Mathematics-III for EE Engineering

Course Code BMATE 301 CIE Marks 50

Teaching Hours/Week (L:T:P: S) 3:1:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Examination type (SEE) Theory
Course objectives:
 To acquaint the students with differential equations and their applications in electrical
engineering
 To find the association between attributes and the correlation between two variables
 Learn to use Fourier series to represent periodical physical phenomena in engineering
analysis and to enable the student to express non periodic functions to periodic function
using Fourier series and Fourier transforms.
 To learn the basic ideas of the theory of probability and random signals.

Teaching-Learning Process (General Instructions)

These are sample Strategies; which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L) needs not to be only traditional lecture method, but alternative
effective teaching methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes
critical thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop
design thinking skills such as the ability to design, evaluate, generalize, and analyse
information rather than simply recall it.
6. Introduce Topics in manifold representations.
7. Show the different ways to solve the same problem with different circuits/logic and
encourage the students to come up with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible, it
helps improve the students' understanding.
Module-1 :Ordinary Differential Equations of Higher Order (8 hours)
Importance of higher-order ordinary differential equations in Electrical & Electronics
Engineering applications.
Higher-order linear ODEs with constant coefficients - Inverse differential operator,
problems.Linear differential equations with variable Coefficients-Cauchy’s and Legendre’s
differential equations - Problems.
Applications:Application of linear differential equations to L-C circuit and L-C-R circuit.
Self-Study: Finding the solution by the method of undetermined coefficients and method of
variation of parameters.
(RBT Levels: L1, L2 and L3)

Module-2: Curve fitting, Correlation and regressions

Principles of least squares, Curve fitting by the method of least squares in the form
𝑦 = 𝑎 + 𝑏𝑥 , 𝑦 = 𝑎 + 𝑏𝑥 + 𝑐𝑥 2 , and 𝑦 = 𝑎𝑥 𝑏 . Correlation, Co-efficient of correlation, Lines
of regression, Angle between regression lines, standard error of estimate, rank correlation
Self-study: Fitting of curves in the form 𝑦 = 𝑎 𝑒 𝑏𝑥

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 Module-3 Fourier series.
Periodic functions, Dirchlet’s condition, conditions for a Fourier series expansion, Fourier series
of functions with period 2𝜋 and with arbitrary period. Half rang Fourier series. Practical
harmonic analysis.
Application to variation of periodic current.
Self-study: Typical waveforms, complex form of Fourier series

Module-4 Fourier transforms and Z -transforms

Infinite Fourier transforms: Definition, Fourier sine, and cosine transform. Inverse Fourier
transforms Inverse Fourier cosine and sine transforms. Problems.
Z-transforms: Definition, Standard z-transforms, Damping, and shifting rules, Problems.
Inverse z-transform and applications to solve difference equations
Self-study: Convolution theorems of Fourier and z-transforms

Module-5 Probability distributions

Review of basic probability theory, Random variables-discrete and continuous Probability

distribution function, cumulative distribution function, Mathematical Expectation, mean and
variance, Binomial, Poisson,Exponential and Normal distribution (without proofs for mean and
SD) – Problems.
Sampling Theory: Introduction to sampling distributions, standard error, Type-I and Type-II
errors.Student’s t-distribution, Chi-square distribution as a test of goodness of fit.
Self-study: Test of hypothesis for means, single proportions only.

Course outcome (Course Skill Set)

At the end of the course, the student will be able to :
1. Understand that physical systems can be described by differential equations and solve
such equations
2. Make use of correlation and regression analysis to fit a suitable mathematical model for
statistical data
3. Demonstrate the Fourier series to study the behavior of periodic functions and their
applications in system communications, digital signal processing, and field theory.
4. To use Fourier transforms to analyze problems involving continuous-time signals and to
apply Z-Transform techniques to solve difference equations
5. Apply discrete and continuous probability distributions in analyzing the probability
models arising in the engineering field. Demonstrate the validity of testing the
hypothesis.

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 Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50)
and for the SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). The
student is declared as a pass in the course if he/she secures a minimum of 40% (40 marks out of
100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End
Examination) taken together.

Continuous Internal Evaluation:

 There are 25 marks for the CIE's Assignment component and 25 for the Internal Assessment
Test component.
 Each test shall be conducted for 25 marks. The first test will be administered after 40-50% of
the coverage of the syllabus, and the second test will be administered after 85-90% of the
coverage of the syllabus. The average of the two tests shall be scaled down to 25 marks
 Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based then
only one assignment for the course shall be planned. The schedule for assignments shall be
planned properly by the course teacher. The teacher should not conduct two assignments at the
end of the semester if two assignments are planned. Each assignment shall be conducted for 25
marks. (If two assignments are conducted then the sum of the two assignments shall be scaled
down to 25 marks)
 The final CIE marks of the course out of 50 will be the sum of the scale-down marks of tests and
assignment/s marks.
Internal Assessment Test question paper is designed to attain the different levels of Bloom’s taxonomy
as per the outcome defined for the course.

Semester-End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers for
the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a maximum
of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
4. Marks scored shall be proportionally reduced to 50 marks.

Suggested Learning Resources:

Books (Title of the Book/Name of the author/Name of the publisher/Edition and Year)
Text Books
1. B. S. Grewal: “Higher Engineering Mathematics”, Khanna Publishers, 44thEd., 2021.
2. E. Kreyszig: “Advanced Engineering Mathematics”, John Wiley & Sons, 10thEd., 2018.
Reference Books
1. V. Ramana: “Higher Engineering Mathematics” McGraw-Hill Education, 11th Ed., 2017
2. Srimanta Pal & Subodh C.Bhunia: “Engineering Mathematics” Oxford University Press,
3rdEd., 2016.
3. N.P Bali and Manish Goyal: “A Textbook of Engineering Mathematics” Laxmi
Publications, 10thEd., 2022.
4. C. Ray Wylie, Louis C. Barrett: “Advanced Engineering Mathematics” McGraw – Hill
Book Co., New York, 6th Ed., 2017.

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 5. Gupta C.B, Sing S.R and Mukesh Kumar: “Engineering Mathematic for Semester I and
II”, Mc-Graw Hill Education(India) Pvt. Ltd 2015.
6. H.K. Dass and Er. Rajnish Verma: “Higher Engineering Mathematics” S.Chand
Publication, 3rd Ed.,2014.
7. James Stewart: “Calculus” Cengage Publications, 7thEd., 2019.

Web links and Video Lectures (e-Resources):

http://nptel.ac.in/courses.php?disciplineID=111
http://www.class-central.com/subject/math(MOOCs)
http://academicearth.org/
VTU e-Shikshana Program
VTU EDUSAT Program.
Activity Based Learning (Suggested Activities in Class)/ Practical Based Learning
Activity-Based Learning (Suggested Activities in Class)/Practical-Based Learning
 Quizzes
 Assignments
 Seminar

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 18
Electric Circuit Analysis
IPCC Course Code BEE302 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:2:0 SEE Marks 50
Total Hours of Pedagogy 40 hours Theory +10 hrs (Lab) Total Marks 100
Credits 4 Credits Exam Hours 3 hrs
Course objectives:
• To familiarize the basic laws, source transformations, theorems and the methods of analyzing
electrical circuits.
• To explain the use of network theorems and the concept of resonance.
• To familiarize the analysis of three-phase circuits, two port networks and networks with non-
sinusoidal inputs.
• To explain the importance of initial conditions, their evaluation and transient analysis of R-L and R-C
circuits.
• To impart basic knowledge on network analysis using Laplace transforms.
Teaching-Learning Process (General Instructions)
These are sample Strategies; which teachers can use to accelerate the attainment of the various course outcomes.
1. Lecturer method (L) needs not to be only traditional lecture method, but alternative effective
teaching methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes critical
thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop design
thinking skills such as the ability to design, evaluate, generalize, and analyse information rather
than simply recall it.
6. Introduce Topics in manifold representations.
7. Show the different ways to solve the same problem with different circuits/logic and encourage the
students to come up with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the students' understanding.

MODULE-1
Basic Concepts: Active and passive elements, Concept of ideal and practical
sources. star – delta transformation.
Analysis of networks by (i) Network reduction method including, (ii) Mesh and Node voltage methods
for ac and DC circuits with independent and dependent sources. Concept of Super-Mesh and Super node
analysis, Duality.
Teaching-Learning Process Chalk and Board, Problem based learning.
MODULE-2
Network Theorems: Super Position theorem, Thevenin’s theorem, Norton’s theorem, and
Maximum power transfer theorem. ( Problems with independent AC and DC sources only).
Teaching-Learning Process Chalk and Board, Problem based learning.
MODULE-3
Resonant Circuits: Analysis of simple series RLC and parallel RLC circuits under
resonances.
Problems on Resonant frequency, Bandwidth and Quality factor at resonance
Transient Analysis: Behavior of circuit elements under switching action, Evaluation of initial
conditions.
Transient analysis o f RL and RC circuits under DC excitations.
Teaching-Learning Process Chalk and Board, Problem based learning.

MODULE-4
Laplace Transformation: Laplace transformation (LT), Initial and Final value theorems. Solution of
electrical circuits using LT.
Teaching-Learning Process Chalk and Board, Problem based learning.

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 19
MODULE 5

Unbalanced Three Phase Systems: Analysis of three phase systems ( 3-wire and 4 wire systems ),
calculation of real and reactive Powers.
Two Port networks: Definition, Open circuit impedance, Short circuit admittance and
Transmission parameters and their evaluation for simple circuits.

Teaching-Learning Process Chalk and Board, Problem based learning.

Practice (Laboratory) Part

Sl. Experiments
No (to be carried out using discrete components)

1 Study of the effect of Open and Short circuits in simple circuits.

2 Determination of resonant frequency, bandwidth, and Q of a series circuit.
3 Determination of resonant frequency, bandwidth, and Q of a parallel circuit.
4 Verification of Thevenin’s theorem.
5 Verification of Norton’s theorem.
6 Verification of Superposition theorem.
7 Verification of maximum Power transfer theorem.
8 Power factor correction.
9 Measurement of time constant of an RC circuit.
10 Measurement of power in three phase Circuits using two watt meter method.
Course outcomes (Course Skill Set):
At the end of the course the student will be able to:
1. Understand the basic concepts, basic laws and methods of analysis of DC and AC n e t w o r k s and
reduce the complexity of network using source shifting, source transformation a n d n e t w o r k
r e d u c ti o n u s i n g transformations.
2. Solve complex electric circuits using network theorems.
3. Discuss resonance in series and parallel circuits and also the importance of initial conditions
and their evaluation.
4. Synthesize typical waveforms using Laplace transformation.
5. Solve unbalanced three phase systems and also evaluate the performance of two port networks.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50)
and for the SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). A
student shall be deemed to have satisfied the academic requirements and earned the credits allotted
to each subject/ course if the student secures a minimum of 40% (40 marks out of 100) in the sum
total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken
together.
CIE for the theory component of IPCC
• IPCC means practical portion integrated with the theory of the course.
• CIE marks for the theory component are 25 marks and that for the practical component is 25
marks.
• 25 marks for the theory component are split into 15 marks for two Internal Assessment Tests
(Two Tests, each of 15 Marks with 01-hour duration, are to be conducted) and 10 marks for other
assessment methods mentioned in 22OB4.2. The first test at the end of 40-50% coverage of the
syllabus and the second test after covering 85-90% of the syllabus.
• Scaled-down marks of the sum of two tests and other assessment methods will be CIE marks for the
theory component of IPCC (that is for 25 marks).
• The student has to secure 40% of 25 marks to qualify in the CIE of the theory component of IPCC.
CIE for the practical component of IPCC
• 15 marks for the conduction of the experiment and preparation of laboratory record, and 10
marks for the test to be conducted after the completion of all the laboratory sessions.

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 20
• On completion of every experiment/program in the laboratory, the students shall be evaluated
including viva-voce and marks shall be awarded on the same day.
• The CIE marks awarded in the case of the Practical component shall be based on the continuous
evaluation of the laboratory report. Each experiment report can be evaluated for 10 marks. Marks
of all experiments’ write-ups are added and scaled down to 15 marks.
• The laboratory test (duration 02/03 hours) after completion of all the experiments shall be
conducted for 50 marks and scaled down to 10 marks.
• Scaled-down marks of write-up evaluations and tests added will be CIE marks for the laboratory
component of IPCC for 25 marks.
• The student has to secure 40% of 25 marks to qualify in the CIE of the practical component of the
IPCC.
SEE for IPCC
Theory SEE will be conducted by University as per the scheduled timetable, with common question
papers for the course (duration 03 hours)
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a
maximum of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
4. Marks scored by the student shall be proportionally scaled down to 50 Marks
The theory portion of the IPCC shall be for both CIE and SEE, whereas the practical portion
will have a CIE component only. Questions mentioned in the SEE paper may include
questions from the practical component.

Suggested Learning Resources:

1. Engineering Circuit Analysis, William H Hayt et al, Mc Graw Hill,8th Edition,2014.
2. Network Analysis, M.E. Vanvalkenburg, Pearson, 3rd Edition,2014.
3. Fundamentals of Electric Circuits, Charles K Alexander Matthew N O Sadiku, Mc Graw Hill, 5th
Edition, 2013.

Activity Based Learning (Suggested Activities in Class)/ Practical Based learning

Activity Based Learning, Quizzes, Seminars.

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 Analog Electronic Circuits
Course Code BEE303 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:2:0 SEE Marks 50
Total Hours of Pedagogy 40 hours Theory + 8-10 Lab slots Total Marks 100
Credits 04 Exam Hours 03
Examination nature (SEE) Theory
Course objectives:
 To provide the knowledge for the analysis of transistor biasing and thermal stability circuits.
 To develop skills to design the electronic circuits like amplifiers, power amplifiers and oscillators.
 To understand the importance of FET and MOSFET and FET/MOSFET amplifiers

Teaching-Learning Process (General Instructions)

These are sample Strategies; that teachers can use to accelerate the attainment of the various course outcomes.
1. Lecturer method (L) needs not to be only traditional lecture method, but alternative effective teaching
methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes critical thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop design thinking
skills such as the ability to design, evaluate, generalize, and analyze information rather than simply recall it.
6. Introduce Topics in manifold representations.
7. Show the different ways to solve the same problem with different circuits/logic and encourage the
students to come up with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world-and when that's possible, it helps improve the
students' understanding.

MODULE-1
Diode Circuits: Diode clipping and clamping circuits.
Transistor Biasing and Stabilization:
The operating point, load line analysis, DC analysis and design of fixed bias circuit, emitter stabilized
bias circuit, collector to base bias circuit, voltage divider bias circuit, modified DC bias with voltage
feedback.
Bias stabilization and stability factors for fixed bias circuit, collector to base bias circuit and voltage
divider bias circuit, bias compensation, Transistor switching circuits.
MODULE-2
Transistor at Low Frequencies:
Hybrid model, h-parameters for CE, CC and CB modes, mid-band analysis of single stage amplifier,
simplified hybrid model, analysis for CE, CB and CC(emitter voltage follower circuit) modes, Millers
Theorem and its dual, analysis for collector to base bias circuit and CE with un bypassed emitter
resistance.
Transistor frequency response:
General frequency considerations, effect of various capacitors on frequency response, Miller effect
capacitance, high frequency response, hybrid - pi model, CE short circuit current gain using hybrid pi
model, multistage frequency effects.
MODULE-3
Multistage amplifiers:
Cascade connection , analysis for CE-CC mode, CE-CE mode, CASCODE stage-unbypassed and bypassed
emitter resistance modes, Darlington connection using h-parameter model.
Feedback Amplifiers:
Classification of feedback amplifiers, concept of feedback, general characteristics of negative feedback
amplifiers, Input and output resistance with feedback of various feedback amplifiers, analysis of
different practical feedback amplifier circuits.

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 MODULE-4
Power Amplifiers:
Classification of power amplifiers, Analysis of class A, Class B, class C and Class AB amplifiers, Distortion
in power amplifiers, second harmonic distortion, harmonic distortion in Class B amplifiers, cross over
distortion and elimination of cross over distortion.
Oscillators:
Concept of positive feedback, frequency of oscillation for RC phase oscillator, Wien Bridge oscillator,
Tuned oscillator circuits, Hartley oscillator, Colpitt’s oscillator , crystal oscillator and its types.
MODULE-5
FETs:
Construction, working and characteristics of JFET and MOSFET( enhance and Depletion type)
Biasing of JFET and MOSFET. Fixed bias configuration, self bias configuration, voltage divider biasing.
Analysis and design of JFET (only common source configuration with fixed bias) and MOSFET
amplifiers.

PRACTICAL COMPONENT OF IPCC

Sl.NO Experiments
1 Experiments on series, shunt and double ended clippers and clampers.

2 Design, simulation and Testing of Full wave – centre tapped transformer type and Bridge type
rectifier circuits with and without Capacitor filter. Determination of ripple factor, regulation
and efficiency.
3
Static Transistor characteristics for CE, CB and CC modes and determination of h parameters.
4 Frequency response of single stage BJT and FET RC coupled amplifier and determination of
half power points, bandwidth, input and output impedances.
5
Design and testing of BJT -RC phase shift oscillator for given frequency of oscillation.
6 Design, simulation (MATLAB) and testing of Wien bridge oscillator for given frequency of
oscillation
7
Design and testing of Hartley and Colpitt’s oscillator for given frequency of oscillation
8 Determination of gain, input and output impedance of BJT Darlington emitter follower with
and without bootstrapping.
9 Design and testing of Class A and Class B power amplifier and to determine conversion
efficiency.
10 Design and simulation of Full wave – centre tapped transformer type and Bridge type rectifier
circuits with and without Capacitor filter using MATLAB. Determination of ripple factor,
regulation and efficiency.
Course outcomes (Course Skill Set):
At the end of the course, the student will be able to:
1. Utilize the characteristics of transistor for different applications.
2. Design and analyze biasing circuits for transistor.
3. Design, analyze and test transistor circuitry as amplifiers and oscillators
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50) and for the
SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). A student shall be
deemed to have satisfied the academic requirements and earned the credits allotted to each subject/
course if the student secures a minimum of 40% (40 marks out of 100) in the sum total of the CIE
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 (Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.

CIE for the theory component of the IPCC (maximum marks 50)
 IPCC means practical portion integrated with the theory of the course.
 CIE marks for the theory component are 25 marks and that for the practical component is 25
marks.
 25 marks for the theory component are split into 15 marks for two Internal Assessment Tests (Two
Tests, each of 15 Marks with 01-hour duration, are to be conducted) and 10 marks for other
assessment methods mentioned in 22OB4.2. The first test at the end of 40-50% coverage of the
syllabus and the second test after covering 85-90% of the syllabus.
 Scaled-down marks of the sum of two tests and other assessment methods will be CIE marks for the
theory component of IPCC (that is for 25 marks).
 The student has to secure 40% of 25 marks to qualify in the CIE of the theory component of IPCC.
CIE for the practical component of the IPCC

 15 marks for the conduction of the experiment and preparation of laboratory record, and 10 marks
for the test to be conducted after the completion of all the laboratory sessions.
 On completion of every experiment/program in the laboratory, the students shall be evaluated
including viva-voce and marks shall be awarded on the same day.
 The CIE marks awarded in the case of the Practical component shall be based on the continuous
evaluation of the laboratory report. Each experiment report can be evaluated for 10 marks. Marks of
all experiments’ write-ups are added and scaled down to 15 marks.
 The laboratory test (duration 02/03 hours) after completion of all the experiments shall be
conducted for 50 marks and scaled down to 10 marks.
 Scaled-down marks of write-up evaluations and tests added will be CIE marks for the laboratory
component of IPCC for 25 marks.
 The student has to secure 40% of 25 marks to qualify in the CIE of the practical component of the
IPCC.
SEE for IPCC
Theory SEE will be conducted by University as per the scheduled timetable, with common question
papers for the course (duration 03 hours)
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a
maximum of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
4. Marks scoredby the student shall be proportionally scaled down to 50 Marks
The theory portion of the IPCC shall be for both CIE and SEE, whereas the practical portion will
have a CIE component only. Questions mentioned in the SEE paper may include questions from
the practical component.
Suggested Learning Resources:
Text Books
1. Electronic Devices and Circuit Theory, Robert L Boylestad Louis Nashelsky, Pearson, 11th Edition, 2015
2. Electronic Devices and Circuits, Millman and Halkias, Mc Graw Hill, 4 th Edition, 2015
3. Electronic Devices and Circuits, David A Bell, Oxford University Press, 5th Edition, 2008

Reference Books
1. Microelectronics CircuitsAnalysis and Design, Muhammad Rashid, Cengage Learning, 2nd Edition, 2014

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 2. A Text Book of Electrical Technology, Electronic Devices and Circuits, B.L. Theraja, A.K. Theraja, S. Chand,
Reprint, 2013
3. Electronic Devices and Circuits, Anil K. Maini, ,VashaAgarval, Wiley, 1st Edition, 2009
4. Electronic Devices and Circuits, S. Salivahanan, Suresh, Mc Graw Hill, 3rd Edition, 2013
5. Fundamentals of Analog Circuits, Thomas L Floyd, Pearson, 2nd Edition, 2012
Web links and Video Lectures (e-Resources):
www.nptel.ac.in
https://www.ti.com/design-resources/design-tools-simulation/analog-circuits/overview.html
https://www.analog.com/en/education/education-library/tutorials/analog-electronics.html

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 Transformers and Generators
Course Code BEE304 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Examination nature (SEE) Theory
Course objectives:
 To understand the construction, working and various tests of single phase Transformer.
 To understand the construction, working and parallel operation of three phase Transformer.
 To understand the construction, working and analysis of Synchronous Generator.
 To understand the construction, working of solar and wind power generators .

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L) needs not to be only traditional lecture method, but alternative effective teaching
methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes critical thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop design
thinking skills such as the ability to design, evaluate, generalize, and analyze information rather than
simply recall it.
6. Introduce Topics in manifold representations.
7. Show the different ways to solve the same problem with different circuits/logic and encourage the
students to come up with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world-and when that's possible, it helps improve
the students' understanding.
Module-1
Single phase Transformers:
Necessity of transformer, principle of operation, Types and construction, EMF equation, equivalent
circuit, Operation of practical transformer under no-load and on-load with phasor diagrams. Losses
and methods of reducing losses, efficiency and condition for maximum efficiency. Polarity test,
Sumpner’s test.
Open circuit and Short circuit tests, calculation of equivalent circuit parameters. Predetermination
of efficiency, voltage regulation and its significance. Numerical.
Module-2
Three-phase Transformers: Introduction, Constructional features of three-phase transformers.
Transformer connection for three phase operation– star/star, delta/delta and star/delta,
comparative features. Labelling of three-phase transformer terminals.
Parallel Operation of Transformers: Necessity of Parallel operation, conditions for parallel
operation– Single phase and three phase. Load sharing in case of similar and dissimilar
transformers. Numerical.
Auto transformers and Tap changing transformers: Introduction to autotransformer-copper
economy, equivalent circuit, no load and on load tap changing transformers. Numerical.
Module-3
Synchronous Generators: Construction, working, Armature windings, winding factors, EMF
equation. Harmonics–causes, reduction and elimination. Armature reaction, Synchronous reactance,
Equivalent circuit.
Synchronous Generators Analysis: Open circuit and short circuit characteristics, Assessment of
reactance-short circuit ratio, Alternator on load. Voltage regulation. Voltage regulation by EMF and
MMF methods. Excitation control for constant terminal voltage. Numerical.

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 Module-4
Synchronous Generators (Salient Pole): Effects of saliency, two-reaction theory, Parallel
operation of generators and load sharing. Methods of Synchronization, Synchronizing power.
Performance of Synchronous Generators: Power angle characteristic (salient and non salient
pole), power angle diagram, reluctance power, Capability curve for large turbo generators. Hunting
and damper windings. Numerical.
Module-5
Wind power Generator –Basic components of wind energy conversion system, types of wind
generators- Horizontal and vertical axis. Advantages and disadvantages of WECS.
Solar power generator - principle of solar cell, Basic Solar Photo voltaic, system for power
generation, Advantages and disadvantages.
Course outcome (Course Skill Set)
At the end of the course, the student will be able to :
1. Explain the construction, working and various tests of single phase Transformer.
2. Explain the construction, working and parallel operation of three phase Transformer.
3. Explain the construction, working and analysis of Synchronous Generator.
4. Explain the construction, working of solar and wind power generators.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50)
and for the SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). A
student shall be deemed to have satisfied the academic requirements and earned the credits allotted
to each subject/ course if the student secures a minimum of 40% (40 marks out of 100) in the sum
total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken
together.

Continuous Internal Evaluation:

 For the Assignment component of the CIE, there are 25 marks and for the Internal Assessment
Test component, there are 25 marks.
 The first test will be administered after 40-50% of the syllabus has been covered, and the
second test will be administered after 85-90% of the syllabus has been covered
 Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based then
only one assignment for the course shall be planned. The teacher should not conduct two
assignments at the end of the semester if two assignments are planned.
 For the course, CIE marks will be based on a scaled-down sum of two tests and other methods of
assessment.
Internal Assessment Test question paper is designed to attain the different levels of Bloom’s taxonomy
as per the outcome defined for the course.
Semester-End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers for
the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a maximum
of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
4. Marks scored sha ll be proportionally reduced to 50 marks.
Suggested Learning Resources:
Textbooks
1. Electric Machines, D. P. Kothari, et al, 4th Edition, 2011.
2. Electric Machines, Ashfaq Hussain, Dhanpat Rai & Co, 2nd Edition, 2013.
3. Non conventional Energy sources by G D Rai

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 Reference Books
1. Electric Machines, Mulukuntla S. Sarma, at el, Cengage, 1st Edition, 2009.
2. Electrical Machines, Drives and Power systems, Theodore Wildi, Pearson, 6th Edition, 2014.
3. Principals of Electrical Machines, V.K Mehta, Rohit Mehta, S Chand, 2nd edition, 2009
Web links and Video Lectures (e-Resources):
 www.nptel.ac.in

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 Template for Practical Course and if AEC is a practical Course

Transformers and Generators Lab Semester III

Course Code BEEL305 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 0:0:2 SEE Marks 50
Credits 01 Total Marks 100
Exam Hours 03
Examination nature (SEE) Practical
Course objectives:
 To conduct various tests on transformers and synchronous machines and evaluate their performance.
 To perform the parallel operation on two single phase transformers.
 To study and verify the performance of synchronous generator.
 To calculate the voltage regulation of an alternator using different methods for comparison.

Sl.NO Experiments
Open Circuit and Short circuit tests on single phase step up or step down transformer and
1
pre- determination of (i) Efficiency and regulation (ii) Calculation of parameters for equivalent circuit.
Sumpner’s test on similar transformers and determination of combined and individual transformer
2
efficiency.
3 Parallel operation of two dissimilar single-phase transformers of different kVA and determination of load.
Polarity test and connection of 3 single-phase transformers in star – delta and determination of efficiency
4
and regulation under balanced resistive load.
Comparison of performance of 3 single-phase transformers in delta – delta and V – V (open delta)
5
connection under load.
6 Separation of hysteresis and eddy current losses in single phase transformer.
Investigate the voltage and current ratios of a multi-tapped transformer and verify the ideal transformer
7
ratio.
8 Voltage regulation of an alternator by EMF and MMF methods.

9 Power angle curve of synchronous generator or Direct load test on three phase synchronous generator to
determine efficiency and regulation.
10 Performance of synchronous generator connected to infinite bus, under constant power and variable
excitation & vice - versa.
11 Model transformer in Simscape for Automatic Voltage Regulation.

12 Simulate power angle curve of generator in MATLAB.

Course outcomes (Course Skill Set):
At the end of the course the student will be able to:
1. Conduct various tests on transformers and synchronous machines and evaluate their performance.
2. Perform the parallel operation on two single phase transformers.
3. Verify the performance of synchronous generator.
4. Calculate the voltage regulation of an alternator using different methods for comparison.

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 Template for Practical Course and if AEC is a practical Course

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50) and for the
SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). A student shall be
deemed to have satisfied the academic requirements and earned the credits allotted to each subject/
course if the student secures a minimum of 40% (40 marks out of 100) in the sum total of the CIE
(Continuous Internal Evaluation) and SEE (Semester End Examination) taken together

Continuous Internal Evaluation (CIE):

CIE marks for the practical course are50 Marks.
The split-up of CIE marks for record/ journal and test are in the ratio 60:40.
 Each experiment is to be evaluated for conduction with an observation sheet and record
write-up. Rubrics for the evaluation of the journal/write-up for hardware/software
experiments are designed by the faculty who is handling the laboratory session and are
made known to students at the beginning of the practical session.
 Record should contain all the specified experiments in the syllabus and each experiment
write-up will be evaluated for 10 marks.
 Total marks scored by the students are scaled down to 30 marks (60% of maximum
marks).
 Weightage to be given for neatness and submission of record/write-up on time.
 Department shall conduct a test of 100 marks after the completion of all the experiments
listed in the syllabus.
 In a test, test write-up, conduction of experiment, acceptable result, and procedural
knowledge will carry a weightage of 60% and the rest 40% for viva-voce.
 The suitable rubrics can be designed to evaluate each student’s performance and learning
ability.
 The marks scored shall be scaled down to 20 marks (40% of the maximum marks).
The Sum of scaled-down marks scored in the report write-up/journal and marks of a test is the
total CIE marks scored by the student.
Semester End Evaluation (SEE):
 SEE marks for the practical course are 50 Marks.
 SEE shall be conducted jointly by the two examiners of the same institute, examiners are
appointed by the Head of the Institute.
 The examination schedule and names of examiners are informed to the university before
the conduction of the examination. These practical examinations are to be conducted
between the schedule mentioned in the academic calendar of the University.
 All laboratory experiments are to be included for practical examination.
 (Rubrics) Breakup of marks and the instructions printed on the cover page of the answer
script to be strictly adhered to by the examiners. OR based on the course requirement
evaluation rubrics shall be decided jointly by examiners.

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 Template for Practical Course and if AEC is a practical Course

 Students can pick one question (experiment) from the questions lot prepared by the
examiners jointly.
 Evaluation of test write-up/ conduction procedure and result/viva will be conducted
jointly by examiners.
 General rubrics suggested for SEE are mentioned here, writeup-20%, Conduction procedure
and result in -60%, Viva-voce 20% of maximum marks. SEE for practical shall be evaluated
for 100 marks and scored marks shall be scaled down to 50 marks (however, based on
course type, rubrics shall be decided by the examiners)
Change of experiment is allowed only once and 15% of Marks allotted to the procedure part
are to be made zero.
The minimum duration of SEE is 02 hours
Suggested Learning Resources:

 www.nptel.ac.in

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 DIGITAL LOGIC CIRCUITS Semester III
Course Code BEE 306A CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 hours Theory Total Marks 100
Credits 04 Exam Hours 03
Examination nature (SEE) Theory
Course objectives:
 To illustrate simplification of algebraic equations using Karnaugh Maps and Quine-McClusky methods
 To design decoders, encoders, digital multiplexer, adders, subtractors and binary comparators
 To explain latches and flip-flops , registers and counters
 To analyze Melay ad Moore Models
 To develop state diagrams synchronous sequential circuits
 To understand the applications of sequential circuits

Teaching-Learning Process (General Instructions)

These are sample Strategies; that teachers can use to accelerate the attainment of the various course outcomes.
1. Lecturer method (L) needs not to be only traditional lecture method, but alternative effective teaching
methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes critical thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop design thinking
skills such as the ability to design, evaluate, generalize, and analyze information rather than simply recall
it.
6. Introduce Topics in manifold representations.
7. Show the different ways to solve the same problem with different circuits/logic and encourage the
students to come up with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world-and when that's possible, it helps improve
the students' understanding.
MODULE-1
Principles of Combinational Logic: Definition of combinational logic, canonical forms, Generation of
switching equations from truth tables, Karnaugh maps-3,4,5 variables, Incompletely specified functions
(Don‘t care terms) Simplifying Max term equations, Quine-McCluskey minimization technique, Quine-
McCluskey using don‘t care terms, Reduced prime implicants Tables.
MODULE-2
Analysis and Design of Combinational logic: General approach to combinational logic design,
Decoders, BCD decoders, Encoders, digital multiplexers, Using multiplexers as Boolean function
generators, Adders and subtractors, Cascading full adders, Look ahead carry, Binary comparators.
MODULE-3
Flip-Flops: Basic Bistable elements, Latches, Timing considerations, The master-slave flip-flops (pulse
triggered flip-flops): SR flip-flops, JK flip-flops, Edge triggered flip- flops, Characteristic equations.
MODULE-4
Flip-Flops Applications: Registers, binary ripple counters, synchronous binary counters, Counters
based on shift registers, Design of a synchronous counter, Design of a synchronous mod-n counter using
clocked T, JK, D and SR flip-flops.
MODULE-5
Sequential Circuit Design: Mealy and Moore models, State machine notation, Synchronous Sequential
circuit analysis, Construction of state diagrams, counter design. Memories: Read only and Read/Write
Memories, Programmable ROM, EPROM, Flash memory.

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 Course outcomes (Course Skill Set):
At the end of the course, the student will be able to:
 Explain the concept of combinational and sequential logic circuits
 Analyse and design combinational circuits
 Describe and characterize flip flops and its applications
 Design the sequential circuits using SR, JK, D and T flip-flops and Melay and Moore applications
 Design applications of combinational and sequential circuits
 Employ the digital circuits for different applications
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50) and for the
SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). A student shall be
deemed to have satisfied the academic requirements and earned the credits allotted to each subject/
course if the student secures a minimum of 40% (40 marks out of 100) in the sum total of the CIE
(Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.

Continuous Internal Evaluation:

 For the Assignment component of the CIE, there are 25 marks and for the Internal Assessment Test
component, there are 25 marks.
 The first test will be administered after 40-50% of the syllabus has been covered, and the second test
will be administered after 85-90% of the syllabus has been covered
 Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based then only
one assignment for the course shall be planned. The teacher should not conduct two assignments at
the end of the semester if two assignments are planned.
 For the course, CIE marks will be based on a scaled-down sum of two tests and other methods of
assessment.
Internal Assessment Test question paper is designed to attain the different levels of Bloom’s taxonomy as
per the outcome defined for the course.
Semester-End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers for the
course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a maximum of 3
sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
Marks scored sha ll be proportionally reduced to 50 marks.
Suggested Learning Resources:
Books
1) John M Yarbrough , Digital logic applications and design, Thomson Learning, 2001.
2)Donald D Givone, Digital Principles and design, MC Graw Hill 2002
3)Charles H Roth Jr, Larry L Kinney, Fundamentals of logic design , Cengage Learning, 7th Edition
Reference books:
1)D.P.Kothari and J S Dhillon, -Digital circuits and design, Pearson, 2016
2)Morris Mano, Digital Design, PHI, 3rd edition
3)K.A. Navas, Electronics Lab Manual, Vol.1, PHI 5th edition, 2015.

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 Web links and Video Lectures (e-Resources):
 https://onlinecourses.nptel.ac.in/noc20_ee32/preview
 YouTube videos on digital electronics
 National Instruments: https://education.ni.com/teach/resources/1104/digital-electronics
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
 To develop mini projects on digital electronics
 Simple applications like Smart Digital School Bell With Timetable Display, Stop and Go Queue Entry
Manager System, Digital Car Turning and Braking Indicator, Digital Nameplate with Visitor Sensing,
electronic watch dog etc
 Applications based on PLAs, FPGA, CPLD etc

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 1

Electrical Measurements and Instrumentation Semester III

Course Code BEE306B CIE Marks 50
Teaching Hours/Week (L: T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Examination nature (SEE) Theory
Course objectives:
 To understand the significance and methods of Measurements, elements of generalised
measurement system and errors in measurements.
 To measure resistance, inductance, capacitance by use of different bridges.
 To study the construction, working and characteristics of various instrument transformers.
 To have the working knowledge of electronic instruments and display devices.

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L) needs not to be only traditional lecture method, but alternative
effective teaching methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes
critical thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop
design thinking skills such as the ability to design, evaluate, generalize, and analyze
information rather than simply recall it.
6. Introduce Topics in manifold representations.
7. Show the different ways to solve the same problem with different circuits/logic and
encourage the students to come up with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world-and when that's possible, it
helps improve the students' understanding.
Module-1
Measurements and Measurement systems: Introduction, significance and methods of Measurements,
Instruments and measurement systems, Mechanical, electrical and electronic instruments. Classification
of instruments. Functions and applications of Measurement systems. Types of Instrumentation systems,
information and signal processing. Elements of generalised measurement system. Input-output
configurations of measuring instruments and measurement systems. Methods of correction for
interfering and modifying inputs, errors in measurements, Accuracy and precision.
Module-2
Measurement of Resistance: Wheatstone’s bridge, sensitivity, limitations. Kelvin’s double bridge.
Earth resistance measurement by fall of potential method and by using Megger.
Measurement of Inductance and Capacitance: Sources and detectors, Maxwell’s inductance and
capacitance bridge, Hay’s bridge, Anderson’s bridge, Desauty’s bridge, Schering bridge. Shielding of
bridges. (Derivations and Numerical as applicable).
Module-3
Instrument Transformers: Introduction, Use of Instrument transformers. Burden on Instrument
transformer.
Current transformer (CT): Relationships in CT, Errors in CT, characteristics of CT, causes and
reduction of errors in CT, Construction and theory of CT.
Potential transformer (PT): Difference between CT and PT, Relationships in PT, Errors in PT,

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characteristics of PT, reduction of errors in PT.

Magnetic measurements: Introduction, measurement of flux/ flux density, magnetising force and
leakage factor.
Module-4
Electronic and Digital Instruments: Introduction. Essentials of electronic instruments, Advantages of
electronic instruments. True RMS reading voltmeter. Electronic multimeters. Digital voltmeters (DVM) -
Ramp type DVM, Integrating type DVM and Successive - approximation DVM. Q meter. Principle of
working of electronic energy meter (with block diagram), extra features offered by present day meters and
their significance in billing.
Module-5
Display Devices: Introduction, character formats, segment displays, Dot matrix displays, Bar graph
displays. Cathode ray tubes, Light emitting diodes, Liquid crystal displays, Nixes, Incandescent,
Fluorescent, Liquid vapour and Visual displays.
Recording Devices: Introduction, Strip chart recorders, Galvanometer recorders, Null balance recorders,
Potentiometer type recorders, Bridge type recorders, LVDT type recorders, Circular chart and
xy recorders. Digital tape recording, Ultraviolet recorders. Electro Cardio Graph (ECG).
Course outcome (Course Skill Set)
At the end of the course, the student will be able to :
1. Explain the significance and methods of Measurements, elements of generalised measurement
system and errors in measurements.
2. Measure resistance, inductance and capacitance by different methods.
3. Explain the construction, working and characteristics of various instrument transformers.
4. Explain the working of different electronic instruments and display devices.

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 3

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50)
and for the SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). A
student shall be deemed to have satisfied the academic requirements and earned the credits allotted
to each subject/ course if the student secures a minimum of 40% (40 marks out of 100) in the sum
total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken
together.

Continuous Internal Evaluation:

 For the Assignment component of the CIE, there are 25 marks and for the Internal Assessment
Test component, there are 25 marks.
 The first test will be administered after 40-50% of the syllabus has been covered, and the
second test will be administered after 85-90% of the syllabus has been covered
 Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based then
only one assignment for the course shall be planned. The teacher should not conduct two
assignments at the end of the semester if two assignments are planned.
 For the course, CIE marks will be based on a scaled-down sum of two tests and other methods of
assessment.
Internal Assessment Test question paper is designed to attain the different levels of Bloom’s taxonomy
as per the outcome defined for the course.

Semester-End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers for
the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a maximum
of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
4. Marks scored shall be proportionally reduced to 50 marks.

Suggested Learning Resources:

Text Books
1. Electrical and Electronic Measurements and Instrumentation, A.K. Sawhney, Dhanpat Rai & Co,
10th Edition
2. A Course in Electronics and Electrical Measurements and Instrumentation, J. B. Gupta, Katson
Books, 2013

Reference Books
1. Electrical and Electronic Measurements and Instrumentation, R.K. Rajput, S Chand, 5th Edition,
2012
2. Electrical Measuring Instruments and Measurements, S.C. Bhargava, BS Publications, 2013
3. Modern Electronic Instrumentation and Measuring Techniques, Cooper D and A.D. Heifrick,
Pearson, First Edition, 2015
4. Electronic Instrumentation and Measurements, David A Bell, Oxford University, 3rd Edition,
2013
5. Electronic Instrumentation, H.S.Kalsi, Mc Graw Hill, 3rd Edition,2010

Web links and Video Lectures (e-Resources):

 www.nptel.ac.in
 https://www.eeweb.com/

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 ELECTROMAGNETIC FIELD THEORY Semester III
Course Code BEE 306C CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 hours Theory Total Marks 100
Credits 03 Exam Hours 03
Examination nature (SEE) Theory
Course objectives:
• To understand Scalars, Vectors, Cartesian co-ordinate system, relation between different coordinate
systems, Coulomb’s law, Electric field intensity and its evaluation for different charge conditions.
• To understand potential field of a point charge, Potential gradient, Energy density in the electrostatic field
and conductor’s properties and boundary conditions.
• To understand Poisson’s and Laplace Equations, Biot - Savart’s law, Ampere’s circuital law and Stokes
theorem.
• To understand Magnetic force, Force between differential current elements. Force and torque on a closed
circuit, Nature of magnetic materials and Magnetic boundary conditions.
• To understand Faraday’s law, Displacement current. Maxwell’s equations, Wave propagation in free space
and in dielectrics.

Teaching-Learning Process (General Instructions)

These are sample Strategies; that teachers can use to accelerate the attainment of the various course outcomes.
1. Lecturer method (L) needs not to be only traditional lecture method, but alternative effective teaching
methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes critical thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop design thinking
skills such as the ability to design, evaluate, generalize, and analyze information rather than simply recall
it.
6. Introduce Topics in manifold representations.
7. Show the different ways to solve the same problem with different circuits/logic and encourage the
students to come up with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world-and when that's possible, it helps improve
the students' understanding.
MODULE-1
Vector Analysis:
Scalars and Vectors, Vector algebra, Cartesian co-ordinate system, Vector Components and unit vectors. Scalar
field and Vector field. Dot product and Cross product, Gradient of a scalar field. Divergence and Curl of a vector
field. Co – ordinate systems: cylindrical and spherical, relation between different coordinate systems. Expression
for gradient, divergence and curl in rectangular, cylindrical and spherical co-ordinate systems. Numerical.
Electrostatics:
Coulomb’s law, Electric field intensity and its evaluation for (i) point charge (ii) line charge (iii) surface charge
(iv) volume charge distributions. Electric flux density, Gauss law and its applications. Maxwell’s first equation
(Electrostatics). Divergence theorem. Numerical.
MODULE-2
Energy and Potential:
Energy expended in moving a point charge in an electric field. The line integral. Definition of potential difference
and potential. The potential field of a point charge and of a system of charges. Potential gradient. The dipole.
Energy density in the electrostatic field. Numerical.
Conductor and Dielectrics:
Current and current density. Continuity of current. Metallic conductors, conductor’s properties and boundary
conditions. Perfect dielectric materials, capacitance calculations. Parallel plate capacitor with two dielectrics with
dielectric interface parallel to the conducting plates. Numerical.

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 MODULE-3
Poisson’s and Laplace Equations:
Derivations and problems, Uniqueness theorem.
Steady magnetic fields:
Biot - Savart’s law, Ampere’s circuital law. The Curl. Stokes theorem. Magnetic flux and flux density. Scalar and
vector magnetic potentials. Numerical.

MODULE-4
Magnetic forces:
Force on a moving charge and differential current element. Force between differential current elements. Force and
torque on a closed circuit. Numerical.
Magnetic Materials and Magnetism:
Nature of magnetic materials, magnetisation and permeability. Magnetic boundary conditions. Magnetic circuit,
inductance and mutual inductance. Numerical.
MODULE-5
Time Varying Fields and Maxwell’s Equations:
Faraday’s law, Displacement current. Maxwell’s equations in point form and integral form. Numerical.
Uniform plane wave:
Electromagnetic radiation: near field—non-radiative and radiative, far field. Wave propagation in free space and in
dielectrics. Pointing vector and power considerations. Propagation in good conductors, skin effect. Numerical.

Course outcomes (Course Skill Set):

At the end of the course, the student will be able to:
• Explain Scalars, Vectors, Cartesian co-ordinate system, relation between different coordinate systems,
Coulomb’s law, Electric field intensity and its evaluation for different charge conditions.
• Explain the potential field of a point charge, Potential gradient, Energy density in the electrostatic field and
conductor’s properties and boundary conditions.
• Explain the Poisson’s and Laplace Equations, Biot - Savart’s law, Ampere’s circuital law and Stokes theorem.
• Explain the Magnetic force, Force between differential current elements. Force and torque on a closed circuit,
Nature of magnetic materials and Magnetic boundary conditions.
• Explain the Faraday’s law, Displacement current. Maxwell’s equations, Wave propagation in free space and in
dielectrics.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50) and for the
SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). A student shall be
deemed to have satisfied the academic requirements and earned the credits allotted to each subject/
course if the student secures a minimum of 40% (40 marks out of 100) in the sum total of the CIE
(Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
• For the Assignment component of the CIE, there are 25 marks and for the Internal Assessment Test
component, there are 25 marks.
• The first test will be administered after 40-50% of the syllabus has been covered, and the second test
will be administered after 85-90% of the syllabus has been covered
• Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based then only
one assignment for the course shall be planned. The teacher should not conduct two assignments at
the end of the semester if two assignments are planned.
• For the course, CIE marks will be based on a scaled-down sum of two tests and other methods of
assessment.
Internal Assessment Test question paper is designed to attain the different levels of Bloom’s taxonomy as
per the outcome defined for the course.

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 Semester-End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers for the
course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a maximum of 3
sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
4. Marks scored shall be proportionally reduced to 50 marks.
Suggested Learning Resources:
Books
1 Engineering Electromagnetics William H Hayt et al McGraw Hill 8thEdition, 2014
2 Principles of Electromagnetics Matthew N. O. Sadiku Oxford 6th Edition, 2015
Reference books:
1 Fundamentals of Engineering Electromagnetics David K. Cheng Pearson 2014
2 Electromagnetism -Theory (Volume -1) -Applications (Volume-2) Ashutosh Pramanik PHI Learning 2014
3 Electromagnetic Field Theory Fundamentals Bhag Guru et al Cambridge 2005
4 Electromagnetic Field Theory RohitKhurana Vikas Publishing 1st Edition,2014
Web links and Video Lectures (e-Resources):
• YouTube videos
• www.nptel.ac.in

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 PHYSICS OF ELECTRONIC DEVICES Semester III
Course Code BEE306D CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Hours Theory Total Marks 100
Credits 03 Exam Hours 03
Examination nature (SEE) Theory
Course objectives:
This course will enable students to
 Understand the basics of semiconductor physics and electronic devices
 Describe the mathematical models BGTs and FETs along with the constructional details
 Understand the construction and working principles of optoelectronic devices
 Understand the fabrication process of semiconductor devices and CMOS process integration

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L) needs not to be only traditional lecture method, but alternative effective teaching
methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes critical thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop design
thinking skills such as the ability to design, evaluate, generalize, and analyze information rather than
simply recall it.
6. Introduce Topics in manifold representations.
7. Show the different ways to solve the same problem with different circuits/logic and encourage the
students to come up with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world-and when that's possible, it helps improve
the students' understanding.
Module-1
Semiconductors
Bonding forces in solids, energy bands, metals, semiconductors and insulators, direct and indirect
semiconductors, electrons and holes, intrinsic and extrinsic materials, conductivity and mobility,
drift and resistance, effects of temperature and doping on mobility, Hall effect
Text:1) 3.1.1 to 3.1.4, 3.2.1 to 3.2.4, 3.4.1 to 3.4.5
Module-2
P-N JUNCTIONS:
Forward and reverse bias junctions, Qualitative description of current flow at a junction, reverse
bias and reverse bias breakdown, Zener breakdown, avalanche breakdown, Thermal runaway.
Text 1)5.3.1 to 5.3.3, 5.4, 5.4.1 to 5.4.3
Optoelectronic Devices:
Photo diodes, current and voltage in illuminated junction, solar cells, photo detectors, light
emitting diode, light emitting materials
Text 1)8.1.1 to 8.1.3, 8.2, 8.2.1
Module-3
Bipolar Junction Transistor:
Fundamentals of BJT operation, amplification with BJTs, BJT fabrication, the Coupled diode model
(Ebers –Moll Model), switching operation of transistor, cutoff, saturation, switching cycle,
specifications, drift in the base region, base narrowing, avalanche breakdown.
Text 1)7.1 to 7.3, 7.5.1, 7.6, 7.7.1 to 7.7.3

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 Module-4
Field Effect Transistors:
Basic PN JFET operation, equivalent circuit and frequency limitation, MOSFET two terminal MOS
structure, energy band diagram, ideal capacitance voltage characteristics and frequency effects,
basic MOSFET operation, MOSFET structure, current-voltage characteristics
Text 2)9.1.1, 9.4, 9.6.1 - 9.6.2, 9.7.1-9.7.2, 9.8.1-9.8.2
Module-5
Fabrication of PN junction:
Thermal oxidation, diffusion, rapid thermal processing, Ion implantation, chemical vapour
deposition, photolithography, etching, metallization
(Text 1)5.1
Integrated Circuits:
Background, evolution of ICs, CMOS process integration, integration of other circuit elements
(Text 1)9.1-9.2, 9.3.1, 9.3.3.
Course outcome (Course Skill Set)
At the end of the course, the student will be able to :
1. Understand the principles of semiconductor physics
2. Understand the principles and characteristics of different types of semiconductor devices
3. Understand the fabrication process of semiconductor devices
4. Utilize the mathematical models of MOS transistors for circuits and systems
5. Identify the mathematical models of MOS transistors for circuits and systems

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 Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50)
and for the SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). A
student shall be deemed to have satisfied the academic requirements and earned the credits allotted
to each subject/ course if the student secures a minimum of 40% (40 marks out of 100) in the sum
total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken
together.
Continuous Internal Evaluation:
 For the Assignment component of the CIE, there are 25 marks and for the Internal Assessment
Test component, there are 25 marks.
 The first test will be administered after 40-50% of the syllabus has been covered, and the
second test will be administered after 85-90% of the syllabus has been covered
 Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based then
only one assignment for the course shall be planned. The teacher should not conduct two
assignments at the end of the semester if two assignments are planned.
 For the course, CIE marks will be based on a scaled-down sum of two tests and other methods of
assessment.
Internal Assessment Test question paper is designed to attain the different levels of Bloom’s taxonomy
as per the outcome defined for the course.
Semester-End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers for
the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a maximum
of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
4. Marks scored shall be proportionally reduced to 50 marks.

Suggested Learning Resources:

Text Books:
1)Ben. G. Streetman, Sanjay Kumar Banerjee, “Solid State Electronic Devices”, 7th Edition, Pearson
Education 2016, ISBN 978-93-325-5508-2
2)Donald A Neamen, Dhrubes Biswas, “Semiconductor physics and Devices”, 4th Edition, MC Graw
Hill Education 2012, ISBN 978-0-07-107010-2
Reference Books:
1)S.M. Sze, Kwok K Ng, “Physics of semiconductor devices”, 3rd edition, Wiley 2018.
2)Adir Bar-Lev, “Semiconductor and electronic devices”, 3rd Edition , PHI, 1993.
Web links and Video Lectures (e-Resources):
 NPTEL lecturers on semiconductor physics:
https://archive.nptel.ac.in/courses/108/108/108108122/
 Undergraduate course on semiconductor physics ;https://www.udemy.com/course/semiconductor-
device-physics-an-introduction/
 You tube videos on semiconductor physics
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
 Applications of optoelectronics devices
 Applications and basics of microelectronic fabrication

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 Scilab / MATLAB for Transformers & Generators
Course Code BEEL358A CIE Marks 50
Teaching Hours/Week (L:T:P: S) 0:0:2:0 SEE Marks 50
Credits 01 Exam Hours 02
Course objectives:
(1) Along with prescribed hours of teaching –learning process, provide opportunity to perform the
experiments/programmes at their own time, at their own pace, at any place as per their convenience and repeat
any number of times to understand the concept.
(2) Provide unhindered access to perform whenever the students wish.
(3) Vary different parameters to study the behavior of the circuit without the risk of damaging equipment/device
or injuring themselves.
Sl. Experiments
NO
1 Open Circuit and Short circuit tests on single phase step up or step down transformer and
predetermination of (i) Efficiency and regulation (ii) Calculation of parameters of equivalent circuit.
2 Sumpner’s test on similar transformers and determination of combined and individual transformer
efficiency.
3 Parallel operation of two dissimilar single-phase transformers of different kVA and determination
of load sharing and analytical verification given the Short circuit test data.
4 Separation of hysteresis and eddy current losses in single phase transformer.
5 Voltage regulation of an alternator by EMF and MMF methods.
6 Voltage regulation of an alternator by ZPF method.
7 Power angle curve of synchronous generator.
8 Slip test – Measurement of direct and quadrature axis reactance and predetermination of regulation
of salient pole synchronous machines.
Course outcomes (Course Skill Set):
At the end of the course the student will be able to:
 Analyse in an intelligent manner, think better, and perform better.

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 Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks). A student shall be deemed
to have satisfied the academic requirements and earned the credits allotted to each course. The student has to
secure not less than 35% (18 Marks out of 50) in the semester-end examination(SEE).
Continuous Internal Evaluation (CIE):
CIE marks for the practical course is 50 Marks.
The split-up of CIE marks for record/ journal and test are in the ratio 60:40.
 Each experiment to be evaluated for conduction with observation sheet and record write-up. Rubrics for
the evaluation of the journal/write-up for hardware/software experiments designed by the faculty who is
handling the laboratory session and is made known to students at the beginning of the practical session.
 Record should contain all the specified experiments in the syllabus and each experiment write-up will be
evaluated for 10 marks.
 Total marks scored by the students are scaled downed to 30 marks (60% of maximum marks).
 Weightage to be given for neatness and submission of record/write-up on time.
 Department shall conduct 02 tests for 100 marks, the first test shall be conducted after the 8th week of the
semester and the second test shall be conducted after the 14th week of the semester.
 In each test, test write-up, conduction of experiment, acceptable result, and procedural knowledge will
carry a weightage of 60% and the rest 40% for viva-voce.
 The suitable rubrics can be designed to evaluate each student’s performance and learning ability. Rubrics
suggested in Annexure-II of Regulation book
 The average of 02 tests is scaled down to 20 marks (40% of the maximum marks).
The Sum of scaled-down marks scored in the report write-up/journal and average marks of two tests is the total
CIE marks scored by the student.

Semester End Evaluation (SEE):

 SEE marks for the practical course is 50 Marks.
 SEE shall be conducted jointly by the two examiners of the same institute, examiners are appointed by
the University
 All laboratory experiments are to be included for practical examination.
 (Rubrics) Breakup of marks and the instructions printed on the cover page of the answer script to be
strictly adhered to by the examiners. OR based on the course requirement evaluation rubrics shall be
decided jointly by examiners.
 Students can pick one question (experiment) from the questions lot prepared by the internal /external
examiners jointly.
 Evaluation of test write-up/ conduction procedure and result/viva will be conducted jointly by
examiners. General rubrics suggested for SEE are mentioned here, writeup-20%, Conduction
procedure and result in - 60%, Viva-voce 20% of maximum marks. SEE for practical shall be
evaluated for 100 marks and scored marks shall be scaled down to 50 marks (however, based on course
type, rubrics shall be decided by the examiners)
 Change of experiment is allowed only once and 15% Marks allotted to the procedure part to be made
zero. The duration of SEE is 03 hours.
 Rubrics suggested in Annexure-II of Regulation book.

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 555 IC Laboratory
Course Code BEEL358B CIE Marks 50
Teaching Hours/Week (L:T:P: S) 0:0:2:0 SEE Marks 50
Credits 01 Exam Hours 02
Course objectives:
(1) Along with prescribed hours of teaching –learning process, provide opportunity to perform the
experiments/programmes at their own time, at their own pace, at any place as per their convenience and repeat
any number of times to understand the concept.
(2) Provide unhindered access to perform whenever the students wish.
(3) Vary different parameters to study the behaviour of the circuit without the risk of damaging
equipment/device or injuring themselves.
Sl. Experiments
NO
1 Construct Astable Multivibrator circuit using IC-555 Timer.
2 Construct Mono-stable Multivibrator circuit using IC-555 Timer.
3 Construct and test Sequential timer using IC-555.
4 Generate Pulse Width Modulator (PWM) signal using IC-555 Timer.
5 Construct Burglar Alarm circuit using IC-555 Timer.
6 Construct and generate Frequency Shift Keying (FSK) signal using IC-555 Timer.
7 Construct and test Running LED circuit using IC-555 Timer.
8 Construct water level indicator using IC-555 Timer.
9 Construct continuity tester using IC-555 Timer.
Course outcomes (Course Skill Set):
At the end of the course the student will be able to:
 Analyse in an intelligent manner, think better, and perform better.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks). A student shall be deemed
to have satisfied the academic requirements and earned the credits allotted to each course. The student has to
secure not less than 35% (18 Marks out of 50) in the semester-end examination(SEE).
Continuous Internal Evaluation (CIE):
CIE marks for the practical course is 50 Marks.
The split-up of CIE marks for record/ journal and test are in the ratio 60:40.
 Each experiment to be evaluated for conduction with observation sheet and record write-up. Rubrics for
the evaluation of the journal/write-up for hardware/software experiments designed by the faculty who is
handling the laboratory session and is made known to students at the beginning of the practical session.
 Record should contain all the specified experiments in the syllabus and each experiment write-up will be
evaluated for 10 marks.
 Total marks scored by the students are scaled downed to 30 marks (60% of maximum marks).
 Weightage to be given for neatness and submission of record/write-up on time.
 Department shall conduct 02 tests for 100 marks, the first test shall be conducted after the 8th week of the
semester and the second test shall be conducted after the 14th week of the semester.
 In each test, test write-up, conduction of experiment, acceptable result, and procedural knowledge will
carry a weightage of 60% and the rest 40% for viva-voce.

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  The suitable rubrics can be designed to evaluate each student’s performance and learning ability. Rubrics
suggested in Annexure-II of Regulation book
 The average of 02 tests is scaled down to 20 marks (40% of the maximum marks).
 The Sum of scaled-down marks scored in the report write-up/journal and average marks of two tests is
the totalCIE marks scored by the student.
 Semester End Evaluation (SEE):
 SEE marks for the practical course is 50 Marks.
 SEE shall be conducted jointly by the two examiners of the same institute, examiners are appointed by
theUniversity
 All laboratory experiments are to be included for practical examination.
 (Rubrics) Breakup of marks and the instructions printed on the cover page of the answer script to be
strictly adhered to by the examiners. OR based on the course requirement evaluation rubrics shall be
decided jointlyby examiners.
 Students can pick one question (experiment) from the questions lot prepared by the internal /external
examiners jointly.
 Evaluation of test write-up/ conduction procedure and result/viva will be conducted jointly by examiners.
General rubrics suggested for SEE are mentioned here, writeup-20%, Conduction procedure and result
in - 60%, Viva-voce 20% of maximum marks. SEE for practical shall be evaluated for 100 marks and
scored marks shall be scaled down to 50 marks (however, based on course type, rubrics shall be
decided by theexaminers)
 Change of experiment is allowed only once and 15% Marks allotted to the procedure part to be made
zero.The duration of SEE is 03 hours
 Rubrics suggested in Annexure-II of Regulation book.

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 Circuit Laboratory using P-spice
Course Code BEEL358C CIE Marks 50
Teaching Hours/Week (L:T:P: S) 0:0:2:0 SEE Marks 50
Credits 01 Exam Hours 02
Course objectives:
(1) Along with prescribed hours of teaching –learning process, provide opportunity to perform the
experiments/programmes at their own time, at their own pace, at any place as per their convenience and repeat
any number of times to understand the concept.
(2) Provide unhindered access to perform whenever the students wish.
(3) Vary different parameters to study the behaviour of the circuit without the risk of damaging equipment/ device
or injuring themselves.
Sl. Experiments
NO
1 Simulate Series RL & RC circuit and observe phase difference between waveforms of voltage and current.
2 Simulation and verification of Kirchhoff’s Current Law & Kirchhoff’s Voltage Law.
3 Simulation of Mesh analysis for a given circuit.
4 Simulation of Nodal analysis for a given circuit.
5 Determination of Z & Y parameters of a given two-port network.
6 Simulate and verify Super Positions theorem.
7 Simulation and verification Reciprocity theorem.
8 Simulation and verification Thevenin’s and Norton’s theorem.
9 Simulation and verification Maximum Power Transfer theorem.
10 Simulation and verification Millman’s theorem.
11 Simulation of Series and Parallel Resonance circuit.
Course outcomes (Course Skill Set):
At the end of the course the student will be able to:
 Analyse in an intelligent manner, think better, and perform better.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks). A student shall be deemed
to have satisfied the academic requirements and earned the credits allotted to each course. The student has to
secure not less than 35% (18 Marks out of 50) in the semester-end examination(SEE).
Continuous Internal Evaluation (CIE):
CIE marks for the practical course is 50 Marks.
The split-up of CIE marks for record/ journal and test are in the ratio 60:40.
 Each experiment to be evaluated for conduction with observation sheet and record write-up. Rubrics for
the evaluation of the journal/write-up for hardware/software experiments designed by the faculty who is
handling the laboratory session and is made known to students at the beginning of the practical session.
 Record should contain all the specified experiments in the syllabus and each experiment write-up will be
evaluated for 10 marks.
 Total marks scored by the students are scaled downed to 30 marks (60% of maximum marks).
 Weightage to be given for neatness and submission of record/write-up on time.
 Department shall conduct 02 tests for 100 marks, the first test shall be conducted after the 8th week of the
semester and the second test shall be conducted after the 14th week of the semester.
 In each test, test write-up, conduction of experiment, acceptable result, and procedural knowledge will
carry a weightage of 60% and the rest 40% for viva-voce.

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  The suitable rubrics can be designed to evaluate each student’s performance and learning ability. Rubrics
suggested in Annexure-II of Regulation book
 The average of 02 tests is scaled down to 20 marks (40% of the maximum marks).
The Sum of scaled-down marks scored in the report write-up/journal and average marks of two tests is the total
CIE marks scored by the student.

Semester End Evaluation (SEE):

 SEE marks for the practical course is 50 Marks.
 SEE shall be conducted jointly by the two examiners of the same institute, examiners are appointed by
theUniversity
 All laboratory experiments are to be included for practical examination.
 (Rubrics) Breakup of marks and the instructions printed on the cover page of the answer script to be
strictly adhered to by the examiners. OR based on the course requirement evaluation rubrics shall be
decided jointlyby examiners.
 Students can pick one question (experiment) from the questions lot prepared by the internal /external
examiners jointly.
 Evaluation of test write-up/ conduction procedure and result/viva will be conducted jointly by examiners.
General rubrics suggested for SEE are mentioned here, writeup-20%, Conduction procedure and result
in -60%, Viva-voce 20% of maximum marks. SEE for practical shall be evaluated for 100 marks and
scoredmarks shall be scaled down to 50 marks (however, based on course type, rubrics shall be
decided by theexaminers)
 Change of experiment is allowed only once and 15% Marks allotted to the procedure part to be made
zero.The duration of SEE is 03 hours
 Rubrics suggested in Annexure-II of Regulation book.

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 ELECTRICAL HARDWARE LABORATORY
Course Code BEEL358D CIE Marks 50
Teaching Hours/Week (L:T:P: S) 0:0:2:0 SEE Marks 50
Credits 01 Exam Hours 02
Course objectives:
(1) Along with prescribed hours of teaching –learning process, provide opportunity to perform the
experiments/programmes at their own time, at their own pace, at any place as per their convenience and repeat
any number of times to understand the concept.
(2) Provide unhindered access to perform whenever the students wish.
(3) Vary different parameters to study the behaviour of the circuit without the risk of damaging
equipment/device or injuring themselves.
Sl. Experiments
NO
1 Verification of KCL and KVL for DC Circuits.
2 Verification of KCL and KVL for AC Circuits.
3 Measurement of Current, Power and Power Factor of Incandescent Lamp, Fluorescent Lamp and LED
Lamp.
4 Evaluate the loading effect of Voltmeter of electric circuits.
5 Measurement of Resistance using V-I method.
6 Measurement of Resistance and Inductance of a Choke coil using three voltmeter method.
7 Determination of Phase and Line quantities in three-phase star and delta connected loads.
8 Two-Way and Three-Way Control of Lamp and Formation of Truth Table.
9 Measurement of Earth Resistance using fall of potential method.
10 Determination of fuse characteristics.
Course outcomes (Course Skill Set):
At the end of the course the student will be able to:
 Analyse in an intelligent manner, think better, and perform better.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks). A student shall be deemed
to have satisfied the academic requirements and earned the credits allotted to each course. The student has to
secure not less than 35% (18 Marks out of 50) in the semester-end examination(SEE).
Continuous Internal Evaluation (CIE):
CIE marks for the practical course is 50 Marks.
The split-up of CIE marks for record/ journal and test are in the ratio 60:40.
 Each experiment to be evaluated for conduction with observation sheet and record write-up. Rubrics for
the evaluation of the journal/write-up for hardware/software experiments designed by the faculty who is
handling the laboratory session and is made known to students at the beginning of the practical session.
 Record should contain all the specified experiments in the syllabus and each experiment write-up will be
evaluated for 10 marks.
 Total marks scored by the students are scaled downed to 30 marks (60% of maximum marks).
 Weightage to be given for neatness and submission of record/write-up on time.
 Department shall conduct 02 tests for 100 marks, the first test shall be conducted after the 8th week of the
semester and the second test shall be conducted after the 14th week of the semester.

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  In each test, test write-up, conduction of experiment, acceptable result, and procedural knowledge will
carry a weightage of 60% and the rest 40% for viva-voce.
 The suitable rubrics can be designed to evaluate each student’s performance and learning ability. Rubrics
suggested in Annexure-II of Regulation book
 The average of 02 tests is scaled down to 20 marks (40% of the maximum marks).
 The Sum of scaled-down marks scored in the report write-up/journal and average marks of two tests is
the totalCIE marks scored by the student.
 Semester End Evaluation (SEE):
 SEE marks for the practical course is 50 Marks.
 SEE shall be conducted jointly by the two examiners of the same institute, examiners are appointed by
theUniversity
 All laboratory experiments are to be included for practical examination.
 (Rubrics) Breakup of marks and the instructions printed on the cover page of the answer script to be
strictly adhered to by the examiners. OR based on the course requirement evaluation rubrics shall be
decided jointlyby examiners.
 Students can pick one question (experiment) from the questions lot prepared by the internal /external
examiners jointly.
 Evaluation of test write-up/ conduction procedure and result/viva will be conducted jointly by examiners.
General rubrics suggested for SEE are mentioned here, writeup-20%, Conduction procedure and result
in - 60%, Viva-voce 20% of maximum marks. SEE for practical shall be evaluated for 100 marks and
scored marks shall be scaled down to 50 marks (however, based on course type, rubrics shall be
decided by theexaminers)
 Change of experiment is allowed only once and 15% Marks allotted to the procedure part to be made
zero.The duration of SEE is 03 hours
 Rubrics suggested in Annexure-II of Regulation book.

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 1

ELECTRIC MOTORS Semester IV

Course Code BEE401 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Examination nature (SEE) Theory

Course objectives:
1 To study the constructional features of Motors and select a suitable drive for specific
Application.
2 To study the constructional features of Three Phase and Single phase induction Motors.
3 To study different test to be conducted for the assessment of the performance
characteristics of motors.
4 To study the speed control of motor by a different methods.
5 Explain the construction and operation of Synchronous motor and special motors.

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various
course outcomes.
1. Lecturer method (L) needs not to be only traditional lecture method, but alternative
effective teaching methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes
critical thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop
design thinking skills such as the ability to design, evaluate, generalize, and analyse
information rather than simply recall it.
6. Introduce Topics in manifold representations.
7. Show the different ways to solve the same problem with different circuits/logic and
encourage the students to come up with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible, it
helps improve the students' understanding.
Module-1
DC Motors: Construction and working principle. Back E.M.F and its significance, Torque
equation, Classification, Characteristics of shunt, series & compound motors, Speed control of
shunt motor, Application of motors.
Losses and Efficiency- Losses in DC motors, power flow diagram, efficiency, condition for
maximum efficiency.
Testing of DC Motors: Direct & indirect methods of testing of DC motors- Swinburne’s test,
Field’s test, merits and demerits of tests. (numerical as applicable)
Module-2
Three Phase Induction Motors: Concept and generation of rotating magnetic field, Principle of
operation, construction, classification and types; squirrel-cage, slip-ring. Slip and its significance,
Torque equation, torque-slip characteristic covering motoring, generating and braking regions
of operation, Maximum torque, (numerical as applicable)

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 2

Module-3
Performance of Three-Phase Induction Motor: Phasor diagram of induction motor on no-load
and on load, equivalent circuit, losses, efficiency, No-load and blocked rotor tests. Performance
of the motor from the equivalent circuit. Cogging and crawling. High torque rotors-double cage
and deep rotor bars. Induction motor working as induction generator, construction and working
of doubly fed induction generator. (numerical as applicable)
Module-4
Starting and Speed Control of Three-Phase Induction Motors: Necessity of starter. Direct on
line, Star-Delta, and autotransformer starting. Rotor resistance starting. Speed control by
frequency.
Single-Phase Induction Motor: Double revolving field theory and principle of operation.
Construction and operation of split-phase, capacitor start and capacitor run and shaded pole
motors. Comparison of single phase motors and applications. (numerical as applicable)
Module-5
Synchronous Motor: Principle of operation, phasor diagrams, torque and torque angle, effect of
change in load, effect of change in excitation. V and inverted V curves. Synchronous condenser,
Other Motors: Construction and operation of Universal motor, AC servomotor, Linear induction
motor, PMSM, SRM and BLDC.
Course outcome (Course Skill Set)
At the end of the course, the student will be able to :
1 Understand the construction and operation, characteristics, Testing of DC Motors and
determine losses and efficiency.
2 Understand the construction and operation, classification and types of Three phase
Induction motors.
3 Describe the performance characteristics and applications of three phase Induction motors.
4 Demonstrate and explain Speed Control methods of three phase induction motor and types
of single phase induction motors.
5 Understand the construction and operation, V and inverted V curves of synchronous motors.
6 Construction and operation of Universal motor, AC servomotor, Linear induction motor,
PMSM, SRM and BLDC motors.

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 3

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam
(SEE) is 50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks
out of 50) and for the SEE minimum passing mark is 35% of the maximum marks (18 out of 50
marks). A student shall be deemed to have satisfied the academic requirements and earned the
credits allotted to each subject/ course if the student secures a minimum of 40% (40 marks out of
100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End
Examination) taken together.
Continuous Internal Evaluation:
 For the Assignment component of the CIE, there are 25 marks and for the Internal
Assessment Test component, there are 25 marks.
 The first test will be administered after 40-50% of the syllabus has been covered, and the
second test will be administered after 85-90% of the syllabus has been covered
 Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based
then only one assignment for the course shall be planned. The teacher should not conduct two
assignments at the end of the semester if two assignments are planned.
 For the course, CIE marks will be based on a scaled-down sum of two tests and other methods
of assessment.
Internal Assessment Test question paper is designed to attain the different levels of Bloom’s
taxonomy as per the outcome defined for the course.
Semester-End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common
question papers for the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with
a maximum of 3 sub-questions), should have a mix of topics under that module.

Suggested Learning Resources:

Text Books
1. Electric Machines, D. P. Kothari, I. J. Nagrath, McGraw Hill, 4th edition, 2011.
2. Theory of Alternating Current Machines, Alexander Langsdorf, McGraw Hill, 2nd
Edition, 2001.
3. Electric Machines, AshfaqHussain, DhanpatRai& Co, 2nd Edition, 2013.

Reference Books
1. Electrical Machines, Drives and Power systems, Theodore Wildi, Pearson, 6th Edition,
2014
2. Electrical Machines, M.V. Deshpande, PHI Learning, 2013
3. Electric Machinery and Transformers, Bhag S. Guru at el, Oxford University Press, 3rd
Edition, 2012
4. Electric Machinery and Transformers, Irving Kosow, Pearson, 2nd Edition, 2012
5. Principles of Electric Machines and power Electronic, P.C.Sen, Wiley, 2nd Edition, 2013
6. Electrical Machines, R.K. Srivastava, Cengage Learning, 2nd Edition, 2013

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Web links and Video Lectures (e-Resources):

 https://nptel.ac.in
 http:// acl.digimat.in/nptel/courses/video/108105017/108105017.html

Activity Based Learning (Suggested Activities in Class)/ Practical Based learning

 Quizzes.
 Seminars.
 Cut sectional view of ac and dc motors
 Animated/NPTEL videos
 PPTs

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 1

Transmission and Distribution Semester IV

Course Code BEE402 CIE Marks 50
Teaching Hours/Week (L: T:P: S) 4:0:0 SEE Marks 50
Total Hours of Pedagogy 50 Hours Total Marks 100
Credits 04 Exam Hours 03
Examination nature (SEE) Theory
Course objectives:
 To understand the structure of electrical power system, its components, advantages of high
voltage AC and DC transmission, various conductors used for transmission, sag and its
calculation.
 To understand various types of insulators, methods to improve string efficiency.
 To understand the various transmission line parameters, their effects on transmission of
electricity.
 To understand the various parameters that influences the performance of transmission line
and to calculate performance parameters of various transmission lines.
 To understand carona and its effects, underground cables, its construction, classification,
limitations and specifications.
 To understand and evaluate different types of distribution systems.

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L) needs not to be only traditional lecture method, but alternative effective
teaching methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes critical
thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop
design thinking skills such as the ability to design, evaluate, generalize, and analyze
information rather than simply recall it.
6. Introduce Topics in manifold representations.
7. Show the different ways to solve the same problem with different circuits/logic and
encourage the students to come up with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world-and when that's possible, it helps
improve the students' understanding.
Module-1
Introduction to Power System: Structure of electric power system: generation, transmission and
distribution. Advantages of higher voltage transmission: HVAC, EHVAC, UHVAC and HVDC. Interconnection.
Feeders, distributors and service mains.
Overhead Transmission Lines: A brief introduction to types of supporting structures and line conductors-
Conventional conductors; Aluminium Conductor steel reinforced (ACSR), All – aluminium alloy conductor
(AAAC) and All –aluminium conductor (AAC). High temperature conductors; Thermal resistant aluminium
alloy (ATI),Super thermal resistant aluminium alloy (ZTAI), Gap type thermal resistant aluminium alloy
conductor steel reinforced (GTACSR), Gap type super thermal resistant aluminium alloy conductor steel
reinforced (GZTACSR). Bundle conductor and its advantages. Importance of sag, Sag calculation – supports
at same and different levels, effect of wind and ice. Line vibration and vibration dampers. Overhead line
protection against lightening; ground wires.
Overhead Line Insulators: A brief introduction to types of insulators, material used- porcelain, toughened
glass and polymer (composite). Potential distribution over a string of suspension insulators. String
efficiency, Methods of increasing string efficiency. Arcing horns.

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 2

Module-2
Line Parameters: Introduction to line parameters- resistance, inductance and capacitance. Calculation of
inductance of single phase and three phase lines with equilateral spacing, unsymmetrical spacing, double
circuit and transposed lines. Inductance of composite – conductors, geometric mean radius (GMR) and
geometric mean distance (GMD). Calculation of capacitance of single phase and three phase lines with
equilateral spacing, unsymmetrical spacing, double circuit and transposed lines. Capacitance of composite –
conductor, geometric mean radius (GMR) and geometric mean distance (GMD). Advantages of single circuit
and double circuit lines.
Module-3
Performance of Transmission Lines: Classification of lines – short, medium and long. Current and voltage
relations, line regulation and Ferranti effect in short length lines, medium length lines considering Nominal
T and nominal circuits, and long lines considering hyperbolic form equations. Equivalent circuit of a long
line. ABCD constants in all cases.
Module-4
Corona: Phenomena, disruptive and visual critical voltages, corona loss. Advantages and disadvantages of
corona. Methods of reducing corona.
Underground Cable: Types of cables, constructional features, insulation resistance, thermal rating, charging
current, grading of cables – capacitance and inter-sheath. Dielectric loss. Comparison between ac and DC
cables. Limitations of cables. Specification of power cables.
Module-5
Distribution: Primary AC distribution systems – Radial feeders, parallel feeders, loop feeders and
interconnected network system. Secondary AC distribution systems – Three phase 4 wire system and single
phase 2 wire distribution, AC distributors with concentrated loads. Effect of disconnection of neutral in a 3
phase four wire system.
Reliability and Quality of Distribution System: Introduction, definition of reliability, failure, probability
concepts, limitation of distribution systems, power quality, Reliability aids.

Course outcome (Course Skill Set)

At the end of the course, the student will be able to :
1. Explain the structure of electrical power system, its components, advantages of high voltage
AC and DC transmission, various conductors used for transmission, sag and its calculation.
2. Explain various types of insulators and methods to improve string efficiency.
3. Explain the various transmission line parameters, their effects on transmission of electricity.
4. Evaluate the parameters that influence the performance of transmission line and to
calculate performance parameters of various transmission lines.
5. Explain carona and its effects, underground cable and its construction, classification,
limitations and specifications.
6. Evaluate different types of distribution systems.

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 3

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50)
and for the SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). A
student shall be deemed to have satisfied the academic requirements and earned the credits allotted
to each subject/ course if the student secures a minimum of 40% (40 marks out of 100) in the sum
total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken
together.

Continuous Internal Evaluation:

 For the Assignment component of the CIE, there are 25 marks and for the Internal Assessment
Test component, there are 25 marks.
 The first test will be administered after 40-50% of the syllabus has been covered, and the
second test will be administered after 85-90% of the syllabus has been covered
 Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based then
only one assignment for the course shall be planned. The teacher should not conduct two
assignments at the end of the semester if two assignments are planned.
 For the course, CIE marks will be based on a scaled-down sum of two tests and other methods of
assessment.
Internal Assessment Test question paper is designed to attain the different levels of Bloom’s taxonomy
as per the outcome defined for the course.

Semester-End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers for
the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a maximum
of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
4. Marks scored shall be proportionally reduced to 50 marks.

Suggested Learning Resources:

Text Books:
1. A Course in Electrical Power, Sony Gupta and Bhatnagar, Dhanpat Rai
2. Principles of Power System, V.K. Mehta, Rohit Mehta, S. Chand, 1st Edition 2013

Reference Books:
1. Power System Analysis and Design, J. Duncan Gloverat el, Cengage Learning, 4th Edition 2008
2. Electrical power Generation, Transmission and Distribution, S.N. Singh, PHI, 2nd Edition,2009
3. Electrical Power, S.L.Uppal, Khanna Publication
4. Electrical Power Systems, C. L. Wadhwa, New Age, 5th Edition, 2009
5. Electrical Power Systems, Ashfaq Hussain, CBS Publication
6. Electric Power Distribution, A.S. Pabla, McGraw-Hill, 6th Edition,2012
Web links and Video Lectures (e-Resources):
 www.nptel.ac.in

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 4

Activity Based Learning (Suggested Activities in Class)/ Practical Based learning

 Visit to Power Stations, Receiving Stations.
 Seminars

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 Microcontrollers
Course Code BEE403 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:2:0 SEE Marks 50
Total Hours of Pedagogy 40 hours Theory + 8-10 Lab slots Total Marks 100
Credits 04 Exam Hours 03
Examination nature (SEE) Theory
Course objectives:
At the end of the course the student will be able to:
1. To explain the internal organization and working of Computers, microcontrollers and embedded
processors.
2. Compare and contrast the various members of the 8051family.
3. To explain the registers of the 8051 microcontroller, manipulation of data using registers and MOV
instructions.
4. To explain in detail the execution of 8051 Assembly language instructions and data types
5. To explain loop, conditional and unconditional jump and call, handling and manipulation of I/O
instructions.
6. To explain different addressing modes of 8051, arithmetic, logic instructions, and programs.
7. To explain develop 8051C programs for time delay, I/O operations, I/O bit manipulation, logic.
8. To explain writing assembly language programs for data transfer, arithmetic, Boolean and logical
instructions.
9. To explain writing assembly language programs for code conversions.
10. To explain writing assembly language programs using subroutines for generation of delays, counters,
configuration of SFRs for serial communication and timers.
11. To perform interfacing of stepper motor and DC motor for controlling the speed.
12. To explain generation of different waveforms using DAC interface.

Teaching-Learning Process (General Instructions)

These are sample Strategies; that teachers can use to accelerate the attainment of the various course outcomes.
1. Lecturer method (L) needs not to be only traditional lecture method, but alternative effective teaching
methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes critical thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop design thinking
skills such as the ability to design, evaluate, generalize, and analyze information rather than simply recall
it.
6. Introduce Topics in manifold representations.
7. Show the different ways to solve the same problem with different circuits/logic and encourage the
students to come up with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world-and when that's possible, it helps improve
the students' understanding.
MODULE-1
8051 Microcontroller Basics: Inside the Computer, Microcontrollers and Embedded Processors, Block
Diagram of 8051, PSW and Flag Bits, 8051 Register Banks and Stack, Internal Memory Organization of
8051, IO Port Usage in 8051, Types of Special Function Registers and their uses in 8051, Pins of 8051.
Memory Address Decoding, 8031/51 Interfacing With External ROM And RAM.8051 Addressing Modes.

MODULE-2

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 Assembly Programming and Instruction of 8051: Introduction to 8051 assembly programming,
Assembling and running an 8051 program, Data types and Assembler directives Arithmetic, logic
instructions and programs, Jump, loop and call instructions, IO port programming.

MODULE-3
8051 Programming in C: Data types and time delay in 8051C, IO programming in 8051C, Logic
operations in 8051 C, Data conversion program in 8051 C, Accessing code ROM space in 8051C, Data
serialization using 8051C.
8051 Timer Programming in Assembly and C: Programming 8051 timers, Counter programming,
Programming timers 0 and 1 in 8051 C.
MODULE-4
8051 Serial Port Programming in Assembly and C: Basics of serial communication, 8051 connection
to RS232, 8051 serial port programming in assembly, serial port programming in 8051 C.
8051 Interrupt Programming in Assembly and C: 8051 interrupts, Programming timer, external
hardware, serial communication interrupt, Interrupt priority in 8051/52, Interrupt programming in C.
MODULE-5
Interfacing: LCD interfacing, Keyboard interfacing.
ADC, DAC and Sensor Interfacing: ADC 0808 interfacing to 8051, Serial ADC Max1112 ADC interfacing
to 8051, DAC interfacing, Sensor interfacing and signal conditioning.
Motor Control: Relay, PWM, DC and Stepper Motor: Relays and opt isolators, stepper motor
interfacing, DC motor interfacing and PWM.
8051 Interfacing with 8255: Programming the 8255, 8255 interfacing, C programming for 8255.

PRACTICAL COMPONENT OF IPCC

Sl.NO Experiments
(to be carried out using discrete components)
Note: For the experiments 1 to 7, 8051 assembly programming is to be used.
1 Arithmetic instructions: Addition, subtraction, multiplication and division. Square using MATLAB/simulink.
2 Data transfer – Program for block data movement, sorting, exchanging, finding largest element in an array.
3 Up/Down BCD/ Binary Counters
4 Boolean and logical instructions (bit manipulation).
5 Code conversion programs – BCD to ASCII, ASCII to BCD, ASCII to decimal, Decimal to ASCII, Hexa.
6 Programs to generate delay, Programs using serial port and on-chip timer/counters.
Note: Single chip solution for interfacing 8051 is to be with C Programs for the following experiments.
7 Simulate and test a PWM controlled DC motor using Simscape.
8 Stepper motor interface for direction and speed control.
9 Alphanumerical LCD panel interface.
10 Generate different waveforms: Sine, Square, Triangular, Ramp using DAC interface.
Course outcomes (Course Skill Set):
At the end of the course, the student will be able to:
1. Outline the 8051 architecture, registers, internal memory organization, addressing modes.
2. Discuss 8051 addressing modes, instruction set of 8051, accessing data and I/O port programming.
3. Develop 8051C programs for time delay, I/O operations, I/O bit manipulation, logic and arithmetic
operations, data conversion and timer/counter programming.
4. Summarize the basics of serial communication and interrupts, also develop 8051 programs for serial data
communication and interrupt programming.
5. Program 8051to work with external devices for ADC, DAC, Stepper motor control, DC motor control
6. Develop various 8051 based projects.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.

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 The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50) and for the
SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). A student shall be
deemed to have satisfied the academic requirements and earned the credits allotted to each subject/
course if the student secures a minimum of 40% (40 marks out of 100) in the sum total of the CIE
(Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.

CIE for the theory component of the IPCC (maximum marks 50)
 IPCC means practical portion integrated with the theory of the course.
 CIE marks for the theory component are 25 marks and that for the practical component is 25 marks.
 25 marks for the theory component are split into 15 marks for two Internal Assessment Tests (Two
Tests, each of 15 Marks with 01-hour duration, are to be conducted) and 10 marks for other
assessment methods mentioned in 22OB4.2. The first test at the end of 40-50% coverage of the
syllabus and the second test after covering 85-90% of the syllabus.
 Scaled-down marks of the sum of two tests and other assessment methods will be CIE marks for the
theory component of IPCC (that is for 25 marks).
 The student has to secure 40% of 25 marks to qualify in the CIE of the theory component of IPCC.
CIE for the practical component of the IPCC

 15 marks for the conduction of the experiment and preparation of laboratory record, and 10 marks
for the test to be conducted after the completion of all the laboratory sessions.
 On completion of every experiment/program in the laboratory, the students shall be evaluated
including viva-voce and marks shall be awarded on the same day.
 The CIE marks awarded in the case of the Practical component shall be based on the continuous
evaluation of the laboratory report. Each experiment report can be evaluated for 10 marks. Marks of
all experiments’ write-ups are added and scaled down to 15 marks.
 The laboratory test (duration 02/03 hours) after completion of all the experiments shall be
conducted for 50 marks and scaled down to 10 marks.
 Scaled-down marks of write-up evaluations and tests added will be CIE marks for the laboratory
component of IPCC for 25 marks.
 The student has to secure 40% of 25 marks to qualify in the CIE of the practical component of the
IPCC.
SEE for IPCC
Theory SEE will be conducted by University as per the scheduled timetable, with common question
papers for the course (duration 03 hours)
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a
maximum of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
4. Marks scored by the student shall be proportionally scaled down to 50 Marks
The theory portion of the IPCC shall be for both CIE and SEE, whereas the practical portion will
have a CIE component only. Questions mentioned in the SEE paper may include questions from the
practical component.

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 Suggested Learning Resources:
Books
1. The 8051 Microcontroller and Embedded Systems Using Assembly and C, Muhammad Ali Mazadi, Pearson, 2nd
Edition, 2008.
2. The 8051 Microcontroller, Kenneth Ayala, Cengage, 3rd Edition, 2005.
3. Microcontrollers: Architecture, Programming, Interfacing and System Design, Raj Kamal, Pearson, 1st Edition,
2012.
Web links and Video Lectures (e-Resources):
 NPTEL course on 8051 microcontrollers:https://nptel.ac.in/courses/108105102
 You tube videos on 8051 microccontrollers
 8051 programming online course: Complete 8051 Microcontroller Programming Course | Udemy

Activity Based Learning (Suggested Activities in Class)/ Practical Based learning

 Mini projects using 8051 microcontroller
 Seminars
 Quizzes
 Assignments

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 Template for Practical Course and if AEC is a practical Course

Electric Motors Lab

Course Code BEEL404 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 0:0:2 SEE Marks 50
Credits 01 Total Marks 100
Exam Hours 03
Examination nature (SEE) Practical
Course objectives:
 To perform tests on DC Machines to determine their characteristics.
 To study the different control methods for DC Motors.
 To conduct test for pre-determination of the performance characteristics of DC Machines.
 To conduct load test on single-phase and three-phase Induction Motor.
 To conduct test on Induction Motor to determine performance characteristics.
 To conduct test on synchronous motor to draw performance curves.
Sl. NO Experiments
1 Load test on DC shunt motor to draw speed–torque and horse power–efficiency characteristics.
2 Speed control of DC shunt motor by armature and field control.

3 Swin burne's Test on DC motor.

4 Regenerative test on DC shunt machines.

5 Load test on three phase induction motor.

No-load and Blocked rotor test on three phase induction motor to draw (i) equivalent circuit and (ii)
6
circle diagram. Determination of performance parameters at different load conditions.
7 Load test on induction generator.
Load test on single phase induction motor to draw output versus torque, current, power and efficiency
8
characteristics.
Conduct suitable tests to draw thee equivalent circuit of single phase induction motor and determine
9
performance parameters.
Conduct an experiment to draw V and Inverted V curves of synchronous motor at no load and load
10
conditions.

11 Analyze current and load torque of DC Shunt Motor using Simscape

12 Model 3-phase induction motor using MATLAB and Simulink

Course outcomes (Course Skill Set):

At the end of the course the student will be able to:
1. Perform tests on DC Machines to determine their characteristics.
2. Control the DC Motors using different methods.
3. Pre-determination the performance characteristics of DC Machines.
4. Conduct load test on single-phase and three-phase Induction Motor and draw performance characteristics.
5. Conduct test on Induction Motor to determine performance characteristics.
6. Conduct test on synchronous motor to draw performance curves.

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 Template for Practical Course and if AEC is a practical Course

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50) and for the
SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). A student shall be
deemed to have satisfied the academic requirements and earned the credits allotted to each subject/
course if the student secures a minimum of 40% (40 marks out of 100) in the sum total of the CIE
(Continuous Internal Evaluation) and SEE (Semester End Examination) taken together

Continuous Internal Evaluation (CIE):

CIE marks for the practical course are50 Marks.
The split-up of CIE marks for record/ journal and test are in the ratio 60:40.
 Each experiment is to be evaluated for conduction with an observation sheet and record
write-up. Rubrics for the evaluation of the journal/write-up for hardware/software
experiments are designed by the faculty who is handling the laboratory session and are
made known to students at the beginning of the practical session.
 Record should contain all the specified experiments in the syllabus and each experiment
write-up will be evaluated for 10 marks.
 Total marks scored by the students are scaled down to 30 marks (60% of maximum
marks).
 Weightage to be given for neatness and submission of record/write-up on time.
 Department shall conduct a test of 100 marks after the completion of all the experiments
listed in the syllabus.
 In a test, test write-up, conduction of experiment, acceptable result, and procedural
knowledge will carry a weightage of 60% and the rest 40% for viva-voce.
 The suitable rubrics can be designed to evaluate each student’s performance and learning
ability.
 The marks scored shall be scaled down to 20 marks (40% of the maximum marks).
The Sum of scaled-down marks scored in the report write-up/journal and marks of a test is the
total CIE marks scored by the student.
Semester End Evaluation (SEE):
 SEE marks for the practical course are 50 Marks.
 SEE shall be conducted jointly by the two examiners of the same institute, examiners are
appointed by the Head of the Institute.
 The examination schedule and names of examiners are informed to the university before
the conduction of the examination. These practical examinations are to be conducted
between the schedule mentioned in the academic calendar of the University.
 All laboratory experiments are to be included for practical examination.
 (Rubrics) Breakup of marks and the instructions printed on the cover page of the answer
script to be strictly adhered to by the examiners. OR based on the course requirement
evaluation rubrics shall be decided jointly by examiners.

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 Template for Practical Course and if AEC is a practical Course

 Students can pick one question (experiment) from the questions lot prepared by the
examiners jointly.
 Evaluation of test write-up/ conduction procedure and result/viva will be conducted
jointly by examiners.
 General rubrics suggested for SEE are mentioned here, writeup-20%, Conduction procedure
and result in -60%, Viva-voce 20% of maximum marks. SEE for practical shall be evaluated
for 100 marks and scored marks shall be scaled down to 50 marks (however, based on
course type, rubrics shall be decided by the examiners)
Change of experiment is allowed only once and 15% of Marks allotted to the procedure part
are to be made zero.
The minimum duration of SEE is 02 hours
Suggested Learning Resources:

 www.nptel.ac.in

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 Electrical Power Generation and Economics Semester IV
Course Code BEE405A CIE Marks 50
Teaching Hours/Week (L: T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Examination nature (SEE) Theory
Course objectives:
 To understand the basics of hydro electric power plant, merits and demerits of hydroelectric power
plants, site selection, arrangement and elements of hydro electric plant.
 To understand the working, site selection and arrangement of Steam, Diesel and Gas Power Plants.
 To understand the working, site selection and arrangement of Nuclear Power Plants.
 To understand importance of different equipments in substation, Interconnection of power stations and
different types of grounding.
 To understand the economics of power generation.
Teaching-Learning Process (General Instructions)
These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L) needs not to be only traditional lecture method, but alternative effective teaching
methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes critical thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop design
thinking skills such as the ability to design, evaluate, generalize, and analyze information rather than
simply recall it.
6. Introduce Topics in manifold representations.
7. Show the different ways to solve the same problem with different circuits/logic and encourage the
students to come up with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world-and when that's possible, it helps improve
the students' understanding.

Module-1
Hydroelectric Power Plants: Hydrology, run off and stream flow, hydrograph, flow duration
curve, Mass curve, reservoir capacity, dam storage. Hydrological cycle, merits and demerits of
hydroelectric power plants, Selection of site. General arrangement of hydel plant, elements of the
plant, Classification of the plants based on water flow regulation, water head and type of load the
plant has to supply. Water turbines – Pelton wheel, Francis, Kaplan and propeller turbines.
Characteristic of water turbines Governing of turbines, selection of water turbines.
Underground, small hydro and pumped storage plants. Choice of size and number of units, plant
layout and auxiliaries.
Module-2
Steam Power Plants: Introduction, Efficiency of steam plants, Merits and demerits of plants,
selection of site. Working of steam plant, Power plant equipment and layout, Steam turbines,
Fuels and fuel handling, Fuel combustion and combustion equipment, Coal burners, Fluidized bed
combustion, Combustion control, Ash handling, Dust collection, Draught systems, Feed water,
Steam power plant controls, plant auxiliaries.
Diesel Power Plant: Introduction, Merits and demerits, selection o f site, elements of diesel
power plant, applications.
Gas Turbine Power Plant: Introduction Merits and demerits, selection of site, Fuels for gas
turbines, Elements of simple gas turbine power plant, Methods of improving thermal efficiency
of a simple gas power plant, Closed cycle gas turbine power plants. Comparison of gas power plant
with steam and diesel power plants.

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 Module-3
Nuclear Power Plants: Introduction, Economics of nuclear plants, Merits and demerits, selection
of site, Nuclear reaction, Nuclear fission process, Nuclear chain reaction, Nuclear energy, Nuclear
fuels, Nuclear plant and layout, Nuclear reactor and its control, Classification of reactors, power
reactors in use, Effects of nuclear plants, Disposal of nuclear waste and effluent, shielding.
Module-4
Substations: Introduction to Substation equipment; Transformers, High Voltage Fuses, High
Voltage Circuit Breakers and Protective Relaying, High Voltage Disconnect Switches, Lightning
Arresters, High Voltage Insulators and Conductors, Voltage Regulators, Storage Batteries, Reactors,
Capacitors, Measuring Instruments, and power line carrier communication equipment.
Classification of substations – indoor and outdoor, Selection of site for substation, Bus-bar
arrangement schemes and single line diagrams of substations.
Interconnection of power stations. Introduction to gas insulated substation, Advantages and
economics of Gas insulated substation.
Grounding: Introduction, Difference between grounded and ungrounded system. System
grounding – ungrounded, solid grounding, resistance grounding, reactance grounding, resonant
grounding. Earthing transformer. Neutral grounding and neutral grounding transformer.
Module-5
Economics: Introduction, Effect of variable load on power system, classification of costs, Cost
analysis. Interest and Depreciation, Methods of determination of depreciation, Economics of Power
generation, different terms considered for power plants and their significance, load sharing. Choice
of size and number of generating plants. Tariffs, objective, factors affecting the tariff, types. Types of
consumers and their tariff. Power factor, disadvantages, causes, methods of improving power
factor, Advantages of improved power factor, economics of power factor improvement and
comparison of methods of improving the power factor. Choice of equipment.
Course outcome (Course Skill Set)
At the end of the course, the student will be able to :
1. Explain the basics of hydro electric power plant, merits and demerits of hydroelectric power plants,
site selection, arrangement and elements of hydro electric plant.
2. Explain the working, site selection and arrangement of Steam, Diesel and Gas Power Plants.
3. Explain the working, site selection and arrangement of Nuclear Power Plants.
4. Explain the importance of different equipments in substation, Interconnection of power stations and
different types of grounding.
5. Explain the economics of power generation.

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 Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50)
and for the SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). A
student shall be deemed to have satisfied the academic requirements and earned the credits allotted
to each subject/ course if the student secures a minimum of 40% (40 marks out of 100) in the sum
total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken
together.

Continuous Internal Evaluation:

 For the Assignment component of the CIE, there are 25 marks and for the Internal Assessment
Test component, there are 25 marks.
 The first test will be administered after 40-50% of the syllabus has been covered, and the
second test will be administered after 85-90% of the syllabus has been covered
 Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based then
only one assignment for the course shall be planned. The teacher should not conduct two
assignments at the end of the semester if two assignments are planned.
 For the course, CIE marks will be based on a scaled-down sum of two tests and other methods of
assessment.
Internal Assessment Test question paper is designed to attain the different levels of Bloom’s taxonomy
as per the outcome defined for the course.

Semester-End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers for
the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a maximum
of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
4. Marks scored shall be proportionally reduced to 50 marks.

Suggested Learning Resources:

Text Books
th
1. Power Plant Engineering, P.K. Nag, Mc Graw Hill, 4 Edition, 2014
2. Generation of Electrical Energy, B.R.Gupta, S. Chand, 2015
3. Electrical power Generation, Transmission and Distribution, S.N. Singh, PHI, 2nd Edition, 2009

Reference Books

1. A Course in Power Systems, J.B. Gupta, Katson, 2008

2. Electrical Power Distribution Systems, V. Kamaraju, McGrawHill, 1st Edition, 2009
3. A Text Book on Power SystemEngineering, A. Chakrabarti, et al, Dhanpath Rai, 2nd Edition, 2010
4. Electrical Distribution Engineering, Anthony J. Pansini, CRC Press, 3rd Edition, 2006
5. Electrical Distribution Systems, Dale R PatrickEt al, CRC Press, 2nd Edition, 2009

Web links and Video Lectures (e-Resources):

 www.nptel.ac.in
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
 Visit to power station.
 Walk through videos

@#150524
@#150524
 OPAMPS AND LIC Semester IV
Course Code BEE405B CIE Marks 50
Teaching Hours/Week (L: T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 hours Total Marks 100
Credits 03 Exam Hours 03
Examination nature (SEE) Theory
Course objectives:
 To understand the basics of Linear ICs such as Op-amp, Regulator, Timer & PLL.
 To learn the designing of various circuits using linear ICs.
 To use these linear ICs for specific applications.
 To understand the concept and various types of converters.
 To use these ICs, in Hardware projects.
Teaching-Learning Process (General Instructions)
These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L) needs not to be only traditional lecture method, but alternative effective teaching
methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes critical thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop design
thinking skills such as the ability to design, evaluate, generalize, and analyze information rather than
simply recall it.
6. Introduce Topics in manifold representations.
7. Show the different ways to solve the same problem with different circuits/logic and encourage the
students to come up with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world-and when that's possible, it helps improve
the students' understanding.
Module-1
Operational amplifiers: Introduction, Block diagram representation of a typical Op-amp,
schematicsymbol, characteristics of an Op-amp, ideal op-amp, equivalent circuit, ideal voltage
transfercurve,open loop configuration, differential amplifier, inverting & non –inverting amplifier,
Op-amp withnegative feedback ; voltage series feedback amplifier-gain, input resistance, output
resistance,voltage shunt feedback amplifier- gain, input resistance, output resistance.
General Linear Applications: D.C. & A.C amplifiers, peaking amplifier, summing, scaling &
averaging amplifier, inverting and non-inverting configuration, differential configuration,
instrumentation amplifier
Module-2
Active Filters: First & Second order high pass & low pass Butterworth filters, higher order filters,
Band pass filters, Band reject filters & all pass filters.
DC Voltage Regulators: voltage regulator basics, voltage follower regulator, adjustable output
regulator, LM317 & LM337 Integrated circuits regulators.
Module-3
Signal generators: Working and derivation of frequency of oscillation for Phase shift oscillator,
Wien bridge oscillator, square wave generator, sawtooth wave generator, triangular wave
generator, rectangular wave generator.
Comparators & Converters: Basic comparator, zero crossing detector, inverting & non-
invertingSchmitt trigger circuit, voltage to current converter with grounded load, current to
voltageconverterand basics of voltage to frequency and frequency to voltage converters.

@#150524
 Module-4
Signal processing circuits: Precision half wave & full wave rectifiers limiting circuits, clamping
circuits, peak detectors, sample & hold circuits.
A/D & D/A Converters: Basics, R–2R D/A Converter, Integrated circuit 8-bit D/A, successive
approximation ADC, linear ramp ADC, dual slope ADC, digital ramp ADC
Module-5
Phase Locked Loop (PLL): Basic PLL, components, performance factors, applications of PLL IC
565. Timer: Internal architecture of 555 timer, Mono stable, Astable-multivibrators and
applications
Course outcome (Course Skill Set)
At the end of the course, the student will be able to :
1. Explain the basics of linear ICs.
2. Design circuits using linear ICs.
3. Demonstrate the application of Linear ICs.
4. Use ICs in the electronic projects
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50)
and for the SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). A
student shall be deemed to have satisfied the academic requirements and earned the credits allotted
to each subject/ course if the student secures a minimum of 40% (40 marks out of 100) in the sum
total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken
together.

Continuous Internal Evaluation:

 For the Assignment component of the CIE, there are 25 marks and for the Internal Assessment
Test component, there are 25 marks.
 The first test will be administered after 40-50% of the syllabus has been covered, and the
second test will be administered after 85-90% of the syllabus has been covered
 Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based then
only one assignment for the course shall be planned. The teacher should not conduct two
assignments at the end of the semester if two assignments are planned.
 For the course, CIE marks will be based on a scaled-down sum of two tests and other methods of
assessment.
 Internal Assessment Test question paper is designed to attain the different levels of Bloom’s taxonomy as
per the outcome defined for the course.

Semester-End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers for
the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a maximum
of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
4. Marks scored shall be proportionally reduced to 50 marks.

@#150524
 Suggested Learning Resources:
Books
1. Op-Amps and Linear Integrated Circuits, Ramakant A Gayakwad , Pearson, 4th Edition, 2015
2. Operational Amplifiers and Linear ICs, David A. Bell ,Oxford, 3rd Edition 2011
3. Linear Integrated Circuits , S. Salivahanan, et al, Wiley India , 2013
4. Op-Amps and Linear Integrated Circuits, Concept and Application, James M Fiore,
Cengage, 2009
Web links and Video Lectures (e-Resources):
 NPTEL course on opamps : https://nptel.ac.in/courses/108108114
 You tube videos on opamps and in Linear Integrated Circuits.

Activity Based Learning (Suggested Activities in Class)/ Practical Based learning

 To develop mini projects based on opamp
 To develop mini projects based on timer and PLL IC
 Seminars
 Quizzes
 Assignments

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 1

Engineering Materials Semester IV

Course Code BEE405C CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Examination nature (SEE) Theory
Course objectives:
 To understand wave particle duality, tunnelling phenomenon, electron theory of metals.
 To understand the free electron theory of conduction in metals.
 To understand the polarization under static fields, behavior of dielectrics in alternating
fields, Inorganic materials, organic materials, ), resins and varnishes, liquid insulators.
 To understand the mechanism of conduction in semiconductors.
 To understand the magnetic materials, their classification and magneto materials.

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L) needs not to be only traditional lecture method, but alternative
effective teaching methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes
critical thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop
design thinking skills such as the ability to design, evaluate, generalize, and analyse
information rather than simply recall it.
6. Introduce Topics in manifold representations.
7. Show the different ways to solve the same problem with different circuits/logic and
encourage the students to come up with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible, it
helps improve the students' understanding.
Module-1
THEORY OF METALS
Elementary Quantum mechanical ideas: Wave Particle Duality, Wave function, schrodinger’s
equation, operator notation, expected value, Infinite Potential Well: A confined electron. Finite
Potential Barrier: Tunnelling Phenomenon. Free electron theory of metals: Electron in a linear
solid, Fermi energy, Degenerate states, Number of States, Density of States, Population Density.
Fermi-Dirac Distribution Function. Thermionic Emission: Richardson’s Equation, Schottky Effect.
Contact Potential: Fermi level at Equilibrium.
Module-2
FREE ELECTRON THEORY OF CONDUCTION IN METAL
Crystalline structure: Simple cubic structure, Body centered cubic, Face centered cubic. Band
Theory of Solids. Effective mass of Electron. Thermal Velocity of Electron at equilibrium. Electron
mobility, conductivity and resistivity.
Module-3
DIELECTRICS and INSULATING MATERIALS
DIELECTRICS: Dielectric, polarization under static fields- electronic ionic and dipolar
polarizations, behavior of dielectrics in alternating fields, Factors influencing dielectric strength
and capacitor materials. Insulating materials, complex dielectric constant, dipolar relaxation and
dielectric loss.

@#150524 1
 2

INSULATING MATERIALS: Inorganic materials (mica, glass, porcelain, asbestos), organic

materials (paper, rubber, cotton silk fiber, wood, plastics and bakelite), resins and varnishes,
liquid insulators(transformer oil) gaseous insulators (air, SF6 and nitrogen) and ageing of
insulators.
Module-4
SEMICONDUCTORS
Mechanism of conduction in semiconductors, density of carriers in intrinsic semiconductors, the
energy gap, types of semiconductors. Hall effect, compound semiconductors, basic ideas of
amorphous and organic semiconductors.
Module-5
Magnetic materials
Magnetic materials: Classification of magnetic materials- origin of permanent magnetic dipoles,
ferromagnetism, Magnetic Domains: Domain structure, Domain Wall motion, Hysteresis loop, Eddy
current losses, Demagnetization, hard and soft magnetic materials, magneto materials used in
electrical machines, instruments and relays.
Course outcome (Course Skill Set)
At the end of the course, the student will be able to :
1. Explain wave particle duality, tunnelling phenomenon, electron theory of metals.
2. Explain the free electron theory of conduction in metals.
3. Explain the polarization under static fields, behavior of dielectrics in alternating fields,
Inorganic materials, organic materials, ), resins and varnishes, liquid insulators.
4. Explain the mechanism of conduction in semiconductors.
5. Explain the magnetic materials, their classification and magneto materials.

@#150524 2
 3

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50)
and for the SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). A
student shall be deemed to have satisfied the academic requirements and earned the credits allotted
to each subject/ course if the student secures a minimum of 40% (40 marks out of 100) in the sum
total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken
together.

Continuous Internal Evaluation:

 For the Assignment component of the CIE, there are 25 marks and for the Internal Assessment
Test component, there are 25 marks.
 The first test will be administered after 40-50% of the syllabus has been covered, and the
second test will be administered after 85-90% of the syllabus has been covered
 Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based then
only one assignment for the course shall be planned. The teacher should not conduct two
assignments at the end of the semester if two assignments are planned.
 For the course, CIE marks will be based on a scaled-down sum of two tests and other methods of
assessment.
Internal Assessment Test question paper is designed to attain the different levels of Bloom’s taxonomy
as per the outcome defined for the course.

Semester-End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers for
the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a maximum
of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
4. Marks scored shall be proportionally reduced to 50 marks.

Suggested Learning Resources:

Books
1. Bhadra Prasad Pokharel and Nava Raj Karki,"Electrical Engineering Materials", Sigma offset Press,
Kamaladi, Kathmandu, Nepal,2004.
2. R.C. Jaeger, ”Introduction to Microelectronic Fabrication- Volume IV”, Addison Wesley publishing
Company,Inc., 1988.
3. Introduction to Electrical Engineering Materials 4th Edn. 2004 Edition by Indulkar C, S. Chand &
Company Ltd-New Delhi.
4. Electrical and Electronic Engineering Materials by SK Bhattacharya, Khanna Publishers, New Delhi.
Web links and Video Lectures (e-Resources):
 www.nptel.ac.in

Activity Based Learning (Suggested Activities in Class)/ Practical Based learning

 Seminars
 Quizzes

@#150524 3
 Object Oriented Programming Semester IV
Course Code BEE405D CIE Marks 50
Teaching Hours/Week (L: T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Examination nature (SEE) Theory
Course objectives:
 To get a clear understanding of object-oriented concepts.
 To understand object oriented programming through C++

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L) needs not to be only traditional lecture method, but alternative effective teaching
methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes critical thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop design
thinking skills such as the ability to design, evaluate, generalize, and analyze information rather than
simply recall it.
6. Introduce Topics in manifold representations.
7. Show the different ways to solve the same problem with different circuits/logic and encourage the
students to come up with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world-and when that's possible, it helps improve
the students' understanding.

Module-1
Overview:
Why Object-Oriented Programming in C++ - Native Types and Statements –Functions and
Pointers Implementing ADTs in the Base Language.
Module-2
BASIC CHARACTERISTICS OF OOP:
Data Hiding and Member Functions- Object Creation and Destruction- Polymorphism data
abstraction: Iterators and Containers.

Module-3
ADVANCED PROGRAMMING:
Templates, Generic Programming, and STL-Inheritance-Exceptions-OOP Using C++.
Module-4
OVERVIEW OF JAVA:
Data types, variables and arrays, operators, control statements, classes, objects, methods –
Inheritance
Module-5
EXCEPTION HANDLING:
Packages and Interfaces, Exception handling, Multithreaded programming, Strings, Input/Output

@#150524
 Course outcome (Course Skill Set)
At the end of the course, the student will be able to :
1. Discuss the basic Object Oriented concepts.
2. Develop applications using Object Oriented Programming Concepts.
3. Implement features of object oriented programming to solve real world problems.

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50)
and for the SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). A
student shall be deemed to have satisfied the academic requirements and earned the credits allotted
to each subject/ course if the student secures a minimum of 40% (40 marks out of 100) in the sum
total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken
together.

Continuous Internal Evaluation:

 For the Assignment component of the CIE, there are 25 marks and for the Internal Assessment
Test component, there are 25 marks.
 The first test will be administered after 40-50% of the syllabus has been covered, and the
second test will be administered after 85-90% of the syllabus has been covered
 Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based then
only one assignment for the course shall be planned. The teacher should not conduct two
assignments at the end of the semester if two assignments are planned.
 For the course, CIE marks will be based on a scaled-down sum of two tests and other methods of
assessment.
Internal Assessment Test question paper is designed to attain the different levels of Bloom’s taxonomy
as per the outcome defined for the course.
Semester-End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers for
the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a maximum
of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
4. Marks scored shall be proportionally reduced to 50 marks.
Suggested Learning Resources:
Text Books
1. Ira Pohl, “Object-Oriented Programming Using C++”, Pearson Education Asia, 2003.
2. H.M.Deitel, P.J.Deitel, "Java : how to program", Fifth edition, Prentice Hall of India private limited, 2003.

Reference Books
1. Herbert Schildt, "The Java 2: Complete Reference", Fourth edition, TMH, 2002
2. Bjarne Stroustrup, “The C++ Programming Language”, Pearson Education, 2004.
3. Stanley B. Lippman and Josee Lajoie , “C++ Primer”, Pearson Education, 2003.
4. K.R.Venugopal, Rajkumar Buyya, T.Ravishankar, "Mastering C++", TMH, 2003.
Web links and Video Lectures (e-Resources):
 www.nptel.ac.in

@#150524
@#150524
 BASICS OF –VHDL LAB Semester IV
Course Code BEE456A CIE Marks 50
Teaching Hours/Week (L:T:P: S) 0:0:2:0 SEE Marks 50
Credits 01 Exam Hours 03
Examination nature (SEE) Practical/Viva-Voce
Course objectives:

1. Along with prescribed hours of teaching –learning process, provide opportunity to perform the
experiments/programmes at their own time, at their own pace, at any place as per their
convenience and repeat any number of times to understand the concept.
2. Provide unhindered access to perform whenever the students wish.
3. Vary different parameters to study the behaviour of the circuit without the risk of
damaging equipment/device or injuring themselves.
Sl.NO Experiments

Note:
Programming can be done using any compiler. Download the programs on a FPGA/CPLD board and
performance testing may be done using 32 channel pattern generator and logic analyser, apart from
verification by simulation with tools such as Altera/Modelsim or equivalent

1 Write Verilog program for the following combinational design along with test bench to verify
the design:
a) 2 to 4 decoder realization using NAND gates only (structural model)
b) 8 to 3 encoder with priority encoder and without priority encoder (behavioral model)
c) 8 to 1 Multiplexer using case statement and if statement
d) 4 bit binary to gray code converter using 1 bit gray to binary converter 1 bit adder and
subtractor.

2 Model in Verilog for a full adder and add functionality to perform logical operations of XOR,
XNOR, AND and OR gates. Write test bench with appropriate input patterns to verify the
modelled behavior.
3 Verilog 32 bit ALU shown in figure below and verify the functionality of ALU by selecting
appropriate test patterns. The functionality of the ALU is shown in Table-1.
a) Write test bench to verify the functionality of the ALU considering all possible input
patterns
b) The enable signal will set the output to required functions if enabled, if disabled all the
outputs are set to tri-state.
c) The acknowledge signal is set high after every operation is complete.

@#150524
 ALU Top Level Diagram
Table -1 ALU functions:

4 Write Verilog code for SR, D and JK and verify the flip flop

5 Write Verilog code for 4 bit BCD synchronous counter

6 Write Verilog code for counter with given input clock and check whether it works as clock
divider performing division of clock by 2, 4, 8 and 16 . Verify the functionality of the code.
PART B
Note;
Interfacing and Debugging:
(ED) WinXp, PSpice, MultiSim, Proteus, CircuitLab, or any other equivalent tool can
be used.

Demonstration Experiments ( For CIE )

7 Write a Verilog code to design a clock divider circuit that generates ½, 1/3rd, 1/4th ,clock from
given input clock . Port the design to FPGA and validate the functionality through CRO.
8 Interface a DC motor to FPGA and write Verilog code to change its speed and direction

9 Interface a stepper motor to FPGA and write Verilog code to control the stepper motor rotation
which in turn may control a Robatic arm. External switches to be used for different controls
like rotate the stepper motor:
a)+ N steps if the switch number 1 of a DIP switch is closed.
b)+N/2 steps if switch number 2 of a DIP switch is closed.
c)-N steps if switch number 3 of a DIP switch is closed etc.
10 Interface a DAC to FPGA and write Verilog code to generate a sine wave of frequency f KHz, ex f
= 100 KHz, or 200 KHz etc, . Modify the code to down sample the frequency to f/2 KHz.
Display the original and down sampled signals by connecting them to CRO.
11 Write Verilog code using FSM to simulate elevator operation.

12 Write Verilog code to convert an analog input signal of a sensor to digital form and to display
the same on a suitable display like simple set of LEDs , 7 segment display digits or LCD display

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 Course outcomes (Course Skill Set):
At the end of the course the student will be able to:

1. Write the VHDL/Verilog programs to simulate combinational circuits in data flow, behavioral, gate
level abstractions.
2. Describe sequential circuits like flip-flops, counters, in behavioral descriptions and obtain simulated
waveforms.
3. Use FPGA/CPLD kits for downloading Verilog codes and check output.
4. Synthesize combinational and sequential circuits on programmable ICs and test the hardware
5. Interface the hardware programmable chips and obtain the required output.

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50) and for the
SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). A student shall be
deemed to have satisfied the academic requirements and earned the credits allotted to each subject/
course if the student secures a minimum of 40% (40 marks out of 100) in the sum total of the CIE
(Continuous Internal Evaluation) and SEE (Semester End Examination) taken together

Continuous Internal Evaluation (CIE):

CIE marks for the practical course are50 Marks.

The split-up of CIE marks for record/ journal and test are in the ratio 60:40.

 Each experiment is to be evaluated for conduction with an observation sheet and record write-up.
Rubrics for the evaluation of the journal/write-up for hardware/software experiments are
designed by the faculty who is handling the laboratory session and are made known to students at
the beginning of the practical session.
 Record should contain all the specified experiments in the syllabus and each experiment write-up
will be evaluated for 10 marks.
 Total marks scored by the students are scaled down to 30 marks (60% of maximum marks).
 Weightage to be given for neatness and submission of record/write-up on time.
 Department shall conduct a test of 100 marks after the completion of all the experiments listed in
the syllabus.
 In a test, test write-up, conduction of experiment, acceptable result, and procedural knowledge will
carry a weightage of 60% and the rest 40% for viva-voce.
 The suitable rubrics can be designed to evaluate each student’s performance and learning ability.
 The marks scored shall be scaled down to 20 marks (40% of the maximum marks).
The Sum of scaled-down marks scored in the report write-up/journal and marks of a test is the total CIE
marks scored by the student.

Semester End Evaluation (SEE):

 SEE marks for the practical course are 50 Marks.

 SEE shall be conducted jointly by the two examiners of the same institute, examiners are

@#150524
 appointed by the Head of the Institute.
 The examination schedule and names of examiners are informed to the university before
the conduction of the examination. These practical examinations are to be conducted
between the schedule mentioned in the academic calendar of the University.
 All laboratory experiments are to be included for practical examination.
 (Rubrics) Breakup of marks and the instructions printed on the cover page of the answer
script to be strictly adhered to by the examiners. OR based on the course requirement
evaluation rubrics shall be decided jointly by examiners.
 Students can pick one question (experiment) from the questions lot prepared by the
examiners jointly.
 Evaluation of test write-up/ conduction procedure and result/viva will be conducted
jointly by examiners.
 General rubrics suggested for SEE are mentioned here, writeup-20%, Conduction procedure
and result in -60%, Viva-voce 20% of maximum marks. SEE for practical shall be evaluated
for 100 marks and scored marks shall be scaled down to 50 marks (however, based on
course type, rubrics shall be decided by the examiners)
Change of experiment is allowed only once and 15% of Marks allotted to the procedure part
are to be made zero.
The minimum duration of SEE is 02 hours

Suggested Learning Resources:

 HDL Programming fundamentals , VHDL and Verilog, N. Botros, Cengage Learning,

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 Scilab / MATLAB for Electrical and Electronic Measurements
Course Code BEEL456B CIE Marks 50
Teaching Hours/Week (L:T:P: S) 0:0:2:0 SEE Marks 50
Credits 01 Exam Hours 02
Course objectives:
(1) Along with prescribed hours of teaching –learning process, provide opportunity to perform the
experiments/programmes at their own time, at their own pace, at any place as per their convenience and repeat
any number of times to understand the concept.
(2) Provide unhindered access to perform whenever the students wish.
(3) Vary different parameters to study the behaviour of the circuit without the risk of damaging equipment/ device
or injuring themselves.
Sl. Experiments
NO
1 Design and Analysis of measurement of Resistance using Wheatstone and Kelvins double bridge.
2 Design and Analysis of measurement of Inductance using Schering and De-Sauty’s Bridges.
3 Design and Analysis of measurement of Inductance using Maxwells and Anderson Bridges.
4 Design and Analysis of measurement of Frequency in Single and Three Phase Circuits.
5 Design and Analysis of measurement of Real Power, Reactive and Power Factor in Three Phase Circuits.
6 Design and Analysis of measurement of Energy in Three Phase Circuits.
7 Design and Analysis of measurement of Flux and Flux density.
8 Testing and Analysis of Current Transformer using Silsbees Deflection Method.
9 Testing and Analysis of Voltage Transformer using Silsbees Deflection Method.
10 Design and Analysis of True RMS Reading Volt Meters.
11 Design and Analysis of Integrating and Successive approximation type Digital Volt Meters.
12 Design and Analysis of Q Meter.
Course outcomes (Course Skill Set):
At the end of the course the student will be able to:
 Analyse in a systematic way, think better, and perform better.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks). A student shall be deemed
to have satisfied the academic requirements and earned the credits allotted to each course. The student has to
secure not less than 35% (18 Marks out of 50) in the semester-end examination (SEE).
Continuous Internal Evaluation (CIE):
CIE marks for the practical course is 50 Marks.
The split-up of CIE marks for record/ journal and test are in the ratio 60:40.
 Each experiment to be evaluated for conduction with observation sheet and record write-up. Rubrics for
the evaluation of the journal/write-up for hardware/software experiments designed by the faculty who is
handling the laboratory session and is made known to students at the beginning of the practical session.
 Record should contain all the specified experiments in the syllabus and each experiment write-up will be
evaluated for 10 marks.
 Total marks scored by the students are scaled downed to 30 marks (60% of maximum marks).
 Weightage to be given for neatness and submission of record/write-up on time.

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  Department shall conduct 02 tests for 100 marks, the first test shall be conducted after the 8th week of the
semester and the second test shall be conducted after the 14th week of the semester.
 In each test, test write-up, conduction of experiment, acceptable result, and procedural knowledge will
carry a weightage of 60% and the rest 40% for viva-voce.
 The suitable rubrics can be designed to evaluate each student’s performance and learning ability. Rubrics
suggested in Annexure-II of Regulation book
 The average of 02 tests is scaled down to 20 marks (40% of the maximum marks).
 The Sum of scaled-down marks scored in the report write-up/journal and average marks of two tests is the
totalCIE marks scored by the student.

Semester End Evaluation (SEE):

 SEE marks for the practical course is 50 Marks.
 SEE shall be conducted jointly by the two examiners of the same institute, examiners are appointed by
theUniversity
 All laboratory experiments are to be included for practical examination.
 (Rubrics) Breakup of marks and the instructions printed on the cover page of the answer script to be
strictly adhered to by the examiners. OR based on the course requirement evaluation rubrics shall be
decided jointlyby examiners.
 Students can pick one question (experiment) from the questions lot prepared by the internal /external
examiners jointly.
 Evaluation of test write-up/ conduction procedure and result/viva will be conducted jointly by examiners.
General rubrics suggested for SEE are mentioned here, writeup-20%, Conduction procedure and result
in - 60%, Viva-voce 20% of maximum marks. SEE for practical shall be evaluated for 100 marks and
scored marks shall be scaled down to 50 marks (however, based on course type, rubrics shall be
decided by theexaminers)
 Change of experiment is allowed only once and 15% Marks allotted to the procedure part to be made
zero.The duration of SEE is 03 hours
 Rubrics suggested in Annexure-II of Regulation book.

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 PCB Design Laboratory
Course Code BEEL456C CIE Marks 50
Teaching Hours/Week (L:T:P: S) 0:0:2:0 SEE Marks 50
Credits 01 Exam Hours 02
Course objectives:
(1) Along with prescribed hours of teaching –learning process, provide opportunity to perform the
experiments/programmes at their own time, at their own pace, at any place as per their convenience and repeat
any number of times to understand the concept.
(2) Provide unhindered access to perform whenever the students wish.
(3) Vary different parameters to study the behaviour of the circuit without the risk of damaging
equipment/device or injuring themselves.
Sl. Experiments
NO % Portion
Coverage
1 Introduction 30%
Need for PCB, Types of PCBs : Single and Multilayer, Technology: Plated Through
Hole, Surface Mount, PCB Material, Electronic Component packaging, PCB
Designing, Fabrication, Electronic Design Automation Tools: proteus, Orcad or any
other tool.
2 Introduction to proteus, Orcad or any other tool., Schematic entry / drawing, netlisting, 30%
layering, component foot print library selection & designing, design rules, component
placing: Manual & automatic, track routing: automatic & manual, rules: track length,
angle, joint & size, Autorouter setup. Design Rules.
3 PCB Designing Practice : PCB Designing of Basic and Analog Electronic Circuits, PCB 10%
Designing of Power Supplies.
4 Post Designing & PCB Fabrication Process: Printing the Design, Etching, Drilling, 30%
Interconnecting and Packaging electronic Circuits, Gerber Generation, Soldering and De-
soldering, Component Mounting, PCB and Hardware Testing.
Course outcomes (Course Skill Set):
At the end of the course the student will be able to:
 Analyse in an intelligent manner, think better, and perform better.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks). A student shall be deemed
to have satisfied the academic requirements and earned the credits allotted to each course. The student has to
secure not less than 35% (18 Marks out of 50) in the semester-end examination(SEE).
Continuous Internal Evaluation (CIE):
CIE marks for the practical course is 50 Marks.
The split-up of CIE marks for record/ journal and test are in the ratio 60:40.
 Each experiment to be evaluated for conduction with observation sheet and record write-up. Rubrics for
the evaluation of the journal/write-up for hardware/software experiments designed by the faculty who is
handling the laboratory session and is made known to students at the beginning of the practical session.
 Record should contain all the specified experiments in the syllabus and each experiment write-up will be
evaluated for 10 marks.
 Total marks scored by the students are scaled downed to 30 marks (60% of maximum marks).
 Weightage to be given for neatness and submission of record/write-up on time.
 Department shall conduct 02 tests for 100 marks, the first test shall be conducted after the 8th week of the

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 semester and the second test shall be conducted after the 14th week of the semester.
 In each test, test write-up, conduction of experiment, acceptable result, and procedural knowledge will
carry a weightage of 60% and the rest 40% for viva-voce.
 The suitable rubrics can be designed to evaluate each student’s performance and learning ability. Rubrics
suggested in Annexure-II of Regulation book
 The average of 02 tests is scaled down to 20 marks (40% of the maximum marks).
 The Sum of scaled-down marks scored in the report write-up/journal and average marks of two tests is
the totalCIE marks scored by the student.
 Semester End Evaluation (SEE):
 SEE marks for the practical course is 50 Marks.
 SEE shall be conducted jointly by the two examiners of the same institute, examiners are appointed by
theUniversity
 All laboratory experiments are to be included for practical examination.
 (Rubrics) Breakup of marks and the instructions printed on the cover page of the answer script to be
strictly adhered to by the examiners. OR based on the course requirement evaluation rubrics shall be
decided jointlyby examiners.
 Students can pick one question (experiment) from the questions lot prepared by the internal /external
examiners jointly.
 Evaluation of test write-up/ conduction procedure and result/viva will be conducted jointly by examiners.
General rubrics suggested for SEE are mentioned here, writeup-20%, Conduction procedure and result
in - 60%, Viva-voce 20% of maximum marks. SEE for practical shall be evaluated for 100 marks and
scored marks shall be scaled down to 50 marks (however, based on course type, rubrics shall be
decided by theexaminers)
 Change of experiment is allowed only once and 15% Marks allotted to the procedure part to be made
zero.The duration of SEE is 03 hours
 Rubrics suggested in Annexure-II of Regulation book.

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 ARDUINO AND RASPBERRY PI Semester IV
Course Code BEEL456D CIE Marks 50
Teaching Hours/Week (L:T:P: S) 0:0:2:0 SEE Marks 50
Credits 01 Exam Hours 100
Examination type (SEE) Practical
Course objectives:
 Course objectives: To impart necessary and practical knowledge of components of Internet of
Things
 To develop skills required to build real-life IoT based projects

Sl.No Experiments
1 i) To interface LED/Buzzer with Arduino/Raspberry Pi and write a program to ‘turn ON’ LED
for 1 sec after every 2 seconds.
ii) To interface Push button/Digital sensor (IR/LDR) with Arduino/Raspberry Pi and write a
program to ‘turn ON’ LED when push button is pressed or at sensor detection.
2 i) To interface DHT11 sensor with Arduino/Raspberry Pi and write a program to print
temperature and humidity readings.
ii) To interface OLED with Arduino/Raspberry Pi and write a program to print temperature and
humidity readings on it.
3 To interface motor using relay with Arduino/Raspberry Pi and write a program to ‘turn ON’
motor when push button is pressed
4 To interface Bluetooth with Arduino/Raspberry Pi and write a program to send sensor data to
Smartphone using Bluetooth
5 To interface Bluetooth with Arduino/Raspberry Pi and write a program to turn LED ON/OFF
when '1'/'0' is received from Smartphone using Bluetooth
6 Write a program on Arduino/Raspberry Pi to upload temperature and humidity data to thing
speak cloud
7 Write a program on Arduino/Raspberry Pi to retrieve temperature and humidity data from thing
speak cloud
8 Write a program on Arduino/Raspberry Pi to retrieve temperature and humidity data from thing
speak cloud
9 Write a program on Arduino/Raspberry Pi to publish temperature data to MQTT broker
10 Write a program to create UDP server on Arduino/Raspberry Pi and respond with humidity data
to UDP client when requested.
11 Write a program to create TCP server on Arduino/Raspberry Pi and respond with humidity data
to TCP client when requested.
12 Write a program on Arduino/Raspberry Pi to subscribe to MQTT broker for temperature data
and print it.
Course outcomes (Course Skill Set):
At the end of the course the student will be able to:
At the end of the course the student will be able to:
1. Explain the concepts of Internet of Things and its hardware and software components
2. Interface I/O devices, sensors & communication modules
3. Remotely monitor data and control devices
4. Develop real life IoT based projects.

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 Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50) and for the
SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). A student shall be
deemed to have satisfied the academic requirements and earned the credits allotted to each subject/
course if the student secures a minimum of 40% (40 marks out of 100) in the sum total of the CIE
(Continuous Internal Evaluation) and SEE (Semester End Examination) taken together

Continuous Internal Evaluation (CIE):

CIE marks for the practical course are50 Marks.
The split-up of CIE marks for record/ journal and test are in the ratio 60:40.
 Each experiment is to be evaluated for conduction with an observation sheet and record
write-up. Rubrics for the evaluation of the journal/write-up for hardware/software
experiments are designed by the faculty who is handling the laboratory session and are
made known to students at the beginning of the practical session.
 Record should contain all the specified experiments in the syllabus and each experiment
write-up will be evaluated for 10 marks.
 Total marks scored by the students are scaled down to 30 marks (60% of maximum
marks).
 Weightage to be given for neatness and submission of record/write-up on time.
 Department shall conduct a test of 100 marks after the completion of all the experiments
listed in the syllabus.
 In a test, test write-up, conduction of experiment, acceptable result, and procedural
knowledge will carry a weightage of 60% and the rest 40% for viva-voce.
 The suitable rubrics can be designed to evaluate each student’s performance and learning
ability.
 The marks scored shall be scaled down to 20 marks (40% of the maximum marks).
The Sum of scaled-down marks scored in the report write-up/journal and marks of a test is the
total CIE marks scored by the student.
Semester End Evaluation (SEE):
 SEE marks for the practical course are 50 Marks.
 SEE shall be conducted jointly by the two examiners of the same institute, examiners are
appointed by the Head of the Institute.
 The examination schedule and names of examiners are informed to the university before
the conduction of the examination. These practical examinations are to be conducted
between the schedule mentioned in the academic calendar of the University.
 All laboratory experiments are to be included for practical examination.
 (Rubrics) Breakup of marks and the instructions printed on the cover page of the answer
script to be strictly adhered to by the examiners. OR based on the course requirement
evaluation rubrics shall be decided jointly by examiners.

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  Students can pick one question (experiment) from the questions lot prepared by the
examiners jointly.
 Evaluation of test write-up/ conduction procedure and result/viva will be conducted
jointly by examiners.
 General rubrics suggested for SEE are mentioned here, writeup-20%, Conduction procedure
and result in -60%, Viva-voce 20% of maximum marks. SEE for practical shall be evaluated
for 100 marks and scored marks shall be scaled down to 50 marks (however, based on
course type, rubrics shall be decided by the examiners)
Change of experiment is allowed only once and 15% of Marks allotted to the procedure part
are to be made zero.
The minimum duration of SEE is 02 hours
Suggested Learning Resources:
1. https://www.arduino.cc
2. https://www.raspberrypi.org/
3. Course in Internet of Things (IOT) Using Arduino - NIELIT Delhi Centre
4. Vijay Madisetti, Arshdeep Bahga, Internet of Things. "A Hands on Approach", University
Press
5. Dr. SRN Reddy, Rachit Thukral and Manasi Mishra, "Introduction to Internet of Things: A
practical Approach", ETI Labs
6. Pethuru Raj and Anupama C Raman, "The Internet of Things: Enabling Technologies,
Platforms, and Use Cases", CRC Press
7. Jeeva Jose, "Internet of Things", Khanna Publishing House, Delhi
8. Adrian McEwen, "Designing the Internet of Things", Wiley
9. Raj Kamal, "Internet of Things: Architecture and Design", McGraw Hill

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 SIGNALS AND DSP
IPCC Course Code BEE 502 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:2:0 SEE Marks 50
Total Hours of Pedagogy 40 hours Theory + 12 Lab Total Marks 100
slots
Credits 04 Exam Hours 03
Course objectives:
1. To explain basic signals, their classification, basic operations on signals, sampling of analog
signals, and the properties of the systems.
2. To explain the convolution of signals in continuous and discrete time domain and the properties
of impulse response representation.
3. To explain the computation of Discrete Fourier Transform of a sequence by direct method, Linear
transformation Method and using Fast Fourier Transformation Algorithms.
4. To explain design of IIR all pole analog filters and transform them into digital filter using Impulse
Invariant and Bilinear transformation Techniques and to obtain their Realization.
5. To explain design of FIR filters using Window Method and Frequency Sampling Method and to
obtain their Realization.
Teaching-Learning Process (General Instructions)
These are sample Strategies; which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L) needs not to be only traditional lecture method, but alternative effective
teachingmethods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes critical
thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop design
thinkingskills such as the ability to design, evaluate, generalize, and analyse information rather than
simply recall it.
6. Introduce Topics in manifold representations.
7. Show the different ways to solve the same problem with different circuits/logic and encourage the
students to come up with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve
the students' understanding.
MODULE-1
Signals, systems and signal processing, classification of signals, Basic Operations on Signals, Basic
Elementary Signals, properties of systems. concept of frequency in continuous and Discrete time
signals, sampling of analog signals, the sampling theorem , quantization of continuous amplitude
and sinusoidal signals , coding of quantized samples, digital to analog conversion,

Time-domain representations for LTI systems: Convolution, impulse response representation,

Convolution Sum and Convolution Integral, properties of impulse response representation, solution
of difference equations.
Teaching-Learning Chalk and Board, Power Point Presentation, You Tube Videos.
Process

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 MODULE-2
Discrete Fourier Transforms (DFT):
Introduction to DFT, definition of DFT and its inverse, matrix relation to find DFT and IDFT
,Properties of DFT, linearity, circular time shift, circular frequency shift, circular folding, symmetry
of : real valued sequences, real even and odd sequences, DFT of complex conjugate sequence,
multiplication of two DFTs- the circular convolution, Parseval’s theorem, circular correlation,
Digital linear filtering using DFT. Signal segmentation , overlap-save and overlap-add method.
Teaching-Learning Chalk and Board, Power Point Presentation, You Tube Videos.
Process
MODULE-3
Fast-Fourier-Transform (FFT) algorithms: Direct computation of DFT, need for efficient computation of the
DFT (FFT algorithms)., speed improvement factor, Radix-2 FFT algorithm for the computation of DFT and
IDFT–decimation-in-time and Decimation-in-frequency algorithms , calculation of DFT when N is not a power
of 2.
Teaching-Learning Chalk and Board, Power Point Presentation, You Tube Videos.
Process
MODULE-4
IIR filter design: Classification of analog filters, generation of Butterworth polynomials, frequency
transformations. Design of Butterworth filters, low pass, high pass, band pass and band stop filters,
Generation of Chebyshev polynomials, design of Chebyshev filters, design of Butterworth and
Chebyshev filters using bilinear transformation and Impulse invariance method, representation of IIR
filters using direct form one and two, series form and parallel form.
Teaching-Learning Chalk and Board, Power Point Presentation, You Tube Videos.
Process
MODULE 5

FIR filter design:

Introduction to FIR filters, symmetriv and antisymmetric FIR filters, design of linear phase FIR
filters using - Rectangular, Bartlett, Hamming, Hanning and Blackman windows, design of FIR
differentiators and Hilbert transformers, FIR filter design using frequency sampling Technique.
Representation of FIR filters using direct form and lattice structure.

Teaching-Learning Chalk and Board, Power Point Presentation, You Tube Videos.
Process

Sl. Experiments
NO
1 Verification of Sampling Theorem in time and frequency domains

2 Generation of different signals in both continuous and discrete time domains

3 To perform basic operations on given sequences- Signal folding, evaluation of even and odd
signals

4 Evaluation of impulse response of a system.

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 5. Solution of a difference equation.

6. Evaluation of linear convolution and circular convolution of given sequences

7 Computation of N- point DFT and IDFT of a given sequence by use of (a) Defining equation; (b)
FFT method

8 Evaluation of circular convolution of two sequences using DFT and IDFT approach.

9 Design and implementation of IIR filters to meet given specification (Low pass, high pass, band
pass and band reject filters).

10 Design and implementation of FIR filters to meet given specification (Low pass, high pass, band
pass and band reject filters) using different window functions.

11 Design and implementation of FIR filters to meet given specification (Low pass, high pass, band
pass and band reject filters) using frequency sampling technique.

12 Realization of IIR and FIR filters.

13 Following experiments to be done using DSP Kit:

a)Obtain the linear convolution of two sequences
b)Compare circular convolution of two sequences
c)To find N –point DFT of given sequence
d)To find impulse response of first and second order system
e)Generation of sine wave and standard test signals
Course outcomes (Course Skill Set):
At the end of the course the student will be able to:
(1)Discuss classification and basic operations that can be performed on both continuous and discrete
time signals and to understand sampling theorem.
(2)Evaluate Discrete Fourier Transform of a sequence , to understand the various properties of DFT and
signal segmentation using overlap and overlap add method.
(3)Evaluate Discrete Fourier Transform of a sequence using decimation in time and decimation in
frequency methods.
(4) To design Butterworth and Chebyshev IIR digital filters and to represent the filters using different
methods and to represent IIR filter using different methods.
(5)To design FIR filters using windows method and frequency sampling method and to represent FIR
filters using direct method and lattice method.

Text Books/Reference Books:

1.Introduction to Digital Signal Processing, Jhonny R. Jhonson, Pearson 1 st Edition, 2016.

2.Digital Signal Processing – Principles, Algorithms, and Applications,Jhon G. Proakis Dimitris G.
Manolakis, Pearson, 4 th Edition, 2007.
3. Digital Signal Processing, A.NagoorKani, McGraw Hill, 2nd Edition, 2012.
4. Digital Signal Processing, Shaila D. Apte,Wiley, 2nd Edition, 2009.

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 5. Digital Signal Processing, Ashok Amberdar, Cengage, 1st Edition, 2007.
6. Digital Signal Processing, Tarun Kumar Rawat, Oxford, 1st Edition, 2015.

Web links and Video Lectures (e-Resources):

1. http://www.freebookcentre.net/Electronics/DSP-Books
2. https://www.electronicsforu.com/special/cool-stuff-misc/8-free-digital-signal-processing-ebooks

MOOCs
1. https://nptel.ac.in/courses/117102060

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50) and
for the SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). A student
shall be deemed to have satisfied the academic requirements and earned the credits allotted to each
subject/ course if the student secures a minimum of 40% (40 marks out of 100) in the sum total of the
CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.

CIE for the theory component of the IPCC (maximum marks 50)
 IPCC means practical portion integrated with the theory of the course.
 CIE marks for the theory component are 25 marks and that for the practical component is 25 marks.
 25 marks for the theory component are split into 15 marks for two Internal Assessment Tests (Two
Tests, each of 15 Marks with 01-hour duration, are to be conducted) and 10 marks for other
assessment methods mentioned in 22OB4.2. The first test at the end of 40-50% coverage of the
syllabus and the second test after covering 85-90% of the syllabus.
 Scaled-down marks of the sum of two tests and other assessment methods will be CIE marks for the
theory component of IPCC (that is for 25 marks).
 The student has to secure 40% of 25 marks to qualify in the CIE of the theory component of IPCC.
CIE for the practical component of the IPCC
 15 marks for the conduction of the experiment and preparation of laboratory record, and 10 marks
for the test to be conducted after the completion of all the laboratory sessions.
 On completion of every experiment/program in the laboratory, the students shall be evaluated
including viva-voce and marks shall be awarded on the same day.
 The CIE marks awarded in the case of the Practical component shall be based on the continuous
evaluation of the laboratory report. Each experiment report can be evaluated for 10 marks. Marks of
all experiments’ write-ups are added and scaled down to 15 marks.
 The laboratory test (duration 02/03 hours) after completion of all the experiments shall be conducted
for 50 marks and scaled down to 10 marks.
 Scaled-down marks of write-up evaluations and tests added will be CIE marks for the laboratory
component of IPCC for 25 marks.
 The student has to secure 40% of 25 marks to qualify in the CIE of the practical component of the
IPCC.
SEE for IPCC
Theory SEE will be conducted by University as per the scheduled timetable, with common question

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 papers for the course (duration 03 hours)
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a
maximum of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
4. Marks scored by the student shall be proportionally scaled down to 50 Marks
The theory portion of the IPCC shall be for both CIE and SEE, whereas the practical portion will have
a CIE component only. Questions mentioned in the SEE paper may include questions from the
practical component.

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 Annexure-II 1

Power Electronics Semester V

Course Code BEE503 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 4:0:0:0 SEE Marks 50
Total Hours of Pedagogy 50 Total Marks 100
Credits 04 Exam Hours 03
Examination type (SEE) Theory
Course objectives:
(1) To give an overview of applications power electronics, different types of power semiconductor devices,
their switching characteristics.
(2) To explain power diode characteristics, types, their operation and the effects of power diodes on RL
circuits.
(3)To explain the techniques for design and analysis of single phase diode rectifier circuits.
(4) To explain different power transistors, their steady state and switching characteristics and imitations.
(5) To explain different types of Thyristors, their gate characteristics and gate control requirements.
(6)To explain the design, analysis techniques, performance parameters and characteristics of controlled
rectifiers, DC- DC, DC -AC converters and Voltage controllers.
Teaching-Learning Process (General Instructions)
These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1 Lecturer method (L) needs not to be only traditional lecture method, but alternative effective teaching
methods could be adopted to attain the outcomes.
2 Lectures with discussions, question and answer sessions.
3 Informal quizzes.
4 Use of Video/Animation to explain functioning of various concepts.
5 Encourage collaborative (Group Learning) Learning in the class.
6 Ask at least three HOT (Higher order Thinking) questions in the class, which promotes critical thinking.
7 Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop design thinking
skills such as the ability to design, evaluate, generalize, and analyse information rather than simply recall
it.
8 Introduce Topics in manifold representations.
9 Show the different ways to solve the same problem with different circuits/logic and encourage the
students to come up with their own creative ways to solve them.
10 Discuss how every concept can be applied to the real world - and when that's possible, it helps improve the
students' understanding.
Module-1
Introduction: Applications of Power Electronics, Ideal Characteristics of switches Characteristics of practical
devices; Specifications of Switches, control characteristics of power devices, Types of Power Electronic
Circuits, Peripheral Effects, Intelligent Modules.
Power Diodes: Introduction, Diode Characteristics, Reverse Recovery Characteristics, Power Diode Types,
Silicon Carbide Diodes, Silicon Carbide Schottky Diodes, Freewheeling diodes, Freewheeling diodes with RL
load.
Diode Rectifiers: Introduction, Diode Circuits with DC Source connected to R and RL load, Single-Phase Full-
Wave Rectifiers with R load, Single-Phase Full-Wave Rectifier with RL Load.
Module-2
Power Transistors: Introduction, Bipolar Junction Transistors – Steady State Characteristics, Switching
Characteristics, Switching Limits, Power MOSFETs – Steady State Characteristics, Switching Characteristics,
IGBTs; BJT Base Drive, MOSFET Gate Drive, Isolation of Gate and Base Drives, Pulse transformers and Opto-
couplers.
Module-3
Thyristors: Introduction, Thyristor Characteristics, Two-Transistor Model of Thyristor, Thyristor Turn- On,
Thyristor Turn-Off, A brief study on Thyristor Types, Series Operation of Thyristors, Parallel Operation of
Thyristors, di/dt Protection, dv/dt Protection, Thyristor Firing Circuits, Unijunction Transistor.
Module-4

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 Annexure-II 2

Controlled Rectifiers: Introduction, Single phase half wave circuit with RL Load, Single phase half wave
circuit with RL Load and Freewheeling Diode, Single phase half wave circuit with RLE Load, Single-Phase
Full Converters with RLE Load, Single-Phase Dual Converters, Principle of operation of Three- Phase duel
Converters.
AC Voltage Controllers: Introduction, Principle of phase control & Integral cycle control, Single-Phase Full-
Wave Controllers with Resistive Loads, Single- Phase Full-Wave Controllers with Inductive Loads, Three-
Phase Full-Wave Controllers.
Module-5
DC-DC Converters: Introduction, principle of step down chooper with R and RL load; principle of step up
chopper with R load, Control strategies, performance parameters, DC-DC converter classification.
DC-AC Converters: Introduction, principle of operation single phase bridge inverters, performance
parameters, three phase bridge inverters, voltage control of single phase inverters, Harmonic reductions,
Current source inverters.
Course outcome (Course Skill Set)
At the end of the course the student will be able to :
1 To give an overview of applications power electronics, different types of power semiconductor devices,
their switching characteristics, power diode characteristics, types, their operation and the effects of
power diodes on RL circuits.
2 To explain the techniques for design and analysis of single phase diode rectifier circuits.
3 To explain different power transistors, their steady state and switching characteristics and limitations.
4 To explain different types of Thyristors, their gate characteristics and gate control requirements.
5 To explain the design, analysis techniques, performance parameters and characteristics of controlled
rectifiers, DC- DC, DC -AC converters and Voltage controllers.

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 Annexure-II 3

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50)
and for the SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). The
student is declared as a pass in the course if he/she secures a minimum of 40% (40 marks out of
100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End
Examination) taken together.

Continuous Internal Evaluation:

 There are 25 marks for the CIE's Assignment component and 25 for the Internal Assessment
Test component.
 Each test shall be conducted for 25 marks. The first test will be administered after 40-50% of
the coverage of the syllabus, and the second test will be administered after 85-90% of the
coverage of the syllabus. The average of the two tests shall be scaled down to 25 marks
 Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based then
only one assignment for the course shall be planned. The schedule for assignments shall be
planned properly by the course teacher. The teacher should not conduct two assignments at the
end of the semester if two assignments are planned. Each assignment shall be conducted for 25
marks. (If two assignments are conducted then the sum of the two assignments shall be scaled
down to 25 marks)
 The final CIE marks of the course out of 50 will be the sum of the scale-down marks of tests and
assignment/s marks.
Internal Assessment Test question paper is designed to attain the different levels of Bloom’s taxonomy
as per the outcome defined for the course.

Semester-End Examination:
Theory SEE will be conducted by the University as per the scheduled timetable, with common question papers
for the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a maximum
of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
4. Marks scored shall be proportionally reduced to 50 marks.

Suggested Learning Resources:

Books
Textbook
1 Power Electronics: Circuits Devices and Applications, Mohammad H Rashid, Pearson 4th Edition, 2014.
Reference Books
1 Power Electronics, P.S. Bimbhra, Khanna Publishers, 5th Edition, 2012.
2 Power Electronics: Converters, Applications and Design, Ned Mohan et al, Wiley 3rd Edition, 2014.
3 Power Electronics, Daniel W Hart, McGraw Hill, 1st Edition, 2011.
4 Elements of Power Electronics, Philip T Krein, Oxford, Indian Edition, 2008.
Web links and Video Lectures (e-Resources):
 .

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 Annexure-II 4

Activity Based Learning (Suggested Activities in Class)/ Practical Based learning



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 Template for Practical Course and if AEC is a practical Course Annexure-V

Power Electronics Laboratory Semester V

Course Code BEEL504 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 0:0:2:0 SEE Marks 50
Credits 01 Total Marks 100
Examination type (SEE) Practical Exam Hours 02
Course objectives:
1) To conduct experiments on semiconductor devices to obtain their static characteristics. To study different
methods of triggering the SCR
2) To study the performance of single phase controlled full wave rectifier and AC voltage controller with R and
RL loads.
3) To control the speed of a DC motor, universal motor and stepper motors.
4) To study single phase full bridge inverter connected to resistive load.
Sl.NO Experiments

1 Static Characteristics of SCR.

2 Static Characteristics of MOSFET and IGBT.

3 Characteristic of TRIAC.

4 SCR turn on circuit using synchronized UJT relaxation oscillator.

5 SCR digital triggering circuit for a single phase controlled rectifier and ac voltage regulator.

Single phase controlled full wave rectifier with R load, R –L load, R-L-E load with and without freewheeling
6
diode.

7 AC voltage controller using TRIAC and DIAC combination connected to R and RL loads.

8 Speed control of DC motor using single semi converter.

9 Speed control of stepper motor.

10 Speed control of universal motor using ac voltage regulator.

11 Speed control of a separately excited D.C. Motor using an IGBT or MOSFET chopper.

12 Single phase MOSFET/IGBT based PWM inverter.

Course outcomes (Course Skill Set):

At the end of the course the student will be able to:
1 Obtain static characteristics of semiconductor devices to discuss their performance.
2 Trigger the SCR by different methods
3 Verify the performance of single phase controlled full wave rectifier and AC voltage controller with R and
RL loads.
4 Control the speed of a DC motor, universal motor and stepper motors.
5 Verify the performance of single phase full bridge inverter connected to resistive load.

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 Template for Practical Course and if AEC is a practical Course Annexure-V

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The
minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50) and for the SEE minimum
passing mark is 35% of the maximum marks (18 out of 50 marks). A student shall be deemed to have satisfied the
academic requirements and earned the credits allotted to each subject/ course if the student secures a minimum of
40% (40 marks out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End
Examination) taken together.
Continuous Internal Evaluation (CIE):
CIE marks for the practical course are 50 Marks.
The split-up of CIE marks for record/ journal and test are in the ratio 60:40.
 Each experiment is to be evaluated for conduction with an observation sheet and record write-up. Rubrics for
the evaluation of the journal/write-up for hardware/software experiments are designed by the faculty who is
handling the laboratory session and are made known to students at the beginning of the practical session.
 Record should contain all the specified experiments in the syllabus and each experiment write-up will be
evaluated for 10 marks.
 Total marks scored by the students are scaled down to 30 marks (60% of maximum marks).
 Weightage to be given for neatness and submission of record/write-up on time.
 Department shall conduct a test of 100 marks after the completion of all the experiments listed in the
syllabus.
 In a test, test write-up, conduction of experiment, acceptable result, and procedural knowledge will carry a
weightage of 60% and the rest 40% for viva-voce.
 The suitable rubrics can be designed to evaluate each student’s performance and learning ability.
 The marks scored shall be scaled down to 20 marks (40% of the maximum marks).
The Sum of scaled-down marks scored in the report write-up/journal and marks of a test is the total CIE marks
scored by the student.

Semester End Evaluation (SEE):

 SEE marks for the practical course are 50 Marks.
 SEE shall be conducted by the two examiners. One from the same institute as an internal examiner
and another from a different institute as an external examiner, appointed by the university.
 The examination schedule and names of examiners are informed to the university before the conduction of
the examination. These practical examinations are to be conducted between the schedule mentioned in the
academic calendar of the University.
 All laboratory experiments are to be included for practical examination.
 (Rubrics) Breakup of marks and the instructions printed on the cover page of the answer script to be
strictly adhered to by the examiners. OR based on the course requirement evaluation rubrics shall be
decided jointly by examiners.
 Students can pick one question (experiment) from the questions lot prepared by the examiners jointly.
 Evaluation of test write-up/ conduction procedure and result/viva will be conducted jointly by examiners.
 General rubrics suggested for SEE are mentioned here, writeup-20%, Conduction procedure and result in -60%,
Viva-voce 20% of maximum marks. SEE for practical shall be evaluated for 100 marks and scored marks shall
be scaled down to 50 marks (however, based on course type, rubrics shall be decided by the examiners)
 Change of experiment is allowed only once and 15% of Marks allotted to the procedure part are to be made
zero.
The minimum duration of SEE is 02 hours

Suggested Learning Resources:

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 Annexure-II 1

High Voltage Engineering Semester V

Course Code BEE515A CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Examination type (SEE) Theory
Course objectives:

1. To understand the conduction and breakdown mechanism in gases, liquid and solid dielectrics.
2. To know about the generation of high voltages and currents and their measurement.
3. To understand the various types of over voltages phenomena and protection methods.
4. To discuss non-destructive testing of materials and electric apparatus.
5. To discuss high-voltage testing of electrical equipment

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various
course outcomes.
1. Lecturer method (L) needs not to be only traditional lecture method, but alternative
effective teaching methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes
critical thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop
design thinking skills such as the ability to design, evaluate, generalize, and analyze
information rather than simply recall it.
6. Introduce Topics in manifold representations.
7. Show the different ways to solve the same problem with different circuits/logic and
encourage the students to come up with their own creative ways to solve them.
Discuss how every concept can be applied to the real world-and when that's possible, it helps
improve the students' understanding..
Module-1
Introduction: Electric field stress, gas, liquid, solid and composite dielectrics.
Conduction and Breakdown in Gases: Gases as Insulating Media, Collision Process – types
of collision, Mobility of ions and electrons. Ionization Processes- Ionization by collision.
Townsend's Current Growth Equation--Current Growth in the Presence of primary and
Secondary Processes, Townsend's Criterion for Breakdown, Breakdown in Electronegative
Gases, Time Lags for Breakdown, Paschen's Law, Corona Discharges.
Conduction and Breakdown in Liquid Dielectrics: purification of liquid dielectrics,
Breakdown in Liquid dielectrics. - Suspended particle, bubble and stressed oil volume
mechanism.
Conduction and Breakdown in Solid Dielectrics: Intrinsic Breakdown, Electromechanical
Breakdown, Thermal Breakdown.
Module-2

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 Annexure-II 2

Generation of High Direct Current Voltages: Voltage Doubler circuit, Voltage multiplier
circuit- Cockcroft Walton circuit, Ripple and voltage drop in multiplier circuit. Vandegraaff
generator.
Generation of High Alternating Voltages: Cascade transformers, Resonant transformers,
Tesla coil.
Generation of Impulse Voltages and currents: Standard impulse wave, Circuit for producing
impulse waves- Analysis of impulse generator RLC circuit, Wave shape control, Marx circuit ,
Generation of impulse current: standard impulse current wave ,Circuit for producing impulse
current wave.
Module-3
Measurement of High DC Voltages and Currents: Measurement of High DC Voltages –
Series Resistance micro ammeter, Resistance potential divider, Generating voltmeter.
Measurement of High AC voltages- Series impedance voltmeter, Series capacitance voltmeter,
Capacitance potential dividers, Capacitance voltage transformers. Electrostatic voltmeter, series
capacitance peak voltmeter (chubb-Fortscue method), Spark gaps for measurement of High dc,
ac and Impulse voltages - Spark gap measurements, Factors influencing the spark over voltage of
sphere gaps.
Measurement of Impulse Voltages – Resistance potential dividers, capacitance voltage
dividers, Mixed R-C potential dividers Peak reading voltmeters for impulse voltages.
Measurement of High DC, AC and impulse Currents - Hall generator, Resistive shunt,
Rogowski coils and Magnetic links.

Module-4
Natural Causes for Over voltages
Lightning phenomenon –Charge formation in the clouds, Mechanism of lightning strokes,
Mathematical model for lighting, Over voltages due to indirect stroke.
Power frequency Overvoltage – Sudden load rejection, Ferranti effect. Control of over voltages
due to switching.
Protection of transmission lines against over voltages- Using shielded or ground wires,
Ground rods and counter poise wires, Surge arresters -Protector tubes, Nonlinear element surge
arrestor.

Module-5
Non-Destructive Testing of Materials and Electrical Apparatus
Power frequency measurements- Schering bridge for audio frequency, transformer ratio arm
bridge. Partial discharge measurements- straight discharge detection, Balance detection.
High Voltage Testing of Electrical Apparatus-Testing of insulators, bushings, circuit breakers,
cables. Testing of transformers- Impulse test, Tests on surge arrestors.

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 Annexure-II 3

Course outcome (Course Skill Set)

At the end of the course the student will be able to:
1. Have detailed knowledge of conduction and breakdown phenomenon in gases, liquids
and solid dielectrics.
2. Ability to design and simulate the generation of high voltages and currents
3. Ability to design and analyze the measurement techniques for high voltages and currents
4. Summarize overvoltage phenomenon and protection of electric power systems.
5. Explain non-destructive testing of materials and high-voltage testing of electric apparatus

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50)
and for the SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). The
student is declared as a pass in the course if he/she secures a minimum of 40% (40 marks out of
100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End
Examination) taken together.

Continuous Internal Evaluation:

 There are 25 marks for the CIE's Assignment component and 25 for the Internal Assessment
Test component.
 Each test shall be conducted for 25 marks. The first test will be administered after 40-50% of
the coverage of the syllabus, and the second test will be administered after 85-90% of the
coverage of the syllabus. The average of the two tests shall be scaled down to 25 marks
 Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based then
only one assignment for the course shall be planned. The schedule for assignments shall be
planned properly by the course teacher. The teacher should not conduct two assignments at the
end of the semester if two assignments are planned. Each assignment shall be conducted for 25
marks. (If two assignments are conducted then the sum of the two assignments shall be scaled
down to 25 marks)
 The final CIE marks of the course out of 50 will be the sum of the scale-down marks of tests and
assignment/s marks.
Internal Assessment Test question paper is designed to attain the different levels of Bloom’s taxonomy
as per the outcome defined for the course.

Semester-End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers for
the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a maximum
of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module(total for 100
marks).
4. Marks scored shall be proportionally reduced to 50 marks.

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 Annexure-II 4

Textbook:

1. High Voltage Engineering M.S. Naidu, V.Kamaraju McGraw Hill 5th Edition, 2013.

2. High Voltage Engineering Wadhwa C.L. New Age International 3rd Edition, 2012

Reference Books:

1. High Voltage Engineering Fundamentals E. Kuffel, W.S. Zaengl, J. Kuffel Newnes

2nd Edition, 2000

2. High-Voltage Test and Measuring Techniques Wolfgang Hauschild • Eberhard

Lemke Springer 1st Edition2014

3. High Voltage Engineering Farouk A.M. Rizk CRC Press 1st Edition2014

Web links and Video Lectures (e-Resources):

www.nptel.ac.in
Link of Journals, Magazines, websites and Research Papers
http://digital-library.theiet.org/content/journals/hve 2
https://archive.nptel.ac.in/courses/108/104/108104048
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
Quizzes, Seminars,
Visit transformer manufacturing industry,
Testing laboratories - CPRI.

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 Annexure-II 1

Power Electronics for Renewable Energy Systems Semester V

Course Code BEE515B CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Examination type (SEE) Theory
Course objectives:
 To appreciate the advantages of renewable energy sources over conventional energy
sources
 To study solar PV systems – stand alone and grid connected - and their maximum power
tracking methods
 To study wind energy systems and the electrical machines (DFIG) used in WES
 To study MPPT methods and in WES.
 To study other renewable energy sources- biomass, fuel cells and ocean energy
 To study power electronics converters for PV and WES

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Chalk and board
2. PPT
Module-1
Classification of Energy Sources – Importance of Non-conventional energy sources , Advantages
and disadvantages of conventional energy sources, Impacts of renewable energy generation on
the environment
Module-2
Solar PV Systems: Solar PV characteristics, Grid requirement for PV, Power electronic
converters used for solar PV, Control techniques, MPPT, Grid connected and Islanding mode,
Grid synchronization, PLLs, battery charging in PV systems.

Module-3
Wind Energy Conversion: Wind Turbine characteristics, Grid requirement for Wind, PMSM
and DFIG for wind generators, Power electronic converters for PMSM and DFIG, Control
techniques, MPPT, Grid connected and Islanding mode.
Module-4
Qualitative study of other renewable energy resources: Ocean energy, Biomass energy, Hydrogen
energy, Fuel cells: Operating principles and characteristics

Module-5
Converters for PV systems- front end buck boost, boost converters, bridge in verters for feeding the grid,
Stand-alone PV systems, Grid integrated solar PV Systems – Grid Connection Issues, line side and
machine side converters for wind energy systems.

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 Annexure-II 2

Course outcome (Course Skill Set)

At the end of the course, the student will be able to :

1. Describe WES and PV systems

2. Develop MPPT algorithms for PV systems and WES.
3. Design converters for PVS and SES
4. Describe biomass, fuel cells and oceanic energy sources

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50)
and for the SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). The
student is declared as a pass in the course if he/she secures a minimum of 40% (40 marks out of
100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End
Examination) taken together.

Continuous Internal Evaluation:

 There are 25 marks for the CIE's Assignment component and 25 for the Internal Assessment
Test component.
 Each test shall be conducted for 25 marks. The first test will be administered after 40-50% of
the coverage of the syllabus, and the second test will be administered after 85-90% of the
coverage of the syllabus. The average of the two tests shall be scaled down to 25 marks
 Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based then
only one assignment for the course shall be planned. The schedule for assignments shall be
planned properly by the course teacher. The teacher should not conduct two assignments at the
end of the semester if two assignments are planned. Each assignment shall be conducted for 25
marks. (If two assignments are conducted then the sum of the two assignments shall be scaled
down to 25 marks)
 The final CIE marks of the course out of 50 will be the sum of the scale-down marks of tests and
assignment/s marks.
Internal Assessment Test question paper is designed to attain the different levels of Bloom’s taxonomy
as per the outcome defined for the course.

Semester-End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers for
the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a maximum
of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions of 20 marks, selecting one full question from each module.
4. Marks scored shall be proportionally reduced to 50 marks.

Suggested Learning Resources:

Books
1. Fang Lin Luo, Hong Ye, “Advanced DC/AC Inverters: Applications in Renewable Energy”
CRC Press.
2. Sudipta Chakraborty, Marcelo G. Simões, William E. Kramer, “Power Electronics for

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 Annexure-II 3

Renewable and Distributed Energy Systems” Springer 2013.

Web links and Video Lectures (e-Resources):

 www.nptel.ac.in
 https://www.youtube.com/watch?v=FvOAZC8Urcs

Activity Based Learning (Suggested Activities in Class)/ Practical Based learning



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 Annexure-II 1

ELECTRIC VEHIVLE FUNDAMENTALS Semester V

Course Code BEE515C CIE Marks 50
Teaching Hours/Week (L:T:P: S) 2:2:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Examination type (SEE) Theory
Course objectives:
 To understand the concept of electric vehicles.
 To study about the motors & drives for electric vehicles.
 To understand the electronics and sensors in electric vehicles.
 To understand the concept of hybrid vehicles.
 To study about fuel cell for electric vehicles.
Teaching-Learning Process (General Instructions)
These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. .

Module-1
Introduction to Electric Vehicles : Electric Vehicle – Need - Types – Cost and Emissions –
End of life. Electric Vehicle Technology – layouts, cables, components, Controls. Batteries –
overview and its types. Battery plug-in and life. Ultra-capacitor, Charging – Methods and
Standards. Alternate charging sources – Wireless & Solar.
Module-2
Electric Vehicle Motors: Motors (DC, Induction, BLDC) – Types, Principle, Construction,
Control. Electric Drive Trains (EDT) – Series HEDT (Electrical Coupling) – Power Rating
Design, Peak Power Source (PPS); Parallel HEDT (Mechanical Coupling) – Torque Coupling
and Speed Coupling. Switched Reluctance Motors (SRM) Drives – Basic structure, Drive
Convertor, Design.
Module-3
Electronics and Sensor-less control in EV: Basic Electronics Devices – Diodes, Thyristors,
BJTs, MOSFETs, IGBTs, Convertors, Inverters. Safety – Risks and Guidance, Precautions,
High Voltage safety, Hazard management. Sensors - Autonomous EV cars, Selfdrive Cars,
Hacking; Sensor less – Control methods- Phase Flux Linkage-Based Method, Phase Inductance
Based, Modulated Signal Injection, Mutually Induced Voltage-Based, Observer-Based.
Module-4
Hybrid Vehicles: Hybrid Electric vehicles – Classification – Micro, Mild, Full, Plug-in, EV.
Layout and Architecture – Series, Parallel and Series-Parallel Hybrid, Propulsion systems and
components. Regenerative Braking, Economy, Vibration and Noise reduction. Hybrid Electric
Vehicles System – Analysis and its Types, Controls.
Module-5
Fuel Cells for Electric vehicles: Fuel cell – Introduction, Technologies & Types, Obstacles.
Operation principles, Potential and I-V curve, Fuel and Oxidation Consumption, Fuel cell
Characteristics – Efficiency, Durability, Specific power, Factors affecting, Power design of fuel
Cell Vehicle and freeze capacity. Lifetime cost of Fuel cell Vehicle – System, Components,
maintenance.

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 Annexure-II 2

Course outcome (Course Skill Set)

At the end of the course, the student will be able to :
1. Describe about working principle of electric vehicles.
2. Explain the construction and working principle of various motors used in electric vehicles.
3. Understand about working principle of electronics and sensor less control in electric vehicles.
4. Describe the different types and working principle of hybrid vehicles.
5. Illustrate the various types and working principle of fuel cells.

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50)
and for the SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). The
student is declared as a pass in the course if he/she secures a minimum of 40% (40 marks out of
100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End
Examination) taken together.

Continuous Internal Evaluation:

 There are 25 marks for the CIE's Assignment component and 25 for the Internal Assessment
Test component.
 Each test shall be conducted for 25 marks. The first test will be administered after 40-50% of
the coverage of the syllabus, and the second test will be administered after 85-90% of the
coverage of the syllabus. The average of the two tests shall be scaled down to 25 marks
 Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based then
only one assignment for the course shall be planned. The schedule for assignments shall be
planned properly by the course teacher. The teacher should not conduct two assignments at the
end of the semester if two assignments are planned. Each assignment shall be conducted for 25
marks. (If two assignments are conducted then the sum of the two assignments shall be scaled
down to 25 marks)
 The final CIE marks of the course out of 50 will be the sum of the scale-down marks of tests and
assignment/s marks.
Internal Assessment Test question paper is designed to attain the different levels of Bloom’s taxonomy
as per the outcome defined for the course.

Semester-End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers for
the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a maximum
of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions totaling to 100 marks, selecting one full question from each
module.
4. Marks scored shall be proportionally reduced to 50 marks.
Suggested Learning Resources:
Books
1. Jack Erjavec and Jeff Arias, “Hybrid, Electric and Fuel Cell Vehicles”, Cengage Learning, 2012.
2. Mehrdad Ehsani, Yimin Gao, sebastien E. Gay and Ali Emadi, “Modern Electric, Hybrid Electric
and Fuel Cell Vehicles: Fundamentals, Theory and Design”, CRC Press, 2009.

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 Annexure-II 3

Web links and Video Lectures (e-Resources):

 https://archive.nptel.ac.in/courses/108/106/108106170/

Activity Based Learning (Suggested Activities in Class)/ Practical Based learning



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 FUNDAMENTALS OF VLSI DESIGN Semester 5
Course Code BEE515D CIE Marks 50
Teaching Hours/Week (L: T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Examination nature (SEE)
Course objectives:
Impart knowledge of mass transistors theory and CMOS technology.
Understand the basic electrical properties of mass and BICMOS circuits.
Cultivate the concept of subsystem design and layout processes .
Understand the concept of design process computational elements.

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course outcomes.
. These are sample Strategies, which teacher can use to accelerate the attainment of the various course
outcomes.
Lecturer method (L) does not mean only the traditional lecturer method, but a different type of teaching
method may be adopted to develop the outcomes.
Show video/ animation films to explain the functioning of various techniques.
Encourage group learning in the class.
Adopt problem based learning, which improves student analytical skills, develop thinking skills such as
the ability to evaluate, generalize, and analyze information rather than simply recall it.
Show the different ways to solve the same problem and encourage the students to come up with their
1. creative ways to solve them.

Module-1
Moore’s law, speed power performance, nMOS fabrication, CMOS fabrication: n-well, p-well processes,
BiCMOS, Comparison of bipolar and CMOS.
Basic Electrical Properties of MOS And BiCMOS Circuits: Drain to source current versus voltage
characteristics, threshold voltage, transconductance.

Module-2
Basic Electrical Properties of MOS And BiCMOS Circuits: nMOS inverter, Determination of pull up to pull
down ratio, nMOS inverter driven through one or more pass transistors, alternative forms of pull up, CMOS
inverter, BiCMOS inverters, latch up.
Basic Circuit Concepts: Sheet resistance, area capacitance calculation, Delay unit, inverter delay, estimation
of CMOS inverter delay, driving of large capacitance loads, super buffers, BiCMOS drivers.

Module-3
MOS and BiCMOS Circuit Design Processes: MOS layers, stick diagrams, nMOS design style, CMOS design
style, design rules and layout, λ - based design.
Scaling of MOS Circuits: scaling factors for device parameters, limitations of scaling.

Module-4

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 Subsystem Design and Layout-1 : Switch logic pass transistor, Gate logic inverter, NAND gates, NOR gates,
pseudo nMOS, Dynamic CMOS, example of structured design, Parity generator, Bus arbitration, multiplexers,
logic function block, code converter.
Subsystem Design and Layout-2 : Clocked sequential circuits, dynamic shift registers, bus lines, subsystem
design processes, General considerations, 4-bit arithmetic processes, 4-bit shifter.

Module-5
Design Process-Computational Elements: Regularity, design of ALU subsystem, ALU using adders, carry
look ahead adders, Multipliers, serial parallel multipliers, Braun array, Bough – Wooley multiplier.
Memory, Register and Aspects of Timing: Three Transistor Dynamic RAM cell, Dynamic memory cell,
Pseudo- Static RAM, JK Flipflop, D Flip-flop circuits, RAM arrays, practical aspects and testability: Some
thoughts of performance, optimization and CAD tools for design and simulation

Course outcome (Course Skill Set)

At the end of the course, the student will be able to :
1. Identify the CMOS layout levels, and the design layers used in the process sequence.
2. Describe the general steps required for processing of CMOS integrated circuits.
3. Design static CMOS combinational and sequential logic at the transistor level.
4. Demonstrate different logic styles such as complementary CMOS logic, pass-transistor Logic, dynamic logic,
etc.
5. Interpret the need for testability and testing methods in VLSI

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 Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50)
and for the SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). A
student shall be deemed to have satisfied the academic requirements and earned the credits allotted
to each subject/ course if the student secures a minimum of 40% (40 marks out of 100) in the sum
total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken
together.

Continuous Internal Evaluation:

 For the Assignment component of the CIE, there are 25 marks and for the Internal Assessment
Test component, there are 25 marks.
 The first test will be administered after 40-50% of the syllabus has been covered, and the
second test will be administered after 85-90% of the syllabus has been covered
 Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based then
only one assignment for the course shall be planned. The teacher should not conduct two
assignments at the end of the semester if two assignments are planned.
 For the course, CIE marks will be based on a scaled-down sum of two tests and other methods of
assessment.
Internal Assessment Test question paper is designed to attain the different levels of Bloom’s taxonomy
as per the outcome defined for the course.

Semester-End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers for
the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a maximum
of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer for 100 marks ( 5 full questions), selecting one full question from each
module.
4. Marks
Suggested scoredResources:
Learning shall be proportionally reduced to 50 marks.
Books
1. Basic VLSI Design -3rd Edition, Douglas A Pucknell, Kamaran Eshraghian, Prentice Hall of India
publication, 2005.
2. CMOS Digital Integrated Circuits, Analysis And Design, 3rd Edition, Sung – Mo (Steve) Kang, Yusuf
Leblbici, Tata McGraw Hill, 2002.
3. VLSI Technology - S.M. Sze, 2nd edition Tata McGraw Hill, 2003.

Web links and Video Lectures (e-Resources):

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 . .VTU e-shikshana programme

VTU Edu-sat programmes

https://nptel.ac.in/courses/117101058

Activity Based Learning (Suggested Activities in Class)/ Practical Based learning

 Quizzes
 Assignment
 Seminars

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 TEMPLATE for IPCC (26.04.2022) Annexure-III

POWER SYSTEM ANALYSIS I Semester VI

Course Code BEE601 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:2:0 SEE Marks 50
Total Hours of Pedagogy 40 hours Theory + 8-10 Lab slots Total Marks 100
Credits 04 Exam Hours 03
Examination nature (SEE) Theory
Course objectives:

 To introduce the per unit system and explain its advantages and computation.
 To explain the concept of one line diagram and its implementation in problems.
 To explain the necessity and conduction of short circuit analysis.
 To explain analysis of three phase symmetrical faults on synchronous machine and simple
power systems.
 To discuss selection of circuit breaker.
 To explain symmetrical components, their advantages and the calculation of symmetrical
components of voltages and currents in un-balanced three phase circuits.
 To explain the concept of sequence impedance and its analysis in three phase unbalanced
circuits.
 To explain the concept of sequence networks and sequence impedances of an unloaded
synchronous generator, transformers and transmission lines.
 To explain the analysis of synchronous machine and simple power systems for different
unsymmetrical faults using symmetrical components.
 To discuss the dynamics of synchronous machine and derive the power angle equation for a
synchronous machine.
 Discuss stability and types of stability for a power system and the equal area criterion for the
evaluation of stability of a simple system.

Teaching-Learning Process (General Instructions)

These are sample Strategies; that teachers can use to accelerate the attainment of the various course outcomes.
1. Lecture method (L) need not to be only traditional lecture method, but alternative
effectiveteaching methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain function for various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes critical
thinking.
5. Adopt Problem Based Learning (PBL), whichfoster students ‘Analytical skills, develop design
thinking skill such as the ability to design, evaluate, generalize, and analyse information rather
than simply recall it.
6. Introduce Topics in manifold representations.
7. Show the different ways to solve the same problem with different circuits/logic and encourage
the students to come up with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world-and when that's possible, it will
improvethe students understanding.
MODULE-1
Representationof Power System Components: Introduction, Single-phase Representation of
BalancedThree Phase Networks, One-Line Diagram and Impedance or Reactance Diagram, Per
Unit (PU)System, Steady State Model of Synchronous Machine, Power Transformer, Transmission
of Electrical Power, Representation of Loads.
MODULE-2

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 TEMPLATE for IPCC (26.04.2022) Annexure-III

Symmetrical Fault Analysis: Introduction,Transient on transmissionLine, Short Circuit of a

SynchronousMachine (On No Load), ShortCircuit of a Loaded Synchronous Machine, Illustrative
simple examples on power systems. Selection of Circuit Breakers.
MODULE-3
Symmetrical Components: Introduction, Symmetrical Component Transformation, Phase Shift in
Star-DeltaTransformers, Sequence Impedances of Transmission Lines, Sequence Impedances and
Sequence Network of Power System, Sequence Impedances and Networks of Synchronous
Machine, Sequence Impedances of Transmission Lines, Sequence Impedances and Networks of
Transformers, Construction of Sequence Networks of a Power System.
MODULE-4
Unsymmetrical Fault Analysis: Introduction, Symmetrical Component Analysis of
Unsymmetrical Faults,Single Line-To-Ground(LG)Fault, Line-To-Line(LL)Fault, Double Line-To-
Ground(LLG)Fault, OpenConductor Faults.
MODULE-5
Power System Stability: Introduction, Dynamics of a Synchronous Machine, Review of
PowerAngle Equation, Simple Systems, Steady State Stability, Transient Stability, Equal Area
Criterion.

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 TEMPLATE for IPCC (26.04.2022) Annexure-III

PRACTICAL COMPONENT OF IPCC

Sl.NO Experiments
1 Write a program to drawpower angle curves for salient and non-salient pole synchronous
machines, reluctance power, excitation, EMF and regulation.
2
Write a program to calculate Sag of a transmission line for
i)Poles at equal height ii)Poles at unequal height
3 Write a program to determinethe efficiency, Regulation, ABCD parameters for short and long
transmission line and verify AD-BC=1.
4 Write a program to determinethe efficiency, Regulation and ABCD parameters for medium
transmission line for i) П- configuration ii) T- Configuration and verify AD-BC=1.
5 Write a program to calculate sequence components of line voltages given the unbalanced
phase voltages.
6 Write a program to calculate the sequence components of line currents, given the unbalanced
phase currents in a three phase i) 3-wire system ii) 4 wire system.
7 Determination of fault currents and voltages in a single transmission line for
i) Single Line to Ground Fault. ii)Line to Line Fault
iii) Double Line to Ground Fault Using suitable simulating software package.
8 Determination of fault currents and voltages in a single transmission line for Three phase Fault
Using suitable simulating software package.
9 Write a program to obtain critical disruptive voltage for various atmospheric and conductor
conditions.
10 Write a program to evaluate transient stability of single machine connected to infinite bus
using equal area criterion.
Course outcomes (Course Skill Set):
At the end of the course, the student will be able to:
 Model the power system components &construct per unit impedance diagram of power
system.
 Analyse three phase symmetrical faults on power system.
 Compute unbalanced phasors in terms of sequence components and vice versa, also develop sequence
networks.
 Analyse various unsymmetrical faults on power system.
 Examine dynamics of synchronous machine and determine the power system stability..
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The
minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50) and for the SEE minimum
passing mark is 35% of the maximum marks (18 out of 50 marks). The student is declared as a pass in the course if
he/she secures a minimum of 40% (40 marks out of 100) in the sum total of the CIE (Continuous Internal
Evaluation) and SEE (Semester End Examination) taken together.
The IPCC means the practical portion integrated with the theory of the course. CIE marks for the theory component
are 25 marks and that for the practical component is 25 marks.
CIE for the theory component of the IPCC
 25 marks for the theory component are split into 15 marks for two Internal Assessment Tests (Two Tests,
each of 15 Marks with 01-hour duration, are to be conducted) and 10 marks for other assessment methods
mentioned in 22OB4.2. The first test at the end of 40-50% coverage of the syllabus and the second test after
covering 85-90% of the syllabus.

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 TEMPLATE for IPCC (26.04.2022) Annexure-III

 Scaled-down marks of the sum of two tests and other assessment methods will be CIE marks for the theory
component of IPCC (that is for 25 marks).
 The student has to secure 40% of 25 marks to qualify in the CIE of the theory component of IPCC.
CIE for the practical component of the IPCC

 15 marks for the conduction of the experiment and preparation of laboratory record, and 10 marks for the
test to be conducted after the completion of all the laboratory sessions.
 On completion of every experiment/program in the laboratory, the students shall be evaluated including viva-
voce and marks shall be awarded on the same day.
 The CIE marks awarded in the case of the Practical component shall be based on the continuous evaluation of
the laboratory report. Each experiment report can be evaluated for 10 marks. Marks of all experiments’ write-
ups are added and scaled down to 15 marks.
 The laboratory test (duration 02/03 hours) after completion of all the experiments shall be conducted for 50
marks and scaled down to 10 marks.
 Scaled-down marks of write-up evaluations and tests added will be CIE marks for the laboratory component of
IPCC for 25 marks.
 The student has to secure 40% of 25 marks to qualify in the CIE of the practical component of the IPCC.
SEE for IPCC
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers for the
course (duration 03 hours)
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a maximum of 3
sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
4. Marks scored by the student shall be proportionally scaled down to 50 Marks
The theory portion of the IPCC shall be for both CIE and SEE, whereas the practical portion will have a CIE
component only. Questions mentioned in the SEE paper may include questions from the practical
component.
 The minimum marks to be secured in CIE to appear for SEE shall be 10 (40% of maximum marks-25) in the
theory component and 10 (40% of maximum marks -25) in the practical component. The laboratory
component of the IPCC shall be for CIE only. However, in SEE, the questions from the laboratory
component shall be included. The maximum of 04/05 sub-questions are to be set from the practical
component of IPCC, the total marks of all questions should not be more than 20 marks.
 SEE will be conducted for 100 marks and students shall secure 35% of the maximum marks to qualify for
the SEE. Marks secured will be scaled down to 50.

 The student is declared as a pass in the course if he/she secures a minimum of 40% (40 marks out of 100)
in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken
together.

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 TEMPLATE for IPCC (26.04.2022) Annexure-III

Suggested Learning Resources:

Textbook
1. Modern Power System, D. P. Kothari, McGraw Hill, 4th Edition, 2011.

Reference Books
1. Elements of Power System, William D. Stevenson Jr, McGraw Hill, 4th Edition, 1982.
2. Power System Analysis and Design, J. Duncan Gloveretal, Cengage, 4th Edition, 2008.
3. Power System Analysis, Hadi Sadat, McGraw Hill,1stEdition,2002.
Web links and Video Lectures (e-Resources):
https://nptel.ac.in/courses/108104051
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
Activity Based Learning, Quizzes, Seminars.

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 74

CONTROLSYSTEMS (PCC)
Subject Code BEE602 IA Marks 50
Number of Lecture Hours/Week 04 Exam Hours 03
Total Number of Lecture Hours 50 ExamMarks 50
Credits 04 Exam Hours 03
Course objectives:
(1)To analyze and model electrical and mechanical system using analogous systems.
(2) To formulate transfer functions using block diagram and signal flow graphs.
(3) To analyze the transient and steady state time response.
(4) To illustrate the performance of a given system in time and frequency domains, stability analysis using Root
locus and Bode plots.
(5) To discuss stability analysis using Nyquist plots, Design controller and compensator for a given specification.

Module-1 Teaching
Hours
Introduction to control systems: Introduction, classification of control systems. 10
Mathematical models of physical systems: Modeling of mechanical system elements, electrical
systems, Analogous systems, Transfer function, Single input single output systems, Procedure for
Deriving transfer functions, servomotors, synchros, gear trains.
RevisedBloom’s L1–Remembering,L2–Understanding,L3–Applying,L4–Analysing.
TaxonomyLevel
Module-2
Block diagram: Elements of Block Diagram, Block diagram of a closed loop system, Block diagram 10
reduction techniques, procedure for drawing block diagram and block diagram reduction to find
transfer function. Numerical.
Signal flow graphs: Construction of signal flow graphs, definition of some important terms, basic
properties of signal flow graph, Mason’s gain formula, signal flow graph algebra, construction of
signal flow graph for control systems. Numerical
RevisedBloom’s L1–Remembering,L2–Understanding,L3–Applying,L4–Analysing.
TaxonomyLevel
Module-3
Time Domain Analysis: Introduction, Standard test signals, time response of first order systems, 10
time response of second order systems, types of control systems, steady state errors and error
constants, Approximation of higher order systems and step response of second order systems with
zero’s.
Routh Stability criterion: BIBO stability, Necessary conditions for stability, Routh stability
criterion, difficulties in formulation of Routh table, application of Routh stability criterion to linear
feedback systems, relative stability analysis. Numerical
RevisedBloom’s L2–Understanding,L3–Applying,L4–Analysing,L5–Evaluating.
TaxonomyLevel
Module-4
Root locus : Introduction, root locus concepts, construction of root loci, rules for the construction of 10
root locus. Numerical
Frequency domain analysis: Introduction, Co-relation between time and frequencyresponse–
2ndorder systems only.
Bode plots: Basic factors G(iw)/H(jw), General procedure for constructing Bode plots, computation
of gain margin and phase margin. Numerical
RevisedBloom’s L1–Remembering,L2–Understanding,L3–Applying,L4–Analysing.
TaxonomyLevel
Module-5 Teaching
Hours
Nyquistplot: Introduction, Principle of argument, Nyquist stability criterion, assessment of relative 10
stability using Nyquist criterion.
Design of Control Systems: Introduction, Design with the PD Controller, Design with the PI
Controller, Design with the PID Controller, Design with Phase-Lead Controller ,Design with Phase
-Lag Controller, Design with Lead-Lag Controller.∎
RevisedBloom’s L1–Remembering,L2–Understanding,L3–Applying,L4–Analysing.
TaxonomyLevel

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 75

Course out comes:

At the end of the course the student will be able to:

 Analyze and model electrical and mechanical system using analogous.

 Formulate transfer functions using block diagram and signal flow graphs.
 Analyze the stability of control system, ability to determine transient and steady state time response.
 Illustrate the performance of a given system in time and frequency domains, stability analysis using Root
locus and Bode plots.
 Discuss stability analysis using Nyquist plots, Design controller and compensator for a given specification.

Graduate Attributes (As per NBA)

Engineering Knowledge, Problem analysis, Modern Tool Usage, Life-long learning.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE)
is 50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of
50) and for the SEE minimum passing mark is 35% of the maximum marks(18 out of 50 marks).
The student is declared as a pass in the course if he/she secures a minimum of 40% (40 marks
out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End
Examination) taken together.

Continuous Internal Evaluation:

 There are 25 marks for the CIE's Assignment component and 25 for the Internal
Assessment Test component.
 Each test shall be conducted for 25 marks. The first test will be administered after 40-50%
of the coverage of the syllabus, and the second test will be administered after 85-90% of
the coverage of the syllabus. The average of the two tests shall be scaled down to 25 marks
 Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based
then only one assignment for the course shall be planned. The schedule for assignments
shall be planned properly by the course teacher. The teacher should not conduct two
assignments at the end of the semester if two assignments are planned. Each assignment
shall be conducted for 25 marks. (If two assignments are conducted then the sum of the
two assignments shall be scaled down to 25 marks)
 The final CIE marks of the course out of 50 will be the sum of the scale-down marks of
tests and assignment/s marks.

Internal Assessment Test question paper is designed to attain the different levels of Bloom’s
taxonomy as per the outcome defined for the course.

Semester-End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers
for the course (duration 03 hours).

1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a
maximum of 3 sub-questions), should have a mix of topics under that module.
 The students have to answer 5 full questions(for 100 marks), selecting one full question from each
module.
 Marks scored shall be proportionally reduced to 50 marks.

Textbook
1 Control Systems Anand Kumar PHI 2ndEdition,2014
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 76

Reference Books
1 Automatic Control Systems Farid Golnaraghi, Wiley 9thEdition,2010
Benjamin C.Kuo
2 Control Systems Engineering Norman S.Nise Wiley 4thEdition,2004
3 Modern Control Systems Richard C D orfetal Pearson 11thEdition,2008

4 Control Systems, Principles and M.Gopal McGawHill 4thEdition,2012

Design
5 Control Systems Engineering S.Salivahananetal Pearson 1stEdition,2015

@#05052024
 Annexure-II

Medium Voltage Substation Design Semester VI

Course Code BEE613A CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Examination type (SEE) Theory
Course objectives:
 Explain the concepts behind substation engineering and design.
 Demonstrate how to prepare and read SLD for substation.
 Demonstrate how to size and select LV and HV equipment’s for power distribution,
protection and switchgear.
 Formulate and analyze erection key diagram, layout preparation and necessary sectional
clearance in substation installation.
 Assess multi-disciplinary approach in substation erection.
Teaching-Learning Process (General Instructions)
These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Chalk and Talk,
2. Discussion and Q & A
3. Quizzes
4. Videos and E –resources
5. Substation Visits etc

Module-1
Substation Basics
Substation Introduction and Classifications, Busbar Types in Outdoor Switchyard, Outdoor
/Indoor Substation - Auxiliary Equipment in a Substation, Standards and Practices, Factors
Influencing Substation Design -Different factors like Altitude, Ambient Temperature etc. with
animation, Selection of Dielectric Strength for Electrical Equipment with animation on
creepage distance, Testing of Electrical Equipment, Concepts of Single Line Diagram.
Module-2
Transformers and Switchgears
Classification of Transformers with a practical overview, Transformer Percentage Impedance
and Losses, Construction including busbar arrangement and safety features, Classifications of
MV Switchgear and Key Design Parameters, MV Switchgear Construction, LV Compartment,
Security Interlocks & General Arrangement, Control Circuit Components - Control Relays,
Time Delay Relays & Latched Relays), Control Scheme Basics, Trip Lockout, TCS and Anti-
pumping Circuits, Logic Schemes.
Module-3
Protection and Station Auxiliary equipment and Digital Substation
Power System Network, Protection System, Overcurrent and Earth Fault, Overcurrent and
Earth Fault – Coordination. Distribution Feeder Protection, Transformer – Unit/Main
Protection, Transformer Protection, Familiarization of NUMERICAL Relays, Diesel Generator
System, Instrument transformers (CT), Basics of AC/DC Auxiliary Power System & Sizing of
Aux. Transformer, DC System Components, Battery Sizing & charger Sizing, DG Set
Classification, and sizing. Evolution of Substation Automation, Communication System
Fundamentals, Substation Automation System: DI, DO, AI, AO, Remote Terminal Unit –

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 Annexure-II

RTU, Substation Automation Requirements – Time Synchronizing, HMI, SCADA.

Module-4
Cabling System & Illumination, Outdoor SS Layout engineering, Erection Key Diagram,
Earthing and Lighting Protection
LV Cables - Power & Control, MV Cables, Methods for Cable Installation, Practical aspects of
Cable Sizing, Cable Glands, Lugs, and their Accessories, Types and Classifications of Surge
Arresters, Characteristics of Surge Arresters, Illumination System Design, Equipment Layout
engineering aspects for Outdoor Substation and related calculations and guide lines, Basics of
Outdoor Air Insulated Substation up to 33 kV - Statutory Clearances, Practical approach to Cable
routing layout for Outdoor S/S, Practical approach to Erection Key Diagram (EKD) for outdoor
switchyard, Importance and Types of Earthing, Earthing Design, Types of Earthing Material,
Lightning Protection.
Module-5
MV substation Civil design, Fire Protection, HVAC, Maintenance and Safety
Transformer Foundation, Fire Wall, and Fire Rated Doors, Civil & Structural Engineering - MV
SS, Fire Detection & Alarm System and Fire Suppression System, Heating, Ventilation and Air-
conditioning (HVAC) for Substation, Need for Maintenance of a Substation & schedule,
Electrical Safety Rules, Standard Operating Procedures.
Course outcome (Course Skill Set)
At the end of the course, the student will be able to :
1. Explain the key concepts of design, construction, operation, and maintenance of electrical
substations.
2. Develop design calculations in substation engineering such as earth-mat, lightning
protection, earthing, lighting, and cable sizing.
3. Develop design calculation for sizing of power transformers, diesel generator.
4. Select LV and HV equipment’s in substation for power distribution, protection, and
switchgear.
5. Explain Electrical Safety Rules, SOPs.

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 Annexure-II

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50)
and for the SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). The
student is declared as a pass in the course if he/she secures a minimum of 40% (40 marks out of
100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End
Examination) taken together.

Continuous Internal Evaluation:

 There are 25 marks for the CIE's Assignment component and 25 for the Internal Assessment
Test component.
 Each test shall be conducted for 25 marks. The first test will be administered after 40-50% of
the coverage of the syllabus, and the second test will be administered after 85-90% of the
coverage of the syllabus. The average of the two tests shall be scaled down to 25 marks
 Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based then
only one assignment for the course shall be planned. The schedule for assignments shall be
planned properly by the course teacher. The teacher should not conduct two assignments at the
end of the semester if two assignments are planned. Each assignment shall be conducted for 25
marks. (If two assignments are conducted then the sum of the two assignments shall be scaled
down to 25 marks)
 The final CIE marks of the course out of 50 will be the sum of the scale-down marks of tests and
assignment/s marks.
Internal Assessment Test question paper is designed to attain the different levels of Bloom’s taxonomy
as per the outcome defined for the course.

Semester-End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers for
the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a maximum
of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions(for 100 maks), selecting one full question from each
module.
4. Marks scored shall be proportionally reduced to 50 marks.
Suggested Learning Resources:
Books
1. Partap Singh Satnam, P.V. Gupta, “Sub-station Design and Equipment”, Dhanpat Rai
Publications, 1 st Edition, 2013
2. Sunil S. Rao, “Switchgear Protection and Power Systems (Theory, Practice & Solved
Problems)”, Khanna Publications, 14th Edition, 2019.
3. Electrical substation and engineering & practice by S. Rao, Khanna Publishers 2015
4. McDonald John D, “Electric Power Substations Engineering,” CRC Press, 3 rd. Edition,
2012

Web links and Video Lectures (e-Resources):

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 Annexure-II

 .

Activity Based Learning (Suggested Activities in Class)/ Practical Based learning



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 1

EMBEDDED SYSTEM DESIGN Semester VI

Course Code BEE613B CIE Marks 50
Teaching Hours/Week (L: T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy Total Marks 100
Credits 03 Exam Hours
Examination nature (SEE) Theory/practical/Viva-Voce /Term-work/Others
Course objectives:
To teach students
Introductory topics of Embedded System design
Characteristics & attributes of Embedded System
Introduction of Embedded System Software and Hardware development
RTOS based Embedded system design

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
. These are sample Strategies, which teacher can use to accelerate the attainment of the various course
outcomes and make Teaching –Learning more effective
1. Lecturer method (L) does not mean only the traditional lecture method, but a different type of
teaching method may be adopted to develop the outcomes.
2. Show Video/animation films to explain the functioning of various analog and digital circuits.
3. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop
thinking skills such as the ability to evaluate, generalize, and analyse information rather than
simply recall it.
4. Show the different ways to solve the same problem and encourage the students to come up
with their own creative ways to solve them.
5. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the students' understanding
Module-1
Introduction: Embedded Systems and general purpose computer systems, history, classifications,
applications and purpose of embedded systems Chapter 1 – Text 1
Core of Embedded Systems : Microprocessors and microcontrollers, RISC and CISC controllers, Big
endian and Little endian processors, Application specific ICs, Programmable logic devices, COTS,
sensors and actuators, communication interface, embedded firmware, other system components,
PCB and passive components Chapter 2 – Text 1

Module-2
Characteristics and quality attributes of embedded systems: Characteristics, Operational and
nonoperational quality attributes, application specific embedded system - washing machine, domain
specific – automotive Chapter 3 & 4 – Text 1
Module-3
Hardware Software Co design and Program Modelling : Fundamental issues in Hardware
Software Co-design, Computational models in Embedded System Design Chapter 7 – Text 1: 7.1, 7.2
Embedded Hardware Design and Development: Analog Electronic Components, Digital Electronic
Components, VLSI & Integrated Circuit Design, Electronic Design Automation Tools
Chapter 8 – Text 1: 8.1, 8.2, 8.3, 8.4

Module-4

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 2

Embedded Firmware Design and Development: Embedded Firmware Design Approaches,

Embedded Firmware Development Languages Chapter 9 – Text 1: 9.1, 9.2
Embedded System Development Environments: Types of files generated on cross compilation (
only explanation – programming codes need not be dealt), disassemble/decompliler, Simulators,
Emulators and Debugging Chapter 13 – Text 1: 13.2, 13.3,13.4
Module-5
Real-time Operating System(RTOS) based Embedded System Design:
Operating System basics, Types of Operating Systems, Tasks, Process and Threads, Multiprocessing
and Multitasking, Task Scheduling Chapter 10 – Text 1: 10.1 to 10.5
Course outcome (Course Skill Set)
At the end of the course, the student will be able to :
1. Explain characteristics of Embedded System design
2. Acquire knowledge about basic concepts of circuit emulators, debugging and RTOS
3. Analyse embedded system software and hardware requirements
4. Develop programming skills in embedded systems for various applications
5. Design basic embedded system for real time applications
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50)
and for the SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). A
student shall be deemed to have satisfied the academic requirements and earned the credits allotted
to each subject/ course if the student secures a minimum of 40% (40 marks out of 100) in the sum
total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken
together.

Continuous Internal Evaluation:

 For the Assignment component of the CIE, there are 25 marks and for the Internal Assessment
Test component, there are 25 marks.
 The first test will be administered after 40-50% of the syllabus has been covered, and the
second test will be administered after 85-90% of the syllabus has been covered
 Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based then
only one assignment for the course shall be planned. The teacher should not conduct two
assignments at the end of the semester if two assignments are planned.
 For the course, CIE marks will be based on a scaled-down sum of two tests and other methods of
assessment.
Internal Assessment Test question paper is designed to attain the different levels of Bloom’s taxonomy
as per the outcome defined for the course.

Semester-End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers for
the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a maximum
of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions(for 100 marks), selecting one full question from each
module.
4. Marks scored shall be proportionally reduced to 50 marks.
Suggested Learning Resources:
Books
1.Shibu K V, “Introduction to Embedded Systems”, Second Edition, McGraw Hill Educatiion

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 3

Web links and Video Lectures (e-Resources):

. NPTL Lectures: https://nptel.ac.in/courses/108102045
 Embedded Systems, IIT Delhi, Prof. Santanu Chaudhary

Activity Based Learning (Suggested Activities in Class)/ Practical Based learning

To design a simple Embedded System like simple remote
To demonstrate simple microcontroller based experiments like LED interfacing, LCD
interfacing, DAC etc

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 Annexure-II 1

MULITLEVEL POWER CONVERTER Semester VI

Course Code BEE613C CIE Marks 50
Teaching Hours/Week(L:T:P:S) (3:0:0) SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Examination type (SEE) Theory
Course objectives:

 To learn multi level topology (Symmetry &Asymmetry) with common DC bus link.
 To study the working of cascaded H-Bridge, Diode Clamped and Flying Capacitor MLI.
 To study the working of MLI with reduced switch count.
 To simulate three level diode clamped MLI and there level flying capacitor based MLI
with resistive and reactive load
 To simulate the MLI with reduced switch count.

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L) needs not to be only traditional lecture method, but alternative effective teaching
methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes critical thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop design thinking
skills such as the ability to design, evaluate, generalize, and analyse information rather than simply
recall it.
6. Introduce Topics in manifold representations.
7. Show the different ways to solve the same problem with different circuits/logic and encourage the
students to come up with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible, it helps improve
the students' understanding.
Module-1
INTRODUCTION – Generalized Topology with a Common DC bus – Converters derived from
the generalized topology– symmetric topology without a common DC link–Asymmetric
topology. Design of Half bridge, Full bridge configurations, Push-pull converter, C’uk
converter, Sepic Converter; Design criteria for SMPS; Multi-output switch mode regulator;
Design of Inductor and high frequency transformer.
Module-2
RESONANT CONVERTERS Introduction, Need of resonant converters, Classification of
resonant converters, Load resonant converters, Resonant switch converters, zero-voltage
switching dc-dc converters, zero current switching dc-dc converters, clamped voltage
topologies. Introduction-H-Bridge Inverter, , CHB Inverter with Equal DC Voltage, H-Bridges
with Unequal DC Voltages
Module-3
DIODE CLAMPED MULTILEVEL CONVERTER Introduction–Converter structure and
Functional Description – Modulation of Multilevel converters – Voltage balance Control –
Effectiveness Boundary of voltage balancing in DCMC converters – Performance results.

Module-4

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 Annexure-II 2

FLYINGCAPACITORMULTILEVELCONVERTER: Introduction– Flying Capacitor

topology – Modulation scheme for the FCMC – Dynamic voltage balance of FCMC.
Module-5
MULTILEVEL CONVERTER WITH REDUCED SWITCH COUNT: Multilevel inverter with
reduced switch count-structures, working principles and pulse generation methods.

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 Annexure-II 3

Course outcome(Course Skill Set)

At the end of the course, the student will be able to :
CO1:Competencyinfunctionofvariouspowerelectronicsdevices
CO2: Skill of analyzing power electronic devices
CO3:Know-howofadvancePowerelectronicsconverter
CO4: Fitness in mitigating converter harmonics

Assessmen tDetails (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50) and
for the SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). The student is
declared as a pass in the course if he/she secures a minimum of 40% (40 marks out of 100) in the sum
total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.

Continuous Internal Evaluation:

 There are 25 marks for the CIE's Assignment component and 25 for the Internal Assessment Test
component.
 Each test shall be conducted for 25 marks. The first test will be administered after 40-50% of the
coverage of the syllabus, and the second test will be administered after 85-90% of the coverage of
the syllabus. The average of the two tests shall be scaled down to 25 marks
 Any two assignment methods mentioned in the22OB2.4,if an assignment is project-based then
only one assignment for the course shall be planned. The schedule for assignments shall be
planned properly by the course teacher. The teacher should not conduct two assignments at the
end of the semester if two assignments are planned. Each assignment shall be conducted for 25
marks. (If two assignments are conducted then the sum of the two assignments shall be scaled
down to 25 marks)
 The final CIE marks of the course out of 50 will be the sum of the scale-down marks of tests and
assignment/s marks.
Internal Assessment Test question paper is designed to attain the different levels of Bloom’s taxonomy as per the
outcome defined for the course.

Semester-End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers for the
course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a maximum of
3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions(for 100 marks), selecting one full question from each module.
4. Marks scored shall be proportionally reduced to50 marks.

Suggested Learning Resources:

Books
1. Power Electronics Converters and Regulators Branko L. Doki ć Branko Blanu š a Springer
(International Publishing, Switzerland) 3rd Edition, 2015
2. Bin Wu, “High Power Converters and AC Drives”, JohnWilley&sons, Inc.,2006.
3. Derek A. Paice “Power Electronic Converter Harmonics –Multipulse Methods for Clean Power”, IEEE Press,
1996.
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 Annexure-II 4

MarianP.Kazmierkowski,R.KrishnanandF.Blaabjerg,“ControlinPowerElectronics”,AcademicPress,
ElsevierScience,2002.
4. Euzeli Cipriano dos Santos Jr.andEdison RobertoCabral Da Silva “Advanced Power Electronics Converters -
PWM Converters Processing AC Voltages”, Willey – IEEE Press, 2014.
5. Muhammad H. Rashid,“PowerElectronicsHandbook”,Elsevier,3rded.,2011.

Web links and Video Lectures (e-Resources):

 MIT OPEN COURSE WARE by Massachusetts Institute of Technology-website: ocw.mit.edu
 Courses available through NPTEL. -website: nptel.ac.in

Activity Based Learning (SuggestedActivitiesinClass)/PracticalBasedlearning

 Quiz
 Group discussion

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 Annexure-II 1

Electric Motor and Drive Systems for Electric Vehicles Semester VI

Course Code BEE613D CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Examination type (SEE) Theory
Course objectives:
Course Objectives :The objective of this course is to make the student
1. Understand the concept of electric vehiclestechnology
2. Gain knowledge on power requirement of EV
3. Know the performance and controlof various motors for EVs

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various
course outcomes.
1. Lecturer method (L) needs not to be only traditional lecture method, but alternative
effective teaching methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes
critical thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop
design thinking skills such as the ability to design, evaluate, generalize, and analyse
information rather than simply recall it.
6. Introduce Topics in manifold representations.
7. Show the different ways to solve the same problem with different circuits/logic and
encourage the students to come up with their own creative ways to solve them.
Discuss how every concept can be applied to the real world - and when that's possible, it
helps improve the students' understanding.
Module-1
Introduction -History of Electric and Hybrid Electric Vehicles.
Vehicle Fundamentals-General Description of Vehicle Movement, Power Train Tractive Effort
and Vehicle Speed.
Vehicle Performance –Maximum Speed of a Vehicle , Gradeability, Acceleration
Performance ,Braking Performance , Braking Force , Braking Distribution on Front and Rear
Axles
Module-2
Electric Vehicles:
Configurations of Electric Vehicles, Performance of Electric Vehicles , Traction Motor
Characteristics, Tractive Effort and Transmission Requirement , Vehicle Performance ,
Energy Consumption.
Module-3

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 Annexure-II 2

DC Motor Drives:
Operating principle, Speed characteristics of DC motors,
Combined Armature Voltage and Field Control, Chopper Control of DC Motors.
Control Methods- Two-Quadrant Control -Single Chopper with a Reverse Switch,
Class C Two-Quadrant Chopper,Four-Quadrant control.
Module-4
Induction Motor Drives:
Basic Operation Principles of Induction Motors , Steady-State Performance
Constant v/f Control, Power Electronic Control.
Field Orientation Control(FOC)
Principles of FOC,Control methods- Direction Rotor Flux control, Indirect Rotor Flux control,
Voltage Source Inverter control - Voltage Control, Current Control.

Module-5
BLDC Motor Drives:
BLDC Machine Construction and Classification, Performance Analysis, Control of BLDC
Motor Drives.
Control Techniques - Methods Using Observers, Methods Using Back EMF Sensing.
Switched Reluctance Motor Drives (SRM)-Basic Magnetic Structure, Torque Production,
Methods of Control -Phase Flux Linkage Method, Mutually Induced Voltage Method,
Observer-Based Method, Self-Tuning Using an Artificial Neural Network.
Course outcome (Course Skill Set)

At the end of the course, the student will be able to :

1.Explain the Fundamental and Performance of EV

2. Understand the Characteristics of motor control and energy consumption for EV operation
3.Analyse the Power electronics and sensors in DC motor electric vehicles.
4. Design and Analysethe induction motor drives and discuss methods for controlling them.
5. Comprehend the construction, working principle and controlof BLDC and SRM motors.

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 Annexure-II 3

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50) and for
the SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). The student is
declared as a pass in the course if he/she secures a minimum of 40% (40 marks out of 100) in the sum
total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
 There are 25 marks for the CIE's Assignment component and 25 for the Internal Assessment Test
component.
 Each test shall be conducted for 25 marks. The first test will be administered after 40-50% of the
coverage of the syllabus, and the second test will be administered after 85-90% of the coverage of the
syllabus. The average of the two tests shall be scaled down to 25 marks
 Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based then only
one assignment for the course shall be planned. The schedule for assignments shall be planned
properly by the course teacher. The teacher should not conduct two assignments at the end of the
semester if two assignments are planned. Each assignment shall be conducted for 25 marks. (If two
assignments are conducted then the sum of the two assignments shall be scaled down to 25 marks)
 The final CIE marks of the course out of 50 will be the sum of the scale-down marks of tests and
assignment/s marks.
Internal Assessment Test question paper is designed to attain the different levels of Bloom’s
taxonomy as per the outcome defined for the course.
Semester-End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common
question papers for the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with
a maximum of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
4. Marks scored shall be proportionally reduced to 50 marks.

Suggested Learning Resources:

Text Books
1. Modern Electric, Hybrid Electric, and Fuel Cell Vehicles.
Fundamentals, Theory, and Design by Mehrdad Ehsani, Yimin Gao, Sebastien E. Gay, Ali
Emadi, CRC Press, 2004.
1. Electric and Hybrid Vehicles Design Fundamentals Third Edition
Iqbal Husain, CRC Press
Reference Books:
1. Hybrid ElectricVehicles, Principles And ApplicationsWith Practical Perspectives by
Chris Mi , M. Abul Masrur, David Wenzhong Gao John Wiley & Sons, 2011.

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 Annexure-II 4

2 Electric and Hybrid Vehicles, .T. Denton, Routledge, 2016.

3. Permanent Magnet Synchronous and Brushless DC Motor Drives , R Krishnan, CRC Press
4. Switched Reluctance Motor Drives, Berker B., James W. J. & A. Emadi, CRC Press
Web links and Video Lectures (e-Resources):
NPTEL courses – eMobility and Electric Vehicle Engineering
https://archive.nptel.ac.in/courses/108/106/108106182

Activity Based Learning (Suggested Activities in Class)/ Practical Based learning

Quizzes, Seminars, visit EV manufacturing industry

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 Annexure-II 1

Utilization of Electric Power Semester VI

Course Code BEE654A CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Examination type (SEE) Theory
Course objectives:
(1) To discuss electric heating, air-conditioning and electric welding.
(2) To explain laws of electrolysis, extraction and refining of metals and electro deposition.
(3) To explain the terminology of illumination, laws of illumination, construction and working of electric
lamps.
(4) To explain design of interior and exterior lighting systems- illumination levels for various purposes light
fittings- factory lighting- flood lighting-street lighting
(5) To discuss systems of electric traction, speed time curves and mechanics of train movement.
(6) To discuss motors used for electric traction and their control.
(7) To discuss braking of electric motors, traction systems and power supply and other traction systems.
(8) To Give awareness of technology of electric and hybrid electric vehicles.
Teaching-Learning Process (General Instructions)
These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1 Lecturer method (L) needs not to be only traditional lecture method, but alternative effective teaching
methods could be adopted to attain the outcomes.
2 Use of Video/Animation to explain functioning of various concepts.
3 Encourage collaborative (Group Learning) Learning in the class.
4 Ask at least three HOT (Higher order Thinking) questions in the class, which promotes critical thinking.
5 Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop design thinking
skills such as the ability to design, evaluate, generalize, and analyse information rather than simply recall
it.
6 Introduce Topics in manifold representations.
7 Show the different ways to solve the same problem with different circuits/logic and encourage the
students to come up with their own creative ways to solve them.
8 Discuss how every concept can be applied to the real world - and when that's possible, it helps improve the
students' understanding.
Module-1
Heating and welding: Electric Heating, Resistance ovens, Radiant Heating, Induction Heating, High
frequency Eddy Current Heating, Dielectric Heating, The Arc Furnace, Heating of Buildings,
Air – Conditioning, ElectricWelding, Modern Welding Techniques.
Electrolytic Electro – Metallurgical Process: Ionization, Faraday’s Laws of Electrolysis, Definitions,
Extraction of Metals, Refining of Metals, Electro Deposition.
Module-2
Illumination: Introduction, Radiant Energy, Definitions, Laws of Illumination, Polar Curves,
Photometry, Measurement of Mean Spherical Candle Power by Integrating Sphere, Illumination Photometer,
Energy Radiation and luminous Efficiency, electric Lamps, Cold Cathode Lamp, Lighting Fittings,
Illumination for Different Purposes, Requirements of Good Lighting.
Module-3
Electric Traction Speed - Time Curves and Mechanics of Train Movement: Introduction, Systems of
Traction, Systems of electric Traction, Speed - Time Curves for Train Movement, Mechanics
of Train Movement, Train Resistance, Adhesive Weight, Coefficient of Adhesion.
Motors for Electric traction: Introduction, Series and Shunt Motors for Traction Services, Two Similar
Motors (Series Type) are used to drive a Motor Car, Tractive Effort and Horse Power, AC Series Motor, Three
Phase Induction Motor.
Control of motors: Control of DC Motors, Tapped Field Control or Control by Field Weakening, Multiple Unit
Control, Control of Single Phase Motors, Control of Three Phase Motors.

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 Annexure-II 2

Module-4
Braking: Introduction, Regenerative Braking with Three Phase Induction Motors, Braking with Single
Phase Series Motors, Mechanical braking, Magnetic Track Brake, Electro – Mechanical Drum Brakes.
Electric Traction Systems and Power Supply: System of Electric Traction AC Electrification,
Transmission Lines to Sub - Stations, Sub – Stations, Feeding and Distribution System of AC Traction Feeding
and Distribution System for DC Tramways, Electrolysis by Currents through Earth, Negative Booster, System
of Current Collection, Trolley Wires.
Trams, Trolley Buses and Diesel – Electric Traction: Tramways, The Trolley – Bus, Diesel Electric Traction.
Module-5
Electric Vehicles: Configurations of Electric Vehicles, Performance of Electric Vehicles, Tractive Effort
in Normal Driving, Energy Consumption.
Hybrid Electric Vehicles: Concept of Hybrid Electric Drive Trains, Architectures of Hybrid Electric Drive
Trains.
Course outcome (Course Skill Set)
At the end of the course the student will be able to :
1. Discuss different methods of electric heating & welding.
2. Discuss the laws of electrolysis, extraction, refining of metals and electro deposition process.
3. Discuss the laws of illumination, different types of lamps, lighting schemes and design of lighting systems.
Analyze systems of electric traction, speed time curves and mechanics of train movement.
4. Explain the motors used for electric traction, their control & braking and power supply system used for
electric traction.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50)
and for the SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). The
student is declared as a pass in the course if he/she secures a minimum of 40% (40 marks out of
100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End
Examination) taken together.
Continuous Internal Evaluation:
 There are 25 marks for the CIE's Assignment component and 25 for the Internal Assessment
Test component.
 Each test shall be conducted for 25 marks. The first test will be administered after 40-50% of
the coverage of the syllabus, and the second test will be administered after 85-90% of the
coverage of the syllabus. The average of the two tests shall be scaled down to 25 marks
 Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based then
only one assignment for the course shall be planned. The schedule for assignments shall be
planned properly by the course teacher. The teacher should not conduct two assignments at the
end of the semester if two assignments are planned. Each assignment shall be conducted for 25
marks. (If two assignments are conducted then the sum of the two assignments shall be scaled
down to 25 marks)
 The final CIE marks of the course out of 50 will be the sum of the scale-down marks of tests and
assignment/s marks.

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 Annexure-II 3

Internal Assessment Test question paper is designed to attain the different levels of Bloom’s
taxonomy as per the outcome defined for the course.

Semester-End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers for
the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a
maximum of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
4. Marks scored shall be proportionally reduced to 50 marks.

Suggested Learning Resources:

Books
Textbooks
1. A Text Book on Power System Engineering, A. Chakrabarti et al, Dhanpat Rai and Co, 2nd Edition, 2010.
2. Modern Electric, Hybrid Electric, and Fuel Cell Vehicles: Fundamentals Theory, and Design,
(Chapters 04and 05 for module 5), Mehrdad Ehsani et al, CRC Press, 1st Edition, 2005.
Reference Books
1. Utilization, Generation and Conservation of Electrical Energy, Sunil S Rao, Khanna Publishers, 1st
Edition,2011.
2. Utilization of Electric Power and Electric Traction, G.C. Garg, Khanna Publishers, 9th Edition, 2014.
Web links and Video Lectures (e-Resources):
 .

Activity Based Learning (Suggested Activities in Class)/ Practical Based learning



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 Annexure-II 1

Renewable Energy Sources Semester VI

Course Code BEE654B CIE Marks 50
Teaching Hours/Week (L:T:P: S) SEE Marks 50
Total Hours of Pedagogy Total Marks 100
Credits 03 Exam Hours 03
Examination type (SEE) Theory
Course objectives:
(1) To discuss causes of energy scarcity and its solution, energy resources and availability of renewable
energy.
(2) To explain sun – earth geometric relationship, Earth – Sun Angles and their Relationships.
(3) To discuss about solar energy reaching the Earth’s surface and solar thermal energy
applications.To discuss types of solar collectors, their configurations and their applications.
(4) To explain the components of a solar cell system, equivalent circuit of a solar cell, its
characteristicsand applications.
(5) To discuss benefits of hydrogen energy, production of hydrogen energy, storage its advantages and
disadvantages.
(6) To discuss wind turbines, wind resources, site selection for wind turbine.
(7) To discuss geothermal systems, their classification and geothermal based electric power generation
(9To discuss waste recovery management systems, advantages and disadvantages.
(8) To discuss biomass composition, production, types of biomass gasifiers, properties of producer gas
benefits.
(9) To discuss tidal energy resources, energy availability, power generation.
(10) To explain motion in the sea wave, power associated with sea wave and energy availability and the
devicesfor harnessing wave energy.
Teaching-Learning Process (General Instructions)
These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1 Lecturer method (L) needs not to be only traditional lecture method, but alternative effective teaching
methods could be adopted to attain the outcomes.
2 Use of Video/Animation to explain functioning of various concepts.
3 Encourage collaborative (Group Learning) Learning in the class.
4 Ask at least three HOT (Higher order Thinking) questions in the class, which promotes critical thinking.
5 Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop design thinking
skills such as the ability to design, evaluate, generalize, and analyse information rather than simply recall
it.
6 Introduce Topics in manifold representations.
7 Show the different ways to solve the same problem with different circuits/logic and encourage the
students to come up with their own creative ways to solve them.
8 Discuss how every concept can be applied to the real world - and when that's possible, it helps improve the
students' understanding.

Module-1
Introduction: Causes of Energy Scarcity, Solution to Energy Scarcity, Factors Affecting Energy Resource
Development, Energy Resources and Classification, Renewable Energy – Worldwide Renewable Energy
Availability, Renewable Energy in India.
Energy from Sun: Sun- earth Geometric Relationship, Layer of the Sun, Earth – Sun Angles and their
Relationships, Solar Energy Reaching the Earth’s Surface, Solar Thermal Energy Applications.
Module-2
Solar Thermal Energy Collectors: Types of Solar Collectors, Configurations of Certain Practical Solar
Thermal Collectors, Material Aspects of Solar Collectors, Concentrating Collectors, Parabolic Dish – Stirling
Engine System, Working of Stirling or Brayton Heat Engine, Solar Collector Systems into Building Services,
Solar Water Heating Systems, Passive Solar Water Heating Systems, Applications of Solar Water Heating
Systems, Active Solar Space Cooling, Solar Air Heating, Solar Dryers, Crop Drying, Space Cooing, Solar
Cookers, Solar pond.
Solar Cells: Components of Solar Cell System, Elements of Silicon Solar Cell, Solar Cell materials, Practical
Solar Cells, I – V Characteristics of Solar Cells, Efficiency of Solar Cells, Photovoltaic panels (series and parallel
arrays).

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 Annexure-II 2

Module-3
Hydrogen Energy: Benefits of Hydrogen Energy, Hydrogen Production Technologies, Hydrogen Energy
Storage, Use of Hydrogen Energy, Advantages and Disadvantages of Hydrogen Energy, Problems
Associated with Hydrogen Energy.
Wind Energy: Windmills, Wind Turbines, Wind Resources, Wind Turbine Site Selection.
Geothermal Energy: Geothermal Systems, Classifications, Geothermal Resource Utilization, Resource
Exploration, Geothermal Based Electric Power Generation, Associated Problems, environmental Effects.
Solid waste and Agricultural Refuse: Waste is Wealth, Key Issues, Waste Recovery Management
Scheme, Advantages and Disadvantages of Waste Recycling, Sources and Types of Waste, Recycling
of Plastics.
Module-4
Biomass Energy: Biomass Production, Energy Plantation, Biomass Gasification, Theory of
Gasification, Gasifier and Their Classifications, Chemistry of Reaction Process in Gasification, Updraft,
Downdraft and Cross-draft Gasifiers, Fluidized Bed Gasification, Use of Biomass Gasifier, Gasifier
Biomass Feed Characteristics, Applications of Biomass Gasifier, Cooling and Cleaning of Gasifiers.
Biogas Energy: Introduction, Biogas and its Composition, Anaerobic Digestion, Biogas Production,
Benefitsof Biogas, Factors Affecting the Selection of a Particular Model of a Biogas Plant, Biogas Plant Feeds
and theirCharacteristics.
Tidal Energy: Introduction, Tidal Energy Resource, Tidal Energy Availability, Tidal Power
Generation in India, Leading Country in Tidal Power Plant Installation, Energy Availability in Tides, Tidal
Power Basin, Turbines for Tidal Power, Advantages and Disadvantages of Tidal Power, Problems
Faced in Exploiting Tidal Energy.
Module-5
Sea Wave Energy: Introduction, Motion in the sea Waves, Power Associated with Sea Waves, Wave Energy
Availability, Devices for Harnessing Wave Energy, Advantages and Disadvantages of Wave Power.
Ocean Thermal Energy: Introduction, Principles of Ocean Thermal Energy Conversion (OTEC), Ocean
Thermal Energy Conversion plants, Basic Rankine Cycle and its Working, Closed Cycle, Open Cycle
and Hybrid Cycle, Carnot Cycle, Application of OTEC in Addition to Produce Electricity, Advantages,
Disadvantages and Benefits of OTEC.
Course outcome (Course Skill Set)
At the end of the course the student will be able to :
1. Discuss causes of energy scarcity and its solution, energy resources and availability of renewable
energy. Outline energy from sun, energy reaching the Earth’s surface and solar thermal energy
applications.
2. Discuss types of solar collectors, their configurations, solar cell system, its characteristics and their
applications.
3. Explain generation of energy from hydrogen, wind, geothermal system, solid waste and agriculture
refuse.
4. Discuss production of energy from biomass, biogas.
5. Summarize tidal energy resources, sea wave energy and ocean thermal energy.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50)
and for the SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). The
student is declared as a pass in the course if he/she secures a minimum of 40% (40 marks out of
100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End
Examination) taken together.

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 Annexure-II 3

Continuous Internal Evaluation:

 There are 25 marks for the CIE's Assignment component and 25 for the Internal Assessment
Test component.
 Each test shall be conducted for 25 marks. The first test will be administered after 40-50% of
the coverage of the syllabus, and the second test will be administered after 85-90% of the
coverage of the syllabus. The average of the two tests shall be scaled down to 25 marks
 Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based then
only one assignment for the course shall be planned. The schedule for assignments shall be
planned properly by the course teacher. The teacher should not conduct two assignments at the
end of the semester if two assignments are planned. Each assignment shall be conducted for 25
marks. (If two assignments are conducted then the sum of the two assignments shall be scaled
down to 25 marks)
 The final CIE marks of the course out of 50 will be the sum of the scale-down marks of tests and
assignment/s marks.
Internal Assessment Test question paper is designed to attain the different levels of Bloom’s
taxonomy as per the outcome defined for the course.

Semester-End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers for
the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a
maximum of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions(for 100 marks), selecting one full question from each
module.
4. Marks scored shall be proportionally reduced to 50 marks.

Suggested Learning Resources:

Books
Textbook
1. Nonconventional Energy Resources, Shobh Nath Singh, Pearson, 1st Edition, 2015.
Reference Books
1. Nonconventional Energy Resources, B.H. Khan, McGraw Hill, 3rd Edition.
2. Renewable Energy; Power for a sustainable Future, Godfrey Boyle, Oxford, 3rd Edition, 2012.
3. Renewable Energy Sources: Their Impact on global Warming and Pollution, Tasneem Abbasi S.A. Abbasi,
PHI,1st Edition, 2011.
Web links and Video Lectures (e-Resources):
 .

Activity Based Learning (Suggested Activities in Class)/ Practical Based learning



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 Annexure-II 1

Industrial Servo Control Systems Semester VI

Course Code BEE654C CIE Marks 50
Teaching Hours/Week (L:T:P: S) SEE Marks 50
Total Hours of Pedagogy Total Marks 100
Credits 03 Exam Hours 03
Examination type (SEE) Theory/
Course objectives:
(1) To explain the evolution and classification of servos, with descriptions of servo drive actuators,
amplifiers, feedback transducers, performance, and troubleshooting techniques.
(2) To discuss system analogs and vectors, with a review of differential equations.
(3) To discuss the concept of transfer functions for the representation of differential equations.
(4) To discuss mathematical equations for electric servo motors, both DC and brushless DC servo
motors.
(5) To represent servo drive components by their transfer function, to combine the servo drive building
blocks intosystem block diagrams.
(6) To determine the frequency response techniques for proper servo compensation.
Teaching-Learning Process (General Instructions)
These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1 Lecturer method (L) needs not to be only traditional lecture method, but alternative effective teaching
methods could be adopted to attain the outcomes.
2 Use of Video/Animation to explain functioning of various concepts.
3 Encourage collaborative (Group Learning) Learning in the class.
4 Ask at least three HOT (Higher order Thinking) questions in the class, which promotes critical thinking.
5 Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop design thinking
skills such as the ability to design, evaluate, generalize, and analyse information rather than simply recall
it.
6 Introduce Topics in manifold representations.
7 Show the different ways to solve the same problem with different circuits/logic and encourage the
students to come up with their own creative ways to solve them.
8 Discuss how every concept can be applied to the real world - and when that's possible, it helps improve the
students' understanding.
Module-1
Servos: Introduction, Benefits of Servo Systems, Types of Servos - Evolution of Servo Drives,
Classification of Drives, Components of Servos - Hydraulic/Electric Circuit Equations, Actuators- Electric,
Actuators-Hydraulic,Amplifiers-Electric,Amplifiers-Hydraulic,Transducers (Feedback).
Module-2
Machine Servo Drives: Types of Drives, Feed Drive Performance.
Troubleshooting Techniques: Techniques by Drive, Problems: Their Causes and Cures.
Machine Feed Drives: Advances in Technology, Parameters for making Application Choices.
Application of Industrial Servo Drives: Introduction, Physical System Analogs, Quantities and Vectors,
Differential Equations for Physical Systems, Electric Servo Motor Transfer Functions and Time Constants,
Transport Lag Transfer Function, Hydraulic Servo Motor Characteristics, General Transfer Characteristics

Module-3
Generalized Control Theory: Servo Block Diagrams, Frequency-Response Characteristics and Construction
of Approximate (Bode) Frequency Charts, Nichols Charts, Servo Analysis Techniques, Servo Compensation.
Indexes of Performance: Definition of Indexes of Performance for Servo Drives, Indexes of Performance
for Electric and Hydraulic Drives.
Module-4
Performance Criteria: Percent Regulation, Servo System Responses.
Servo Plant Compensation Techniques: Dead-Zone Nonlinearity, Change-in-Gain Nonlinearity, Structural
Resonances, Frequency Selective Feedback, Feed forward Control. Machine Considerations: Machine feed
drive Considerations, Ball Screw Mechanical Resonances and Reflected Inertias for Machine Drives.

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 Annexure-II 2

Module-5
Machine Considerations: Drive Stiffness, Drive Resolution, Drive Acceleration, Drive Speed
Considerations, Drive Ratio Considerations, Drive Thrust/Torque And Friction Considerations, Drive Duty
Cycles.
Course outcome (Course Skill Set)
1. Explain the evolution and classification of servos, with descriptions of servo drive actuators,
amplifiers,feedback transducers, performance, and troubleshooting techniques.
2. Discuss system analogs, vectors and transfer functions of differential equations.
3. Discuss mathematical equations for electric servo motors, both DC and brushless DC servo motors.
4. Represent servo drive components by their transfer function, to combine the servo drive building
blocksinto system block diagrams.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50)
and for the SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). The
student is declared as a pass in the course if he/she secures a minimum of 40% (40 marks out of
100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End
Examination) taken together.

Continuous Internal Evaluation:

 There are 25 marks for the CIE's Assignment component and 25 for the Internal Assessment
Test component.
 Each test shall be conducted for 25 marks. The first test will be administered after 40-50% of
the coverage of the syllabus, and the second test will be administered after 85-90% of the
coverage of the syllabus. The average of the two tests shall be scaled down to 25 marks
 Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based then
only one assignment for the course shall be planned. The schedule for assignments shall be
planned properly by the course teacher. The teacher should not conduct two assignments at the
end of the semester if two assignments are planned. Each assignment shall be conducted for 25
marks. (If two assignments are conducted then the sum of the two assignments shall be scaled
down to 25 marks)
 The final CIE marks of the course out of 50 will be the sum of the scale-down marks of tests and
assignment/s marks.
Internal Assessment Test question paper is designed to attain the different levels of Bloom’s
taxonomy as per the outcome defined for the course.

Semester-End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers for
the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a
maximum of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions for 100 marks, selecting one full question from each
module.
4. Marks scored shall be proportionally reduced to 50 marks.

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 Annexure-II 3

Suggested Learning Resources:

Books
Textbook
1. Industrial Servo Control Systems Fundamentals and Applications, George W. Younkin, Marcel Dekker,
1stEdition, 2003.
Reference Books
1. Servo Motors and Industrial Control Theory, Riazollah Firoozian, Springer, 2nd Edition, 2014.
2. DC SERVOS Application and Design with MATLAB, Stephen M. Tobin, CRC, 1st Edition, 2011.
Web links and Video Lectures (e-Resources):
 .

Activity Based Learning (Suggested Activities in Class)/ Practical Based learning



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 SEMICONDUCTOR DEVICES Semester VI
Course Code BEE654D CIE Marks 50
Teaching Hours/Week (L: T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Examination nature (SEE) Theory
Course objectives:
Course objectives:

1)To learn basics of various types of power electronic devices

2)To study Snubber circuits for the protection of power semiconductor devices.
3)To learn gate and base drive circuits for power semiconductor devices
4) To develop a heat sink to control the temperature rise of semiconductor devices
5)Learn to design magnetic components inductors and transformers used in the power
electronic circuits

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course outcomes.
. These are sample Strategies, which teacher can use to accelerate the attainment of the various course
outcomes and make Teaching –Learning more effective
1. Lecturer method (L) does not mean only the traditional lecture method, but a different type of
teaching method may be adopted to develop the outcomes.
2. Show Video/animation films to explain the functioning of various analog and digital circuits.
3. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop
thinking skills such as the ability to evaluate, generalize, and analyse information rather than
simply recall it.
4. Show the different ways to solve the same problem and encourage the students to come up
with their own creative ways to solve them.
5. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the students' understanding
Module-1
Power Electronics: Introduction, Converter Classification, Power Electronics Concepts,
Electronic Switches, Switch Selection, Spice, PSpice and Capture, Representation of switches in
Pspice -The Voltage-Controlled Switch, Transistors, Diodes and Thyristors (SCRs).
Power Computations: Introduction, Power and Energy, Inductors and Capacitors, Energy
Recovery, Effective Values, Apparent Power and Power Factor, Power Computations for
Sinusoidal AC Circuits, Power Computations for Nonsinusoidal Periodic Waveforms, Power
Computations Using Pspice.
Basic Semiconductor Physics: Introduction, Conduction Processes in Semiconductors pn
Junctions, Charge Control Description of pn-Junction Operation, Avalanche Breakdown
Module-2

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 Power Diodes: Introduction, Basic Structure and I – V characteristics, Breakdown Voltage
Considerations, On –State Losses, Switching Characteristics, Schottky Diodes.
Bipolar Junction Transistors: Introduction, Vertical Power Transistor Structures, Z-V
Characteristics, Physics of BJT Operation, Switching Characteristics, Breakdown Voltages,
Second Breakdown, On-State Losses, Safe Operating areas.
Power MOSFETs : Introduction, Basic Structure, I-V Characteristics, Physics of Device
Operation, Switching Characteristics, Operating Limitations and Safe Operating Areas

Module-3
Thyristors: Introduction, Basic Structure, I-V Characteristics, Physics of Device Operation,
Switching Characteristics, Methods of Improving di/dt and dv/dt Ratings.
Gate Turn-Off Thyristors: Introduction, Basic Structure and Z-V Characteristics,
Physics of Turn-Off Operation, GTO Switching Characteristics, Overcurrent Protection of GTOs.
Insulated Gate Bipolar Transistors: Introduction, Basic Structure, I-V Characteristics, Physics
of Device Operation, Latchup in IGBTs, Switching Characteristics, Device Limits and SOAs.
Emerging Devices and Circuits: Introduction, Power Junction Field Effect Transistors, Field-
Controlled Thyristor, JFET-Based Devices versus Other Power Devices, MOS-Controlled
Thyristors, Power Integrated Circuits, New Semiconductor Materials for Power Devices
Module-4
Snubber Circuits: Function and Types of Snubber Circuits, Diode Snubbers, Snubber Circuits
for Thyristors, Need for Snubbers with Transistors, Turn-Off Snubber, Overvoltage Snubber,
Turn-On Snubber, Snubbers for Bridge Circuit Configurations, GTO Snubber Considerations.
Gate and Base Drive Circuits: Preliminary Design Considerations, dc-Coupled Drive Circuits,
Electrically Isolated Drive Circuits, Cascode-Connected Drive Circuits, Thyristor Drive Circuits,
Power Device Protection in Drive Circuits, Circuit Layout Considerations

Module-5
Component Temperature Control and Heat Sinks: Control of Semiconductor Device
Temperatures, Heat Transfer by Conduction, Heat sinks, Heat Transfer by Radiation and
Convection.
Design of Magnetic Components: Magnetic Materials and Cores, Copper Windings, Thermal
Considerations, Analysis of a Specific Inductor Design, Inductor Design Procedures, Analysis of
a Specific Transformer Design, Eddy Currents, Transformer Leakage Inductance, Transformer
Design Procedure, Comparison of Transformer and Inductor Sizes

Course outcome (Course Skill Set)

At the end of the course the student will be able to:
1)Discuss power electronic concepts, electronic switches and semiconductor physics.
2) Explain representation of switches in P-spice and power computations.
3) Explain the internal structure, the principle of operation, characteristics and base drive
circuits of power semiconductor devices; power diodes, power BJT, power MOSFET.
4) Explain the internal structure, the principle of operation, characteristics and base drive

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 circuits of power semiconductor devices; thyristors, power IGBT, power FET

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50)
and for the SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). A
student shall be deemed to have satisfied the academic requirements and earned the credits allotted
to each subject/ course if the student secures a minimum of 40% (40 marks out of 100) in the sum
total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken
together.

Continuous Internal Evaluation:

 For the Assignment component of the CIE, there are 25 marks and for the Internal Assessment
Test component, there are 25 marks.
 The first test will be administered after 40-50% of the syllabus has been covered, and the
second test will be administered after 85-90% of the syllabus has been covered
 Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based then
only one assignment for the course shall be planned. The teacher should not conduct two
assignments at the end of the semester if two assignments are planned.
 For the course, CIE marks will be based on a scaled-down sum of two tests and other methods of
assessment.
Internal Assessment Test question paper is designed to attain the different levels of Bloom’s taxonomy
as per the outcome defined for the course.

Semester-End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers for
the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a maximum
of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions for 100 marks, selecting one full question from each
module.
4. Marks
Suggested scoredResources:
Learning shall be proportionally reduced to 50 marks.
Books
1. . Power Electronics, Daniel W Hart, McGraw Hill.
2. Power Electronics Converters, Applications, and Design, Ned Mohan et al, Wiley, 3rd
Edition, 2014.
3. Semiconductor Device Modeling with Spice, G. Massobrio, P. Antognetti, McGraw-Hill,
2nd Edition, 2010.
4. Power Semiconductor Devices, B. Jayant Baliga, Springer, 2008.
5. Power Electronics Principles and Applications, Joseph Vithayathil, McGraw-Hill, 2011.

Web links and Video Lectures (e-Resources):

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 .
Youtube videos
NPTEL lecturers

Activity Based Learning (Suggested Activities in Class)/ Practical Based learning

Seminars
Quiz
Assignments

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 B. E. ELECTRICAL AND ELECTRONICS ENGINEERING
Choice Based Credit System (CBCS) and Outcome Based Education (OBE)
SEMESTER – VI
CONTROL SYSTEM LABORATORY
Course Code BEEL606 CIE Marks 50
Number of Practical Hours/Week(L:T:P) 0.0.2
SEE Marks 50
Credits 01 Exam Hours 03
Course Learning Objectives:
 To draw the speed torque characteristics of AC and DC servo motor.
 To determine the time and frequency reposes of a given second order system using
discrete components.
 To design and analyze Lead, Lag and Lag – Lead compensators for given specifications.
 To study the feedback control system and to study the effect of P, PI, PD andPID controller
and Lead compensator on the step response of the system.
 To s i m u l a t e a n d write a script files to plot root locus, bode plot, to study the stability of
the system
Sl. Experiments
NO
1 Experiment to draw the speed torque characteristics of (i) AC servo motor (ii) DC servo motor
2 Experiment to draw synchro pair characteristics
3 Experiment to determine frequency response of a second order system
4 (a) To design a passive RC lead compensating network for the given specifications, viz, the
maximum
phase lead and the frequency at which it occurs and to obtain the frequency response.
5 (a) To design a passive RC lag compensating network for the given specifications, viz, the
maximum phase lag and the frequency at which it occurs and to obtain the frequencyresponse.
(b) To determine experimentally the transfer function of the lag compensating network
6 Experiment to draw the frequency response characteristics of the lag – lead compensator
network and determination of its transfer function.
7 To study a second order system and verify the effect of (a) P, (b) PI, (c) PD and (d) PID controller on
the step response.
8 (a) To simulate a typical second order system and determine step response and evaluate time
response specifications.
(b) To evaluate the effect of adding poles and zeros on time response of second order system.
(c) To evaluate the effect of pole location on stability
9 (a) To simulate a D.C. Position control system and obtain its step response.
(b) To verify the effect of input waveform, loop gain and system type on steady state errors.
(c) To perform trade-off study for lead compensator.
(d) To design PI controller and study its effect on steady state error.
10 (a) To examine the relationship between open-loop frequency response and stability, open-loop
frequency and closed loop transient response
(b) To study the effect of open loop gain on transient response of closed loop system using
root locus.
11 (a) To study the effect of open loop poles and zeros on root locus contour
(b) Comparative study of Bode, Nyquist and root locus with respect to stability.
Note:
Sl. Description Experiment numbers
1 Perform experiments using suitable components/equipment’s 1&2
2 Perform experiments using suitable components/equipment’s and 3,4,5,6 and 7
verify the results using standard simulation package
3 Perform simulation only using standard package 8,9,10 and 11

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 Course Outcomes: At the end of the course the student will be able to:
 Utilize software package and discrete components in assessing the time and frequency
domain response of a given second order system.
 Design, analyze and simulate Lead, Lag and Lag – Lead compensators for given
specifications.
 Determine the performance characteristics of ac and DC servomotors and synchro-transmitter
receiver pair used in control systems.
 Simulate the DC position and feedback control system to study the effect of P, PI, PD and
PID controller and Lead compensator on the step response of the system.
 Develop a script files to plot Root locus, Bode plot and Nyquist plot to study the stability of
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The
minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50) and for the SEE
minimum passing mark is 35% of the maximum marks (18 out of 50 marks). A student shall be deemed to
have satisfied the academic requirements and earned the credits allotted to each subject/ course if the
student secures a minimum of 40% (40 marks out of 100) in the sum total of the CIE (Continuous Internal
Evaluation) and SEE (Semester End Examination) taken together.

Continuous Internal Evaluation (CIE):

CIE marks for the practical course are 50 Marks.
The split-up of CIE marks for record/ journal and test are in the ratio 60:40.
1. Each experiment is to be evaluated for conduction with an observation sheet and record write-up.
Rubrics for the evaluation of the journal/write-up for hardware/software experiments are designed by
the faculty who is handling the laboratory session and are made known to students at the beginning of
the practical session.
2. Record should contain all the specified experiments in the syllabus and each experiment write-up will be
evaluated for 10 marks.
3. Total marks scored by the students are scaled down to 30 marks (60% of maximum marks).
4. Weightage to be given for neatness and submission of record/write-up on time.
5. Department shall conduct a test of 100 marks after the completion of all the experiments listed in the
syllabus.
6. In a test, test write-up, conduction of experiment, acceptable result, and procedural knowledge will carry
a weightage of 60% and the rest 40% for viva-voce.
7. The suitable rubrics can be designed to evaluate each student’s performance and learning ability.
8. The marks scored shall be scaled down to 20 marks (40% of the maximum marks).
9. The Sum of scaled-down marks scored in the report write-up/journal and marks of a test is the total
CIE marks scored by the student.
Semester End Evaluation (SEE):
 SEE marks for the practical course are 50 Marks.
 SEE shall be conducted by the two examiners. One from the same institute as an internal
examiner and another from a different institute as an external examiner, appointed by the
university.
 The examination schedule and names of examiners are informed to the university before the
conduction of the examination. These practical examinations are to be conducted between the
schedule mentioned in the academic calendar of the University.
 All laboratory experiments are to be included for practical examination.
 (Rubrics) Breakup of marks and the instructions printed on the cover page of the answer script to be
strictly adhered to by the examiners. OR based on the course requirement evaluation rubrics shall be
decided jointly by examiners.
 Students can pick one question (experiment) from the questions lot prepared by the examiners
jointly.
 Evaluation of test write-up/ conduction procedure and result/viva will be conducted jointly by
examiners.
 General rubrics suggested for SEE are mentioned here, writeup-20%, Conduction procedure and result in
-60%, Viva-voce 20% of maximum marks. SEE for practical shall be evaluated for 100 marks and scored
marks shall be scaled down to 50 marks (however, based on course type, rubrics shall be decided by the
@#05052024
 examiners)
 Change of experiment is allowed only once and 15% of Marks allotted to the procedure part are to be
made zero.
The minimum duration of SEE is 02 hours

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 TEMPLATE for AEC (if the course is atheory) Annexure-IV

Energy Management in Electric Vehicles Semester VI

Course Code BEE657A CIE Marks 50
Teaching Hours/Week (L:T:P: S) 1:0:0:0 SEE Marks 50
Total Hours of Pedagogy 15 Total Marks 100
Credits 01 Exam Hours 01
Examination type (SEE) MCQ
Course objectives:
 To provide a comprehensive understanding of energy management principles and
strategies specific to electric vehicles.
 To familiarize students with the various components and systems involved in energy
management in electric vehicles.
 To equip students with the knowledge and skills to apply optimization techniques for
efficient energy management in electric vehicles.
Teaching-Learning Process (General Instructions)
These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Interactive Lectures: Conduct interactive lectures where the instructor presents the
theoretical concepts, principles, and case studies related to energy management in electric
vehicles.
2. Case Studies and Projects: Assign case studies and projects that require students to apply
the concepts and strategies learned in class to real-world scenarios.
3. Guest Lectures and Industry Visits: Invite guest speakers from the industry or research
organizations who are experts in the field of energy management in electric vehicles.
Module-1
Introduction to Electric Vehicles and Energy Management Overview of electric vehicles
(EVs) - Types of EVs (Battery Electric Vehicles, Plug-in Hybrid Electric Vehicles);
Advantages and challenges of EVs. Introduction to energy management in EVs - Importance of
energy management; Key objectives of energy management in EVs. Electric vehicle
components and systems- Battery systems; Power electronics and motor drive systems;
Regenerative braking systems; Energy storage and management systems

Module-2
Fundamentals of Energy Management Energy storage technologies for EVs - Lithium-ion
batteries; Solid-state batteries; Supercapacitors; Fuel cells. Battery charging and discharging
techniques - Charging infrastructure for EVs; Charging modes (AC and DC charging); Fast
charging vs. slow charging; Battery management systems (BMS). Energy efficiency and energy
loss analysis - Losses in power electronics and motor drive systems; Losses in battery systems;
Factors affecting energy efficiency in EVs.
Module-3
Advanced Energy Management Strategies State-of-charge (SoC) estimation and
management - SoC estimation techniques (Coulomb counting, Kalman filtering, etc.); SoC
balancing techniques; Impact of SoC on battery life and performance. Power management
strategies - Optimal power allocation between different vehicle systems; Dynamic power
allocation based on driving conditions; Power flow control in EVs. Regenerative braking and
energy recovery - Principles of regenerative braking; Control strategies for regenerative
braking; Energy recovery and utilization.

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 TEMPLATE for AEC (if the course is atheory) Annexure-IV

Module-4
Optimization Techniques for Energy Management Optimization models for energy
management - Linear programming and nonlinear optimization; Model predictive control (MPC)
for energy management; Genetic algorithms and other heuristic optimization techniques.
Intelligent energy management systems - Artificial intelligence (AI) and machine learning
techniques for energy management; Reinforcement learning-based energy management; Data-
driven approaches for energy optimization. Realtime energy management algorithms - Real-time
optimization algorithms for energy allocation; Adaptive control strategies for energy
management; Integration of energy management with navigation systems.
Module-5
Case Studies and Applications Energy management in electric buses and fleet management
- Challenges and strategies for energy management in public transportation; Fleet management
and scheduling optimization. Energy management in electric vehicles charging infrastructure -
Smart charging stations and grid integration; Demand-side management and load balancing.
Emerging trends and future directions in energy management - Wireless charging technologies;
Vehicle-to-vehicle (V2V) communication for energy optimization; Advanced energy storage and
conversion technologies.
Course outcome (Course Skill Set)
At the end of the course the student will be able to:
1. Understand and analyse the energy storage technologiesused in electric vehicles.
2. Understand the design and implementation of energy management strategies for electric
vehicles, considering factors such as battery charging, power allocation and regenerative
braking.
3. Understand optimization techniques and intelligent algorithms to optimize energy
management in electric vehicles, considering real-time constraints and factors such as
driving conditions and energy efficiency goals.

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Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50)
and for the SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). The
student is declared as a pass in the course if he/she secures a minimum of 40% (40 marks out of
100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End
Examination) taken together
Continuous internal Examination (CIE)
 For the Assignment component of the CIE, there are 25 marks and for the Internal Assessment
Test component, there are 25 marks.
 The first test will be administered after 40-50% of the syllabus has been covered, and the second
test will be administered after 85-90% of the syllabus has been covered
 Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based then
only one assignment for the course shall be planned. The teacher should not conduct two
assignments at the end of the semester if two assignments are planned.
 For the course, CIE marks will be based on a scaled-down sum of two tests and other methods of
assessment.
Internal Assessment Test question paper is designed to attain the different levels of Bloom’s taxonomy
as per the outcome defined for the course.

Semester End Examinations (SEE)

SEE paper shall be set for 50 questions, each of the 01 marks. The pattern of the question paper is MCQ
(multiple choice questions). The time allotted for SEE is 01 hour. The student has to secure a minimum of
35% of the maximum marks meant for SEE.

Suggested Learning Resources:

Books
1. "Electric Vehicle Technology" by H. C. Rai
2. "Electric Vehicle Energy Management System for Efficiency Optimization" by Jingang Han,
Linlin Tan, and Xinbo Ruan
3. "Advanced Electric Drive Vehicles" edited by Ali Emadi
4. "Electric Vehicle Technology Explained" by James Larminie and John Lowry

Web links and Video Lectures (e-Resources):

 makes.mindmatrix.io

Activity Based Learning (Suggested Activities in Class)/ Practical Based learning



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 Templatefor Practical Course and if AEC is a practical Course Annexure-V

Simulation and Control of Power Electronics Circuits Semester

Course Code BEEL657B CIE Marks 50
Teaching Hours/Week (L:T:P: S) 0-0-1 SEE Marks 50
Credits 01 Exam Hours 02
Examination type (SEE) practical/Viva-Voce
Course objectives:
 To be able to simulate any DC-DC converter and observe the performance under various test conditions
 To be able to simulate single phase and three phase DC –AC converters and observe the performance under
various test conditions
 To be able to simulate uncontrolled, half controlled and fully controlled AC-DC converters and observe the
performance under various test conditions
Sl.NO Experiments
1 (a)Simulate a single phase half wave diode bridge rectifier. Input 100V, 50 Hz. AC supply. At the out put,
resistance of 50 ohms.
(b)Simulate a single phase full wave diode bridge rectifier. Input 100V, 50 Hz. AC supply. At the out put,
resistance of 50 ohms.

2 (a) Simulate a single phase half controlled full wave rectifier. Input 100V, 50 Hz. AC supply. At the out
put, resistance of 50 ohms.
(b) Simulate a single phase fully controlled full wave rectifier. Input 100V, 50 Hz. AC supply. At the out
put, resistance of 50 ohms.

3 Simulate a buck converter with 20 V DC input, and regulate the output at 10 V by implementing a PI
controller for closed loop operation. The out put power to vary from 10 W to 20 W. Ensure that voltage
ripple is limited to 1%.

4 Simulate a boost converter with 20 V DC input, and regulate the output at 35 V by implementing a PI
controller for closed loop operation. The out put power to vary from 30W to 60 W. Ensure that voltage
ripple is limited to 1%

5 Simulate a single phase AC voltage controller using a triac with 100V ,50 Hz. AC supply for an RL load of
10 oms and 2 mH.

6 Simulate a three phase inverter with 180 degree conduction mode with DC input of 100V and a star
connected balanced resistive of 40 ohms each. Use IGBT for inverter.

7 Simulate a single phase SPWM inverter with 50V DC input with modulation indices of 0.5, 0.6 and 0.8.
connect a resistance of 25 ohms at the output of inverter. Use power Mosfets for inverter.

8 Simulate a three phase inverter with 120 degree mode of conduction. Take input DC voltage of 100V and
three phase star connected balanced resistive load of 50 ohms each.
Demonstration Experiments ( For CIE )
9 In expt. 8. connect suitable LC filter at the output to obtain a sinusoidal output with THD of less than 8 %.

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10 Simulate a three phase SPWM inverter with 50V DC input with modulation indices of 0.5, 0.6 and 0.8.
connect a star connected resistances of 25 ohms each at the output of the inverter. Use power Mosfets for
inverter.

11 Simulate a three phase, 5 level, neutral point clamped (NPC) inverter. Input DC voltage is 100V. The
inverter output is connected to a balanced 3 phase resistive load of 40 Ohms each.
12 Simulate a forward converter with input DC voltage of 30 V. Take transformer ratio of 1.5:1. Observe the
output voltages for duty cycles of 0.4, 0.6 and 0.8. Ensure that the output voltage ripple is less than 0.5 V.
The load resistance is 10 Ohms.
Course outcomes (Course Skill Set):
At the end of the course the student will be able to:
 Simulate any given power electronic circuit and evaluate its performance under different test conditions
and also observe the performance for different values of passive filtering elements used in the converter.

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The
minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50) and for the SEE minimum
passing mark is 35% of the maximum marks (18 out of 50 marks). A student shall be deemed to have satisfied the
academic requirements and earned the credits allotted to each subject/ course if the student secures a minimum of
40% (40 marks out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End
Examination) taken together.

Continuous Internal Evaluation (CIE):

CIE marks for the practical course are 50 Marks.
The split-up of CIE marks for record/ journal and test are in the ratio 60:40.
 Each experiment is to be evaluated for conduction with an observation sheet and record write-up. Rubrics for
the evaluation of the journal/write-up for hardware/software experiments are designed by the faculty who is
handling the laboratory session and are made known to students at the beginning of the practical session.
 Record should contain all the specified experiments in the syllabus and each experiment write-up will be
evaluated for 10 marks.
 Total marks scored by the students are scaled down to 30 marks (60% of maximum marks).
 Weightage to be given for neatness and submission of record/write-up on time.
 Department shall conduct a test of 100 marks after the completion of all the experiments listed in the
syllabus.
 In a test, test write-up, conduction of experiment, acceptable result, and procedural knowledge will carry a
weightage of 60% and the rest 40% for viva-voce.
 The suitable rubrics can be designed to evaluate each student’s performance and learning ability.
 The marks scored shall be scaled down to 20 marks (40% of the maximum marks).
The Sum of scaled-down marks scored in the report write-up/journal and marks of a test is the total CIE marks
scored by the student.
Semester End Evaluation (SEE):
 SEE marks for the practical course are 50 Marks.
 SEE shall be conducted by the two examiners. One from the same institute as an internal examiner
and another from a different institute as an external examiner, appointed by the university.
 The examination schedule and names of examiners are informed to the university before the conduction of
the examination. These practical examinations are to be conducted between the schedule mentioned in the

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academic calendar of the University.

 All laboratory experiments are to be included for practical examination.
 (Rubrics) Breakup of marks and the instructions printed on the cover page of the answer script to be
strictly adhered to by the examiners. OR based on the course requirement evaluation rubrics shall be
decided jointly by examiners.
 Students can pick one question (experiment) from the questions lot prepared by the examiners jointly.
 Evaluation of test write-up/ conduction procedure and result/viva will be conducted jointly by examiners.
 General rubrics suggested for SEE are mentioned here, writeup-20%, Conduction procedure and result in -60%,
Viva-voce 20% of maximum marks. SEE for practical shall be evaluated for 100 marks and scored marks shall
be scaled down to 50 marks (however, based on course type, rubrics shall be decided by the examiners)
 Change of experiment is allowed only once and 15% of Marks allotted to the procedure part are to be made
zero.
The minimum duration of SEE is 02 hours

Suggested Learning Resources:

https://in.mathworks.com/solutions/electrification/power-electronics-simulation.html
 - This provides design examples for power electronics simulation using MATLAB

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 Template for Practical Course and if AEC is a practical Course Annexure-V

Energy Audit Project Semester

Course Code BxxLxxx CIE Marks 50
Teaching Hours/Week (L:T:P: S) SEE Marks 50
Credits 01 Exam Hours 03
Examination type (SEE) Practical
Course objectives:
• Along with prescribed hours of teaching –learning process, provide opportunity to perform the
experiments/programmes at their own time, at their own pace, at any place as per their convenience and
repeat any number of times to understand the concept.
• Provide unhindered access to perform whenever the students wish.
• Vary different parameters to study the behaviour of the circuit without the risk of damaging equipment /
device or injuring themselves.
• To carryout Energy Audit for an industry, business establishment, organization and its computation using
• Scilab Software and proposing possible remedial measures to reduce the energy consumption.

Students shall select real time project/audit with the approval of the guide. The following shall be
considered by the students and guide while auditing.
(1) Building and Utility Data Analysis: The main purpose of this step is to evaluate the characteristics of
the energy systems and the patterns of energy use for the premises considered. The premises
characteristics can be collected from the architectural/ mechanical/electrical drawings and/or from
consultation/discussions with premises operators. The energy use patterns can be obtained from a
compilation of utility bills over a period.
(2) Walk-Through Survey: This step should identify potential energy savings measures. The results of this
stepare important since they determine if the building warrants any further energy auditing work. Some of
the tasks involved in this step are • Identify the customer’s concerns and needs • Check the current
operating and maintenance procedures • Determine the existing operating conditions of major energy use
equipment (lighting,HVAC systems, motors, etc.) • Estimate the occupancy, equipment, and lighting (energy
use density and hours of operation).
(3)Baseline for Building Energy Use: The main purpose of this step is to develop a base-case model that
represents the existing energy use and operating conditions for the building. This model will be used as a
reference to estimate the energy savings due to appropriately selected energy conservation measures.
Evaluation of Energy-Saving Measures: In this step, a list of cost-effective energy conservation measures is
determined using both energy savings and economic analysis.

Based on the ability/abilities of the student/s and recommendations of the mentor, a single discipline or a
multidisciplinary project under ability enhancement can be assigned to an individual student or to a group
havingnot more than 4 students.
Assessment Details (both CIE and SEE)
CIE procedure for project ability enhancement course:
(i) Single discipline: The CIE marks shall be awarded by a committee consisting of the Head of the
concernedDepartment and two senior faculty members of the Department, one of whom shall be the Guide.
The CIE marks awarded for the project work, shall be based on the evaluation of project report, project
presentation skill and question and answer session in the ratio 50:25:25.The marks awarded for the project
reportshall be the same for all the batch mates.
Interdisciplinary: Continuous Internal Evaluation shall be group wise at the college level with the
participation of all the guides of the college.
The CIE marks awarded for the project, shall be based on the evaluation of project report, project
presentation skill and question and answer session in the ratio 50:25:25.The marks awarded for the project
report shall be thesame for all the batch mates.
SEE for project:
(i) Single discipline: Contribution to the Mini-project and the performance of each group member shall be
assessed individually in the semester end examination (SEE) conducted at the department.

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 Template for Practical Course and if AEC is a practical Course Annexure-V

(ii) Interdisciplinary: Contribution to the Mini-project and the performance of each group member shall
be assessed individually in semester end examination (SEE) conducted separately at the departments to
which the student/s belong to.
The SEE marks awarded for the project, shall be based on the evaluation of project report, project
presentation skill and question and answer session in the ratio 50:25:25.The marks awarded for the project
report shall be thesame for all the batch mates.

Course outcomes (Course Skill Set):

At the end of the course the student will be able to:
• Analyze the data collected for energy audit of a building or industry or organization.
• Perform comparative analysis with and without energy audit.
• Analyze the energy saving measures to be considered with economy considerations.
• Analyse in a systematic way, think better, and perform better
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The
minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50) and for the SEE minimum
passing mark is 35% of the maximum marks (18 out of 50 marks). A student shall be deemed to have satisfied the
academic requirements and earned the credits allotted to each subject/ course if the student secures a minimum of
40% (40 marks out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End
Examination) taken together.

Continuous Internal Evaluation (CIE):

CIE marks for the practical course are 50 Marks.
The split-up of CIE marks for record/ journal and test are in the ratio 60:40.
 Each experiment is to be evaluated for conduction with an observation sheet and record write-up. Rubrics for
the evaluation of the journal/write-up for hardware/software experiments are designed by the faculty who is
handling the laboratory session and are made known to students at the beginning of the practical session.
 Record should contain all the specified experiments in the syllabus and each experiment write-up will be
evaluated for 10 marks.
 Total marks scored by the students are scaled down to 30 marks (60% of maximum marks).
 Weightage to be given for neatness and submission of record/write-up on time.
 Department shall conduct a test of 100 marks after the completion of all the experiments listed in the
syllabus.
 In a test, test write-up, conduction of experiment, acceptable result, and procedural knowledge will carry a
weightage of 60% and the rest 40% for viva-voce.
 The suitable rubrics can be designed to evaluate each student’s performance and learning ability.
 The marks scored shall be scaled down to 20 marks (40% of the maximum marks).
The Sum of scaled-down marks scored in the report write-up/journal and marks of a test is the total CIE marks
scored by the student.
Semester End Evaluation (SEE):
 SEE marks for the practical course are 50 Marks.
 SEE shall be conducted by the two examiners. One from the same institute as an internal examiner
and another from a different institute as an external examiner, appointed by the university.
 The examination schedule and names of examiners are informed to the university before the conduction of
the examination. These practical examinations are to be conducted between the schedule mentioned in the
academic calendar of the University.
 All laboratory experiments are to be included for practical examination.
 (Rubrics) Breakup of marks and the instructions printed on the cover page of the answer script to be
strictly adhered to by the examiners. OR based on the course requirement evaluation rubrics shall be

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 Template for Practical Course and if AEC is a practical Course Annexure-V

decided jointly by examiners.

 Students can pick one question (experiment) from the questions lot prepared by the examiners jointly.
 Evaluation of test write-up/ conduction procedure and result/viva will be conducted jointly by examiners.
 General rubrics suggested for SEE are mentioned here, writeup-20%, Conduction procedure and result in -60%,
Viva-voce 20% of maximum marks. SEE for practical shall be evaluated for 100 marks and scored marks shall
be scaled down to 50 marks (however, based on course type, rubrics shall be decided by the examiners)
 Change of experiment is allowed only once and 15% of Marks allotted to the procedure part are to be made
zero.
The minimum duration of SEE is 02 hours

Suggested Learning Resources:

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 Template for Practical Course and if AEC is a practical Course Annexure-V

Project on Renewable Energy Sources Semester VI

Course Code BEEL657D CIE Marks 50
Teaching Hours/Week (L:T:P: S) 0:0:2:0 SEE Marks 50
Credits 01 Exam Hours 02
Examination type (SEE) Practical
Course objectives:
 Along with prescribed hours of teaching –learning process, provide opportunity to perform the
experiments/programmes at their own time, at their own pace, at any place as per their convenience
and repeat any number of times to understand the concept.
 Provide unhindered access to perform whenever the students wish.
 Vary different parameters to study the behavior of the circuit without the risk of damaging
equipment/ deviceor injuring themselves.
Students can select appropriate projects with the approval of the guide. The projects be
application oriented and can be considered any of the following or any other.
 Automatic solar tracking system.
 Solar-based small traffic control system.
 Solar mobile charger.
 Vertical axis wind turbine system.
 Solar powered Smart irrigation system.
 Renewable energy-based home automation system.
 Domestic illumination using solar.
 Solar grass cutter.
 Solar UPS.
Course outcomes (Course Skill Set):
At the end of the course the student will be able to:
(1) Analyse in a systematic way, think better, and perform better.

Based on the ability/abilities of the student/s and recommendations of the mentor, a single discipline or a
multidisciplinary project under ability enhancement can be assigned to an individual student or to a group having
not more than 4 students.
Assessment Details (both CIE and SEE)
CIE procedure for project ability enhancement course:
(i) Single discipline: The CIE marks shall be awarded by a committee consisting of the Head of the concerned
Department and two senior faculty members of the Department, one of whom shall be the Guide.
The CIE marks awarded for the project work, shall be based on the evaluation of project report, project
presentation skill and question and answer session in the ratio 50:25:25.The marks awarded for the project report
shall be the same for all the batch mates.
(ii) Interdisciplinary: Continuous Internal Evaluation shall be group wise at the college level with the
participation of all the guides of the college.
The CIE marks awarded for the project, shall be based on the evaluation of project report, project presentation
skill and question and answer session in the ratio 50:25:25.The marks awarded for the project report shall be the
same for all the batch mates.
SEE for project:
(i) Single discipline: Contribution to the Mini-project and the performance of each group member shall be
assessed individually in the semester end examination (SEE) conducted at the department.
(ii) Interdisciplinary: Contribution to the Mini-project and the performance of each group member shall be
assessed individually in semester end examination (SEE) conducted separately at the departments to which the
student/s belong to.
The SEE marks awarded for the project, shall be based on the evaluation of project report, project presentation
skill and question and answer session in the ratio 50:25:25.The marks awarded for the project report shall be the
same for all the batch mates.

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 Template for Practical Course and if AEC is a practical Course Annexure-V

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The
minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50) and for the SEE minimum
passing mark is 35% of the maximum marks (18 out of 50 marks). A student shall be deemed to have satisfied the
academic requirements and earned the credits allotted to each subject/ course if the student secures a minimum of
40% (40 marks out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End
Examination) taken together.

Continuous Internal Evaluation (CIE):

CIE marks for the practical course are 50 Marks.
The split-up of CIE marks for record/ journal and test are in the ratio 60:40.
 Each experiment is to be evaluated for conduction with an observation sheet and record write-up. Rubrics for
the evaluation of the journal/write-up for hardware/software experiments are designed by the faculty who is
handling the laboratory session and are made known to students at the beginning of the practical session.
 Record should contain all the specified experiments in the syllabus and each experiment write-up will be
evaluated for 10 marks.
 Total marks scored by the students are scaled down to 30 marks (60% of maximum marks).
 Weightage to be given for neatness and submission of record/write-up on time.
 Department shall conduct a test of 100 marks after the completion of all the experiments listed in the
syllabus.
 In a test, test write-up, conduction of experiment, acceptable result, and procedural knowledge will carry a
weightage of 60% and the rest 40% for viva-voce.
 The suitable rubrics can be designed to evaluate each student’s performance and learning ability.
 The marks scored shall be scaled down to 20 marks (40% of the maximum marks).
The Sum of scaled-down marks scored in the report write-up/journal and marks of a test is the total CIE marks
scored by the student.
Semester End Evaluation (SEE):
 SEE marks for the practical course are 50 Marks.
 SEE shall be conducted by the two examiners. One from the same institute as an internal examiner
and another from a different institute as an external examiner, appointed by the university.
 The examination schedule and names of examiners are informed to the university before the conduction of
the examination. These practical examinations are to be conducted between the schedule mentioned in the
academic calendar of the University.
 All laboratory experiments are to be included for practical examination.
 (Rubrics) Breakup of marks and the instructions printed on the cover page of the answer script to be
strictly adhered to by the examiners. OR based on the course requirement evaluation rubrics shall be
decided jointly by examiners.
 Students can pick one question (experiment) from the questions lot prepared by the examiners jointly.
 Evaluation of test write-up/ conduction procedure and result/viva will be conducted jointly by examiners.
 General rubrics suggested for SEE are mentioned here, writeup-20%, Conduction procedure and result in -60%,
Viva-voce 20% of maximum marks. SEE for practical shall be evaluated for 100 marks and scored marks shall
be scaled down to 50 marks (however, based on course type, rubrics shall be decided by the examiners)
 Change of experiment is allowed only once and 15% of Marks allotted to the procedure part are to be made
zero.
The minimum duration of SEE is 02 hours

Suggested Learning Resources:

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 TEMPLATE for IPCC (26.04.2022) Annexure-III

Switchgear and Protection Semester VII

Course Code BEE701 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:2:0 SEE Marks 50
Total Hours of Pedagogy 40 hours Theory + 8-10 Lab slots Total Marks 100
Credits 04 Exam Hours 03
Examination nature (SEE)
Course objectives:
 To discuss performance of protective relays, components of protection scheme and relay
terminology.
 To explain Over current protection using electromagnetic and static relays and Over current
protective schemes and microprocessor -based Protective Relays.
 To discuss pilot protection; wire pilot relaying and carrier pilot relaying differential
protection, protection of generators, motors, Transformer and Bus Zone Protection.
 To explain the principle of circuit interruption and different types of circuit breakers.
 To describe the construction and operating principle of different types of fuses and to give the
definitions of different terminologies related to a fuse.
 Experimentally verify the characteristics of over current, over voltage, under voltage using
electromagnetic, static, distance and impedance relays.
 To discuss protection Against Over voltages and Gas Insulated Substation (GIS).
 To discuss the construction, operating principles and performance characteristics of protective
devices.
 To conduct experiments and verify the characteristics of electromechanical and
microprocessor based relays.
 To verify the operation of motor protection for different faults

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L) needs not to be only traditional lecture method, but alternative effective
teaching methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes
critical thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop
design thinking skills such as the ability to design, evaluate, generalize, and analyse
information rather than simply recall it.
6. Introduce Topics in manifold representations.
7. Show the different ways to solve the same problem with different circuits/logic and
encourage the students to come up with their own creative ways to solve them.
Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the students' understanding.
MODULE-1

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 TEMPLATE for IPCC (26.04.2022) Annexure-III

Introduction to Power System Protection: Need for protective schemes, Nature and Cause of
Faults, Types of Fault, Effects of Faults, Fault Statistics, Zones of Protection, Primary and
Backup Protection, Essential Qualities of Protection, Performance of Protective Relaying,
Classification of Protective Relays, Automatic Reclosing, Current Transformers for protection,
Voltage Transformers for Protection.
Relay Construction and Operating Principles: Introduction, Electromechanical Relays, Static
Relays – Merits and Demerits of Static Relays, Numerical Relays, Comparison between
Electromechanical Relays and Numerical Relays.
MODULE-2
Overcurrent Protection Introduction, Time – current Characteristics, Current Setting, Time
Setting. Overcurrent Protective Schemes, Reverse Power or Directional Relay, Protection of
Parallel Feeders, Protection of Ring Mains, Earth Fault and Phase Fault Protection, Combined
Earth Fault and Phase Fault Protective Scheme, Phase Fault Protective Scheme, Directional Earth
Fault Relay, Static Overcurrent Relays, Numerical Overcurrent Relays.

Microprocessor -based Protective Relays: Introduction, Overcurrent relays, Impedance relay,

Directional Relay, Reactance Relay.
MODULE-3
Pilot Relaying Schemes: Introduction, Wire Pilot Protection, Carrier Current Protection.
Differential Protection: Introduction, Differential Relays, Simple Differential Protection,
Percentage or Biased Differential Relay, Differential Protection of 3 Phase Circuits, Balanced
(Opposed) Voltage Differential Protection.
Rotating Machines Protection: Introduction, Protection of Generators.
Transformer and Bus zone Protection: Introduction, Transformer Protection, Buszone
Protection, Frame Leakage Protection.
MODULE-4
Circuit Breakers: Introduction, Fault Clearing Time of a Circuit Breaker, Arc Voltage, Arc
Interruption,Restriking Voltage and Recovery Voltage, Current Chopping, Interruption of
Capacitive Current, Classification of Circuit Breakers, Air – Break Circuit Breakers, Oil Circuit
Breakers, Air – Blast Circuit Breakers, SF6 Circuit Breakers, Vacuum Circuit Breakers, High
Voltage Direct Current Circuit Breakers, Rating of Circuit Breakers, Testing of Circuit Breakers.
MODULE-5
Fuses: Introductions, Definitions, Fuse Characteristics, Types of Fuses, Applications of HRC
Fuses, Selection of Fuses, Discrimination.
Protection against Over voltages: Causes of Overvoltages, Lightning phenomena, Wave Shape
of Voltage due to Lightning, Over Voltage due to Lightning, Klydonograph and Magnetic Link,
Protection of Transmission Lines against Direct Lightning Strokes, Protection of Stations and
Sub – Stations from Direct Strokes, Protection against Travelling Waves, Insulation
Coordination, Basic Impulse Insulation Level (BIL).
Modern Trends in Power System Protection: Introduction, gas insulated substation/switchgear
(GIS).
PRACTICAL COMPONENT OF IPCC
Sl.NO Experiments
Over Current Relay: (a) Inverse Definite Minimum Time (IDMT) Non - Directional
1
Characteristics (b) Directional Features (c) IDMT Directional.

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 TEMPLATE for IPCC (26.04.2022) Annexure-III

IDMT Characteristics of Over Voltage or Under Voltage Relay (Solid State or

2
Electromechanical type).

3 Operation of Negative Sequence Relay.

IDMT Characteristics of Over Voltage or Under Voltage Relay (Solid State or
4
Electromechanical type)

5 Operating Characteristics of Microprocessor Based (Numeric) Over –Current Relay

6 Operating Characteristics of Microprocessor Based (Numeric) Distance Relay.

7 Operating Characteristics of Microprocessor Based (Numeric) Over/Under Voltage Relay.

8 Generation Protection: Merz Price Scheme.

9 Feeder Protection against Faults.

Motor Protection against Faults.
10
Fuse Characteristics
11
Measurement of Breakdown Strength of Transformer Oil as per IS 1876 :2005
12
Field Mapping using Electrolytic Tank for any one of the following Models: Cable/
13
Capacitor/ Transmission Line/ Sphere Gap.
Course outcomes (Course Skill Set):
At the end of the course, the student will be able to:

1. Discuss performance of protective relays, components of protection scheme and relay

terminology over current protection.
2. Explain the working of distance relays and the effects of arc resistance, power swings,
line length and source impedance on performance of distance relays.
3. Discuss pilot protection, construction, operating principles and performance of differential
relays and discuss protection of generators, motors, transformer and Bus Zone Protection.
4. Explain the construction and operation of different types of circuit breakers.
5. Outline features of fuse, causes of over voltages and its protection, also modern trends
in Power System Protection.
6.Verify the characteristics of over current, over voltage, under voltage and negative sequence
relay both electromagnetic and static type.
7.Verify the characteristics of microprocessor based over current, over voltage, under voltage
relays and distance relay.
8. Demonstration of protective schemes for motor and feeders.
9.Outline features of fuse and fuse characteristics
10. Measure high AC and DC voltages and breakdown strength of transformer oil.
11. Draw electric field and measure the capacitance of different electrode configuration models.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The
minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50) and for the SEE minimum
passing mark is 35% of the maximum marks (18 out of 50 marks). The student is declared as a pass in the course if

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 TEMPLATE for IPCC (26.04.2022) Annexure-III

he/she secures a minimum of 40% (40 marks out of 100) in the sum total of the CIE (Continuous Internal
Evaluation) and SEE (Semester End Examination) taken together.

The IPCC means the practical portion integrated with the theory of the course. CIE marks for the theory
component are 25 marks and that for the practical component is 25 marks.
CIE for the theory component of the IPCC
 25 marks for the theory component are split into 15 marks for two Internal Assessment Tests (Two Tests,
each of 15 Marks with 01-hour duration, are to be conducted) and 10 marks for other assessment methods
mentioned in 22OB4.2. The first test at the end of 40-50% coverage of the syllabus and the second test after
covering 85-90% of the syllabus.
 Scaled-down marks of the sum of two tests and other assessment methods will be CIE marks for the theory
component of IPCC (that is for 25 marks).
 The student has to secure 40% of 25 marks to qualify in the CIE of the theory component of IPCC.
CIE for the practical component of the IPCC

 15 marks for the conduction of the experiment and preparation of laboratory record, and 10 marks for the
test to be conducted after the completion of all the laboratory sessions.
 On completion of every experiment/program in the laboratory, the students shall be evaluated including viva-
voce and marks shall be awarded on the same day.
 The CIE marks awarded in the case of the Practical component shall be based on the continuous evaluation of
the laboratory report. Each experiment report can be evaluated for 10 marks. Marks of all experiments’ write-
ups are added and scaled down to 15 marks.
 The laboratory test (duration 02/03 hours) after completion of all the experiments shall be conducted for 50
marks and scaled down to 10 marks.
 Scaled-down marks of write-up evaluations and tests added will be CIE marks for the laboratory component of
IPCC for 25 marks.
 The student has to secure 40% of 25 marks to qualify in the CIE of the practical component of the IPCC.
SEE for IPCC
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers for the
course (duration 03 hours)
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a maximum of 3
sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions for 100 marks, selecting one full question from each module.
4. Marks scored by the student shall be proportionally scaled down to 50 Marks
The theory portion of the IPCC shall be for both CIE and SEE, whereas the practical portion will have a CIE
component only. Questions mentioned in the SEE paper may include questions from the practical
component.
 The minimum marks to be secured in CIE to appear for SEE shall be 10 (40% of maximum marks-25) in
the theory component and 10 (40% of maximum marks -25) in the practical component. The laboratory
component of the IPCC shall be for CIE only. However, in SEE, the questions from the laboratory

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component shall be included. The maximum of 04/05 sub-questions are to be set from the practical
component of IPCC, the total marks of all questions should not be more than 20 marks.
 SEE will be conducted for 100 marks and students shall secure 35% of the maximum marks to qualify for
the SEE. Marks secured will be scaled down to 50.

 The student is declared as a pass in the course if he/she secures a minimum of 40% (40 marks out of 100)
in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken
together.
Suggested Learning Resources:
Text Books
1.Power System Protection and Switchgear Badri Ram, D.N. Vishwakarma McGraw Hill 2nd Edition
2. Power System Protection and Switchgear BhuvaneshOza et al McGraw Hill 1st Edition, 2010
Reference Books
1. Protection and Switchgear Bhavesh et al Oxford 1st Edition, 2011
2. Power System Switchgear and Protection N. Veerappan S.R. Krishnamurthy S. Chand 1 st
Edition, 2009
3. Fundamentals of Power System Protection Y.G.Paithankar S.R. Bhide PHI 1st Edition, 2009
Web links and Video Lectures (e-Resources):
 https://nptel.ac.in
 http:// acl.digimat.in/nptel/courses/video/108105017/108105017.html

Activity Based Learning (Suggested Activities in Class)/ Practical Based learning

Quizzes, Seminars
Visit substations
Industries related to manufacturing of relays and circuit breakers

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 34

B. E. ELECTRICAL AND ELECTRONICS ENGINEERING

CHOICE BASED CREDIT SYSTEM (CBCS) AND OUTCOME BASED EDUCATION (OBE)
SEMESTER – VII
INDUSTRIAL DRIVES AND APPLICATION (PCC)
Course Code BEE702 CIE Marks 50
Teaching Hours/Week (L:T:P) (3:0:0) SEE Marks 50
Credits 04 Exam Hours 03
Course Learning Objectives:
• To define electric drive, its parts, advantages and explain choice of electric drive.
• To explain dynamics and modes of operation of electric drives.
• To explain selection of motor power ratings and control of DC motor using rectifiers.
• To analyze the performance of induction motor drives under different conditions.
• To explain the control of induction motor, synchronous motor and stepper motor drives.
• To discuss typical applications electrical drives in the industry.
Module-1
Electrical Drives: Electrical Drives, Advantages of Electrical Drives. Parts of Electrical Drives, Choice of
Electrical Drives, Status of DC and AC Drives.
Dynamics of Electrical Drives: Fundamental Torque Equations, Speed Torque Conventions and Multi-quadrant
Operation. Equivalent values of Drive parameters, Components of Load Torques, Nature and Classification of
Load Torques, Calculation of Time and Energy Loss in Transient Operations, Steady State Stability, Load
Equalization.
Control Electrical Drives: Modes of Operation, Speed Control and Drive Classifications, Closed loop Control
of Drives. Phase locked Loop control (PLL)
Module-2
Direct Current Motor Drives: Controlled Rectifier Fed DC Drives, Single Phase Fully Controlled Rectifier
Control of DC Separately Excited Motor, Single Phase Half Controlled Rectifier Control of DC Separately
Excited Motor, Three Phase Fully Controlled Rectifier Control of DC Separately Excited Motor, Three Phase
Half Controlled Rectifier Control of DC Separately Excited Motor, Multi-quadrant Operation of DC Separately
Excited Motor Fed Form Fully Controlled Rectifier, Rectifier Control of DC Series Motor, Supply Harmonics,
Power Factor and Ripple in Motor Current, Chopper Control of Separately Excited DC Motor, Chopper Control
of Series Motor.
Module-3
Induction Motor Drives: Analysis and Performance of Three Phase Induction Motors, Operation with
Unbalanced Source Voltage and Single Phasing, Operation with Unbalanced Rotor Impedances, Analysis of
Induction Motor Fed From Non-Sinusoidal Voltage Supply, Starting, Braking, Transient Analysis. Speed Control
Techniques-Stator Voltage Control, Variable Voltage Frequency Control from Voltage Sources. Voltage
Source Inverter (VSI) Control, Cycloconverter Control, Closed Loop Speed Control and Converter Rating for
VSI and Cycloconverter Induction Motor Drives, Variable Frequency Control from a Current Source, Current
Source inverter (CSI) Control, Comparision of VSI and CSI, current regulated voltage source inverter control,
speed control of single phase induction motors.

Module-4
Synchronous Motor Drives: Operation from fixed frequency supply-starting, synchronous motor variable
speed drives, variable frequency control of multiple synchronous motors. Self-controlled synchronous motor
drive employing loadcommutated thyristor inverter, Starting Large Synchronous Machines, Permanent
Magnet ac (PMAC) Motor Drives, Sinusoidal PMAC Motor Drives, Brushless DC Motor Drives.
Stepper Motor Drives: Variable Reluctance, Permanent Magnet, Important Features of Stepper Motors, Torque
Versus Stepping rate Characteristics, Drive Circuits for Stepper Motor.

Module-5
Energy conservation in Electrical Drives: Losses in electrical drive system, Measures for energy conservation
in Electrical drives, Energy efficient operation of drive, use of right rating motors, improvement of quality of
supply.
Solar powered Drives: Solar powered pump drives, solar powered Electric vehicles.
Industrial Drives: Textile Mills, Steel Rolling Mills, Cranes and Hoists, Machine Tools, use of single to three
phase semiconductor converters in rural applications.

@#05052024
 35

Course Outcomes: At the end of the course the student will be able to:
• Explain the advantages, choice and control of electric drive
• Explain the dynamics, generating and motoring modes of operation of electric drives
• Analyze the performance & control of DC motor drives and AC motor drives using controlled rectifiers.
• Analyze the solar powered drives.
• Explain the application of drives in industry and in rural areas.

Question paper pattern:

 The question paper will have ten full questions carrying equal marks.
 Each full question will be for 20 marks.
 There will be two full questions (with a maximum of four sub- questions) from each module.
 Each full question will have sub- question covering all the topics under a module.
 The students will have to answer five full questions, selecting one full question from each module.

Sl Name of the
Title of the Book Name of the Author/s Edition and Year
No Publisher
Textbooks
1 Fundamentals of Electrical Drives Gopal K. Dubey Narosa 2nd Edition, 2001
Publishing
2 Electrical Drives: Concepts and VedumSubrahmanyam McGraw Hill 2nd Edition, 2011
Applications (Refer to chapter 07 for
Industrial Drives
Reference Books
1 Electric Drives N.K De,P.K. Sen PHI Learning 1st Edition, 2009

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 TEMPLATE for IPCC (26.04.2022) Annexure-III

POWER SYSTEM ANALYSIS II Semester VII

Course Code BEE 703 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:2:0 SEE Marks 50
Total Hours of Pedagogy 40 hours Theory + 8-10 Lab slots Total Marks 100
Credits 04 Exam Hours 03
Examination nature (SEE) Theory
Course objectives:
 To explain formulation of network models and bus admittance matrix for solving load flow problems.
 To discuss optimal operation of generators on a bus bar and optimum generation
scheduling.
 To explain symmetrical fault analysis and algorithm for short circuit studies.
 To explain formulation of bus impedance matrix for the use in short circuit studies on power systems.
 To explain numerical solution of swing equation for multi-machine stability.
 To develop admittance and impedance matrices of interconnected power systems.
 To explain the use of suitable standard software package.
 To solve power flow problem for simple power
systems.
 To perform fault studies for simple radial power
systems.
 To study optimal generation scheduling problems for thermal power plants.
Teaching-Learning Process (General Instructions)
These are sample Strategies; which teachers can use to accelerate the attainment for various course outcomes.
1. Lecturermethod (L) needs not to be only tradition lecture method, but alternative effective teaching
methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes critical thinking.
5. Adopt Problem Based Learning(PBL), which fosters students ‘Analytical skills, develop design thinking
Skill such as the ability to design, evaluates, generalize, and analyze information rather than simply recall it.
6. Introduce Topics in manifold representations.
7. Show the different ways to solve the same problem with different circuits/logic and encourage the students
to come up with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world-and when that's possible, it helps improve
the students understanding.
MODULE-1
Network Topology: Introduction and basic definitions of Elementary graph theory Tree, cut-set,
loop.Formation of Incidence Matrices. Primitive network-Impedance form and admittance form, Formation of
YBus by Singular Transformation. Ybus by Inspection Method. Illustrative examples.
MODULE-2
Load Flow Studies: Introduction, Classification of buses. Power flow equation, Operating Constraints, Data
For Load flow, Gauss Seidal iterative method. Illustrative examples.
MODULE-3
Load Flow Studies(continued):Newton-Raphson method derivation in Polar form, Fast decoupled load
flowmethod, Flow charts of LFmethods. Comparison of Load Flow Methods. Illustrative examples

MODULE-4
Economic Operation of Power System: Introduction and Performance curves Economic generation
Scheduling neglecting losses and generator limits Economic generation scheduling including generator limits
and neglecting losses Economic dispatch including transmission losses Derivation of transmission loss
formula.Illustrative examples.
Unit Commitment: Introduction, Constraints and unit commitment solution by prior list method and
dynamic forward DP approach (Flow chart and Algorithm only).

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 TEMPLATE for IPCC (26.04.2022) Annexure-III

MODULE-5
Symmetrical Fault Analysis: Z Bus Formulation by Step by stepbuilding algorithm without mutual
Coupling between the elements by addition of link and addition of branch. Illustrative examples. Zbus
Algorithm for Short Circuit Studies excluding numerical.
Power System Stability: Numerical Solution of Swing Equation by Point by Pointmethod and Runge Kutta
Method. Illustrative examples

PRACTICAL COMPONENT OF IPCC

Sl.NO Experiments
1 To obtain Swing Curve and to Determine Critical Clearing Time, Regulation, Inertia
Constant/Line Parameters /Fault Location/Clearing Time/Pre-Fault Electrical Output for a
Single Machine connected to Infinite Bus through a Pair of identical Transmission Lines
Under 3-Phase Fault On One of the two Lines.
2 Y-Bus Formation for Power Systems with and without Mutual Coupling, by Singular
Transformation
3 Y-Bus Formation for Power Systems without Mutual Coupling, by Inspection method

4 Formation of Z-Bus (without mutual coupling) using Z-Bus Building Algorithm.

5 Formation of Jacobian matrix in Polar Coordinates, for a System having less than 4 Buses.

6 Determination of Bus Currents, Bus Power and Line Flows, for a Specified System Voltage.

7 Load Flow Analysis using Gauss Siedal Method for the system with both PQ buses and PV
Buses. By simulation
8 Load Flow Analysis using NR Method and Fast Decoupled Method for the system with both
PQ buses and PV Buses. By simulation
9 Write a program to generate unit commitment schedule for a system with three units using
priority listing method (priority based on least cost).
10 Optimal Generation Scheduling for Thermal power plants by simulation.

Course outcomes (Course Skill Set):

At the end of the course, the student will be able to:

 Formulate network matrices and models for solving load flow problems.
 Perform steady state power flow analysis of power systems using numerical iterative
techniques. Solve issues of economic load dispatch and unit commitment problems.
 Analyse short circuit faults in power system networks using bus impedance
matrix. Apply Point by Point method and Runge Kutta Method to solve
Swing Equation.
 Develop programs toformulate bus admittance and bus impedance matrices of inter connected power
systems.
 Use suitable package to solve power flow problem for simple power systems.
 Use of suitable package to study optimal generation scheduling problems for thermal power plants.

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The
minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50) and for the SEE minimum

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 TEMPLATE for IPCC (26.04.2022) Annexure-III

passing mark is 35% of the maximum marks (18 out of 50 marks). The student is declared as a pass in the course if
he/she secures a minimum of 40% (40 marks out of 100) in the sum total of the CIE (Continuous Internal
Evaluation) and SEE (Semester End Examination) taken together.

The IPCC means the practical portion integrated with the theory of the course. CIE marks for the theory component
are 25 marks and that for the practical component is 25 marks.
CIE for the theory component of the IPCC
 25 marks for the theory component are split into 15 marks for two Internal Assessment Tests (Two Tests,
each of 15 Marks with 01-hour duration, are to be conducted) and 10 marks for other assessment methods
mentioned in 22OB4.2. The first test at the end of 40-50% coverage of the syllabus and the second test after
covering 85-90% of the syllabus.
 Scaled-down marks of the sum of two tests and other assessment methods will be CIE marks for the theory
component of IPCC (that is for 25 marks).
 The student has to secure 40% of 25 marks to qualify in the CIE of the theory component of IPCC.
CIE for the practical component of the IPCC

 15 marks for the conduction of the experiment and preparation of laboratory record, and 10 marks for the
test to be conducted after the completion of all the laboratory sessions.
 On completion of every experiment/program in the laboratory, the students shall be evaluated including viva-
voce and marks shall be awarded on the same day.
 The CIE marks awarded in the case of the Practical component shall be based on the continuous evaluation of
the laboratory report. Each experiment report can be evaluated for 10 marks. Marks of all experiments’ write-
ups are added and scaled down to 15 marks.
 The laboratory test (duration 02/03 hours) after completion of all the experiments shall be conducted for 50
marks and scaled down to 10 marks.
 Scaled-down marks of write-up evaluations and tests added will be CIE marks for the laboratory component of
IPCC for 25 marks.
 The student has to secure 40% of 25 marks to qualify in the CIE of the practical component of the IPCC.
SEE for IPCC
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers for the
course (duration 03 hours)
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a maximum of 3
sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
4. Marks scored by the student shall be proportionally scaled down to 50 Marks
The theory portion of the IPCC shall be for both CIE and SEE, whereas the practical portion will have a CIE
component only. Questions mentioned in the SEE paper may include questions from the practical
component.
 The minimum marks to be secured in CIE to appear for SEE shall be 10 (40% of maximum marks-25) in the
theory component and 10 (40% of maximum marks -25) in the practical component. The laboratory

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 TEMPLATE for IPCC (26.04.2022) Annexure-III

component of the IPCC shall be for CIE only. However, in SEE, the questions from the laboratory
component shall be included. The maximum of 04/05 sub-questions are to be set from the practical
component of IPCC, the total marks of all questions should not be more than 20 marks.
 SEE will be conducted for 100 marks and students shall secure 35% of the maximum marks to qualify for
the SEE. Marks secured will be scaled down to 50.

 The student is declared as a pass in the course if he/she secures a minimum of 40% (40 marks out of 100)
in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken
together.
Suggested Learning Resources:
Books
1. Modern Power System Analysis, D P Kothari, I J Nagrath, McGraw Hill, 4th Edition, 2011.
2. Computer Methods in Power Systems Analysis, Glenn W. Stagg, Ahmed H Ei- Abiad, Scientific
International, Pvt. Ltd,1stEdition, 2019.
3. Power Generation Operation and Control, AllenJ Wood etal, Wiley, 2nd Edition, 2016.
4. Computer Techniques in Power System Analysis, M.A. Pai,McGraw Hill, 2ndEdition, 2012.
5. Power System Analysis, Hadi Saadat, McGraw Hill, 2nd Edition, 2002.

Web links and Video Lectures (e-Resources):

https://nptel.ac.in/courses/108102047
https://nptel.ac.in/courses/108105067
https://nptel.ac.in/courses/108104051

Activity Based Learning (Suggested Activities in Class)/ Practical Based learning

Activity Based Learning, Quizzes, Seminars

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 Annexure-II 1

Power System Operation and Control Semester VII

Course Code BEE714A CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Examination type (SEE) Theory


 Course objectives:
 To describe various levels of controls in power systems and the vulnerability of the system.
 To explain components, architecture and configuration of SCADA.
 To explain basic generator control loops, functions of Automatic generation control, speed
governors and mathematical models of Automatic Load Frequency Control
 To explain automatic generation control, voltage and reactive power control in an interconnected
power system.
 To explain reliability and contingency analysis, state estimation and related issues.
Teaching-Learning Process (General Instructions)
These are sample Strategies, which teacher can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L)needs not to be only traditional lecture method, but alternative effective teaching
methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes critical
thinking.
5.Adopt Problem Based Learning(PBL),which fosters students’ Analytical skills, develop design
thinking skills
Such as the ability to design, evaluate, generalize, andanalyzeinformation rather than simply recall it.
6. Introduce Topics in manifold representations.
7. Show the different ways to solve the same problem with different circuits/logic and encourage the
students to come up with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world -and when that's possible, it helps
improve the students' understanding.
Module-1
Introduction: Operating States of Power System, Objectives of Control, Key Concepts of Reliable
Operation, Preventive and Emergency Controls, Energy Management Centers.
Supervisory Control and Data acquisition (SCADA): Introduction, components, applicationin Power
System, basic functions and advantages. Building blocks of SCADA system, components of RTU,
communication subsystem, IED functional block diagram.
Classification of SCADA system: Single master–single remote; Single master–multiple RTU; Multiple
master–multiple RTUs; and Singlemaster, multiple submaster, multiple remote.
Module-2
Automatic Generation Control(AGC): Introduction, Schematic diagram of load frequency and
excitationvoltage regulators of turbo generators.
Load frequency control(Single area case), Turbine speed governing system, Model of speed
governing system, Turbine model, Generator load model, Complete block diagram ofRepresentationof
load frequency control of an isolated power system, Steady state analysis, Control area concept,
Proportional plus Integral Controller
Module-3
Automatic Generation Control in Interconnected Power system:Two real load frequency control,
Optimal(Two area) load frequency control by state variable, Automatic voltage control, Load frequency
control with generation rate constraints (GRCs), Speed governorand its effect on AGC, Digital
lLFControllers, Decentralized control.

Module-4

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 Annexure-II 2

Control of Voltage and Reactive Power: Introduction, Generation and absorption of reactive power,
RelationBetween voltage, power and reactive power at a node, Methods of voltage control, Injection of
reactive power, Shunt capacitors and reactors, Series capacitors, Synchronous compensators, Series
injection.Tap changing transformers. Combined use of tap changing transformers and reactive power
injection, Booster transformers, Phase shift transformers, Voltage collapse.
Module-5
Power System Security: Introduction, Factors affecting power system security, Contingency Analysis,
Linear Sensitivity Factors, AC powerflow methods, Contingency Selection and Ranking.
State estimation of Power Systems: Introduction, Linear Least Square Estimation.
Course outcome(Course Skill Set)
At the end of the course the student will be able to:
(1)Describe various levels of controls in power systems, architecture and configuration of SCADA.
(2)Develop and analyse mathematical models of Automatic Load Frequency Control.
(3)Develop mathematical model of Automatic Generation Control in Interconnected Power system.
(4)Discuss the Control of Voltage, Reactive Power and Voltage collapse.
(5)Explainsecurity, contingency analysis, and state estimation of power systems.

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 Annexure-II 3

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50)
and for the SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). The
student is declared as a pass in the course if he/she secures a minimum of 40% (40 marks out of
100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End
Examination) taken together.

Continuous Internal Evaluation:

 There are 25 marks for the CIE's Assignment component and 25 for the Internal Assessment
Test component.
 Each test shall be conducted for 25 marks. The first test will be administered after 40-50% of
the coverage of the syllabus, and the second test will be administered after 85-90% of the
coverage of the syllabus. The average of the two tests shall be scaled down to 25 marks
 Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based then
only one assignment for the course shall be planned. The schedule for assignments shall be
planned properly by the course teacher. The teacher should not conduct two assignments at the
end of the semester if two assignments are planned. Each assignment shall be conducted for 25
marks. (If two assignments are conducted then the sum of the two assignments shall be scaled
down to 25 marks)
 The final CIE marks of the course out of 50 will be the sum of the scale-down marks of tests and
assignment/s marks.
Internal Assessment Test question paper is designed to attain the different levels of Bloom’s taxonomy
as per the outcome defined for the course.

Semester-End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers for
the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a maximum
of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions for 100 marks, selecting one full question from each
module.
4. Marks scored shall be proportionally reduced to 50 marks.
Suggested Learning Resources:
Books
1. Power System Operation and Control, K. Uma Rao, Wiley, 1st Edition, 2012.
2. Modern Power System Analysis, D. P.Kothari, McGraw Hill, 4thEdition, 2011.
3. Power Generation Operation and Control, Allen J Woodetal, Wiley, 2nd Edition, 2003.
4. Electric Power Systems, B M Weedy, B J Cory, Wiley. 4th Edition, 2012.

Web links and Video Lectures (e-Resources):

 https://nptel.ac.in/courses/108101040
 https://nptel.ac.in/courses/108104052
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
 Seminar, Quizzes

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 Annexure-II 1

Electric Motor and Control for Electric Vehicles Semester VII

Course Code BEE714B CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Examination type (SEE) Theory
Course objectives:
 To Understand requirement of EV motors
 To Understand suitability of electric motor and their control.
 To Understand speed control of Induction motor.
Module-1
Introduction to Electric Vehicle: Motor Drive Technologies, Requirements of EV motors,
comparison with Industrial Motors, Classification of EV Motors, commutator motors and
commutator-less motors and further classification.
Module-2
DC Motor: Types of DC motors. Construction & working Principle, DC motor starters:
Necessity, two point and three point starters. Speed control of DC shunt and series motor: Flux
and Armature control. Regenerative Braking.
Module-3
Induction Motors: Three phase induction motors, working principle: production of rotating
magnetic field, Synchronous speed, rotor speed and slip. Constructional details of 3 phase
induction motors: Squirrel cage induction motor and Slip ring induction motor. Characteristics
of torque versus slip (speed), Torques: starting, full load and maximum with relations among
them. Single phase induction motors, construction and working.
Module-4
Starters: need and types; stator resistance, auto transformer, star delta, rotor resistance and soft
starters. Speed control methods: stator voltage, pole changing, rotor resistance and VVVF. Motor
selection for different applications as per the load torque-speed requirements. Maintenance of
three phase induction motors.
Module-5
Other Motors used in Electric Vehicles: Construction and working of Permanent Magnet
Synchronous Motor (PMSM), Switched Reluctance Motors (SRM), Brushless DC Motor
Course outcome (Course Skill Set)
At the end of the course, the student will be able to :
1. Describe about the motor & device characteristics & parameters
2. Explain about various electric drive concepts
3. Explain about Single and Three phase Induction motor
4. Understand the AC drive mechanism
5. Explain about drives for Electric vehicles.

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 Annexure-II 2

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50)
and for the SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). The
student is declared as a pass in the course if he/she secures a minimum of 40% (40 marks out of
100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End
Examination) taken together.

Continuous Internal Evaluation:

 There are 25 marks for the CIE's Assignment component and 25 for the Internal Assessment
Test component.
 Each test shall be conducted for 25 marks. The first test will be administered after 40-50% of
the coverage of the syllabus, and the second test will be administered after 85-90% of the
coverage of the syllabus. The average of the two tests shall be scaled down to 25 marks
 Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based then
only one assignment for the course shall be planned. The schedule for assignments shall be
planned properly by the course teacher. The teacher should not conduct two assignments at the
end of the semester if two assignments are planned. Each assignment shall be conducted for 25
marks. (If two assignments are conducted then the sum of the two assignments shall be scaled
down to 25 marks)
 The final CIE marks of the course out of 50 will be the sum of the scale-down marks of tests and
assignment/s marks.
Internal Assessment Test question paper is designed to attain the different levels of Bloom’s taxonomy
as per the outcome defined for the course.

Semester-End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers for
the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a maximum
of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
4. Marks scored shall be proportionally reduced to 50 marks.

Suggested Learning Resources:

Books
1. G.C. Garg & P.S. Bimbhra, Electrical Machines, Vol-I, II, Khanna Book Publishing House
2. Mittle, V.N. and Mittle, Arvind., Basic Electrical Engineering, McGraw Hill Education,
New Delhi,
3. Kothari, D. P. and Nagrath, I. J., Electrical Machines, McGraw Hill Education. New Delhi,
4. Mehta, V. K. and Mehta, Rohit, Principles of Electrical Machines, S. Chand and Co. Ltd.,
New Delhi

Web links and Video Lectures (e-Resources):

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 Annexure-II 3

 .

Activity Based Learning (Suggested Activities in Class)/ Practical Based learning



@#05052024 3
 Annexure-II

Programmable Logic Controllers Semester VII

Course Code BEE714C CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Examination type (SEE) Theory
Course objectives:
(1) To explain advantages and disadvantages, main parts and their functions, basic sequence of operation of
PLC.
(2) To describe the hardware components: I/O modules, CPU, memory devices, other support devices and the
functions of PLC memory map.
(3) To describe program scan sequence, the communication of information to the PLC using different
languages, internal relay instruction.
(4) To explain identification of common operating modes found in PLCs, writing and entering the ladder logic
programs.
(5) To define the functions of Relays, Contactors, Motor Starters, Switches, Sensors, Output Control Devices,
Seal-In Circuits and Latching Relays.
(6) To explain conversion of relay schematics into PLC ladder logic programs and writing PLC programs
directly from narrative descriptions.
(7) To explain the functions of PLC counter instructions, applying combinations of counters and timers to
control systems.
(8) To describe the function of selectable timed interrupt and fault routine files and use of temporary end
instruction.
(9) To explain the execution of data transfer instructions, interruption of data transfer and data compare
instructions.
(10) To explain the basic operation of PLC closed-loop control system, various forms of mechanical sequencers
and their operations.
(11) To describe the operation of bit and word shift registers and develop programs that use shift registers.
(12) To discuss the operation of various processes, structures of control systems and the method of
communication between different industrial processes.
Teaching-Learning Process (General Instructions)
These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1 Lecturer method (L) needs not to be only traditional lecture method, but alternative effective teaching
methods could be adopted to attain the outcomes.
2 Use of Video/Animation to explain functioning of various concepts.
3 Encourage collaborative (Group Learning) Learning in the class.
4 Ask at least three HOT (Higher order Thinking) questions in the class, which promotes critical thinking.
5 Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop design thinking skills
such as the ability to design, evaluate, generalize, and analyse information rather than simply recall it.
6 Introduce Topics in manifold representations.
7 Show the different ways to solve the same problem with different circuits/logic and encourage the students
to come up with their own creative ways to solve them.
8 Discuss how every concept can be applied to the real world - and when that's possible, it helps improve the
students' understanding.
Module-1
Programmable Logic Controllers: Introduction, Parts of a PLC, Principles of Operation, Modifying the
Operation, PLCs versus Computers, PLC Size and Application.
PLC Hardware Components: The I/O Section, Discrete I/O Modules, Analog I/O Modules, Special I/O Modules,
I/O Specifications, The Central Processing Unit (CPU), Memory Design, Memory Types, Programming Terminal
Devices, Recording and Retrieving Data, Human Machine Interfaces (HMIs)
Basics of PLC Programming: Processor Memory Organization, Program Scan, PLC Programming Languages,
Relay-Type Instructions, Instruction Addressing, Branch Instructions, Internal Relay Instructions, Programming
Examine If Closed and Examine If Open Instructions, Entering the Ladder Diagram, Modes of Operation.

@#05052024 1
 Annexure-II

Module-2
Developing Fundamental PLC Wiring Diagrams and Ladder Logic Programs: Electromagnetic Control
Relays, Contactors, Motor Starters, Manually Operated Switches, Mechanically Operated Switches, Sensors,
Output Control Devices, Seal-In Circuits, Latching Relays, Converting Relay Schematics into PLC Ladder
Programs, Writing a Ladder Logic Program Directly from a Narrative Description.
Programming Timers: Mechanical Timing Relays, Timer Instructions, On-Delay Timer Instruction, Off-Delay
Timer Instruction, Retentive Timer, Cascading Timers.
Module-3
Programming Counters: Counter Instructions, Up-Counter, Down-Counter, Cascading Counters, Incremental
Encoder-Counter Applications, Combining Counter and Timer Functions.
Program Control Instructions: Master Control Reset Instruction, Jump Instruction, Subroutine Functions,
Immediate Input and Immediate Output Instructions, Forcing External I/O Addresses, Safety Circuitry,
Selectable Timed Interrupt, Fault Routine, Temporary End Instruction, Suspend Instruction
Module-4
Data Manipulation Instructions: Data Manipulation, Data Transfer Operations, Data Compare Instructions,
Data Manipulation Programs, Numerical Data I/O Interfaces, Closed-Loop Control.
Math Instructions: Math Instructions, Addition Instruction, Subtraction Instruction, Multiplication
Instruction, Division Instruction, Other Word-Level Math Instructions, File Arithmetic Operations
Module-5
Sequencer and Shift Register Instructions: Mechanical Sequencers, Sequencer Instructions, Sequencer
Programs, Bit Shift Registers, Word Shift Operations.
Process Control, Network Systems, and SCADA: Types of Processes, Structure of Control Systems, On/Off
Control, PID Control, Motion Control, Data Communications, Supervisory
Control and Data Acquisition (SCADA).
Course outcome (Course Skill Set)
At the end of the course the student will be able to:
1. Describe the hardware components of PLC: I/O modules, CPU, memory devices, other support
devices,operating modes and PLC programming.
2. Develop Fundamental PLC Wiring Diagrams and Ladder Logic Programs
3. Describe the operation of different program control instructions.
4. Discuss the execution of data transfer instructions, data compare instructions and the basic operation
of PLC closed-loop control system.
5. Describe the operation of mechanical sequencers, bit and word shift registers, processes and structure of
control systems and communication between the processes.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50) and
for the SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). The student
is declared as a pass in the course if he/she secures a minimum of 40% (40 marks out of 100) in the
sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken
together.

@#05052024 2
 Annexure-II

Continuous Internal Evaluation:

 There are 25 marks for the CIE's Assignment component and 25 for the Internal Assessment Test
component.
 Each test shall be conducted for 25 marks. The first test will be administered after 40-50% of the
coverage of the syllabus, and the second test will be administered after 85-90% of the coverage of
the syllabus. The average of the two tests shall be scaled down to 25 marks
 Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based then
only one assignment for the course shall be planned. The schedule for assignments shall be
planned properly by the course teacher. The teacher should not conduct two assignments at the
end of the semester if two assignments are planned. Each assignment shall be conducted for 25
marks. (If two assignments are conducted then the sum of the two assignments shall be scaled
down to 25 marks)
 The final CIE marks of the course out of 50 will be the sum of the scale-down marks of tests and
assignment/s marks.
Internal Assessment Test question paper is designed to attain the different levels of Bloom’s taxonomy
as per the outcome defined for the course.

Semester-End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers for
the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a maximum
of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
4. Marks scored shall be proportionally reduced to 50 marks.
Suggested Learning Resources:
Books
Textbook
1. Programmable Logic Controllers, Frank D Petruzella, McGraw Hill, 4th Edition, 2011
Reference Books
1. Programmable Logic Controllers anEngineer’s Guide, E A Parr Newnes, 3rd Edition, 2013
2. Introduction Programmable LogicControllers, Gary Dunning, Cengage, 3rd Edition, 2006
Web links and Video Lectures (e-Resources):

@#05052024 3
 BIG DATA ANALYTICS IN POWER SYSTEMS (PROFESSIONAL ELECTIVE)
Course Code BEE714D CIE Marks 50
Teaching Hours/Week (L:T:P) (3:0:0) SEE Marks 50
Credits 03 Exam Hours 03

Course objectives:
 To define big data and to explain big data application and analytics to power systems.
 To explain the role of big data in smart grid communications and optimization of big data in electric
power systems.
 To explain security methods for the infrastructure communication and data mining methods for theft
detection in power systems.
 To explain the application of unit commitment method in the control of smart grid.
 To explain protection algorithm for transformer based on data pattern recognition

Module-1
Introduction: Big Data, Future Power Systems.
Big Data Application and Analytics in a Large - Scale Power System: Introduction, General Applications
of Big Data, Algorithms for Processing Big Data, Application of Big Data in Power Systems.
Module-2
Role of Big Data in Smart Grid Communications: Introduction, The Grid Modernization, The Grid
Interconnection with the Internet of Things, Data Traffic Pattern in a Smart Grid Environment, The Massive
Flow of Information in a Smart Scenario ,The Volume of Generated Data in a Smart Distribution System: A
Case of Study.
Big Data Optimization in Electric Power Systems: Introduction, Background, Scientometric Analysis of
Big Data, Big Data and Power Systems, Optimization Techniques Used in the Big Data Analysis.
Module-3
Security Methods for Critical Infrastructure Communications: Introduction, Effects of Successful
Communication System Threats, General Communication System Operations, Industrial Control Networks
and Operations, High-Level Communication System Threats, Cyber Threats and Security.
Data - Mining Methods for Electricity Theft Detection: Introduction, Transmission and Distribution
System Losses, Electricity Theft Methods, Data Mining and Electricity Theft, Issues and Directions in
Electricity Theft-Related Data-Mining Research.
Module-4
Unit Commitment Control of Smart Grids: Introduction, Renewable Energy Resources, The Unit
Commitment Problem, A Multi-agent Architecture, Illustrative Example.
Module-5
Transformer Differential Protection Algorithm Based on Data Pattern Recognition: Big Data and Power
System Protection, Methods for Differential Protection Blocking, Principal Component Analysis,
Curvilinear Component Analysis (CCA), PCA Applied to Discriminate Between Inrush and Fault, Currents
in Transformers, Application of the CCA as a Base for a Differential Protection System Under Study,
Results.

Course outcomes:
At the end of the course the student will be able to:
 Discuss role of big data and machine-learning methods applicable to power systems and in particular to
Smart Grid communications.
 Discuss optimization methods which are suitable for big data models in power systems.

@#05052024
  Discuss various cyber security issues, electricity theft detection and mitigation that exist in IoT-enabled
future power systems.
 Discuss renewable energy planning concerns associated with planned future power systems that have high
renewable penetration.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50)
and for the SEE minimum passing mark is 35% of the maximum marks(18 out of 50 marks). The
student is declared as a pass in the course if he/she secures a minimum of 40% (40 marks out of
100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End
Examination) taken together.

Continuous Internal Evaluation:

 There are 25 marks for the CIE's Assignment component and 25 for the Internal Assessment
Test component.
 Each test shall be conducted for 25 marks. The first test will be administered after 40-50% of
the coverage of the syllabus, and the second test will be administered after 85-90% of the
coverage of the syllabus. The average of the two tests shall be scaled down to 25 marks
 Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based then
only one assignment for the course shall be planned. The schedule for assignments shall be
planned properly by the course teacher. The teacher should not conduct two assignments at the
end of the semester if two assignments are planned. Each assignment shall be conducted for 25
marks. (If two assignments are conducted then the sum of the two assignments shall be scaled
down to 25 marks)
 The final CIE marks of the course out of 50 will be the sum of the scale-down marks of tests and
assignment/s marks.
Internal Assessment Test question paper is designed to attain the different levels of Bloom’s taxonomy
as per the outcome defined for the course.

Semester-End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers for
the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a maximum
of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions(for 100 marks), selecting one full question from each
module.
4. Marks scored shall be proportionally reduced to 50 marks.

Sl No Title of the Book Name of the Author/s Name of the Publisher Edition and Year
Textbook
1 Big Data Analytics in Ahmed F. Zobaa and CRC Press 2019. 2019.
Future Power Systems Trevor J. Bihl

@#05052024
@#05052024
 Annexure-II 1

ELECTRIC VEHICLE TECHNOLOGIES Semester VII

Course Code BEE755A CIE Marks 50
Teaching Hours/Week (L:T:P: S) 2:2:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Examination type (SEE) Theory
Course objectives:
• To understand the workingof ElectricVehicles and recent trends.
• To design Hybrid Electric Drive Train
• To design converters for battery charging
• To analyze different power grid used for electric vehicle application.
• To develop the modes of control for electrical vehicles
Teaching-Learning Process (General Instructions)
These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Chalk and Talk
2. PPT
3. Demo

Module-1
Electric and Hybrid Electric Vehicles:
History of Electric Vehicles, Hybrid Electric Vehicles, Fuel Cell Vehicles, Performance of EVs -
Traction Motor Characteristics, Tractive Effort and Transmission Requirement, Vehicle performance,
Energy Consumption
Hybrid Electric Vehicles Concept of Hybrid Electric Drive Trains, Architectures of Hybrid Electric
Drive Trains
Module-2
Design Principle of Series and parallel Hybrid Electric Drive Train
Operation Patterns, Control Strategies-Max. SOC-of-PPS and Engine On–Off
Series Hybrid Electric Drive Train Design Electrical Coupling Device, Power Rating Design of the
Traction Motor, Power Rating Design of the Engine/Generator, Design of PPS, Power Capacity of PPS,
Energy Capacity of PPS.
Parallel Hybrid Electric Drive Train Design
Drive Train Configuration and Design Objectives, Control Strategies, Max. SOC-of-PPS Control
Strategy Engine On–Off (Thermostat) Control Strategy, Constrained Engine On–Off Control Strategy.
Module-3
Batteries in Electric and Hybrid vehicles
Basics of Battery-Battery cell Structure and Chemical reactions. Battery Parameters -Battery capacity,
Open circuit voltage, Terminal voltage, Practical capacity, Discharge rate, State of charge, Battery
energy, Battery power, Specific power,
Fuel Cells
Operating Principles, Fuel Cell System Characteristics, Fuel Cell Technologies, Proton Exchange
Membrane Fuel Cells (PEMFC)Types of fuel cells-Alkaline,, Phosphoric Acid, Molten Carbonate, Solid
Oxide, Direct Methanol.
Module-4
Power Grid of Electric Vehicles
Vehicle grid interface -electric vehicle charging -dc fast chargers,480 V Fast Charger, MV Fast Charger,
Electric vehicle Charging station, Grid impact of fast chargers, Electric vehicles in micro grids. Micro
grid and controls --Primary- and Secondary-Level Controls, Droop-Based Controls, Oscillator-Based
Controls, Tertiary control,V2h and h2V power converter, Solar generation Integration with electric
Vehicles --Coordinated Control of Solar PV Generation, Storage and PEV
Module-5

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 Annexure-II 2

Strategy of Hybrid Vehicle Control

vehicle supervisory controller, Mode selection strategy--Mechanical power-split hybrid modes,
Electric Only (Low Speeds, Reverse, Battery Charging), Parallel Mode, Power-Split Mode, Engine Brake
Mode, Regeneration mode. Modal control strategies --series and parallel control.
Course outcome (Course Skill Set)
At the end of the course, the student will be able to :
• Explain the working of Electric Vehicles and recent trends.
• Design Hybrid Electric Drive Train
• Develop a converters for battery charging
• Different power grid used for electric vehicle application.
• Develop the modes of control for electrical vehicles.

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50)
and for the SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). The
student is declared as a pass in the course if he/she secures a minimum of 40% (40 marks out of
100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End
Examination) taken together.

Continuous Internal Evaluation:

 There are 25 marks for the CIE's Assignment component and 25 for the Internal Assessment
Test component.
 Each test shall be conducted for 25 marks. The first test will be administered after 40-50% of
the coverage of the syllabus, and the second test will be administered after 85-90% of the
coverage of the syllabus. The average of the two tests shall be scaled down to 25 marks
 Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based then
only one assignment for the course shall be planned. The schedule for assignments shall be
planned properly by the course teacher. The teacher should not conduct two assignments at the
end of the semester if two assignments are planned. Each assignment shall be conducted for 25
marks. (If two assignments are conducted then the sum of the two assignments shall be scaled
down to 25 marks)
 The final CIE marks of the course out of 50 will be the sum of the scale-down marks of tests and
assignment/s marks.
Internal Assessment Test question paper is designed to attain the different levels of Bloom’s taxonomy
as per the outcome defined for the course.

Semester-End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers for
the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a maximum
of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
4. Marks scored shall be proportionally reduced to 50 marks.

Suggested Learning Resources:

Books

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 Annexure-II 3

1. Mehrdad Ehsani, Yimin Gao, sebastien E. Gay and Ali Emadi, “Modern Electric, Hybrid Electric
and Fuel Cell Vehicles: Fundamentals, Theory and Design”, CRC Press, 2009.
2. Electric and Hybrid Vehicles: Design Fundamentals by Iqbal Husain, CRC Press, 2003.

Web links and Video Lectures (e-Resources):

 https://archive.nptel.ac.in/courses/108/106/108106170/

Activity Based Learning (Suggested Activities in Class)/ Practical Based learning



@#05052024 3
 Annexure-II 1

Energy Conservation and Audit Semester VII

Course Code BEE755B CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Examination type (SEE) Theory
Course objectives:
 Understand the current energy scenario and importance of energy conservation.
 Understand the methods of improving energy efficiency in different electrical systems.
 Realize energy auditing.
 Explain about various pillars of electricity market design.
 To explain the scope of demand side management, its concept and implementation issues and
strategies.

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L) needs not to be only traditional lecture method, but alternative effective teaching
methodscould be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes critical thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop design
thinking skills such as the ability to design, evaluate, generalize, and analyse information rather than
simply recall it.
6. Introduce Topics in manifold representations.
7. Show the different ways to solve the same problem with different circuits/logic and encourage the
students tocome up with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible, it helps improve
the students' understanding.
Module-1
Energy Scenario: Commercial and Non-commercial energy, primary energy resources, commercial energy
production, final energy consumption, energy needs of growing economy, long term energy scenario,
energy pricing, energy sector reforms, energy and environment, energy security, energy conservation
and its importance, restructuring of the energy supply sector, energy strategy for the future, air pollution,
climate change. Energy Conservation Act-2001 and its features.

Module-2
Energy Efficiency in Electrical Systems: Electricity billing, Electrical load management and maximum
demand Control, Maximum demand controllers; Power factor improvement, Automatic power factor
controllers, efficient operation of transformers, energy efficient motors, Soft starters, Variable
speed drives; Performance evaluation of fans and pumps, Flow control strategies and energy conservation
opportunities in fans and pumps, Electronic ballast, Energy efficient lighting and measures of energy
efficiency in lighting system.
Module-3
Energy auditing: Introduction, Elements of energy audits, different types of audit, energy use profiles,
measurements in energy audits, presentation of energy audit results.

Module-4
Electricity vis-à-vis Other Commodities: Distinguishing features of electricity as a commodity, Four pillars of
market design: Imbalance, Scheduling and Dispatch, Congestion Management, Ancillary Services. Framework
of Indian power sector and introduction to the availability based tariff (ABT).

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 Annexure-II 2

Module-5
Energy Audit Applied to Buildings: Energy – Saving Measures in New Buildings, Water Audit, Method
of Audit, General Energy – Savings Tips Applicable to New as well as Existing Buildings.
Demand side Management: Scope of DSM, Evolution of DSM concept, DSM planning and
Implementation, Load management as a DSM strategy, Applications of Load Control, End use energy
conservation, Tariff options for DSM.
Course outcome (Course Skill Set)
At the end of the course, the student will be able to :
1. Analyze about energy scenario nationwide and worldwide, also outline Energy Conservation Act and
it features.
2. Discuss load management techniques and energy efficiency.
3. Understand the need of energy audit and energy audit methodology.
4. Understand various pillars of electricity market design.
5. Conduct energy audit of electrical systems and buildings.
6. Show an understanding of demand side management and energy conservation.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50)
and for the SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). The
student is declared as a pass in the course if he/she secures a minimum of 40% (40 marks out of
100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End
Examination) taken together.

Continuous Internal Evaluation:

 There are 25 marks for the CIE's Assignment component and 25 for the Internal Assessment Test
component.
 Each test shall be conducted for 25 marks. The first test will be administered after 40-50% of the
coverage of the syllabus, and the second test will be administered after 85-90% of the coverage
of the syllabus. The average of the two tests shall be scaled down to 25 marks
 Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based then
only one assignment for the course shall be planned. The schedule for assignments shall be
planned properly by the course teacher. The teacher should not conduct two assignments at the
end of the semester if two assignments are planned. Each assignment shall be conducted for 25
marks. (If two assignments are conducted then the sum of the two assignments shall be scaled
down to 25 marks)
 The final CIE marks of the course out of 50 will be the sum of the scale-down marks of tests and
assignment/s marks.
Internal Assessment Test question paper is designed to attain the different levels of Bloom’s taxonomy
as per the outcome defined for the course.

Semester-End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers for
the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a maximum
of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
4. Marks scored shall be proportionally reduced to 50 marks.

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 Annexure-II 3

Suggested Learning Resources:

Textbooks
1. Energy Management Handbook, W.C. Turner, John Wiley, and Sons.
2. Energy Efficient Electric Motors and Applications, H.E. Jordan Plenum Pub Corp.
3. Energy Management W. R. Murphy, G. Mckay Butterworths.
Reference Books
1. Energy Science Principles, Technologies and Impact, J. Andrews, N. Jelley Oxford University Press.
2. Market operations in power systems: Forecasting, Scheduling, and Risk Management, Shahedepour
M.,Yamin H., Zuyi Li, John Wiely & Sons, New York.
3. Energy Conservation, Diwan, P, Pentagon Press, (2008).
Web links and Video Lectures (e-Resources):
 .

Activity Based Learning (Suggested Activities in Class)/ Practical Based learning



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 Annexure-II 1

PLC and SCADA Semester VII

Course Code BEE755C CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Examination type (SEE) Theory
Course objectives:
(1) To explain advantages and disadvantages, main parts and their functions, basic sequence of operation of
PLC.
(2) To describe the hardware components: I/O modules, CPU, memory devices, other support devices, and
the functions of PLC memory map.
(3) To describe program scan sequence, the communication of information to the PLC using different
languages, internal relay instruction.
(4) To explain identification of common operating modes found in PLCs, writing and entering the ladder
logic programs.
(5) To define the functions of Relays, Contactors, Motor Starters, Switches, Sensors, Output Control Devices,
Seal-in circuits and Latching Relays.
(6) To explain conversion of relay schematics into PLC ladder logic programs and writing PLC programs
directly from narrative descriptions.
(7) To explain the functions of PLC counter instructions, applying combinations of counters and timers to
control systems.
(8) To describe the function of selectable timed interrupt and fault routine files and use of temporary end
instruction.
(9) To explain the execution of data transfer instructions, interruption of data transfer and data compare
instructions.
(10) To explain the basic operation of PLC closed-loop control system, various forms of mechanical
sequencers, and their operations.
(11) To describe the operation of bit and word shift registers and develop programs that use shift registers.
(12) To discuss the operation of various processes, structures of control systems and the method
of communication between different industrial processes.
Teaching-Learning Process (General Instructions)
These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1 Lecturer method (L) needs not to be only traditional lecture method, but alternative effective teaching
methods could be adopted to attain the outcomes.
2 Use of Video/Animation to explain functioning of various concepts.
3 Encourage collaborative (Group Learning) Learning in the class.
4 Ask at least three HOT (Higher order Thinking) questions in the class, which promotes critical thinking.
5 Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop design thinking
skills such as the ability to design, evaluate, generalize, and analyse information rather than simply recall
it.
6 Introduce Topics in manifold representations.
7 Show the different ways to solve the same problem with different circuits/logic and encourage the
students to come up with their own creative ways to solve them.
8 Discuss how every concept can be applied to the real world - and when that's possible, it helps improve the
students' understanding.

Module-1
Programmable Logic Controllers: Introduction, Parts of a PLC, Principles of Operation, Modifying the
Operation, PLCs versus Computers, PLC Size and Application.
PLC Hardware Components: The I/O Section, Discrete I/O Modules, Analog I/O Modules, Special I/O
Modules, I/O Specifications, The Central Processing Unit (CPU), Memory Design, Memory Types,
Programming Terminal Devices, Recording and Retrieving Data, Human Machine Interfaces (HMIs).
Basics of PLC Programming: Processor Memory Organization, Program Scan, PLC Programming
Languages, Relay-Type Instructions, Instruction Addressing, Branch Instructions, Internal Relay
Instructions, Programming Examine If Closed and Examine If Open Instructions, Entering the Ladder
Diagram, Modes of Operation.

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 Annexure-II 2

Module-2
Developing Fundamental PLC Wiring Diagrams and Ladder Logic Programs: Electromagnetic Control
Relays, Contactors, Motor Starters, Manually Operated Switches, Mechanically Operated Switches, Sensors,
Output Control Devices, Seal-In Circuits, Latching Relays, Converting Relay Schematics into PLC Ladder
Programs, Writing a Ladder Logic Program Directly from a Narrative Description.
Programming Timers: Mechanical Timing Relays, Timer Instructions, On-Delay Timer Instruction,
Off-Delay Timer Instruction, Retentive Timer, Cascading Timers.
Module-3
Programming Counters: Counter Instructions, Up-Counter, Down-Counter, Cascading Counters,
Incremental Encoder-Counter Applications, Combining Counter and Timer Functions.
Program Control Instructions: Master Control Reset Instruction, Jump Instruction, Subroutine
Functions, Immediate Input and Immediate Output Instructions, Forcing External I/O Addresses, Safety
Circuitry, Selectable Timed Interrupt, Fault Routine, Temporary End Instruction, Suspend Instruction.
Module-4
Data Manipulation Instructions: Data Manipulation, Data Transfer Operations, Data Compare Instructions,
Data Manipulation Programs, Numerical Data I/O Interfaces, Closed-Loop Control. Math Instructions: Math
Instructions, Addition Instruction, Subtraction Instruction, Multiplication Instruction, Division Instruction,
Other Word-Level Math Instructions, File Arithmetic Operations.
Module-5
Sequencer and Shift Register Instructions: Mechanical Sequencers, Sequencer Instructions, Sequencer
Programs, Bit Shift Registers, Word Shift Operations.
Process Control, Network Systems, and SCADA: Types of Processes, Structure of Control Systems, On/Off
Control, PID Control, Motion Control, Data Communications, Supervisory Control and Data Acquisition
(SCADA).
Course outcome (Course Skill Set)
At the end of the course the student will be able to :
1. Discuss history of PLC and describe the hardware components of PLC: I/O modules, CPU, memory
devices, other support devices, operating modes and PLC programming.
2. Describe field devices Relays, Contactors, Motor Starters, Switches, Sensors, Output Control Devices, Seal-
In Circuits, and Latching Relays commonly used with I/O module.
3. Analyze PLC timer and counter ladder logic programs and describe the operation of different program
control instructions
4. Discuss the execution of data transfer instructions, data compare instructions and the basic operation of
PLC closed-loop control system.
5. Describe the operation of mechanical sequencers, bit and word shift registers, processes and structure of
control systems and communication between the processes.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50)
and for the SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). The
student is declared as a pass in the course if he/she secures a minimum of 40% (40 marks out of
100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End
Examination) taken together.

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 Annexure-II 3

Continuous Internal Evaluation:

 There are 25 marks for the CIE's Assignment component and 25 for the Internal Assessment
Test component.
 Each test shall be conducted for 25 marks. The first test will be administered after 40-50% of
the coverage of the syllabus, and the second test will be administered after 85-90% of the
coverage of the syllabus. The average of the two tests shall be scaled down to 25 marks
 Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based then
only one assignment for the course shall be planned. The schedule for assignments shall be
planned properly by the course teacher. The teacher should not conduct two assignments at the
end of the semester if two assignments are planned. Each assignment shall be conducted for 25
marks. (If two assignments are conducted then the sum of the two assignments shall be scaled
down to 25 marks)
 The final CIE marks of the course out of 50 will be the sum of the scale-down marks of tests and
assignment/s marks.
Internal Assessment Test question paper is designed to attain the different levels of Bloom’s
taxonomy as per the outcome defined for the course.

Semester-End Examination:
Theory SEE will be conducted by the University as per the scheduled timetable, with common question papers
for the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a
maximum of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
4. Marks scored shall be proportionally reduced to 50 marks.

Suggested Learning Resources:

Books
Textbook
1. Programmable Logic Controllers, Frank D Petruzella, McGraw Hill, 4th Edition, 2011.
Reference Books
1. Programmable Logic Controllers an Engineer’s Guide, E A Parr, Newnes, 3rd Edition, 2013.
2. Introduction Programmable Logic Controllers, Gary Dunning, Cengage, 3rd Edition, 2006.
Web links and Video Lectures (e-Resources):
 .

Activity Based Learning (Suggested Activities in Class)/ Practical Based learning



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 Annexure-II 1

OPTIMISATION TECHNIQUES Semester VII

Course Code BEE755D CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Examination type (SEE) Theory
Course objectives:
 To introduce the basic concepts of linear programming
 To educate on the advancements in Linear programming techniques
 To introduce non-linear programming techniques
 To introduce the interior point methods of solving problems
 To introduce the dynamic programming method
Module-1
LINEAR PROGRAMMING:
Introduction - formulation of linear programming model-Graphical solution–solving LPP using
simplex algorithm – Revised Simplex Method.
Module-2
ADVANCES IN LP:
Duality theory- Dual simplex method - Sensitivity analysis–-Transportation problems–
Assignment problems-Travelling sales man problem -Data Envelopment Analysis.

Module-3
NON LINEAR PROGRAMMING:
Classification of Non Linear programming – Lagrange multiplier method – Karush – Kuhn
Tucker conditions–Reduced gradient algorithms–Quadratic programming method – Penalty
and Barrier method.

Module-4
INTERIOR POINT METHODS:
Karmarkar’s algorithm–Projection Scaling method–Dual affine algorithm–Primal affine
algorithm Barrier algorithm.
Module-5
DYNAMIC PROGRAMMING:
Formulation of Multi stage decision problem–Characteristics–Concept of sub-optimization and
the principle of optimality–Formulation of Dynamic programming–Backward and Forward
recursion– Computational procedure–Conversion offinal value problem in to Initial value
problem.
Course outcome (Course Skill Set)
At the end of the course, the student will be able to :
1. Understand and formulate Linear Programming model.
2. Solve problems on Duality theory, transportation, Assignment problems-Travelling sales man problem.
3. Classify Non Linear programming and solve related problems.
4. Understand interior point methods.
5. Understand and formulate multi stage decision problem and explain the concept of sub optimisation.

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 Annexure-II 2

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50)
and for the SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). The
student is declared as a pass in the course if he/she secures a minimum of 40% (40 marks out of
100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End
Examination) taken together.

Continuous Internal Evaluation:

 There are 25 marks for the CIE's Assignment component and 25 for the Internal Assessment
Test component.
 Each test shall be conducted for 25 marks. The first test will be administered after 40-50% of
the coverage of the syllabus, and the second test will be administered after 85-90% of the
coverage of the syllabus. The average of the two tests shall be scaled down to 25 marks
 Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based then
only one assignment for the course shall be planned. The schedule for assignments shall be
planned properly by the course teacher. The teacher should not conduct two assignments at the
end of the semester if two assignments are planned. Each assignment shall be conducted for 25
marks. (If two assignments are conducted then the sum of the two assignments shall be scaled
down to 25 marks)
 The final CIE marks of the course out of 50 will be the sum of the scale-down marks of tests and
assignment/s marks.
Internal Assessment Test question paper is designed to attain the different levels of Bloom’s taxonomy
as per the outcome defined for the course.

Semester-End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers for
the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a maximum
of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
4. Marks scored shall be proportionally reduced to 50 marks.

Suggested Learning Resources:

Books
1. Hillier and Lieberman “Introduction to Operations Research”, TMH, 2000.
2. R.Panneerselvam, “Operations Research”, PHI, 2006
3. Hamdy ATaha, “Operations Research –An Introduction”, Prentice Hall India, 2003.

Web links and Video Lectures (e-Resources):

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 Annexure-II 3

 .

Activity Based Learning (Suggested Activities in Class)/ Practical Based learning



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