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Diploma in Textile Manufacturers (TX) Syllabus for 5th Sem I – Scheme MSBTE

InI Labs MH — Sun, 26 Jul 2020 15:55:06 +0000

Diploma in Textile Manufacturers (TX) Syllabus for 5th Sem I – Scheme MSBTE gives complete Syllabus information for 5th Sem Textile Manufacturers, 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 Manufacturers TX 5th Sem, I – scheme do visit Diploma In Textile Manufacturers 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	22580	Spinning of Other Fibres and Blends	SOF	4	–	–	4	J	70	28	30*	00	100	40	–	–		–	–	–	100
2	22581	Automatic Weaving	AWE	4	–	2	6	3	70	28	30*	00	100	40	25#	10	25	10	50	20	150
3	22582	Fabric and Garment Testing	FGT	4	–	2	6	3	70	28	30*	00	100	40	25#	10	25	10	50	20	150
4	22583	Non Woven and Technical Textiles	NWT	3	–	–	3	3	70	28	30*	00	100	40	–	–	–	–	–	—	100
5	22584	Environmental and Energy Friendly Textile Technologies	EEF	3	–	2	5	3	70	28	30*	00	100	40	25@	10	25	10	50	20	150
6	22056	Advanced Fabric Structure Design	.AES	2	–	2	4		–	–	–	—	–		25@	10	25~	10	50	20	50
7	22057	Industrial Training	ITR	–	–	6	6				—				75#	30	75	30	150	60	150
8	22058	Capstone Project Planning	CPP	–		2	2	–	–	–	–	–	–		25@	10	25	10	50	20	50

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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 Manufacturers 5th Sem I – Scheme MSBTE

InI Labs MH — Sun, 26 Jul 2020 15:55:05 +0000

Capstone Project Planning detailed Syllabus for Textile Manufacturers (TX), 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 Manufacturers (TX) Syllabus for 5th Sem I – Scheme MSBTE, do visit Diploma in Textile Manufacturers (TX) 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 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 Manufacturers, I – scheme do visit Textile Manufacturers 5th Sem Syllabus for I – scheme.

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

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

InI Labs MH — Sun, 26 Jul 2020 15:55:04 +0000

Industrial Training detailed Syllabus for Textile Manufacturers (TX), 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 Manufacturers, I – scheme do visit Textile Manufacturers 5th Sem Syllabus for I – scheme.

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

22056: Advanced Fabric Structure Design Syllabus for Textile Manufacturers 5th Sem I – Scheme MSBTE

InI Labs MH — Sun, 26 Jul 2020 15:55:04 +0000

Advanced Fabric Structure Design detailed Syllabus for Textile Manufacturers (TX), 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.

Advanced Fabric Structure Design

Rationale:

Competency:

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

Develop advanced fabric structures using principles of design.

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:

Develop different semi- compound structures.
Develop different backed cloth and double cloth designs.
Create various ornamented fabrics using extra thread principles.
Construct various leno structures.
Develop various pile structures using given specifications.
Construct various derivatives of knitted fabrics.

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

Reflex type 1 inch counting glass, Neddie, 12 inch steel ruler, Point Paper
Crimp tester with 0 1 mm least count
Beesley count balance.

Unit 1

Semicompound Fabric Structures

Unit Outcomes (In cognitive domain)

Describe with sketch Plain-faced wadded Bedford cord on point paper for the given specifications.
Describe with sketch wadded welt and wadded pique for the given specifications.
Draw drafting plan and lifting plan of all for the given designs.

Topics and Sub-topics

Construction of Plain-Faced wadded Bedford cord.
Construction of twill-Faced wadded Bedford cord.
Construction of wadded welt and wadded pique structure.
Drawing drafting plan, lifting plan, denting plan and cross section for all above mentioned designs.

Unit 2

Unit 3

Extra thread figuring

Unit Outcomes (In cognitive domain)

Select the given fabric ornamented with extra threads.
Draw point paper design and analyse intermittent and continuous extra warp fabric design for the given specifications.
Draw point paper design and analyse intermittent and continuous extra weft fabric design for the given parameters.
Transfer free hand motifs on point paper to construct detail weave of extra thread ornamentation corresponding to the given motif suitable for weaving on loom.

Topics and Sub-topics

Principles of figuring with Extra Materials.
Methods of disposing of the surplus Extra Threads.
Intermittent extra warp figuring
Continuous extra warp figuring
Intermittent extra weft figuring
Continuous extra weft figuring

Unit 4

Gauze and Leno structures

Unit Outcomes (In cognitive domain)

Explain with sketches the principles of the given type of weaving.
Identify method used for producing the given leno structure.
Differentiate between the given structures.
Draw relevant diagrams for the given sheds formed during weaving of gauze and leno structures.
Develop a technical sketch of counter leno, spider leno and Russian cord structure for the given specification.

Topics and Sub-topics

Principle of Leno Structure, basic sheds of Leno Weaving
Methods of producing gauze and Leno structure, difference between gauze and Leno structure.
Leno weaving flat steel doups with an eye.
Development of Point draft or counter leno, spider leno and Russian cord structure.

Unit 5

Unit 6

Knitted fabric design, Needle order and cam order

Unit Outcomes (In cognitive domain)

Describe symbolic representation, diagrammatic representation, needle order and cam order the given single jersey.
Describe symbolic representation, diagrammatic representation, needle order and cam order for the given Rib jersey.
Describe symbolic representation, diagrammatic representation, needle order and cam order for the given interlock jersey.

Topics and Sub-topics

Single jersey fabrics: Cross tuck, Pique, Swiss pique Honey comb, Satin.
Rib structures: Evermote, Pique poplin, Swiss pique, Pleated fabrics
Interlock structures: Single interlock pique, Punto-di-roma, Ottoman rib, Texi pique, Pin tuck

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

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:

Each batch will collect samples of Bedford cord and Piques.
Students will collect samples of self stitched and interchanging double cloth.
Collect different woven samples of extra warp and extra weft figuring.
Give seminar on various leno structures.
Collect various samples of pile structures used in furnishing fabrics.
Collect images of various derivatives of Single jersey, Rib and Interlock and make a Power Point Presentation of the same.

Suggested Special Instructional Strategies:

Suggested Micro-Projects

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

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

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

Develop point paper designs of Bedford cord by changing technical specifications.
Develop point paper designs of Pique cord by changing technical specifications.
Develop a collection of backed cloth designs from various books, magazines and internet.
Develop point paper designs of Self stitched double cloth by changing various specifications like face weave, back weave, warp pattern, weft pattern, type of stitching used etc.
Develop point paper designs of Center stitched double cloth by changing various specifications like face weave, back weave, warp pattern, weft pattern, type of stitching used etc.
Develop point paper designs of interchanging double cloth by changing various specifications like motif, weave, warp pattern, weft pattern etc.
Develop various motifs for extra thread figuring to be used for shirting, ladies dress material, kurta. Prepare point paper designs for these motifs by varying thread ratio.
Collect samples of various derivatives of single jersey, rib and interlock. Prepare symbolic and diagrammatic representation of them by analyzing it. Draw needle arrangement and cam arrangement for the same and prepare a catalogue.

Suggested Learning Resources:

Principles of Weaving Marks & Robbinson,A.T.S. The Textile Institute, Manchester, 1976 ISBN: 9780900739255
Watson’s Advanced Textile Design Grosicki Z.J. WOOD HE AD PUBLISHING LIMITED, Cambridge England, ISBN 978-1855739963
Fabric Structure And Design Gokarneshan N. New age international P limited, New Delhi, ISBN 13: 9788122423075
Knitting Technology Spenser David Elsevier, 2014 ISBN- 1483182231 9781483182230
Knitting Technology Aajgaonkar D.B. Universal Publishers ISBN-9788185027340

Software/Learning Websites:

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

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

22584: Environmental and Energy Friendly Textile Technologies Syllabus for Textile Manufacturers 5th Sem I – Scheme MSBTE

InI Labs MH — Sun, 26 Jul 2020 15:55:03 +0000

Environmental and Energy Friendly Textile Technologies detailed Syllabus for Textile Manufacturers (TX), 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.

Environmental and Energy Friendly Textile Technologies

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 eco-friendly technologies in textile industry to ensure sustainability of natural resources.

Course Outcomes:

Apply principles of Environment, ecosystem in eco friendly textile technology.
Use of national and international standards related to textile.
Use principles of solid waste Management and aspects of occupational safety.
Suggest measures to cater environmental pollution effects of textiles.
Solve problems related to energy conservation and applications of renewable energy sources.

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

Mortar and pestle, burner, funnel, conical flask (250ml), Whitmans filter paper 41, portable colorimeter. EDTA.
Clothing material, wooden blocks, foam sheet, stencil, brush, color pallet %
Container, burner, spatula, cloth sample drying stand, suitable biding agent
Waste fabric, scissor, measuring tape, needles, surface ornamentation material.
Personal protective equipment used in textile industries (Nose mask, ear plugs, thimble, safety goggles, safety shoes, safety helmet, aprons, safety x jacket, hand gloves ergonomic charts, fire extinguisher, first aid box.
Petri plates, blotting paper, seeds, distilled water, scale
pH meter, Electrical conductivity meter, Oven, muffle furnace magnetic stirrer, beakers (100 ml, 250 ml, measuring cylinders (100ml) crucible.
Digital Noise level meter
Colorimeter, evaporating dish, oven, weighing balance, Nephelometer.
MSDS sheets for Indigo, Azo, Congo red, VAT and other chemicals and dyes.
Muffle furnace, crucible, volumetric flask, titration assembly, NaSO3, Starch indicator
Solar panel or PVC, success stories reports of renewable in clothing
Visit to textile industry, energy utilization units
Ergonomic charts related to clothing industry
Soil sample, funnel, Filter paper, beakers, measuring cylinder, dye samples.

Unit 1

Environment basics and eco-friendly textiles

Total Teaching Hours – 10

Distribution of Theory Marks

R Level – 03

U Level – 05

A Level – 07

Total Marks – 15

Unit Outcomes (UOs) (in cognitive domain)

Describe the features of the given Eco friendly textile.
Identify the relevant eco friendly fibers, plants, sources for the given use
Describe the method to make use of the given eco friendly dyes for the given situation
Compare advantages and disadvantages of the given eco friendly fibres
Interpret methods of textile printing for the given situation

Topics and Sub-topics

Scope of Environment, components and ecosystem and services, multidisciplinary study of environment, impact of changing environment human and other components of nature
Eco friendly Textile, Organic cotton and wool Eco friendly fibers (Bamboo, Organic cotton, Hemp, Soya Cashmere/silk, Wool)
Other Eco Friendly Fibres (corn fibre, banana fibre, milk fibre, ayurvastra)
Plant Sources for preparation of natural Dyes.
Advantages and disadvantages of natural dyes
Eco friendly textile printing

Unit 2

Unit 3

Solid waste management in textile Industry

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 SWM (solid waste management) aspects in textile and clothing industry
Classify solid waste and its types.
Interpret basics of SWM in textiles.
Analyze aspects of solid waste and recovery.
Examine sustainable waste management.

Topics and Sub-topics

Introduction of solid waste Management in textile Industry
Classification of solid waste
Basic Principles of solid waste management.
Waste management system India and world scenario
Sustainable Waste management Strategies in textile and clothing industry
Recycling of garments used clothing market and conversion to new product.

Unit 4

Pollution and health aspects of textile Industry

Total Teaching Hours – 10

Distribution of Theory Marks

R Level – 03

U Level – 04

A Level – 06

Total Marks – 13

Unit Outcomes (UOs) (in cognitive domain)

Explain source and impact of soil and water pollution
Identify control measures of pollution
Examine impact of dyes on ecosystem as whole
Decide eco friendly methods in textile processes
Reduce impact of banned dyes and use of alternative material

Topics and Sub-topics

Introduction io air and waler, soil pollution due to textile industry
Impact of dyes on soil and waler parameters
Impact of dyes and chemicals on eco system.
German bans, Indian banned dyes, sensitizing dye stuff, allergenic dyes, carcinogenic amines, harmful dyes
Occupational safety and health hazards in textile units and control, safety in chemical handling, noise exposure in textile industry, effects on workers, exposure limits, sources, PPE used in textile industry, Material safety data
Air and noise pollution control and waste water treatment steps applicable for textile units.

Unit 5

Suggested Student Activities:

Visit any Textile unit to study pollution and abatement aspects
Write report on current innovations measures taken in energy conservation.
Read the safety precautions of various equipment and tools used in textiles.
Do internet survey and prepare report on sustainable clothing brands in market.
Guide students in undertaking micro-projects.
Library/Internet survey of green business and eco textile

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.
Correlate subtopics with ecofriendly processes and waste minimization.
Use proper equivalent analogy to explain different concepts.
Use Flash/Animations/charts to explain various aspects of ergonomics and health hazards.
Use open source material to explain different concepts sustainability in garment industry.

Suggested Micro-Projects

Suggested Learning Resources:

Environmental Science Santra S.C. New central book agency, Kolkata 2004, ISBN:81-7381-404-X
Ecology and Environment Sharma P.D. Rastogi publication, (1211 Edition) Meerut, 2005, ISBN:978-93-5078-068-8
Cleaner production in Textile wet processing Modak, Prasad United Nation Publication, 1996, ISBN:92-8071608-5
Energy Management and Efficiency for Process Industries Rossiter and Jones John Wiley and Sons New Jersey US, 2015, ISBN:978-1 -118-83825-9
Eco friendly Textiles: Challenges to the Textile Industry Textiles Committee, Mumbai Textiles Committee, Mumbai 1996
Batik and Tie and dye Techniques Belfer, Nancy Dover Newyork Publications ISBN: 13-978-0-4862-7131 -6
Environmental Issues -Technology Options for Textile Industry Chavan, R B, Radhakrishnan, J IIT Delhi Publication, 1998.
Energy Conservation in Textile Industries Kalyanaraman. A.R SITRA 1995 (Revised)
Ecology and textiles Shenai.V.A. Sevak publication Mumbai 1997

Learning Websites

http://fashioninganethicalindustry.org/resources/feibulletin/
info@fashioninganethicalindustry.org
http://creativecommons.Org/licenses/by-nc-sa/3 0/.
http://ec.europa.eu/environment/ecolabel/documents/factsheet_textiles.pdf
www.orcad.com/resources/orcad-downloads

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

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

22583: Non Woven and Technical Textiles Syllabus for Textile Manufacturers 5th Sem I – Scheme MSBTE

InI Labs MH — Sun, 26 Jul 2020 15:55:02 +0000

Non Woven and Technical Textiles detailed Syllabus for Textile Manufacturers (TX), 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.

Non Woven and Technical Textiles

Rationale:

Competency:

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

Solve problems related to raw materials, processes, products and applications of technical textiles

Course Outcomes:

The theory 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 non-woven web manufacturing process for given application.
Determine the manufacturing method for given non woven textile product.
Select fibres to produce given technical textile product.
Utilize the knowledge of geo textile functions for given end use.
Apply textile fibre properties to produce medical textiles.
Recommend various textile products for protection, yield enhancement in agriculture applications.

Unit 1

Unit 2

Manufacturing of non woven textile

Total Teaching Hours – 10

Distribution of Theory Marks

R Level – 02

U Level – 08

A Level – 04

Total Marks – 14

Unit Outcomes (UOs) (in cognitive domain.

Describe properties of fibres for the given type of textile
Draw a flow chart for preparation of the given web formation.
Describe web bonding process for the given type of fibre with sketch.
Explain the properties required for the given application of non woven textile.

Topics and Sub-topics

Web forming processes for staple fibres: Properties, preparation, types of web formation and layering.
Web Bonding processes:
1. Chemical bonding: Latex binder, foam bonding, spray bonding, print bonding, powder bonding.
2. Thermal bonding: binding fibres, binding powder, methods of thermal bonding, Hot calendering, belt calendering, oven bonding, ultrasonic bonding, radiant heat bonding.
3. Mechanical bonding: Needle punched non-wovens, Hydro entanglement process.
4. Polymer extrusion based technologies: Spun bond technology, Melt blown technology
Properties of above non wovens.
Applications of above non wovens.

Unit 3

Introduction to Technical Textile

Total Teaching Hours – 06

Distribution of Theory Marks

R Level – 02

U Level – 04

A Level – 02

Total Marks – 08

Unit Outcomes (UOs) (in cognitive domain.

Define the given terms.
Classify technical textiles based on the given applications.
List the natural fibres used for the given type technical textiles with their applications.
Apply the knowledge of physical and chemical properties of coir fiber to be used for geo-drains application.

Topics and Sub-topics

Definition and Classification of Technical Textile.
Material used for technical textile
Characteristics and Physical properties of different fibre used for Technical Textile.

Unit 4

Unit 5

Medical textiles

Total Teaching Hours – 08

Distribution of Theory Marks

R Level – 02

U Level – 06

A Level – 04

Total Marks – 12

Unit Outcomes (UOs) (in cognitive domain.

Describe the characteristic of fibre/yarn/fabric for the given type of medical textile application.
Classify medical textile for the given applications.
Identify applications of the medical textiles in the given situation.

Topics and Sub-topics

Characteristics of fibre/ yarn / fabric used for medical textile.
Application in Medical textiles:
1. Non-implantable materials,
2. Extracorporeal devices,
3. Implantable materials,
4. Health care and hygiene products.

Unit 6

Agro textiles

Total Teaching Hours – 08

Distribution of Theory Marks

R Level – 04

U Level – 06

A Level – 02

Total Marks – 12

Unit Outcomes (UOs) (in cognitive domain.

Identify the properties required for the given agro textiles.
List various applications of agro textiles for the given crop production.
State the advantages of using agro textile for the given application.

Topics and Sub-topics

Properties required for agro textiles
Applications of agro textiles in Crop production: Sun screen, Bird protection nets, Plant nets, Ground cover, Wind protectors, Root ball net, Insect meshes, mulch mats, monofil nets, cold and frost controls, covering pallets, anti hail stone nets, harvesting nets, packing materials.
Agro textiles for horticulture and Floriculture.
Animal husbandry
Fishing and aquaculture nets

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:

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.
Use Flash/Animations to explain various principles of Non woven fabric manufacturing methods.

Suggested Micro-Projects

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

Collect Ten different samples of various non woven fabrics and prepare catalog showing swatch of sample and its Technical feature.
Collect the photographs of various manufacturing process of non woven fabric and prepare booklet for the same.
Collect the at least ten samples of Technical fabric (woven/knitted/nonwoven) used in different technical areas and prepare booklet showing the special features for selecting the fabric for relevant application.
Prepare the power point presentation on geo textiles.
Collect five different samples of textile material used in medical area and prepare power point presentation on features, unique properties, manufacturing process of collected samples.
Collect and prepare catalog of different samples of shade nets used in agriculture.^,

Suggested Learning Resources:

Software/Learning Websites:

https://nptel.ac.in/courses/116102014/
http://www.technicaltextile.gov.in/dnloads/Handbook%20of%20Geotextiles.pdf
http://www.technicaltextile.net/articles/medical-textiles/detail.aspx?article_id=2587
http://www.technicaltextile.net/articles/agro-textiles/detail.aspx7article icl=5386

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

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

22582: Fabric and Garment Testing Syllabus for Textile Manufacturers 5th Sem I – Scheme MSBTE

InI Labs MH — Sun, 26 Jul 2020 15:55:01 +0000

Fabric and Garment Testing detailed Syllabus for Textile Manufacturers (TX), 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.

Fabric and Garment Testing

Rationale:

Competency:

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

Test the fabric and garment quality.

Course Outcomes:

Select fabric sample for testing of fabric properties.
Apply principles to determine fabric handle and crease recovery.
Evaluate wear and serviceability properties of fabric.
Evaluate water and air resistance properties of fabric.
Test the tensile strength to predict fabric behavior in subsequent processes.
Apply principles of fabric testing for inspection and development of garment quality.

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

Measuring table of 5 meter lengLh ,scale of 0 1mm. linch counting glass,
Fabric thickness tester having 0 01mm LC.
Fabric GSM cutter and weighing balance having 0 01mm LC.
Crimp tester having 0 1mm LC.
Fabric stiffness tester having 45′ reference mark.
Fabric Drape tester.
Fabric crease recovery tester having Olkg.and 02kg.loading capacity.
Fabric abrasion tester (Martindale ) having 200 and 400 gm. loading facility.
Fabric pilling tester.
Water repellency tester.
Wettability tester
Water proof tester.
Fabric tensile tester having 230 kg capacity.
Fabric tear test having 6 4 kg capacity.
Fabric Bursting strength tester having 20 kg /cm capacity.
Colour fastness testers-lighl. rubbing, washing, perspiration.sublimation.
Peel bond tensile tester

Unit 1

Fabric Sampling and its dimensional characteristics

Total Teaching Hours – 10

Distribution of Theory Marks

R Level – 02

U Level – 04

A Level – 06

Total Marks – 12

Unit Outcomes (UOs) (in cognitive domain)

Select the relevant sampling for testing the given fabric.
Describe the procedure to determine dimensional properties of the given fabric.
Calculate cover factor for the given fabric data.
Describe the procedure to determine crimp of warp and weft of the given fabric using crimp tester. le. Describe effect of crimp on the given type of fabric.

Topics and Sub-topics

Sampling of fabric for testing fabric properties.
Measurement of fabric length, width, thickness, weight.
Warp Count, Weft Count ,EPI ,PPI, Cover Factor.
Crimp in warp and weft of fabric.
Effect of crimp on fabric properties.
Measurement of crimp by -crimp tester.

Unit 2

Unit 3

Fabric Wear and Serviceability

Total Teaching Hours – 10

Distribution of Theory Marks

R Level – 02

U Level – 04

A Level – 06

Total Marks – 12

Unit Outcomes (UOs) (in cognitive domain)

Define the given terms.
Describe with sketches the procedure to determine the abrasion resistance of the given fabric.
Interpret the abrasion property of the given abrasion test parameters
Describe with sketches the procedure to determine the pilling resistance of the given fabric.
Grade the given fabric based on pilling result.

Topics and Sub-topics

Fabric wear , abrasion and serviceability.
Types of fabric abrasion – plain, flex and edge abrasion.
Measurement of abrasion resistance by Martindale abrasion tester.
Assessment of the abrasion test.
Pilling, measurement of pilling by pilling tester.
Factors affecting pill formation in fabric.

Unit 4

Comfort Properties of fabric

Total Teaching Hours – 12

Distribution of Theory Marks

R Level – 02

U Level – 04

A Level – 04

Total Marks – 10

Unit Outcomes (UOs) (in cognitive domain)

Describe with sketches the procedure to determine air permeability of given fabric.
List the factors affecting air permeability of the given fabric.
Explain basic concept of wettability of the given fabric.
Describe with sketches the procedure to determine water repellency by the given method.
Describe the procedure to determine Thermal Insulation Value of the given sample method.

Topics and Sub-topics

Air permeability, air resistance and air porosity.
Measurement of air permeability.
Factors affecting air permeability of fabric.
Water absorbency, water repellency, water- proof, showerproof.
Basic concept of wettability of fabric.
Water repellency , Water proffness testing-
1. wetting time test
2. Drop penetration test
3. Spray test
4. Hydrostatic head tester
Thermal transfer process -conduction, convection and radiation
Measurement of Thermal Insulation Value.

Unit 5

Unit 6

Garment Testing

Total Teaching Hours – 12

Distribution of Theory Marks

R Level – 02

U Level – 04

A Level – 04

Total Marks – 10

Unit Outcomes (UOs) (in cognitive domain)

Describe the procedure to determine shrinkage of the given fabric.
Describe with sketches the procedure to measure seam strength and scam efficiency of the given fabric
Describe with sketches the procedure to measure the quality of the given garment accessoriesv
Grade the given fabrics for color change and Staining using grey scale.
List the fastness properties required to test for the given garment.
Explain with sketches the procedure to measure fastness properties the given fabric.

Topics and Sub-topics

Fabric shrinkage, shrinkage test.
Seam strength and seam Efficiency.
Testing of garment accessories: – Sewing threads, Button – Zipper, Fusible interlining – Elastic tape
Grey Scale for Colour Change and Staining.
Testing of fabric fastness to colour and staining : Fastness to Washing, Fastness to rubbing, Dry-cleaning, Fastness to Light, Fastness to Perspiration

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 nearby one industry and collect test results of fabric manufactured by them
Do internet survey and collect standard procedure for fabric testing.
Library /Internet survey and collect norms – ATIRA,BTIRA,SITRA
Prepare power point presentation or animation for understanding modern testing instruments like -HVI,AFIS
Analyze the causes of defect in fabric

Suggested Special Instructional Strategies:

Suggested Micro-Projects

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

Fabric handle and crease recovery: Collect different fabric sample and prepare comparative charts of crease recovery ,stiffness and drape properties of fabric.
Fabric Wear and Serviceability: Abrade the fabric sample on different abrasion surface such as emery paper, canvas fabric , leather surface and compare loss in weight and thickness strength after testing.
Comfort properties of fabrics: apply wax finish manually on fabric surface and compare water repellency rating before and after waxing the fabric.
Fabric tensile testing: Each batch will draw schematic diagrams of different principles and instruments based on them for fabric strength testing. Take three fabric sample of different thread count and calculate fabric assistance.
Garment testing: stitch the fabric with 2-3 sewing threads of different manufacturers. Test and compare the seam strength.

Suggested Learning Resources:

Physical Properties of Textile Fibres Morton, W.E; Hearle, J.W. Wood head publishing 2008. ISBN 978-1-84569-220-9.
Hand book of Textile Testing-part-1: Testing and grading of textile fibres — SP 15-1 Published 1989 Bureau of Indian Standards(BIS)
Textile Testing Physical, Chemical and Microscopical Skinkle, John H. Chemical Publishing Co Inc (1940) ASIN: B0010MN6VS
Principles of Textile Testing Booth, J. E. CBS publishers and distributors private ltd. 1996.New Delhi India. ISBN 13:9788123905150
Testing & Quality Management Kothari, V.K. IAFL, New Delhi 1999 ISBN 819010330X, 9788190103305
Hand book of Textile Testing & Quality Control Grover,E.B; Hamby, D.C . Textile Book Publishers, 1960 -Technology and Engineering the University of Michigan.
Physical Testing of Textiles Saville, B.P. Wood head publishing limited -2002 Cambridge England. ISBN :1 85573 367 6
Methods of Tests, Fibre, Yarn & Fabric CIRCOT, Mumbai
A Practical Guide to Textile Testing Amutha,K. Wood head Publishing New Delhi India.2016. ISBN:978-93-85059-07-0 .

Software/Learning Websites:

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

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

22581: Automatic Weaving Syllabus for Textile Manufacturers 5th Sem I – Scheme MSBTE

InI Labs MH — Sun, 26 Jul 2020 15:55:00 +0000

Automatic Weaving detailed Syllabus for Textile Manufacturers (TX), 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.

Automatic Weaving

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 automatic weaving and different shedding mechanisms to manufacture woven fabric.

Course Outcomes:

Use dobby mechanism to develop fancy structures.
Apply the principles of modern dobbies to produce different design of fabric.
Use jacquard mechanism to develop attractive designs of fabric.
Use Box motions to produce weft patterned fabrics.
Use automatic machine to manufacture woven fabric.

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

Dobby mechanism with 18 heald shaft
Drop box mechanism without card saving
Cam dobby with 24 heald shaft
Double lift Jacquard mechanism with 2 cylinders
Mechanical rotary dobby with 12mm pitch
Rutic/ Cimmico Automatic loom with 190 cm

Unit 1

Dobby Shedding

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 the limitation of the given types of shedding mechanism.
Explain the working of the given type of dobbies with relevant sketch.
Mark the method of pegging for the given types dobbies.
Mark the method of pegging for the given types of design.
Describe with sketches the working of the given type of cross border dobbies.
Distinguish between principles of the given two dobbies.

Topics and Sub-topics

Limitation of tappet shedding.
Types of Dobbies, Study of construction and working of double lift, single jack and double-lift, double jack dobby.
Method of pegging for right and left hand dobby.
Heald reversing motion on looms with Dobby, Cross-border Dobby -necessity, construction and working of two cylinder mechanism, cylinder selection mechanism.
Cam Dobby – construction and working of negative cam dobby advantages.

Unit 2

Unit 3

Jacquard Shedding

Total Teaching Hours – 18

Distribution of Theory Marks

R Level – 02

U Level – 06

A Level – 10

Total Marks – 18

Unit Outcomes (UOs) (in cognitive domain)

Explain with ketches the working of the given type of jacquard mechanism.
Distinguish between the given two types of jacquards.
Explain the merits and demerits of the given types of jacquard.
Describe the principle of the given type of harness tie.

Topics and Sub-topics

Jacquard shedding – object, types of Jacquards, Single Lift Single cylinder Jacquard, double Lift single cylinder, double lift Double cylinder jacquards, and its features,
Cross-border Jacquards – object, construction and working of cross border Jacquard.
Figuring capacity of jacquard, Harness building and Harness ties, casting out.
Methods of transferring design on graph paper from motif, selection of point paper counts for it.
Electronic Jacquards – Features of electronic jacquards, its advantages over mechanical jacquard, construction and working of electronic jacquards.

Unit 4

Box Motions

Total Teaching Hours – 12

Distribution of Theory Marks

R Level – 02

U Level – 02

A Level – 04

Total Marks – 08

Unit Outcomes (UOs) (in cognitive domain)

Explain the need of box motions for the given type of weft pattern.
Explain with sketches the working of the given type of drop box motion.
Prepare card chain for the given type of weft pattern.
Explain the principle of weft mixing.

Topics and Sub-topics

Object and types of Drop Box motions
Construction and working of Cow-burn multiple box motions
Different types of cards used for drop box motion, card saving device, preparation of card chain .
Pick and Pick, Pick at will mechanism, weft mixing with drop box.

Unit 5

Suggested Student Activities:

Visit any weaving unit equipped with multiple drop box motion mechanism to know the working of drop box motions.
Read the safety precautions to operate the modern machines equipped with dobbies and jacquard.
Do internet survey to study the developments in shedding mechanism.
Guide students in undertaking micro-projects.
Library/Internet survey of Automatic Weaving.
Prepare power point presentation or animation for understanding different mechanical let off motions.

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.
Use Flash/Animations to explain various principles of shedding and Working of various mechanism of automatic loom.

Suggested Micro-Projects

Suggested Learning Resources:

Principal of weaving Marks R. & A.T.C. Robinson Textile Institute, 1976 ,ISBN 9780900739255
Automatic Weaving Aitken J.B. Columbine Press (Publishers) Ltd., 1965, ISBN 0900298162
Modern preparation and weaving machinery Ormerod,A. Butterworth, (Publishers) Limited, 1983 ,ISBN 0408012129
Weaving: machines, mechanisms, management Talukdar M K ; P K Sriramulu; D B Ajgaonkar Mahajan Publishers Pvt Ltd Ahmedabad, 1998,ISBN 8185401160
Fancy Weaving Motions Aswani K.T. Mahajans Publishers, Ahmedabad

Software/Learning Websites:

http://nptel.ac.in/courses/116102005/34
http://nptel.ac.in/courses/116102005/35
http://www.laxmishuttlelesslooms.com/automatic-pirn-change-weaving-loom
https://textilelearner.blogspot.in/2012/02/study-on-positive-let

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

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

22580: Spinning of Other Fibres and Blends Syllabus for Textile Manufacturers 5th Sem I – Scheme MSBTE

InI Labs MH — Sun, 26 Jul 2020 15:55:00 +0000

Spinning of Other Fibres and Blends detailed Syllabus for Textile Manufacturers (TX), 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.

Spinning of Other Fibres and Blends

Rationale:

Competency:

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

Maintain the quality of spinning of long staple and blending of fibers.

Course Outcomes:

Select yarn manufacturing process for wool fibre.
Select the relevant method of manufacturing of jute and flex fibre.
Select the relevant method of manufacturing of silk yarn.
Use relevant blending method for fibres.
Select process parameters to manufacture polyester blends on cotton spinning system.
Maintain process parameters to manufacture long staple spun yarn on cotton spinning system.Suggested Practicals / Exercises Not Applicable

Instruments Required:

Unit 1

Worsted and woolen spinning

Total Teaching Hours – 16

Distribution of Theory Marks

R Level – 04

U Level – 08

A Level – 06

Total Marks – 18

Unit Outcomes (UOs) (in cognitive domain.

Describe with sketch the given worsted card mechanism.
Describe given gilling/combing for processing of given fabric.
Differentiate the working of given carding processes.
Compare the properties of the given yarns.

Topics and Sub-topics

breed and wool micron
Worsted spinning system- Process sequence from fiber to yarn, objectives of each process, working principle of worsted carding, gilling, combing (only recti-linear comb)
Woolen spinning system- Process sequence from fiber to yarn, objectives of each process, working principle of woolen carding, woolen and worsted yarn properties and manufacturing process,

Unit 2

Jute and linen (flex) spinning

Total Teaching Hours – 10

Distribution of Theory Marks

R Level – 02

U Level – 04

A Level – 04

Total Marks – 10

Unit Outcomes (UOs) (in cognitive domain.

List the properties of the given fibres.
List the properties of the given yams.
Explain with sketches the carding of the given fibres.
State the applications of the given yarn.

Topics and Sub-topics

Flow process chart for Jute yarn manufacturing and objectives of each process
Properties and application of jute yarn. Jute fiber extraction and cleaning, carding.
Flow process chart for Linen yarn manufacturing and objectives of each process, Properties and application of Linen yarn.

Unit 3

Unit 4

Principles of blending

Total Teaching Hours – 10

Distribution of Theory Marks

R Level – 02

U Level – 02

A Level – 06

Total Marks – 10

Unit Outcomes (UOs) (in cognitive domain.

State objectives of the given type of fibre blending.
Describe with sketches the given type of pre-blending.
Describe with sketches the processing of the given type of blending.
Define given index of blend irregularity.

Topics and Sub-topics

Objectives of blending, indices of blending (only definitions of degree of mixing and index of blend irregularity)
Pre blending process:
1. Acclimatization of fibres
2. Applying of spin finish to the fibres.
3. Tinting,
4. Selection of blend constituents,
Methods of blending:
1. Fleece blending,
2. lap blending
3. sliver blending.

Unit 5

Blending on cotton system

Total Teaching Hours – 10

Distribution of Theory Marks

R Level – 02

U Level – 05

A Level – 05

Total Marks – 12

Unit Outcomes (UOs) (in cognitive domain.

Describe with sketches the given process of p/v blend.
Identify the changes in the given processing of blend.
Describe the importance and effect of relative humidity on processing of given type of blend

Topics and Sub-topics

Processing of P/C & P/V and acrylic blends on cotton spinning machines.
Changes to be made at blow room, carding, drawing, fly frame, ring frame machines.
Common blended yarn faults.
Properties of ring spun blended yarns
Effect of relative humidity and Temperature on blend spinning at different departments

Unit 6

Suggested Student Activities:

Collect different fibres/filaments used in industry. Collect data on the name of the company, price of the same.
Collect data on the names of fibres/filaments and the technique of production of the same.
Collect data on various types of banana yarn manufacturing process, properties and applications.
Collect data on various types of bamboo yarn manufacturing process, properties and applications.
Collect data on various types of glass yarn manufacturing process, properties and applications.
Collect data of various asbestos yarn used in industry, their specifications and end use.
Collect data on various fibre blend and their methods of identification.

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.

Suggested Micro-Projects

Suggested Learning Resources:

Hand book of worsted and wool blended suiting process Tomer, R.S. Woodhead publishing, India,,2014 ISBN 9789380308012
A Textbook on Fibre Science and Technology Mishra, S.P. New Age International, 2014 ISBN-13: 978-8122412505
The great book of hemp Robinson, Rowan Simon and Schuster, 2014
Handbook of Fibre Science and Technology Lewin, Menachem and Piearce, Eli M. Marvel Dekkar Inc. 2014 ISBN 0-8247-7010-2 (volume I) ISBN 0-8247-7335-7 (Volume IV)
Introduction to Textile Fibres Moorthy, H.V.Sreenivas
Synthetic Fibre Production Vaidya, A.A. Prentice Hall of India Pvt. Ltd. 2014 ISBN 0 87692-578-6
Spinning of manmade and Blend spinning Salvotra,.K.R. Textile association of India. 2014
Handbook of Textile Fibres – Animal Fibres Cook, J. Gordon Merrow Publishing Co. Limited. 2014 ISBN 0904095 39 8
Handbook of Textile Fibres- Man-made Fibres Cook, J. Gordon Merrow Publishing Co. Limited. 2014 ISBN 0904095 40 1
Silk-processing and properties Babu, K.Murugesh Wood head publishing, India, 2014 ISBN 9781782421559
Manufactured Fibre Technology Gupta, V.B. and Kothari, V.K. Springer (India) Privet Limited, 2014 ISBN 978-81-3220789-4

Software/Learning Websites:

https://www.scribd.com/doc/36437259/Sequence-of-Process-in-worsted-spinning
http://knitty.com/ISSUEsummer09/KSFEATsum09glossary.php
http://textilelearner.blogspot.in/2011/08/manufacturing-processes-for-woolbased 2695.html
http://www.textileschool.com/articles/600/yarn-formation-systems
http://textilecentre.blogspot.com/2016/09/morphological-structure-of-cotton-fibre.html
http://www.textileschool.com/articles/384/jute-natural-cellulose-bast-fibres-from-plants-or-vegetables
http://www.namateco.com/attachments/086 Natural%20Fibers%20and%20the%20En vironment.pdf
http://textilebd-yarn.blogspot.in/search?updated-max=2012-02-20T09/o3A53%3A00-08%3A00&maxresults=4
http://ied.ineris.fr/sites/default/interactive/bref_text/breftext/anglais/bref/BREFUex_g b4.html
http://www.costfpl205.com/en/events/Documents/sixtatroedsson3dec.pdf

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

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

Diploma in Textile Manufacturers (TX) Syllabus for 4th Sem I – Scheme MSBTE

InI Labs MH — Sun, 26 Jul 2020 15:54:59 +0000

Diploma in Textile Manufacturers (TX) Syllabus for 4th Sem I – Scheme MSBTE gives complete Syllabus information for 4th Sem Textile Manufacturers, 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 Manufacturers TX 4th Sem, I – scheme do visit Diploma In Textile Manufacturers 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	22461	Roving and Ring Spinning	RRS	3	–	2	5	3	70	28	30	0	100	40	25	10	25	10	50	20	150
2	22462	Principles of Weaving	POW	4	–	2	6	3	70	28	30	0	100	40	25	10	25	10	50	20	150
3	22463	Basic Knitting Technology	BKT	3	–	2	5	3	70	28	30	0	100	40	25	10	25	10	50	20	150
4	22464	Fabric Structure Design	FSD	2	2	2	6	3	70	28	30	0	100	40	25	10	25	10	50	20	150
5	22465	Basics Garment Technology	NGT	3	–	2	5	3	70	28	30	0	100	40	25	10	25	10	50	20	150
6	22032	Entrepreneurship Development	EDE	2	–	2	4	–	–	–	–	–	–	–	50	20	50	20	100	40	100
7	22044	Cad for Textile	CAT	1	–	2	3	–	–	–	–	–	–	–	25	10	25	10	50	20	50

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

Wishing you great luck ahead.