L13 Design of Handouts, Assignments, Lab Sheets Modified-1

Lesson 13: Design of Handouts,
Assignments and Laboratory

Worksheets
Contributors
Dr Sharad K. Pradhan
Professor, Department of Mechanical Engineering Education
&
Dr Sandip S. Kedar
Professor, Department of Media Research and Development Education
Editor: Dr Joshua Earnest, Professor of Electrical Engineering
National Institute of Technical Teachers’ Training and Research

Shamla Hills, Bhopal M.P. - INDIA 462 002
Unit 4.4.4: Instructional Media L13: Design of Handouts, Assignment and Laboratory Worksheets
Lesson 13: Design of Handouts, Assignments and Laboratory

Worksheets
Learning outcomes: At the end of this lesson, you will be able to:
LO 1. Design handouts to facilitate the development of the learning outcomes.
LO 2. Design assignments to assess the attainment of the learning outcomes.
LO 3. Design laboratory worksheets for the development of the relevant skills.
Contents
1.0 INTRODUCTION ........................................................................................................................... 3
2.0 HANDOUT .................................................................................................................................... 3
2.1 Guidelines for Development of a Handout ................................................................................. 3
3.0 ASSIGNMENT ............................................................................................................................... 4
3.1 Types of Assignments .................................................................................................................. 5
3.2 Guidelines for Designing Assignments ........................................................................................ 8
4.0 LABORATORY WORKSHEET ......................................................................................................... 8
4.1 Formats for Design of Laboratory Work Sheets .......................................................................... 9
4.2 Guidelines for Designing Laboratory Worksheets ..................................................................... 11
5.0 CONCLUSION ............................................................................................................................. 11
6.0 REFERENCES .............................................................................................................................. 11
AICTE-NITTT Module 4: Instructional Planning and Delivery © NITTTR, Bhopal All rights Reserved L13 Page 2
Lesson 13: Design of Handouts, Assignments and Laboratory

Worksheets
1.0 INTRODUCTION
Handouts, Assignments and Laboratory Worksheets are print media (which could also be in
electronic form) used to supplement the instructions given to the students in the classroom
and/or in laboratory sessions. In engineering education programmes, they are important as
these are generally custom–designed by the concerned teacher of that particular course.
These instructional materials help to implement the curriculum to achieve the pre-
determined learning outcomes. This lesson discusses how to design and use them for
effective instruction.
2.0 HANDOUT
The handout is a teacher-generated instructional resource, for a particular course. It may be
one page or several pages. Handouts are specially designed for a specific target group having
a pre-defined entry-level and have to be brief. Its main purpose is to help the student to
focus on the essentials to attain the pre-determined learning outcomes and not to
concentrate much, on the non-essentials. The handout can be written or diagrammatical
material containing specific information to be additionally provided to the students. It may
contain salient points of a lesson and graphs, sketches, or material compiled from reference
books, journals, pamphlets, and such others materials that are not readily available in
standard textbooks. Some of the benefits of the handouts are as follows:
a) Instructional time is saved.

b) Promotion of systematic classwork.
c) In the handouts, the difficult diagrams and tables of better quality can be provided.
d) Handouts can reduce note-taking so that the students can pay more attention to the
instructions being delivered.
However, handouts also have their share of limitations as well. Too much spoon-feeding in
handouts may make the students dependent on teachers. Their habits of searching for
material and self-learning may not get developed. Hence handouts should be more precise.
2.1 Guidelines for Development of a Handout

For developing a handout, it is quite important to be aware of the background of the
students and the knowledge and skills that they possess. Subsequently, the following steps
may become helpful to develop the handout:
a) State the learning outcomes so that the development of the handout stays focused.
b) Structure and sequence the subject matter into logical units.
c) Use short paragraphs.
d) Use numbered sub-titles as it helps in referring.
e) Avoid lengthy and complex descriptions.

f) The language of the handout should be simple and precise. It should encourage
student thinking.
g) Use emphasizing techniques for better learning such as underlining, changing font
types and their sizes, using bold letters, italicizing the words, using quotes, using
boxes, starting as new paragraphs and the like.
h) Use diagrams, sketches and tabulations to present the information.
i) Ensure good quality of visuals. Remove non-relevant content from the visuals.
j) List the reference books or bibliography from where the relevant text/ picture has
been taken so that interested learners may refer to the resources.
k) A set of questions can be added at the end.
l) A database of handouts should be maintained.
Sometimes, the students just keep away the handouts without reading them. To avoid this,
the handouts maybe even designed as completion type handouts. Handouts can also be
used to invite student participation wherein certain gaps, missing words, and missing parts
of a diagram are deliberately made to necessitate student thinking.
Unless it is a flipped classroom session, do not give the handout in advance, or else, the
student will avoid taking notes. It may be given towards the end of the classroom session if it
is a completion type handout or a case study that needs to be discussed.
ACTIVITY
State the learning outcome and prepare a relevant handout to support the classroom
session
3.0 ASSIGNMENT
The assignment is usually designed on the principle of 'Learning by doing'. The main purpose of
the assignment (which is a task the student has to do during or after the classroom
situations) is to 'cement' the learning and increase the learning capabilities of students. All
types of assignments are intended to reinforce and supplement learning and provide practice.
Alternatively, it can also serve as a tool whereby the students are encouraged to pay more
attention during the classroom session as the students know that there is a task that will
follow. After the assignment is given, the role of the teacher changes to that of a 'guide' so
that help is provided only when required. This role of the teacher makes the student more
independent and the skill of 'learn–to–learn’ is developed. There can be other purposes of
assignments as well, such as:
a) Drill and Practice d) Evaluation
b) Reinforcement of learning e) Encouraging reading habits
c) Recapitulation f) Guided learning.
Before designing any assignment, the learning outcomes should be stated and accordingly,
the assignments are to be given to the students.
3.1 Types of Assignments

There can be several types of assignments depending on the outcomes of the topic/ course,
location, mode, level of the students, time and other resources available such as:
• Classroom-based • Home assignment
• Library–based • Individual assignment
• Internet-based • Group assignment.
Table 1 highlights the types and the major purposes of the assignments.
Table 1 Purposes of Different Types of Assignments
S. No. Type of Assignment Major Purpose

1 Classroom-based • Reinforces the learning through:
– Comprehension
– Recapitulation
– Drill and Practice
2 Library–based • Use of library resources for:
– Self-learning
– Collection of information / data
– Use of reference material
3 Internet-based • Helps in learning from internet-based resources
4 Home Assignment • Reinforcement of learning
• Drill and Practice
5 Field-based assignment • helps to compile information related to a product/
component/ through a survey of industry/ market
6 Individual assignment • Promotes initiative,
• Commitment toward assigned tasks
• Builds self-confidence
7 Group assignment • Along with the cognitive domain outcomes, also
develops Affective domain attitudes such as
– team working
– leadership and others
a) Classroom-based Assignment
Classroom assignment brings in a stimulus variation and also ascertains whether the students
have understood the content or not. You can give a classroom assignment in the form of
numerical, short-answer questions, and the like. Classroom assignments provide IKR
(immediate knowledge of results) and formative assessment of the learning.
Salient Features
• Eliciting Performance which is the use of Gagne’s 6th instructional event
• Enhance collaboration between students if it is a group assignment
• The diagnostic purpose is served

• Generally of short duration, it can be designed and completed during the classroom
period.
Example
Suppose, in a basic electronics engineering class, after teaching the h-parameters for CE, CB and
CC configurations, if a numerical on one of the configurations is given to be solved two
objectives are achieved (1) a change in stimulus, and (2) assessment of the understanding of h-
parameter.
Classroom-based assignments can take many forms such as:

i. Completion Type assignment: In this assignment, in between 'gaps' have to be filled up.
ii. Diagrams/ Sketches/ Drawings: Students may be asked to draw graphs, flow diagrams,
block diagrams, schematic diagrams, sketches, etc. in the class itself.
iii. Problem/ Calculations: Students may be asked to solve small numerical problems or do
calculations. This can be done individually or in groups.
iv. Cases/ Incidents: If small case studies/ incidents are available, these can be given for
discussion in groups or individually.
v. Demonstration Worksheet: A worksheet is given to students before an actual
demonstration or demonstration through a video programme. At the end of the
demonstration, students may be expected to draw conclusions or answer some
questions.
b) Library–based Assignment
A library-based assignment is mainly in the form of collecting relevant information from books,
print as well as online journals, and magazines. Preparation of a seminar paper, searching for
books in a specified area and writing a brief, are some of the library assignments. Following
are some of the salient features.
Salient Features
i. Develops the skill of gathering, compiling and using relevant information from
various types of library resources.
ii. Inculcates the use of library resources
iii. Develops self-study skills and inquisitiveness in students.
Example
Suppose the 'Use of various springs in different machines and appliances' is given as a topic for
the seminar presentation. The student will have to consult different books, and journals in the
library and prepare a write-up for the presentation.
c) Internet-based Assignment
Such an assignment allows the student to compile information from the internet to help in
achieving the learning outcome. It may include videos, animations and other information
related to a specific outcome.
Salient Features
i. Access correct information
ii. Use of open-source software to create resources
iii. Promote Self-learning habits and inquisitiveness
iv. Help in building self-confidence to tackle new problems.
d) Home Assignment
It is not possible to deal with all types of problems in the classroom, so the home assignment is
useful in such situations. To provide ‘drill and practice’ for applying various concepts and
principles and to develop the habit of self-learning, a teacher can give home assignments of
different types to the students such as numerical, long answer questions, their opinion on some
current issue and so on.
Salient Features
i. Requires more time than a classroom assignment.
ii. Provides an opportunity for ‘drill and practice’.
iii. Helps in assessing the attainment of learning outcomes.
iv. Helps in honing self-study habits
v. Develop the habit of inquiry.
vi. Improve written communication.
Tasks for Home Assignment

Some of the sample tasks for the home assignments could be
• Descriptive Questions answers
• Design related Problem
• Preparation of presentation on the given topic
• Preparation of Seminar paper
• Review of published articles/ research papers.
e) Field-Based Assignment
Field-based assignments are those wherein the student goes to the place of action such as the
construction site, industrial estate, electric substation, dam site, automobile market, water
purification plant and others to perform learning activities. Such assignments are given for
developing those parts of the learning outcomes which can neither be developed in the
classroom nor the laboratory/ workshop. This could be an individual or a group assignment
depending on the complexity of the given assignment and the other constraints.
Salient Features
• The assignment is in a real setting
• Develops teamwork and leadership

• Develop Negotiating and presentation skills.
3.2 Guidelines for Designing Assignments

Following are some of the basic steps to design an assignment:
a) Select the relevant type of assignment.

b) Inform in advance to the students about the assignment.
c) State the learning outcomes expected from it.
d) The design should match the level of the students.
e) In the case of structured assignment, the questions must proceed from simple to
complex
f) Keep the language simple.
g) Maintain a portfolio of self-designed handouts.
ACTIVITY
State the learning outcome and prepare relevant type of assignment to assess its
attainment.
4.0 LABORATORY WORKSHEET

In the absence of a laboratory manual or to supplement a laboratory manual, hard copies of
laboratory worksheets are given to the students. The need for relevant laboratory
worksheets is important because practical work is often assigned a secondary role in many
institutes and is therefore handled casually by teachers as well as students. The organisation
of practical work favours manipulation of data due to stereotype experiments and students
find nothing new or challenging to be done. There are no well-defined aims or outcomes for
practical work, which, therefore, result in random or disjointed work. Often, the practical
work does not indicate the industry relevance of each practical that the students have to
work on or work with.
These laboratory sheets go a long way to supplement the teacher’s oral or visual instruction
about how practical work is to be performed in the laboratory/ workshop. It guides the
students to perform the practical work safely to develop the pre-determined industry
needed skills and pre-determined learning outcomes. The laboratory sheet saves precious
laboratory time and gives more time to the students to work on the equipment and increase
the use of the equipment to develop the much-needed practical skills in the students rather
than engage the students in other unproductive activities. However, they do not eliminate
the need for teacher interaction with students.
REFLECTION SPOT
For any selected course, list at least 4 industry needed skills that could be achieved
through laboratory/ workshop.
4.1 Formats for Design of Laboratory Work Sheets

Laboratory worksheets are write-ups prepared by the teacher and provide relevant
information to the students about the practical work and the teacher's expectations from
students. These sheets may be separately given or combined in the form of a complete
laboratory manual. The laboratory sheets are meant to be given to students much before
practical work so that they can prepare and plan in advance. Different formats for designing
laboratory sheets are available. However, a typical one is given here so that the competency
and the related outcomes are clearly stated for each practical work.
The list of typical sub-titles that need to be included in a laboratory worksheet is given in
Table 2. Additionally, the interpretations of these titles/ headings are also stated. A sample
laboratory worksheet incorporating these sub-titles is given in Appendix A for better
understanding.
Table 2: Interpretation of Each Section of a Typical Laboratory Work Sheet

(For a typical example refer to Appendix A)
Section Title/ Heading Interpretation
No.
Short TITLE of the A title is always intended to be a ‘crisp phrase’ and not a sentence.
Laboratory It usually should have a few keywords indicating the important
Experience outcomes.
I Practical Significance This section will highlight the importance of this practical work and
how it is related to the world of work and thereby motivate the
students to take this practical work seriously.
II Related POs The related POs given by NBA are brought over here.
(Programme
Outcomes)
III Competency and This section informs the students to which competency this
Practical Skills practical work is related, as well as the associated skills that the
industry needs.
IV Relevant COs The related COs mentioned in the curriculum are stated here to
(Course Outcomes) establish their relationship with this practical work
V Practical Outcomes These specific practical outcomes starting with an action-oriented
verb are the major outcome of this practical work
VI Related ADOs This section informs the students of the attitudes and values that
(Affective Domain could be developed through this practical work
Outcomes)
VII Minimum In most of the engineering institutions in India, often the practical
Theoretical is conducted even before the underpinning theory required for
Background that practical is taught. To address such situations, this section is
included. A minimum amount of information required to perform
the practical is to be given.
VIII Practical Set-up/ This section is expected to provide the practical set-up/circuit
Circuit Diagram diagram of the practical to be conducted by the student.
IX Resources Required Appendix A Section IX provides the details about the equipment/
instruments required along with the specifications and quantity in
a tabular format for greater clarity to all concerned.
Section Title/ Heading Interpretation

No.
X Procedure Practical work is a set of activities and if these are written in the form
of discrete steps and numbered, it will become more self-
instructional and easier for the students to follow. In the procedure,
each activity should be written as one step.
XI Precautions to be While using equipment/instruments some precautions are to be
taken taken for maintaining the accuracy and smooth operation and safety
of the equipment. Such precaution ensures the safety of the
personnel too.
XII Actual Procedure Here the students will write in the logbook the actual procedure
Followed followed in doing the practical work, which may be the same or
sometimes some variations may be there as the practical set-up may
be different in different institutions.
XIII Actual Resources Again the student will write in the logbook the actual type of
Used resources used at the time of practical work
XIV Actual Precautions Although the precautions are given, the students may repeat the
Followed same and add if more they have followed.
XV Observations and The observations are to be made and several readings are to be
calculations noted down which may be in some tabular form depending on the
practical.
XVI Results The outcome of any practical work has a result which may be
qualitative or quantitative in the form of data values, graphs,
screenshots and others.
XVII Interpretation of Unless the result is not interpreted, the practical work does not
Results serve many purposes. When the students explain the meaning of
the result it makes sense to the employer. The interpretation skill
is therefore quite an important one which the industry expects
from the engineers.
XVIII Conclusions Conclusion emerges from the preceding section 'Interpretation of
Results' and therefore leads to a 'decision' that an engineer takes
based on the interpretation. Therefore, this is also an important
analytical skill that the industry expects from every engineer.
XIX Practical Related These questions are concerned only with the performance of this
Questions practical, which means the answers will be not from any book, but
based on the practical conducted by the student. i.e. the student
should derive the answers to the questions from the conduction,
observations and calculations of practical work.
XX References and These could be books, websites, or journals that the student can
Suggestions for further refer to.
Future Reading
XXI Suggested The assessment scheme will have a 'process' part and a 'product'
Assessment Scheme part to be assessed. Process related skills are those that can be
assessed in ‘real time' (i.e. when the practical work is being done)
and cannot be assessed after the practical work is finished, such as
connection skills, team working, following safe practices and
others. The 'product-related skills' are those that can be assessed
after the practical is over. The weightages of these two will
depend on the competency statement, COs, ADOs, and industry-
related skills.
4.2 Guidelines for Designing Laboratory Worksheets

Following are some of the basic steps in designing laboratory worksheets:
a) Choose a format similar to the above.
b) State the competency expected out of the course which is implied or explicitly stated.
c) State the course outcomes.
d) State the practical outcomes of the course.
e) Write in simple language.
ACTIVITY
Design a laboratory worksheet similar to Appendix A and also referring Table 2
5.0 CONCLUSION
It is seen in this lesson that the learning outcomes of the topic or course dictate the design
of the relevant type of handout or assignment or laboratory worksheet. All these three types
of instructional resources are designed by the teacher to cater to the situation and need. The
salient features of each of these three instructional resources are discussed so that the
teacher is aware of when and where and how they have to be used/ administered in the
class or laboratory so that the students are benefitted the most.
******
6.0 REFERENCES
Banthiya, N.K. (1987). Designing of Laboratory Experiences. Monograph, Bhopal: Technical

Teachers’ Training Institute
Banthiya, N.K. (1999). Competency-based self-learning Modules on Lab Work. Developed for
Regional Engineering Colleges under Educational Technology Project with British
Assistance, Technical Teachers' Training Institute, Bhopal.
Bruce, J. and Weil, M. (1992). Models of Teaching. Prentice-Hall of India, New Delhi
Centre for Teaching and Learning, Georgian College, August (2011). Designing Effective
Assignments. Retrieved from www.georgianc.on.ca/staff/ctl/wp-
content/uploads/2009/02/assignments_3_2.pdf
Centre for Teaching Excellence, University of Waterloo. (n.d.) Assignment Design: Checklist.
Retrieved from https://uwaterloo.ca/centre-for-teaching-excellence/teaching-
resources/teaching-tips/developing-assignments/assignment-design/assignment-
design-checklist
Dalhousie University, Academic Integrity. (2010). Effective Research Assignments. Retrieved
from www.lib.berkeley.edu/instruct/assignments.html
Designing Assignments. (1996). Retrieved from
academicintegrity.dal.ca/Faculty%20Resources/Designing_Assignment.php
Earnest, J. (1996). Skills Development through Laboratory work. Journal of Engineering

Education.
Eberly Centre for Teaching Excellence, Carnegie Mellon University. (n.d.) Whys and Hows of
Assessment. Retrieved from http://www.cmu.edu/teaching/assessment/
assesslearning/creatingassignments.html
Hamilton, J. B. et al. (1977). The module on Direct Student Laboratory Experiences. AAVIM:
Georgia.
McShane & Dalene. (1998). Presenting Information Visually. EIC Guide.
www.wmin.ac.uk/mcshand/TEACHING/handouts.htm#INTRO
Rao, G. N. N. et al. (1981). Laboratory Instruction in Polytechnic, Approaches. Technical
Teacher's Training Institute, Bhopal
Wilson, B. (1987). Methods of Training: Individual instruction. Parthenon Publishing,
Lancashire.
Appendix - A
PRACTICAL No. 10 (say)
FLOW MEASUREMENT USING ROTAMETER
I PRACTICAL SIGNIFICANCE
In the industry environment, Instrumentation Engineering graduates are expected to handle
various transducers for the measurement of process parameters such as temperature,
pressure, level, flow, displacement etc. The engineer should be able to select proper
instruments for the measurement of the above parameters and also maintain these
instruments for proper functioning in different applications. This practical will help you to
acquire the necessary skills.
II RELATED PROGRAM OUTCOMES (POs)

PO 2. Discipline knowledge: Apply Instrumentation engineering knowledge to solve
broad-based Instrumentation engineering-related problems.
PO 3. Experiments and practice: Plan to perform experiments and practices to use
the results to solve broad-based Instrumentation engineering problems.
III COMPETENCY AND PRACTICAL SKILLS

This practical work is expected to develop the competency - Test different types of
transducers - and the following associated industry needed skills
a) Connection skills
b) Calibration skills.
IV RELEVANT COURSE OUTCOMES (CO)

Test different types of flow transducers.
V PRACTICAL OUTCOME
Use Rotameter for flow measurement.
VI RELATED AFFECTIVE DOMAIN OUTCOMES (ADOs)

a) Follow safety practices.
b) Practice good housekeeping. - 100
-
- 90
VII MINIMUM THEORETICAL GRAVITY -
- 80
BACKGROUND -
Rotameter is a variable area flowmeter used - 70
-
for flow measurement. It consists of a vertical EQUILIBRIUM - 60
-
tapered tube with a float which is free to move - 50
up and down within the tube. The free area FLOAT -
- 40
between the float and the inside wall of the -
- 30
tube forms an annular orifice. The tube is -
mounted vertically with a small end at the TAPERED - 20
FLOW -
bottom. The fluid to be measured enters the METERING - 10
tube from the bottom and passes upwards TUBE -
- R
around the float and exits at the top. Figure 1: Rotameter Principle
(Scale)
Its operating principle is based on a float of given densities establishing an equilibrium

position where, with a given flow rate, the upward force of the flowing fluid equals the
downward force of gravity.
Rotameters are the most widely used type of variable-area (VA) flow meter. In these devices,
the falling and rising action of a float in a tapered tube provide a measure of flow rate as
shown in Figure. These are known as gravity-type flowmeters because they are based on the
opposition between the downward force of gravity and the upward force of the flowing
fluid. When the flow is constant, the float stays in one position that can be related to the
volumetric flow rate. That position is indicated on a graduated scale. It can be used to
measure the flow rates of most liquids, gases, and steam. The materials of construction
include stainless steel, glass, metal, and plastic.
The tapered tube's gradually increasing diameter provides a related increase in the annular
area around the float, and is designed following the basic equation for volumetric flow rate:
(1)
where:
Q = volumetric flow rate, e.g., gallons per minute
k = a constant
A = annular area between the float and the tube wall
g = force of gravity
h = pressure drop (head) across the float

With h being constant in a VA meter, we have A as a direct function of flow rate Q.
VIII PRACTICAL SET-UP /CIRCUIT DIAGRAM
ROTAMETER
PUMP
Figure 2: Flow measurement setup
IX RESOURCES REQUIRED
S. Remark
Particulars Specification Quantity
No.
Rotameter for flow Range 0-1000 LPH, Glass tube body,
1 measurement Bob Material-SS, connection 1’’, 01
setup Mounting inlet bottom top outlet.
X PROCEDURE
1. Interpret the given diagram.
2. Connect Rotameter measurement setup as in the diagram.
3. Fill the sump tank with water.
4. Switch on the power supply.
5. Start the pump and ensure the flow rate through the pipeline
6. Measure flow rate indicated on the Rotameter.
7. Change valve position for increasing flow rate in the pipeline.
8. Record flow rate in the observation table.
9. Repeat steps 6 to 8 for 5 to 6 readings.
10. Switch off the power supply to the setup.
XI PRECAUTIONS TO BE TAKEN
a) Avoid zero error.
b) The rotameter must float vertically.
XII ACTUAL PROCEDURE FOLLOWED (To be written by students) (Use blank sheet
provided if space not sufficient)
1. …………………………
2. …………………………
3. ……………………….
4. ………and so on
XIII ACTUAL RESOURCES USED
S. No. Name of Resource Broad Specifications Quantity Remark

1
2
3
XIV ACTUAL PRECAUTIONS FOLLOWED

a) ……………...
b) ………………………..
XV OBSERVATIONS AND CALCULATIONS

(Use blank sheet provided if space is not sufficient)
S. No. The flow rate on the indicator Calculated flow rate

1
2
3
4
5
XVI RESULTS
1. .…………………………….
2. .………………………
XVII INTERPRETATION OF RESULTS (Give the meaning of the above-obtained results)

………………………………………………………..……………………………………………………………..……….
…………………………………………………………..………………………………………………………………………
…………………………………………………………………………………………………………………………………...
XVIII CONCLUSIONS (To be written by students)

(Actions/decisions to be taken based on the interpretation of results).
………………………………………………………..……………………………………………………………..……….
…………………………………………………………..………………………………………………………………………
…………………………………………………………………………………………………………………………………...
XIX PRACTICAL RELATED QUESTIONS

Note: Below given are a few sample questions, the answers of which should be
related to the practical itself, the answers of which will not be available in the books,
but available only from the practical. Teachers must design more such questions to
ensure the achievement of identified CO. Write answers to a minimum of two
questions.
1. State what will happen if the Rotameter does not float vertically.
2. State the maximum range of flow rate measurement.
3. ……………. So on
Space to Write Answers

.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
XX REFERENCES / SUGGESTIONS FOR FURTHER READING
S.
Title of Book Author Publication
No.
1 Electrical and Electronic Sawhney, A.K. Dhanpat Rai and Sons, N. Delhi
Measurements and 201; ISBN:9788177001006

Instrumentation
Industrial Instrumentation Singh, S.K. McGraw Hill Publishing; N. Delhi
2
and Control 2010; ISBN:9780070678200
https://www.youtube.com/ Accessed on 14
3
watch?v=YYM92QFhTDo August 2019
https://www.youtube.com/ Accessed on 14
4
watch?v=6CdO9inzSRQ August 2019
XXI Suggested Assessment Scheme

The given performance indicators should serve as a guideline for assessment
regarding the process and product-related marks.
S. Performance Indicators The weightage (%)

No.
Process related 60% (for this practical)
1. Identify the practical setup of rotameter setup 10%
2. Connection of complete measurement system. 20%
3. Applying input flow rate to the rotameter 10%
4. Observation of output differential pressure 10%
5. Working in a team. 10%
Product related 40% (for this practical)
6. Answers to practical related questions. 30%
7. Submission of the report in time. 10%
Total: 25 Marks 100%
******
ASSIGNMENT
State the learning outcomes to be attained by the student in the following types of
instructional resources and design one of each based on the discussions in this lesson
1. A handout
2. An Assignment
3. A Laboratory worksheet

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Lesson 13: Design of Handouts,

Assignments and Laboratory

Editor: Dr Joshua Earnest, Professor of Electrical Engineering

National Institute of Technical Teachers’ Training and Research

Lesson 13: Design of Handouts, Assignments and Laboratory

Lesson 13: Design of Handouts, Assignments and Laboratory

a) Instructional time is saved.

2.1 Guidelines for Development of a Handout

e) Avoid lengthy and complex descriptions.

3.1 Types of Assignments

Table 1 Purposes of Different Types of Assignments

S. No. Type of Assignment Major Purpose

• The diagnostic purpose is served

Classroom-based assignments can take many forms such as:

Tasks for Home Assignment

• Develops teamwork and leadership

3.2 Guidelines for Designing Assignments

a) Select the relevant type of assignment.

4.0 LABORATORY WORKSHEET

4.1 Formats for Design of Laboratory Work Sheets

Table 2: Interpretation of Each Section of a Typical Laboratory Work Sheet

Section Title/ Heading Interpretation

4.2 Guidelines for Designing Laboratory Worksheets

Banthiya, N.K. (1987). Designing of Laboratory Experiences. Monograph, Bhopal: Technical

Earnest, J. (1996). Skills Development through Laboratory work. Journal of Engineering

FLOW MEASUREMENT USING ROTAMETER

II RELATED PROGRAM OUTCOMES (POs)

III COMPETENCY AND PRACTICAL SKILLS

IV RELEVANT COURSE OUTCOMES (CO)

VI RELATED AFFECTIVE DOMAIN OUTCOMES (ADOs)

Its operating principle is based on a float of given densities establishing an equilibrium

A = annular area between the float and the tube wall

h = pressure drop (head) across the float

VIII PRACTICAL SET-UP /CIRCUIT DIAGRAM

XIII ACTUAL RESOURCES USED

S. No. Name of Resource Broad Specifications Quantity Remark

XIV ACTUAL PRECAUTIONS FOLLOWED

XV OBSERVATIONS AND CALCULATIONS

S. No. The flow rate on the indicator Calculated flow rate

XVII INTERPRETATION OF RESULTS (Give the meaning of the above-obtained results)

XVIII CONCLUSIONS (To be written by students)

XIX PRACTICAL RELATED QUESTIONS

Space to Write Answers

XX REFERENCES / SUGGESTIONS FOR FURTHER READING

Measurements and 201; ISBN:9788177001006

XXI Suggested Assessment Scheme

S. Performance Indicators The weightage (%)

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