CRITERION 3 Course Outcomes and Program Outcomes 120

3. COURSE OUTCOMES AND PROGRAM OUTCOMES (120)

3.1. Establish the correlation between the courses and the Program Outcomes (POs) and Program Specific
Outcomes (PSOs) (20)
PROGRAM EDUCATIONAL OBJECTIVES
 Have Be able to Continuously Solve Graduates
high level
communicate updating complex are able to
of
technical effectively to themselves in technical undertake
competen
PROGRAM various areas and problems and lifelong
cy
OUTCOMES combined stakeholders technologies /or design learning
with
and that systems that and adapt
research
and are are to
problem practice their useful
relevant to the
solving
profession
skills to their career, to society by changing
generate with high
participate in applying the environme
innovativ
regard to fundamental
e personal nt.
solutions societal needs, scientific
development
in
diversity, principles
mechanic and
al that
engineeri
ng or
increasing underpin the
related constraints in
areas. their mechanical
the
understanding engineering
professional
of matters profession
workplace
that are
and ethical
current and
responsibilitie
important
s.

to
society at
national and
international
context.

1.Engineering 3 3 3 3 2
knowledge: Apply
the knowledge of
mathematics,
science,
engineering
fundamentals, and
an engineering
specialization to
the solution of
complex
engineering
problems.
2.Problem
analysis: Identify,
formulate, review
research literature,
and analyse
complex
engineering
problems reaching
3 3 3 1 2
substantiated
conclusions using
first principles of
mathematics,
natural sciences,
and engineering
sciences.

3.Design/developm 3 3 2 3 3
ent of solutions:
Design solutions
for complex
engineering
problems and
design system
components or
processes that meet
the specified needs
with appropriate
consideration for
the public health
and safety, and the
cultural, societal,
and environmental
considerations.

4.Conduct
investigations of
complex
problems: Use
research-based
knowledge and
research methods
including design of
3 1 3 3 2
experiments,
analysis and
interpretation of
data, and synthesis
of the information
to provide valid
conclusions.

5. Modern tool 3 1 3 1 3
usage: Create,
select, and apply
appropriate
techniques,
resources, and
modern engineering
and IT tools
including prediction
and modeling to
complex
engineering
activities with an
understanding of
the limitations.

6.The engineer
and society: Apply
reasoning informed
by the contextual
knowledge to
assess societal,
health, safety, legal
and cultural issues 3 3 1 3 2
and the consequent
responsibilities
relevant to the
professional
engineering
practice

7. Environment 3 1 3 1 3
and sustainability:
Understand the
impact of the
professional
engineering
solutions in societal
and environmental
contexts, and
demonstrate the
knowledge of, and
need for
sustainable
development.

8. Ethics: Apply
ethical principles
and commit to
professional ethics
and responsibilities 3 2 3 2 3
and norms of the
engineering
practice.

9.Individual and
team work:
Function effectively
as an individual,
and as a member or
2 3 3 3 2
leader in diverse
teams, and in
multidisciplinary
settings.

10. 2 3 2 3
Communication:
Communicate
effectively on
complex
engineering
activities with the
engineering
community and
with society at
large, such as,
being able to
comprehend and
write effective
reports and design
documentation,
make effective
presentations, and
give and receive
clear instructions.

11. Project 3 2 3 3 3
management and
finance:
Demonstrate
knowledge and
understanding of
the engineering
and management
principles and
apply these to one’s
own work, as a
member and leader
in a team, to
manage projects
and in
multidisciplinary
environments.

12. Life-long
learning:
Recognize the need
for, and have the
preparation and
ability to engage in
1 3 3 3 3
independent and
life-long learning in
the broadest context
of technological
change.

PROGRAMME
SPECIFIC
OUTCOMES

1. Design
Mechanical
Components And
Systems as per
given specifications
using Engineering 3 3 3 3 2
Design and
Analysis(EDA)
tools.

2. Analyze, Design 3 3 3 1 2
And Evaluate
Thermal Systems
including Internal
Combustion
(IC)
Engines, Turbo
Machinery,
Refrigerating, Air-
Conditioning and
Power
Generating
Systems.

3. Plan, including
methods Design,
Process Plan,
Quality Assurance
Systems and
Process
3 3 2 3 3
Automation, the
Manufacturing of
given mechanical
components and
systems.

4. Apply Modern 3 1 3 3 2
Management
Methods to
Manufacture of
Components and
Systems.
3.1.1. Course Outcomes (COs) (SAR should include course outcomes of one course from each
semester of study, however, should be prepared for all courses and made available as evidence,
if asked) (05)
Note: Number of Outcomes for a Course is expected to be around 6.

FIRST SEMESTER

Course Name: C115 : GE6253 :Engineering Mechanics Year of study: 2017-2018

C115.1 Ability to explain the differential principles applies to solve engineering problems
dealing withforce, displacement, velocity and acceleration.
C115.2 Ability to analyse the forces in any structures.

3.1.2. CO-PO matrices of courses selected in 3.1.1 (six matrices to be mentioned; one per
semester from 3rd to 8th semester) (05)

CO-PO MATRIX SECOND SEMESTER

Course Name:C115 : GE6253 Engineering Mechanics

CO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
C115.1 2 2 1 - 2 2 3 2 2 2 1 2
C115.2 2 1 2 1 2 1 3 2 3 1 2 1
C115.3 3 2 1 1 2 - 2 1 3 2 1 3
C115
3.1.3. Program level Course-PO matrix of all courses INCLUDING first year courses (10)

First Year Overall

CO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
C115 3 2 1 1 2 2 3 2 3 2 1 3

Note:
1. Enter correlation levels 1, 2 or 3 as defined below:
1: Slight (Low) 2: Moderate (Medium) 3: Substantial (High)
It there is no correlation, put “-”
It may be noted that contents of Table 3.1.2 must be consistent with information available in
Table 3.1.3 for all the courses.
FIRST YEAR

CO PSO1 PSO2 PSO3 PSO4

C115 1 2 1 2

3.2. Attainment of Course Outcomes (50)

3.2.1. Describe the assessment processes used to gather the data upon which the evaluation of
Course Outcome is based (10)

The assessment process for the course outcomes relies on several tools that seek feedback
from students, alumni, faculty department advisory board and the student representative committee.
The input is evaluated by the department and proper corrective actions are taken whenever necessary.

Outcome Assessment Tool Assessment Tool

Measurement Administered and examined Administered and examined
by by
course outcomes 􀀀 End of course survey Faculty
specific to each course 􀀀 Student Comments 􀀀 Faculty
􀀀 Faculty evaluation report 􀀀 Department
􀀀 Course performance report 􀀀 Faculty
􀀀 Faculty
Course Outcomes End of course survey 􀀀 Department
evaluated overall 􀀀 Faculty evaluation report 􀀀 Department
courses 􀀀 Student exist Survey 􀀀 Faculty
􀀀 Alumni Survey 􀀀 Alumni Advisor
􀀀 Student Advisory 􀀀 Department
Committee
Course Educational 􀀀 Employer satisfactory Department
Objectives Survey
􀀀 Alumni Survey
􀀀 Alumni Advisory Board

The constituents (Faculty, Students, Alumni and Industry) of the department are engaged in
the following manner in the department assessment activities.

Faculty:
Prior to the start of an Under Graduate course, every course instructor is advised to review:
1. The course objectives and outcomes of his/her course in order to familiarize themselves with
the expected outcomes for the course and how these course outcomes related to the Program
outcomes.

2. Past course performance form to identify any points of weakness that may require additional
emphasis.
  During the offering of an UG course, every course instructor is asked to:
 Save samples of student works on a regular basis (Homework & Exam Solutions, Lab
& Design Reports)
 Assess the contribution of the course to its Program Outcomes by evaluating student
performance
 Comment on the overall course performance towards meeting its objectives and
outcomes.
 Encourage students to participate in the end of the course surveys

Students:
The Department collects feedback from Under Graduate students for each course relating to
student input on course material, course organization and content delivery, the survey assessment for
each course, the main topic that students are expected to have been exposed to during the course.
Students are asked to rate on a scale from poor to excellent, based on their feedback whether they
feel that they had an opportunity to learn the specific course outcomes well. The department also
collects feedback from student representative committee composed of representatives of the ISTE,
SAE, and the student input is then summarized

 Individual reports on course performance for each course

 Yearly reports on course performance during an Academic year
 Department Performance

Alumni and Industry:

Alumni Advisory Board consists of 4 representatives from industry and alumni. It meets once
in a year and examines issues related to alumni activities, industry feedback and department
performance in meeting its Educational objectives and Program Outcomes. Since several members of
the Alumni Advisory Board (AAB) are members of industry and hold management positions at
leading companies that hire a good number of our graduating seniors, their input is used by the
department as the link between the department and its industry partners.

Alumni Survey:

The Alumni survey is a comprehensive survey that not only surveys our graduates on the type
of industry in which they are employed, their primary job function and job title but also seeks to
obtain from them the degree to which our program outcomes and objectives are achieved. This
assessment process takes place periodically, the surveys are collected and are processed about every
three years and the results are used to evaluate the achievement of the program objectives.

Program Advisory Committee Survey:

The surveys asked the participants to rate their level of agreements on a scale of 1 to 5. On
how well prepared our graduates are in regard to the following 11 items listed below.

1 Effectively applying engineering knowledge in their

 profession
2 Apply engineering fundamentals in solving problems
3 Design/Conduct/Assess engineering experiments
4 Be a professional, ethical, socially responsible engineer
5 Function effectively in multidisciplinary teams
6 Complete professionally as engineer and leader
7 Be a lifelong learner
8 Communicate effectively
9 Think creatively and critically
10 Have/apply global awareness skills
11 Be an entrepreneurs

Employer Survey:

1. The career Development center will conduct the employer survey and the results are to be
transmitted to the Dean and to the HOD. The Dean and the HOD are to review the results and
transmit them to the faculty/staff.
2. If a program related problem is identified as a result of this assessment, then the Dean and the
HOD has to refer the problem to a faculty member or an appropriate committee for a resolution to the
problem.
3. Process/Actions/Recommendations for problem resolution are to be documented and reported to
the Dean and the HOD.

Implementation:

The Department has established a comprehensive assessment process for its Program

Outcomes. The assessment process is meant to ensure that the course Outcomes that are important to
the mission of the department and its Program Education Objectives are being monitored and
measured. The results of the assessment process are regularly applied to the improvement of the
program and the educational experience of our students

3.2.2Record the attainment of Course Outcomes of all courses with respect to set attainment
levels
Measuring Course Outcomes attained through University Examinations:

The average university pass and attainment level is fixed as 50 %

Measuring CO attainment through Internal Assessments:

Two CIA test are conducted each semester for 90 min and one model exam for 3 hours.
Assignments are collected where ever required by the concerned faculty member.
 Mini projects are given to students who were split into 3 students per batch. A supervisor is
allotted to each batch. The progress of the projects is monitored through review by a team consisting
of supervisor, project coordinator and 2 senior professors from the department. Finally, based on the
presentation and progress marks are awarded to the concerned students.

Specific
Program outcomes Assessment Tool Evaluation(%)
Query/Problem
1.Engineering knowledge:
Apply the knowledge of
mathematics, science, Instructor evaluation
Student
engineering fundamentals, and report and Department
Performance
an engineering specialization performance reports
to the solution of complex
engineering problems.
2. Problem analysis: Identify,
formulate, review research
literature, and analyse complex
engineering problems reaching Instructor evaluation Project
substantiated conclusions using reports(Assignments and reports,assignments
first principles of mathematics, Seminar) and exams
natural sciences, and
engineering sciences

3.Design/development of
solutions: Design solutions for
complex engineering problems
and design system components
or processes that meet the
Instructor evaluation
specified needs with Project reports and
reports and Student
appropriate consideration for assignments
Advisory committee.
the public health and safety,
and the cultural, societal, and
environmental considerations.

4. Conduct investigations of
complex problems: Use Instructor evaluation Lab reports and
research-based knowledge and reports (Lab observation assignments
research methods including and
design of experiments, analysis Record, Assignments)
and interpretation of data, and
synthesis of the information to
provide valid conclusions.

5.Modern tool usage: Create,

select, and apply appropriate
techniques, resources, and
modern engineering and IT
Performance on
tools including prediction and Surveys on End of –
projects and
modeling to complex course and Alumni.
assignments.
engineering activities with an
understanding of the
limitations.

6. The engineer and society:

Apply reasoning informed by
the contextual knowledge to
assess societal, health, safety, Surveys on Alumni and
Survey
legal and cultural issues and Student exit
the consequent responsibilities
relevant to the professional
engineering practice
7. Environment and
sustainability: Understand the
impact of the professional
engineering solutions in Surveys on End-of-
Survey
societal and environmental course and student exit
contexts, and demonstrate the
knowledge of, and need for
sustainable development..
8. Ethics: Apply ethical
principles and commit to Student advisory
Performance on
professional ethics and committee and Instructor
exams and
responsibilities and norms of evaluation
assignments
the engineering practice. reports

9.Individual and team work: Surveys on Alumni and Survey

Function effectively as an Student exit
individual, and as a member or
leader in diverse teams, and in
multidisciplinary settings.

10.Communication:
Communicate effectively on
complex engineering activities
with the engineering
community and with society at Department
Presentation and
large, such as, being able to performance
Project
comprehend and write effective reports(Presentation)
reports and design
documentation, make effective
presentations, and give and
receive clear instructions.

11. Project management and

finance: Demonstrate
knowledge and understanding
of the engineering and
management principles and Instructor evaluation
Project reports and
apply these to one’s own work, reports and Student
assignments
as a member and leader in a Advisory committee.
team, to manage projects and
in multidisciplinary
environments..
12.Life-long learning:
Recognize the need for, and
Surveys on End of –
have the preparation and ability
course and Student exit
to engage in independent and Survey
and Department
life-long learning in the
Performance report
broadest context of
technological change.

3.3. Attainment of Program Outcomes and Program Specific Outcomes (50)

3.3.1. Describe assessment tools and processes used for measuring the attainment of each of the
Program Outcomes and Program Specific Outcomes (10)

a) A listing and description of the assessment processes used to gather the data upon which the
evaluation of each the programme educational objective is based. Examples of data collection
processes may include, but are not limited to, specific exam questions, student portfolios, internally
developed assessment exams, senior project presentations, nationally normed exams, oral exams,
focus groups, industrial advisory committee

b) The frequency with which these assessment processes are carried out

The Program Outcomes are assessed and evaluated by direct and indirect assessment methods. Direct
assessment is based on student performance in core curriculum courses which includes theory
subjects, laboratory subjects, mini projects, projects and oral presentations and it is documented in
course files and department files like internal assessment marks register, Results analysis for internals
and university exams. Some program outcomes are assessed by indirect assessment techniques such
as rules and performance criteria for each program outcome are designed.

Direct Assessment Process carried for Theory Courses

Daily Questionnaire Session:

Faculties handling subjects ask questions in the beginning of each session from the previous class
topics to assess the understanding and continuity of the subjects and it may be based on the two
marks of the covered portion. Two marks booklet is already provided to the students.

Revision:

At the end of each unit, students are orally tested by asking questions from the entire unit and assess
whether they are forwarding towards the attainment of POs. They are also asked to submit their notes
for verification. An hour is dedicated for revision and to provide important questions and question
bank. Assignments and seminars are given to emphasize the important topics.

Assignments:

They serve as practice for students and usually they are given 2 or 3 assignments. They check for
understanding along the way and guide teacher decision making about future instruction; they also
provide feedback to students so they can improve their performance. This makes the student
understand some issues in depth in order to write about them. For this purpose they have to gather
data and think about this data and process it. Finally drawing conclusions from the data they have
gathered. They have to work to meet with academic standards to demonstrate that they are thinking
professionally in their assignments

Seminars:

Assessment of students learning and communications skills are attained through seminars either in
groups or individual.

Examination:
Examination is done to assess students’ performance in order to know what and how to teach next.
Measure the degree to which they have learnt the information and skills being taught in the course or
programme of study. We have used assessments to measure how much our students have learned up
to a particular point in time. Periodical and supplementary tests are conducted for evaluation of the
academic performance of the students to incorporate the students with the ability to continue their
formal education and be accepted to relevant graduate degrees programs and succeed in their studies

 Series Test: Series test are conducted by concerned faculty on a weekly basis in order to
evaluate the understanding of the concepts in each unit by the students and the duration of
each test may last to an entire class period. They are organized by the department exam cell
coordinator.
 CIA Test & Model Exam: Standardized tests like Internal I, Internal II and Model
Examination are conducted. Fixed in terms of scope, difficulty and format, and are usually
held on fixed dates as determined by the institution and organized by centralized college exam
cell.

Periodically Internal Tests and Model exam are conducted to evaluate the overall performance and toughness
of the subject.

Evaluation Topics covered Marks

CIA 1 Written exam 1.5 Units
CIA 2 Written exam 1.5 Units 5
CIA 3 Written exam 1.5 Units
Model Written exam All Five Units 10
Attendance Full Semester 5
Total Internal Assessment : 20 Marks

Retest / Makeup test

Retest and makeup tests are conducted for absentees due to some important reasons and failures in
order to improve their internal assessment marks.

University examinations

Examinations are conducted by affiliating university for both Theory and laboratory subjects. Grades are
awarded on GPA and CGPA system.

Evaluation Marks
External Marks 80
Internal Marks 20
Total 100

Documentation:
Assessment process is entirely documented in Course files and log books by the concern faculty
handling the course.

Direct Assessment Process carried for Laboratory work:

In courses that include a high proportion of laboratory work, the most widely used method of
assessing the laboratory content is generally some form of continuous assessment. This has the
advantage of providing an ongoing and stepped overall picture of each students performance and
ability, and of providing the students with regular feedback on how they are progressing. It can be
very time consuming for the staff involved, however, particularly if detailed feedback is given on all
the work submitted. Such assessment can be carried out both for formative and for summative
purposes.

A typical scheme for the continuous assessment of laboratory work is that operated by the Department of
Information Technology. This comprehensive scheme covers all aspects of the students work, involves
standard assessment procedures and the assessment scheme following in our department will be described
in detail, since it illustrates many features of good practice. The student has to work individually in systems.
Sometimes, students below average are made to combine with class toppers for better understanding of the
lab experiments and results.

Nature of Assessment Timing and Frequency

Students lab Observation One submission and verification in each lab
weekly.
Students Lab Record One submission and verification in fortnight.
Oral examination Once while observation correction during all
labs weekly.
Model Examination Assessment carried out once before end
semester exams

Additional experiments are included in the lab curriculum for better understanding of the concepts.

There is attendance requirement above 80% for laboratory classes. Absentees from any time table
laboratory session due to unavoidable legitimate reason is given make up lab classes to complete their
exercises. Internal assessment marks for laboratory subjects are given to them based on their
attendance, observation and record submission on time, oral examination and overall performance.

Direct Assessment Process carried for Project work:

By Project Work, we mean comparatively lengthy and demanding student exercises, such projects can
vary enormously in type, scope, depth and length, in the extent to which their structure is specified by
the Professor of the department, in the extent to which they are based on the real world as opposed to
a simulated situation of some sort, and in whether the students work alone or in groups. The way in
which projects are assessed will clearly depend on all these factors, and also on the extent to which it
is wished to concentrate on the process or product aspects of the work.

Some of the features of good practice that can be identified in this assessment are as follows:

The students are provided with detailed guidelines on what they are expected to do in each project,
and are also made fully aware of the criteria against which their work will be assessed. The
assessment methods are well matched both to the activities that the projects involving creative design
and design related tasks and to the outcomes of the projects.

The assessment is staged, with formative assessment taking place via a series of interim reviews that
provide the students with feedback on their progress, and summative assessment being based on their
performance at formal presentations. Here, they display the final outcomes of their work, give short
oral presentations on what they have done, and answer questions. The results of the assessment of the
individual projects can easily be consolidated in order to provide the students with periodic reviews
of their overall progress and to produce semester marks and grading.

Summative assessment of each students work is based on the way in which they plan and carry out
the project, on the quality of their documentation and report, and on their oral presentation of their
work. Each project is assessed by a staff member, who acts as Project Guide and overall monitored
and peer reviewed by the Head of the Department and Professor of the department acting as a Project
Coordinator. Each of these first, carries out an independent assessment of the project against the
criteria given below:

1.Conduct of project work: Preparatory work, Background reading / Literature review, Input of
ideas / Innovation, Degree of supervision required, attending all the project reviews, Power Point
presentations

2.Project Execution: Appreciation of problems, Ability to overcome difficulties with little

supervision, Technical skills including computing skills, Achievement of aims

3. Report : General content, planning, Logical development, Readability, Clarity of introduction,

Quality of language, Quality of presentation, Standard of diagrams, Number and relevance of
references, Quality of discussions/conclusions

4. Viva: Manner of delivery, Clarity of technical explanation

Assessment of Project Work

Conduct of Project Report Viva Total
Project Work Execution

50 20 20 10 100
Indirect Assessment Process for evaluating Program Outcomes

Course End Survey:

Course End survey is taken by the faculty handling the subject at the end of semester for that
particular course about the delivery of course contents, mode of delivery, lecture notes, question
banks, improvement facts etc.

Course Exit Survey:

This survey is taken from the final year students who are about to leave the college about the entire
infrastructure facilities of the institution and the college, faculty availability, administrative officials
contacts etc.

Faculty Survey:

Faculty survey is done by the department HOD from the students to study about the staff’s
knowledge, interests, delivery methodologies, and student’s wavelength which will be considered for
the future subject allotments

Employer Survey:

Employers of our graduates are requested for their feedback and suggestions about our graduates
who have been employed in their organizations.

Alumni Survey:

Graduates after completion of course are asked to join the alumni association of our institution.
Every year alumni meet is conducted and they have been given the survey form and asked to fill the
form and give their suggestions. From that assessment, we try to evaluate the program outcomes
attainment level. Our eminent alumnus actively participates in the meet and survey. They also come
forward to guide their juniors who are undergoing courses at our college.

Class Committee meeting:

Class committee meeting is held after internal test every month participated by students
representative, department representatives, HOD, Staffs handling the subjects of that class and a chair
person from other department. Feedback, grievances and suggestions about facilities, staff teaching
learning process and campus amenities are recorded in the minutes and forwarded to the principal
through HOD for further actions.

Department Performance Report:

 After the Announcement of University results, this report is prepared and submitted to the Principal,
Academic advisory board and the management. The comparison analysis is done for the corrective
and preventive actions to be taken in the forth coming semester.

Assessment tools used for assessing the attainment of each PO

S.NO Assessment tool Assessment Frequency Assessed By Reviewed By

Assignments Monthly Faculty Faculty
1. Mini project reports VI Semester Faculty HOD
Project Reports Last Semester
Examinations
Class Test Weekly Faculty Faculty /
Department
2. Internal Test Monthly Faculty Faculty/Department
Model Test Before Semester End Faculty Faculty/Department
University Semester End University External Faculty
Examination
3. End of Course Every Semester Faculty Faculty/department
survey
4. Rubrics specific to Every six months Faculty Faculty/Department
PO/POS
5. Employer Survey Every Year Department Department
6. Faculty survey Every six months Institute Department
7. Alumini Survey Every year Department Department
8. Class committee Monthly Department Department
meeting
9. Department Every semester Department Department
Performance report

ASSESSMENT PROCESS

PROGRAM OUTCOMES
Assessment
Process

2 3 4 5 6 7 8 9 10 11 12
1
1. Estabilishing
Process
2. Provide
Learning
Opportunities
3.Asses Student
learning

4.Use the
results

(a)

PROGRAM OUTCOMES
Description
of Assessment
process 12
2 3 4 5 6 7 8 9 10 11
1
1.Internal
Assessment
Exam

2.Assignment

3.Seminar

4.Project

5.Practical
Session

6.Skilledge

(b)
DESCRIPTION OF ASSESSMENT FREQUENCY OF ASSESSMENT
PROCESS PROCESS

1.Internal Assessment exam Once a month

2. Assignment Twice in a semester

3.Seminar Twice in a semester

4.Project Once a Year

5.Practical session Once a week

3.3.2. Provide results of evaluation of each PO & PSO (40)

Results of evaluation of each PO

SUB.COD Cours PO PO PO PO PO PO PO PO PO PO1 PO1 PO1

E e 1 2 3 4 5 6 7 8 9 0 1 2

ME6511 C307

ME6512 C308

ME6513 C309

C310
ME6601

C311
MG6851

C312
ME6602

C313
ME6603

C314
ME6604

ME6004 C315
 C316
ME6611

C317
ME6612

C318
GE6563

Direct Attainement

Indirect
Attainement

Results of evaluation of each PSO

SUBJECT Course PSO1 PSO2 PSO3 PSO4

CODE

ME6501 C301

ME6502 C302

ME6503 C303

ME6504 C304

ME6505 C305
GE6075 C306

ME6511 C307

ME6512 C308

ME6513 C309

C310
ME6601

C311
MG6851

C312
ME6602

C313
ME6603

C314
ME6604

ME6004 C315

C316
ME6611

C317
ME6612

C318
GE6563

Direct Attainement

Indirect Attainement