‘ai Maharashtra State Board Of Technical Education, Mumbai | Teaching and Examination Scheme for Post S.S.C. Diploma Courses Program Name : Computer Engineering Groups Program Code : CO/CMAFICW Duration of Program : 6 Semesters With Fffect From Academie Year: 2017 -18 ‘Semester : Second Duration : 16 Weeks | Teaching TI s suns ite ours | course reat Theory | Practical Grant N Course Tit Abbre | “code | || p | TP tam ESE PA Tom | ESE PA Foiat__| Total peMoa| Mae Min | Max | Min | Sax | Min | Max | Min | Max | Min [ Max ) Min in tir | Marks Marks, Marks Marks) Marks |Marks| Marks Marks Marks Marks Marks) Mar 1 eee eec famis| «]-[ 2] 6 | 3 | 7 | 28 | 30] 00 | 100 | a0 ase | 10 | 25 | 10 | so | 20 | 150 ("2 [Applied Mathematos SMITE TTL | | 50 [00 | oo [ao [= TT | (3 [Basie Bleein Owes se Le 01 28 | 307 | 00 | 100-40 | 2s@ [0 [35 10 | 50 | 20 | 150 4 | Programming in'C Seta TELLICO 28 | 30 | 00 | 100-| 40 | 2s@ [yo [2s | to [50 | 20 f 150 {| Business Communication “Tata Te pete) -1- |) - | ~ [350 fae Pas | 06 | 50 | 20 | 50 | | 3 | Using Computers | 7 Fr | Computer Periperal and 2{-[2] 4 | - =| - ||] — | = | so | 20 | so | 20 | 100 | 40 | 100 | Web Page Designing with < 7 is zg _|2 ~ |). )-| ~ | - | so@ | 20 | so | 2 HIM. 2 2) 4 | so@ | 20 | s0o- | 20 | 100 | 40 | 100 Toa eae ao ate TT aon 300 ‘Student Contact Hours Per Week: 34 Hrs, ‘Medium of Instruction: English Theory and practical periods of 60 minutes each. Total Marks : 800 | Abbreviations: ESE- End Semester Exam, PA- Progressive Assessment, L - Lectures, T ~ Tutorial, P - Practical | @ Imernal Assessinent, # External Assessment, “# On Line Examination, * Computer Based Assessment Finder the theory PA. Out of 30 marks, 10 marks are for micro-project assessment (5 marks each for Physies and Chemistry) to elite integration of COs and the remaining 20 marks isthe average of 2 tests to be taken during the semester for the assessment of the cognitive domain LOS required for the attainment | of the COs, o for the courses having ONLY Practical Examination, the PA marks Practical Part - with 60% weightage and Micro-Project Part 40% weightage eae Candidate not securing minimum marks for passing in the “PA” part of practical of any gourse of any semester then the candidate shall be | declared as “Detained” for that semester. CIENT MSBTE ~ Final Copy Dt. 30.10.2017“ese er gs see Program Name: Computer Engineering Program Group rogram Code + COICMUIFICW/F/DEIENAENS Semester + Second Course Tite Etements of Eletrical Engineering Course Code: 22215 1 RATIONALE 1 techologht ss expested to have some basic knowledge of elesrical engineering as they fave tn ork in different engineering feids and deal with various types of electrical machines nd equipment. Hence. it is necestary to understand magnetic eveits, AC fundamentals, polyphase cicuts, different types of electrical machines, their principles and working Bhmasterisies This curse deals with the basic fundamentals of cleciee! engineering and ‘working prinipies of commonly used AC and DC motors and thir characteristics, The basic ‘oncepts of electrical engineering in his course wil be very useil for understanding of other higher lev! courses 2. COMPETENCY Tne aim of this coutse ie to help the student to attain the fl campeteny through various leaching learning experiences: 1 Use electrical equipment in industrial applications. wing industey identified 3. COURSE OUTCOMES (COs) ‘The theory. pracicl experiences and relevant soft skills assosiated with this cours ae to be taught and implemenioe, so that the student demonstrates the following Industry oriented COs asosated with the above mentioned competency ‘Ue principles ofmagnetie circuits Use single phase AC svpply fr electrical and elecronies equipment Ue thre plase AC supply for industrial equipment and machines ‘Connect irnaformers and DC motors for specific requiemtens Ue FHP motors for diversified applications Use relevant protective devicesintchgear fr diferent requirements ‘TEACHING AND EXAMINATION SCHEME Ee mn we apse] on) 109 [0] ase | | 2s | | | 7 (9 Under the theory PA, Out of 30 marks, 10 marks are for micro-project axtessient 0 facitnate integration of COs andthe remaining 20 marks the average of? tests tobe taken ‘faving ite somesiar forthe axsestment ofthe UO required forthe atainment of the COS. Legends: L-Lecture T~ Tutorial Teacher Guided Theory Practice; P- Pracical: C— Creat ESE End Semester Examination; PA ~ Progressive Assestnent [s COURSE MAP (with sample COs, POs, UOs, ADOs ans topics) &e TSOTE al Copy De SOTTO? aro “This course map illustrates en overview ofthe Now and linkages of the tpies at various fvels (outcomes (etails in subsequent sections) to be atigned by the student by the end ofthe Course, inal domains of leaming in tems ofthe industry/employeriGentifed competency pleted a the centre ofthis map, Figure I= Course Map 6. SUGGESTED PRACTICALS/ EXERCISES ‘The practice inthis section are PrOs (ie. sub-campenents ofthe COs) to be developed and assesed in the student forthe atfament ofthe compciency. z Xppee 7 Practical Outcomes (PrOs) He. = Required | Sane Rape TAGE PONG! TO | Kure ‘Determine Feguency me patio p vale, peak |) {iste and form factor of sinusndal A.C. waveform on CRO. | a SETE Fel Cy De OTF Tae to 2a th | 3° Determine ifequency: time period, peak value, ams value peak I factor and form factor of « sinusoidel A.C. waveformonC RO. Pant “FFin the phase diffrence between vollage and cureat og CRO | for resistive. inductive and capacitive circus. Part | a | Find the phase aifterence betwen volage nd current or CRO!) Ir for resistive inductive and capacitive cireuits. Part It ‘© Connect balanced star and delta load connections to get Wo Fequited voltage and curents, Part | Connect Balanced star and dlte load connecuons fo get the | 02] couied voltage and currents, Part [Determine voltaze and eurzent rao of single phase tanstorme [9 Operute the DC shunt motor using S-pint starter. —t [10 Operte the DC shunt motor using point starr = LT Reverse the diretion of rtaion of single pase inductor motor. 12 _| Reverse the direction of rotation of Universal motor TS "demi switches, ses. switch fuse and fse switch unita MCB, |__| ccs md ELca, +__| TH Connect the switches, Fisex switch Fuse and fase switch wis -WI 0 MCB. MCCB and FLCB ina circuit. Part! [15 Test circuit using serie lamp and multimeter va 16 [Use the earth tester oo (Or Gre the insula Sr 18 Use diferentes of digital lampron meters Total Wate suggestive lat of PrOs is given i the above table More such PrOs can be aded 10 sta the COs end competency. puicia! mix of minimum 12 er more proctcal ned to be performed, ou of which the practicals marked ax "are compulsory, so thatthe cle reaches the ‘Precision Level’ of Dave's Psychomotor Doman Taxonomy ax gencall ‘reguired by the tndastry Ji The ‘Process’ and “Product” related shils associated with each PrO is to be assessed ‘according to a suggested same geen beiow ~Weightage in % x Performance Tadicators Selection of suitable component, epparatusfinstrument The above PrOs aso comprise of the following. social skillsatiudes which are Afletive Domain Outcomes (ADOs) that are best developed through the laborston/ild. haces Follow satety pratioes. Practise god housekeeping, Demonstrate working a eadera team member, Maintain toos and equipment. Follow ethical practices ‘The ADOs are not specific to any one PrO, bun are embedded in many PrOs. Hence the sesuiskion of the ADO takes place gradually inthe student when she uaderakes avons of Drastical experiences over a period of time. Moreover, the level of achievement ofthe ADOx asoording to Krsthwohi's“Affexive Domain Taxonomy” should gradually incense we plone below: ‘+ Valuing Level in 1 yer. + “Organising Leve in 2" year © “Characterising Level in 3" year 7. MAJOR EQUIPMENT/ INSTRUMENTS REQUIRED The major equipment with broad specification mentioned bere wil usher in uniformity in ‘conduct of experiments, aswell as ad 10 prosure equipment by authorities onceneeg A Equipment Name with Broad Specifications [1] Single Phase Transformer” IRVA, snglespase, 2397115 V all cooled. T pace, 2 | Single phase auto transformer (Dimmerstat)- Sle-Phases Av cooled, enclosed mous, laput 0~23 [5 cro =20 sili, Dual channe! | # [Thtce phase Auto Transformer =I5 EVA, Input ATE V3 phase 30 Fi Ouapar a] | 1stIS V.30A per Line, Coolingaicnaural nO 5 "Loading Rheostat ~7-5 KW. 230V. 3 phase. 4 wie: Balanced Toad (Each brah av ng eal load) Load : Wire Wound Fixed Restos 5 amp Bank -230 V 0:20 7 DC shunt motor coupled with DC shunt Generator [_Sinale piuse Induction motor = 4 HP 230 V. (3 [Use motor =i Hip 10 | Digil Multimeter «3172 HDC and AC Ammeiers:0-5-10 Ay [12 [DC und AC Volemeters: 0150-300 ¥ OA. Output: 01 Volts Properate ofeperinental et io 13 Thehoter Non cont pO OOD 3 Saag al openin = — = [4 Reciie sod state, pu 415 V,3-Phane AC Culpa ESO VOC ] 4 | Satay menus — LO rele. 0 Ary 5 | Observations ad Recording 0 3 UNDERPINNING THEORY COMPONENTS mpl of sul and Cashew 20 The flowing apestuois iso be tug ae aise in okt to develop UOs for 7 _ | Answer to sample questions ~ 10 . Practice good housekeeping Demonsirate working aa leader team member intan cols and equipment Follow etical practices, a The ADOs are not specific to any one PFO, but are embedded in many PHOs. Hence, the acquisition of the ADOS tkes place gradually inthe stent when she undanahes sens of ‘ractical experiences over a period of time. Moreover, the level ot achievamen: ofthe ADOs according to Krathwoh!'s “Affective Domain Taxonomy” should gradually increane ay planned below ‘+ Valuing Level in 1 yese + ‘Oraanising Level in 2™ year Characterising Level in 3° year 7. MAJOR EQUIPMENT) INSTRUMENTS REQUIRED ‘The miajor equipment with broad specification mietioned here will usher in uniformity ia onduct oF experiments, as well sald to procure cquipment by authors concemd. ‘Uplted On S008 agaPepin Compt Gn) sours Listy computer systom with basic configuration) C Compiler SI Equipment Name with Broad Specifications me T | Computer system al achieving the COS to ata he identified competency: Tait Tait Outcomes (COs) |___tincounitive domain Tait=1 fa Write Pseudo program gio Tor | TT Program | the given problem Logie | 1 Identity the given symbols of | Developm sow chat at Le Explin guidelines for preparing flochor with example 1, Create Mowchan 1 lowell solve the given problem | 3 Tait) Ja Weave given ling RT askesof | block of C program c 2. Write simple". program using program | the given arithmetic expressions | 2.2 fing 2, Welle simple °C" Program demonscating the given data type conversion 24, Write 10 Statements forthe ven data 23 8, _ UNDERPINNING THEORY COMPONENTS ‘The following topielsubfopics is to be taught and assessed in order to develop UOs for “Topies and Sub-topies Fundamentals of gorithms: [Notion af an algocit Pseudo-code ‘conventions like assignment Statements ang basic contr stevetures, Algorithmic problems: Develop fundamental algorithms: solve) simple problems suchas?) solve Simple anthmetie expression (i) ind the greatest of three numbers (i) determine whether a given number is fever oF od (i) determine whether & fiver mimber i pine Flowehart: Flowchan, Symbols of Mlowshar, Guidelines for preparing Flowehaet Tatroduetion to Histon’ of | {General Structure of 8 °C” program: Header files, mai funtion, Data Concepts: Characier set, tokens. keywords, doaiiers, Variabies, Constant. datatypes, © operators. Arithmetic operators, ‘Adthmetic expression, declaring ariables, and datatype conversion fe Input output: Inpur end ‘Output statement, using print?) and scanf), crac inpuvoutput statements, Inpuvoutpu formating, Use of comments Tai iT Control decision making structure for | Structure | Sio-vay branching fo solve the 5 aiven problem, 3, Write ‘C” program usi Uped Os DOT TE Paes Sa, Write aC program wing 51 Decision making and branching: Relational and logical operaiors, if statement, ielee sateen, nested if lst, else ladder “The switch Tait Tit Outcomes (UO5) (in cognitive domain) “Topics and Sub-topies Eeision making stucture for ‘multcway branching o solve the given problem. 52, Write aC" program using lop statements to solve the given iterative problem. |54, Use elated staternents to ster the program flowin the given loop. TF Looping: While Toop, Do. While loop For loop, Go to statement, Use of break and continue statements a, Write statements to read, wile Array he gen aay. tnd 8b Manpulste te given ary of Strate | 4 Use the strc oso the | given pote, 44, Wane sample program 0 demonstrat io he ven muerte dt pe | Unit—V Sa. Use the given Library function, Function 3b, Develop relevant user defined : functions forthe given problem. Se, Write °C" codes to pass the given function parameters using all by vl" and “eal by reference” approach 54, Write ecutive Function forthe iver problem, Pointers | locations using pointer 0 solve the given problem. 6, Use pointers for performing the given arithmetic operation. 62, Develop program to access clements ofthe piven aray ‘sing pointers, (64, Develop program to so2ess elements of the given structure sing pointers “a1 Charterites oF an aay, One dimension and two dimension arrays 412 Army declaration and Initialization ttomcspiamar® “3 Mey ofc Onin on ona 144. Character and String inpuvourput 5 Tnttoduction and Features of Structures, Declaration and Inivalization ofStrctures |.6 Type def. Enumerated Data Type, sing strastures in C Program "ET Concept and need oF Fnctions '52. Library fnetions: Math Functions. String handing Functions other miscellaneous fametons 553 Writing User defined functions, scope of variables. 15.4 Parameter passing call by valu, call by reference. 55. Recursive functions initializing. aevessing, (62 Pointer arithmetic. (6.3 Handling aeays using pointers (6 Handling fonctions using pointers [6s- Handling siuctres using pointers VI Ga Use poiners to access memory (61 Concepts of pointer: desiring, | Note To aan the COs and competency, above listed Us need 1o be underiaten to achieve the “Application Level'of Bloom's Cognitive Domain Taxonomy” ped Ov 01H Paseo9. SUGGESTED SPECIFICATION TABLE FOR QUESTION PAPER DESIGN hve 1 lain ded work ry consisting and ges seminar pestaion of aes oe : Unit Tide ——excag [Diino of Thea Mae] Proje Shunt Bess tha sen sade eee ous) oe | Level_| Levet | Levet | Starks tn the it our sees the mp cul group-based Hoeven hgh aga Logs lagen ——} ap gg ane tae | ta snes shouldbe avian to bald i le seo ae (Basis of progr G09 sadn oes probe solver 30 tl she cone eh esisof poz pee ee suupsive ate gen here Sir laorpeciold Renda ae oe Prepare sample mark sheet for [0 student Atay and Siete [ QF Prepare sample mark shes for 10 snd oes eee ee Genta soso opin Eugen ee te & Develop book aus ace aria oe a ust ten ately te ey onsite Legends: R=Remember. U= ‘Understand. A=Apply and above (Bloom's Revised taxonomy) (se sirutare and ober features of C "2 develop above listed applications) ete The econ i rows gener tie is eat fe eg = a : and to teachers to teach and assess students with respect to attainment of UOs. The actual VGGESTED LEARNING RESOURCES seuion of meri a efron cag toe FRU and oe eee op ‘or frm abo tbe So) Tie orBonk Author Picton 2 es | Programming Balgurusemy, F. ‘MeGraw Hill Ecucation, New Delhy Otis ant canyon tn EO ee owing we suggested student aed imANSIC | 2012 ISBN s78I2s800%612 | ereurrenlar sites which ean be underaken to aeeleae the aiahancat of sie voce ‘The C Programming | BAR. W. PAI Learning Private Limited, New Savina mille 2 [me Kemignn tiene | Debi t960 BN ore sTsotey 2. Prepare joumal of practicals, }———_|Dennis__ Undone mtroptjas Thinee Kane: Vakawant PB Publics, New Dei 20¥a fae isno78 818 33.1630 11. _ SUGGESTED SPECIAL INSTRUCTIONAL STRATEGIES iteny) 4 [CProgramming | Dr Rajendca Kawale | DE Publications, Dit Solapur, Thin ate sal stain, hich he waherean actos oe ae ofthe a 2 Mabarshea ‘arious lenning outcomes in hs cause 4 Massive open online courses (MOOCS) may be used to teach various topic 1M. SOFTWARBILEARNING WeesiTES topics 3 hutp:apel.ac.ifcourses/106105083/4 5 IL" in item No. 4 does not mean only the wraitiona lestre method, bat eiffcent wi. n3schools com 'ypes of teaching methods and media that are tobe employed to deveion the oureenee © wwwprogramiz com/e-programaing © About 15-20% of the toplessubtopies which is rlaivaly simpler or descriptive 4. ups Awww codecusemy com courss/getting-started-\2/0/1 ature is to be given to the students for selfdirecred leartag wd eee ie © Bip. foc: miedw/eourseselectrial-enainering-nd-computerscien e/6-O87 development of the COs through classroom presentations {ace inpleneemics Prtical-programming-in-januaryiap-2010) guideline Tor deta), hip pokemtutrl org With respect to item, No.1 teachers need to ensure to create opportunities and Provisions for co-curricular activities © Guide staden(s)in undertaking microeojects, { Demonstnte students thoroughly befor they start doing the practice, = Ersourage studi to refer dierent websies to have desper understanding of the subject 1h. Observe continuously sid moniter the performance of students in Lab, 12. SUGGESTED ANCRO-PROJECTS, rts one micro-project is planed to be undertaken by a stident assigned to him/her in the Peginning of te sreser. Ste ought 1 submit bythe end of he semester to devel he Indust oriented COs. Each micro-project shoul encompass two er more COs which oes {ica inezration of POs. UOs ant ADOSs. The micro-projet sould be iusey spolonren based, imeractbased, worishop-baved. laboratory-based or Reldoased. Each rio on PearyProgram Name: All Branches of Diploma in Engineering and Techaologs: Program Code: CR/CR/CS/CIVPSICMICOMFICWIDEJESEN/EQ/ETIENIIE/MUIEE! EPIEUS/ICIAE IFGIME/PGIFFIDCPEXITC Semester + Seeand ‘Course Title : Business Communication Using Computers Course Code + 1. RATIONALE Communication isthe key factor for smeath and eMfiient functioning of any industry oF business activity, Effective business communication is the lifeblood of any organization jana is required to maintain quality and progress. The elficacy of business Communication sills are essental for engineering professionals for instructing, guiding ‘ind motivating subordinates to achieve desired goals at work place. Its very crucial for Sr entrepreneur to run organization successfully by communleating effectively and Skilflly with employees, customers and investors. Thus this course hes been designed ocenkance the skils to Communicate effectively and siflly at workplace” 2, COMPETENCY Te aim of this course isto help the students 10 atain the folowing industry identified competency throvgh vatous teaching learning experienees + Communicate effectively and skilfully at workplace, 3. COURSE OUTCOMES (COs) “Tne theory. procicl experiences end ylevant soft skills associated wih this course are to be taught and smplemented, so that the stodert demonstrates the folowing industry oriented (Cos aseciated with the above-mentioned competency va Communicate effectively by avoiding barriers in various formal and informal ‘Communit skiliflly using nan-verbal methods of commenicaton, Give presentations by using audio-visual aids ‘Write reports using correct guidelines. Compose e-mail nd formal busines eters. 4. TEACHING AND EXAMINATION SCHEME, ‘ones The _—_ Practica "noo OBE Ea EZ ee Legends: t-Lecture: 1 ~ Tutorial Teacher Guided Theory Practice: P- Practical: C~ Cred. [ESE Ena Semester Examination: PA ~ Progressive Asses 5. COURSE MAP (with sample COs, POs, UOs, ADOS and topics) This course map illustrates an overview ofthe flow and linkages ofthe topes at various levels of outsomes (details in subsequent sections) 1 be atained by the stadest by the end ofthe Soume, inal domains of leaming in terms of the industy/employer idenfied comperncy ‘epicted athe cente of this map. Figure 1 - Course Map 6. SUGGESTED PRACTICALS ACTIVITIES / EXERCISES (Integrate the theory in the laboratory when conducting practical) “The practieal inthis section are POs (i. su-components ofthe COs) 10 he developed nd assessed in the student forthe attainment ofthe competency eee : Type (-)) For aly practical courses the PA (15 mats) has two components under practical marks s. paar aeee. vit | APD te he assessment of practical has ¢ weightage of 60% (6.09 muiks) and micro-rojet No. 10 (Pros) Ne. fsestment has weightage of 40% (Le 08 marks) This is designe to feta attainment of iGDe Wolinielyes there. bo eer ESSE T | Exslain the importance of Business communication for an tr * i organization using case study STE Copy 6 SOOTOTT Tassos 7 SBTE Foal Copy i SOOT ory =Conn Cap 3” Mentioa the examples of body language use at workplace wi le pleturesand igen [3] We the importanes and sidelines of presentation sil [6 [Datta detailed Progress Repor: 7 Organize a debate on ypes of communication 11 s. Unie Practical Outcomes (PrOs) irs. we No. "required 2 Dra job pplication eter with resume ising Comp ve wa [Prepare minut of ecto and wal Rio gtnama-anes | pprox. M2 v2 Te 2 Sanaa bs Draft a complaint eter on given topic, 1 Explain the eight principles ofeffecuve communication t Inds repor using techniques oF umimarbing. [IV ed 10 Design PowerPain pesenition on any technieal Tops i] 3 HL Ta Vv Ti 12 Explain various non-verbal codes with exariples 2 13 Explain the importance of personal appearance statin Ups OF 13 rooming for @ professional, Draft a memo.on given onic v3 (5_ [Present any Two barriers to cammunisation ising ease Suh Ta) Present a technical paper using IEEE format ti 3 32 eeestve Uist of practical LOs is given in the above table, move such an be added 19 attain the COs and competency, A judicial mix of mint ractical LOs'tuorits ned robe performed. out of which te proctcals ce compulsory, 0 that the student raaches the ‘Precision, Level practical LOs im 12 oF more ‘marked a= "of Dave's ‘Pepchometor Domain Taxonomy” as genurally required the indhsiry. The ate of batch for the practical shold rot exceed more than 21 students sini for tie ‘mini attainment of COs and Pros. (i Hence: the Process’ and “Product” related sills associated with each LO of the laGoraroy Worksop field work ave to be assessed according 0 a sugested sop 7. MAJOR EQUIPMENTS / INSTRUMENTS REQUIRED ‘The major equipment with broad speci conduct oFexpeniments as well as aid to Frocure equipment by authorities com [|] tesipment Name we Brosaspeameume ER] S Eeuipment Num with Brond Specications ee [Eco Fgsaae ‘al —] 2 | Smart Board with 3 [Language fab with internet [Fyre ton mentioned here will usher in uniformity in cerned, cane comncas 8. _ UNDERPINNING THEORY COMPONENTS ‘The following topics subtopics should be taught and asessed in order to develop UOs in ‘cognitive domain for achieving the COs to atin the identified competencys Tai Tait Outcomes (UO) J Topies and Subsopies Aincognitve domain, Writing Shits Speaking Ss Tait=1 Te Deseribe the Je. Use dierent 1-1 Tnrodaston to Introduei” iponane ofthe ‘ypesofverbal |” Communication onto business andro Elements, Importance, [Business | communication inthe | Seta Functions | Communic | given sivation somumanicaio. 1.2 Types (meaning nd |ation "1b dentiy the missing | aforthe given | imporance) ertal element inthe gives | siuaton, (Gnl-Ween), Fora, commauniation Informal, Verest, proces Horizontal an Disgonal le, Ident he ype of communication communication athe 3 Prinepies of eiective |, Bven situation comauniation 1d. Identity the type of 1a Barnes 0 commuricaion bier | communication - | inthe given situation Physical, nechaical, fd ts remedy, pyetologcal and ingusie 15 Busioss communication | Meaning, characteris ipo, Unit Ba Dearie the non- [2d Uae elvan 21 aoduchos ts None Non ‘verbal communication | aia Verba communication Verbal | requiedinthe given | expressions in | (teaing ood Communic | siton the given Importance) ation 26. Desribe personal situation |22 Body Language sppearance required in |26. Answer Aspects of body the ven uestions ater Language: gestures, eye communiction | fsening te ‘tac, poste fil Situation presemtatons. _expresions personal 2e. Deseibe the given pearance (essing | tat expesions 254 grooming) voce. |23 Body language | pastive and negeive | | Boy la 3a Prepare seminar [30 Make seminar 3.1 Presentation skips Presentao | presentation forthe | presentation foretletng Bake | Bven situation 3e Paricipate in |__ presentation 3b Prepare debate points debate 22 Guidelines for “Yor and gaint the specking “or’ developing powerpoint given opi | or egait the | presentation 3e Prepare the poims for | given topic Presenting Technical somputer presentation [3 Make elfecive | paper NSBTE-Finl Copy Dr 30 TOIT age toTe =Tait Tit Outeomes (Os) "Topics and Sub-topies {in cognitive domain) Writing 5 Speaking Sais Tore given (opis ‘computer Taio 4a Date givennotice af Read the 41. Office drafing Formas Office using the relevant, agendaofthe and Guidelines, Drafting format fgven mecting, | 42, Formulating notices and | 4b Draft the given ‘memorandum ving the 4g Read the memoranda reportofthe 4.3. Preparation of agenda | relevant format sgnen event sand writing minutes of Prepare agenda forthe 4h, nite meetings iventype of meetings. | telephone calls | 4.4, Preparation of epors- Prepare minutes ofthe for given progres repors, ven typeof meetings. | situstion. ‘Accident repos, case Prepare ports ofthe || 44 Answer sudy. aiven ype of official phone 45, Summarizing eventsepisodes! calls for given sechniques, ascents sstustio, TnicV $a Respond given ob 31 Bases Business | advertisements by sontespondence Correspon | writing your CW! 52 Enquiry order and dence Resume, complaint lters 5b, Draft business eters in 5.3 E-mails ntiquttes. the given stations. 54 Difference ~Curnculum Se Draft complaint letters | Vitae, Biowata and | forthe gen svations, Resume, ‘54, Compose E-mails wih 5.5 Job application and relevant forthe given sesume writing ‘Note: To attra the COs and compereney. above Tied Learning Ouicones TOT) need to Fe ndertaken to achieve the “Application Level’ of Blooms's ‘Cognitive Domain Taxonomy Theory related tpte should be covered during practical hows wing mulinedia 9, SUGGESTED SPECIFICATION TABLE FOR INTERNAL END SEMISTER EXAMINATION Tait Tait Tite Distribution of practieal Marks] | so. R Uo | A | Tort Level Level__Level_| Marks T | Tvoduetion to Business @ 2) Or (OS Communieation T— | Non-verbal Communication o oe Til Presentation Skills o ‘or 02 [8 I Office Drating oF e404] 10 W | Business Correspondence or [10 Tout 10 | 31 nos Crde 28 Legends: 8=Remember, U=Understond, A=Apply and above (Bloom's Revised texonomy) [Note This specication table provides general guidelines to asit stent for ther corning ‘and to teachers to teach and ansese students with respect to ettnnent of PrOs and UO. The ‘actual distribution of marks at diferent taxonomy levels fof, U and A) Ja the question poper ‘nay vary from above table, 10, SUGGESTED GUIDELINES FOR ASSESSMENT TOOL TO CONDUCT INTERNAL END SEMETER EXAM (ESE) Weishige | Wegitaxe 20 Marks) (as Marks) Total a 8 (Aecamenttascdon PPOs Om Dpracteals conducted during examination semester based on UOs Based on computer and written Topics 35 Marks) “si mentioned in AB | (Minimum four questions each five | syllabus. marks) (Minimam five Duration: 2 hours Sample questions: Egil Draft un email o The | manager regarding the shortage of | raw material at production {questions euch fo marks tobe asked ) Eg. | Explain the department. importance of Note-submit the printout of mail, | communication (Computer based) in professional lie. Eg. 11 Write job application with | 11. State any four resume, (witten } suidelines of ‘in ‘SUGGESTED STUDENT ACTIVITIES ‘Other than the classroom and laboratory leamin, following ae the suggested stdene-elted ‘cocurricular sctivities which can be undertaken © accelerate the ataipment ofthe various ‘teomes in this couse: 1 Collect good articles from newspapers and magazines snd read ther with correct Sntonation, », Listen Business news on TV and radio, ©, Watch videos of effective presentations on television and open learning sources for presentation skills and body’ language 4. Undertake micro-proecs 221. SUGGESTED SPECIAL INSTRUCTIONAL STRATEGIES ifa99) These ee sompe rages. hich oe ether ean oe esr anne of the ‘os cutcms inthe cue: oe taste open aie sourses (MOOCS) may be ved 10 cach vanes tps ie NBRTE- Frat Copy Dv 30103077 Paseo => ‘L"in item No. 4 does not mein only he traditional lecture method, but different ‘pes of teaching methods and media that are to be employed to develop the outcomes, 1 About 8.208 of the topicasub-opies shih te tlatively simpler oF descriptive ia ature is to be given to the students for selfalreced leaming and. assess the velopment of the COs thecugh classroom presentations (see implementation auideine for details) 4. Wich respect to item No.10. teaches need to ensure to create opportunities and provisions for eo-curicutur activites ‘Arrange various communication activities using functional pramar. ‘Show videofznimation films to develop listening skills und enhance vocabulary. Use real life situations for explanation, Prepare and give oral presentations Guide micro-pojects in groups as well a8 individually 12, SUGGESTED TITLES OF MICRO-PROJECTS ‘Only one micro-projecis planned to be undertaken by a student that needs to be assigned to himvher in tie beginning ofthe semester Sfne ought to submit it by the end ofthe semester to ‘develop the industry oriented COs, Each micro-project should encompass two or more COS Which are in fit, an integration of CAs, Us and ADOs. The micro-project could be dustry application based, intemet-based, workshop-based, laboratory-based or field-based. Each student wil have to maintain dated work diy consisting of individual contribution in ‘he project work and give a seminar presentation of it before submission. Te total duration of ‘he miero-pooject should not be less ‘na 16 (sxteen) student engagement hours ducing the ln the fist four semesters, the micro-sroject could be group-based. However, in higher sSomtesers, it should be individually underaken to build up the sill and confidence in every student co become problem solver so that s/he conebates to the projects ofthe industry A ‘sugasstive ist i ven here. Simlar micro-rajets sould be added by the concerned faculty: Study the personal appearance and grooming of employees visting sales store shopping mil nthe vein. be. Comparative study of Bio-data, Resume and Curriculum vita, {© A detailed study oF guidelines required for presentation skills {6 Summarize technica comtent using English newspaper, magazines or anne resources. «, Prepare a booklet on aspect o body language in pictorial form fA detailed study ofthe importance, of echnical pape of technical pape presentation Case study onthe importance of Business communiation in an organization fh Report on various fosnabusinesssetivities i, Study of orl presenetion of famous busines leader 41 Detailed suey of business etiquettes observed in organization & Summarize the busiess article wits the help of English newspapers!nagszines and other sourees 13. SUGGESTED LEARNING RESOURCES w sion No Title of Book Author Publiatio 1 Etainve Mask Riet | Tata McGraw Hil |_| ommunication its ‘GSBTE- Fal Copy SO TOIOT Pastel “ Pablieaton 2 | Communication Skills Sanjay Kumar and Oxford University Pros L Pash ata — 3 | Pesonality Barun K. Mitre | Oxford University Press Development and Soft Skils SOFTWARE/LEARNING WEBSITES lus: ww.britishcounelinengishvleaen-ontne Inu earnenglish brisheouncil orvee/soment lpr talents com! leiguagelabsystem com ‘www wordsworthlt com ‘www notesdesk com Jntp/www ttoriaspoint.com ‘www studylecturenotes com tutalcommunieator com www speakingtips comProgram Name: Computer Engincering Program Group Program Code: CO!CMUIFICW Semester Second Course Title + Computer Peripheral und Hardware Maintenance Course Code ES RATIONALE [Maintenance and roubleshocting of computer system and its peripherals isan important ‘o upkeep the computer systems and peripherals. Diploma pass out must be able 10 use and ‘mainwain these sjstem peripherals authentically, They must also possess basic skills of sssembing desktop computers, interfacing with peripheral devices, installing new devices and Curry out proventive and breakdown maintenance and vroubleshooting This course is Gesigned to develop these vital skills in them through lab based activities to solve problems associated with computer hardware 2. COMPETENCY “The aim of this course is to help the student to attain the following industry ‘dette competeny through various teaching leering experiences ‘+ Maintain computer hardware and peripherals. 3. COURSE OUTCOMES (COs) ‘The theory, practical experiences and slevant oft kills associated with this course are to be taught and implemented, so thatthe student demonstrates the following industry oriented (COs associated withthe above mentioned competency deny aiftrent types afcomputer tysteme, “Troubleshoot common motherboard problems Select processors requted foe relevant systems Parivon/format hard eisk dives, “Troubleshoot peripherals and networks “Test power supplies. 4. TEACHING AND EXAMINATION SCHEME Fr ESE PT ae sr [roa 1s] ina | Win Ma | ie [ Wa | Mi Tepe p-l-t= l= l-t= = ep ep (©): For the practical only courses, the PA hos ta components under practical marks be. the futersment of practical (seen in section 6) has @ weightage of 6096 (230 marks) and micro= project assessment (seen in section 12) has a weightage of 40% (14.20 marks) This 16 designed ro focitae atarament of COs hoistieally as there i no theory ESE Legends: L-Leciure: T-TuorialTeacher Guided Theory Practice: P- Practical; C~ Credit, ESE - End Semester Examination; PA Progressve Assessment COURSE MAP (with sample COs, PHOs, UO, ADO and topics) “This course map illustrates an overview ofthe Mow ad lage ofthe apis at various levels ‘of outcomes (details in subsequent sections) 10 be ataned by the student by the end of the ours, in all domains of learning in tors of the industryfemployer identified competency depicted atthe cenite ofthis map, tee Gaeta ule A ERE ys Figure 1 - Course Map 6. _ SUGGESTED PRACTICALS/ EXERCISES The practicals inthis section are PrOs (ie, sub-components of the COs} to be developed and assessed inthe student forthe attainment ofthe competency Tan) Appr Practical Outcomes (PrOs) rit Hs. Required [Tar Tentitydesop and senor by is iype and verify Tr {SHTE Fa Copy BO TOOTT Page otaprox |S Practical Outcomes (PrOs) ait rs 7 » | Required tons Ida ie of sto and veri Speicaton 7 [ade harvar componens on rtherboad rT |" [5 —trublsoot emmon peablens of motherboard . 3 |Cage BION stings Lt [Parton ad anage bard GSE afd aves win enV 2 estes (ar) attion and manage ard Gk, Format hard dives with diferent | IV file systems. (Parl), Install Operating Syste — Windows ily Gch as Windows 77) TV) 2 Windows 10 7 Install Operating System pw LinuuUbuntu/Centos) ETroubleshoot Hard disk problems. wf ‘9a Install local printer (Software coiguralionsetings on printer V2" ‘and woubleshootn ‘Share Printer in Network(Sofiware configuration stings om 1g) al | TO Setkeyboard, mouse, monitor, Speaker, Microphone and LCD “VD Projector TT Install SMS, measure voltage levels in man connectors of SMPS [VI 2 connecting verious subsystems Z| Assemble and Disassemble Desktop System Assen and Distse ble Desop System (Poel) -F_ Troubleshoot compute system by diagnosing the poblent 5 Use diagnostic sofivare for fault nding and viruses ‘6 Underake Preventive Maintenance of PC using vacuum cleaner (2 ana sinpe wots Total 2 ‘ote rl suggestive list of PrOs is gives in the above fable. More such PrOs can be added to ‘auain the COs and competency” All the above iste practical need to be performed ‘compulsorily. so that the student reackes the “Applying Level’ of Blooms s ‘Cognitive Domain Taxonomy’ as generally required by the indusry 1 The ‘Process ond ‘Product related skulls associated wth each PrO are to be assesed according oa suggested sample givea below: S.No _Ferformance Indicators | Weightage in | ‘a Use of Appropriate tool 0 solve the problem TT 1b. Operate equipment skilfully 130, Follow Safety measures — 10- <4 Completed the exercise in spulated tine 0 Answer fo sample questions i) F Submit epor in time To Total 100 “WSBTE Fal Coy Oe STOW Pyesarw ar “The above P1Os also comprise of the following soci! skillsatitudes which are Affective Domain Outcomes (ADOs) thet are best developed through the vaboratoy/field based experiences ‘2 Follow safety practices ». Practice good housekeeping © Demonstrate working aa leader team member 4. Fellow ethical practices. + The ADOs are not specie tany on: PrO, but are embedded in many Pete Hence, the scquisiton of the ADOs takes plac gradually in the student when she undertakes Series of practical experiences over a period of time, Moreover, the level of achievement of the ADOs according to Krathwobi's “Affective Domain Taxonomy ‘should gradully increase as planned below: “Valuing Level” in I" year Organising Level’ in 2" year ‘Characterising Level" in 3 year 7. MAJOR EQUIPMENT) INSTRUMENTS REQUIRED ‘The major equipment with broad specification mentioned here will .sher in uniformity in conduct of experiments, a well seid to procure equipment by authorities concerned S Ne. Equipment Name with Broad Specifications cane Computer system with all necessary componenis Uke, motherboard, ai fandom access memory (RAM), read-only memory (ROM), Graphics ‘urd, sound cards, internal hard disk érives, DVD drive, network ierface card [2 LCDIDLP Projezor [3 [Mouse ‘Meshaniesl, Optical, Opto-Mechanical — Lipo Blue oot Based wis mS and Re Goard or any er ONIGE Dot Matrix Printer Laser Printer, Inet Print Logi prob, ogi pulse, caren razr Digial voltmeter | Operating systems — [CLI Power Supt [112 [Diagnostics Sofware = [1 Vacwm Clesne Blower iH Nove There are no specifications fied Jor the whine Tated equipment. devices and snsrunents. Depending on the avaabliy inthe inte they can be ued or the prove UNDERPINNING THEORY COMPONENTS following topis/subtopies are to be taught and assessed in order to develop UOs (ving the COs to atin the identified competency:some coprtegsion tino C0. de Tt Tait Outcomes (UO “Topies and Sub-tpies Tait Tait Outcomes OD Topics and Sub-tpies | in cognitive domain) (cognitive domain) Tait=1 Tar Explain chareterses ofthe | 11 Computers Deskop Computes. Tit Tait V Sa Dessrbe features of he) ST Troubleshon 0 devices: Keyboar& Featorsof | given spe of computer, Layton, Mainframes Supecompater WOand |» phen UO devs OO Sores, lous Seamer, Webcam, Computer| systems 1.2 Features description: Hardware Modem | Sb. Write steps to troubleshoot Monitor, Prints, Speaker end Mike Hardware ib. Deserbe features of the camponcns of Deskiop Systems, the piven peripheral device LCD Projector sien desktp systems. Laptops, and Tables Se. Explain te ofthe given UO | §2 VO Cebles: Specification of VO lo, Deserte features ofthe 1.3 Types of Severs, Seer Feature cable Cables, Types of VO cables, Types of aiven Table systems esciptions an is applications 54 Explain features of given 10 Pons, Intra and External 1. Describe features of the (ype of interface modem, Block diagram and given server systems Se. Describe the procedure co spesifcations troubleshoot the given 53 Network Interface: Definition of Wait Za Wey he Gen component 21 WaiheGowd Components, Layout, network problem. network interfce, Types of network Matherboa of metherboa. Connections interface, eoubleshooting of rework wd 2p, Desrbe features of the 2.2 Motherbours: Types and Features connectivity, AnUViRS sven motherboard 125 Enhancing features of motherboard: | 2 Differentiate hardware based | Adding and or replacing components, Unit VI a, Describe Fees and ET Purpose and Feaures oF SMP, ang sofware base problems |2.4 Troubleshocting problems of Power working ofthe given SMPS | Working of SPS. | ofmotherbowd motherboard Supply 6, Describe features and 6:2 Fault finding in power supply 24, Describe the procedure 0 ‘working ofthe given UPS. [ss Uninterpted Power Supply identify the given type of 6, Diferemiate the salient Characteristics of UPS, Types of UPS motherboard problems feature ofthe specified ype | online and ofine ” of UPS | 64 Preventive Maintenance af Power Tait TIT] Sa Deri architecture of "3 TProcessor* Comavon Features, Types of |e. Describe the steps to Supply Processor | given type of Mul-core Processors, Base Stucture of CPL, troubleshoot he given tp of and BIOS | processors Different levels of cache, system bas, SMES, 3h. Explain the purpose ofthe | clock speed, packaging ‘Note: To attain the COs and competency, above Titad UO read 10 be undertaken to achive | given type of eo-procesors._| 32 Muhiple Core Processors: Desrinion, the Application Level’ of Bloom's Cognitive Doman Taxonomy. ‘e.Explain the level and purpose | Two core pocestor architecture and of eache memory. rmul-core processor architecture SUGGESTED SPECIFICATION TABLE FOR QUESTION PAPER DESIGN 34, Write the procedurero —_|33 Co-processors: Graphics, Math For the practical only causes, she PA has 1wo components under practical marks ie assessment of peacticals (Set in section 6) has a weightage of 60% (i 30-marks) end mi projet assessment (Geen in secon 12) has @ weightage of 40% (‘e.20 marks), Th ‘designed io faciizateatainment of COs holistically, as there is no theory ESE, TESATE Fa Copp Oe TOOT Legends: L-Lecture; T ~ TatrialTeacher Guided Thoory Practice; P ~ Practical: © ~ Credit ESE - End Semester Examination, PA - Progressive Assessment 5S. COURSE MAP (with sample COs, POs, UOs, ADOs and topics) “This course map illustrates an overview ofthe flow and linkages of the topics at various levels ‘of outcomes (details in subsequent sections) to be attained by the student by the end ofthe ours, in all domains of leaning in tems of the industry’employeridenifed competency depicted tthe centre of this map. cia Py Ny i Sets 2 “7 Bioneers GE Ss Figure = Course Map 6. SUGGESTED PRACTICALS/ EXERCISES. “The practcals in this section ar: PrOs (ie, sub-components of the COs) 10 be developed and asseseed in the stent forthe atanment oF te competency Tait | Approx. TS) pencacaucomes(hOy LURE ApproN | No. | Practical Outcomes (POs) ] Bait | Appre BRE Find Copy Be SOOT gs 8Required] [Create web page sing auctor waste Giplavsamplemesage | TO 2 Crests web page for displaying x paragraph sing Block level |) | gpg toys, HR tags (Pane 3 |Create a webpage for delaying a paragraph using Bockvel |, 1g, tuo HR tage (Part (4 [Create a Web Page usty Tex evel gvand Spotl Chander. [02 | $1 Greate a web page fr inpementing different types of Lis uo 6) Create a wes page to link 2) A diferent web page ofsime site ) A aiierent location on the same web page ©)_A specific location on different web page of same sit __| Ty Create a web page to Link 3) An external page of different web sit, ) Ton email ID. 4) Write tags to chang colors of links. | (5 insereiags on web page using various anaes mee 97 mplement image asa button and set image as backyrommd 2 10 | Create a web pase to implement Frame i ou 1 [Greate a web page o implement Table tgs o| [12 Create a web paye for demonstration oF CSS by applying incrnal =] syle 13 Creaie a web paye for demonstration oF CSS by applying Extemal | WV) 02 | syle TH Create web page for demonstration of CSS by applying Inline | V02 sive TS_[Insals web server and publish a website on Intranet we TG | Publish a website on Inert by quiring space on fee hosting WI 02" Total Nae TA suggestive [ist of PrOs is given tn the above tle. More such PrOs can be added to ‘ain the COs and competency. A judicial mix of practical need to be performed. out of Which, the practcals marked as '*' are compulsory so that the student reaches the Applying Level” of Blooms's ‘Cognitive Domain Taxonomy" as generally requed by the nr 1 The ‘Process’ and ‘Product’ related sills associated with each PrO are tobe assessed according 10.2 suggested sample given Below Performance Indicators) Weighagen % | ‘Bebuaging ai Quali of ouput achieved (Product) Submit eport in ime t “Total a “NSBTE Fea Cony De SOTOROF Pg ar era Deis Me sk ‘The above PrOs also comprise of the following social skilsatitudes which are Affective Domain Outcomes (ADOs) that are best developed through the laboratory /fild. based experiences Follow safety practices Practice good housekeeping, [Demonstrate working as a leader/ team member. roll evel practices, pAer The ADOs are not specific to any one PrO, but are embedded in many PrOs. Hence, the ‘soquistion of the ADOSs takes place gradually inthe student when she undertakes e series of Pratieal experiences over a period of time. Moreover, the level of achievement of the ADOS ‘sccording to Krathwobl’s “Affective Domain Taxonomy” should gradually increase as planned below: Valuing Level” in 1* year Organising Level’ in 2" year ‘© ‘Characterising Level ia 3 year 7. MAJOR EQUIPMENT) INSTRUMENTS REQUIRED ‘The major equipment with broad specification mentioned here will usher in uniformity in conduct of experiments s well sad to procure equipment by authors concerned. Equipment Name with Broad Specifcati ‘Computer wih a text editor and eowser Neu 3 Computer system with Internet connection iY T 2 [Scanner Ad size, supporting imaze quai Web server 8. _ UNDERPINNING THEORY COMPONENTS ‘The following topcssubtopics are to be taught and assessed in order to develop UOs for achieving the COs to ats the identified competency Uae Tait Outcomes (005) “Topics and Sub-topice Ain cognitive domain) Cnit—7 Ta: Differentiate characteristics oF "1.1 Fondamentalsof World Wide Basics of "the given typeof web site. ‘Webiwww): Information about Web HTML tb, Describe siracture ofthe given | Browsers, Web Servers tnd types of HTML page sites. Static ws. dynamic web sites le Explain use ofhead tag and |Web page structure. DOCTYPE, body tag in the given web head, body, tile and other mete tags page swith stibes | Describe the procedure of 1.2 Block Level Tags And Horizontal using the given block level we Rules: Headings, Paragraphs, Breaks, fonsweb page Divisions, Centered Text Block ‘Quotes. Preormated ext. pes of Address, HR tag. De Describe use ofthe piven 21 Text Level Tags And Special special characters in cfeating___Charucters: Bol, ialics Teletype TWSBTE Fal Caps Br TO eataraeooeine 1m Tat] Tai Oreos 0] Tope wa Sse Ta] Ta Outcome ON —] aad Sa (mcognave coma) | (resve do) Taal WebPage Takes STE Sap | Tapsand 25 Uscrcaniagtodpey the | Subnoit-DIV ep capa | Talc a Dea OTE Wate ot oe tenet chancts, species Wanate | congue a wbewer Conc of ert end ane ze Bighinaeoftoegien ype | 22° Line: Ore its, Unorded Mowtng | 6h Dirt esting Poblahngwebste on ewer ofc nes Post Uist, Beton List, Nee Lis, fequemenon nrc and | ttling config we see 2a. Bese te pride of | Inmer | Savoy es on inrnet ste ees tang th pene evel aps Ge Dest te proce for | tine td weber Pain tmomunga WebPage honngihegecnsebic, | wehoesiton nec hing Web 6a. Erp pos of plating Soe ptncig fess, Tae] a Dab FRE BER URL Tipe sheen esanawetate™ | Vii Fong econ mere Sst RI And yet URt DF Utl Ahslt Us Reae eb Imager | 3, Bebe he gen image | URL pon und cons af ine and TET as CORT BE TT UO nea DB TEN OHO | asinuce on 2 web page | Se, Explain process of using the ven colorsimapes as page background on a Web Pege 34, Describe the procedure for | creating the given type of | hyper inking ‘a Explain the given ak atvibuts to organi d | eb page 4b, Use the given tale atribute 10 change default able seting 4, Deserbe the given ype of “Fame’ with examples | 44. Desenibe the procedure ro | organize display sp given sere layout using frames absolute URLs, Anchor Tag: Linking various documents for intemal and | extemal links |S lmages, Coors And Background: Inserting, Images, formatting image for sizing, alignment, Bocder and sing other auribules with IMG tag Inserting image as page background Creating solid color page background, ‘TABLE, TR, TH. TD tags. Border, ‘el spacing el pacing, wid ‘align, bgcolor atbutes. 4.2 Frames "Types of Frames with their attbutes, Creating frames FRAMESET tag=rows, cols struts, 45 Table: Table tag with atibutes. | Tait -V Cascading Site sheets 1 Sa: Deseribe CSS code Tor the [sven pe of formating ona web pase Sb, Desoribe te given syle sheet ropes. Se. Explain the given property of ess. SM, Dest the puneune reate CS for applying the {given presentation scheme on a web page, "3.1 Cascading Sige Sheets Difereat types of Sie Sheets, Benes of sing CSS, Adding syle to the document: Linking to style sheets, Embedding ssle sheets, Using inline style, Seleciors: CLASS rules, ID rules 52 Stylesheet propertin: Font tox box. color and background properties; (Creating and Using 8 simale external (CSS fle; Using the inter snd nine (CSS; background and color gradients in CSS Setting font and text m sige sheet using table layout. CoH TORT the ‘Application Level of Bloom's Cognitive Domain Taxonomy [SUGGESTED SPECIFICATION TABLE FOR QUESTION PAPER DESIGN = Not Applicable: 10, SUGGESTEDSTUDENT ACTIVITIES Other tan the classroom and leboratony lesming, following are the suggested studenttlated co-curricular activities which ean he undertaken (0 ecelerate the attainment ofthe various ‘utoomes in this couse ‘Prepare juris based on practical performed in laboratory. 1. Browse and Ofserve features of dfferent types af website . Idenity different host servers for hosting static website 11, SUGGESTEDSPECIAL INSTRUCTIONAL STRATEGIES (ifany) “hese ae sample vsti, winch he water can ae oases the aint ofthe “nus ean outcoes nth cores: Massie open online courses (MOOCS) may be used fo fash various topcsub 3 Potn em Na. 4 oes ot mean only the tations! lestire metho, but ierent ‘ypecoftenshp mchods and etn tha arto employed o develo the teres «Abou 520% ofthe tpesub-opes wich is enively sper o descriptive n Tus isto te ive fo the sent for sliarected leaming aod asses the Goclopment of the COs through clssoomreertatins (Se implemeniaton iniene ford With espet'a tm NoUO, teachers need fo ensue trent onportnies and proviso fo c-eureculr actives Eide stodent) i ndetakng mice-projcts Demonstrate dents thoroughly before they sr doing the pase. Draourage student Wo eer diferent weber fo ave dsperonderstanding ofthe abies 1. Obtrveconiruously and monitor the perfomance often in Lab wae ‘he practical exercises as listed in point no. 6 above may be undertaken keeping in mind to develop a sample website as final output. Some sample (opies/domains are suggested below 12, SUGGESTEN MICRO-PROJECTS NESTE Foal Cops OTT Paseo‘Ont one micro-projct is planned 19 be underaken by a student assigned to hiner inthe beginning ofthe semester. She ought ro submit it by the end ofthe semesier to develop the industry oriented COs. Each miero-project should encompass two or more COs which are in fact an integration of Px0s, UOs and ADOs. The micr-project could be industry application based, intemet-besod, workshop-based, laboratory-based or fisl-based. Each sent will ave to maintain dated work diary consisting of individual contribution inthe project work fand give a seminar presentation of it before submission. The total duration of the micto= project should nr be less than 16 (steen) student engagement hours ding the course Inthe frst four semesters: the miro-projeet could be group-based. However, in higher Semesters, it shouldbe individually underaken to bull up the skill and sonfidence tn every sdent to become problem solver so that she contributes to the projects ofthe indus. A suggestive lst i given hee, Similar msiro-project could be added bythe concerned fact (Crete mpl website with micimarn ren web pages Coming te, mages, colors & kg fromes, bles, nu CSS with autble hyperlinking 3” Website for Unversies or Colleges Web ste for books shops, grocery sore thes © Websive for ay Vehicle Showrcom, 4 Website for Hospital iites ‘Web ste fr Travel and Tourism Agency Web site related to any Spons. (Es, Cricket, Tennis,) Any ether sugzested topic by sabjectteasher 13, SUGGESTED LEARNING RESOURCES Ei )Theertoa | Anmer ation T° HIM aa a7 Povey "Tua WoW, Teconpceicincce |Thanu | Dui 510 ON SoorTo18U 7 Lowa Wak Belge’ —Rebbas ——] nay Pane 2a SON TO wasn [Tak Yous] Sanis ——Y Pensa enn POSE Gr L & CSS in 24 Hours Delhi, 2015, ISBN: 978-672336140_ | Winicitnit ana — [Bien Ame Manchin ners BS 213, SBN 8 9TEIBOTIC HL wack —— DT aio eta RT | Book{second edition) _ services ISBN: 978.9350040959 14, SOFTWARE/LEARNING WEBSITES tps w3schools com p/w mine hp/wons: 2ereateawebsite com hntpwebsesign about com pege ‘WSBTE Fal Copy Br 30103017 Pana