GUJARAT TECHNOLOGICAL UNIVERSITY (GTU)

Competency-focused Outcome-based Green Curriculum-2021 (COGC-2021)

I – Semester

Course Title: Fundamentals of Electricals and Electronics

(Course Code: 4300018)

Diploma Programme in which this course is offered Semester in which offered

Computer Engineering and Biomedical Engineering First

1. RATIONALE
The engineering technologists (i.e. engineering diploma holders) have to use/maintain various
types of equipment which are electronically operated and controlled. For using/maintaining
such equipment, the fundamental principles of electronics and electrical are to be applied in
many situations to arrive at the probable solutions to many of the broadly defined problems
which they will face during their career as technologists. Therefore, the knowledge about the
functions of various basic electronics devices and the associated circuits including the
associated practical skills acquired through the laboratory will help the student when s/he will
be working with electronically controlled/operated equipment or electronic circuits. This course
is therefore so designed that the students will be able to use/apply the principles of basic
electronics as well as electrical as and when required.

2. COMPETENCY
The purpose of this course is to help the student to attain the following industry identified
competency through various teaching learning experiences:
 Apply principles of basic electrical and electronics in various engineering applications .

3. COURSE OUTCOMES (COs)

The practical exercises, the underpinning knowledge and the relevant soft skills associated with
this competency are to be developed in the student to display the following COs:
a. Differentiate active and passive components and test them.
b. Identify various types of diodes and their applications.
c. Apply transistors in electronics circuits.
d. Demonstrate various electronic hardware components like PCB, ICs, cables and
connectors.
e. Dispose electronic waste safely.
4. TEACHING AND EXAMINATION SCHEME

Teaching Scheme Total Credits Examination Scheme

(In Hours) (CI+T/2+P/2) Theory Marks Practical Marks
Total Marks
CI T P C CA ESE CA ESE
3 - 2 4 30* 70 25 25 150

(*): Out of 30 marks under the theory CA, 10 marks are for assessment of the micro-project to
facilitate integration of COs and the remaining 20 marks is the average of 2 tests to be taken
during the semester for the assessing the attainment of the cognitive domain UOs required for
the attainment of the COs.

Legends: CI-Class Room Instructions; T – Tutorial/Teacher Guided Theory Practice; P -Practical;

C – Credit, CA - Continuous Assessment; ESE -End Semester Examination.

5. COURSE MAP (with sample COs, PrOs, UOs, ADOs and topics)
This course map provides the student an overview of the flow and linkages of the various types
of learning outcomes to be attained by the student in all domains of learning leading to the
industry identified competency depicted at the centre of this map.

6. SUGGESTED PRACTICAL EXERCISES

The following practical outcomes (PrOs) that are the subcomponents of the COs. Some of the
PrOs marked ‘*’ are compulsory, as they are crucial for that particular CO. These PrOs need to
be attained at least at the ‘Precision Level’ of Dave’s Taxonomy related to ‘Psychomotor
Domain’.
Approx.
Sr. Unit
Practical Outcomes (PrOs) Hrs.
No. No.
required
1. Calculate resultant resistor value for series and parallel I 02
connection of resistors.
2. Observe and test different waveforms on CRO. I 02

3. Test VI characteristic of PN junction diode. II 02

4. Build/test zener voltage regulator for the given voltage. II 02

5. Build/test half wave rectifier. II 02

6. Build/ test full wave rectifier using two diodes. II 02

7. Build/ test full wave bridge rectifier using four diodes. II 02

8. Test I/O Characteristic for CE Configuration III 02

9. Build and test the performance of IC.(Mini Project) IV 04

10. Design and build a sample circuit using PCB.(Mini Project) IV 04
11. Identify and study different types of cables. IV 02
12. Identify and study different types of connectors. IV 02
Total 28
Note

i. More Practical Exercises can be designed and offered by the respective course teacher
to develop the industry relevant skills/outcomes to match the COs. The above table is
only a suggestive list.
ii. The following are some sample ‘Process’ and ‘Product’ related skills (more may be
added/deleted depending on the course) that occur in the above listed Practical
Exercises of this course required which are embedded in the COs and ultimately the
competency.

Sr. No. Sample Performance Indicators for the PrOs Weightage in %

1 Prepare of experimental setup 20
2 Operate the equipment setup or circuit 20
3 Follow safe practices measures 10
4 Record observations correctly 20
5 Interpret the result and conclude 30
Total 100

7. MAJOR EQUIPMENT/ INSTRUMENTS AND SOFTWARE REQUIRED

These major equipment/instruments and Software required to develop PrOs are given below
with broad specifications to facilitate procurement of them by the administrators/management
of the institutes. This will ensure conduction of practical in all institutions across the state in
proper way so that the desired skills are developed in students.

Sr. PrO.
Equipment Name with Broad Specifications
No. No.
1. Variable DC power supply 0- 30V, 2A, SC protection, display for voltage and 2-7
current.
2. Cathode Ray Oscilloscope Dual Trace 20Mhz, 1MegaΩ Input Impedance 2-7,
8-10
3. Function Generator 0-2 MHz with Sine, square and triangular output with 2-7,
variable frequency and amplitude. 8-10
4. Digital Multimeter : 3 1/2 digit display, 9999 counts digital multimeter All
measures: V , V ( 1000V max) , A , A (10 amp max) , Resistance ( 0 - 100 M∧) ,
ac dc dc ac

Capacitance and Temperature measurement

5. Electronic Workbench : Bread Board 840 -1000 contact points All
: Positive and Negative power rails on opposite sides of the board , 0-30 V , 2
Amp Variable DC power supply, Function Generator 0-2MHz, CRO 0-30MHz ,
Digital Multimeter.

8. AFFECTIVE DOMAIN OUTCOMES

The following sample Affective Domain Outcomes (ADOs) are embedded in many of the above
mentioned COs and PrOs. More could be added to fulfil the development of this competency.
a. Work as a leader/a team member.
b. Follow ethical practices.
c. Practice environmental friendly methods and processes. (Environment related)

The ADOs are best developed through the laboratory/field based exercises. Moreover, the level
of achievement of the ADOs according to Krathwohl’s ‘Affective Domain Taxonomy’ should
gradually increase as planned below:
i. ‘Valuing Level’ in 1st year
ii. ‘Organization Level’ in 2nd year.
iii. ‘Characterization Level’ in 3rd year.

9. UNDERPINNING THEORY
The major Underpinning Theory is formulated as given below and only higher level UOs of
Revised Bloom’s taxonomy are mentioned for development of the COs and competency in the
students by the teachers. (Higher level UOs automatically include lower level UOs in them). If
required, more such higher level UOs could be included by the course teacher to focus on
attainment of COs and competency.

Unit Unit Outcomes (UOs) Topics and Sub-topics

(4 to 6 UOs at Application
level)
Unit-I a. Explain Electric current 1. Definition of current and voltage, units of
Basic of and voltage. current and voltage, Ohm’s law, symbol
Electrical b. Explain Electrical and relation.
Engineering circuits and elements: 2. Characteristics of electrical circuit,
Resistor, inductor, resistor in series and parallel, inductor,
capacitor. capacitor
c. Calculate Voltage and 3. Kirchoffs’ current and voltage law
current using Kirchoffs’ laws 4. Active components(Voltage source
 d. Differentiate active and and current source), Passive
passive components. components(Resistor, inductor,
e. Differentiate between capacitor.)
various types of signals and 5. Sinusoidal Signal, Triangular wave,
signal parameters square wave, sawtooth wave, amplitude,
frequency, wave length, time period.

Unit – II 2a. Explain atomic structure 1. Structure of atom, valence electron,

Diode theory and conductivity conductor, semiconductor, insulator
and 2b. Explain diode theory 2. Doping, Intrinsic semiconductor,
Rectifiers 2c. Distinguish various diodes extrinsic semiconductor, P-type and N-type
2d. Designing various rectifier semiconductor, majority charge carrier,
circuits. minority charge carrier, P-N junction,
2e. Justify the application of Depletion layer, knee voltage, forward bias,
Diode. reverse bias
3. Special diodes: LED, Photodiode,
zener diode, tunnel diode, LASER diode and
Power diode
4. Types of Rectifiers: Half Wave, Full
Wave Rectifier (bridge and center tapped):
circuit operation I/O waveforms for voltage
and current
5. Zener diode as a voltage regulator

Unit – III a. Distinguish the 1. Types of transistors: PNP, NPN

Transistors specification of the given type 2. Working of transistors.
of transistors 3. Transistor configurations(CE): circuit
b. Differentiate the diagram, input and output characteristics.
performance of the specified Different points of characteristics (Cut-
transistor with sketches. off, Active and Saturation), input
c. Interpret with sketches resistance, output resistance, current
the performance of the CE gain.
Configuration. 4. Transistor as a switch.
d. Justify the application
of the transistor circuit.
Unit– IV a. Identify ICs 1. Definition, construction, types, example.
Electronic b. Explain PCB types and 2. PCB layout, types, single layer, multi layer,
Hardware manufacturing manufacturing of PCB
c. Introduce Electronic 3. SSI, MSI, LSI, VLSI (Introduction to various
components manufacturing technology)
Hierarchy 4. RTL, DTL, TTL, CMOS, Fan in, Fan
d. Explain logic families out(Building components, No. of gates
 e. Identify different types supported)
of Cables and connectors 5. Twisted pair, Coaxial cable, fibre optic
cable, RJ45 connector, BNC.

Unit– V a. Justify the need of 1. Concept of electronic waste.

Handling understanding electronic 2. Sustainability and electronic waste
Electronic waste 3. Methods to handle electronic waste
Waste b. Establish the 4. Disposal of electronic waste
relationship of sustainability
and electronic waste.
c. Suggest methods of
handling electronic waste with
examples.
d. Suggest methods to
dispose electronic waste
Note: The UOs need to be formulated at the ‘Application Level’ and above of Revised Bloom’s Taxonomy’
to accelerate the attainment of the COs and the competency.

10. SUGGESTED SPECIFICATION TABLE FOR QUESTION PAPER DESIGN

Unit Unit Title Teaching Hours Distribution of Theory Marks

No R U A Total
Level Level Level Marks
1 Basic of Electrical Engineering 08 4 7 7 18
2 Diode theory and rectifiers 10 5 7 8 20
3 Transistors 12 4 6 5 15
4 Electronic Hardware 08 2 5 5 12
5 Handling Electronic Waste 04 1 2 2 5
Total 42 16 27 27 70
Legends: R=Remember, U=Understand, A=Apply and above (Revised Bloom’s taxonomy)

Note: This specification table provides general guidelines to assist students for their learning and to
teachers to teach and question paper designers/setters to formulate test items/questions assess the
attainment of the UOs. The actual distribution of marks at different taxonomy levels (of R, U and A) in
the question paper may vary from above table.

11. SUGGESTED STUDENT ACTIVITIES

Other than the classroom and laboratory learning, following are the suggested student-related co-
curricular activities which can be undertaken to accelerate the attainment of the various outcomes in
this course: Students should conduct following activities in groups and prepare small reports (of 1 to 5
pages for each activity). For micro project reports should be as per suggested format, for other activities
students and teachers together can decide the format of the report. Students should also collect/record
physical evidences such as photographs/videos of the activities for their (student’s) portfolio which will
be useful for their placement interviews:

a. Prepare charts/display boards of some electronic devices with their specification.

b. Undertake mini/micro-projects in teams/individual basis
c. Give seminar on any relevant topic.
d. Undertake a market survey of various types of hardware components.
e. Prepare showcase portfolios.

12. SUGGESTED SPECIAL INSTRUCTIONAL STRATEGIES (if any)

These are sample strategies, which the teacher can use to accelerate the attainment of the various
outcomes in this course:

a. Massive open online courses (MOOCs) may be used to teach various topics/sub topics.
b. Guide student(s) in undertaking micro-projects.
c. ‘CI” in section No. 4means different types of teaching methods that are to be employed by
teachers to develop the outcomes.
d. About 20% of the topics/sub-topics which are relatively simpler or descriptive in nature is to be
given to the students for self-learning, but to be assessed using different assessment methods.
e. With respect to section No.11, teachers need to ensure to create opportunities and provisions
for co-curricular activities.
f. Guide students on how to address issues on environment and sustainability using the
knowledge of this course
g. Guide students for using data manuals.

13. SUGGESTED MICRO-PROJECTS

Only one micro-project is planned to be undertaken by a student that needs to be assigned to him/her
in the beginning of the semester. In the first four semesters, the micro-project are group-based (group
of 3 to 5). However, in the fifth and sixth semesters, the number of students in the group should not
exceed three.

The micro-project could be industry application based, internet-based, workshop-based, laboratory-

based or field-based. Each micro-project should encompass two or more COs which are in fact, an
integration of PrOs, UOs and ADOs. Each student will have to maintain a dated work diary consisting of
individual contributions in the project work and give a seminar presentation of it before submission. The
total work load on each student due to the micro-project should be about 16 (sixteen) student
engagement hours (i.e. about one hour per week) during the course. The students ought to submit
micro-project by the end of the semester (so that they develop the industry oriented COs).
A suggestive list of micro-projects is given here. This should relate highly with competency of the course
and the COs. Similar micro-projects could be added by the concerned course teacher:

 Using various fundamental knowledge of electrical and electronics engineering students

may develop mini/micro projects based on team/individual basis which concrete their
fundamentals of electronics hardware and can work as prototypic models in various
societal applications.

a. Electronic waste: Compile a report of handling electronic waste with figures, tables
and comparative charts and strategies used and suggested

14. SUGGESTED LEARNING RESOURCES

Sr. Author Publication with place, year and

Title of Book
No. 1.
ISBN
Electronic Devices and Mottershead, Allen Goodyear Publishing Co. ,New Delhi,
2.
Circuit: An Introduction ISBN : 9780876202654
3.
Principles of Electronics V. K. Mehta (Text book) S. Chand
4.
Electronic Principles A .P. Malvino(Text book) TMH Edition
The Art of Electronics Horowitz, Paul; Cambridge University Press, New
5.
Hill, Winfield Delhi 2015 ISBN : 9780521689175
Basic Electronic Baru, V.; Kaduskar, R.; Dreamtech Press, New Delhi,2015
Engineering Gaikwad S.T. ISBN: 9789350040126
6. Fundamentals of Electronic Bell, David Oxford University Press New Delhi,
Devices and Circuits 2015, ISBN : 9780195425239
7. Electronic Devices and Maini, Anil K. Wiley India, New Delhi,
Circuit ISBN : 9788126518951
8. Transistor Selector - Tower’s International Foulsham,
Handbook London, 1974, ISBN: 9780572008888

15. SUGGESTED LEARNING WEBSITES

a. www.datasheetcafe.com
b. www.williamson-labs.com
c. www.learnerstv.com
d. www.cadsoft.io
e. www.nptel.iitm.ac.in
f. www.khanacademy
g. www.vlab.co.in
 16. PO-COMPETENCY-CO MAPPING

Semester Basic Electronics (Course Code: …………………)

II POs and PSOs
Competen PO 1 PO 2 PO 3 PO 4 PO 5 PO 6 PO 7 PSO PSO PSO 3
cy Basic Probl Design Engineerin Engineer Project Life- 1 2 (If
& Course & em / g Tools, ing Manage long needed)
Outcomes Discip Analy develo Experimen practices ment learni
line sis pment tation & for ng
specif of Testing society,
ic solutio sustaina
knowl ns bility &
edge environ
ment
Competency

Apply
principles of
basic
electrical and
electronics in
various
engineering
applications

Course
Outcomes
CO 1
Differentiate
active and 2 1 2 2 1
passive
components
and test
them.
CO 2 Identify
various types
of diodes and
2 2 1 1 1 1
their
applications.

CO 3 Apply
transistors in
1 2 1 1 1 1
electronics
circuits.
CO 4
Demonstrate
various
electronic
hardware
2 1 1 2 1 2
components
like
PCB,ICs,cables
and
connectors.
CO 5 Dispose
electronic 1 1 1 1 2 1
waste safely .
Legend: ‘3’ for high, ‘2’ for medium, ‘1’ for low or ‘-’ for the relevant correlation of each competency, CO, with PO/ PSO

17. COURSE CURRICULUM DEVELOPMENT COMMITTEE

GTU Resource Persons

Name and
Sr. No. Institute Contact No. Email
Designation

Government
1. Shri J. P. Acharya Polytechnic 9429462026 jigeracharya@gmail.com
Ahmedabad

Government
2. Shri S. B. Prasad Polytechnic 9879237924 sbprasad011@gmail.com
Gandhinagar

NITTTR Resource Persons

Sr. No. Name and Designation Department Contact No. Email