Maharashtra State Board of Technical Education, Mumbai ] Teaching and Examination Scheme for Post 8.S.C. Diploma Courses ] Program Name : Civil Engineering Groups | Program Code : CE/CR/ CS With Effect From Academic Vear: 2017-18 Duration of Program : 6 Semesters Duration : 16 Weeks ‘Semester : Fifth ‘Scheme - I Teaching ; Scheme Examination Scheme « Theory Practical = cbure | Course Creait TSE PA Total ESE PA [Total | Grane : Course Tile se ae LP pa - 1 Total | Daraton Max | Min | Max | Min | tax | tin | Max | tin Min | Max Marks [Marks| Marks|Maris| Marks] Marks) Marks [Marks Marks) Marks 1 |] Water Resource WRE 3}-;2] 5 3 7 | 28 | 30°| 00 | 100 | 40 | 25@| 10 | 25 | 10 | so | 20 | 150 Engineering > | Design of Steel and Til > 7 3g | 30¢ 1 55; os 5 5 2 pao ee DSR ali) 2] 7 | 4 | 70 | 28 | 30°) 00 | 100 | 40 | 25¢ | 10] 25 | 10 | so | 20 | 150 3. | Estimating and Costing | EAC 3/-)4] 7 | 3 | 70 | 28 | 30*| 00 | 100| 40 | so# | 20} so | 20 | 100) 40 | 200 ul | 5 | Bublic Health pu | 22504) 3. |-| 2 | 5 | 3. | 70 | 28 | 30*| 00 | 100 | 40 | as# | 10 | 25 | 10 | 30 | 20 | 130 | Elective (Any One) | Rural Development | RDE | 22505] 3 ]-] 2] 5 | 3 | 7 | 28|30*| 00] 100| 40 [2s@| 10| 25 | 10 | so | 20 | 130 Energy Conservation ; 5 58 | ao oa 5 so) 20 | is «et ce paiing | ECG 3]}-[2] 5 | 3 | 7 | 28] 30°) 00 | 100] 40 | 2s@/) 10] 25 | 10 | so | 20 | 150 Traffic Engineering | TEN 3/-[2 1.5 | 3 | 7 | 28|30*| 00 | 100] a |2@) 10 | 25 | 10 | 50 | 20 | 150) Precastand Pre= os | aoe ; 50 | 2 | Presast and Pre: ppc 3]}-/2] s | 3 | 70 | 28|30*/ 00 | 100] 40 | 2s@| 10 | 25 | 10 | so | 20 | 150 6 | Industrial Training -|-[6] 6 | = ~ =|) - | = | - | se] 30] 75 | 30 | 150) 60 | 150 7 | Capstone Project ~t-f2) 2 |-|- |-]-]-]- | - [ase] io | 2s | 10 | so | 20 | 50 Planning, z ~ | Total | 16 | 1/20 37 | 350 | — | 150] — | 500) — | 250 | — | 250 Student Contact Hours Per Week: 37 Hrs. Medium of Instruction: English ‘Theory and practical periods of 60 minutes each, Total Marks : 1000 Abbreviations: ESE- End Semester Exam, PA- Progressive Assessment, L - Lectures, T- Tutorial, P - Practical MSBTE - Final Copy Dt. 07.05.20196107's0'L0 30 Adog ears - GLAS _ 3[qe) aun Jo SumMEAy ay aE Jou [THM SururEsy [eENSnpuy Jo supa4y ‘Sururesy peLNsnpuy Jo woya{dutos sje duop 03 st quodoa swt pur SuIMELY [eLASMpUT Jo LONNIE < “Aa4SOUIIS yey) AO¥ ,.pauTE}aQ,, St pa.E[sap 94 114s ayeprpues ayy uoyp A9)sUI9s Kuv Jo asino9 Aue Jo jwanavad jo Led .Va,, 94) UI BuIssed 2oy syseU WINUTTUIUT BuLIMD9s Jou HEpIpUED JE < SFeIUBION 60h IM wed 19[0rg-Os91]A pu aeIYBIAM 9499 Yim - ye eOHRIA SHU Vg ay ‘ToNeUTUMENy [eoNowIg A-TNO SuIARy sasmoo aq) 104 ~ SOD ay Jo uoUTULENE exp Jo} pasmMbax sO UrEWIOp aaryTuBod axp Jo yuaLussasse axp 10} Jo3SoULDS ax ZUUNp UOyeI aq 02 SIS91 Z JO aBeione oyp s] Seu OZ SurureWAL a1p pue SED Jo UNEIBaqUT aeUTIORy O} waUUssasse 190ford-O1OTU LOY aE SHUT Q| “STU Ng JCING “Ve AOSTA aU IOP MoUIssassy paseg saindWo} /@) * uoNEUTUNEX| UT] UO #4 WOMUSSassY TEMA ¥ WUaUIssossy EMIT DCapstone Prjeet— Planing Course Code: 22088 Program Name _: All Branches of Diploma in Engineering and Technology. Program Code : CE/CR/CS/CH/CM/CO/IE/CW/DE/EJ/EN/EQUET/EX/TE/ MU/EE/EP/EU/IS/IC/AE/FG/ME/PG/PT/DC/TXITC Fifth Semester Course Title Capstone Project - Planning Course Code L RATIONALE ‘According to the requirement of National Board of Accreditation (NBA), ‘learning to learn’ is an important Graduate Attribute (GA No.11). It is required to develop this skill in the students so that they continue to acquire on their own new knowledge and skills from different ‘on the job experiences’ during their career in industry. An educational 'project’ just does that and may be defined as ‘a purposeful student activity, planned, designed and performed by a student or group of students to solve/ complete the identified problem/ask, which require students to integrate the various skills acquired over a period to accomplish higher level cognitive and affective domain outcomes and sometimes the psychomotor domain outcomes as well’. Projects mainly serve this purpose of developing learning-to-learn skills with an aim to develop the following attributes in the students: a) Initiative, confidence and ability to tackle new problems b) Spirit of enquiry ©) Creativity and innovativeness d) Planning and decision making skills €) Ability to work in a team and to lead a team 1) Ability of self directed learning which is required for lifelong learning 2) Persistence (habit of not giving up quickly and tying different solutions in case of momentary failures, till success is achieved) h) Resourcefulness i) Habit of keeping proper records of events and to present a formal comprehensive report of their work. 2. COMPETENCY The course should be taught and implemented with the aim to develop the required course ‘outcomes (COs) so that students will acquire following competeney needed by the industry + Plan innovative/ereative 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. 3. COURSE OUTCOMES (COs) 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. a) Write the problem/task specification in existing systems related to the occupation. b) Select, collect and use required information/knowledge to solve the problem/complete the task. ©) Logically choose relevant possible solution(s). 4) Consider the ethical issues related to the project (if there are any) e) Assess the impact of the project on society (if there is any). f) Prepare ‘project proposals’ with action plan and time duration scientifically belt beginning of project. MSBTE ~ Final Copy Dt. 25.04.2019 Page 1 of 16Capstone Prjeet— Planning Course Code: 22058 2) Communicate effectively and confidently as a member and leader of team, 4, TEACHING AND EXAMINATION SCHEME Teaching Scheme - Practical PA Min_| Max Min | Max | Min | 10_| 25 to | 50 | 20 | Legends: L-Lecture; T ~ Tutorial/Teacher Guided Theory Pri ESE - End Semester Examination; PA - Progressive Assessment ice; P - Practical; C - Credit, 5. Capstones Project One of the dictionary meaning is the ‘crown’ or the stone placed on top of the building structure like ‘kalash on top of Temples and Mosques’ or ‘Cross on top of churches? Capstone projects are culminating experiences in which students synthesize the competencies acquired over whole programme, In some cases they also integrate cross-disciplinary knowledge. Thus Capstone projects prepare students for entry into a career and can be described as a ‘rite of passage’ or ‘minimal threshold” through which participants change their status from student to graduate. A capstone project therefore should serve as a synthesis — reflection and integration— to bridge the real-world preparatory experience to real life. Thus capstone project should have emphasis on integration, experiential leaning, and real-world problem solving and hence these projects are very important for students. To develop the highly essential industry oriented skills and competencies in the students, the capstone projects are offered in the last two semesters to serve for following purposes: a) Integrate the competencies acquired by the students in the previous and current semesters, b) Provide opportunities for interdisciplinary work in tackling problems likely to be faced by them in industry which are exciting and challenging. 6. Capstone Project Planning Students are supposed to find out a suitable project and prepare a detailed plan in fifth semester so that it ean be executed smoothly in sixth semester. The main characteristic of any project whether small or big is that it req imultaneous 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): a) Show the attitude of enquiry OTE, b) Identify the problems in the area related to their programme. LE ©) Identify the information suggesting the cause of the problem and possible solutioyis/ <>. d) Assess the feasibility of different solutions and the financial implications. { “I f TI AI | MSBTE ~ Final Copy Dt. 25.04.2019 Page 2 of 16Capstone Proeet— Planing Course Code: 22058 e) Collect relevant data from different sources (books/internet/market/suppliers/experts etc. through surveys/interviews). 1) Prepare required drawings and detailed plan for execution of the work g) Work persistently and participate effectively in group work to achieve the targets. h) Work independently for the individual responsibility undertaken, i) Ask for help from others including guide, when required j) Prepare portfolio to reflect (chintan-manan) on experiences during project work. k) Prepare seminar presentations to present findings/features of the project. 1) Confidently answer the questions asked about the project. m) 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 seetion 3. 7. Scopes of Projects ‘cope of the project work should be decided based on following criteria: a) 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 if) and requires implementation of theories already learnt and skills already possessed by them from the previous semesters. b) 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: i, Time available ii, Raw Material/Components required .. Manufacturing/Fabrication equipment and tools required Testing/Measuring equipment and instruments required vy. Access to Journals (Library/Digital) Expertise for theoretical guidance (available in polytechnic, nearby institutes or nearby industries) Expertise and technology required for fabrication (if required) 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. d) Suggested Type of Capstone Projects In general, the projects that the students can take up could be of the following types; i, Feasibility studies. ii, Design project iii, Market surveys about raw material, components or finished products. iv. Prototype (design, make, test and evaluate) v, Advanced experimental work requiring the development of existing equipment to be used and developed. vi. Field works: This could include surveys, using equipment, charting:¢ information from visual observation. inal Copy Dt. 25.04.2019 Page 3 of 16Capstone Prajeet~ Planning Course Code: 22088 vii. Comparative Studies: Theoretical study of two systems/mechanisms/ processes in detail and comparing them on the basis of costenergy conservation/impact on environment/technology used etc. viii. Application of Emerging technology: Theoretical study of some emerging technology and feasibility of its application in some real life situation in de ix. Pabrication of some equipment/machine etc. x. Construction of some structure. xi. Development of software or use of software for solving some broad-based problem. 8. GUIDELINES FOR UNDERTAKING A PROJECT The selection of the Capstone Project title must have emphasis to the Elective courses/ Elective Group taken for the study and exam for 5"" and 6" semester. The students will then work on the identified problem/task through a rigorous process of understanding and analyzing the problem, conducting a literature search, deriving, discussing (monitored by the guide every fortnight) and designing the Semester V ‘Project Proposal" with the following sub-titles a) Rationale (one page) b) Introduction c) Literature Survey @) Problem Definition ©) Proposed Methodology of ‘solving Identified problem 1) _ In-case some prototype has to be fabricated then its tentative design and procedure for making it should be part of the proposal. 2) Resources and consumables required. h) Action Plan (sequential list of activities with probable dates of completion) As soon as the ‘Project Proposal’ is approved by the teacher, the student will begin to maintain a dated ‘Project Logbook’ for the whole semester. This is a sort of a ‘weekly diary” indicating all the activities conducted by the student every week in the semester to complete the project. This ‘project logbook’ should be got signed by the teacher at regular intervals for progressive assessment to match the project proposal. If this is maintained sincerely and truthfully by the student, it will be very helpful in compiling the ‘Project Report” at the end of the semester by hinvher. 9, 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 leam 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 chintan-manan) 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 chintan-manan) 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 B. PaO “ Ne 12.1 Purposes of Portfolio Preparation f inal Copy Dt. 25.04.2019 Page 4 of 16 MSBTE -Capstone Projeet~ Planing Course Code: 22088 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 climination of the weaknesses of the students pertaining to following qualities which the industry also need, a) Plan properly for execution of given work. b) Take appropriate decisions. c) Arrange resources. d) Work as member and leader of team. ©) Communicate properly. f) Resolve the conflicts. 2) Manage the time well. h) Have concern for ethical, societal and environmental issue: i) Learn-to-leam from experience: 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-Manan) 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 Jearn 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. 12.2 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. a) Bach 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, b) 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 tue self-assessment and would not openly describe thelyseaaRiie> mistakes or shortcomings. ES aL Z “MSBTE — Final Copy Dt. 25.04.2019 Page Sof 16Capstone Projeet~ Panning Course Co d) 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. 4) 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 afier completion of the diploma because it is record of their own experiences (itis 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 ince 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 siudents. The total 7 Marks allocated for portfolio (4 marks for PA and 3 for ESE) are only for proper completion of the portfolio. 10. PROJECT REPORT At the end of fifth Semester, the student will prepare a Semester V ‘Project Report” with the following sub-titl * 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 iagrams and figures, charts. 11, ASSESSMENT OF CAPSTONE PROJECT — PLANNING Like other courses, assessment of Project work also has two components, first is progressive sessment, while another is end of the term assessment, The mentor faculty will undertake the progressive assessment to develop the COs in the students. They can give oral informal feedback about their performance and their interpersonal behaviour while guiding them on their project work every week. The following characteristics/ qualities informally or formally should be considered during different phases of the project work which will be assessed thrice as discussed in sub-section, (A) Initial Phase i. Definition of the Problem a) Accuracy or specificity MSBTE- F al Copy Dt. 25.04.2019 Page 6 of 16Capstone Pejeet— Planning Couse Code: 22088 @) © inal Copy Dt. 25.04.2019 Page 7 of 16 ii, iii, i b) Appropriateness with reference to desired course outcomes, Methodology of Conduction the Project a) Appropriateness b) Flexibility c) Clarity General Behaviour a) Initiative b) Resourcefulness ©) Reasoning ability 4) Imagination/ereativity ¢) Self-reliance Intermediate Phase i ii Performance of Student a) Ability to follow correct procedure b) Manipulative skills ©) Ability to collect relevant information 4) Ability to observe, record & interpret ¢) Ingenuity in the use of material and equipment 4) Target achievement General Behaviour a) Persistence b) Interest c) Commitment 4) Confidence ©) Problem solving ability f) Decision making ability g) Initiative to act h) Team spirit. i) Sharing of material etc. j) Participation in discussion k) Completion of individual responsibilities inal Phase Quality of Product a) Dimensions b) Shape c) Tolerance limits 4) Cost effectiveness ©) Marketability 1) Modernity ii, Quality of Report iii, Quality of presentation a) Clarity in presentation and organization b) Styles and language ©) Quality of diagrams, drawings and graphs 4) Accuracy of conclusion drawn ) Citing of cross references £) Suggestion for further research/project work a) Understanding of concepts, design, methodology, results, implications (¢ ~ b) Communication skills ©) Ability to draw conclusions and generalizationCapstone Project Planning Course Code: 22058 12. 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 a sessment of the students at the end of 4", 12" and 14" week. a) b) f) 12.1 Ss. No._| 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 14" 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 14" week, students should be asked to bring their partly prepared portfolio (relevant sections prepared) also during their assessment at the end of 4" week and 12" 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 A\ sssment (PA). Criteria First Progressive Assessment at the end of 4" week Problem Identification/Project Title (Innovation /Utility of the Project for industry/ User/Academia) marks to be also given based on (i) Accuracy or specificity of the scope and (ii) 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 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 12 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 ‘ MSBTE ~ Final Copy Dt. 25.04.2019Capstone Proest~ Planning Course Code: 22058 Mar _ ks | 5 | Execution of Plan in fifth semester (Since project is to be fully completed in | 02 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 ease 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. 6 | Log book (for work done in fifth semester, detailed and regular entry would be | 02 basis of marks) 7 | General Behaviour (persistence, interest, confidence, problem solving ability, | 00 decision making ability, initiative to act, team spirit, sharing of material ete., 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 14 week 8 | Portfolio for Self learning and reflection (marks based on amount of 04 | reflection and completion of the portfolio for work done in fifth semester) inal Report writing including documentation, (marks based on: clarity in | 06 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. 10 | Presentation (presentation skills including communication skills to be assessed | 02 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 11 | Defence (ability to defend the methods/materials used and technical knowledge, | 02 and involvement of individual to be assessed by asking questions during “presentation and viva/voce) C _ Total 25 13. END-SEMESTER-EXAMINATION (ESE) ASSESSENT GUIDELINES The remaining 25 marks ate 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. a) 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. b) The students would be awarded marks for their efforts (In some cases it may a that due t0 some reasons such as unavailability of some material or compons some other resources, students may not be able to complete the project, but Pise ied their best, in such cases students would be given appropriate commensurate with their efforts.) MSBTE — Final Copy Dt. 25.04.2019 Page 9 of 16Capstone Projeet~ Planning Course Code: 22058 °) a) ‘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 fiom 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 (o 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. 13.1 End-Semester-Examination (ESE) Assessment Criteria. Allocation Criteria of the 25 marks are for the end-semester-examination (ESE) Ss. No. Description Marks Problem Identification/Project Title (innovation Juiilily of the project | 02 for industry/ user/academia) marks to be also given based on (i) accuracy or specificity of the scope and (ii) appropriateness of the work with reference to desired course outcomes. _ Industrial Survey and Literature Review (marks to be given based on} 02 extent/volume and quality of the survey of industry / society / institutesiliterature/intemet for problem identification and possible solutions) a Project Proposal: Marks to be given also based on appropriatenes 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 0 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 02 g fifth semester, marks to be given based on 03 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 dw semester and planning for sixth semester) (marks based on ng fifth clarity in MSBTE — Final Copy Dt. 25.04.2019 Page 10 of 16Capstone Project ~ Planning Course Code: 22058, s. Description Marks No. presentation and organization; styles and language; quality of diagrams, drawings and graphs; accuracy of conclusion drawn; citing of cross references; suggestion for further rescarch/project work) 8 | Presentation (presentation skills including communication skills to be| 03 assessed by observing the quality of presentations and asking questions during presentation and viva/voce) Presentation should be based on work done in fifth semester and planning for sixth semester. 9 [Defence (ability to defend the methods/materials used and technical | 04 knowledge, and involvement of individual to be assessed by asking questions during presentation and vivalvoce) ‘Total 25 14, SPECIAL TEACHING STRETAGIES (If any) MSBTE - Final Copy Dt. 25.04.2019 Page 11 of 16 8) ‘Teacher’s should not spoon feed the students and let them try on their own at different stages of the project work and even first let them strive hard and only when efforts of students have failed, then teacher should guide them. Guidance should be in initially in the form of clues or hints rather than complete explanation, detailed explanation should be given only when students are not able to work based on clues/hints. The role of teacher should be limited to guide and facilitator Teachers should guide students in selecting a topic which is relevant and challenging (but within capacity) for students according to their abilities Teachers should ensure that students prepare the project plan in as much detail as possible, since this way only they would learn the importance of planning and how to do the detail planning. Teachers should allow students to proceed ahead only when 1cy have detailed plan with them. achers should motivate students to maintain log book and prepare portfolio. They should explain benefits of these activities to students and also train them in these activities, because most of them may be doing this first time. Teachers should also encourage students to openly discuss their weaknesses and shortcomings in portfolio and teachers should develop confidence in students that admitting mistakes and weaknesses helps in improving them and their marks would not be affected by revealing their mistakes. Marks related to portfolio are awarded based only on the sincerity with which it is prepared and not based on strengths and weaknesses of students. Teachers should continuously discuss with students about working of group and progress in the project and from this discussion should identify their personal qualities (both strengths and weaknesses) and suggest to them ways for improving those qualities. Internal as well as external examiners should reward students for original work and. efforts of students even if they are not fully successful or not able to complete the project in comparison to those students who have taken paid help from others to complete their project.Capstone Projeet~ Planning Course Code: 22088 Annexure A CERTIFICATE This is to certify that Mr./Ms. Le rolment No: lege having E: has completed Report on the Problem Definition/ Semester V Project Report/ Final Project Report having title . individually/ in a group consisting of.. Guide. persons under the guidance of the Faculty The mentor from the industry for the project Name: ‘Telephone: Annexure B Portfolio for Self Directed Learning for Major Project Work Name of Studen Semester Roll Number. Name and Designation of Project Guide:... Name of Polytechnii Part A: Selecting the Project and Team (Answers to the following questions to be included in 'Portfolio' as Reflection related to formation of group and finalization of project topic). Note: This section has to be prepared just after the finalization of the Project topic and formation of the Project Team. How many alternatives we thought before finalizing the project topic? Did we consider all the technical fields related to branch of our diploma programme? Why we found present project topic as most appropriate? Whether all the group members agreed on the present project topic? If not? What were the reasons of their disagreements? Whether the procedure followed in ass: was correct? IFnot, discuss the reasons 6. What were the limitations in other alicrnatives of project topi 7. How we formed our team? Z 8. Whether we faced any problem in forming the team? If yes, then what was the probl and how was it resolved? ae. 1. 2. 3 4. sing alternatives and finalizing the project topic MSBTE — Final Copy Dt. 25.04.2019 Page 12. of 16Capstone Project Planning Course Code: 22058 9. Am I the leader of our project team? If yes, then why was I chosen? If not, why I could not become the project team leader? 10. Do I feel that present team leader is the best choice available in the group? If yes, then why? If not, then why? 11. According to me who should be the leader of the team and why? 12. Can we achieve the targets set in the project work within the time and cost limits? 13. What are my significant good/ bad sharable experiences while working with my team which provoked me to think? What I learned from these experiences? 14. Any other reflection which 1 would like to write about formation of team and finalization of project title, if any? Part B: Reflection related to project planning (Answers to the following questions to be included in 'Portfolio' as reflection on planning) Note: This section has to be prepared just after the finalization of the "Project Proposal’. 1. Which activities are having maximum risk and uncertainty in our project plar 2. What are most important activities in our project plan? 3. Is work distribution is equal for all project group members? If not? What are the reasons? How we can improve work distribution? Is it possible to complete the project in given time? If not what are the reasons for it? How can we ensure that project is completed within time. 5. What extra precaution and care should be taken in executing the activities of high risk and uncertainty? If possible, how such risks and uncertainties can be reduced? - 6. Can we reduce the total cost associated with the project? If yes, then describe the ways? 7. For which activities of our project plan, arrangement of resources is not easy and convenient? 8. Did we make enough provisions of extra time/expenditure ete. to carry out such activities? 9. Did we make enough provisions for time delays in our project activity? In which activities there are more chances of delay? 10. In our project schedule, which are the days of more expenditure? What provisions we have made for availability and management of cash? 11, Any other reflection which I would like to write about project planning? al Copy Dt. 25.04.2019 Page 13 of 16Capstone Projeet— Planning Course’Code: 22058 ‘Teacher Evaluation Sheet (ESE) Ca Name of Student: .. ‘Name of Programmesssssssss Course Title and Code:, Title of the Capstone Project: A. POs addressed by the Capstone Project (Mention only those predominant POs) a) b) ° d B, COs addressed by the Capstone Project (Mention only those predominant POs) a) Dy °°) d) C. OTHER LEARNING OUTCOMES ACHIEVED THROUGH THIS PROJECT /e Dom: a) Unit Outcomes (Cogni D. _ SUGGESTED RUBRIC FOR ASSESSMENT OF CAPSTONE PROJECT. (please tick below the appropriate rating ie, poor, average ete., for each characteristic 1o be assessed and give ‘marks in the respective cell according to performance of student) S. | Charaeteris Poor ‘Average | Good Excellent [ Max. [1 No. | tieto be Marks section. 11 _| Prepare a presentation on the technieal details of any one micro | yy, a or minor irrigation scheme. 12_| Prepare a model of any irrigation structure using suitable Vv > material. L 13 _| Prepare a maintenance report for any major/minor irrigation LIV a project site in the vicinity of your area, based on field visit. . J 14. | Prepare summary of the technical details of any existing water — [yyy | 4 | '* | resource project in the vicinity of your area. : _| 15 | Prawa labeled sketch of the given diversion head works and CD : 5 vv} 2 “works. 16 | Design a canal section forthe given conditions with estimation of | yy the quantity of material required for lining of the given canal. Total 32 Note i 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 12 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 Dave's ‘Psychomotor Domain Taxonomy’ as generally required by the industry. ii, The ‘Process’ and ‘Product’ related skills associated with each PrO of the laboratory/workshopifield work is to be assessed according to a suggested sample given below: S.No. 1 2 | Ability 3 4 5 | Performance Indicators - Initiative of student in collecting data and computation. to work with the team/group. | Comprehension and presentation skill. Correctness of design calculations and drawings Punctuality and neatness. Total Weightage in % 20 10 30 30 10 100 | | | | 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 on site. Demonstrate working as a leader/a team member. Maintain and preserve reference drawings, maps and equipment, Follow ethical practices. MSBTE — Final Copy Dt. 25.04.2019 Page 3 of 9Water Resources Engineering, Course Code: 22501 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 Krathwohl’s ‘Affective Domain Taxonomy’ should gradually increase as planned belo ‘Valuing Level’ in 1 year. © ‘Organising Level’ in 2" year. © ‘Characterising Level’ in 3 year. 7. MAJOR EQUIPMENT/ INSTRUMENTS REQUIRED ‘The major equipment with broad specification mentioned here will usher in uniformity in conduct of experiments, as well as aid to procure equipment by administrators Equipment Name with Broad Specifications ‘Technical Drawings, maps, topo-sheets [Pe S.No. Digital planimeter. Drawings sheet Drawing instruments Computing devices following topics/subtopies should be taught an cognitive domain for achieving the COs to attain the be added. UNDERPINNING THEORY COMPONENTS, id assessed in order to develop UOs in identified competency. More UOs could Unit Unit Outcomes (UOs) Topies and Sub-topies (in cognitive domain) _ Unit-1 Estimate average rainfall in the | 1.1. Irrigation and its Classification on Introductio | given situation using the given the basis of purpose and surface. a to| method. 1.2. Hydrology : Definition and Irrigation |b, Estimate runoff and flood Hydrological cycle, and discharge in the given situation. | 1.3, Rain Gauge : Symons rain gauge, Hydrology ic, Calculate dependable yield automatic rain gauge, from the given catchment for the | 1.4. Methods of calculating average given data, rainfall: Arithmetic mean, Isohyetal, d. Deseribe ill effects of excess and Theissen polygon method irrigation in the given situation. | 1.5. Runoff, Factors affecting Run off, €. Classify the irrigation projects ‘Computation of run -off, on the basis of given condition. | 1.6, Maximum Flood Discharge If. Justify the need of Irrigation for | measurement : Rational method and the given area. empirical methods. Simple jg. Describe the advantages and ill numerical problems. effects of the Irrigation in the | 1.7. Yield and Dependable yield of a given situation. catchment, determination of h. Explain the construction and dependable yield. functioning of the given type of rain gauge, Compute the Maximum Flood Discharge using the relevant MSBTE — Final Copy Dt. 25.04.2019 Page 4 of 9Course Code: 22501 ‘method from the given data, Unit-11 | 2a Estimate crop water requirement [2.1 Crop Water requirement : Cropping Water in the given situation. seasons, Crop period, base period, Requirement| 2b. Estimate capacity of canal for Duty, Delta, CCA, GCA, intensity of Crops and| the given data. of irrigation, factors affecting duty, Reservoir | 2c. Undertake/conduct survey for Problems on water requirement and Planning the given irrigation project. capacity of canal. 2d.Calculate reservoir capacity | 2.2. Methods of application of irrigation from the given data, water and its assessment. 2c. Suggest relevant measures of | 2.3. Surveys for irrigation project, data silt contro! in a given situation collection for irrigation project. with justification, 24 Area capacity curve. 2 Calculate control levels for the | 2.5. Silting of reservoir : Rate of silting, given reservoir from the given factors affecting silting and control data. measures. 2g. Establish the relationship 2.6 Control levels in reservoir. between duty, delta and base | 2.7 Simple numerical problems on period. Fixing Control levels. Unit- 11 _[3a, Drawa labeled sketch of given | 3.1 Dam and its classification: Karthen Dams And | type of dam. dams and Gravity dams (masonry Spillways _ |3b. Draw theoretical and practical and conerete). profile of given gravity dam 3.2. Earthen Dams ~Components with section. function, typical cross section, 3e, Suggest preventive measures for seepage through embankment and the given type of dam failure foundation and its control. with justification, 3.3. Methods of construction of earthen 3d, Propose the types of spillways dam, types of failure of earthen dam and energy dissipaters for the and preventive measures. given type of dam with 3.4 Gravity Dams Forces acting on justification, dam, Theoretical and practical 3e, Suggest the relevant type(s) of profile, typical cross section, gate for the given type of dam(s) | _ drainage gallery, joints in gravity with justification. dam, concept of high dam and low 3f. Suggest suitable measures to dam. maintain the given earthen dam | 3.5. Spillways-Definition, function, with justification. location and components. 3g. Compare the earthen dam with | 3.6 Emergency and service spillway - gravity dams with respect to the given criteria such as seepage, foundation, construction and maintenance. construction of watershed scheme of farm pond for the Irrigation given area ja. Describe the process of ogee spillway and bar type spillway, discharge over spillway. Energy dissipation, Spillway with and without gates, |_ 3.7 Gates- Radial and Vertical. 4.1 Bandhara irrigation : Layout, ‘components, construction ands¢ Ti working, solid and open hagidfara. 4.2 Percolation Tanks MSBTE — Final Copy Dt. 25.04.2019, Page § of 9 NegGy selecsiin= | _ %Water Resources Engineering Course Code: 22501 4b.Explain the procedure of construction of Bandhara, Percolation tanks and any type of minor and micro irrigation schemes. 4c. Prepare a checklist for maintenance of Bandhara irrigation, Percolation tanks and any type of minor and micro irrigation schemes. 4d, Identify the components of Drip and Sprinkler Irrigation system in the given situation. 4e. Identify the need for drip/sprinkler irrigation scheme for the given area. 4f, Suggest the relevant layout for the specified crop in the given site conditions. of site. 4.3. Lift irrigation scheme-Components and their functions, lay out. 4.4 Drip and Sprinkler Irrigation- Need, components, Layout, operation and Maintenance. 4.5 Farm ponds, Jalayukt shivar schemes, 4.6 Well irrigation: types of wells, yield of well, advantages and disadvantages of well irrigation, Unit=V__| Sa, Describe the process of 5.1. Weirs — components paris, types. Diversion construction of diversion head K.-T. weir— components and Head work, weir and barrage in the construction Works given situation. 5.2. Diversion head works ~ layout, 5b. Prepare a checklist for components and their function, maintenance of the diversion _| 5.3, Barrages ~ components and their head work, weir and barrage in functions. Difference between weir the given situation, and Barrage. Se, Draw a labeled sketch of the given type of diversion head work, weir and barrage, Unit— VI (6a Estimate the balancing depth of 6.1, Canals — Classification according to Canals the given canal(s). alignment and position in the canal 'b- Design a most economical section for the designed discharge under specified condition for the given type of canal section. 6¢ Prepare a checklist for the maintenanee of the given type of CD work and canal regulator. fc Estimate the quantity of material for lining of given canal, Prepare a checklist for maintenance of the given canal. f Classify the canal on the basis of alignment and position in the given canal network. network, Cross section of canal in embankment and cutting, partial embankment and cutting, balancing depth. Design of most economical canal section, 6.2. Canal lining - Purpose, material used and its properties, advantages. 6.3. CD works- Aqueduct, siphon aqueduct, super passage, level crossing, (64. Canal regulators- Head regulator, Cross regulator, Escape, Falls and Outlets, 6.5. Canal maintenance. Note: To attain the COs and competency, above listed UOs need to be undertaken to achieve the ‘Application Level’ and above of Bloom’s ‘Cognitive Domain Taxonomy’ a gti. MSBTE ~ Final Copy Dt. 25.04.2019 Page 6 of 9Water Resources Enginecring Course Code: 22501 9. SUGGESTED SPECIFICATION TABLE FOR QUESTION PAPER DESIGN Unit Unit Title ~~ reaching | Distribution of Theory Marks No. Hours R U A Total _ Level_| Level | Level | Marks |__| Introduction to Irrigation and D 4 4 : 7 Hydrologs yy | Water Requirement of Crops and 2 2 8 6 16 Reservoir Planning: Ti_| Dams And Spillways 14 4 4 4 12 IV__| Minor and Micro Irrigation 08 = 4 6 10 V_| Diversion Head Works 08 4 4 - 08 VIL | Canals 10 = 4 6 10 Total o4 | 4 | 28 | 28 | 70 | Legends: R=Remember, U=Understand, A~Apply and above (Bloom's Revised taxonomy) Note: This specification table provides general guidelines to assist student for their learning and to teachers to teach and assess students with respect to attainment of UOs. The actual distribution of marks at different taxonomy levels (of R, U and A) in the question paper may vary from above table. 10, 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 ris for each activity, also collect/record physical evidences for their (student's) portfolio which will be useful for their placement interviews 2. Collect data and drawings from various departments, Assimilate data to be used in required form. Interpret data, Prepare drawings and design calculations. Draw inference from designs. Prepare presentations. meeos il. SUGGESTED SPECIAL INSTRUCTIONAL STRATEGIES (if any) ‘These are sample strategies, which the teacher can use to accelerate the attainment of the various outcomes in this course: 2, Massive open online courses (MOOCs) may be used to teach various topies/sub topics b. ‘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. c. 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). d. With respect to item No.10, teachers provisions for co-curricular activities. Guide student(s) in undertaking micro-projects. need to ensure to create opportunities and the practice. MSBTE — Final Copy Dt. 25.04.2019 Page 7 of 9Water Resources Engineering Course Code: 22501 g. Encourage students to refer different websites to have deep in-depth knowledge of the subject. h, Continuous observation and monitoring of the performance of students in the Laboratory. 12. 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, workshop- based, 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 is given here. Similar micro-projects could be added by the concerned faculty a, Prepare a report of cropping pattern, for the given minor or major your area with reference to growth in yield, inci and economic status of the concern people. b. Conduct online/intemet survey for Water shed management project (s) in the Maharashtra State with a detailed report of all relevant technical inputs. c. Prepare a report on the executed system of rain water harvesting with reference to its necessity, broad design parameters, economies in your area along with your comments, 4, Summarize the relevant information in the form of the report from internet regarding types of satellite imagery to capture the necessary details of the given water resource projects. €. Prepare a report on the on any one executed system of Farm ponds/Jalayukt shivar schemes/drip irrigation scheme with emphasis on its suitability, costing, utility and maintenance after undertaking the visit to it. gation project in ease in command and culturable area 13. SUGGESTED LEARNING RESOURCES Title of Book Author Publication | Lakshmi Publications, New Delhi - 110 002. Edition2016 ISBN 13: 9788131807637 Trrigation and water | Punmia, B.C., power Engineering _ | Pande, B, 2 | tigation $.Chand and Company Ltd.Delhi Engineering ISBN 13: 9788121921282 Ed.2002 3 | Irrigation Basak, N.N McGraw Hill Education India Pvt. Ltd. Engineering New Delhi.Edition1999 ISBN 13: 9780074635384 4 | Irrigation and water | Asawa, G.L. resource Engineering Publishers January, 2005 ISBN (13) : 978-81-224-1673-2 MSBTE — Final Copy Dt. 25.04.2019 Page 8 of 9Water Resources Engineering Course Code: 22501 Ry | Title of Book Author Publication 5 | Irrigation Dahigaonkar, J.G. | Asian Book Pvt, Ltd., New Delhi Engineering ISBN 13:9788184120080__ 6 | Ligation and S.K.Garg Khanna Publishers, Delhi. Hydraulic structures ISBN: 978-81-7409-047-9 7 | Irrigation Priyani V.B. Charotar Book Stall, Anand. Engineering — IS, BIS and International Codes: 1, IS: 4410-Part-V-1982-Canals 2. IS: 4410-Part-VI-1983-Reservoirs. Part- VII-1968-Dams. Part-XVII-1977-Water Requirement of Crops 3. 1S: 5477-Part-II, III and IV -1969-71-Storage zones of reservoirs, 14, SOFTWARE/LEARNING WEBSITES/LEARNING RESOURCES. http://nptel.ac.in/eourses/105105110/ https://wrd.maharashtra.gov.in http://www.imd.gov.in http://www.mahahp.gov.in http://bhuvan.nrse.gov.in/bhuvan_links.php Charts/Models/Drawings peaeee MSBTE - Final Copy Dt. 25.04.2019 Page 9 of 9Estimating and Costing Course Code: 22503 Program Name Civil Engineering Program Group Program Code : CR/CRICS Semester : Fifth, Course Title : Estimating and Costing Course Code + 22503 1. RATIONALE, In the construction of any civil structure, specifications of the civil work are the significant ameters in deciding the cost of the project. In construction, it is often required to use the local material for which the rates are varying in greater extent across the country. The rate analysis justifies the rates to be finalized for various items of works based on local market survey for budget provision. Therefore there emerges the need of a discipline to suggest a specific scientific technique to determine the quantities and cost of the materials along with its justification, ‘Thus, this course provides the necessary knowledge and skills in developing the competency in the areas mentioned above in professional manner. Today being the era of technology, a provision has also been made to use the various software’s for more accuracy and speedy determination of quantities. 2. COMPETENCY ‘The aim of this course is to help the student to attain the following industry identified competency through various teaching learning experiences: «Prepare the estimate of civil engineering works. 3. COURSE OUTCOMES (COs) The theory, practical experiences and relevant soft skills associated with this course are to be taught and implemented, so that the student demonstrates the following industry oriented COs associated with the above mentioned competency: a. Sclect the modes of measurements for different items of works. b. Prepare approximate estimate of a civil engineering works. c. Prepare detailed estimate of a civil engineering works. 4, Justify the rate for given items of work using rate analysis techniques. Use relevant software for estimating the quantities and cost of items of works TEACHING AND EXAMINATION SCHEME, Teachinj ; fo - Examination Scheme Practical afr ESE, PA | Total PA IMiax [Min | Max [Min | Max | min| Max | Min | Max | Min | Max | tin 3/-[4 70 | 28 0 | 100 | 40] so# | 20 | so | 20 | 100 (*): Under the theory PA; Out of 30 marks, 10 marks of theory PA are for micro-project assessment to facilitate integration of COs and the remaining 20 marks is the average of 2 tests t0 be taken during the semester for the assessment of the UOs required for the attainment of the COs. Legends: L-Lecture; T — Tutorial/Teacher Guided Theory Practice; P RLM, Credit, - End Semester Examination; PA - Progressive Assessment. » Final Copy Dt. 25.04.2019 Page 1 of 10Estimating and Co Course Code: 22503, 5. COURSE MAP (with sample COs, PrOs, UOs, ADOs and topics) This course map illustrates an overview of the flow and linkages of the topics at various levels of outcomes (details in subsequent sections) to be attained by the student by the end of the course, in all domains of leaning in terms of the industry/employer identified competency depicted at the centre of this map. 7 ose: tpn ite + 0) estar er ees sien efenion __tseennat tet haa rons f aecitaarne ye Net oa om vm Fiiisecimaie 3 Nascar seevcngar waist ance Pec ti tine of venioosing Woks. ae Nite 7 } caffe. “ Japa | a; stats ro tt — OTR etary S Sirvonte cscs (ensue igure 1 - Course Map 6. 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, 5. | Approx. N 7 Practical Outcomes (PrOs) Unit | rs. * No. ; Required 1. | Prepare the check list of items to be executed with units for detailed estimate of the given structure from the given drawing. 2. | Prepare a report on market rates for given material, labour wages, hire charges of tools & equipments required to construct the MSBYE ~ Final Copy Dt. 25.04.2019 Page 2 of 10Estimating and Costing Course Code: 22503 : a | Approx. 7 Practical Outcomes (PrOs) Unit | rs No. No. . _ Required given structure as mentioned in at Serial number 1 above 3. | Prepare the detailed Specification for the given items using DSR | I 02* (for any ten item) 4. | Prepare the approximate estimate for the given civil engineering | II o2* works. - _ 5. | Prepare approximate estimate for the given civil engineering i 02* works. _ 6. | Prepare bill of quantities of given item from actual m | 02 measurements. (any four items). 7. | Prepare bill of quantities of given item from actual m | 02* measurements. (any four items). - 8. | Calculate the quantity of items of work from the given set of m | 02* drawings using standard measurement sheet for load bearing residential structure using description of item from DSR (IBHK Building with staircase) 9. | Calculate the quantity of items of work from the given set of m | 02 drawings using standard measurement sheet for load bearing residential structure using description of item from DSR (IBHK Building with staircase). 10.| Caleulate the quantity of items of work from the given set of m | 02 drawings using standard measurement sheet for load bearing residential structure using description of item from DSR (I BHK Building with staircase). 11] Calculate the quantity of items of work from the given set of mT @ drawings using standard measurement sheet for load bearing residential structure using description of item from DSR (I BHK Building with staircase). 12.] Prepare detailed estimate from the given set of drawings using | IM | 02* “standard measurement and abstract format” for RCC framed. structure using description of item from DSR along with face sheet and prepare quarry chart lead statement (G+1 Building) . 13.| Prepare detailed estimate from the given set of drawings using mm | 02* “standard measurement and abstract format” for RCC framed. structure using description of item from DSR along with face sheet and prepare quarry chart Jlead statement (G+1 Building). _| 14,| Prepare detailed estimate from the given set of drawings using | TM | 02* “standard measurement and abstract format” for RCC framed structure using description of item from DSR along with face sheet and prepare quarry chart lead statement ( G+1 Building) 15.| Prepare detailed estimate from the given set of drawings using | IT | 02* “standard measurement and abstract format” for RCC framed structure using description of item from DSR along with face sheet and prepare quarry chart lead statement (G1 Building), 16,| Prepare detailed estimate from the given set of drawings using m1 2 “standard measurement and abstract format” for RCC framed. structure using description of item from DSR along with face |__| sheet and prepare quarry chart lead statement (G+1 Building) 17,| Calculate the reinforcement quantities from the given set of drawings for a room size of 3 m X 4 m with bar bending schedul MSBTE ~ Final Copy Dt. 25.04.2019 Page 3 of 10 AEstimating and Costing Course Code: 22503 . | Approx. 5 Practical Outcomes (PrOs) Nuit) otrs. Z - - | Required (footing,column,beam, lintel with chajja, slab) : 18, | Calculate the reinforcement quantities from the given set of m | 02" drawings for a room size of 3 m X 4 m with bar bending schedule (footing,column,beam, lintel with chajja, slab) 19,| Calculate the reinforcement quantities from the given set of m | 02 drawings for a room size of 3 m X 4 m with bar bending schedule (footing,column,beam, lintel with chajja, slab) 20.| Calculate the reinforcement quantities from the given set of m | 02 drawings for a room size of 3 m X 4 m with bar bending schedule (footing,column,beam, lintel with chajja, slab) | 21. Calculate the reinforcement quantities from the given set of 1 02 drawings for a room size of 3 m X 4 m with bar bending schedule (footing,column,beam, lintel with chaija, stab) | 22.) Prepare the rate analysis for the given five item of works | IV_| _02* 3. Prepare the rate analysis for the given five item of works Vv 02 24.| Prepare detailed estimate of W.B.M.Road of one kilometer vf oe length from the given drawing. - 25.| Prepare detailed estimate of W.B.M.Road one kilometer length | V 02 _| from the given drawin; | 26.} Prepare detailed estimate of small Septic tank fom the given set | V-} 02" of drawings. - 27.| Prepare detailed estimate of small Septic tank from the given set | V 02 of drawings, Le _ 28. Prepare detailed estimate of well from the given set of drawing. | V_ | 02* 29.| Prepare detailed estimate of well from the given set of drawing. | _V. 02 30.| Use the relevant software to prepare detailed estimate of any one | V | 02" | of the WBM Road/Septic Tank/ well. 31] Use the relevant software to prepare detailed estimate ofany one | V | 02° __| of the WBM Road/Septic Tank/ well. 32.| Use the relevant software to prepare detailed estimate ofany one | V 02 of the WBM Road/Septic Tank/ well. - | Total 64 Note i. A suggestive list of PrOs is given in the above tuble, 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 Dave's ‘Psychomotor Domain Taxonomy’ as generally required by the industry. it, The ‘Process’ and ‘Product’ related skills associated with each PrO of the laboratory/workshop/field work is to be assessed according to a suggested sample given below. S.No. Performance Indicators Weightage in % | a Calculation of quantities. - Prepat measurement sheet c. Preparing Abstract sheet - — a. ‘Answer (o sample questions MSBTE — Final Copy Dt. 25.04.2019 Page 4 of 10Course Code: 22503 Performance Indicators Weightage in % e ‘Submit report in time 10 Total 100 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: Practice good housekeeping. Follow the provisions laid in IS 1200. Practice to follow DSR. Demonstrate working as a leader/a team member. Follow ethical practices. gaose ‘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 Krathwohl’s ‘Affective Domain Taxonomy’ should gradually increase as planned below: © ‘Valuing Level’ in 1 year © ‘Organising Level’ in 2™ year and © ‘Characterising Level’ in 3" year. 7, MAJOR EQUIPMENT/ INSTRUMENTS REQUIRED The major equipment with broad specification mentioned here will usher in uniformity in conduct of experiments, as well as aid to procure equipment by authorities concerned, BS Equipment Name with Broad Specifications PrO. S.No. 1.1 | Computer system 30,31,32 _| (Any computer system with basic configuration) 1.2 | Available Software of estimating and Costing. 3031.32 8 UNDERPINNING THEORY COMPONENTS The following topics/subtopics should be taught and assessed in order to develop UOs in cognitive domain for achieving the COs to attain the identified competency. More UOs could be added. Unit Unit Outcomes (UOs) Topies and Sub-topies {in cognitive domain) MSBTE ~ Final Copy Dt. 25.04.2019 Page 5 of 10Estimating and Costing Course Code: 22503, Unit-1 lia. Explain the procedure of [1.1 Estimating and Costing — Meaning, Fundamentals | the detailed estimate for the purpose, Administrative Approval, ofestimating | given structure, Technical Sanetion and Budget and costing Unit -ID Approximate Estimates 1b. Prepare the checklist for the given type of the civil structure Select the mode of measurements for given items of work as per IS: 1200. Describe the required specifications for the given item of structure. Apply the rules of deduction as per IS 1200 for calculating the quantities of a structure. Explain the salient features of the administrative and technical approval for the given project. . Classify the given type of estimate on the basis of the purpose and type of work, lle. if. 2a. Explain the necessity of approximate estimate in the given situation, Describe the methods used in determining the approximate estimate for the given structure. Prepare the approximate estimate for given civil engineering works. Select the relevant method of approximate estimate for the given structure. 2c. Calculate approximate cost of 2b. 2c. 2d, the given structure provision, ‘Types of estimates — Approximate estimate and detailed estimate. 1.3. Detailed Estimate- of New work. 4. Types and Uses of Estimates: Revised estimate, supplementary estimate, revised and supplementary estimate, repair and maintenance estimate, renovation Estimate, Roles and responsibility of Estimator. Checklist of items of work in load bearing and framed structure as per Execution, Modes of measurement and Desired accuracy in measurements of different items of work as per 18:1200, Rules for deduction in Masonry work , Plastering and Pointing and Painting work as per IS:1200. Description / specification of items of building work as per PWD /DSR. 1.10 Standard formats of Measurement sheet, Abstract sheet, Face sheet. 1S 7 18 19 2.1 Approximate estimate- Definition, Purpose. 2.2 Methods of approximate estimate - Service unit method, Plinth area rate method, Cubical content method, ‘Typical bay method, Approximate quantity method 2.3 Approximate estimate for roads, Railways, bridges/eulvert, irrigation projects and water supply projects. 2.4 Numericals on service unit method and Plinth area rate method. MSBTE ~ Final Copy Dt. 25.04.2019 Page 6 of 10Estimating and Costing Course Code: 22503 Unit 3a, Describe the procedure of | 3.1 Detailed Estimate- Definition and Detailed preparation of detailed Purpose, Data required for detailed Estimate estimate for the given civil estimate, Procedure of preparation of structure, detailed estimate- Taking out 3b. Identify the data required quantities and Abstracting, for given type of estimate. | 3.2Methods of Detailed Estimate- Unit 3c. Describe the relevant quantity method and total quantity methods of taking out method quantities in the given type | 3.3Long wall and Short wall method of estimate. (out to out and in to in method or 3d, Calculate the quantities of PWD method), Centre line method. the given items for the given. | 3.4Bar bending schedule. Load bearing structure. 3.Steel requirement for footing, 3e. Calculate the quantities of column, beam, Lintel, chajja and the given items (of footing, slab. column, beam, Lintel, chajja | 3.6Provisions in detailed estimate: , slaband Brickwork)for the contingencies, work charged given RCC Framed structure. | __ establishment, centage charges, 34, Calculate the approximate water supply and sanitary Charges quantity of steel for the and electrification charges. given RCC member such as_| 3.7 Prime cost, Provisional sum, footing, column, beam, provisional Quantities, Bill of Lintel, chajja and slab. quantities, Spot items or Site items, 3g. Prepare the bill of quantity Day work. for the given type of civil work. Unit -1V 4a, Explain the factors that affect [4.1 Rate Analysis : Definition, purpose, Rate Analysis | the rate analysis of the given importance and factors affecting. item of work. 42. Lead ( Standard and Extra), lift, 4b, Describe Procedure of rate overhead charges, water charges analysis for the given item of | __ and contractors profit, work. 43. Procedure of rate analysis. /4c. Mention task work forgiven | 4.4 Task work- Definition, factors type of work. Alfecting, types. Task work of 4d, Prepare rate analysis for the different skilled labour for given items of work. different items. /4e. Describe the factors affecting | 4.5 Categories of labours, their daily the task work for the given situation. ‘wages, types and number of labours for difierent items of work 4.6 1.oad carrying capacity of different 47 types of vehicles, transportation of materials and their hire -charges. Preparing rate analysis of different items of work- PCC.RCC work in (column, beam, lintel, slab), brick masonry, stone masonry, Vitrified tile flooring, plastering, , Wood work for doors. 7 Unit-V Estimate for a 3a, Calculate the earthwork quantity for the given civil engineering works. 51 Earthwork - Quant Bunds and canal b area method, my MSBTE - Final Copy Dt. 25.04.2019 Page 7 of 10Estimating and Costing Course Code: 22503, Engineering _ | 5b. Explain the relevant method, Prismoidal formula method works method(s) of calculating the | and trapezoidal formula method. quantity of earthwork of the | 5.2 Detailed estimate for septic tank, given work Community well, Se. Prepare detailed estimate for | 5.3 Use of computer / softwares / given civil engineering work. | programmes for detailed estimate Sd. Use the relevant software for | Preparation of Civil Engineering preparing the detailed Works works. estimate for the given work. | (Questions on application of software from sub unit 5.3 above shall not be asked in theory exam.) Note: To attain the COs and competency, above listed UOs need to be undertaken to achieve the ‘Application Level’ of Bloom's ‘Cognitive Domain Taxonomy’. 9. SUGGESTED SPECIFICATION TABLE FOR QUESTION PAPER DESIGN Unit Unit Title [Preaching | Distribution of Theory Marks No. Hours R u_ | A | Total Level_| Level | Level | Marks I | Fundamentals of estimating and 08 04 | 04 | 04 12 costing. | TL [ Approximate Estimates 04 | 00 |_04 | 06 II_| Detailed Estimate 20 02 | 08 | 18 [28 TV_[Rate Analysis 08 02 | 04 | 06 12 V_| Estimate for Civil Engine 08 00 | 06 | 06 12 works Total 8B to | 22 | 38 | 70 Legends: R=Remember, U-Understand, A~Apply and above (Bloom's Revised taxonomy) Note: This specification table provides general guidelines to assist student for their learning and to teachers to teach and assess students with respect to attainment of UOs. The actual distribution of marks at different taxonomy levels (of R, U and A) in the question paper may vary from above table. 10. SUGGESTED STUDENT ACTIVITIES Other than the classroom and laboratory learning, following are the suggested student-related co-curricular activities which can be undertaken to accelerate the attainment of the various outcomes in this course: Students should conduct following activities in group and prepare reports of about 5 pages for each activity, also collect/record physical evidences for their (student's) portfolio which will be useful for their placement interviews: a. Prepare detailed estimate of single room of load bearing structure.. . Give seminar on relevant topic. ©. Undertake micro-projects. 4. Collect current DSR from PWD and prepare report on it. 11, SUGGESTED SPECIAL INSTRUCTIONAL STRATEGIES (if any) These are sample strategies, which the teacher can use to accelerate the attainment-aF the various learning outcomes in this course: me a. Massive open online courses (MOOCs) may be used to teach topics. MSBTE — Final Copy Dt. 25.04.2019 Page 8 of 10Estimating and Course Code: 22503 b, ‘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 c. About 15-20% of the topics/sub-topies which is relatively simpler or descriptive in nature is 0 be given to the students for self-directed learning and assess the development of the COs through classroom presentations (see implementation guideline for details). d. With respect to item No.10, teachers need to ensure to create opportunities and provisions for co-curricular activities, Guide student(s) in undertaking micro-projects, Demonstrate students thoroughly before they start estimating. Encourage students to refer different websites to have deeper understanding of the subject h, Observe continuously and monitor the performance of students in Lab. 12, SUGGESTED MICRO-PROJECTS Only one miero-project is planned to be undertaken by a student assigned to him/her in the beginning of the semester. S/he ought to submit it by the end of the semester to develop the industry oriented COs. Each micro-project should encompass two or more COs which are fact, an integration of PrOs, UOs and ADOs. The micro-project could be industry application based, internet-based, workshop-based, laboratory-based or field-based. Each student will have to maintain dated work diary consisting of individual contribution in the project work and give a seminar presentation of it before submission. The total duration of the micro- project should not be less than 16 (sixteen) student engagement hours during the course. In the first two semesters, the micro-project could be group-based. However, in higher semesters, it should be individually undertaken to build up the skill and confidence in every student to become problem solver so that s/he contributes to the projects of the industry. A suggestive list is given here: a. Compare the two detailed estimates collected from prof comments in the form of a report. b. Prepare approximate estimate of various types of building such as school building, hospital, auditorium, Hostel, irrigation project, bridge in the immediate vicinity of your area, c. Prepare detailed estimate of any load bearing structure using available software. d. Prepare detailed estimate of the framed structure using available software. €. Prepare rate analysis of Painting work using OBD, Plastic emulsion, Oil paint, luster paint. £. Prepare detailed estimate for the proposed new Bituminous Road of 1 km length. g. Prepare detailed estimate for the construction of Slab Culvert. h, Prepare detailed estimate for the construction of Pipe Culvert. i, Prepare estimate for Renovation of an existing building (any five items). j. Prepare Rate analysis using CSR/DSR (Current/District Schedule of Rates) Items by PWD Methods.(Any Five items) k. Prepare the report on the salient provisions made in IS:1200 with special reference to load bearing structure. 13. SUGGESTED LEARNING RESOURCES : jonals along with your Title of Book 1 | Estimating and Costing in vil engineering MSBTE - Final Copy Dt. 25.04.2019 Page 9 of 10Estimating and Costing Course Code: 22503 specification and valuation in civil engineering N. Title of Book Author Publication 2 | Estimating construction | Peurifoy,Robert L. | McGraw Hill Education, , New cost (fifth edition) Oberlender,Garold | Delhi, 2005, ISBN-10: 0073398012 ISBN-13: 9780073398013 3 | Estimating and Costing | Rangwala,S.C. | Charotar Publishing House PVT, LTD., Anand (Gujrat) Pin 388001 Reprint -2011 a 4 | Estimating and Costing | Birdie,G.S. Dhanpat Rai Publishing Company(P) Ltd.NewDelhil 10002 ISBN : 978-93-84378-13-4 5 | Civil Engineering Patil,B.S. Orient Longman, Mumbai, Fd.2010 Contracts and Estimates ISBN: 9788173715594, 8173715599 6 | Estimating and costing, | Chakraborti ‘Monojit Chakraborti, Kolkata (2006) ISBN-10: 818530436X, ISBN-13: 978-8185304366 14, a. wwwensoftindia.com b. www.newtonindia.com ¢. www.mahapwd.com MSBTE-— Final Copy Dt. 25.04.2019 SOFTWARE/LEARNING WEBSITES Page 10 of 10,Design of Steel and RCC Structures Course Code: 22502 Program Name _: Civil Engineering Program Group Program Code : CE/CR/CS Semester : Fifth, Course Title : Design of Steel and RCC Structures Course Code 322502 1. RATIONALE For Civil Engineering technologist to understand the behaviour of various structural components for developing insight for the design concepts and will help the student in quality supervision on site. Design of steel and RCC structures is the core subject for the Civil Engineering. For the design of steel structures, the properties of steel, different steel sections, various grades and strength characteristics of steel and design of connections are required as per IS:800-2007. In the design of RCC structures Limit State Method is to be used as per IS:456-2000 for analysis and design and 1S:875-1987 is to be used for Loading Standards. 2, COMPETENCY ‘The aim of this course is to help the student to attain the foliowing industry identified competency through various teaching learning experiences: «Use the concepts of Steel and RCC structural de: the site, n using Limit State Method at 3. COURSE OUTCOMES (COs) The theory, practical experiences and relevant soft skills associated with this course using Limit State Method are to be taught and implemented, so that the student demonstrates the following industry oriented COs associated with the above mentioned competency: a. Use steel table and IS code 800:2007 at work sites. b. Design the connections for the given steel joints c. Analysis and design of singly reinforced rectangular beams. 4d. Design of shear reinforcement and development length for beam and slabs. €. Design various slabs for the given edge condition. £. Design of axially loaded short columns and footings. TEACHING AND EXAMINATION SCHEME Examination Scheme Practical PA Credit Theor; \ueT+P)| ates, Paper [ESE [PA [Total | ESE Hrs. [Max [Min [Max [Min | Max | Min] Max | Min 4 | 10 [28 [30 | 00 | 100 | 40 | 254 (*): Under the theory PA; Out of 30 marks, 10 marks of theory PA are for micro-project assessment to facilitate integration of COs and the remaining 20 marks is the average of 2 tests to be taken during the semester for the assessment of the UOs required for the attainment of the COs Legends: L-Lecture; T — Tutorial/Teacher Guided Theory Practice; P - Practical; C ~ Credit, ESE - End Semester Examination; PA ~ Progressive Assessment. 5. COURSE MAP (with sample COs, PrOs, UOs, ADOs and topies) MSBTE ~ Finat Copy Dt. 25.04.2019 Page 1 of 1Design of Steel and RCC Structures Course Code: 22502 ‘This course map illustrates an overview of the flow and linkages of the topics at various levels. of outcomes (details in subsequent sections) to be attained by the student by the end of the course, in all domains of learning in terms of the industry/employer identified competency depicted at the centre of this map. ity areca otro mot ‘oFsa ins, meer sorte SNe Alias oramit>.\, Ss ae (Eee S ; CY crag | at Se ae Co Figure 1 - Course Map 6. 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. No Practical Outcomes (PrOs) 1. | Draw five standard rolled steel sections showing all details. Page 2 of 11Design of Steel and RCC Structures Course Code: 22502 | |) Approx. i Practical Outcomes (PrOs) Unit | i. No. No. . Required 2.__| Write five IS clauses related to load from IS 875:1987. T 2 3._| Draw five eommonly used built up seetions 4, | Write five IS clauses related to joints in steel structure from T © IS 800:2007. 5,_| Draw types of bois with their modes of failure. 1 | 0 6. | Design a bolted connection for the given data and compare 1 | design using open source softwarellS code. 7._| Draw types of welds and types of welded joints a | 0 8._| Draw modes of failure for bolted connections, | 0 9. | Write five IS clauses related to partial safety factors, characteristic | IL strengths, characteristic load and design load_from IS 456:2000 02 TO, | Draw cross section, strain -stress diagram for singly reinforced | Til section giving design parameters and constants on TT. | Draw stress block diagram for Under- reinforced, over-reinforced | IT | gy and balanced sections showing all details — 12, Write five IS clauses related to shear reinforcement in beams and | IV slabs from IS 456:2000. on 13.) Write the procedure to calculate development length of main W |p reinforcement in beams and slabs. 14.) Write four IS clauses related to each for slab, beam and column | TH,V from IS 456:2000. L 15. | Draw diagrams showing transfer of loads from one way simply TLV} gy supported slab and two way simply supported slab to the supporting beam as pet I. $. 456:2000. 16.) Draw the table showing details of deflected shape along with Wi effective length of column as per IS 456:2000. T7,| Design of a welded connection for the given data and compare it | I | 02 using open source sofiware/IS code TS_| Draw reinforeement detailing of dog legged stair. v_ | oF 19,| Check the given drawing as per 18 456:2000 specifications with | IIT, respect to reinforcement detailing. (Working drawing / Blue print | IV, | gy should be collected from the suitable site.) v ~20.| Design one cantilever slab from the given data, v_|_o 21.| Design a one way simply supported slab from the given data, v [0 22.| Design a two way simply supported slab from the given data v_ | 02 23.| Design the beanvs each supporting cantilever slab, one way il simply supported slab and two way simply supported slab from on the given data, 24_| Design one axially loaded short column each supporting two Vi given beams (corner column), three beams and four beams from o2* the given field situation from the given data 35,| Design footing for axially loaded short column designedin St. | VI | gp 10.24 26,| Draw the reinforcement details for cantilever slab, one way simply supported slab and two way simply supported slab designed in Sr. no. 20 to 22. MSBTE - Final Copy Dt. 25.04.2019 Page 3 of 11Design of Steel and RCC Structures Course Code: 22502 .| Approx. S. Practical Outcomes (PrOs) Cait) rs. No. No. rf Required 27] Draw the reinforcement details for the beam, column and footing | Ill 7 designed in Sr. no. 23 to 25. to | 02*# VI 28.| Prepare a report on site visit for joinis in Steel structures. m | 02 29.| Prepare a report on site visit for reinforeement detailing for HL various structural elements. to | 02" } ME | Total 32 Note 3.1 The term work should consist of manual, A3 size sketchbook and A2 size drawing sheets. 3.2.4 judicial mix of minimum eight (8) or more practical are to be performed from Sr, No. 1 10 18 and minimum nine (9) or more practical are to be performed from Sr, No. 19 to 29 out of which Sr. Nos. marked with’ (*)’ are compulsory ive, total minimum seventeen (17) practical or more. 3.3 Use A3 size sketchbook for Sr. No. 1,3,5,7,8,10,11,16,17,19, 3.4 Collect suitable working drawing /blue print from the site for the data required for the Sr.No.19 to 25 preferably separate drawing for each batch 3.5 For Sr. No. 23 and 24, divide each batch into three groups. Each group will design only one type of beam and one type of column from the given types so that all types of beams and columns will get designed. 3.6 For Sr. No. marked with (#), use AutoCAD software for drawing. 3.7.4 suggestive list of PrOs is given in the above tabie. More such PrOx can be added to astain the COs and competency. All the above listed practical need to be performed compulsorily, so that the student reaches the ‘Applying Level’ of Blooms’s ‘Cognitive Domain Taxonomy’ as generally required by the industry. 3.8 The ‘Process’ and ‘Product’ related skills associated with each PrO are to be assessed according 10 a suggested sample given below: S.No. | Performance Indicators | % 1__[ Interpretation of given data and its presentation 2 | Selection of sketches /Process of designing of the given structural components using relevant LS, Codes /writing of visit report. 4 [Individual work and working in groups 5___| Submission of assigned work in time | 10 Total 100 ‘The above PrOs also comprise of the following social skills/attitudes which are Aflective Domain Outcomes (ADOs) that are best developed through the laboratory/field based experiences: a. Follow safety practices. b. Practice good housekeeping c. Demonstrate working as a leader/a team member. d. Follow ethical practices, aE ‘The ADOs are not specific to any one PrO, but are embedded in many) acquisition of the ADOs takes place gradually in the student when s/heAindertakes a serie MSBTE — Final Copy Dt. 25.04.2019 Page 4 of 11Design of Stee! and RCC Structures Course Code: 22502 practical experiences over a period of time. Moreover, the level of achievement of the ADOs according to Krathwohl’s ‘Affective Domain Taxonomy’ should gradually increase as planned below: ‘© ‘Valuing Level” in 1" year © ‘Organising Level’ in 2™ year and © ‘Characterising Level’ in 3“ year. 7 MAJOR EQUIPMENT/ INSTRUMENTS REQUIRED The major equipment with broad specification mentioned here will usher in uniformity in conduct of experiments, as well as aid to procure equipment by authorities concerned. Equipment Name with Broad Specifications PrO. S.No. Drawing boards and drawing equipments 1.2,5,7,11,12,17 Computers 26,27 Printers 26.27 Available CAD software. 26.27 8, UNDERPINNING THEORY COMPONENTS ‘The following topics/subtopics should be taught and assessed in order to develop UOs in cognitive domain for achieving the COs to attain the identified competency. More UOs could be added, Unit Unit Outcomes (UOs) Topies and Sub-topies ] (in cognitive domain) | Unit=1 lla. Select a relevant steel [11 Steel as construction material. Fundamental | structure for the given 1.2 Steel structures: Towers, Roof of steel condition trusses, Water Tanks, Bridges, structures [1b. Use steel table to identify Gantry and Crane girders, different properties of given Columns, Chimney, building steel sections. frames ete. lc. Explain the various type(s) of [1.3 Types, grades and strength of loads (Dead load, live load, steel sections, Steel Table, IS impact load, seismic load, snow | 808-1989. Stress Strain graph for load etc.) acting on the given mild steel steel structures, 114 Loads acting on steel structures lid. Select the relevant factors to according to IS 875-1987 part 1 calculate seismic forces for tolV. given civil structure, 1.5 Limit State Method of design: le. Choose the partial safety factor | Meaning and types of limit as per the guidelines laid in IS states, loads, design criteria, limit for the given situation. states of strength, limit states of lif. Explain the Advantages and serviceability, disadvantages of steel as 1.6 Factors of safety and load factors construction material in the as per IS 800:2007. given situation, lig. Describe the functions of the given steel structure, 1h. Identify the components of the ___ given steel structure 2a Compute the strength of the given bolted connections MSBTE — Final Copy Dt. 25.04.2019 Page 5 of ITDesign of Steel and RCC Structures Course Code: 22502 Unit Unit Outcomes (UOs) Topies and Sub-topies (in cognitive domain) Steel 2b Design the bolted connections | bolts, modes of failure, Connections for the given situations. 2.2 Specifications of bolt holes for 2c Compute the strength of the | — bolted connections. given welded connections. 2.3 Strength of bolt in shear, tension, 2d Design the welded connections | — bearing and efficiency of j for given situations. 2.4 Analysis and design of bolted 2c State the Specifications for] joints for axially loaded plate, cross-sectional area, pitch, |_ single and double angle members spacing, gauge, end distance, |2.5 Welded connections: Butt and edge distance, and diameter of | Fillet welds, size of weld, throat bolt holes for bolted | __ thickness connections with justification. |2.6 Analysis and design of fillet 2f Explain the advantages and | — welded joint for plate, single and disadvantages of given welded | double angle members subjected to connection. axial load. Unit IH 3a, Choose partial safety factor as [3.1 RCC: fimetions of reinforeement, Analysis and laid in IS provisions for the material properties, types of limit, Design of given situation states, partial safety factors for Singly 3b. Explain the different type(s) of | material strength, characteristic Reinforced loads acting on the given RCC strengths, characteristic load, Sections structure(s). design load as per IS 456:2000. 3c. Describe the procedure used in | 3.2 Types of loads and combinations limit state method of design a as per IS:875:2002 RC member for the given data. | 3.3 Limit State of collapse (flexure) : 3d. Discuss the design parameters assumptions, steel, strain diagram including constants for given and stress-strain relationship for types of materials. conerete and block diagram for 3e. Calculate ultimate moment of singly reinforced section, design tance for given type of parameters and constants, ultimate moment of resistance 3f. Infer the stability of the given | 3.4 Under- reinforced, over-reinforced beam section by applying the and balanced sections. various checks, 3.518 specifications regarding 3g. Design a beam section for given | spacing, cover, minimum conditions. reinforcement, effective span. in 3h. Draw reinforcement detailing for] beams agiven element as per the IS | 3.6 Analysis and design: provisions. determination of design constants, 3i. Identify the given section as ultimate moment of resistance, Under- reinforced, over- ultimate load carrying capacity, reinforced or balanced section. design of rectangular sections. Unit WV 4a, Explain the patter of shear [4.1 Shear: Meaning of shear in beams Design of failure for a given member in| and slabs. IS code specifications. Shear structure. Various forms of shear reinforcement |4b. Locate the zones of minimum | reinforcement .Use of bent up and Bond shear reinforcement with sketch | bars. Zones of miqiniini”’ for the given loading | reinforcement, MSBTE.— Final Copy Dt. 25.04.2019 Page 6 of IIDesign of Steel and RCC Structures Course Code: 22502 Unit Unit Outcomes (UOs) Topics and Sub-topies | (in cognitive domain) conditions. problems on design of shear 4c, Design shears reinforcement for | _ reinforcement in beam, the given conditions. 4.2 Bond: Meaning of bond as per IS 4d.Judge the beam with given] code provisions. Meaning and reinforcement on the basis of | calculation of development length the shear strength. in tension and compression, 4e. Compute the bond length for the beam with given reinforcement. 4f, Identity the zone of minimum shear reinforcement in the given clement. Unit -V Sa. Suggest the relevant type of [5.1 Slabs, support conditions, 1S. Design of slab for the given support] specifications regarding main Slabs condition, steel, distribution steel, spacing Sb. Suggest relevant corresponding | and cover for reinforcement, values of design parameters in| effective span, minimum the given situation. reinforcement. Se, Check the deflection of the | 5.2 Limit state of serviceability for given type of slab. slabs for deflection criteria only. Sd. Design the given type of slab | 5.3 Design of one way and cantilever using the given parameters. slab including development length Se. Check the development length | check only. of the given type of slab. 5.4 Design of two-way slab with four edges discontinuous and provision of torsion reinforcement at corners (As per IS 456:2000, table no 26 case no 9 only). Check for deflection only. Unit VI 6a, Identify the type of column in. [6.1 Limit state of collapse in Design of the given situation. ‘compression, assumptions, axially loaded short Columns and footing 6b, Calculate the ultimate load carrying capacity of the column in the given situation, Design the axially loaded short column for the given data Check the given structural drawing as per the specifications laid in relevant 1S code. Design given type of column footing for the given data, Explain the assumptions made in the design of axially loaded short column. Select the given type of RCC footings in the given situation. 6c. 6d. 6c. 6f. 6g. 6.5 Various RC footings 6.7 Design of isolate; footing: Flexur effective length, slenderness ratio, short and long columns, and minimum eccentricity. 6.2 1S specifications for reinforcement incolumn. 6.3 Load analysis for a column : load on an axially loaded column from beams at a different floor levels in a building 6.4 Design of axially loaded short square and rectangular column. solated and Sloped footings, combined footings, piles 6.6 IS specifications for reinforcement in footing MSBTE ~ Final Copy Dt. 25.04.2019 Page 7 of 11Design of Steel and RCC Structures Course Code: 22502 Unit Unit Outcomes (UOs) Topics and Sub-topies (in cognitive domain) checks for one-way shear, two- way shear and bond, (Problems on design of footing for bending moment only in theory examination paper) Note: To attain the COs and competency, above listed UOs need to be undertaken to achieve the ‘Application Level’ of Bloom’s ‘Cognitive Domain Taxonomy’. 9. SUGGESTED SPECIFICATION TABLE FOR QUESTION PAPER DESIGN Unit Unit Title [Teaching | Distribution of Theory Marks No. Hours | R | U [A | Total Level_| Level | Level | Marks T_| Fundamental of steel structures 04 2 | 04 | 00 | 06 II_| Design of Steel Connections 10 | 0 | os | 14 MI | Analysis and Design of Singly Reinforced Sections | 14 | 4 | % 1 TV [Design of Shear Reinforeement and | 45 m |o |v | 0 Bond V_| Design of Slabs i @_| 06 | 06 | 14 VI_ Design of axially loaded short a i 10 | oe | ta Columns and footing Total oa 2 | 2% | 2 | 70 Legends: R=Remember, U-Understand, A=Apply and above (Bloom's Revised taxonomy) Note: This specification table provides general guidelines to assist student for their learning and to teachers to teach and assess students with respect to attainment of UOs, The actual distribution of marks at different taxonomy levels (of R, U and A) in the question paper may vary from above table. 10. SUGGESTED STUDENT ACTIVITIES Other than the classroom and laboratory learning, following are the suggested student-related co-curricular activities which can be undertaken to accelerate the attainment of the various outcomes in this course: Students should conduct following activities in group and prepare reports of about 5 pages for each activity, also collect/record physical evidences for their (student's) portfolio which will be useful for their placement interviews: a. Prepare journals based on practical performed in laboratory. b. Give seminar on relevant topic. ¢. Undertake micro-projects. 11, SUGGESTED SPECIAL INSTRUCTIONAL STRATEGIES (if any) ‘These are sample strategies, which the teacher can use to accelerate the attainment of the various learning outcomes in this course: a. Massive open online courses (MOOCs) may be used to teach various topics/sub topics oat b.‘L? in item No. 4 does not mean only the traditional lecture methods but different types of teaching methods and media that are to be employed to deve theoutcomes., MSBTE ~ Final Copy . 25.04.2019 Page 8 of 1Structures Course Code: 22502 Design of Stee! and RC c. About 15-20% of the topics/sub-topics which is relatively simpler or descriptive in nature is t© be given to the students for self-directed learning and assess the development of the COs through classroom presentations (see implementation guideline for details). d, With respect to item No.10, teachers need to ensure to create opportunities and provisions for co-curricular activities. e. Guide student(s) in undertaking micro-projects f. Demonstrate students thoroughly before they start doing the practice. g. Encourage students to refer different websites to have decper understanding of the subject. h. Observe continuously and monitor the performance of students in Lab. i. Demonstrate students thoroughly before they start doing the practice. j. Encourage students to refer different websites to have deeper understanding of the subject. 12, 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 s 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, workshop- based, 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 concemed faculty. a. Collect the information of various types of connections used in actual practice. b. Enlist various software used for the design of stcel structures and give details of any one software, c. Enlist various software used for the design of RCC structures and give details of any one software. d. Procure actual working drawing / blue print of structural design and write report after checking actual reinforcement placed at site. e. Collect the details of various types of the formwork used for RCC structures at site. f. Collect the details of safety norms followed during RCC construction at site and write report Collect the detail a report h, Visit the site and study the labor management for any one activity related to RCC component and write a report. i. Visit the site and study the material management for any one activity related to RCC component and write a report. j. Visit the site and check the level for slab, plumb of column and depth of column as per blue print and write detailed procedure of any one. k. Identify the various human errors occurred while pla remedial measure iy |. Enlist the activities during removal of formwork and precautions 40 be fakeit 4 of safety norms followed during Steel construction at site and write ing reinforcentnt aiid/sijgee MSBTE — Final Copy Dt. 25.04.2019 Page 9 of ITDesign of Steel and RCC Structures Course Code: 22502 m. Enlist all the instruments used on site along with photograph and parallel terminology used by local mason/labour/worker. 13. | SUGGESTED LEARNING RESOURCES : Me Title of Book Author Publication 1 | Limit State Design of Steel | Shah,V. L- Structures Publications, Pune Structures Gore, Veena ISBN-13: 1234567170961, 2. | Limit State Design of Steel | Shiyekar, M.R. | PHI Learning, Delhi Structures ISBN-13: 978-8120347847 Design of Steel Structures 8. Chand and Company, Delhi, 3 pee |Payarathnam, P. | SSN 3:978-8121993900 Analysis and Design Ghosh, PHI Learning, Delhi. - 4 | Practices of Steel Moy, Karuna ISBN-13: 978-8120349377 Structures | - Design of Steel Structures | Sairam, KS. Pearson Publication, Chennai, 5 Delhi = ISBN-13:9332516308 Limit State Theory and | Shah,V.L. Structures Publications, Pune. 6 | Design of Reinforced Karve, 8. R. ISBN-13: 9788190371711 Concrete Structures Fundamentals of Sinha, N.C S. Chand & Co., New Delhi 7 | Reinforced Concrete Roy, S.K. ISBN-13: 978-8121901277 Reinforced Concrete Krishna Raju. | New Age International, Mumbai 8 | Design Principles and Practice Pranesh, R.N. ISBN-13: 9788122414608 Reinforced concrete 9 | Design Limit State Design of Reinforced Concrete 1S:800-2007 Indian Standard code of 11 | practice for use of structural steel in general building construction 75-1987 Part-I to 5: 12 | Indian Standard Code for Loading Standards IS hand book No. 1 13 | Properties of structural steel rolled section. IS 456:2000 - Plain and 14 | Reinforced concrete code of Practice 10 ~ | Pillai, S.U. Menon, Devdas Varghese, P. C. BIS New Delhi BIS New Delhi BIS New Delhi BIS New Delhi McGraw Hill Publications, New Delhi, ISBN-13: 978-0070141100 PHI Learning Private Limited, Delhi.ISBN-13: 978-8120320390 | BIS New Delhi BIS New Delhi BIS New Delhi BIS New Delhi MSBTE — Final Copy Dt. 25.04.2019. Page 10 of 1Design of Steel and RCC Structures Course Code: 22502 s. No. Title of Book Author Publication 15 ‘SP16- Design Aids for BIS New Delhi BIS New Delhi reinforced conerete to IS 456 16 LS. 875 (Part 1-5)- 1987 | BISNew Delhi | BIS New Delhi code of practice of design loads for Buildings and structures. 7 SP 24 - Explanatory BISNew Delhi | BIS New Delhi Handbook on IS 456 18, SP34:1987-Handbook | BISNew Delhi | BIS New Delhi on concrete reinforeement and Detailing. Others: 1 14, Serve op ee oe nepoes Steel tables SOFTWARE/LEARNING WEBSITES hitps://www.youtube.com/watch?v=mtRR-5[zKo8 hitps://www. youtube.com/watch?v=X8WhkG70tAc hhttps:/www.youtube.com/watch? hitps://www.youtube.com/wateh’ freevideolectures.com > Civil Engineering » IT Guwahati ‘www. youtube.com/playlist?list=PLF5B83BDDBB8PCBE3 nptel.ae.in/noc/individual_course.php?id=noc! 7- ttp://freevideolectures.com/Course/2686/Design-of-Reinforced-Concrete-Structures https://www youtube.com/watch?v=hVaBOjGeyB4 htips://www youtube.com/watch?v=A fFimpW leqg4 hitps://www.youtube.com/watch?v htips://www youtube.com/ watch’ htips://www.youtube.com/watch?v=A9JUGWhEWSA, freevideolectures.com > Civil Engineering » IIT Madras htips://www.youtube.com/watch?v=zwtVO3-_iNQ htips://www.youtube.com/watch?v=wI Wi0degals htips://www.youtube.com/watch?v=csK 9eNk6S le au.autodesk.com/au-online/classes-on.../class...steel/msfl 1860 MSBTE - Final Copy Dt. 25.04.2019 Page 11 ofPoblic Heath Enginoering Course Code: 22504 Program Name _: Civil Engineering Program Group Program Code : CE/CR/CS Semester : Rifth Course Title : Public Health Engineering Course Cod 222504 1. RATIONALE The Environment and Public Health Engineering works for minimizing the impact of Engincering and Technology on the natural resources. Rapidly increasing urbanization, is stretching resources and infrastructure, and threatening environmental quality. To maintain better public health one must have safe quality of drinking water supply, effective methods for disposal of domestic and industrial waste and pollution free environment. The detailed knowledge about various sources of water supply, quality parameters of public water purification and conveyance of water will be useful in planning suitable water supply scheme for town/city. Topics on domestic sewage, conveyance of sewage in sewers analysis and treatment of sewage will be useful for safe disposal of this waste. Emerging trends in sanitation and water supply will provide latest know to the students. ‘Thus the subject will be helpful in bringing up general public health to desired safe level in respect of water supply and disposal of waste. 2. COMPETENCY The aim of this course is to help the student to attain the following industry identified competency through various teaching learning experiences: © Execute the efficient water supply and sanitary system. 3. COURSE OUTCOMES (COs) The theory, practical experiences and relevant soft skills associated with this course are to be taught and implemented, so that the student demonstrates the following industry oriented COs associated with the above mentioned competency a Identify the sources and characteristics of water and wastewater b Estimate the quantity of drinking water and wastewater generated, ¢ Draw labeled systems of plumbing for building sanitation. 4 Draw the flow diagram for process of treatment of water and wastewater € Identify various accessories for efficient conveyance and distribution of water, ‘TEACHING AND EXAMINATION SCHEME Teaching Examination Ssheme ufr| e ePaper [Pa Total c PA Total ft [Max (Min Max | Min Min | Max | Min | Max | Min af fas [3 [7 |e |30e | 00 | 100 | a0 wo | 25 | | 50 | 20 (*): Under the theory PA, Out of 30 marks, 10 marks are for micro-project assessment 10 facilitate integration of COs and the remaining 20 marks is the average of 2 tests to be t attainment of the COs. (MSBTE — Final Copy Dt. 25.04.2019 Page 1 of 9Publi Heath Eaginecring Course Code: 22504 Legends: L-Lecture; T — Tutorial/Teacher Guided Theory Practice; P - Practical; C — Credit, ESE - End Semester Examination; PA - Progressive Assessment 5. COURSE MAP (with sample COs, PrOs, UOs, ADOs and topics) This course map illustrates an overview of the flow and linkages of the topics at various levels of outcomes (details in subsequent sections) to be attained by the student by the end of the course, in all domains of learning in terms of the industry/employer identified competency depicted at the centre of this map. TAO s6 Bla” chr oTole un themes > ‘Satie 7 a _— CEE, ES Miao Ro ‘ca a Figure 1 - Course Map 6. 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: S.No. Practical Outcomes (PrOs) 1] Determine pH value of given sample of water inal Copy Dt, 25.04.2019 Page 2 of 9 MSBTEApprox. 5 Unit | Hrs. S.No. Practical Outcomes (PrOs) No. | Require d 2 | Determine the turbidity of the given sample of water. 02* 3 Determine residual chlorine in a given sample of water. I 02 4 | Determine suspended solids dissolved solids and total solids of 02 | given sample of water. 5 Determine the dissolved oxygen in a sample of water. T_ [02 6 Undertake a field visit to water treatment plant, | 02* 7 Determine the optimum dose of coagulant in the given raw water | sample by jar tes. - 8 __ | Draw sketches of various valves used in water supply pipe line m_ | 02 9 Draw a sketch of one pipe and two pipe system of plumbing I [02 10 | Determine B.0.D. of given sample of waste water _|-v_ jo 11__| Determine pH value of given sample of wastewater. V_|02* 12 Determine suspended solids dissolved solids and total solids of Vv | 02 given sample of wastewater. - / 13__ | Determine the dissolved oxygen in the given sample of wastewater. |_W__| 02* 4 Determine C.O.D. of given sample of waste water. _ V_ {02 15 _| Prepare a report ofa field visit to wastewater treatment plant v_|02* 16 | Prepare a report of the field visit to bio gas /gobar gas plant in your | V_ | 02 localit _ Total 32 Note i. 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!2 or more practical need 10 be performed, out of which, the practicals marked as ‘*” are compulsory, so that the student reaches the ‘Precision Level’ of Dave's ‘Psychomotor Domain Taxonomy’ as generally required by the industry. li. The ‘Process’ and ‘Product’ related skills associated with each PrO is to be assessed according to a suggested sample given below Performance Indicators S.No. Weightage in % a. Performance of practical in the laboratory / field visit 60 b. Observation /data collection | 0 c. Results and conclusions | 0 fd. ‘Answer (0 sample questions - 10 e. | Submit report in time - 10 Total 100 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 exp a b. ©, 4. e, MSBTE, nees: Follow safety practices, Practice good housekeeping Demonstrate working as a leader/a team member. Maintain tools and equipments. Follow ethical Practices, = Final Cops 25.04.2019 Page 3 0f 9Public Hen Engines Course Coke: 22508 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 Krathwohl’s ‘Affective Domain Taxonomy’ should gradually increase as planned below + ‘Valuing Level’ in 1" year * ‘Organizing Level’ in 2" year * ‘Characterizing Level’ in 3" year 7. MAJOR EQUIPMENT/ INSTRUMENTS REQUIRED The major equipment with broad specification mentioned here will usher in uniformity in conduct of experiments, as well as aid to procure equipment by authorities concemed. Temperature: 150°C + 1%, Capacity: 15 Samples at a time, Sample Size: 20 ml, Range: 0 to 500 ppm without dilution, Timer: 2 hours timer with Buzzer , Power Requirement: 230v 1000w No. Equipment Name with Broad Specifications | : C 1.1 | Digital pH meter (4 Digit Display (LED), 0 to 1000 mV, Resolution: 0.01 Lu pH, Manual Temp, Compensation: 0 to 80°C.) 1.2. | Digital Turbidity Meter.(Range 0 to 200NTU, Resolution INTU, Accuracy: 2 + 3% FS, « 1Digit, Display3/ Digit 7-Segment LED Light Source6V, 0.3Amp Tungsten Lamp, Detector: Photodiode, Sample System:30 mm Clear Glass Test Tubes, Power230 V +: 10% AC, 50 Hz, Accessories Test tube Set of 5, Operation Manual, Dust Cover 1.3 | Orthotolodine test kit (free and total chlorine testing for EPA reporting over | 3 the range of 0-4 mg/L.) 14 _| Electric Oven with digital control (Temperature: 300°C,, 25 kg capacity) [412 1.5 | Digital DO meter (Range: 0 to 20 ppm, Resolution : 0.1 ppm, Temperature | 5, 13 L compensation :0 to 50°C.) _ | 1.6 | Jar Test Apparatus (Digital timer: 1 to 99 minutes, material: Stainless steel, 7 Power: Electric supply, Range: 25 to 250 rpm, with 6 glass jars of 1000 ml.) 1.7 | BOD incubator with BOD bottles (Rated Voltage: AC 220V+10% 50Hz, 10 Power: 2800W, Temperature Controlling Mode: Digital Display, Temperature Controlling Point: 24°e, 93.5°c, Femperature Controlling Precision: #0.1°c) _ 1.8 | Digital COD digester (Glassware: 15 Reaction Vessels & Air Condensers, 4 8. UNDERPINNING THEORY COMPONENTS The following topics are to be taught and assessed in order to develop the sample UOs given ng the COs to attain the identified competency. More UOs could be added. Unit Unit Outcomes (UOs) ‘Topics and Sub-topies (in cognitive domain) _ Ila. Describe various surface [1 Sourees of water: Surface and Sources, and sub surlace sources of Subsurface sources of water, Intake Quantity water ina given sitation. Structures, Definition and types, Factors and Quality /b. Explain various types of governing the location of an “ihtaly of water intake structures for the structure, Types of intakes’s’” given source of water 1.2 Quantity of water: MSBTE — Final Copy Dt. 25.04.2019 Page 4 of 9Pblis Heath Cnginsering Course Cone 2504 UNIT IIT Ba Select the conveyance [3.1 Conveyance system of water for the and | given area. Distribution 3b Select the relevant type of of water valve for the given pipeline of water supply. 3.2 - Be Explain the methods of MSBTE ~ Final Copy Dt. 25.04.2019 Page 50f 9 Unit Unit Outcomes (UOs) ‘opics and Sub-topies e domain) c. Draw flow diagram of water supplies, flow diagram of water water supply scheme in the supply scheme, function of _ units, given situation. Demands of water, Factors affecting rate . Explain the methods of of demand, Variations of water demands, forecasting population in Forecasting of population, Methods of the given situation. forecasting of population, (Simple ec. Undertake physical, problems on forecasting of population), chemical and biological Design period, Estimating of quantity of tests for the given sample of water supply required for ety or town. water, 11.3. Quality of water: Need for analysis of water, Characteristics of water- Physical, Chemical and Biological, Testing of Draw a neat labelled skete h of cross water for Total solids, hardness, section of “Rapid sand Gravity chlorides, dissolved Oxygen, pH, Filter” Fluoride, Nitrogen and its compounds, Bacteriological tests, E coli, B coli index, MPN, Sampling of water, Water quality standards as per 1.S.10500. a. Explain the term, “Aeration 2.1 Purification of Water: Screening- UNIT I of water” in the given ‘Types of screens, Aeration- objects and Purification situation. methods: of aeration, Plain ofwater Pb, Test the given water sample sedimentation, Sedimentation with to determine the optimum coagulation, principles of coagulation, dose of coagulant. types of coagulants, Jar Test, process of De. Describe the process of coagulation, types of sedimentation filtration of water in the tanks, given situation. 2.2 Clariflocculator, Filtration-theory of .d. Differentiate between slow filtration, classification of filters: slow sand filter and rapid sand sand filter, rapid sand filter, pressure filter in the given situation filter, construction and working of slow 'e. Describe different methods sand filter and rapid sand filter. 4 is Disinfection: Objects, methods of of disinfection for the given disinf 1 7 isinfection, Chlorination- Application water sample. F chlorine, fo f chk a of chlorine, forms of chlorination, types f. Explain advanced treatment of chlorination practices, residual methods for the water in the chlorine and its importance, given situation, orthotolidine test, Flow diagram of water treatment plants, 2.3 Miscellaneous water Treatments: Water softening, Defluoridation techniques, 2.4 Advanced Water ‘Treatments: lectrolysis, Reverse Osmosis. conveyance: Types of Pipes used for conveyance of water, choice of pipe material, Types of joints & Types of ona pipeline. Distribution of water: distribution of water- GrayPubli Heath Engineer Unit UNIT IV Domestic sewage and System of Sewerages UNIT V Characterist ies and treatment of Sewage MSBTE - Fi Be 4b 4e, 4d 4e. af. Sb. 5d, I Copy Dt. 25.04.2019 da. Se. Unit Outcomes (UOs) __(in cognitive domain) distribution of water in the given situation Use the relevant method for the distribution of water in the given area, Draw the layout of water distribution system in the given situation, Justify the necessity of Sanitation for the given Building. Describe the various types of traps for the given situation with sketches. Describe relevant system of plumbing in the given situation. Draw layout plan drainage system for given building. Describe the testing procedure for the given sewers Explain the necessity of manhole and drop manhole in the given sewerage system. of the Evaluate the characteristies of given sewage sample. xplain the terms, “BOD and COD” for the given imple of sewage. Examine the quality of treated sewage as per given norms of MPCB Draw flow diagram for sewage treatment plant for the given data, Select the relevant method of treatment of sewage in Building Sanitation: Necessity of 41 42 SA 52 Page 6 of 9 {Course Code 22508, Topies and Sub-to and combined system, Service reservoirs functions and types , Layouts of distribution of water-Dead end system, ‘grid iron system, circular system, radial system ; their suitability, advantages and disadvantages. sanitation, Necessity to treat domestic sewage, Definitions - Sewage. sullage, types of sewage, Definitions of the terms related to Building Sanitation- Water pipe, Rain water pipe, Soil pipe, Sullage pe, Vent pipe, Building Sanitary fittings-Water closet — Indian and | European type, flushing cistem, wash basin, sinks, Urinals. Traps- types. qualities of goad trap, Systems of plumbing - one pipe, two pipe, single stack, choice of system Principles regarding design of building drainage, Jayout plan for building sanitary fittings, (drainage plan),inspection and junction chambers, their necessity, location, size and shape, Maintenance of sanitary units. Systems of Sewerage and Sewer | Appurtenanees: Types of Sewers, Systems of sewerage, Design of sewers, self'cleansing velocity and non scouring velocity, Laying, Testing and maintenance of sewers, Manholes and Drop Manhole-component parts, location, spacing, construction details, Sewer Inlets, Street Inlets. Analysis of sewage: Characteristics of sewage, B.O.D., C.0.D. and its significance. Aerobic and _anaerobie process, Maharashtra Pollution Control Board Norms for the discharge of treated sewage, Objects of sewage treatment and its flow diagram, ‘Treatment of Sewage: Sercening, Grit removal, Skimming, Sedimentation of sewage, Sludge digestion, —Trickling filters, Activated — sludee pmol Disposal of sewage, OniGieee poe Oxidation ditch. Septic taftk, (detailsand TT tfPblic Heath ¥nginering Course Cae: 22504 Unit Unit Outcomes (UOs) Topics and Sub-topies (in cognitive domain) the given situation. design criteria), Recycling and Reuse of domestic waste. ‘Note: To attain the COs and competency, above listed UOs need to be undertaken to achieve the ‘Application Level’ and above of Bloom's ‘Cognitive Domain Taxonomy’ 9. SUGGESTED SPECIFICATION TABLE FOR QUESTION PAPER DESIGN Unit Unit Title teaching Distribution of Theory Marks No. Hours R U | A | Total Level_| Level | Level | Marks T_ | Sources, Quantity and Quality of 08 o4 [08] 12 water T1_| Purification of water 2 04 [06 | 08 ig IT | Conveyance and Distribution of 06 a | 04 | 04 | 10 water TV_ | Domestic sewage and System of 12 a | 4 | i2 | i Sewerages V_| Characteristics and Treatment of 10 a | 04 | 06 | 12 Sewage Total 8 i | 26 | 30 | 70 Legends: R-Remember, U-Understand, A~Apply and above (Bloom’s Revised taxonomy) Note: This specification table provides general guidelines to assist student for their learning and to teachers to teach and assess students with respect to attainment of UOs. The actual distribution of marks at different taxonomy levels (of R, U and A) in the question paper may vary from above table. 10. 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 (stucent’s) portfolio which will be useful for their placement interviews: a. Prepare journals based on practical performed in laboratory. b. Give seminar on relevant topic. ¢. Undertake micro-projects. 11. SUGGESTED SPECIAL INSTRUCTIONAL STRATEGIES (if any) ‘These are sample strategies, which the teacher can use to accelerate the attainment of the various outcomes in this course: a. Massive open online cours topics, b. ‘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, ce. 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 assessi tiie > development of the COs through classroom presentations (see impléieniation > guideline for details) iy » Ne s (MOOCS) may be used to teach various topies/sub MSBTE — Final Copy Dt. 25.04.2019 Page 7 of 9Publi eth Ling {Couse Code: 22504, 4. With respect to provisions for co-curricular activities e. Guide student(s) in undertaking micro-projects. £, Demonstrate students thoroughly before they start doing the practice. g. Encourage students to refer different websites to have deeper understanding of the subject. h, Observe continuously and monitor the performance of students in Lab. fem No.10, teachers need to ensure to create opportunities and 12, SUGGESTED MICRO-PROJECTS Only one micro-project is planned to be undertaken by a student that needs to be assigned to himyher 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, workshop- based, 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 t0 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: a. Test the water sample from locally available area to determine its characteristics, b. Test the waste water sample from locally available area to determine its characteristics ¢. Suggest the remedial measures for the control of pollution of local water source by conduct relevant study and te d. Visit the site where Utilization and recycling of treated wastewater.is being implemented and prepare a detail report on it ©. Undertake the Impact study of vehicular pollution on environment. 1. Undertake a comparative study of Solar water heater project and conventional water heater project for residential building. 13. UGGESTED LEARNING RESOURCES [s. 7 No. Title of Book Author Publication 1 | Environmental Garg, SK. Khanna Publishers, New Delhi, 2017. Engineering Vol. | and ISBN-10: 8174091203: | Vol. 1 ISBN-13: 978-8174091208 | 2. | Water Supply and Sanitary | Birdie, G. S Dhanpat Rai and Sons, 2017 | Engineering Birdie, J.S. ISBN: 81874337954, | 3 | Environmental Pollution | Rao, C.S. ‘New Age International Pvt Lid Control Engineering Publishers . 2006, | ISBN-13: 978-81224 18354 Environmental Tchobanoglous , | Megraw Hill Publishers, 2013, ISBN Engineering George 9789351340263, “z 14, SUGGESTED SOFTWARE/LEARNING WEBSITES a. www.epheeo.nic.in MSBTE ~ Final Copy Dt. 25.04.2019 Page 8 of 9 >Public Heath Engineering Couse Code: 22504 a PRmeace www.mpeb.gov.in. hitp://nptel.ac.in/courses/105106119/ hittp://nptel.ac.in/courses/105104102/ in/courses/105106119/33 www.epeb.nic.in hitps://mjp.maharashtra.gov.in/ htps://ocw.mit.edu/courses/civil-and-environmental-enginecring/1-85-water-and- ‘wastewater-treatment-engineering-spring-2006/lecture-notes/ http://svww.nitttrchd.ac.in/sitenew I/netel/civil.php www IS 10500(2012): Drinking Water. www.Eldo_PPT-IndianStandards WWT%20(1).pdf Page 9 of 9Rural Development Course Code: 22505 Program Name Program Code : CE/CR/CS I Engineering Program Group Semester : Fifth Course Title : Rural Development (Elective) Course Code 222505 1. RATIONALE Rural development is the process of improving the quality of life and economic well being of people living in rural areas. Rural industrialization in the form of Cottage and Agro-based industries is vital for rural development. The content of this subject includes watershed management, cottage and agro-based industries, rural infrastructure development and study of various government schemes, ete. This will help the student to apply scientific knowledge in the process of sustainable development of villages through optimum utilization of both natural/man-made resources, This course has been designed so that the diploma civil engineer is able to use his knowledge for development of rural areas to make the villages a better place to live in, 2. COMPETENCY The aim of this course is to help the student to attain the following industry identified competency through various teaching learning experiences: © Apply the principles of planning in rural development. 3. COURSE OUTCOMES (COs) ‘The theory, practical experiences and relevant soft skills associated with this course are to be taught and implemented, so that the student demonstrates the following industry oriented COs associated with the above mentioned competency: a, Undertake surveys to decide the status of socio-economic significance. b. Identify the need of watershed management in rural areas. c. Suggest relevant government schemes for construction of roads, housing and energy conservation. d. Suggest the relevant cottage and agro based industries for the rural areas. e. Select the relevant schemes of Central/State Government for the rural areas. f, Apply the principles of rural development in rural areas. 4. TEACHING AND EXAMINATION SCHEME, | Tei —_ taminainSehee cre = Li) e OT ee ESE PA Total ie Mn] Max | in | Mos | Min | Mon | Min seeps [3 Fao [as@ [wo | asf io | so | 20 (*): Uniler the theory PA; Out of 30 marks, 10 marks of theory PA are for micro-project assessment to facilitate integration of COs and the remaining 20 marks is the meee 8 tests 10 be taken during the semester for the assessment of the UOs required, EH attainment of the COs. fis Legends Lecture; T~ Tutorial/Teacher Guided Theory Practice; P - Practical, {@/ Credit ESE - End Semester Examination; PA ~ Progressive Assessment. 3Rural Development Course Code: 22505 5. COURSE MAP (with sample COs, POs, UOs, ADOs and topics) This course map illustrates an overview of the flow and linkages of the topics at various levels of outcomes (details in subsequent sections) to be attained by the student by the end of the course, in all domains of learning in terms of the industry/employer identified competency depicted at the centre of this map. pinion S + iam ; Val a ne, Cee) eae i aa ran AU att sites? aN AEG Seeman Cae me EEE) CBRE Figure 1 - Course Map 6. 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. - ‘Approx. S.No Practical Outcomes (PrOs) Hrs. Prepare a Questionnaire for condueting socio-economi urvey Undertake Socio-economic survey of a small nearby village-Part- I Undertake Soci IL economic survey of a small nearby village-Part- 4 | Analyze the data and prepare a report based on socio-economic survey which includes the list of available natural resources. MSBTE — Final Copy Dt. 25.04.2019 Page 2 of 9Rural Development Course Code: 22505 Unit Approx. Practical Outcomes (PrOs) N Hrs. 0. ee Required | Prepare the report on youth and woman empowerment on the | | 02 basis of socio-economic survey and suggest a suitable solution ___| with regard to education, training and employment. 6 | Prepare the report on the field visit to the any one structure (K.T. | HM | 02* | weir, Gabian Structure, Cement Plug,) built under watershed ‘management program, 7 [Prepare the report on the field visit to the any one structure | | 02* (Contour Bunding, Farm pond, Underground Bandhara) built under watershed management program. | Prepare the report on the field visit to the nearby Drip/Sprinkler | 1 | 02* Lift Irrigation System with neat labeled sketch/layout along with the details of calculations for capacity, head, discharge and power for pump and pressure calculations for pipe. 9 | Prepare the typical plan for rural housing for, considering low | II | 02* cost housing/local material for construction. 10. | Prepare the estimate for the rural house having typical plan ¢ ___| mentioned in above practical no 7 11 | Suggest a typical cross section for the proposed new village road | III 2 with justification and detailed note on its construction procedure with required specifications recommended by IRC. 12. | Prepare the report of your recommendations of various schemes | III | 02* of State government regarding village development required to be implemented on the basis of socio-economic survey. 13. | Prepare the report, including your comments, on construction and | III 02 working of Gobar gas/ Biogas plant with subsidies available, if any after undertaking the visit to the plant. 14 | Prepare the report, including your comments, on construction and | IIT 02 working of solar power panel with subsidies available, if any afier undertaking the visit to the site. 15. | Prepare a report on Cottage industry located in nearby rural area| IV | 02* (Report should consist of raw material required, process, equipments required and area required) with layout and location plan for i.(on the basis of suitability and scope of that particular village) - 16 | Prepare a report on schemes of Central Government regarding | V | 02° village development, that are required to be implemented on the basis of socio-economic surve | Total 2 ny oo" Note i. 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 12 or more practical need 10 be performed, out of which, the practicals marked as ‘*' are compulsory, so thet the student reaches the ‘Precision Level’ of Dave's ‘Psychomotor Domain Taxonomy’ as generally required hy the industry. ii The ‘Process’ and ‘Product’ related skilly associated with cach PhO™ IaboratoryAworkshop/field work is to be assessed according to a suggested sample-aive below = MSBTE — Final Copy Dt. 25.04.2019 Page 3 of 9Rural Development Course Code: 22505 S.No. | _ Performance Indicators Weightage in % | a. Collection and Analysis of data 40 | b. | Preparation of report /drawing 30 ©. | Interpretation of result and conclusion 10 | Answer sample questions 10 submission of report in time 10 Total 100 pe 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: . a. Follow safety practices. b. Practice good housekeeping, c. Demonstrate working as a leader/a team member. 4. Follow ethical practices. The ADOs are not sp 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 cal experiences over a period of time. Moreover, the level of achievement of the ADOs according to Krathwohi’s ‘Affective Domain Taxonomy” should gradually increase a planned below © ‘Valuing Level’ in 1 year * ‘Organising Level’ in 2" year and © ‘Characterising Level’ in 3" year. 7 MAJOR EQUIPMENT/ INSTRUMENTS REQUIRED The major equipment with broad specification mentioned here will usher in uniformity in conduct of experiments, as well as aid to procure equipment by authorities concerned. juipment Name with Broad Specifications | Pro. s UNIL _ | 8. UNDERPINNING THEORY COMPONENTS The following topics/subtopics should be taught and assessed in order to develop UOs in cognitive domain for achieving the COs to attain the identified competency. More UOs could be added, Unit ] Unit Outcomes (UOs) Topics and Sub-topics ot cognitive domain) 7 Unit —1 Ia Suggest Modifications and 1.1 Rural Development :Need, Overview of | improvements required for the definition, objectives Rural | development of the given rural Rural development as a | Developmen | area. phenomenon te Ib. Describe the social, economic and |» Rural development as a strategy political significance of rural 1.2 Significance Of Rural development for the given area. Development . lc. Describe the role of CAPART © Social significance- Gta (Council for advancement of problems, social ch4fise, yesnutroe people’s action and rural utilization, infrastifje(ure ete; technology) in the development of ty MSBTE — Final Copy Dt. 25.04.2019 Page 4 of 9Rural Development Course Code: 22505 Unit Unit Outcomes (UOs) Topics and Sub-topies (in cognitive domain) —__| the given type of rural area fe Economic significance-- National lid. Describe the procedure for Socio- | income, employment, food and Economic survey for the given fodder, industrial development, village. internal trade and transport, lle. Explain the Role of Civil capital formation, ete, Engineer in the development of fe political significance- Political given rural area, stability, 1.3 Rural Development Environment Panchayat raj institution CAPART (Council for advancement of people’s action and rural technology)- Organizational set up, purposes, objectives, activities. 1.4Socio-Economic survey 1.5 Role of Civil Engineer in Rural Development. Unit 11 2a, Select the relevant Water shed 2.1. Water shed management Water ‘management structure in the given | Structure (K. T. weir, Gabian Resource site condition. Structure, Cement Plug, Contour Managemen | 2b.Describe the procedure of the Bunding, Farm pond, tand construction of farm Pond in the Underground Bandhara.): Uses Sanitation given site condition. Importance, Advantages and 2c. Explain the advantages and Disadvantages Disadvantages of Water shed 2.2 Rain Water Harvesting and management Structure for the Recharging of sources given site condition, 2.3. Irrigation System- purpose and 2d.Caleulate the rain water harvesting | ‘Type potential for the given area. b.4 Layout and component parts of 2c. Use the relevant method of Drip Irrigation, Sprinkler Rainwater Harvesting Imrigation and lift Irrigation suiting to the given site 2.5 Design parameter for laying condition. Drip, Sprinkler and Lift Irrigation 2f, Draw the Layout of given type of System irrigation system(s) showing its 2.6 Rural Water Supply ~ Sources, component parts for the given site| Low cost technique of treatment, condition Protection of Bore hole. 2g,Select the Irrigation System 2.7 Rural Sanitation- Low cost W. relevant to the given site condition. | Readymade Toilet, Soak Pit , techniques for constructing W. C. = | less quantity of water. Unit 3a Explain the criteria’s for the 8.1 Indira Awas Yojana — Salient Rural allocation of house under Rural features, beneficiary people, Roads, Housing Schemes for the given Conversion of Unserviceable Housing and | location Houses into Pucca/Semi-Pyces Energy 3b Describe the credit-cum-Subsidy houses. scheme for rural housing for the given locality. 3c_Apply the principles of Rural MSBTE — Final Copy Dt. 25.04.2019 Page 5 of 9Rural Development Unit Course Code: 22508 Unit Outcomes (UOs) n cognitive domain) Topies and Sub-to} Uni Rural Industry and Finance iv Unit -V Government Policies Pertaining to MSBTE — Final Copy Dt. 25.04.2019 Housing in Habitat Development in the given rural area. Summarize the salient features of Pradhan Mantri Gram Sadak Yojna of Govtof India, Set up Rural Building Center for the given purpose in the given situation, Calculate the minimum amount of energy, required to cater the need for domestic cooking, heating and lighting in the given rural area, Identify the sources of renewable ‘energy for the given site conditions. 3d Be 3f 3e 4a. Justify the need of cottage industry for the rural people in the given rural area. 4b. Classify the cottage industry on the basis of given criteria for the given rural area, 4c. Classify the agro based industry based on the given criteria. 4d, Suggest the criteria with justification for setting the agro | _based industry forthe given rural area, 4e. Identify the sources of funds for the development of the given rural area, Sa, Select the relevant Government policy for the development of the given rural area, 5b. Compare the different Government Page 6 of 9 | 4.1, Cottage Industry- Brick Government, 8.3. Rural Building Centers-Purpose, technology transfer, skill development, training, eco- friendly materi 4 Pradhan Mantri Gram Sadak Yojna(PMGSY)- Key elements, concept of rural road connectivity. B.5 Low Cost Housing- Principles, purposes, use of Local Material for construction 8.6 Rural Roads- Type, Specifications, Construction ‘Techniques and Road Drainage 3.7 Bio mass ~ Types of fuel such as, Firewood, agricultural residues, dung cakes B.8 Renewable energy and Integrated Rural Energy Programme ~ Objectives, key elements, implementation, financial provisions, sources of renewable energy 3.9 Working of Gobar gas and Biogas plant, National project on biogas development-technology, performance and implementation, financial assistance, involvement of Panchayat and local bodies. | Manufacturing, Concrete hollow Block, Artificial Sandstone crushing plant. 4.2. Agro based Industry- Dairy, Animal Husbandry, Horticulture, Sericulture, and Fishery 4.3 sources of funds for rural development + Domestic (institutional and non —institutional) © foreign insti institutional) Schemes [5.1..1 Prime Minister 5.1.2 Development FjRural Development Course Code: 22505 Unit Unit Outeomes (UOs) Topies and Sub-topies in cognitive domain) Rural schemes of Rural development ‘National Rural Employment Developmen | available for the given area, Guarantee Act, 2005, NREGA t Se. Explain the salient feature of 5 Swamjayanti Gram Swarozgar National Rural Employment Yojana (SGSY). Guarantee Act,2005 for the '5.1..6 The Sampooma Grameen development of given rural area, Rozgar Yojna. 5d. Describe the procedure mentioned |5.1..7 Deen Dayal Upadhyaya in Prime Minister Rural 15.1.8 Grameen Kaushalya Yojana, Development Fellows Scheme for the given rural area. Se, Execute the Deen Dayal Upadhyaya Grameen Kaushalya Yojana for the development of the given rural area, Unit— VI | 6a, Justify the necessity of planning [6.1 Plan and planning for rural Planning for for the development of the given | development. Rural rural area, [6.2 Levels and Functions of Developmen | 6b. Execute the relevant plan at the Planning, t specified level of the given rural 6.3.1 Micro-level Planning area, 6.3.2 meso-level Planning 6c. Describe the functions of 6.3.3 maero-level Planning planning at micro, meso and 6.3 Decentralization policy of macro levels for the given rural Planning. area. 4 Block and District Level 6d. Describe the process of micro Planning, level planning w.r-agriculture. Ge. Describe the methodology used for executing the block and district level planning for the given rural area, 6f. Identify the components of an ideal development project for the given rural area, Note: To attain the COs and competency, above listed UOs need to be undertaken 10 achieve the ‘Application Level’ of Bloom's ‘Cognitive Domain Taxonomy’: 9, SUGGESTED SPE: FICATION TABLE FOR QUESTION PAPER DESIGN Unit Unit Title Teaching istribution of Theory Marks _ No. Hours R U A Total | Level__| Level_| Level_| Marks 1_[ Overview of Rural Development 04 02 04 : 06 2 | Water Resource Management and 10 02 o¢ | 10 | 16 Sanitation 3__| Rural Roads. Housing and Energy. 12 02 08 10: aE 4_| Rural Industry and Finance 08 o 04 | 5 | Government Policies Pertaining to | 06 @ - Rural Development MSBTE — Final Copy Dt. 25.04.2019 Page 7 ofRural Development Course Code: 22505 Unit Unit Title Teaching | Distribution of Theory Marks No. Hours R U A | Total L Level | Level | Level | Marks | 6 | Planning for Rural 08 = 04 | 06 0 | 1° [Developmen | ‘Total [48 10 24 36 | 70 | Legends: R=Remember, U=Understand, A~Apply and above (Bloom's Revised taxonomy) Note: This specification table provides general guidelines to assist student for their learning and to teachers to teach and assess students with respect to attainment of UOs, The actual distribution of marks at different taxonomy levels (of R, U and A) in the question paper may vary from above table. 10. 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 colleet/record physical evidences for their (student's) portfolio which will be useful for their placement interview: a, Prepare journals based on practical performed in laboratory. b. Give seminar on relevant topii c. Undertake micro-projects. 11. SUGGESTED SPECIAL INSTRUCTIONAL STRATEGIES (if any) These are sample strategies, which the teacher can use to accelerate the attainment of the various learning outcomes in this course: a. Massive open online courses (MOOCs) may be used to teach various topics/sub topi b. ‘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 10 be given to the students for self-directed learning and assess the development of the COs through classroom presentations (see implementation ‘guideline for details), 4. With respect to item No.10, teachers need to ensure to create opportunities and provisions for co-curricular activities. ©, Guide student(s) in undertaking micro-projects. £. Demonstrate students thoroughly before they start doing the practice. g. Encourage students to refer different websites to have deeper understanding of the subject. h. Observe continuously and monitor the performance of students in class and Lab. 12. SUGGESTED MICRO-PROJECTS, Only one micro-projeet 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 probem slvr so that s/he contributes to the projects of the industry. In special situations where px be formed for micro-projects, the number of students in the group should not e, uti The micto-project could be industry application based, intemet-biol, _ | Digital display balance of capacity 10 kg having LC 10 gm and of capacity ] 30 kg having LC 10 gm Test fame for load te Ul digital, electrically Operated with accessories such as (1) Tensile test for manhole covers 9 iversal Testing Machine: Capacity ~ 1000 kN. Type: Mechanical type/ | 4 | attachment for wire specimen, (2) Compression test attachment, (3) 10,13 Transverse test attachment with bending Punch, along with service tools and operation manual Compression Testing Machine: Digital display manual control compression testing; machine; Max. Capacity (KN): 2000 ; Measuring range: 4%-100% 5 | of FS; Max, distance between two platen (mm): 330; Compression plate size | ¢ 7 g (mm): 220220; Max. piston stroke (mm): 0-20; Max. piston speed vt (mm/min): Approx. 30; Column clearance 300%200; Oil pump motor power | l(KW): 1.5 | MSBTE — Final Copy Dt. 25.04.2019 “SIPrecast and Pre-stressed Concrete Course Code: 22508 8. UNDERPINNING THEORY COMPONENTS ‘The following topies/subtopics should be taught and assessed in order to develop UOs in cognitive domain for achieving the COs to attain the identified competeney Unit Outeomes (UOs) {in cognitive domain) Topies and Sub-topies |. Explain the concepts of precast concrete in the given situation, Select the material of relevant specifications for the given pre-cast elements. Describe the design considerations and IS provisions for given pre- cast clement. Classify the joints of the given pre-cast clements. Recommend the precast element in the given situation on the basis of different test carried on it. Justify the need of different tests to decide the relevance of precast element in the given situation. I-17. Advantages and disadvantages of precast conerete members, 1.2. Materials used- PCC, RCC, PSC, SCC, Ferro-cement, Acrated and Foam concrete .3, Non-structural Precast elements - Paver blocks, Fencing Poles, Transmission Poles, Manhole Covers, Hollow and Solid Blocks, Door & Window frames, curb stones. 4, Structural Precast elements ~ tunnel Jinings, Canal lining, Box culvert, bridge panels, foundation, sheet piles .5. Materials required, IS specifications, casting tolerances, fabricating systems, design considerations, joints, testing, storage and transportation, equipment ; for elements mentioned above [I.6. Testing of Precast components Unit Unit—T a Precast concrete Elements [b fc. 4 le. if Unit-1 2a. Prefabricated building . . iad. ioe. OF bg. Describe the various elements for a Prefabricated building Describe modular co- ordination design considerations with IS provisions for prefabricated elements. Explain the requirements of structural joints of the given pre-fabricated element, Describe the procedure of the storage, transportation and erection for a given precast element, Suggest the various. combinations for mixed / composite construction, Recommend the relevant equipment required for the construction of given Prefabricated element with justification. Depiet the effect of 2.1 Precast Structural Building components such as slab panels, beams, columns, footings, walls, lintels and chajjas, staircase clements, 2.2 Prefabricated building using precast load bearing and non load bearing wall panels, floor systems, 2.3 Material characteristics, Plans & Standard specifications 2.4 Modules, modular co-ordination, modular grid, finishes 2.5 Casting tolerances for above elements 2.6 Prefab systems and structural schemes and their classification 2.7 Design considerations and requirements 2.8 Joints ~ requirements of structural joints and their design considerations for above elements 2.9 Manufacturing, storage, curing, transportation and erection of above elements, equipment needed 2.10 Introduction to Mixed and composite construction 2.11 Ecological Prefabricates{ build Tar ~~ yPrecast and Pre-stressed Concrete Unit Unit Outcomes (UOs) - (in cognitive domain) - Prefabricated building on the surrounding environment of the given building. Unit-IIl | 3a. Explain the principle of [3.1 Principle of pre-stressed concrete and Introduction | __pre-stressing the given basic terminology. to Pre- element, 3.2 Applications of pre-stressed concrete stressed 3b. Describe the 3.3 Advantages and disadvantages of pre- Conerete applications of pre- stressed concrete stressed conerete 3.4 Materials used and their properties, elements in the given Necessity of high-grade materials situation, 3.5 Types of Pre-stressing steel -Wire, Cable, 3c. Distinguish the PSC with | tendon, Merits-demerits and applications other construction ‘materials in given situation, 3d. Justify the need of high | strength material for PSC. 3e, Select relevant type of pre-stressing steel for _ given member. Unit-IV__| 4a. Select the relevant 4.1, Methods of pre-stressing — Internal and Methods method of pre-stressing External pre-stressing, Pre and Post and systems | for given structural tensioning- applications, merits and of pre- clement. demerits stressing | 4b. Illustrate the merits and | 4,2. Systems for pre tensioning ~ process, demerits for given applications, merits and demerits - Hoyer method/system of pre- system stressing, 4.3. Systems for post-tensioning - process, 4c. Explain Hoyer system of applications, merits and demerits ~ pre-tensioning with Freyssinet system, Magnel Blaton diagram system, Gifford Udall system. 4d, Explain relevant system | 4.4 Cover requirement for tendons of post- tensioning based on the given eriteria with diagram. Sa, Identify the reasons for | 5.1. Pre-stressing force in Cable, Meaning of loss of pre-stress in the Loss of Pre-stress pre-stress given clement. 5.2. Loss of pre-stress during the tensioning Sb, Describe the situations in process - loss due to friction, length which the given elements effect, wobbling effect and curvature exhibit the loss of pre- effect, (Simple Numerical problems to stress. determine loss of pre-stress) Se. Calculate the loss of pre- | 5.3. Loss of pre-stress at the anchoring stage, stress during anchoring in | 5.4, Loss of pre-stress occurring the given situation, subsequently: losses due to shrinkage of Sd. Calculate the loss of pre- conerete, creepagepumerete, elastic stress occurring in the shortening, (Simple MSBTE.— Final Copy Dt, 25.04.2019 Page 6 0f9 31Precast and Pre-stressed Concrete Course Code: 22508 Unit Unit Outcomes (UOs) and Sub-topies ‘| in cognitive domain) _| ee ziven situation. ‘Numerical problems to determine loss of Se. Compile the IS pre-stress) recommendations for _| 5.5. IS recommendations for % loss in case percentage loss in the of Pre and Post tensioning given pre-stressing method. - Unit- VI | 6a, Explain the assumptions | 6.1 Basic assumptions in analysis of pre- ‘Analysis made in the analysis of stressed conerete beams. and design pre-stressed concrete 6.2 Cable Profile in simply supported of Pre- beams rectangular beam section ~ concentric, stressed | 6b, Outline the cable profiles | __ eccentric straight and parabolic, rectangular | in the given situation. 6.3 Effect of cable profile on maximum beam 6c, Predict the effect of the stresses at mid span and at support. section given cable profile on _| 6.4 Numerical problems on determination of fiber siresses. maximum stresses at mid spans with 6d, Calculate maximum linear (concentric and eccentric) cable stresses induced in given profiles only. beam 6.5 Simple steps involved in Design of 6e. Describe the steps simply supported rectangular beam adopted in the design of section (No numerical Problems) given pre-stressed beam element, Note: To attain the COs and competency, above listed UOs need to be undertaken to achieve the ‘Application Level’ and above of Bloom's ‘Cognitive Domain Taxonomy’: 9, ___ SUGGESTED SPECIFICATION TABLE FOR QUESTION PAPER DESIGN Unit Unit Title [Teaching | Distribution of Theory Marks No. Hous | R | U | A | Total Level | Level | Level | Marks T__ | Precast concrete Elements 08 02 | 04 | 06 12 TL_ | Prefabricated building 10 02 | 06 | os | 16 III_[ Introduction to Pre-stressed Conerete | 06 a | | 04 | 08 1y_| Methods and systems of pre- 06 00 t of 04 08 stressing V_| Losses of pre-stress 08 02 4 | 06 12 ‘vy | Analysis and design of Pre-siressed 7 o | oa | os la rectangular beam section Total 48 10 24 36 70 Legends: R=Remember, U=Understand, A~Apply and above (Bloom's Revised taxonomy) Note: This specification table provides general guidelines to assist student for their learning and to teachers to teach and assess students with respect to attainment of UOs. The actual distribution of marks at different taxonomy levels (of R, U and A) in the question paper may vary from above table. 10, SUGGESTED STUDENT ACTIVITIES, Other than the classroom and laboratory learning, following are co-curricular activities which can be undertaken to accelerate ia | MSBTE - Final Copy Dt. 25.04.2019 Page 7 0f9 ‘ GF lent-related he various.‘Precast and Pre-stressed Concrete Course Code: 22508 outcomes in this course: Students should conduct following activities in group and prepare reports of about 5 pages for cach activity, also collecUrecord physical evidences for their (student's) portfolio which will be useful for their placement interviews: Undertake micro-projects. Prepare journals based on practical performed in laboratory. Poster presentation on any one topic. Prepare short film related to manufacturing process of precast units, Prepare short film related to pre-stressing process adopted on site. Market survey specific to properties of various type of materials used in Precast and Pre-stressed conerete, 11, SUGGESTED SPECIAL INSTRUCTIONAL STRATEGIES (if any) These are sample strategies, which the teacher can use to accelerate the attainment of the various outcomes in this course: a. Massive open online courses (MOOCs) may be used to teach various topics/sub topics. b. ‘Lin 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). 4. With respect to item No.10, teachers need to ensure to create opportuni provisions for co-curricular activities a. Guide student(s) in undertaking micro-projects sand 12. SUGGESTED MICRO-PROJECTS Only one micro-project is planned to be undertaken by a student assigned to him/her in the beginning of the semester. S/he ought to submit it by the end of the semester to develop the industry oriented COs. Each micro-project should encompass two or more COs which are in fact, an integration of PrOs, UOs and ADOs. The micro-project could be industry application. based, internet-based, workshop-based, laboratory-based or field-based. Each student will have to maintain dated work diary consisting of individual contribution in the project work and give a seminar presentation of it before submission. The total duration of the micro- project should not be less than 16 (sixteen) student engagement hours during the cours In the first four semesters, the micro-project could be group-based, However, in higher semesters, it should be individually undertaken to build up the skill and confidence in every ident to become problem solver so that s/he contributes to the projects of the industry. A suggs given here. Similar micro-projects could be added by the concerned faculty: 1 pictorial information about pre-stressing jobs ct data of pre-stressed components manufactured in your vicinity, Write a detailed report of visit to any one prefabricated unit. Collect data for materials required for precast elements, with their suppliers, sale price ete, . Prepare a power point presentation on systems of pre-stressing £. Present a seminar on testing of precast units. g. Collect samples of at least five precast elements from your arca, bh. Prepare a report on comparison of east in situ and precast eleagats with respect to time required, quality and cost QoS Yaa eees inal Copy Dt. 25.04.2019 Page 8 of 9 slPrecast and Pre-siressed Concrete Course Code: 22508 13,__ SUGGESTED LEARNING RESOURCES = Title of Book Author Publication No. fone 1 | Pre Cast and Pre Stress Marzuki, Nor | Createspace Independent Pub Technology: Process, Method | Asbikin ISBN 10: 1499353391 and Future Technology ISBN 13:978-1499353396 2 | Handbook on Precast = Indian Concrete Institute Concrete buildings 3 | Precast Concrete Structures | Elliott, KimS. | CRC Press, New York, 2011 a ISBN- 13: 9781498723992 4 | Design OF Pre-stressed Lin, TY. John Wiley and Sons, New York, Concrete Structures 2014 | ISBN- 8: 0471018988 5 | Pre-stressed Conerete Krishna Raju, N. | Tata McGraw Hill, New Delhi, 2012 ISBN 10: 1259003361 ISBN 13: 9781259003363, 6 | Pre-siressed Conerete Nagarajan, Pravin | Pearson Education India Structures ISBN 9332517614, 9789332517615 7 | TS 12592: 2002Preeast BIS, New Delhi | BIS, New Delhi Concrete Manhole Cover and Frame 8 | IS 15658: Precast conerete | BIS, New Delhi | BIS, New Delhi blocks for paving - Code of Practice 9 | IS 15916: 2011 Building BIS, New Delhi | BIS, New Delhi Design and Erection Using Prefabricated Concrete - Code of Practice | _ 15917; 2011 Building BIS, New Delhi | BIS, New Delhi Design and Erection Using Mixedi/Composite Construction - Code of | Practice _ Ti] 18 458 - 2003 Precast BIS, New Delhi | BIS, New Delhi Concrete Pipes (with and without reinforcement) — Specification 14. SORTWARE/LEARNING WEBSITES hitp://www.asnu.com.au www.youtube.com for videos regarding precast and prestressing procedures. ‘wow. nptel.ac.in www.discoveryforengineers.com Website of Precast Conerete Engineers Society (PSEI) Website of Masterbuilder (Precast Concrete Structures-D implementation in India) me ae ee sn_aspects and its MSBTE ~ Final Copy Dt. 25.04.2019 Page 9 of 9 SI