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Objective Oriented Learning Process Format RBT (OLF)

Branch....Mechanical................................... Semester.....III......................................................
Subject code & Title ...11M305............................. Unit/Lesson No........1/5...............................
T-L tools...BB, PPt, Some written notes........... Faculty name...Dr. K. Arasu.................................
Prerequisite Knowledge: Force, pressure, area ,density of various fluids
1. Topic for Learning through evocation:
What is meant by pressure at a point?
Can I measure pressure directly at a point? If not directly how can measure pressure?
2. Topic Introduction:
2.1. General Objective: Pressure and its measurement under different conditions.
2.2. Specific Objectives:
1. Force balance (S, M)
2. Manometers types (S,T)
3. Principles of pressure measurement (S)
4. Pressure measurement calculations (S,M)

To be used by teacher as a teaching learning process guideline for classrooms and laboratory

Knowledge Dimension

Taxonomy of Objectives
The Cognitive Process Dimension
Remember Understand
Apply
Analyse Evaluate
2

Create
A. Factual Knowledge
B. Conceptual
1
Knowledge
C. Procedural
3
4
Knowledge
D. Meta Cognitive
Knowledge
Explanatory Notes: (This is not the notes for the topic. It is an explanatory notes to remember the reason for doing a particular
mapping in the table above)
A. Factual Knowledge: It is a knowledge that contains the basic elements students must know if they are to be acquainted with the discipline or to solve
any of the problems in it.

B. Conceptual Knowledge: It includes knowledge of categories and classifications and the relationships between and among them.
C. Procedural Knowledge: It is the knowledge that takes the form of series of logical steps to be followed. It is more skill oriented and can include
algorithms, techniques and methods.

D. Meta Cognitive Knowledge: It is the knowledge of ones own cognition.

2.4: Key words:


Manometer, manometer liquids
2.5: Key diagrams (if any):

Watch the figure III

Think of Bernoullis equation ??

3. Discussion:
The students will be asked to discuss the relevant topic among their team/other team/Faculty. The students
those who have not taken part will be noted and kindle them to do.
Atmospheric pressureAbsolute pressure, Gauge pressure, Vacuum Pressure

To be used by teacher as a teaching learning process guideline for classrooms and laboratory

1. Single column manometer


2. Double column manometer
3. Inclined manometer
4. U-Tube manometer

a. Pipe in the same elevation


b. Pipes at different elevation
5. Inverted U-tube manometer
4. Mind Map: (It must revolve around the concept)

5. Summary:
Concept of pressure. Measurement by different methods and principles.
Different type of manometers and associated liquids and geometry, and measuring procedure.

6. Assessment through Stimulating questions/Analogy/New ideas and Concepts:


1.
2.
3.
4.
5.
6.
7.
8.

What is the need to measure pressure?


How can I relate pressure with velocity ? (Say in a venture, or orifice meter)
Why mercury is used in most manometers?
When we use inclined manometer
Advantages of inverted U-Tube manometer
What is principle of digital manometer, and how it works?
Can the manometers discussed measure pressure that is varying with time?
How do you know the measurement is correct ? Or what is meant by calibration?

To be used by teacher as a teaching learning process guideline for classrooms and laboratory

7. References: (Books/Periodicals/Journals)
1. Bansal, R. K. (2005). A textbook of fluid mechanics and hydraulic machines: (in S.I. units).
2.
3.
4.
5.

New Delhi: Laxmi Publications.


Streeter, V. L., & Wylie, E. B. (1979). Fluid mechanics. New York: McGraw-Hill.
Shames, I. H. (2003). Mechanics of fluids. Boston; Montreal: McGraw-Hill.
Munson, B. R., Okiishi, T. H., & Huebsch, W. W. (2009). Fundamentals of fluid mechanics.
Hoboken, NJ: J. Wiley & Sons.
Cengel, Y. A., & Cimbala, J. M. (2006). Fluid mechanics: fundamentals and applications.
Boston: McGraw-HillHigher Education.

Verified by Subject Expert:

Approved by HOD:

To be used by teacher as a teaching learning process guideline for classrooms and laboratory

Annexure III

Annexure IV