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 Year: 2017 - 18 Duration of Program : 6 Semesters Duration : 16 Weeks Semester: Third ‘Scheme -[ ] Teaching Examination Scheme « Theory Practical s. course Course Creait ESE] PA Total ESE PA Toul Grand Duration] Max | Min | Max Min | Max | Min | Max | Min) Max | Min | Max | Min | in Hrs.| Marks Marks|Marks Marks| Marks Marks Marks [Marks Marks Marks | Marks) Marks 1 | Advanced Surveying asu | 22301/ 3 |-| 4] 7 3 | 70 | 28 | 30*/ 00 | 100 | 40 | so# | 20 | so | 20 | 100 | 40 200 2 | Highway Engineering HEN | 22302/ 3 |- [2] 5 3 | 70 | 28 | 30*| 00 | 100 | 40 | 2@ | 10 | 25 | 10 | so | 20 | 150 3 | Mechanics of Structures | MOS | 22303) 3. )2)2) 7 3 | 70 | 28 | 30*| 00 | 100] 40 | 2@ | 10 | 25 | 10 | so | 20 150 4 | Building Construction Bco | 22304) 3 |-|2] 5 3 | 70 | 28 | 30*| 00 | 100] 40 | 2@ | 10 | 25 | 10 | so | 20 | 150 5 | Conerete Technology CTE | 22305) 3 )-/ 2) 5 3 | 70 | 28 | 30*| 00 | 100| 40 | 25# | 10 | 25 | 10 | 50 | 20 | 150 6 | Computer Aided Drawing | GAD} 22092] - |- | 4 4 ~ |=] - [=] = | = | so@ | 20 | so | 20 | 100 | 40 | 100 Total) 15/216) 33 350) 150 — | 500) = | 200 = | 200) ~ | 400) — | 900 ‘Student Contact Hours Per Week: 33 Hi ‘Medium oF Instruction: English Theory and practical periods of 60 minutes each. Total Marks : 900 Al Lbbrevia:ions: ESE- End Semester Exam, PA- Progressive Assessment, L - Lectures, T - Tutorial, P - Practical @ Internal Assessment, # External Assessment, *# On Line Examination , “Computer Based Assessment tal Under the theory PA, Out of 30 marks, 10 marks are for micro-project assessment (o facilitate integration of COs and the rer ken during the semester for the assessment of the cognitive domain LOs required for the attainment of the COs. For the courses having ONLY Practical Examination, the PA marks Practical Part- with 60% weightage and Micro-Project Part with 40% weightage Can “Detained” for that semester. MSBTE - Final Copy Dt. 20.04.2018 ng 20 marks is the average of 2 tests to be jate not sceuring minimum marks for passing in the “PA” part of practical of any course of any semester then the candidate shall be declared asSurveying Com ProgramName —_: Civil Engineering Program Group Program Code: CEICR/CS Semester : Third Course Title : Advanced Surveying Course Code 222301 1. RATIONALE In the era of globalization today, the technology has brought the significant advancements in surveying instruments and technology. Available precise digital surveying instruments are used currently due to their accuracy, speed and easy operation of the same. These equipments and the applications are extensively used in the fields of civil engineering, mining engineering, environmental engineering, transportation engineering and marine engineering. Since, Remote sensing and Geographic Information System (GIS) is a vital discipline and being widely used for plotting and storing spatial information, it is expected the students should know the basics of the same to apply it in field, Through this course students will develop the desired skills and competencies which are expected from them for survey related works. 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 plans, contour maps using Advanced Surveying equipment and techniques. 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: Prepare plans using Plane Table Surveys. Prepare plans using Thcodolite surveys. Find distances and elevations using Tacheometer. Set out simple circular curv Prepare plans using Total Station instrument. Locate coordinates of stations using GPS. mopnege 4. TEACHING AND EF: ‘AMINATION SCHEME, Teaching Scheme Examinati yeme Creait (Lats | r\p| P| Pa |_& thes, Max] Min | Max | win a| 7 [3 || 28 | Theory Practical ota tax |main| vn Max | Min so# | 20 | so too | 40 (*): Under the theory PA, Out of 30 marks, 10 marks are for micro-project assessment to facilitate integration of COs and the remaining 20 marks erage of 2 rests 10 be taken MSBTE - Final Copy Dt. 20.04.2018 Page 1 of 10Auwanced Surveying Conse Code: 22301 during the semester for the assessment of the cognitive domain UOs required for the attainment of the COs. Legends: L-Lecture; T~- Tulorial/leacher Guided Theory Practice; P - Practical; C~ Cred, ESE - Endl Semester Examination; PA - Progressive Assessment, 1. COURSE MAP (with sample COs, PrOs, UOs, ADOs and topies) ‘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. ec iene Beet uta ea _. sie Rs Lia er» an aabaapainare ca Se te Coonan). “ola meme isin Siem ebiaues Ce oe Gere aay * 5 6a aie ia) eee i 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 compe! MSBTE - Final Copy Dt. 20.04.2018 Page 2 0f 10Advan Sve Conse Ce: 22301 Practical Outcomes (PrOs) Unit No. - Required 1 | Use Plane Table Survey to prepare plans of a 5 sided closed 1 02" | traverse by Radiation Method. | 2 | Use plane table survey to prepare plans of a plot of 7 sided closed | 1 02 _| traverse by Radiation Method. 3. | Use plane table survey to prepare plans locate details by I oF Intersection Method 4 | Use plane table survey to prepare plans locate details by Traversing | | oF Method - 5 | Use plane table survey to carry out Survey Project for closed 1 | Full day* |__| traverse for minimum 5 sides around a building.(Compulsory) 6 _| Set up the transit Theodolite 0 02 7 | Use transit theodolite to measure Horizontal angle correctly by WV 02" Direct Method. 8 | Use transit theodolite to measure Vertical angle correctly by Direct | Il 02 Method - 9. | Use transit theodolite to measure Horizontal angle correctly by I 0" method of Repetition [10 | Use transit theodolite to measure Vertical angle correctly by 1 02 method of Repetition TT | Use transit theodolite to carry out Survey Project for closed 1 | Pall day* traverse for minimum 5 sides(Compulsory).. 12. | Plot the traverse on AT size imperial drawing sheet for the i 02" collected data from preceding Theodolite Survey Project. 13 _| Plot the traverse on AT size imperial drawing sheet for the il oF collected data from preceding Theodolite Survey Project. 14 | Use thedolite as a Tacheometer fo compute reduced levels and Tl 0 horizontal distances. 15 _| Set out a circular curve by offsets from Long Chord Method Vv 02" 16 _| Set out a cizcular curve by Rankine’s Method of Deflection Angles. | IV | 02 17 | Use One Second Micro Optic Theodolite to Measure Horizontal Vv 1 angle by Direct Method 18 | Use One Second Micro Digital Theodolite to Measure Horizontal | -V 1 ___| angle by Direet Method 19 | Use EDM to measure horizontal distance.(Part]) v_ | oF | 20_| Use EDM to measure horizontal distance(Part I —_ [tv 02 21 _| Set up the Total Station instrument. (Partl) v 02* 22__| Set up the Total Station instrument. (Part Hl) Vv or 3_| Use Total station instrument to measure horizontal distances. Vv 02" 24 | Use Total station instrument to measure horizontal distanees. vif 2 25 | Use Total station instrument to measure ho1 v 2 26 v | 02 27 Vv [ 02" 28 | Use Total station instrument to measure hori: v 02 29 _| Use Total station instrument to measure hori —| Vv 02 30 Vv | 0" MSBTE - Final Copy Dt 20.04.2018 Page 3 of 10Advanced Suveving Couse Code: 22501 . || Approx. 7 Practical Outcomes (PrOs) Unit rs. No. No. —— | __ ae _ SS Required | 31_[ Use Total station instrument to measure vertical angle. vi 2 32__| Use Total station instrument to carry out Survey Project for closed | V | Full day* | traverse for minimum 5 sides.(Compulsory) 33 | Plot the traverse on AI size imperial drawing sheet for the Vv) oa |__| collecied data fiom preceding Total Station Survey Project | 34 | Plot the traverse on AI size imperial drawing sheet for the o2* collected data from preceding Total Station Survey Project. | 35_| Use GPS to locate the coordinates of a station, awe — Total - | Note i. A suggestive list of PrOs is given in the above table. More such PrOs can be added 10 attain the COs and competency. A judicial mix of minimum 24 or more practical LOshutorials 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, Hence, the ‘Process’ and ‘Product’ related skills associated with each PrO of the laboratoryAvorkshop/field work are to be assessed according to a suggested sample given below. S.No. | Performance Indicators Weightage in % — | 1 Preparation of experimental set up | 10 2 | Setting and operation 20 3 Safety measures 10 4 Observations and Rec a 20 5 Interpretation of result and plotting, 20 6 ‘Answer to sample questions ee) 7 Submission of report in 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: a, Follow safety practices. b, Practice good housekeeping. ¢. Demonstrate working as a leader/ team member, 4d. Maintain tools and equipment. ©. Follow ethical Practices. ‘The ADOs are not specific 10 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 I* year © ‘Organising Level’ in 2” year © ‘Characterising Level’ in 3" year. MSBTE - Final Copy Dt. 20.04.2018 Page 4 of 10Advanced Survey 7. MAJOR EQUIPMENT/ INSTRUMENTS REQUIRED The major equipment with broad specification mentioned here will usher in uni Cause Coe: 22308 ity in conduct of experiments, as well as aid to procure equipment by authorities concemed. S. Equipment Name with Broad Specifications On Ss. 1 _ | Plane table with accessories- Plane and telescopic Alidade, Trough compass, 15 U-fork Spirit level - [2 | Twenty Second Transit theodolite with accessories. 6-1 3__ | One second Micro optic Theodolite with accessories. 14,16,17 | 4 | Electronic Digital Theodolite with accessories. 18 5__| Electronic Distance meter (¥or- 2mm accuracy) with accessories. ___——_—|_19,20 | 6 _ | Total Station (+ or - 2mm accuracy) instrument with accessories 21-32 | 7_ | GPS instrument a 35 8. UNDERPINNING THEORY COMPONENTS The following topics are to be taught and assessed in order to develop the sample UOs given below for achieving the COs to attain the identified competency. More UOs could be added. ‘Traversing survey. Unit Unit Outcomes (UOs) Topies and Sub-topies (in cognitive domain) J Ja. Explain the functions and use of | 1.1 Principle of plane table survey. the given accessories of plane 1.2 Accessories of plane table and their table. use, Telescopic alidade. Surveying | 1b. Describe the method of orienting | 1.3 Setting of plane table; Orientation the plane table in a given situation. of plane table - Back sighting and Ie, Select the method of plane tabling Magnetic meridian method, True for a given situation Meridian Method Id. Compare the given two methods of | 1.4 Methods of plane table surveys- doing plane table survey. Radiation, Intersection and 1.5 Merits and demerits of plane table Unit- 1 | 2a. Explain the given components ofa 2.1. Types and uses of Theodolite; Theodolit | transit Theodolite ‘Component parts of transit e 2b. Deseribe the salient features and ‘Theodolite and their functions, Surveying | the relationship between the given | _ Reading the Vernier of transit fundamental axes Theodolite, 2c. Deseribe the procedure to measure P.2 Technical terms- Swinging, the horizontal and vertical angles ‘Transiting, Face left, Face right, using Theodolite forthe given 2.3. Fundamental axes of transit situation, ‘Theodolite and their relationship 2d. Apply checks for determining the P.4 Temporary adjustment of transit type of traverse using the given ‘Theodolite, data P.5 Measurement of horizontal angle- 2e. Compute Latitude, Departure, Direct and Repetition method, Consecutive co ordinates. Errors eliminated by method of —__|__ Independent coordinates from th gpetition, MSBTE - Final Copy Dt. 20.04.2018 Page 5 of 10Auvaneed Surveying Course Cd: 22301 Unie] 2h. Unit Outcomes (UOs) (in cognitive domain) data given, Select relevant method of Theodolite traversing for given condition, . Apply Bowditch’s rule and Transit rule to balance the traverse for a given data Tabulate Gale's Traverse table for the given data. ‘Tacheome trie surveying, Unit-1V Curve setting 3b. 3e. 34. da. 4b. de. 4d. 4e. ‘component(s) of a Tacheometer. Determine horizontal and vertical distances using Tacheometric formula in the given situation. Calculate constants of tacheometer from the given data, Determine RLs of stations and the distance between the stations using tachometrie survey for the given data. Propose the curves used in alignment of roads for given condition with justification. Propose the types of curves used in alignment of railways for given condition with justification, Label the figure of given simple circular curve, Calculate the ordinates for the given interval to set out a simple circular curve using offsets from Jong chord method. Tabulate the given data required for setting out a circular curve using Rankine’s method of deflection angle. Topies and Sub-topies 6 Measurement of magnetic bearing of a line, Prolonging and ranging a line, deflection angle Measurement of vertical Angle. Theodolite traversing by included angle method and deflection angle method. 9. Checks for open and closed traverse, Calculations of bearing from angles 22.10 Traverse computation-Latitude. Departure, Consecutive co ordinates, Independent coordinates, Balancing the traverse by Bowditch’s rule and Transit rule. Gale’s Traverse table computation. 3.1 Principle of tacheometty, ‘Tacheometer and its component parts, Anallatic lens. 3.2. Tacheomettic formula for horizontal distance with telescope horizontal and staff vertical Id method for determining constants of tacheometer, 3.4 Determining horizontal and vertical distances with tacheometer by fixed hair method and staff held vertical, 3.5 Limitations of tacheometry 33 4.1 Types of curves used in roads and railway alignments. 4.2. Notations of simple circular curve Designation of the curve. 4.3 Setting simple circular curve by offsets from long chord and Rankine’s method of deflection angles. MSBTE - Final Copy Dt. 20.04.2018 Page 6 of 10Advanced Surveying Couse Cote: 22501 applications in given civil engineering problem. Unit Unit Outcomes (UOs) ‘Topics and Sub-topies (in cognitive domain) _ _ Unit -V__|Sa. Explain the procedure to measure | 5.1 Principle of Electronic Distance Advanced | the distance between two given ‘Meter (EDM), its component parts surveying | stations using EDM. and their Functions, use of EDM. equipment |5b, Describe procedure to measure the | 5.2 Construction and use of One s horizontal angle using Second Micro Optic Theodolite, givenTheodolite Electronic Digital Theodolite. Se. Describe the procedure to measure Features of Electronic Theodolite the vertical angle using the given | 5.3 Construction and Use of Total Theodolite. Station, Temporary adjustments. Sd, Explain the procedure to measure | 5.4. Use of function keys. Horizontal and vertical angles 5.5. Measurements of Horizontal between the given lines using angles, vertical angles, distances ‘Total Station instrument. and coordinates using Total Se, Describe the procedure to measure Station, Traversing, Profile Survey tances and coordinates of the and Contouring with Total Station. given points to prepare plans using Total Station instrument. Unit-V1__ [6a, Describe the method of taking the | 6.1 Remote Sensing ~ Over view, Remote images of the given object/area Electro-Magnetic Energy, Remote sensing, from the remote place. sensing system-, Active and Passive GPS and | 6b, Propose the relevant system of system, Applications of remote GIs remote sensing to be used for sensing in Mining, land use / Land given situation, cover, mapping, disaster 6c, Deseribe the procedure to find the | management and Environment. coordinates of the given station | 6.2 Construction and use of Global using GPS, Positioning System (G.P.S.) 6d. Explain the utility of GIS 6.3 Geographic Information System(GIS): Over view, Components, Applications, Soft wares for GIS, Sources of errors in Gis. ‘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 Tide [reaching | Distribution of Theory Marks | No. Hours R U | A Total | Level_| Level | Level | Marks T_[Plane Table Surveying 04 a | 2 | o | 08 I_| Theodolite Surveying 16 04 |_06 | 14 | 24 III_| Tacheometric surveying 06 | 02 | 04 | 0 TV_| Curve setting 06 oz | 02 | 04 | 08 |_V_| Advanced surveying equipments 10 02 06 06 14 VI_[ Remote sensing and GIS oz | 02 | 04 | 08 Total i | 20 | 36 | 70 MSBTE - Final Copy Dt. 20.04.2018 Page 7 of 10Legends: R-Remember, U=Understand, A=Apply and above (Bloom's Revised feexonomy) Note: This specification table provides general guidelines to assist student for their learning and to teachers to teach and assess students with respect 10 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, Measure area of small open ground by plane tabling, b. Prepare a flex chart to explain one method of plane tabling, c. Measure the height of the flag post using Theodolite. 4. Set the alignment of proposed road using Theodolite. Measure the height of the flag post using Theodolite as tacheometer, Plot the contours using Total station by direct method. Mark building layout using Total station. h. Measure distance between two distant(>500m) points using EDM Locate the coordinates of the campus using GPS Search and download the demo versions of various stating the applications moe oftware and prepare a report i. SUGGESTED SPECIAL INSTRUCTIONAL STRATEGIES (i 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. b. ‘L? in item No. 4 docs 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). 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. f. Arrange visit to nearby newly started site for understanding various surveying techniques. . Show video/animation GPS h. Prepare maintenance cl otal Station, ims to explain various instruments like EDM.1 ris for various instruments in survey 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 confiden dent to become problem solver so MSBTE - Final Copy Dt. 20.04.2018 Page 8 of 10Advanced Surveying use Coe: 22301 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 exeeed three. The miero-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. Fach student will have to main 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. Collect the relevant technical and commercial information of advanced survey ‘struments available in the market with specifications. b. Carry out comparative study of following survey instruments of different make and brands: Total station/ EDM/GPS/Micro optic theodolite. ¢. Set the profiles of curves at the changes in alignment of road in the premises of the institute 4d. Determine the RLs of the existing structures like lintels, chajja, slab, and beam using, Tacheometer and Total station in a multi-storeyed building and compare the results. ¢. Download specifications for Total station’ EDM/GPS/Micro optic theodolite and make achart £ Coordinate System -UTM (Universal Transverse Mercator Coordinate system 2. Mobile devices used for distance measurement h. 360 degree lazer i. Information about Drone survey 13. SUGGESTED LEARNING RESOURCES Title of Book Author Publication 1 | Surveying and Kanetkar, T.P.and | Pune Vidyarthi Gruh Prakashan, Levelling Part Land I! | Kulkarni, S.V. ___| Pune; ISBN: 13: 9788185825007 2 | Surveying and Basak, N.N. McGraw Hill Education (India) Pvt Levelling Ltd.Noida_ISBN: 93-3290-153-8 Survey I and Duggal, 8. K. ~ | Tata McGraw Hill Education Pvt. | Survey Il Lid., Noida, ISBN:13: 978- _ | [| [1259029837 4 | Surveying Saikia, M D; Das. PHI Learning Pvt. Ltd., New Delhi — B.M. and Das, MM, _| ISBN: 978-81-203-3985-9 5 | Surveying and Subramanian, R. Oxford University Press. New Delhi [Levelling ISBN 13:97 8085: - 6 | Surveying Vol. T and Laxmi Publications Pvt. Ltd.. New | Surveying Vol.II | Ashok Kumarand | Delhi, ISBN: 13: 9788170088837 Jain, Arun Kumar _| oe T | Textbook of Rao, P. Venugopala | PHI Learning Pvt. Ltd., New Delhi Surveying, and Akella ISBN: 978-81-203-4991-9 ___| Vijayatakshmi 8 | Textbook of | Venkatramaiah, C | Universities Press, Hyderabad Surveying BN: 121-6 Sissy dT} es [ Anderson, Jary Noida Surveying theory MSBTE - Final Copy Dt. 20.04.2018 Page 9 of 10‘Advanced Surveying Comse Code: 22301 Ss. No. Title of Book Author Publication | practice ‘and Mikhail, Edward | ISBN:13-978-1-25-902564-8 M. 10 Plane Surveying De, Alak S.Chand Publications, New Delhi | 14, Berceerasesce ISBN:9788121917803 SUGGESTED SOFTWARE/LEARNING WEBSITES, http://nptel.ac.in/eourses/105107121/ htps://www.youtube.com/watch?v=QtEkZPEeeZk hutps://www.youtube.com/watch2v-K QeqsxqSTUw https://www. youtube.com/watch?v=zeRs3KTQZNO hutpsi!/www, youtube.com/watch?v=6d4mERJFPp] hutps://www.youtube.com/watch?v=Dj06alJ9Wje bttps://www.youtube.com/watch?v-Ob8LLRFO0tA https://www.youtube.comvwatch?v=n_EMrTbDZak https:l/www.youtube.com/wateh?v=H2AQq2jshge https://www.youtube.com/watch?v=C8UKJIZIA WE hutpsil/www.youtube.com/watch?v=I6)_slyyudl http:/Awww.asnu.com.au ‘ww woupinheonline.com MSBTE - Final Copy Dt. 20.04.2018 Page 10 of 10Highwoy Eninesring {Gos Cove 22302 Program Name: Civil Engineering Program Group Program Code : CE/CRICS Semester : Third Course Title : Highway Engineering Course Code 222302 1. RATIONALE Road Transportation is the most effective. and economical means of transportation in our country. The need for travel to various places at faster speed has also inereased. In order to professionally contribute to the field of highway engineering, the associated engineers and supervisors must have adequate knowledge and skills relating to technical aspects of continuously increasing volume of traffic flow, design of highway intersections/interchanges, geometric alignment and design, materials, structural design of pavement, new developments in road construction and use of modern and waste materials, techniques, design and maintenance of pavements. Agencies like NHAI and State Government and private organisation are intensely involved in improving and building road networks in India, Diploma Engineering students have good scope in jobs related to road construction as well such infrastructural associated different projects works. This course provides scope of learning about various aspects of roads, carrying out survey, investigation, planning, design, construction and maintenance works related to road constructions. 2. COMPETENCY The aim of this course is to help the student to attain the following industry identified competency through various teaching learning experiences: © Undertake construction and maintenance of pavements (Roads). COURSE OUTCOMES (COs) The theory, practical experiences and relevant soft skills associated with this course are to be tanght and implemented, so that the student demonstrates the following industry oriented COs associated with the above mentioned competency: Identify the types of roads as per IRC recommendations, Implement the geometrical design features of different highways. Perform different tests on road materials. Evaluate traffic flow characteristi Implement hill road construction using relevant mate Undertake maintenance of roads and drainage. ls, techniques and methods. peepee TEACHING AND EXAMINATION SCHEME, Teaching Scheme Examinati Scheme Credit (eT+ » Theory PA | Total ESE Total Pap Max | Min | MaxMin | Max | Min Min | Max | Min 5 30* | 00 |100| 40 | 25@ | 10 io | 30 | 20 MSBTE - Final Copy Dt. 20.04.2018, - Page 1 of 9“Highs Engineering Conse Ce: 22302 (): Under the theory PA, Out of 30 marks. 10 marks are for micro-project to facilitate integration of COs and the remaining 20 marks is the average of 2 tests 10 be taken during the semester for the assessment of the cognitive domain UOs required for the attainment of the COs, Legends: L-Lecture; T~ Tuorial/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. sem ey Cera —~ " eo vote Gare a A ma Ciba Figure | - Course Map 6. SUGGESTED PRACTICALS / EXERCISES ‘The practicals in this section are PrOs (i.c. sub-components of the COs) to be developed and assessed in the student for the attainment of the competency. MSBTE - Final Copy Dt. 20.04.2018 Page 2 0f 9vy Lingering Conse Co: 22502 s. 5 Practical Outcomes (PrOs) No. No. a ee * | required T | Draw the sketches showing standard cross sections of NH/SH, nw | 02* MDR/ODR in embankment and cutting on A3 size sheets. | 2 | Conduct Flakiness Index Test on the aggregates. i [| 0* 3.__ | Conduct Elongation Index Test on the aggregates. m_|_02* [4 [Conduct Angularity Number Test on the aggregates. [1 02 [5 | Conduct Softening point test on bitumen. ee es 6 | Conduct Penetration test on bitumen, mi | 02* [7 | Conduct Flash and Fire Point test on bitumen. m | 02 8 | Conduct Ductility test on Bitumen. m [0 ‘| Visit the constructed road to suggest the possible remedial measures | I | 02* | against the observed defects _| 10 | Prepare the photographic report containing details for experiment | III | 02* no. 9 11 [Cary out Traffic Volume Study (minimum two hours of peak =| IV | 02 period) for an important road intersection or roadway in your city/ __| town/ village. - 12 _| Perform analysis of traffic volume data of experiment no. 11 WV 02" 13 _| Draw the sketch of collision diagram for any one case. Iv_| 02% 14 _| Visit the hill road constructed site to understand its components and | V | 02 _| prepare the photographic report containing details. 4 15 | Prepare the photographie report containing details forexperiment | V | 02 no. 14. 16 | Visit the road of any one type (flexible or rigid) to know the vi) 02 _| diainage condition. a L 17 | Prepare the photographie report suggesting possible repairs and | VI | 02 _| maintenance for experiment no. 16. 34 ‘Note 7. 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 LOshuorials need to be performed, out of which, the practiculs marked as “*” are compulsory, so that the student reaches the ‘Precision Level’ of Dave's “Psychomotor Domain Taxonomy’ as generally required by the industry. Hence, the ‘Process’ and ‘Product’ related skills associated with each PrO of the laboratory/workshop/field work are to be assessed according 10 a suggested sample given Weightage in % {1 ee 20 |2 Setting and operation 20 p Safety measures 10 4 Observations and Recording 10 5 Interpretation of result and Conclusion 20 6 Answer to sample questions 10 I 7 | Submission of report in time a 10 Total 100 MSBTE - Final Copy Dt. 20.08.2018 Page 3 0f9“Higa: Enginsting Couese Coe: 22502 ‘The above PrOs also comprise of the following social skills/attiuudes which are Affective Domain Outcomes (ADOs) that are best developed through the laboratory/field based experiences: Follow safety pr es. Practice good housekeeping. Demonstrate working as a leader/a team member. Maintain tools and equipment. Follow ethical Practices. epese ‘The ADOs are not specific 10 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. © ‘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, he Equipment Name with Broad Specifications = 1 | Thickness gauge containing openings for aggregate sizes 63, 50,40,31.5, 2 25,20,16,12.5,10 & 6.3mm as per 18:2386(Part 1)-1963 | Length gauge containing openings for ageregate sizes 63, 50, 40.31.5, 3 |? | 25.20,16,12.5,10 & 6.3mm as per IS:2386(Part )-1963 3 | Ring and Ball test apparatus (Hot plate 160mm dia, with magnetic stirrer, 5 brass ring, steel ball and glass vessel 600m! and glass thermometer +80%. __| 4g _ | Standard Penetrometer with penetration needle 100gm weight, container 6 55mm dia. and 53mm ht. as per 1S:1203. 5 _| Pensky Marten’s Flash and Fire Point test apparatus 100x200x240mm with 7 measurement range 0-95 as per 18:1209-1953 6 _| Ductility Testing Machine with ductility mould and base plate 8 8 UNDERPINNING THEORY COMPONENTS ‘The following topics are to be taught and assessed in order to develop the sample UOs given below for achieving the COs to attain the identified competency. More UOs could be added. Unit Unit Outcomes (UOs) Topies and Sub-topics L | (in cognitive domain) Unit—1 1a. Describe key features of the | 1.1 Seope and Importance of roads in Overview given type of road India and its’ Characteristics. to 1b, Explain significant aspects of | 1.2 Different modes of tansportation Highway the given road development | 1.3 General classification of roads, Engine! plans as per IRC. lassifications in India (Nagpur 2 Jc. Explain idea Third road development MSBTE - Final Copy Dt, 20.04.2018 Page 4 of 9Highway Eneincving Uni Unit Outcomes (UOs) {in cognitive domain) Come Code: 22302 Topies and Sub-topics and its requirements. 1d, Prepare the list of factors affecting given type of road alignment. le. Suggest the ideal requirements of road alignment for the given road condition. (Lucknow ) plan. 1,5 Development of Urban roads. 1.6 Requirements of an ideal road alignment and the factors affecting road alignment. 2a, Explain various functional terms related to geometries of 2.1 Various terms used in Highway: Camber: Definition, purpose, types as Design of of the given type of highway per IRC - recommendations. Highway with sketches, 2.2 Kerbs: Road margin, road formation, 2b, Describe the given type of right of way. road curves and their 2.3. Design speed and various factors necessity. affecting design speed as per IRC — 2c. Calculate SSD, Super- recommendations. elevation, and widening of —_-|2.4. Gradient: Definition, types as per IRC roads required for the given ~ Recommendations. road construction problem. __|2.5 Sight distance (SSD): Definition, types 2d, Sketch the cross sections of IRC recommendations, simple roads in embankment and numerical cutting for the given site 2.6 Curves: Necessity, types: Horizontal, condition. vertical curves. 2.7 Widening of roads: types and problems 2.8 Super elevation: Definition, formula for calculating minimum and maximum Super elevation and method of providing super-elevation 2.9 Standards cross-sections of national highway in embankment and cutting, Unit—II1__[3a. Describe the properties of [3.1 Types of road materials and their Tests Constructi | given type of road materials — Test on aggregates-Flakiness and on of Road |3b. Explain function/s of Slongation Index test, Angularity Pavements | components of given type ‘Number test, test on Bitumen- pavements with sketches! Describe with sketches the construction method for the given type of road pavement. Explain procedure for testing the given parameter of road construction, Describe with sketches the road construction method for the given situation, 3e, 3d. Be. 1 Copy Dt. 20.04.2018 penetration, Ductility, Flash and Fire point test and Softening point test. 3.2 Pavement — Definition, Types, Structural Components of pavement and their functions 3.3 Construction of WBM road, Merits and demerits of WBM road. 3.4 Construction of Flexible pavement / Bituminous Road, Types of Bitumen and its properties, Emulsion, Cutback, r. Terms used in BR-prime coat. tack Wey, seal cout, Merits and Demerits of B Page Sof 9High Eien ounse Co: 22502 Unit Unit—1V Traffic Engineerin & ‘Unit—V Hill Roads Unit—VI Drainage, Maintenan ceand Road Repa Unit Outcomes (UOs) {in cognitive domain) 4a. Prepare survey plan for the traffic volume for congested road intersection, 4b, Interpret the observations recorded in traffic volume study to suggest the suitable solutions for traffic problems. Explain the given collision diagram to express various causes of accidents. . Explain with sketches the working of various traffic control devices with their functions. Suggest suitability of traffic control device for the given situation with justification, de. 4d Describe with sketches the given components of the hill road Suggest the drainage protective works on hill roads for the given situation with justific Explain with sketches the causes of landslides in the given type of hill road, Suggest preventive measures to check landslide for the given condition with justification Sa. 5b. Se. Sd (6a. Describe with sketches the relevant method of providing drainage in the given type of field. 6b. Interpret the information of the | causes of failure of given type of pavement, “| BR Topies and Sub-topi 3.5 Construction of cement concrete- methods of construction-Alternate and Continuous Bay Method, Construction Joints, filler and sealers, merits and demerits of concrete roads. 4.1 Traffic Volume Study(TVS)-Definition of Traffic Volume and Traffic Density. Objectives of TVS | 4.2 Passenger Car Unit (PCU) and factors alle 4.3 Traffic control devices ~ road si marking, Signals, Traffic island, Signals-Types, 4.4 Road signs-Types-Regulatory, Prohibitory and Informatory, Sketches of road signs. Types of road markings. 4.5 Traffic island-Types-Divisional, Channelizing, Pedestrian, Rotary 4.6 Road intersections- Grade and grade separated intersections, 4.7 Accident studies with causes, Collision Diagram, 5.1 Hill roads, its component 5.2 Types of hill road curve: 5.3 Drainage of hill roads: Side drains, catch water drains, cross drains, 5.4 Construction procedure of hill roads. 5.5 Landslides- Types and Causes 5.6 Prevention of landslides. 6.1 Drainage-Definition, necessity and methods 6.2 Surface drainage: side gutter, catch 6.3 Water drain, Subsurface drainage- Longitudinal and Cross drains. 6.4 Classification and necessity highway tenance. Causes of failure of Page 6 of 9ishoway gincring Guise Cove 2230 Unit Unit Outcomes (UOs) Topics and Sub-topies (in cognitive domain) _ _| measures to avoid failures in Bituminous road the given type of pavement —_| 6.5 Causes of failure of rigid pavement- with justificatio Cement concrete road 64, Suggest the maintenance and | 6.6 Need for highway maintenance. repair works of given type of Classification of maintenance. defective road 6.7 Special repair of exible and Rigid pavements ‘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 Mar No. Hows [R [ U | A | Total | Level | Level | Level |_Marks |__| Introduction to Highway 04 o [a | - 04 Engineering Tl _| Geometric Design of Highway. 14 04 [06 [06 16 III _ | Construction of Road Pavements 10 04 | 06 | 06 16 1V_| Traffic Engineering 08 o4_|_04 [06 14 Vv Roads 06 o2_[ 04 [04 10 ‘y1_ | Drainage, Maintenance and Road 06 02 [04 | 04 10 Repair Total 8 is | 26 | 26 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 Iearning. 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 cach activity. also collect/record physical evidences for their (student’s) portfolio which will be useful for their placement interviews: a. Undertake micro-projects related to road construction, b. Observe the components of roadway and record the details of the same with necessary sketches, ¢. Collect the information of NH and SH constructed and under construction across the country. 4d. Visit the crowded area icc. city/town/village and note down the traffic control devices to suggest the possible action for smooth traffic flow. €. Collect the typical samples of drawings and legal documents required for road project form PWD office. f, Search the software/freeware on the coun ent and prepare the detailed report stating their applications, MSBTE - Final Copy Dt. 20.04.2018 Page 7 0f 9Highway Eaginsoine ose Cone: 22502 11, SUGGESTED SPECIAL INSTRUCTIONAL STRATEGIES (if any) ‘These are sample strate h the teacher can use to accelerate the attainment of the various learning outeomes in this course: : a, Massive open online courses (MOOCs) may be used to teach various 10) 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 need to ensure to create opportunities and provisions for co-curricular activities. €. Guide student(s) in undertaking miero-projects. £ Demonstrate various concepts using videos of construction work of flexible and rigid pavement. g. Encourage students to refer different websites to have deeper understanding of new concepts of road works. h, Recommend the students to collect statistical and phys conditions across the country. logical data of present road 12, SUGGESTED MICRO-PROJECTS Only one micro-project is planned to be undertaken by a student that needs to be assigned to himv/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 miero-projects, the number of students in the group should not exceed three. The micro-project could be industry application based, intemet-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 stucent 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) suudent 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 suguestive list of micro-projects are given here. Similar micro-projects could be added by the concerned faculty: a. Colleet all the details of all types of existing NH, SH across the country. b. Evaluate the camber and gradient of any one road of each type of pavement in the vicinity of area of college. ¢. Develop the photographic model of typical pavement structure for actual visited site d. Advance Techniques of repairs like CBTR , White topping, Preventive maintenance, overlays, MSA ( Million Standard Axle Load), utility system, encroachment , forest land under roads ©. Any other micro-projects su, ested by subject faculty on similar line. 13. SU 'STED LEARNING RESOURCES “MSBTE - Final Copy Dt. 20.04.2018 Page 8 of 9Highway Engineering Gouse Ce 22302 Title of Book Publi Highway Enginee Khanna $.K., | Nem Chand and Brothers, Roorkee, 1 Justo, CEG and | 2010, ISBN 978-8185240800 | ee Veeraragavan, A. | Road, Railways, Bridge , Ahuja, Standard Book House, New Delhi, 2 | and Tunnel Engg March 2010, ISBN: 978- | | 8189401337 3 | Traffic Engineering and | Kediyali, LR. | Khanna Publishers, New Delhi, Transport Planning - 2008, ISBN: 978-8174092205 Principles, Practice and | Sharma, S.K. S. Chand Publication, New Delhi, 4 | Design of Highway 2012, ISBN:9788121901514 Engineering, __|___ _ Laboratory Manu Duggal, Ajay K. | New Age International (P) Limi | 5 | Highway Engineering | and Puri, V.P. _| Publishers, New Delhi, 2010, ISBN: 9788122403107 14, SUGGESTED SOFTWARE/LEARNING WEBSITES a. https://www.youtube.com/wateh?v=1 fe4NVPOWXk b. __https://www.youtube.com/watch?v=m8U76Bm8kDY cc. _hittps://www.youtube.com/watch?v=1ORIZ.1shRIM_ d.__ https://www-youtube.com/watch?v-Xf89KDibIFE, sbi 1 Copy Dt, 20.04.2018 Page 9 of 9Mecianies of Stacnss Course Coxe 22303 Program Name __: Civil Engineering Program Group Program Code : CEICRICS Semester : Third Course Title : Mechanies of Structures Course Code + 22303 L RATIONALE Design and analysis of structure and its components, needs the basic understanding and application of mechanical properties of material and their behavior under different loading and stress conditions, Concepts and principles of structural analysis shall be well understood by students, which is important for design of reinforced cement concrete and steel structures and the same has been covered in this course. Analysis of determinate structure under action of transverse loading along with analysis of members under direct loading will also be studied in this course. The approaeh of teaching the course shall focus on development of students’ analytical and critical thinking while solving structural problems. The experiments expected to be conducted in laboratory will integrate knowledge and required skills as regards to the structural behavior of components and materials. 2. COMPETENCY The aim of this course is to help the student to attain the following industry identified competency through various teaching learning experiences: * Analyze structural components using different methods. 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 competenc a. Articulate practical applications of moment of inertia of symmetrical and unsymmetrical structural sections. Interpret structural behaviour of materials under various loading conditions. Select material considering engineering properties for various structural applications. d. Interpret shear force and bending moment diagrams for various types of beams and loading conditions. . Determine the bending and shear stresses in beams under different loading conditions. f Check the column safety for various loading and end conditions es 4, TEACHING AND EXAMINATION SCHEME Teaching Examination Scheme I] cxeaie [— Theory Pract L} |p| GTP Total | Pa | Mas)in | Max | Min [Max | Min | Max | Min af2bb 7 rao | a0 [2s@[ 10 | 25 | w | so | 20 MSBTE - Page 109 1 Copy Dt. 20.04.2018Mechs of Stes Couse Cove 22508, during the semester for the assessment of the cognitive demain UOs required for the attainment of the COs. Legends: L-Lecture; T~ Twlorial/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. Senta a si “Hine oop ti er ae Sie \ Seve i pigeon. semua | (gee Oo EE ae 1% 7 > Twininepasnoed SN aptintotienys Saas Gee —.. MSBTE - Final Copy Dt. 20.04.2018 Page 2 0f 9Mechanis of Sues Gaunse Cn 22803 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 lor the attainment of the competency. «| Approx. 7 Practical Outeomes (PrOs) Unit |The 0. No. . Required Conduct compressive and tensile tests on sample test pieces using 1, | Universal Testing Machine along with introduction to other tests to | | 02 be conducted on UTM. 3, | Conduct compression test on sample test piece using Compression | yy | go Testing Machine 3. [ Perform Tension test on mild steel as per IS:432(1) fn | or | 4_ | Perform tension test on Tor steel as per I$:1608,1 pr | 02 «5, [Conduct Izod Impact rest on three metals : | m _| brass/aluminum/ copper /east iron ete as per 1S:1598 | 6, | Conduct Charpy: Impact test on three metals. E.. mild stel/ loom brass/aluminum! copper /east iron ete as per | 7, | Determine Water Absorption on bricks pe I8:3495 (part I), alo + |18:1077 or tile 18:1237 §, | Determine Compressive strength of dry and wet bricks as per -) + | 1s:3495(part 1), I8:1077 "| 3, | Conduet Abrasion Test on Hlooring tiles (any one) eg. Mosaic tiles, | w ~ | Ceramic Tiles as per IS: 13630(part7), Cement Tile as per IS: 1237 1p__| Perform Single Shear and double shear test on any twometals eg | yy) | gpe Mild steel/ brass/aluminum/copper / cast iron etc as per IS:5242 - 11, [Conduet Compression test on timber section along the grainand | y vy | gp * | across the grain as per I8:2408 P Plot Shear force and Bending Moment diagrams of cantilever, 12, | simply supported and overhanging beams for different types of Vv | 06 |__[Joads two problems on each type af beam = 15, | Conduct Flexural test on timber beam on rectangular sestionin | yy | ope * [both orientation as per 1S:1708, 1S:2408 | | 1a, | Conduct Flexure test on floor tiles I8:1237,18:13630 or roofing » | 4+ | ties as per 18:654,18:2690 : __] 15._| Field test on TMI _ ~ a Total : Ls Note 7d 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 is to be assessed according 10.4 suggested sample given below. [S.No a b. Performance Indicators Preparation of experimental set up Setting and operation MSBTE - Final Copy Dt. 20.04.2018 5 Page 3 0f9Mecnis of Stes [Course Coe: 22305, |S.No_| Performance Indicators | Weightage in % c._| Safety measures [ 10 d.__| Observations and recording 0 | ¢.__ [Interpretation of results and vonelusion 20 £ | Answer to sample quest 10 & ion of report in time 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: a. Follow safety practices. b. Practice good housekeeping. c. Demonstrate working as a leader/a team member, 4. Maintain tools and equipment. €. Follow ethical Practices. The ADOs are not specific to any one PrO, but are embedded in many PrOs. Hence, the acquisition of the ADOs takes place gradually in the student when s/he undertakes a series of practical experiences over a period of time. Moreover, the level of achievement of the ADOs according to Krathwohl’s “Affective Domain Taxonomy’ should gradually increase as planned below: © ‘Valuing Level’ in I year © ‘Organizing Level’ in 2"! 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. S.No. Equipment Name with Broad Specifications F 1 | Universal Testing machine of capacity 1000KN, 600 KN/4OOKN, analog type/digital type with all attachments and accessories. z Extensometer with least count 0.01mm, maximum extension 25 mm with z 34 dial gauge! digital display suitable for various gauge length Compression testing machine of eapacity 2000kN/IOO0KN, analog /igital | ¢ 5, type with all attachments and accessories. Tile abrasion testing machine confirming to I8:1237 and IS :1706 for determining resistance (o wear and abrasion of flooring tiles complete with | g | ); 4 dial gauges . revolution counter, thickness measurement holder and | | abrasion powder. 5 _| tzod/Charpy impact testing machine confirming to IS: 1757 36 6, Tile Nexural testing machine confirming to 18:654,capacity 200Kg with | ,, | uniform loading rate of 45 to 55 Kg/minute provided with lead shots 7_| Hot Air Oven with thermostatic control having temp. range 100 10 105°C | 7 ail Accessories: venire caliper, meter scale, weighing balance, weights, punch, | y file, hammer, serew driver, pliers tc, 8. UNDERPINNING THEORY COMPONENTS. MSBTE - Final Copy Dt, 20.04.2018 Page 4 0f9Mechaniss of Stveusres Conise Code 22303, The following topics are to be taught and assessed in order to develop the sample UOs given below for achieving the COs to attain the ider Unit Outcomes (UOs) (in cognitive domain) Unit fied competency. More UOs could be added. Topics and Sub-topics Unit-1 Moment of Inertia Ta, Compute Moment of Inertia, polar moment of inertia section modulus of given section. 1b, Articulate practical significance of M.I. for given section and loading condition(s). Compute Moment of Inertia, polar moment of inertia, section modulus of given standard section Compute Moment of Inertia of given unsymmetrical section. le. Id, 1.1 Moment of inertia (M.1.): definition, M.I. of plane lamina, radius of gyration, section modulus, parallel and perpendicular axes theorems (without derivation), M.L of rectangle, square, circle, semi circle, quarter circle and triangle section(without derivation). 1.2 ML. of symmetrical and unsymmetrical I- section, channel section, T-section, angle section, and hollow sections and built up section about centroidal axes and any other reference axis. 1.3 Polar Moment of Inertia of solid circular sections Unit I Simple Stresses and Strains 2a, Articulate practical significance of stress- strain curve for given materials under given loading conditions for their relevant use. Compute stresses and load shared by given Composite section subjected to direct load, Calculate modulus of clasticity, modulus of rigidity and axial deformation under given conditions for given material, Compute stresses induced in given homogeneous sections under temperature variations for given conditions. 2b. 2c. 24. MSBTE - Final Copy Dt. 20.04.2018 2.1 Concept of rigid, elastic and plastic bodies, deformation of elastic body under various forces, definition of stress, strain, elasticity, Hook’s law, elastic limit, modulus of elasticity, SI units. 2.2 Type of stresses-normal, direct, bending and shear and nature of stresses i.e. tensile and compressive stresses. 2.3 Standard stress strain curve for mild steel bar and tor stee! bar under tension test, Yield stress, proof stress, ultimate stress, breaking stress, and working stress, strain at various critical points, percentage elongation and Factor of safety. 2.4 Deformation of body due to axial force, forces applied at intermediate sections, deformation of body of stepped cross section due to axial load, maximum stress and minimum stress induced, 2.5 Concept of composite section, conditions to have a section composite, stresses induced and load shared by materials under axial loading. 2.6 Concept of temperature stresses and strain, stress and strain developed due to temperature variation in homogeneous simple bar.(no composite section) {roduction to strain energy and types of Page SofMechanies of Sites Unit | Unit Outcomes (UOs) cognitive domain) Unit-IIl/3a, Explain the concept of Elastic elastic constants for given Constant | situation and their s significance. 3b. Calculate change in volume of members for given stress condition 3c. Explain concept of given types of shear with examples. 3d. Compute shear stress, shear strain and modulus of rigidity for given section. 4a, Interpret the given types of Shear support(s) and load{s). Force |4b. Interpret with simple and sketch(s) of the given type(s) Bending | of beam, load and end Moment | conditions, relevant to the actual field situations. 4c, Compute the Shear Force and bending moments to arrive at the Shear force diagram, Bending Moment Diagram for given beam and load conditions. 4d. Locate the point of contra shear and point of contra flexure for the given SFD and BMD, Unit-V—[5a. Identify with justification Bending nature of bending stresses for and given situation, Shear 5b, Determine Bending stresses Stresses and shear stresses at given in location in the given beam, beams Se. Design the beam section for the given data . Plot bending and shear stress istribution diagram for given beam section and given type of loading. 4.1 Types of supports, beams and loads. 4.2 Concept and definition of shear force and 4.3 Shear force and bending moment diagram 4.4 Shear force and bending moment diagram 5.1 Concept and theory of pure bending, 5.2 Concept of moment of resistance and 5.3 Shear stress equation, meaning of term Conse Cone: 22503, Topies and Sub-topie suddenly applied load and impact load only 3.1 Longitudinal and lateral strain, Poisson's ratio, biaxial and triaxial stresses, volumetric strain, change in volume, Bulk modulus. Shear stress and strain, modulus of rigidity, simple and complementary shear stress. Concept of single shear, double shear and punching shear. Relation between modulus of elasticity, modulus of rigidity and bulk modulus. 32 33 34 bending moment , relation between load, shear force and bending moment for cantilever and simply supported beams subjected to point loads, uniformly distributed loads and couple, point of contra shear and point of contra flexure. for ovethanging beams subjected to, point loads, uniformly distributed loads only. Point of contra shear and point of contra flexure. assumptions, flexural, meaning of term used in equation, bending stresses and their nature, bending stress distribution diagram, using flexure equation. used in equation, relation between maximum and average shear stress for rectangular and circular section, shear stress distribution diagram, 4 Shear stress distribution for square, jcotangular, circle, hollow square, angle sections. channel_| MSBTE - Final Copy Dt. 20.04.2018, Page 6 of 9Mechanics of Siuctaes Gouse Ce: 22803 “Unit Unit Outcomes (UOs) ~~ Topies and Sub-topies . (in cognitive domain) 7 section, Fsection, T sections. Unit-V1__|6a. Differentiate between short |6.1 Concept of compression member, short Columns | — and long columns based on column, tong column, effective length, given criteria J6b. Compute safe/design load of the column for given different end conditions. 6c. Calculate the limitations of Euler's theory for the given data \6d. Compute safe/design load of Jong column using Rankin’s formula for given conditions, radius of gyration, slenderness_ ratio, type of end conditions for columns, buckling of axially loaded columns. }6.2 Euler's theory, assumptions made in Euler's theory and its limitations. application of Euler’s equation to caleulate buckling load. 6.3 Rankin’ s formula and its application to calculate crippling load. 6.4 Concept of working load/safe load, design oad and factor of safety. ‘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___| Moment of Inertia os | 02 o4 | 04 10 Il__| Simple stress and strain 10 4 04 | 06 4 TL | Elastic constants 06, 02 02 | 04 08 IV_| Shear force and bending moment 12 02 4 12 18 y__ | Bending and shear stresses in 08 02 06 | 06 4 beams VI_[ Columns 04 02 02 | 02 06 Total 48 14 2 | 34 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 prepar 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, Compare stability of different geometric shapes. b. Correlate the actual field situations aby FE re ones 2S 2 MSBTE - Final Copy Dt. 20.04.2018 Page 7 ofMexhanies of Srvetes Conse Cade 2308 4. These are sample s ©. Select appropriate shape, type and material of member from day to day situations for various types of stress and strain, d. Correlate the actual field situations with various types of beams (such as cantilever means canopy of a building, overhanging beam means slab with balcony provision). Shapes of various structural components resembling with shear force and bending moment diagrams of simple structures subjected to different types of loading. Identify the type of failure with respect to the shape. €. Study the mode of failures due to flexure and shear from field situations and prepare a report. f. Visit site/ design office and collect the data from day to day situation about stability and strength of column for buckling load g. Search the software / freeware on the course content and prepare the detailed report stating their applications. SUGGESTED SPECIAL INSTRUCTIONAL STRATEGIES (if any) ategies, which the teacher can use to accelerate the attainment of the various learning outcomes in this course: 12, a, Massive open online courses (MOOCs) may be used to teach various topics/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 ©. About 15-20% of the topics/sub-topics which is relatively simpler or descriptive 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 need to ensure to create opportunities and provisions for co-curricular activities. Guide student(s) in undertaking micro-projects. Assign unit wise tutorials to group of 4 to 5 students for solving problems unit wise Assign micro projects to group of 4 to 5 students and let them prepare and present the project through PPT’ Group shall submit a report which is limited to 5 pages. h. Use of video animation films to explain concept, Facts and applications related to Mechanics of Structures. i. In respect of item 10 above teacher needs to ensure to create opportunity and provisions for such co curricular activities es 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 f¢ group-| ir semesters, the micro-project are ‘ed. 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 he formed for micro-project laboratory-based or field-based. which are in fact, an integration of PrOs, UOs dated work dia the number of students in the group should not exceed three. ‘The micro-project could be industry application based, internet-based, workshop-based, th micto-project should encompass two or more COs and ADOs. Each student will have to maintain 'y 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 mic i034 beanie, Teenie: 1 deceit Sates CO co-cameruome >” mend nis Coens 5, A Bi Ae 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. Practical Outeomes (PrOs) Page 20f9¢ Hecho Course Code: 22308, ; «| Approx. : Practical Outcomes (PrOs) Unit |i. 0. No. j _ Required OPC. — _ 3 _| Determine compressive strength of ordinary Portland cement. 1 02 _| }4 | Determine specific gravity of ordinary Portland cement. 1 [0 5__| Determine silt content in sand by volume. uw jo | 6 _| Determine bulking of sand. nm [02 7 _| Determine bulk density of fine and coarse aggregates n_[o2* 8 | Determine water absorption of fine and coarse aggregates. m [02 ‘9 | Determine Fineness modulus of fine aggregate by sieve analysis. [II | 02* 10 _| Determine Fineness modulus of coarse aggregate by sieve analysis. | II 02 11_| Determine aggregate impact value n_[0* 12 _| Determine aggregate crushing value. nu [02 13 _| Determine abrasion value of aggregate. [i Jo2 14 _| Determine aggregate elongation index and flakiness index. tL [a2] 15 _| Determine workability of concrete by slump cone test. —————*([IV__| 02° 16 | Determine workability of concrete by compaction factor test. V__[02 17 _| Determine compressive strength of conerete for 7 days Iv_|02* | 18 | Determine compressive strength of conerete by any one method of [IV 02 NDT. Total 36 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 LOsitutorials need to be performed, out of which, the practicals marked as ‘*" are compulsory, $0 that the student reaches the ‘Precision Level’ of Dave's ‘Psychomotor Domain Taxonomy’ as generally required by the industry. ii, Hence, the ‘Process’ and ‘Product’ related skills associated with each PrO of the laboratory/workshopifield work are 10 be assessed according to a suggested sample given below. S.No. |Performanee Indicators Weightage in % a. | Preparation of experimental setup_ 20 Setting and operation 20 Observation and recording OO 10 Safely measures — a 10 Interpretation of results and conclusion — | 2 | ‘Answer to sample questions 10 | Submission of 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. a, Follow safety practices. b. Practice good housekeeping. €. Demonstrate working as a leader/a team member, 4. Maintain tools and equipment. MSBTE - Final Copy Dt, 20.04.2018 Page 3 of 9Conese Vents Couse Code: 22805 €. Follow ethical practices. The ADOs are not specific to any one PrO, but are embedded in many PrOs, Henee, 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 © ‘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 concemed. 8. Equipment Name with Broad Specifications ere 1 | Blaine’s air permeability apparatus as per IS: 4031 ( part 1)-1999, and sieve | 1 no. 1S 90 micron - IS Brass Sieve (200 mm dia), 90 Micron size 2 Vicats apparatus- VICAT mould of dia, 80 mm & 40 mm high glass base 2 |_| plate, initial needle, final needle. Consistency plunger M.S. base plate (non porous) of weight 300 gm. Vicat mould split type with camping ring, 3. | Compression testing machine-2000 KN capacity, Cement mortar cube 3.17 | vibrator-, moulds size 50 cm? (7.07 cm x 7.07 em) ‘Lee Chartlier flask and Kerosine if 5__| Measuring Cylinder of 100 ml capacity 6 _ | Measuring Cylinder 1000 ml capacity 7 8 9 Density basket as per IS specification - TS sieve set (sizes- 80 mm, 40 mm, 20 mm, 10 mm, 4.75 mm, 2.36 mm, 1.18 mm, 600 11, 300 1. 150 p and pan) , sieve shaker with adaptors Aggregate impact testing m/c with mould, in 10 2 ul B 12 n gauge and thickness gauge, fia 13__| Slump cone(top dia. 100mm, bottom dia.200mm, Height 300mm) 15 (14 | Compaction factor test apparatus 16 15_| Table vibrator, moulds(150mm x150mmx 150mm) 7 | 16 | NDT apparatus — rebound conerete hammer, ultrasonic pulse velocity meter | 18 17_| Hot Air Oven - 8 18 | Weighing Balance For All | 8. UNDERPINNING THEORY COMPONENTS ‘The following topics are to be taught and assessed in order to develop the sample UOs given below for achieving the COs to attain the identified competency. More UOs could be added. Unit Unit Outcomes (UOs) | Topics and Sub-topics | (in cognitive domain) - _| | Unit—1 Ja. Describe the given types eMea! Constituents of OPC and their Cement ‘of cement and their Sign properties of OPC, Bogue’s MSBTE - Final Copy Dt. 20.04.2018Unit- Aggregat Unit- 1 Conerete hn es 2b. ae. 3a, 3b. Be. Unit Outcomes (UOs) (in cognitive domain) Ib, relevant use with Justify the need for the given chemical constituents for gi type OPC, Describe the practical significance of the given types of cements for the given conditions, Suggest the method to judge the quality of the given type of cement with justification, en Identify the type of given aggregate samples based ‘on and source shape and size. Explain the methodology to suggest suitability of given fine aggregate. Explain the methodology to suggest suitability of given coarse aggregate. Describe the permissible limits of solids for using, sea water in mixing concrete Justify use of different grades of concrete and their properties for given applications, with justification. Seleet w/e for a given grade of concrete, with justification Interpret the given data obtained from test on 2 aurse Code 2235 Topics and Sub-topies ‘compounds and their properties, hydration of cement. Physical properties of OPC: fineness, standard consisteney, setting time, soundness, compressive strength. 1.2 Different grades of OPC. 33, 43, and 53 with specifications of physical properties as per relevant IS codes. 1.3 Testing of OPC: Field tests and laboratory tests-fineness test, standard consistency test, setting time test, soundness test, compressive strength test, Storage of cement and effect of storage on properties of cement. 1.4 Physical properties, ILS. Specifications and field applications of different types of cements: Rapid hardening cement, Low heat cement, Portland pozzolana cement, sulphate resisting cement, blast furnace slag cement, White cement. 2.1 Aggregates: Requirement of good aggregates, Classification according to source, size and shape. 2.2 Fine aggregates: Properties, size, spe gravity, bulk density, water absorption and bulking, fineness modulus and grading zone of sand by sieve analysis, silt content in sand and their specification as per IS 383, bulking of sand. Concept of crushed Sand. 2.3 Coarse aggregates: Properties, size, shape. surface texture, water absorption, soundne: specific gravity and bulk density, fineness modulus of coarse aggregate by sieve analysis, grading of coarse aggregates, crushing value, impact value and abrasion value of coarse aggregates with specilication. 2.4 Water: Quality of water, impurities in mixing water, and permissible limits for solids as per IS: 456, use of sea water for mixing concrete. 3.1 Concrete: Necessity of supervision for concreting operation, different grades of concrete (ordinary Conerete, standard concrete and high strength concrete as per provisions of IS 456. 3.2 Water cement ratio Duff Abraham w/e law, significance of w/e ratio. selection of wie ratio for different grades of concrete prepared from different grades of OPC as per graphs wcified in IS 10262, maximum w/e ratio for sof conerete for different Page 5 of9Caneste Feebnaogy ‘Unit Unit Outcomes (UOs) Topies and Sub-topies | | (in cognitive domain) _| - 3d. Describe the factors exposure conditions, affecting overall durability | 3.3 Properties of fresh concrete: of given type of concrete, | Workability, Factors affecting workability of Conerete. Determination of workability of conerete by slump cone test, compaction factor test. Range values of workability requirement for different types of concrete works. Segregation, bleeding and prever measures 3.4 Properties of ~— Hardened —_conerete: compressive strength, durability, impermeability and dimensional changes of conerete, Unit-1V 4a. Explain the given 4.1 Concrete mix design, objectives, methods of Conerete method of concrete mix | mix design, study of mix design procedure by | Mix Design design for the given LS. method as per ILS. 10262-(Only and Testing situation. procedural steps) of Concrete | 4. Interpret the given data 4.2 ‘Testing of concrete: Significance of testing, obtained from test on determination of compressive strength of given type of concrete concrete cubes at different ages, Ae, Describe the need of NDT | interpretation and co-relation of test results. ‘ene given field 4.3Non- destructive testing of concrete: Importance of NDT’. methods of NDT, 4d, Interpret the given data 7 obiained from NDT on [44 Rebound hammer test, working principle of ven sme rebound hammer and factor affecting the rebound index, Ultrasonic pulse velocity test, specification for deciding the quality of concrete by Ultrasonic pulse velocity as per 1.S,13311 (pact 1 and 2). Ur Sa. Explain the sequential 5.1 Conereting Operations: Batching, Mixing, time ‘waterproofing For gives situation with justification 5d. Identify the type of used in given situation: of concreting works, with justification, Quality operations of concreting Transportation, Placing, Compaction, Curing Control of in given situation. and Finishing of eonerete Concrete | 5b. Explain the given type of |S.2 Forms for concreting: Different types of form form works and stripping | works for beams, slabs, columns, materials Se, Select given method of construction joint to be Course Ce: 22308 ed for form work, requirement of good form work. Stripping time for removal of form works per IS 456-2000 provision for different structural members. 5.3 Waterproofing: Importance and need of, waterproofing. methods of waterproofing and materials used for waterproofing nts_in conerete construction: n Types of Is MSBTE - Final Copy Dt. 20.04.2018, Page 6 of 9Cert etnoaay Conse Cane 225058 Unit Unit Outcomes (UOs) Topies and Sub-topies | ___| fin cognitive domain) Unit-VI___[6a. Justify the need of given [6.1 Admixture in concrete: Purpose, properties Chemical admixtures in concrete and application for different types of Admixture mix. admixture such as accelerating admixtures, in concrete, |6b. Describe the retarding admixtures, water reducing Special characteristics and uses admixture, air entraining admixture and super Conerete of given type of plasticizers. and, concrete. 6.2 Special Concrete: Properties, advantages and Extreme _|6c. Explain effects and limitation of the following types of Special weather preventive measures in conerete: Ready mix Conerete, Fiber conereting the given type of weather | Reinforced Concrete, High _ performance concreting, Concrete and self compacting conerete, light weight concrete 6.3 Cold and Hot weather conereting: Effect of cold and Hot weather on concrete, precautions to be taken while concreting in cold and hot weather condition. 6.4 Conerete as industrial flooring material and various techniques: Vacuum dewatering flooring, Free Movement flooring. Techniques of groove cutting and various materials used for groove filling in concrete flooring. 6d, Sclect the type of weather conereting in the given situation with justification. 6c, Select the type of industrial flooring in the given situation with ‘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 fe Level_| Level | Level | Marks 1 [Cement 4 02 02 | 02 06 I 06 02 02 | 06 10 I | Concrete 10 02 02 | 10 14 IV__ | Concrete Mix Design and testing of 12 02 oa | 10 16) Conerete | V__| Quality Control of Conerete 10 02 06 | 06 4 VI | Chemical Admixture in concrete, 06 02. oF | oF 10 Special Concrete and Extreme weather concreting Total 4 | 12 | 20 | 38 | 7 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 (o 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 MSBTE - Final Copy Dt. 20.04.2018 Page 7 of 9Concrete Tela ouse Cove: 22308, Other than the classtoom 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 collecUrecord physical evidences for their (student's) portfolio which will be useful for their placement interviews: i, Market survey to select type of cement for various types of construction works. ii, Visit to site under construction to collect detail information about the ingredients of concrete mix. t to nearby RMC plant and draw flow chart. t {0 site under construction to observe conereting operations. isit to site under construction to observe the quality of fresh concrete. vi. Visit to site under construction to observe form work, scaffolding used and joints in conerete. Visit to site under construction and make a check list of effect of cach property of Cement and aggregate on quality of concrete, Search the software/freeware for the course content and prepare report stating their applications. 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. 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 topies/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 need to ensure to create opportunities and provisions for co-curricular activities. ¢, Guide student(s) in undertaking micro-projeets. £. Assign unit wise tutorials to group of 4 to 5 students for solving problems unit wise. g. Assign micro projects to group of 4 to 5 students and let them prepare and present the project through PPT. Group shall submit a report which is limited to 5 pages h, Use of video animation films to explain concept, Facts and applications related to Concrete Technology. i, In respect of item 10 above teacher needs to ensure to create opportunity and provisions for such co curricular activities. 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 wot 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 an MSBTE - Final Copy Dt. 20.04.2018, Page 8 of 9{Coneree Technology Course Ce: 22505 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 ‘mieto-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. Undertake any one micro-projects (Group of 4 to 6 students) i, Prepare cast in situ concrete of given grade. It includes visit to site, observations, records,field tests of cement, sand and coarse aggregate. Follow the conerete chain operations. ii, Using IS code method of mix design obtain ingredients of concrete and prepare conerete, Note: Any other relevant micro project suggested by subject teacher. 13. SUGGESTED LEARNING RESOURCES Title of Book | Author Publication Concrete Gambhir, MLL. Tata McGraw Hill Publishing Co. Ltd., | Technology __| New Dethi, ISBN-13: 978-1-259-06255-1 Concrete Shetty, MS S, Chand and Co, Pvt, Lid., Ram Nagar, Technology ‘New Delhi-110055 ISBN, : 978-8-121- - 90003-4 Conerete ‘Santhakumar A. R. | Oxford University Press, New Delhi __| Technology ISBN-13: 978-0-195-67153-7 Conerete Neville, A. M. and | Pearson Education Pvt. Ltd., New Delhi Technology Brooks, J.1 ISBN 978-0-273-73219. | Properties of Neville A. M. Pearson Education Pvt. Ltd., New Delhi Concrete ISBN 978-0-273-75580-7 14, | SUGGESTED SOFTWARE/LEARNING WEBSITES a. htip://nptel.ac.in b. www.wischools.com c. _ www.engineeringcivil.com/various-lab-test-on-cement.htm! d,_ wwwengineeringcivil.com/various-lab-test-on-aggregates htm] ¢. www.abouteivil.org/tests-on-concrete. html £._https:/theconstructor.org/practical-guide/non-destructive-testing-of-concrete/5553/ 2. npiel.ac.in/courses/105104030/34 h, i, nptel.ac.in/courses/105102012/38 J. hitps://www.youtube.com/watch?v=cbL5qOHBInE ik. www.nbmew.com/concrete/3834-stee!-fibre-conerete-composites-for-special applicati, MSBTE - Final Copy Dt. 20.04.2018, Page 9 0f9Course Cone: 22002 Compote Aided Dawin Program Name : Civil Engineering Program Group Program Code: CE/CR/CS Semester : Third Course Title : Computer Aided Drawing 22022 Course Code 1, RATIONALE An essential skill of a civil engineering diploma holder is to use Computer aided drawing as a Grafting tool to draw, read and interpret the civil engineering drawings. This will facilitate the more speed, accuracy and repetitive use of drawings as and when needed. Through this technique student will be able to edit the existing drawing and create new 2 and 3-dimensional drawings and isometries as per requirements, 2. COMPETENCY The aim of this course is to help the student to attain the following industry identified competency through various teaching learning experiences: + Draw civil engineering drawings using Computer aided drawing software. 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, Interpret the given 2-dimensional drawing. b. Use CAD software for drafting and editing 2-dimensional drawings. c. Locate the dimensions of the drafted drawing. 4. Draw the isometric and 3- dimensional drawings. AND EXAMINATION SCHEME TEACH Teaching Scheme _| Credit (L+T+ Lit|P| Py ‘Examination Scheme Teor Practical - Paper | ESE PA Total Hrs, |Max| Min | Max [Min | May|Min | Max | Min | Max | Min | Max | Min so@ | 20 | so-| 20 | 190 | 40 (): For the practical only courses, the PA has two components under practical marks i.e. the assessment of practicals (seen in section 6) has a weightage of 60% (i.e.30 marks) and micro-project assessment (seen in section 12) has a weightage of 40% (i.e.20 marks). This is designed to facilitate attainment of COs holistically, ay there is no theory E Legends: L-Leciure; T - Tworial/Teacher Guided Theory Practice; P - Practical; C~ Credit, ESE - End Semester Examination; PA - Progressive Assessment 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 depicted at the centre of this map. MSBTE - Final Copy Dt. 20.04.2018 Page 1 of 8Comps Aided Dring £ emea NO ee “en s ; He . men Sa a Siem OY ca old tacneine Sa capella b {Crea etme j sa “¢ Giese > Nimes jae ae Figure 1 - Course Map 6. SUGGESTED PRACTICALS/ EXERCISES, ‘The practicals in this section are PrOs (i.c. sub-components of the COs) to be developed and assessed in the student for the attainment of the competency. a Approx. S. Practical Outcomes (PrOs) unit No. No. j ae - - required Identify the components of CAD sereen and apply the processes of | | 02° [Initial setting using format menu, Part Identify the components of CAD sereen and apply the processes of | 1) 02 Initial setting using format menu. Part Il Caleulate -Cartesian coordinates (relative and absolute) Polar 1 or coordinates of given shapes.(any Two) Caleulate -Cartesian coordinates (relative and absolute) Polar r) 0 coordinates of ‘given shapes.(any Two) | Draw the given figures according to Cartesian coordinate 1 a (any Two) Draw the given figures according to Polar coordi . i o (any Two) MSBTE - Fi Page 2 of 8Compu Aad rain Case Cone 22022 . Approx. = Practical Outcomes (PrOs) Uni Os, 0. No. ‘ _ _ - required 7 | Use* Draw and modify command” to draw the given shapes - n | 02 (ninimum 2 shapes) | 8 | Use Draw and modify command” to draw the given shapes - n [02 (minimum 2 shapes) - - 9 | Use“ Draw and modify command” to draw the given shapes ~ mW | 02 |_| minimum 2 shapes) 10 | Use * Draw and modify command” to draw the given shapes - U a (minimum 2 shapes) TI | Use * Draw and modify command” to draw given shapes - T a (ininimum 2 shapes) | 12 | Use * Draw and modify command” to draw given shapes - T @ (minimum 2shapes) 13 | Use * Draw and modify command” to draw given shapes - 1 } (minimum 2shapes) 7 | 14 | Use * Draw and modify command” to draw given shapes - Ul a |__| (rninimum 2shapes) TS | Use * Draw and modify command” to draw given shapes - 1 a (minimum 2shapes} - 16 | Use “Draw and modify command” to draw cross section of walls | 1 @ showing different building components symbols. 17 | Use “Draw and modify command” to draw eross section of walls | HM | 02* |__| showing different building material symbols 18 _ | Draw plan of any one stair case from the given drawing ( Dog 1 | 02 legged stair ease / spiral stair case) 19 _ | Draw sectional elevation of stair case drawn in exercise no 18. u | 02" 20 | Mark the dimensions in the figures drawn in exercise number Sto | TH | 02* 15.and 18.19. . 21 | Use area command t0 compute the area of the given, figure, ine | TI | 02* plan (of residential and public building) 2 | Use “Draw and modify command” to prepare line plan ofgiven | I | O2* residential building. J 22 | Use “Draw and modily command” to prepare line plan of given | Tl | 02* public building. - 23 | Use “Draw and modify command” to prepare typical floor T | 02 developed plan of a given framed residential building in minimum four layers. - _| 4 24 | Use “Draw and modify command” to prepare above typical floor | I | 02* developed plan of a given framed residential building in minimum four layers Give labels , doors and window openings , schedule of openings . scale . north direction. oe 25 | Use “Draw and modify command” to prepare elevation of given | HI | 02% ~~ _| framed residential building in exercise 22. 26 | Use “Draw and modify command!” to prepare section ofa given | 1 | 02* framed residential building in exercise 22. c 27 | Use “Draw and modify command” to prepare section ofa given | M | 02* framed residential building in exercise 22, 50 OF TECH MSBTE - Final Copy Dt. 20.04.2018, Page 3 0f 8Computer Aided Deaving Ne. Practical Outcomes (PrOs) 28 | Use “dimension command” to locate dimensions of typical floor plan, elevation and section dimensions of a given framed residential building in layer in exercise 22 to 26. 29 | Draw isometric drawing of simple objects.(minimum 02 objects) | IV | 02" 30 __| Draw isometric drawing of simple objects.(minimum 02 objects) | IV_| 02 31 | Draw 3-D view of simple object.(any one) WW | 0 32__| Draw 3-D view of simple object.(any one) WV | 02 Note: 1. The term work consists of a journal with the relevant write up and output of 2-11 experiment in the form of print out as an output and soft copy as well. 2, The figures used for practical numbers from 7 to 15 are different for each practical Total | 64 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 24 or more practical LOsiutorials 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, Hence, the ‘Process’ and ‘Product’ related skills associated with each PrO of the laboratorywworkshop/field work are to be assessed according to a suggested sample given below. No. | Performance Indicators - Weightage in % | ¢ Initial setting necessary for given drawing. | 2. | Prepare given drawing using draw commands 30 3.__ | Follow Safety measures 05 | 4. | Prepare given drawing using appropriate modify 20 mmands. _ 5 nswer the questions related to drafted drawing, 10 6, _ | Submit journal report on time I 15 7.__|follow Housekeeping — | 6 "8. | Attendance and punctuality 05 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 Follow safety practices. Practice good housekeeping. Demonstrate working as a leader/a team member. Maintain tools and equipment, Follow ethical Practices, enese 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 MSBTE - Final Copy Dt. 20.04.2018Computer Ande Drawing vse Cons 22022 according to Krathwohl’s ‘Affective Domai below: * ‘Valuing Level’ in 1" year © ‘Organising Level’ in 2™ year © ‘Characterising Level’ in 3" year. Taxonomy” should gradually increase as planned 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. xe Equipment Name with Broad Specifications Q a 1. | Computer with specification as 2GB RAM HDD S00GB,LCD Monitor with | 1 to 32 relevant CAD software,(with latest configuration) ____! 2. _| Printer preferably for the output of A-3 size paper Sto 32 3._[ LCD projector. —__ [1032 8. UNDERPINNING THEORY COMPONENTS The following topics are to be taught and assessed in order to develop the sample UOs given below for achieving the COs to attain the identified competency. More UOs could be added. Unit Outeomes (UOs) (in cognitive domain) Ta, Explain the importance ‘of computer aided Fundamen tals of drawing in civil computer engineering applications. aided 1b, Describe the features of drawing computer aided drawing sereen ic. Describe the operation of initial setting using Format menu. 1d, Calculate coordinates in given situation Unit- 2a, Draw the given figures using cAD ‘commands “draw commands” 2b. Describe the utility of the modify command!’ in given situation, Deseribe the utility of enquiry ‘command to find the parameters like distance, area, perimeter of a given figure. Describe the different features of layer in a given situation 2d MSBTE, Topies and Sub-topies 1.1 CAD software —meaning, various drafting software for civil engineering applications. 1.2 System requirement for drawing sofiware 1,3 Advantages of computer aided drawing over traditional method of drawing 1.4 Features of CAD screen. 1.5 Initial setting required to start new drawing from seratch 1.6 Coordinate systems used in CAD. 1.7 Save and plot/print command. 2.1 Draw commands-line. poly Tine, construction line, rectangle, polygon, circle, ellipse. hatch, boundary, text, arc, point, make block 2.2 Modify commands- mirror, offset. trim, move, extend, rotate, array. lengthen. scale, chamfer, fillet, explode, stretch, join, brake, divide. 2.3 Enquiry property 2.4.Changing properties of erase. copy, list, area distance, mass entity-line olor, scale, font color. Page § of 8Computer Aided unin Couse Cove: 22022 ! | style. | 2.5 Layer command, Unit-IIT 3a. Explain the necessity of the nter form of dimension style. Introducti_| — dimensioning the given figure Type of dimensions-quick dimension, Fon to 3b. Use the dimension command linear dimension, and continuous Dimension | to mark the dimensions in the dimension; align dimension, angle command | — given drawing. dimension and radius, diameter. Be. Modify the existing 3.3. Modify dimension style dimension style, Unit- IV da. Justify the need of isometric | 4.1 Necessity of 3 dimensional view Introducti drawing and 3-Dimensional 4.2 Isometric drawing- meaning and on to 3- view. necessity, use of isometric snap, Dimension /4b. Sketch isometric drawing of isometric ax al view . isocirele, isotext simple given objects. 4.3. 3-Dimensional drawing —use of Mc. Sketch 3- dimensional drawing | extrude .pressfull command, of simple given object. Note: To attain the COs and competency, above listed UOs need 10 be undertaken to achieve the ‘Application Level’ and above of Bloom’s ‘Cognitive Domain Taxonomy’ % SUGGESTED SPECIFICATION TABLE FOR QUESTION PAPER DESIGN. ~ Not applicable - 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 cach activity, also collectirecord physical evidences for their student's) portfolio which will be useful for their placement interviews: a. Collect the working drawings from builders, architect and engineers. b. Collect the 3-Dimensional drawings from various resources, ©. Collect information of similar software other than Computer Aided drawing available in construction industry. d. Search for the websites related to course contents, in SUGGESTED SPECIAL INSTRUCTIONAL STRATEGIE (if any) These are sample strategies, which the teacher can use to accelerate the attainment of the various learning outcomes in this course. 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 (0 teach various topies/sub topics in item No. 4 does not mean only the traditional lecture method, but different {ypes 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). 4. With respect to item No.10, teachers need to » create opportunities and + provisions for co-curricular activi b, MSBTE - Final Copy Dt. 20.04.2018 Page 6 0f 8Compas i Dang Course Cone: 22022 €. Guide student(s) in undertaking micro-projects Demonstrate students thoroughly before they start doing the practice, Encourage students to refer different websites to have deeper understanding of the subject. hh, Observe continuously and monitor the performance of students in Lab. Be 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 nof 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 concerned faculty: ‘a, Draw plan, elevation, and section of a given framed structure as it is from the available drawings using software available in laboratory. b. Prepare construction notes, site plan, and schedule of openings from the drawings of a framed structure made available from builder/enginecr/civil engineering service provider. ¢. Draw plan, elevation, and section and site plan of a given load bearing structure as it is, from the available drawings using software available in laboratory. 4. Prepate construction notes, site plan, and schedule of openings from the drawings of a oad bearing structure made available from builder/engineer/civil engineering service provider. eLearn latest software’s of Civil Engg Drawing SUGGESTED LEARNING RESOURCES SN. ite of Book Author _ Publication 1 | AUTOCAD-2000 Frey, David | BPB Publication, New Delhi, _ | | ISBN13: 9788176560801 2 | Introduction to Auto | Yasmin, Nighat SDC Publication, 2011 CAD 2012 for Civil ISBN 978-1-58503-642-4 Engineering Applications | | - - 3 [AutoCAD 2016: A | Tickoo, Shyam CADCIM Technologies. 22nd Problem-Solving on . August 2015 Approach, Basic and ISBN 13: 9781942689003 Intermediate 4 | Auto CAD 2010 Leach, James Tata Me Graw Hill, New Delhi Instructor — 2007: ISBN:9780073375410 f Auto CAD and its Shumaker, Terence — Applications-Basies _ | M.; Madsen, David inal Copy Dt. 20.04.2018Computer Aided Drawing Couse Code: 22022 of Book | Author 2010 A Madsen, David P.; 6 | Engineering drawing | Bhatt, N.D. Publication Charotar Publications, Anand, 2016 ISBN:978-93-80358. ‘Mc Graw Hill Publishing New Delhi, 2002; ISBN: 9780070435964 7 | Working with Auto Singh, Ajit CAD 2000 14, SUGGESTED SOFTWARE/LEARNING WEBSITES hitp://www.autodesk.com/education/freesofiware/autocad http:!/www.youtube.com/playlist?list=PLIpylybv 1 Cupl-9xve13CxzzwKOPLL www.zwsoft.com/cad accessed on 15" October 2016, https://www.scribd.com/doc/260678036/ accessed on 12" October 2016, medobute.pixnet.net/blog/post/123908069 accessed on 10" October2016 peaooe MSBTE - Final Copy Dt. 20.04.2018, Page 8 of 8