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

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 5th Sem, kindly visit MSBTE Diploma 5th Sem direct result link.

Wishing you great luck ahead.

For all the other Instrumentation IS syllabus for 5th Sem, do visit Diploma in Instrumentation 5th Sem I – Scheme. For all the Instrumentation Elective-I subjects refer to Instrumentation Elective-I Scheme. The detail syllabus for analytical instrumentation is as follows.

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.
.

Competency:

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

• Maintain industrial analytical instruments.

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:

1. Select the relevant analytical instruments for various applications.
2. Maintain the instruments based on absorption spectroscopy.
3. Maintain the instruments based on separation techniques.
4. Use relevant analytical instrument for specified industrial gases.
5. Maintain analytical instruments to monitor environment pollutants.

Suggested Exercises:

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.
.

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

1. Single beam filter Colorimeter: wavelength range- 340-900nm
2. Double beam Spectrophotometer: wavelength range- 190-2700nm
3. Flame photometer: Ranges Na: 1-lOOppm, K: 1-lOOppm, Li: 1-JOOppm, Ca: 15-lOOppm, Ba: 50-1000ppm.
4. Gas chromatography: Retention time repeatability – < 0 008% or < 0 0008 min Area repeatability – < 1% RSD, using 2ng tetradecane, Must support simultaneously: – two inlets – three detectors
5. High performance liquid chromatography: The flow rate should be within a range from 0 001 to 20 ml/min, Flow Accuracy: 1 0% or better
6. Mass spectrometer: Mass range (m/z) 10 – 1250 with unit mass resolution, Power 100-240 VAC, 50/60 Hz
7. pH meter, Range 0-14 Accuracy-0 1% of range ,Temp compensation-0 to 100 C
8. 1R gas analyzer:Range:C02-20%,CO-30%,H2-30%,02-5%,CH4-l 0%
9. Thermal conductivity gas analyzer: Components:H2, He ,Ar,CH4 Output signal:4-20 mA DC, 0-1 V DC, or 0-10 mV DC
10. Paramagnetic oxygen analyzer: Measurement range : Auto ranging from 0 01 to 100% Oxygen
11. Conductivity meter:SO2-0 … 20 ppm O3-O … 1 ppm

Unit 1

Introduction to analytical instrumentation

Total Teaching Hours – 06

Distribution of Theory Marks

R Level – 02

U Level – 04

A Level – —

Total Marks – 06

Unit Outcomes (UOs) (in cognitive domain)

1. Describe function of given blocks of the block diagram of the Analytical Instrument.
2. Categorize the given analytical instrument based on property of analyte.
3. Classify the given analytical instruments based on working principle.
4. Use various elements in given analytical instruments.

Topics and Sub-topics

1. Analytical Instrument: Block diagram, Explanation.
2. Properties of Analytes and techniques used in Analytical Instrument
3. Classification: Spectral, Electro-analytical, Separation method(Introduction to each method)
4. Elements of Analytical Instruments: Radiation Sources: Incandescent lamp, Discharge lamp LASER; Optical filters; Absorption Filters, Monochromators -Prism, Grating

Unit 2

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.
.

Unit 3

Analytical Instruments based on separation Techniques

Total Teaching Hours – 10

Distribution of Theory Marks

R Level – 04

U Level – 08

A Level – 04

Total Marks – 16

Unit Outcomes (UOs) (in cognitive domain)

1. Classify the chromatograph for the given techniques
2. Describe the working principle of the given chromatograph.
3. Identify the elements of the given chromatograph.
4. Select the chromatograph for analyzing the given sample.
5. Describe the working principle of the given mass spectrometer
6. Select the mass spectrometer to analyze the given sample.
7. Describe the procedure to troubleshoot the given separation technique based analytical instrument.

Topics and Sub-topics

1. Principle of chromatography, Classification of chromatography,
2. Gas Chromatography: Principle, diagram, Basic elements of GC, working, Application
3. Liquid Chromatography : Principle, diagram , Basic elements of LC, working, Application
4. Mass Spectrometer : diagram, working Principle, types: Magnetic deflection (Nier 60sector)type, Time of flight type, diagram, working, Applications –
   1. GCMS
   2. LCMS

Unit 4

Industrial gas Analyzer

Total Teaching Hours – 10

Distribution of Theory Marks

R Level – 04

U Level – 08

A Level – 04

Total Marks – 16

Unit Outcomes (UOs) (in cognitive domain)

1. Identify an electrode for given sample,
2. Describe the working principle of given gas analyzer.
3. Select the gas analyzer for the given gas sample.
4. Categorize the gas analyzer for given industrial application.
5. Describe the procedure to troubleshoot the given Industrial gas Analyzer

Topics and Sub-topics

1. Electrodes: Glass, Calomel, pO2, pCO2, construction and working, pH meter, Principle, construction & working.
2. Complete Blood gas Analyzer for measurement of pH, pCO2,pO2, TCO2,HCO3,Base excess – Block diagram of complete blood gas analyzer, working.
3. Infrared gas Analyzer: Principle, Block diagram working. applications.
4. Thermal conductivity Analyzer: Principle, diagram, working, applications.
5. Paramagnetic Oxygen Analyzer

Unit 5

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.
.

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 (student’s) portfolio which will be useful fortheir placement interviews:

1. Visit to pathological laboratories to understand the operation of various analytical equipment.
2. Visit to industrial laboratories to understand the working of various analytical equipments.
3. Visit to PUC(Pollution under control) to measure the concentration of pollutants
4. Do internet survey and use various meters to calibrate analytical equipment
5. Read the safety precautions to operate various analytical equipment.
6. Library/Internet survey of advanced analytical equipment.
7. Prepare power point presentation or animation for understanding the concept of working of analytical instruments.

Suggested Special Instructional Strategies:

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

1. Massive open online courses (MOOCs) may be used to teach various topics/sub topics.
2. ‘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.
3. 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).
4. With respect to item No. 10, teachers need to ensure to create opportunities and provisions for co-curricular activities.
5. Guide students in undertaking micro-projects.
6. Use proper equivalent analogy to explain different concepts.
7. Use Flash/Animations to explain working principle of analytical instrument.

Suggested Micro-Projects

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.
.

Suggested Learning Resources:

1. Handbook of Analytical Instrumentation Khandpur R. S. McGraw Hill Education, New Delhi, 2009, ISBN -13:978-0-07-060460-5 ISBN-10:0-07-060460-6
2. Analytical Instrumentation Liptak Bela G. CRC Press,1994,ISBN:9780801983979
3. Instrumental methods of analysis Willard Merrit Dean CRC Press ISBN-9780534290153
4. Instrumental method of chemical analysis Ewing E. W. McGraw Hill Education, New Delhi, ISBN-9780070198531
5. Introduction to instrumental analysis Braun Robert D. McGraw Hill Education, New Delhi, ISBN-978007100472
6. Principle of instrumental analysis Skoog;Holler&Nie man Sunder C ISBN-9781305577213
7. Bioinstrumentation L. Veerakumari MJP Publishers,Chennai2006, ISBN 81-8094-018-7

Software/Learning Websites:

1. http://vlab.amrita.edu/?sub=l&brch=194&sim:=802&cnt=4
2. http: //vl ab. amri ta. edu/? sub= 1 &brch= 192
3. http://ccnsb06-iiith.vlabs.ac.in/exp6 10/IR Powder_exp6.swf
4. http://ccnsb06-iiith.vlabs.ac.in/exp7/index.php
5. http://ccnsb06-iiith.vlabs.ac.in/exp8/index.php
6. http://ccnsb06-iiith.vlabs.ac.in/exp9/index.php
7. http://ccnsb06-iiith.vlabs.ac.in/exp5/index.php
8. http://ccnsb06-iiith.vlabs.ac.in/expl0/index.php
9. http://vlab.amrita.edu/?sub= 1 &brch= 195&sim=3 59&cnt= 1
10. https://www.youtube.com/watch?v=bVKASwadjQY

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

For all Instrumentation results, visit MSBTE Instrumentation all semester results.

For all the other Instrumentation IS syllabus for 5th Sem, do visit Diploma in Instrumentation 5th Sem I – Scheme. For all the Instrumentation Elective-I subjects refer to Instrumentation Elective-I Scheme. The detail syllabus for embedded systems is as follows.

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.
.

Competency:

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

• Maintain Embedded Systems.

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:

1. Select the relevant microcontrollers for various industrial applications.
2. Use Embedded C programming language to maintain embedded systems.
3. Interpret the communication standards of embedded systems.
4. Develop basic applications using embedded systems.
5. Interpret features of Real Time Operating System.

Suggested Exercises:

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.
.

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

1. Microcontroller kit (8051 .AVR/PIC/ARM): Single board systems with minimum 8K RAM,ROM memory with battery back up,16X4, LCD display,7-segment Display, PC keyboard interfacing facility, 4X4 matrix keyboard, cross c-compiler, USB, interfacing facility with built in power supply.
2. Arduino Board with AVR microcontroller
3. Desktop PC with Integrated Development Environment (MicroPro C/ Keil / Proteus).
4. Stepper Motor- 50/100 RPM (or any relevant).
5. CRO- Bandwidth AC 10Hz ~ 20MHz (-3dB). DC ~ 20MHz (-3dB), XI0 Probe.
6. ADC (0808) trainer board
7. DAC (0808) trainer board
8. Add on cards.
9. Digital Multimeter : 3 1/2 digit display, 9999 counts digital multimeter measures: Vac, Vdc ( 1000V max) , At|C, Ailc (10 amp max) , Resistance (0-100 MQ), Capacitance and Temperature measurement

Unit 1

Introduction to Embedded systems

Total Teaching Hours – 08

Distribution of Theory Marks

R Level – 04

U Level – 04

A Level – 04

Total Marks – 12

Unit Outcomes (UOs) (In cognitive domain)

1. Describe the given component s of the given embedded system.
2. Describe with the help of block diagram, the architecture of the given processor.
3. Describe the given characteristic s of the specified embedded systems.
4. Identify with justification the type of embedded systems used for the given application.
5. Select with justification the relevant microcontroller from the existing microcontroller families for the given application.

Topics and Sub-topics

1. Block diagram of embedded system with hardware components
2. Harvard and Von-Neumann architecture, RISC and CISC processors
3. Features of 89C51, PIC, AVR and ARM microcontrollers with their applications
4. Characteristics of embedded system: Processor power, memory, operating system, reliability, performance, power consumption, NRE cost, unit cost, size, flexibility, time-to-prototype, time-to-market, maintainability, correctness and safety
5. Classification of embedded system: small scale, medium scale, sophisticated, stand-alone, reactive/real time (soft and hard real time).

Unit 2

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.
.

Unit 3

Communication standards and protocols

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)

1. Describe the given mode s of communication.
2. Describe the functions of the given pins of RS232 and MAX232 with suitable sketch.
3. Describe the given communication protocol s with relevant sketch.
4. Describe the given advanced serial communication interface.

Topics and Sub-topics

1. Modes of data communication: serial parallel, synchronous and synchronous communication
2. Serial communication standards: RS232
3. MAX232 as a bidirectional level converter
4. Communication protocols
   1. Serial communication protocols: I2C, CAN, USB, serial, peripheral interface (SPI), synchronous serial protocol (SSP)
   2. Parallel communication protocols: PCI, PCI-X
5. Features of advanced serial protocol: IrDA, bluetooth, zigbee

Unit 4

Interfacing Input and Output devices

Total Teaching Hours – 12

Distribution of Theory Marks

R Level – 04

U Level – 06

A Level – 08

Total Marks – 18

Unit Outcomes (UOs) (In cognitive domain)

1. Explain the steps for interfacing of the given basic input/output device s to the given microcontroller with embedded C ‘program.
2. Explain the steps for interfacing of the given LCD, matrix key board, multiplexed 7-segment display, sensor to the given microcontroller with embedded C program.
3. Explain interfacing of DC motor to the given microcontroller to rotate in the given direction using embedded Cprogram.
4. Explain the steps for interfacing of given stepper motor with the microcontroller to rotate in given direction, angle of rotation, with half step/full step with embedded Cprogram.
5. Explain interfacing steps of the given ADC/DAC to convert data with the given microcontroller with embedded C program.

Topics and Sub-topics

1. Interface the various input, output and special devices to the microcontroller 89C51/AVR
2. Output Devices : LED, LCD, relays, 7-segment displays, multiplex 7-Segment display
3. Input Devices : key, matrix keyboard
4. Motor : stepper motor, DC motor
5. ADC/DAC: 8 bit ADC/DAC (0808/09)
6. Sensor :Temperature sensor (LM35)

Unit 5

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.
.

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:

1. Download the data sheets of all the components used in the practical.
2. Prepare a documentation of all the components and devices along with their specifications.
3. Deliver seminar on relevant topic.
4. Library/Web survey regarding different data books and manuals.
5. Prepare power point presentation on applications of microcontroller.
6. Undertake a market survey of different microcontrollers.

Suggested Special Instructional Strategies:

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

1. Massive open online courses (MOOCs) may be used to teach various topics/sub topics.
2. 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.
3. 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).
4. With respect to item No. 10, teachers need to ensure to create opportunities and provisions for co-curricular activities.
5. Guide students in undertaking micro-projects.

Suggested Micro-Projects

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.
.

Suggested Learning Resources:

1. 8051 Microcontroller Architecture, Programming and Application Ayala, Kenneth Cenage learning, 3rd edition, New Delhi,2007, ISBN: 978-8131502006
2. The 8051 Microcontroller and Embedded system Mazidi, Mohmad Ali; Janice, Gelispe and Mckinlay, Roline D. Pearson, 2nd edition, Delhi, 2008, ISBN: 9788177589030
3. Microcontroller Principle and Application Pal, Ajit PHI, New Delhi,2014, ISBN: 9788120343924
4. Microcontroller Theory and Application Deshmukh, Ajay McGraw Hill Education, New Delhi, 2011, ISBN: 9780070585959
5. Microcontroller Architecture Programming, Interfacing and System Design Rajkamal Pearson Education India, Delhi, 2012, ISBN: 9788131759905
6. The Embedded Software Primer David E. Simon Addison-Wesley,Delhi ISBN: 9780201615692

Software/Learning Websites:

1. Simulation Software :-WWW.keil.COm
2. https://www.arduino.cc
3. https://scilab-arduino.fossee.in
4. www.nptel.ac.in/courses/Webcourse-contents/IITKANPUR/microcontrollers/micro/ui /Course home2 5.html
5. www.nptelvideos.in/2012/11 /real-time-systems, html
6. RTOS:- https://www.youtube.com/watch?v=rpdygqOI9mM
7. www.intorobotics.com/8051-microcontroller-programming-tutorials- simulators-compilers-and-programmers
8. www.electrofriends.com/articles/electronics/microcontroller-electronics-articles/8051-8951/8051 8951 -microcontroller-instruction-set
9. www.ikalogic.com/part-l-introduction-to-8051-microcontrollers
10. www.binaryupdates.com/switch-with-8051-microcontroller
11. www.mikroe.com/chapters/view/64/chapter-l-introduction-to-microcontrollers
12. www.8051 projects.net/download-c4-8051 -projects.html
13. https://www.elprociis.com/difference-between-avr-arm-8051-and-pic-microcontroller

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

For all Instrumentation results, visit MSBTE Instrumentation all semester results.

For detailed Syllabus of all other subjects of Instrumentation IC 5th Sem, I – scheme do visit Diploma In Instrumentation 5th Sem Syllabus for I – scheme.

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 5th Sem, kindly visit MSBTE Diploma 5th Sem direct result link.

Wishing you great luck ahead.

For all other Diploma in Instrumentation (IC) Syllabus for 5th Sem I – Scheme MSBTE, do visit Diploma in Instrumentation (IC) Syllabus for 5th Sem I – Scheme MSBTE Subjects. The detailed Syllabus for capstone project planning is as follows.

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.
.

Competency:

The course should be taught and implemented with the aim to develop the required course outcomes so that students will acquire following competency needed by the industry:

• Plan innovative/creative solutions independently and/or collaboratively to integrate various competencies acquired during the semesters to solve/complete the identified problems/task/shortcomings faced by industry/user related to the concerned occupation.

Course Outcomes:

The following could be some of the major course outcomes depending upon the nature of the projects undertaken. However, in case of some projects few of the following course outcomes may not be applicable.

1. Write the problem/task specification in existing systems related to the occupation.
2. Select, collect and use required information/knowledge to solve the problem/complete the task.
3. Logically choose relevant possible solutions
4. Consider the ethical issues related to the project (if there are any)
5. Assess the impact of the project on society (if there is any)
6. Prepare ‘project proposals’ with action plan and time duration scientifically before beginning of project.
7. Communicate effectively and confidently as a member and leader of team.

Capstones Project

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.
.

Capstone Project Planning

Students are supposed to find out a suitable project and prepare a detailed plan in fifth semester so that it can be executed smoothly in sixth semester. The main characteristic of any project whether small or big is that it requires simultaneous application of various types of skills in the different domains of learning. Moreover, project normally do not have a predefined single solution, in other words for the same problem different students may come up with different but acceptable solutions. Further, in the process of arriving at a particular solution, the student must be required to make a number of decisions after scrutiny of the information s/he has accumulated from experiments, analysis, survey and other sources.

The projects will have a detailed project proposal, which must be executed or implemented within the time allocated, simultaneously maintaining a logbook periodically monitored by the teacher. A detailed project report is to be prepared as project progresses, which has to be submitted after the project is over. For self assessment and reflection students have to also prepare a portfolio of learning.

During the guidance and supervision of the project work, teachers should ensure that students acquire following learning outcomes (depending upon the nature of the project work some of these learning outcomes may not be applicable):

1. Show the attitude of enquiry.
2. Identify the problems in the area related to their programme.
3. Identify the information suggesting the cause of the problem and possible solutions
4. Assess the feasibility of different solutions and the financial implications.
5. Collect relevant data from different sources (books/internet/market/suppliers/experts etc. through surveys/interviews).
6. Prepare required drawings and detailed plan for execution of the work.
7. Work persistently and participate effectively in group work to achieve the targets.
8. Work independently for the individual responsibility undertaken.
9. Ask for help from others including guide, when required.
10. Prepare portfolio to reflect – chintcin-manari – on experiences during project work.
11. Prepare seminar presentations to present findings/features of the project.
12. Confidently answer the questions asked about the project.
13. Acknowledge the help rendered by others in success of the project.

If students are able to acquire these learning outcomes, then they would be able to acquire the COs as discussed in section 3

Scopes of Projects

Scope of the project work should be decided based on following criteria:

1. Relation to diploma programme curriculum: When students intend to select topics for the project work they need to choose a project which relates well to their curriculum (It may be beyond curriculum, but it should relate to it) and requires implementation of theories already learnt and skills already possessed by them from the previous semesters.
2. Abilities possessed by the group of students: Projects should be chosen so that it can be completed mainly using students problem solving capabilities and depth of learning. It is natural that highly motivated students or high achievers may come out with projects which are more complex and challenging. Teachers should guide students to choose challenging projects according to the students ability.
3. Resources Available: Students and Guides should keep in mind the availability of resources while deciding the topic and the scope of the project. Some of the important resources which need consideration are:
   1. Time available
   2. Raw Material/Components required
   3. Manufacturing/Fabrication equipment and tools required
   4. Testing/Measuring equipment and instruments required
   5. Access to Journals (Library/Digital)
   6. Expertise for theoretical guidance (available in polytechnic, nearby institutes or nearby industries)
   7. Expertise and technology required for fabrication (if required)
   8. Software required.An important aspect to be considered is to decide who will choose a project. The best practice is that teacher should guide students about the above factors to be considered for choosing the project and based on these factors students should do the ground work and identify the possible projects and teachers should work as only facilitator and Guide in final selection of the project title and its scope.
4. Suggested Type of Capstone Projects

   In general, the projects that the students can take up could be of the following types;

   1. Feasibility studies, Design projects, Market surveys about raw material, components or finished products.
   2. Prototype (design, make, test and evaluate)
   3. Advanced experimental work requiring the development of existing equipment to be used and developed.
   4. Field works: This could include surveys, using equipment, charting data and information from visual observation.
   5. Comparative Studies: Theoretical study of two systems/mechanisms/ processes in detail and comparing them on the basis of cost/energy conservation/impact on environment/technology used etc.
   6. Application of Emerging technology: Theoretical study of some emerging technology and feasibility of its application in some real life situation in detail.
   7. Fabrication of some equipment/machine etc.
   8. Construction of some structure, Development of software or use of software for solving some broad-based problem.

Guidelines For Undertaking A Project

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.
.

Portfolio For Self-Directed Learning

To ensure that students acquire these outcomes, students should also be guided to prepare a ‘Portfolio’, so that they may reflect on their weaknesses/mistakes and learn from them. Students should also be encouraged to discuss with their guide and record not only technical problems but also problems related to group work, planning, execution, leadership in the team etc., so that students can also identify their weaknesses in affective domain and take remedial actions to overcome the same. If they wish, the students can also show their portfolio to their teachers (whom they trust) for obtaining teachers comments on their reflection for pointing out their mistakes so that they can improve their performance.

‘Portfolio’ is the record of the reflection – thinking or chintcin-manari – on experiences to which students undergo during the different stages of the project. In a portfolio, students record their critical experiences and reflect – think or do chmtan-manari – on them in writing. This process of reflecting on the experiences make them learn from their mistakes and build on their strengths. To help students in reflection, a Portfolio format with reflective prompts (simple thought provoking questions) for different stages of the project is given as annexure

Purposes of Portfolio preparation:

Reflection by self is important since group work is so complex that it is difficult for teachers to appreciate the real problems amongst the students. In a portfolio, prompts (simple thought provoking questions) are given to trigger reflection on different aspects of project work. Prompts help the students to ask questions from themselves regarding different aspects of the project work and interpersonal relationships. Process of answering these questions forces students to think about behavioral problems and possible remedies/solution to deal with those problems. Portfolio preparation therefore helps in reflection on building the strengths and elimination of the weaknesses of the students pertaining to following qualities which the industry also need.

1. Plan properly for execution of given work.
2. Take appropriate decisions.
3. Arrange resources.
4. Work as member and leader of team.
5. Communicate properly.
6. Resolve the conflicts.
7. Manage the time well.
8. Have concern for ethical, societal and environmental issues and Learn-to-learn from experiences.

It may be seen that these qualities are not directly related with the theoretical subject knowledge and can be developed only through real life experiences. Project work is one such type of experience where opportunity is available to develop all these qualities.

However, even during project work, emphasis of most of the students and teachers remains on development of the technical knowledge and skills while development of above qualities is neglected. Students can develop these qualities if they reflect – do thinking or Chintan-Manari – on their experiences from the point of view of these qualities and find out their own weaknesses and strengths. Because if somebody wants to improve his/her abilities then first step for that person is to have self awareness about his/her weaknesses and strengths.

Though portfolio preparation requires considerable time, it is essential, if we want to learn from the experiences and develop these qualities. Writing down reflections helps in better reflection as it is well known that when a person starts writing something he/she becomes more cautious about his/her view and evaluate those views before writing. Thus process of writing improves the quality of reflection or thinking. Moreover, if reflections on different stages of work are written down, over a period of time a large amount of reflection can be generated, and if this reflection is looked back, it may help in identifying some pattern of behaviour in individual which may be improved or rectified latter on as per requirement.

Guidelines for Portfolio Preparation and assessment

The main purpose of portfolio preparation is learning based on self-assessment and portfolio is not to be used for assessment in traditional sense.

1. Each student has to prepare his/her portfolio separately. However, he/she can discuss with the group members about certain issues on which he/she wants to write in the portfolio.
2. For fifth semester and sixth semester, there will be only one portfolio but it will have two separate parts, first part for project planning (having two sections A and B) second part for project execution, (having two sections C and D)
3. Whatever is written inside the portfolio is never to be used for assessment, because if teachers start giving marks based on whatever is written in the portfolio, then students would hesitate in true self-assessment and would not openly describe mistakes or shortcomings.
4. Some marks are allocated for portfolio, these marks are to be given based on how sincerely portfolio has been prepared and not based on what strengths and weaknesses of the students are mentioned in the portfolio.
5. Portfolio has to be returned back to the students after assessing it (assessment is only to see that whether portfolio is completed properly or not) by teachers. Because student is the real owner of the portfolio.
6. Students mainly learn during portfolio preparation, but they can further learn if they read it after a gap. And hence they are supposed to keep the portfolios with them even after completion of the diploma because it is record of their own experiences (it is like diary some people write about their personal experiences), because they can read it again after some time and can revise their learning (about their own qualities)

Even after completion of Diploma programme, students can continue to prepare portfolio related to different experiences in their professional and personal life and by refereeing back to old portfolios after a gap of some years, they can learn that how their personality has evolved over the years. They can also see a pattern of behaviour in their own personality which may be source of their weaknesses or strengths and they can take remedial measures based on this study of their portfolios.

Note:

Since some sections of the portfolio are related with interpersonal relationships and student may find it difficult to write these experiences in English. Language should not be the barrier in reflection and hence students should be allowed to prepare the portfolio in their preferred language such as Marathi or Hindi if they find it difficult to write in English.

The amount and type of mistakes identified by students would not affect the marks received by the students. The total 7 Marks allocated for portfolio (4 marks for PA and 3 for ESE) are only for proper completion of the portfolio.

Project Report

At the end of fifth Semester, the student will prepare a Semester V ‘Project Report with the following sub-titles:

• Certificate (in the Format given in this document as annexure A )
• Acknowledgements
• Abstract (in one paragraph not more than 150 words)
• Content Page
• Chapter-1 Introduction and background of the Industry or User based Problem
• Chapter-2 Literature Survey for Problem Identification and Specification,
• Chapter-3 Proposed Detailed Methodology of solving the identified problem with action plan
• References and Bibliography

Note: The report should contain relevant diagrams and figures, charts.

Assessment Of Capstone Project – Planning

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.
.

Progressive Assessment (Pa) Guidelines

15 Marks are allocated for the formal progressive assessment. However, following points need consideration during the three times of formal progressive assessment of the students at the end of 4th, 12th and 14th week.

1. Fortnightly monitoring by the mentoring teachers is necessary and marks given progressively (even the gradual chapter preparation) so that that students will not copy earlier reports or get things done or reports from the market. The students should not be awarded marks if they have not done on their own.
2. For progressive assessment at the end of 14th week, students should be asked to give the power point presentation before group of teachers and junior students (so that junior students may also get awareness about the capstone project work they have to carry out in future).
3. Although marks for portfolio preparation is to be given at the end of 14th week, students should be asked to bring their partly prepared portfolio (relevant sections prepared) also during their assessment at the end of 4th week and 12th week.
4. Marks for portfolio preparation should be based only on proper preparation of portfolio by writing answers to most of the prompts (self-questions to students) in the portfolio. These marks should not be based on the mistakes indicated by students in their working (while answering the prompts) and corrective actions taken by them.
5. The students would be awarded marks for their efforts (In some cases it may happen that due to some reasons such as unavailability of some material or component or some other resources, students may not be able to complete the project, but they have tried their best, in such cases students would be given appropriate marks if they have done enough efforts.)
6. Originality of the report (written in own words) would be given more importance rather than use of glossy paper or multi-colour printing.

Progressive Assessment (PA) Criteria

Allocation Criteria of the 25 marks are for the Progressive Assessment (PA)

Criteria

First Progressive Assessment at the end of 4th week

1. Problem Identification/Project Title (Innovation /Utility of the Project for industry/ User/Academia) marks to be also given based on
   1. Accuracy or specificity of the scope and
   2. Appropriateness of the work with reference to desired course outcomes.
2. Industrial Survey and Literature Review: marks to be given based on extent/volume and quality of the survey of Industry / Society / Institutes/Literature/Internet for Problem Identification and possible solutions
3. General Behaviour: initiative, resourcefulness, reasoning ability, imagination/creativity, self-reliance to be assessed Note: Oral feedback on general behaviour may also be given whenever relevant/ required during day to day guidance and supervision. Only written feed-back/suggestions

Second Progressive Assessment at the end of 12th week

1. Project Proposal: Marks to be given also based on appropriateness, flexibility, detail and clarity in methods/planning. (In case of working models, detailed design and planning of fabrication/assembly of the prototype has to be also assessed) This proposal should include whole project including work to be done in sixth semester
2. Execution of Plan in fifth semester (Since project is to be fully completed in sixth semester, the part of the project which is planned to be completed in fifth semester is only to be evaluated: marks to be also given based on ability to collect relevant information, ability to follow correct procedure, manipulative skills, ability to observe, record & interpret, ingenuity in the use of material and equipment, target achievement) In case of working models, quality of workman ship (including accuracy in dimensions, shape, tolerance limits), appropriateness of raw materials/components/ technology being used, functioning of the prototype, cost effectiveness, marketability, modernity etc. has to be also assessed.
3. Log book (for work done in fifth semester, detailed and regular entry would be basis of marks.
4. General Behaviour (persistence, interest, confidence, problem solving ability, decision making ability, initiative to act, team spirit, sharing of material etc., participation in discussions, completion of individual responsibilities, leadership) Note: Oral feedback on general behaviour should also be given whenever relevant/ required during day to day guidance and supervision. Only written feed-back.

suggestions Third Progressive Assessment at the end of 14th week

1. Portfolio for Self learning and reflection (marks based on amount of reflection and completion of the portfolio for work done in fifth semester.
2. Final Report writing including documentation, (marks based on: clarity in presentation and organization; styles and language; quality of diagrams, drawings and graphs; accuracy of conclusion drawn; citing of cross references; suggestion for further research/project work) Report has to be prepared for work done in fifth semester and planning for sixth semester work.
3. Presentation (presentation skills including communication skills to be assessed by observing quality of presentations and asking questions during presentation and viva/voce) Report has to be prepared for work done in fifth semester and plan for sixth semester.
4. Defence (ability to defend the methods/materials used and technical knowledge, and involvement of individual to be assessed by asking questions during presentation and viva/voce.

End-Semester-Examination (Ese) Assessent Guidelines

The remaining 25 marks are for the end-semester-examination (ESE). And marks would be given according to following criteria. Moreover, the suggested evaluation scheme can be changed slightly by the external faculty according to nature of problem / project following University guidelines..

1. For each project, the one or two students from the concerned group of students should be asked to present the power point presentation before the external and internal (for about 10 minutes) and then external should ask the questions from each member of the group separately to ascertain the contribution made by each student.
2. The students would be awarded marks for their efforts (In some cases it may happen that due to some reasons such as unavailability of some material or component or some other resources, students may not be able to complete the project, but they have tried their best, in such cases students would be given appropriate marks commensurate with their efforts.)
3. The students would not be awarded marks if they have completed the project by getting done the work from market or some professionals (taking help and guidance is different as compared to getting the work or maximum part of the work completed from others on payment basis).
4. Originality of the report (written in own words, even if there are grammatical and spelling mistakes) would be given more importance rather than quality of printing and use of glossy paper (and preparing report by copy pasting from other reports).

Note: It is very common that people are not able to complete the project in time despite best of their efforts. (Please recall that how many times people are able to complete in time, personal projects such as building own house or professional projects such as developing the lab in the institute) So if students have put in enough genuine efforts but could not complete the project in time then we should consider it sympathetically and they should be given marks based on their efforts and they should get more marks as compared to students who have got their projects completed by taking major help from others/market.

End-Semester-Examination (ESE) Assessment Criteria.

Allocation Criteria of the 25 marks are for the end-semester-examination (ESE)

Description

1. Problem Identification/Project Title (innovation /utility of the project for industry/ user/academia) marks to be also given based on
   1. accuracy or specificity of the scope and
   2. appropriateness of the work with reference to desired course outcomes.
2. Industrial Survey and Literature Review (marks to be given based on extent/volume and quality of the survey of industry / society / institutes/literature/intemet for problem identification and possible solutions.
3. Project Proposal: Marks to be given also based on appropriateness, flexibility, detail and clarity in methods/planning. (In case of working models, detailed design and planning of fabrication/assembly of the prototype has to be also assessed) This proposal should include whole project including work to be done in sixth semester.
4. Execution of Plan in fifth semester (Since project is to be fully completed in sixth semester, the part of the project which is planned to be completed in fifth semester is only to be evaluated: marks to be also given based on ability to collect relevant information, ability to follow correct procedure, manipulative skills, ability to observe, record & interpret, ingenuity in the use of material and equipment, target achievement) In case of working models, quality of workman ship (including accuracy in dimensions, shape, tolerance limits), appropriateness of raw materials/components/ technology being used, functioning of the prototype, cost effectiveness, marketability, modernity etc. has to be also assessed.
5. Log book (for work during fifth semester, marks to be given based on detailed and regular entry
6. Portfolio for Self learning and reflection (for work during fifth semester) Marks based on amount of reflection and completion of portfolio.
7. Project Report including Documentation (for work during fifth semester and planning for sixth semester) (marks based on: clarity in presentation and organization; styles and language; quality of diagrams, drawings and graphs; accuracy of conclusion drawn; citing of cross references; suggestion for further research/project work.
8. Presentation (presentation skills including communication skills to be assessed by observing the quality of presentations and asking questions during presentation and viva/voce) Presentation should be based on work done in fifth semester and planning for sixth semester.
9. Defence (ability to defend the methods/materials used and technical knowledge, and involvement of individual to be assessed by asking questions during presentation and viva/voce.

Special Teaching Stretagies

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.
.

For detail Syllabus of all other subjects of Instrumentation, I – scheme do visit Instrumentation 5th Sem Syllabus for I – scheme.

For all Instrumentation results, visit MSBTE Instrumentation all semester results direct links.

For all other Diploma in Instrumentation (IC) Syllabus for 5th Sem I – Scheme MSBTE, do visit Diploma in Instrumentation (IC) Syllabus for 5th Sem I – Scheme MSBTE Subjects. The detailed Syllabus for industrial training is as follows.

Note:

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.
.

For detail Syllabus of all other subjects of Instrumentation, I – scheme do visit Instrumentation 5th Sem Syllabus for I – scheme.

For all Instrumentation results, visit MSBTE Instrumentation all semester results direct links.

For all other Diploma in Instrumentation (IC) Syllabus for 5th Sem I – Scheme MSBTE, do visit Diploma in Instrumentation (IC) Syllabus for 5th Sem I – Scheme MSBTE Subjects. The detailed Syllabus for enterprenureship development is as follows.

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.
.

Competency:

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

• Develop project proposals to launch small scale enterprises.

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:

1. Identify your entrepreneurial traits.
2. Identify the business opportunities that suits you.
3. Use the support systems to zero down to your business idea.
4. Develop comprehensive business plans.
5. Prepare plans to manage the enterprise effectively.

Suggested Exercises:

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.
.

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

1. Seminar 1 lull equipped with conference table,chairs and multimedia facilities
2. Modern desktop Computer with internet connection

Unit 1

Entrepreneurship Developmen t – Concept and Scope

Unit Outcomes (In cognitive domain)

1. Describe the procedure to evaluate your entrepreneurial traits as a career option for the given product to be manufactured or services to be rendered.
2. Explain the given terms related to Entrepreneurship
3. Describe the salient features of the resources required for starting the specified enterprise.
4. Identify the characteristics for a given type of enterprise.

Topics and Sub-topics

1. Entrepreneurship as a career
2. Traits of successful intrapreneur/ entrepreneur: consistency, creativity, initiative, independent decision making, assertiveness, persuation, persistence, information seeking, handling business communication, commitment to work contract, calculated risk taking.
3. Entrepreneurship : scope in local and global market.
4. Intrapreneur and entrepreneur
5. Types of enterprises and their features : manufacturing, service and trading.
6. Steps in setting up of a business.

Unit 2

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.
.

Unit 3

Support Systems

Unit Outcomes (In cognitive domain)

1. Describe the support system required for the specified enterprise.
2. Describe the help provided by the government agencies for the specified product/service.
3. Describe the help provided by the non-governmental agencies for the specified product/service.
4. Compute the breakeven point for the specified business enterprise, stating the assumptions made.

Topics and Sub-topics

1. Categorisation of MSME, ancillary industries
2. Support systems- government agencies: MCED, NI-MSME, PMEGP,DI, KVIC
3. Support agencies for entrepreneurship guidance, training, registration, technical consultation, technology transfer and quality control, marketing and finance.
4. Breakeven point, return on investment and return on sales.

Unit 4

Business Plan Preparation

Unit Outcomes (In cognitive domain)

1. Justify the importance of the business plan for the given product/service.
2. Explain the key elements for the given business plan with respect to their purposc/size
3. Prepare the budget for the given venture.
4. Prepare the details of the given component of the given startup business plan.

Topics and Sub-topics

1. Sources of Product for Business : Feasibility study
2. Ownership, Capital, Budgeting, Matching entrepreneur with the project, feasibility report preparation and evaluation criteria
3. Business plan preparation

Unit 5

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.
.

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:

1. Develop two products from household waste (attach photographs)
2. Download product development and innovative films from internet.
3. Prepare a collage for ‘Traits of successful entrepreneurs’.
4. Invite entrepreneurs, industry officials, bankers for interaction.
5. Identify your hobbies and interests and convert them into business idea.
6. Convert you project work into business.
7. Choose a product and design a unique selling preposition, brand name, logo, advertisement (print, radio, television), jingle, packing, packaging, label for it.
8. Develop your own website. Share your strengths and weakness on it. Declare your time bound goals and monitor them on the website.
9. Choose any advertisement and analyse its good and bad points.
10. Decide any product and analyse its good and bad features.
11. Select any product and prepare its cost sheet.
12. Choose any product and study its supply chain.
13. Arrange brainstorming sessions for improvement of any product.
14. Study schemes for entrepreneurship promotion of any bank.
15. Visit industrial exhibitions, trade fairs and observe nitty-gritty of business.
16. Open a savings account and build your own capital.
17. Organise industrial visit and suggest modifications for process improvement.
18. Interview at least four entrepreneurs or businessman and identify Charms of entrepreneurship and Traits of successful entrepreneurs.
19. Analyse case studies of any two successful entrepreneurs.
20. Perform a survey and identify local resources available for setting up of an enterprise.
21. Engage in marketing of products.
22. Carry out a demand supply gap analysis for a particular product.
23. Organise a prototype development competition.
24. Arrange fairs, events in the institute and try for sponsorships.
25. Select any performance criteria and continuously compete with yourself.
26. On any performance criteria continuously compete with others.
27. Foresee your dream and make a long term plan for its accomplishment.
28. Dream for something unique and make a write-up.
29. Read articles, books on creativity.
30. Using morphological analysis technique, reduce cost or increase quality of a product.
31. Conduct a market survey for a project. Collect data on machinery specifications, price, output/hr, power consumption, manpower requirement, wages, raw material requirement, specification, price, competitors product price, features, dealer commissions, marketing mix.
32. Prepare a business plan and organize a business plan competition.
33. Select a social cause, set objectives, plan and work for its accomplishment.
34. Videograph as many as possible from the above and upload on your website, YouTube, facebook.

Suggested Special Instructional Strategies:

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

1. Massive open online courses (MOOCs) may be used to teach various topics/sub topics.
2. 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.
3. 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/UOs through classroom presentations (see implementation guideline for details).
4. With respect to item No. 10, teachers need to ensure to create opportunities and provisions for co-curricular activities.
5. Use Flash/Animations to explain various maintenances techniquies.
6. Guide students in undertaking micro-projects.
7. Instructors should emphasise more on deductive learning. Students should learn to recognise, create, shape opportunities, and lead teams for providing economic-social value to society.
8. Business simulations should be used to enhance behavioural traits of successful intrapreneurs and entrepreneurs amongst students. Emphasis should be on creating entrepreneurial society rather than only setting up of enterprise.
9. They must be encouraged to surf on net and collect as much information as possible.
10. Each student should complete minimum twenty activities from the suggested list. Minimum possible guidance should be given for the suggested activities.
11. Students should be promoted to use creative ideas, pool their own resources, finish their presentation, communication and team skills.
12. Alumni should be frequently invited for experience sharing, guiding and rewarding students.
13. Display must be arranged for models, collages, business plans and other contributions so that they motivate others.

Suggested Micro-Projects

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.
.

Suggested Learning Resources:

1. The Entrepreneurial Instinct: How Everyone Has the Innate Ability to Start a Successfill Small Business Mehta, Monica McGraw-Hill Education, New Delhi, 2012, ISBN 978-0-07-179742-9
2. Entrepreneurship Hisrich, R. D. McGraw-Hill Education, New Delhi, 2013 ISBN-13: 978-1259001635
3. Part I Readings in Entrepreneurship Education Sareen, S.B. Entrepreneurship Development Institute of India (EDI), GOI, Ahmedabad, 2016; ISBN: 978-0078029196 ..
4. Reading Material of Entrepreneurship Awareness Camp Gujral, Raman Entrepreneurship Development Institute of India (EDI), GOI, 2016 Ahmedabad,
5. Product Design and Manufacturing Chitale, A K PHI Learning, New Delhi, 2014; ISBN: 9788120348738
6. Entrepreneurship Development Small Business Entrepreneurship Charantimath, Poornima Pearson Education India, New Delhi; ISBN: 9788131762264
7. Entrepreneurship Development: Special edition for MSBTE CPSC, Manila Tata Mc-Graw Hill, New Delhi.
8. Entrepreneur ship and Small Business Management Khanka, S.S. S.Chand and Sons, New-Delhi’,ISBN: 978-93-5161-094-6
9. Entrepreneurship Development S, Anil Kumar New Age International, New Delhi, ISBN: 9788122414349

Software/Learning Websites:

1. MCED Books links http://www.mced.nic.in/UdyojakSpecial.aspx71 inktype=Udyoj ak
2. MCED Product and Plan Details http://www.mced.nic.in/allproduct.aspx
3. The National Institute for Entrepreneurship and Small Business Development Publications http://niesbud.nic.in/Publication.html
4. Courses : The National Institute for Entrepreneurship and Small Business Development http://niesbud.nic.in/docs/lstandardized.pdf
5. Entrepreneur.com https://www.entrepreneur.com/lists
6. GOVT. SPONSORED SCHEMES https://www.nabard.org/contentl. aspx?id=23an dcatid=23 andmid=53 0
7. NABARD – Information Centre https://www.nabard.org/Tenders.aspx?cid=501 andid=24
8. NABARD – What we Do http: //www. nabard. or g/content aspx?id=8 and catid=8andmid=488
9. Market Review http://www.businesstoday.in/markets
10. Start Up India http://www.startupindia.gov.in/pdffile.php7title =Startup%20India%20Action%20Planandtype =Actionandq=Action%20Plan.pdfandcontent_t ype=Actionandsubmenupoint=action
11. About – Entrepreneurship Development Institute of India (EDII. http://www.ediindia.org/institute.html
12. EDII – Centres http://www.ediindia.org/centres.html
13. EDII – Publications http://www.ediindia.org/publication.html
14. Business Plans: A Step-by-Step Guide https://www.entrepreneur.com/article/247574
15. The National Science and Technology Entrepreneurship Development Board (NSTEDB. http://www.nstedb.com/index.htm
16. NSTEDB – Training http://www.nstedb.com/training/training.htm
17. Tata Exposures http://www.tatasocial-in.com/project-exposure
18. Ministry Of Micro, Small And Medium Enterprises http://www.dcmsme.gov.in/ schemes/TEQUPD etail.htm
19. List of Business Ideas for Small Scale Industry https://smallb.sidbi.in/%20/thinking-starting- business/big-list-business-ideas-small-business
20. Thinking of Entrepreneurship https ://smal lb. sidbi .in/ entrepreneurship-stage/thinking-entrepreneurship
21. List of services for Small Scale Industry http://www.archive.india.gov.in/business/Indus try services/illustrative.php
22. NSIC Schemes and Services http://www.nsic.co.in/SCHSERV.ASP

For detail Syllabus of all other subjects of Instrumentation, I – scheme do visit Instrumentation 5th Sem Syllabus for I – scheme.

For all Instrumentation results, visit MSBTE Instrumentation all semester results direct links.

For all other Diploma in Instrumentation (IC) Syllabus for 5th Sem I – Scheme MSBTE, do visit Diploma in Instrumentation (IC) Syllabus for 5th Sem I – Scheme MSBTE Subjects. The detailed Syllabus for process instrumentation is as follows.

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.
.

Competency:

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

• Maintain Process Control Equipment in Instrumentation Systems.

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:

1. Identify the elements of process feedback loop.
2. Use transmitters for various applications in process industry.
3. Maintain various process parameters on DAS and recording system.
4. Maintain control Panels for various applications in process industry.
5. Identify hazardous locations in process industry.

Suggested Exercises:

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.
.

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

1. Process control loop set up of flow or any other parameter.
2. Temperature Transmitter (0 to 100c)
3. DP Transmitter (0 to 3750 minWC) or any other range available in the lab.
4. SMART Transmitter.
5. Alarm annunciator (16 window/24 window).
6. Data logger (8 channel/ 16 channel.
7. Strip chart recorder (Any make)
8. Control Panel.
9. I/P Converter (Any make) 3 to 15 psig output, 4 to 20 mA input)
10. P to I converter (Any make) 3 to 15 psig input, 4 to 20 mA output)

Unit 1

Process Instrumentation System

Total Teaching Hours – 12

Distribution of Theory Marks

R Level – 04

U Level – 04

A Level – 02

Total Marks – 10

Unit Outcomes (UOs) (in cognitive domain.

1. Identify the elements of given process feedback loop, with justification.
2. Identify process characteristics for the given process control system with justification.
3. Describe the dynamics of the given process control system.
4. Differentiate between the process characteristics and process dynamics

Topics and Sub-topics

1. Process Control System: Basic concept with example
2. Process Instrumentation: Concepts, Examples, Benefits
3. Process Characteristics: Types such as Process equation, Process Load, Transient, Process Lag, selfregulation
4. Process Dynamics: Types such as Resistance lag, capacitance lag, Dead time, Inertia

Unit 2

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.
.

Unit 3

Data Monitoring and recording Instruments

Total Teaching Hours – 12

Distribution of Theory Marks

R Level – 04

U Level – 04

A Level – 04

Total Marks – 12

Unit Outcomes (UOs) (in cognitive domain.

1. Describe the working principle of the given type of Data Acquisition system
2. Describe the working principle of the given Data logger
3. Describe the working principle of the given type of Recorder
4. Select the DAS for a given application
5. Select the recorder for a given application

Topics and Sub-topics

1. DAS: Need, Types (single channel, multichannel), Block diagram, working and Applications.
2. Data logger: Block diagram, working and Applications.
3. Recorder: Need, Types -Strip Chart (Self Balancing, Potentiometric), X-Y Block diagram, working, specifications and Applications.

Unit 4

Control Room Instrumentation

Total Teaching Hours – 12

Distribution of Theory Marks

R Level – 04

U Level – 04

A Level – 08

Total Marks – 16

Unit Outcomes (UOs) (in cognitive domain.

1. Describe the working principle of given control panel with sketch.
2. Differentiate between the given type of control panels
3. Describe the ergonomic considerations of control room.
4. Describe the working principle of given type of convertor with sketch.
5. Describe the working principle of Annunciator with sketch.

Topics and Sub-topics

1. Control panels: Need; Types -Flat, Breakfront, Console; Ergonomic consideration, Documents needed to design the control panel Control room environment: Ergonomic considerations, Control room layout.
2. Electro-pneumatic convertors: Current to pressure convertor, Pressure to current convertor, diagram and principle of working of each
3. Alarm Annunciator: Working of annunciator, and the operational sequence.

Unit 5

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.
.

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:

1. Identify and interpret display devices on different control panels using trainer set up/ in industry
2. Draw control room layout and list out ergonomic considerations
3. Draw the process control loop for the level control system.
4. Draw the process control loop for the temperature control system
5. Survey few process industries and categorize them in appropriate hazardous class.
6. Draw the setup of level measurement using DP transmitter.
7. Perform the experiment of data logger in virtual lab.
8. Sketch the typical control room layout with scale on half imperial size drawing sheet.

Suggested Special Instructional Strategies:

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

1. Massive open online courses (MOOCs) may be used to teach various topics/sub topics.
2. 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.
3. 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).
4. With respect to item No. 10, teachers need to ensure to create opportunities and provisions for co-cnrricular activities.
5. Guide students in undertaking micro-projects.

Suggested Micro-Projects

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.
.

Suggested Learning Resources:

1. Industrial Instrumentation and control Singh S.K. Tata McGraw Hill, New Delhi, 3rd edition ISBN: 978-0070678200
2. Process control Instrumentation Technology Johnson C.D. Prentice hall of India, NewDelhi,2015 ISBN: 978-9332549456
3. Instrumentation Engineers handbook – Process control Liptak Bela G Chilton Book company,3rd edition ISBN:978-0801982422
4. Applied Instrumentation in the Process Industries, volume 2 William G.Andrew, WilliamsPI.B Gulf Publishing company, 1974 ISBN:978-0872013940
5. Electronics Instruments and Instrumentation Technology Anand M.M.S Prentice hall India Learning Pvt. Ltd. New title edition(2004) ISBN: 9788120324541
6. Process Industrial instruments and control Plandbook Considine, Douglas Tata McGraw Hill, 4th edition ISBN: 978-0070124455

Software/Learning Websites:

1. http://www.pc-education.mcmaster.ca/Instrumentation/go_inst.htm
2. https://automationforum.in/t/basics-of-smart-transmitters/3030
3. https://automationforum.in/t/instrumentation-hook-up/3644
4. http://www.hse.gov.uk/comah/sragtech/techmeascontrol.htm
5. https://www.electrical4u.com/alarm-annunciator/
6. https.7/automationforum.in/t/current-to-pressure-convertion-using-flapper-nozzle-system/2691
7. http://literature.rockwellautomation.com/idc/groups/literature/documents/wp/800-wpOO4_-en-p.pdf

For detail Syllabus of all other subjects of Instrumentation, I – scheme do visit Instrumentation 5th Sem Syllabus for I – scheme.

For all Instrumentation results, visit MSBTE Instrumentation all semester results direct links.

For all other Diploma in Instrumentation (IC) Syllabus for 5th Sem I – Scheme MSBTE, do visit Diploma in Instrumentation (IC) Syllabus for 5th Sem I – Scheme MSBTE Subjects. The detailed Syllabus for control systems is as follows.

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.
.

Competency:

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

• Maintain the Control system components in Instrumentation systems.

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:

1. Identify the type of given control system.
2. Interpret the given control system for different input signals.
3. Test the stability of the given control system.
4. Maintain control action for controlling various processes.
5. Maintain different components in given control system.

Suggested Exercises:

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.
.

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

1. Open source software
2. Standard test signal generator kit: Step, Ramp, and parabolic signals.
3. Type 0 system trainer kit
4. Type 1 system trainer kit
5. Type 2 system trainer kit
6. On-off controller: heater, 1 emperature sensor. Relay.
7. Proportional, PI, PD, PID controllers and the control system setup.
8. Potentiometer as an error detector trainer kit
9. Synchro transmitter, control transformer and power supply.
10. D.C. Position control system trainer kit.
11. A.C. Position control system trainer kit.
12. Stepper motor trainer kit.

Unit 1

Fundamentals of control systems

Total Teaching Hours – 14

Distribution of Theory Marks

R Level – 04

U Level – 04

A Level – 06

Total Marks – 14

Unit Outcomes (UOs) (in cognitive domain)

1. Classify the given type
2. of control system.
3. Describe the procedure to determine the transfer function of the given control system.
4. Determine the transfer function of the given control system.
5. Form the state variables for the given system.

Topics and Sub-topics

1. Control system: Open loop, closed loop, linear, nonlinear, time variant and time invariant.
2. Transfer function: order of a control system (0, 1, 2), transfer function with respect to R-C and R-L-C electrical circuits,
3. Block diagram reduction technique: Need, reduction rules.
4. State space representation: Advantages, state variables identification, State space models from transfer functions.

Unit 2

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.
.

Unit 3

Stability Analysis of Control systems

Total Teaching Hours – 16

Distribution of Theory Marks

R Level – 02

U Level – 06

A Level – 08

Total Marks – 16

Unit Outcomes (UOs) (in cognitive domain)

1. Explain the conditions for stability of the given control system.
2. Determine the stability of the given control system using Rouths stability criteria.
3. Explain frequency response specifications of the given control system.
4. Determine the stability of the given control system using Bode plot.

Topics and Sub-topics

1. Stability: Definition of stability, Analysis of Stable, unstable, critically stable and conditionally stable system, Relative stability, Location of the poles in S-plane for stable and unstable systems.
2. Rouths stability criterion: Different cases and conditions (statement method), Numerical Problems.
3. Frequency Response Analysis method: Concept, Advantages and Disadvantages, Frequency response specifications.
4. Bode Plot: Need, Straight line Magnitude plot, Straight line phase angle plot, Bode plot for gain K, poles and zeros at origin, and 1st order system, Analyze stability from Bode plot using Gain margin and Phase margin.

Unit 4

Process Control Actions

Total Teaching Hours – 08

Distribution of Theory Marks

R Level – 02

U Level – 06

A Level – 04

Total Marks – 12

Unit Outcomes (UOs) (in cognitive domain)

1. Explain with sketches the discontinuous control actions used for controlling the given process control system.
2. Explain with sketches the basic continuous control actions used for controlling the given process control system.
3. Explain with sketches the composite continuous control actions used for controlling the given process control system.
4. Identify relevant control action
5. for the given process control system with justification and sketches.

Topics and Sub-topics

1. Discontinuous control actions – two position or ON-OFF: Operation, neutral zone
2. Continuous control actions-proportional, integral and derivative: operation, output equations, corresponding transfer function, Response graph.
3. Composite controllers – PI, PD, PID controllers : operation, output equations, Response graph, comparison, application
4. Electronic op-amp based PI, PD, PID controllers: circuit diagram, equations.

Unit 5

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.
.

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:

1. Prepare a report on the market survey for availability of different Servo components.
2. Prepare a report on the market survey for availability of different controllers.
3. Visit nearby process industries and prepare a report on control systems used.
4. Visit nearby engineering institutes and prepare a report on different control systems used in that institute laboratory.
5. Prepare a chart on comparison of different control actions.
6. Prepare a chart on effect of damping on the response of different types of control systems.
7. Prepare a chart on effect of location of poles on the stability of different types of control systems.

Suggested Special Instructional Strategies:

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

1. Massive open online courses (MOOCs) may be used to teach various topics/sub topics.
2. ‘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.
3. 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).
4. With respect to item No. 10, teachers need to ensure to create opportunities and provisions for co-curricular activities.
5. Guide students in undertaking micro-projects.
6. Use proper equivalent analogy to explain different concepts.
7. Use Flash/Animations to explain various control actions.

Suggested Micro-Projects

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.
.

Suggested Learning Resources:

1. Control System Engineering Nagrath I.J, M. Gopal New age International, New Delhi, Sixth edition, ISBN: 9788122420081
2. Modern Control Engineering Ogata K. Pearson India, Noida, Fifth edition ISBN: 978-9332550162
3. Process Control Instrumentation Technology Johnson C. D. PHI Learning, NewDelhi,2015 ISBN: 978-9332549456
4. Control Systems Engineering Nise Norman S Willey India, Delhi, Sixth Edition ISBN:978-8126519477
5. Control System Engineering using MATLAB Sivanandan S. N. Deepa S. N. Vikas Publication House, New Delhi,2012 ISBN:9788125937104
6. Principles of Control Systems S.P. Eugene Xavier Joseph Cyril Babu, J. S. Chand, New Delhi, 2014ISBN:9788121917780
7. Control Systems Anand Kumar PHI Learning, NewDelhi,2014 ISBN-.9788120349391
8. Control Systems Varrnah K.R McGraw Hill, New Delhi,2010 ISBN: 9780070678750

Software/Learning Websites:

1. www.scilab.org/scilab
2. www.nptel.ac.in/courses/101108056/23
3. www.nptel.ac.in/courses/108101037/3
4. www.nptel.ac.in/courses/108101037/14
5. www.nptel.ac.in/courses/108101037/46
6. www.nptel.ac.in/courses/108105062/12
7. www.nptel.ac.in/courses/108101037/20
8. www.nptel.ac. in/courses/108103008/12
9. www.nptelvideos.com/control_systems/
10. www.electrical4u.com/control-engineering
11. www.automationfederation.org/filestore/af/resources/control

For detail Syllabus of all other subjects of Instrumentation, I – scheme do visit Instrumentation 5th Sem Syllabus for I – scheme.

For all Instrumentation results, visit MSBTE Instrumentation all semester results direct links.

For all other Diploma in Instrumentation (IC) Syllabus for 5th Sem I – Scheme MSBTE, do visit Diploma in Instrumentation (IC) Syllabus for 5th Sem I – Scheme MSBTE Subjects. The detailed Syllabus for industrial automation is as follows.

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.
.

Competency:

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

• Maintain Industrial Automation systems.

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:

1. Identify different components of an automation system.
2. Interface the given I/O device with appropriate PLC module.
3. Prepare a PLC ladder program for the given application.
4. Select the suitable motor drives for the specified application.
5. Prepare a simple SCADA application.

Suggested Exercises:

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.
.

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

1. 1EC 1131-3 compatible PLC with programming Software and interfacing hardware, user manual, (complete PLC Trainer system.
2. Input and Output devices for PLC: like Lamp, DC Motor, Proximity sensors, Thermocouple/RTD, Red, green, yellow LEDs, Stepper Motor, limit switches, push button
3. Nano PLC, Mini PLC, Micro PLC with analog and Digital I/O, memory, peripheral interfaces
4. Ladder logic simulator, Pico soft Simulator, Logixpro simulator, Simple EDA tools(open source.
5. Servomotor, DC motor, AC motor, steeper motor
6. Motor drives, drivers for special motors (VFD.
7. SCADA software: like Ellipse/FTVSE/Wonderware
8. Digital Multimeter (% Digital Multimeter): 4000 counts large LCD display with auto/manual range, No Power OFF under natural operation ,Data Hold, Max/Min value Hold Capacitance, Frequency/Duty Cycle

Unit 1

Introduction to Industrial Automation

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)

1. Describe the benefits of the given Industrial automation system.
2. Describe functions of the given components of automation system.
3. Compare the characteristics of the given type of automation systems.
4. Describe applications of the given automation system.

Topics and Sub-topics

1. Need and benefits of Industrial Automation
2. Automation Hierarchy, Basic components of automation system, description of each component
3. Types of automation system:-Fixed, programmable, flexible
4. Different systems for Industrial automation: PLC, HMI, SCADA, DCS, Drives

Unit 2

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.
.

Unit 3

PLC Programming and Applications

Total Teaching Hours – 16

Distribution of Theory Marks

R Level – 04

U Level – 06

A Level – 12

Total Marks – 22

Unit Outcomes (UOs) (in cognitive domain)

1. Specify the proper I/O addressing format of the given PLC.
2. Explain the use of different relay type instructions for the given operation.
3. Use timer and counter instructions to write a program to perform the given operation.
4. Use Logical and Comparison instruction to write a program to perform the given operation.
5. Describe with example the given type of data handling instructions.
6. Describe the given elements of different programming languages used to program PLC.
7. Develop PLC ladder program for the given simple application.
8. Describe a PLC ladder program for the given industrial application.

Topics and Sub-topics

1. PLC I/O addressing
2. PLC programming Instructions : Relay type instructions, timer instructions: On delay, off delay, retentive. Counter instructions, Up. Down. High speed, Logical instructions. Comparison Instructions. Data handling Instructions. Arithmetic instructions
3. PLC programming language-Functional Block Diagram (FBD). Instruction List, Structured text. Sequential Function Chart (SFC), Ladder Programming
4. Simple Programming examples using ladder logic: Language based on relay, timer counter, logical, comparison, arithmetic and data handling instructions
5. PLC based applications: Motor sequence control, Traffic light control, elevator control, Tank level control, conveyor system, Stepper motor control, reactor control

Unit 4

Electric Drives and Special Machines

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)

1. Describe with sketches the working of the given type of drives.
2. State the functions of the given type of V/F converter.
3. Compare given parameters of the specified type of motor drives.
4. Describe the application of the given type of drives.

Topics and Sub-topics

1. Electric drives: Types, functions, characteristics, four quadrant operation
2. DC and AC drive controls: V/F control, Parameters, direct torque control
3. Drives: working principle, specifications, parameters, types and applications
4. Applications- Speed control of AC motor /DC Motor

Unit 5

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.
.

Suggested Student Activities:

Other than the classroom and laboratory learning, following are the suggested student-related co-curricutar 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:

1. Do the internet survey and make a list of leading manufactures of the PLC, SCADA, DCS, HMI and other industrial automation tools with their brand name.
2. Refer operating manual of the PLCs of reputed Manufactures and prepare a step by step procedure to use PLC for the specified application.
3. Prepare a Power point presentation on the troubleshooting techniques of PLC.
4. Prepare the safety precautions list to be followed for installation of PLC system.
5. Download animated videos from the internet for any theory topic and make presentation on it.
6. Prepare a list of available analog input /output devices, digital input /output devices available in the market.
7. Guide the students for steps to be followed to configure available SCADA software.

Suggested Special Instructional Strategies:

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

1. Massive open online courses (MOOCs) may be used to teach various topics/sub topics.
2. 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.
3. 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).
4. With respect to item No. 10, teachers need to ensure to create opportunities and provisions for co-curricular activities.
5. Guide students in undertaking micro-projects.
6. Students can participate in the online industrial automation forums.

Suggested Micro-Projects

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.
.

Suggested Learning Resources:

1. Programmable Logic Controller Jadhav, V. R. Khanna publishers, New Delhi, 2017, ISBN : 9788174092281
2. Programmable logic controllers Petruzella, F.D, Tata – McGraw Hill India, New Delhi, Fourth edition,2010, ISBN: 9780071067386
3. Programmable logic controllers and Industrial automation An introduction Mitra. Madhuchandra; Sengupta, Samarjit Penram International Publication, New Delhi, 2015, Fifth reprint, ISBN: 9788187972174
4. Introduction to Programmable logiccontrollers Dunning, G. Thomson /Delmar learning, New Delhi, 2005, ISBN 13 : 9781401884260
5. Supervisory control and Data acquisition Boyar. S. A. ISA Publication New Dxelhi (4th edition) ISBN: 978-1936007097
6. Programmable logic controllers 1 lack worth, John; Hackworth. Federic PHI Learning, New Delhi 2003 ISBN : 9780130607188
7. Industrial automation and Process control Stenerson, Jon PHI Learning, New Delhi, ISBN : 9780130618900
8. Practical SCADA for Industry Bailey, David ; Wright, Edwin Newnes (an imprint of Elsevier)international edition, 2003 ISBN: 0750658053

Software/Learning Websites:

1. Software:- www.fossee.com
2. Software:- www.logixpro.com
3. Software:- www.plctutor.com
4. Software;-www.ellipse.com
5. PLC lecture:- https://www.youtube.com/watch?v=pPiXEfBO2qo
6. PLC tutorial:-http://users.isr.ist.utl.pt/~jag/aulas/apil3/docs/API_I_C3_3_ST.pdf

For detail Syllabus of all other subjects of Instrumentation, I – scheme do visit Instrumentation 5th Sem Syllabus for I – scheme.

For all Instrumentation results, visit MSBTE Instrumentation all semester results direct links.