Kit

w.e.f Academic Year 2012-13 ‘G’ Scheme
MSBTE - Final Copy Dt. 14/01/2013 1
MAHARASHTRA STATE BOARD OF TECHNICAL EDUCATION, MUMBAI
TEACHING AND EXAMINATION SCHEME FOR POST S.S.C. DIPLOMA COURSES
COURSE NAME : MECHANICAL ENGINEERING GROUP
COURSE CODE : ME / PG / PT / MH / MI
DURATION OF COURSE : 6 SEMESTERS for ME/PG/PT/AE (8 SEMESTERS for MH/MI) WITH EFFECT FROM 2012-13
SEMESTER : THIRD DURATION : 16 WEEKS
PATTERN : FULL TIME - SEMESTER SCHEME : G
SR.
NO
SUBJECT TITLE
Abbrev
iation
SUB
CODE
TEACHING
SCHEME
EXAMINATION SCHEME
SW
(17300)PAPER
HRS.
TH (1) PR (4) OR (8) TW (9)
TH TU PR Max Min Max Min Max Min Max Min
1 Applied Mathematics $ AMS 17301 03 -- -- 03 100 40 -- -- -- -- -- --
50
2 Basic Electronics & Mechatronics BEM 17302 04 -- 02 03 100 40 -- -- -- -- 25@ 10
3 Mechanical Engineering Materials MEM 17303 04 -- -- 03 100 40 -- -- -- -- -- --
4 Strength of Materials β SOM 17304 03 -- 02 03 100 40 -- -- -- -- 25@ 10
5 Mechanical Engineering Drawing β MED 17305 03 -- 04 04 100 40 -- -- 25# 10 50@ 20
6 Computer Aided Drafting β CAD 17016 01 -- 04 -- -- -- 50# 20 -- -- 25@ 10
7 Professional Practices-I β PPO 17017 -- -- 03 -- -- -- -- -- -- -- 50@ 20
TOTAL 18 -- 15 -- 500 -- 50 -- 25 -- 175 -- 50
Student Contact Hours Per Week: 33 Hrs.
THEORY AND PRACTICAL PERIODS OF 60 MINUTES EACH.
Total Marks : 800
@ - Internal Assessment, # - External Assessment, No Theory Examination, $ - Common to all branches, β - Common to AE / PS / FE
Abbreviations: TH-Theory, TU- Tutorial, PR-Practical, OR-Oral, TW- Term Work, SW- Sessional Work
 Conduct two class tests each of 25 marks for each theory subject. Sum of the total test marks of all subjects is to be converted out of 50 marks as
sessional work (SW).
 Progressive evaluation is to be done by subject teacher as per the prevailing curriculum implementation and assessment norms.
 Code number for TH, PR, OR, TW are to be given as suffix 1, 4, 8, 9 respectively to the subject code.
 For CAD software subject MSBTE decide the contents of the practical every year.

Course Name : Mechanical Engineering Group
Course Code : ME/PG/PT/MH/MI
Semester : Third
Subject Title : Basic Electronics & Mechatronics
Subject Code : 17302
Teaching and Examination Scheme:
Teaching Scheme Examination Scheme
TH TU PR
PAPER
HRS
TH PR OR TW TOTAL
04 -- 02 03 100 -- -- 25@ 125
NOTE:
 Two tests each of 25 marks to be conducted as per the schedule given by MSBTE.
 Total of tests marks for all theory subjects are to be converted out of 50 and to be
entered in mark sheet under the head Sessional Work. (SW)
Rationale:
This subject is classified under core technology group and forms an important course of
mechanical branch of engineering. The course envisages identification and testing of components,
their principles of working and applications of various electronic devices, signal conditioning and
processing. This subject introduces the concepts of mechatronics and PLC. This subject is
prerequisite for the subject mechanical measurement and control as well as for mechatronics.
General Objectives:
The students will be able to: -
1. Identify and test different electronic components.
2. Use principles of circuit operations and its applications.
3. Distinguish various elements in analogue and digital electronics.
4. Understand applications of electronics in mechanical field for measurement and control.
5. Understand working of different types of transducers and their applications.
6. Understand concept of mechatronics and PLC.

Learning Structure:
Application
Procedure
Principle
Concept
Facts
Identify and test electronic devices, understand the electronic circuits and
their applications in analog and digital electronics and for mechanical as
well as in automobile field ,Mechatronics
Assembly of components, Measurement of voltage, current, power,
frequency using multimeter, data conversion PLC programming
Ohm’ law, Kirchoff’s laws, principles for transducer(s) working,
Principle of PLC
Semiconductor theory, voltage, current, power, Thermal runaway
rectification, filter, amplification, oscillation, multivibrator regulation,
signal conditioning, data conversion , DAS, Mechatronics
Resistor, Capacitor, Inductor, Diode, Transistor, Integrated Circuits, Heat
Sink Multimeter, Transducers, Logic gates, Flip-flop and counters, Signal
conditioning and PLC

Theory
Topic and Contents Hours Marks
1: Solid-State Devices and Diode Circuits
Specific objectives
Students will be able to
 Draw energy band diagram and compare various types of materials
 Draw symbols ,state working principle and list out ,applications of
electronics devices in electronics and mechanical field
 Sketch circuit diagram , state working with waveform for rectifier
circuits
 Sketch block diagram and state functions of various blocks of regulated
power supply
Content
1.1 Fundamentals of solid state Devices– 10 Marks
Material classification conductors, semiconductors and insulators, Energy
band diagram intrinsic and extrinsic semiconductors
Solid state Devices -- schematic symbols, working principle and
applications of Diode, Zener diode, BJT, FET,UJT, Photo-devices- LDR,
Photo diode, Photo-transistor, LED, 7 segment display opto-coupler, LCD
type and operation [No constructional details are expected]
1.2 Diode Circuits : 04 Marks
Rectifier circuits Circuit diagram, working principle and waveforms for
Half wave, Full wave-and Bridge rectifier, comparison w. r. t efficiency,
PIV , ripple factor and applications Filters circuits C, inverted L and CLC
filter circuit diagram and operation of these filters.
1.3 Regulated power supply 04Marks
Concept of load regulation , line regulation , block diagram and functions of
each block [Note Mathematical calculations is not expected for any
subtopic ]
10 18
2: Transistor Circuits
Specific objectives
 Explain working of BJT, Biasing of BJT and concept of thermal
runaway
 Compare CB , CC and CE configuration
 Write operation of single stage amplifier.
 Draw circuits of RC, direct and transformer coupled amplifier and
compare their performance
Content :
2.1 Tansistor 06 Marks
Working of NPN and PNP transistor, Configurations CB., CC and CE ,
Biasing circuits, concept of thermal runway , construction and use of heat
sink [No need of design and mathematical analysis ]
2.2 BJT Circuits 08 Marks
BJT as an amplifier single stage amplifier, Multistage amplifier, RC
coupled, direct coupled and transformer coupled amplifier, their frequency
response and applications BJT as a switch
08 14
3: Analog Circuits
Specific objectives
Student will be able to
 Explain and draw block diagram of IC 741, circuits of op amp as

inverting, non-inverting, differential amplifier, adder, substractor,
integrator , differentiator, and Instrumentation amplifier
 Explain and draw block diagram of IC 555, circuits of timer as BMV ,
AMV and MMV
 State Barkhausen criteria and compare oscillator circuits
Content:
3.1 Operational amplifier 08 Marks
IC741 Block diagram, pin diagram, specifications, and applications Op amp
configurations- Inverting , Non-inverting and differential circuit diagram and
operation of these circuits Op amp as adder, subtractor , integrator and
differentiator Instrumentation amplifier [simple numerical are expected ]
3.2 Timers 06 Marks
IC 555–Block diagram pin diagram specifications, Concept of multivibrator
IC 555 as AMV, BMV, MMV.
3.3 Oscillator Marks 04
Concept of oscillator, Barkhausen criteria Comparison of RC , LC and
Crystal oscillator [ no any special circuit is expected]
08 18
4: Digital Circuits
Specific objectives
 Draw symbol and write truth table of all logic gates , various
combinational circuits, sequential circuits
 Compare microprocessor and microcontroller
Content:
4.1 Logic gates 04 Marks
Study of logic gates, symbol, truth table NOT, AND, OR, NAND, NOR,
XOR, XNOR
4.2 Combinational Circuits 04 Marks
Half and Full adder, substractor, Multiplexer, de multiplexer, decoder and
encoder, applications [only block diagram , truth table and simple circuits]
4.3 Sequential Circuits 10 Marks
Flip Flops Block diagram of RS,JK, Master Slave JK, D and T, Triggering
mechanism Application of flip flop
Basics of counter, asynchronous counter, Decade counter, Ring counter,
Shift register. [only circuit diagram and operation is expected not details of
timing diagram]
Concept of Microprocessor and microcontroller Features of 8085 and 8051.
Comparison of microprocessor and microcontroller Applications
14 18
5: Transducers and Signal Conditioning
Specific objectives
 Define, state characteristics and Classify transducers
 Draw block diagrams and explain operation of ADC, DAC, AC and DC
signal conditioning.
 Explain and draw block diagram of single and multi-channel DAS and
data logger.
Content :
5.1 Transducers 06 Marks
Definition, Classification characteristics of transducer,
Active and passive, primary and secondary, Electrical, mechanical optical
transducer their examples, selection criteria.
5.2 Signal conditioning Marks 08
08 14

Introduction to Data converter ADC and DAC [only principle of operation and
applications]
Signal conditioning need and Block diagram of AC and DC signal conditioning,
DAS - single channel multi-channel , applications Data loggers
6: Mechatronics and PLC
Specific objectives
 State meaning, need and basic concept of mechatronics.
 State features of real time mechatronics
 State applications, advantage disadvantages of mechatronics
 State operation with block diagram of CNC, FMS, AVCS CIM
Robotics,
 State working of basic PLC architecture and write simple programs.
Content:
6.1 Fundamentals of mechatronics 10 Marks
Concept of mechatronics, basic elements of mechatronics, Overview of
mechatronics design process modeling and simulation, prototyping and
deployment .Introduction to real time mechatronics system, advantages and
disadvantages, applications.
Functional diagram, approach to CNC, flexible manufacturing system
(FMS), Computer integrated machine (CIM), Robotics, Advance vehicle
condition system ( AVCS) [only brief information ]
6.2 Programmable Logic Controller(PLC) 08 Marks
Basic PLC structure, principle of PLC, architecture and components, PLC
programming, selection of PLC, Concept of Nano PLC, PLC
applications, Ladder diagrams, Ladder diagram circuits Simple Ladder
programming examples
16 18
Total 64 100
Practical:
Skills to be developed:
Intellectual Skills:
1. Identification and selection of components.
2. Interpretation of circuits and signals.
3. Understand working of mechatronics systems and PLC
Motor Skills:
1. Drawing of circuits.
2. Measurement of various parameters using multimeter.
3. Testing of components using IC tester.
4. Follow standard test procedure.
List of Practical-
1. Identify various passive components such as resistors, capacitors, inductors, switches,
transformers, breadboard and cables and write their specifications.
2. Identify various active electronic components such as diode, BJT, FET, UJT, LED,
Photodiode.
3. Use of multimeter (analogue and digital) for current, voltage and resistance measurement
Testing of various electronics components.
4. Measure frequency and voltage using CRO.
5. Construct rectifier circuits on breadboard and observe waveforms on CRO
6. Measure load regulation of un-regulated power supply and regulated power supply.

7. Trace the given RC coupled amplifier and plot frequency response f and determine its
bandwidth.
8. Construct Op Amp as inverting amplifier and Non Inverting amplifier on breadboard and
observe the waveforms on CRO.
9. Verify truth tables for logic gates- . NOT, AND, OR, NAND, NOR, XOR, XNOR Testing
of an IC using IC tester.
10. Assemble a square wave oscillator for 100 Hz using IC 555. (Use as table multivibrator).
11. Write simple PLC program and execute on PLC (2 exercises).
[Note: Expected group size for practical no. 1 and 2 is one, for practical no.3 to 10 is 2 and for
practical no 11 it may be 4 ]
Assignments
 Assignments are part of term work.
 Assignment shall include observation of systems from mechatronics point of view.
Individual shall prepare report consisting of functional block diagram of the system ,
specifications of major components and system operation
I. Observe and prepare report on mechatronics used in camera system
II. Observe and prepare report on mechatronics used in robotic system
(Where ever possible arrange visit to manufacturing unit where mechatronics is used for
production purpose and prepare report.)
Note
Teachers are expected to make students familiar with the Data Books and Operation Manuals
and also encourage them to visit related websites.
Learning Resources:
Books:
Sr.
No.
Author Title Publisher , Edition
01 Boylestad
Electronics devices and circuit
Theory
Pearson (Tenth edition)
02 Shalivahnan Electronics Devices and circuits TMH
03 Baru Vijay Basic Electronics Engg.
Wiley India Pvt.Ltd
(first edition)
04
De Debasnis
Ghatak Kamakhya
Basic Electronics Pearson (First edition )
05 Bolton Mechatronics Pearson (Fourth edition )
06
K.P.Ramchandran,
G.K.Vijayaraghavan
M.S.Balsundarm
Mechatronics
(intergrated mechanical electronics
systems)
Wiley india pvt.ltd ,(first
edition)
Journals – Manufactures catalogues
 IEEE/ASME Transactions on Mechatronics.
 Mechatronics Journal – Elsevier
1. IS, BIS and International Codes:
 NF E 01-010 2008 – AFNOR (French standard NF E 01-010)
 XP E 01-013 2009 – AFNOR (French standard NF E 01-013)
2. Websites:
http://en.wikipedia.org/wiki/Mechatronic

1
CURRICULUM REVISION PROJECT
2012
TEACHER GUIDE FOR
SUBJECT: BASIC ELECTRONICS & MECHATRONICS
(17302)
THIRD SEMESTER MECHANICAL ENGINEERING
GROUP
JUNE 2013
MAHARASHTRA STATE
BOARD OF TECHNICAL EDUCATION, Mumbai

2
FIRST PRINT, JUNE 2013
CURRICULUM DEVELOPMENT CELL, MSBTE, MUMBAI.
TEACHER’S GUIDE AND SAMPLE QUESTION PAPER
Designation Team of Design
Education Technology Consultant Prof.C.R.Joshi
Project Period MAY 2013 TO June 2013
Coordinator
Mr.Akole K.P.
Government Polytechnic Nandurbar
kp.akole@rediffmail.com
9158323194
Subject Experts
1. Mrs.V.K.Khobare
B.V.J.N.I.O.T (0125)
khobarevidya@gmail.com
9922402042
2. Mrs.M.T.Dangat
A.I.S.S.M.S.’S Poly.
geetanjalee_dm@yahoo.com
9423041214
© 2012, Maharashtra State Board of Technical Education,
49, Kherwadi, Aliyawar Jung Road, Bandra (East), Mumbai-400051.
Maharashtra State, India.
No part of this Laboratory Manual be reproduced in any form or by any means,
without permission in writing from MSBTE Mumbai.

3
1. APPROACH TO CURRICULUM DESIGN
1.1 Background:
MSBTE is introducing the revised curriculum from the academic year 2012-13.
There are many institutions in the state running different diploma courses. In order to ensure
uniform and effective implementation of the curriculum it is necessary that every teacher is
aware of approach for curriculum design, educational principles to be adopted, learning
resources to be used and evaluation methods. The teacher guide prepared for each subject
will provide the inputs related to above mentioned aspects to achieve uniform and effective
implementation of curriculum of various subjects.
1.2 CURRICULUM PHILOSOPHY
MSBTE has adopted systems approach while designing the scientific based curriculum
since 1995. The same approach has been adopted while revising the curriculum in
semester pattern.
Fig. No. 1 shows the systems diagram. This diagram provides the holistic view for
curriculum designing, development, implementation and evaluation
The input to polytechnic education system is the students having 10+ qualifications. The
teaching learning process occurs in the institution for six/eight semesters. The output of
the system i. e. Diploma pass out is normally the input to industries. (Some students do
go for higher education). While designing the curriculum the expectations of the
industries play a major role. Due to globalization and competition the industries expect
that pass outs have generic and technological skills along with right attitude.
To fulfill the needs derived from systems approach following conceptual framework is
considered:
1.3 Curriculum:
“Curriculum is an educational program designed and implemented to achieve
specified educational objectives”
This definition takes into account the fact that
 Education is purposeful
 There is an organized plan of action contemplated
 Such a plan is translated into action through appropriate strategies of implementation.

4
REGULATING AGENCIES
M.H.R.D., A.I.C.T.E.
5) MGT
MOE
DTE, DIIC, MSBTE
POLYTECHNICS
3 INPUT
1. Students
2. State level 4) PROCESS EDUCATIONAL PROCESSES 2) OUTPUT 1) CUSTOMER
RO level
Administrator
Principals State Institutional Curriculum LRDC Instructional Student’s
HODs Planning Planning Design & Design Learning
Teachers & Develop LRUC
Tech. Support
Staff
Ministerial Staff
3. Identified
Resource, ENABLING
Persons PROCESSES
4. Identified
Faculty
(Trainers)
I.I.I.
`
6) RESOURCES
PHYSICAL HUMAN INFORMATION FINANCE TIME ENERGY
Feed Back
Fig 1 Systems Approach
External
1. Industries
2. Service
Sector
Manpower
having
knowledge,
skills and
attitudes
required to
use,
operate,
evaluate,
update and
maintain
MIS
Diploma
Engineer
with
desired
skills
I.I.I. H.R.D. Organisational
Development
M.I.SState Project
Planning
Internal
Staff of:
1. MOE
2. DTE/
DIIC/
MSBTE
&
Regional
Offices
AND
Faculty

5
1.4 Curriculum goals
1. To develop confidence in students by providing more exposure to industry experience and
world of work at global level.
2. To provide conceptual knowledge and develop analytical ability
3. To develop communication skill with good English by providing sufficient practice
4. To enhance latest technical knowledge industry interaction and media
5. To develop learning to learn skills and life skills to cope up with industrial culture
6. To impart managerial skills by providing appropriate theoretical inputs
7. To develop problem solving ability through technical projects.
1.5 DESIRED SKILLS
Industries expect from the diploma engineer the abilities and skills of general nature and
specific to the job performance. The curriculum aims at developing life skills and technological
skills so that the diploma pass outs would be suitable for industry. The skills are listed below:
Life Skills:
 Search information from various sources
 Develop communication ability
 Develop Presentation skill
 Work as a member of a team/group and as leader
 Collect field data
 Develop Learning to learn
 Write report for given task/work/project
 Develop computer proficiency
 Develop observation skills
Technological Skills:
Diploma engineers should possess following intellectual and motor skills in order to
satisfactorily perform duties assigned to them:

6
Intellectual skills.
After studying the students will be able to:
1. Identification and selection of components.
2. Interpret circuit diagrams and specifications of electronic systems in technical/
service manuals for installation, testing and commissioning.
3. Calibrate and test measuring instruments.
4. Locate faults in various instruments
5. Interpret test results
6. Select proper transducer for applications
7. Understand need of signal conditioning circuits
8. Understand working of mechatronics systems and PLC
9. Use of appropriate software for PLC
Motor skills:
After studying the students will be able to:
1. Draw circuits diagrams
2. Measure various parameters using multimeter
3. Test various components using IC tester
4. Troubleshoot various electronic systems
5. Develop soldering skills
6. Install hardware devices
7. Operate electronic equipments
8. Test proto type circuits using appropriate equipments
1.6 Salient Changes in the curriculum:
 For First Semester Basic Science is divided into two parts- Basic Physics and Basic
Chemistry. Theory examination of both parts as well as practical examination of both parts
will be conducted on separate days. Sum of theory marks of both parts shall be considered
for passing theory examination of Basic Science. Similarly it is applicable to practical
examination. It is mandatory to appear for theory and practical examination of both parts.
Candidate remaining absent in any examination of any section will not be declared
successful for that exam head.
 For second semester Applied Science is divided into two sections- Applied Physics and
Applied Chemistry where the theory examination of 50 marks each and practical
examination of 25 Marks each will be conducted separately and the minimum passing marks
for Engineering Science will be the combination of both the sections. . It is mandatory to

7
appear for theory and practical examination of both parts. Candidate remaining absent in any
examination of any section will not be declared successful for that exam head.
 The components of Development of Life Skills were taught in two semesters. In
Development of Life Skills –I the topics related to personal development, such as Learning
to Learn Skills, personality development, presentation skills etc. were included. In
Development of Life Skills – II the topics related to Team Building, Leadership, group
behavior etc. were covered. In the revised curriculum the scope of development of life skills
has been broaden to include behavioral science component. Therefore the subject
Development of Life Skills – II has been renamed and it is now included at Vth Semester in
the revised curriculum under the title Behavioral Science.
 The subject of Professional Practices was introduced to integrate the skills acquired in
Development of Life Skills, through technical subjects from second to sixth semester. The
experience in implementing the contents of the subject shows that there are limited
activities possible in second semester as the technical knowledge given to the students is
very limited. Also at sixth semester the student are doing projects in which they are
performing many activities included in the Professional Practices and therefore it is
proposed that the subject of Professional Practices be prescribed only for three semesters
vis. Third, fourth and fifth semesters.
 Introduction of Environment Studies at fourth Semester for all courses
 From the experience of implementation of Elective Subjects at V and VI semesters in last
five years, it is proposed to have only one elective either at the sixth semesters for all
courses. However the specialized courses like Medical Electronics, Electronics and Video
Engineering will not have provision for electives. For elective, student will have to choose
one from the given two/three subjects.
 While revising the curriculum redundant /obsolete topics/sub topics are being replaced by
new/advance technology topics/sub topics.
 Embedded Technology and P.L.C. subjects are made compulsory.
 More emphasis has given on integrated circuits.

8
2. OBJECTIVES
2.1 Introduction
Objectives are the statements which describe the expected learning outcome. Such statements
enable teachers to plan instructional process with appropriate resources. These objectives also
provide a direction to frame proper questions to assess the learning outcome. During last decade
there has been research on cognitive approach in psychology. This approach is based on
biological structure of brain and meta-cognitive knowledge dimension. Important elements of
this approach which form basics of learning are explained below. 2.2 Basic Model of
Learning
The basic model of learning is as shown below:
GENERIC DIAG. – Stimulus and Response
Fig. 2: Generic Diagram of Learners.
Stimulus: The information is received by senses from many things in surroundings. It activates
senses for experience. It is called as stimulus. It. includes people, objects, events, symbols etc.
For example: teachers, friends, instruments, drawings, text etc are stimulus for students.
GENERIC DIAG.- STIMULUS & RESPONSE
Objects
People
Events
Symbols
SELF ACT.
SELF ESTEEM
SOC. BELONG.
SECURITY
BASIC NEEDS
COG.
PHY.
VERB.
STIMULUS
EMOTIONAL CENTRERESPONSE
FEEDBACK
COGNITIO
SR
STM/
WM LTM
Learner
Memory

9
Cognition: Cognition is the act of knowing. It deals with mental activities of the learner. It is
triggered due to stimulus. It involves memory, its components structure of knowledge in memory
and various processes in memory. The study of the same is done to know how learning takes
place.
Emotional Centre: Stimulus may be pleasant or unpleasant feelings. It decides whether learner
will approach to stimulus situation or avoid it. This is the effect of emotions of learners in
emotion centre.
Response: When stimulus stimulate the learner reacts. This response may be mental response
like reflection of face (cognition), physical movement (motor skills) or verbal response like
communication. The response always aims at changing the stimulus situation.
Feedback: When teacher asks the question, you answer it. Then based on the content of the
answer, teacher says whether it is ‘correct’ or ‘wrong’. This is feedback. Thus it may be the
information about the changed stimulus situation provided after response by the learner.
Feedback helps learner to compare changed stimulus to expected change in stimulus.
Basic Concepts: Different forms used in the study of memory and its working are as below:
 Memory: It is the ability to recall the information, which has been previously learnt
through experience. In context of memory structure, it is the location learned information
is stored.
 Storage: It is process of putting information in the memory.
 Encoding: In memory, the information is not stored in original form but in numerical
form, verbal form, visual images etc. Encoding is the process of modifying information
from one form to another form. It helps to store information easily. It also stores new
information to existing knowledge.
 Retrieval: It is the process to find the information that is previously stored in the
memory so that it can be put to use.
 Components of Memory: The most prevalent view of human memory states that
memory has three distinct components viz.
 Sensory Register (SR)
 Working Memory (WM) or Short Term Memory (STM)
 Long Term Memory (LTM)

10
 Control Process: This is the process of movement of information from one memory
component to another memory component.
 Perception: It is the final image formed in WM after processing the information from SR
and LTM. The final image consists of visual image supported by elaboration and
emotional content.
2.3 Domains of Learning:
Learning is a process by which students develop relatively permanent change in mental
associations through experience. This is how learning is defined by cognitive psychologists.
Behavioral; psychologists define learning as a relatively permanent change in behavior.
There are following domains of learning:
A: Cognitive Domain relates to intellectual skills or abilities
B: Affective Domain relates to emotions, feelings, likes, dislikes etc.
C: Psychomotor Domain relates to manipulative skills of hands, legs. Eye-hand coordination
in Engineering & Technology courses, endeavor is made to design curriculum with a focus on
development of cognitive skills through classroom teaching. Where as manipulative
(psychomotor) skills are developed in workshops, laboratories & seminars where students work
individually or in a group. Development of affective skills attitudes and value is supposed to be
acquired through projects and co curricular activities. These are also developed from the work
culture or institutions.
How far a student has developed these abilities/skills especially from cognitive and
psychomotor domains is assessed on the basis of suitable examinations. When classroom and
laboratory teaching is viewed in this light, evaluation becomes an integral part of teaching –
learning process.
2.3 LEVELS OF LEARNING:
Question paper is a tool/ instrument designed to test the extent of learning of the student. Various
questions set in a question paper should assess the abilities of students to respond to level of
learning. Dr. Bloom a German educationist classified levels of learning in cognitive domain for
SR WM LTM

11
the purpose of writing objectives and assessment. Dr. Bloom’s revised taxonomy is based on
cognitive psychology and is two dimensional. First dimension is cognitive process dimension ad
other is knowledge dimension. Details of these two dimensions are given below.
2.4.1 Cognitive Domain:
Dr. Benjamin Bloom (1956) analysed questions asked in various examinations in American
situation and proposed a hierarchical arrangement of instructional objectives (Intellectual
abilities) tested by these questions.
The lowest level of cognitive learning achieved by a student is demonstrated by the recall of
information that the student retrieves from his long term memory. So, the storage and retrieval of
specific facts, concepts, principles, laws, definitions, properties, procedures etc. directly from
memory was classified as a knowledge level objective. Thus questions testing memory of
students were treated as at the lowest level of the hierarchy of intellectual abilities. The other
levels of hierarchy proposed by Dr. Bloom in 1956 relate to the degree of information processing
required in the brain needed to provide answer to a question. The various levels in the cognitive
hierarchy proposed by Dr. Bloom in 1956 and further revised in 2001 are given below in the
diagrammatic form.

12
Following are the details of each level which indicate the general and specific objectives. Further
appropriate verbs are given which are useful in setting good questions. In this table only four
levels are considered for diploma students.
Description of the Major Levels in the
cognitive Domain (Bloom’s Taxonomy)
Illustrative General
Instructional Objectives
Illustrative verbs for
stating specific
learning outcomes
Remember – Knowledge is defined as the
remembering of previously learned
material. This may involve the recall of a
wide range of material, from specific facts
to complete theories, but all that is required
to mind of the appropriate information. This
represents the lowest level of learning
outcomes in the cognitive domain
Knows common terms,
specific facts, basic
concepts, principles,
methods & procedures
Define, describe,
identify label, list,
match, name, outline,
reproduce, select,
state
Understand – This is defined as the ability
to grasp the meaning of material. This may
be shown by translating material from one
form to another (words or numbers) by
interpreting material (explaining or
summarizing), and by estimating future
Understands fact,
principles Interprets
verbal material,
Interprets charts, tables,
graphs.
Translates verbal
Convert, distinguish
estimate, explain,
extend, generalize,
give examples; infer,
paraphrase, predict,
rewrite, summarize,
Remember
Understand
Apply
Analyse
Evaluate
Create
1
2
3
4
5
6

13
trends (predicting consequences or effects).
Draw sketches these learning outcomes go
one step beyond the simple remembering of
material and represent the lowest level of
understanding.
material to
mathematical formula.
Estimates
consequences implied
in data. Justifies
methods & procedures.
draw labeled sketches.
Apply – Application refers to the ability to
use learned material in new and concrete
situations. This may include the application
of such things as concepts, principles, rules,
methods, laws and theories. Learning
outcomes in this area require a higher level
of understanding than those under the level
described earlier.
Applies principles to
new situations. Applies
theories to practical
situations. Solves
mathematical problem.
Construct charts,
graphs Demonstrates
correct usage of a
procedure
Change, compile,
demonstrate, discover
manipulate, modify
operate, predict,
prepare, produce,
show, solve, use.
Analyze – Analysis refers to the ability to
break down material into its component
parts so that its organizational structure may
be understood. This may include the
identification of the parts, analysis of the
relationship between parts, and recognition
of the organizational principles involved.
Learning outcomes here represent a higher
intellectual level than “understand” and
apply because they require an understanding
of both the content and the structural form
of the material.
Recognizes unstated
assumptions and
logical fallacies in
reasoning.
Distinguishes between
facts and inferences.
Evaluates relevance/
adequacy of data.
Breakdown, diagram,
differentiate,
discriminate,
distinguish, identify
illustrate, infer,
outline, point out,
relate, select, separate,
subdivide.
2.4.2 Categories of Knowledge Dimension
After considering the various designations of knowledge types, especially developments
in cognitive psychology that have taken place since the original framework of Bloom’s
taxonomy, knowledge is categorised in 4 types – Factual , Conceptual, Procedural and Meta-
cognitive.
Factual Knowledge (A) is knowledge of discrete, isolated content elements. It includes
knowledge of terminology and knowledge of specific details and elements. In contrast,
Conceptual Knowledge (B) is knowledge of “more complex, organised knowledge form”. It
includes knowledge of classifications and categories, principles and generalizations and theories,
models and structures.
Procedural Knowledge (C) is “knowledge of how to do something”. It includes knowledge of
skills and algorithms, techniques and methods, as well as knowledge of criteria used to determine
and/or justify “when to do what” within specific fields and disciplines.

14
Meta-cognitive knowledge (D) is “knowledge about cognition in general as well as awareness of
and knowledge about one’s own cognition. It encompasses strategic knowledge, knowledge
about cognitive tasks, including contextual and conditional knowledge; and self-knowledge”.
Assessment is required to be done on the basis of categories of knowledge and levels of learning.
Table below indicates the two dimensional grid based on Blooms Taxonomy for setting
questions.
Knowledge
Dimension
COGNITIVE PROCESS DIMENSION
1 Remember 2 Understand 3 Apply 4 Analyze
A. Factual
Knowledge
B. Conceptual
Knowledge
C. Procedural
Knowledge
D. Meta-cognitive
Knowledge
2.5 Components of Curriculum:
2.5.1 Rationale: It indicates the logical basis for the inclusion of the subject in the curriculum
It also indicates the importance of the subject related to entire curriculum.
Rationale tells the students the connection of subjects related to study of higher level subjects
and also the use in their job/profession.
2.5.2 Objectives: Objectives indicate what the student will be to do/perform after he completes
the study of the subject. It also in other words indicate the scope of the subject.
Objectives indicate what is achievable and hence gives direction ot the student about how to
study the subject, what important things are to be observed and performed during practicals.
Just as rationale indicates the use of the knowledge gained while studing the subject, objectives
indicate how efficiently and effectively one can work if the objectives are fulfilled while
studying the subject.

15
2.5.3 Learning Structure: It graphically/pictorially indicates the content of the curriculum of
the subject and what is to be learnt in the subject. As you know that Cognitive Domain
knowledge is divided in four components as mentioned in the Two dimensional grid. Of this
Factual, Conceptual and Procedural knowledge components are identified in the curriculum of
the subject along with the applications.
Facts, Concepts, Principles are used in developing procedures and applications. So these are
given sequentially below procedure as Principles, Concepts and Facts in their order. Learning
structure also provide an idea about how to develop the subject logically to achieve the
objectives.
2.5.4 Contents: List of topics and subtopics to be included in the curriculum of the subject is
given in the contents. This helps in achieving the rationale and objectives identified. Contents
indicate the importance of the topics, sub topics in development of the subject and accordingly
weightages in terms of Hours required to teach the subject components, so that the desired
learning takes place. Marks to be allotted while testing the knowledge gained by the student are
also indicated.
2.5.5 Practicals: While designing the curriculum the objectives are identified. To achieve
these objectives students have to develop certain intellectual and motor skills. These skills are
developed through well designed Practicals. So in the curriculum the list of the skills to be
developed through Practicals is given. The list of Practicals is so developed that after performing
the Practicals identified skills will be developed. Here it is necessary that the teacher gives
enough opportunity to all the students to perform the practical properly to develop the skills in
each one of them.
The skills will be developed if the students actually perform certain activities or tasks. Therefore
it is necessary that any practical included in the curriculum necessarily involve some activities to
be done by the students. So one has to think and innovate to modify the study experiments so
that students will be asked to perform some activity. It could be in terms of identifying
components, listing of materials used for manufacturing the components, stating importance of
use of certain materials etc.
So any curriculum of a subject is so designed that it achieves the objectives of that subject as
well fulfill the objectives of the entire curriculum
3. CONTENT ANALYSIS
3.1 Components of Content Analysis:
As we have discussed earlier, any curriculum or syllabus of a SUBJECT given to the teacher is
organised in terms of UNITS which include TOPICS or SUB-TOPICS as the case may be

16
indicating the TIME in which it is expected to be taught to the students. Components of a topic
or part thereof are analysed here at a micro level.
Before we begin actual teaching of any topic (lesson), we must carefully and critically analyse it
so that we can plan for teaching - select appropriate media, methods and techniques of teaching
and arrange the suitable resources to be required. This analysis of the content of a Topic results
in identification of the following components of the content:
1. Facts
2. Concepts
3. Principles (rules, laws, theories)
4. Applications
5. Procedures
6. Skills (Psychomotor Skills), and
7. Attitudes (underlying affective behaviors as quite often these are not specifically
mentioned in the curriculum, still they are to be developed lesson after lesson gradually).
When we undertake the exercise of content analysis, we ourselves understand the subject fully
well and at the same time we become clear as to what we are going to teach. It also gives us an
idea as to which methods of teaching and media of instruction we should prepare and use
and also what resources including time we will require. This analysis will also enable us to
design assignments as well as how we are going to assess students learning.
Since the nature of the components of content (I to 7) differs from one another. These are learned
by the students differently as different mental processes are involved in learning these
components. The immediate implication of this varying nature of components is that these need
to be taught differently and assessed differently. For example, if you look at components I to 5
all of which belong to Cognitive Domain of Learning; Component 6 belongs to Psychomotor
Domain and Component 7 belongs to Affective Domain (cannot be taught as these attitudes are
caught), you will find that these differ from one another. The classification of human behaviors
(activities) into the above three domains of learning entails the use of entirely different methods
and media of instruction. Different locations of learning (classroom, laboratories, workshops,
field visits) need to be selected.

17
Now we will discuss these components in some detail and see how each one of these should be
taught and assessed differently.
3.1.1 FACTS:
These are universally accepted and commonly understood items about which there cannot
be much argument and discussion. These are required only to be informed. For example: The sun
rises in east and sets in the west; names of scientists and the year in which their theories were
propounded; the rules and regulations of admission and examination prescribed by the University
are some of the examples of facts. Sometimes, they need not be emphasised in the class as the
students already know them. But information can be passed on by word of mouth, if deemed
necessary.
3.1.2 CONCEPTS:
A concept is an abstraction or an idea that permits the learner to classify a variety of
related phenomena into a convenient and meaningful category. Concept of something is like a
picture formation of that thing which helps in conceptualizing it. Gagne says that concept
learning produces a certain fundamental change in human performance that is independent of
subject or content. Concepts can be divided into the following two categories:
1. Concrete Concepts: those which can be seen, touched and manipulated e.g.
house, book, table, chair, cat, dog, any machine or apparatus, overhead projector,
chalkboard and duster.
2. Abstract Concepts: those which cannot be seen and touched and handled but can
only be imagined e.g. force, work, fractions, decimal, bending moment, moment of
inertia, friction, heat, and induction. Teaching of concrete concepts is not that difficult
because the teacher can show the object physically or its picture. On the contrary,
teaching of an abstract concept offers difficulty to the teacher as well as for students to
understand. These concepts can be learned by heart without understanding as children
mug up Nursery Rhymes without understanding even a single word. But at the stage of
higher tearing, this type of rote learning is not desirable. Adolescents (teenagers) and
adults do not accept things without understanding.

18
3.1.3 Concept Attributes:
We identify a concept and understand it, once we are told about its qualities
characteristics, and features. They are technically called concept attributes. While teaching a
concept to our students we must spell out as many attributes as possible for better understanding
of the concept.
Example: The Concept of Automation
Attributes:
1. Automation is an automatic system without manual operation.
2. Automation increases speed of system.
3. Automation requires less time.
4. Automation requires less manpower.
5. Automation used for Remote control.
6. Automation used for material transfer (conveyer belt) in process industry.
Towards the end of this Theme Paper a number of examples of concept attributes
are given for your guidance.
The following questions pertaining to a concept (object or process) will be helpful in
writing concept attributes:
1. What it is.
2. What are its constituent parts.
3. How it works.
4. How it is similar to and different from other known concepts.
5. What are its uses?
3.1.4 PRINCIPLES:
A principle is a statement of relationship between two or more concepts. Principles are
sometimes called rules, laws or generalizations. In others words, relationship between two
or more concepts which is scientific and universally true is called a Principle.
For Example: (related concepts are underlined)
1. Actions and reactions are equal and opposite.
2. Ohm's law I = V/R is a principle, where I (Current), V (Voltage), and R

19
(Resistance) are the concepts. While teaching a principle we must recall the concepts which it
involves. These concepts might have been taught in the previous lesson. As you already know,
concept learning is a prerequisite to Principle learning. Thus we recall the concepts of current,
voltage and resistance by asking questions to the students. Only after that we must tell the
relationship among these i.e. Ohm's Law.
3.1.5 APPLICATIONS:
Whatever principles, laws and theories have been learned are only academic exercises unless
these are applied to solve a practical problem. In other words, we call this application transfer of
learning to a new situation. If you recall, the process of learning dealt with in Theme Paper 2,
you will appreciate that the litmus test of learning having occurred is its application in a new
situation or solving a new problem.
For example:
1. Ohm's law can be applied to find out the unknown quantity (voltage, current, and
resistance).
2. Design of a structure can be made based on related principles and theories.
3. Principles of learning and events of instruction can be applied in ‘Designing a lesson
Plan' and 'Presenting the lesson in the classroom".
4, The above principles can also be applied while preparing textbooks, workbooks, learning
packages and laboratory manuals to be used by the students.
3.1.6 PROCEDURES:
While analysing the content of a topic you might come across certain standard procedures
which are prescribed to perform an operation or a given task. These procedures should be
clearly identified and taught accordingly not to be left to chance. We should not pre-suppose that
the students understand them. We cannot afford to take these things for granted.
For Example:
1. Procedure of obtaining digital signal from analog signal
2. Procedure of obtaining analog signal from digital signal

20
3.1.7 SKILLS (PSYCHOMOTOR):
A skill is an ability to perform a task expertly and well. The skilled performance; must meet a
pre-specified standard of acceptable performance. A skill has the following three characteristics:
1. It represents a chain of motor responses;
2. It involves the co-ordination of hand and eye movements, and
3. It requires the organization of chains into complex response patterns.
Skills could be intellectual (thinking, understanding); interactive (communication skills) and
social (socialising, mixing up with others) also. But normally when we use the word skills, it
refers to psychomotor skills.
For Example:
1. Soldering the components on the P.C.B.
2. Operating the controls on the front panel of instruments
3. Making proper circuit connections, and
4. Switching on the circuit..
Laboratories and workshops of Polytechnics are the locations where these skills are developed
among the students under the guidance of expert instructors of operators. Drill and practice are
the main methods of teaching and learning these skills through model demonstrations and careful
observations thereof.
Alongside developing these skills, desirable attitudes like cooperation, team work, leadership,
safety, cost consciousness are also developed.
3.2 TEACHING OF CONCEPTS;
In order to teach concepts effectively the following steps have been suggested by De Cecco &
Crawford (1974).
Steps Suggested:
1. Describe the performance expected of the student after he has learned the concept.
2. Reduce the number of attributes to be learned in complex concepts and make important
attributes dominant.
3, Provide the student with verbal indicators (explanation).
4. Provide positive and negative examples (non-examples) of the concept.
5. Present the examples in close succession or simultaneously.
6. Provide occasions for student responses and the reinforcement of these responses, and
7. Assess the learning of the concept.

21
3.3 TEACHING OF PRINCIPLES:
De Cecco & Crawford (1974) has suggested the following steps for teaching principles
effectively.
Steps:
1. Describe the performance expected of the student after he has learned the
principle.
2. Decide and indicate which concepts or principles the students must recall in learning the
new principle.
3. Assist the student in the recall of component concepts.
4. Help the student in the recall of component concepts.
5. Help the student to combine the concepts and put them in a proper order.
6. Provide for practice of the principle and for reinforcement of student responses.
7. Assess the learning of the principle.
3.4 CONCLUSION:
 To sum up, it can be said that. it is essential for the teachers to develop the skills of
'Content Analysis' of their subjects. It brings content clarity among teachers themselves.
More importantly, Content Analysis will be a pre-requisite for writing Instructional
Objectives of the topic to be taught. You will study Instructional Objectives in a separate
Teaching and learning process is bound to be effective once these crucial academic
activities are undertaken.
4.0 CURRICULUM
COURSE NAME : MECHANICAL AND PRODUCTION ENGINEERING
/PRODUCTION TECHNOLOGY
COURSE CODE : ME/PT/PG/MH/MI/FE
SEMESTER/YEAR : THIRD SEM
SUBJECT TITLE : BASIC ELECTRONICS & MECHATRONICS
SUBJECT CODE : 17302
Teaching and Examination Scheme:
Teaching Scheme Examination Scheme

22
TH TU PR
PAPER
HRS.
TH PR OR TW TOTAL
04 -- 02 03 100 -- 25@ 125
TH – Theory PR – Practical @ - Internal Assessment
TW - Termwork
NOTE:
 Two tests each of 25 marks to be conducted as per the schedule given by MSBTE.
 Total of tests marks for all theory subjects are to be converted out of 100 and to be
entered in mark sheet under the head Sessional Work. (SW)
Rationale:
This subject is classified under core technology group and forms an important course of
mechanical branch of engineering. The course envisages identification and testing of
components, their principles of working and applications of various electronic devices, signal
conditioning and processing. This subject introduces the concepts of mechatronics and PLC. This
subject is prerequisite for the subject mechanical measurement and control as well as for
mechatronics.
General Objectives:
The students will be able to: -
1. Identify and test different electronic components.
2. Use principles of circuit operations and its applications.
3. Distinguish various elements in analogue and digital electronics.
4. Understand applications of electronics in mechanical field for measurement and
control.
5. Understand working of different types of transducers and their applications.
6. Understand concept of mechatronics and PLC.
Learning Structure:
ApplicationIdentify and test electronic devices, understand the electronic
circuits and their applications in analog and digital electronics and
for mechanical as well as in automobile field ,Mechatronics

23
Procedure
Principle
Concept
Facts
Assembly of components, Measurement of voltage, current, power,
frequency using multimeter, data conversion PLC programming
Ohm’ law, Kirchoff’s laws, principles for transducer(s) working,
Principle of PLC
Semiconductor theory, voltage, current, power, Thermal runaway
rectification, filter, amplification, oscillation, multivibrator
regulation, signal conditioning, data conversion , DAS,
Mechatronics
Resistor, Capacitor, Inductor, Diode, Transistor, Integrated
Circuits, Heat Sink Multimeter, Transducers, Logic gates, Flip-flop
and counters, Signal conditioning and PLC

24
Theory:
Topic and Content Hours Marks
1: Solid-State Devices and Diode Circuits Marks 18
Specific objectives
 Draw energy band diagram and compare various types of
materials
 Draw symbols ,state working principle and list out
,applications of electronics devices in electronics and
mechanical field
 Sketch circuit diagram , state working with waveform for
rectifier circuits
 Compare performance of rectifier circuits
 Sketch block diagram and state functions of various blocks of
regulated power supply
 Define rectifier efficiency, PIV rating ,Load regulation , Line
regulation
Content
1.1 Fundamentals of solid state Devices– Marks 10
Material classification conductors, semiconductors and insulators,
Energy band diagram intrinsic and extrinsic semiconductors
Solid state Devices -- schematic symbols, working principle and
applications of Diode, Zener diode, Varactor diode, BJT, FET,UJT
Power electronics devices DIAC, TRIAC, SCR, Photo-devices-
LDR, Photo diode, Photo-transistor, LED , 7 segment display opto-
coupler, LCD type and operation [No constructional details are
expected]
1.2 Diode Circuits : Marks 04
Rectifier circuits Circuit diagram, working principle and waveforms
for Half wave, Full wave-and Bridge rectifier, comparison w. r. t
efficiency, PIV , ripple factor and applications Filters circuits C,
inverted L and CLC filter circuit diagram and operation of these
filters.
1.3 Regulated power supply Marks 04
Concept of load regulation , line regulation , block diagram
and functions of each block
[Note Mathematical calculations is not expected for any subtopic ]
10 18
2:Tansistor Circuits Marks 14
Specific objectives
 Explain working of BJT, Biasing of BJT and concept of
thermal runaway
 Compare CB , CC and CE configuration
 Write operation of single stage amplifier.
 Draw circuits of RC, direct and transformer coupled amplifier

25
and compare their performance
 State applications of BJT as an amplifier in electronics and
mechanical field
Content :
2.1 Transistor Marks 06
Working of NPN and PNP transistor, Configurations CB., CC and
CE ,Biasing circuits, concept of thermal runway , construction and use
of heat sink [No need of design and mathematical analysis ]
2.2 BJT Circuits Marks 08
BJT as an amplifier single stage amplifier, Multistage amplifier, RC
coupled, direct coupled and transformer coupled amplifier, their
frequency response and applications BJT as a switch
08 14
3 : Analog Circuits Marks 18
Specific objectives
 Explain and draw block diagram of IC 741, circuits of op amp
as inverting, non-inverting, differential amplifier, adder,
subtractor, integrator and differentiator
 Draw and state working principle , need of instrumentation
amplifier
 Solve simple numerical based on these circuits
 Explain and draw block diagram of IC 555, circuits of timer as
BMV , AMV and MMV
 State Barkhausen criteria and compare oscillator circuits
Content:
3.1 Operational amplifier Marks 08
IC741 Block diagram, pin diagram , specifications, and applications
Op amp configurations- Inverting, Non-inverting and differential
circuit diagram and operation of these circuits. Op amp as adder,
subtractor , integrator and differentiator, Instrumentation amplifier
[simple numerical are expected ]
3.2 Timers Marks 06
IC 555–Block diagram pin diagram specifications, Concept of multi-
vibrator IC 555 as AMV, BMV, MMV.
3.3 Oscillator Marks 04
Concept of oscillator, Barkhausen criteria Comparison of RC , LC and
Crystal oscillator [ no any special circuit is expected]
08 18
4 : Digital Circuits Marks 18
Specific objectives
 Draw symbol and write truth table of all logic gates , various
combinational circuits, sequential circuits
 List out applications of digital circuits in mechanical and
electronics field
 Compare microprocessor and microcontroller
Content:
4.1 Logic gates Marks 04
Study of logic gates, symbol, truth table NOT, AND, OR, NAND,
14 18

26
NOR, XOR, XNOR
4.2 Combinational circuits Marks 04
Half and Full adder, subtractor, Multiplexer, de multiplexer, decoder
and encoder, applications [only block diagram , truth table and simple
circuits]
4.3 Sequential circuits Marks 10
Flip Flops Block diagram of RS,JK, Master Slave JK , D and T,
Triggering mechanism Application of flip flop
Basics of counter, asynchronous counter, Decade counter, Ring
counter, Shift register. [only circuit diagram and operation is expected
not details of timing diagram ]
Concept of Microprocessor and microcomputer Features of 8085 and
8051. Comparison of microprocessor and microcomputer
Applications
5 : Transducers and Signal Conditioning Marks 14
Specific objectives
 Define, state characteristics and Classify transducers
 Draw block diagrams and explain operation of ADC, DAC,
AC and DC signal conditioning.
 Explain and draw block diagram of single and multi-channel
DAS and data logger.
 State these circuits applications in electronics and mechanical
field
Content :
5.1 Transducers Marks 06
Definition, Classification characteristics of transducer,
Active and passive, primary and secondary, Electrical, mechanical
optical transducer their examples, selection criteria.
5.2 Signal conditioning Marks 08
Introduction to Data converter ADC and DAC [only principle of
operation and applications ]
Signal conditioning need and Block diagram of AC and DC signal
conditioning,
DAS - single channel multi-channel , applications Data loggers
08 14
6 : Mechatronics and PLC Marks 18
Specific objectives
 State meaning, need and basic concept of mechatronics.
 State features of real time mechatronics
 State applications, advantage disadvantages of mechatronics
 State operation with block diagram of CNC, FMS, AVCS
CIM Robotics,
 State working of basic PLC architecture
 Write simple program of PLC.
Content:
6.1 Fundamentals of mechatronics Marks 10
Concept of mechatronics, basic elements of mechatronics, Overview
16 18

27
of mechatronics design process modeling and simulation , prototyping
and deployment .Introduction to real time mechatronics system,
advantages and disadvantages, applications.
Functional diagram, approach to CNC, flexible manufacturing system
(FMS), Computer integrated machine (CIM), Robotics, Advance
vehicle condition system ( AVCS) [only brief information ]
6.2 Programmable Logic Controller(PLC) Marks 08
Basic PLC structure, principle of PLC, architecture and
components, PLC programming, selection of PLC , Concept of
Nano PLC , PLC applications , Ladder diagrams ,Ladder diagram
circuits Simple Ladder programming examples
Total 64 100
Practical:
Skills to be developed:
Intellectual Skills:
i1. Identification and selection of components.
i2. Interpretation of circuits and signals.
i3. Understand working of mechatronics systems and PLC
Motor skills:
m1. Drawing of circuits.
m2. Measurement of various parameters using multimeter.
m3. Testing of components using IC tester.
m4. Follow standard test procedure.
List of Practical-
1. Identify various passive components such as resistors , capacitors , inductors,
switches, transformers , breadboard and cables and write their specifications.
2. Identify various active electronic components such as diode, BJT , FET , UJT,
SCR, DIAC , TRIAC , LED , Photodiode.
3. Use of multimeter (analogue and digital) for current, voltage and resistance
measurement Testing of various electronics components.
4. Measure frequency and voltage using CRO.
5. Construct rectifier circuits on breadboard and observe waveforms on CRO
6. Measure load regulation of un-regulated power supply and regulated power supply.
7. Trace the given RC coupled amplifier and plot frequency response f and determine
its bandwidth.
8. Construct Op Amp as inverting amplifier and Non Inverting amplifier on
breadboard and observe the waveforms on CRO.
9. Verify truth tables for logic gates- . NOT, AND, OR, NAND, NOR, XOR, XNOR
Testing of an IC using IC tester.
10 Assemble a square wave oscillator for 100 Hz using IC 555.(Use astable
multivibrator).
11 Write simple program for PLC Program 1 and execute on PLC .

28
12 Write simple program for PLC Program 1 and execute on PLC .
Assignments
Assignments are part of term work.
Assignment will include observation of systems from mechatronics point of view.
Individual will prepare report consisting of functional block diagram of the system ,
Where ever possible arrange visit to manufacturing unit where mechatronics is used for
production purpose and prepare report.
Note
Teachers are expected to make students familiar with the Data Books and Operation
Manuals and also encourage them to visit related websites.
Learning Resources:
1. Books:
Sr.
No.
Author Title Publisher , Edition
01 Boylestad
Electronics devices and circuit
Theory
Pearson (Tenth edition)
02 Shalivahnan Electronics Devices and circuits TMH
03 Baru Vijay Basic Electronics Engg.
Wiley India Pvt.Ltd
(first edition)
04
De Debasnis
Ghatak Kamakhya
Basic Electronics Pearson (First edition )
05 Bolton
Mechatronics
Pearson (Fourth edition )
06
K.P.Ramchandran,
G.K.Vijayaraghavan
M.S.Balsundarm
Mechatronics
(intergrated mechanical
electronics systems)
Wiley India Pvt.Ltd
,(first edition)
Journals – Manufactures catalogues
 IEEE/ASME Transactions on Mechatronics.
 Mechatronics Journal – Elsevier
2. IS, BIS and International Codes:
 NF E 01-010 2008 – AFNOR (French standard NF E 01-010)
 XP E 01-013 2009 – AFNOR (French standard NF E 01-013)
3. Websites:
http://en.wikipedia.org/wiki/Mechatronic
5. IMPLEMENTATION STRATEGY: for Basic Electronics and Mechatronics
subject of ME course III semester

29
5.1 Planning of Lectures for a Semester with Content Detailing:
( Note Teaching and learning process must be carried out by considering mechanical
l engineering candidates .Always remember candidate level is diploma second year
and mechanical branch. They have not learned any topic related to electronics. Only
few concepts are learned in Physics. Books are given for example .Any standard
book can be used which is given in curriculum)
Topic I Name: 1: Solid-State Devices and Diode Circuits Marks 18
Facts: Energy band diagram ,Semiconductor, P-N Junction Diode
Concepts: Zener diode, BJT, FET,UJT Photo-devices- LDR, Photo diode,
Photo-transistor, LED , 7 segment display ,opto-coupler, LCD, Load and
Line regulation
Principles: V- I characteristics of Diode & Zener Diode , V- I characteristics
of BJT , FET, UJT
Application-Rectifiers , Filter
Reference Material:
Books: Title: 1) Electronics Devices and Circuits Author: -S Salivahanan ,
N Sureshkumar and A Vallavaraj Tata McGraw-Hill ( Second Edition )
For 1.1
Material classification Page No 11 to 14 , Semiconductor material page
no.67to 70,82 Diode Page No ,92,93 96 to 98 , Zener diode Page No 123
TO125 BJT Page No 149 to 153 FET Page No 192 TO 200
UJT Page No 584 TO 586 , LCD Page No 789 TO 792 Opto coupler
Page No 800 to 802 LED Page No 787 TO 789 Photo diode Page No 144
to 147
Title 2) Electronic Devices & Circuits Theory author Rrobert l. Boylestad &
Louis Nashelsky
Material classification, semiconductor material Page No 1 to 9 Diode Page
No 10 to 12 ,36 Zener diode Page No 38 LED Page No 41 BJT Page No
131 TO 132 FET Page No 368 TO 370 Photo diode Page No 813
Opto coupler Page No 858
For 1.2
Diode Circuits
Title 1)Electronic Devices & Circuit Theory Author-Robert l.
Boylestad & Louis Nashelsky
Rectifiers- Page No 76 to 82 Filters- Page No 773 to 780
For 1.3
Regulated power supply
Title: 1) Electronics Devices and Circuits Author: -S Salivahanan , N
Sureshkumar and A Vallavaraj Tata McGraw-Hill ( Second Edition )
Regulated power supply- Page No 617 to 636 (rectifiers ,filters, regulated
power supply)
Teaching Aids: Samples of Electronics components, transparencies,

30
notes, white board and marker pens
PPT with Sample: PPT of various components with their symbols & list
of applications & V-I characteristics.
PPT of rectifier circuits , filters & regulated power supply with
waveforms
Websites: http://en.wikipedia.org/wiki/semiconductor devices
http://en.wikipedia.org/wiki/dc power supply
[ Note Mathematical calculations not expected for any subtopic ]
Lecture
No.
Topic/ Subtopic to be covered
(No need to explain fabrication, detail characteristics, mathematical
analysis for all devices)
1 Subject rationale Importance of electronics in mechanical engineering
Review of Material classification conductors, semiconductors and insulators,
Energy band diagram intrinsic and extrinsic semiconductors.
2 working principle, schematic symbols and applications of Diode and Zener
diode.
3 Working principle, Schematic symbols, and applications of BJT.
4 Working principle, Schematic symbols, and applications of FET and UJT .
Schematic symbols, working principle and applications SCR And Varactor
diode
5 Schematic symbols, working principle and applications of Diac ,Triac, Photo-
devices- LDR, Photo diode, Photo-transistor, LED .
6 Working principle and applications of 7 segment display, opto-coupler, LCD
type and operation. [No constructional details are expected]
7 Circuit diagram, working principle and waveforms for Half wave, Full
wave-and Bridge rectifier, comparison w. r. t efficiency, PIV , ripple factor
and applications.(no derivation)
8 Circuit diagram, working principle and waveforms for Filters circuits C,
inverted L and CLC filter circuit diagram and operation of these filters.
comparison of filters.(no derivation)
9 Meaning of load regulation, line regulation , block diagram and functions of
each block of regulated power supply. (only defination)
10 Summery of semiconductor devices and there applications for mechanical
engineering.
Topic2 Name : Transistor Circuits
Facts-BJT
Concept-Configuration, biasing circuits, amplifiers, thermal runaway, heat
sink, multistage amplifiers
Principle-Biasing rule of BJT, stability factor, relation between α and β
Applications- RC coupled amplifiers, direct coupled amplifier, transformer
couple amplifier, BJT as a switch
Reference Material:
Books: Title: 1) Electronics Devices and Circuits Author: -S Salivahanan ,

31
N Sureshkumar and A Vallavaraj Tata McGraw-Hill ( Second Edition)
Page No. 149 to 162 Transistor biasing Page No 174 to 185
Title 2) Electronic Devies & Circuitr Theory Author-Robert l. Boylestad &
Louis Nashelsky Page No. 131 to 145
Book: 1) Electronics Devices and Circuits Author: -S Salivahanan , N
Sureshkumar and A Vallavaraj Tata McGraw-Hill ( Second Edition)
BJT amplifier- Page No 272 to 284 Multistage Amplifiers- Page No
349 to 384
Teaching Aids: Samples of components, transparencies, notes,
white board and marker pens charts
PPT with Sample:
 PPT of NPN and PNP transistor symbols & list of application.
 PPT of Single stage and multistage amplifier with different
coupling
 PPT of CB, CC and CE configuration with comparison
Websites: http://en.wikipedia.org/wiki/transistor
Lecture
no.
1 Review of Transistor , Working of NPN and PNP transistor,
Transistor current equation.(only schematic diagram)
2 Configurations CB, CC and CE and its comparison.(based on voltage gain
,current gain, input resistance, output resistance and application)(no
derivarion)
3 Meaning of Biasing circuits-classification-Self bias, Fixed bias and voltage
divider biasing.(only circuit diagram)
4 Concept of thermal runway, construction and use of heat sink ,Material
selection. [No need of design and mathematical analysis ]
5 BJT as an amplifier- single stage amplifier. (only circuit diagram and
operation, voltage gain ,current gain, input resistance, output resistance,
Bandwidth and application )
6 Multistage amplifier-RC coupled. (only circuit diagram ,operation,
Parameters :voltage gain ,current gain, input resistance, output resistance,
Bandwidth and application, Numerical for calculation of voltage gain in dB
and without dB )
7 Direct coupled and transformer coupled amplifier, their frequency response
and applications. (only circuit diagram , operation)
8 BJT as a switch.(compare with mechanical switch )
Topic 3 Name-Analog circuits
Facts-Analog signal
Concepts- Integrated circuits ,Op-amp, Timers, Oscillators
Principle-Barkhausen criteria
Applications- Op-amp as adder, subtractor, integrator, differentiator, multi-
vibrator, instrumentation amplifier

32
Books- Electronics Devices and Circuits Author: -S Salivahanan , N
For 3.1
IC741-page no.707-708,710
Inverting , Non-inverting and differential circuit- page no 716-717
Adder, subtractor- page no 727-729 Integrator and differentiator and
Instrumentation amplifier- page no 731-732,735-737
For 3.2
Electronics Devices and Circuit theory Author - Robert L.Boylestad and
Louis Nashelsky Pearson
IC555–Block diagram ,pin diagram and specifications Multivibrator using IC
555 as AMV, BMV, MMV page no -752 -755
For 3.3
Oscillator
Concept of oscillator, Barkhausen criteria
Comparison of RC , LC (tuned circuit)and Crystal oscillator- page no 789-
801
Teaching Aids: Transparencies, notes, white board and marker pens.
Charts
PPT
 PPT of IC 741 and IC 555 and its application.
 PPT of oscillators
Website http://en.wikipedia.org/wiki/oscillator
Lecture
no.
1 Concept of integrated circuit and ideal op-amp specifications (List only)
IC741 Block diagram, pin diagram , specifications, and applications
2 Op amp Configurations diagram and operation of these circuits - Inverting ,
Non-inverting and differential circuit. (diagram , operation and formulae no
derivation)
3 Op amp as adder, subtractor (diagram , operation and formulae no derivation)
4 Integrator and differentiator and Instrumentation amplifier using 3 op-amp
(diagram , operation and formulae no derivation)[simple numerical are
expected ]
5 Timers
IC 555–Block diagram ,pin diagram and specifications
6 Concept of multivibrator using IC 555 as AMV, BMV, MMV. diagram ,
operation and formulae no derivation)
7 Oscillator
Meaning of Electronic oscillator with the analogy of mechanical
oscillator(pendulum or spring), tuned circuit, feedback in amplifier,
Barkhausen criteria
8 Comparison of RC , LC and Crystal oscillator using block diagram [ no any
special circuit is expected]
Name-Digital Circuits

33
Topic
4
Facts-Analog signal
Concepts- Digital signal, logic gates ,Flip-flops ,counter, Microprocessor and
microcontroller, Adder ,Subtractor
Applications-Microprocessor and Microcontroller applications
For 4.1
Study of logic gates, symbol, truth table NOT, AND, OR, NAND, NOR,
XOR, XNOR page no -864-869,
For 4.2
Half and Full adder, subtractor, Multiplexer (2:1,4:1), de multiplexer(1:2,1:4)
Decoder and Encoder, applications - page no 873-880
For 4.3
Block diagram of RS,JK Flip-Flop ,Race around condition, Master Slave JK ,
D and T, Triggering mechanism(Edge and Level), Application of flip-flops,
Decade counter, Ring counter, Shift register page no -883-893
Microprocessor and Microcontroller- page no 919-923,929-932
Teaching Aids: transparencies, notes, white board and marker pens ,
Charts
PPT
 PPT of logic gates symbols ,truth table and logic equation
 PPT of Adder, subtractor, Mux, Demux, encoder and decoder.
 PPT of Flip flops, counter ,register
 PPT of comparison of Microprocessor and Microcontroller
Websites: http://en.wikipedia.org/wiki/digital
Lecture
no.
1 Meaning of logic gates(with examples), symbol, truth table NOT, AND, OR
(not required internal circuit diagram) (for 2 input)
2 Symbol, truth table for NAND, NOR, XOR, XNOR (for 2 input)
3 Half and Full adder, subtractor, [only block diagram , truth table and
application]
4 Multiplexer (2:1,4:1), de multiplexer(1:2,1:4) [only block diagram , truth
table]
5 Decoder and encoder, applications [only block diagram , truth table and
comparison]
6 Block diagram of RS,JK Flip-Flop, Race around condition[only circuit
diagram ,operation and application is expected, not details of timing
diagram ]
7 Master Slave JK , D and T [only circuit diagram ,operation and applications
is expected, not details of timing diagram ]
8 Triggering mechanism with reference to noise (Edge and Level only
waveform), Application of flip-flops
9 Meaning of digital counter, asynchronous counter (4 Bit)[only circuit
diagram and operation is expected ,not details of timing diagram ]
10 Decade counter, Ring counter, [only circuit diagram and operation is

34
expected not details of timing diagram ]
11 Shift register, comparison of counter and shift register [only circuit diagram
and operation is expected not details of timing diagram ]
12 Definition of Microprocessor and Features of 8085
13 Definition of Microcontroller and Features of 8051.
14 Comparison of microprocessor and Microcontroller and their
Applications(Mechanical engineering )
Topic5 Name-Transducers & signal conditioning
Facts- LED, LDR, Photodiode
Concepts- Transducer: Active and passive, primary and secondary,Electrical ,
mechanical. Data converter ADC and DAC, AC and DC signal
conditioning, DAS, Data loggers
Definition, Classification and characteristics of Active and passive, primary
and secondary, Electrical , mechanical and optical transducer, their examples,
selection criteria- page no 757-771
Title-Mechatronics ( Integrated Mechanical Electronic System) Author-K.P..
Ramchandran, G K Vijayaraghavan & M S Balsundaram. Publication- Wiley
India Pvt.Ltd ,(First Edition)
For Transducers Page No 29 to 40
Signal Conditioning Page No 181 to 199
Data Converter Page No 465 to 473
DAS, Data Logger Page No 452 to 45
Introduction to Data converter ADC and DAC Page No -893-898
For Signal Conditioning
Data Converter Book Instrumentation Devices and Circuits Author C S
Rangan , G R Sharma , and V S Mani pub . Tata Mc Graw- Hill Pub. Co.
Page No 363 to 3380
For DAS Book Instrumentation Devices and Circuits Author C S Rangan
, G R Sharmaq , and V S Mani pub . Tata Mc Graw- Hill Pub. Co. Page
No 351 355 to 358
For Data logger Book Instrumentation Devices and Circuits Author C S
Rangan , G R Sharmaq , and V S Mani pub . Tata Mc Graw- Hill Pub. Co.
Page No 439 , 440
Teaching Aids: transparencies, notes, white board and marker pens ,
Charts
PPT :
 PPT of classification of transducer
 PPT of ADC and DAC.
 PPT of DAS, Data logger
Websites: http://en.wikipedia.org/wiki/transducer
Lecture Topic/ Subtopic to be covered

35
no. (focus on practical utility of electronics in mechanical field)
1 Definition and, characteristics of Active and passive transducer, their
examples ,selection criteria
2 Classification and characteristics of primary and secondary, Classification
of transducers on the basis of signal :Electrical , mechanical and optical
transducer their examples ,selection criteria
3 Introduction to Data converter ADC[only principle of operation and
applications]
4 Introduction to Data converter DAC [only principle of operation and
applications] comparison of ADC and DAC
5 Signal conditioning need and only Block diagram of AC signal conditioning,
6 Only Block diagram of DC signal conditioning,
7 DAS - single channel multi-channel and applications
8 Data loggers (Explanation and applications)
Topic 6 Name-Mechatronics & PLC
Facts- Mechanical system, CNC.
Concepts-mechatronics, elements of mechatronics, Robotics, AVCS
Books-
For 6.1
Title-Mechatronics (Iintegrated Mechanical Electronic System) Author-K.P..
Ramchandran, G K Vijayaraghavan & M S Balsundaram. Publication- Wiley
India Pvt.Ltd ,(First Edition) Page No. 1 to5 ,20 to 27 Robotics system
Page No. 792 to 800 CNC system Page No. 771 to 776 PLC
Introduction , operating principle, Internal architecture , programming ,
application programs Page No. 697 to 756
Title- Introduction to mechatronics author- Appuu kuttan K. K. Publication-
oxford page no 1 To 20
For 6.2
Title- Process Control Instrumentation Technology Author- C.D. Johnson
Publication PHI ( 7TH
edition) page no 393 to 414
Teaching Aids: Lecture on PLC and Mechatronics in VLC(virtual
learning center) as per timetable of MSBTE, transparencies, notes, white
board and marker pens Charts
PPT :
 PPT of PLC and Ladder diagram
Websites: http://en.wikipedia.org/wiki/Mechatronic
Lecture
no.
(Try to give examples related to machine tools, automobile A/C refrigerator
engineering. plant, traction system etc.)
1 Definition and requirement of mechatronics, basic elements of mechatronics.
2 Mechatronics design process 1) modeling 2)simulation 3)prototyping and
4)deployment.
3 Define real time system and features, advantages and disadvantages of
Mechatronics.
4 List of various mechatronics system and Functional block diagram , basic

36
components and explanation of CNC.
5 Comparison with conventional system , types of CNC such as CNC
machining centre , CNC turning section , CNC lathes , CNC milling and
drilling , CNC special purpose machines (only list ) Advantages over
conventional systems.
6 Flexible manufacturing system (FMS), Computer integrated machine (CIM),(
diagram and explanation).
7 Definition of Robotics, Components of Robot such as drive system, control
system, measuring system, sensors system. Block schematic.
8 Classification of Robots such as based on Geometric configuration , No. of
axis of rotation , end effectors or grippers, type of control and level of
sophistication of controller Cylindrical, Cartesian , spherical , articulated ,
mechanical gripper , magnetic gripper , suction cup , adhesive type . open
loop control , close loop control , limited sequence control , point to point
control continuous path robot , Intelligent robot, Robot applications(Only
List)
9 Advance vehicle condition system (AVCS), Block Schematic and function of
each.
10 Definition of PLC, Features of PLC, Basic structure of PLC, internal
architecture of PLC I/O devices
11 How PLC differs from computer , Classification of PLC based on number of
Input and Outputs- Micro, Small , medium and Large , List of PLC
application , Selection of PLC ,(Names only)
12 PLC programming Memory , program scan , PLC programming methods
,Ladder diagram with Difference between Electrical and PLC ladder ,
Ladder diagram symbols
13 PLC programming instructions, Examine if open, Examine if Closed, Output
Energies(OLE), Output latch and Unlatch Instructions, Timer and Counter (
only introduction )
14 Ladder diagram for OR , AND ,EXOR , NOT , NAND , NOR and their
simple combinations
15 Timing and Counting Operations(Min 3 programs)- Timer with single input
and single output operation, Sequential operations for outputs such as Motor
control simple programs (These programs shall be implemented during
practical Writing PLC program for given Process description Washing
System, Conveyor System, and Elevator systems No theory questions shall
be ask on complex process during theory exam . )
16 Revision
5.2 Planning and Conduct of Test:
There will be two test each of 25 marks conducted as per schedule given in
MSBTE academic calendar
Sr.No Class Test Marks Topics
1 Class Test 1 25 1. Solid state devices and diode circuits.
2. Transistor Circuits
3. Analog circuits

37
2 Class Test 2 25 4. Digital circuits
5. Transducer and Signal Conditioning
6. Mechatronics and PLC
5.3 Details about conduct of assignments:
Assignments are part of term work.
Assignment will include observation of systems from mechatronics point of view.
Individual will prepare report consisting of functional block diagram of the system ,
Where ever possible arrange visit to manufacturing unit where mechatronics is used for
production purpose and prepare report.
5.4 Strategies for Conduct of Practical:
Teacher should be available for complete 2 hours for practical
a. Approach for design of manual :
 Basic approach of Lab manual is to develop better understanding of subject and
develop intellectual skills and motor skills as per subject objectives.
 While designing the experiment, various activities should be added in the
experiments so that the contents can be related to applications in the industry.
 Suggestions for effective conduct of practical and assessment:
Subject teacher shall prepare Laboratory planning (D2) format in duplicate. One copy of
D2 shall be displayed on lab/department notice board for student information. Subject
teacher shall conduct practical as per planning and assess regularly
 At the beginning of the semester, Lab assistant and subject teacher should check
the equipments to conduct practical are in proper working condition
 Teacher should use laboratory manual developed for the subject Basic Electronics
and Mechatronics.
 Conduct the practical as per instruction in lab manual
 Teacher shall perform the experiment before demonstration/conduct of practical.
 Confirm resources, equipments, data book and components.
 Use charts whenever necessary.
 Display the given data of each experiment in the lab
 More opportunities are provided to students for hands on skills development.
 There should be one revision practical after every three regular practical’s so that
students grasp the content deeply.
 Teacher should make the assessment report of student during repletion round.
 Teacher should assess the student on the basis of his/her participation in a group
and performance in a group during practical as per MSBTE rule.
 Continues assessment shall be done by asking questions at the end of practical.
 Teacher should give marks out of 10 for each practical.
 Industrial visit shall be arranged to provide more learning of some specific
practicals.

38
b. Preparation for conduct of practical
 Experimental set up with sample reading (expected result) should be prepared by
concerned teacher before the commencement of each experiment
 Teacher should give the instruction regarding proper handling of instruments,
precautions and safety while performing the experiment
5.5 Additional guidelines to conduct course smoothly.
 Use of ICT based teaching learning, PPTs, internet, readymade charts/graphs,
CD/VCDs methods, video may help students to learn subject easily.
 Prefer use of recommended reference books for teaching/learning purpose.
 Preparation of subject notes will definitely be fruitful for students.
 Overview of topics covered in last lecture at start of current lecture is expected.
 Assignment or homework based on last lecture or related to next lecture may be
helpful for all students.
 Preparation and circulation of chapter wise question bank based on sample
question paper, MSBTE old question papers will definitely give good idea to
students about subject.
 Showing of components, portable electronic equipments, working models
simulations, project boards will definitely give brief idea about subject to
understand electronic equipment’s to the students
6. Mode of assessment:
6.1 Class Test:
 It is proposed that there will be two tests each of 25 Marks.
 The tests will be conducted as per the MSBTE Schedule
 Teacher should prepare model answer of class test question papers.
 After completion of test, subject teacher should display model answer on
departmental notice board.
 Teacher should show answer paper of class test to the students and discuss about
the mistakes.
 Teacher should maintain the record of class test as per MSBTE norms.
6.1.1 Guidelines for Setting Class Test Question Paper:
 Question no.1 attempt any three out of four(3*3=9)
 Question no.2 attempt any two out of four(2*4=8)
 Question no.3 attempt any two out of four(2*4=8)

39
6.1.2 Sample Test Papers:
Sample Test Paper 1
Roll No.
Institute Name:
Course Name: ME/PT/PG/MH/MI/FE Course Code: 17302
Semester: Third
Subject: Basic Electronics & Mechatronics.
Marks: 25 Time: 1 hour
Instructions:
1. All questions are compulsory
2. Illustrate your answers with neat sketches wherever necessary
3. Figures to the right indicate full marks
4. Assume suitable data if necessary
5. Preferably, write the answers in sequential order
Q1. Attempt any three 3*3=9
a) Draw the symbols of UJT, LDR, Zener Diode.
b) Draw V-I characteristics of PN junction diode and define cut in voltage.
c) Describe BJT acts as switch with analogy of mechanical switch.
d) Draw neat circuit diagram of instrumentation amplifier.
e) State four characteristics of op-amp.
Q2. Attempt any two 4*2=8
a) Compare BJT & FET. (any four points)
b) Draw center tapped FWR with capacitor filter & describe its working with wave forms.
c) Draw two stage RC coupled amplifier. State its any two advantages and disadvantages.
a) What is thermal runaway? What is the use of heat sink in transistor?
b) Draw Non-inverting amplifier & describe its working. state gain equation.
c) Compare CB and CE configuration for BJT.
17302

40
Sample Test Paper 2
Roll No.
Institute Name:
Semester: Third
Marks: 25 Time: 1 hour
Instructions:
Q1. Attempt any three 3*3=9
a) Draw functional block diagram of IC555 timer & describe function of each.
b) State Barkhausen criteria in oscillator.
c) Draw Symbol and write logic equation & truth table for NOR, AND, X-OR.
d) State six features of 8085 microprocessor.
e) Define transducer and give its classification.
a) What is Data Logger? State applications of data logger
b) Define Mechatronics. Describe basic elements of mechatronics.
c) Draw Ladder diagram for XOR gate
a) Draw block Schematic of AVCS and give function of each block.
b) Draw decade counter and write truth table.
c) Compare ADC and DAC.
17302

41
6.2.3 Sample Question Paper:
Exam Seat No.
Maharashtra State Board of Technical Education
Semester: Third
Marks:100 Time: 3 hours
Instructions:
Q1. A) Attempt any six 2*6=12
a) Sketch symbol and label the terminals of
i) Diode ii) Phototransistor
b) What is Filter?
c) State input and output terminals in CB & CC configuration.
d) Sketch pin diagram of IC 741 and label all pins.
e) Draw logical symbol of 4:1 multiplexer?
f) Identify active transducers from following transducers
i) thermocouple ii) strain gauge iii) RTD iv) piezoelectric transducer
v) LVDT
g) What is mechatronics?
h) State types of real time mechatronics system.
Q1. B) Attempt any two 4*2=08
a) Sketch circuit diagram, input, and output waveform of half wave rectifier.
b) How Op Amp offers high input impedance ? List out any four specifications of ideal op-
amp.
c) Sketch block diagram of CNC system from mechatronics view and state function of each
block.
Q2. Attempt any Four 4*4=16
a) Which biasing method is most commonly used for BJT? Sketch circuit diagram for the
same.
b) Why multistage amplifier circuit is used? List out any two coupling methods used for
multistage amplifier.
c) Draw circuit diagram of inverting amplifier. Calculate the gain if Rf=12KΩ, Ri=3KΩ
d) Sketch pin-out diagram of IC 555. Label all pins and state functions of each pin.
17302

42
e) What is oscillator? Which type of feedback is used in oscillator? State types of oscillator.
f) What is full adder? Sketch logical circuit of full adder along with truth table.
Q3. Attempt any four 4*4=16
a) How BJT acts as an amplifier? (with help of circuit diagram).
b) Write truth table & sketch symbol of NOR and NAND gate.
c) Sketch 4 bit asynchronous counter circuit.
d) What is Decoder? Draw logic diagram of 3:8 decoders write its truth-table.
e) State classification of transducer on the basis of signals with one example each..
f) State two reasons that mechatronics system is getting popular ? State it’s any four
applications.
a) What is PLC? Sketch architecture of PLC and Label all blocks.
b) Calculate gain of multistage amplifier if gain of 1st
stage is 15dB and gain of 2nd
stage is
3 dB.
c) List four criteria to select PLC for any particular applications?
d) What is Data Logger? State applications of Data Logger.
e) State the Role of DAS.
f) How opto coupler act as an isolator?
a) State meaning of ADC & DAC. List out types of ADC.
b) Compare active and passive transducer on the basis of any four parameters.
c) State applications of 7 segment display and opto-coupler. (any four applications of each)
d) What is FET? Why it is called as voltage controlled device?
e) Draw construction of decade counter using T flip flop.
f) Sketch schematic symbol of opto coupler. State its application.
a) Draw block diagram of regulated DC power supply and sketch waveforms after each
stage
b) Define Load regulation and Line regulation.
c) State Barkhausen criteria for oscillation. State advantages of crystal oscillator.
d) Compare microprocessor and microcontroller. (any four points)
e) Draw Ladder diagram for Start –Stop logic with one input push button for start and one
push button for stop and one output for motor to activate solenoid valve
f) Draw logical circuit diagram of S-R flip flop and write its truth table

17302
13141
3 Hours / 100 Marks Seat No.
P.T.O.
Instructions – (1) All Questions are Compulsory.
(2) Answer each next main Question on a new page.
(3) Illustrate your answers with neat sketches wherever
necessary.
(4) Figures to the right indicate full marks.
(5) Assume suitable data, if necessary.
(6) Mobile Phone, Pager and any other Electronic
Communication devices are not permissible in
Examination Hall.
Marks
1. a) Attempt any SIX of the following: 12
i) Draw the symbols and label the terminals of
1) Photo diode
2) UJT
ii) Define rectifier.
iii) Draw the symbols and label the terminals of
1) NPN Transistor
2) PNP Transistor
iv) Sketch pin diagram of IC 741 and label all its pins.
v) Write any two applications of Multiplexer and
Demultiplexer.
vi) What is transducer? How are they classified.
vii) What is mechatronics? Write its applications.
viii) What are the advantages of FMS. (Any four)

17302 [ 2 ]
Marks
b) Attempt any TWO of the following: 08
i) Draw the circuit diagram along with the necessary
waveforms for fullwave bridge rectifier.
ii) Calculate the gain of inverting and noninverting
amplifier if Rf = 21kW and Ri = 3kW.
iii) List any four advantages and applications of CNC system.
2. Attempt any FOUR of the following: 16
a) What is thermal runaway? How it is avoided?
b) How transistor works as a switch also draw a necessary
circuit and waveform for it.
c) Sketch circuit diagram for integrator using opamp also draw
output waveforms for square wave and sine wave input.
d) Sketch circuit diagram for AMV using IC555 also draw
necessary waveforms and write the equation for output
frequency.
e) Compare RC and LC oscillator w.r.t. following points :
i) Voltage gain
ii) Oscillating frequency
iii) Components used for oscillation
iv) Application.
f) What is full adder? Sketch logical circuit for it along with
its truth table.
a) Compare RC coupling and transformer coupling w.r.t.
following points
i) Coupling element
ii) Distortion
iii) Voltage gain
iv) Applications

17302 [ 3 ]
Marks
b) Draw the logical symbol and truth table for 2 input NAND
and EXOR gate.
c) Draw JK flip flop using NAND gate and what is the race
around condition?
d) Draw the logical circuit for 4:1 multiplexer along with its
truth table.
e) Compare electrical and mechanical transducers w.r.t.
i) power supply requirement
ii) reliability
iii) life time
iv) example
f) State functions and applications of robotic system.
a) What is advance vehicle condition system. Explain briefly.
b) Draw the circuit for single stage transistor amplifier also
write the requirements of multistage amplifier.
c) Sketch block diagram for PLC and state function’s of each
block.
d) What is data logger? Write its applications. (Any four)
e) Draw the block diagram of multichannel DAS.
f) Compare PN junction diode and Zener diode w.r.t.
i) direction of conduction
ii) application
iii) reverse breakdown
iv) symbol
P.T.O.

17302 [ 4 ]
Marks
a) What is AC signal conditioning? State types of circuit used
for ac signal conditioning.
b) State selection criteria for transducers.
c) Compare BJT and FET w.r.t.
i) terminals
ii) type’s
iii) input impedance
iv) controlling factor
d) What is optocoupler? Write its type also write its advantages.
e) Compare microprocessor and microcontroller w.r.t.
i) components
ii) access time
iii) number of opcodes
iv) hardware required
f) Define doping? Which type of impurity is added to form
Ptype and Ntype semiconductor.
a) Draw block diagram of regulated power supply also draw
necessary waveforms at various points.
b) Define load regulation and line regulation.
c) What is Barkhausen criteria? Which type of feedback is used
in an oscillator? Sate types of oscillator.
d) State different triggering methods also draw neat waveform
for each triggering method.
e) Write the selection factors for PLC.
f) Draw decade counter also write its truth table.

17302
13141
3 Hours / 100 Marks

P.T.O.
*17302* 17302
21314
3 Hours/100 Marks
Instructions: (1) Allquestions arecompulsory.
necessary.
(4) Assume suitabledata, ifnecessary.
Examination Hall.
MARKS
1. Attempt any five : 20
a) Draw the energy band diagram for various type of material and compare
them (two points).
b) Draw the circuit diagram and explain the working of half wave rectifier.
c) Draw the symbol of PNP transistor and explain its working.
d) Compare RC and LC oscillator.
e) Develop the truth table for XOR and XNOR gate. Also draw their symbols.
f) With a suitable example explain the concept of primary and secondary
transducer.
g) List the advantages and disadvantages of mechatronic system.
2. Attempt any four : 16
a) What is semiconductor ? Explain intrinsic and extrinsic type of
semiconductors.
b) Develop a circuit for Op-Amp as
a) Adder b) Subtractor.
c) What is multiplexer ? Draw logical symbol of 4 : 1 multiplexer.
d) Explain the selection criteria for the transducer for any application.
e) What is PLC ? Draw the block diagram and state the applications of PLC.
f) Draw the block diagram of CNC machine and explain its operation.
a) Explain the following terms :
a) Load regulation b) Line regulation.
b) Explain RC coupled amplifier with the help of neat diagram.
Seat No.

MARKS
c) What is instrumentation amplifier ? What are its advantages ?
d) Explain the operation of astable multivibrator using IC 555.
e) Compare microprocessor and microcontroller (4 points).
f) Develop a ladder diagram to verify followingBollean equation.
i) A + B + C = Y
ii) A.B.C = X
iii) A.B + C = Z.
a) Draw the symbol of LDR. Write its working principle and state any two
applications.
b) Explain the need of biasing circuit. List the types of biasing circuits for BJT.
c) List and explain any four specification of IC 741.
d) What is flip-flop ? List the types of flip-flop and state its applications (two).
e) Explain the operation of analog to digital convertor.
f) State the features of real time mechatronics.
a) List any four criteria for the selection of PLC for an application.
b) Draw and explain single channel data acquisition system.
c) What is Half adder ? Draw the logical circuit of half adder along with its truth
table.
d) Draw the circuit diagram of inverting amplifier. Calculate the gain if
Ω= k12Rf and Ω= k1RI
e) Calculate the gain of multistage amplifier if the gain of first stage is 12 dB and
gain of second stage is 4 dB.
f) Compare full wave and half wave rectifier (for any four points).
a) Draw the symbol and list four applications of
a) FET b) UJT
b) Compare CB and CE configuration for BJT (4 points).
c) Draw a labelled pin diagram of IC 555. List its two specifications.
d) Sketch 4-bit asynchronous counter.
e) Identify active and passive transducers from the list below.
a) Thermocouple b) RTD
c) Strain gauge d) Piezoelectric crystal
f) With the help of neat labelled diagram explain FMS.
–––––––––––––––––––––––
17302 -2- *17302*

17302
14115
3 Hours / 100 Marks Seat No.
P.T.O.
Instructions – (1) All Questions are Compulsory.
necessary.
(4) Assume suitable data, if necessary.
Examination Hall.
Marks
1. a) Attempt any SIX of the following: 12
(i) Sketch symbol and label the terminals of:
1) Zener diode
2) UJT.
(ii) What is rectifier? List types of rectifier.
(iii) State input and output terminals in CB and CE
configurations of BJT.
(iv) Draw the circuit diagram of an inverting amplifier using
IC 741 op-amp.
(v) Draw logical symbol of 1:4 demultiplexer.

17302 [ 2 ]
Marks
(vi) Identify passive transducers from following:
1) stain gauge
2) thermocouple
3) thermistor
4) photo voltaic cell.
(vii) List advantages of Mechatronics.
(viii) State the types of real time Mechatronic systems.
b) Attempt any TWO of the following: 08
(i) Sketch circuit diagram and input and output waveforms
of CLC filter.
(ii) Draw the block diagram of CNC system and state
function of each block.
(iii) Draw neat circuit diagram of op-amp as summing
amplifier and derive expression for 3 inputs applied.
a) List the different coupling methods of multistage amplifier.
Draw the circuit diagram of RC coupled amplifier.
b) What is oscillator? Which type of feedback is used in oscillator?
State types of oscillator.
c) What is half adder? Sketch logical circuit of half adder along
with truth table.
d) List different biasing methods of BJT. Sketch circuit diagram
of voltage divider biasing method.
e) Draw the block diagram of IC 555 and label it.
f) Draw the circuit diagram of non-inverting amplifier using
op-amp. Derive the expression for gain.

17302 [ 3 ]
Marks
a) What is encoder? Draw logic diagram of priority encoder.
Write its truth table.
b) Why mechatronic systems are getting popular? Explain.
State its any four applications.
c) Explain with the help of circuit diagram, how BJT acts as a
switch?
d) Draw symbol and write truth table of NAND and XOR gate.
e) Sketch 4-bit ring counter circuit.
f) State different selection criteria for tranducers.
a) State working principle of LED. Give two applications of
LED.
b) Calculate the gain of multistage amplifier if gain of 1st stage
is 30 dB and gain of 2nd stage is 6 dB.
c) Draw architecture of PLC and label all blocks. List two
advantages of PLC.
d) Explain with the help of an example, ladder diagram.
e) State the types of DAS. State its applications.
f) What is data logger? State applications of data logger.
P.T.O.

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