EM Techer Guide

CURRICULUM REVISION PROJECT
2009-10
TEACHER GUIDE for ENGINEERING MECHANICS

SECOND SEMSTER CIVIL, MECHANICAL AND ELECTRICAL ENGINEERING
GROUP
MAHARASHTRA STATE
BOARD OF TECHNICAL EDUCATION, Mumbai
INDEX
1. Overview of Revised Curriculum 03
2. Content Analysis 15
3. Subject Curriculum 31
4. Implementation Strategy 37
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1. Overview of Revised Curriculum
1. Background:
MSBTE has introduced the revised curriculum from the academic year 2006-07.
This curriculum is designed for semester pattern. MSBTE has decided
introduction of semester pattern due to following reasons.
1. Semester pattern has established its significance and it is a globally accepted
system.
2. It provides for more contact hours between students and teacher.
3. In semester pattern students are busy in academic activities throughout the
year unlike yearly pattern, thereby avoiding any academic discontinuity.
4. Accreditation agencies are also insisting for semester pattern.
MSBTE has decided to make some changes in the curriculum revised in 2006-
07 and the scheme will be treated as “E” scheme from the year 2009-10.
In this document, the philosophy and the approach adopted while designing
the curriculum will be discussed in detail. This discussion will lead to better
implementation of the revised curriculum to achieve the desired goals.
2. Curriculum Philosophy:
The dawn of new millennium has brought with it, a fast changing
technological landscape. The technological landscape depends upon the Technical
Education System, which propels a country to the forefront in the fields of Science &
Technology.
In the emergent international order of fast technological changes, the

pressures of globalization, quality consciousness, stiff competition, technology
upgrade pose profound challenges to the Technical Education System. Multi-
capability & Multi-usability of technicians has become the “Need of the hour”.
The world of work, wants a result-oriented technician, with minimum

gestation period in Industry.
On this backdrop, M.S.T.B.E. has brought in various educational reforms in

Technician Education Curricula. The process of Curriculum Revision was conducted
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in close coordination with eminent Industrialists, Educationists, Principals, Heads of
Departments and Key Faculty Members of Technician Education System.
It is befitting here, to discuss some of the intricacies and technical aspects of

‘Curriculum Development’
A careful analysis of curriculum definitions reveal that:
“Curriculum is an educational program designed and implemented

to achieve specified educational objectives” This definition takes into
account the fact that
- Education is purposeful
- There is an organized plan of action contemplated
- Such a plan is translated into action through appropriate strategies of

implementation.
Difference between syllabus and curriculum:
Traditionally, we have been using the ‘term’, ‘syllabus’ Change in mindset is

required to change the nomenclature of this term and use the term ‘Curriculum’
A syllabus is a traditional way of stating the course contents and is highly

teacher centered. A curriculum is a total instructional strategy designed with a
student centered approach. It suggests media and methods for T-L process,
specifies standards / level of learning by students, provides more specific guidelines
and assessment criteria for Theory/Practical etc. The curriculum document is useful
for students Teachers, Employers, Examiners etc.
Attributes of a comprehensive Curriculum.
A comprehensive curriculum must.
- Satisfy needs of user system (Industries) to a large extent.
- Follow National policy directives.
- Meet Societal Concerns
- Help in Total Personality Development of Students.
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- Take care of future demands as far as possible.
a. Systems Approach:
MSBTE has adopted systems approach while designing the scientific
based curriculum since 1995. The same approach has been adopted while
revising the curriculum in semester pattern.
The input to polytechnic education system is the students having 10+
qualifications. The teaching learning process occurs in the institution for
six/eight semesters. The output of the system i. e. Diploma pass out is
normally the input to industries. (Some students do go for higher education).
While designing the curriculum the expectations of the industries play a major
role. Due to globalization and competition the industries expect that pass outs
have generic and technological skills along with right attitude.
In order to prepare a diploma holder to satisfy the industry
requirements the curriculum implementation should be efficient and effective,
with proper planning to develop required resources. Human resource
development is key to proper implementation to achieve the desired goals.
MSBTE has taken initiative for providing appropriate training to the faculty
members and supporting staff. To ensure effective and proper
implementation MSBTE has developed CIAAN Norms. While implementing the
semester pattern these norms will be appropriately modified. Especially for
effective implementation of laboratory works.
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2.2 Curriculum Model:
Formation of and
Review of existing Training of core
approach to design of User need assessment
group/team members
curriculum
Assessment of student
Review of SSC, CBSE
Entry behavior
and ICSE curricula
Decide goals & objectives
of courses
Evolve frame work for offering

the courses in Semester pattern
Determine subject Areas
Conformation to AICTE Validation by courses

Evolve course structure
Norms & Standards committee & industry
experts groups
Workout resources Development of subject wise

Curriculum
Prepare final Draft Validation by Experts from
Curriculum education and industry
Approval by MSBTE
Implementation
Implementation Monitoring
Guidelines for teachers
Decision on addition/
Feedback
Deletion of content
(Periodical) 6
Fig. 1 Approach for Curriculum Revision

Fig. No. 1 shows the model adopted while revising the curriculum on
semester pattern. Following major steps have been taken.
i. Entry Behavior:
The revised curriculum of SSC, HSC, CBSC, and ICSE has been referred.
Similarly present yearly pattern curriculum was analysed.
ii. User need assessment:
A snap study was conducted to assess the present and future needs of
user industries. Further search conferences were organized at Pune,
Aurangabad and Mumbai in which about 100 industry representatives
participated.
iii. Teacher Training for Curriculum Development:
Identified Coordinators, core group members and subject experts were
trained in the philosophy and approach for the curriculum development.
These trainings were provided by NITTTR, Bhopal.
iv. Industry Involvement:
The Coordinators and core group members of each discipline visited
industries and collected information about the present and future roles for
diploma holders along with the desired knowledge and skills.
Similarly subject experts also visited specific industries and interacted wit
industry experts. Based on these inputs Teaching and examination
schemes were prepared for various courses. While detailing the contents
of the subjects in various courses industry experts attended the
curriculum development workshops and contributed to see that the
curriculum fulfills their needs.
v. Validation:
Curriculum validation was done in two phases. In the first phase teaching
and examination schemes were presented to courses committees having
industry experts as members. Additional industry experts were invited to
attend the meetings to get their suggestions if any and approval.
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In the second phase detailed curriculum was presented to courses
committees and discussed in details. The suggestions are incorporated
while finalizing the curriculum.
3.0 Salient Features of the Revised Curriculum
Revised curriculum has distinct features vis-à-vis the curriculum of yearly
pattern. These are detailed below:
3.1 Curriculum Objectives:
Revised curriculum aims at achieving the following objectives:
Develop confidence in students by providing field exposure to a great extent
Develop professional skills in students through laboratory practices and other

planned activities while implementing the curriculum
Develop awareness about new knowledge and advanced techniques through

industrial visits and expert lectures
Develop in students communication skills, presentation skills and learning to learn

skills through Seminars, group discussions and projects
Develop awareness about environment, safety, disaster management etc.
Develop life skills to enhance acceptability of the students in the industry or his
place of work.
3.2 Framework of Courses:
3.2.1 Duration of Semester:
• Each semester will be of 16 weeks.
• Weekly time table is proposed to be of five days having not
more than 35 Hrs.
• Each day will have seven clock hours teaching.
• Time table includes periods for industry visits, expert lectures,
group discussion, seminar, information search and modular
projects under the subject professional practices introduced in
the revised curriculum
• This fulfills the AICTE norms
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3.2.2 Teaching and Examination scheme:
• Ratio of theory to practical hours per week normally conforms
to the following proportion
For first and second semester: 50 : 50
For third and fourth semester: 45 : 55
For fifth and sixth semester: 40 : 60
Efforts have been made to make the curriculum more practice oriented.
• Apart from theory and practical, tutorials have been introduced
in certain mathematical subjects where students need more
practice.
• For theory the class will be of 60 students and for practical and
Tutorial batch size will be of 20 students.
• Theory examination will consist of two tests of 25 marks each
during the semester. Sum of the total test marks of all subjects
is to be converted out of 50 marks as sessional work
(SW).There will be end examination of 100/50 marks. For
passing in theory minimum marks to be scored are 40. (There
are no minimum passing marks for sessional).
There are not more than five theory papers for end
examination. For first semester there are four theory papers.
This will enable the students to get adjusted in the new
environment of polytechnic education.
• Students will be assessed for their practical performance under
three heads viz. practical, oral and Term work. These
examinations will be conducted by external/ internal examiners
as per the examination scheme.
Minimum 40% marks are required to pass in practical and /or
oral examination. There is no minimum passing percentage for
term work.
Normally there will not be more than three heads of external
examination in a semester.
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• The existing OG rules applicable for semester pattern courses
will be made applicable to the revised semester pattern courses.
3.3 Highlights of the revised curriculum:

First semester is common to all branches however, contents of
Basic Workshop Practice are as per the needs of the branch
English with text book has been introduced in first semester. In
second semester there is a subject of Communication Skills. To
improve written and oral communication skills practical periods are
provided with well defined assignments. There proficiency in
communication will be tested though oral examination and term
assessment.
In second semester Physics and Chemistry are combined under
one head of Applied Science. It will have two parts one Applied Physics
and the other Applied Chemistry. The curriculum for this subject is as
based on the needs of the respective branches. Engineering
Mathematics for Second Semester is common to All Courses except
Computer Engineering Group
Basic Mathematics and Engineering Mathematics for first and
second semester respectively are common to all branches. Applied
Mathematics for Third Semester has common contents for Civil and
Mechanical Group, Electrical and Electronics Group. For Computer
Engineering Group Contents are as per their requirement.
The subject of Development of Generic Skills is kept at second and
third/fourth semester. The content of the subject provide the
opportunity for students to develop learning to learn skills,
presentation skills, information search methods. Aspects of personality
development are also covered
The subject of Professional Practices has been introduced to
integrate the skills acquired in Development of Generic Skills, through
technical subjects from second to sixth semester.
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The proposed activities under professional practices include
planned industrial visits, expert lectures on social and technical topics, group
discussion, collection of information from various sources, seminar and
presentation. There is a scope to add modular projects, market survey and or
new topics in immerging technology for the benefit of the students.
In order to use the periods of professional practices, it is necessary
to follow the concept of flexible time table. Periods for professional practices
in the time table can be kept for two days in a block of two and three periods
respectively. If professional Practices periods are less than five then suitable
modifications will have to be done. The aim is to see that the allotted periods
for professional practices are fully utilized. There will be need to plan adjust
the periods of various subjects which may be lost when students go for
industrial visits. For all other activities regular professional practices periods
can be utilized.
The faculty assigned for the professional practices will have to plan
the activities in advance so that they will be able to give proper assignments
to the students in all activities prescribed in the curriculum and there will not
be any loss of periods.
One faculty member from each department be identified as
coordinator for each semester to plan and implement the activities prescribed
in the time table with the help of other faculty members from the
department.
Management subject at sixth semester is common to all Courses.
The contents of the curriculum fulfill the requirement of developing
managerial skills
Electives have been introduced in all courses at Fifth and/ or Sixth
Semester to fulfill the needs expressed by industry experts
The subject of Entrepreneurship Development is also common to all
branches
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4.0 Implementation Strategy:
4.1 Planning of Lectures for a Semester:
1.1 Further Detailing of Topics as required
1.2 Topic/Subtopic to be covered in each lecture
1.3 Provision for revision
1.4 Planning and Conduct of Test
1.5 Details about conduct of tutorials
1.6 Identification of learning resources such as Charts, Models,
Transparencies, Power point presentations and VCD/DVDs
4.2 Development of Learning Structure for Each Topic
1.7 Sample Learning Structure for one topic to be developed by
Coordinator
1.8 Learning structure for other topics to be developed during subject
teachers training
4.3 Suggestions for effective teaching:
4.3.1 This is to be developed by coordinators and presented at the training:
These will be in the form of suggestions and subject teachers can
modify/change as per their requirements
4.3.2 Appropriate use of multi media in teaching
5.0 Strategies for Conduct of Practical:
5.1 Approach for design of manual : Coordinators to prepare Note
5.2 Suggestions for effective conduct of practical and assessment:
Coordinators to prepare note
5.3 Scheduling of practical to be displayed in advance
5.4 Preparation for conduct of practical
6.0 Mode of assessment:
6.1 Class Test:
It is proposed that there will be two tests each of 25 Marks each and will be
conducted as per the MSBTE Schedule
6.2 End of the term Theory Examination:
6.2.1 Specification Table:
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Course Name: Course Code:
Semester:
Title of the Subject: Subject Code:
R – Remember U – Understand A – Analyse / Apply
SPECIFICATION TABLE
Level Levels from Cognition Process Dimension Total Marks
Chapter/ R U A
Topic
01
02
03
04
05
06
07
08
Total
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6.2.2 QUESTION PAPER PROFILE:
Course Name: Course Code:
Semester:
Title of the Subject: Subject Code:

Prepared By: 1. 2.
3. 4.
5.
Q. Bit 1 Bit 2 Bit 3 Bit 4 Bit 5 Bit 6 Optio

No. n
T L M T L M T L M T L M T L M T L M
01 Bit 7 Bit 8 Bit 9 Bit 10
02
03
04
05
06
T = Topic/Chapter Number L = Level of Question M = Marks
R = Remember U = Understand A = Analyse/Apply
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2. CONTENT ANALYSIS
RATIONALE:
Before we discuss Content Analysis of a particular topic, it becomes

imperative for us to perform an academic exercise of analysing the curriculum of the
subject to be taught in the beginning of the academic session. This exercise is called
"Curriculum Analysis" which needs to be completed in a small group of subject
experts. This analysis of the curriculum enables the teacher to identify the Units into
which the curriculum enables the subject is organized and presented. Under each
Unit which presents a fairly big chunk of the content, we will find a couple of topics
to be covered including time allotted for completing the topics given in the Unit. This
analysis done at a macro level facilitates in preparing Unit Plans in view of the time
available, nature of content - theory and practical resources to be required, and the
methods and techniques as well as the appropriate instructional media to be
selected. This analysis will-also give a teacher an idea as to what kind of
Assignments (class, home, library), need to be completed by the students
individually or in a group. It will also help the teacher in planning and implementing
the procedure of Progressive (continuous) assessment of students' learning. This
procedure of Curriculum Analysis will apply to all the Units included in the curriculum
of a particular subject.
The topics under a unit will be required to be further broken into topics and
sub topics and prepare Instructional Session Plans. This is the second macro level of
analysis.
Now we have reached a stage where each topic or sub-topic to be taught as a
lesson (class period) has been identified. We are required to further analyze the
content of the topic or sub-topic (lesson) at a micro level in terms of concepts and
principles and other important components of content before these could be taught
effectively so that the students can understand these easily.
We hope that you must have appreciated the need and importance of
performing both the exercises - Curriculum Analysis and Content Analysis. Before we
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proceed any further, it is essential for us to understand the psychological
significance of this activity and its implications to design, implement and evaluate
instruction.
Types of Learning and Conditions of Learning:
R.M. Gagne (1970) has dealt with eight types of learning and presented these
in what we call a hierarchy of learning - from simple to most complex type. Gagne
has also dealt with conditions that need to be present 'within the learner' and
those which can be manipulated in 'the learning situation'. This learning
hierarchy also suggests that as we proceed with this hierarchy (in terms of
complexity in learning) the type which immediately precedes becomes a pre-
requisite to the one which immediately follows it.
A brief description of these 08 types of learning is as follows:
1. Signal Learning;
This is the simplest type of learning where an individual responds to a
particular signal. For example, tears automatically come out of our eyes at the sight
of the onion, and the animals salivate at the sight of the food when they are hungry.
2. Stimulus - Response Learning:
This type of learning is a little higher as compared to signal learning. The
responses of the organism (individual) to a given stimulus are produced in terms of
precise physical movements. For example, after some practice a dog starts obeying
the verbal commands of his trainer, and the learners tend to repeat those correct
responses which have been rewarded with marks, grades or verbal reinforcement
like Yes, Very Good, Excellent etc.
3. Chaining Learning :
Chaining learning is sometimes called skill learning. Here the learner links
together two or more units of Stimulus-Response (S-R) learning. Gagne recommends
chaining learning for non-verbal sequences. For example, elementary school children
require to develop a number of chains like this. They learn to button their shirts and
use a pencil. At a later stage, they learn the chains of physical acts like tying the
shoe laces and printing words in cursive writing. They also learn to throw, catch and
kick the balls o Bl R.
different sizes.
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4. Verbal Association:
This is an advanced stage of chaining, but here the links are verbal (words)
units unlike the earlier one. For example, the children learn naming the objects
involving a chain of two links to say a proper name. When a child says, 'a red ball',
he has learned a verbal association of three links - an object, a proper name and the
colour. At this stage initial language learning begins. In other words, some mental
processes are involved.
5. Multiple Discrimination Learning:
Here, the learner is required to learn different responses for stimuli which are
liable to be confused. For example, when there is only one model of a car to
consider, linking the correct name with the right model exemplifies verbal
association. But when he is exposed to many models and names, linking the name
with the same model and to no other model indicates multiple discrimination
learning. The ability to distinguish between a male child with a female one, looking
at the dress; a cat with a dog, and a chair with a table looking to their features is
indicative of developing multiple discrimination
learning having occurred.
6. Concept Learning:
From this stage onwards higher level mental processes are involved in
learning. Here, we respond to stimuli in terms of abstract characteristics like colour,
shape, size and number as opposed to concrete physical properties like wavelengths
or intensities. In concept learning, abstract properties of each one of the stimuli is
involved. Concepts, thus, have concrete references even through they are learned
through the use of language. According to Gagne, concept learning produces a
certain fundamental change in human performance that is independent of subject
matter content.
Teaching of engineering concepts to technical students and making them
really understand and not learn by rote, is the real challenge before the teachers.
Thus 'concept learning' is very crucial to both the teachers as well as the students.
This is also sometimes called in common parlance learning of fundamentals of all
subjects which helps them throughout their professional career.
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The real test of learning the concept of a 'triangle' requires that the students
can pick out all the triangles from a group of geometrical forms that includes say
squares, rectangles, circles, elypses and the like. Thus multiple discrimination is a
pre-requisite for concept learning.
7. Principle Learning:
This is also called Rule learning. Here, two or more concepts are related.
Gagne says that the simplest principle may be depicted in the form, if a then B. In
other words, a cause and effect relationship is shown. For example, if the
temperature of the water is above 100° Centigrade, it boils.
Actually, the principles are chains of concepts. Knowledge of any subject may
be represented as hierarchy of principles in which two or more (lower order)
principles must be learned before learning a higher order principle which subsumes
them.
Most of the definitions of objects, processes and phenomena can be called
principles. For example:
i) Noun is a name of a person, place or thing.
ii) Every action has an equal and opposite reaction, or Actions and
reactions are equal and opposite.
All subjects of science and technology, and for that matter any subject under
the sun, is replete with principles.
The term 'principles' does not exclude laws and theories, as these also consist
of two or more concepts related to each other which explain a phenomena and are
applied to solve a particular problem. We must remember that learning of individual
concepts involved in a principle is a pre-requisite for learning the principle.
8. Problem Solving:
This type of learning is the most complex in Gagne's scheme of learning
hierarchy. Teachers, students and professionals in any field use the principles to
achieve some goal or solve a problem confronting them. After solving a problem, the
individual has learned more and is capable of better performance using the new
knowledge. According to Gagne, what an individual has learned is a higher order
principle which is the combined product of two or more lower order principles.
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Problem solving requires the ability of critical thinking, creativity and imagination.
That is why, Gagne puts problem solving at the apex of his hierarchy of learning.
For example:
Suppose you are a Civil Engineer or an Architect possessing a professional
degree. A client intending to construct a house on a piece of land (a plot) he had
already bought, comes to you for consultation. The client (the customer) will give
details of his plot of land, his requirements in terms of rooms and conveniences, and
a rough estimate of the amount of money he can afford to spend. He asks you to
prepare 3-4 designs for llim to select one and give you a go ahead.
You will have to apply the theories and principles you have studied in
different subjects of Civil Engineering like - Civil Engineering drawing, surveying, and
leveling, strength of materials, estimating and costing, quantity surveying and so on.
You will also be required to know the existing Municipal buy laws and market price
of materials and labor cost.
This could be a fairly good example of 'problem solving' according to Gagne's
scheme. Thus knowledge and clear understanding of the theories and principles
becomes a prerequisite for problem solving. To sum up, we can say that in the 'Eight
Types of Learning' proposed by Gagne. signal learning is the simplest and problem
solving is the most complex. One more important thing which Gagne has
emphasized is that barring type one (signal learning), i.e. from type two onwards, a
particular type of learning cannot develop unless the one's preceding it are already
learned. This learning hierarchy remind us of one of the principles of learning
studied earlier i.e. principle of prerequisite learning (prior learning).
It is imperative for us to go through the Table below which presents a
summary of student prerequisite capabilities and essential conditions for each type
of learning, because learning of any type occurs under certain conditions. These
conditions are of two types:
1. 'Within the learner' (Prerequisite capability), and
2. 'the learning situation' (external conditions of learning).
The external conditions of learning are required to be created by the
instructional systems designers and teachers essentially by designing, developing,
implementing, monitoring and evaluating different teaching strategies (using
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different methods and techniques of teaching and preparing and using appropriate
media for instruction).
Components of Content Analysis:
As we have discussed earlier, any curriculum or syllabus of a Subject given to
the teacher by the University is organised in terms of UNITS which include TOPICS
or SUB-TOPICS as the case may be indicating the TIME in which it is expected to be
taught to the students. Components of a topic or part thereof are analysed here at a
micro level.
Before we begin actual leaching of any topic (lesson), we must carefully and
critically analyse it so that we can plan for teaching - select appropriate media,
methods and techniques of teaching and arrange the suitable resources to be
required. This analysis of the content of a Topic results in identification of the
following components of the content:
1. Facts
2. Concepts
3. Principles (rules, laws, theories)
4. Applications
5. Procedures
6. Skills (Psychomotor Skills), and
7. Attitudes (underlying affective behaviors as quite often these are not
specifically mentioned in the syllabus, still they are to be developed lesson after
lesson gradually).
When we undertake the exercise of content analysis, we ourselves
understand the subject fully well and at the same time we become clear as to what
we are going to teach It also gives us an idea as to which methods of teaching
and media of instruction we It also gives us an idea as to which methods of
teaching and media of instruction we should prepare and use and also what
resources including time we will require. This analysis will also enable us to design
assignments as well as how we are going to assess students learning.
Since the nature of the components of content ( I to 7) differs from one
another. These are learned by the students differently as different mental processes
are involved in learning these components. The immediate implications of this
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varying nature of components is that these need to be taught differently and
assessed differently. For example, if you look at components I to 5 all of which
belong to Cognitive Domain of Learning; Component 6 belongs to Psychomotor
Domain and Component 7 belongs to Affective Domain (cannot be taught as these
attitudes are caught), you will find that these differ from one another. The
classification of human behaviors (activities) into the above three domains of
learning entails the use of entirely different methods and media of above three
domains of learning entails the use of entirely different methods and media of
instruction. Different locations of learning (classroom, laboratories, workshops, field
visits) need to be selected and last but most important, different conditions of
learning a required for a particular type of learning to occur effectively. We will also
realise that though components I to 5 belong to cognitive domain only, but each one
of these requires altogether different treatment in terms of method and media use
as these are learned by the students differently.
Now we will discuss these components in some detail and see how each one these
should be taught and assessed differently.
1. FACTS:
These are universally accepted and commonly understood items about which
there cannot be much argument and discussion. These are required only to be
informed. For example: The sun rises in east and sets in the west; names of
scientists and the year in which their theories were propounded; the rules and
regulations of admission and examination prescribed by the University are some of
the examples of facts. Sometimes, they need not be emphasised in the class as the
students already know them. But information can be passed on by word of mouth,
if deemed necessary.
2. CONCEPTS:
A concept is an abstraction or an idea that permits the learner to classify a
variety of related phenomena into a convenient and meaningful category. Concept of
something is like a picture formation of that thing which helps in conceptualizing it.
Gagne says that concept learning produces a certain fundamental change in human
performance that is independent of subject or content. Concepts can be divided into
the following two categories:
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1. Concrete Concepts: those which can be seen, touched and
manipulated e.g. house, book, table, chair, cat, dog, any machine or
apparatus, overhead projector, chalkboard and duster.
2. Abstract Concepts: those which cannot be seen and touched and
handled but can only be imagined e.g. force, work, fractions, decimal,
bending moment, moment of inertia, friction, heat, and induction. Teaching of
concrete concepts is not that difficult because the teacher can show the
object physically or its picture. On the contrary, teaching of an abstract
concept offers difficulty to the teacher as well as for students to understand.
These concepts can be learned by heart without understanding as children
mug up Nursery Rhymes without understanding even a single word. But at
the stage of higher tearing, this type of rote learning is not desirable.
Adolescents (teenagers) and adults do not accept things without
understanding.
Concept Attributes:
We identify a concept and understand it, once we are told about its qualities
characteristics, and features. They are technically called concept attributes. While
teaching a concept to our students we must spell out as many attributes as possible
for better understanding of the concept.
Example: The Concept of Friction
Attributes:
1. Friction is a resistive force.
2. Frictional force acts in the direction opposite to the direction of the applied
force.
3. Frictional force is more when the surfaces in contact are rough.
4. Smooth surfaces (perfect) have zero friction.
5. Frictional force is self-adjusting to a limit.
Towards the end of this Theme Paper a number of examples of concept
attributes are given for your guidance.
The following questions pertaining to a concept (object or process) will be helpful in
writing concept attributes:
1. What it is.
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2. What are its constituent parts.
3. How it works.
4. How it is similar to and different from other known concepts.
5. What are its uses?
3. PRINCIPLES:
A principle is a statement of relationship between two or more concepts.
Principles are sometimes called rules, laws or generalisations., In others
words, relationship between two or more concepts which is scientific and universally
true is called a Principle.
For Example: (related concepts are underlined)
1. Actions and reactions are equal and opposite.
2. Ohm's law I = V/R is a principle, where I (Current), V (Voltage), and
R
(Resistance) are the concepts. While teaching a principle we must recall the
concepts which it involves. These concepts might have been taught in the previous
lesson. As you already know, concept learning is a prerequisite to Principle learning.
Thus we recall the concepts of current, voltage and resistance by asking questions to
the students. Only after that we must tell the relationship among these i.e. Ohm's
Law.
3. APPLICATIONS:
Whatever principles, laws and theories have been learned are only academic
exercises unless these are applied to solve a practical problem. In other words, we
call this application transfer of learning to a new situation. If you recall, the process
of learning dealt with in Theme Paper 2, you will appreciate that the litmus test of
learning having occurred is its application in a new situation or solving a new
problem.
For example:
1. Ohm's law can be applied to find out the unknown quantity (voltage, current,
and resistance).
2. Design of a structure can be made based on related principles and theories.
3. Principles of learning and events of instruction can be applied in ‘Designing a
lesson Plan' and 'Presenting the lesson in the classroom".
23
4, The above principles can also be applied while preparing textbooks,
workbooks, learning packages and laboratory manuals to be used by the
students.
4 PROCEDURES:
While analysing the content of a topic you might come across certain
standard procedures which are prescribed to perform an operation or a given task.
These procedures should be clearly identified and taught accordingly not to be left to
chance. We should not pre-suppose that the students understand them. We cannot
afford to take these things for granted.
For Example:
1. Procedure of setting up of an apparatus.
2. Procedure to start an engine.
3. Procedure to operate a machine (a lathe).
5 SKILLS (PSYCHOMOTOR):
A skill is an ability to perform a task expertly and well. The skilled performance ;
must meet a pre-specified standard of acceptable performance. A skill has the
following three characteristics:
1. it represents a chain of motor responses;
2. it involves the co-ordination of hand and eye movements, and
3. it requires the organization of chains into complex response patterns.
Skills could be intellectual (thinking, understanding); interactive (communication

skills) and social (socialising, mixing up with others) also. But normally when we use
the word skills, it refers to psychomotor skills.
For Example:
1. Welding a butt joint,
2. Setting a theodolite at a station,
3. Making proper circuit connections, and
4. Turning a job on a lathe machine.
Laboratories and workshops of Engineering Colleges are the locations where these
skills are developed among the students under the guidance of expert instructors of
24
operators. Drill and practice are the main methods of teaching and learning these
skills through model demonstrations and careful observations thereof.
Alongside developing these skills, desirable attitudes like cooperation, team work,
leadership, safety, cost consciousness are also developed.
6. ATTITUDES:
Attitudes are our normal and natural reactions to persons, objects, situations and
some such phenomena. They form part of the Affective Domain of Learning. These
are heavily emotion and feeling loaded. More over, as we already know they cannot
be taught in a formal class, but they are caught. Attitudes, values, habits,
motivation, interests cannot be taught. These are also developed over a long period
of time. The first lessons of attitudes are taken/given in a family, neighbourhood,
school, and other social settings. Still, educational institutions have to play a role in
developing desirable attitudes among the students. The prospective employers lay a
lot of stress on these attitudes like punctuality, regularity, cleanliness, honesty,
sincerity, cooperation. friendship, team work, leadership, work values, dignity
of labour, safety, cost consciousness and the like.
In technical institutions, these attitudes could be gradually shaped by presenting

good models of behavior. Laboratory Experiences and workshop practice, use of
small group teaching methods in the classroom (tutorials, group discussion, role
play, project work, seminars, games and simulations) are effective methods of
developing attitudes. Many of these attitudes develop through participation in games
and sports and cultural activities, debates and similar other competitions i.e. through
co-curricular activities.
Attitudes, we must understand, cannot be taught through formal lectures. We must
design teaching strategies such that we teach the topics of our subjects and at the
same time the students develop desirable attitudes. Same is the case with
developing communication skills and interpersonal skills also.
Teaching of Concepts and Principles is very crucial. A few steps are given below
by way of guidelines.
TEACHING OF CONCEPTS;
25
In order to teach concepts effectively the following steps have been suggested by
De Cecco & Crawford (1974).
Steps Suggested:
1. Describe the performance expected of the student after he has learned the
concept.
2. Reduce the number of attributes to be learned in complex concepts and
make important attributes dominant.
3, Provide the student with verbal indicators (explanation).
4. Provide positive and negative examples (non-examples) of the
concept.
5. Present the examples in close succession or simultaneously.
6. Provide occasions for student responses and the reinforcement of these
responses,and
7. Assess the learning of the concept.
TEACHING OF PRINCIPLES:
De Cecco & Crawford (1974) has suggested the following steps for teaching
principles effectively.
Steps:
1. Describe the performance expected of the student after he has learned
the principle.
2. Decide and indicate which concepts or principles the students must recall in
learning the new principle.
3. Assist the student in the recall of component concepts.
4. Help the student in the recall of component concepts.
5. Help the student to combine the concepts and put them in a proper order.
6. Provide for practice of the principle and for reinforcement of student
responses.
7. Assess the learning of the principle.
CONCLUSION:
To sum up, it can be said that. it is essential for the teachers to develop the skills of
'Content Analysis' of their subjects. It brings content clarity among teachers
themselves. More importantly, Content Analysis will be a pre-requisite for writing
Instructional Objectives of the topic to be taught. You will study Instructional
26
Objectives in a separate Theme Paper in detail. Teaching and learning process is
bound to be effective once these crucial academic activities are undertaken.
EXAMPLES OF CONTENT ANALYSIS
Example —1
Subject : Applied Mechanics

Topic : Friction
Learning : Applies laws of static friction to a given situation.
Concepts:
• Friction
• Smooth friction
• Static friction
• Dynamic friction
• Limiting friction
• Normal reaction
• Coefficient of friction
• Angle of friction
• Inclined plane
• Angle of repose
Concept Attributes:
• Friction is a resistive force.
• Friction acts when one surface tends to slide or slides over another surface.
• Frictional force acts in opposite direction to the direction of the applied force.
• Frictional force acts in opposite direction to the direction in which the surface
tends to move or moves.
• Frictional force is more when the surfaces in contact are rough.
• Smooth surfaces (perfect) have zero friction.
• Frictional force is self-adjusting to a limit.
• Static friction is the friction between the surfaces which are at rest relative to
each other.
• Dynamic friction is the friction between the surfaces when a surface actually
slides over another.
• Limiting friction is the maximum friction between two surfaces.
27
• Coefficient of friction is the ratio between limiting friction and the normal
reaction.
• Coefficient of friction is constant for a given pair of surfaces.
• Coefficient of friction is equal to the tangent of the angle of friction.
• Angle of friction is the angle with the net reaction force (resultant of F and R)
makes with the normal reaction.
• Angle of friction is the steepest angle at which the pair of bodies will reach the
limiting conditions of equilibrium.
• Inclined plane is a surface which is inclined to the horizontal.
• Angle of repose is the steepest angle of the inclined plane at which the body
resting is in limiting equilibrium.
• Angle of repose is equal to the angle of friction between the body and the
surface of the inclined plane.
Principles:
• Limiting frictional force is independent of the area of the surfaces in contact.
• Limiting frictional force depends on the nature of the surfaces.
• Limiting frictional force is proportional to the normal reaction.
• Ratio of limiting friction and normal reaction is constant for a given pair of
surfaces.
Application:
• Examples where friction is useful.
• Examples where there are disadvantages because of friction.
• Sketches of a force diagram for a body placed on a horizontal or inclined
plane
- in equilibrium
- pushed or pulled parallel
- pushed or pulled inclined to the surface.
• Numerical problems for bodies on horizontal/inclined planes
Procedure:
• Procedure for finding coefficient of friction between two surfaces
Content analysis thus enables the teacher to be aware of what to teach as
well as how to teach a topic effectively.
28
Example - 2
Subject : Engineering Drawing

Topic: Orthographic Projection
Learning Outcome:
Given the pictorial view of an object, draw its Orthographic projections.
Concepts:
• Object
• Projectors
• Plane of projection
• Projection
• Orthographic projection
• Quadrant
• Front view
• Top view
• Side view
• First angle projection
• Third angle projection
Concept Attributes:
• Projectors are the projecting lines drawn from the eye of the observer to the
object.
• Projectors are parallel to each other and perpendicular to the plane of
projection.
• Plane of the projection are picture planes (on which projectors form view).
• There are three planes - vertical, horizontal and profile.
• Projections are the views of the object drawn on single plane.
• The front view of the object is the projection on vertical plane.
• The projection of the object on the horizontal plane is known as top view.
• The side view of the object is the projection on the profile plane.
• The process of projecting the essential views into a single plane, such as a
sheet of paper is known as orthographic projection.
• In orthographic projection, projectors are parallel to each other and
perpendicular to the plane.
29
• The intersection of the horizontal and frontal planes generate four quadrants
which are known first, second, third and fourth angles.
• When the object is assumed to be situated in front of vertical plane and
above the horizontal plane, it is said to be in first quadrant.
• When the object is assumed to be situated behind vertical plane and below
horizontal plane, it is said to be in third angle.
• In first angle projection the front view is directly above the top view and left
side view is to the right of front view.
• In third angle projection the top view is directly above the front view and the
right side view is lo the right of the front view.
Principles:
• The front and top views are always in line vertically.
• The front and side views are always in line horizontally.
• The depth of the top view is the same as the width of the side view.
• The width of the top view is the same as the width of the front view.
• The depth of front view is the same as the depth of side view,
Applications:
• Identification of front/top/side views of the given pictorial views of the
subjects
• Identification of faces of objects which are visible in two/three views from the
given pictorial views.
• Drawing different views of the given objects or their pictorial views
Procedure:
• Correct procedure of drawing the orthographic projections of the given
objects.
Skills:
• Setting and handling the drawing instruments
• Visualising the views of objects placed in different quadrants.
• Identification of the views in a given situation
30
3. SUBJETC CURRICULUM
Course Name : Civil, Mechanical and Electrical Group
Course Code : CE/CS/CR/ME/PT/PG/AE/EE/EP/MH/FE/CV
Semester : Second
Subject Title : Engineering Mechanics
Subject Code : 12015
Teaching and Examination Scheme:
Teaching
Examination Scheme
Scheme
PAPER
TH TU PR TH PR OR TW TOTAL
HRS
03 -- 02 03 100 -- -- 25@ 125
NOTE:
Two tests each of 25 marks to be conducted as per the schedule given
by MSBTE.
Total of tests marks for all theory subjects are to be converted out of 50 and to
be entered in mark sheet under the head Sessional Work. (SW)
Rationale:
The Subject is grouped under basic engineering courses, which helps the students to
understand facts, concepts, principles and techniques of scientific investigation in the
field of Civil Engineering. The subject describes analysis of structure and
mechanisms, principles which are commonly used in Civil Engineering Structures and
also used in the machines and measuring instruments.
Objectives:
The students will able to:
1. Resolve the forces
2. Find the resultant of given force system
3. Find the reactions of beam
4. Find the center of gravity of composite solids.
5. Find M.A., V.R., Efficiency and establish law of machine
31
Learning Structure:
Analysis of engineering structures, Reactions of beams, Lifting

Applications machines, Screw jack
Methods to find Moment of a Support Velocity Ratio,

component of force couple Reaction of Mechanical
force and advantages,
Procedure resultant of Beam efficiency
forces
Principle of Varignon’s Lami’s

transmissibility,
Principles Theorem Theorem,
Law of Law of Machine
parallelogram of Centroid
forces
Component Equilibrium Simple

Moment Friction
Concept and
and center
Machines
Resultant
of gravity
Force, Body, Weight, Length, Time

Fact
32
Contents: Theory
Chapter Name of the Topic Hours Marks

Force
1.1 Fundamentals: - Definitions of mechanics,
Engineering Mechanics, statics, dynamics, kinematics,
kinetics, body, rigid body, mass, weight, length, time,
scalar and vector, S.I. units.
1.2 Force: - Definition of a force, S.I. unit of a force,
representation of a force by vector and by Bow’s
notation method.
1.3 Force system: - Definition, classification of force
system according to plane and line of action
Characteristics of a force, effects of a force, principle
of transmissibility.
1.4 Resolution of a force: Definition, Method of
resolution, Types of Component of a force -
Perpendicular component and Non-perpendicular
component.
01 12 25
1.5 Moment of a force: - Definition, measurement
of moment of a force, S. I. Unit, geometrical meaning
of moment of a force, classification of moments
according to direction of rotation, sign convention, law
of moments, Varignon’s theorem of moment and it’s
use. Couple – definition, S.I. unit, measurement of a
couple, properties of couple.
1.6 Composition of Forces: - Definition, Resultant
force, methods of composition of forces,
I - Analytical method – (i) Trigonometric method (law
of parallelogram of forces) (ii) Algebraic method
(method of resolution) for calculation of resultant for
all force systems.
II - Graphical method: - Introduction, space diagram, vector
diagram, polar diagram, and funicular polygon. Resultant
of concurrent, non-concurrent and parallel force system.
Equilibrium:
2.1 Definition, conditions of equilibrium- analytical
02 and graphical conditions of equilibrium for 10 20
concurrent, parallel force system, non-
concurrent non parallel force system, free body
33
and free body diagram.
2.2 Lami’s Theorem – statement and explanation,
Application of Lami’s theorem for solving various
engineering problems having two unknowns
only.
2.3 Equilibrant – Definition, relation between
resultant and equilibrant, equilibrant of
concurrent and non-concurrent force system.
2.4 Beams – Definition, Types of beams (cantilever,
simply supported, overhanging, fixed,
continuous), Types of end supports (simple
support, hinged, roller, fixed), classification of
loads(point load, inclined point load, uniformly
distributed load), Reactions of a simply
supported and over hanging beam by analytical
and graphical method.
Friction:
3.1 Definition of friction, force of friction, limiting
frictional force, coefficient of friction, angle of
friction, angle of repose, relation among angle
of friction, angle of repose and coefficient of
friction. Cone of friction, types of friction, laws
of friction, advantages and disadvantages of
03 08 20
friction.
3.2 Equilibrium of bodies on level plane –external
force applied horizontal and inclined (Pull &
Push)
3.3 Equilibrium of bodies on inclined plane – external
forces is applied parallel to the plane.
3.4 Ladder friction.
Centroid and Centre Of Gravity:
Centroid: Definition of centroid. moment of an area
about an axis. centroid of basic geometrical figures
such as square, rectangle, triangle, circle, semicircle
and quarter circle. Centroid of composite geometrical
04 08 15
figures.
Centre of gravity: Definition, centre of gravity of simple
solids such as cylinder, sphere, hemisphere, cone,
cube, and rectangular block. centre of gravity of
composite solids.(No hollow solids shall be considered)
05 Simple Machines: 10 20
34
5.1 Definitions of simple machine & compound
machine , load , effort , mechanical advantage ,
velocity ratio , input of a machine ,output of a
machine ,efficiency of a machine , relation
among mechanical advantage , velocity ratio and
efficiency of a machine. Ideal machine, ideal
effort and ideal load, friction in machines, effort
lost in friction and load lost in friction.
5.2 Law of machine, maximum mechanical advantage
and maximum efficiency of a machine,
reversibility of a machine, condition for
reversibility of a machine (no derivation) and self-
locking machine.
5.3 Study of simple machines: Simple axle and wheel,
differential axle and wheel, Weston’s differential
pulley block, single purchase crab, double
purchase crab, worm and worm wheel, geared
pulley block, screw jack, Two sheave & Three
sheave pulley block.
Total 48 100
Practical:
Skills to be developed:
Intellectual Skill:
1. Calculate the forces on given structure
2. Interpret the results
Motor Skills:
1. Handle the equipment carefully

2. Draw graph
The term work consists of any five experiments from Group A & any three
experiments from group B and graphical solution of Group C.
Group A:
1) To verify law of polygon of forces.
2) To verify law of moments.
3) To verification of Lami’s theorem.
4) To determine the forces in members of a jib crane.
5) Comparison of coefficient of friction of various pair of surfaces and
35
determination of angle of repose.
6) To verify equilibrium of parallel forces – simply supported beam
reactions.
7) Experimental location of center of gravity of plane plate of uniform
thickness.
Group B: To find MA, VR, Efficiency, Ideal Effort, Effort lost in friction for various
loads and establish law of machine and calculate maximum efficiency.
Also check the reversibility of a machine
1) Worm and worm wheel or Differential axle and wheel
2) Weston’s differential pulley block or Geared pulley block
3) Single purchase crab or Double purchase crab
4) Simple screw jack.
5) Two sheave and three sheave pulley block
Group C: Graphical solutions on graph paper of the following:
1) Concurrent force system :Two problems
2) Parallel force system :Two problems
3) Reactions of a beam having vertical point loads & UDL :Two
problems
Learning Resources:
Books:
Sr. No. Author Title Publisher

01 Beer – Johnson Engineering Mechanics Tata McGraw Hill, Delhi
02 Basu Engineering Mechanics Tata McGraw Hill, Delhi
03 R. S. Khurmi Applied Mechanics Dhanpat Rai & sons, Delhi

Dhade, Jamdar Fundamental of Applied Pune Vidhyarthi Gruh
04
& Walawalkar Mechanics Prakashion, Pune
36
4. IMPLEMENTATION STRATEGY:
4.1 Further Detailing of Topics as required:
Chapter 1: Force
a. Fundamentals: -
Derivation of derived units shall not be taught.
b. Force: -
Bow’s notation method shall be taught in graphical method.
d Moment of a force: -
Moment of a force shall be taught after composition of concurrent force system
only.
In Couple, each property shall be taught with example .
e. Force system: -
Only coplanar force systems shall be taught.
f Composition of Forces: -
Law of parallelogram of forces : Derivation shall not be taught.
0
Problems such as if two forces are acting at 60 the R is say 25 N & if they are
0
acting at 90 the R is say 20 N, find the forces P & Q shall not be asked.
Problems of plate lamina expected only for the forces acting along the sides of
the lamina (only square & rectangular lamina are to be considered)
Graphical method shall be taught after completion of equilibrium.
Chapter 2 : Equilibrium
2.5 Graphical conditions of equilibrium for different force systems shall be taught in
graphical method.
2.6 Lami’s Theorem : Problems on cable / string containing more than two unknown
shall not be considered.
2.7 Equilibrant : Problems only on concurrent and parallel forces system shall be
taught.
37
2.8 Beams : Problems with inclined roller support and for overhanging beam
problems with inclined loads shall not be taught/asked. In graphical
method problems on beams with inclined support and inclined loads
shall not be asked. Problems shall be only on vertical loads.
Chapter 3.0 Friction
3.1 Concept of friction shall be introduced by considering real life examples.

3.2 While teaching Equilibrium of bodies on level plane/ inclined plane,
derivation shall not be taught.
3.3 For ladder problems one surface shall be considered as smooth.
Only theory of Wedge and block shall be taught (No problems on Wedge and
block shall be taught / asked)
Chapter 4 Centroid and Centre of Gravity
4.1 Centroid:
Problems on composite figures containing more than three
standard geometrical figure shall not be asked
4.2 Centre of gravity:
C.G of composite solids with combination of more than two solids shall not
be asked.
Chapter 5.0 Simple Machines
5.1 All definitions along with derivation shall be taught.
5.2 Derivation of condition of reversibility of machine shall be taught.
5.3 Derivations of velocity ratios of all mentioned machines shall not be taught.
Gear train: Description of simple gear train, compound gear train with
velocity ratio and epicyclic gear train without velocity ratio shall be taught.
Hoist Mechanism: Only meaning with one example such as Jib crane shall
be taught.
4.2 Planning of Lectures for a Semester:
Chapter 1 : Force
38
Lecture Topic/ Subtopic to be covered Methodology for teaching
No. such as PPT, Charts, Models,
Transparencies, VCD/DVD
01 Introduction ,Fundamentals, Definitions Chalk board, Transparencies,
PPT
of dynamics. Engineering Mechanics, body,
rigid body, mass, weight, length, time,
scalar and vector, fundamental units,
derived units, S.I. units.
Force: - Definition of a force, unit force,
Newton, S.I. unit of a force, Characteristics
of a force, effects of a force, principle of
transmissibility.
02 c. Resolution of a force: Definition, Chalk board, PPT or
Transparencies
Method of resolution, Types of component
forces, Perpendicular components and
Non-perpendicular components. Problems
on resolution of forces.
03 d. Moment of a force: - Definition, Chalk board, PPT or
Transparencies
measurement of moment of a force, S. I.
unit, geometrical meaning of moment of a
force, classification of moments according
to direction of rotation, sign convention,
law of moments Varignon’s theorem of
moment and it’s use, couple – definition,
S.I. unit, measurement of a couple,
properties of couple.
04 Problems on moment of a force . Chalk board, PPT or
Transparencies.
e.Force system: - Definition, classification
of force system according to plane and line
of action
39
05 f. Composition of Forces: - Definition, Chalk board, PPT or
Transparencies.
Resultant force, methods of composition of
forces, I - Analytical method and problems
to calculate resultant.
06 problems on calculation of resultant and its Chalk board, PPT or
Transparencies.
location.
07 (i) Trigonometric method (law of Chalk board, PPT or
Transparencies.
parallelogram of forces) (ii) Algebraic
method (method of resolution) and
problems
08 problems on trigonometric method and Chalk board, PPT or
Transparencies.
algebraic method
09 Graphical Method: introduction,
space Chalk board, PPT or
Transparencies
diagram, vector diagram and funicular
diagram.
10 Problems on resultant of concurrent force Chalk board, PPT or
Transparencies.
system and its direction and location.
11 Problems on resultant of non concurrent Chalk board, PPT or
Transparencies.
force system, parallel force system its
direction and location
12 Revision and summery Chalk board, PPT or
Transparencies, Charts
40
Chapter 2 : Equilibrium:

No. such as PPT, Charts,
Models, Transparencies,
VCD/DVD
01 2.1 Introduction, Definition of equilibrium , Chalk board, PPT or
statement of , two force equilibrium , three Transparencies
force equilibrium, analytical conditions of
equilibrium for concurrent, non concurrent
and parallel force system.
02 free body and free body diagram . Chalk board, PPT or
Lami’s Theorem: Statement and Transparencies
explanation of Lami’s theorem ,problems
on Lami’s theorem.
03 Problems on Lami’s theorem. Chalk board, PPT or

Transparencies
04 Equilibrant, definition of equilibrant, Chalk board, PPT or

relation between resultant and equilibrant, Transparencies
problems on equilibrant of concurrent
forces.
05 equlibrant of non concurrent forces, Chalk board, PPT or

problems on parallel forces Transparencies
06 Beams: Introduction, definition, types of Chalk board, PPT or

beams, types of end supports, classification Transparencies
of loads, i.e. point load, u.d.l. ,reactions of
s.s. beam and overhanging beam.
07 Problems on s.s.beam and overhanging Chalk board, PPT or

Transparencies
beam .
41
08 Graphical method: introduction, Bow’s Chalk board, PPT or
Transparencies
notation, representation of a force, space
diagram , vector diagram, polar diagram,
funicular polygon, graphical conditions of
equilibrium, problems on concurrent forces
09 problems on parallel forces, beam Chalk board, PPT or
Transparencies
reactions, problems on beam reactions
Problems on beam reactions. Chalk board, PPT or
10 Transparencies
Summary and revision
Chapter 3.0 Friction

01 Introduction, Definition of friction, force of Chalk board
friction, limiting frictional force, coefficient of
friction, angle of friction, angle of repose,
relation between angle of friction angle of
repose and coeff. of friction. cone of friction
02 Types of friction, laws of friction, Chalk board, PPT or
Transparencies
advantages and disadvantages of friction,
Simple problems
03 Equilibrium of bodies on level plane – Chalk board, PPT or
Transparencies
external force applied horizontal and
inclined up and down: theory and problems
04 Equilibrium of bodies on level plane – Chalk board, PPT or
external force applied horizontal and
inclined up and down: additional problems
05 Equilibrium of bodies on inclined plane – Chalk board, PPT or
external forces is applied parallel to the
plane, horizontal and incline to inclined
42
plane: theory and problems
06 Equilibrium of bodies on inclined plane – Chalk board, PPT or
external forces is applied parallel to the
plane, horizontal and incline to inclined
plane: additional problems
07 Ladder friction, Wedge and block: theory Chalk board, PPT or

Transparencies
and problems (excluding problems on
Wedge and block)
Chapter 4 Centroid and Centre of Gravity

No. such as PPT, Charts,
Models, Transparencies,
VCD/DVD
01 4.1 Introduction, Definition of centroid . Chalk board, PPT or
moment of an area about an axis. Transparencies
centroid of basic geometrical figures such as
square, rectangle, triangle, circle, semicircle
and quarter circle
02 Chalk board, PPT or

centroid of composite figure and problems Transparencies
on composite figures T, L, Channel, I
section are expected.
03 Problems on centroid Chalk board, PPT or

Transparencies
04 Center of gravity: Definition, center of Chalk board, PPT or
gravity. of simple solids such as cylinder, Transparencies
sphere, hemisphere, cone, cube, and
rectangular block.
43
05 centre of gravity of composite solids , Chalk board, PPT or
problems on solids Transparencies


08 Summary and revision Chalk board, PPT or

Transparencies
Chapter 5.0 Simple Machines

01 Introduction, Definitions of simple machine, Chalk board
compound machine , load , effort ,
mechanical advantage , velocity ratio ,
input for a machine ,output of a
machine ,efficiency of a machine ,
expression for mechanical advantage ,
velocity ratio and efficiency of a machine.
02 Ideal machine, ideal effort and ideal load, Chalk board, PPT or
Transparencies
friction in machines, effort lost in friction
and frictional load. Problems based on the
theory covered up till now
03 Law of machine, maximum mechanical Chalk board, PPT or
Transparencies
advantage and maximum efficiency of a
machine, reversibility of a machine,
condition for reversibility of a machine, self
locking machine. Problems based on this
theory
04 Study of simple machines : Simple axle Chalk board, PPT or
44
and wheel, differential axle and wheel, Transparencies, Charts
Weston’s differential pulley block, Problems
based on this theory
05 Study of simple machines single purchase Chalk board, PPT or
crab, double purchase crab, worm and
worm wheel, Problems based on this
theory
06 Study of simple machines: geared pulley Chalk board, PPT or
block, screw jack, Problems based on this
theory
07 Study of simple machines, pulleys : First, Chalk board, PPT or
second and third system of pulleys,
Problems based on this theory
08 Study of simple machines: gear train, hoist Chalk board, PPT or
mechanism. Problems based on this theory
09 General problems on simple machines Chalk board, PPT or
Transparencies
4.3 Content Analysis for sample topic:
4.3.1 Topic: Simple Machines
4.3.2 Learning Objective:
Students shall be able to:

1) define simple machine, mechanical advantage , velocity ratio ,
input on a machine ,output of a machine ,efficiency of a machine,
frictional losses
2) calculate mechanical advantage , velocity ratio , input, output,
efficiency of a machine, frictional losses for a given machine
3) explain law of machine
45
4) use the law of machine to solve problems
5) know various types of machines
6) calculate velocity ratio and to obtain law of machine for these
machines
4.3.3 Concepts:
1) Simple machine
2) Load
3) Effort
4) Mechanical advantage
5) Velocity ratio
6) Input on a machine and output of a machine
7) Efficiency of a machine
8) Frictional losses
9) Ideal machine
10) Law of machine
11) Reversibility of a machine
4.3.4 Concept Attributes
1) Simple machine
Any arrangement or a device used in lifting a heavier load by the
application of some force, which is lesser in magnitude than the
load, which is being lifted
2) Load
The resistance overcome by the machine
3) Effort
Force applied to the machine to lift the load
4) Mechanical advantage
The ratio of the load lifted to the effort applied
5) Velocity ratio
46
The ratio of the distance moved by the effort to the distance
moved by the load
6) Input for a machine
The product of the effort and the distance through which the effort
moves i. e. the work done by the effort
7) Output of a machine
The product of the load and the distance through which the load
moves i. e. the work done by the load
8) Efficiency of a machine
The ratio of input and the out put of a machine
9) Frictional losses
The difference between input and output
10) Ideal machine
The machine in which there is absolutely no loss due to friction
11) Law of machine
The equation which gives the relation between load and effort
12) Reversibility of a machine:
machines which are capable of doing some work even after the
removal of the effort
4.3.5 Principle:
1) Principle of work
2) Law of machine
4.3.6 Application:
1) A crow bar used to open a crate

2) A screw jack used to lift a vehicle
3) A pulley on the well, over which a rope is passed, to lift the bucket
4) Sugar cane crusher used to extract sugar cane juice
5) Crane used to lift heavy loads
4.4 Sample Lesson Plan:
47
Sr. Teaching Point Development Resources Time in
No. Minutes
1 Introduction Importance of the machines to Teacher 10
human being
2 Definitions of Explain with examples for Teacher, 10

simple machine, difference between simple Chalk
compound machine machine and compound machine board
then give definitions
3 Definitions: load , Explain meaning of the load to Teacher, 10

effort , mechanical be lifted and the effort required Chalk
advantage , velocity then give definitions, Define MA board
ratio and VR
4 expression for Write the expression for MA and Teacher, 10

mechanical VR on the board and explain Chalk
advantage and board
velocity ratio
5 input on a machine, Explain the concept of input to Teacher, 15

output of a be given to the machine and Chalk
machine work obtained from the machine board
efficiency of a in the form of output, Explain
machine about frictional and other losses
due to which output is not equal
to input Then introduce the
concept of efficiency of the
machine and its definition and
expression
6 Summarization Summaries above sub topics. Teacher, 05

Chalk
board
4.5 Planning and Conduct of Test:
4.5.1 Planning of the test :
48
• Question paper shall be as per the MSBTE norms.
• Teacher shall plan a small test may be of 10 or 15 marks for
certain topics which he find necessary for the students to
understand or to remember.
• The schedule of the test and portion shall be declared in
advance.
• No. of answer books with the supervisor shall match with no. of
candidates appearing for the test.
• Sufficient no. of supplement shall be available.
• Attendance sheet shall be available in two copies
4.5.2 Conduct of Test:
• Supervisor shall distribute the answer sheets 15 minutes prior to

the test to the candidates .
• Supervisor shall sign each and every answer sheet and the
supplements.
• Supervisor shall take the signature of each and every candidate
on attendance sheet in duplicate.
• During the test supervisor shall not be sitting but he shall move
among the candidates to avoid the mal practices.
• Exchange of writing material and drawing instruments should be
prohibited.
• Cell phones in the examination room should be switched off
along with the cell phone of supervisor
4.5.3 Analysis of Test:
• Marking scheme shall be prepared before assessment of the

test papers.
• Detailed solution of QP shall be prepared and attach it with the
bundle of answer books and one copy shall be displaced on the
notice board.
• Mark list shall be displayed within seven days from the conduct
of test.
• Teacher shall show the assessed answer books to the students
and shall give the feedback to the students about their
performance.
• The teacher shall ask the student, having less than 10 marks,
to submit the completely solved QP as an assignment. l
5 Development of Learning Structure for Each Topic
5.1 Sample Learning Structure for one topic:
49
Topic: Simple Machines :
Applications To lift heavy loads, to calculate M. To obtain law of

A., Efficiency, Frictional losses machine
Procedure To determine V. R To obtain effort required

to lift various loads
Principle Principle of work Law of machine
Simple machine, Mechanical advantage, Velocity ratio, Input, output,

Concept
Efficiency of a machine, Frictional losses, Ideal machine, Law of
machine, Reversibility of a machine
Fact Load, Effort, Friction
5.2 Suggestions for effective teaching:
Teacher shall have thorough knowledge of the subject which he is teaching.

Work on the chalkboard shall be neat and in the library hand.
Colour chalk shall be used as per requirement.
Audio-visual aids shall be used frequently.
Audibility of voice of the teacher shall be good
Probing questions shall be asked to the students while teaching.
Learning resources such as handout shall be prepared by the teacher.
50
Teacher shall use text books prescribed in the curriculum.
Teacher shall link or relate the previous knowledge of the students with the
new topic by asking simple question.
5.3 Strategies for Conduct of Practical:
5.3.1 Approach for design of manual :
• The experiments included shall help students to develop their motor and
intellectual skills.
• Teacher shall focus on the grid table and understand the skills to be
developed among the students through the performance of particular
experiment.
• The new concepts based on prior concepts and the concept structure,
which links with the content, shall be explained by the teacher.
• Teacher shall involve the students with Applied Mechanics laboratory
through ‘ Know your Laboratory’ experiment.
• Questions given at the end of experiment shall be discussed thoroughly, if
required additional questions shall be introduced.
5.3.2 Suggestions for effective conduct of practical and assessment:
1 A separate 100 pages note book shall be used for practical session which
contain observation and calculation and question answers.
2 A batch of 20 nos. of students shall be divided in five subgroups so that each
subgroup will contain 4-5 students as per the present students .
3 Each group will work for one observation and they will do the calculation of
the same for example first group for first observation and second group for
second and so on .
4 Subject teacher shall check the calculation for each group separately and
sign it
5 One student from each group read the observation and all other students will
complete the observation table.
51
6 Common calculations such as average or any other shall be done in all (i.e.
for 20 students) by the students under the guidance of subject teacher.
7 If it is found that any observation or calculation is wrong then concern
subgroup shall repeat the same observation.
8 If any student remain absent, teacher shall conduct repeat turn for such
students and record of such repeat turns shall be maintained by the
laboratory assistant.
9 Each student shall write one sample calculation only in the manual for which
he has performed.
10 At the end of experiment, in the same day subject teacher shall explain how
to enter the data from rough note book to manual .
11 Teacher shall assess the earlier experiment in next coming turn.
12 The teacher shall schedule the experiments date wise and display the same
in advance.
13 Students shall be instructed to go through the experiment in advance, which
is scheduled on the day.
14 Teacher shall explain the prior concepts, new concepts and the concept
Structure to the students before starting the experiment.
15. The continuous assessment i.e. weekly checking shall be done as per CIAAN
Norms.
5.3.3 Preparation for conduct of practical
• Standard and calibrated equipments shall be used in the laboratory.

• Regular maintenance such as cleaning, oiling etc. of equipments shall be done.
• While performing the experiments highest safety standards shall be
followed.
6 Mode of assessment:
6.1 Class Test:
It is proposed that there will be two tests each of 25 Marks. The tests will be
conducted as per the MSBTE Schedule
6.1.1 Guidelines for Setting Class Test Question Paper:
52
From the Academic Year 2009-10, ‘ E’ Scheme is being implemented
progressively. Following guidelines have to be followed for conducting Test
Examinations at Institution Level.
1. Total of Test marks for all theory subjects are to be converted out of 50 and to
be entered in mark sheet under the head Sessional Work (SW). (Institutes
should maintain Subject wise Record of Test Marks in Re g ister.)
2. Each Test paper will have Three Questions:
i) Question 1 w i l l be for NINE marks. This question w i l l have each
bit of three marks and students w i l l have to attem p t any THREE
out of FOUR
ii) Question 2 & 3 w i l l be for EIGHT marks each. These questions w i l
have each bit of FOUR marks and student has to attem p t any TWO out
of THREE
OR
These questions have each bit of EIGHT and student has to attempt
any ONE out of TWO
Depending upon the level and scope the subject Teacher can set
both questions 2 & 3 havin g each bit of four marks OR eig ht marks OR
Can set one with four mark bits and one q uestion with ei g ht mark bits
3. Question Pa p er for First Test should be based on 40% of the curriculum of
the subject and Second test on 40% of the remainin g curriculum.
53
6.1.1 Sample Test Papers:
Course Name : Civil, Mechanical and Electrical Engineering group
Course Code : CE/CS/CR/ME/PG/PT/AE/MH/FE/EE/EP
Semester : Second
Subject Title : Engineering Mechanics (12015)
Max Marks : 25 Time: 1 Hour
Instructions:
1] All questions are compulsory.
2] Figures to the right indicate full marks.
3] Use of non-programmable calculator is permissible.
Q.1 Attempt THREE of the following: (3 x 3 = 9)

a) What is the meaning of Vector quantity? Give two example.
b) State three characteristics of the couple.
c) Define Equilibrant for coplanar concurrent force system.
d) State Lami’s theorem.
e) State relationship between resultant & equilibrient.
Q.2 Attempt TWO of the following: (4 x 2

= 8)
a) Two forces of magnitudes 30 N and 50 N are acting at a point making an
angle of 400 between them. Calculate the magnitude and the position of
resultant with respect to 30 N force.
150 N
b) Calculate the moment at a point ‘A’ forNthe plate as shown in fig.-1.
100
3m 450
D A
2m
C B
200
N
300 N
Fig.- 1
54
c) Calculate the resultant for the force system as shown in the fig.-2.
300 100
N N
600 450
-------- 200
N
80 N
Fig. – 2
Q.3 Attempt TWO of the following: (4 x 2

= 8)
a) Calculate the reactions at supports A & B for the beam as shown in fig. 3.
10 N 20 N
10 N/m
A B
2m 2m 2m
Fig. - 3
[Q no. 3 (a)]
b) Calculate the reactions at points A and B for the sphere weighing 1000 N as
shown in fig.- 4.
W = 1000 N
A
[Q no. 2 (c)]
B
600
Fig. - 4
.
[Q no. 3 (b)]
55
c) Using graphical method obtain the resultant in magnitude, position and
direction with respect to 100 N force for the parallel force system as shown in
the fig.- 5.
20 kN 12 kN
2m 3m 2m
15 25
kN kN
Fig. - 5
[Q no. 3 (c)]
56
Sample Test Paper - II
Course Code : Civil, Mechanical and Electrical Engineering group

Course Code : CE/CS/CR/ME/PG/PT/AE/MH/FE/EE/EP
Semester : Second
Subject Title : Engineering Mechanics Subject Code: 12015
Max Marks : 25 Time: 1 Hour
Instructions:
2] Figures to the right indicates full marks.
Q.1 Attempt THREE of the following: (3 x 3 = 9)

a) Define centroid.
b) What is meant by ideal machine?
c) For a right circular cone having height as 120 mm, locate its c.g.
d) Define coefficient of friction.
e) Define load lost in friction.
Q.2 Attempt TWO of the following: (4 x 2 = 8)

a) For the lamina shown in fig. No. 1 Locate its centroid and show it.
50mm
150mm
200mm
Fig. No. 1 (Q.

57No. 2 a)
b) A right circular cone having base as 200 mm and height as 300 mm is placed
coaxially on solid cylinder having height as 500 mm and 150 mm diameter
Calculate c. g. of the composite solid.
c) For a certain machine an effort of 100 N is required to lift a load of 500
N. Using the same machine 800 N load is lifted by applying with the effort of
200 N. Calculate its law of machine.
Q.3 Attempt TWO of the following: (4 x 2 = 8)

a) For differential axle and wheel diameter of effort wheel is 300 mm, diameter
of larger axle is 200 mm and that of smaller axle ids 100 mm. Calculate V.R.
Using this machine, an effort of 100 N is required to lift a load of 300 N.
Calculate efficiency of the machine.
b) For a screw jack circumference of the disc is 200 mm and pitch of the screw
is 5mm. Calculate load at an effort of 300 N if the efficiency is 35 %.
c) For a certain machine, the law of machine is P = 1/20 W + 25 N, Calculate
effort lost in friction to lift a load of 5 KN. The V.R. of machine is 60.
58
6.2 Term End Theory Examination:
6.2.1 Specification Table:
Course Name : Civil, Mechanical and Electrical Engineering group

Course Code : CE/CS/CR/CV/ME/PT/PG/AE/ MH/FE/EE/EP
Semester : Second
Subject Title : Engineering Mechanics
Subject Code : 12015
SPECIFICATION TABLE
Level Levels from Cognition Process

Dimension
Total
Chapter/
R U A Marks
Topic
01 04 (02) 08(04) 12(04) 24(10)
02 04 08(08) 08 20(08)
03 04 08(04) 08(04) 20(08)
04 04 08(04) 04(04) 16(08)
05 04(02) 08(04) 08(04) 20(10)
06 -- -- -- --
Total 20(04) 40(24) 40(16) 100(44)
R – Remember U – Understand A – Analyse / Apply
59
SCHEME – E
Question Paper Profile
Course Name : Civil, Mechanical and Electrical Engineering group Course Code:
CE/CS/CR/CV/ME/PT/PG/AE/ MH/FE/EE/EP
Semester : Second
Subject Title : Engineering Mechanics Subject Code: 12015
Q. Bit 1 Bit 2 Bit 3 Bit 4 Bit 5 Bit 6

Option
No. T L M T L M T L M T L M T L M T L M
1.3, 2.1 2.3
1.1 R 2 1.2 R 2 R 2 R 2 R 2 3.1 R 2
1.4 2.2 2.4
01 Bit 7 Bit 8 Bit 9 Bit 10 Bit 11 Bit 12
4.1
3.2 R 2 R 2 4.2 R 2 5.1 R 2 5.2 R 2 5.3 R 2 10/12
1.6 1.6 1.6
02 1.4 U 4 1.5 U 4 1.5 U 4 A 4 A 4 A 4 4/6
(I) (I) (I)
03 2.2 U 4 2.2 A 4 2.3 U 4 2.4 U 4 2.4 U 4 2.4 A 4 4/6
04 3.2 U 4 3.2 U 4 3.2 U 4 3.3 A 4 3.3 A 4 3.4 A 4 4/6

1 .6
05 4.1 U 4 4.1 U 4 4.1 A 4 4.2 U 4 4.2 A 4 A 4 4/6
(II)
06 5.1 U 4 5.2 U 4 5.2 U 4 5.3 A 4 5.3 A 4 5.3 A 4 4/6
T = Topic/Chapter Number L = Level of Question M = Marks
R = Remember U = Understand A = Analyse/Apply
60
Sample Question Paper - I
Course Name : Civil Mechanical and Electrical Engineering Groups

Course Code : CE/CS/CR/CV/ME/PT/PG/AE/ MH/FE/EE/EP
Semester : Second
Subject : Engineering Mechanics (12015)
Marks : 100 Time: 3 Hours
Instructions:
2] Figures to the right indicate full marks.
Q.1 Attempt any TEN of the following: (10 x 2 = 20)

a) Define rigid body.
b) Define moment of a force.
c) Define non concurrent non parallel force system.(with sketches)
d) State Lami’s theorem.
e) Enlist types of beam supports with diagram.
f) Define coefficient of friction.
g) Draw F.B.D. of ladder having weight W.
h) Calculate the centroid of triangle having base 50mm & height is 120mm.
i) Write the CG of cone having base 100mm & 300mm.
j) Calculate V.R. Distance traveled by load is 80 cm and distance traveled by
effort is 45 cm.
k) Define maximum M.A
l) Calculate of centroid of semicircle having radious 5cm.
Q.2 Attempt any FOUR of the following: (4 x 4=16)
a) A force of 100 N is acting at a point. Resolve this force along 300 & 400.
b) Calculate the moment about point A for force system as shown in fig No. 1
20 N
A 4m
3m
10 N 40 N
50 N
Fig No. 1 (Q. No.2 b) 61
c) For a rope drum having diameter of 1.2m, calculate the moment acting at its
center A as shown in fig.No.2.
.
A
Fig No. 2 (Q. No.2 c)
d) Calculate resultant direction and its position from the first force on left hand
side for the given force system as shown in fig No. 3.
400 N 600 N 200 N 800 N
2m 4m 3m
Fig No. 3 (Q. No.2 d)
2N
600
------------------- 6N
300 450
2N
4N
62 No. 2 d)
Fig No. 3 (Q.
e) For a parallel force system shown in fig. No.4, obtain resultant in magnitude,
direction and position, With respect to 40 KN force.
120 N 80 N 40 N 60 N
2m 4m 3m
Fig No. 4 (Q. No.2 e)
f) Calculate the resultant, its direction and location of the concurrent force
system given in fig. No.5
2N
600
------------------- 6N
300 450
2N
4N
Fig No. 5 (Q. No. 2 f)

a) A weight of 5 kN is hung by a wire of 2m length. It is pulled by a horizontal
force of 1 kN. Find the angle made by wire with vertical & tension in it.
b) A sphere of weight 500 N and diameter of 400 mm is resting on ground. It is
to be pulled over the step by applying force P as shown in fig.No.6 Calculate
force P & reaction offered by the step.
P
300
-------------------
---
50 mm
-----------------------------------
63
Fig No. 6(Q. No.3 b)

c) Calculate the equlibrient of parallel like forces acting vertically upwards of
magnitude 100N, 140N, 200N & 160N separated by 1m from eachother.
d) Calculate support reactions of a loaded beam as shown in fig.No.7 by
analytical method.
20 kN 40 kN 30 kN/m
A B
D C
2m 3m 3m
Fig No. 7 (Q. No. 3 d & 3 e)
e) Calculate support reactions of a given beam as shown in fig.No.7 by graphical

method.
f) Calculate the support reaction for an overhanging beam having span 4m & an
overhang of 2m on RHS. A Point load of 100N is acting at the free end along
with a UDL of 20kN/m throughout the span.

a) A body of weight 500 N resting on rough horizontal plane is just pulled by a
force of 120 N acting horizontally. Calculate coefficient of friction and angle
of friction.
b) A block of weight 200 N is resting on rough horizontal surface having
coefficient of friction as 0.22. It is just moved by a force P inclined at 250 to
the horizontal. Calculate magnitude of force P.
c) A body of weight 300N is resting on the rough horizontal ground is just
pushed by a force of 75N applied at an angle of 300 to the horizontal.
Calculate the coefficient of friction & reaction of the plane.
64
d) A block of weight 350 N resting on rough inclined plane is to be pulled up the
plane by applying force parallel to the plane if coefficient of friction is 0.27.
Calculate the magnitude of the force.
e) A block of weight 400 N resting on 300 inclined plane is supported by a force
of 100 N applied parallel and up the plane. If coefficient of friction is 0.30,
state whether the block moves down the plane or not.
e) A body of weight 250N is resting on inclined plane making an angle of 300 to
the horizontal a pull of 80 N applied parallel and up the plane supports the
body to keep it in the equilibrium . Calculate the coefficient of friction & force
of friction.
a) A T- section has top flange 250 mm x 20 mm and web 20 mm x 250 mm.
Overall height is 270 mm . Calculate centroid of the section and show it on
figure.
b) The section of a dam is trapezoidal with one side vertical .The width at top is
2 m, width at the bottom is 5 m, height is 15 m. Find the position of centroid
of the section. w.r.t vertical side.
c) Locate the centroid for the channel section shown in fig .No. 8.
20 mm
100 mm
20
mm
20 mm 60 mm
Fig No. 8 (Q. No. 5 c)

65
d) A solid cone of base diameter 200 mm and height 200 mm is resting coaxially
on cylinder of diameter 150 mm and 200 m height. Calculate c. g. of
composite section.
e) A sphere of diameter 200mm is resting coaxial on the cylinder having 300mm
as diameter & 800mm as height. Locate CG of combination.
f) For a concurrent force system shown in fig.No.9, obtain magnitude and
direction of resultant using analytical method.
200 N
500
0 100
600 75 N
300 N
50
Fig No. 9 (Q. No. 5 f)
Q.6 Attempt any FOUR of the following : (4 x 4=16)

a) For a certain machine having V.R. of 40 and efficiency 75 %. Calculate the
effort lost in friction while lifting a load of 3 KN.
b) In a simple machine an effort of 10 N is required to lift a load of 400 N
through a distance of 50mm, while effort moves through a distance of 2.5m.
Is the machine reversible?
c) For a certain machine, law of machine is P = 1/25 W + 12 N. If V.R. of the
machine is 40. Calculate efficiency of machine at a load of 200 N.
66
d) A lifting machine is having V.R. = 40. Calculate the efficiency of the machine
when an effort of 200 N is required to lift a load of 700 N.
e) In a single threaded worm and worm wheel diameter of effort wheel is 45 cm
and diameter of load drum 30 cm and No. of teeth on spur is 60.On this
machine a load of 600 N is lifted with the effort of 20 N. Calculate effort lost
in friction.
f) A geared pulley block no. of cogs on effort wheel is 24, that of on the load
wheel is 6. No. of teeth on the pinion is 4 & that of on the spur is 36. If the
maximum effort, which can be applied, is 60 N, calculate the maximum load
that can be lifted, if efficiency of machine is 80 %.
67

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CURRICULUM REVISION PROJECT

TEACHER GUIDE for ENGINEERING MECHANICS

1. Overview of Revised Curriculum 03

In the emergent international order of fast technological changes, the

The world of work, wants a result-oriented technician, with minimum

On this backdrop, M.S.T.B.E. has brought in various educational reforms in

It is befitting here, to discuss some of the intricacies and technical aspects of

A careful analysis of curriculum definitions reveal that:

“Curriculum is an educational program designed and implemented

- There is an organized plan of action contemplated

- Such a plan is translated into action through appropriate strategies of

Difference between syllabus and curriculum:

Traditionally, we have been using the ‘term’, ‘syllabus’ Change in mindset is

A syllabus is a traditional way of stating the course contents and is highly

Attributes of a comprehensive Curriculum.

A comprehensive curriculum must.

- Satisfy needs of user system (Industries) to a large extent.

- Follow National policy directives.

- Meet Societal Concerns

- Help in Total Personality Development of Students.

Decide goals & objectives

Evolve frame work for offering

Determine subject Areas

Conformation to AICTE Validation by courses

Workout resources Development of subject wise

Prepare final Draft Validation by Experts from

Curriculum education and industry

Fig. 1 Approach for Curriculum Revision

Develop confidence in students by providing field exposure to a great extent

Develop professional skills in students through laboratory practices and other

Develop awareness about new knowledge and advanced techniques through

Develop in students communication skills, presentation skills and learning to learn

Develop awareness about environment, safety, disaster management etc.

3.3 Highlights of the revised curriculum:

6.2.1 Specification Table:

Title of the Subject: Subject Code:

R – Remember U – Understand A – Analyse / Apply

Level Levels from Cognition Process Dimension Total Marks

Course Name: Course Code:

Title of the Subject: Subject Code:

Q. Bit 1 Bit 2 Bit 3 Bit 4 Bit 5 Bit 6 Optio

01 Bit 7 Bit 8 Bit 9 Bit 10

T = Topic/Chapter Number L = Level of Question M = Marks

R = Remember U = Understand A = Analyse/Apply

Before we discuss Content Analysis of a particular topic, it becomes

Skills could be intellectual (thinking, understanding); interactive (communication

In technical institutions, these attitudes could be gradually shaped by presenting

Subject : Applied Mechanics

Subject : Engineering Drawing

Teaching and Examination Scheme:

Analysis of engineering structures, Reactions of beams, Lifting

Methods to find Moment of a Support Velocity Ratio,

Principle of Varignon’s Lami’s

Component Equilibrium Simple

Force, Body, Weight, Length, Time

Chapter Name of the Topic Hours Marks

1. Handle the equipment carefully

Sr. No. Author Title Publisher

02 Basu Engineering Mechanics Tata McGraw Hill, Delhi

03 R. S. Khurmi Applied Mechanics Dhanpat Rai & sons, Delhi

4.1 Further Detailing of Topics as required:

3.1 Concept of friction shall be introduced by considering real life examples.

4.2 Planning of Lectures for a Semester: