conference room with Multimedia equipment (300 sft min)
x) Parking for ambulances, 4 wheelers, two wheelers
xi) Reception and enquiry counter
xii) All amenities should be accessible for disabled persons
xiii) Incinerator, Waste storage and disposal area
xiv) Generator and fuel storage area
Discuss

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

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

Case Study 2b:

For case study 2 above, prepare an Implementation Plan using a spreadsheet software.

Discuss

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

Case Study 2c:

For case study 2 above, prepare a Critical Path method Chart (CPM) showing all main
activities in the WBS with milestones.

Discuss

i) What happens if the client decides to complete the ground floor roof 15 days
earlier ?
ii) What happens if the client reduces the inflow of project funds by 50% for the
month 4 ?
iii) Write an Audit report for the project at the end of 6th month

Case Study 3:

This will be done as a student activity and has two components.

i) Research on 3D printing in any industry and prepare a three page article

ii) Study usage of Drones in different Industries and evaluate the Cost benefits of
using the same for any one scenario.
 STATISTICS AND ANALYTICS
Subject Code – AEC201

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

COURSE OUT COMES

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

CO1 Understand the tools of data collection, classification and cleaning of data.

CO2 Able to summarize the given statistical data

CO3 Understand the measure of location and dispersion of data.

CO4 Learn the basics of Python programming.

DETAILS OF COURSE CONTENT
The following topics/subtopics is to be taught and assessed in order to develop Unit Skill Sets
for achieving CO to attain identified skill sets.

Unit skill set

UNIT NO Topics/Subtopics
(In cognitive domain)
 Able to collect a Definition of data and
statistical data. classification (qualitative
 Able to distinguish quantitative discrete and
the data types. continuous data).
UNIT-1  Understands the b Data collection tools
usage of data iv) Questionnaires.
STATISTICAL collection tools v) Survey.
DATA  Able to specify vi) Interviews.
COLLECTION problem statement
AND TYPES vii) Focus group discussion.
for data collection 1.3 Data cleaning.
 Able to collect data
pointing the root
cause of the problem
statement.
 Sketches bar, pie a Descriptive statistics
and histograms on viii)
Microsoft Excel Datatabulation(frequencytable
spread sheet. ix) Relative frequency table.
 Sketches frequency b Grouped data
curve and frequency x) Bar graph
polygon for the data xi) Pie chart
set on Microsoft xii) Line graph
UNIT-2 Excel spread sheet.
xiii) Frequency polygon
 Sketches bar, pie
SUMMARIZATI xiv) Frequency curve
and histograms on
ON OF DATA
Microsoft Excel xv) Relative frequency
spread sheet. polygon
 Sketches frequency xvi) Histograms
curve and frequency xvii) Box plot
polygon for the data xviii) Leaf-stem plot
set on Microsoft To be done in Microsoft excel.
Excel spread sheet.

UNIT-3  Able to determine a Determination of central

the descriptive tendencies Range, Mean, Mode and
MEASURE OF Median for the data in Microsoft
statistical variables
LOCATION excel.
using Microsoft
AND b Determination of absolute
Excel.
DISPERSION
  Able to determine measures of dispersion for data
the absolute like range quartile deviation,
measures of mean deviation, standard
dispersion of the deviation and variance in
given data set. Microsoft Excel.
 Explain the symmetry c Skewness and kurtosis graphs in
and asymmetry of the Microsoft excel and
distributed data. interpretations of results.
 Able Install and run the 4.1 Introduction to PYTHON.
Python interpreter. 4.2 Syntax of PYTHON.
Create and execute 4.3 Comments of PYTHON.
UNIT-4 Python programs. 4.4 Data types of PYTHON.
INTRODUCTION  Understand the 4.5 Variables of PYTHON.
TO concepts of file I/O. 4.6 If-else in PYTHON.
 Able to read data from a 4.6 Loops in PYTHON.
PYTHON text file using Python. 4.7 Arrays and functions in PYTHON.
PROGRAMMING  Learn variable
declarations in Python.
 Learn control
structures.
 Learn loop constructs.
SL
Practical outcomes/Practical exercises
NO
Prepare a questionnaire (closed end) containing 25 questions
1 for a specified problem statement: for example
experience of an individual in a restaurant.
Prepare a Google form for a specified problem statement to
2 collect the dataset. (for example questionnaire to
conduct online quiz)
Send out a survey on your problem statement to number of
3 50
(By Google forms) and collect the data.
Remove duplicate or irrelevant observations. Remove
unwanted observations from the dataset provided,
4
including duplicate observations or irrelevant
observations.
In Microsoft Excel spread sheet draw the frequency
5 distribution table for the given data (data set should
contain minimum 50 data).
In Microsoft Excel spread sheet draw the relative
6 frequency distribution table for the given data (data set
should contain minimum 50 data).
Using Microsoft Excel spread sheet plot bar graph for the
data collected from 100 people( for example, conduct a
7 survey on the favorite fruit of a person in your
locality(restricting to 5 to 6 fruits). Explain the bar graph
with minimum 30 words.
Using Microsoft Excel spread sheet plot pie chart for the
data collected from 50 people( for example, conduct a
8
survey on the smokers with respect to their ages in your
locality. Explain the pie chart with minimum 30 words.
Using Microsoft Excel spread sheet draw a line graph for
9
the given dataset.
Using Microsoft Excel spread sheet draw frequency polygon
and frequency curve for the data collected from 50 people.
(For example, marks obtained by the students in your class
10
in 5 subjects in previous examination).
Explain your observations from the graph in minimum 30
words.
Using Microsoft Excel spread sheet construct a box plot for
the given dataset. (For example dataset can be the number of
11
passengers in a flat form at different time in a
day).
Using Microsoft Excel spread sheet construct a leaf plot for
12 the given dataset. Explain the graph with minimum 30
words.
 Using Microsoft Excel spread sheet find the Mean, Mode and Median for the data
13 (univariate data) given and also represent them in a Histogram.

Generate a 50 random data sample (even and odd

14 number dataset) using Microsoft Excel spread sheet and determine the range and
Quartiles.
Collect the current yield of a crop from 50 different persons (problem statement can be
changed according to priorities of the tutor) in your locality and determine mean
deviation and Quartile deviation in Microsoft
15
excel spread sheet and brief your inference with less than 30 words.

Collect the data of any 2 livestock population from 50 different houses in your locality
(problem statement can be changed according to priorities of the tutor) and determine
standard deviation for both the two
16
separately in Microsoft excel spread sheet and brief your inference with less than 30
words.

Collect the data of two wheeler (with a rider and a pillion) crossing a busy junction in
your locality in the peak hours (problem statement can be changed according to
priorities of the tutor) and determine the variance of the data in Microsoft excel spread
17
sheet and
brief your inference with less than 30 words.

Using Microsoft Excel spread sheet draw a Skewness graph and kurtosis graph for
18 randomly generated
dataset.
Write a python program to add 2 integers and 2 strings and print the result.
20
Write a python program to find the sum of first 10 natural numbers.
21
Write a python program to find whether the number is
22
odd or even.
Write a python program to find the variance and standard deviation for the given data..
23
Write a python program to display student marks from the record.
24
Write a python program to create a labeled bar graph using matpoltlib. pyplot.
25
Write a python program to create a labeled pie chart
26
using matpoltlib. pyplot.
SUGGESTED LEARNING RESOURCES:
1. Statistical Analysis with Excel For Dummies (For Dummies Series) Paperback
Import, 9 April 2013 by Joseph Schmuller (Author)
2. https://www.brianheinold.net/python/A Practical Introduction to Python Progra
mmingHeinold.pdf
3. http://www.bikeprof.com/uploads/9/0/6/5/9065192/excel stats handout npl.pdf
4. https://adminfinance.umw.edu/tess/files/2013/06/Excel-Manual1.pdf
5. https://www.brianheinold.net/python/A Practical Introduction to Python Progra
mmingHeinold.pdf
6. Introduction to Python programming for beginners by Vivian Baily Kindle edition.
7. PYTHON PROGRAMMING: Python programming: the ultimate guide from a beginner
to expert by Clive Campbell.
8. Open source for python: https://hub.gke2.mybinder.org/user/jupyterlab-
jupyterlab-demo-zfkdwy4y/lab

EQUIPMENT LIST

FOR STATISTICS AND DATA ANALYTICS LAB

2 laboratories. Each containing 30 computers (Desktop) with the following system
requirements.

SYSTEM
REQUIREMENTS
SL
N REQUIREMENT MINIMUM RECOMMENDED
O S
1 RAM 4GB FOR FREE 8GB OF TOTAL SYSTEM
RAM RAM
DISK SPACE 2.5 GB AND 1 GB SSD DRIVE WITH AT LEAST 5 GB
2
FOR CACHES OF FREE SPACE
MONITOR
3 RESOLUTIO 1024x768 1920×1080
N
OFFICIALLY
RELEASED 64-
BIT VERSIONS
OS(OPERATIN OF THE LATEST 64-BIT VERSION
4
G SYSTEM) FOLLOWING: OF WINDOWS
MICROSOFT
WINDOWS 8 OR
LATER
FUNDAMENTALS OF ELECTRICAL & ELECTRONICS ENGINEERING
Subject Code – BSC201

1. RATIONALE
Fundamentals of Electrical and Electronics Engineering is essential for all streams of diploma
engineering to work in any industry as it covers basic electrical safety,troubleshooting and repairing of
simple electrical systems. Basic knowledge of electrical wiring circuits, protective devices, electrical
machines and basic electronics devices is required to work in any engineering field.

2. COURSE SKILL SET

The aim of the course is to help the student to attain the following industry identified competency through
various teaching –learning experiences
1. Perform and test domestic wiring
2. Can operate electrical machine
3. Test different electronics devices

3. INSTRUCTIONAL STRATEGY
1. Expose to different learning tools used in respective labs, Operational safety and Procedure to be
followed in the laboratory.
2. Instructor should give examples from daily routine as well as, engineering/technology
applications on various concepts and principles in each topic so that students are able to
understand and grasp these concepts and principles. In all contents, SI units should be
followed.
3. Activity- Theory - Demonstrate/practice approach may be followed throughout the course so that
learning may be skill and employability based.

4. COURSE OUT COMES

On successful completion of the course, the students will be able to

CO1 Comply with the safety procedures

CO2 Apply the fundamentals of electricity.
CO3 Install and test electrical wiring system.
CO4 Identify and Operate electrical machines, Batteries and UPS.
CO5 Identify and test the different electronic devices.

5. COURSE TOPICS:
Unit Unit Name
No
1 Electrical Safety

2 Electrical Fundamentals

3 Protective Devices and Wiring circuits

 4 Electric Machines and Batteries and UPS

5 Introduction to Electronic Devices and Digital

Electronics
Total

6. COURSE CONTENT
The following topics/subtopics is to be taught and assessed in order to develop Unit Skill sets for achieving CO to
attain identified skill sets

Unit skill set

Sl (In cognitive domain) On Hours
No successful completion of the Topics/Subtopics Practical L-T-P
class, the students will be
able to
UNIT-1
Electrical Safety
1 Comply with the Electrical 1. Electrical Symbols 1. Electrical symbols
safety 2. Electrical safety related to electrical
 Identify Various types of safety signs engineering.
and what they mean 2. Electrical safety
 Demonstrate and practice use of PPE 3. Electrical earthing
 Demonstrate how to free a person from
electrocution
  Administer appropriate first aid to
victims, bandaging, heart attack, CPR,
etc.
 Fire safety, causes and precautionar y
activities.
 Use of appropriate fire extinguishers
on different types of fires.
 Demonstrate rescue techniques applied
during fire hazard, correct method to
move injured people during
emergency
 Inform relevant authority about any
abnormal situation
 Earthing: Types
 http://nreeder.com/Flash/sy
mbols.htm
 http://bouteloup.pierre.free.fr
/iufm/as/de/house/safety.html
UNIT-2
Electrical Fundamentals
2 1. Identify and select the 1. Describe the sources of electrical
different measuring energy. 1. Connect voltmeter
devices. 2. Electrical current, voltage, emf,
and ammeter in a
2. Identify different potential difference, resistance with
electrical supply systems their SI units. simple circuit.
3. Identify open circuit, 3. Mention the meters used to (Practicing of
close circuit and short measure different electrical quantities. identification and
circuit conditions. Identification Measuring devices connection of
 Ammeter different meters)
 Voltmeter
 Wattmeter
 Ohmmeter
 Digital Multimeter
 Megger
 Tong tester

4. Explain supply systems like AC, DC.

 http://nreeder.com/Flash/units.ht m

3 Calculate basic electrical Relationship between V, I and 1. Measure current,

quantities R. (Ohms law) voltage and analyze
Behavior of V, I in Series and
effective resistance in
Parallel DC circuits.
Describe open circuit, close cir seriescircuit
cuit and short circuit 2. Demonstrate effects
of shorts and opens in
a circuit
http://nreeder.com/Flash/oh
msLaw.htm
4 Connect resistances in 1. Equation to find the effective 1. Determine the
different combination Resistances connected in series equivalent Resistance of
2. Equation to find effective Resistances parallel connected
connected in parallel resistances.
3. Resistances connected series and
parallel combinations
4. Simple problems.
5 Calculate and Ac sinewave: Sinusoidal voltage, Generate and
measurement of different current, amplitude, time-period, cycle, demonstrate the
parameters of an AC frequency, phase, phase difference, and measurement of
quantity. their units. frequency, time period
http://nreeder.com/Flash/freqP
and phase difference of
eriod.htm
AC quantity using CRO
http://nreeder.com/Flash/oscill
oscope.htm and function generator.
6 1. Calculate and measure 1. Electrical work, power and power  Measure the voltage,
electric power and energy factor current, powerusing
2. Identify and differentiate  SI units relevant measuring
Single phase and Three  Mention the meters used to instruments in a Single-
phase supply measure them phase load.
 http://nreeder.com/Flash/powerL
aw.htm

7. 1. Electrical energy 1. Measure single phase

 SI units energy using relevant
 Mention the meters used to measuring instruments
measure them in a Single-phase load.
2. Single phase and Three phase 2. Measure the voltages
supply. in Three phase supply.

UNIT-3
Protective Devices and Wiring circuits
8. 1. Identify and select  Necessity of Protective 1. Wire up and test PVC
Protective Devices for Devices Conduit wiring to control
given current and voltage  Various Protective devices one lamp from two
rating and their functions different places using
2. Identify and select the  fuse wire, suitable
various electrician tools  Glass cartridge fuse protective devices.
 HRC fuse
 Kit-kat fuse
 MCB
 MCCB
  RCCB
 ELCB
 Relay
 Different types of electrician
tools and their function.
 Describe various wiring tools.
 State procedure of care and
maintenance of wiring tools.

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

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

UNIT-4
Electrical Machines and Batteries and UPS
11 1. Identify the types of Transformer Connect the Single- phase
transformer.  working principle transformer as Step-Up,
2. verify the transformation  Transformation ratio Step-Down transformer
ratio.  Types and applications with and verify the
their ratings transformation ratio.

12 1. Start and run the 1. Induction motor 1. Construct a suitable

induction motor.  Single phase and three phase circuit to start and
2. Troubleshoot DOL/Star- Induction motor. reverse the direction of
delta starter and induction  Necessity of starters. three phase induction
motor  Describe DOL AND STAR-DELTA motor using DOL/ Star-
starters. delta starter.
2. What are different causes and remedies
for a failure of starter and induction 2. Troubleshoot the DOL/
motor. Star-delta starter and
induction motor
13 Select and test the battery Battery Testing Condition of
for a given application  Types of batteries (Lead acid charging and discharging
battery, lithium, sealed maintenance of a Lead-acid battery
free (SMF) battery,
Modular battery).
 Selection criteria of batteries for
different applications.
 Ampere-Hour Capacity.
 Efficiency
14 Select the size of the UPS UPS Sizing of UPS
for a given application  List the types and applications
 Selection criteria of UPS
 Sizing of UPS
UNIT-5
Introduction to Electronic Devices and Digital Electronics
15 Identify and differentiate 1. Compare Conductors, insulators and Determine the value of
Conductors, insulators and semiconductors with examples. resistance by color code
semiconductors. 2. Identification of types and values of and compare it with
resistors-color codes. multimeter readings.

 http://nreeder.com/Flash/resisto
r.htm
16 Identify and test PN PN junction diode Identify the terminals of a
junction Diode  Symbol Diode and test the diode
 Characteristics for its condition.
 Diode as switch.
 Types of diodes and ratings
 Applications
17 Build and test bridge Rectifier Construct and test bridge
rectifier circuit  Need for AC to DC conversion rectifiers using semi-
 Bridge rectifier with and conductor diode and
without C filter, rectifier IC.
 Rectifier IC. Compare the waveforms
using CRO.
18 1. Identify and test Transistor (BJT) 1. Identification of
Transistor  Symbol transistor terminals and
2. Build and test  Structure test.
transistor as an  Working principle 2. Construct and test the
electronic switch transistor as an electronic
switch
19. 1. Identify and test  Comparison of analog and digital  Test a Digital IC.
different digital IC signal  Identification and
1.  Digital systems, examples. selection of suitable
 Binary numbers, Boolean ICs for basic gates.
identities and laws. 1. Verify NOT, AND, OR,
 Digital system building blocks: NOR, EXOR and NAND
Basic logic gates, symbols and gate operations (two
truth tables. inputs).
IC-Definition and advantages.
20 Identify and test various 1. Sensors 2. Connect and test an IR
Sensors and actuators.  Concept proximity sensor to a
 Types: Temperature, Pressure, Digital circuit.
Water, Light, Sound, Smoke,  Connect and test a
proximity Sensors, Flow, relay
humidity, voltage, vibration, IR circuit using an Opto-
(Principle/working, ratings/ coupler. (Photo Diode
specifications, cost, and & Transistor)
applications) Refer note
2. Actuators
 Concept
 Types and applications.
 Relay as an actuator.
21 Know the application of  Microcontroller as a  Identify different
Microcontroller and PLC programmable device, and list application
of real-world applications. microcontroller.
 PLC and Their applications.  Identify commercially
(Activity based learning) available PLC
and their
specifications
TOTAL

7. PRATICAL SKILL EXERCISES

Sl. Practical Out Comes/Practical exercises
No.
1 Identify Various types of safety signs and what they meanDemonstrate and practice
use of PPE
Demonstrate how to free a person from electrocution appropriate first aid to victims,
bandaging, heart attack, CPR, etc.
Fire safety, causes and precautionary activities.
Use of appropriate fire extinguishers on differenttypes of fires.
Demonstrate rescue techniques applied during firehazard.
Inform relevant authority about any abnormalsituation during fire hazard.

2  Demonstrate different types of earthing/using videos.

 Prepare a Report on types of Earthing

3 Connect voltmeter and ammeter in a simple

circuit. (Practicing of identification and connection of different meters)

4 1.Determine the equivalent Resistance of series

connected resistances.
 2.Demonstrate effects of shorts and opens in acircuit

5 Determine the equivalent Resistance of parallel connected resistances.

6 Generate and demonstrate the measurement of

frequency, time period and phase difference of AC quantity using CRO and function
generator.
7 Measure the voltage, current, power using relevant measuring instruments in a
Single-
phase load.
8. 1. Measure single phase energy using relevantmeasuring instruments in a Single-
phase load.
2. Measure the voltages in Three phase supply.
9. Wire up and test PVC Conduit wiring to control one lamp from two different places using
suitable protective devices.

10 2. Wire up and test PVC Conduit wiring to control of 2 sockets and 2 lamps.

11 Wire up and test PVC Conduit wiring to control one lamp from two different places.

12 Plan and estimate the cost of electrical wiring for one 3mx3m room consisting of 2 CFL
1ceiling fan, 2 three pin sockets.

13 Connect the Single- phase transformer as Step-Up, Step-Down transformer and verify the
transformation ratio.

14 Construct a suitable circuit to start and reverse the

direction of three phase induction motor using DOL/star-delta starter.

15 Troubleshoot the DOL/Star-delta starter and induction motor

16 Testing Condition of charging and discharging of a Lead-acid battery.

17 Estimate the UPS rating for a computer lab with 50 computers/domestic.

18 Determine the value of resistance by color code and compare it with multimeter readings

19 Identify the terminals of a Diode and test the diode

for its condition.
20 Construct and test bridge rectifiers using
semiconductor diode and rectifier IC. Compare the waveforms using CRO.

21 Identification of transistor terminals and test. Construct and test the transistor as an
electronic switch.

22 Test an IC. Verify the truth-table AND, OR, NOT logic

gates.
23 Verify the truth-table NAND, NOR, EX-OR, EX-NOR logic gates.
24 Connect and test anIR proximity sensor to a Digital
circuit. NOTE:Any sensor listed in the theory may be used for condition appropriately.

25 Connect and test a relay circuit using an Optocoupler. (Photo Diode & Transistor)

26 1. Identify MCS-51 variants

2. Identify commercially available PLC and their specifications.

SUGGESTED LEARNING RESOURCES:

Reference Books:
1. ABC of Electrical Engineering by B. L. Theraja and A. K. Theraja, S Chand Publishers, New Delhi,
2014 Edition.
2. Basic Electrical and Electronics Engineering by S. K. Bhattacharya, Pearson Education India,
2012 Edition.
3. Electronic Devices and Circuits by I. J. Nagrath, PHI Learning Pvt. Ltd., 2007 Edition.
4. Basic Electrical Engineering byV. Mittle and ArvindMittle, McGrawHill Companies, 2005
Edition.
5. The 8051 Microcontroller & Embedded systemsusinkbnnnjbbh bb vvvvg assembly and C
(2ndEdition)–M.A.Mazidi , J.C. Mazidi&R.D.McKinlay ISBN: 81-317-1026-2
6. Programmable Logic controllers, W BOLTON
e-Resources
1. https://www.youtube.com/watch?v=mc979OhitAg&list=PLWv9VM947MKi 7yJ0 FCfzTBXpQU-
Qd3K
2.https://www.youtube.com/watch?v=CWulQ1ZSE3c 3.
en.wikipedia.org/wiki/Transformer
2. www.animations.physics.unsw.edu.au//jw/AC.html
3. www.alpharubicon.com/altenergy/understandingAC.htm
4. www.electronics-tutorials
5. learn.sparkfun.com/tutorials/transistors
6. www.pitt.edu/~qiw4/Academic/ME2082/Transistor%20Basics.pdf
7. www.technologystudent.com/elec1/transis1.htm
8. www.learningaboutelectronics.com
9. www.electrical4u.com
10.https://www.youtube.com/watch?v=zLW 7TPf310 11.
https://www.youtube.com/watch?v=8PTNjw-hQIM
 ELEMENT OF MINIMG
Subject Code – MIN201

Course Objectives:
The subject is pre-requisite for understanding mineral exploitation methods in underground mining and to
know the importance of development requirements for approaching underground Metalliferous ore
deposits

Teaching Approach:
• Teachers should give examples from daily routine as well as, engineering/technology applications on
various concepts and principles in each topic so that students are able to understand and grasp these
concepts and principles. In all contents, SI units should be followed.
• Use of demonstration can make the subject interesting and develop scientific temper in the students.
Student activities should be planned on all the topics.
• Activity- Theory - Demonstrate/practice approach may be followed throughout the course so that
learning may be outcome and employability based.

COURSE CONTENT
Unit Allotted Hrs.

General concepts of Mine Development 10

The initial developmental openings 10
The Ordinary methods of Shaft sinking 10
Further development 10
Supporting materials 06
Forms of supports 06

Course Outcomes:
After undergoing this subject, the student will be able to:
CO1- Understand the Concepts of Mine development
CO2- Understand the initial developmental openings
CO3- Understand the approaches required to develop underground mine.
CO4- Understand the underground supports.

References:
1. Introduction to mining, by Higgam
2. Elements of Mining Technology, Vol. I, By D.J.Deshmukh
3. UMS Volumes.
DETAILED COURSE CONTENT.
Unit No &
Course Content
Name
Importance of mining engineering, Comparison of underground and
Opencast mining.
Surface prospecting: Choice of locality.
Methods of Prospection: Inspection of outcrops ,Presence of
“float’’, Trenching by panning, Trenching, The examination of
General alluvial flats,
concepts of Physical Prospecting methods. Underground prospecting
Mine Factors governs the choice of boring methods, The chief uses of
Development boreholes
Comparison of percussive and rotary drilling
The Diamond Boring System: General surface arrangements.
The Diamond Boring System: General surface arrangements.
Core recovery: Single tube and double tube core barrel.
Collection of data from boreholes.
Various mining terms explained.
Various mining terms explained.
TEST - 1
Shaft: Vertical, Incline and compound.
Factors which influence the choice of the type of shaft.
The initial
The shapes of shafts: Rectangular, Square,
developmental
The shapes of shafts: Circular and elliptical.
openings.
The size of shafts, and the number of compartments.
Factors governing site of shafts: At the surface and Underground.
Surface plant and Equipment
TEST - 2
General arrangement of Shaft sinking
Temporary lining
Permanent lining of shaft sides.
Walling scoffold, the sinking kibble and Rider.
The Ordinary Drilling for a sinking shaft
methods of Shot firing: Arrangement of holes, charging and firing, precautions
Shaft sinking for safety.
Removal of debris: Mechanical loading,
TEST - 3
Dealing with water, Water ring or Garland.
Shaft centering arrangement.
Shaft station
Ore-bins: Transverse section of shaft station and ore bin where the
inclined shaft is in the footwall
Transverse section of shaft station and ore bin in a vertical shaft.
Brow bin and waste bin
The length of back
Further
Development TEST - 4
Drives: Reef drive and Footwall drive.
 Raises and Winzes.
Footwall cross cuts and Ore-passes.
Familiarizing the names of different stopes: Open stopes, Filled
stopes, Shrinkage stopes, Caving methods.
Materials employed for support
Kinds of timber for use as supports in mining.
Preservation of timber
Supporting
TEST - 5
materials
Comparison of steel supports and timber supports. The use of
waste rock for support
Forms of Timbering: A prop, a pigsty or crib.
Stull, a duplex pack-mat, A chock mat.
A complete timber set and An incomplete timber set.
Forms of A concrete column, A masonry setting.
supports Support of junction by cogs and bars.
Steel arches and roof bolting.
TEST - 6
 IT SKILLS
Subject Code – CSE101

1. RATIONALE
Information Technology is crucial to the majority of the business and has a great influence on innovation
and engineering. Every branch of engineering and every organization opt for computers and IT skills for
business automation, communication/connectivity, resource planning, work automation and securing
information etc. All engineering diploma students must be conversant with the basic IT skills which
empower them to learn new technologies, adapt to changes, business development, communication etc.

2. COURSE SKILL SET

The aim of the course is to help the student to attain the following industry identified competency through
various teaching –learning experiences.
Perform jobs related to web design and maintenance, business process automation tool management, cyber
security and safety and program assistant.

3. COURSE OBJECTIVES
1. Demonstrate the basics of coding.
2. Design and develop web pages that include static and dynamic content.
3. Describe the basic concepts of Cloud and IoT.
4. Express the workflow and business automation
5. Recognize the best practices of Cyber Safety and security.
 DETAILS OF COURSE CONTENT
The following topics/sub topics is to be taught and assessed in order to develop Unit Skill sets for
achieving CO to attain identified skill sets

UNI Topics/Sub topics Unit skill set/Learning outcomes Hours

T
(In cognitive domain) L-T-P
NO
1 UNIT 1 - INTRODUCTION TO BASICS OF CODING

1.1 Introduction to computer programming 1. Understand computer

1.2 Algorithms –With sufficient examples programming
1.3 Flowcharts – With sufficient examples 2. Create and write Algorithm for
1.4 Execute simple programs programmable problems.

Note: Below listed or any other suitable 3. Design Flowchart for

online/offline coding platforms should be used to programmable problems.

demonstrate and provide coding experience to 4. Develop simple Android

students. application.

a. https://scratch.mit.edu/
 b. https://studio.code.org/projects

Suggested programs are listed in Table 1

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

i. The purpose of application development is

to ignite and promote programming skills.
ii. Application development should be done
using any App builder platforms such as
iii. MITApp Inventor:
https://appinventor.mit.edu/
iv. Thunkable: https://thunkable.com/
v. ibuildapp: https://ibuildapp.com/
vi. The student should be introduced to the
android application development
environment for further research and
learninghttps://developer.android.com/
1.7 Activity: create a simple Android
application (Unique for each student) publish
on the learning management
system.

2 UNIT 2 - DESIGN AND DEVELOP WEB PAGES

2 2.1 Basic web technologies 1. Understand and examine basic

 Browser web technologies
 Web –Server 2. Creating static web pages
 Client-Server Model 3. Formatting Webpages with
 URL cascading style sheets (CSS)
 SEO techniques 4. Creating Dynamic web pages with
 Domain names and domain name system. JavaScript
2.2 Creating Web-pages with HTML5 - Static
web pages. 5. Creating and launching dashboard
 Introduction, Editors based personal website.
 Tags, Attributes, Elements, Headings
 Links, Images, List, Tables, Forms
 Formatting, Layout, Iframes.
2.3 Formatting web pages with style sheets
(CSS3).
 Introduction to CSS
 Inline CSS, Internal CSS, Classes and
IDs
 div, Color, Floating, Positioning
 Margins, Padding, Borders
 Fonts, Aligning Text, Styling Links
2.4 Creating a web page dynamic using
JavaScript.
 Dynamic web page and Introduction to
JS
 Basic syntax
 Functions
 Events
Note: Refer https://www.w3schools.com
2.6 Creating dashboards in websites.
2.6 Activity: Personal website design and
launch with a free platform or Create a
Blogging website.
 Online platforms (Learning and executing)
 https://www.w3schools.com/
 https://studio.code.org
 https://www.khanacademy.org
Note:
1) The student must be introduced to
website development platforms -
worldpress.com.
2) The student must be made familiar
 with launching websites .
Certification available:
 HTML - W3schools
 CSS - W3schools
 JavaScript - W3schools
3 UNIT 3 -BUSINESS PROCESS AUTOMATION/ERP

3 3.1 Introduction to business process 1. Identify and examine the needs of

automation. business process automation.
3.2 Organization structure and functions 2. Understand Organization
composition-Properties and applications structure and functions
 Structure 3. Create and use workflows
 Types 4. Use Enterprise resource
 Functional Units planning in workplace.
Note: Students should be made familiar with
organization, types and components of a big
enterprise to make him understand the working
of organization keeping him as part of org.
3.3 Workflows
 Introduction
 Components
 Use and use cases
Note: Use free and open-source platform to
demonstrate and create workflows.
Example:
https://airflow.apache.org/
https://taverna.incubator.apache.org/
https://trello.com/
https://www.processmaker.com/
3.4 Enterprise resource planning
 History
 Evolution
 Uses of ERP
 ERP software tools.
 Note: The student should be introduced into
Enterprise resource planning software tools to
understand importance of ERP.
Examples:
 https://erpnext.com/
 www.bitrix24.com
 https://www.odoo.com/
3.5 Activity:
 Project plan for summer internship - use
open source ERP Software
 Identify different components of nearby
organization with recourse plan and
workflow design.
 Identify types of ERP software
available with their market share.

4
UNIT 4 - INTRODUCTION TO CLOUD AND IOT
CONCEPTS
4.1 Fundamentals of cloud 1. Understand Cloud concepts
4.2 Cloud service models
2. Identify and use Cloud services
 IaaS (Infrastructure-as-a-Service)
3. UnderstandIoT concepts
 PaaS (Platform-as-a-Service)
 SaaS (Software-as-a-Service) 4. Identify IoT applications
4.3 Cloud deployment types
 Public,
 Private,
 Hybrid
 Community Cloud
4.4 Cloud services:
 Google Drive - file storage and synchronization
service developed by Google;
 Google docs- bring your documents to life with
smart editing and styling tools to help you easily
format text and paragraphs;
 Google Co-lab (Usage of Jupyter Notebook):
Colab notebooks allow you to combine
 executable code and rich text in a single
document, along with images, HTML, LaTeX,
and more.
 Google App Engine: Google App Engine is a
Platform as a Service and cloud computing
platform for developing and hosting web
applications in Google-managed data centers.
Applications are sandboxed and run across
multiple servers.

Note: Above cloud services are not compulsory for

all branches; teacher can recommend other cloud
service based on need of engineering branch.

4.5 Working of IoT and IoT components (Only

brief introduction and demonstration through
videos)
4.6 Explain concept of Internet of Things with
examples
 Smart home
 Smart city
 Smart farming
Note:
a. Teacher can also select specific area of
work where Things (autonomous
computing devices) could be interconnected
over TCP/IP to establish IoT.
b. The students should be introduced to the
IoT environment for further research and
study.
Example:
 https://www.raspberrypi.org/
 https://www.arduino.cc/
 4.7 Activity:
Create your cloud service account and
demonstrate using cloud services.
Identify cloud service provider with respect to
service models and deployment types.
Identify areas where Internet of Things could
bring positive changes.
5 UNIT 5 - CYBERSECURITY AND SAFETY

5.1 Introduction to Cyber security and cyber 1. Identify need for Cyber
safety. security and cyber safety
 Brief awareness on cyber safety 2. Identify basic security issues in
measures mobile phones and personal
 Identification of basic security issues in computers
mobile phones and personal computers
3. Examine Importance of privacy,
 Installation of Antivirus software
Password policy
 Firewall concepts
4. Implement best practices of
 Browser settings
cyber safety and security in work
 Importance of privacy and Password
place
policy (Best practices).
5.2 Common threats - Demonstration
 Phishing
 DoS attack
 Man in the middle attack
 Eavesdropping
 Spamming
5.3 Activity
 Identification of basic security issues in
computers of your college and fixing the
same.
 Visit nearby government organization.
 Identify basic cybersecurity issues and
fixing the same
 Demonstrate the importance of
cybersecurity, password policy, and
cyber safety.
9. SUGGESTED PRACTICAL SKILL EXERCISES
TABLE-I

Sl. No. Practical Out Comes/Practical exercises

Write an algorithm for programmable problems Example for Reference:

 Add/subtract two numbers
1  Find the largest/smallest of 3 numbers
 Calculate and print sum of 'N' numbers

Design a flowchart for programmable problems Example for Reference:

Add/subtract two numbers
2 Find the largest/smallest of 3 numbers Calculate and print sum of
'N' numbers

3 Design and create simple game using MIT-scratch/Code.org

4 Design and create simple android application (MIT App Inventor)
Design and create webpage for displaying your poem (Title,
5
header, paragraph, formatting tags)
Design and create webpage for your wish list (What you want to do). Also list challenges and
6 opportunities along with images to
present your dreams (List ordered and unordered, Image, table)
Design and create webpage using HTML and CSS about an
7
awesome animal (Use necessary CSS tags)
Design and create web page for a travel book/recipe book with
8
more than 3 pages, table to list places/recipes (iframe, hyperlink)
Design and create web page with JavaScript to design a simple
9 calculator to perform the following operations: sum, product, difference and quotient

10 Design and create a personal webpage with dashboard

Design and create web page about advantages of business process
11
automation with respect to your branch of engineering
 Create a workflow for education loan approval in bank/diploma
12
admission process (Use any tool)
Demonstrate ERP with ERPNext Demo for manufacturing, retail
13
and service sector (Use any other ERP tools)
Create user account and demonstrate use of Google drive, Google docs, Google Co-lab (Usage
14 of Jupyter Notebook)

1.1 Demonstrate Internet of Things using with examples

a. Smart home
b. Smart city
15 c. Smart farming
Note: Teacher can also select specific area of work where Things
(autonomous computing devices) could be interconnected over TCP/IP to establish IoT.

16 Installation of Antivirus software

17 Demonstration and hands on browser settings
18 Demonstration and hands on privacy settings and password policy
Demonstration of common security threats (using videos)
a. Phishing
b. DoS attack
19
c. Man in the middle attack
d. Spamming
e. Virus
The suggested practical activities (TABLE-I) in this section are demonstrated for the attainment of the
competency. These practical activities can also be used for the student assessment in portfolio mode for
awarding CIE marks. The lecturer can enhance the competency level of the students by sketching
more practical exercises.

SUGGESTED LEARNING RESOURCES

BOOK
S
The Art of Programming Through Flowcharts & Algorithms, A. B. Chaudhuri, Firewall
1
Media publication
2 HTML5 Black Book, by Publishing company Limited. Kogent Learning Solutions Inc.
3 “World Wide Web design with HTML”, Xavier, Tata McGraw-Hill
 Internet of Things – A Hands on Approach, By ArshdeepBahga and Vijay Madisetti
4
Universities Press, ISBN: 9788173719547
URL’S
1 https://scratch.mit.edu
2 https://studio.code.org
3 http://ai2.appinventor.mit.edu
4 https://www.w3schools.com
5 https://www.tutorialspoint.com/javascript/index.htm
6 https://www.geeksforgeeks.org/html-tutorials/
7 Android
https://developer.android.com
8 https://www.khanacademy.org
Tools for Web Development
9
a. https://www.wix.com
b. https://atom.io/
c. https://www.openelement.com/
d. https://www.layoutit.com
 ENVIRONMENTAL SUSTAINABILITY
Subject Code – AUC201

COURSE OBJECTIVES:
Technicians working in industries or elsewhere essentially require the knowledge of environmental
science so as to enable them to work and produce most efficient, economical and eco-friendly finished
products.

1. Solve various engineering problems applying ecosystem to produce eco – friendly products.
2. Use relevant air and noise control methods to solve domestic and industrial problems.
3. Use relevant water and soil control methods to solve domestic and industrial problems.
4. To recognize relevant energy sources required for domestic and industrial applications.
5. Solve local solid and e-waste problems.
COURSE OUTCOMES:
At the end of the course student will be able to know :
CO1 Importance of ecosystem and terminology.
CO2 The extent of air pollution, effects, control measures and acts.
CO3 The extent of noise pollution, effects, control measures and acts.
CO4 The water and soil pollution, effects, control measures and acts
CO5 Different renewable energy resources and efficient process of harvesting.
CO6 Solid Waste Management and Environmental acts.

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

Unit No & Name Detailed Course Content

Structure of ecosystem, Biotic & Abiotic components, Aquatic
1. (Lentic and Lotic) and terrestrial ecosystem.
Ecosystem Global warming - Causes, effects.
Green House Effect, Ozone depletion - Causes, effects
Air pollution, Natural sources of air pollution, Man Made sources of air pollution

Air pollutants and Types, Effects of Particulate Pollutants and control by Cyclone
2.
Air and Pollution separator
Effects of Particulate Pollutants and control by Electrostatic
Precipitator, Air (prevention and control of pollution) act 1981.

Noise pollution: sources of pollution, Measurement of Noise pollution level.

3.
Noise Pollution Effects and Control of Noise pollution.
Noise pollution (Regulation and Control) Rules, 2000
4. Sources of water pollution. Types of water pollutants, Characteristics of water
Water and Soil pollutants.
Pollution: Control measures of water pollution.
Definition and list unit operations in water and WasteWater
Treatment process, Water (prevention and control of pollution) act 1974.

Water conservation – Importance of Rain Water Harvesting

Soil pollution, Causes and Effects due to Fertilizers, Pesticides and Insecticides

Preventive measures of Soil Pollution due to Excessive use of

Fertilizers, Pesticides and Insecticides.
Solar Energy: Basics of Solar energy.
Solar collectors and advantages of Advanced solar collectors.
Solar water heater, Solar stills and their uses.
Biomass: Overview of biomass as energy source. Thermal
characteristics of biomass as fuel.
Wind energy: Current status and future prospects of wind energy.
Wind energy in India.
5.
 Renewable Need of new Energy sources, Different type’s new energy sources.
sources of Energy Environmental benefits of New Energy Sources-Hydrogen energy

Environmental benefits of New Energy Sources- Ocean energy resources

Environmental benefits of New Energy Sources-Tidal energy conversion.

Solid waste generation, Sources, Characteristics of solid waste

6. Solid Waste Management rules 2016
Solid Waste E- Waste generation Sources and characteristics, E waste management
Management rules 2016
And Plastic Waste generation Sources and characteristics,
Environmental Plastic Waste Sources and characteristics
Acts Recycled plastic rules 2016,Importance of Environment (protection) act 1986,

Occupational health and safety measures.

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

(b) Open source software and website address:

1) www.eco-prayer.org
2) www.teriin.org
3) www.cpcp.nic.in
4) www.cpcp.gov.in
5) www.indiaenvironmentportal.org.in
6) www.whatis.techtarget.com
7) www.sustainabledevelopment.un.org
8) www.conserve-energy-future.com
Teachers should use the following strategies to achieve the various outcomes of the
course.
• Different methods of teaching and media to be used to attain classroom attention.
• Massive open online courses (MOOCs) may be used to teach various topics/subtopics.
• 15-20% of the topics which are relatively simpler or descriptive in nature
should be given to the students for self-learning and assess the development
of competency through classroom presentations.
• Micro-projects may be given to group of students for hand-on experiences
• Encouraging students to visit sites such as Railway station and research
establishment around the institution.