GUJARAT TECHNOLOGICAL UNIVERSITY (GTU)

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Competency-focused Outcome-based Green Curriculum-2022 (COGC-2022) Semester: I

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Course Title: Elements of Electrical & Electronics Engineering (Course Code: 1313202 )

1. RATIONALE:

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The Information and Communication Technology diploma holders are required to use and maintain various types of electrical and electronics communication equipments. The knowledge of the concepts of basic electrical engineering with the functions of various basic electronic devices and components and practical skills acquired through the laboratory experiments will help the diploma holders to arrive at the probable solutions when they work with electrical and electronic equipment and its sub-circuits. This course is designed to develop the skills to use the basics electronic components and apply the knowledge to maintain the various types of electrical and electronics circuits.

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:

•  ∙ Apply basic principles of electrical and electronics in various engineering applications.

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:

• a) Use D.C. and A.C. fundamentals to solve basic problems of electrical and electronics engineering.
• b) Demonstrate the functionality of Semiconductor diodes.
• c) Demonstrate the characteristics and functions of different types of semiconductor diodes.
• d) Build and test the different types of rectifiers using PN junction diode.
• e) Compare and apply various transistor configurations.

GTU - COGC-2021 Curriculum

GTU - COGC-2021 Curriculum

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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;

C - Credit,

CA - Continuous Assessment;

P -Practical;

ESE -End Semester Examination.

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’.

GTU - COGC-2021 Curriculum

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.
• ii. Care must be taken in assigning and assessing study report as it is a first year study report. Study report, data collection and analysis report must be assigned in a group. Teacher has to discuss about type of data (which and why) before group start their market survey. 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) Prepare a table and interpret the technical specification of various diodes and transistors using data sheet
• b) Undertake mini/micro-projects in teams/individual basis
• c) Collect information and give seminar on any relevant topic related with the course.
• d) Undertake a market survey of different semiconductor components.
• e) Prepare a survey report different electronic waste management adopted by the local electronics industry.

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) Massive open online courses (MOOCs) may be used to teach various topics/sub topics.

• b) Guide student(s) in undertaking micro-projects.

• c) ‘L’ in section No. 4 means different types of teaching methods that are to be employed by teachers to develop the outcomes.

• d) About 20% of the topics/sub-topics which are relatively simpler or descriptive in nature is to be given to the students for self-learning, but to be assessed using different assessment methods.

• e) With respect to section No.10, teachers need to ensure to create opportunities and provisions for co-curricular activities.

• f) Guide students to find micro project using electronic components through internet.

• g) Guide students on how to address issues on environment and sustainability and Introduce Ewaste recycling technology among the students

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. In the first four semesters, the micro-projects are group-based (group of 3 to 5). However, in the fifth and sixth semesters, the number of students in the group should not exceed three. The micro-project could be industry application based, internet-based, workshop-based, laboratory-based or field-based. Each micro-project should encompass two or more COs which are in fact, an integration of PrOs, UOs and ADOs. Each student will have to maintain dated work diary consisting of individual contribution in the project work and give a seminar presentation of it before submission. The 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 industry-oriented 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 +5Vdc unregulated power supply using half wave rectifier on general purpose PCB.
• b) Build a circuit for +12Vdc unregulated power supply using center-tap full wave rectifier or bridge rectifier on general purpose PCB.
• c) Build a circuit using LED and rectifier which shows the working of LED as indicator on general purpose PCB.
• d) Build a circuit voltage regulator using zener diode on general purpose PCB.
• e) Build a circuit of common emitter amplifier using transistor and prepare a mini project report.
• f) Electronic Waste: Prepare a report of strategies regarding handling of electronic waste with figures, tables and comparative charts.

13. SUGGESTED LEARNING RESOURCES:

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Elements of Electrical & Electronics Engineering

Course Code: 1313202

or latest edition

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. MAGAZINES / JOURNALS:

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• a) Electronics for You
• b) ELE Times
• c) Electronic Product Magazine
• d) Fierce Electronics
• e) Electronics Sourcing
• f) Electronics World

16. PO-COMPETENCY-CO MAPPING:

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GTU - COGC-2021 Curriculum

Competency: ∙ Apply basic principles of electrical and electronics engineering in various applications in engineering.

17. COURSE CURRICULUM DEVELOPMENT COMMITTEE:

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GTU Resource Persons

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