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Capstone Project — Planning Course Code: 22058, , , , Program Name : All Branches of Diploma in Engineering and Technology., Program Code : CE/CR/CS/CH/CM/CO/TE/C W/DE/EJ/EN/EQ/ET/EX/TE/, , MU/EE/EP/EU/IS/IC/AE/FG/ME/PG/PT/DC/TX/TC, Semester : Fifth, , Course Title : Capstone Project — Planning, , Course Code : B2058, , 1. RATIONALE, According to the requirement of National Board of Accreditation (NBA), ‘learning to learn’ is, an important Graduate Attribute (GA No.11). It is required to develop this skill in the, students so that they continue to acquire on their own new knowledge and skills from, different ‘on the job experiences’ during their career in industry. An educational ‘project’ just, does that and may be defined as ‘a purposeful student activity, planned, designed and, performed by a student or group of students to solve/ complete the identified problem/task,, which require students to integrate the various skills acquired over a period to accomplish, higher level cognitive and affective domain outcomes and sometimes the psychomotor, domain outcomes as well’. Projects mainly serve this purpose of developing learning-to-learn, skills with an aim to develop the following attributes in the students:, , a) Initiative, confidence and ability to tackle new problems, , b) Spirit of enquiry, , c) Creativity and innovativeness, , d) Planning and decision making skills, , e) Ability to work in a team and to lead a team, , f) Ability of self directed learning which is required for lifelong learning, , g) Persistence (habit of not giving up quickly and trying different solutions in case of, , momentary failures, till success is achieved), h) Resourcefulness, i) Habit of keeping proper records of events and to present a formal comprehensive report, of their work., , Dis COMPETENCY, The course should be taught and implemented with the aim to develop the required course, outcomes (COs) so that students will acquire following competency needed by the industry:, ¢ Plan innovative/creative solutions independently and/or collaboratively to, integrate various competencies acquired during the semesters to solve/complete, the identified problems/task/shortcomings faced by industry/user related to the, concerned occupation., , 3: COURSE OUTCOMES (COs), The following could be some of the major course outcomes depending upon the nature of the, projects undertaken. However, in case of some projects few of the following course outcomes, may not be applicable., a) Write the problem/task specification in existing systems related to the occupation., b) Select, collect and use required information/knowledge to solve the problem/complete, the task., c) Logically choose relevant possible solution(s)., d) Consider the ethical issues related to the project (if there are any)., e) Assess the impact of the project on society (if there is any)., f) Prepare ‘project proposals’ with action plan and time duration scientifically, bef, beginning of project. leh iF, , , , MSBTE — Final Copy Dt. 25.04.2019 Page 1 of 16

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Capstone Project — Planning Course Code: 22058, , , , g) Communicate effectively and confidently as a member and leader of team., , 4. TEACHING AND EXAMINATION SCHEME, , , , , , , , , , , , eaeting Examination Scheme, Credit Theory Practical, Lu] ot] p [Oty er | ESE | PA | Total | ESE 7 | Total, Hrs. [Max |Min |Max| Min | Max| Min] Max | Min | Max | Min | Max | Min, ~-{-fal a2). t-l- - |- |-|25@] 10 | 25 | 10 | so | 20, , , , , , , , Legends: L-Lecture; T — Tutorial/Teacher Guided Theory Practice; P - Practical; C — Credit,, ESE - End Semester Examination; PA - Progressive Assessment, , 5. Capstones Project, One of the dictionary meaning is the ‘crown’ or the stone placed on top of the building, structure like ‘kalash on top of Temples and Mosques’ or ‘Cross on top of churches’., Capstone projects are culminating experiences in which students synthesize the competencies, acquired over whole programme. In some cases they also integrate cross-disciplinary, knowledge. Thus Capstone projects prepare students for entry into a career and can be, described as a ‘rite of passage’ or ‘minimal threshold’ through which participants change their, status from student to graduate. A capstone project therefore should serve as a synthesis —, reflection and integration— to bridge the real-world preparatory experience to real life. Thus, capstone project should have emphasis on integration, experiential learning, and real-world, problem solving and hence these projects are very important for students. To develop the, highly essential industry oriented skills and competencies in the students, the capstone, projects are offered in the last two semesters to serve for following purposes:, a) Integrate the competencies acquired by the students in the previous and current, semesters,, b) Provide opportunities for interdisciplinary work in tackling problems likely to be, faced by them in industry which are exciting and challenging., , 6. Capstone Project Planning, , Students are supposed to find out a suitable project and prepare a detailed plan in fifth, semester so that it can be executed smoothly in sixth semester. The main characteristic of any, project whether small or big is that it requires simultaneous application of various types of, skills in the different domains of learning. Moreover, project normally do not have a, predefined single solution, in other words for the same problem different students may come, up with different but acceptable solutions. Further, in the process of arriving at a particular, solution, the student must be required to make a number of decisions after scrutiny of the, information s/he has accumulated from experiments, analysis, survey and other sources., , The projects will have a detailed project proposal, which must be executed or, implemented within the time allocated, simultaneously maintaining a logbook periodically, monitored by the teacher. A detailed project report is to be prepared as project progresses,, which has to be submitted after the project is over. For self assessment and reflection students, have to also prepare a portfolio of learning., , During the guidance and supervision of the project work, teachers’ should ensure that, students acquire following learning outcomes (depending upon the nature of the project work, some of these learning outcomes may not be applicable):, , a) Show the attitude of enquiry., , 6) — Identify the problems in the area related to their programme. Vi, , c) Identify the information suggesting the cause of the problem and possible solutions, Y, , d) Assess the feasibility of different solutions and the financial implications. (| n i, WA |}, , MSBTE - Final Copy Dt. 25.04.2019 Page 2 of 16

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Capstone Project Planning Course Code: 22058, , , , e) Collect relevant data from different sources (books/internet/market/suppliers/experts, etc, through surveys/interviews)., , f) Prepare required drawings and detailed plan for execution of the work., , g) Work persistently and participate effectively in group work to achieve the targets., , h) Work independently for the individual responsibility undertaken., , i) Ask for help from others including guide, when required., , j) Prepare portfolio to reflect (chintan-manan) on experiences during project work., , k) _ Prepare seminar presentations to present findings/features of the project., , 1) Confidently answer the questions asked about the project., m) Acknowledge the help rendered by others in success of the project., , If students are able to acquire these earning outcomes, then they would be able to, acquire the COs as discussed in section 3., , 7. Scopes of Projects, Scope of the project work should be decided based on following criteria:, , a) Relation to diploma programme curriculum: When students intend to select topics for, the project work they need to choose a project which relates well to their curriculum (It, may be beyond curriculum, but it should relate to it) and requires implementation of, theories already learnt and skills already possessed by them from the previous semesters., , b) Abilities possessed by the group of students: Projects should be chosen so that it can be, completed mainly using students’ problem solving capabilities and depth of learning. It is, natural that highly motivated students or high achievers may come out with projects, which are more complex and challenging. Teachers should guide students to choose, challenging projects according to the students’ ability., , c) Resources Available: Students and Guides should keep in mind the availability of, resources while deciding the topic and the scope of the project. Some of the important, resources which need consideration are:, , i. Time available, ii. Raw Material/Components required, iii. Manufacturing/Fabrication equipment and tools required, iv. Testing/Measuring equipment and instruments required, vy. Access to Journals (Library/Digital), vi. Expertise for theoretical guidance (available in polytechnic, nearby institutes or, nearby industries), vii. Expertise and technology required for fabrication (if required), viii. Software required,, , An important aspect to be considered is to decide who will choose a project. The best practice is, that teacher should guide students about the above factors to be considered for choosing the, project and based on these factors students should do the ground work and identify the possible, projects and teachers should work as only facilitator and Guide in final selection of the project, title and its scope., d) Suggested Type of Capstone Projects, In general, the projects that the students can take up could be of the following types;, i. Feasibility studies., ii. Design projects, iii. Market surveys about raw material, components or finished products., iv. Prototype (design, make, test and evaluate)., y. Advanced experimental work requiring the development of existing equipment to, be used and developed. —., vi. Field works: This could include surveys, using equipment, charting: nd Sti, information from visual observation. YY x fs, , MSBTE — Final Copy Dt. 25.04.2019 Page 3 of 16

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Capstone Project — Planning Course Code; 22058, , , , vii. Comparative Studies: Theoretical study of two systems/mechanisms/ processes in, detail and comparing them on the basis of cost/energy conservation/impact on, environment/technology used etc., , viii. Application of Emerging technology: Theoretical study of some emerging, technology and feasibility of its application in some real life situation in detail., , ix, Fabrication of some equipment/machine etc., , x. Construction of some structure., xi. Development of software or use of software for solving some broad-based problem., , 8. GUIDELINES FOR UNDERTAKING A PROJECT, The selection of the Capstone Project title must have emphasis to the Elective courses/, Elective Group taken for the study and exam for 5" and 6" semester. The students will then, work on the identified problem/task through a rigorous process of understanding and, analyzing the problem, conducting a literature search, deriving, discussing (monitored by the, guide every fortnight) and designing the Semester V 'Project Proposal’ with the following, sub-titles:, , a) Rationale (one page), , b) Introduction, , c) Literature Survey, , d) Problem Definition, , e) Proposed Methodology of solving Identified problem, , f) In-case some prototype has to be fabricated then its tentative design and procedure for, , making it should be part of the proposal., g) Resources and consumables required., h) Action Plan (sequential list of activities with probable dates of completion), , As soon as the ‘Project Proposal’ is approved by the teacher, the student will begin to, maintain a dated ‘Project Logbook’ for the whole semester. This is a sort of a ‘weekly diary”, indicating all the activities conducted by the student every week in the semester to complete, the project. This ‘project logbook’ should be got signed by the teacher at regular intervals for, progressive assessment to match the project proposal. If this is maintained sincerely and, truthfully by the student, it will be very helpful in compiling the ‘Project Report’ at the end of, the semester by him/her., , 9: PORTFOLIO FOR SELF-DIRECTED LEARNING, To ensure that students acquire these outcomes, students should also be guided to prepare a, 'Portfolio', so that they may reflect on their weaknesses/mistakes and learn from them., Students should also be encouraged to discuss with their guide and record not only, technical problems but also problems related to group work, planning, execution,, leadership in the team etc., so that students can also identify their weaknesses in affective, domain and take remedial actions to overcome the same. \f they wish, the students can also, show their portfolio to their teachers (whom they trust) for obtaining teachers’ comments on, their reflection for pointing out their mistakes so that they can improve their performance., ‘Portfolio’ is the record of the reflection (thinking or chintan-manan) on experiences, to which students undergo during the different stages of the project. In a portfolio, students, record their critical experiences and reflect (think or do chintan-manan) on them in writing., This process of reflecting on the experiences make them learn from their mistakes and build, on their strengths. To help students in reflection, a Portfolio format with reflective prompts, (simple thought provoking questions) for different stages of the project is given as annexure, B., , 12.1 Purposes of Portfolio Preparation, , , , MSBTE — Final Copy Dt. 25.04.2019 Page 4 of 16

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Capstone Project Planning Course Code: 22058, , , , Reflection by self is important since group work is so complex that it is difficult for teachers, to appreciate the real problems amongst the students. In a portfolio, prompts (simple thought, provoking questions) are given to trigger reflection on different aspects of project work., Prompts help the students to ask questions from themselves regarding different aspects of the, project work and interpersonal relationships. Process of answering these questions forces, students to think about behavioral problems and possible remedies/solution to deal with those, problems. Portfolio preparation therefore helps in reflection on building the strengths and, elimination of the weaknesses of the students pertaining to following qualities which the, industry also need., , a) Plan properly for execution of given work., , b) Take appropriate decisions., , c) Arrange resources., , d) Work as member and leader of team., , e) Communicate properly., , f) Resolve the conflicts., , g) Manage the time well., , h) Have concern for ethical, societal and environmental issues., , i) Learn-to-learn from experiences., , It may be seen that these qualities are not directly related with the theoretical subject, knowledge and can be developed only through real life experiences. Project work is one such, type of experience where opportunity is available to develop all these qualities., , However, even during project work, emphasis of most of the students and teachers, remains on development of the technical knowledge and skills while development of above, qualities is neglected. Students can develop these qualities if they reflect (do thinking or, Chintan-Manan) on their experiences from the point of view of these qualities and find out, their own weaknesses and strengths. Because if somebody wants to improve his/her abilities, then first step for that person is to have self awareness about his/her weaknesses and, strengths., , Though portfolio preparation requires considerable time, it is essential, if we want to, learn from the experiences and develop these qualities. Writing down reflections helps in, better reflection as it is well known that when a person starts writing something he/she, becomes more cautious about his/her view and evaluate those views before writing. Thus, process of writing improves the quality of reflection or thinking. Moreover, if reflections on, different stages of work are written down, over a period of time a large amount of reflection, can be generated, and if this reflection is looked back, it may help in identifying some pattern, of behaviour in individual which may be improved or rectified latter on as per requirement., , 12.2 Guidelines for Portfolio Preparation and assessment, The main purpose of portfolio preparation is learning based on self-assessment and portfolio, is not to be used for assessment in traditional sense., , a) Each student has to prepare his/her portfolio separately. However, he/she can discuss, with the group members about certain issues on which he/she wants to write in the, portfolio., , b) For fifth semester and sixth semester, there will be only one portfolio but it will have, two separate parts, first part for project planning (having two sections A and B) second, part for project execution. (having two sections C and D), , c) Whatever is written inside the portfolio is never to be used for assessment, because if, teachers start giving marks based on whatever is written in the portfolio, then students, would hesitate in true self-assessment and would not openly describe thei, mistakes or shortcomings. Ka, , , , , , MSBTE — Final Copy Dt. 25.04.2019 Page 5 of 16