328 NSQF Electrical Engg Nittr - PDF - 2
328 NSQF Electrical Engg Nittr - PDF - 2
328 NSQF Electrical Engg Nittr - PDF - 2
In his career as a supervisor, an electrical engineering technician will be called upon to inspect,
test and modify the work done by skilled workers or artisans working under him. Many a
times, it will become necessary for him to demonstrate the correct method and procedure of
doing certain operations. Normally manufacturers of heavy electrical equipment provide
service manuals, instructions for installation, maintenance and fault location. Indian Electricity
Rules and Indian Standard Specifications also provide enough guidelines. This syllabus has
been designed to provide certain guidelines and broad principles regarding the above activities.
Appropriate field trips will reinforce the learning.
LEARNING OUTCOMES
• Erect/install various electrical equipment as per IE Rules Act by adopting all safety measures.
• Prepare specifications for different items required for transmission lines.
• Design and excavation of cable trenches.
• Lay underground cables
• Test cables and their termination.
• Check HT/LT circuit breakers, transformers and related equipment in a substation
• Carry out earthing, make earth pits and measure earth resistance values.
• Find fault in a transmission/distribution system.
• Carry out preventive maintenance to minimize breakdowns.
DETAILED CONTENTS
Tools, accessories and instruments required for installation, maintenance and repair
work. Knowledge of Indian Electricity rules, safety codes, causes and prevention of
accidents, artificial respiration of an electrocuted person, workmen's safety devices
INSTRUCTIONAL STRATEGY
This subject needs theoretical and practical inputs. Demonstration at actual site may be
arranged for conceptual understanding. The subject teacher should plan in advance about the
visits to the actual sites and establish liaison with the appropriate authorities/ persons with the
help of HOD and Principal of the institution. The students be taken to actual workplace and
explain various test procedures.
MEANS OF ASSESSMENT
− Assignments and quiz/class tests, mid-term and end-term written tests, model/prototype making
− Actual laboratory and practical work, model/prototype making, assembly and disassembly exercises and viva-
voce
LIST OF PRACTICALS
RECOMMENDED BOOKS
http://swayam.gov.in
The contents of this subject has been designed to develop requisite knowledge and skills of
electrical drawings in the students of diploma in electrical engineering.
LEARNING OUTCOMES
• recognize contactor and its use in various applications of 3 phase induction motor
• recognize different types of earthing
• name relevant IS specification for earthing
• read and interpret key diagrams
• read and interpret schematic and wiring diagrams
• Prepare estimate of wiring installation.
• Prepare estimate of small sub-station.
DETAILED CONTENTS
Design of circuit drawing of schematic diagram and power wiring diagram of following
circuits, specification of contactors
Estimation of wiring installation for commercial and industrial buildings such as multi-
storied hotels, hospitals, schools, colleges, cinema, community centers, public library,
high rise residential buildings etc. including design of layout, load estimation, Demand
factor and diversity factor, power distribution scheme, list of material with
specifications estimation of cost preparing relevant electrical schedule or rate (CPWD
or PWD) using latest practices, materials and accessories.
I.S. specifications and I.E. rules, calculation of current for single and three phase
motors. Determination of sizes of cables, conductors distribution board, main switches
and starters for power circuits. Cost of equipments and accessories and schedule of
material. Estimation and cost of material and work for motors up to 20 H.P., pumpsets
and small workshops.
Note: Draw various schematic and wiring diagrams using graphic package(preferably
CAD)
LIST OF PRACTICALS
1. Earthing
2. Commercial and industrial buildings
3. Power wiring layout and circuits
4. Stays, line crossings, line earthing, end poles and terminal poles, junction poles/towers and transposition
pole/towers.
5. Service connection domestic, industrial and agriculture.
6. Substation layout and bus bar arrangements
7. Machine drawings-induction and synchronous machines.
8. Winding of induction machine, 3phase; 1phase.
9. Reading and interpreting practical drawing of wiring installation and control circuits.
10. Winding of synchronous machine 3 phase. (alternator and synchronous motor)
MEANS OF ASSESSMENT
RECOMMENDED BOOKS
L T P
5 - -
RATIONALE
This subject assumes importance in view of the fact that an electrical technician has to work in a wide
spectrum of activities wherein he has to make selection from alternative schemes making technical and
economical considerations; e.g. to plan and design an electrical layout using basic principles and
handbooks, to select equipment, processes and components in different situations. The contents have
been designed keeping the above objectives in view. Besides giving him basic knowledge in the topics
concerned, attempts have been made to ensure that the knowledge acquired is applied in various fields
as per his job requirements. To orient the subject matter in the proper direction, visits to industrial
establishments are recommended in order to familiarize the students with the new developments in
different areas
LEARNING OUTCOMES
DETAILED CONTENTS
1.1 Nature of light, visibility spectrum curve of relative sensitivity of Human eye
and wave length of light.
1.2 Definition: Luminous flux, solid angle, intensity, luminous efficiency. Space to
height ratio, reflection factor, lux, shadow .
1.3 Different types of lamps, construction and working of incandescent and
discharge lamps. Fitting required for filament lamp,mercury vapor, sodium
lamp, halogen lamp, CFL, LED lamp.
1.4 Calculation of number of light points for interior illumination calculation of
indoor and outdoor illumination levels at different points..
1.5 Time switches, street lighting, flood lighting and its characteristics.
Note: Students should be taken for visits to nearest electrified railway track and railway
station to study the electric traction system. Also visit should be made to show electric
illumination in building.
INSTRUCTIONAL STRATEGY
It is desired to give ample practical examples in the class while teaching this subject. Teacher
must supplement his/her classroom teaching with aids such as models, charts, and video films
from time to time. This subject requires demonstrations and exposure to actual
workplace/industry/field. For this purpose, the subject teacher should do advance planning for
visits/studies related to each topic in consultation with HOD and Principal of the
polytechnic/institution.
MEANS OF ASSESSMENT
− Assignments and quiz/class tests, mid-term and end-term written tests, model/prototype making
− Actual laboratory and practical work, model/prototype making, assembly and disassembly exercises and viva-
voce
− Software installation, operation, development
RECOMMENDED BOOKS
1. Art and Science of Utilization of Electrical Energy by H Partap, Dhanpat Rai & Sons,
Delhi
2. Utilization of Electrical Energy by JB Gupta, Kataria Publications, Ludhiana
3. Utilization of Electrical Energy by Sahdev, Uneek Publication, Jalandhar
4. A Text Book. of Electrical Power by Dr. SL Uppal, Khanna Publications, Delhi
5. Modern Electric Traction by H Partap,Dhanpat Rai & Sons, Delhi
6. Utilization of Electrical Energy by D.R. Arora, North Publication, Jalandhar
7. Generation, Distribution and Utilization if Electrical Power by CL Wadhwa,Wiley
Eastern Ltd., New Delhi
8. e-books/e-tools/relevant software to be used as recommended by
AICTE/UBTE/NITTTR.
LEARNING OUTCOMES
• Use various symbols and notations in electrical and electronics engineering drawings.
• Interpret drawings and draw interferences.
LIST OF PRACTICALS
2. Simulate three resistances in series circuit and find out voltage and current in each
resistance .
3. Simulate the following circuits and find out voltage and current in each resistance
(a)Two resistances in parallel
(b)Resistance and inductor in parallel
4. Simulate R-L series circuit and observe voltage wave forms across each component.
5. Simulate R-C series circuit and observe voltage wave forms across each component.
6. Simulate R-L-C series circuit and observe voltage wave forms across each component.
7. Simulate R-L-C parallel circuit and observe current wave forms across each
component.
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8. Simulate star connection using resistors and observe voltage current relation of line and
phase.
9. Simulate delta connection using resistors and observe voltage current relation of line
and phase.
10. Simulate single phase half-wave rectifier circuit.
11. Simulate single phase full-wave rectifier circuit.
12. Simulate single phase bridge rectifier circuit.
Major Project Work aims at developing innovative skills in the students whereby they apply in
totality the knowledge and skills gained through the course work in the solution of particular
problem or by undertaking a project. In addition, the project work is intended to place students
for project oriented practical training in actual work situation for the stipulated period.
LEARNING OUTCOMES
Apply in totality the knowledge and skills gained through the course work in the solution
of particular problem or by undertaking a project. In addition, the project work is intended
to place the learner for project oriented practical training in actual work situation for the
stipulated period with a view to:
• Develop understanding regarding the size and scale of operations and nature of field-
work in which students are going to play their role after completing the courses of
study
• Develop understanding of subject based knowledge given in the classroom in the
context of its application at work places.
• Develop firsthand experience and confidence amongst the students to enable them to
use and apply polytechnic/institute based knowledge and skills to solve practical
problems related to the world of work.
• Develop abilities like interpersonal skills, communication skills, positive attitudes and
values etc.
General Guidelines
The individual students have different aptitudes and strengths. Project work, therefore, should
match the strengths of students. For this purpose, students should be asked to identify the type
of project work, they would like to execute. The activity of problem identification should begin
well in advance (say at the end of second year). Students should be allotted a problem of
interest to him/her as a major project work. It is also essential that the faculty of the respective
department may have a brainstorming session to identify suitable project assignments for their
students. The project assignment can be individual assignment or a group assignment. There
should not be more than 3 students if the project work is given to a group. The project work
identified in collaboration with industry should be preferred.
This practical training cum project work should not be considered as merely conventional
industrial training in which students are sent at work places with either minimal or no
supervision. This experience is required to be planned in advance and supervised on regular
basis by the polytechnic faculty. For the fulfillment of above objectives, polytechnics may
establish close linkage with 8-10 relevant organization for providing such an experience to
students. It is necessary that each organization is visited well in advance and activities to be
performed by students are well defined. The chosen activities should be such that it matches
with the curricular interest to students and of professional value to industrial/ field
organizations. Each teacher is expected to supervise and guide 5-6 students.
1. Design and fabrication of control panel for various applications in the field of electrical engineering.
2. Rewinding of a single phase/three phase induction motor
3. Fabrication of working model of a solar thermal power plant.
4. Design and fabrication of automated car parking system.
5. Design and fabrication of automated gate control of railway crossing.
6. Design and fabrication of electrical resistive/inductive/capacitive loads.
7. Design and fabrication of remote control of various domestic electrical appliances.
8. Design and fabrication of microcontroller based DC drive system.
9. Design and fabrication of automatic water level control system.
10. Design and fabrication of automatic solar battery charger.
11. Fabrication of automatic star-delta starter.
12. Fabrication of working model of hydro electric power plant.
13. Fabrication of sine wave inverter up to 500VA.
14. Fabrication of water level indicator.
15. Fabrication of rain/fire/ smoke/burglar detector.
16. Fabrication of automatic solar panel based street lights.
17. Fabrication of automatic solar panel based traffic lights
18. Fabrication of automatic voltage stabilizer up to 1 KVA.
19. Fabrication of working model of wind power plant.
20. Fabrication of heat convector blower with humidifier.
21. Fabrication of oil based radiation type room heater.
22. Fabrication of small 1- phase transformer up to 1KVA.
23. Fabrication of UPS up to 500VA.
NOTE: The project should be preferably undertaken by a group of students depending upon
cost and time involved.
There is no binding to take up the above projects as it is only a suggestive list of projects.
A suggestive criterion for assessing student performance by the external (person from industry)
and internal (teacher) examiner is given in table below:
The overall grading of the practical training shall be made as per following table.
In order to qualify for the diploma, students must get “Overall Good grade” failing which the
students may be given one more chance to improve and re-evaluate before being disqualified
and declared “not eligible to receive diploma”. It is also important to note that the students
must get more than six “goods” or above “good” grade in different performance criteria items
in order to get “Overall Good” grade.
Important Notes
1. This criteria must be followed by the internal and external examiner and they should see
the daily, weekly and monthly reports while awarding marks as per the above criteria.
2. The criteria for evaluation of the students have been worked out for 200 maximum marks.
The internal and external examiners will evaluate students separately and give marks as
per the study and evaluation scheme of examination.
3. The external examiner, preferably, a person from industry/organization, who has been
associated with the project-oriented professional training of the students, should evaluate
the students performance as per the above criteria.
4. It is also proposed that two students or two projects which are rated best be given merit
certificate at the time of annual day of the institute. It would be better if specific nearby
industries are approached for instituting such awards.
The teachers are free to evolve other criteria of assessment, depending upon the type of project work.
It is proposed that the institute may organize an annual exhibition of the project work
− Communication Laboratory
− Applied Physics Laboratory
− Applied Chemistry Laboratory
− Engineering Drawing
− Electrical Engineering Laboratory
− Basics of IT/Computer Laboratory
− Carpentry Shop
− Painting and Polishing Shop
− Electrical Shop
− Welding Shop
− Fitting and Plumbing Shop
− Sheet Metal Shop
− Mason Shop
− Machine Shop
− Measurement and Instrumentation Laboratory
− Electrical Machines Laboratory
− Installation, Maintenance & Repair Laboratory
− Environment Engineering Lab
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COMMUNICATION LABORATORY
1. Stools 40 10,000
9. A Quiz room equipped with two way audio system, back 1 30,000
projection system and slide projector
10.
Miscellaneous LS 1,500
APPLIED PHYSICS LABORATORY
1. Vernier calipers 12 2,000
Distance between legs 2.5 mm, pitch 0.5 mm, least count
.005 mm.
4. Mirrors (convex, concave) 5 Each 1,500
9. Prism 05 1,500
Range; 0 to 1 Amp.
19. D type DC Voltmeter 2 1,000
Range : 0 to 1 Volt
20. D type Galvanometers 8 8,000
Ferromagnetic material)
No. (Rs)
Candles 20 100
Decicators 06 8,000
2 (big)
Chemicals
EDTA-1 kg
Kerosene- 1 ltr
Miscellaneous LS 2,000
ENGINEERING DRAWING
1. Voltmeter 5 7,500
2. Ammeter 5 10,000
3. CRO 1 15,000
4. Wattmeter 5 10,000
5. Multimeter 1 4,000
No. (Rs)
9. Rheostat 2 2,500
Plotter 1 75,000
Digitiser 1 50,000
UPS 60 1,20,000
Scanner 1 10,000
Revit L.S.
BIM L.S.
Miscellaneous LS 5,000
CARPENTRY SHOP
No. (Rs)
3. Paint/Varnish LS 2,000
5. Miscellaneous LS 2,000
ELECTRICAL SHOP
Tool kit (Plier, Srew driver, Knife, Steel rule, hammer, 20 20,000
sciber, pincer steel tape etc.)
Miscellaneous 3,000
WELDING SHOP
No. (Rs)
1. Hammers 8 3,000
MASON SHOP
No. (Rs)
Jointer 10 1,000
MACHINE SHOP
2. Grinder 1 10,000
4. Shaper 2 1,20,000
5. Plainer 2 1,20,000
8 10,000
8 10,000
6 7,200
5 5,000
4 4,000
3 6,000
3 6,000
3 6,000
1 1,000
1 1,500
3 30,000
1 6,000
1 3,000
1 3,000
10 7,000
1 700
7 8,000
7 5,000
4 3,000
10 7,000
21. Multimeter:
2 4,000
4 8,000
4 8,000
1 2,500
1 1,000
1 2,000
1 5,000
7. Electrical Appliances:
1. Electric Kettle: 750 watts, 230V single phase
AC, 50Hz, capacity 1 lit.
a) Filament type
b) Rod type rated 1000 watt.
1 2,000
2 14,000
1 2,500
1 4,000
1 1,000
1 200
6 each 1,800
12. Oil Testing Set: Oil testing set as per ISI 6792/1972 1 10,000
input voltage 220-250 volt, 50 Hz AC Output voltage 0-
50 kv, accuracy +.4% of FSD Rate of rise of voltage
automatic 2 Kv/Sec motorised
13. Electric Lamps:
a) Mercury vapour lamp 120 watt, 230v, 50 Hz AC
supply complete with choke, lamp holder and 2 5,000
power factor capacitor
b) Mercury vapour lamp ML type 120/125 watt, 230
v, 50 Hz supply
c) Sodium vapour lamp 120 watt/250 watt, 230 volts,
50 Hz with choke
d) Flourescent tube: 20/40 watt, 230 V,50 Hz, single 2 4,000
phase with choke, starter and fittings various
sizes and types i.e. round etc.
e) Halogen lamps: 1000 watts/1500 watt, 230 v, 50
Hz complete with fittings(Fluorescent tube light) 4 8,000
f) LED Tube
2 400
1 300
50 20,000
g) Filament Lamps
- 60 W lamp, 230 V
100 1,000
- 60 W lamp, 100 V
- 60 W lamp, 230 V 100 1,000
- 200 W lamp
- 500 W lamp 100 1,000
- 100 W – 110 V lamp
- 100 W - 150 V lamp 100 1,500
h) CFL LAMP
i) LED bulb 10W 100 1,500
100 1,500
100 1,500
50 7,500
100 10,000
15. Voltage Stablizer: 500 VA, input 170/260 volts, output 2 2,000
210- 240 volts automatic with voltmeter
16. Bridge Insulation Tester: Transistorized battery operated 1 5,000
bridge insulation tester battery operated push button
indications built in wheat stone bridge Varley and
Murray loop facilities for finding cable faults bridge
suitable for 0.01 m to 11 m available in length of 200-
1000 meters
17. Automobile Electrical Wiring Demonstration working 2 6,000
model for
automobile Electric wiring
18. Screw Driver Set: Electrician type round nickel plated 6 each 1,000
steel blade, flat tip with plastic insulated handle
following sizes: Blade Sizes
i) 2.5 x 60 mm
ii) 3 x 80 mms
iii) 4 x 120 mm
iv) 5 x 160 mm
v) 5 x 200 mm
19. Combination Pliers: 205 mm length with thick plastic 8 2,500
insulated handle Insulated for 500 V (Taparia, PYE
make)
20. Long Nose Pliers: 150 mm insulated for 500 volts 12 1,000
21. Diagonal Pliers: 150 mm insulated for 500 volts suitable 6 600
for cutting hard wires
23. a) Flat nose pliers: Rectangular section jaw and 3 each 300
smooth gripping surface plastic insulated
handles length 130 mm
b) Slip Nose Pliers with slim long grains of half
round section and smooth gripping surfaces
plastic insulated handle length 130 mm
c) Round Nose Pliers: With slim long round grains 6 300
and plastic insulated handles lengths 130 mm
3 300
24. Ball Pien Hammer: Ball pein hammer with polished fall
and pein wooden handle having wts
i) 250 gms
ii) 500 gms
iii) 800 gms 3 each 500
25. Screw Holding Screw Driver Set: Screw driver set fitted
with spring each clips to secure screw head round or
hexagonal chromium plated blade with plastic handle
set of three screw driver blade size
i) 4 x 50 mm
ii) 4 x 75 mm
iii) 4 x 100 mm
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6 400
1 50
28. Work shop Scissors Stainless steel, scissors suitable for 6 300
cutting insulation, paper, plastic etc. length approx. 150
mm
29. Adjustable Hacksaw Frame: Extra robust tubular steel 4 300
frame cast handle adjustable for hacksaw blade from
250 - 300 mm with set of 10 spare blades
30. Hand Drill Machine: Two speed hand drill machine with 6 900
enclosed gear adjustable crank, supporting handle, self
centering chuck for straight shank drills upto 10 mm
31. Bench Vice: Drop forged steel bench vice with jaw 2 800
width 100 mm, Jaw opening 120 mm, Jaw depth 75
mm, quick release complete with
i) One pair of detachable aluminium protective jaw
plates
ii) One pair of detachable fibre protective jaw plates
32. Bearing Puller Three legs heavy duty bearing puller of 1 400
size 100 mm/200 mm
35. Try Square: Engineers try square from stainless steel 2 100
with stock 90 degrees all sides accurately finished legs
150 x 100 mm
36. Measuring tape: Pocket measuring tape of steel spring 6 200
return device, flexible, clearly graduated in metric
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43. Screw Extractor Set: Left hand thread for easy removal 3 300
of broken right hand threaded screw and bolts.Set of
three extractors for screws with die from 3 to 11 mm
Figure Stamp Set for marking made from high grade
stainless steel figure height 4mm complete with plastic
box
44. Letter Stamp Set: Made from high grade steel, character 2 200
set height 4 mm, full set of alphabets complete with
plastic box
50. Blow Lamp: 1 Pint kerosene oil capacity blow lamp 3 400
51. Hand Saw: Hand saw 10" (254) size 10 teeth per inch teak 6 300
wood handle
53. Wrench Set: Set of 5(3/8 to 1 inch) chrome vanadium sets 2 1,000
steel, offset type, points, accurately sizes capacity
3/8x7/16, 1/2x9/16, 5/8x1/16, 3/4x7/8 and 15/16x1 inch
(in metric sizes)
54. Pipe Wrench: High tensile steel, drop forged, hardened 3 500
and tempered app. cap. 6 to 50 mm dia
55. Tap Wrench Set: Set of 4, bar type, adjustable for 6 1,500
general purpose, made of best quality steel, approx. cap.
1.5 to 25 mm square
56. Electric Pneumatic Drilling Hammer: Drill capacity, 5-22 1 1,500
mm in concrete, 5-10 mm in steel rated voltage 235 volts,
50 Hz, AC, full load input 450 watt, full load speed
650 rpm. Impact rate 3270 Blows/minute
57. Work Bench: Steel construction but with wooden bench 1 1,500
top not less than 50 mm thick with two steel drawers both
lockable approx. size 1200x600x850 mm solid
construction
Sr. Qty Total Price
Description
No. (Rs)
1. pH Meter 01 500
2 Multimeter 02 2000
500 W lamp
8 Anemometer 02 5000
9 Thermometer 03 2000
11 Pumping set with at least two pumps of different capacity. 1 set 10000
NOTE:
In addition to the above, laboratories in respect of physics, chemistry, Computer Centre etc
will be required for effective implementation of the course. Provision for photocopiers, PC
facilities along with LCD Projection System etc. has also to be made.
Norms and standards laid down by AICTE be followed for working out furniture requirement
for this course.
Weekly work schedule, annual work schedule, student teacher ratio for various group
and class size, staffing pattern, work load norms, qualifications, experience and job
description of teaching staff workshop staff and other administrative and supporting
staff be worked out as per norms and standards laid down by the AICTE.
11.1 INTRODUCTION
Evaluation plays an important role in the teaching-learning process. The major objective of any
teaching-learning endeavor is to ensure the quality of the product which can be assessed through
learner’s evaluation.
The purpose of student evaluation is to determine the extent to which the general and
the specific objectives of curriculum have been achieved. Student evaluation is also
important from the point of view of ascertaining the quality of instructional processes
and to get feedback for curriculum improvement. It helps the teachers in determining
the level of appropriateness of teaching experiences provided to learners to meet
their individual and professional needs. Evaluation also helps in diagnosing learning
difficulties of the students. Evaluation is of two types: Formative and Summative
(Internal and External Evaluation)
Formative Evaluation
Summative Evaluation
It is carried out at the end of a unit of instruction like topic, subject, semester or year.
The main purpose of summative evaluation is to measure achievement for assigning
course grades, certification of students and ascertaining accountability of instructional
process. The student evaluation has to be done in a comprehensive and systematic
manner since any mistake or lacuna is likely to affect the future of students.
- Theory
- Practical Work (Laboratory, Workshop, Field Exercises)
- Project Work
- Professional Industrial Training
A. Theory
learnt principles and solve problems. The formative evaluation for theory
subjects may be caused through sessional /class-tests, home-assignments,
tutorial-work, seminars, and group discussions etc. For end-term evaluation of
theory, the question paper may comprise of three sections.
Section-I
It should contain objective type items e.g. multiple choice, matching and completion type. Total
weightage to Section-1 should be of the order of 20 percent of the total marks and no choice should
be given in this section. The objective type items should be used to evaluate students’ performance
in knowledge, comprehension and at the most application domains only.
Section-II
Section-III
It may contain two to three essay type questions. Total weightage to this
section should be of the order of 40 percent of the total marks. Some built-in,
internal choice of about 50 percent of the questions set, can be given in this
section
B. Practical Work
C. Project Work
This curriculum document is a Plan of Action and has been prepared based on exhaustive
exercise of curriculum planning and design. The representative sample comprising selected
senior personnel (lecturers and HODs) from various institutions and experts from
industry/field have been involved in curriculum design process.
The document so prepared is now ready for its implementation. It is the faculty of
polytechnics who have to play a vital role in planning instructional experiences for the courses
in four different environments viz. class-room, laboratory, library and field and execute them
in right perspective. It is emphasized that a proper mix of different teaching methods in all
these places of instruction only can bring the changes in stipulated students behaviour as in
the curriculum document. It is important for the teachers to understand curriculum
document holistically and further be aware of intricacies of teaching-learning process (T-L) for
achieving curriculum objectives. Given below are certain suggestions which may help the
teachers in planning and designing learning experiences effectively. These are indicative in
nature and teachers using their creativity can further develop/refine them. The designers of
the programme suggest every teacher to read them carefully, comprehend and start using
them.
2. An academic plan needs to be prepared and made available to all polytechnics well in
advance. The Principals have a great role to play in its dissemination and, percolation
upto grass-root level. Polytechnics, in turn are supposed to prepare institutional
academic plan.
3. HOD of every Programme Department along with HODs and incharges of other
departments are required to prepare academic plan at department level referring to
institutional academic plan.
4. All lecturers/Senior lecturers are required to prepare course level and class level
lesson plans referring departmental academic plan.
Teachers are educational managers at class room level and their success in achieving
course level objectives lies in using course plan and their judicious execution which is
very important for the success of programme by achieving its objectives.
Polytechnic teachers are required to plan various instructional experiences viz. theory
lecture, expert lectures, lab/workshop practicals, guided library exercises, field visits,
study tours, camps etc. In addition, they have to carry out progressive assessment of
theory, assignments, library, practicals and field experiences. Teachers are also
required to do all these activities within a stipulated period of time. It is essential for
them to use the given time judiciously by planning all above activities properly and
ensure execution of the plan effectively.
Following is the gist of suggestions for subject teachers to carry out T-L process
effectively:
1. Teachers are required to prepare a course plan, taking into account departmental
academic plan, number of weeks available and courses to be taught.
2. Teachers are required to prepare lesson plan for every theory class. This plan may
comprise of contents to be covered, learning material for execution of a lesson plan.
They may follow steps for preparing lesson plan e.g. drawing attention, state
instructional objectives, help in recalling pre-requisite knowledge, deliver planned
subject content, check desired learning outcomes and reinforce learning etc.
3. Teachers are required to plan for expert lectures from field/industry. Necessary steps
are to plan in advance, identify field experts, make correspondence to invite them,
take necessary budgetary approval etc.
4. Teachers are required to plan for guided library exercises by identification of course
specific experience requirement, setting time, assessment, etc. The assignments and
seminars can be thought of as terminal outcome of library experiences.
5. Concept and content based field visits may be planned and executed for such content
of course which is abstract in nature and no other requisite resources are readily
available in institute to impart them effectively.
6. There is a dire need for planning practical experiences in right perspective. These slots
in a course are the avenues to use problem based learning/activity learning/
experiential learning approach effectively. The development of lab instruction sheets
for the course is a good beginning to provide lab experiences effectively.
8. The student centred activities may be used to develop generic skills like task
management, problem solving, managing self, collaborating with others etc.
9. Where ever possible, it is essential to use activity based learning rather than
relying on delivery based conventional teaching all the time.
10. Teachers may take initiative in establishing liaison with industries and field
organizations for imparting field experiences to their students.
11. Students be made aware about issues related to ecology and environment, safety,
concern for wastage of energy and other resources etc.
12. Students may be given relevant and well thought out project assignments, which are
purposeful and develop practical skills. This will help students in developing creativity
and confidence for their gainful employment.
13. A Project bank may be developed by the concerned department of the polytechnics in
consultation with related Industry, research institutes and other relevant field
organizations in the state.
The following experts participated in workshop for Developing the Curricula Structure
and Contents of various Diploma Programmes for UP State on 5-6 April, 2018 at
NITTTR, Chandigarh:
4. Sh. Anjani Kumar Sharma, HOD, Chemical Engg. Government Polytechnic, Chandari
6. Sh. Sanjay Kumar Singh, Lecturer, Electrnics, Government Polytechnic, Aurai, Bhadohi,
UP.
7. Sh. Nirdosh Kumar, Lecturer, Electrical Engg. Government Polytechnic, Naraini, Banda
9. Sh. Vikas Choudhary, Lecturer, Civil Engg. Government Polytechnic, Changipur, Bijnor
11.Sh. Gopal Chandra Nayak, Assistant Professor, Regional Institute of English, Sector 32-C,
Chandigarh.
12. Sh. Amit Doegar, Assistant Professor, Computer Science and Engg. NITTTR, Chandigarh
14. Mrs. Shano Solanki, Assistant Professor, Computer Science and Engg. NITTTR,
Chandigarh
15. Dr. Lini Mathew, Associate Professor, Electrical Engg. NITTTR, Chandigarh
19. Sh. Roshan Lal, Sr. Lecturer, Kalpana Chawla Govt. Polytechnic for Women, Ambala City
20. Dr. P. Sudhakar Rao, Assistant Professor, Mechanical Engg. NITTTR, Chandigarh
21. Sh. Kamal Kumar, Lecturer, Computer, Government Girls Polytechnic, Lucknow
22. Sh. Pravesh Verma, Deputy Secretary, Board of Technical Education, Lucknow
26.Sh. Navdeep Singh, Sr. Lecturer, Computer Sc. Engg. Government Polytechnic,
KhuniMajra, Mohali
27. Sh. Gurmail Singh, Sr. Lecturer, ECE, Government Polytechnic, KhuniMajra, Mohali
28. Dr. Shimi S.L., Assistant Professor, Electrical Engg. NITTTR, Chandigarh
The following experts participated in workshop for Developing the Curricula Structure
and Contents of various Diploma Programmes for UP State on 18-19 April, 2018 at
NITTTR, Chandigarh:
16. Dr. P. Sudhakar Rao, Assistant Professor, Mechanical Engg. NITTTR, Chandigarh
17. Sh. PK Singla, Associate Professor, CDC, NITTTR, Chandigarh
18. Mrs. Rama Chhabra, Associate Professor, CDC, NITTTR, Chandigarh
19. Mohd. Rizwanullah Siddiqui, HOD, Electrical Engg. Government Polytechnic, Lucknow
20. Sh. O.P. Choudhary, Lecturer, Electrical Engg. Government Polytechnic, Lucknow
21. Sh. Tushar Kiran, Lecturer, Mechanical Engg. Government Polytechnic, Lucknow
22. Sh. HeeraSiddiqui, Lecturer, Chemical Engg. Government Polytechnic, Lakhiurpur
23. Sh. R.P. Bhardwaj, Workshop Superintendent, Aryabhat Institute of Technology, Delhi-33.
24. Dr. AB Gupta, HOD, CDC, NITTTR, Chandigarh
The following experts participated in workshop for Developing Curriculum Contents for
1st year of 6 diploma programmes for UP State on 4th May, 2018 at State Board of
Technical Education, Lucknow:
4. Sh. Faizan Ahmad, Lecturer, Chemical Engg., Sanjay Gandhi Polytechnic, Jagdishpur,
Amethi
9. Sh. Subhash Chandra Misra, Retired Sr. DDG, BSNL, DOT, GOI
17. Ms. Rashmi Sonkar, HOD, IT, Government Girls Polytechnic, Faizabad
18. Sh. Ankit Gupta, Lecturer, Mechanical Engg. Government Polytechnic, Lucknow
1. Mr. Alok Kumar Srivastav, HOD, Electrical Engg., Govt. Polytechnic, Bindohi,
Fatehpur,UP
2. Mr. Sunil Kumar, Lecturer, Electrical Engg. Govt. Polyechnic, Kanpur
3. Mr. Suneel Kumar Suraj, Lecturer, Electrical, Govt. Polytechnic, Puwayan, Shahjahanpur