GUJARAT TECHNOLOGICAL UNIVERSITY (GTU)

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Competency-focused Outcome-based Green Curriculum-2021 (COGC-2021) Semester: IV

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Course Title: Consumer Electronics & Maintenance

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(Course Code: 4341107)

1. RATIONALE:

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In developing nations demand of consumer electronic appliances is increasing day by day. This requires large number of technically trained men power in relevant industries. Equipments with electronic circuitry are increasingly being used in all the Industry and maintenance of them is the essential work for the proper functioning of the complete system. Looking towards the need of the country, in-depth knowledge for maintaining various electronics audio-video systems and home appliances is necessary for diploma engineering students. This subject will introduce the students with working principles, block diagram and advance features of consumer electronics appliances, which in-turn will develop skills to diagnosis fault and rectification of that in systematic way. This course will enable the students to develop skills to maintain the basic electronic circuitry used in the equipments, which are employed in Industry and in consumer goods segments.

2. COMPETENCY:

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

•  Maintain and troubleshoot various consumer electronic domestic/office appliances.

3. COURSE OUTCOMES (COs):

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The practical exercises, the underpinning knowledge and the relevant soft skills associated with the identified competency are to be developed in the student for the achievement of the following COs:

• 1. Select relevant microphones and loudspeakers.
• 2. Test working of various colour TV.
• 3. Describe functionality of various electronic domestic appliances.
• 4. Describe functionality of various electronic office appliances.
• 5. Follow standard maintenance procedures to maintain various domestic and office appliances.

GTU - COGC-2021 Curriculum

4. TEACHING AND EXAMINATION SCHEME:

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(*): Out of 30 marks under the theory CA, 10 marks are for assessment of the micro-project to facilitate integration of COs and the remaining 20 marks is the average of 2 tests to be taken during the semester for the assessing the attainment of the cognitive domain UOs required for the attainment of the COs.

Legends : L-Lecture;

T - Tutorial/Teacher Guided Theory Practice;

P -Practical;

C - Credit,

CA - Continuous Assessment;

ESE -End Semester Examination.

Note: It is the responsibility of the institute heads that marks for PA of theory & ESE and PA of practical for each student are entered online into the GTU Portal at the end of each semester within the dates specified by GTU .

5. SUGGESTED PRACTICAL EXERCISES:

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Following practical outcomes (PrOs) are the sub-components of the Course Outcomes (Cos). Some of the PrOs marked ‘*’ are compulsory, as they are crucial for that particular CO at the ‘Precision Level’ of Dave’s Taxonomy related to ‘Psychomotor Domain’.

Note:

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• i. More Practical Exercises can be designed and offered by the respective course teacher to develop the industry relevant skills / outcomes to match the COs. The above table is only a suggestive list .

The following are some sample ‘Process’ and ‘Product’ related skills (more may be added/deleted depending on the course) that occur in the above listed Practical Exercises of this course required which are embedded in the COs and ultimately the competency.

6. MAJOR EQUIPMENTS/ INSTRUMENTS REQUIRED:

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These major equipments with broad specifications for the PrOs is a guide to procure them by the administrators to user in uniformity of practical’s in all institutions across the state.

7. AFFECTIVE DOMAIN OUTCOMES:

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The following sample Affective Domain Outcomes (ADOs) are embedded in many of the abovementioned COs and PrOs. More could be added to fulfill the development of this course competency.

• a) Work as a leader/a team member.
• b) Follow ethical practices.
• c) Follow safety precautions.

d) Realize importance of E-waste management

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The ADOs are best developed through the laboratory/field based exercises. Moreover, the level of achievement of the ADOs according to Krathwohl’s ‘Affective Domain Taxonomy’ should gradually increase as planned below:

• i. ‘Valuing Level’ in 1 st year
• ii. ‘Organization Level’ in 2 nd year.
• iii. ‘Characterization Level’ in 3 rd year.

8. UNDERPINNING THEORY:

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The major underpinning theory is given below based on the higher level UOs of Revised Bloom’s taxonomy that are formulated for development of the COs and competency. If required, more such UOs could be included by the course teacher to focus on attainment of COs and competency.

9. SUGGESTED SPECIFICATION TABLE FOR QUESTIONPAPER DESIGN:

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Legends: R=Remember, U=Understand, A=Apply and above (Revised Bloom’s taxonomy)

10. SUGGESTED STUDENT ACTIVITIES:

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Other than the classroom and laboratory learning, following are the suggested student related cocurricular activities which can be undertaken to accelerate the attainment of the various outcomes in this course:

Students should perform following activities in group and prepare reports of about 5 pages for each activity. They should also collect/record physical evidences for their (student’s) portfolio which may be useful for their placement interviews.

For micro project reports should be as per suggested format, for other activities students and teachers together can decide the format of the report. Students should also collect/record physical evidences such as photographs/videos of the activities for their (student’s) portfolio which will be useful for their placement interviews:

• a) Troubleshoot the common consumer electronics products like digital TV, Washing machine, microwave oven, refrigerator, MF printer, Air conditioner etc.
• b) Conduct market survey for latest home appliances and compare specifications of reputed brands and prepare a report.
• c) Diagnose fault in the non working home appliance and rectify that.
• d) Discuss case study of any fault detection and rectification problem.
• e) Maintain the office/domestic electronic equipments.
• f) Make visit to service centers of gadgets/equipment covered in curriculum and if possible work there for some days on voluntarily basis during holidays.
• g) Search internet websites for DYS (Do Your Self) information for repair of electronic gadgets/equipment or collect manuals for repair and maintenance and try your hands to repair some gadgets/equipment based on that.

11. SUGGESTED SPECIAL INSTRUCTIONAL STRATEGIES (if any):

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These are sample strategies, which the teacher can use to accelerate the attainment of the various outcomes in this course:

• a) Arrange demonstration sessions of maintaining equipment/gadgets in labs by inviting engineers/technicians working in service centers of reputed makes as visiting lecturers for lab sessions
• b) Show video/animation films to demonstrate the working principles, constructional features, testing and maintenance procedures of various home appliances.
• c) Show video/animation film explaining different field applications of PLC, DCS and SCADA.
• d) Prepare a chart related to PLC, DCS and SCADA Hierarchy
• e) Arrange a visit to nearby manufacturer of consumer electronics products.
• f) Arrange visit to repair centers of reputed makes of consumer goods suppliers.
• g) Implement value addition circuits for the consumer electronic product based on Innovative ideas.
• h) Arrange group discussions on the troubleshooting of electronic equipment issues.
• i) Arrange seminar on safety and maintenance issues (ask students to explore the internet and visit nearby industries to collect information regarding the chosen topic/issue)

12. SUGGESTED MICRO-PROJECTS:

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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. The micro-projects are group-based (group of 3 to 5 students). 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 duration

of the micro project should be about 14- 16 (fourteen to sixteen) student engagement hours during the course. The students ought to submit micro-project by the end of the semester to develop the industryoriented COs.

A suggestive list of micro-projects is given here. This has to match the competency and the COs. Similar micro-projects could be added by the concerned course teacher:

• a) Build a circuit for continuity tester with buzzer and LED indicator.
• b) Build a circuit of DC voltage regulator on general purpose PCB.
• c) Trace the circuit of DC power supply, create faults in diodes, resistor, capacitor, voltage regulator IC etc and diagnose the faults and rectify it.
• d) Prepare reports on operation and maintenance of photovoltaic and Energy Storage Systems.
• e) Prepare reports on operation and maintenance of microwave oven.
• f) Prepare testing charts of active components like diode, transistor, SCR, TRIAC etc.

13. SUGGESTED LEARNING RESOURCES:

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14. SOFTWARE/LEARNING WEBSITES:

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• a) Electronics Work bench
• b) Multisim for Analog and Electronics Circuit design and simulation.
• c) Electric Circuit Studio

15. PO-COMPETENCY-CO MAPPING:

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Competency: Maintain and troubleshoot various consumer electronic domestic/office appliances.

17. COURSE CURRICULUM DEVELOPMENT COMMITTEE:

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GTU Resource Persons

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