Objective Oriented Learning Process Format RBT (OLF)

Branch: Automobile Engineering Semester: 6

Subject code & Title – 15AU 704 INTELLIGENT VEHICLE SYSTEMS Unit/Lesson
No.: I / 1

T-L tools: Black Board, Power Point Faculty name: S.Balachandran

MICRO PLANNING Alpha Breathing

Evocation

General
Objective
3%5% Specific
13%
5% Objective
5% Key Diagrams
3%
Discussion
8%
34% Mind Map
5%
5% Summary
9% 5%
Stimulating
Questions
FA 1

FA 2

Queries

Prerequisite Knowledge:

1. Safety
2. Automotive safety components
1. Topic for Learning through evocation:

To be used by teacher as a teaching learning process guideline for classrooms and laboratory
  The concept will be evocated to the students by showing car model in the laboratory.
2. Topic Introduction:

2.1. General Objective:

 Students will be able to learn about various Active and passive safety.

2.2. 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)

Students will be able to

(1) Understand the concept of Active and Passive safety (E)
(2) Necessary features considered to design a vehicle in safety aspects (E)
(3) Compare Active and Passive safety systems (E)

Taxonomy of Objectives
Knowledge Dimension The Cognitive Process Dimension
Remember Understand Apply Analyse Evaluate Create
A. Factual Knowledge (1)
B. Conceptual Knowledge
(2)(3)
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 one’s own cognition.

2.4: Key words:

Vehicle body design, Safety

To be used by teacher as a teaching learning process guideline for classrooms and laboratory
 2.5: Key diagrams (if any):

2. 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 will be kindled
to take part

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

Passive
Safety

Safety

Active
Safety

5. Summary:

 Safety of the vehicles can be improved by properly selecting materials and design for
vehicle body
 Stiff cage structural concept is adopted to give protection for passengers in all
modes of survivable collisions.

To be used by teacher as a teaching learning process guideline for classrooms and laboratory
  To minimize intrusion after vehicle met with an accident three different crush zones
like soft front zone, primary and secondary crush zones are identified. Then the
suitable materials are implemented in those zones to minimize intrusion.

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

(1) A car is travelling at a speed of 40Mph hit the pedestrian in order to safe guard the
pedestrian suggest the necessary modifications to be made in car?

7. Sample formative assessment questions (MCQ’s): (There should be minimum of 10 questions/lesson plan)

(1) The prevention of accidents before the collision event occurring is called
(a) Passive safety
(b) Preventive safety
(c) Active safety
(d) Non preventive safety
(2) Identify the active safety component among the following ones
(a) Bumper.
(b) Airbags.
(c) Anti lock braking systems.
(d) Seat belts

(3) The prevention of accidents events after the collision event occurring is called
(a) Passive safety
(b) Preventive safety
(c) Active safety
(d) Non preventive safety

(4) In the event of collisions which type of impact contribute majorly deformation to vehicle
(a) Rear impact
(b) Side impact
(c) Rear impact
(d) Roll over impact

8. References: (Books/Periodicals/Journals)

1. 1. J.Powloski - “Vehicle Body Engineering” - Business books limited, London - 1969.

2. Bosch - “Automotive Handbook” – 5 edition - SAE publication - 2000.

Verified by Subject Expert Approved by HOD

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