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The guidelines given in this presentation are useful for writing proper course outcomes of any course for a faculty who is implementing outcome based education

DrLaxmikantDhamandeSeguir

Design, development and analysis of Roller ConveyorIRJET Journal

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EShape Optimization Of A Suspension Bellcrank Using 3d Finite Element MethodsIJERA Editor

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PedbesyAhmed Atef

DESIGN & ANALYSIS OF HEAVY-DUTY OVERHEAD CONVEYOR SYSTEMIRJET Journal

- 1. How to write CO By Dr. Laxmikant Dhamande
- 2. Objective • To give a clear idea about how to write a course outcome for a course in outcome based education
- 3. Outcome • Faculty will be able to write course outcomes for their courses/subjects
- 4. What is Course Outcome • Course Outcomes are what the student should be able to do at the end of a course • It is an effective ability, including attributes, skills and knowledge to successfully carry out some activity which is totally identified • The most important aspect of a CO is that it should be measurable
- 5. Structure of a CO Statement • Action: Represents a cognitive (thinking)/ affective (feeling) / psychomotor (action) activity the learner should perform. An action is indicated by an action verb representing the concerned cognitive process. • Knowledge: Represents the specific knowledge from any one or more of the eight knowledge categories (Factual, Conceptual, Procedural etc) • Conditions: represents the process the learner is expected to follow or the conditions under which to perform the action (This is an optional element of CO) • Criteria: represent the parameters that characterize the acceptability levels of performing the action (This is an optional element of CO)
- 6. Bloom Taxonomy
- 7. Bloom Taxonomy
- 8. Bloom Taxonomy
- 9. Bloom Taxonomy
- 10. CO- Write a customer reply letter with no spelling mistakes by using a word processor. • Action: Write • Knowledge: Customer reply letter • Condition: using a word processor • Criteria: with no spelling mistakes Example 1
- 11. • A spur gear pair consists of 20 teeth pinion rotating at 1440 rpm and supplying 12 KW power to a Gear at 600 rpm. Both the pinion and gears are made of steel having Sut 720 N/mm2 and 600 N/mm2 respectively. The service Factor, load concentration factor and Factor of safety are 1.25, 1.2 and 1.2 respectively. The gears are finish to meet the specifications of grade - 7. a) In the Initial stage of gear design assume velocity factor accounts dynamic load and face width is 12 X module and Kv = 3/3+V for estimating module. b) Select first preference module and calculate dimensions of gear. c) Determine the dynamic load by Buckingham’s equation also calculate factor of safety in bending, d) Specify the surface hardness of pinion. • Use , e =11+0.9(m+0.25√d), C=11655.e N/mm. Example 2 Unit –I Spur Gears (08 Hrs) Introduction to gears : Gear Selection, material selection, Basic modes of tooth failure, Gear Lubrication Methods. Spur Gears: Number of teeth and face width, Force analysis, Beam strength (Lewis) equation, Velocity factor, Service factor, Load concentration factor, Effective load on gear, Wear strength (Buckingham’s) equation, Estimation of module based on beam and wear strength, Estimation of dynamic tooth load by velocity factor and Buckingham’s equation.
- 12. • Action: Determine (Apply) and Design (Create) • Knowledge: Dimensions of spur gear (Conceptual and Procedural) and Ind. Gear box • Condition: For given power transmitting capacity • Criteria: Without failure CO- To determine the dimensions of spur gear for given power transmitting capacity and design industrial gear box without failure. Example 2 Unit –I Spur Gears (08 Hrs) Introduction to gears : Gear Selection, material selection, Basic modes of tooth failure, Gear Lubrication Methods. Spur Gears: Number of teeth and face width, Force analysis, Beam strength (Lewis) equation, Velocity factor, Service factor, Load concentration factor, Effective load on gear, Wear strength (Buckingham’s) equation, Estimation of module based on beam and wear strength, Estimation of dynamic tooth load by velocity factor and Buckingham’s equation.
- 13. • Determine response to forced vibration due to harmonic excitation, base excitation and excitation due to unbalance forces. • Action: Determine (Apply) • Knowledge: response to forced vibration (Conceptual and Procedural) • Condition: due to harmonic excitation, base excitation and excitation due to unbalance forces • Criteria: None Example 3
- 14. • Estimate natural frequency for single degree of freedom undamped and damped free vibratory systems. • Action: Estimate (Apply) • Knowledge: natural frequency for single degree of freedom undamped and damped free vibratory systems (Conceptual and Procedural) • Condition: None • Criteria: None Example 4
- 15. • Determine the root of the given equation, accurate to second decimal place, using Newton-Raphson method • Action: Determine (Apply) • Knowledge: root of the given equation (Conceptual and Procedural) • Condition: using Newton-Raphson method • Criterion: accurate to second decimal place Example 5
- 16. Course-Design of Machine Elements-II • Course Outcome • At the end of this course students should be able to design an Industrial gear box for given power transmitting capacity consisting of majors components including Gears (spur, helical, bevel, and worm), Shafts, bearings, Belt, rope, chain and pulleys and many other small components such as keys, bolts, nuts, washer, seals etc without failure.
- 17. • This course is to be taught to students in the form of six units, so six course outcomes are to be written and accordingly content of units are to be decided Course-Design of Machine Elements-II CO1 To determine the dimensions of spur gear for given power transmitting capacity and design industrial gear box without failure. CO2 To determine the dimensions of Helical and Bevel Gear without bending and wear tooth failure. CO3 To calculate required capacity of Rolling contact bearing and its selection from manufacturer’s Catalogue CO4 To calculate dimensions of worm and worm gear considering strength rating and design industrial gear box without failure. CO5 To estimate sizes of belt drives and selection of belt, rope and chain from manufacturer catalogue for given power transmitting capacity CO6 To determine the parameters of Sliding contact bearing required for industrial applications.
- 18. Unit wise CO and unit contents CO1 To determine the dimensions of spur gear for given power transmitting capacity and design industrial gear box without failure. Unit –I Spur Gears (08 Hrs) Introduction to gears : Gear Selection, material selection, Basic modes of tooth failure, Gear Lubrication Methods. Spur Gears: Number of teeth and face width, Force analysis, Beam strength (Lewis) equation, Velocity factor, Service factor, Load concentration factor, Effective load on gear, Wear strength (Buckingham’s) equation, Estimation of module based on beam and wear strength, Estimation of dynamic tooth load by velocity factor and Buckingham’s equation.
- 19. Unit wise CO and unit contents CO2 To determine the dimensions of Helical and Bevel Gear without bending and wear tooth failure. Unit – II Helical and Bevel Gears (08 hrs) Types of helical and Bevel gears, Terminology, Virtual number of teeth, and force analysis of Helical and Straight Bevel Gear. Design of Helical and Straight Bevel Gear based on Beam Strength, Wear strength and estimation of effective load based on Velocity factor ( Barth factor) and Buckingham’s equation. Mountings of Bevel Gear. ( No numerical on force analysis of helical & Bevel Gear)
- 20. Unit wise CO and unit contents CO3 To calculate required capacity of Rolling contact bearing and its selection from manufacturer’s Catalogue Unit - III Rolling Contact Bearings (08 hrs) Types of rolling contact Bearings, Static and dynamic load carrying capacities, Stribeck’s Equation, Equivalent bearing load, Load- life relationship, Selection of bearing life Selection of rolling contact bearings from manufacturer’s catalog, Design for cyclic loads and speed, bearing with probability of survival other than 90% Taper roller bearing: Force analysis and selection criteria. (Theoretical Treatment only)
- 21. Dos and Don’ts • Use only one action verb • Do not use words including ‘like’, ‘such as’, ‘different’, ‘etc.’ with respect to knowledge elements. Enumerate all the knowledge elements. • Put in effort to make the CO statement as specific as possible and measurable • Do not make it either too abstract or too specific 21
- 22. Check List 1. Does the CO begin with an action verb (e.g., state, define, explain, calculate, determine, identify, select, design)? 2. Is the CO stated in terms of student performance (rather than teacher performance or subject matter to be covered)? 3. Is the CO stated as a learning product (rather than in terms of the learning process)? 4. Is the CO stated at the proper level of generality and relatively independent of other COs (i.e., is it clear, concise, and readily definable)? 5. Is the CO attainable (do they take into account students’ background, prerequisite competences, facilities, time available and so on)? 22
- 23. Thank You