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Objective Oriented Learning Process Format RBT (OLF)

Branch: EEE
Semester: S8
Subject code & Title: 11E019 & Power Plant Instrumentation and Control
Unit/Lesson No: I/II
T-L tools: PPT
Faculty name: S.MANIVANNAN
Prerequisite Knowledge:
Basic concepts of thermal power plants
1. Topic for Learning through evocation:

2. Topic Introduction:
2.1. General Objective:
Thermal power plants - Complete layout of Boiler
2.3. Specific Objectives (Maximum 4): Include the STEM concept for each specific objective within brackets as
(S) (T) (E) (M).

(If there are 4 objectives, formative assessment to be included as an objective after every 2 objectives)

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

1. Identify major parts available in thermal power plants.(T)


2. Classify different types of boilers available in power plants.(E)
3. Collect various parts of boiler in thermal power plants.(E)

Knowledge Dimension

Taxonomy of Objectives
The Cognitive Process Dimension
Remember Understand
Apply
Analyse Evaluate
1
2
3

Create

A. Factual Knowledge
B. Conceptual
Knowledge
C. Procedural
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:


Feed water system, turbine.
2.5: Key diagrams (if any):

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

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.

4. Mind Map: (It must revolve around the concept)

5. Summary:

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

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


1. Why we are using water to generate steam in boilers?
7. Sample formative assessment questions (MCQs): (There should be minimum of 10 questions/lesson plan)

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

8. References: (Books/Periodicals/Journals)
Text Book(s)
1. Sam G.Dukelow, The control of Boilers, instrument society of America, 1991.
Reference Books
1. S. M. Elonka, and A. L. Kohan, Standard Boilers Operations, McGraw Hill, New Delhi, 1994.
2. R.K.Jain, Mechanical and industrial Measurements, Khanna Publishers, New Delhi, 1995.
3. Modern power station practice, Vol.6, Instrumentation, Controls and Testing, Pergamon Press, Oxford, 1971.

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

Verified by Subject Expert:

Approved by HOD:

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