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Diploma in Textile Technology (TC) Syllabus for 5th Sem I – Scheme MSBTE

InI Labs MH — Sun, 26 Jul 2020 15:55:58 +0000

Diploma in Textile Technology (TC) Syllabus for 5th Sem I – Scheme MSBTE gives complete Syllabus information for 5th Sem Textile Technology, 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 Textile Technology TC 5th Sem, I – scheme do visit Diploma In Textile Technology 5th 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	22575	Dyeing of Synthetic Fibres	DSF	3	–	4	7	3	70	28	30*	00	100	40	50#	20	50	20	100	40	200
2	22576	Printing of Synthetic Fibres	PSF	3	–	4	7	J	70	28	30*	00	100	40	50#	20	50	20	100	40	200
3	22577	Finishing of Synthetic Fibres	FSF	3	–	2	5	o 3	70	28	30*	00	100	40	25@	10	25	10	50	20	150
4	22578	Process Control in Wet Processing	PCW	3	–	2	5	3	70	28	30*	00	100	40	25@	10	25	10	50	20	150
5	22579	Garment Processing	GPR	3	–	4	7	3	70	28	30*	00	100	40	50@	20	50	20	100	40	200
6	22057	Industrial Training	1TR	–	–	6	6	–		–	–	–	–	—	75#	30	75	30	150	60	150
7	22058	Capstone Project Planning	CPP	–	–	2	2	–		–		–	–		25@	10	25	10	50	20	50

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.

22058: Capstone Project Planning Syllabus for Textile Technology 5th Sem I – Scheme MSBTE

InI Labs MH — Sun, 26 Jul 2020 15:55:57 +0000

Capstone Project Planning detailed Syllabus for Textile Technology (TC), 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 other Diploma in Textile Technology (TC) Syllabus for 5th Sem I – Scheme MSBTE, do visit Diploma in Textile Technology (TC) Syllabus for 5th Sem I – Scheme MSBTE Subjects. The detailed Syllabus for capstone project planning is as follows.

Capstone Project Planning

Rationale:

For the complete Syllabus, results, class timetable, and many other features kindly download the iStudy App
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.

Competency:

The course should be taught and implemented with the aim to develop the required course outcomes (COs) 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.

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

Capstones Project

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):

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

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.
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.
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.
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

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.

Plan properly for execution of given work.
Take appropriate decisions.
Arrange resources.
Work as member and leader of team.
Communicate properly.
Resolve the conflicts.
Manage the time well.
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.

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.
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)
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.
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.
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.
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

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.

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.
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).
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.
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.
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.)
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

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.
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
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

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
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.
Log book (for work done in fifth semester, detailed and regular entry would be basis of marks.
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

Portfolio for Self learning and reflection (marks based on amount of reflection and completion of the portfolio for work done in fifth semester.
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.
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.
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..

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.
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.)
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).
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

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.
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.
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.
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.
Log book (for work during fifth semester, marks to be given based on detailed and regular entry
Portfolio for Self learning and reflection (for work during fifth semester) Marks based on amount of reflection and completion of portfolio.
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.
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.
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 detail Syllabus of all other subjects of Textile Technology, I – scheme do visit Textile Technology 5th Sem Syllabus for I – scheme.

For all Textile Technology results, visit MSBTE Textile Technology all semester results direct links.

22057: Industrial Training Syllabus for Textile Technology 5th Sem I – Scheme MSBTE

InI Labs MH — Sun, 26 Jul 2020 15:55:56 +0000

Industrial Training detailed Syllabus for Textile Technology (TC), 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.

Industrial Training

Note:

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

For all Textile Technology results, visit MSBTE Textile Technology all semester results direct links.

22579: Garment Processing Syllabus for Textile Technology 5th Sem I – Scheme MSBTE

InI Labs MH — Sun, 26 Jul 2020 15:55:56 +0000

Garment Processing detailed Syllabus for Textile Technology (TC), 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.

Garment Processing

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 principles of wet processing in garment processing.

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:

Use relevant production process sequence for garments.
Create different washing effects on denims and non-denims.
Use relevant methods and machines for dyeing garments.
Use relevant methods and machines for printing garments.
Use relevant type/s of finishes for finishing garments.
Select relevant stain removing and dry-cleaning treatment for garments.

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

Dye Pots: 250 ml, 500 ml
Glass rod: 15cm, Diameter 0 5 cm
Beaker: 50 ml, 100 ml, 150 ml, 200 ml, 500 ml, 1000 ml
Measuring cylinder of capacity 10 ml, 25 ml, 100 ml and 1 lit
Bunsen burner: 12x5x8 cm
Pipette: 1 ml, 10 ml, 25 ml
Electric drier: 230V, 200W
Electric Iron: 230 V, 1000W
Wooden Screen 10xl0
Rubber Squeeze: 8 width, 0 5 – 1cm thick
Laboratory Printing table: 90 x 60 cm and 75 cm Height
Laboratory Stirrer: High Speed Mechanical Stirrer- 300 to 500 rpm
Laboratory Drying, Curing and setting Chamber: temperature up to 220C, working width- 450 mm, length 1 7-meter, heater capacity- 8/16/24 kilo-watt.
Laboratory Padding Mangle: Horizontal (60-80% Expression.
Plastic Mug: 0 5, 1 and 2 lit capacity
Digital Weighing balance: 0 02 gm accuracy (300 gm.
Laboratory laundrometer: 5kg capacity
Laboratory garment dyeing machine (capacity-2kg load.
Sand papers (grain size-14mm.
Pumice stones
Computer colour matching system
Spray bottle (250 ml.
Plastic and metal tray

Unit 1

Introduction to Garment Processing

Total Teaching Hours – 06

Distribution of Theory Marks

R Level – 04

U Level – 04

A Level – 02

Total Marks – 10

Unit Outcomes (UOs) (in cognitive domain)

Describe with flowchart the procedure to create a relevant production process sequence to get desired effects on the given garment.
Select garment processing plan for the given garment according to its properties and end use with justification.
Formulate relevant processing method for reproducibility of the desired effect on the given garment with minimum faults.
Explain relevant ecological issues related to the processing of the given garment with justification.

Topics and Sub-topics

Garment Processing industry: Departments lay out, Process flow.
Importance of Garment processing: Concepts of garment stage and pre-gannent stage processing, difference between fabric and garment processing, advantages and limitations.
Fiber properties: suitability for garment construction, seam strength, shrinkage.
Major issues related to garment processing: reproducibility, batch to batch variations, processing faults, ecological factors, skilled labor.

Unit 2

Unit 3

Garment Dyeing and its machineries

Total Teaching Hours – 08

Distribution of Theory Marks

R Level – 03

U Level – 04

A Level – 06

Total Marks – 13

Unit Outcomes (UOs) (in cognitive domain)

Explain with sketches the working principle and mechanism of the specified garment washing machine.
List uses of given type of dryer.
Explain with sketches the working of the given type of machine.
Compare the features of the given two types of machines

Topics and Sub-topics

Garment Dyeing machine: principle and working mechanism, types.
Garment washing machine: principle and working procedure, end uses
Tumble dryer: principle and working procedure, end uses
spray booth systems: principle working procedure and end uses
Hydro extractor: principle and working procedure, application
Tumble dryer: principle and working procedure, application.
RF drier: principle and working procedure, application.
Pressing and fusing machines: objectives, working principle and end uses.

Unit 4

~Garment Printing and its machineries

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)

Identify the given types of garment prints.
Describe with sketches the process to produce the specified type of print on the given type of garment
Describe the method of puff printing on the given type of garment.
Explain the concept of the specified digital print and its features.

Topics and Sub-topics

Flock Printing: concept, application method, uses
Plastizol prints: concept, application method, uses
Metallic prints: concept, application method, uses
Foil prints: concept, application method, uses
Pearl prints: concept, application method, uses
High Density prints: concept, application method, uses
Khadi prints: concept, application method, uses
Photochromic prints: concept, application method, uses
Puff printing: concept, application method, uses
Digital printing: concept, application method, uses

Unit 5

Unit 6

Garment care treatments

Total Teaching Hours – 08

Distribution of Theory Marks

R Level – 02

U Level – 03

A Level – 05

Total Marks – 10

Unit Outcomes (UOs) (in cognitive domain)

Identify given types of labels and their application
Identify the given type of stains and their removal method with justification
Explain the given method of stain removal
List the properties of the given chemicals used in dry cleaning

Topics and Sub-topics

Garment labels: objects, importance, types of labels and symbols used advantages.
Garment stains: identification, types, methods, chemicals, industrial formulations
Dry cleaning: Object Chemicals and solvents.

Note: To attain the COs and competency, above listed UOs need to be undertaken to achieve the Application Level and above 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:

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:

Visit any garment processing unit nearby and take the help of in-charge to know the activities going on.
Write report of the visit, prepare lay out of the garment processing unit.
Do internet survey to find out new developments in garment processing.
Guide students in undertaking micro-projects.
Prepare power point presentation on different garment printing techniques.
Analyze the colour fastness of various dyed garment samples.
Prepare process flow charts for garment finishing.
Collect samples of different garment printing techniques.

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.

Suggestive lists of micro-projects are given here. Similar micro-projects could be added by the concerned faculty:

Scope and future of Garment Industry: Collect information/ data from various sources for the last 15 years and analyse the fashion trends in the garment Industry in domestic as well as international market. Present your observations, findings and thus project the future of the Industry.
Classify various Denim washes: Visit denim/ garment washing units and collect at least 50 samples of various types of denim washes. Classify them according to types and present the results.
Comparison of conventional and digital printing of garments: Collect information from various sources to prepare a comparative chart related to type of machine, machine cost, operational cost, dyes and chemicals needed for garment printing. Present the results.
Short film on working of machine: Visit different garment processing industries. Observe the working operations of machines at various stages and capture video clips. Edit the video clips as per specified process sequence and make a short film. Present the short film.
Collection of care label samples: Visit garment processing/ manufacturing units and collect at least 30 samples of various care labels. Classify them according to types and present the results.

Suggested Learning Resources:

Fabric care Noemia, Dsouza New Age International Publishers, New Delhi,1998, ISBN: 9788122411430
Denim: manufacture, finishing and applications Paul, R Wood-Head Publishing, Swaston, Cambridge, 2015; ISBN: 9780857098436
Textile printing Miles, L.W.C Society of Dyers and Colorists, UK, 1981 ISBN: 9780901956330
Introduction to textile finishing Marsh, J. T. Chapman and Hall publications, U. K1966 ISBN: 9781114790087
Chemical finishing of textiles Schindler, W D; Hauser, P J Wood-Head Publishing, Swaston, U.K. Cambridge, 2004, ISBN: 9781855739055
Functional finishes for textiles Paul, R Wood-Head Publishing, Swaston, U.K Cambridge, 2014 ISBN: 9780857098399
Encyclopedia of garment printing Freshner, Scott US Screen print industries?!, ISBN: 97S0933493lXiFS^*- r t v A /*?*/ S < X

Software/Learning Websites:

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

For all Textile Technology results, visit MSBTE Textile Technology all semester results direct links.

22578: Process Control in Wet Processing Syllabus for Textile Technology 5th Sem I – Scheme MSBTE

InI Labs MH — Sun, 26 Jul 2020 15:55:55 +0000

Process Control in Wet Processing detailed Syllabus for Textile Technology (TC), 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.

Process Control in Wet Processing

Rationale:

Competency:

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

Ensure the quality process control in wet processing.

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:

Select relevant process control parameters for mechanical pretreatment.
Select relevant process control parameters for chemical.
Select relevant dyeing process control parameters on machines.
Select relevant printing process control parameters on machines.
Select relevant finishing process control parameters on machines.

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

Open bath beaker dyeing machine (250 ml.
Water bath (30 Liter) with 6/12 dye pots of 500 ml each
High Temperature High Pressure Beaker dyeing machine- 130 C, Maximum working pressure: 2 kg/sq. cm, Electrical load: 4 Kw
Volumetric flask, measuring cylinder, pipette, weighing balance, beakers, thermometer (0-360C).
Drying ovens- Temperature 0 to 120 C
Two bowl horizontal padding mangle – 12 inches width, with adjustable nip pressure.
Relative dyes, chemicals and auxiliaries
Curing & Setting Chamber (Stenter), Working width: 450mm Max. Temperature -200*JC
Electronic balance with 0 001 gm accuracy, capacity 300 gm.
Laboratory steamer. Maximum temperature: 130 C, Maximum working pressure: 4 kg/sq cm, Electrical load: 4 Kw
Inspection table- 150 cm length, 100 cm width
Printing screen of variable sizes and screen printing kit

Unit 1

Process and quality control in mechanical pretreatment

Total Teaching Hours – 05

Distribution of Theory Marks

R Level – 02

U Level – 02

A Level – 04

Total Marks – 08

Unit Outcomes (UOs) (in cognitive domain.

Describe the importance of process and quality control in wet processing of the given fabric.
Describe with flowchart the procedure to evaluate the effect of controlled and un-controlled processing parameters on singeing of the given fabric.
Describe with flowchart the procedure to use 4 point system to decide the acceptability of the given finished fabric.
Explain the importance of process control in grey inspection of the given fabric with justification.
Describe process control parameters for the given mechanical pre-treatment.

Topics and Sub-topics

Process and quality control-Concept, necessity, process control parameters, methods, Importance of quality assurance, technocommercial aspects of processes.
Quality assurance department- Structure and functions
Effect of controlled and uncontrolled processing parameters on singeing
Grey inspectionimportance in subsequent process control, 4 point system
Process control parameters for mechanical pretreatment -shearing and cropping, brushing, sueding and gas singeing.

Unit 2

Unit 3

Process Control in Dyeing

Total Teaching Hours – 15

Distribution of Theory Marks

R Level – 04

U Level – 06

A Level – 10

Total Marks – 20

Unit Outcomes (UOs) (in cognitive domain.

Explain the parameters affecting the dyeing quality of given dyes on the relevant dyeing machine for the given fabric with justification.
Describe with flowchart the procedure to evaluate the effect of specified process control parameters on the exhaustion of dyes on the given fabric.
Describe with flowchart the procedure to assess depth of dyeing of given dyes on the given fabric.
Describe with flowchart the procedure to compare the effect of specified process control parameters on dyeing of the given polyester fabric with disperse dyes.
Suggest the rectification for the stated dyeing defects in the given fabric with relevant process control parameters / solutions.

Topics and Sub-topics

Process control parameters-for jiggers, jet dyeing m/c, package dyeing m/c, soft flow dyeing m/c, continuous dyeing range, padding mangles and continuous dyeing range.
Importance of Lab to bulk recipe formulation, examples
Right First Time dyeing-Measures to achieve, importance, examples.
Effect of various process control parameters on the quality, dyeability and fastness properties of various dyes.
Problem and remedies in dyeing.

Unit 4

Process Control in Printing

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.

Explain the parameters affecting the printing quality of given dyes on the relevant printing machine for the given fabric with justification.
Explain the relation between lab and bulk recipe formulation in printing of the given fabric with justification.
Describe with flowchart the process to compare the effect of viscosity of print paste on fixation and fastness of dyes on the given cotton fabric.
Explain the importance of process control parameters of ager and washer to get desired quality of the given printed fabric.
Explain the parameters affecting the printing quality of given pigments on the relevant printing machine and stenter for the given fabric with justification
Suggest the rectification for the stated printing defects in the given fabric with relevant solutions.

Topics and Sub-topics

Process control parameters-for flat bed screen printing m/c, rotary screen printing m/c
Process control parameters-for ager m/c, washer m/c
Importance of Lab to bulk recipe formulation in printing.
Effect of process control parameters- on the quality, printability and fastness properties of various dyes.
Problem and remedies in printing.

Unit 5

Suggested Student Activities:

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

Visit process house nearby your institute and with the help of processing in charge, collect information about various process control parameters of different machines available.
Visit process houses nearby your institute and compare the existing process conditions for a given process on a specified machine.
Collect information on safety precautions related to various chemicals and machinery used in process house.
Survey on internet and prepare chart of various machines available in the market along with their technical features/ specifications.
Survey the library/ internet and collect information about the recent developments in textile processing machineries and technologies.
Prepare computer based presentation explaining processing conditions of various fabrics on different machines.
Visit process houses nearby your institute and collect information about faults occurred in processing due to process control parameters and relevant remedies adopted.

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.
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.

Suggested Micro-Projects

Suggested Learning Resources:

Textile processing & properties Vigo, T. L. Elsevier Science B.V. Amsterdam, 1994 ISBN: 9780444882240
Dyeing and Chemical Technology of Textile Fibres Trotman, E. R. John Wiley & Sons Inc., New Delhi, 1985, ISBN: 9780471809104
Handbook of Textile and Industrial Dyeing Clarke, M. Woodhead Publishing, UK, 2011 ISBN: 9781845696962
Chemical processing of synthetic and its blends Datya, K.V; Vaidya, A.A A Wiley Inter Science Publication, New York, 1984 ISBN-9780471876540
Dyeing and Chemical Technology of Textile Fibres Trotman, E. R. John Wiley & Sons Inc., New Delhi, 1985, ISBN: 9780471809104
Dyeing and Screen Printing on Textiles Joanna Kinnersly Taylor A & C Black Publishers Ltd., London, UK. 1 Jan 2012 ISBN: 9781408124758
Textile Printing Miles, L.W.C. Society of Dyers and Colourists, UK, 1981, ISBN: 9780901956330
Textile Spinning, Weaving, Finishing and Printing NIIR Board Of consultants and Engineers Asia Pacific Business Press Inc. Delhi, 2016, ISBN: 9788178331638
Chemical after treatments of textiles Marks, Atlas; Wooding A Wiley inter science publication, New York, 1971 ISBN-9781563675164
Chemical finishing of textile Schindler, W. D.; Hauser, P. J. Wood Head Publishing, New Delhi, 2004, ISBN- 185573 9054
Textile Finishing Derek Fleywood SDC Publications, Hampshire, UK, 2003 ISBN-9780901950811

Learning Websites

www.study.com/academy/lesson/what-is-dyeing-in-textiles.html
www.fibre2fashion.com/industry-article/3 87 l/dyeing?page=l
www.dyes-pigments.standardcon.com/batch-dyeing-process.html
www.dyes-pigments.standardcon.com/continuous-dyeing-process.htmlwww.en.wikipedia.org/wiki/Dyeing
www.utsavfashion.com/saree/brasso-work
textilefashionstudy.com/what-is-pigment-printing
textileapex, blogspot, in/2014/03/pigment-printing-advantages-disadvantages.html?m=l
nptel.ac.in/courses/116102010/36
textilelearner.blogspot.in/2012/03/what-is-heat-setting-working-process-of.html
textileleamer.blogspot.in/201 l/03/description-of-textile-finishing_l 796.html
indiantextilejoumal.com/articles/FAdetaiIs.asp?id=3729
www.textileglossary.com/terms/soil-release.html
textilelearner.blogspot.in/2013/03/soil-release-fmish-mechanism-of-soil.html
www.suitestyles.com/what-is-soil-release-fmisli/

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

For all Textile Technology results, visit MSBTE Textile Technology all semester results direct links.

22577: Finishing of Synthetic Fibres Syllabus for Textile Technology 5th Sem I – Scheme MSBTE

InI Labs MH — Sun, 26 Jul 2020 15:55:55 +0000

Finishing of Synthetic Fibres detailed Syllabus for Textile Technology (TC), 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.

Finishing of Synthetic Fibres

Rationale:

Competency:

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

Undertake finishing processes for synthetic textile materials and their blends for end use.

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:

Use relevant finishing method for dimensional stability of synthetic fabric and their blends.
Use relevant anti-pilling method for synthetic fabric and their blends.
Use relevant soil release finish for synthetic fabric and their blends.
Use relevant minimum application technique for textile fabric.
Apply relevant finishing formulation for textile fabric.
Use special finish for textile fabric.

Suggested Exercises:

Instruments Required:

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

Laboratory Padding Mangle Machine- two bowl vertical or horizontal machine with safety measures. Automatic or manual machine, able to perform piece finishing on fabric sample.
Lab Curing Chamber-Temperature 0 to 220 degree Celsius, able to cure lab sample, continuous machine
Dryer- Temperature range 0 tolOO degree Celsius, lab sample drying
Beakers (glass )-l 00 ml, 500ml. 1 liter, glass rod20 cm in length
Weighing balance- 3 digit weighing balance
Water bath -capacity – 10 to 20 pots
Iron for ironing treated fabric samples, ironing table with cloth
Measuring Cylinder- capacity-10 ml, 100ml, 1000ml.

Unit 1

Heat setting

Total Teaching Hours – 10

Distribution of Theory Marks

R Level – 02

U Level – 06

A Level – 08

Total Marks – 16

Unit Outcomes (UOs) (in cognitive domain)

Describe the effect of heat setting on the properties of the given fabric with justification.
Describe with sketch heat setting stages and conditions for the given fabric sample.
Describe with flowchart the procedure to use lab stenter machine to measure percentage shrinkage in the given synthetic fabric.
Describe with flowchart the procedure to use lab stenter machine to measure percentage shrinkage in the given synthetic blends.
Describe the procedure to calculate efficiency of heat setting by shrinkage method for the given synthetic fabric and their blends.

Topics and Sub-topics

Heat setting- Importance, type and percentage shrinkage, heat setting stages, methods, conditions and mechanism for synthetic fibre and their blends.
Synthetic fibre- Thermal behavior, changes in properties due to heat setting
Use of lab stenter machine for measurement of percentage shrinkage.
Efficiency of heat settingshrinkage method.

Unit 2

Unit 3

Soil release finishing

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 importance of soil release finishing agent for the given fabric with justification.
Describe the soiling mechanism of the given fabric.
Describe the relevant factors affecting the soiling tendency of the given fabric.
Describe the chemical formulation of soil release finishing agent for the given fabric.
Describe with flowchart the procedure to apply relevant soil release finish on the given fabric and its blend.

Topics and Sub-topics

Soil-concept, type, and mechanism of soiling.
Soil release finish- Mechanism, chemistry of soil release finishing agent for the given fabric, procedure of application.
Factors affecting soiling tendency of the given fabric.
Evaluation-Soil release finish.

Unit 4

Foam finishing

Total Teaching Hours – 06

Distribution of Theory Marks

R Level – 02

U Level – 02

A Level – 06

Total Marks – 10

Unit Outcomes (UOs) (in cognitive domain)

Describe the effect of minimum application technique for the given fabric with justification.
Describe with flowchart the procedure to determine percentage expression and total finish liquor of the padding mangle for the given fabric.
Describe with flowchart the procedure to use padding method for application of blue tone and red tone on the given fabric.
Describe with sketch the procedure to get optimum finish on the given fabric.
Select relevant foam application method for the given synthetic fabric and its blend with justification.

Topics and Sub-topics

Minimum application technique-Concept, percentage expression, importance, and procedure, total finish liquor of the padding mangle.
Foam- Definition, Properties, Blow ratio and foam stability, Advantages and limitations, factors affecting stability of foam.
Foam generation method- Static and dynamic
Foam application method

Unit 5

Unit 6

Special finishes and development

Total Teaching Hours – 12

Distribution of Theory Marks

R Level – 02

U Level – 06

A Level – 08

Total Marks – 16

Unit Outcomes (UOs) (in cognitive domain)

Explain the importance of special finishing methods for the given fabric with justification.
Describe with flowchart the procedure for weight reduction treatment on the given fabric.
Describe with flowchart the procedure for carbonization treatment on the given fabric.
Describe with flowchart the relevant procedure to get special finish on the given fabric.
Apply new development in textile finishing on the given fabric.
Describe with flowchart the procedure for waterproof and water repellent treatment on the given fabric.

Topics and Sub-topics

Special finishing methods-Concept, importance, Types, weight reduction treatment
Polyester- Silk like finish, Carbonisation.
Wool finishing- Milling, decatising, Rotary press, crabbing.
Nano technology- Concept, applications, advantages and limitations.
Emulsion- Concept, type, application in textile.
Microencapsulation – Concept Application
Waterproof and water repellent finish.

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

Note:

Suggested Student Activities:

Visit a local Industry. Collect the samples of various finishes. Write their application in day to day life.
Collect the photographs of garment in which special finishes are used. Classify them and write a brief about each category.
Visit local industry and prepare the process flow for various finished fabrics.
Market survey for new development in finishing.
Collect various unfinished and finished sample and compare them.

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 is 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.

A suggestive list of micro-projects is given here. The concerned faculty could add similar micro-projects:

Visit a local Industry. List the chemicals used in finishing. Find out the information about the chemicals such as strength, manufacturing process, and role of chemical, market cost, etc. Present the report.
Collect various finished synthetic fabric samples from different textile industries and prepare presentation describing their applications and manufacturing cost.
Collect various finished synthetic fabric samples from different textile industries and identify the fault in finished sample. Write their causes and remedies. Present your report.
Visit local laundries and collect fabric sample, photographs, and data about various stain removing agents used for different type of stains with their properties. Present report.
Visit local industries, collect various soil release finishing agents used in the industry, and prepare presentation describing their properties.
Collect samples from industry and prepare the comparative chart for finishing of natural and synthetic fabrics. Prepare presentation describing their properties.

Suggested Learning Resources:

Chemical processing of synthetic and its blends Datya, K.V; Vaidya, A.A A Wiley Inter Science Publication, New York, 1984 ISBN-9780471876540
Technology of finishing Vol. X Shenai, V.A Sevak Publication, Mumbai, India 1990
Introduction to textile finishing Marsh, J.T. Publisher: CHAPMAN, 1970 ISBN-2221114790087
Chemical after treatments of textiles Marks, Atlas; Wooding A Wiley inter science publication, New York,1971 ISBN-9781563675164
Textile Finishing Derek Heywood SDC Publications, Hampshire, UK, 2003 ISBN-9780901950811
Chemical finishing of textile Schindler, W. D.; Hauser, P. J. Wood Head Publishing, New Delhi, 2004, ISBN- 185573 9054
A Practical Guide to Textile Testing Amutha, K. Wood Head Publishing, New Delhi, 2016. ISBN: 9789385059070

Software/Learning Websites:

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

For all Textile Technology results, visit MSBTE Textile Technology all semester results direct links.

22576: Printing of Synthetic Fibres Syllabus for Textile Technology 5th Sem I – Scheme MSBTE

InI Labs MH — Sun, 26 Jul 2020 15:55:54 +0000

Printing of Synthetic Fibres detailed Syllabus for Textile Technology (TC), 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.

Printing of Synthetic Fibres

Rationale:

Competency:

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

Use relevant dyes, chemicals, and equipment for printing synthetic fibre fabrics.

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:

Select relevant thickener, ingredients, fixation method and style to print the polyester fabric.
Use relevant style, dyes, pigments, ingredients and fixation method to print the synthetic and blended fabric.
Use relevant ingredients, fixation method and style to print the acrylic fabric.
Use relevant dyes, ingredients, fixation method and style to print the nylon fabric.
Use relevant transfer printing machine as per complexity of the design to print the fabric.
Use relevant ink, inkjet printing technology to print the fabric.Suggested Practicals / Exercises The practicals in this section are PrOs (i.e. sub-components of the COs) to be developed and assessed in the student for the attainment of the competency:

Practical Outcomes

Use mechanical stirrer to prepare stock thickener paste.
Use mechanical stirrer to prepare reduction thickener paste.
Use direct style of printing to apply disperse dye on the given polyester fabric sample.Part-I
Use direct style of printing to apply disperse dye on the given polyester fabric sample Part-II
Use direct style of printing to apply disperse dye on the given polyester fabric sample by varying the carrier. Part-I
Use direct style of printing to apply disperse dye on the given polyester fabric sample by varying the carrier. Part-II
Use discharge style of printing to produce white discharge effect on the given disperse dyed polyester fabric sample. Part-I
Use discharge style of printing to produce colour discharge effect on the given disperse dyed polyester fabric sample.Part-II
Use resist style of printing to produce white resist effect on the given disperse dyed polyester fabric. Part-I
Use resist style of printing to produce colour resist effect on the given disperse dyed polyester fabric. Part-II
Use single phase method to apply disperse/ reactive dyes on the given Polyester/ Cotton blended fabric.
Use two phase method to apply disperse/ reactive dyes on the given Polyester/ Cotton blended fabric.
Apply pigment prints on the given Polyester/ Cotton blended fabric sample Part-I
Apply pigment prints on the given Polyester/ Cotton blended fabric sample Part-II
Use brasso style of printing to produce brasso effect on the given Polyester/cotton blended fabric. Part-I
Use brasso style of printing to produce brasso effect on the given Polyester/cotton blended fabric. Part-II
Use direct style of printing to apply disperse dye on the given acrylic fabric sample. Part-I
Use direct style of printing to apply disperse dye on the given acrylic fabric sample. Part-II
Use direct style of printing to apply acid dye on the given nylon fabric sample. Part-I
Use direct style of printing to apply acid dye on the given nylon fabric sample. Part-II
Use direct style of printing to apply metal complex dye on the given nylon fabric sample. Part-I
Use direct style of printing to apply metal complex dye on the given nylon fabric sample.Part-II
Use direct style of printing to apply Disperse dye on the given nylon fabric sample. Part-I
Use direct style of printing to apply Disperse dye on the given nylon fabric sample. Part-II
Use discharge style of printing to produce white discharge effect on the given Acid/ Metal complex/ Disperse dyed nylon fabric sample. Part-I
Use discharge style of printing to produce colour discharge effect on the given Acid/ Metal complex/ Disperse dyed nylon fabric sample. Part-II
Use resist style of printing to produce white resist effect on the given Acid/ Metal complex/ Disperse dyed nylon fabric sample. Part-I
Use resist style of printing to produce colour resist effect on the given Acid/ Metal complex/ Disperse dyed nylon fabric sample.Part-II
Use transfer printing method to print the given polyester fabric sample. Part-I
Use transfer printing method to print the given polyester fabric sample. Part-II
Use inkjet printing machine to print the given substrate.

Note

A suggestive list of PrOs is given in the above table. More such PrOs can be added to attain the COs and competency. A judicial mix of minimum 24 or more practical need to be performed, out of which, the practicals marked as ‘* are compulsory, so that the student reaches the Precision Level of Daves Psychomotor Domain Taxonomy as generally required, by the industry.
The Process and Product related skills associated with each PrO is to be assessed according to a suggested sample given below:

Performance Indicators

Preparation of experimental set up
Setting and operation
Safety measures
Observations and Recording
Interpretation of result and Conclusion
Answer to sample questions
Submission of report in time

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.
Practice energy conservation.
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
Organisation Levelin 2nd year
Characterisation Levelin 3rd year.

Instruments Required:

Unit 1

Printing of Polyester

Total Teaching Hours – 10

Distribution of Theory Marks

R Level – 02

U Level – 06

A Level – 06

Total Marks – 14

Unit Outcomes (UOs) (in cognitive domain)

Describe with flowchart the relevant fabric preparation process before printing the given fabric.
Choose relevant preparation process for the given polyester fabric with justification.
Describe with flowchart the stages involved in printing of the given fabric.
Select relevant print fixation method for development of prints on the given fabric with justification.
Select relevant thickener based on the given print fixation method with justification.
Select relevant disperse dye based on the given print fixation method with justification.
Select relevant ingredients for printing of the given polyester using specified style of printing with justification.
Describe with flow chart the procedure to develop prints with disperse dye and using specified styles on the given fabric.
Explain with justification the importance of reduction clearing after-treatment for the given fabric.

Topics and Sub-topics

Fabric preparation: Importance of desizing, scouring, bleaching and heat-setting,
Printing stages: Fabric preparation, print paste preparation, actual printing, drying, print fixation, after-treatments.
Print fixation methods: steaming, pressure steaming high temperature steaming, thermo-fixation, mechanism, machinery, advantages, and disadvantages.
Thickeners: selection criteria for various fixation methods.
Disperse dye: Properties, selection criteria based on print fixation method.
Print paste ingredients: ingredients with their role
Printing of polyester: Print paste formulation for direct, discharge and resist style of printing, process sequence.
After-treatment: Reduction clearing, importance, process parameters

Unit 2

Printing of Polyester and its blends

Total Teaching Hours – 12

Distribution of Theory Marks

R Level – 04

U Level – 05

A Level – 07

Total Marks – 16

Unit Outcomes (UOs) (in cognitive domain)

Select relevant dye for printing the given blended fabric with justification.
Select relevant print paste ingredients for printing the given blended fabric with justification.
Describe with sketch the procedure to develop print with disperse-reactive system on the given blended fabric.
Select relevant disperse-reactive dyes for the given method with justification.
Describe with flow chart the procedure to develop prints with disperse-vat system and specified dyes on the given blended fabric.
Describe with process sequence flowchart the application of single dye on the given blend.
Select relevant ingredients for printing pigments on the given blended fabric with justification.
Select relevant ingredients for the given style of printing with justification.
Select relevant Polyester / Cotton blend composition for brasso style of printing with justification.
Describe with flowchart the procedure to develop brasso prints on the given blended fabric.

Topics and Sub-topics

Printing of Polyester/ Cotton blended fabric: Selection criteria of disperse dye, reactive dye, vat dye
Print paste: Ingredients, role of ingredients.
Printing with Disperse reactive system: selection criteria of dyes for single phase method, two phase method, and formulation based on blend composition, print fixation, process sequence, advantages, and limitations.
Printing with Disperse-Vat system: print paste formulation, print fixation, after-treatment, process sequence, advantages, and limitations.
Single dye application on Polyester / Cotton blend: Polystyrene dye, print paste ingredients, formulation, print fixation, after-treatment, process sequence
Printing of Polyester/Wool and Polyester/Acrylic blend: selection of disperse, acid, basic dyes, print paste ingredients, formulation, print fixation, after-treatment, process sequence
Pigment printing: Print paste ingredients, selection criteria of binder, formulation, fixation, process sequence, advantages, and limitations.
Brasso style of printing: Principle, mechanism, selection criteria of polyester/ cellulosic blend composition, ingredients, print paste formulation, development of print, after-treatment process sequence, advantages, and limitations.

Unit 3

Unit 4

Printing of Nylon

Total Teaching Hours – 06

Distribution of Theory Marks

R Level – 02

U Level – 04

A Level – 04

Total Marks – 10

Unit Outcomes (UOs) (in cognitive domain)

Select relevant print paste ingredients to print the given fabric using specified style with justification.
Describe with flowchart the procedure to formulate paste for the given dye.
Describe with flowchart the procedure to develop prints using specified dye and printing style on the given fabric.
Describe with flowchart the procedure to use specified style of printing to produce white resist effect on the given fabric sample.

Topics and Sub-topics

Preparation of Nylon fabric: Importance of scouring, bleaching, heat setting.
Printing with acid dye: paste formulation for direct, discharge and resist style of printing, print fixation, after-treatment, process sequence.
Printing with metal complex dye: paste formulation for direct, discharge and resist style of printing, print fixation, after-treatment, process sequence.
Printing with disperse dye: paste formulation for direct, discharge and resist style of printing, print fixation, after-treatment, process sequence.

Unit 5

Transfer Printing

Total Teaching Hours – 09

Distribution of Theory Marks

R Level – 04

U Level – 04

A Level – 04

Total Marks – 12

Unit Outcomes (UOs) (in cognitive domain)

Select relevant transfer printing technique to print the given fabric with justification.
Select relevant transfer printing paper based on the given characteristics with justification.
Select relevant disperse dye and ink to print the given material for transfer printing with justification.
Select relevant printing machine to print the given material with justification.
Select relevant transfer printing machine to print the given textile substrate based on complexity of design with justification.
Describe with sketch the procedure to print the given design using flat bed presses transfer printing machine.
Describe with sketch, working of the given transfer printing machine.

Topics and Sub-topics

Transfer printing: Concept, Types, Melt transfer, Film release transfer, semi-wet transfer, Vapour/ heat transfer, Mechanism
Transfer printing paper: characteristics of paper
Transfer printing ink: characteristics of disperse dye, ink
Transfer paper printing machine: Gravure printing, Flexographic printing, Lithographic printing, technical features, advantages, and limitations.
Flat bed presses Transfer printing machine: Technical features, Production capacity, advantages and limitations.
Continuous transfer printing machine: Technical features, Production capacity, advantages and limitations.
Vacuum transfer printing machine: technical features, Production capacity, advantages and limitations.

Unit 6

Suggested Student Activities:

Survey the market and collect details of different dyes, pigments, auxiliaries, chemicals, available and compare them based on the print effects, fastness properties, and ecological aspects and costing.
Visit industries to collect information about novel printing techniques used in different industries.
Visit the printing industries and note down process flow in printing department.
Collect the various print samples and make a chart with their applications.
Write and publish an article based on topics / knowledge in the subject.

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.
Use proper equivalent analogy to explain different concepts.
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.

Suggested Micro-Projects

Suggested Learning Resources:

Technology of Printing. Volume – IV Shenai, V. A. Sevak Publications, Mumbai, 1990
Textile Printing Miles, L.W.C. Society of Dyers and Colourists, UK, 1981, ISBN: 9780901956330
Dyeing and Printing Cockett, S. R.; Hilton, K. A. Leonard Hill Books Ltd. London, 1961, ISBN: 9781114785724
Introduction to Textile Printing Clarke, W. Wood-head Publishing Ltd. Swaston, Cambridge , 1974 ISBN: 9781855739949
Textile Spinning, Weaving, Finishing and Printing NIIR Board of consultants and Engineers Asia Pacific Business Press Inc. Delhi, 2016, ISBN: 9788178331638
Heat Transfer Techniques Dawn Dupree Bloomsbury publishing India Private 1 Jan. 2011, ISBN: 9781408109113
Dyeing and Screen Printing on Textiles Joanna Kinnersly Taylor A & C Black Publishers Ltd., London, UK. 1 Jan 2012 ISBN: 9781408124758
Inkjet Textile Printing Chrinstina Cie Wood-head Publishing Ltd. Swaston, Cambridge, 3 Feb 2015 ISBN: 9780857092304

Software/Learning Websites:

www.utsavfashion.com/saree/brasso-work
textilefashionstudy.com/what-is-pigment-printing
textileapex.blogspot.in/2014/03/pigment-printing-advantages-disadvantages.html?m=l
Transfer Printing- youtu.be/vRgs915qg50
Inkjet printing – youtu.be/IACTGPuefNI
Inkjet printing- youtu.be/OMpR9xZEPkQ

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

For all Textile Technology results, visit MSBTE Textile Technology all semester results direct links.

22575: Dyeing of Synthetic Fibres Syllabus for Textile Technology 5th Sem I – Scheme MSBTE

InI Labs MH — Sun, 26 Jul 2020 15:55:53 +0000

Dyeing of Synthetic Fibres detailed Syllabus for Textile Technology (TC), 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.

Dyeing of Synthetic Fibres

Rationale:

Competency:

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

Use relevant dyes, chemicals and dyeing equipment for synthetic fibres and fabrics.

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:

Select relevant pretreatment process and dyeing machine for dyeing of synthetic fibres and their blends.
Use relevant dyeing method for polyester substrate with disperse and cationic dyes.
Use relevant dyes to dye nylon substrate.
Use relevant dyes to dye acrylic substrate.
Use relevant method to dye blended fabrics with relevant dyes.

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

Water bath 10 liter capacity with 500 ml dye pots
High temperature high pressure beaker dyeing machine with microprocessor and dye-pot of 250ml capacity
Open bath beaker dyeing machine with micro-processor and dye-pot of 500 ml capacity
Volumetric flask, measuring cylinder, pipette, weighing balance, beakers, thermometer.
Two bowl padding mangle
Relative dyes, chemicals and auxiliaries
Drying, Curing and Setting Chamber (Stenter), Working width: 450mm Max. Temperature -200C
Electronic balance with 0 001 gm accuracy, capacity 300 gm.
Laboratory steamer, Maximum temperature: 130 UC, Maximum working pressure: 4 kg/sq cm, Electrical load: 4 Kw

Unit 1

Effect of pretreatments and Dyeing machinery

Total Teaching Hours – 08

Distribution of Theory Marks

R Level – 04

U Level – 04

A Level – 06

Total Marks – 14

Unit Outcomes (UOs) (in cognitive domain)

Describe with sketches the procedure to use disperse dye to analyse the dyeability of the given fabric sample.
Explain the effects of scouring on dyeing quality of the given fabric with justification.
Explain the effects of bleaching on dyeing quality of the given fabric with justification.
Explain the effects of mercerization on dyeing quality of the given blend with justification.
Explain with sketches the construction and working of the given dyeing machine.

Topics and Sub-topics

Pretreatment: Concept, heat set and un-heat set polyester, dyeability, disperse dye
Effect of heat: Setting on polyester and nylon,
Effect of scouring: on polyester, nylon, acrylic, and blend.
Effect of bleaching: on polyester, nylon, acrylic, and blend.
Effect of mercerization: on blends.
Dyeing machines: Package dyeing, H.T. H.P. beam dyeing, Jet dyeing, soft-flow dyeing, continuous dyeing ranges (CDR) machines.

Unit 2

Unit 3

Dyeing of nylon

Total Teaching Hours – 06

Distribution of Theory Marks

R Level – 02

U Level – 04

A Level – 04

Total Marks – 10

Unit Outcomes (UOs) (in cognitive domain)

Describe with flowchart the procedure to use acid and metal complex dyes to dye the given nylon substrate.
Describe the application of acid dye with parameters affecting the dyeing quality of the given fabric with justification.
Describe with sketches the relevant dyeing mechanism of acid dyes on the given fabric.
Describe with flowchart the relevant basic dyeing method with time-temperature profile of the given fabric.
Suggest the rectification for the stated dyeing defects in the given dyed fabric with relevant solutions.

Topics and Sub-topics

Dyeing of nylon: concept, dyeing methods, advantages, and limitations, parameters affecting the dyeing quality, time-temperature profile of the nylon fabric.
Acid Dyes: Classification, dyeing mechanism, procedure, types of leveling agents, fastness properties
Basic dyes: Classification, mechanism, procedure, fastness properties
Metal complex dyes: Classification, mechanism, procedure, fastness properties
Defects in dyeing of nylon and their remedies.

Unit 4

Dyeing of acrylic

Total Teaching Hours – 06

Distribution of Theory Marks

R Level – 02

U Level – 04

A Level – 04

Total Marks – 10

Unit Outcomes (UOs) (in cognitive domain)

Describe with flowchart the procedure to use cationic and disperse dyes to dye the given acrylic substrate.
Describe the application of cationic dye with parameters affecting the dyeing quality of the given fabric with justification.
Explain the use of fibre saturation factor and dye saturation value in dyeing of the given fabric with justification.
Select relevant comonomers for better dyeability of the given fabric with justification.
Suggest the rectification for the stated dyeing defects in the given dyed fabric with relevant solutions.

Topics and Sub-topics

Dyeing of acrylic: Concept, dyeing methods- with and without retarder, defitherm method, use of cationic and disperse dyes, parameters affecting the dyeing quality
Retarders: Types, Fibre saturation factor, dye saturation value
Fibre comonomers: Types, effect on dyeability of acrylic fabric.
Defects in dyeing of acrylic and their remedies.

Unit 5

Suggested Student Activities:

Visit any synthetic process house nearby and collect information from the processing in-charge about various processes conducted.
Write report on visit to dye house and compare the existing process conditions.
Collect information on safety precautions of various chemicals and machinery used in the process house.
Collect information using various sources to prepare chart of dyes, chemicals, and machines available in the market.
Library /Internet survey of developments in synthetic fibre dyeing.
Prepare presentation incorporating visuals, photographs, animations, video on process sequence of synthetic fabric production.
Collect information from the synthetic process house about the faults in dyeing and relevant remedies.
Collect information from the synthetic process house about the good work practices adopted in synthetic fabric dyeing.

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.
in item No. 4 does not mean only the traditional lecture method, but different types of leaching 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

Suggested Micro-Projects

Suggested Learning Resources:

Chemical Processing of Textiles: Preparatory processes and dyeing Koushik, C. V.; Josico, A. I. NCUTE, 8th Floor, Main Building, IIT, New Delhi, 2003
Textile processing and properties Vigo, T. L. Elsevier Science B.V. Amsterdam 1994, ISBN: 9780444882240
The dyeing of cellulosic fibres Clifford Preston Society of Dyers and Colourists. England, 1986, ISBN: 9780901956439
Dyeing and Chemical Technology of Textile Fibres Trotman, E. R. John Wiley and Sons Inc.. New Delhi, 1985, ISBN: 9780471809104
Technology of Dyeing Shenai, V. A. Sevak Publications Mumbai, 1984
Handbook of Textile and Industrial Dyeing Clarke, M. Woodhead Publishing, UK, 2011 ISBN: 9781845696962
Dyeing of Polyester and Its Blends Gulrajani, M. L. Textile Department, IIT, Delhi 1987
Chemical Processing of Synthetic Fibres and Blends Datye, K. V.; Vaidya, A. A. John Wiley and Sons Inc., New York, 1984, ISBN: 9780471876540

Software/Learning Websites:

www.study.com/academy/lesson/what-is-dyeing-in-textiles.html
www.fibre2fashion.com/industry-article/3 87 l/dyeing?page=l
www.dyes-pigments.standardcon.com/batch-dyeing-process.html
www.dyes-pigments.standardcon.com/continuous-dyeing-process.htmlwww.en.wikipedia.org/wiki/Dyeing
www.teonline.com/knowledge-centre/dyeing- fiber-to-apparel.html
www.teonline.com/knowledge-centre/dyeing.html
www.textilelearner.blogspot.in/2011/12/methods-of-dyeing-different-dyeing.html
www.dyes-pigments.standardcon.com/semi-continuous-process.html
www.dyes-pigments.standardcon.com/pigment-dyeing.html

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

For all Textile Technology results, visit MSBTE Textile Technology all semester results direct links.

22466: Enviornmental Technologies in Textile Processing Syllabus for Textile Technology 4th Sem I – Scheme MSBTE

InI Labs MH — Sun, 26 Jul 2020 15:55:52 +0000

Enviornmental Technologies in Textile Processing detailed Syllabus for Textile Technology (TC), 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 other Diploma in Textile Technology (TC) Syllabus for 4th Sem I – Scheme MSBTE, do visit Diploma in Textile Technology (TC) Syllabus for 4th Sem I – Scheme MSBTE Subjects. The detailed Syllabus for enviornmental technologies in textile processing is as follows.

Enviornmental Technologies in Textile Processing

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 pollution reduction techniques for sustainable environment.

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 toxic dyes and chemicals used in textile industry.
Use relevant techniques of reducing noise and air pollution.
Estimate quality parameters of different wet processing effluent.
Choose relevant methods for testing of textile effluent.
Select relevant physical and chemical methods for treating effluent.

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

Electronic balance 1000 g, with least count 0 05gram
Watch glass
Borosilicate glass beaker (100ml, 150ml, 250ml), borosilicate glass volumetric flask (100ml, 250ml), soda glass rod.
Porcelain Evaporating dish
Water Condenser
Silica crucible
Pipette (10ml, 25ml and 10ml, 25ml graduated ), burette (0 1ml least count, volume 50ml), borosilicate glass conical flask (250ml), burette stand
Hot plate 1000 w, 230 Volt
Chemicals – sodium hydroxide, sodium carbonate, hydrochloric acid, sulphuric acid, alkalized reagent, ferrous ammonium sulphate ferrion indicator, phenolphthalein indicator, methyl orange indicator, vat dye, sodium hydro sulphite potassium hydroxide (laboratory grade)

Unit 1

Environmental Problems

Total Teaching Hours – 10

Distribution of Theory Marks

R Level – 02

U Level – 06

A Level – 08

Total Marks – 16

Major Learning Outcomes (in cognitive domain)

Explain cause and effect of global warming on ecosystems.
Explain cause and effects of ozone layer depletion on ecosystems.
Explain cause and effects of deforestation on eco-systems.
Identify type of pollution
Compare germination rate of seeds using different waste water samples from dye house.
Explain the purpose of designing ISO 14000 series

Topics and Sub-topics

Global warming: Definition, cause and effect on different ecosystems
Ozone layer depletion: Definition, cause and effects on different eco- systems.
Deforespition: Definition, cause and effects on different ecosystems
Pollution: Definition, types
Toxicological aspect: Effect of toxic chemicals used in textile industry on environment.
ISO 14000 series: Purpose, norms

Unit 2

Unit 3

Water pollution in Textile industry

Total Teaching Hours – 12

Distribution of Theory Marks

R Level – 02

U Level – 04

A Level – 10

Total Marks – 16

Major Learning Outcomes (in cognitive domain)

List the water pollutants added in water resources by textile industry.
Describe the procedure of determining water quality parameters of desizing waste water.
Describe the procedure of determining water quality parameters of bleaching waste water.
Describe the procedure of determining water quality parameters of bleaching waste water.
Suggest the remedies to control water pollution in textile industry.

Topics and Sub-topics

Quality parameters: Pollutants added in water during scouring, bleaching, mercerizing, dyeing, printing and finishing. Norms as per pollution control board.
Quality parameters of desizing effluent: dissolved oxygen, COD, Total solid.
Quality parameters of bleaching effluent: Dissolved oxygen, Chloride content.
Quality parameters of dye house effluent: Dissolved oxygen, COD, Total solids.
Effect of textile pollutants on human and aquatic life, remedies to control water pollution

Unit 4

Testing of Textile Effluent

Total Teaching Hours – 06

Distribution of Theory Marks

R Level – 02

U Level – 04

A Level – 04

Total Marks – 10

Major Learning Outcomes (in cognitive domain)

Differentiate between physical and chemical methods of testing
Describe the procedure of measuring turbidity and pH of textile effluent
Describe the procedure of determining hardness of textile effluent.

Topics and Sub-topics

Effluent testing methods: Physical methods, chemical methods
Physical method: Turbidity, pH testing, colour, total solids and dissolved solids by evaporation,
Chemical testing: Hardness, Chloride content, chemical oxygen demand and dissolved oxygen.

Unit 5

Suggested Student Activities:

Visit textile industry; collect photographs of ETP plant in Textile industry.
Collect information of various ETP plants in different textile industries.
Visit quality control department in textile industry and collect information of various testing methods.
Collect information about measures taken to control noise pollution in textile industry.
Visit textile industry and collect information about chemicals used in wet processing.

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.
Encourage students to refer different websites to have deeper understanding of the subject.
Assign unit wise assignments to group of 4 to 5 students for solving unit wise questions.
Use of video, animation films to explain concepts, facts and applications related to Synthetic Fibres.

Suggested Micro-Projects

Suggested Learning Resources:

Industrial Chemistry (including Chemical Engineering. Sharma, B.K Goel Publishing Flouse, Gandhinagar, 1997 ISBN: 9788187224006
Elandbook of Industrial Chemistry: Organic Chemicals Mohammad Farhat Ali; Bassam M. El Ali, James G. Speight McGraw-Hill Education, New Delhi ISBN: 9780071410373
Engineering Chemistry Jain & Jain Dhanpat Rai and sons; New Delhi, 2015, ISBN: 9352160002
Engineering Chemistry Dara, S. S. S. Chand. Publication, New Delhi, 2013, ISBN: 8121997658
Practical Chemistry Pandey,
P.; Bajpai, D. N.; Giri, S. S. Chand. Publication, New Delhi, 2016, ISBN: 9788121908122

Software/Learning Websites:

www.prezi.com/n58ay35pn6hc/characteristics-of-water-used-in-the-textile-industry/
www.bib.irb.hr/datoteka/649108.Dekanic WASTEWATER.pps
www.ignou.ac.in/upload/unit-3.pdf
www.quora.com/EIow-do-we-calculate-the-calorific-value-of-a-fuel
www.slideshare.net/ssuserf2233e/chemicals-used-in-textile-wet-processing-their-function-assignment-work
www.textilefashionstudy.com/list-of-basic-chemicals-used-for-knit-dyeing-chemicals-and-auxiliaries/
www.slideshare.net/muhammedthahirl 29/soap-and-dctcrgcnts 15243636?next_slideshow=2oils soaps and detergents
www.mvla.net/view/27581.pdf
www. en. wikipedia. org/wiki/Analytical_chemistry#Quantitative_analysis
www.cabrillo.edu/~dscoggin/chem 1 b/lecturenotes/Ch23%20Coordination (a).ppt

For detail Syllabus of all other subjects of Textile Technology, I – scheme do visit Textile Technology 4th Sem Syllabus for I – scheme.

For all Textile Technology results, visit MSBTE Textile Technology all semester results direct links.

Diploma in Textile Technology (TC) Syllabus for 4th Sem I – Scheme MSBTE

InI Labs MH — Sun, 26 Jul 2020 15:55:52 +0000

Diploma in Textile Technology (TC) Syllabus for 4th Sem I – Scheme MSBTE gives complete Syllabus information for 4th Sem Textile Technology, 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 Textile Technology TC 4th Sem, I – scheme do visit Diploma In Textile Technology 4th Sem Syllabus for I – scheme.

S.No.	Subject Code	Subject Name	Abbreviation	L	T	P	Credit	Theory Exam Hours	ESE Theory Max Marks	ESE Theory Min Marks	PA Theory Max Marks	PA Theory Min Marks	Total Theory Max Marks	Total Theory Min Marks	ESE Practical Max Marks	ESE Practical Min Marks	PA Practical Max Marks	PA Practical Min Marks	Total Practical Max Marks	Total Practical Min Marks	Grand Total
1	22457	Synthetics Substrates	SFI	3	–	2	5	3	70	28	30	0	100	40	25	10	25	10	50	20	150
2	22458	Dyeing of Natural Substrates	DNS	3	–	4	7	3	70	28	30	0	100	40	50	20	50	20	100	40	200
3	22459	Printing of Natural Substrates	PNS	3	–	4	7	3	70	28	30	0	100	40	50	20	50	20	100	40	200
4	22460	Finishing of Natural Substrates	FNS	3	–	2	5	3	70	28	30	0	100	40	25	10	25	10	50	20	150
5	22466	Enviornmental Technologies in Textile Processing	ETT	3	–	2	5	3	70	28	30	0	100	40	25	10	25	10	50	20	150

For the results of Diploma 4th Sem, kindly visit MSBTE Diploma 4th Sem direct result link.

Wishing you great luck ahead.