wnfettarg yet yo frantts Savitribai Phule Pune University, Pune, Maharashtra, India Faculty of Science and Technology National Education Policy (NEP)-2020 Compliant Curriculum First Year Engineering (2024 Pattern) [ Common to All UG Engineering Programs} (With effect from Academic Year 2024-25) Scanned By Camera ScannerFeet Year Engincerag 2104 Pater Facaty of Some and Techn NEP 2020 Compliant Curriculum Structure First Year Engineering (2024 Pattern) BSC-101-BES Engineering Mathematics-1] 3 | 1 BSC-102-BES! | Basic Science | Engineering Physics / BSC-103. Course Engineering Chemistry esc101-27C/ | Eaciaceine | Bas Eestenis al. : ESCIOZELE | Soemce Coue| Enieting Bas TSC IOS MECY | Enginewing | Engineering Geaptcs 7 | | - ; ESC-104-CVL_| Science Course | Engineering Mechanics Engineering | Fundamentals of Esc-ios.com | Saisie | ae 2|- 3 ‘Vocational and | Manufacturing Practice YSE-101 Skill Workshop! i VSE-102 Enhancement | Design Thinking and idea | ~ | ~ Course Lib “Ability Professional 3 AEC-101 Extuacenent | ica =i 2 ece-101 Co-Curricular | Co curricular Course! | - | - 2 Spilabas for First Year of Engineering aves. Scanned By Camera ScannerFeet Year Engincerag 2104 Pater Facaty of Some and Techn NEP 2020 Compliant Curriculum Structure First Year Engineering (2024 Pattern) Engineering Mathematics: nH Engineering Chemistry! | Engineering Physics ESC-102-ELE/ | Engineering | Basi Eletncal Engincering/ Basic ESC-101-ETC | Science Course| raganing ESC-104-CVL/ | Engineering | Engineering Mechanics/ ESC-103-MEC_| Science Course | Engineering Graphics pecasiarr | Pegam Coe [Programming and Problem | > | Course Solving Design Thinking and Ides Lab / Manufacwuring I Pracice Worksop 1Ks.151 Indian Koowiedge System | - 2 cceast [ESE co cumictarcomnent | - | - 2 CCE": Comprehensive Continuous Evaluation Spilabas for First Year of Engineering aves, Scanned By Camera ScannerProgram Outcomes (POs)... Abbreviations Guidelines for Examination Scheme ‘Course Code: BSC-101-BES Course Name: Engineering Mathematics-1_. ‘Course Code: BSC-102-BES Course Name: Engincering Physics, ‘Course Code: BSC-103-BES Course Name: Engincering Chemistry Course Code: ESC-101-ETC Course Name: Basic Electronics Engineering ‘Course Code: ESE-102-ELE Course Name: Basic Electrical Engineering ‘Course Code: ESC-103-MEC Course Name: Engineering Graphics.. (Course Code: ESC-104-CVL Course Name: Engineering Mechanics ‘Course Code: ESC-105-COM Course Name: Fundamentals of Programming Languages ‘Course Code: VSE-101 Course Name: Manufacturing Practice Workshop... ‘Course Code: AEC-101 Course Name: Professional Communication Skills. ‘Course Code: CCC-101 Course Name Co-Curricular Course ~ 1. ‘Course Code: BSC-151-BES Course Name: Engincering Mathematics ~ I. ‘Course Code: PCC-151-ITT Course Name: Programming and Problem Sotvin ‘Course Code: IKS-151 Course Name: Indian Knowledge System, ‘Course Code: CCC-151 Course Name: Co-Cumicular Courses = We ee ‘Task Force for Curriculum Design and Development Scanned By Camera Scanner‘Ft Year Enginverang ~ 2104 Pattern - Faculty of Science an Tectnoy ‘The New Education Policy (NEP) 2020 has ushered a new era of change, in India’s education system to better meet the needs of the 21st century. SPPU is committed to the effective and fruitful implementation of NEP 2020 in its true spirits emphasizing holistic and multidisciplinary education as per the directives of Maharashtra government. It emphasizes a multidisciplinary approach, aiming to develop critical thinking and creativity, thereby contributing to the holistic development of individuals. We are delighted to present the first-year engineering syllabus -2024 pattern, which has been meticulously designed in alignment with the NEP 2020 with effect from academic year 2024-25. This curriculum aim to provide students with a holistic approach to engineering education ensuring a strong foundation in Mathematics and Science courses. This curriculum also includes components of vocational and skill enhancement courses, Indian Knowledge System and Co-curricular courses to shape well-rounded engineers who can adapt to global demands. Also, this document provides information on the credit system, course contents, examination and evaluation scheme along with guidelines to make best use of the curriculum designed. The syllabus encourages experiential learning, where theoretical concepts are supported by practical laboratory sessions. Also promotes research and innovation, encouraging students to engage in projects from the early stages of their academic journey. I wish to thank all the Board of Studies chairpersons and members who contributed in designing this curriculum. We believe that this syllabus, crafted with the essence of the NEP 2020, will equip our students with the necessary skills and knowledge to excel in their future endeavors. We look forward to embarking on this exciting academic journey with our students. Bw Dean — Science and Technology Savitribai Phule Pune University, Pune Silas for Fest Year af Scanned By Camera ScannerFeet Year Engincerag 2104 Pater Facaty of Some and Techn ‘Apply the Knowledge of mathematics, science, Engineering POL pail fundamentals, and an Engineering specialization to the solution of complex Engineering problems. Tdentify, formulate, review research literature, and analyze complex PO2 | Problem analysis | Engincering problems reaching substantiated conclusions using first principles of mathematics, natural sciences and Engineering sciences. i ‘Design solutions for complex Engineering problems and design — = ment of | ¥SHM Components or processes that meet the specified needs with ia ae appropriate consideration for the public health and safety, and the cultural, societal, and Environmental considerations ra mao ‘Use research-based knowledge and research methods including Pos _ | Investigatio design of experiments, analysis and interpretation of data, and Legnraie synthesis of the information to provide valid conclusions. Create, select, and apply appropriate techniques, resources, and pos | Modern Toot | modem Engineering and IT tools including prediction and modelling Usage to complex Engineering activities with an understanding of the limitations. “Apply reasoning informed by the contextual knowledge to assess Pos | The Eneincer and | etal, health, safety, legal and cultural issues and the consequent Recisty responsibilities relevant to the professional engineering practices. Understand the i of the professional Engineering solutions in Por Paice ad | scien and tvicouncah ‘contexts, and demonstrate the knowledge tainabllity | of, and need for sustainable development. con ae ‘Apply ethical principles and commit 10 professional ethics and responsibilities and norms of Engineering practice. poo | individual and [Function effectively as an individual, and as « member or Ieader ta Team Work diverse eam, and in multiisciplinary settings, ‘Communicate effectively on complex Engineering activities with the poi | Communication | Engineering community and with society a arg, such a, being able Skills to comprehend and write effective reports and design documentation, make effective presentations, and give and receive clear instructions. Demonstrate knowledge and understanding of Engineering and cor nadet ana | ™Anagement principles and apply these to one's own work, 3s Meengneet member and leader in a team, to manage projects and in come. multidisciplinary Environments. ieee ‘Recognize the need for, and have the preparation and ability to engage POI | Teaming in independent and life-long learning in the broadest context of technologic: change. Sylben fr ist Yen of Eagincering aes Scanned By Camera Scanner{et Year Enginverang ~ 2104 Pattern. Faculty of Science and Techno AEC Ability Enhancement Course BSC Basic Science Course ccc Co-Curricular Courses CCE Comprehensive Continuous Evaluation Common Engineering Project Course Outcome Experiential Learning Courses Engineering Science Course Field Project Indian Knowledge System Internship Multidisciplinary Minor ‘National Education Policy Open Elective On Job Training ao og Program Core Course Programme Elective Course Program Outcomes Practical Project Program Specific Outcome Research Methodology Theory Tutorials ‘Value Education Course BASPERRR SEAGER ERA ARE Vocational and Skill Enhancement Course Spilabas for First Year of Engineering ais Scanned By Camera Scanner‘Theory Examination: The theory examination shall be conducted in two different parts Comprehensive ‘Continuous Evaluation (CCE) and End-Semester Examination (ESE). Comprehensive Continuous Evaluation (CCE) of 30 marks based on all the Units of course syllabus to be scheduled and conducted at institute level. To design a Comprehensive Continuous Evaluation (CCE) scheme for a theory subject of 30 marks with the specified parameters, the allocation of marks and the structure can be detailed as follows: ‘Sr. [Parameters Marks ‘of Units 1. | Unit Test 12 Marks _[ Units 1 & Unit 2 (6 Marks/Unit) ‘Assignments / Case Study 12 Marks | Units 3 & Unit 4 (6 Marks/Unit) 4g, | Seminar Presentation / Open Book Test’ | 6 y wais Quiz ‘Format and Implementation of Comprehensive Continuous Evaluation (CCE) = Unit Test: Format: Questions designed as per Bloom's Taxonomy guidelines to assess various cognitive levels (Remember, Understand, Apply. Analyze, Evaluate, Create). Implementation: Schedule the test after completing Units | and 2. Ensure the question paper is balanced and covers key concepts and applications. ‘Sample Question Distribution: © Remembering (2 Marks): Define key terms related to [Topic from Units 1 and 2]. Understanding (2 Marks): Explain the principle of [Concept] in [Context]. Applying (2 Marks): Demonstrate how [Concept] can be used in [Scenario] Analyzing (3 Marks): Compare & contrast [Two related concepts] from Units 1 and 2. Evaluating (3 Marks): Evaluate the effectiveness of [Theory/Model} in [Situation], Assignments / Case Study: ‘Students should submit one assignment or one Case Study Report based on Unit 3 and one assignment or ‘one Case Study Report based on Unit 4 Format: Probiem-solving tasks, theoretical questions, practical exercises, or case studies that require in- depth analysis and application of concepts. Implementation: Distribute the assignments or case study after covering Units 3 and 4. Provide clear guidelines and a rubric for evaluation. ‘Seminar Presentation: ‘Seminar Presentation Format: ‘* Oral presentation on a topic from Unit 5, followed by a Q&A session. * Deliverables: Presentation slides, a summary report in 2 to 3 pages, and performance during the presentation. Implementation: Schedule the seminar presentations towards the end of the course. Provide students with ‘ample time to prepare and offer guidance on presentation skills. Splat for First Year of Scanned By Camera Scanner‘Ft Year Enginverang ~ 2104 Pattern - Faculty of Science an Tectnoy Open Book Test: Format: Analytical and application-based questions to assess depth of understanding. Implementation: Schedule the open book test towards the end of the course, ensuring it covers critical aspects of Unit S. Quiz: Format: Quizzes can help your students practice existing knowledge while stimulating interest in learning ‘about new topic in that course. You can set your quizzes to be completed individually or in small groups. Implementation: Online tools and software can be used create quiz. Each quiz is made up of a variety of question types including multiple choice, missing words, true or false ete Example Timeline for conducting CCE: Weeks 1-4 : Cover Units 1 and 2 Week 5 : Conduct Unit Test (12 marks) Weeks 6-8 : Cover Units 3 and 4 Week 9 : Distribute and collect Assignments / Case Study (12 marks) Weeks 10-12 Cover Unit $ Week 13 : Conduct Seminar Presentations or Open Book Test or Quiz (6 marks) Evaluation and Feedback: ‘Unit Test: Evaluate promptly and provide constructive feedback on strengths and areas for improvement. Assignments / Case Study: Assess the quality of submissions based on the provided rubric. Offer feedback to help students understand their performance. ‘Seminar Presentation: Evaluate based on content, delivery, and engagement during the Q&A session. Provide feedback on presentation skills and comprehension of the topic. (Open Book Test: Evaluate based on the depth of analysis and application of concepts. Provide feedback ‘on critical thinking and problem-solving skills. By following this scheme, you can ensure a structured and comprehensive evaluation of students’ understanding and application of the course material, adhering to Bloom's Taxonomy guidelines for cognitive skills evaluation. End-Semester Examination (ESE) of 70 marks written theory examination based on all the unit of course syllabus scheduled by university. Question papers will be sent by the University through QPD (Question Paper Delivery). University will schedule and conduct ESE at the end of the semester. Question Paper Design Below structure is to be followed to design an End-Semester Examination (ESE) for a theory subject of 70 marks on all 5 units of the syllabus with questions set as per Bloom's Taxonomy guidelines and 14 ‘marks allocated per unit: Scanned By Camera Scanner‘Ft Year Enginverang ~ 2104 Pattern - Faculty of Science an Tectnoy Balanced Coverage: Ensure balanced coverage of all units with questions that assess different cognitive levels of Bloom's Taxonomy: Remember, Understand, Apply, Analyze, Evaluate, and Create. The ‘questions should be structured to cover: © Remembering: Basic recall of fucts and concepts. Understanding: Explanation of ideas or concepts. Applying: Use of information in new situations. Analyzing: Drawing connections among ideas. Evaluating: Justifying a decision or course of action. Creating: Producing new or original work (if applicable). Detailed Scheme: Unit-Wise Allocation (12 Marks per Unit): Each unit will have a combination of questions designed to assess different cognitive levels. By following this scheme, you can ensure a comprehensive and fair assessment of students’ understanding and application of the course material, adhering to Bloom's Taxonomy guidelines for cognitive skills evaluation. Term Work assessment shall be conducted for the theory courses, lab practical, VSE, IKS, AEC and CCC assignments submitted in journal form. Term work is continuous assessment based on work done, submission of work in the form of report journal, timely completion, attendance, and understanding. It should be assessed by subject teacher of the institute and the final grade for a Term Work shall be assigned based on the performance of the student and is to be submitted to the Savitribai Phule Pune University (SPPU) at the end of the semester. Overview: ‘Students will submit a journal documenting their practical assignments, providing a comprehensive record of their practical work and leaming experiences throughout the course. The journal will include detailed descriptions of the practical assignments, observations, results, reflections, and any additional relevant materials, Journal Components: Practical Assignments: Each practical assignment should be clearly labelled and dated. Include the ‘assignment prompt, objectives, materials used, procedures, observations, and results. Ensure assignments cover a variety of practical skills and techniques as outlined in the syllabus. Reflections: Reflective entries should accompany each practical assignment, Discuss the learning process, challenges faced, and how they were overcome. Highlight key takeaways and how the practical assignment contributed (o overall understanding. ‘Supplementary Materials: Include any additional materials relevant to the practical assignments (¢.g., raw data, sketches, photographs, feedback received). Supplementary materials should be organized and clearly linked to the corresponding assignments. Spilabas for First Year of Engineering 10a Scanned By Camera Scanner‘Ft Year Enginverang ~ 2104 Pattern - Faculty of Science an Tectnoy Evaluation Criteria: ‘© Completeness (20%): All practical assignments are included, completed, and properly labeled. Reflective entries are present for each practical assignment. © Quality of Work (40%): Practical assignments are completed with a high level of accuracy and thoroughness. Demonstrates a strong understanding of practical techniques and principles. Reflective entries provide meaningful insights into the learning process. ‘© Organization (20%): The journal is well-organized and easy to navigate. Practical assignments and. reflections are clearly labeled and ordered chronologically. Supplementary materials are appropriately linked and referenced. ‘* Presentation (10%): The journal is neatly presented and free of spelling and grammatical errors. Includes a cover page with the student's name, course title, and submission date. Utilizes a consistent format and style throughout. ‘+ Creativity and Engagement (10%): Demonstrates creativity in approach and presentation, Engages deeply with the practical work, going beyond surface-level understanding. Shows evidence of critical thinking and personal engagement with the assignments. ‘Submission Guidelines: Journals should be submitted in a hound or digital format as specified by the instructor. Ensure that all components are included and properly organized before submission. Late submissions may be subject to penalties as per the course policy. Example Timeline: Weeks 1-3: Camplete and document Practical Assignments | and 2, including reflections Weeks 4-6: Complete and document Practical Assignments 3 and 4, including reflections. Weeks 7-9: Complete and document Practical Assignments 5 and 6, including reflections. Week 10: Finalize and organize the journal. Week 11: Submit the completed journal for evaluation. Benefits: Encourages regular and consistent engagement with practical work. Provides a comprehensive record of student progress and learning. Develops skills in reflection, organization, and presentation. Allows for personalized feedback and growth opportunities. By structuring term work evaluation through journal submissions, students can benefit from a holistic and continuous assessment process that supports their practical skills development and academic growth. Conducting a two-hour tutorial session allows for more in-depth exploration and interaction compared to shorter sessions. Here are comprehensive guidelines to effectively conduct a two-hour tutorial session for a theory subject: Preparation: Review Content: Ensure a thorough understanding of the theory subject and select key topics or concepts to cover during the session. Spilabas for First Year of Engineering Scanned By Camera Scanner{re Year Enpiwerng— 2024 Pater act of Science ad Techy Set Objectives: Define clear learning objectives that align with the course syllabus and students’ learning needs. Prepare Materials: Gather necessary materials such as lecture notes, slides, handouts, and any supplementary resources or examples. 2. Structure of the Tutorial: Introduction and Agenda Setting (0S minutes): Welcome students and outline the agenda for the tutorial session. Clarify the learning objectives and expectations for the session. Recap or Review (07 minutes): Recap briefly the key points from previous sessions or relevant topics. Address any lingering questions or uncertainties from the previous material. Presentation and Explanation (15 minutes): Present new material or delve deeper into selected topics. Provide clear explanations using examples, diagrams, or visual aids to aid understanding. Break down ‘complex ideas into manageable parts and ensure clarity in explanations. Interactive Discussion and Q&A (12 minutes): Engage students in discussions related to the presented material. Encourage active participation and critical thinking through open-ended questions. Address student queries and encourage them to ask questions for clarification, Application and Practice (18 minutes): Assign activities or problem-solving exercises that apply the newly learned concepts. Monitor students’ progress and provide guidance as they work through the tasks. Facilitate peer-to-peer learning by encouraging students to discuss their approaches with peers. ‘Summary and Conclusion (05 minutes): Summarize the main points covered during the tutorial session. Reinforce key concepts and their relevance to the broader course objectives. Prepare students for the next steps in their learning journey related to the topic. Feedback and Next Steps (05 minutes): Gather feedback from students on the tutorial session, including what they found most helpful and any areas needing improvement. Provide recommendations for further study, additional resources, or upcoming assignments related to the topic. 3. Engagement Strategies: Active Participation: Encourage all students to actively engage in discussions and activities throughout the session. Use of Technology: Utilize multimedia presentations of online tools to enhance learning experiences and engagement. Group Activities: Incorporate group discussions or collaborative activities to promote peer learning and interaction. Assessment and Evaluation: Formative Assessment: Assess student understanding through informal assessments, discussions, and problem-solving activité Sellars for First Vear of Eaincerine nhs Scanned By Camera Scanner‘Ft Year Enginverang ~ 2104 Pattern - Faculty of Science an Tectnoy Feedback Mechanism: Provide timely feedback on students’ participation and comprehension to support their learning progress. . Logisties and Environment: (Classroom Setup: Ensure a comfortable and conducive learning environment with adequate seating, lighting, and equipment for presentations. ‘Time Management: Manage time effectively to cover all planned activities within the two-hour duration. 6. Post-Tutorial Follow-U) Reflection: Reflect on the tutorial session to evaluate its effectiveness and identify areas for improvement in future sessions. ‘Student Support: Offer additional office hours or online support for students who may need further assistance with tutorial material or assignments. By following these guidelines, you can conduct a structured and engaging two-hour tutorial session that enhances students’ understanding and retention of theory subjects while fostering active learning and When First Year Engineering students enter an institution, they come with diverse thoughts, backgrounds and preparations. It is important to help them adjust to the new environment and inculcate in them the ethos of the institution with a sense of larger purpose. Induction programme for First Year Engineering students is introduced to familiarize them to the new environment and encourage them to learn beyond classrooms. Objective is to help new students adjust and feel comfortable in the new environment, inculcate in them the ethos and culture of the institution, help them build bonds with other students and faculty members, and expose them to a sense of larger purpose and self-exploration. Induction Program should be preferably of 3 weeks (2 weeks at beginning first semester and 1 week at the beginning of second semester). In order to implement the (SIP) the following activities can be taken at college. 4) Physical Activity: - This would involve a daily routine of physical activity with games and sports. b) Creative Arts: - Every student would choose one skill related to arts whether visual arts or performing arts. Spilabas for First Year of Engineering aves Scanned By Camera Scanner‘ret Year npimerny— 2024 Patern aca f Same al Techy ©) Mentoring and Universal Human values: -Mentoring and connecting the students with faculty members and other students is the most important part of student induction. This can be effectively done by forming a group of 22-24 students with a faculty mentor each. This can be implemented through group discussion and real-life activities rather than only lecturing. 4) Familiarization with College, Department and Branch:- The incoming student should be told about the credit, grading system and scheme of the examination. They should be explained how the study in College differs from the study in school. They should be taken on College tour and shown important facilities such as library, canteen, gymkhana etc. They should be shown their own department. ©) Literary Activity:- Literary Activity would compass reading book, writing a summary, debating, enacting a play etc. f) Proficiency modules: - The modules can be designed to overcome some critical lacunas that students might have like English Speaking, Computer familiarity etc. g) Lectures by Eminent People: - The lectures of Eminent people be organized to expose the students to social activity and public life. h) Visit to local Area:- A couple of visits to the landmarks of the city or a hospital are orphanage ‘could be organized. i) Extracurricular activities in College:- The new students should be introduced tw the ‘extracurricular activities at the College. j) Feedback and Report on the program:-Students should be asked to give their mid program Feedback wherein each group of 22-24 students should be asked to prepare a single report on their ‘experience of the program. ‘These are summarized guidelines to be given to the student inducing induction programme (SIP). Please refer SIP Manual published by AICTE for detail guidelines at htips:/www.aicte-india.org/content/student- induction-program-detailed-suide, Spilabas for First Year of Engineering wales Scanned By Camera Scanner{et Year Enginverang ~ 2104 Pattern. Faculty of Science and Techno waifedtarg wa yo fran Savitribai Phule Pune University Faculty of Science and Technology National Education Policy (NEP) Compliant Curriculum First Year Engineering (2024 Pattern) Spilabas for First Year of Engineering sles Scanned By Camera Scanner[Prerequisite Courses, If any: © Differentiation, Integration, Maxima and Minima, Matrices and Determinants. [Course Objectives: [To familiarize the students with concepts and techniques in Calculus, Fourier series and Linear Algebra. [The aim is to equip them with the techniques to understand advanced level mathematics and its lapplications that would enhance analytical thinking power, useful in their disciplines. [Course Outeomes: [After successful completion of the course, learner will be able to: [CO1: Apply mean value theorems and its generalizations leading to Taylors and Maclaurin’s series luseful in the analysis of engineering problems. Determine the Fourier series representation and harmonic lanalysis of periodic functions in engineering applications. [CO2: Evaluate derivative functions of several variables that are essential in various engineering [problems. |CO3: Apply the concept of Jacobian to find partial derivatives of implicit function and functional ldependence. Use of partial derivatives in estimating errors & approximations and finding extreme values lof the function. |CO4: Apply the essential tool of matrices and linear algebra in a comprehensive manner for analysis of lsystem of linear equations, Linear dependence & Independence, finding linear and orthogonal lransformations. |COS: Determine Eigen values & Eigen vectors. Use ito diagonalize matrix and to reduce quadratic {form to canonical form, applicable to engineering problems. ‘Course Contents Unit T Single Variable Calculus (08 Hours) [Rolle’s Theorem, Mean Value Theorems, Taylor's and Maclaurin’s Series, Indetemninate Forms and IL’ Hospital's Rule. [Fourier series: Full range and Half rage Fourier series, Harmonic analysis, Applications to problems in [Engineering Unit If Multivariable Caleulus ~ Partial Differentiation (08 Hours) [introduction to Functions of several variables, Limit, Continuity and Partial Derivatives. Euler's Theorem lon Homogeneous functions, Partial derivative of Composite Function, Total Derivative and Change of ‘Syllabus for First Year of Engineering eles Scanned By Camera Scanner