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Elective-II Syllabus for Civil Engineering 6th Sem I – Scheme MSBTE

InI Labs MH — Sun, 26 Jul 2020 06:20:53 +0000

Elective-II Syllabus for Diploma in Civil Engineering 6th Sem I – Scheme MSBTE gives complete Syllabus information for 6th Sem Civil Engineering, I – scheme right from the MSBTE official website and is presented for the diploma students. Follow the links in the scheme table for the detailed Syllabus of each subject. We make sure all subjects are up to date and have the latest information.

For detailed Syllabus of all other subjects of CE 6th Sem, I – scheme do visit Civil Engineering 6th Sem Syllabus for I – scheme.For all the other Civil Engineering 6th Sem I – Scheme MSBTE subjects do refer to Civil Engineering 6th Sem I –. The detail syllabus for elective-ii syllabus for diploma in civil engineering 6th sem i – scheme msbte is as follows.

Sl no	Course Code	Course Title	Course Abbrevation	L	T	P	Credit	Exam Duration in Hrs	ESE(Max Marks)T	ESE(Min Marks)T	PA(Max Marks)T	Total Max Marks T	Total Min Marks T	ESE(Max Marks)P	ESE(Min Marks)P	PA(Max Marks)P	PA(Min Marks)P	Total Max Marks P	Total Min Marks P	Grand Total
	22605	Solid Waste Management	SWM	3	–	2	5	3	70	28	30*	100	40	25#	10	25	10	50	20	150
5	22606	Earthquake Resistant Buildings	ERB	3	–	2	5	3	70	28	30*	100	40	25#	10	25	10	50	20	150
	22607	Advanced Design of Structures	ADE	3	–	2	5	4	70	28	30*	100	40	25#	10	25	10	50	20	150

Don’t forget to download iStudy App for the latest syllabus, results, class timetable and many more features. In case of questions, don’t feel shy to leave a comment or leave feedback in the iStudy app for faster response.

For the results of Diploma 6th Sem, kindly visit MSBTE Diploma 6th Sem direct result link.

Wishing you great luck ahead.

22607: Advanced Design of Structures Syllabus for Civil Engineering 6th Sem I – Scheme MSBTE (Elective-II)

InI Labs MH — Sun, 26 Jul 2020 06:20:52 +0000

Advanced Design of Structures detailed Syllabus for Civil Engineering (CE), I – scheme has been taken from the MSBTE official website and presented for the diploma students. For Subject Code, Subject Name, Lectures, Tutorial, Practical/Drawing, Credits, Theory (Max & Min) Marks, Practical (Max & Min) Marks, Total Marks, and other information, do visit full semester subjects post given below.

For all the other Civil Engineering CE syllabus for 6th Sem, do visit Diploma in Civil Engineering 6th Sem I – Scheme. For all the Civil Engineering Elective-II subjects refer to Civil Engineering Elective-II Scheme. The detail syllabus for advanced design of structures is as follows.

Advanced Design of Structures

Rationale:

For the complete Syllabus, results, class timetable, and many other features kindly download the iStudy App
It is a lightweight, easy to use, no images, and no pdfs platform to make students’s lives easier.
.

List of Competencies:

The aim of this course is to help the student to attain the following industry identified competency through various teaching learning experiences:

Design Steel and RCC structural components using relevant software.

COURSE OUTCOMES (COs)

The theory, practical experiences and relevant soft skills associated with this course are to be taught and implemented, so that the student demonstrates the following industry oriented COs associated with the above mentioned competency:

Design the steel tension members under different loading conditions.
Design the steel compression members under different loading conditions.
Design the doubly-reinforced rectangular RCC beams under different loading conditions.
Design the Flanged RCC beams under different loading conditions.
Design waist slabs of RCC dog legged staircase.
Design the circular columns and the isolated RCC rectangular column footings.

SUGGESTED PRACTICALS/ EXERCISES

Performance Indicators

Interpretation of given data and its presentation. 10
Selection of sketches /Process of designing of the given structural components using relevant I.S. Codes /writing of visit report. 30
Precision in sketch book, sheets and report and its neatness, cleanliness. 30
Individual work and working in groups 20
Submission of assigned work in time 10

The above PrOs also comprise of the following social skills/attitudes which are Affective Domain Outcomes (ADOs) that are best developed through the laboratory/field based experiences:

Follow safety practices.
Practice good housekeeping.
Work as a leader/a team member.
Follow ethical Practices.

The ADOs are not specific to any one PrO, but are embedded in many PrOs. Hence, the acquisition of the ADOs takes place gradually in the student when s/he undertakes a series of practical experiences over a period of time. Moreover, the level of achievement of the ADOs according to Krathwohls Affective Domain Taxonomy should gradually increase as planned below:

Valuing Levelin 1st year.
Organization Level* in 2nd year.
Characterization Level* in 3rd year.

MAJOR EQUIPMENT/ INSTRUMENTS REQUIRED

The major equipment with broad specification mentioned here will usher in uniformity in conduct of experiments, as well as aid to procure equipment by administrators.

Computers 14, 17, 20 and 25
Printers 14, 17, 20 and 25
Available CAD software 14, 17, 20 and 25

UNDERPINNING THEORY COMPONENTS

Unit -1 Design of Steel Tension Members (Limit State Method)

Outcomes:

Suggest the type of the steel sections from the given data that can be used as tension member in the given structure with justification.
Explain the method of computing the capacity of the given tension member for given end connection.
Design the given tension member for the given situation from the specified data.

Topics:

Types of sections used for Tension members.
Strength of tension member governed by yielding of section, rupture of net cross-section and block shear.
Design of axially loaded single angle and double angle tension members with bolted and welded connections.

Unit- II Design of Steel Compression Members (Limit State Method)

Outcomes:

Suggest the type of the given steel sections that can be used as a compression member with justification.
Explain the method of computing the capacity of the given compression member for given end conditions.
Design the given compression member for the specified situation from the given data.
Explain with sketches the single and double lacing system for the given built up columns of the specified structure.
Explain with sketch the battening system for the given built up columns of the given structure.

Topics:

Types of sections used as compression member. Calculation of effective length, radius of gyration and slenderness ratio. Permissible values of slenderness ratio as per IS 800. Design compressive stress.
Strength of axially loaded single and double angle struts connected by bolted and welded connections with gusset plate only. Limits of width to thickness ratios to prevent local buckling.
Design of axially loaded single angle and double angle compression members with bolted and welded connections.
Introduction to built up sections, lacing and battening (Meaning and purpose). Diagrams of single and double lacing and battening system. (No numerical problems)

Unit III- Analysis and Design of Doubly Reinforced Rectangular Concrete Sections by Limit State Method

Unit-IV Analysis and Design of Flanged Concrete Beams by Limit State Method

Outcomes:

Determine the reinforcement for the specified section for its use as a flanged section from the given data.
Explain the procedure of calculating the effective flange width of the specified flanged beam under given situation.
Explain the method of computing ultimate moment of resistance of the given flanged section.
Calculate Ast required for the specified flanged beam for case of neutral axis lying in the flange from the given data.

Topics:

Meaning and conditions for formation of flanged (T and L) beams as per IS 456:2000, comparison with rectangular beams, effective width of flange.
Analysis of singly reinforced flanged beams having neutral axis in flange or web. Determination of Moment of Resistance.
Determination of reinforcement in a singly reinforced flanged beam for the given dimensions. (Neutral axis lies in flange only).

Unit -V Design of RCC Staircase Slab by Limit State Method

Outcomes:

Explain the procedure to calculate different loads on the waist slab of the given dog legged staircase from the given data.
Design the waist slab of the given dog legged staircase from the given data.
Draw reinforcement detailing diagram for the flight from the given data of the given dog legged staircase.
Describe the method of determining the live load for the given type of the building.

Topics:

Various clauses in IS456-2000 regarding effective span and load calculation for typical flight of a dog legged staircase.
Live load on staircase of different types of buildings such as residential, office, commercial, public, factory etc.
Load calculation for a typical flight of a dog legged staircase with load distribution on landing slab as per IS 456-2000.
Design of waist slab of a dog legged staircase for given rise, tread, width, and number of steps, with supporting beams at the ends of flight, parallel to steps.
Reinforcement detailing of typical flight of dog legged staircase.

Unit -VI Design of RCC Circular Column and Rectangular Footing by Limit State Method

SUGGESTED STUDENT ACTIVITIES

Other than the classroom and laboratory learning, following are the suggested student-related co-curricular activities which can be undertaken to accelerate the attainment of the various outcomes in this course: Students should conduct following activities in group and prepare reports of about 5 pages for each activity, also collect/record physical evidences for their (students) portfolio which will be useful for their placement interviews:

Prepare journals based on practical performed in laboratory.
Give seminar on relevant topic.
Undertake micro-projects.

SUGGESTED SPECIAL INSTRUCTIONAL STRATEGIES (if any)

These are sample strategies, which the teacher can use to accelerate the attainment of the various learning outcomes in this course:

Massive open online courses (MOOCs) may be used to teach various topics/sub topics.
L in item No. 4 does not mean only the traditional lecture method, but different types of teaching methods and media that are to be employed to develop the outcomes.
About 15-20% of the topics/sub-topics which is relatively simpler or descriptive in nature is to be given to the students for self-directed learning and assess the development of the COs through classroom presentations (see implementation guideline for details).
With respect to item No. 10, teachers need to ensure to create opportunities and provisions for co-curricular activities.
Guide students in undertaking micro-projects.
Demonstrate students thoroughly before they start doing the practice.
Encourage students to refer different websites to have deeper understanding of the subject.
Observe continuously and monitor the performance of students in Lab.
Demonstrate students thoroughly before they start doing the practice.
Encourage students to refer different websites to have deeper understanding of the subject.

SUGGESTED MICRO-PROJECTS

SUGGESTED LEARNING RESOURCES :

Design of Steel Structures Dayarathnam, P. S. Chand and Company, Delhi, 2012 ISBN-13: 978-8121923200
Design of Steel Structures Sairam, K.S. Pearson Publication, Delhi,2015 ISBN-13:9332516308
Fundamentals of Reinforced Concrete Sinha N.C. Roy S.K. S. Chand and Co., New Delhi, 2007. ISBN-13: 978-8121901277
Reinforced Concrete Design Principles and Practice Krishna Raju, N.Pranesh, R.N. New Age International, umbai,2018 ISBN-13: 9788122414608
Reinforced concrete Design Pillai, S.U. Menon, Devdas McGraw Hill Publications, New Delhi,2017; ISBN: 978-0070141100
Limit State Design of Reinforced Concrete Varghese, P. C. PHI Learning Private Limited, Delhi, 2008, ISBN: 978-8120320390

I.S. Codes:

IS 800-2007 Indian Standard code of practice for use of structural steel in general building construction , BIS New Delhi.
IS-875-1987 Part-1 to 5: Indian Standard Code for Loading Standards.
IS hand book No. 1 Properties of structural steel rolled section.
Steel tables
IS 456:2000 – Plain and Reinforced concrete code of Practice
SP16- Design Aids for reinforced concrete to IS 456
I.S. 875 (Part 1-5) – 1987 code of practice of design loads for Buildings and structures.
SP 24 – Explanatory Handbook on IS 456
SP34: 1987 – Handbook on concrete reinforcement and Detailing.

SOFTWARE/LEARNING WEBSITES

For detail Syllabus of all other subjects of Civil Engineering, 6th Sem, scheme I -, visit Civil Engineering 6th Sem Syllabus for I – Scheme.

For all Civil Engineering results, visit MSBTE Civil Engineering all semester results.

22606: Earthquake Resistant Buildings Syllabus for Civil Engineering 6th Sem I – Scheme MSBTE (Elective-II)

InI Labs MH — Sun, 26 Jul 2020 06:20:52 +0000

Earthquake Resistant Buildings detailed Syllabus for Civil Engineering (CE), I – scheme has been taken from the MSBTE official website and presented for the diploma students. For Subject Code, Subject Name, Lectures, Tutorial, Practical/Drawing, Credits, Theory (Max & Min) Marks, Practical (Max & Min) Marks, Total Marks, and other information, do visit full semester subjects post given below.

Earthquake Resistant Buildings

Rationale:

List of Competencies:

The aim of this course is to help the student to attain the following industry identified competency through various teaching learning experiences:

Execute construction of earthquake resistant buildings using relevant IS code provisions.

COURSE OUTCOMES (COs)

Execute the principles of earthquake resistant buildings in the constructions.
Relate the failure in the structures on the basis of the intensity of damage.
Select the relevant shape of building for seismic sustainability of structures.
Execute the relevant method of removal of defect in structures causing failure.
Execute the relevant provisions of IS code in construction of earthquake resistant buildings.
Execute the post-earthquake management system.

SUGGESTED PRACTICALS/ EXERCISES

Performance Indicators

Interpretation of data and its presentation. 10
Selection of case studies/ collection of data and its relevance/process followed in analysis, estimate, drawing and interpretation 30
Precision in drawing sketches /data collection/ presentation, neatness, cleanliness, relevance with COs 30
Individual work and working in groups 20
Submission of assigned work in time 10

The above PrOs also comprise of the following social skills/attitudes which are Affective Domain Outcomes (ADOs) that are best developed through the laboratory/field based experiences:

Follow safety practices.
Practice good housekeeping.
Work as a leader/a team member.
Follow ethical Practices.

Valuing Levelin 1st year.
Organization Level* in 2nd year.
Characterization Level* in 3rd year.

MAJOR EQUIPMENT/ INSTRUMENTS REQUIRED

The major equipment with broad specification mentioned here will usher in uniformity in conduct of experiments, as well as aid to procure equipment by administrators.

Concrete core cutter 10
Rebound Hammer 8
Ultrasonic Pulse Velocity Equipment 9
Compression Testing Machine, capacity minimum 2000 kN. 10
Any design related software such as STAAD Pro/ STRUDS etc. 14

UNDERPINNING THEORY COMPONENTS

Unit -1 Basics of earthquake phenomena

Outcomes:

Explain the method of determining the magnitude of the earthquake occurred in the given type of structure in the specified seismic zone.
Classify seismic waves on the basis of given criteria in the given situation.
Select the relevant Seismic zone for the given area using seismic zone map.
Describe the different safety measures required to minimize the damage in the given zone.
Explain the procedure to increase resistance against earthquake of the given building in the given seismic zone.

Topics:

Definition and meaning of terms: Focus, Epicenter, Focal depth, foreshocks, aftershocks, magnitude and intensity of Earthquake. Seismic waves, Body waves.
Natural period, fundamental natural period, nodal natural period, response spectrum, seismic mass, seismic weight, structural response factor, time history analysis, earthquake zones, zone map, zero period acceleration.
Measurement of earthquake shaking and its working principle, Richter scale.
Guidelines for Earthquake preparedness: Individual, Home and community planning.

Unit- II Causes and effects of earthquake

Outcomes:

Classify the earthquake on the basis of given criteria.
Explain the procedure of formation of the earth and movement of tectonic plates for the given earthquake zone.
Explain the elastic rebound theory method of determining the intensity of earthquake occurred in the specified zone.
Compare the given type of failure of building with another type of failure occurred due to earthquakes in the specified zone based on the given criteria.

Topics:

Causes and effects of earthquake
Formation of earth and its cores. Formation, types and movement of tectonic plates, Elastic rebound theory, Types of earthquake and Faults.
Ground shaking, Ground failure, Tsunami and fire.

Unit III- Planning and design aspects

Unit -IV Concrete and masonry buildings

Outcomes:

Describe the type of damage occurred in the given type of buildings based on earthquake intensity in the given seismic zone.
Explain the causes of the failure observed in the given type of the building from the given seismic zone.
Correlate damage of building for the given type of masonry building for the given data.
Compare the types of damages before and after earthquake with reference to the given data.

Topics:

Typical damage and failure patterns of brick masonry, causes of damages in brick masonry.
Damage to RCC buildings: Sliding of roof support, falling of infill walls, crushing of column ends, diagonal cracking of column beam joints, pulling out of reinforcement bars, foundation sinking and tilting.
Typical damage and failure of stone masonry, causes of damages in stone masonry

Unit -V Codal provisions and design philosophy

Outcomes:

Explain the relevant provisions of IS codes for construction of earthquake resistant building for the given seismic zone.
Check reinforcement requirements for the given structural element from the given data as per IS: 13920-1993.
Explain the relevant method of calculating the base shear for the given building frames as per relevant IS provision.
Explain the provisions of IS: 4326:1993 to improve seismic behavior of masonry buildings in the given seismic zone.
Integrate the relevant provisions of IS: 13920 in design of earthquake resistant building to be constructed in the given seismic zone.

Topics:

Codal Provision and Design Philosophy :
IS: 1893 (part I)-2002: General provisions and principles for design of earthquake resistant buildings: Definition of seismic zone factor, Importance factor, damping, critical damping, floor spectra, seismic mass.- seismic weight. meaning of soft storey, storey drift, assumptions in earthquake resistant design of structure.(No numerical)
IS: 13920-1993 Ductile detailing, meaning of ductility, need of ductility in concrete structure, , critical sections in the building where ductile detailing is required, typical sketches with reinforcement details of columns, beams and beam column connections showing longitudinal steel , splicing of steel, transverse steel, stirrups as per IS: 13920. (No numerical)
Determination of design base shear using equivalent static lateral force method, distribution of design base shear.
IS:4326:1993 Recommended provisions to improve seismic resistance of buildings earthquake resistance of masonry buildings: mortar, wall enclosure, openings in walls, masonry bond, horizontal bands, section of bands, dowels at corners and junctions, vertical reinforcement in walls

Unit -VI Postearthquake management

SUGGESTED STUDENT ACTIVITIES

Prepare journals based on practical performed in laboratory/data collection/case studies.
Give seminar on relevant topic.
Undertake micro-projects.
Study any two case studies of past earthquake in Maharashtra.
Study any two case studies of past earthquakes in India
Study any two case studies of past earthquakes in World
Study of minimum earthquake related to magnitude, intensity, epicenter and damages caused.
Study of tsunami after earthquake.
Indian standard provisions for earthquake resistant structures for your regions.
Behavior of old masonry structures during earthquake.
Effect of earthquakes on reservoirs/dams.
Behavior of steel structures during earthquake.
Effect of earthquakes on liquefaction of soils during earthquake.
Behavior of buildings with open parking during earthquake.

SUGGESTED SPECIAL INSTRUCTIONAL STRATEGIES (if any)

These are sample strategies, which the teacher can use to accelerate the attainment of the various learning outcomes in this course:

Massive open online courses (MOOCs) may be used to teach various topics/sub topics.
Z in item No. 4 does not mean only the traditional lecture method, but different types of teaching methods and media that are to be employed to develop the outcomes.
About 45-20% of the topics/sub-topics which is relatively simpler of descriptive in nature is to be given to the students for self-directed learning and assess the development of the COs through classroom presentations (see implementation guideline for details).
With respect to item No. 10, teachers need to ensure to create opportunities and provisions for co-curricular activities.
Guide students in undertaking micro-projects.
Demonstrate students thoroughly before they start doing the practice.
Encourage students to refer different websites to have deeper understanding of the subject.
Observe continuously and monitor the performance of students in Lab.
Demonstrate students thoroughly before they start doing the practice.
Encourage students to refer different websites to have deeper understanding of the subject.

SUGGESTED MICRO-PROJECTS

SUGGESTED LEARNING RESOURCES :

Earthquake Resistant Design of Structures Agarwal, Pankaj Shrikhande, Manish PHI Learning, Delhi,2011 ASIN: B00K7YFYVE ISBN-13 9788120328921
Elements of Earthquake Engineering Jai Krishna , A. R. Chandrashekharan Chandra, B. South Asian Publishers Pvt Ltd, Delhi, 2014, ISBN13 9788180142192
Earthquake Resistant Design of Structures Duggal, S. K. Oxford University Press, Delhi, 2013 ISBN-13 9780198083528 LS. Codes:

I.S CODES:

IS 1893( Part I):2002 ,Indian Standard Criteria for Earthquake Resistant Design of Structures- General Provisions and Buildings , BIS, New Delhi.
IS 13920:1993 Ductile Detailing of Reinforced Concrete Structures subjected to Seismic forces-Code of Practice, BIS, New Delhi.
IS 456:2000 – Plain and Reinforced concrete code of Practice
l.S. 875 (Part 1-5) – 1987 code of practice of design loads for Buildings and structures
IS 13935- Repair and seismic strengthening of building: Guidelines
IS 4326-1993 Earthquake resistant design and construction of buildings
IITK-BMTPC Earthquake Tips- IIT Kanpur
A CD on Earthquake Engineering- An ICJ Compilation

SOFTWARE/LEARNING WEBSITES

For detail Syllabus of all other subjects of Civil Engineering, 6th Sem, scheme I -, visit Civil Engineering 6th Sem Syllabus for I – Scheme.

For all Civil Engineering results, visit MSBTE Civil Engineering all semester results.

22605: Solid Waste Management Syllabus for Civil Engineering 6th Sem I – Scheme MSBTE (Elective-II)

InI Labs MH — Sun, 26 Jul 2020 06:20:51 +0000

Solid Waste Management detailed Syllabus for Civil Engineering (CE), I – scheme has been taken from the MSBTE official website and presented for the diploma students. For Subject Code, Subject Name, Lectures, Tutorial, Practical/Drawing, Credits, Theory (Max & Min) Marks, Practical (Max & Min) Marks, Total Marks, and other information, do visit full semester subjects post given below.

Solid Waste Management

Rationale:

List of Competencies:

The aim of this course is to help the student to attain the following industry identified competency through various teaching learning experiences:

Manage the solid waste effectively to maintain the hygienic conditions.

COURSE OUTCOMES (COs)

Identify the different sources of solid wastes.
Execute the relevant method of collection and transportation of solid wastes.
Execute an action plan for disposal of solid wastes.
Implement the relevant method for disposal of Bio-medical wastes.
Implement the relevant method for disposal of Industrial wastes and E-waste.
Implement the relevant laws related to solid waste management.

SUGGESTED PRACTICALS/ EXERCISES

Performance Indicators

Safety measures during visit 20
Observations and Recording 30
Answer to sample questions 20
Submission of report in time 30

The above PrOs also comprise of the following social skills/attitudes which are Affective Domain Outcomes (ADOs) that are best developed through the laboratory/field based experiences:

Follow safety practices.
Practice good housekeeping.
Work as a leader I team member.
Follow ethical practices.

Valuing Levelin 1st year.
Organization Level* in 2nd year.
Characterization Level* in 3rd year.

MAJOR EQUIPMENT/ INSTRUMENTS REQUIRED

The major equipment with broad specification mentioned here will be useful in uniformity in conduct of experiments, as well as aid to procure equipment by adiministrators.

Specific Uniform, Helmet, Goggle, Hand Gloves, specific shooes etc. 6-11
Use of specific models and charts for explanation regarding solid waste management practices. 6-11
Demonstration of specific Documentary, films or animated film related to solid waste management practices 6-11

UNDERPINNING THEORY COMPONENTS

Unit I Fundamental s of solid waste management

Outcomes:

Explain the principles of waste reduction in the given condition.
Classify the given solid wastes according to their sources.
Describe the characteristics of the given solid wastes.
Justify the need of solid waste management in the given situation.
Assess the impact of solid waste management on the environment in the given situation.
List the factors generating solid wastes in the given specific area with justification.

Topics:

Definition of solid waste
Meaning of different solid waste -Domestic Waste, commercial waste, industrial waste, market waste, agricultural waste, biomedical waste, E-waste, hazardous waste, institutional waste
Sources of solid waste, Classification of solid waste -hazardous and non- hazardous waste.
Physical and chemical characteristics of municipal solid waste.
Impact of solid waste on environment.
Solid waste management techniques – solid waste management hierarchy, waste prevention and waste reduction techniques.
Factors affecting the solid waste generation.

Unit- II Storage, Collection and Transportati on of Municipal Solid Waste

Outcomes:

Suggest the relevant method of storage of solid waste for the given site conditions with justification.
Explain the relevant method of collecting the solid waste in the given situation.
Implement the relevant techniques for management of solid waste in the given area.
Suggest the relevant transportation system for transporting the municipal solid waste at the given location with justification.
Propose the organization chart required to manage solid waste for the given village / town / city of your locality.

Topics:

Storage of solid waste
Collection methods of solid waste
Tools and Equipment-Litter Bin, Broom, Shovels, Handcarts, Mechanical road sweepers, Community bin – like movable and stationary bin
Transportation of municipal waste.
Transportation vehicles with their capacity Working -Animal carts, Auto .vehicles; Tractors or Trailers, Trucks, Dumpers, Compactor vehicles. Transfer stationmeaning, necessity, location
Role of rag pickers and their utility for society
Organization pattern of solid waste management system, practices according to Population of the town or city.

Unit- III Disposal of Municipal Solid Waste

Unit- IV Biomedical Waste management and Health aspects and public Involvement in Solid Waste Management

Outcomes:

Compare the characteristics of the given type of biomedical waste with other given type of waste material.
Describe the different sources of generating the given type of biomedical waste in the given locality.
Classify the biomedical waste on the basis of given criteria.
Explain the method of executing the disposal of the given type of biomedical waste in the given area.
Explain the ill effects on the health of humans handling the given type of solid waste in the given area.
Justify the need of public participation in effective implementations of schemes managing the given type of solid waste in the given area.

Topics:

Biomedical Waste Management

Definition of Bio medical Waste.
Sources and generation of Biomedical Waste
Classification of Biomedical Waste.
Management technologies.

Health aspects and public Involvement in solid waste management

Health aspects during handling and processing
Health problems during time of segregation, recovery, recycling and reuse of solid waste.
Public involvement and participation in solid waste management practices.

Unit -V Industrial waste management and E-waste waste management

Outcomes:

Explain the relevant method of disposal of given type of industrial waste.
Classify the industrial waste based on the given criteria.
Describe the process of controlling the generation of Given type of industrial waste at the given site.
Suggest the relevant appliance for the disposal of given type of E-waste with justification
Explain the ill effects of given type of E-waste on the environment of that area.
Suggest the relevant method of recycling and disposal of the given type of E-waste in the given situation.

Topics:

Industrial waste Management:

Variety of industrial waste
Collection and disposal of industrial waste,
Control measures for industrial waste,
Recycling of industrial waste.

E-waste Management

Definition of E- waste, Varieties of E- wastes, Dangers of E- waste,
Recycling of E- waste.
Disposal of E- waste.

Unit -VI Legal aspects of solid waste management

SUGGESTED STUDENT ACTIVITIES

Preparation of charts showing solid waste management techniques.
Preparation of charts showing tools, equipment, vehicles and machineries used in solid waste management practices.
Preparation of compost using decomposable waste material at home adopting appropriate method.
Preparation of compost using decomposable waste material at the institute adopting appropriate method.
Preparation of vermicompost using decomposable waste material and worms at home.
Preparation of vermicompost using decomposable waste material and worms at institute.
Recycling of plastic wastes obtained from various sources and study the machineries and outcome product.

SUGGESTED SPECIAL INSTRUCTIONAL STRATEGIES (if any)

These are sample strategies, which the teacher can use to accelerate the attainment of the various learning outcomes in this course:

Massive open online courses (MOOCs) may be used to teach various topics/sub topics.
L in item No. 4 does not mean only the traditional lecture method, but different types of teaching methods and media that are to be employed to develop the outcomes.
About 15-20% of the topics/sub-topics, which is relatively simpler or descriptive in nature, is to be given to the students for self-directed learning and assess the development of the COs through classroom presentations (see implementation guideline for details).
With respect to item No. 10, teachers need to ensure to create opportunities and provisions for co-curricular activities.
Guide students in undertaking micro-projects.
Arrange visit to nearby newly started site for understanding various solid waste management practices.
Show video/animation films to explain various instruments used in solid waste management practices.

SUGGESTED MICRO-PROJECTS

SUGGESTED LEARNING RESOURCES

Solid Waste Management Bhide A. D Indian National Scientific Documentation Centre, New Delhi Edition 1983 ASIN: B0018MZ0C2
Solid Waste Techobanoglous George; Kreith, Frank McGraw Hill Publication, New Delhi 2002, ISBN 9780071356237
Environmental Studies Manjunath D. L. Pearson Education Publication, New Delhi, 20061SBN-I3: 978-8131709122
Solid Waste Management Sasikumar K. PHI learning, New Delhi, 2009 ISBN 8120338693
Environmental Pollution Khopkar S. M. New Age International limited, Delhi, 2007, ISBN 8122415075
Environmental Studies Basak Anindita Pearson Publication, Delhi, 2009 ISBN : 8131785688, 9788131785683
Environmental Pollution Control Engineering Rao C. S. New Age International, 2006, New Delhi, ISBN-13: 978-8122418354
Prospect and Perspectives of Solid Waste Management Hosetti B. B. New Age International Publisher, 2006 New Delhi, ISBN-13: 978-8122417777

SUGGESTED SOFTWARE/LEARNING WEBSITES

www.hsagolden.com
www.almitrapatel.com
www.yousee.in
www.skgsangha.org
www.epa.gov/epaoswer/non-hw/muncipal/index.htm
En.wikipedia.org/waste-management

For detail Syllabus of all other subjects of Civil Engineering, 6th Sem, scheme I -, visit Civil Engineering 6th Sem Syllabus for I – Scheme.

For all Civil Engineering results, visit MSBTE Civil Engineering all semester results.

Elective-I Syllabus for Civil Engineering 5th Sem I – Scheme MSBTE

InI Labs MH — Sun, 26 Jul 2020 06:20:50 +0000

Elective-I Syllabus for Diploma in Civil Engineering 5th Sem I – Scheme MSBTE gives complete Syllabus information for 5th Sem Civil Engineering, I – scheme right from the MSBTE official website and is presented for the diploma students. Follow the links in the scheme table for the detailed Syllabus of each subject. We make sure all subjects are up to date and have the latest information.

For detailed Syllabus of all other subjects of CE 5th Sem, I – scheme do visit Civil Engineering 5th Sem Syllabus for I – scheme.For all the other Civil Engineering 5th Sem I – Scheme MSBTE subjects do refer to Civil Engineering 5th Sem I –. The detail syllabus for elective-i syllabus for diploma in civil engineering 5th sem i – scheme msbte is as follows.

Sl no	Course Code	Course Title	Course Abbrevation	L	T	P	Credit	Exam Duration in Hrs	ESE(Max Marks)T	ESE(Min Marks)T	PA(Max Marks)T	Total Max Marks T	Total Min Marks T	ESE(Max Marks)P	ESE(Min Marks)P	PA(Max Marks)P	PA(Min Marks)P	Total Max Marks P	Total Min Marks P	Grand Total
5	22505	Rural Development	RDE	3	–	2	5	3	70	28	30*	100	40	25@	10	25	10	50	20	150
	22506	Energy Conservation and Green Building	ECG	3		2	5	3	70	28	30*	100	40	25@	10	25	10	50	20	150
	22507	Traffic Engineering	TEN	3	–	2	5	3	70	28	30*	100	40	25@	10	25	10	50	20	150
	22508	Precast and Pre-Stressed Concrete	PPC	3	–	2	5	3	70	28	30*	100	40	25@	10	25	10	50	20	150

For the results of Diploma 5th Sem, kindly visit MSBTE Diploma 5th Sem direct result link.

Wishing you great luck ahead.

22508: Precast and Pre-Stressed Concrete Syllabus for Civil Engineering 5th Sem I – Scheme MSBTE (Elective-I)

InI Labs MH — Sun, 26 Jul 2020 06:20:50 +0000

Precast and Pre-Stressed Concrete detailed Syllabus for Civil Engineering (CE), I – scheme has been taken from the MSBTE official website and presented for the diploma students. For Subject Code, Subject Name, Lectures, Tutorial, Practical/Drawing, Credits, Theory (Max & Min) Marks, Practical (Max & Min) Marks, Total Marks, and other information, do visit full semester subjects post given below.

For all the other Civil Engineering CE syllabus for 5th Sem, do visit Diploma in Civil Engineering 5th Sem I – Scheme. For all the Civil Engineering Elective-I subjects refer to Civil Engineering Elective-I Scheme. The detail syllabus for precast and pre-stressed concrete is as follows.

Precast and Pre-Stressed Concrete

Rationale:

Competency:

The aim of this course is to help the student to attain the following industry identified competency through various teaching learning experiences:

Execute effectively construction work involving precast and pre-stressed concrete

Course Outcomes:

The theory, practical experiences and relevant soft skills associated with this course are to be taught and implemented, so that the student will be able to demonstrate the following industry oriented COs associated with the above mentioned competency:

Select the relevant precast concrete element for a given type of construction.
Use the relevant components for the prefabricated structure .
Justify the relevance of pre-stressed element in a given situation.
Select the relevant methods / systems for given construction work.
Evaluate losses in a given pre-stressed concrete construction.
Propose a suitable cable profile for the given pre-stressed concrete member.

Suggested Exercises:

Instruments Required:

The major equipments with broad specifications mentioned here will usher in uniformity in conduct of experiments, as well as aid to procure equipments by administrators.

Equipment Name with Broad Specifications

Hot air electric oven having temperature range 5U C to 250u C, removable 2-3 stainless steel shelves, thermostat, digital temp controller, with mineral wool insulation, door walls with silicon rubber gasket and lock
Digital display balance of capacity 10 kg having LC 10 gm and of capacity 30 kg having LC 10 gm
Test frame for load test for manhole covers
Universal Testing Machine: Capacity – 1000 kN. Type: Mechanical type / digital, electrically Operated with accessories such as
1. Tensile test attachment for wire specimen,
2. Compression test attachment,
3. Transverse test attachment with bending Punch, along with service tools and operation manual
Compression Testing Machine: Digital display manual control compression testing; machine; Max. Capacity (KN): 2000 ; Measuring range: 4%-100% of FS; Max. distance between two platen (mm): 330; Compression plate size (mm): 220×220; Max. piston stroke (mm): 0-20; Max. piston speed (mm/min): Approx. 30; Column clearance 300×200; Oil pump motor power (KW): 1 5

Unit 1

Precast concrete Elements

Total Teaching Hours – 08

Distribution of Theory Marks

R Level – 02

U Level – 04

A Level – 06

Total Marks – 12

Unit Outcomes (UOs) (in cognitive domain)

Explain the concepts of precast concrete in the given situation.
Select the material of relevant specifications for the given pre-cast elements.
Describe the design considerations and IS provisions for given precast element.
Classify the joints of the given pre-cast elements.
Recommend the precast element in the given situation on the basis of different test carried on it.
Justify the need of different tests to decide the relevance of precast element in the given situation.

Topics and Sub-topics

Advantages and disadvantages of precast concrete members,
Materials used- PCC, RCC, PSC, SCC, Ferro-cement, Aerated and Foam concrete
Non-structural Precast elements – Paver blocks, Fencing Poles, Transmission Poles, Manhole Covers, Hollow and Solid Blocks, Door & Window frames, curb stones.
Structural Precast elements – tunnel linings, Canal lining, Box culvert, bridge panels, foundation, sheet piles
Materials required, IS specifications, casting tolerances, fabricating systems, design considerations, joints, testing, storage and transportation, equipment; for elements mentioned above
Testing of Precast components

Unit 2

Unit 3

Introduction to Prestressed Concrete

Total Teaching Hours – 06

Distribution of Theory Marks

R Level – 02

U Level – 02

A Level – 04

Total Marks – 08

Unit Outcomes (UOs) (in cognitive domain)

Explain the principle of pre-stressing the given element.
Describe the applications of prestressed concrete elements in the given situation.
Distinguish the PSC with other construction materials in given situation.
Justify the need of high strength material for PSC.
Select relevant type of pre-stressing steel for given member.

Topics and Sub-topics

Principle of pre-stressed concrete and basic terminology.
Applications of pre-stressed concrete
Advantages and disadvantages of prestressed concrete
Materials used and their properties, Necessity of high-grade materials
Types of Pre-stressing steel -Wire, Cable, tendon, Merits-demerits and applications

Unit 4

Methods and systems of prestressing

Total Teaching Hours – 06

Distribution of Theory Marks

R Level – 00

U Level – 04

A Level – 04

Total Marks – 08

Unit Outcomes (UOs) (in cognitive domain)

Select the relevant method of pre-stressing for given structural element.
Illustrate the merits and demerits for given method/system of prestressing.
Explain Hoyer system of pre-tensioning with diagram.
Explain relevant system of post- tensioning based on the given criteria with diagram.

Topics and Sub-topics

Methods of pre-stressing – Internal and External pre-stressing, Pre and Post tensioning- applications, merits and demerits
Systems for pre tensioning – process, applications, merits and demerits – Hoyer system
Systems for post-tensioning – process, applications, merits and demerits -Freyssinet system, Magnel Blaton system, Gifford Udall system.
Cover requirement for tendons

Unit 5

Unit 6

Analysis and design of Prestressed rectangular beam section

Total Teaching Hours – 10

Distribution of Theory Marks

R Level – 02

U Level – 04

A Level – 08

Total Marks – 14

Unit Outcomes (UOs) (in cognitive domain)

Explain the assumptions made in the analysis of pre-stressed concrete beams
Outline the cable profiles in the given situation.
Predict the effect of the given cable profile on fiber stresses.
Calculate maximum stresses induced in given beam
Describe the steps adopted in the design of given pre-stressed beam element.

Topics and Sub-topics

Basic assumptions in analysis of prestressed concrete beams.
Cable Profile in simply supported rectangular beam section – concentric, eccentric straight and parabolic,
Effect of cable profile on maximum stresses at mid span and at support.
Numerical problems on determination of maximum stresses at mid spans with linear (concentric and eccentric) cable profiles only.
Simple steps involved in Design of simply supported rectangular beam section (No numerical Problems)

Note: To attain the COs and competency, above listed UOs need to be undertaken to achieve the Application Level and above of Bloom s Cognitive Domain Taxonomy.

Note:

Legends: R=Remember, U=Understand, A=Apply and above (Blooms Revised taxonomy)

Note: This specification table provides general guidelines to assist student for their learning and to teachers to teach and assess students with respect to attainment of UOs. The actual distribution of marks at different taxonomy levels (of R, U and A) in the question paper may vary from above table.

Suggested Student Activities:

Undertake micro-projects.
Prepare journals based on practical performed in laboratory.
Poster presentation on any one topic.
Prepare short film related to manufacturing process of precast units.
Prepare short film related to pre-stressing process adopted on site.
Market survey specific to properties of various type of materials used in Precast and Pre-stressed concrete.

Suggested Special Instructional Strategies:

Suggested Micro-Projects

Only one micro-project is planned to be undertaken by a student assigned to him/her in the beginning of the semester. S/he ought to submit it by the end of the semester to develop the industry oriented COs. Each micro-project should encompass two or more COs which are in fact, an integration of PrOs, UOs and ADOs. The micro-project could be industry application based, internet-based, workshop-based, laboratory-based or field-based. Each student will have to maintain dated work diary consisting of individual contribution in the project work and give a seminar presentation of it before submission. The total duration of the microproject should not be less than 16 (sixteen) student engagement hours during the course.

In the first four semesters, the micro-project could be group-based. However, in higher semesters, it should be individually undertaken to build up the skill and confidence in every student to become problem solver so that s/he contributes to the projects of the industry. A suggestive list is given here. Similar micro-projects could be added by the concerned faculty:

Collect pictorial information about pre-stressing jobs
Collect data of pre-stressed components manufactured in your vicinity.
Write a detailed report of visit to any one prefabricated unit.
Collect data for materials required for precast elements, with their suppliers, sale price etc.
Prepare a power point presentation on systems of pre-stressing
Present a seminar on testing of precast units.
Collect samples of at least five precast elements from your area.
Prepare a report on comparison of cast in situ and precast elements with respect to time required, quality and cost.

Suggested Learning Resources:

Pre Cast and Pre Stress Technology: Process, Method and Future Technology Marzuki, Nor Ashikin Createspace Independent Pub ISBN 10: 1499353391 ISBN 13: 978-1499353396
Handbook on Precast Concrete buildings — Indian Concrete Institute
Precast Concrete Structures Elliott, Kim S. CRC Press, New York, 2011 ISBN- 13: 9781498723992
Design Of Pre-stressed Concrete Structures Lin, T.Y. John Wiley and Sons, New York, 2014 ISBN- 8: 0471018988
Pre-stressed Concrete Krishna Raju, N. Tata McGraw Hill, New Delhi, ‘2012 ISBN 10: 1259003361 ISBN 13: 9781259003363
Pre-stressed Concrete Structures Nagarajan, Pravin Pearson Education India ISBN 9332517614, 9789332517615
IS 12592: 2002Precast Concrete Manhole Cover and Frame BIS, New Delhi BIS, New Delhi
IS 15658: Precast concrete blocks for paving – Code of Practice BIS, New Delhi BIS, New Delhi
IS 15916:2011 Building Design and Erection Using Prefabricated Concrete -Code of Practice BIS, New Delhi BIS, New Delhi
IS 15917: 2011 Building Design and Erection Using Mixed/Composite Construction – Code of Practice BIS, New Delhi BIS, New Delhi
IS 458 – 2003 Precast Concrete Pipes (with and without reinforcement) Specification BIS, New Delhi BIS, New Delhi

Software/Learning Websites:

For detail Syllabus of all other subjects of Civil Engineering, 5th Sem, scheme I -, visit Civil Engineering 5th Sem Syllabus for I – Scheme.

For all Civil Engineering results, visit MSBTE Civil Engineering all semester results.

22507: Traffic Engineering Syllabus for Civil Engineering 5th Sem I – Scheme MSBTE (Elective-I)

InI Labs MH — Sun, 26 Jul 2020 06:20:49 +0000

Traffic Engineering detailed Syllabus for Civil Engineering (CE), I – scheme has been taken from the MSBTE official website and presented for the diploma students. For Subject Code, Subject Name, Lectures, Tutorial, Practical/Drawing, Credits, Theory (Max & Min) Marks, Practical (Max & Min) Marks, Total Marks, and other information, do visit full semester subjects post given below.

Traffic Engineering

Rationale:

Competency:

The aim of this course is to help the student to attain the following industry identified competency through various teaching learning experiences:

Execute the working and control of traffic engineering elements.

Course Outcomes:

Analyze the road traffic characteristics.
Undertake various types of road traffic studies.
Use the relevant road traffic signs and markings.
Select the relevant road signals for the given traffic islands
Maintain the road environment.
Suggest preventive measures to avoid accidents by analyzing the traffic conditions at site.

Suggested Exercises:

Instruments Required:

The major equipment with broad specification mentioned here will usher in uniformity in conduct of experiments, as well as aid to procure equipment by authorities concerned.

Equipment Name with Broad Specifications

Computer system (Any computer system with basic configuration.
Drawing board with accessories
LCD Projector with accessories
Measuring tape.
Line dori, white wash, brush

Unit 1

Fundamentals of Traffic Engineering

Total Teaching Hours – 02

Distribution of Theory Marks

R Level – 04

U Level – –

A Level – –

Total Marks – 04

Unit Outcomes (UOs) (in cognitive domain)

Describe the characteristics of road users in the given situation.
Describe the vehicular characteristics for the given situation.
Calculate reaction time of driver in the given situation.
Explain the factors affecting the reaction time for the given situation.

Topics and Sub-topics

Traffic engineering- Definition, objects, scope
Road users characteristics-physical, mental, emotional factors.
Vehicular characteristics-width, length, height, weight, speed, efficiency of breaks.
Road characteristics-gradient, curve of a road, design speed, friction between road and tyre surface.
Reaction time-factors affecting reaction time. PIEV Theory.

Unit 2

Unit 3

Road Signs and Traffic Markings

Total Teaching Hours – 12

Distribution of Theory Marks

R Level – 02

U Level – 08

A Level – 06

Total Marks – 16

Unit Outcomes (UOs) (in cognitive domain)

Interpret the traffic signs at the given road intersection or road.
Suggest the road signs for given traffic situation with justification.
Explain the necessity of pavement markings for given road and road intersection.
Draw the relevant markings on the given pavement.

Topics and Sub-topics

Traffic control devices -definition, necessity, types.
Road signs-definition, objects of road signs.
Classification as per IRC: 67-1977-Mandatory or Regulatory, Cautionary or warning, informatory signs, Location of cautionary or warning sign in urban and non-urban areas, Points to be considered while designing the road signs. Points to be considered while erecting the road signs.
Traffic markings- definition
Classification of traffic markings-carriage way, kerb, object marking and reflector markers

Unit 4

Traffic Signals and Traffic Islands.

Total Teaching Hours – 12

Distribution of Theory Marks

R Level – 02

U Level – 08

A Level – 06

Total Marks – 16

Unit Outcomes (UOs) (in cognitive domain)

Justify the necessity of given traffic signal at the inter section of a road.
Explain the principle of coordinated signals on the given road section.
Categorize the existing traffic island at the given road intersection.
Suggest the relevant measures to guide the traffic in the given situation with justification..

Topics and Sub-topics

Traffic signals-Definition,
Types of signals-Traffic control signals, pedestrian signals, special type of traffic signals,
Types of traffic control signals.-Fixed time, manually operated, traffic actuated signals
Location of signals
Compute signal time by fix time cycle, trail cycle, approximate, Websters and IRC method and sketch timing diagram for each face.
Traffic islands-Definition, advantages and disadvantages of providing islands.
Types of traffic islands-rotary or central, channelizing or Refuge Island.
Road intersections or junctions-Definition, Types of road intersection.
Intersection at grade- Types, basic requirements of good intersection at grade.
Grade separated intersectionadvantages and disadvantages, types-over pass or flyovers-Cloverleaf pattern, Trumpet type, underpass
Segregation of traffic-Definition, purpose, types.

Unit 5

Unit 6

Road Accident Studies

Total Teaching Hours – 08

Distribution of Theory Marks

R Level – –

U Level – 08

A Level – 06

Total Marks – 14

Unit Outcomes (UOs) (in cognitive domain)

Analyze the causes of accident occurred on the given road section.
Suggest preventive measures to avoid the accidents on the given road section.
Create awareness about the traffic rules and laws at selected location.

Topics and Sub-topics

Road accidents-Definition, types-Collision and non-collision accidents
Causes of accidents
Measures to prevent road accidents
Reporting and recording of an accident
Collision and condition diagram.
Considerations regarding road safety.
Legislation and law enforcement education and propaganda.

Note: To attain the COs and competency, above listed UOs need to be undertaken to achieve the Application Level of Blooms Cognitive Domain Taxonomy .

Note:

Legends: R= Remember, U=Understand, A=Apply and above (Blooms Revised taxonomy) Note: This specification table provides general guidelines to assist student for their learning and to teachers to teach and assess students with respect to attainment of UOs. The actual distribution of marks at different taxonomy levels (of R, U and A) in the question paper may vary from above table.

Suggested Student Activities:

Prepare journals based on practical performed in laboratory.
Group discussion on traffic jams and related probable solutions in the city.
Undertake micro-projects.

Suggested Special Instructional Strategies:

Suggested Micro-Projects

Only one micro-project is planned to be undertaken by a student that needs to be assigned to him/her in the beginning of the semester. In the first four semesters, the micro-project are group-based. However, in the fifth and sixth semesters, it should be preferably be individually undertaken to build up the skill and confidence in every student to become problem solver so that s/he contributes to the projects of the industry. In special situations where groups have to be formed for micro-projects, the number of students in the group should not exceed three.

The micro-project could be industry application based, internet-based, workshopbased, laboratory-based or field-based. Each micro-project should encompass two or more COs which are in fact, an integration of PrOs, UOs and ADOs. Each student will have to maintain dated work diary consisting of individual contribution in the project work and give a seminar presentation of it before submission. The total duration of the micro-project should not be less than 16 (sixteen) student engagement hours during the course. The student ought to submit micro-project by the end of the semester to develop the industry oriented COs.

A suggestive list of micro-projects are given here. Similar micro-projects could be added by the concerned faculty:

Prepare a model of traffic controlling devices.
Make posters showing traffic safety and awareness.
Perform traffic survey of busy road junction of city in groups and to suggest measures for improvement.
Prepare a report on advanced road marking machinery and materials.
Undertake the process of planting, protecting and maintaining the trees along the road.
Prepare the charts showing different types of road signs.

Suggested Learning Resources:

Transportation Engineering Arora, N. L. Khanna Publishers, Delhi, 1996, ISBN: 81-7319-0933,
Traffic Engineering and Transport Planning Kadiyali, L.R. Khanna Publishers, Delhi, 2001, ISBN: 10: 8185240779;
Transportation Engineering Vol. I & II Vazirani, V N Chaondola, S P Khanna Publishers. Delhi, 2016 ISBN: 9780128038185; 9780128038895
Traffic planning and design Saxsena, S C Dhanpat Rai & Sons Delhi, 2016 ISBN-10: 8^15550
Indian Elighways- IRC Journal Journal-monthly issue IRC (Indi^TKoad Congress’! India, 1973, ISSN: 0376-7256 ttr ^5

Software/Learning Websites:

For detail Syllabus of all other subjects of Civil Engineering, 5th Sem, scheme I -, visit Civil Engineering 5th Sem Syllabus for I – Scheme.

For all Civil Engineering results, visit MSBTE Civil Engineering all semester results.

22506: Energy Conservation and Green Building Syllabus for Civil Engineering 5th Sem I – Scheme MSBTE (Elective-I)

InI Labs MH — Sun, 26 Jul 2020 06:20:49 +0000

Energy Conservation and Green Building detailed Syllabus for Civil Engineering (CE), I – scheme has been taken from the MSBTE official website and presented for the diploma students. For Subject Code, Subject Name, Lectures, Tutorial, Practical/Drawing, Credits, Theory (Max & Min) Marks, Practical (Max & Min) Marks, Total Marks, and other information, do visit full semester subjects post given below.

Energy Conservation and Green Building

Rationale:

Competency:

The aim of this course is to help the student to attain the following industry identified competency through various teaching learning experiences:

Implement concept of energy conservation in construction practises.

Course Outcomes:

The theory, practical experiences, and relevant soft skills associated with this course are to be taught and implemented, so that the student demonstrates the following industry oriented COs associated with the above-mentioned competency:

Identify various sources of environmental pollution.
Implement the different steps in environmental impact assessment.
Relate the construction of green building with the prevailing energy conservation policy and regulations.
Construct the building using the principles of Green building and the relevant materials.
Select the relevant rating system for assessment of given Green building

Suggested Practicals / Exercises

Instruments Required:

The major equipment with broad specification mentioned here will usher in uniformity in conduct of experiments, as well as aid to procure equipment by authorities concerned.

Equipment Name with Broad Specifications

All practicals are based on Field visits, survey, and report writing. No specific equipments are required.

Unit 1

Environmental Pollution

Total Teaching Hours – 04

Distribution of Theory Marks

R Level – –

U Level – 04

A Level – 04

Total Marks – 08

Unit Outcomes (UOs) (in cognitive domain)

Categorize types of pollution in the given situation.
Explain the term, air pollution in the given context.
Justify the need to control environmental pollution of the given area.
Describe the relevant process of reducing noise pollution in the given situation.
Use the different legal provisions pertaining to environmental and pollution in the given situation.

Topics and Sub-topics

lntroduction: Definition of Environment and environmental pollution, Ecology, control of environmental pollution.
Classification of pollution: Air pollution, Water pollution, Soil pollution, Noise pollution, Environmental laws for controlling pollution.

Unit 2

Unit 3

Energy and Energy conservation

Total Teaching Hours – 10

Distribution of Theory Marks

R Level – 04

U Level – 06

A Level – 06

Total Marks – 16

Unit Outcomes (UOs) (in cognitive domain)

Use the given source of renewable and Nonrenewable energy for energy conservation.
Justify the need of energy conservation in the given civil project.
Describe present practices adopted in energy conservation in the country.
Justify the role of MEDA in energy conservation in the given city/town.
Implement the relevant provisions of Energy conservation act 2001 for the purpose of energy conservation in the given project.

Topics and Sub-topics

Renewable Energy Resources : Solar Energy, wind Energy, Ocean Energy, Hydro Energy, Biomass Energy
Non-renewable Energy Resources: Coal, Petroleum, Natural Gas, Nuclear Energy, Chemical Sources of Energy, Fuel Cells, Hydrogen, Biofuels
Energy conservation: Introduction, Specific objectives, present scenario, Need of energy conservation, LEED India Rating System and Energy Efficiency.
Functions of Government organization working for Energy conservation and Audit(ECA)-
- National Product council (NPC)
- Ministry of New and Renewable energy(MNRE)
- Bureau of Energy efficiency (BEE)
- Maharashtra Energy Development Agency (MEDA)
Salient features of Energy Conservation Act-2001

Unit 4

Green Building

Total Teaching Hours – 14

Distribution of Theory Marks

R Level – 02

U Level – 08

A Level – 06

Total Marks – 16

Unit Outcomes (UOs) (in cognitive domain)

Identify the components of the given green building.
Explain the principles of green building used in the given building.
Improve the quality of environment in the given civil structure.
Suggest the strategies for design of the given building to have green building construction.
Identify the relevant Materials required for the given building to have green building construction.

Topics and Sub-topics

Introduction: Definition of Green building, Benefits of Green building,
Principles: Principles of Green building- planning concept of Green Building
Features: Salient features of Green Building, Environmental design (ED) strategies for building construction
Process: Improvement in environmental quality in civil structure
Materials: Green building materials and products- Bamboo, Rice husk ash concrete, plastic bricks, Bagasse particle board, Insulated concrete forms, reuse of waste material-Plastic, rubber, Newspaper wood, Non toxic paint, Green roofing,

Unit 5

Suggested Student Activities:

Identify renewable and non renewable energy sources
Identify the sources of pollution in your area
Visit to construction site to identify energy resources
Make a model of solar energy plant.
Search software/freeware for the course content and write the report stating their applications.

Suggested Special Instructional Strategies:

These are sample strategies, which the teacher can use to accelerate the attainment of the various outcomes in this course:

Massive open online courses (MOOCs) may be used to teach various topics/sub topics.
L in item No. 4 does not mean only the traditional lecture method, but different types of teaching methods and media that are to be employed to develop the outcomes.
About 15-20% of the topics/sub-topics which is relatively simpler or descriptive in nature is to be given to the students for self-directed learning and assess the development of the COs through classroom presentations (see implementation guideline for details).
With respect to item No. 10, teachers need to ensure to create opportunities and provisions for co-curricular activities.
Guide students in undertaking micro-projects.
Procure various materials required for practical exercises.
Arrange visit to nearby industries and workshops for understanding various construction materials.
Use video/animation films to explain various processes like Manufacturing of construction materials, concrete mixing, and base preparation for painting, mortar laying carpentry work, false ceiling.
Use different instructional strategies in classroom teaching.
Demonstrate different samples of various construction materials like Stone, aggregate of different sizes, timber, lime, bitumen, Bricks, tiles, precast concrete products, Water proofing material, Termite proofing material, Thermal insulating material, plaster of Paris, paints, distemper, and varnishes.
Display various technical brochures of recent building materials.

Suggested Micro-Projects

Suggested Learning Resources:

Sustainable construction: Green Building design and Delivery. Kibert, C.J. John Wiley Floboken, New Jersey, Nov. 2007, ISBN: 978-0-470-11421-6.
Non conventional Energy Resources- Chauhan, D S Sreevasthava, S K New Age International Publishers, New Delhi 2014 ISBM13 : 9788122433999
Alternative Building Materials and Technologies – Jagadeesh, K S, Reddy Venkatta Rama Nanjunda Rao, K S New Age International Publishers, Delhi, 2008 ISBN 8122420370, 9788122420371
Elandbook of Green Building Design and Construction Sam Kubba Butterworth-Heinemann,2012 eBook ISBN:97804-A48N| 291 Ivt rd

Software/Learning Websites:

www.moef.nic.in/environmental_clearancegeneral
http://www.sustainable.doe.gov
https://www.mahaurja.com/
https://mnre.gov.in/
https://www.mahaurja.com/meda/energy_conservation/energy_conservation_program
http://web.ccsu.edu/faculty/kyem/GEOG473/10TheWeek/IMPACT%20ASSESSMENT.htm

For detail Syllabus of all other subjects of Civil Engineering, 5th Sem, scheme I -, visit Civil Engineering 5th Sem Syllabus for I – Scheme.

For all Civil Engineering results, visit MSBTE Civil Engineering all semester results.

22505: Rural Development Syllabus for Civil Engineering 5th Sem I – Scheme MSBTE (Elective-I)

InI Labs MH — Sun, 26 Jul 2020 06:20:48 +0000

Rural Development detailed Syllabus for Civil Engineering (CE), I – scheme has been taken from the MSBTE official website and presented for the diploma students. For Subject Code, Subject Name, Lectures, Tutorial, Practical/Drawing, Credits, Theory (Max & Min) Marks, Practical (Max & Min) Marks, Total Marks, and other information, do visit full semester subjects post given below.

Rural Development

Rationale:

Competency:

The aim of this course is to help the student to attain the following industry identified competency through various teaching learning experiences:

Apply the principles of planning in rural development.

Course Outcomes:

Undertake surveys to decide the status of socio-economic significance.
Identify the need of watershed management in rural areas.
Suggest relevant government schemes for construction of roads, housing and energy conservation. .
Suggest the relevant cottage and agro based industries for the rural areas.
Select the relevant schemes of Central/State Government for the rural areas.
Apply the principles of rural development in rural areas.

Suggested Exercises:

Instruments Required:

The major equipment with broad specification mentioned here will usher in uniformity in conduct of experiments, as well as aid to procure equipment by authorities concerned.

Equipment Name with Broad Specifications

Nil

Unit 1

Overview of Rural Development:

Total Teaching Hours – 04

Distribution of Theory Marks

R Level – 02

U Level – 04

A Level – –

Total Marks – 06

Unit Outcomes (UOs) (in cognitive domain)

Suggest Modifications and improvements required for the development of the given rural area.
Describe the social, economic and political significance of rural development for the given area. lc. Describe the role of CAPART (Council for advancement of peoples action and rural technology) in the development of the given type of rural area.
Describe the procedure for Socio-Economic survey for the given village.
Explain the Role of Civil Engineer in the development of given rural area.

Topics and Sub-topics

Rural Development :Need, definition, objectives.
- Rural development as a phenomenon
- Rural development as a strategy
Significance Of Rural Development
- Social significance – Rural problems, social change, resource utilization, infrastructure etc.
- Economic significance – National income, employment, food and fodder, industrial development, internal trade and transport, capital formation, etc.
- political significance- Political stability,
Rural Development Environment
- Panchayat raj institution
- CAP ART (Council for advancement of peoples action and rural technology)-Organizational set up, purposes, objectives, activities.
Socio-Economic survey
Role of Civil Engineer in Rural Development.

Unit 2

Unit 3

Rural Roads, Housing and Energy

Total Teaching Hours – 12

Distribution of Theory Marks

R Level – 02

U Level – 08

A Level – 10

Total Marks – 20

Unit Outcomes (UOs) (in cognitive domain)

Explain the criteria’s for the allocation of house under Rural Housing Schemes for the given location.
Describe the credit-cum-Subsidy scheme for rural housing for the given locality.
Apply the principles of Rural Housing in Habitat Development in the given rural area.
Summarize the salient features of Pradhan Mantri Gram Sadak Yojna of Govt.of India.
Set up Rural Building Center for the given purpose in the given situation.
Calculate the minimum amount of energy, required to cater the need for domestic cooking, heating and lighting in the given rural area.
Identify the sources of renewable energy for the given site conditions.

Topics and Sub-topics

Indira Awas Yojana – Salient features, beneficiary people, Conversion of Unserviceable blouses into Pucca/Semi-Pucca houses.
Credit-cum- Subsidy scheme of rural housing- Salient features, share of Central and state Government,
Rural Building Centers-Purpose, technology transfer, skill development, training, eco-friendly materials
Pradhan Mantri Gram Sadak Yojna(PMGSY)- Key elements, concept of rural road connectivity.
Low Cost Housing- Principles, purposes, use of Local Material for construction
Rural Roads- Type, Specifications, Construction Techniques and Road Drainage
Bio mass – Types of fuel such as Firewood, agricultural residues, dung cakes
Renewable energy and Integrated Rural Energy Programme -Objectives, key elements, implementation, financial provisions, sources of renewable energy
Working of Gobar gas and Biogas plant, National project on biogas development-technology, performance and implementation, financial assistance, involvement ofPanchayat and local bodies.

Unit 4

Rural Industry and Finance

Total Teaching Hours – 08

Distribution of Theory Marks

R Level – 02

U Level – 04

A Level – 04

Total Marks – 10

Unit Outcomes (UOs) (in cognitive domain)

Justify the need of cottage industry for the rural people in the given rural area.
Classify the cottage industry on the basis of given criteria for the given rural area.
Classify the agro based industry based on the given criteria.
Suggest the criteria with justification for setting the agro based industry for the given rural area.
Identify the sources of funds for the development of the given rural area.

Topics and Sub-topics

Cottage Industry- Brick Manufacturing, Concrete hollow Block, Artificial Sandstone crushing plant.
Agro based Industry- Dairy, Animal Husbandry, Horticulture, Sericulture, and Fishery
sources of funds for rural development Domestic (institutional and non -institutional) foreign institutional and non -institutional)

Unit 5

Unit 6

Planning for Rural Development

Total Teaching Hours – 08

Distribution of Theory Marks

R Level – –

U Level – 04

A Level – 06

Total Marks – 10

Unit Outcomes (UOs) (in cognitive domain)

Justify the necessity of planning for the development of the given rural area.
Execute the relevant plan at the specified level of the given rural area.
Describe the functions of planning at micro, meso and macro levels for the given rural area.
Describe the process of micro level planning w.r.t.agriculture.
Describe the methodology used for executing the block and district level planning for the given rural area.
Identify the components of an ideal development project for the given rural area.

Topics and Sub-topics

Plan and planning for rural development.
Levels and Functions of Planning.
1. Micro-level Planning
2. meso-level Planning
3. macro-level Planning
Decentralization policy of Planning.
Block and District Level Planning.

Note: To attain the COs and competency, above listed UOs need to be undertaken to achieve the Application Level of Blooms ‘Cognitive Domain Taxonomy.

Note:

Legends: R=Remember, U=Understand, A-~ Apply and above (Bloom’s Revised taxonomy) Note: This specification table provides general guidelines to assist student for their learning and to teachers to teach and assess students with respect to attainment of UOs. The actual distribution of marks at different taxonomy levels (of R, U and A) in the question paper may vary from above table.

Suggested Student Activities:

Prepare journals based on practical performed in laboratory.
Give seminar on relevant topic.
Undertake micro-projects.

Suggested Special Instructional Strategies:

Suggested Micro-Projects

A suggestive list of micro-projects are given here. Similar micro-projects could be added by the concerned faculty:

Prepare a report on implementation of Prime Minister Rural Development Fellows Scheme for the nearby Village after undertaking the visit to that village.
Collect the detailed information on Pradhan Mantri Gram Sadak Yojana (PMGSY) that has been executed successfully for the given rural area and present the same in the form of the report.
Summarize the salient features of the National Rural Employment Guarantee Act, 2005 (NREGA) that has been executed successfully for the given rural area and present the same in the form of the report.
Prepare the report on the executed scheme under the banner of Swarnjayanti Gram Swarozgar Yojana (SGSY) to assist the poor families living below the poverty line in the given rural areas for taking up self employment.
Prepare the report on the executed scheme under the banner of, The Sampoorna Grameen Rozgar Yojna to provide additional wage employment in the given rural areas with its impact on food security, improvement in nutritional levels.
Analyze the E-Book released by the Ministry of Rural Development downloaded through internet with special reference to its initiatives and achievements.
Collect the information of, Deen Dayal Upadhyaya Grameen Kaushalya Yojana and prepare a report on it with reference to the nearby village or rural settlement.
Visit to – Ralegan Siddhi, Hiware Bazar, Chitrakut, Vanrai and prepare a report on it.

Suggested Learning Resources:

Rural Development in India: Past, Present and Future : a Challenge in the Crisis Desai, Vasant Himalaya Publishing House, Delhi ISBN 8183181929 ISBN 9788183181921
Rural Development Strategy Rastogi, A.K. Wide Vision, Jaipur ISBN -81-8068-000-2
Rural Development Principles, Policies and Management Singh, Katar Sage Publications India Pvt Ltd ISBN- 978-81-7829-926-6 (PB) 1
Dynamics Of Rural Development Gaur, Keshav Dev Mittal Publications, 1992,Delhi ISBN:81 -7099-396-2 ISBN-13-.978-8170993964
Document Published by Ministry of Rural development Govt, of India Ministry of Rural development,

Software/Learning Websites:

For detail Syllabus of all other subjects of Civil Engineering, 5th Sem, scheme I -, visit Civil Engineering 5th Sem Syllabus for I – Scheme.

For all Civil Engineering results, visit MSBTE Civil Engineering all semester results.

Diploma in Civil Engineering (CE) Syllabus for 6th Sem I – Scheme MSBTE

InI Labs MH — Sun, 26 Jul 2020 06:20:42 +0000

Diploma in Civil Engineering (CE) Syllabus for 6th Sem I – Scheme MSBTE gives complete Syllabus information for 6th Sem Civil Engineering, I – scheme right from the MSBTE official website and is presented for the diploma students. Follow the links in the scheme table for the detailed Syllabus of each subject. We make sure all subjects are up to date and have the latest information.

For detailed Syllabus of all other subjects of Civil Engineering CE 6th Sem, I – scheme do visit Diploma In Civil Engineering 6th Sem Syllabus for I – scheme.

Sl no	Course Code	Course Title	Course Abbrevation	L	T	P	Credit	Exam Duration in Hrs	ESE(Max Marks)T	ESE(Min Marks)T	PA(Max Marks)T	PA(Min Marks)T	Total Max Marks T	Total Min Marks T	ESE(Max Marks)P	ESE(Min Marks)P	PA(Max Marks)P	PA(Min Marks)P	Total Max Marks P	Total Min Marks P	Grand Total
1	22509	Management	MAN	3	–	–	3	90 Min	70*#	28	30*	00	100	40	–	–	—	–		—	100
2	22601	Contracts and Accounts	CAA	3	–	2	5	3	70	28	30*	00	100	40	25@	10	25	10	50	20	150
3	22602	Maintenance and Repairs of Structures	MRS	4	–	2	6	3	70	28	30*	00	100	40	25#	10	25	10	50	20	150
4	22603	Emerging Trends in Civil Engineering	ETC	3	–	–	3	90 Min	70*#	28	30*	00	100	40	–	–	–	–	–	—	100
		Elective-II
6	22060	Capstone Project -Execution & Report Writing	CPE	–	–	4	4	–	–	–	—			–	50#	20	50~	20	100	40	100
7	22061	Construction Management	CMA	1	–	2	3								25@	10	25~	10	50	20	50
8	22032	Entreprenuership Development	EDP	2	–	2	4	—							50@	20	50~	20	100	40	100

For the results of Diploma 6th Sem, kindly visit MSBTE Diploma 6th Sem direct result link.

Wishing you great luck ahead.