The guidelines given in this presentation are useful for writing proper course outcomes of any course for a faculty who is implementing outcome based education
4. What is Course Outcome
• Course Outcomes are what the student should
be able to do at the end of a course
• It is an effective ability, including attributes,
skills and knowledge to successfully carry out
some activity which is totally identified
• The most important aspect of a CO is that it
should be measurable
5. Structure of a CO Statement
• Action: Represents a cognitive (thinking)/ affective
(feeling) / psychomotor (action) activity the learner
should perform. An action is indicated by an action
verb representing the concerned cognitive process.
• Knowledge: Represents the specific knowledge from
any one or more of the eight knowledge categories
(Factual, Conceptual, Procedural etc)
• Conditions: represents the process the learner is
expected to follow or the conditions under which to
perform the action (This is an optional element of CO)
• Criteria: represent the parameters that characterize the
acceptability levels of performing the action (This is an
optional element of CO)
10. CO- Write a customer reply letter with no
spelling mistakes by using a word processor.
• Action: Write
• Knowledge: Customer reply letter
• Condition: using a word processor
• Criteria: with no spelling mistakes
Example 1
11. • A spur gear pair consists of 20 teeth pinion rotating at 1440 rpm and supplying
12 KW power to a Gear at 600 rpm. Both the pinion and gears are made of
steel having Sut 720 N/mm2 and 600 N/mm2 respectively. The service Factor,
load concentration factor and Factor of safety are 1.25, 1.2 and 1.2 respectively.
The gears are finish to meet the specifications of grade - 7. a) In the Initial
stage of gear design assume velocity factor accounts dynamic load and face
width is 12 X module and Kv = 3/3+V for estimating module. b) Select first
preference module and calculate dimensions of gear. c) Determine the dynamic
load by Buckingham’s equation also calculate factor of safety in bending, d)
Specify the surface hardness of pinion.
• Use , e =11+0.9(m+0.25√d), C=11655.e N/mm.
Example 2
Unit –I Spur Gears (08 Hrs)
Introduction to gears : Gear Selection, material selection, Basic modes
of tooth failure, Gear Lubrication Methods.
Spur Gears: Number of teeth and face width, Force analysis, Beam
strength (Lewis) equation, Velocity factor, Service factor, Load
concentration factor, Effective load on gear, Wear strength
(Buckingham’s) equation, Estimation of module based on beam and
wear strength, Estimation of dynamic tooth load by velocity factor and
Buckingham’s equation.
12. • Action: Determine (Apply) and Design (Create)
• Knowledge: Dimensions of spur gear (Conceptual and Procedural)
and Ind. Gear box
• Condition: For given power transmitting capacity
• Criteria: Without failure
CO- To determine the dimensions of spur gear for given power
transmitting capacity and design industrial gear box without failure.
Example 2
Unit –I Spur Gears (08 Hrs)
Introduction to gears : Gear Selection, material selection, Basic modes
of tooth failure, Gear Lubrication Methods.
Spur Gears: Number of teeth and face width, Force analysis, Beam
strength (Lewis) equation, Velocity factor, Service factor, Load
concentration factor, Effective load on gear, Wear strength
(Buckingham’s) equation, Estimation of module based on beam and
wear strength, Estimation of dynamic tooth load by velocity factor and
Buckingham’s equation.
13. • Determine response to forced vibration due to
harmonic excitation, base excitation and
excitation due to unbalance forces.
• Action: Determine (Apply)
• Knowledge: response to forced vibration
(Conceptual and Procedural)
• Condition: due to harmonic excitation, base
excitation and excitation due to unbalance forces
• Criteria: None
Example 3
14. • Estimate natural frequency for single degree of
freedom undamped and damped free vibratory
systems.
• Action: Estimate (Apply)
• Knowledge: natural frequency for single degree
of freedom undamped and damped free
vibratory systems (Conceptual and Procedural)
• Condition: None
• Criteria: None
Example 4
15. • Determine the root of the given equation,
accurate to second decimal place, using
Newton-Raphson method
• Action: Determine (Apply)
• Knowledge: root of the given equation
(Conceptual and Procedural)
• Condition: using Newton-Raphson method
• Criterion: accurate to second decimal place
Example 5
16. Course-Design of Machine Elements-II
• Course Outcome
• At the end of this course students should be
able to design an Industrial gear box for given
power transmitting capacity consisting of
majors components including Gears (spur,
helical, bevel, and worm), Shafts, bearings,
Belt, rope, chain and pulleys and many other
small components such as keys, bolts, nuts,
washer, seals etc without failure.
17. • This course is to be taught to students in the form of
six units, so six course outcomes are to be written
and accordingly content of units are to be decided
Course-Design of Machine Elements-II
CO1 To determine the dimensions of spur gear for given power transmitting
capacity and design industrial gear box without failure.
CO2 To determine the dimensions of Helical and Bevel Gear without bending
and wear tooth failure.
CO3 To calculate required capacity of Rolling contact bearing and its selection
from manufacturer’s Catalogue
CO4 To calculate dimensions of worm and worm gear considering strength rating
and design industrial gear box without failure.
CO5 To estimate sizes of belt drives and selection of belt, rope and chain from
manufacturer catalogue for given power transmitting capacity
CO6 To determine the parameters of Sliding contact bearing required for
industrial applications.
18. Unit wise CO and unit contents
CO1 To determine the dimensions of spur gear for given power
transmitting capacity and design industrial gear box without failure.
Unit –I Spur Gears (08 Hrs)
Introduction to gears : Gear Selection, material selection, Basic
modes of tooth failure, Gear Lubrication Methods.
Spur Gears: Number of teeth and face width, Force analysis,
Beam strength (Lewis) equation, Velocity factor, Service factor,
Load concentration factor, Effective load on gear, Wear strength
(Buckingham’s) equation, Estimation of module based on beam
and wear strength, Estimation of dynamic tooth load by velocity
factor and Buckingham’s equation.
19. Unit wise CO and unit contents
CO2 To determine the dimensions of Helical and Bevel Gear
without bending and wear tooth failure.
Unit –
II
Helical and Bevel Gears (08 hrs)
Types of helical and Bevel gears, Terminology,
Virtual number of teeth, and force analysis of Helical
and Straight Bevel Gear. Design of Helical and
Straight Bevel Gear based on Beam Strength, Wear
strength and estimation of effective load based on
Velocity factor ( Barth factor) and Buckingham’s
equation. Mountings of Bevel Gear. ( No numerical on
force analysis of helical & Bevel Gear)
20. Unit wise CO and unit contents
CO3 To calculate required capacity of Rolling contact bearing
and its selection from manufacturer’s Catalogue
Unit -
III
Rolling Contact Bearings (08 hrs)
Types of rolling contact Bearings, Static and dynamic
load carrying capacities, Stribeck’s Equation,
Equivalent bearing load, Load- life relationship,
Selection of bearing life Selection of rolling contact
bearings from manufacturer’s catalog, Design for
cyclic loads and speed, bearing with probability of
survival other than 90%
Taper roller bearing: Force analysis and selection
criteria. (Theoretical Treatment only)
21. Dos and Don’ts
• Use only one action verb
• Do not use words including ‘like’, ‘such as’, ‘different’, ‘etc.’
with respect to knowledge elements. Enumerate all the
knowledge elements.
• Put in effort to make the CO statement as specific as possible
and measurable
• Do not make it either too abstract or too specific
21
22. Check List
1. Does the CO begin with an action verb (e.g., state, define,
explain, calculate, determine, identify, select, design)?
2. Is the CO stated in terms of student performance (rather
than teacher performance or subject matter to be
covered)?
3. Is the CO stated as a learning product (rather than in
terms of the learning process)?
4. Is the CO stated at the proper level of generality and
relatively independent of other COs (i.e., is it clear,
concise, and readily definable)?
5. Is the CO attainable (do they take into account students’
background, prerequisite competences, facilities, time
available and so on)? 22
